April 15, 2025 Board of Education Meeting

001Ed, use your protection. Okay, we ready? All right, we will now call this pre-work session to order at 2:23 p.m. Thank you for joining us today for our board of education pre-work session. Our board meeting cadence allows board members to prepare for upcoming regular meetings through pre-work sessions. These sessions are typically more casual and are primarily for information gathering. No formal votes will be taken. We will begin our pre-work session with our book study. The governance core chapter 7 governance infrastructure is our reading for this month. Oh, and it's me. Okay. All right. Does everybody have this book? Left it at home. All right. Well, we can share. Okay, good. I'll share with my partner. All right, so we're going to chapter seven. Well, you can't look J because I have my notes. So, you're

002just going to have to share with your other partner. All right. So, within this chapter, there were a couple of kind of large principles if you read it. Um, governance principles. um there was also governance norms and then there was um governance uh protocols. So I kind of have one question or topic of discussion from each one. So question one um which comes from governance principles um kind of the kickoff was from the first paragraph if you look on chap on page 144 it says governance principles um they are a way for the board to communicate the principles it has established for its own work with the district staff families students and the community represent the board's commitment to high quality governance leadership and transparency so The question for you guys is if everybody can

003list one or two core governance principles either listed already within CSD strategic plan or on the website um or one that you wish we would add uh in the upcoming year anybody everybody I guess my my core question so I agree absolutely in in principle with the idea of this I am just not clear that we do we actually have lists of principles. I think that might be I mean I'm completely open to establishing it based on my deep reading of this chapter. Um, but uh that's what I said. Anything that maybe you wish existed, maybe a list of principles, right? Because I was thinking the same thing as reading this. Um, and then but then I got kind of confused between what they were saying were norms and principles. So, you're jumping ahead. That's

004my Okay. So um my thought was we don't have principles not for governance um as far as a governance infrastructure. I think there are we have lots of things but I would not say we have any suggestions for one we want that's jumping ahead in my brain but yeah I so the question uh well the question that was just asked is could we make principles now I'm going to go ahead and so uh principles and I based upon their definition. I think we have protocols by definition. We don't call them protocols, we call them norms. Yeah. Yeah. But it's it's it's nomenclature. Um I I think we have our board norms are what they call protocols. But to create principles and norms, I think it's definitely something we could do. And we could do that

005starting, you know, in the fall typically in June. We take a look at what do we want to be our work over board retreats and things like that. So yes, that's where my brain was when I read it. Now, as usual, I have a question. So our norms largely dictate how we as individuals operating on a board um communicate. um engage in action for board work. But we um our norms are more than just about communication. Yeah. Yeah. Yeah. But but and it all they also map out at times procedures, right? Processes we should take if we want to you know have a particular action um acted upon. So then what would make the governance principles different? So I yeah I think at least in my mind I feel like a norm is really an

006agreed rule right whereas a principle is a little bit more aspirational like I I would think a good principle and and one of the things that I love about working on this board because I think we do this is we really do approach with a level of openness and respect to each other that would not be a norm right that is a I think more of a principle or something that would be a principle. Yeah, I would say on page 147 it says norms are simply descriptions of how trustees treat each other and others. Norms are very important as guides of what's acceptable and unacceptable behavior. And I think that speaks to what um board member was just saying that by definition that's their definition of a norm and it's just something that we don't

007necessarily have codified. But I wrote next to that opportunity to codify it since you guys um all jumped ahead to my next topic of discussion which was norms. You can't help yourself because you like norms. Um that was my next um my next paragraph. Uh norms are simply descriptions of how trustees treat each other and others. Norms are very important as guide for what is acceptable and unacceptable behavior and exist um as and exist whether they are identified or not. where norms are not explicitly stated, they become the habits by which groups perpetuate behaviors, some of which can become toxic and very disruptive. So, we kind of established that maybe our norms, principles, and norms. We're not quite sure which ones maybe the nomenclature is a little confusing. Um, but we do have board norms.

008Um so the question the next question is based on what we have defined as our board norms um do they appear to you realistic um descriptive um do you feel like they're detailed or not detailed enough? I I thought I mean we spent a lot of time on our board nor you know at at the beginning of every school year and you know past few years been a lot of conversation and adjustment so I feel good about our board they seem very realistic to me Sophie sorry um well the structure kind of reminded me of when we had that discussion about the changing hormones and so I kind thought about helping that norm. Well, and that whole conversation was about whether that norm was realistic or not. Right? Because it's natural. Every single person on

009the board, I've turned to you as a side and said, "What do you think?" Well, that's exactly what I'm going to do you. But then you're in a unique position. I think the ones we have are very realistic. I think they're very natural. Um, I don't I think that anyone who gets elected in the city of Decatur is going to for the most part read those and be like, I have some questions about the nuance or how I approach certain people or I'll ask questions. But for the most part, it's it it should be intuitive to most of us the way we the way we interact with each other and staff and and I find that I agree with Jane's tone as well. I will add that like almost visiting I love going to the

010GSBA conferences. Um, at first I did not that I viewed them as a burden. I find them to be incredibly informative about what other boards are doing correctly and incorrectly to help me kind of influence and and see things. And I always leave those with a sense of pride. Thank you. I'm still reading the old version, so I'm sorry. Um I like so one I agree um and when I rolled on to the board you know I remember reading through them and to me they're pretty clear um and I think as James pointed out a lot of them I think should be fairly intuitive. Um, but I like to in reading the North Monterey County Unified Schools District Governance Human Rights because I, as much as I'll admit that, you know, this isn't necessarily my

011beach reading or like, oh, this is just lifealtering. Um, I think at times I do find reading these sections just a helpful reminder. Um, so I highlighted, you know, we take our responsibility seriously. um but not ourselves. We will all remember that all people in the district are important and contribute to our children's well. We will never dismiss or devalue others. I don't think we do that. Um I did kind of chuckle at the anyone call a timeout if he or she feels they need a break because I just have not seen that. Um but to James' point, I have seen that need with other boards. So I really appreciate that we don't have that. So thank you. Excellent. The last major section is talking about uh governance protocols. So kind of a good synopsis

012is in that first paragraph on page 151. Um and they state protocols are operating rules that provide structure for the work of the board. They are very specific and apply to all aspects of trustee and board governance. protocols are written agreements adopted by the board to define everything from meeting structure to relationships with staff and community to the scope of the board's responsibility. So when I read this I kind of I think maybe I then I got confused. I was like is this are these our norms um versus what they described before? Is this what we call norms? So um the last question I have for discussion is based on this description do we feel like we don't really have protocols um and we more have norms or we have norms and not protocols or

013both blended together um and what do we need to do to make this more clear? And lastly, what details do we need to add forward facing to the public? Um, namely so that our communication is more clear. I mean, I don't I don't necessarily feel an obligation to perfectly comport to what the descriptions are in this book. I think if we have something that works for us then, you know, I I I do like the idea of maybe uh codifying a couple principles, but I I don't know that splitting out the difference between protocols and norms visav the way that they're describing it and building out robust ones in each category. Like I I just feel like at some point we're doing busy work as opposed to um building something that's helpful for us. Dr.

014Johnson, Dave, you don't want to build a bunch more documents that we can argue. Okay. All righty. That's all that I have on this chapter. Thank you to me for facilitating this book. All right. Thank you board member Soulen for facilitating this chapter. Next month um our current school board uh representative apprentice Nia Botra will facilitate chapters eight and nine governance tools and new pathways. Go ahead girl. Dr. Whitaker, please introduce the next item. Thank you, Chair Sultan. I would like to call on Mrs. Amanda Lynch, chief of staff, to present one policy for feedback. Good afternoon, board chair Dr. Silton, vice chairs, esteemed members of the board, student representative Delena, and superintendent Dr. Gina Whitaker. Today, we have one policy on the agenda for pre-work. As a reminder to the public, policies that are

015presented during pre-work are new business on which we are seeking board input. These policies are being presented as initial drafts. They are being gathered to they are being shared to gather board input and feedback that can be reflected in drafting and revising future emergencies as outlined in the 2024 2025 policy calendar. The policy codes scheduled for discussion for this month's board pre-work session were E business management and F facility expansion program. Staff identified policy EBB safety for development to further articulate the board's commitment to a safe and secure learning environment. As drafted, policy EVB, safety, addresses taking reasonable precautions for the safety of students, employees, visitors, and patrons. It delegates permission to the superintendent to suspend school activities in an emergency, such as abnormal conditions, hazardous weather, or other emergencies. It requires cooperation with community

016first responders in an emergency. It also sets parameters for safety plans at each school. As an additional note, we are also watching HB268. This legislation was passed by the House and the Senate and is on the governor's desk for signature. Nothing currently included in the draft of this policy is in conflict with the bill if passed. However, if signed, we will determine any additions that may be needed to the draft of this policy. Is there any feedback um for this draft? All right, this is great. Um then we will continue to monitor and we'll bring it to you for first read um next month at which time will be available for public comment. Great. Thank you. All right. Thank you, Mrs. Lynch. We look forward to the conversation next month and our work session on

017these policies. Uh, thank you board members for the discussion. There being no further business, this pre-work session is adjourned at 2:38 p.m. We will return for the board work session at 2:40. Y'all have two minutes to take a deep breath. We will now call this work session to order at 2:40 p.m. Thank you for joining us today for our monthly work session. Dr. Whitaker, please please introduce the first presentation. Thank you, Sheriff Sultan. I would like to call on Mrs. Amanda Lynch, chief of staff to provide the state of the division. She will be joined by our student representative of the board, Sophia Dia Lena, and student apprentice Nia. Good afternoon, board chair Dr. Sultan, vice chair, esteemed board members, and superintendent Dr. Whitaker. Today I am pleased to present the state of the office

018of the chief of staff. This presentation will emphasize our efforts in organizational effectiveness and excellence as we have staff as we have 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 worked to amplify student voice and strengthen and align stakeholder engagement. The office of the chief of staff is a team of five that includes project management, audited investigations, reception, and enrollment. In addition to our everyday work, 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. We have also focused on a number of initiatives this year to improve organizational effectiveness and excellence in building and

019sustaining an engaging an inclusive culture. You will hear more about these initiatives and our work throughout the remainder of this presentation. First, much of our work centers on providing outstanding customer service through effective systems. We continue to welcome all callers and visitors to the welcome center. Did you know reception has fielded nearly 15,000 calls to the district's main number and this only represents July through March? And as part of our larger safety and security measures, we have implemented an improved visitor signin and badge system here in the Wilson Center. This will continue to improve with full implementation of the strategic visitor management system. In the area of enrollment, we continue to provide a centralized enrollment experience to every new family registering their students in the city of Decay, our schools. We have been refining and

020streamlining our processes. For example, we have partnered with student support services to improve our internal residency verification processes. We've partnered with the IT department to move our courtesy tuition annual application to Infinite Campus, our student information system. and we are working closely with multiple departments to successfully plan for and launch our non-resident paid tuition enrollment for next school year. Paid tuition will present an alternative funding source and we have conservatively projected paid tuition to bring in approximately $350,000 in revenue for FY26. Applications for paid tuition will be available online beginning April 30th. In the area of audits and investigations, we receive complaints and conduct employee investigations partnering closely with human resources. We also manage open record requests, subpoenas, and the production of documents. This year, we have received and responded to over 50 requests received

021in our open records request inbox. In addition to reception, enrollment and audits and investigations, one of the major responsibilities of the office of the chief of staff is to provide support to the superintendent and carrying out the strategic direction set by you, the board of education. Project management support is provided to executive cabinet members, the owners of each of the 16 objectives in our all indicator strategic plan to ensure that they are on track to be completed on time and in scope. Project management and change management support is also provided with other key initiatives such as safety and security. While leading and supporting project and change management, we are concurrently developing the standard project management processes and tools to be used here in city pools of Decator which significantly improves our organizational effectiveness and excellence.

022Already this year we have created executive sub of the strategic plan objectives which have been shared with you as board members items of the May board retreat. Next and as you all are quite familiar with the office of the chief of staff also supports the board of education with policy development. This year we launched a policy calendar outlining targeted policy codes to tackle by month through our regular three-month policy cycle. This year eight policies have been adopted. Five policies are on the agenda for second rate tonight and three policies are currently in the policy cycle for pre-work or first rate. As you are also aware, we launched our constituent services process, resolve CSD, earlier this school year. This project centralized the stakeholder experience on our website with all the various ways to interact with CSD

023staff. Resolve CSD was launched as a path for constituents who have unresolved issues to get in touch with the appropriate CSD personnel to have their issue escalated and resolved. Finally, the office of the chief of staff also provides leadership and liaes with various organizations and partners. As a charter system, we work closely with the charter system foundation to meet the requirements outlined in our charter. This includes engaging in annual training, leading district training for local school governance teams and submitting reports to the Georgia DOE. Similarly, we work closely with COGIA, the organizational respon the organization responsible for our accreditation, especially as we prepare for our accreditation engagement review taking place next school year. Finally, we work closely with various district partners such as the Decatur Education Foundation. One of the highlights for this year for

024me personally has been launching the internship mentorship course for the student board of education representative. I've loved getting back to my roof as a teacher and leading the learning for Sophia and Nia this school year. A course syllabus guides their work but has also been a living document. These two students have provided ongoing input to input to inform and refine the coursework to make it even more meaningful, relevant and purposeful. Their course assignments of course have included attending board of education meetings, retreats, and community meetings. But Sophia and Nia have also practiced research, interview, and writing skills when they were first tasked to learn about the role of school board members and elected officials. Their research yielded a handbook documenting what they learned. Handbooks will also be used to support future students in this role.

025And yes, I made them use APA format as part of their amplifying student voice project. Sophia and yes coordinated visits to CSC schools with principles specifically to meet with students and hear directly from them. Other class periods were spent meeting not only with me but with other various cabinet members and legal counsel. But I'm going to stop talking because as we work to amplify student voice, it is only appropriate for Sophia and Nia to share a little bit about their experience and what student priorities they have identified. Sophia Nia, thank you Miss Lynch for being such an amazing mentor in you bring such a genuine enthusiasm and passion to everything you do and always commit yourself to tracking down answers to every question we have which is a lot of them. Good afternoon fellow members

026of the board, esteemed chair Dr. Sman, vice chair super and superintendent Dr. N. and I spent the first semester learning the ins and outs of governance by holding interviews with other board members, attending training training conferences, and asking many questions. As Miss Lynch mentioned, we wrote a student handbook that explained the intricacy the intricacies of being an elected official, including policy, budget, and board etiquette. This project demonstrated our new understanding of our roles and responsibilities as governing team members. In addition, in addition to helping us learn, it will also serve as a resource for the next elected apprentice. Also, because we are the first students in this role, we help Miss Lynch built the curriculum that will set the framework for future games. During our second semester, we put our new knowledge and experience to

027the test. We visited Westchester, Ochre, Winona, Tally, Spade, and Beacon Hill where we sought to amplify student voice by speaking with students of all grades. We had insightful conversations with these students as well as teachers, principles, and staff. During these school visits, we asked students questions like, "Do you like learning when you're when you're feeling confused or lost? Do you feel comfortable asking for help?" Or questions like, "Is there anything you would change about school if you could?" Although these questions are simple, we learned a lot through these students answers. As a culmination of all this work, we wanted to share our findings from speaking to students and learning about the needs of our community to make recommendations to the board and outline our priorities as student representatives next year. One of our learnings this

028year has been respecting the divide between governance and operations. So, while some of our priorities cover recommendations that may fall under operations, we should work collaboratively to determine what is possible to achieve. Here are a few of our goals for next year. Students have made clear their zeal for sustainability and the outdoors, especially at Beacon Hill Middle School. We'd love to expand the styrofoam genie to the high school and begin the push for Decar to have net zero additions. Beacon Hill and Decatur High School both have courtyard courtyards that are underutilized as outdoor spaces for students. With a few renovations, especially for use as outdoor classrooms and learning spaces, they would be much better places for students to be across schools. Students want interactive hands-on instruction and experiences outside the classroom and in the field

029and in the field to further enrich. We have also heard a lot of concerns from students about AI and privacy in the changing digital world. As instruction and testing changes to accommodate new technology, we see a demonstrated need for policy around cell phone use, AI and instruction assessments and for student use and ensuring student safety and privacy throughout. We want to reinforce the need to we also want to reinforce the need to intensify rigor as students transition from middle school to high school so that all students are empowered to register for advanced placement and IB classes when the time comes. Alongside these initiatives, we should ensure that all students have access to high quality counseling that can guide them through some of the most high stress years of their high school, especially as college competition

030increases. How can we take these burdens off of students and support them if they fall behind? As always, I want to remind us of our shared goal to protect students. It is important that we create learning environments where our joy, safety, and freedom to be ourselves is the top priority. For every system that disciplines and monitors the students, we need several more that uplifts and celebrates them. We have been beyond grateful and honored to serve the students we represent this year, and we promise to be a voice that by them. It has been such an honor and privilege to serve this year. We have had access to remarkable and rich hands-on opportunities from the classroom to the state capital, made treasured connections with each other, CSU leadership, and educator community, and learn more about governance

031and policy than we have ever thought existed, and it's been a lot of fun. We will now turn it back over to Miss Lynch to complete the state of the chief. As you can probably tell from my smile, I am extremely proud of these two students and the work they have done as the very first student board representative and apprentice. We are looking forward to announcing a new student apprentice later this month and recognizing him at the May board meeting. In addition to welcoming a new apprentice and welcoming NIA into the representative role for the 2526 school year, we are excited to build on the foundation we have established and move. Our other plans include investing time to build the capacity of leaders at all change management using the tools we have been testing and

032refining for CSD implementing year one of the return of non-resident paid tuition. We will assess strengths, weaknesses, opportunities, and threats to refine our practices and consider program expansion. Exploring and expanding ways to amplify student voice. The student board representative has been successful and superintendent student councils are another venue for this, but we would love to continue to provide opportunities to ensure to bring even more opportunities for student voice in CSB. enhancing visitor management with a full implementation of the strategic visitor management system. With this, we will continue to provide a welcoming environment to all visitors. Have you met Miss Mina? Building on our annual policy calendar to ensure regular review of adopted policies. Our oldest policies were adopted in the 22 23 school year and a strategy will be created to identify these policies in

033need of review and possible revision. And finally, CSC is up for our Cogna accreditation engagement review during the 2526 school year. Accreditation is truly a launchpad for school and district improvement based on rigorous research-based standards and evidence-based criteria. The process probes the whole institution from policies to learning conditions and cultural context to determine how well the parts of all students as a board. You will learn more about the accreditation engagement review process during the May board retreat. Thank you for your attention. Do you have any questions for any of us? I'd love to be able to read the handbook that y'all put together if that can get provided. Yeah, we will be happy to provide that and and I will say there are many across the state and even we get requests now nationally since

034being at Costco where people are wanting that information and how they can do I just had a request come in last night at 11:00. Can you help me put this together? and I said I have four meeting today but we will get you something by the end of the week. So we are um there are a lot of people that are very excited about who you all are and what you do. Great. I will say that launching uh constituent services as a process was a commitment I expressed very early in my time here at CSD. So, I'm thrilled to see that we have resolved CSP and that it's launched and also uh look forward to your governance oversight during the accreditation process which is kicking off in May at our retreat. Thank you, Mrs. Lynch,

035board representative Deena and board representative apprentice Batra for your presentation. as we continue to amplify student voices indicator your presence is the first step thank you so best of luck at Georgia Tech and Nia we look forward to your swearing in next month Dr. Whitaker please introduce the next 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 and learn. Good afternoon, board chair Dr. Sultan, vice chairs, esteemed board members, student board representative Delena, and superintendent Dr. Gina Whitaker. As assistant superintendent of teaching and learning, I'm proud to present the state of mind department. While CPIE does fall under my purview, I did not include an update because Miss Smiley has uh presented to the board at our

036last two meetings. I also didn't include an update on our early learning center because Mr. Adams will present to you later tonight. The work of the teaching and learning team primarily lives in strategic accelerator one, which is student success in all areas. At the heart of our curriculum and instruction work is our commitment to facilitating highquality standardsbased tier one instruction and assessment. Our goal is to ensure every student receives rigorous, engaging, and meaningful instruction that aligns with district and state expectations. One of our major accomplishments this year is the design and implementation of an instructional resources website, providing all educators with easy access to curriculum materials, scope, and sequence documents and assessments. This platform ensures access to instructional resources across all schools. To support teachers and students, we've worked to ensure our curriculum includes a

037clear, structured scope and sequence guarantees that learning is coherent, progressive, and aligned to expectations at every grade level. We successfully transitioned away from MAP, which is not an approved Georgia DOE universal screener, and implemented the STAR assessment system districtwide, providing universal screening for dyslexia, early literacy skills, and overall academic readiness. These data allow educators to identify student needs early and provide targeted support to ensure academic success. This year we launched the get better faster coaching framework equipping instructional coaches lead teachers with strategies to provide high impact targeted coaching support for teachers. We've updated math and ELA pathways to expand student opportunities, including additional advance advanced placement courses at the high school and high school credit options in middle school. These updates provide students with more rigorous coursework and pathways to success. Professional learning is at

038the core of our work. So far this year, we have facilitated over 60 professional development sessions for teachers across our schools, covering topics such as quarterly planning for K through2 teachers, units of inquiry planning for grades 3 through 8, American literature, biology, US history, early release day sessions on new ELA standards, and coach AP principal and principal meetings. Out of the 650 surveys taken by teachers, we're proud to share that these sessions received an average star rating of 4.5 out of five, reflecting the value they bring to our educators. We designed and implemented professional learning on datadriven instruction, empowering teachers and leaders to use data effectively for student growth. Additionally, we created a professional learning communities handbook to support teachers and administrators in collaborative instructional planning. We've also updated the teacher of the year selection

039process to include classroom observations and finalist selections, ensuring we celebrate excellence in teaching with a more comprehensive approach. As you can see, our curriculum and instruction team has been working tirelessly to elevate teaching and learning across the district. We're proud of the progress we've made so far and remain committed to ensuring our educators and students have the tools and support they need to thrive. The director of academic enrichment areas supports visual and fine arts, world language, physical education, and media specialists. You may not know that over 100 students who graduated in 2024 received a biiteracy diploma seal which is a testament to the strong world language instruction happening in our district beginning in kindergarten. Our music program has received the distinction of best communities for music education for three years and has applied for a

040fourth year. And this year we're adding the fine arts diploma seal for the first time. Our music programs, band, chorus, and orchestra, and theater programs continue to win awards, which will be featured in June's board presentation, state of athletics and the arts. We've restarted our partnership with the Alliance Theater at Claremont this year and next year all CSD second graders will attend a play at the Alliance with a pretheater workshop at school beforehand. Our director of academic enrichment programs also oversees the gifted and talented program. All K through2 students receive critical and creative thinking as a weekly special, thus providing access to gifted strategies and talent development for all. We've successfully launched honors, ELA, and math courses in 6th through 10th grade. This year we added additional AP course offerings this year which included AP

041pre-calculus and AP music theory and will begin AP African-American studies next year. BHS is once again an AP honor school with dis designations as school of distinction which is for schools with at least 20% of the total enrollment taking AP exams and at least 50% of all AP exams earning scores of three or higher and AP STEM achievement school which is awarded to schools with at least 50% of all AP STEM exams earning a three or higher. Our AIB diploma program continues to be the largest in the state and DHS is number one in the southeast for IB diploma attainment and we just completed a positive 5-year re-evaluation for IB, my DP, and CP. MTSS is the lens through which school teams support students. EIP is a statef funded program that provides time in the

042schedule for intervention work to occur. MTSS teams meet monthly to look at data and make decisions based on data. Members of an MTSS team include a facilitator, experts in academic behavior, or future readiness skills. The positions that fit these roles can include a principal, an MTSS lead, an instructional coach, a school psychologist, or counselor. Schools have the flexibility to add additional staff to the team to fit their needs. When reviewing data, students can be identified for EIP based on state criteria. EIP is te is intended to be a temporary program as interventions should address learning gaps so that students have access to the general curriculum in the shortest amount of time because we know the biggest impact occurs with strong tier one instruction. The MTSS meetings are cyclical in nature, reviewing progress monitoring data to

043make decisions to either intensify support by referring to an SST or releasing students from interventions because they've made sufficient progress. Once students are released from interventions, the MTSS team continues to monitor the students achievement through regular data reviews. We are actively aligning our MTSS framework to actualize its intended design of an integrated system that incorporates academics, behavior, and well-being instruction and intervention with databased decisionmaking processes to foster a comprehensively supportive a comprehensive supportive environment for all students. This transition is is in alignment with the state's move to Georgia MTSS. An important component of MTSS both from state and national guidance is effective teaming. Therefore, this past year, we've worked with schools to ensure monthly meetings focused on data. We also conducted fidelity walks as a way of measuring intervention implementation and identifying coaching needs. One

044example of an evidence-based intervention that was in introduced this year is helps. HELPS is an evidence-based reading fluency program and this year 44 students received helps as an intervention to boost reading fluency. Nearly a quarter of the students successfully met their fluency goal midyear and no longer needed the intervention. Additionally, in the QR code, you will see we have put together a tiered system of supports for CSD. This document outlines the intervention vetted by the team for reading and math. We're working on adding documents for other intervention areas including behavior and attendance. along with a strong tier 1 instructional program. These practices are key pieces in the district's plan to respond to the state identified disproportionality. This year, we began tracking data to evaluate the effectiveness of our early intervention program. Midyear, we exited 35%

045of our EIP students in reading and 30% in math. This is truly exciting as EIP is intended to be a temporary program and these data indicate that our programming is working. Particularly, we have engaged in using innovative models to enhance literacy support and non-fiction content areas. At the Tar Virtual Academy, we are currently serving over 60 students, achieving a remarkable 93% online course rate in our first semester. To further support student success, we've created a streamlined process for winter and summer credit recovery. Our efforts have been recognized as trailblazing school leaders and we're actively and we actively foster strong connections through monthly student and family meetups alongside over 1,000 school counselor contacts made in our first semester demonstrating our comprehensive approach to student support and engagement within the digital learning landscape. Last week, we hosted

046a spring break camp at the Decatur Housing Authority that included hands-on learning through STEM projects and math and ELA instruction. Our teachers and leaders are currently completing the state required science of reading coursework. Many of our teachers are finishing endorsement coursework that the district provides at no cost to our teachers. Over 30 teachers will have finished their gifted endorsement and five completed their MTSS endorsement, both of which will receive a $2,000 stipen. We also have over 20 educators finishing the two-year letter letter cohort course this semester. Our team coordinates summer school for grades 3 through 12, which is happening in May and June. and the two ELA coordinators will be providing summer training to all K through2 teachers the two days immediately following postplanning. Now looking ahead to our future, we've created three additional schoolbased

047support positions to further MTSS implementation. To increase sustainability for perspective, we have refined the district NPSS team to include just the director. This adjustment shifts targeted support from district to the schools and optimizes consistency regarding intervention support among elementary schools. Also, in response to the disproportionality report, these positions will coach teachers in effective behavior management strategies. Over the next few years, we're looking to build an AP Capstone diploma program at VHS. This allows students an additional advanced content offering to our IB diploma programs. We are continuing to build our CPIE offerings in K through 12 with expansion of our A in the city initiative beginning in the K2 schools and next year our early childhood pathway students will be able to graduate with the CDA credential through our partnership with Georgia Pedmont. Next year, we'll

048introduce ELA journalism enrichment connections and STEM enrichment connections at the middle and advanced content extension open for all students in seventh and eighth grade. Our schools and teachers are doing amazing work. Our team remains committed to responding to student, teacher, and school needs by working side by side with them as we solve problems by creating innovative solutions. you have any questions? Thank you. That's a lot. Um I I two one um I think I heard there was a lot of professional learning and um it was rated very highly. Um so kudos when it comes to I think the instructional resources and then the um PLC handbook and the coaching. How is that um evaluated? Like beyond looking say at student test scores um do students do teachers um other instructional staff give feedback or have

049surveys the way they did for the professional learning? So I can most recently we rolled out the PLC handbook to um principles, assistant principles and coaches and anecdotally the feedback was overwhelmingly positive that they were being provided a tool of support that they could then turn around to use this structure to support teachers. Um, our instructional resources web page is so appreciated by teachers because now they go to one place. They don't have to search, you know, go to this website or this drive or here. You just go to this little tool box on the launchpad and everything you need is right there. Um, and so we've gotten a lot of really positive feedback about tools that are really we're trying to make things easier for our team. Thank you. And then the other question

050I think is an extension of something you were asking last time on the and I was asking so the MTSS and gifted endorsement teachers I think we have 30 doing gifted five MTSS when they finish that then they get a $2,000 stipen and so the stipen is like an aotment of money it doesn't go towards like salary and steps. It is a one-time stipen. Yes. And the the course is free. So we also provide that the course. So uh intervention it was one of the three areas um that were instructional I was asked to look into uh upon my arrival. It was the area that needed the greatest work. And as we continue to peel back the onion, I understand why the terms MTSS intervention, EIP, and tier 2 are used interchangeably in CSD. MCSS

051is a process. EIP is a class. Additionally, there has been significant chatter around EIP. Two schools had fewer Two schools will have fewer EIP teachers next year. One school has 12 students who qualify for EIP services. The other school has 30 students that qualify for EIP services. and strategics does work. Under no circumstances, state of model or the standard EIP service delivery model does a school need two teachers to teach EIP for a student for the student qualifying count that I just mentioned, which was 12 and 30. When the board of education adopts a budget priority that requires staff to maximize revenue from qualitybased education, which is QBE, by improving our fulltime equivalent, which is FTE, count coding, scheduling, and staffing allocations. This is what it looks like. And to be fully transparent, we will

052look at even more areas in FY27. I have to follow up to that then. I'm sorry because it's on the slide eight. So I just want to make sure I'm clear about this. So MTSS is the process, EIP is the class, and then there are like tier 2 interventions. But then when we're looking at the help, would that be a strategy or a support or an intervention that is facilitated through MTSS? That would be an intervention that a student could receive during EIP. Okay. Um and actually and that's something you wouldn't do one on- one. So help is needs to be done in a small. Thank you. Thank you, Mrs. Burton for this informative presentation. We are excited to recognize our teachers of the year tonight. Also, I am glad we are focus as well

053as advanced content and rigor for all students. We look forward to reading the completed IB program re-evaluation report when it is available. Dr. Whitaker, please introduce the next presentation. I would like to call on Mr. Jarvis Adam Adams the new chief operations officer. He is four weeks into the job with one of those weeks being spring break. However, he will provide the state of the division. Yeah. Good evening board chair Dr. Vice Chair Hen board members student representative my superintendent Jima Dr. Jim Wood. I have the pleasure of providing the 2025 state of operations. I'm Jarvis Adams, chief operations officer. This presentation reflects our division's commitment to ensuring every student in the city schools of Decar is supported by safe travel, nutritious meals, healthy facilities, and responsive care. At the heart of our work is

054a powerful truth. Students thrive when the systems around them are aligned, efficient, and sustainable. Over the past year, our team has worked diligently to strengthen internal systems that elevate communication, performance tracking, and long range planning across every function of operations. Our northstar, our vision to create conditions for every student to thrive through safe travel, clean and well-maintained schools, nutritious meals, and responsive care. Our mission is what we do. We move, we feed, and we care for students, maintaining the spaces where they learn and grow with systems built to support their success every day. Our work is guided by strate strategic accelerator number four, organizational effectiveness and excellence. Every initiative is grounded in systems that strengthen cross functional collaboration, data informed decisions and operational accountability through clearly defined structures. Departments are now better aligned to support

055student success. Two key priorities include ADA compliance and the development of new early childhood learn. Currently at Glenwood Elementary, a feasibility study is underway to ensure playground access for all students and staff. The new early learning center is on track for permit approval and construction management. This facility will ensure our youngest learners are welcomed into the state of our space. Our trans transportation department manages a fleet of 23 buses, 15 leased, eight owners. As our current lease expires, we are entering a new new lease to secure the latest safety features, greater fuel efficiency, and reduce out of warranty costs over the next 5 years. Buses will require little to no maintenance due to the low miles driven during years one through three. While we recognize the environmental benefits of electrical buses, we are not pursuing

056them in this lease cycle due to the significant infrastructure upgrades required and the high upfront costs. Our gas powered fleet, which operates on short, low mileage routes, remains fuel efficient and cost effective with limited environmental impact relative to other large districts. White Fleet minivans are used for small athletic groups. Three new activity buses will arrive by December, allowing for more flexibility in athletic and extracurricular transportation. Mechanical services continue to be outsourced through Rust International. Rider participation remains a focus area. We eval we are evaluating efficient card scanning methods. The team continues to perform proficiently to exemplar and all key performance indicators with ongoing supervisor ride alongs and team development. Our nutrition program is facing both fiscal and participation challenges. $748,462 from the general fund currently subsidized in school nutrition. Breakfast participation is 5.81%. Lunch lunch

057participation is below 47%. In some schools, food costs exceed revenue. All the cartels will be reviewed to better align offers with family expectations, particularly for younger grade levels. This spring, we're visiting PTA and PTO meetings to gather parent input and explain how families can support school nutrition. We're piloting a program, a lunch, a loving lunch at school, helping families see the nutritional values of meals provided at the school. And we plan to host a taste of city of schools to care to allow parents a chance to sample student options of of different uh meal options. Our goal is to remove nutrition from the general fund dependency by fiscal year 28 or sooner. We rated this division as need development but with clear steps ahead. Our health service division is doing phenomenal work caring for students.

058We have a registered nurse in every school except Milwood Academy which has an outstanding health a student school health aid. We are focused on continuity of care ensuring that each student receives timely, emotional or chronic care related. We're also reviewing visits for non-medical needs such as snack and anxiety to optimize how we serve students. The key performance indicators that we look at are nursing process utilization, clinic visits per 100 students, chronic illness management and evaluation and emergency training. Healthcare services is rated proficient to exemplar. Our immunization compliance is above 99%. There will be a continued emphasis to be placed on chronic illness support especially in elementary age students. Our custodial services rating ranges from need development to proficient. General cleaning is a strong but deep cleaning especially of grout lines in the restroom and restroom

059odor is an area of growth. We've activated our Kyak Teslas restroom cleaning machines for daily use and are developing a full annual plan for floor care. Clean, bright, and safe spaces reinforce the students that they are valued. We are implementing weekly supervisor principal check-ins, a new custodian protocol districtwide, and more consistent contractor performance tracking. We will be closely monitoring KANK usage, inspection scores, and principal satisfaction moving forward. I am also reviewing the current custodial contracts and will provide an update to the board at a later date. Our schools are structured sound and beautiful, but they need modernization. We are preparing a 5 to 25 year infrastructure improvement plan for phase replacement of HVAC systems, electrical panels, plumbing, roofing, flooring and finishes. We will also rotate full interior repainting every 5 years and upgrade flooring for

060uniformity. We rated facilities needs development to proficient. Our biggest challenge is proactive maintenance. An example, Decater High School's turf field has gone four plus years without proper maintenance. There are tickets without recorded resolutions. We're moving toward a systemic maintenance practices that will prioritize service time, resolution tracking, and quality across all schools. Our schools should reflect the same care, pride, and beauty in Indicator's historic homes. We're not just renovating buildings. We are building a student experience. Beacon Hill and Decada High School will become the true hubs for learning, athletics, and the arts. We are excited about New Cal Project. A full presentation will take place in September. Legacy Park, now open, will expand athletic access via shuttle routes. The new ECLC will break ground this year. The Frraasier Center will be repurposed to support high school

061expansion. These spaces will support both academic and student passion areas. Capital the capital plan that will be presented in September. Will bring all city schools educator schools up to the standards our students deserve. bring the necessary additional buildings and spaces our students to thrive in and with the intentionality of building beyond our years. The plan would need to be funded by an investment in our future that is beyond the capacity of general fund. In the next 90 days, we will finalize the EPLC plan to provide uh will complete the bus lease to continue engage families on lunch options, create full cycle replacement plans, submit nutrition budget shifts, deliver legacy park shuttle schedule, and present a long-term capital investment road map. City Schools Educator is investing with intention. These decisions will impact students today and tomorrow

062and long after we've moved on. We are building not just for our tenure, but for our grandchildren yet to enroll. We are building beyond our years. Thank you for your time, your partnership, and your belief in what we're building together. I welcome your questions. I've got two the new activity buses in the legacy park slide. So the three new activity buses are those all being used for legacy park and expanding athletic access or do we have some activity buses for this and some for that? Great question. So those three activity buses are 15 plus one. And so those buses would not require a CDL. So a coach, a teacher, anyone can be trained to drive that bus to help out with, let's say, moving the golf team or smaller team. Uh so kids won't have

063to wait for a bus. But what we have to do is create a shuttle that would take students from the Kada High School, let's say the track team, right? Because they don't have any place to practice at at Decater High. So just like we have a route that takes students home, we have to create a activity route take students over to Legacy Park and then work with parents pick up from Legacy Park versus picking up from the high school. Thank you. And then we had just one other because this came up at the community had never even heard the phrase white. So looking at slide sorry four we have white. So, we get a a number of buses. Um, and then we have the white fleet minivans. And then do we have cars, too? Because

064it seemed to be a a question that people wanted to know like what's the white fleet? Yes. So, does that do we have buses, minivans, and cars or just buses and minivans? So, we have buses. Excuse me. We have buses, which are yellow. We have white fleet is our I'm sorry. Is that why it's called white fleet? Is a white fleet. So we have white cars, we have white SUVs, we have white vans, we have white pickup trucks and what those truck what these the white fleet is used operations of the district white employees are at work. Um and then some are used for emergency response. And then there's a a group of small white vans for if educators were taking a small group of students that say HOSA needs to go downtown for a

065conference, they could just take that versus taking their own personal vehicle. Thank you. Um I was going to ask really quickly about nutrition. I know we're taking a look at it. It's not as simple as trying to cut that $700,000 out of the budget, right? It's really an optimization problem. We may actually want to increase costs in some areas to improve flavor to get more people that want to step in or more people to participate in lunch, for example. And so I'm I'm just curious if there's uh investigation or or looking for maybe consulting support or folks that have expertise on this to to help because that it's a it's a complicated problem. It's not as simple as saying, "Hey, we're going to take cost out or adding cost in." You've got to optimize pricing.

066You've got to optimize what your offering is. You've got to assume I'm just wondering if we're going to be looking for help as we make those decisions. So, yes, we are. We're starting with the parents. Um they're the ones who's going to spend getting some of the simple answers for have shed a lot of light. for example, the line moves too slow or it's too many choices or their K2 kids takes too long to type in their numbers. So, there are some things that we can optimize, but we're to answer your question, yes, but it's part of the research process before we get to the solution. My second question, and this can come, this information could come at a different point in time, okay? But I I have never understood our custodial contracts. I we

067outsourced custodial at some point and somehow it increased our costs. I I just never understood that. And so some help getting my head around why outsourcing actually raised our cost would be great and what we can do to maybe bring that back down would also be great. I agree. So this is fun day 17. Um, and I am looking into that and what we've done is got contracts from other districts and comparing and contracting those contracts where we may be overpaying for services. Well, I was going to say as a former middle school teacher in the district, I'm sure that the teachers are very excited. um walking past the bathrooms, having to go to the bathrooms. Um and I've always had the pleasure when I was working, it was great cons staff. They were just

068stretchy. So being able to give the attention to detail you're talking about. So I'm excited about that for them. Um I wanted to ask about the um additional activity bus and I don't know if this is a different presentation, but will that be able to help the baseball build? There's been a lot of conversation about the baseball team the past couple years and being able to get to games. Will this help resolve that? Right. And that's that's what it should u now the stretch may become and Dr. W jumping the gun is sometimes in very successful places right coaches do have to thrive. It may be an assistant coach. I've been in this business 28 years. My first job was coaching football. had to get with CDLs, learn how to work the air brakes, had

069to take the JV and ninth grade teams and drive. Sometimes I had to drive rocks, but that was a different day and time. Um, but that sometimes is part of the extracurricular and these 14 plus one, that bus can assist. You wouldn't use a bus driver to drive a 14 plus one like we wouldn't use a bus driver to drive a minivan. And and another critical factor about the baseball team specifically were lights and what the teams we were playing whether or not they had lights and the time of day in which our games were scheduled. So um we're going to be as we're working through all the transportation pieces, we are also going to work through a lot of those pieces around athletics as well. Do you have um any idea about how we're

070doing with um school lunch debt? That does not play into um your plan to get off of the general fund. Um but do you have an idea of We are That number is 4,000 something. So I know we're under 5,000 and we have the funds to clear that debt. um a good percentage of that students with $10 plus debt, a lot of seniors in high school. So, we do have a feeling that those families are going to want to clear that debt as we get closer to graduation. Thank you. The 30, 60, and 90day plan Mr. Adams highlighted will ensure readiness for day one, which is July 31st, 2025. It's right around the corner. readiness includes our nutrition plan, prices and menus. It also includes a streamlined facilities and custodial services process. Um, and that

071will take place over the summer. Thank you, Mr. Adams. The board has received positive feedback regarding your presence of reach and stakeholder involvement. Today's presentation emphasized your strategy. Dr. Whitaker, please introduce the next presentation. Chair Sultan, I would like to call on Mrs. Amanda Lynch, chief of staff, who will present two policies for first read. Good afternoon once again, board chair Dr. Sulten, vice chair, esteemed members of the board, student representative Elena, and superintendent Dr. Whitaker. Today we have two policies on the agenda for work session. These are policies JBC, school admissions, and JBCB, non-resident students. These policies are being presented for first read. If approved for first read, they will be available for public comment through assembly. Stakeholders can access any policies open for public comment on the right hand side of the assembly

072homepage. Simly is linked on our CSC website under the board. Both policies are related to school admissions and are being brought forth in response to the relaunch of non-resident paid tuition for the 2526 school year. First is policy JBC, school admissions. This is an existing policy that was introduced last month with revisions. Based on additional feedback from legal, minor revisions have been made to the version presented last month. These changes improve clarity. The redline version is attached to this agenda item in assembly. Can I read the recommendation? Yes, please. The recommendation being made is that city schools of Decatur Board of Education accept policy JBC, school admissions for first read. Do I have a motion to approve the recommendation of policy JBC admissions for first read? So move. Board member Johnson Davis makes the motion.

073Uh do I have a second? Second. Board member Anderson seconds the motion. Is there any discussion? Hearing none. All those in favor? I. The motion carries unanimously. All right. And second is policy JBC, non-resident students. This is a new policy that was introduced last month to bring all non-resident student enrollment, including both courtesy tuition and state tuition under this. Revisions have been made to the version presented last month. First, language was added to reflect the board's desire to strive for continued year-over-year enrollment for our tuition students. Revisions were also made to the organization of the policy. The clauses that were the same for both courtesy and paid tuition students were consolidated rather than repeated. Some additional revisions were made based on legal feedback to improve accuracy and clarity. May I read the recommendation? Yes, please.

074The recommendation being made is that city schools of the board of education accept policy JBCB non-resident students for first read. Do I have a motion to approve the recommendation of policy JB CB non-resident students for first read or member Hernen makes the motion. Do I have a second? Board member Anderson seconds the motion. Is there any discussion? That's a question and I this may be one of those regulation questions but after seeing the operations presentation how does transportation fit into this or that's a secondary issue. Transportation actually is in the policy is not provided for non-resident students. Thank you. Any further discussion? Hearing none. All those in favor? I. The motion carries unanimously. Thank you. Thank you, Mrs. Lynch. And thank you, Dr. Whitaker. We encourage the public to review the policies as posted in

075assembly. There being no further business, this work session is adjourned at 3:40 p.m. We will recess and return at 3:55 to begin our regular board meeting. It's 354 354 only. Right. We will now call this meeting to order at 3:55 p.m. We ask that you silence all cell phones at this time. We will begin with a moment of silence followed by the pledge of allegiance. At this time, I ask that everyone join me in a moment of silent reflection. Thank you. Now I ask all who are able please stand for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. [Music] Our mission is to inspire and enable student growth through

076meaningful and engaging learning experiences supported by highly qualified and caring educators in a safe and inviting environment. Board members, there will be a revision to the order of the published agenda. We have added the policy agenda item introduction of the emergency procedure to policy development and recommendation to act under the emergency procedure contain BD policy development. Board members, are there any other revisions to tonight's board meeting agenda? Do I have a motion to approve today's revised agenda? Motion to approve. Board member Hearnen makes the motion. Do I have a second? Second board member Johnson Davis seconds the motion. Is there any discussion? Hearing none. All those in favor? The motion carries unanimously. Our next agenda item is the approval of the minutes. I have a motion to approve March's regular board me board meeting minutes

077and April's special called emergency meeting minutes. Motion to approve those minutes. Uh board member Hearnen makes a motion. Do I have a second? Second board member Anderson second the motion. Is there any discussion? Hearing none. All those in favor. The motion carries unanimously. Dr. Whitaker, I see we have some people who have joined us. Do we have any recognitions tonight? Yes, Chair Sen. To facilitate tonight's recommendation, I would like to call on Deputy Superintendent Karen Newton Scott. Okay. Thank you, board chair Sen, Vice Chair Oaks, distinguished members of the board, and superintendent Dr. Gimma Whitaker. This evening, I am pleased to present four recognition honoring the members of Decar High School, Westchester Communities, and our teachers of the year. To those being recognized before taking your seats, please stage along the wall to my left,

078your right, for a group photo with the board. Following all recognitions, we will begin tonight by recognizing two students participating in the health occupation student of America competition. Dr. Scroll and is Dr. Smith here. Dr. Please join us up front. Uh, HOSA, which stands for Health Occupation Students of America, is a global student-led organization recognized by the US Department of Education, the Department of Health and Human Services, and several federal and state agencies. HOSA's mission is to empower HOSA future health professionals to become global health community leaders through education, collaboration, and experience. HOSA actively promotes career opportunities in the health industry and enhances the delivery of quality health care to all people. HOSA encourages all health science instructors and students to affiliate and actively participate in the HSE HOSA partnership. We are thrilled to recognize

079the incredible achievements of our students at the HOSA state leadership conference. First up, we have Jalia P. The Leah won ninth place in the state for world health and disparities in healthcare. Next we have Leona [Applause] Ran. Leona won fifth place in the medical reading competition. And last but not least, we have Eleanor Benson. Eleanor won first place in epidemiology. Eleanor's hard work and passion for public health have earned her the top spot in the state and she will proudly represent Georgia at the international hosta conference this summer. We are Each of these students has shown exceptional skill, determination, and leadership. Your efforts make us all proud and congratulations on your success. Up for recognition from Decada High School is is Miss Cara Gray. Miss Gray is being recognized for completing the 202425 ambassador cohort.

080She has completed all course require requirements and has the title of ambassador. In this role, she can redeliver training sessions on SLTS, Georgia Connect, Georgia DOE Suitcase, and Georgia DOE Inspire. That's a lot, Cara. The ambassador can also collaborate with the local RIA professional learning specialist to provide training to all. Congratulations to Miss Cara Gray for this [Applause] accomplishment. Our next VHS recognition will be Ben Jones. Ben is one of the most committed Decator Bulldog athletic fans. Ben also participates in basketball basketball with the Special Olympics. Ben was recognized at the GHS basketball game for his incredible achievement at the Special Olympics of Georgia basketball game. He has competed there for the last three years, demonstrating passion and hard work. We consider him one of the game's most valuable players. Coach Welch and Tool Dogs

081presented Ben with a signed game ball as a token of appreciation for his support of Decator's basketball team. Congratulations, Ben. We are so proud to have you representing the City Schools of Decar. First not please join us up front for the Westchester recognition at Westchester. The monthly community circles are a highlight of their culture. The students, staff, and parents come together to sing songs, tell jokes, celebrate the highlights of proof, and have fun with the bike dudes. This monthly gathering provides a space to celebrate and learn from each other. This team of talented educators have been committed to making our students feel seen, safe, and valued. A few highlights from this school year are building bridges for belonging and student voices about what it means to be an ally, sharing Westchester family cultural connections during

082Hispanic Heritage, Indigenous People Month, and Lunar New Year. Highlight the black history lessons during special classes. listing student and staff award winners including Georgia authors, yes I can, the troublemaker and teacher and employee of the year. Last but not least, they also spotlight the work students do during the during the yearly exhibitions. This would not happen without the special leadership of this team. On the team we have Tiffany Rice, student [Applause] Howard, Jennifer [Applause] Kubin, Canon and Brooks Nation. This is a tremendous team of teacher leaders who work collaboratively to plan opportunities to lift student voices as leaders of their own learning. We are crews, not passengers, is the mantra of EL education and Westchester Elementary. This team leads the work of celebrating and living that mantra. Thank you Tiffany, Judith, Nadine, Jennifer, Brooke, Dion,

083and Christine. You are so [Applause] appreciated. At this time, I invite Jennifer Burton, the assistant superintendent of teaching and learning to present our teachers of the year. Good afternoon everyone. Recognizing outstanding teachers is one of my favorite times of the year. First, I'll ask all principles to go ahead and move over to the side. So, when I call your teacher, if you will present them with their plaque and certificate. So each school uh for teacher of the year on the 5G the plat and the certificate okay season each school selected their own teacher of the year. The teacher representative then 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 city schools of Decator

084teacher of the year. All of our school teacher of the year will serve on the superintendent teacher advisory council next school year. And I'd also like to call Megan Barardi up, please. Oh, you're there. Great. um she is the executive director of the Decatur Education Foundation and she will present each winner with a treat. So when I call you forward teachers, if you will um then squeeze in along on the side and we'll take pictures at the end. So first up I have Stacy Jones from College Heights Early Learning Center. Stacy has dedicated 33 years to City Schools Educator, teaching across multiple grade levels. She's taught at Oakhurst and Glenwood, returning to preK three years ago at College Heights. Stacy earned her bachelor's degree from Georgia College and her master's from Walden University. A proud

085CSD parent, both of her sons graduated from DHS with her youngest currently playing baseball for Georgia Tech. Stacy enjoys attending baseball games and has a unique global perspective, having lived in the Philippines for 10 years while her parents served as missionary. Congratulations, Stacy. [Applause] We have Tyler [Applause] Manel. Has been an educator for 14 years, though his passion for teaching began much earlier as a coach at 19. He's taught at the city schools of roles as student intern, first grade teacher, and EIP teacher, fifth and fifth grade, first and second grade teacher. His experience also includes four years of teaching in Switzerland. Though through every step of his journey, his wife Melanie and their children Jack and Adelaide have been his biggest supporters. Congratulations from Glenwood. We have Sarah Jones. Sarah is a passionate educator

086committed to literacy and high quality instruction. After beginning her teaching career in Florida, she spent six years in CSC focusing on evidence-based practices to support all learners, especially those with special needs. She values collaboration with colleagues to enhance student learning. Outside the classroom, Sarah enjoys time with family, reading, traveling, and has recently taken up running. Her dedication to teaching and continuous growth reflects her commitment to making a lasting impact. Congratulations, [Applause] Sarah. From Winona Park, we have Alex Een. Alex lives in Aenddale Estates with her husband Brett, two children Emmy and Kieran, and their lo large dog Roxy. She's been teaching sucky pray and CSV since 2018, and this is her 12th year in education. Her experience includes substitute teaching, working as a pair professional with students with special needs, teaching English online and teaching

087fourth grade in for SC County as well as kindergarten in Madison, Wisconsin. Always spending time with family and friends, traveling, trying new foods, crafting and reading. [Music] [Applause] Congratulations. From Westchester, we have Dion Canon. A double winner tonight. Dion is a dedicated educator with over 20 years of experience in elementary education, including the fact past four years with City Schools of Decar. Now in her third year at Westchester, she's passionate about the EIP program and physical education as well as supporting students beyond the classroom through coaching and reading tutoring. A graduate from Jenna State University. She holds a master's degree from Walden and a specialist degree from Lincoln University. In her free time, she enjoys reading, journaling, and audio books. Dion is a devoted wife and mother of three recently celebrating the joy of becoming

088a grandmother. [Applause] Congratulations Wel from Cali Street. Era began her teaching career in 1998 in Tarboro, North Carolina, and has spent the past 26 years teaching and coaching in some of the best schools and districts. She is an outstanding and dedicated third grade teacher who knitted mittens for her students when it's known. Throughout her career, she has been dedicated to fostering student growth while also enjoying life with her husband Jeff, who is also a teacher, and their daughter Maggie, a DHS alum. ation. Alli Nelson from Beacon Hill. Ally is a dedicated educator with 10 years of experience beginning her career in Colombia, South Carolina. She spent the past six years in CSC where she served as team lead and has contributed to the Beacon Hill Middle School school leadership team and the implementation of honors

089math. She currently teaches sixth grade. Outside of work, she enjoys spending time with her family. Congratulations, Allie. Next up is one of our three district finalists and I'll start with Katrina Walker from Decar High [Applause] School. Katrina Merritt Walker is driven by curiosity, always seeking to understand the how and why of life, qualities that make teaching her true call. After a brief career at IBM, she followed her passion for education, serving with Hands-On Atlanta Americanore before earning a master's in teaching from Emory. She spent 13 years at Tucker High School, where she helped establish the IB program, taught IV literature, and led the school's charter effort. Since joining City Schools educator in 2013, she has taught multiple grade levels, led the English department, and served as an equity team lead, and advised the 350 plus

090member National Honor Society for a decade. Her three children are VHS graduates, and she looks forward to celebrating her 30th wedding anniversary in September. Congratulations, Another one of our district finalists is Aaron Guerreri from Aaron has been an educator for 11 years serving as special education coordinator in ACPS before becoming the media specialist at Oakris Elementary in CFC. She has enriched the school library with diverse and up-to-date books and represented CSV at national conferences, earning recognition from the board of education. Aaron was honored with Oakhurst 2324 good troublemaker award. But her favorite accolade came from a kindergarten student who called her the best library teacher lady in the world. Outside of work, Aaron enjoys cheering on her children in sports, hiking, spending time with their dog, Booker, and reading hard copy books. Congratulations. I am

091pleased to present our third district finalist and City Schools of Decar teacher of the year to FA teacher Edwin Ellis. I think you should stand in the middle. Miss Edwin Ellis is a gifted specialist at FA where she has worked for 11 years. She has more than 30 years of experience. Known since she was in third grade that teaching was the path for her. In her time at FA, she served as the academic coordinator for the scholars on the ABS extended day tutoring program and formed deep connections with her students and colleagues, many of whom call for one of their closest friends at FA. In addition to her ability to connect with students in her classroom, this year Miss Ellis spearheaded FA's Falcon Friends, a mentorship program that pairs FA staff with students who need

092additional pairs meet up once a month to eat lunch, play games, or talk through conversation topics that Ellis provides with staff mentors, which includes teachers, cafeteria workers, custodians, and space principles. Students in Miss Ellis's link classes describe her as understanding, patient, and a really good teacher. One student said, "She teaches us never to give up. She doesn't just give us the answer. She walks us through it. If you need to catch up with someone, she lets you take your time and doesn't rush you." Another student said, "If you're feeling nervous about a problem, if she's there, she probably won't, but she's going to help you." FA principal Len FA principal Len Hansen called Miss Ellis very upbeat, positive, and creative with her work and gifted classes. Miss Ellis herself said, "The attitude I hope to

093bring to teaching each day is one of positivity and commitment to hard work. My goal each year is to build strong relationships with my students and families in order to help my students discover their gifts and talents. My own third and fourth grade teachers believed in me and constantly told me I could accomplish anything. I hope to do the same for my students. Because of all of this and because of the wonderful person that she is, City Schools of Decatur is pleased and proud to present Miss Edwin Ellis with the 2026 Teacher of the Year Award. [Music] Now I invite our board members and superintendent Dr. Gimma Whitaker to join us down front for photo opportunities. And we'll start with our teacher. [Music] Can I get y'all to stand out and then we'll get Well

094done. wonderful CSD event that occurred before our spring break. We commemorated developmental disabilities awareness month with our second annual yes I can award where we celebrated the accomplishments of our students with exceptionalities who have demonstrated their determination and achievements in multiple ways. We continued the celebration with CSD's first accredited Special Olympics at Deucer High School. The smiles, joy, and engagement of our students, staff, and families were truly heartwarming. And just yesterday, we received word that Decar High School Best Buddies chapter has been selected as one of the top three most outstanding Best Buddies chapters in Georgia. The Best Buddies program help people with intellectual and developmental disabilities form meaningful friendships with their peers, secure successful jobs, live independently, and develop self advocacy and communication skills. In recognition of Women's History Month, we also hosted the

095district's first annual Elizabeth Wilson lecture series in honor of the trailblazer who helped to open opportunities for all students and families at the city of Decator's first as the city of Decar's first African-American and female county commissioner and mayor. I want to thank everyone who attended and the staff who worked tirelessly to make every event an overwhelming success while promoting respect, love and inclusion of all. In April, we recognized 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 library school library month. We're also joining the global movement to create a brighter future for people with autism. Another important observance in April is National Child Abuse Prevention Month. which recognizes the critical role that we all play in preventing child

096abuse, neglect, or any other form of child mistreatment. There will be more closer to the end of the school year, but over the next few weeks, our students will be tested. To ensure their success, they should be well rested, eat a hearty breakfast, and arrive at school on time. This month, our FY26 budget discussions also continue. As part of CSD's annual budget development process, staff presents a comprehensive use of state and federal funds presentation. This presentation was made during March's board work session and the following quote was made. Board, this annual presentation is more valuable than ever. As change at the federal level, it is important for all stakeholders to know the funding that comes to us federally and for what purpose. During the presentation, Dr. Broom shared that we receive over $3.2 2 million

097in federal funding with the majority going to fund special education via 611 flow through this year. The annual budget development process also coincided with a flurry of executive orders that began on January the 22nd, 2025, including the orders to end DEI and all federally funded institutions. On February 14th, the US Department of Education sent a dear colleague letter to educational institutions receiving federal funds notifying them that they must cease using race preferences and stereotypes as a factor in their admissions, hiring, promotion, compensation, administrative support, sanctions, discipline and beyond. I made the board aware immediately so that we as a governance team could begin to evaluate how this would impact CSC. Less than two weeks later on February 26th, the US Department of Education launched an end DEI portal, a public portal for parents, students, teachers,

098and the broader community to support to submit reports of discrimination based on race or sex and publicly funded K12 schools. Again, I wanted to ensure the board remained a breast of how things were unfolding in real time. 3 days later, on March 1st, the US Department of Education released the frequently asked questions document in connection with its February 14th dear colleague letter. I will quote Craig Trainer, acting assistant secretary for civil rights. The dear colleague letter is clear. The Trump Department of Education will not allow educational institutions that receive federal funds to discriminate on the basis of race. These FAQs will facilitate compliance with title six of the civil rights act of 1964, the equal protection clause and the students for fair admissions versus Harvard. The FAQs provide information on issues including can schools separate

099students by race or encourage students to self-separate by race? Are diversity, equity, and inclusion programs unlawful under students for fair admissions versus Harvard? as a as part of their admission process. May schools include application essays prompts that invite discussions of race. OCR investigate allegations of covert discrimination. How will OCR proceed with schools that it determines are out of compliance with Title Six? And the list goes on. Then on April 3rd, as we were preparing to close for C to close CSD for spring break, the US Department of Education sent letters to states requiring that the Department of Education at the state level and eleas at school system levels certify their compliance with their anti-discrimination obligations in order to continue receiving federal financial assistance. The certification forms were to be completed and submitted by close of

100business Thursday, April 10th, 2025. The forms were sent to the districts by the Georgia Department of Education on April 4th with a note stating they had no control over the certification form or deadline for submission. These were set by the US education department. With the spring break's closure being hours away and the certification deadline within 6 days, the board held an emergency board meeting authorizing me to consult with the district's legal team to take the necessary steps to ensure that we did not lose critical funding for our students for services and programming including prek, special education, school nutrition, homeless assistance, CTA, and Title One. A follow-up letter was sent on April 9th notifying superintendent of an related to the April 3rd request for certification with a new certification deadline of the close of business on

101April 22nd for school districts and April 24th for During the same week came news of several and a series of federal layoffs, confirming that now more than ever there are families of all socioeconomic levels who are dependent upon the federally funded services provided to their children free of charge by their local public school systems, including here in CSD. So what will the changes look like in the city schools of Decar to meet federal requirements? We are comprehensively reviewing the criteria for programming and instruction, hiring and promotion practices, support, and other district activities. critical questions such as was the practice designed to address an area of historical de discrimination or bias? Does it potentially benefit one group over another? Is the programming or instruction offered based on being a member of a certain race, sex, sexual

102orientation, gender, etc. We are also reviewing all school and district websites. The new district website was launched earlier last month. Today the welcome notice remains advising that some content may have inadvertently gotten misplaced. We have a few links that may be missing or broken after the migration from the old site. Changes brought about by the federal orders are being incorporated into the process. As I said earlier, there is a lot of uncertainty and this is a heavy lift. I continue to appreciate the guidance and the support of the board and our legal team and I can fully appreciate the feelings that have surfaced from many students, staff, and families in our community. Where possible, we aim to make the necessary adjustments to ensure compliance while maintaining the spirit of our school community. We appreciate our

103partners who are collaborating with us to ensure that we continue to provide students with the unique and supportive learning opportunities. Our priority remains to provide high quality instruction, resources and services to all students. All all still means all. This is the core work of the city schools of Decator and our primary responsibility as educators. Chair Sultan, as I close my report, I want to inform the public that I have to leave early this evening to travel to Savannah for the Georgia Superintendent Conference, which starts tomorrow morning. So, that completes my report. Thank you. Good evening. On behalf of the City Schools of Decar Board of Education, I appreciate your in-person and online presence for our April board meeting. I hope our students, staff, and families had a refreshing spring break and are geared up for

104a strong finish to the academic year. We are all navigating through a rapidly changing and unsettling times. As Dr. Whitaker stated the board has worked diligently with her to assist in navigating the past few months and will continue to do so as we face our current times together. I want to clarify some details regarding the board meeting on Friday before we close for spring break. Since the district was closing within the next 24 hours, the superintendent's response deadline was during spring break. A same day meeting was necessary. We understand the concern that arose when a meeting was labeled as an emergency meeting. For future reference, the community needs to know that any meeting called within 24 hours by the board must be called an emergency meeting per section 50-14-1 subsection D3 of the official Georgia

105code for open public meetings. In this instance, it was to respond to a federal order. However, an emergency can be called for any situation requiring immediate board approval. If the extension had been granted before our departure, there would have been no need for the emergency meeting as the order have had been could have been addressed in our regularly scheduled meeting today. Dr. Whitaker presented the highlights of the new executive order and the administration's next steps in the superintendent's report. To date, several states have not complied with recent federal mandates. Georgia, the state of Georgia is not one of them. As active and engaged members and parents of the city of Decar community, this board is fully aware of our community's values, which we wholeheartedly share. However, as a public school district in the state of

106Georgia that depends heavily on millions of to operate the city schools of Decar, our personal belief cannot supersede our fiduciary responsibility to provide high quality learning environments and services for our students. Excuse me. I called you. Can she be escorted out please? And then I will continue. She can be escorted out and then I'll continue. Thank you. Appreciate you. I said anyone instruction. Yeah, we're going to take a recess and then I'll continue. Thank you so much for your patience. Right, we will start again at 5:02 p.m. And as a reminder as I reconvene the board meeting, they are not a meeting of the public. Um the following information um I usually read at the start of public comment but I will reiterate um this is a reminder for all community members and members of

107the audience. Um persons wishing to address the board should do so during public comment. You must sign up by 4:30 p.m. and you must state your connection to CSD and/or the city of Decar. Public comment is ordinarily limited to 1 hour or 20 speakers at the board's discretion. Public comment or any comment addressing the board may be extended for a specific amount of time or a specific number of additional speakers. Persons speaking to the board will not be permitted to yield the floor or transfer any unused time. Any comments on the floor during public comments or to the board as a body may not address any individual board members and at the chair's discretion any persons violating this policy may be asked to leave. Thank you so much and I will continue as Dr. Mr.

108Whitaker presented highlights of the new executive order and the administration's next steps in the superintendent's report. To date, several states have not complied with the recent federal mandates. Georgia is not one of them. As active and engaged members and parents of the city of Decar community, this board is fully aware of our community's values, which we wholeheartedly share. However, as a public school district in the state of Georgia that depends heavily on millions of state and federal dollars to operate the city schools of Decar, our personal beliefs cannot supersede our fiduciary responsibility to provide highquality learning environments and services for all of our students. For this reason, we must comply with recent federal regulations. However, we will continue to work diligently to ensure equitable outcomes for all city schools of Decar students. We are also

109fortunate that our students and school systems are grounded in a close-knit community with strong partnerships which will be more vital than ever. During today's pre-work session, the board continued our book study on the governance core, school boards, superintendent, and schools working together. We also reviewed the administration's emergency management preparedness and safety policy recommendations. Three presentations were made during the work session. The first provided an update from the chief of staff office highlighting key initiatives related policy management, policy adoption, non-resident paid tuition and enroll enrollment systems along with insightful contributions from our first student board representative and apprentice. These presentations will guide our future efforts to elevate student voices on the board. The state of teaching and learning presentation updated us on the support provided to schools and teachers this year including curriculum and instruction advanced

110content academic enrichment programs the cater virtual academy and multi-tiered system of support or MTSS. The final presentation focused on operations where we reviewed the elevation results for the new early childhood learning center construction manager at risk cm. We also received a revision to a policy on school admissions requirements where the section addressing non-resident tuition was removed and placed into a new policy. Both policies were presented for first read. All presentations from the board of education meetings are available on the district's website and assembly. Each month, the board eagerly anticipates hearing about the incredible learning experiences in our schools and celebrating the achievements of our students and staff. Today, we recognize the 25 26 teachers of the year with special recognition for our district teacher of the year. We also celebrated the accomplishments of a DHS

111Special Olympics basketball star MVP and acknowledged a member of the DHS staff. The board extends congratulations to all of our students and staff for their successes. With spring upon us and the countdown to the end of the school year in full swing, our schools are bustling with activities. We recognize our amazing school volunteers in April and show our appreciation for poetry and promote environmental protection during Earth Day. I encourage families and the community to check the school newsletters via CSC weekly to stay informed about upcoming events and activities. As I conclude, I would like to highlight a few important dates for the public. The next board community works Wednesday, April 23rd, 2025 from 6:30 p.m. to 8:00 PM at Westchester Elementary School. Two virtual budget hearings will occur on Thursday, May 8th at 8:00 p.m.

112and 4, sorry, 8:00 a.m. and 4:30 p.m. Lastly, the next board meeting will be Tuesday, May 13, 2025. That concludes my remarks for this evening. I appreciate your patience. Board members, do you have any thoughts you wish to share at this time? Sheriff Sultan, I would like to call on Mr. Jarvis Adams, chief operations officer, to provide an update on the award of the construction manager at risk for their early childhood learning center. Again, our next presentation shares our exciting progress towards expanding access to early learning in the city schools building. The construction of the new early learning center primarily falls under organization effectiveness and excellence strategic accelerator number four. But we know the outcomes of the early learning center will reach all strategic accelerators. In my first few weeks of joining the district, I

113had an opportunity to review the district's all indicated strategic plan. It was amazing. It was amazing to see the result of how the community came together to identify what you value and desire most for your children's education which included building an early learning center. Learning this let me know let me know that we are truly in this work together. A range of pre-planning assessments and design efforts are underway to develop a preliminary city educator planning and zoning application. We had a productive meeting on March 20th with the city team which included the civil engineer, building officials, the arborist, and historic preservationists. And a follow-up meeting is scheduled for April 17th. The police chief has provided input regarding safety and traffic flow. But we are following up with the fire marshal. staff are pleased to share

114that our preliminary construction timeline would allow us one final opportunity in hosting this year's um I'm sorry staff were pleased to share that our preliminary construction timeline will allow us one final opportunity to collaborate with the cater day organizers in hosting this year's celebration on the West Trinity lot while staying on track with the proposed constru construction schedule. We recognize how special this space is to so many throughout decor and plays in that very spot where the new early learning center will be welcome new welcome and nurture some of the youngest generation of learners and leaders for years to come in decid members of the board members have spoken with leader day visionaries and off our line in developing that or in believing that this 2025 Decator Day celebration will be a truly special moment

115to honor the history of the land as we boldly look forward to its bright future beyond our ancestors wildest dreams. We created we we created a a timeline of progress for this moment. We are grateful for all the vendors who expressed interest and partnered with us to create a city school educator new early childhood learning center. There were a total of six submissions and we were thoroughly impressed with the responses. The timeline presented here details the specific steps we took to ensure due diligence throughout the procurement process which spanned two and a half months from February to midappril. These steps include a public announcement of the RFP which is request for proposal on the district solicitation website and state procurement registry. a mandatory pre- proposal site visit to the to see the construction space in

116person and walk the land a Q&A period to share any addition additional information that prospective vendors needed to understand about the RFP process and a publicly available submission deadline to allow for timely evaluation and recommendation to the board. We took the time necessary and we were transparent about each step. This reiterates our integrity and ensures the decada community that we do not make these decisions lightly. We appreciate all members of the team for their respective efforts toward providing evaluation results and a final recommendation for approval today. As part of our planning for the the new Early Childhood Learning Center, we interviewed three qualified construction management at risk firms. Parish Construction, Winter Construction, and JB Dunn Construction. All of whom have experience working with City Schools of Decada. Each was evaluated on pre-constru team qualific team

117qualification lead experience and alignment with our projected values. After a thorough review, we are recommending Parish Construction Group for a strength in early child learning projects, familiarity with the city schools of the cater building experience within the city of the cater and alignment with our sustainability and construction goals. This recommendation will go before the board of education today, April 15th. Our next key action steps include additional stakeholder engagement, increased communication and funding explor. At this time, I welcome your questions. Okay. So, uh, oh, was it one? No. Okay. So, at the June board meeting, we will bring forward the funding strategy for the new early learning center. Also, we will continue to engage the community at our next community meeting, which is April the 23rd, where our architects will present the schematic design package and

118site application prior to submitting to planning and zoning. Thank you, Mr. Adams. Dr. Johnson Davis, and I have been, and I am thrilled that we will be able to accommodate the event one last time. Yes, Dr. Mr. Sultan, may I read the recommendation? Yes, please. It is recommended that the city schools of Decatur Board of Education approve their award of construction manager at risk semar services for the early childhood learning center to parish construction group for $40,000 for preconstruction services. Do I have a motion to approve the award for construction management at risk CR services for the early childhood learning center to parish construction group for $40,000 for preconstruction services? So moved. Board member Hurnen makes a motion. Do I have a second? Second. Board member Johnson Davis seconds the motion. Is there any discussion?

119Hearing none. All those in favor? I The motion carries unanimously. Dr. Whitaker, please introduce the next items. Chair Sultan, I would like to call on Dr. Lolita Groom, chief financial officer, to present the tenative FY26 budget for approval. Good evening, board chair, Dr. Solen, vice chair up, esteemed members of the board, superintendent Dr. Whiter, community. Today's presentation is a proposed fiscal year 26 tenative budget for all. Although all budget decisions and requests tie into one or more of the district's strategic accelerator, the finance department operates with a specific focus on accelerator 4, organizational effectiveness and ethics through financial transparency. This slide is a snapshot of the current fiscal year 25 budget and actual revenues and expenditures as of March 31st, 2025. The budget throughout this presentation is presented by function code. A description of each

120function code is listed in the appendence of this presentation. The district has received 81% of the budget revenue due largely to receiving 97% of local property tax revenue which is normal for this time of the year. Last year this time the district had collected about 4% less property tax revenue and had received 77% of the budgeted revenue. So revenue is trending a little better than last year. The district has expended 68% of the budgeted expenditures. Last year this time the district had expended 63% of the budgeted expenditures. So when compared to last year, the district has received 4% more of the budgeted revenue and spent 5% more of the budgeted expenditures. So I feel comfortable that we are in good financial space at this point. Based on where we were as of March 31st, 2025

121in the budget, fiscal year 25 projection is that revenue will come in short approximately $1.3 million due to anticipated lower collection of local property taxes and other local revenues. Other local revenue is trending low in K12 tuition payment. Traditionally, we have had tuition paying students for new property owners under contract. However, we have had just a few short-term tuition paying students this fiscal year. Other miscellaneous revenue such as surplus sales and facility rentals are also coming in slightly less than in previous years. The state has issued a midterm QBE aotment and state revenue has been reduced by $167,000 due primarily to decline in enrollment. Additionally, the state has approved the fiscal year 25 midterm budget amendment and the district has been allocated the one-time safety and security grant of $21,635 per K12 school which is

122a total of $194,715. The expenditures associated with this grant are budgeted in fiscal year 26. So the revenue will follow in the form of an increase in fiscal year 25 ending fund balance and fiscal year 25 beginning fund. Overall revenue is projected to fall short by approximately $1.3 million which is a 99% collection percentage. Based on spending patterns and vacant positions throughout the year, it is projected that approximately $1.4 million,000 may be underspent in expenditures. If the projections were to be correct, the fiscal year 25 ending fund balance as shown in the bottom table to the right highlighted in yellow would increase from 16 possibly 16.7. Again, these are just projections and as we get closer to the end of the year, projections will be revised to reflect more accurately. Last month, the board number

123two fulfilled the year 26 preliminary budget. Since that time and after budget discussions with the board and the community, department heads were requested to go back and cut their fiscal year 26 budget. The goal was to trim costs without compromising the quality of student education. The fisc year 26 preliminary draft number two budget has been revised and is now titled the tenative budget. The fiscal year 26 tenative budget includes the same 5% projected growth in local property taxes as included in draft 2 and the $350,000 revenue and other local revenue for anticipated revenue for out of the district has received the state's midyear QBE allotment which is also the allotted amount for fiscal year 26. The state QBE aotment has been reduced by approximately 167,000 due primarily to decline in enrollment. Overall, the difference in

124revenue between draft 2 and the tenative budget is less than 1%. For expenditures, there have been significant reductions in the majority of the function. Some of the notable decreases include 3% decrease in instruction due to a decrease in operational cost for technology assessment and accountability. A decrease in hospital homebound services due to a projected decrease in required services. A decrease in alternative in-person school services pending a contract with the Decap County School District. personnel changes, including but not limited to not leveling out the salary scale and miscellaneous salary adjustments, such as the the deletion of benefited new hire salaries below the budgeted average salary. A 5% reduction in improvement of instructional service and instructional training due to operational reductions in travel consulting and training as a result of mo most staff being assigned to read

125and train personnel reductions due to the restructure of the MTSS program. a 3% reduction in educational media services due to the removal of a part-time media clerk per school aotment guide a 3% reduction in the general admin operations budget including reductions in travel supplies and fees a 4% reduction in maintenance and operation outsourcing services for custodians have been reduced a 24% reduction in transfer to other funds which are funds set aside to supplement the prek and school nutrition budget. The 24% increase is due to a reduction in the supplement of the school nutrition program. Overall, there is a 3% or 3.2 million reduction in expenditures from draft number two to the tenative budget. With the changes, the ending fund balance from draft 2 to the tenative budget increased by $3.2 $2 million. As shown highlighted

126in yellow on the table to the right under dollar amount changes, the ending fund balance increase in little more than 3% from 8%. Please note, it is normal for school expenditures within a budget to change. The budget is a financial plan of the dollar paralysis we aim to save within. The budget is a projection of future revenues and expense expenses. As we build the budget, it will change frequently as employees receive certifications, choose to add or delete health benefits, and various personnel changes. Once the board votes on the budget, we lock the budget in. And although expenses continue to change, we do not change the budget without board approval. If the fiscal year 25 budget end exactly as budgeted as shown in the column title fiscal year 25 budget expenditures would exceed revenue by approximately

127$3 million as shown highlighted in blue in the small table on the top right under the fiscal year 25 budget cost. The fiscal year 25 ending fund balance would be approximately $16.5 million as shown highlighted in yellow in the small table on the top right under the fiscal year 25 budget column. Be mindful that the fiscal year 25 ending fund balance is fiscal year 26 beginning fund balance. And looking at the fiscal year 26 tenative budget on the table to the left, the budget was built on the assumption that local property tax revenue would increase by 5% and that other local revenue would increase by 7% by 350,000 which is a which is a conservative projection for out of district tuition paying students. State QBE decreased by $157,337 and other grants which are awarded on

128a onetime annual basis decrease 100% or by approximately $1.4 million. The projected revenue increase from current fiscal year 25 budget to fiscal year 26 tenative budget is 2% or approximately $2 million. As we progress through the budget season and the tax assessor provides a projection on the tax digest growth, revenue will be updated to reflect the changes. I have spoken with the tax assessor. He does not have a projection at this time. Just for year 26 tenative budgeted expenditures reflect both operational expenses and salary and benefits as discussed as a compensation package including a minimum of a 3% increase for all employees and staff increases for eligible employees. Fiscal year 26 expenditures increase from fiscal year 25 to fiscal year 26 tenative budget is 3% or approximately $4 million. Over 99% of $3.6 million increases

129due to salary and benefit for all employees. Operational approximately $8,000 are a little less than 1%. Be mindful that the onetime safety and security grant of $21,65 per K12 school, a total of $194,715, have been awarded in the current fiscal year 25. The expenditures associated with this grant are budgeted in fiscal year 26. Since the grant funds will not be spent in fiscal year 25, the funds will roll over in the fund balance which is accounted for in the fiscal year 25 ending fund balance shown on the table to the right highlighted in yellow under fiscal year 25 budget of approximately $16.5 million which is also fiscical year 26 beginning fund balance shown on the table to the right highlighted in green under fiscal year 26 tenative The ending fund balance from fiscal year 25

130to fiscal year 26 tenative budget decreased from approximately $16 million to approximately 12 million and the ended fund balance decreased from 15% to 11%. When expenditures are budgeted higher than revenue this is considered deficit budget. If additional revenue is needed, the only source that is available to increase will be property taxes. Currently, the district mill rate is 20.30. Increasing the military rate by one meal would generate an additional $3 million in revenue. An increase of 1 half mill would generate an additional $1.5 million in revenue. An increase of one/10enth meal would generate an additional $35,000. Notable budget changes from the fiscal year 25 budget to the fiscal year 26 tenative budget include a 4% increase in instruction due primarily to salary and benefit increases, a 5% decrease in improvement of instruction and training due to

131conducting training internally as opposed to contracting with an outside vendor and operational reduction. A three media services due to personnel changes, a 100% reduction in federal grant administration due to the removal of a one-time federal grant, an 8% increase in general administration due to the addition of an executive director position as required for secession planning and anticipated increases in paternity, a 5% reduction in school administration due to personnel changes. an 8% increase in support services business due to a vacant position filled by an employee with a salary above the average budgeted salary and increased cost and insurance coverage. When we budget for positions are middle of the salary scale. If an employee comes in with higher than average experience, their salary is higher than budget. And if an employee comes in with less experience, their

132salary is lower than budget. a 9% increase in maintenance and operations. The district facilities with the exception of the two upper elementary schools are an average of 79 years old. The cost to maintain the buildings is substantial. The 9% increase is due to increases in preventive maintenance, custodian outsourcing, energy increases, pressure washing, painting, and the addition of two maintenance technician for legacy parts and operational supplies to maintain the park. The board has made a commitment to ensure the safety and security of all students and staff. Although safety and security show a decrease of 16%, additions have been made to safety and security, including three new safety and security associates and funds allocated for contracted operating expenses for three school resource officers from the city of Decay. Safety and security expenses that are slot eligible were

133moved to the slot budget, which accounts for the negative percentage. A 7% increase in support services central is due to a one-time increased cost for the district's portion of paying city of Decator contractors to identify fiber cables prior to construction increases in other salaries and compensation including hiring incentives, TRS increases, state health increases, and new hires qualifying for salaries above the average budgeted salary and the consolidation of all into HR budget. A 3% increase in other support services is due to the increased cost in translation. 23% increase in school nutrition to cover the cost of school nutrition services for ECLC and Frasier 0 to3 program. Parents pay tuition for the 0ero to3 program which includes school nutrition. 205% increase in transfer to other funds is due to the supplement from the general fund for the

134school nutrition program for the teachers. This is for fiscal year 26 salaries that were included in the budget. All certified teachers will receive a minimum of a 4% salary. This is the proposed fiscal year 2016 budget as discussed on the previous slide. Total anticipated revenue is 106,34,675. Total projected expenditures 110,649,16. Expenditures exceed revenue are right at $5 million. Whenever expenditures exceed revenue, this is considered deficit budgeting. The approximately $4.7 million will be deducted from the fund balance which leaves an ending fund balance of approximately $12 million or 11%. This percent is within the 4 to 15% range as required by board policy. Fiscal year 26 tenative budget considerations. On the previous slide I discussed that fiscal year 25 ending fund balances. fiscal year 25 beginning fund balance. The tenative budget is built with several considerations.

135The first consideration is that the fiscal year 25 have any surplus or deficit. After discussing projections, it is likely that we will not receive all of the budgeted revenue and that we will not expend all of the budgeted expenditures. If fiscal year 25 ends exactly as budgeted, we will start off fiscal year 26 with a beginning fund balance of approximately 16% of fiscal year 25 or $16 million shown highlighted in green. When expenditures and feed revenue, this again is considered deficit budget. But fiscal year 26 tenative budget $4.6 million is required to balance the budget. This is an increase of approximately 2 million from fiscal year 25. This leaves us with a projected ending fund balance of approximately $12 million and an 11% fund balance. Although the fund balance is between the fund balance percentage

136of 4 to 15%, we should not continue to fund recurring expenses with a nonrecurring fund balance. Some consideration that will have an impact on the tenative budget is the tax budget growth. We are still waiting to hear from the tax assessor on the projected growth. The 5% 5% projected growth used for this budget is based on last year's percentage. FC year 26 one-time purchases. There are over $1 million in one-time expenditures for the fiscal year 26 budget that would not carry over to fiscal year 27. Safety and security is a priority for the district and this year's budget has increased to reflect those priorities. For the past two years, the district has received safety and security grants from the state. This fiscal year, we have received approximately $645,000 in state grants for safety and security.

137We are anticipating receiving additional grants for fiscal year 25. Those grants will most likely be used on fa safety and security initiatives currently budgeted in the fiscal year 26 tenative budget. Any grants received will offset the eligible expenses resulting in additional revenue for fiscal year 26. Additionally, for fiscal year 27, we will look in detail at both personnel and to identify cost efficiency, moving from a modified zerobased budgeting approach to a zerobased budgeting approach. This is the fiscal year 26 tenative budget for special revenue funds. This budget was presented to the board previously on March 11th. The tenative budget for special revenue is $2,786,25. This is the fiscal year 26 tenative budget for school nutrition. This budget was presented to the board previously on March 11th at the board work session. The budget was initially

138presented with 1,28,53 as the amount needed from the general fund to supplement the school nutrition program. This amount has decreased by $300,000 to $728,53. The tenative budget for school nutrition is4,115,534. This is the fiscal year 26 tenative budget for SLO. This budget was presented to the board previously on March 11th at the board work session. The tenative budget for sloth is 9,99,95855. This slide shows a summary of the fiscal year 26 tenative budget for all funds. Over 87% of the budget is general fund followed by 72 7.2% for capital, 3.2% for school nutrition and 2.2 for special revenue. So as you are aware the district's largest fund influence is the general fund. This is the slide that shows all four budget for today's tenative approval. The fiscal year 25 amended budget and the fiscal year

13926 state proposed K12 education budget highlights are the same as the sub last month with an update that the fiscal year 25 amended budget for a one-time security grant of $21,635 per K12 school has been approved and is included in the fiscal year 25 budget for fiscal year 26 proposals are the same as previously discussed. The board adopted the fiscal year 26 budget priorities in December. The fiscal year 26 budget is aligned with the strategic accelerators and the budget prior. Fisc year 26 highlights under organizational effectiveness and excellent. The budget was built using a modified zerobased budgeting process. Every single operational request has to be aligned to a strategic accelerator and justified. Alternative funding sources such as the Chick-fil-A grant will assist with professional development. Tuition will be accepted for non-residents in grade K through

140five and the tenative budget has a fund balance between 4 and 15%. under cultivating and retaining highquality professionals. The board has been presented with a market analysis of the Metro Atlanta School District salaries and has committed to a minimum 3% salary increase for all employees and a staff increase for eligible employees. The increase in TRS from 20.78 to 21.91% is included in the fiscal year 26 budget. The budget also includes $20,000 life insurance for all full-time employees, signing bonuses, teachers and pair professionals, and expansion of the university pathways for staff via tuition incentives under building and sustaining and engaging an inclusive culture. the addition of operating funds for three contracted school resource officers with the city and the addition of three school safety associates under student success in all areas. The addition of an executive

141director to the deputy superintendent to ensure a succession plan and continuity of leadership. The addition of three student outcome support positions at the elementary level. Summer school for grades 3 through 12. after school tutoring for grades 3 through 8 and support for ACT and SAT prep throughout Apple services. The fiscal year 26 budgeting process began in October through the adoption of the budget timeline and has been ongoing since this time. The board was presented with the tenative budget this evening. A community meeting for questions and answers will be held on April 23rd at Westchester. Please also be mindful that the budget feedback for fiscal year 26 is active and located on the finance website. Thank you to everyone who has sent feedback, comments, and suggestions. Two public budget hearings will be held virtually via the

142special board meeting on May 8th at 8:00 a.m. and 4:30 p.m. followed by the final adoption of the fiscal year 26 budget and the tenative approval of the milit rate on May 13th. Three public virtual mill rate hearings and the final adoption of the property tax millage rate will be held at a special board meeting in June. The budget book will be be presented in August. I'll be happy to respond to any questions or provide clarification as needed. Thank you. Um and yeah, I think to the thank you the um bit about people providing feedback. I really appreciate it because people's questions um help me uh understand things or force me to have to try to explain it. So one that I'm seeing is where is the ECLC budgeted? And I don't know like we

143just approved 40,000 for the construction manager. Um, I know that we're getting a new principal for the EX CLC in December, but in on slide 13 for the SWAT budget, does any of that um include or how would someone find ECLC funding in the FY26 budget? Maybe that would be fun under facility acquisition and construction as far as that 40,000. Okay. So, the 40,000 would be in there, but that's nothing else in that plus budget is accounted for for the ECLC services that have already been performed, not future services that Yeah. I just I just want to make sure to your your because I think it is something to dwell on with the community for just a minute. Um, the ECLC hasn't been really designed yet. So, in terms of like what the budget is

144going to be for it, where the costs are going to be, those sorts of things, that's that's work that's going to be done. It wouldn't necessarily be reflected in this budget yet. I just I think that might be a piece of confusion that the community has. So, that would be more for the FY27 budget. Absolutely. When we're talking things like construction, 100%. Those sorts of things are going to be deferred. It wouldn't necessarily happen this next year. Thank you. So, next thing is um I believe in one of the descriptions in terms of our kind of budget priorities, it's a minimum 3% for all and a step increase for eligible employees, right? Um and then I see on slide eight, we have the FY2026 competitive compensation teacher rankings. Um and it says minimum 4%. So,

145I'm getting kind of confused because uh I don't understand. Are some teachers getting more than 4%. They could get more than 4%. Okay. And so, how are we depending on where they are on the salary? Okay. So, I'm sorry because I think I'm confusing some of the stuff we started with at the November retreat. So and again this is budget feedback that I have seen that the community has been asking about. So at the November retreat we looked at uh compensation for pair professionals we looked at compensation for nurses we looked at compensation for specialists directors coordinators and teachers and there were different options right I believe it was like a 2% cola with you know eligible staff etc. So now what is it? Because I don't understand who's getting the step increase and I

146don't understand who's getting 3% or 4% or more. Right. So the information as far as the nurses, directors, specialists and coordinators, it has not changed. Um nurses will receive 7% plus the 3%. Directors will receive 3% plus 3%. Specialists 4% plus the 3% coordinators 2%. Okay. So then when will we know what the teachers will receive? Because again it was at the November retreat when we looked at the compensation comparison. So this is what our teachers looked like in FY24. This is what they look like now. And we're looking at this ranking which I believe is comparing our proposed budget to the metro's existing budgets because we don't know what their FY26 budgets are. So, you know, I think my pain point is wanting to know specifically what percentage are teachers getting a minimum of

1474% but every teacher will receive. And so then, okay, thank you. I do I do think it's helpful to note and and I might get the exact districts wrong, but the largest increases that we've heard other districts were offering this year, I believe, was on the order of 1%. A number of them were not actually offering anything, one or two were offering maybe a half a percent and maybe one was doing 1%. So in in this conversation, as so far as I know, we're the only district actually offering something like a minimum 4% or higher. So then I think the other Oh, sorry. I think I No, the only other thing I was going to say is that maybe some clarifying point might be for non-teers um how much of that percentage they get depends

148on where they fall. So for coordinators or administrators where they fell on that um on that where they fall on their scale or where they fell in terms of ranking so how much we needed to move them up. So that may be where some of the variability is where it's a minimum of of 4% but it could be something else right because the scale is not even like every step is not the same. So then because I yeah I went back to the board retreat when we looked at those comparisons and coordinators indicator were ranked third um and directors were ranked fourth whereas our teachers were largely for the first half pretty much the zero years increment in three not on that one in November um or and then when we went to the 12

149years essentially the first two ranges were in the three but then when we looked that did the teachers with more experience and more degrees they dipped into fourth and fifth. So are we using solely metro comparisons for these salary increases? Correct. We looked at the salaries of let's say coordinators in the metro area. That's how we determine whether they were on the scale. Thank you. You're welcome. nervous. Um, so can we take a look at slide number nine? Um, so, uh, I know, uh, I think there was something about, uh, on the order of a million dollars that are one-time funds, right? Or one-time expenses, right? And I also know that we wanted to bring the reserve down somewhat. the reserve was a little bit higher than than where we wanted it. So, I'm I'm

150very using the reserve to fund those million dollars worth of one-time expenses. Um, what I'm uncomfortable with, and you've referenced this a couple of times by mentioning deficit spending, what I'm unc uncomfortable with is incurring system or uh repeat systemic expenses that are dipping into that reserve. That's an unsustainable um uh budget practice and I would I would not be comfortable supporting that. So I want to have a conversation I think with the board really about how to approach that. The other thing I think before we get into the weeds of that conversation I want to I want to make note of a couple of things that that might be lost in the details of the the budget. The first is the school system is just as impacted by inflation and cost growth as everyone

151out in the community is impacted by it. So our dual costs, everything that we're seeing is jumping at a very very high rate of inflation. On top of that, we have received this year several unfunded mandates that we've had to put a couple of million dollars behind. And so when you talk about a budget that is increasing by three million, really what we need to be saying is that this budget was somewhere between seven and $8 million and you guys have gone into the budget and been able to cut a little over four is it four million about that you've cut out of this this budget. That's 4% of the budget. So, I think first of all, I want to give kudos to to kind of everyone that's done the work to cut that out.

152When the community looks at a budget that has increased, please know that this budget could have increased by substantially more, significant cuts have been made to make this work. And in fact, the balance of the increase, the roughly $3 million of the increase, that's more or less the cost of the staff salary changes that we're talking about, right? And so and so really if we we would have a flat budget if we were not looking at going forward with be reduced we would be reducing the budget operational okay so so I think that's really important to point out as as well I am not in support of drawing back any deserved and they should go forward and I think that we heard very very clearly from the community and the community meeting that that is

153something that they want to see preserved as well. What I'm not comfortable with is deficit spending that $3 million. And I'd want to see us figure out and and really what we're talking about now is a millage increase in order to cover that that difference. There isn't another $3 million to cut on top of the four plus million dollars that we've already cut out of the budget. Uh, and so I think I I want to open a conversation with the board around that. Um, whether or not we want to have a conversation about what what is the level of comfort the board has of deficit spending. My personal comfort level is zero. And if we're not comfortable with deficit spending, are we comfortable having a conversation about moving or making a motion to uh increase

154the millillage in the tentative budget? I also want to be really clear when we talk about passing a tenative budget, there are a thousand new moving pieces that might change. I would not support a millage increase regardless, but if it is necessary, I do not want to be spending $3 million in deficit spending to close this budget. So, I would love to hear from my fellow board members um the perspectives. I have to piggy back off of that. I have two clarifying questions. Um, the first one is I I agree. I think some of the the big the big item we have to account for are these the teacher raises and I think that's kind of the inflection point. Um, I think we've taken it down quite a bit which I think was a big

155task. So does the current amount that you're accounting for in teacher raises of 4% is it also is it just a flat 4% or does it include some adjustment in the steps? it does not include. So that is gone. So we already eliminated that. And then on slide six where you have other grants, Georgia DOE where we had um 1.3 in 2025 and then it goes down to zero for FY26. What is the explanation for that? As far as the one time grants like we get from the state go to the state and tell us what grants we have. We just don't know. Right. Okay. Thank you. So then I I think that's kind of the I think some of it is how much the we feel like the community is willing to absorb. Yeah.

156Yeah. The raise versus the mill increase. But I I think I'm sorry I can't know what people voted for in November on what we opted out of. So I guess my question would be other than us deciding how are we engaging the community if we were to entertain a mill rate increase? We're engaging the community by having this public conversation by having our public meetings that we did the two-way uh conversations with the public uh by passing this tentative budget which is not the final budget. It's the tenative budget which gives the community the opportunity to respond and and provide a perspective. These are and the and the budget hearings as well. Absolutely. So then would we be building in additional meetings because we can't respond to the public during certain hearing? Well, the next

157budget I think when you say the the next uh Winona Park, is it Winona Park or is it Westchester? The wet next meeting in Westchester is a public two-way. That is that it's the exact same that we just had at FAGE. Basically the same conversation. We'll also have public military. I mean I you know Miss Anderson is correct in those cases that's not really a two-way conversation. That's really that's a but but the the public conversation next week is absolutely a two-way conversation. I think from my perspective very much intentionally to solicit feedback on this. The truth is we got kind of our fund balance is too high, right? You're not we're not supposed to be other than 15%. By definition, we would have to deficit spend a little bit. Um and that that I

158think is why one I'm really comfortable with that million dollars that are onetime expenses in this budget. That's what that's for. So spend spend that million dollars out of that. That doesn't have to get replaced. That's exactly what it that's the goal, right? To the extent that there are other one-time needs that we have over the course of the year. I know that uh that we just got a presentation about some of the infrastructure needs that we need in some of our schools. There can be spending that that happens there. But recurrent like a salary in increase is a every single year increase. And so incurring that expense without having the revenue to cover for it is fiscally irresponsible in my opinion except for the reason I'm comfortable with is I do think that we

159currently have the budget to support it and we can always go back. I mean because I think that the administration's been told very clearly. I think this does as well is like there should not be increases outside of salaries and discussion in the budget and the zerobased budgeting and continue to find cuts and that sort of stuff. And so it's essentially we pass this budget and we're going forward saying you we we got to cut 4 million or hope property values increase enough to cover it 2026 or we will then have to visit the mill because we do not want to get below 10%. But that so yeah, I hear you. I don't love the word hope when you talk about a budget. But I have the we have the ability to pull that lever

160in the future and a 10% fund balance is healthy. I would rather have the conversation in the tenative budget about what millage change would be necessary and then pull back from that as we hear from the state and as we get different potentially different digest numbers what have you so that we talk now about the hard choices about what might be necessary to make this balance and then as if good news comes in we pull it back and eliminate it and and if even if we don't need it Then then in my mind, the worst case scenario would be in the final budget surprising the community with a tax increase that we hadn't talked about because we're not going to be able to balance. But it looks like based on what I'm seeing here, correct

161me if I'm wrong, we have to have a tentative adoption of this mill rate by next month, right? You can always reduce the millage. You cannot increase it after you've had the hearing. Correct. Dr. What are your thoughts about that idea? I think that we definitely make some cuts. Um, we will be fine next year for fiscal year 26, but moving to fiscal year 27 or So when you say cuts, are you meaning cuts to personnel people? meet that type of money. Let me let me state that for the Let me state that for the entire community this year. This budget as constructed, if we do not countenance the millillage increase and we get no other relief from the state or anywhere else, we are locking ourselves into place to have to do staff reductions.

162I am not comfortable with that. Well, hold on. To James's point though, to James's point and to hers, she's saying that is for not this budget that we're approving for the next year because they're both saying they feel like the fund balance can sustain a draw, but that's what I'm hearing, right? That's true. So, we are passing a budget this year that we will pay for two years from now. I I just That's not in this Yes, you're going to have to draw if you cannot cover the expenses that you're having to draw down now, you're going to draw in a deficit way and then have to cover those expenses in the future or cut them. We're we're we're we're talking about building a budget that isn't balanced. And that's that we have to do

163as well. And eventually if it's this year or mill rate increase this year or next year. So, it's definitely have to happen. It's just a matter of Yeah. So we we basically kick the can down the road. We're not willing to face the fact of the budget that we're passing right now and kick the can down the road. We're either setting ourselves up for cuts or millage increases in the future if we do not figure out how to pass a balanced budget. Now I'm not I'm just not comfortable passing a not balanced budget. Like th this is the point of like I mean here's basically what we're saying is because we don't want to have a hard conversation with the community. Let's kick it down the road. I'm not good with that. I think that

164you take a look at figuring out how to balance your budget and have the frank hard conversation with the community. Now, we I felt like we did have this conversation at the last community meeting and I don't know if I felt like I got a direct answer from the people who were there. I felt like we gave a very direct question. We can keep trying to fund salaries at this level, but at some point it's going to mean a mill rate increase or we may it may mean that salaries we it may mean that we cannot fund them at this pace. And I don't know if I got a direct answer from folks as what they would what they were willing to tolerate. I think it's a great the community meetings are great opportunities to

165try to get that feedback but I don't know if it's if that's enough feedback and the whole community right if there's a you know should we be looking at another way to engage in order to make that decision one great way to get the entire community engaged is to pass a balanced budget that countenances a millillage increase here and I promise we will hear from the community and we can always pull it back in the final budget if we need to. But I I'm not I'm I am super uncomfortable saying because I don't want to have the hard conversation today, I'm going to push it down the road. I don't know if that's what I mathematically. I don't mean a clarifying question and I'm sorry if I missed this, but typically I thought the state

166or the governor gives a certain amount of money um for teachers. you know, one year is they're not doing anything this year. Okay. I mean, the question though, we may find that we get a higher growth in the digest than we anticipated. There may be other sources of money. I'm saying we have kind of the worst case in front of us right now. I'm sorry. The taxes that was what it was last year. It is absolutely possible. But that that then I think just ends up supporting the position I'm trying to stake out here even more like we should we should we should try to in this tenative budget make it balanced and we can make changes before the final budget but we need a balanced budget. Now I don't I don't see a scenario

167where we're not balancing the budget. I mean that's not right. We could certainly choose to not balance the budget. I probably cannot support an unbalanced budget even though it's illegal to keep it at its current level. Like if there was a budget that was zero for zero totally evil, we would be the accounting firm would come back to us and say you need to fix this. I would told you about this. I would put the boilers that we need to replace into the budget and spend that money and take that down to that level. That way I would not spend recurrent expenses unbudgeted. I would just not do that. But like there there's no question there's a ton of things that we need in the system. Without question, there's a ton of things that we

168need in the system. If we need to take a million dollars off of the reserve fund, we can take a million dollars off the reserve fund. There's no scenario where I want to sign up for something that isn't sustainable over the long run, though. And and and assuming staff salary increases. And it's not just staff salary increases. It's all the unfunded stuff that that are going to be recurrent. that all of those things are all in the budget. Those are the things that we're saying uh that I'm saying or making the case saying that we need to have in a sustainable way budgeted and explain to me why that conversation needs to happen in a chaotic twomon window as opposed to a two and threeyear window where we talk about millage rate the property because

169this is happening every year. This is happening every year. Like the the reality is we're going to be having a similar conversation next year. What the cater got used to and it cannot be used to going forward. It got used to 12 and 14% digest growth and it allowed us to be sloppy and we're not going to have that going forward. We might have three and 4% growth for a period of time going forward that barely covers inflation. And so I just I I think there's a discipline here that we need to we need to have. So board member, but could you just say again is due today in terms of approving this tenative budget? I think we need to amend the budget to include a millage increase that covers the recurrent expenses that are

170in this budget. You think that's a full mill? I mean it by their numbers yes it is a full mill I think. So I would say this I think it's a full mill in this budget. I think that there are things that are going to come across. I think that there are grants and some things that we're that we are not able to reflect here but that we might anticipate seeing with it by the next budget that will allow us to back off of that. But I I want to deal with worst case scenario today to the extent that we know worst case scenario. Dr. So, do you want to make motion to amend the budget? Well, I would I I would like to know whether my fellow board members are are supportive of this.

171No, sorry. And I need um I'm going to need more time to process all this because like I said, I can't know November. And I totally respect what you're saying. You know, there are decisions that we have to make and we do need to be responsible, but I am absolutely not prepared to commit to a mill rate right now. What's the connection to November? Because this is the very city where people said, I want to opt out of my taxes. I am paying too much. And so I'm I'm trying to process the appetite for a mill rate increase in this same election year. And I also agree that while we had a community meeting, I I don't know if that's a particular form where I'm getting specific enough feedback to understand how to process it.

172So the case that I'm making right now though because this is the tentative budget. It's not the final budget. This is the tentative budget that is balanced. It will absolutely create a situation for us to get that feedback. If if we don't then I mean of course that's not going to be what we hear. Like I mean that nobody in the community is going to say yes go ahead and increase my taxes. That's not what people are going to hear. The question is do we make $3 million worth of cuts in this budget then because we don't have the revenue. That's the question. The question before us I mean or let me say there's two there's a couple of options. One we deficit spent which I'm going to vote against. two, we increase the millillage

173so that we can cover the additional costs that exist in this budget. Or three, we reduce those costs so that we are not incurring them. That's that's really the three choices that are in front of us. And Dr. room. If the la if we went to the last choice which was to reduce some of the cost, you're saying that's whole people, not even going back and looking at that great percentage and it would be whole persons staff reductions. I think that's an I think that's a a I think that's a also an inflection point if it's if that's if you're going to if you're going to not deficit spend then which of those two options are we more comfortable with but I think that also then invites more information or details about staff so that

174we've already maximized some cost efficiencies despite the fact that our enrollment is declining Right. And so we have already eliminated some school-based positions. So I think if we're going to talk about staff, we have to be prepared to look at all items. And that's why Hans, I appreciate what you're saying, but I am absolutely not prepared. I don't feel like I have the bandwidth or the knowledge to do that tonight. I mean, again, this is just not just because this is a big deal, but this is the tentative budget. It does buy us the time. What what I what I am worried about is if we p punt it to the final budget then we don't have the kind of engagement and criticality behind it right now and and I here look I mean let's

175let's just say this I think because we've all sort of st different positions out here I I am if the chair would let me like to make the motion um and and so let me say this I move to modify the fiscal year 20 to 20 2026 tenative budget for all funds as presented to include a 1 mil increase, $3 million to cover the increase in staff salaries. Second. All right. So, we have a motion on the floor. Is there any discussion? More discussion. Hearing none. Yeah. Okay. I'm sorry. I apologize. Sorry. I'm still catching my breath. The You kept saying, "Well, this is tentative." Walk me through your timeline for this conversation, Tom. Sorry. So, next week, I I imagine that that if this motion passes, next week's community meeting is going to be

176highly attended. I'm just speculating. Okay. Um I think that it over the course of the next month or so before we adopt the final budget, some of these answers that we're looking for are going to come in. We'll have a firmer number in the digest, I'm presuming, right? We will have an understanding of what might be coming in from the state. Sure. We'll understand if we're talking about a zero mill change because it balances, whether we're talking about a half mill change because a bunch of things came in but not enough or whether it's still a full mill change because nothing came in. And in the next budget meeting, if it still stands as a full mill or any tax increase, we have the ability to make a motion to claw that mill back and

177just deficit spent. We could come back to exactly where we are right now. Okay. Did that answer your question? Yeah. Any further discussion? All those in favor? I got two in favor. All those I You're opposed. Yes. Okay. So, um Dr. Sultan Oh, wait. I'm sorry. Would you would you like for me to read the original um recommendation because that was the modified? Yes, please. Yes. It is recommended that the city schools of dictator board of education approve the FY26 ten tenative budget for all funds as presented. Okay. Do I have a motion to approve the FY26 tenative budget for all funds? I'm going to go out of order here. Wait, hold on. Hold on one second, please. As presented. Yeah, as presented. Thank you. I move. Uh, board member Hearnen uh makes the motion.

178Do I have a second? Second. Board member seconds the motion. Is there any discussion? I'm sorry I went out of order. Um I'd like to I after all of this I I need to look more closely at this revised budget. I want to hear what the community says now. I want to entertain what Hans is suggesting. Um so I'm abstaining. Okay, that sounds fine. Um uh any further discussion? Yeah. Thank you. I I want to wish I had the time to think about what you're proposing, what you're saying, and I'm going give the version what I think you're saying because we need to be far more open about the difficult conversation that we are having as a board member where we keep saying, "Let's give teachers more. Let's increase their raises. Let's require the superintendent

179to make cuts." And we keep doing this and we're spending more. And yet the community comes back and says, "But we want more rates and we want teachers." And then as a board, we all agree with that wholeheartedly. We want teachers and staff to be more highly compensated. We want to be the highest paid in the metro. I actually kind of prickle up when we have like compare it to other metro regions because I was like, why are we capping ourselves there? Why are we not shooting for the moon with teachers, which I've shared with many of you personally. I if this was a one deal and we lost the power and the ability to come back and say, "Hey, Dr. Whitaker, the board wants you to a realize that getting 11% is great, but

180we can't have any more increases and we're in a very hard spot. We're either going to have to increase taxes or we're going to have to stop having the conversation about more teacher pay or I love your one, two, three. I just don't think that that question needs to be answered for FY26. That's all, but I really appreciate you saying it and I think that you're totally correct that we are not honest when we're like, yes, we want to give teachers more. We want to pay our staff more. We want to have 10 buildings fully operational that are staffed to get with everything. I'm just not ready for that chaos of the next month. And I wish that I had more time to think about what that chaos entails of the like maybe we'll increase

181your taxes. We're discussing it. Am I allowed to speak again? So James to your point though about teachers, you know, I think it's very important we talk about teachers and staff, but then we look at like the board retreat and we identify the different positions. If we have a 901 employees but only 434 classroom teachers and 50 and something certified, then yes, let's have that discussion. But I I think we need to be more specific because we're saying teacher raises, but we're all in. We're not talking just about teachers. We're talking about all staff. Yeah, I was very clear to say. Okay. No, it's just that James, I heard you mention teachers and I know at the community meeting we talked specifically about teacher rates, but yet we are talking about for example 3% for

182directors and an additional 3%. And with all due respect, it's nothing. These are the hard decisions we have to make, but then we need to talk about it in totality. Just just over a nurse increase, a director increase, a specialist increase, a coordinator increase, and then a minimum 4% across the board increase for classroom teachers. Certified teachers. Certified classroom teachers. So the distinction in the number you're you're So what I'm hearing you say is we need to cut nurses, directors, specialists, and coordinators increases. No, I didn't say that at all. But I think we need to be more specific so that we don't just address the teacher raises. So for example, if we are looking at the cost of our 16 directors and then we have two or three executive directors, I'm not suggesting at

183this particular point that we cut any of that. But I think what I've heard is directors will be getting a 6% increase whereas teachers might be getting a minimum 4%. So when we are going to talk about the implication for the budget, I would just appreciate a little more specificity. But did during the community meeting, didn't we discuss how um many central office staff didn't get the last raise that everyone else was getting. We were going to give them a raise and then then we just we because we're trying to balance the budget, we decided not to. So now and they were already lower when we compared them. Yeah. To other Yes. administrators in in the metro Atlanta area. They were already lower, but they did not give them that raise in. Yes. Um, in

184last year's budget, the one we're living now, uh, the what was the the market value was assessed for not all central office staff, but actually um, school administrators and uh, basically cabinets. But it was with the it was with the idea that next year we would move to the other categories because they too need to be assessed for market value. Um so can I I guess maybe this is maybe you can pro I don't know maybe the board members can provide me some understanding. I guess sometimes I don't understand the narrative as to why coordinators or central office staff are constantly under attack when we're talking about adjusting for fair market value when so many of them are responsible for day-to-day operations or student outcomes. Some of them are actually physically working in schools. So,

185um, it would be different if we were adjusting them dramatically above, you know, where other where classroom teachers were landing. But you're talking value. Um, but you know, I I I I I guess I don't understand the narrative as to why when we're talking about salary adjustments, we make we're giving the impression that they too do not deserve to be to get a cost of living living adjustment or to be paid at the same livable wage as their peers. I I just I I personally don't understand that um that narrative. I mean, in my paying job, I would expect to get paid as much as my peers, whether I was working um taking care of patients or if I had more of an administrative role. So, I guess I just don't understand that narrative and

186why it's coming from up here. Um I would love some insight. I can't explain. Yeah, I can't either. I I fully agree with paying everybody at fair market value, with providing cost of living adjustments by by paying people equivalent to their peers. I think I I disagree with deficit spending to do that. I think I've been clear on that. But but I very much agree with with continuing the the first I I'm concerned that anyone would be attacking anyone if we are looking at objective numbers and using those metric comparisons to determine the salary rate. I don't think it has to be an attack. Um, but I do think to Hans's earlier point about making hard decisions, you know, the fact is that we are funding salaries and benefits and the higher salary, the higher

187the TRS contribution. That's the first thing. Secondly, we've used metro comparisons, but if you look at Gwynette or Cobb or Marietta, what becomes really problematic, and I think this is the heart of it, is it is much harder to have an objective comparison when it comes to teachers. It's plain and simple. Most teachers work 190 calendar days. So, all school districts are going to pay according to a bachelor's, a masters, or a specialist in the number of years they have. But when it comes to these other positions, it's different. Some districts have a 15 step schedule, some have a 30-step schedule, some pay according to the degrees. And so, I think there's some questioning, Carmen, and I hope it's not an attack. I agree that people are working very hard, but I also think that

188if we are talking about giving some people a 6% raise and others less, that's hard for me to explain. Well, and I think the straightforward explanation is that some people are paid more than 4% below market and we're trying to make the adjustments to make that balance, right? I mean that that's the the the starting point matters and and it's not about the dollar amount someone is is paid. It's what the market rate for that position is. And if we're under the market rate for that position, I mean, we can make the argument that we don't know what market rate is, but I don't think that's correct. I think that we have a pretty good sense of market rate. And so sometimes it's going to require adjustments that are higher in some areas than others.

189I do believe we have a motion on the table, do we not? Okay, thank you so much. Okay, so is there any further discussion? I will just refresh your memory that this is since this was a while ago, this is a motion to approve the FY uh 2026 tentative budget for all funds as presented. Further discussion, all those in favor? Any opposed? I All right, we have one abstaining, two in favor, two opposed. Then that motion fails. What do we do from here? Council at this correct motion two. someone else. Either the matter dies or there is another motion. Yes. At this time we are looking to approve what would be a tenative budget. A tenative budget is not the final budget. What I would want the board to know is that we do need

190to approve a final budget on May 13th so that all of the budget can be built and ready to be expended in July on July one explicitly. So, as far as if you want to not have a tenative approval and Dr. Broom said you need a tenative approval. I'm just giving you what she is saying right now. Um, uh, Dr. Broom, can you explain to the board what happens going forward? Since we do not have a tenative approved budget, can you explain how this timeline is going to be adjusted? We have to have a tenative budget. There has to be a budget out there for the community to look at what we do with final approve, not just go to the final. Okay. So now we're going to have to come back at some point

191and vote again. Okay. Now, Madam Chair, may I make an amended motion? Can I give one other option? Um, I will say that the tenative approval of the military is also on May the 13th. the idea and concept that was just discussed earlier that was brought up by vice chair UTS. Um if you amended that it was probably this might be where I was if you amend that motion. Um and is it more palatable for the remainder of the board know that you still have a tenative approval of the millage rate on May 13th. And so when you should vote on the military exactly because we're not we're voting on the tenative budget. My May I make an amended motion? Madam Chair. Yes. So, so I would like to move to modify the fiscal year

19226 tenative budget for all funds as presented to include a half mil increase dollars to cover the expected increase in staff salaries cognizant of the fact that there may be other fiscal relief coming our way that we are not currently aware of. Have a motion on the floor. Do we have made by uh vice chair uts? Do we have a second? Can we read back what you have? All right. So, here is the modified now the third budget motion. Modified motion recommended that City Schools of Decatur approve the tenative budget for all funds that includes a 0.5 mil increase valued at $1.5 million to cover specifically staff salary increases. Board member UTS made the motion. Do I have a second? Second. Board member Johnson Davis has discussion. No, I haven't asked a question. I'm sorry.

193So, we do this and then the idea is that well, one, we've met our obligation, which it appears there is a fundamental need to do that. Um, but then the second thing is if Hans the same logic applies, this would get enough people out that we could hear more from the community. And then I think it's to your question or Carmen yours. What would be the process for that community feedback besides showing up at Westchester next Wednesday? Well, I mean I imagine we're going to see a fair number of emails. I I think that there's going to be a couple emails that come our way. Could we then maybe and I don't know if it's going to be too much work for anyone, but I'd like for that to be shared with everyone so everyone

194gets to see the questions of concern versus just our email staying in our inbox. I don't understand publish the emails to board. No, absolutely not. But we currently do a budget feedback um process right now where anyone can look at it and then submit a form and I think then um Dr. Broom applies. So would the rest of the public get to see the public's feedback or is their feedback going straight to us? I will say dependent upon what the feedback is. So not all feedback that comes through that board link or any other link is directly publishable because it cont Dr. room. Um, if we approve this motion and then by the time we get to the final budget, we decide we do not need this mill increase, we can pass a budget in

195or we can pass in May a new motion that says we do not need this mill increase. So there is there's time approval of the mill rate is really the time to decide if you want to increase or decrease the mill rate and then you have the mill rate here and then the final But I'm sorry like procedures right now, but if I understand this correctly, if we vote for this, we're voting for it with a mill increase and then we would have to amend that budget and all the tenative approval of millage right and and either way this budget that you're tenatively approving is not the final budget because we don't have all the factors. Yes. So this tenative budget tax digest mainly the tax dig as well as the state grant. So this

196it's all tenative but we need the land. Okay. Any further discussion hearing? None. All those in favor? I let's roll call that please. Uh board member Johnson Davis. I board member UT. I board member Hearnen. Nay. Is it opposed? Board member Anderson. I in favor. Where are you? I approve. Okay. Um I'm in favor. So we have four and one. The motion passes. Okay. Thank you, Dr. for and as you can all see my role on the board living is the board secretary as you can see as we've just na navigated this but as I shared earlier I got to go so chair soul I delegate temporary authority to Karen Newton Scott deputy superintendent for the remainder of today's board meeting Justin uh yes you move I'm sorry thank you for that reminder we will

197move to public We need to amend the agenda. Do I need to amend the agenda to go to public comment? They can't get to it. We need to finish your meeting. Well, I'm going. All right. We're going to uh make an agend amendment to the agenda to move to public comment. Um do I have a motion to amend the current agenda and move to public comment at 6:30 p.m. right now? So moved. Um is there a second? Second. Uh board member Anderson seconds a motion. All those in favor? I. All right. The motion passes. We will now move into public comment. Uh the following information is included in the board policy manual and members of the public also acknowledge that this acknowledge this information when they sign up to speak. This serves as a reminder

198for 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 and/or City of Decator. To allow for time for the board's other business, public comment will ordinarily be limited to 1 hour or 20 speakers. At the board's discretion, the public comment period may be extended for a spec specified amount of time or a specific number of additional speakers. The time limit for all speakers will be three minutes. Persons speaking during public comment will not be permitted to yield the floor or transfer unused time to other speakers. Comments during public comment

199should be addressed to the board as a body and not to any individual board members. At the chair's discretion, persons violating this policy may be asked to step down. Speakers should be courteous and professional. Speakers are not to list complaints about specific personnel or individuals connected with the district in a public session. The board strictly prohibits abusive language, threats, comments, jeers, applause, or shouts from the floor. Disruptive persons will be asked to leave the meeting room. The chair may terminate public comments that are profane, vulgar, defamatory, or disruptive. If a speaker's comments begin to verge into the area of hate speech or defamation, I will have to ask the speaker to end their comments. Speakers may not address confidential student or personnel matters, but may submit such concerns to the superintendent in writing. Members of

200the 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. Mr. Melton, will you please call our first speaker and members of the board, a proud member of the Decator community, a parent of two CS kids, and the 2020 and 2021 Georgia Teacher of the Year. I'm here tonight to speak in strong opposition to any effort to the City Schools of Decar's diversity, equity, and inclusion policies. Policies that were designed not out of political pressure, but out of a moral and educational imperative to serve all our students with dignity, and belonging. We are told that this move is in response to a presidential executive order. But let us

201be clear, this order is not rooted in federal or state law. It is a political document, not a legal one, and it should not dictate how we educate our children or how we uphold our community's values. School districts already certify compliance to federal title six guidelines. Additionally, less than two weeks ago, I personally witnessed a proposed statewide DEI ban, House Bill 127, be defeated at the Georgia capital for the 2025 year. Even more, state attorneys have stated that they are unaware of any authority that the federal department of education has to demand that states agree and interpretation of court decisions or to terminate funding without a formal administrative process. In fact, there are already state lawsuits underway. and this district owes it to our kids and our educators to see the conclusion of those lawsuits.

202The truth is we are not required to obey an order that contradicts our mission to create inclusive affirming spaces for learning. To roll back these policies now would be an act of fear, an unnecessary retreat that sends a message that the comfort of politics outweighs the humanity of our children. That some voices matter more than others. that our LGBTQ plus students, our black and brown students, and other historically marginalized groups are too controversial to stand up for. That's not who we are indicator. It's more than disheartening to see our district's equity web page disappear and to consider that our district would bow to injustice and tyranny. BC's DEI policies were developed through community input and deep reflection. They help ensure that our schools are safe, responsive, and equitable. When we examine the district's continued struggle

203to close the gaps in achievement, if anything, we should be strengthening our commitment to them, not weakening us. This just might be CSC's David and Goliath moment. What will we do with it? Our students are watching, our educators are watching, and our community is watching. I urge you to stand firm in your values and reject this attempt to rewrite who we are just in order to satisfy a political narrative that does not reflect the legal educational that we hold dear. Thank you. Thank you. Kelly Brown. Hello. I'm Kelly Brown. I'm a parent to Decar uh children who attend Decar schools. I am community volunteer served as tally to a board president for two years and um one in stating my opposition to um the what I view as to be rather a capitulation to um

204a federal I don't even know what to call it, an illegal federal edict. I I don't know. Um and I absolutely as an attorney myself understand all of the different implications um resistance would have in this case. At the very least, I think there should be just an ongoing conversation. Um, but I do hope that as the previous speaker um so eloquently stated that we stand up and and resist um the federal government's efforts to strip us of basically our humanity and our rights and our children's rights. My fear is that this is we're just all frogs in a puddle of water slowly boiling and the next thing you know there will be a mandate to share personal information of students to eject undocumented students from our classrooms to fire LGBTQIA teachers and that terrifies

205me and I hope that we will just continue to stand up and and do what is right. And I know there's funding on the line, but I'm not confident that no matter what we do that that funding is going to be there. We're we're in we're in the upside down and I hope that we as a community can come together and maintain as much of the right side up as we possibly can. Thank you. Thank you, David Swingle. Hello, I'm Megan Swingle, parent of three indicator students, and I'm here tonight to address the April 3rd communication from the US Department of Education requiring the certification of compliance with Title 6. First off, let me say I do understand how crucial it is for us to keep our federal funding, and I personally do not want

206to see my taxes keep going up to an unsustainable level. But I think there is a false choice to believe that we either have to give in or lose these funds. I believe there is a third option that involves fighting back against these unjust executive orders. As you know, the Department of Education already requires the state to certify compliance with Title 6 and all recipients of federal funds are prohibited from discriminating on the basis of race, color, or national origin. While the April 3rd communication threatens schools, it is crucial to understand that this communication itself does not create new legal obligations for schools. Our district has a clear and ongoing commitment to non-discrimination based on race, color, and national origin as already mandated by title 6. The new guidance from Trump's OCR contains legal interpretations

207that warrant careful consideration. The Legal Defense Fund and the SPLC and other organizations have signed on to a letter stating they firmly believe that district efforts to cultivate diversity, equity, inclusion, and accessibility are not only lawful, but are essential to fulfilling the spirit and intent of Title 6. These efforts are vital for creating a learning environment where all students feel valued, empowered, and have equitable access to these opportunities. Federal courts have already rejected the theories set forth in that federal guidance and the Supreme Court has declined to review these decisions if we choose to fight back. In this juncture in history, it's imperative that this board reaffirms its commitment to these values and support and to supporting our schools in our lawful efforts to create inclusive and equitable educational environments. I urge you toi us

208to continue investing in these programs and practices that lawfully advance diversity, equity, and inclusion and accessibility, staying true to our district's values and our legal obligations. If it is this district's legal council advising to comply with unlawful executive orders, then please let us seek a second legal opinion. I understand that many law firms are concerned about taking on these cases because they fear retaliation. But there are organizations like the Legal Defense Fund at SPLC who are helping districts fight back against this administration's efforts to diminish our lawful efforts to address barriers to educational equal educational opportunities. Trump's actions are unlawful and the risk of losing funds is minimal. If our lawyers are not equipped or experienced to defend against unlawful conduct, then we need new lawyers, not new policies. Thank you. Tim Robertson. First of

209all, thank you board members and superintendent for your time being here. Uh I was going to talk about DEI, but I'm going to quickly talk about millage increases. No one likes paying taxes. I It's ironic that today I'm forking over some some of my money in my tax return. Not getting back. I'm forking more over. No one enjoys that. Unfortunately, I don't know how we can expect to pay for the budget if we don't do something about the millage increase. Uh I see Amazon trucks going up and down my street every hour of every day. I see I just see a lot of waste in this community from the folks that came in invested in this community but then they waste it on outside resources and not in this city think it's so important that

210we we encourage people to spend within the city. I don't know how we can do that as a school board but um anyways I just want to throw my two cents out there now. Uh the opposite of diversity is uniformity, lack of variety or differences. The opposite of equity is inequity. Unfairness or the absence of fairness, where individuals or groups are treated differently without a justifiable reason. The opposite of inclusion is exclusion, referring to excluding or leaving someone out, preventing them from being a part of a group or activity. It took the board three votes on a tenative budget and that is a result of DEI. Each one of you had a voice. express your differences and concerns and you weren't excluded from the state. Now, to get a little bit personal, I was a

211small kid growing up. I'm only 5'8 now, but I was like four feet, maybe 70 pounds when I was in middle school and high school. I got lots of scraps, got lots of fights. Why? Because I didn't back down to the board to remember that. Thank you. Thank you. Evening Portland, current senior and co-president of the student team at high school. Two years ago, the superintendent approached us about the possibility of installing metal detectors in the school building. And according to this meeting, a small unit of school resource officers are contracted as non-staff security monitoring hallways taking place here. While there are a multitude of benefits in having the security system, what this inadvertently does is facilitate the school discipline pipeline school disciplinary system to court referrals, the juvenile incarceration. The linkage is that the

212more that students are exposed to more punitive disciplinary actions at school, more likely they are to have encounters with law enforcement and criminal justice. The manner in which this link increase occurs between suspensions and exposures and exclusionary practices contribute to the likelihood of dropout self-esteem, high anxiety and exposure to the law enforcement and the justice system. This pipeline disproportionately affects students with lower socioeconomic backgrounds, racial minorities disabilities and lower learning abilities. This issue of disproportionality is further worsened by the fact that these students are punished for more subjective offenses such as excessive noise, disobeying a teacher, cursing, etc. where there is some degree of negligence when certain other students are not disciplined for more concrete such as smoking, giving school or vandalism. There's already a lack of sufficient resources that accommodate the needs of these

213students such as the staff and counselors included are not equipped with set resources or proper knowledge on how to handle those students and deficiency of resources and poor academic achievement translate to poor behavior outcomes. The inclusion of a child security system and school resources officers doesn't necessarily resolve these issues. If anything, it only reinforces the inadequacies of the school system any efforts. Probable systemic problems deceases probable systemic problems that precisely need further their detriment. The presence of SRO in school grounds do not f do not improve discipline or school planning. These students receive the same training academic training for street patrols like conventional police officers. Therein SRO don't have the authority or proper training to handle the testament and behavioral instances of young children and adolescence and the officers that operate more like conventional police

214are more likely to utilize the justice system. The correlation of punitive school assistance and racism as roads exacerbate the issues of subjective offenses by using excessive violence to handle students who step out of line criminalizing student behavior and worsen the effectiveness of discipline which leads to recidivism or the recogition of previous offenses. the budget that city schools indicator has. I believe that we can do better with the resources that we have such as proper restorative justice programs that will help support systems and youth stability which have been proven to reduce offenses to student behavior more effectively in SRO program. Thank you. Thank you Gordon Moss. The last two folks have signed up over Zoom. The person John Cy Mr. unmute. Yes, I'm here. Can you hear me? Great. Thank you. getting myself in a speaking

215position here. I'm not going to belver the points that have already been made about our response to the federal guidance. Um, however, I would like to point out that CSD has the opportunity to face the political and financial challenges thrust upon us. Yet the board and the superintendent acted in haste and with zero transparency about the situation, calling an emergency board meeting on the eve of spring break, then passing cryptic superintendent powers with no context, no explanation, and most importantly, no attempt to forecast future opportunities for community engagement was reckless, disrespectful, and poor leadership when called to this moment. I also echo other comments disappointing CSD's capitulation to the autocratic illegal directives. We have an opportunity to do better, be better, and make significant impacts on the lives of all the children in our care.

216And this board and superintendent publicly stated that you'll not care for all of our students. If you did, it wasn't loud enough for our constituents to hear. We expect you to protect our children and act like the shield you deacto agreed to be when something like this happens. It's your job to keep such distractions away from Decatur teachers and their students. And that hasty meeting and not giving any forecasting to the fact that we'd be coming back together to further discuss ways we can respond just shows that um it was very hasty and disappointing on our side. So here we are very upset and as you can see from what's already happened in this board meeting, you have a community that's very engaged in this. Thank you. Thank you. Our last Hello. Thank you for

217allowing me to join virtually. My name is Dr. Andrew Penley. I am a proud Decater resident, a parent of two CSD students and an emergency physician and hospital administrative leader with 17 years of experience treating patients across every background, rural, urban, rich, poor, black, whites, immigrants, unhoused, and LGBTQ plus. For the past nine years, I have been the medical director of one of our community's flagship hospitals, serving more than 50,000 patients a year and part of a network of metro emergency departments that treat more than half a million metro Atlanta fellow humans. I have built my career around culturally responsive care because in medicine, as in education, context, identity, and inclusion are not optional. They are essential. I'm speaking tonight in strong opposition to any proposal to weaken or eliminate the diversity, equity, and inclusion

218policies of the city schools of Decar. These policies are not political. They are practical. They are rooted in decades of peer-reviewed research showing that diverse and inclusive environments improve decision-making, foster innovation, and lead to better outcomes, whether in hospitals, boardrooms, or classrooms. As a physician, I can tell you without hesitation. When we listen to and reflect the voices of all of our communities, we serve people better. And the same is true in schools. The notion that a recent executive order somehow mandates the dismantling of DEI work is legally unfounded, as many have alluded to previously, it is not binding, nor is it aligned with the Georgia state law. It is a political signal, not a legal standard, and it must not override the moral and educational responsibility we have to every student. Rolling back DEI

219is not neutral. It is regressive. It tells marginalized kids that they are too controversial to be seen. It tells our educators their expertise in fostering ex or equity is expendable. And it tells this community that fear will drive our decisions, not facts, compassion, or justice. All reasons I chose to live indicator. I've seen firsthand the harm caused when institutions fail to reflect the people they serve over these 70,000 patients that I've cared for in my career thus far. And I've seen the healing and progress that comes when they do. Let's not abandon our progress. Let this board take an opportunity to lead. Thank you for your time. Thank you. We would like to thank all of the speakers for taking time to be here tonight. As board members, it is important for us to hear

220the concerns of from our communities. We will take your comments into consideration. Okay. Board, we will now move to the consent agenda items which include monthly items such as financial, nutrition, and personnel reports. The first item includes a includes a report. There will be a motion to accept the consent agenda item in totality. Um Dr. Wicker is Karen Newton Scott. Do we have a monthly financial report? Yes, Chair Fulton. Dr. Lamita Broom, chief financial officer will present the monthly financial report. Good evening. The February 2025 financial report and definition of function codes are located in the assembly agenda. The finance department operates based on the district four strategic accelerators with a specific focus on accelerator for organizational effectiveness and excellence financial transparency. The general fund budget is 17,27,871. As of February, the district has collected

221eight 77% or approximately $80 million of the budget revenue year to date, which is in line with the percentage that was collected this time last year. Approximately $5 million was collected for the month of February, which brings revenue in line with total collections for last year. This time, revenue is trending as anticipated. Expenditures are normal for this time of the year. The district has expended 57% of the overall budget or approximately $61 million a year to date. For the month of February, this is equated to approximately $8 million. For the month of Feb February, there is a deficit of approximately $4 million which has been deducted from the fund balance which is normal for this time of the year. The general fund fund balance as of February 28, 2025 was approximately $38 million, which includes

222the beginning fund balance of approximately $19 million. The fund balance last year at this time was also $ 38 million. Please note that the fund balance was intended to decrease as expenditure. February revenue for capital and debt funds consisted of approximately $553,000 from earnings on investments and losses collection. Expenditures are normal for this time of the year and the $6,437 surplus was added to the fund balance which was approximately 5 million in February. Fiscal year 25 anticipated expenditures for capital is approximately $12.7 million. Special revenue funds are grant funds including federal and state grants not budgeted in the general fund. The district has collected 52% of the anticipated fiscal year 25 grant and spended 47%. Food nutrition revenues are coming in less than projected and expenditures are trending within the same range as previous years.

223The approximately $32,000 deficit for February decreased food school food nutrition fund balance to approximately $2 million of food nutrition fund balance was I will be happy to respond to any questions or provide clarification. Thank you Dr. Broom. Are there any comments from the board? This item is on to consent. Soulton, may I read the recommendation? Yes, please. I recommend the City Schools of Decada Board of Education approve the consent item the consent agenda items 1 through eight. Do I have a motion to approve the consent agenda items 1 through 8? Board member Anderson makes the motion. Do I have a second? Second. Board member H. Ernen seconds the motion. Is there any discussion? Hearing none. All those in favor? I. The motion passes unanimously. Moving on to policy. Miss Karen Newton Scott. Thank you, Chair

224Sultan. I would like to call on Ms. Amanda Lynch, chief of staff to present five policy for second read action. Good evening once again, board chair Dr. Sultan, vice chair, esteemed members of the board, um, and nope. and deputy superintendent Scott. Tonight we will start with five policies we have for second read action. First is IC curriculum development. This policy was presented last month for first read and has been available for public comment through assembly. So I'm proud to report we did receive one comment through public comment in assembly right before spring break. The commenter appreciated the alignment with state standards in the structured review process, but also raised a few concerns. These included the concentration of decision-making power with the superintendent, unclear definition of key terms, an inflexible six-year review cycle that may not

225keep pace with educational trends, and vague criteria for curriculum pilot projects. The teaching and learning staff reviewed the comments and followed up directly with the stakeholder on each of those concerns. At this version presented last month, most of the concerns were best addressed through accompanying regulation. Other concerns such as a six-year review cycle are consistent with the state's review practices. Those looked at closely and follow-up was provided. So, may I read the recommendation? Yes, please. It is recommended that the city school educator board of education approve policy I curriculum development for action. Do I have a motion to approve the recommendation to approve policy IC curriculum development for action? So move board member Johnson Davis makes the motion. Do I have a second? Second. Board member Anderson seconds the motion. Is there any discussion? Hearing

226none. All those in favor. The motion carries unanimously. Second is policy IGB student support team. This policy was presented last month for first read and has been available for public comment through assembly. Once again, we did receive one comment through public comment and assembly on the Friday before spring break. Comments to policy IGB requested clarity on the parents role in the SST, meeting frequency, assurance of consistent intervention implementation, and how school teams would manage multiple students with an SST. These comments were similar to the conversations by the board when first discussing this policy in pre-work. For example, clarity around meeting frequency will be addressed in the regulation. Therefore, the teaching and learning recommending no changes to the policy be made to be made and have followed up with a stakeholder as well. No fe um

227so may I read the recommendation? Yes, please. It is recommended that the city schools educator board of education approve policy IGB student support team for action. Do I have a motion to approve the recommendation to approve policy IGB student support team for action? So move member H. Hearnen makes a motion. Do I have a second? Second. Member uh Anderson seconds a motion. Is there any discussion? I I would like to just regarding this policy and the previous policy for the record thank the community members that reached out on it. I I think these are very salient and wellfounded concerns that have been raised and so thank you for following up with them and again thanks to the community for making the comments in the first place. Thank you. Any further discussion? Hearing none. All those

228in favor? I. The motion carries unanimously. Next is policy IGD, dyslexia identification and support. This policy was presented last month for first read and has been available for public comment through assembly. No feedback was received through public comment and no changes have been made to the version presented last month. May I read the recommendation? Yes, please. It is recommended that the city schools educator board of education approve policy IGD dyslexia identification and support for action. Do I have a motion to approve the recommendation to approve policy IGD dyslexia identification and support for action? So move. Board member H. Hearnden makes the motion. Do I have a second? Second. Uh board member Anderson second the motion. Is there any discussion? Can I ask one more second? I'm sorry. The I just realized it now. I would

229have um earlier in that third paragraph is universal screening like the U and the S is capitalized. Is this is it like a program? It it is a like universal screening is something that is mandated by the state that is done. Okay. So if you want it yeah any further discussion hearing none. All those in favor I the motion carries unanimously. Fourth is policy IDs special education programs. This policy was presented last month for first read and has been available for public comment through assembly. No feedback was received through public comment and no changes have been made to the version presented last month. May I read the recommendation? Yes, please. It is recommended that the city schools of Decator Board of Education approve policy IDs, special education program for action. Oh, sorry. [Music] Well, all

230righty then. Do I have a motion to approve the recommendation to approve policy IDF, special education programs for action? Move. Board member Johnson Davis makes the motion. Do I have a second? I'll second. Board member Hearnen seconds the motion. Is there any discussion? I have a brief aside. I uh mentioned this to Dr. Whitaker, but it does say be legally enrolled in the district, which I think is appropriate. And as we allow students that are um you know, what is it? Tuition and etc. I want to make sure we don't have any policies that are written with like must reside in the attendance zone of CSD, which is the opening prepositional phrase, but meets Mrs. written correctly, but the way it's written raises a little bit of a red flag in my brain to make

231sure that nothing is written without the phrase be legally enrolled in the district. No other policy. No other policy. Yeah. So, it's more of a comment for you as you sort of do a scan of what we do as we begin next year and start accepting students who are quote legally enrolled but quote do not reside with the Gotcha. Okay. You don't know off the top of your head? I don't know off the top of my head all of the policy manual so that I I will make a note and we will start with those. That's it. that I think this policy is great. I don't have any actual comment on it. I think the way it's written is very inclusive. Any further discussion? All right. All those in favor? I. The motion carries unanimously.

232And last is policy GHD, staff political activities. This policy was presented last month for first read and has been available for public comment through assembly. No feedback was received through public comment and no changes have been made to the version presented last month. May I read the recommendation? Yes, please. It is recommended that the city school indicator board of education approve policy GHB, staff political activities for action. I have a motion to approve the recommendation to approve policy GAB, staff political activities for action. Board member Anderson makes the motion. Do I have a second? Second. Board member Hearnden seconds the motion. Is there any discussion? Hearing none. All those in favor? The motion carries unanimously. Thank you, Mrs. much. Dr. Sultan, I would like to call on Mr. Bob Wilson, board attorney, to present two

233policies to resend and three policies to amend for action tonight under the emergency policy adoption provision. Sen, Vice Chair, and Deputy Superintendent Scott, I appear before you this evening on an emergency basis. Emergency basis is a deadline of next Tuesday, April the 22nd. It deals with a federal mandate from the US Department of Education. That date was moved from April the 10th, which is what necessitated the emergency meeting on Friday, April the 4th. Before that deadline, CSD is required to certify or not certified to the United States Department of Education by way of the Georgia Department of Education that it is in compliance or is not in compliance with certain directives required by the US Department of Education or risk federal funds. January the 20th, the new administration assumed authority and it is making many

234changes in numerous fronts including in relation to education. That's no surprise to any of you. You're fully aware of it. Many of these changes are creating people descent controversy and are being challenged by many states, especially the ones from education. Georgia is not one of those states. The states are standing for their local districts, but we are not in a state that is part of the challenge at this point. In the matters of this evening, the new administration has interpreted the Supreme Court decisions in the Harvard UNCC fair admissions case far beyond in your lawyer's opinion as well as many other lawyers opinions. It's holy. Like many other school attorneys, we totally disagree with that interpretation and disagree with the administration of it. and its applicability particularly the Civil Rights Act of 1964 in its

235amendments. Title six was part of the original act. Title 9 came in as amendment 1972, but each administration has made interpretations of the Civil Rights Act of 196 and in order for funding to come to states, states had to abide by those interpretations. case is now pending throughout the country in federal courts will lead us to a decision but we have no states at the moment. So that deadline of next what it turns out for us to be next Tuesday because the state of Georgia wants the answer by the 22nd because like other states they have to certify whether their state is in is in compliance. Having looked at all the law, having weighed all of the factors, having considered everything that we possibly can, and I understand the speakers of this evening, as you

236do, but our job is to represent this district and give it the best legal advice we can so it may move forward in protecting the interest of our children. Regardless of the controversial nature of it, it is our recommendation that you amend certain policies and that you resend certain policies in order to be in compliance. So we recommend number one in order to consider these matters that under the emergency procedure provided for in our board policy PD policy development on matters of unusual urgency board by a majority vote may wave the two meeting limitation and take immediate action on existing policies. I give you our recommendation. Yes, please. I recommend that the CSD Board of Education wave the two meeting limitation and take immediate action to resend and revise existing policies pursuant to the emergency

237procedure contained in board policy ed policy development. Do I have a motion to wave the two meeting limitation and take immediate action to resend and revise existing policies pursuant to the emergency procedure contained in board policy BD policy development? I movember Hearnden makes a motion. Do I have a second? Board member Anderson seconds the motion. Is there any discussion? Yes. So when I ran for uh my school board seat um in 2019, equity was one of the five points on my platform and um it's the lens with uh in which I looked through most things. Um equity had also become a priority for CS. um so much so it took us two years to finally come up with a equity policy uh which we didn't approve until 2023. And so now here we are um

238less than two years later uh having the discussion on whether we should resend this. Um, and I'm in opposition of rescending the equity policy. Um, the other policy about board governance and the policies that have been recommended for um, amending. I understand that we have been put in a difficult position and um, we risk losing at least $3 million. I wish there was an opportunity for us to engage our community stakeholders um including parents to um get their feedback on their willingness to take that risk um and their ideas about how we could mitigate um that risk um the potential loss of of federal funds. But it um I'm concerned about how uh history will look at us uh as board members and the way that I question board members that took 10 years uh

239to to uh integrate schools here in the educator after Brown versus Board of Education. And so for that reason um I'm in opposition of um those recommendations. So just to be to clarify this motion is to take action and wave a two meeting limitation. Is that what you're discussing? Oh well that's it. So just to be clear that that so we're going to have a second vote or Yes. There's several motions here. The first Yeah. The first one is just to wave the two meeting limitation. Is there any discussion on that motion? That's the first one. Two meeting limitations. Any further discussion on that? All right, we have a motion. We have a second. Is there any? All right. All those in favor? I. Any opposed? I limitation. I Okay, it's 4 to one. So,

240that motion carries. First matter, if I may give my recommendation. Yes, please. Deals with policy BAB. Is recommended that policy BAB titled school governance be rescended? Do I have a motion to approve the recommendation to resend policy BAB, school board governance for action? Move. Vice Chair UTS makes the motion. Do I have a second? Board member H. Hearnden seconds the motion. Is there any discussion on this motion? There are several. This is the second one. policy BAB schoolboard governance. Can I just ask clearly since I don't know the difference between BAB or BAC? Is this the equity policy? BAB, school board governance. It's called schoolboard governance. That's the way it's categorized by the SBA. Got it. But it's a theory of action for exceptional. So this is the theory of action. Okay, that helps me

241understand. All right. Thank you. Any further discussion? All those in favor? I. All those opposed? I. It's 4 to one. That motion carries. I give you our second recommendation. Yes, please. This deals with policy BAC. This is the equity. It is recommended that that policy BAC equity be resented. Do I have a motion to approve the recommendation to resend policy BAC which is equity policy? Board member US makes the motion. Do I have a second? Board member Anderson seconds the motion. Is there any discussion? So yes, I would like to say a few words. I I find this repugnant in every possible way that I we've heard from any community member tonight. I also believe that words matter, but I I don't think words matter more than kids. not stopping us from doing the work.

242It's stopping us from using the words. Very, very tempting to fight. It is very, very tempting to fight. But that means real harm falling on the backs, not just my kids, but other people's kids, almost all of whom are special needs. We should be really clear about this. Farm to our most vulnerable children is exactly what is on the table. It's not hypothetical or abstract. This will gut critical programs for kids, not replaceable. And I buy the argument this is nonsense, that this isn't legal. This is going to get overturned. This isn't going to stand. But that's not going to happen right away. It will be a substantial chunk of time. are harmed while that is being fought. I find the orders vile. But because of the risk to our kids, I support compliance, not

243conformity. There is a difference with these changes. And I just had to I think that this is only the beginning that these changes removed race from the equity policy. Now we're removing equity towards equity from those policies. And I think that this is I just I I think the harm there's harm in what we're doing now. Um, I think uh quite a few things. I think um as a uh as a woman of color, it is a um it's an it is an impossible decision to sit here and to have to even engage in this conversation. Um, I think it is even more imp impossible to have your commitment to uh to children of color even brought into question because of this. Um, it is um almost insulting. Um, in fact, it is insulting. Um,

244I think none of this was anything that we sought out. This was brought to our table. Um and I think it is the case that we are sitting here with two very impossible decisions neither of which are in any pathway to where we wish to go. Um my hope is that after we leave here today that this does not leave this board divided. I also hope that ultimately we are able to leave here and lean on our community stakeholders to find some viable solutions because what we cannot do is make rash decisions and then expect that we have viable answers at the end. And that's some of what we're trying to solve here today is to come up with long-term solutions and not um short-term ones. Um it is this is a painful place to

245be in as a leader. Um it is even more of a painful place to be in to have uh three young children of color in this school system. Um, and I sincerely hope that community members instead of thinking of ways that they can tear down our decision- making that they join us in finding solutions to these problems um, including how we can support all students um, that would benefit from funding if we should lose it. um or ways that we could benefit from these policies going forward and improve them. So, thank you so much. Is there any further discussion? Thank you for sharing. All right. Do we have one motion on the table for policy BAC? All those in favor? I. All those opposed? Five. The motion carries 4 to one. I give the next

246recommendation. Yes, please. We move to amendments and these amendments are a few words. First one is amendment of policy GAA, equal opportunity employment. I give the recommendation. Yes, please. It's being recommended that policy GAA equal opportunity employment be is be amended and you have it before you. It just simply removes titles and puts titles title six, title 7, title 9, section 504 and ADA. Do I have a motion to approve the recommendation to amend policy GAA, equal opportunity employment? Board member UT makes the motion. Do I have a second? Second. Seconds the motion. Is there any discussion? You're saying in the opening paragraph where it makes reference or are you saying down below? Down below. Down below. right at the end. A little Okay. But but at the beginning, the part that says it is

247our policy to comply with the ADA, Title Six, Title 7, Title N, those that remain. Absolutely. Okay. And it is your intent to comply with those. Okay. And it's your intent so that it's not misunderstood to comply with Civil Rights Act 1964 as amended. Okay. That's the title at the bottom, the title. We we can't alter the title because it won't we work under GSBA and that's how we the title will stay the same. No, no, imagine, but you would say at the bottom is Oh, if you go to the second page Johnson Davis, um you'll see information for the following coordinators is available for the district's website. Instead of there being titles, it's those folks who are responsible uh for those particular titles. Gotcha. Any further discussion? No. Thank you. All those in favor?

248I. Any opposed? That motion carries unanimously. Have two more proposed amendments. The next one is an amendment to ID of policy IDF A gender equity and sports provide the recommendation. Yes, please. Being recommended that policy IDFA gender equity and sports is amended be adopted. Uh it changes um you look at in the third paragraph just jump from prompt resolution instead of prompt and equitable resolution and it changes the word uh on to of uh in the next two lines down. Okay. Do I have a motion to approve the recommendation to amend policy IDFA, gender equity and sports? For member UTS makes the motion. Do I have a second? Or member Anderson seconds the motion. Is there any discussion? Hearing none. I'm sorry. Okay. Thank you. Hearing none. All those in favor? Any opposed? I All

249right. That one carries four to one. have one remaining. May I give the recommendation? This is going to be policy JA, equal educational opportunities. Uh we recommend that that policy JA equal opportunities, equal educational opportunities be amended. And what is being amended is similar to what we did just a moment ago. Titles are being removed. And it refers to title I title six section 504 NADA points. Okay. Do I have a motion to approve the recommendation to amend policy JA equal educational opportunities? Move. For member US makes a motion. Do I have a second? Second. Member H. Hearnden seconds the motion. Is there any discussion? Hearing none. All those in favor? I any oppose? That motion carries unanimously. That covers them all. Thank you so much for your time. Thank you, Mr. Wilson. Dr. Sultan,

250our legal team also identified three regulations that needed to be revised. The first one, regulation JCAC R1, sexual harassment of students, required a few words and phrases to be deleted. The next two regulation J AAA R1 and J AAA R2 on educ on equal educational opportunities will also require revisions with a vote to amend policy JA under the emergency policy adoption provision. Staff will move forward with updating these two accompanying regulations as well. Thank you, Deputy Superintendent. I think we're on the future date, too. Yeah. The board will host our next community meeting on April 23rd at Westchester Elementary from 6:30 to 8:00 p.m. The topic will be the fiscal year 26 budget, early childhood learning center, and parent university. This meeting will be a two-way two-way dialogue between the community and the board inclusive

251of a sub substantial amount of dedicated time to questions and answers. The board will host two virtual budget hearings on May 8th. One at 8 in the morning and the other at 4:30 p.m. Finally, our next board meeting will be held here at the Wilson Center on May 13th. There being no further business, this meeting is adjourned at 7:26 p.m.