Orange County Board of Education Regular Meeting - November 17, 2025

001Five years. Okay. We'll call this meeting to order. Um, can we get a motion to go into close session per stated in the meeting agenda? >> So move. >> Second. >> Got a motion and second. Any further discussion? All in favor? I >> I opposed. We are in close session. We'll call this meeting to order. The Orange County Board of Education pledges to its citizens to conduct its business in a courteous and productive manner, showing respect for fellow board members, staff, and its citizens. The board asked its citizens to conduct themselves with the same courtesy towards both school personnel and each other. A moment of silence will be observed before each meeting. In addition to the moment of silence, the board will recite the pledge of allegiance. The board asks that you check your cell

002phones and other electronic devices to be certain they are either turned off or on vibrate to avoid interruptions of the meeting. For safety of all of our participants, please refrain from bringing or eating any food items that contain nuts or nuts products. Thank you. >> All right, we'll start with uh our pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, we'll go ahead and take a moment of silence. All right. Thank you everyone. So to get started tonight, uh we have recognitions. Good evening, uh, Mr. Chairman, Madame Vice Chair, Dr. Jones, cabinet, board members, community members. Native American Heritage Month is a time to honor the vibrant

003histories, diverse cultures, and immeasurable contributions of indigenous people across the United States. We recognize the deep wisdom, resilience, and enduring presence of native communities whose traditions, languages, and stewardship of the land continue to influence and enrich our society. This month encourages us to reflect on the truths of our shared history, to uplift indigenous voices, and to celebrate the creativity, leadership, and cultural knowledge that native people contribute every day. It is also a reminder of our responsibility to learn, to listen, and to support efforts that protect sovereignty, preserve cultural heritage, and strengthen native communities for generations to come. May we carry this awareness and respect beyond November, honoring indigenous people, not just in recognition, but through ongoing commitment and meaningful action. Thank you. >> Thank you. Next we have exceptional children teacher of excellence for 2025.

004Good evening to our board, Superintendent Jones, um families, and all who are with us in person and online. I am honored here um to stand before you tonight to recognize Miss Ally Couch as the NCDPI exceptional children educator of excellence for the 2025 2026 school year representing Orange County schools. Miss Couch has been a valued member of Orange County schools and has consistently demonstrated an unwavering commitment to her students academic, social, and emotional growth. Miss Couch is a student- centered educator whose passion for teaching is evident in every interaction. She approaches her work with positivity, patience, and professionalism, ensuring that each student feels valued, supported, and capable of success. She creates inclusive learning environments that force the independence growth while setting high expectations for her students. Her ability to exa design engaging special design instruction

005and adapt strategies to meet the needs of diverse learners is a testament to her skill and dedication. Beyond her work with students, Miss Couch is a collaborative and dependable colleague. She works seamlessly with general educ education teachers, related service providers, and families to ensure that students receive the most comprehensive support possible. She is always willing to share her expertise. mentor others and contribute to to the success of her school community. Her thoughtful approach ensures that students skills extend beyond the classroom and prepare them for success in everyday life. Miss Ally Couch embodies the qualities of an educator of excellence. Her commitment, compassion, and professionalism shines throughout her daily practice, making her an asset asset to our district and an inspiration to her peers. We are fortunate to have her as part of our Orange County

006schools teams. Congratulations, Miss Couch. Okay. gathering. All right, there we go. Everybody looking this way on the count of three. One, two, and thank you. Congratulations. >> Thank you. Congratulations. >> Next we have National Career Development Month. >> So, good evening. Happy November. Happy National Career Development Month. November is the time to celebrate the important work that all public school staff do in helping students explore their interest, set goals, prepare for their future careers. Every lesson, conversation, and opportunity that teachers, school counselors, and career development coordinators provide help students see the connection between why they are what they are learning today and the possibilities that await them tomorrow. We are lucky here in Orange County schools to have two career development coordinators, Nick McGomery at Orange High School and Stephanie Smith at Cedar Ridge High

007School. I will be celebrating them on Wednesday, November the 19th. Have a certificate of um to present to them. I'll give them a little little chocolate of some sort, right, to recognize them just to say thank you. But we also want to take the time tonight to um recognize our fall 2025 internship site. It's local businesses that are willing to take a student on uh for them to learn on the job for that 120 hours. In the fall, we have interns, student high school interns at ADAP, Allscape, Chapel Hill, Tire, CQC Home, Gradier Brown Elementary School, Paul's Forever, Serpentine Salon, Sportslex, the Town of Hillsbor, and the General Store, and we have an in apprenticeship uh student at Seammens. We are very thankful for our fall 25 um business partners. This year, the North Carolina

008governor issued a proclamation, and I would like to read that proclamation at this time. Whereas, career development coordinators in career and technical education programs in North Carolina's public schools are committed to helping students explore their potential in personal social development, education, achievement, lifelong learning, and career management. And whereas career development coordinators advance the mission of the North Carolina's CTE programs by connecting students with community resources and services that foster success in college and careers, preparing them to contribute meaningfully to their communities and society. Whereas career development coordinators empower students to make informed decisions regarding post high school plans which may include immediate work in a civilian or military occupation or further education in a vocational program, community college or university. And whereas career development coordinators support the work of CTE organizations by extending student learning

009based on the instructional competencies. And whereas career development coordinators assist students in understanding the 16 career pathways in the national career cluster framework that represents more than 70 career pathways to success in college career and resident readiness and through career development education. CTE students gain the critical thinking, creativity, problem solving, leadership, and essential employability skills necessary to thrive in the modern business world and contribute to the vitality of our state and nation. And whereas National Career Development Month Association has declared November 25 National Career Development Month and November the 19th National Career Development Day. Now therefore, I, Josh Stein, governor of the state of North Carolina, do hereby proclaim November 2025 as North Carolina Career Development Month and November the 19th as North Carolina Career Development Coordinator Day and in North Carolina and commend its

010observances to all citizens. Thank you for allowing us to present us present this to you tonight. >> Thank you. Good evening, Chair Athetherton, Vice Chair Padilla, Dr. Jones, members of the board, and everyone here tonight. It's a pleasure to bring you a recognition for Veterans Day. North Carolina is unique or among few states that no do not hold classes, and it's been since 2004 that the calendar law has required that we close. That means that our schools were very intentional about celebrating Veterans Day on several days around November 11th. And um we're going to read you I'm going to take you through some of the some some of what you see here and invite everyone to check out our Facebook, Instagram, LinkedIn, and and the website where you can see a lot of reminiscences from

011days like this and many other days in the recent past. Student, staff, families, and community members actively celebrate this holiday to inspire honor and remembrance for all who have served in our nation's military. Some schools posted special displays. Individual teachers and clubs also took part in sharing appreciation. We were excited to share. For instance, staff at Grady Brown inaugurated a new practice this year, creating a display to honor members of the of their families, staff families who have served in the military. the Cedar Ridge High School chapter of our DECA clubs, a business education club, completed Veterans Day cards and handed those out at the local VA. A fantastic way to demonstrate service on their national day of service. And students in the kindness club at Al Standback Middle School created cards for veterans, including

012those who work at the school. We were excited to share some of those very personal stories on our social media. But on Friday, November 7th, we were able to um witness a very exciting ceremony and very solemn ceremony. First graders at Hillsboro Elementary School presented their annual Veterans Day program. First for their fellow students in the morning where they rehearsed very very faithfully, then for family members and honored guests in the afternoon. The official ceremony was filled with patriotic songs and appreciation for all who have served in our nation's armed forces. And they worked very, very hard and memorized all their songs. Superintendent Dr. Daniel Jones, who served for four years in the United States Air Force, was invited to read portions of a book that everyone at HS reads every year called The White

013Table. They read it to learn about and appreciate this tradition that started during the Vietnam War. and students very very carefully and very intentionally brought forward item after item to assemble a table where no one will ever sit as a way to remember and honor all the quote men and women who serve in America's armed forces especially those missing in action and those held prisoner of war and as you can see that some many of the things that we observed and witnessed and got to share during that ceremony are in the abstract many many more are on social media and on the website uh thanks obviously go to the orange middle school chorus who came and did a wonderful rendition of our national anthem during the presentation of the colors by the sheriff's office. The

014program included songs like this land is your land and you're a grand old flag full of choreography that the students really enjoyed participating in and they were clearly dedicated. And then the armed forces medley played during which veterans of all the branches of the armed forces army, navy, marines, air force and coast guard were all invited to stand and receive handwritten cards with artwork from HS students to say thank you for your service. And they were brilliant. and the children were very proud to walk around the entire gymnasium to hand those out. So, we're proud to celebrate Veterans Day in honor and memory of all who have served in our nation's military and to pro protect our freedoms. And we thank you for giving us time for this recognition tonight. >> Thank you. >> All

015right. Next, we have our agenda adoption. I am not aware of any items to be pulled tonight. Um, having none, do we have a motion to approve the agenda? >> So move. >> Second. >> We have a motion and a second. Any further discussion? >> Hearing none. All in favor? I >> I opposed. Motion carries. >> Next on our agenda, we have our public comment. Miss Padilla. >> Thank you. We will now hear public comments. Speakers will be called in order in which they signed up. Each speaker will have three minutes. Yielding time to other speakers is not permitted. If a speaker has written materials they would like to share, please have them hand them to our board clerk, Mr. McHune, and we will distribute them to the board. The purpose of public comment is

016to is for the board to hear from members of the public, not to engage in back and forth discussions. Per our policy, board members will not respond to speakers during the public comment session. The board greatly values public feedback and welcomes all comments regardless of viewpoint. However, please be reminded that children are often at these meetings and that our public comments policy prohibits profanity, vulgarity, and personal abuse of any person. We ask that comments be civil, respectful, and free of personal attacks. Any speaker who violates our public comment period or otherwise exceeds the bounds of order and decorum, we will be we will be given a will be given a warning. Continued violations may result in a speaker being ruled out of order at which point we will move to the next speaker. And tonight

017we have our speaker, Miss Tracy Lloyd. Good evening, Chair Adtherton, Vice Chair Padilla, and members of the Orange County School Board. My name is Tracy Lloyd, and I serve as the president of the Orange High School band boosters. We are a parentrun organization that supports our students through volunteer work and fundraising. I'm here tonight to ask you to reinstate a yearly transportation subsidy for the Orange High School marching band. A subsidy that was provided in the past and is vital to the continued success of our program. While marching band is often considered an extracurricular activity, these students are enrolled in a graded academic course. They spend class time, afternoons outside of school, and some Saturdays in the fall season working together to learn music and drill to represent Orange High School in regional competitions. Attendance

018at these weekend events is required because every student plays a critical role in the overall performance. This year's band currently has 56 members, including instrumentalists and color guard. The most efficient and safest way to transport them to all to transport them all is by utilizing the school systems activity buses just as our athletics teams do. Before 2020, Orange County Schools allocated funds each year to cover this bus use. The band boosters through community fundraising pay for the many other expenses of running a marching program, which include paying for uniforms, instruments, props, music, drill, insurance, and more. This partnership allowed our students to travel to competitions without placing the entire financial burden on families and volunteers. The boosters have since shouldered all transportation cost in addition to our other responsibilities. This has stretched our resources and

019limited the quality of our program. We are asking that you consider reinstating a yearly subsidy that will allow our students to more fully participate in the requirements for their school course, thus freeing up fundraising efforts to focus on rebuilding the quality of our music program to what we once were. These young people work hard and use their talents to represent our community with pride. Please strongly consider supporting them in this very tangible and fundamental way. Thank you for your time and your continued support of the arts in Orange County schools. Thank you. >> Thank you. >> And that concludes our comments. >> Thank you, Miss Patia. Um we'll start with uh board comments. Uh Andre. >> Sure. Thank you. Um real quick, the only thing I have is uh I just like to say happy

020Native American Heritage Month. Um, congratulations to Miss Couch, EC Teacher of Excellence and Career Development Month, and happy Veterans Day to all the veterans, especially my dad. >> Thank you. >> Sounds thank you. I'll Mr. Richmond, on Native American month. Congratulations to Miss C, Miss Couch and special thanks to our veterans who in my family we have a unusual relationship that's very special and very grateful to veterans. Um I am really excited about celebrating career development month. It's kind of one of my favorites and I special thanks to Miss Braxton, Mr. Montgomery and Miss Smith. You are nothing less than amazing. Um and uh also thanks to our internship sites and I think Efflin Cheeks Community Center is now also an internship site. Um my whole month has been around career development. I attended the

021business advisory council meeting. Uh the state superintendent Mo Green's presentation in Chapel Hill and Orange County School's first strategy s first strategy session at Cedar Ridge High School and career development and extended career pathways were front and center in all of those. I think and those of you who are there, I think u Superintendent Green might have mentioned that North Carolina leads the country in career and technical education, which was really cool. At the suggestion of our staff and business sponsors, um I even visited the coast in Brunswick County, which is considered a best-in-class K12 applied science and technology center. Their CTE center is co-located with Brunswick County Community College and their students are learning aerospace engineering, renewable energy, drone piloting amongst amongst many other things that our students are also learning like uh automotive,

022cyber security and business management. Um I also was really reassured when Mr. Montgomery mentioned in the business advisory council meeting that he's speaking with Kataba County about things that they're doing to help their students secure credentials in health care, pharmacy, and law. These are things that would be really exciting to add to our programming. And of course, I've got to go a little bit by the numbers. Um, by the numbers, 97% of our CTE concentrated students are graduating from high school, which is really impressive. Every year, more and more students are graduating with associates degrees. Um, and thanks to Nick and Stephanie, our students have access to internships and apprenticeships, which really set them up for real world employment. And honestly, if you look at the data, that's one reason that so many students return

023to Orange County schools, even if they attend a charter or an alternative school in their earlier grades. So, career development pathways is one of the many things that's going really right. Thank you, Miss Braxton, and your team. It's one of the things that's going really right for Orange County Schools. And if it would be really great if we could our board could get an update a full update on everything that's happening with CTE and and alternative pathways in a future meeting. Um so it's just a great it's something to be real we should be really proud of. Thank you >> oh >> I thought it was going to be live. Um, well, thank you to everyone for the recognitions tonight and I have to say I have to give a shout out to my own

024son who is a veteran of the United States Army. Um, and everyone for Veterans Day. Um, I have attended several conferences this last within the last month. One in Asheville, the law conference uh sponsored by NCSBA and then this past week the one in Greensboro um sponsored by NH NCBA. And I have to give a great big shout out to Dr. Jones, Dr. PAC, Kristen Madison Williamson, and Kelly Parks for their wonderful presentation that they did that day on um on how to work with the people within your district and and manipulate data, work with children so that they know what where they are on the whole realm of everything with data and what they need to learn and concentrate on. It was a powerful um presentation. They did a fantastic job and I just

025want to say thank you to them for doing that. Um I also uh visited the dedication of the community building in Efflin uh um a couple of weeks ago. They had an addition added on that the county helped fund uh so that children could come in the afternoon and study there and work there and have a room dedicated for that. And that was uh pretty powerful to to go and watch to because the uh county officials, the board of county commissioners were there and uh the people of Effin that had worked on that so hard. So, a big shout out to them for asking for that and for working with our children and doing something to help and ensure that they have a place to come to and a place that they can come and

026get help if they need it with their studies. So, that's what I have been up to. >> Thank you. >> Um, yes, I also wanted to mention the amazing session that the team did at the um at the um school boards association conference. I think it was the best session that I went to at the conference. So, well done. Um, you really brought to life the sort of continuous improvement process that you all are working at and instilling and and I'm really excited to see where it brings us over this year. Um, I also went to um uh I there were a couple of sessions that touched on AI. I know we have an AI topic here today. Um, one of them that I one thing I jotted down from one of those was um

027the recommendation to always start with what problem are we trying to solve um with whatever the AI um topic is. And that that does seem relevant um generally in terms of how I see lots of folks just jumping on using it and for what um that felt relevant. Um, and then another thing I wanted to mention is, um, after one night after the schoolboard conference ended, I went to the, uh, twice annual climate council uh, meeting for the Orange County Climate Council. Um, and a couple of things I wanted to highlight from that meeting. One is um, they are um, wrapping up their draft of a heat action plan for the county. So, I don't know if you all remember a number of months ago, I mentioned just the um the amount of um uh

028health challenges that are being created um through excessive heat. Um and so one part of that action plan specifically, well one fact I learned was that um uh the heat emergency the EMS they looked at the data from 2018 to 2025 and the highest number of patients um for needing uh you know where EMS was called for heat emergencies was in the it looks like ages 15 to 20 age range. So, it's actually not, you know, senior citizens or, you know, some of these groups that you hear about more, but actually youth. And I think the the theory there, I think, was that it was related to like outdoor sports in the summer and and the hot ends of the season, which are extending more and more into the school year. Um, and so one

029of the categories they have is um in their outreach and education to prepare and protect the public is youth heat safety education. And so um their plan there is to distribute um educational materials and just be able to access um youth and inform them more about things like the difference between heat stroke and heat exhaustion and one of those is more dangerous and I don't remember what it is but um it did make me wonder if there might be some connection to like uh the health standards or something in terms of this education topic. Um, so you know, this is a couple of years out probably them developing these heat safety educational materials for youth. Um, but if there's some way to get them to our students, um, through like a natural place in the

030curriculum, that could that could be helpful. And then also the climate grants, I didn't write down what the name of them is, but the the climate grants that you can apply for, that's the window for that's going to open June 1st. Again, they're working on an easy grant portal system, so it'll be easier for us to apply. Um that's what I have. >> Thank you Sarah. >> Um thanks will. Um good to see everybody tonight. Thank uh thank you uh Dan Booster parents for coming out and um speaking from your experience. Um I wanted to touch on um Native American Heritage Month and I always think about um we had some really good training as board members a number of years ago and I'm appreciative of the training we had. um one of our staff

031members. Until that time, I was not aware um of the eight state recognized tribes and um it was uh just mentioned during that training just not just mentioned, it was emphasized how important it is that we always say the eight state recognized tribes. So um there might be some people who aren't familiar with what they are. So um they are the and I'm pretty sure I'm pronouncing these right. Uh I hope someone corrects me if I mispronounced but we've said these quite a bit. So there's the Kohjari, the Eastern Band of the Cherokee, the Halawa Saponyi, the Lumbi Maharin Okanichi band of Saponyi Nation um where we are and also Saponyi is near and Waka Suan tribe and so I really appreciate the partnerships we've had particularly with the Okanija Band of Sapony Nation and

032also um we've had uh training from um a member of the uh Sapony um tribe. So, um I just appreciate that we've learned a lot from them and I I hope we all continue uh uh learning in that way. Um I also wanted to mention the community listening session that I went to at um Cedar Ridge and um I'm glad to hear about um all the many faceted approaches uh Dr. Jones and her team are taking um to hear from a broad cross-section um of our community as we gear up towards our new strategic plan and um and want to hear more parent voice. And I I want to elevate again um I hope we as a board take a look at policy 5015 with parent volunteers as we are um you know opening up

033more opportunities to have um you know ad hoc committees or task forces where we have parent voice. Um, I just think it's vitally important that we're actually getting a cross-section of parents and the current version of our policy is really inconsistent with um, neighboring districts because we um, we require any parent interested in participating in um, like community engagement like task force to pass a background check. Um and especially at this time when many of us are aware and concerned um about how stressed families are um in our community. Um uh I I think any any hindrance to hearing from broader community voice is is really to our detriment um and detriment of our students. So thanks >> Mr. >> Well, thank you. Thank you everyone for being here tonight and expressing your concerns about

034the the booster club and um thank you for being here. I participated in a lot of the similar events that most of the board members attended and I don't want to sound like a broken record. Um I just want to acknowledge and say thank you for to all the veterans. Also I made sure that I called my family members. My family has pretty much been part of all the military branches. Um, and I'm glad that we're still talking about Native American Month and hopefully maybe next year we can have one of the tribes be here and maybe do a resolution or something. I just thought about that. Um, but I want to take the time, the three minutes that we have, keep it short and talk about as a leader, as a community advocate, as

035I sit here before you, it is my duty as a human being to speak onto what is happening in our nation and specifically here in North Carolina. As we know that our communities are being targeted with ICE raids in Charlotte, I want us I want the community to know that they're not alone. That there are supports instruct there's people that are willing to support them and that we are here. I'm here and I hope the rest of our communities here because we are all North Carolina. Thank you. Thank you, Madia. So, I I'm not going to go through as well all of the items and recognitions. Uh, Bamb Boosters, thank you for being here and definitely stop by Dewy's at the Hillsboro uh Christmas Bazaar and thank you all for all y'all do for all

036of our students and families. Um, I also just wanted to acknowledge too, um, the great job the staff did at the, um, Greensboro, North Carolina School Boards Association conference. It was wonderful. I always learn a little bit more about what we're doing and how we're doing it. So, I appreciate the time and the details that were shared with uh, other leaders across North Carolina as they look out, they approach uh, addressing uh, all of the educational needs. Um, I did want to highlight uh a few things that I was able to do uh since last meeting. Um, I was invited to the NC NC State National School Planning Conference uh that had a TIMS, the Institute for Transportation Resource and Education. uh this was a about an every 10-year item that they do where they

037bring uh different research across from the United States and look at different items. Uh a few of the items that I was able to sit in and listen to which had some great um background and information on many relevant topics is things like studentled planning for facilities, playground and safe routes. uh addressing the challenges of schools. Um really great to hear from many different aspects of that. Uh building tomorrow schools today, sustainability implementation meets financial fe feasibility, which is definitely a topic we're going to run into. Um, I have talked to the superintendent and some board members about us looking at our sustainability policy, especially as we're looking for a new school and seeing um what we should do or talk about uh changes to that. Um, the other uh event I was able to

038attend is I got the honor to um be a judge at the DECA district uh level. uh we had many students compete in that as well uh not through my my judging but uh and did quite fantastic. So congratulations to all the students that participated and are going to the state conference as well. Um I did get a chance to uh attend uh the uh Mo Green visit here at Orange High School. I just wanted to thank the staff that helped and all of the students that were the guides going through our school and all the panels that answered a lot of uh questions about how they feel uh the schools are doing uh and what could be done at the state level and um asking a lot of tough questions to Mo Green and

039his team. Um, I also got to attend the school board advisory committee um that was mentioned earlier from Bonnie. One thing that I wanted to highlight that also came up in the school boards association uh chairs meeting was the required CTE credit that's in middle school and in high school to graduate that requires a CTE teacher to teach it versus anyone else on lure. So, it's not just a concern within Orange County. It's definitely a concern across the state and um school districts trying to figure out another uh unfunded mandate to the school systems to accommodate. Um so, that is something that I am planning personally to write to our senators as well on what they can do to help us with that and look at the intention versus the requirement. Um, and last item

040I'll mention is the all can all county band for middle school bands. I got a chance to go and listen to that. They did a fantastic job at AL Standback. Uh, just some amazing musicians and less than a a day and a half and it was wonderful to hear everything that they they learned. And um I'll just echo Miss Padilla's sentiments on where we are as a nation. It's really heartening to to hear and see. Uh with that, we'll turn it over to the superintendent for comments. >> Thank you. Good evening, Chair Athetherton, Vice Chair Padilla, members of the board, student, staff, and community members. This month has been full of meaningful connection across our district as we continue to deepen our engagement with students, families, and community members. All have shared many events that

041they have attended and connections that they have been able to make. Over the past few weeks, I met with our superintendent student advisory groups at Cedar Ridge High School and Partnership Academy High School. These conversations continue to be one of the most valuable sources of insight into the student experience in Orange County schools. Our students have been candid, as I'm sure you know, um, thoughtful but yet solutionoriented as well, offering feedback that will directly inform how we strengthen teaching, learning, and school culture. I'm looking forward to our upcoming session with the Orange High School student um advisory group where I know we will continue this important dialogue. As well as um a couple have mentioned, I think Mr. Athetherton mentioned, we were honored to host state superintendent Mo Green and representatives from the Department of

042Public Instruction at Orange High School. It was a privilege to showcase the exceptional work um happening in our schools and to engage in meaningful conversations about the future of public education in our state. We have some very lofty goals coming down from the state. If you have not seen the strategic plan for North Carolina, please take a look at that. And as we um continue to craft and work through crafting our strategic plan, um you will see some alignment there as well. Additionally, I want to extend my sincere thanks to the OCS community members who attended our strategic plan listening session at Cedar Ridge High School a couple weeks ago. Your participation and feedback are critical as we develop a new strategic plan that truly reflects the priorities and aspirations of our community. For those

043that were unable to join us, we hope to see you at our next session, which will take place at Orange High School on December 2nd at 6 PM. We appreciate your continued partnership. Thank you everyone for your ongoing support and engagement as we continue to work together to ensure every student in Orange County schools graduates with options. Thank you. That concludes my comments. >> Thank you, Dr. Jones. Next, we have our consent agenda. Do we have a motion to approve? >> Motion to approve. >> Second. >> We have a motion and second. Any further discussion? Hearing none. Uh all in favor I >> I >> opposed. Motion carries. >> All right, we're now at our work session. Uh we're going to start with the YMCA after school update. All right. Good evening, Chair Athetherton, Vice

044Chair Padilla, members of the board, Dr. Jones and the listening community. I'm delighted uh to stand before you this evening to provide an update on the Orange County Schools after school program. Um our partnership with the YMCA of the triangle. Um since the board of education approved the recommendation to partner with the YMCA in March of of 2024. Um, our leadership team members from both Orange County Schools and the YMCA have worked diligently to transition after school programming services at our seven elementary school sites as well as our three middle school sites um to YMCA oversight. I am joined this evening by Mr. Aubry Vincent, um, executive director of the Chapel Hill Carbor YMCA, um, to provide an update on overall program, um, implementation, including program enrollment, um, program offerings, staffing, and lure. So, I'm

045going to turn it over to Mr. Vincent. >> Thank you, Dr. Gammon. Thank you to the board, Dr. Jones, uh, for the entire OCS community for inviting us today. Uh, as Dr. Gamon mentioned um this has been a partnership now that has been in place uh for a little over uh one school year. However, it started uh even before that. Um we're proud that over the last 18 to 20 months um we have worked really hard um to implement um programming uh that serves um a lot of kids as you're about to see in a lot of different ways. Um, I stand up here representing the YMCA, but I also represent uh five full-time youth directors who work directly with Orange County uh schools and children and programs and around 40 part-time staff, many of

046whom are also OCS employees during the school day. So, I'd like to start uh first by talking about the programs that we are able to offer at the Y. Uh the first and largest um are afterchool programs and we offer afterchool programming at all 10 schools um within the district. Seven of which all elementary schools are licensed. The three middle schools are not licensed. Uh we off also offer intercession camp at HS during intercession breaks. Um those two programs after school and intercession were offered uh previous to the YMCA uh coming in and being a part of this partnership. Uh new programs that we've added um since we've come in are summer day camp uh which this past summer was held at River Park Elementary um and teacher workday and holiday care which is offered

047at New Hope Elementary. Um those are as I mentioned newer programs. Um so the enrollment um has started slowly but is growing um very quickly and we're very happy with that. Um, a program that existed uh pre-partnership um which I'll talk about a little bit is Wide Learning uh which is at uh New Hope Elementary and is a free academic support program. We currently have 20 students enroll there um who are able to get extracurricular assistance uh with certified teachers from New Hope. Um, and then in the downtime when they're not getting academic support, uh, they join the afterchool program and they get to run around, um, and have fun, uh, with the other kids, uh, at the school and the school's after school program. Uh, so those are the five main programs that we

048offer. Um, a little bit of enrollment data, as you can see, um, our numbers in after school specifically have grown uh, from last school year to this school year. Um, we are up from 419 kids to currently serving um, 441 students. um that is just in after school. Um our largest site is Hillsboro Elementary School where we have 162 students. Um and our smallest is Orange Middle where we uh serve four. So, one of the things that we talked a lot about, especially during the application process, um, for the YMCA to be chosen as the provider, was our business plan to bring over as many of the former afterchool employees, um, to the Y as possible, knowing that many of them were OCS employees. Um, and we worked very hard to build relationships both with

049principles, um, and with those staff to be able to, uh, build trust, to be able to build opportunity. Um and we are very very happy and pleased to say that as of last year 27 of our staff that joined um the afterchool program were former OCS afterchool staff. So we were very successful in bringing over a very large percentage of staff who had worked with the OCS after school programs prior to this partnership starting. Of those 27, we had 25 renew this year. Um a couple retired. Um and that is certainly understandable. Um and then we additional to this year we had five new staff join um who were previously with OCS but just did not work last year. Um and one of the reasons I wanted to highlight that was just because of the

050um importance of relationships within this community and we found that out very quickly. Um there was a high level of trust with these staff um with parents um and with the schools and having them uh on board was a was a bridge that helped the YMCA come in with a fairly seamless transition uh to start running the programs. Um why directors? I mentioned that we have five full-time staff that work uh with the schools as liaons between the part-time staff um uh to the principles to the school uh staff and to the parents and families. Um licensing was a large component of the application process. Uh the board and the school district made it uh very clear that licensing and being a licensed program was important. Uh so the Y agreed to go through the

051process of becoming a licensed program. Um, as of September, uh, all seven elementary schools are in the licensing, uh, process and are under a provisional license. Um, through that process over the next few months, we'll receive, um, some un um, sanctioned visits. Uh, we'll be uh, evaluated um, by our uh, our provider um, to make sure that we are doing everything correctly. To date, all of the visits have uh, we've received perfect scores on. I talked a little bit about partnership and I want to use the word partnership and not vendor. Um we were very clear coming into this that we wanted to be looked at as a partner with the school district. Um and part of that is our financial commitment that we are making to the families of Orange County. Um I mentioned

052uh licensing. One things one of the things that licensing allows us to do is take state subsidies. prior to being licensed um and even now during the provisional stage, the YMCA has subsidized completely um the money that normally would come from the state to be able to allow students on vouchers to be able to attend. Um to date, that's been around $100,000 that the Y is subsidized through vouchers. um as we continue through the licensing process, the state will start to uh will start to to pay into those subsidies and the Y will um res resolve some of that financial obligation. Additionally, we uh were committed to making sure that staff discounts um was a benefit to Orange County school staff that we continue to implement. Um and to date I've given out over $18,000

053in scholarships, I'm sorry, in discounts to OCS staff. um program scholarships for families that need financial assistance. To date, we've given out around $15,000 in program scholarships. Um just to be clear, all of these um totals and numbers are not just for after school. These are for all of the programs that the YMCA uh has offered Orange County, the ones that I went over a few minutes ago. And then finally, I mentioned why Learning. YLEnarning is a free academic program. Um, we work very closely with the principal and the administrative staff at New Hope to identify students who are in financial need and also need additional academic support to be chosen for this program. These ch these children receive 100% scholarship uh to be a part of Yle Learning. Um, and this is a program

054that goes back to around 2016 2017 uh when we first started at New Hope. That program annually costs the Y around $45,000 um to implement and run. Once again, that is a a financial obligation the Y carries 100%. So to date, from July of 24 when we first uh started at Hillsboro Elementary last school year um till September, the Y has invested around $178,000 into the community uh to support our families um and our kids. Um, as and in closing, just wanted to say thank you um to everyone um not just uh the folks in this room, but really the uh the people at the schools, the staff at the schools, the the school administration, the district administration. It's been um a really really incredible process and I am thankful to be a part of

055it and the wise grateful for the support of everyone involved to get us to this point. I'm happy to take any questions that uh you might have. Mr. >> Um, thank you. Um, thank you for your presentation. Um, I I find it really informative and I appreciate how you explained different aspects of it. Um, uh, one of my kids worked at the Y a couple years ago and and really loved being in there, uh, with kids. Um, you can't recruit him though. He's out of state, so he's he's too far. Um, anyway, uh, again, I'm I'm excited about this partnership and learning more about it. Uh I was unfamiliar with why learning and I think that's fantastic that we have another tutoring um avenue for our students. Those are so vital. Um the uh the

056licensing process um that was I was unaware of that as well. Could could you explain that just a little bit more? And I appreciate again that uh the Y was absorbing these costs that otherwise would be covered by state subsidies. So yeah, um yeah, just what what it entails exactly or or what it actually like you as you know what does it mean exactly? >> Sure. Absolutely. I I will put it in layman's terms because I am not the expert on this by any means. We actually one of the five staff members I mentioned her responsibility is um tied directly to the licensing part of the of the project. Um so uh licensing allows you to be recognized as either a three, four or fivear provider. Um and so really there's a couple of reasons

057to do that. One is the uh the recognition that you are approved by the state um that you are following the criteria set forth to be a three, four or fivear provider. Um and the second uh is that you are eligible for state state subsidies depending on which level of star you are. Um so there's there's a tremendous amount of criteria built into it from uh the the staffing side of things to the curriculum. Um the facilities um have are a big part of it as well. So that part of the partnership has been um a lot of work between not just the Y but also the district um to make sure that each of the sites each of the seven elementary schools um fall within the uh state required criteria for for facilities. >>

058Thank you. Appreciate it. Of course, >> I think a couple of the other standards that are required, just as a side note, was CPR training for everyone and then each staff member needs to go through training as well for child care, >> right? >> Um, and then as you mentioned, once you get your star ratings, then the state will reimburse. Um, do y'all know what star level you'll reach? I know that it depends on which ones you complete and it's not a a we're only going to get to three or we're only going to get here because it depends which ones you you actually satisfy and the the the ratings >> according to the contract that we've signed with the school district. Uh fivear is the requirement. So we are we are working towards that

059and right now um entering at the provisional level everything that we've done as a foundation has been to get to five stars. Fantastic. >> Thanks, Ann. >> I just wanted to say thank you because anytime you change something, sometimes there's a little hesitation in what you're doing, especially when it involves uh teachers in our district. And we had a lot of teaching assistants and teachers who worked in our afterchool program. And so when we decided to change, I think there was a little hesitation there about what's going to happen to our teachers. And so I just want to thank you for taking our teachers and working with them and uh letting them be a part of this program. I know they appreciate it and I know they enjoy working with children whether it's during the

060day or after school. They enjoy working with children and so I really appreciate the work that you all have done to make sure that our teachers feel welcome and are a part of this program. So thank you very much. >> Thank you for those kind words. Um, I can I can tell you that uh having worked in child care uh for a large portion of my career, um the professionalism um the talent um from the from the OCS staff who transitioned over to the YMCA um has been remarkable. And so, uh we were blessed and fortunate um to be able to bring over as many as we have. And as I mentioned, that really made this transition, um into this partnership possible. So, thank you for those words. Ser. >> Oh, I'm sorry. Um, thank

061you for this and honestly, it was really encouraging to see the enrollment growth and the staff retention. Those are real those are hard numbers and the the stability is really exciting to see. Um, and I curious a little bit about the enrollment number. So, it's four in a middle school, 162 in one of the elementary schools, and there's four. So, what is the typical enrollment in one of the schools? So, so HS is certainly the largest at 162. Um, the the the three smallest are the three middle schools. So, combined the three middle schools are around 20 students >> total combined. Um, for the elementary school, the enrollments anywhere between 20 and 50 for most schools. Um, there's a little bit of fluctuation in that. I don't think we have any schools under 20 though.

062Um, so it's uh there there's large fluctuation on the end with with HS being an outlier, but most of the schools are going to be within those that other range. >> Yeah, that's helpful. And just on the wide learning, you know, it's funny. I saw your presentation and when you talked about it, I I didn't realize this was a program that the precoid program which was a celebrated program in the district. So, it's kind it's exciting to hear that it's back. I'm just curious why we've never brought it to any of the other schools. >> I would love to have that conversation. Um there is a there is a financial uh as you as you can see there's a financial piece to it. Um right now the YMCA uh not just for for Y learning

063but for for every number I gave you on the financial obligation uh that the Y is absorbed we do that through our scholarship fund. Um and so anytime that we look to add additional uh forms of scholarship, whether it's program scholarships, uh member scholarships, or uh through starting a Y learning program, um we look really hard at how we're going to raise that money um and how we're going to go about that, whether that's through community support, whether it's through grants and foundations. Um and so anytime that we want to have the conversation or if there's an interest in it, I think it's a very valuable program. Um but there there would be uh we would need to make sure that we secure funding for it to make sure that it's something that we could

064offer um with the level of quality that we would want to do it. Yes. >> Great. Thank you. >> Any other questions, comments? >> I I just want to echo what Miss Purcell said and how important it is to keep our staff engaged in these activities. It is very critical. Um, a lot of people depend on this and also we depend on them because they know our students. Uh, they know, you know, what what each student needs and also, you know, a lot of people may not realize that there's snacks and healthy snacks for all the students as well. And we really appreciate the partnership and all all that y'all do and all that our staff does every day for those students, especially at the end of the day when they're getting ready to go

065home. So, thank you so much. Thank you all. >> Thank you. All right. Next, we have school nutrition and C, the community eligibility plan update. So, good evening board Chair Athetherton, Vice Chair Padilla, board members, Superintendent Dr. Jones, OCS staff, and members of the public who are here and attending virtually. Thank you for the opportunity to share how our participation in the community eligibility provision continues to positively support both students access to healthy meals and the financial outlook of the school nutrition program. At Orange County Schools, we know full students learn better. The school nutrition program is an essential part of the OCS vision, fueling learning by ensuring that every child has access to a healthy breakfast and lunch regardless of their household income every school day. The community eligibility provision from here on out

066referred to as C allows eligible schools to offer meals to students at no cost to their families. Eligibility is based on the school's identified student population, which means their total number of students who are receiving government assistance from either Medicaid free, Medicaid reduced, or SNAP. To calculate the ISP percentage, we take the number of students directly identified at that school and divide it by the school's total enrollment. That percentage is then multiplied by a 1.6 6 USDA multiplier, which determines the percentage of total meals that are reimbursed to the district at the higher reimbursement rate. If a school's ISP is 62.5% or greater, essentially 100% of all those meals will be reimbursed at the high rate. This graph tracks the benefit of C on breakfast meal participation over the last four school years at qualifying

067schools. The first year the district was eligible for C was the two the 232 24 school year. Note the increase in breakfast participation at partnership academy when the meals were available at no cost to students. An increase in participation was also noted at the elementary schools participating in C. These schools were already receiving breakfast at no cost to families as a result of the district's decision to continue funding the universal breakfast. And this increase in participation was contributed to an increase in marketing by the school nutrition department and also by continued support by our school administrators and their staff. I wanted to note that these graphs reflect meal participation by average daily attendance. Meaning that the number of students who participated in meal service divided by the number of students in attendance that day. This

068allows us to track participation percentage even though the student enrollment changes over the years. Industry performance standards for breakfast participation for the program is anywhere between 25 to 35% participation. So you can see how participation in C helps us with meeting those performance standards. Sure it goes. Yep. This slide demonstrates how participation in the C program has increased overall lunch participation at our C schools. So lunch participation for industry standards should be anywhere between 65 and 75% of student attendance. Electing to participate in C has increased lunch participation, especially at Partnership High School where traditionally we have a much lower participation rate at lunchtime. So this slide demonstrates the financial advantage of participating in C. It outlines the difference between total meal reimbursement rates for C schools versus the reimbursement rate for traditional paid students

069status at our elementary and high school. So what I wanted to note was to point out and just to kind of tell you the difference. So the C no cost reimbursement is what we get from the federal government at our approved percentage. The C paid reimbursement is the rate we get for what we fail short of. So at our new 95 I believe.41% 41% all the meals that are provided and turned in for Central New Hope Effind Partnership right get reimbursed at the first column rate. The 4.59% of those meals that come at the lower cost get reimbursed by the middle rate. So you can see at the higher percentage rate that that reimbursement rate is much higher than our traditional paid students if we were going the non- route. What I mean is for

070lunch at partnership, we get reimbursed at $4.71. If those students were paid, we would only get reimbursed $3.80 total. So the increase in our revenue is contributed to that difference. Let me find out where I am now. So the schools reimbured at the no cost rate receive significantly higher revenue per meal served compared to the traditional rate. This makes participation in C not only beneficial for our families but also financially sustainable for the school nutrition program. So I just wanted to note that last year this board approved the regrouping of our three participating elementary schools and partnership as one group. This regrouping allowed for the reestablished ISP to be 95.41 41, allowing all schools in the group to qualify for the highest nocost reimbursement rate, which was an excellent example of collaboration and strategic planning.

071Oops, sorry. So, our quarter 1 comparison results reviewing the number of meals served between the first day of school of traditional school through October 21st or sorry, October 31st at the reestablished ISP, it resulted in 327 more breakfast and 386 more lunch reimbursed at the higher no cost rate than if we would have continued with the previous ISP. This shift represents a stronger reimbursement return and demonstrates how the C regrouping directly benefited the school nutrition financial bottom line while ensuring that our students remain fed. This slide compares the school site revenue based on utilizing the current ISP claiming method versus last year's ISP percentage. So utilizing the current ISP and the site regrouping resulted in a profit revenue for the first quarter which was through the end of September. When this slide was created, the

072October reimbursement um had not been filed with the state. So you can see by utilizing this looking at August and September versus last year's method, this year's method, this year's method resulted in $2,852.71 profit versus the last year's rate. So C just continues to be a better financial option for us as far as school nutrition. So, as we wrap up participation highlights, we recognize that C alone cannot solve our food insecurity that we're seeing in Orange County. OCS is committed to our family and our efforts extend further. We want to ensure that every student has consistent access to nutritious food regardless of the circumstance. With this mission in mind, we continue to implement supports, partnerships, and communication efforts that directly connect families with resources both inside and outside of school. And here are a few

073examples of what we continue to do. While many of our families were impacted by the delay in SNAP benefits, we partnered with community organizations to connect families with food resources. Updated information will continue to be provided on our school nutrition website as it is made available and our social workers and food pantries continue to be great resources for families to obtain information and additional support. Also new to this year, we're participating in the fresh fruits and vegetables program at five of our schools. Those being Central, Efflin Cheeks Global, Grady A Brown, New Hope, and Pathways Elementary. This program began the first week of November and provides both students and teachers the opportunities to sample fresh produce twice a week at no cost. And I can say we are trying to do some things that we

074don't typically do. We were hoping to do some dragon fruit this week, but costs were just a little too high. So food and supplies needed for this program are reimbursed by the USDA. Finally, through a grant partnership with the Orange County NC Cooperative Extension and the OC Solid Waste Department, Orange County Schools will pilot share tables at three schools. Those are New Hope, Grady Brown, and ALS. The goal is to reduce food waste and reallocate unopened or unserved food. Students who are still hungry after meal service will be able to choose from additional food resources at no cost. equipment and signage will be included as part of this pilot program and we are hoping to have that started right after Thanksgiving. So in closing, the C program strengthens our ability to fulfill Orange County School's

075mission preparing our learners for f for lifelong success by meeting their both their most basic need access to nutritious food. I want to thank you for your continued support of both the school nutrition program and the other programs that make this possible. So this concludes my presentation for tonight and I would like to open the floor for any questions that you may have. >> Thank you. Thank you for the presentation and I'm grateful for for your team that we continue to feed children. Um, and last year when I asked you, what are we doing with the excess food? And the answer I got was not pleasing, but I'm happy to hear that that's going to change. So, thank you for that. >> And I will say as a follow-up to that, we have had a

076talk about um food composting. New Hope will most likely be our first site that will go out, but we're talking about the potential of partnering with solid waste department to do collection of unused food waste in the cafeteria. So, not just from the kitchen, but also teaching our kids and being able to compost that. And that if it goes through will be at no cost to the districts. >> That's great. Now, you're speaking my language. Miss Daw. >> Um, thank you, Miss. My first thought was Miss Pit is going to be excited. She has to start before 8 o'clock. It seems like you're usually having to wait till 9:30 or something. Um, thank you so much for this presentation and it's exciting to see um like creative solution um trying new things and so I

077enjoy reading about those. Um, also, uh, appreciate the point of how important it is to have high student participation in the meal program. And I'm just thinking, um, and and all of them went up. So, that's great because things are working, but also noticing just how drastically partnerships went up. Um, and and there were a couple things going on in partnerships. So, I'm trying to think ex how much of it like what are some of the factors because you know there was the building change, there was some food offering change there. So, so what are some of the factors that cause partnership to jump from like less than 15% to 65% or something? >> So, honestly, I think it's because we allow them to have access and they don't have to make a choice, >>

078right? So, now we are taking food to them and breakfast is there right as they walk in the door. So, Mr. Gilbert and his smiling face is standing there to greet them every morning and to ask them whether or not they want breakfast. And then at lunchtime, we have food in their gymnasium. So they have plenty of time to come through the line, eat, and then still be able to converse with their classmates and also participate in the gym. Where before when they were walking over, part of the time was the walking time, and then they had to determine whether or not they wanted to go to the cafeteria and eat or whether they wanted to go to the gym and play. So this allows them access. Um, we're also allowing them to dictate their

079preferences a little bit more. So in the morning, they will choose what they want. will create their lunches for them, but we also have extra there because if they're like me, right, sometimes you walk in and one choice may sound good, but when you walk in and and smell the options, right, you you may decide to choose a little differently. So, um we have more food there for them and we allow them to serve themselves. >> Great. Thank you, >> Miss Smiley. >> Um I'm so glad we're doing the um C program and glad to see that it's had a positive financial impact um on operations. Um I have two questions. one is around that and around um the additional funding that you're able to save there. Like how does that get spent elsewhere in

080the program or are you putting it towards fund balance or like how are you using that? Um and then also the share table pilot you said that the grant included like equipment and I was like what kind of equipment does it take me? Is it like a little fridge? >> It is. Yeah. Okay. Yep. So, for the share table, they will get um a cart that goes to the cafeteria where they can place those things that are shelf stable. They'll also have a small refrigerator where things can go in. Um it will also include shelving to go wherever the school administrator decides that the extra food is going to be stored, whether that be with the social worker, whether that be somewhere in the hallway where the kids have the ability to select during the

081school day. So, it will include that for the three sites. And I know he's looking for potential additional funding to help support with some other things. Um, as far as equipment, we have a lot of equipment that is aging that I am so grateful for our maintenance department because they keep it running for us. Um, so it will be used to start replacing some of that equipment that's aging out and especially our high need schools, >> the additional the additional funding that we're saving from the program. Y, great, great, great, great. >> And so we will have to provide all of that to the state before we start to purchase that equipment. But yes, we'll be >> phasing out some of our stuff that needs to be replaced. >> Y How can you tell if

082the pilot is successful? Like how are you going to It seems to me I'm like do that at every school. That's great. But like do you anticipate that expanding or how are you going to measure whether it's successful? >> So I think in looking it's based on the zero waste. So that organization that went through and I believe they started either in Durham or Wake and then have kind of been making their way through. So it'll be based on a lot of their data plus whoever the site administrator will be. Um we'll be kind of calculating what the students share to that table and just looking at actual waste, right? Starting to do studies to record how much of that actually is going onto the share table and out of the trash can and then

083looking at um if our students aren't utilizing it, is there ways to get it back out to the public? Right? So can we put that into maybe bags that go home over the weekend? Right? Can other students can we do other things with it? Because it's already been accounted for. It's already been paid for. Um, so can we share it outside of just the students in our school? Can it start to go home and help support our families? >> This is really exciting. So, thank you for going after that grant and yeah, >> great, >> Miss Hower. >> Yeah. So, um, thanks for this. I have to tell you, I know you're really fixated on the economics, but the growth in even for the other schools, there's hundreds of kids that weren't eating before eating

084now. It's really impressive. Thank you so much and congratulations for that. And then these additional supplemental programs shows your sensitivity to our students beyond the numbers. So really fantastic. So thanks for that, too. I I wanted you mentioned um something that I've been confused about for years and hopefully you can help um because you talked about kids on Medicaid, kids with SNAP benefits and I'm cur because in in the old days we'd get the free and reduced lunch forms and and that would not only tell us who got was entitled to free and reduced lunch but it would also set our economically disadvantaged students in the past. So what are we doing now for these schools and what are we doing to see if other schools might qualify? >> So when it comes to our

085C numbers, we will pull those kids that are directly certified. So that has to come through the information that's provided to DSS to NCDPI. We may miss a few students being when you look at your DC students, just the student directly certifies. So we are working with the social workers. We're also reaching out to parents to say, do you have any other students that are in your family? Right? If one student directly certifies, our system only allows to pull that child. We're really working with the cafeteria managers, with the principles, with the social workers to say, do they have other kids that we haven't identified that we can extend those benefits to, right? And that that determines >> So just directly certifies means through Orange County Social Services. >> It means that they're getting some

086type of government support. Yep. That they're identified. >> Got it. um our students that don't get C that can get free and reduced price lunch. They either come with um the ability to participate in another program that that doesn't come through the direct search process or it comes based on income. So those income based applications don't they help our economically disadvantaged number but they don't have any impact on whether or not we can participate in C. >> Got it. So, we're doing everything we can a to identify all students because I want to help take that financial burden off of our families um but also to make sure that we truly understand what our schools the numbers that our schools have to be able to participate in some of these other programs. I would have

087to bring in converse with Miss Wagner. But my understanding is when we're looking at our demographic numbers for someone like Central, the only kids that you're going to see on Central's demographics are going to be those kids that directly or if they did a meal application where the parent has multiple kids at other schools. I believe she uses the C numbers when she um does federal reporting based on are um social socially dist people that are certified was not the word you used. >> Directly certified. Yeah. >> Yeah. Directly. Okay. Got it. >> So, she would be able to expand on that a little bit more. >> Okay. Thank you. >> No problem, >> Mr. Pel. Just wanted to say thank you for your hard work on this because this things have changed and it's

088nice to see. Also wanted to give you a story about your dragon fruit. As you know, I have a granddaughter at Pathways and yesterday she said, "Grandma, do you know what dragon fruit is?" And I said, "Yes, I do." And she said, "Did you know there's also a game on your phone on dragon fruit?" So now she's seeing dragon fruit at school and she's got a game on my phone. So, thank you for introducing more things to her because she's the pickiest eater there ever was, but she knows what dragon fruit is. So, thank you. >> We're trying. And I can say I couldn't do this without the help of my staff. They are truly amazing. >> Thank you. >> I just have one question. Um on the um the fresh fruit and produce that

089that's a federal program. >> Does that fund the farmtotable or how is that actually fulfilled? So with our fresh fruits and vegetables, our ability to participate in this is based on the demographics of that school. So if we are eligible, then we will apply. Now what happens with those is we actually bill the state and get reimburseed for supplies and food that's actually included in that program. So say we have I'm just going to say Ephen, I think we ordered 550, right? 550 servings. If they don't consume all those, then we just give them out to the school the next day, right? We're not allowed because it's already reimbured, we're not allowed to bring it back in for um national school lunch or national school breakfast. So that's part of looking at we need to

090bring those pilot programs in to share that food because if we don't utilize those and the the children don't eat them, that's something else that could be shared out for the family. So the farm-to-school program is a little different. That's what's set up through Department of Agriculture where they go out with farmers and they will get um bid lowest prices for local produce and sometimes local meats and then we can choose to utilize them. And a lot of times when that funding is um close to a 1:1 price difference, we will do that. I will say um I'd like to give a thank you to Mr. Pope and his team and Firsthand Foods for being able to bring in local beef for our national school lunch week. So, we were able to bring that in

091and give that to our kids. I don't know that we'll be able to do that again, even though they really liked it just because there was a huge I'll just say there was a drastic difference between what we can usually buy our hamburgers for and what that came in at. >> Well, I did see the posting and really appreciated y'all um highlighting some of our local farmers and really appreciate everything you and your staff does every day. And you know, I know that every nutrition worker knows every student in that school. They know their family, what they like, what they don't like. >> I love seeing all the drawings the kids bring to them and they post every week, especially um I believe the most popular is pizza Fridays. But thank you so much. >>

092No problem. >> Thank you. >> All right. Next we have the artificial intelligence update. >> Good evening. My name is Paige Horton and I serve as the digital learning coach at Cedar Ridge High School and Orange High School. Thank you for the opportunity to be here tonight to share how Orange County Schools is preparing our students for a world where artificial intelligence is reshaping how we live, how we work, and how we learn. Tonight I would like to discuss what artificial intelligence is, how rapidly it is evolving, how it is transforming education, and most importantly, how Orange County Schools is adjusting to the this rapidly changing technology with purpose and intention to ensure that every student has the skills and competence they need to succeed and lead in a world that is being driven by

093artificial intelligence. In Orange County schools, we expect thoughtful, responsible, and intentional use of AI. So, keep so in keeping with this expectation, I want to be transparent in sharing that tools like chat GBT, Gemini, and Canva were used to support the refinement of language and for the design and development of the visual elements of this presentation. All AI use was in alignment with our school's district AI use guidelines as well as the North Carolina Department of Public Instruction's recommendations for AI use. I share this because this is the type of personal AI use that we intend to make standard practice in Orange County schools. to provide some more un uh a basic understanding for this discussion. I'd like to take a moment to clarify what we mean by artificial intelligence and generative AI. When we

094say artificial intelligence or AI, we simply we're simply talking about technology that can do things that typically require human-like reasoning. things like recognizing patterns, making predictions, or helping people make decisions. Generative AI, or Gen AI, goes a step further. Gen AI is a form of artificial intelligence that doesn't just analyze information. It can actually create something new like text, images, computer code, or even video. Which is why bringing generative AI into education is such an exciting opportunity. Gen AI doesn't just give students information to consume. It gives them the tools to create, to experiment, and to explore ideas in completely different new ways. Which is when deep learning actually happens. Not when students memorize answers, but when they think critically, create something meaningful, and solve real world problems. So, now that we have a clear

095understanding of what AI and Gen AI are, let's take a look at how rapidly this technology is advancing and why that pace of change is so important for us as a school district. On this slide, you can see or barely see uh just how quickly AI has evolved. This timeline begins in November of 2022, which was in wi which is when AI first entered mainstream use and moves through major developments of AI until May 2025. When you look at how much progress has happened in just a little over two years, it's outstandingly evident that this technology is advancing at an incredible rate. In fact, this pace of of development is unlike anything we've ever been that has ever been seen in education or in technology as a whole. And what's even more s impressive or

096surprising is what has happened over the last uh few months. The previous um slide. Sorry. No, you're good. Um ended in May. This slide um has all of the development for AI that has taken place between only May and July of this year. So it's important to note that the advancements that has taken place in the last few months has actually outpaced the rate of advancement for the first two years of AI and the pace of advancement isn't slowing down. If anything, it's speeding up. In fact, this timeline is only updated through J July. However, the amount of advancement that has occurred from July until today is equally as impressive and the only reason the advancements are not recognized on this timeline is because the rate of advancement is happening faster than it can be

097recorded. So, in putting it plainly, quickly does not even begin to describe how rapidly AI is advancing and evolving at a pace that matters to Orange County schools because the world our students are living in is changing faster than school has ever been asked to adapt before. When we look at these timelines, one thing becomes crystal clear. AI isn't waiting for anyone. It's already shaping how our students learn, how teachers teach, and how schools prepare young people for what's ahead. So, what does this mean for education? Let's look at some data that helps us understand how this rapid pace of advancement is showing up in our schools and what that means for us in our ability to keep pace. The data on this slide tells a clear story. The world has already changed and it's

098happening at a pace that's hard for education to keep up with. According to the digital education council, 86% of students are already using AI for school work. Students are naturally curious. So they're experimenting with AI, but they're doing it without structure, guidance, or guard rails. That is why the World Economic Forum now identifies AI literacy as a core competency on the same level as reading, writing, and digital citizenship. But while students use AI, use of AI is u rising quickly, classroom use is not. According to a study conducted by the Rand Corporation, only 18% of teachers nationwide are using AI in instruction. And here in North Carolina, only about a third of district leaders say students are actually receiving training on how to use AI responsibly. This is exactly why AI integration in Orange County

099schools is so important. It is our responsibility to help students use AI responsibly, ethically, effectively, and safely. And yes, this responsibility brings challenges, but it also it's also important to recognize that AI integration also brings enormous opportunity. So, let's take a look at how AI has the pro um the potential to strengthen teaching and learning in Orange County schools. As we think about what's next, take a look at how AI can help us build classrooms that are more equitable, more efficient, and more engaging for students. Ai AI has the potential to help teachers adjust their instruction so that it meets the individual needs of all of their students, which allows every learner to have a more personalized learning experience. AI can also free up time for teachers by taking on some of the busy work.

100things like grading, planning, and data entry. AI gives teachers more time for what matters most, like designing meaningful learning experiences, checking in with students who need extra support, providing constructive feedback to students, and time to build those important relationships with students that make teaching possible. And when we talk about being ready, future ready today, students need more than the ability, need to have more than the ability to just use technology. They need to know how to question that technology like AI, how to make good decisions with it and how to use it in ethical and thoughtful ways. And the good news is when we integrate a AI um thoughtfully into classrooms, it opens up opportunities for students to analyze information, solve problems, spark new ideas, and think more critically. So, as you can see, AI

101opens up a lot of opportunities for teaching and learning. But it also is important to remember that AI does more than support classroom instruction. It can also help us move forward in the goals laid out in the Orange County Schools um strategic plan. When we look at our strategic plan, we can see exactly how AI can help us move that work forward. AI helps us prepare students with the skills they'll need for the future. And as just discussed, it helps teachers work more efficiently, giving them more time to focus on instruction and more time to build meaningful relationships with students. It also helps us support and grow our staff while keeping equity, access, and safety at the heart of everything we do. And to make sure this work continues with clear direction and purpose, Orange

102County Schools has developed a three-year AI integration roadmap to guide our pro our progress in the way that is equitable, sustainable, and student centered. The AI integration roadmap is developed to move us from building a strong foundation to a full implementation across the district. In year one, we are focused on building the foundation by providing training, setting clear guidelines and policies, and piloting what works best in classrooms. In year two, we will build on that momentum by expanding what's working well and sharing those best practices across every school. And by year three, our goal is for Orange County schools to be leading in responsible innovation where students use AI creatively, ethically, and authentically to solve realworld problems. The OCS AI integration roadmap keeps us moving forward with purpose and at a pace that prepares our

103students for the world they will not only survive in but thrive in while making sure equity, sustainability, and student learning stays at the center of every decision. And the great news is we are already making progress on this plan. Let's look at uh take a look at where we are today. I'm proud to say that Orange County Schools is well on its way in building a strong foundation for this work. Over the past several months, we've had intentional we've been intentional about creating the right structures and supports. We have established a steering committee to guide this work. This committee has researched and developed district AI use policies and guidelines as well as grade level usage charts usage charts to help schools understand what reasonable and responsible AI use looks like in practice and to ensure

104that the AI tools used in our schools are safe and trustworthy. The tr the district has put together strong safeguards to evaluate all the AI tools that are used. We s research and evaluate all AI tools using clear vetting rubrics before they're used in classroom. We then maintain a cur maintain a curated list of all approved tools that meet both district as well as state AI use requirements. And and now we're turning that groundwork into action. And in the next several weeks, our digital learning coaches will um complete AI literacy train the training train the trainer sessions and they will then begin to develop that training to all of our teachers across all of our schools. We will also be launching our very first OCS AI ambassador program which will consist of a team of

105educators who will help lead and support this work across our schools. So, as you can see, this work is already taking shape across Orange County schools. We've laid the foundation. We are building momentum. And most importantly, we are leading this work with care and intention, creating the foundation today to give our students and our teachers the opportunity and the future they deserve. Thank you for your time. And at this time, I'll be happy to take any questions. Miss Hower, can >> can I just start with one? Thank you for the presentation. Um, would you mind I understand that you also are serving on a statewide task force for a AI. I was wondering so so it's it I'm marveled by that. So, thank you for that. I was just curious if you might share with

106the board and the public what you're doing. >> Um, yes. So, I actually work with um the state um department of public instruction um like the last three years since uh 2022. We've have a cohort of different people well within different roles across the state that we come together and we work together to collaborate. Um it's where a lot of the recommendations for the state established were established and the work that we did together. Um where everybody across the state put in to say this is what um AI use would look like that's ethically and um using it and safely using AI. So I also um am part of an international group. It's called ISTY that um I'm also a part of that AI collaborative team that as well where people from all over the

107world have come together to do that same type of work. >> Well, that's fantastic. We're glad you work for us. >> Thank you. >> Um so um so now you know the the topic is kind of overwhelming to me and it seems to be >> me too. >> Okay, good. Good. So we're on the same wavelength. So um I I've been um to even today I don't know if you saw Ednc had a top had a an article about the innovation project. It's a project's been doing going in tw in 22 districts a pilot project where they're really doing personalized mastery of content right >> and they're not they didn't talk about it in an AI context but it is a AI opportunity in a big way and I'm just curious how that kind of

108thinking fits in and are we looking you know do we wait for it the technology to come is this something that we're getting involved in pilots but I'm just really curious about what we might be doing with that. >> You want me to? So I I I think that's uh diving into a little bit on the side in terms of um what we might be doing curricularly. But for AI um we are balancing the path forward with the the development that we're providing for teachers and for students with what there is already on their plate. >> Got it. So uh we we are not moving at the pa pace that AI is moving literally cannot uh but we're trying to take deliberate steps to ensure that what we're doing meets the need and also prepares

109the way as we move forward. Uh will we have to adjust? Most likely. uh but the more that we bring in and go after and and things like that, it adds more to the plates of our teachers. So, we're trying to be very sensitive to that while we're capitalizing on our local experts and uh using that knowledge to to bake into our plans without having to reach out and and go into other programming. So I don't know if that >> well that's you're always level setting me so I'm not so thank you for that. But I have other questions. Let others go. >> Miss Molly. >> Um, excellent. Yes. Great to have the expertise here. And one of my questions actually I have like a few. I'll just ask one and see if other people

110have some and then come back. Is um how closely are we huing to the state guidance because those um state guidelines are extensive and I see they've got it in a Google doc and they're keeping track of the changes. So they re some somewhat recently added some content around these like companion chat bots that um can be sort of problematic for teenagers and anyone. Um so are we are we sticking pretty close with what the state is is guiding us to do and where are we might we be a little different? >> Um I think we are sticking as closely as we can to the state. um they are further ahead than we are by leaps and bounds. Although they have made a um concerted effort to share that knowledge as they gain it and

111to um invest their knowledge in the schools. So that's been really helpful. They actually um coordinated the policy that we adopted here in Orange County. Um and they crafted it in a way that we wouldn't have to continually update that policy as we were moving forward because as Paige's timeline showed you, we can't keep up with it. Um so we are doing that. They are also investing in uh repeated workshops for us. So we are sending a variety of usually our digital learning coaches but sometimes other folks to these so that we can continue to get the information but as Dr. Pac said we're trying to um be very intentional in how we take that information and move forward. We are moving slower than the state is because we're trying to be careful and because

112we're trying to um make sure that what we do is the best for the different grade levels and we do feel like what we're doing has to be adjusted based upon if you're a kindergartener versus a senior. >> 100%. Yeah. Yeah. Well, I just I I appreciate that approach. You know, there's some places where it's like, "Oh, I wish we were going much faster." But there's so much to be really thoughtful and deliberate about that I appreciate that you all are doing that. And I think the state, they're devoting these resources to be keeping on top of all of these trends and be then funneling that out to the district. So, we don't need every district in the state trying to keep on top of that ourselves, right? I appreciate that we're leveraging them for

113this. Yeah. >> Thank you. I do have several questions. I'm not really technology savvy so this kind of overwhelms me too. Uh my concern is um I have I'll just stick to maybe two. Um is you mentioned it was mentioned that we have strong excuse me safeguards. It is important that we do but as as a parent can you give us an example what are those safeguards? what programs are being utilized and also for Dr. PAC are we going to have some training for parents so they understand how AI works and that their children will be safe using this technology >> so we'll start with that one uh we definitely can consider that and we can partner with uh Dr. Laneer and the family academy as a topic uh for for parents. We we don't

114have anything on the docket right at this moment, but I think that's something that we can quickly um get on on the on the calendar. >> Okay. Thank you. >> So, um we have uh several safeguards in place. Um, we started I I'll just be honest. When we first heard about chat GPT, when it first became um prevalent in 2022, we just blocked everything. Um, that is not a sustainable plan of action. That's like playing whack-a-ole. Um, it's just it's developing too quickly. So, um, we've tried to use the filters that the state has given us to sort of, um, keep as much, uh, generative AI that is not vetted out of the hands of of students, not adults. Um, our thinking is we need the adults to be familiar with the tools and we

115can't possibly introduce them to all of them ourselves. So we have left those things unblocked for staff so that they can explore and use them. We have also tried to sort of guide them towards some of the programs that are beneficial for educators. Magic school AI, Gemini, um co-pilot and brisk teaching are some examples. Um, we also have uh some AI tools built into Canva, which is a presentation um program that we use districtwide um in collaboration with the Canva for education program. Um we are we are not trying to um get students on AI before we think they're ready. the state does not recommend a lot of interaction, especially for younger children. So, we have tried to keep that as um sort of the way we're moving forward. So, we're just trying to um

116we can't block everything, but we're trying to keep things very uh closed and keep students really more focused on the programs that we have purchased because we know that those programs are already vetted and that we know sort of, you know, what information they have, what tools they have, how they can be used, where we can get training, um as opposed to just sort of opening up the the whole web for everyone. >> Okay. Um so for example in our literacy uh curriculum there's an AI component that teachers have access to uh students and it's called air. Have you may have heard of your students talking about air and it's built into the program to work with the student at their level challenge them uh ask questions read you know things that that um to

117help them with with their literacy skills. So, I'm not an expert on it, but just give you kind of an overview at a very um that's a something that students would engage in at an earlier age in elementary school. It's very controlled. There's no outside um googling or if you if it asks if you say something that's off the wall, it stays within its parameters. So, um it's very tightly controlled in that regard. And then as students get older, they have more options to interact with more broader and freerange type of questions, those kinds of things. I don't know if that helps put things into perspective. >> Miss, >> thank you. Um, yeah, I just was musing um, you know, being in a classroom myself, it's kind of an interesting balance right now because um,

118you know, my first reaction to AI things a few years ago was like, oh my gosh, terrible. But, you know, it's it's not like there is everything. It's not like it's all out of whack or something. I mean, you know, it's interesting because we also have the state law restricting like cell phone use and, you know, there's more controls over, you know, I can see if I choose to what websites my students are on, you know, so it's not like we've all moved away from, you know, we read aloud in my classroom, you know, we read things on paper. So, it's not like, you know, you've thrown out all these skill sets and everything's just getting programmed into your brain before you can even think them. So, but it's just it's like an interesting balance

119that's going on right now for I think everybody. Um, but it it does seem, you know, okay, is what I'm saying. So, um, I'll remind everyone, you know, several years ago, we all panicked when, uh, you know, we could Google in the classroom. And what did that mean for education? And what it meant was we had to ensure students were learning beyond something that could just simply be a a random fact, right? We we we were focusing on critical thinking, problem solving, decision making, you know, evaluating those higher level skills. And I think as this new technology comes in has is has arrived, right? And as we integrate it into the classroom, it is that next challenge as educators. How do we again students of uh of the 21st century don't need to be fact

120recallers uh for things that they can look up quickly. They but they do need to be and this is what our business industry folks tell us too. They need to be decision makers. They need to have a systems understanding. They need to understand how their uh actions impact others. They need to understand how to problem solve, taking in lots of data and making an analysis with it. So those skills are ultimately enhanced as they are using AI as a as a tool but not as a replacement for their thinking. So again, that's teaching them that those things. >> Miss Smiley. >> Yeah. Yeah. And just to build on that point, that was some of what I wanted to um talk about was just this um I'm glad that we're moving cautiously and thoughtfully and also

121moving towards it because it is the future. Um a couple of things that I am concerned about that I wanted to just name. One is that um there have been like it's it's moving faster than it can be studied. Um and so there have been studies for example um there's like enthusiasm in some places from teachers in terms of like writing IEPs but then there's research that um uh there has been some research that like certain AI systems would suggest um more uh in behavioral support plans would suggest the punitive uh behavioral um support for a black student and the more uh restorative one for the white student that there's depending on the source of the information that it can have biases built in the system inadvertently. Um and so one caution is around like

122carefully vetting the tools and really like always being alert to this idea of potential for bias um and replicating that. Um, and then the other is, um, I just saw some information about this MIT study, um, that made me think, gosh, I think it's really important as we're educating teachers and students to for them to really understand like the brain science and and how that ties to what good AI use might look like. So this one they took they took a group of people they put them in three groups um and asked them to write like four essays in a row over the course of four months and one group couldn't use anything they just had to write the essay themselves and one group had to use Google and one group could use chat GPT

123or 4.0 No, one one of those um and uh and then they measured their brain activity while they were doing it over the course of those the first three they were just in their own group and then in the last one they had them switch. So they had the people who had to just write the essay themselves, they could use chat GPT and the chat GPT people, they had them try to write an essay by themselves and and they measured their brains and what they found was that the their brains showed the people who had had started with using chat GPT as a tool had the weakest connectivity across their areas of their brain, especially in the parts responsible for deep thinking, working memory, creative problem solving. the folks who used chat G GPT couldn't

124none nobody in that group could quote something that they had written because it wasn't deep their thinking wasn't deep enough they were just kind of using it as a you know so um and the conclusion there was like maybe you start with your own brain and then use chat GP as like a support afterwards but it just has me thinking about like how it is how important it is the jobs of the future the ones that will be AI proof are the ones that require critical thinking and good judgment and all of these things that like kind of get shut off a little bit if you outsource it to chat GPT in the first place. So there's something about like um making sure teachers and students understand how it affects them their brains and their

125and their development. And then also um making sure and I don't know if this is part of what you all are working on for this or if it's part of the strategic planning or where this falls but like so many types of jobs are going away and other types of jobs are going to replace them. And regardless like our kids are going to need really sharp critical thinking and good judgment and those kinds of things. and like how are we as a district doubling down on like ensuring that they get those skills so that they can be like they can succeed in that world. I'm so glad you asked because we get to talk about one of my favorite topics that we're doing right now in our district is we're really talking about the the

126power of explicit instruction and uh we just finished uh our our third round with our ad administrators and our coaches um and talking about cognitive theory, cognitive load theory and how learning gets stored in the brain. So, we're really focusing on >> that's great. >> How we teach novice learners and everybody's a novice at some point through the through their course, right? We've all been new at something. We're new at technology, right? Even we're continually being novice learners. Novice learners don't need to learn through an AI platform. AI is not for new learning. AI is to use what you've already learned in a new and different way. So, we're focusing simultaneously on what's happening in the classroom explicitly teaching new and novice learners and also struggling learners because they learn that information the same way.

127and how we get that information to be long-term stored in the brain while we're also planning to once we you get that knowledge that's when the appropriate time to enter into using these tools are so it's a balance but it's again focusing on the learning and what so thank you for that and also we do not use chat GPT just for the public to write IEPs I just wanted everybody to know that fabulous yes good Hower. >> Yeah. I I'm just going to speak as an old lady here today because 20 years ago we didn't have cell phones. Um I went to school, we didn't have computers. I can remember my company getting its first two sloppy uh floppy disc computers and then all of a sudden it changes really fast. And so I appreciate

128this conservative view, but I really believe that we are, you know, I love the part that this is happening faster than we could ever imagine and it's going to be changing how what we teach and how we teach it. And and you know um and we can't afford to be on the bleeding edge of this for sure, but it's going to change fast. And as the board, the question that we have is um what can we do to help you monitor change, identify pilots that might suit Orange County schools to move for things that are of interest to us, and also the burden that this is going to be putting on our staff, which always says, well, we're going to need this much money, folks. And but you know what I mean? But really, you

129know, this is the time this is such a massive transformation um over the and as you're thinking about the strategic plan over the next five years, the answers you're giving us today are not going to be the answers you're be giving us during that time. So, I invite you to really think about it in that way. Thank you. I mean, it's really fantastic. >> Yeah. And I I'll just uh if there are I didn't know if there are any other questions, but just wanted to reiterate something that Dr. P said about the amount of um work that's on our teachers right now and so balancing the curriculum, the standards now having to come in and how do we incorporate AI and there are lots of other things and I so I really appreciate um your

130comment with you know how does the board support with that and I think you know having some experts on staff that are working with state and international groups and um really staying a breast of all of that. And also the level of engagement that the team has at the ground level um because a lot of our work happens in the buildings with staff and surrounded by students. And so being able to gauge that and the readiness there. And so I feel like um when it's time and appropriate for us to start bringing in something that we'll be able to bring that back and share some of that with with you all um some recommendations. But for now I think um we're there's no way we're going to catch AI. There's no way. Um however but

131I think you and some people have some hesitations around it as well. I remember the floppy disc and and all of the things and when I could have a jump drive, I was so excited that I could just walk around with something on my keychain. And now those don't really exist anymore either. Um, but being able to slowly implement this the right way. But for sure, what we are mainly focused on is making sure our students master the standards that are appropriate for their grade level, that they graduate with options and understand what those opportunities and options are, and that we develop them into critical thinkers so that whatever their opportunities that present themselves for them, that they're able to function and think through processes and be employable because we know that those are the

132skills. Yes, some jobs are coming in, some jobs are leaving. It's kind of, you know, some things are coming out in the wash there. But we know that if we help develop students with those skills that are durable skills and we do a lot of those like naturally like the goal setting that we do with our students, that is a durable skill that will last a lifetime for them. And so there are many others that we're working on as well. And so that's what we're focused on more than anything else in any type of programming that can come in. >> Missing >> just one other thing. Um uh well two other one is the individual tutoring like you mentioned Amira. Um I'm really curious that seems like that has some great potential. So, um I

133hope as we explore those things that we're like evaluating, I'm sure you are like is this working or not or that kind of thing because that does seem high value for addressing like many student needs. And the other is just appreciation for all of this work because it's very complex. Um and I'm sure it must take a lot of uh critical thinking and time. So, thank you. So I I have some comments obviously around this and you're right it is it is readily available anywhere in the industry I work in we use it every day and we see it evolving we utilize it and I think just for a few points for a lot of people I guess is where does AI get its data? The internet is the internet right? No, it is not.

134And you know, we have a common frame or term that we use at work. My my AI is hallucinating again. And it's a nice way to say it got it wrong. And if our kids and our staff aren't able to recognize and know how to to use it, that's when we really get into trouble. And I think a lot of people don't realize that every phone will come with AI built in. >> It already it's already shipping. Everybody can get that. And to Miss Smiley's point, the hippocampus, that is where it interconnects with the frontal cortex, and that's where all of our shortterm goes to long-term. All of those studies have shown when you're using AI, it shrinks. And that does affect how we interact. Um, you know, our social skills, etc. Um, and I

135think a lot of this is us coming to terms with how we teach people to use it and understand it like where is this data coming from? It's not always right. Just because it gives you data, it's only going to give you what you ask. And as the generative part becomes more and more complex, trying to understand what we're seeing and what it means, I think is going to be key. And we're already seeing the external industry react to it and utilize it. So, I I really appreciate all of y'all's efforts at all levels and trying to figure out what makes sense. Um because it is scary, but at the same time, we we cannot ignore it. We need to we need to empower our teachers as as stated. We need to empower our students

136to recognize how to use it and how to understand it. Um and make sure that as we move forward, we figure out where the right models are. And the tutoring is a perfect example. I've seen multiple times where it can actually interact and tell you, oh, you've made a really common mistake, you know, and it, you know, is quite friendly. Uh, the other thing that I just want to mention from my perspective is us thinking about closed systems versus open systems. And to say a little more for those listening in, the open systems share data out and back. Closed systems do not. And so this keeps your data with inside your own entity. Um, but there are so many tools out there that are evolving every day and there's no way you can block them

137all, you know, especially if a student walks in with a cell phone. Um, but just wanted to reiterate thank y'all for all y'all are doing and thank y'all for y'all's guidance and especially our teachers that are trying to figure out how to leverage this and how to to teach it to students. Thank y'all. All right, we are at the end of our agenda for tonight. Uh thank you everybody for coming in. Uh do we have a motion to adjurnn? >> Motion to adjurnn. >> Second. We have >> a motion and a second. Any further discussion? Hearing none. All in favor? I >> I opposed meeting