001as presented. We'll begin today's session with some special presentations and our first one will be from our one of our recruitment and retention coordinators, Mr. Greg Griffin, on advanced teacher roles. So, Mr. Griffin. Good morning, Chairman Powell. Good morning, Mr. Griffin. >> to take a second to be here today uh to talk about a topic that I'm very passionate about, which are the advanced teaching roles that have been created um for districts to implement. Uh this is a highly Here, I'm sorry. Let me go back to this just a second. The advanced teaching roles program is known as ATR, so you might hear me say ATR and that stands for advanced teaching roles, but it allows LEAs to create innovative compensation >> models for highly effective teachers to impact an increased number of students and
002it also serves as a retention tool to keep good teachers in our district and to prevent them from leaving us for districts like Wake um if they perceive that they might make a little bit more money. Let's see. There we go. All right. So, ATR is the acronym that you'll hear me use. Uh there's the goal that I just spoke of. We hope that if we are able to implement ATR in Harnett County, that we will uh keep teachers and strengthen our core instruction as well as increase student achievement and I'm going to show you some evidence of that how that's worked in other districts in just a minute. This was created um from the need and the perception that our public schools are running um on models that have been around since the industrial
003age um and it hasn't changed much. Corporate America has evolved over the years um but a public in a public school uh as it has been in most schools anyhow, almost every employee in the school reports to one person. There's no middle management or anything. Everybody reports to the principal. And so, this was created um with the idea that what if we take some of our most talented teachers and we put them and we give them extra responsibility over a team of teachers. Uh y'all know that I work with beginning teachers and so, I hope you can see already why this would appeal to me as someone who advocates for our beginning teachers um that if they could have a expert teacher in their classroom co-teaching with them from time to time and sharing um
004accountability with their students together, that you would take that teacher's talent and wisdom and spread it all around your hallway instead of isolating it to one room. Instead of the the students in that one master teacher's classrooms doing well while the rest of the kids suffer, um everybody would benefit from that great teacher. And it would also allow that master teacher to make more money and I'm going to talk about that in just a minute. Um this would have appealed to me when I was in the classroom. One of the um only reasons that I left the classroom is because I needed to make more money at the time. And um and so, this would have been something that I would have been highly interested in a while back. Okay? So, there's two ways that
005ATR can be implemented um and has been in other districts. There are some districts that have been piloting this for a while. Uh one is the classroom excellence teacher. I'm going to just touch on this real quick because most districts are not using this, but that's where you take on extra students in your classroom. You take a master teacher who has good scores, a proven record of good achievement and you increase their roster by at least 20%. So, uh like in a middle school for example, someone that had 30 would now have 36. Well, I know even great teachers are going to struggle when the classroom >> [laughter] >> Miss Gaddy is nodding and smiling. Uh yeah, it doesn't matter how great you are once you get too many kids in there, you're going to
006struggle, but if we were to implement this even as just to try it out a little bit, that classroom excellence teacher could make up to 3,000 extra dollars a year by taking the extra students in their classroom. And you can have the way the law is written now, up to 5% of your teachers in an ATR school could be classroom excellence teachers. So, this couldn't be widespread anyway. Um but the adult leadership teacher is what we're really interested in and this is where we're hearing that other districts are getting the most bang for their buck with ATR. You lead a team of teachers, you're responsible for the performance of all students. When this first rolled out, they were claiming the kids in e bus even. Now they're telling us and Mr. Pearson went with me
007to an information session the other day that that's getting kind of messy, so they're not sure if they're going to continue with that. But um these teachers that lead the teams are called MCLs, multi-classroom leaders. Have y'all heard of any of this? Cuz we have it in some of our neighboring districts. Um they're called MCLs, they lead teams. They've got to teach themselves for at least 30% of the day, but they can have a specialized schedule that will free them up to get into other people's classrooms and co-teach and plan lessons with the other teachers and it doesn't just have to be BTs. It could be veteran teachers that are not um doing as well as the MCL has done. Um it can be anybody. It could be our international staff if they need assistance.
008It's anybody and they can really kind of tailor that schedule to where the greatest need is. They can spend more time in classroom A than B if they need to. They lead teams of between three and eight teachers and they share responsibility for all the teachers as well as all the students on the team. They can't be an administrator and they can earn up to $10,000 a year. Now, that $10,000 will come from a pot of money that the state will give us access to if we're approved after we submit our our proposal. And that and that so, those monies don't come locally. That will come from elsewhere. Okay? You can have up to 15% of teachers in an ATR school can be multi-classroom leads. All right? Um and then okay. So, this has been
009going on since 2016. Uh we have um some early adopters. Charlotte-Mecklenburg was an early adopter. They've been doing it for a long time as well as Edgecombe, Pitt, and Vance. Uh we're starting to be surrounded by districts that have already implemented ATR. So, that's one reason why I've been kind of advocating and saying we really need to do this because um I know of one personally that was an instructional coach here who left for another district to be an MCL. And if you think about it, um that person gave themselves a $10,000 raise and got all their summer back. So, that's kind You know, and I mean I know they're back in the classroom some, but it is I don't know. It was it's appealing to me to go in and it is it's something
010that hasn't been done before. But anyway, so it's we're starting to be surrounded by districts that have already implemented this. Um and we also had a teacher, one of our lead mentors, that overheard um Miss Van Cannon talking about this. We were just kind of feeling around on it information session and she said, "Well, I was going to retire, but if I could do something like this, I might stick around for a few more years." So, I do think it would be appealing and a great way to keep some of our best in the classroom. Uh here's some evidence of the success. We have some e bus uh data there that will show that in the ATR schools, the they're more likely to meet or exceed expected student growth than the students that than the
011schools that did not have the ATR. And 81% of teachers that received support from an MCL said that testified that the academic achievement in their class improved. And then also the MCLs themselves are reporting greater levels of job satisfaction. They find it more fulfilling that they're able to do something. It's like an upward mobility that we didn't have before and a way to make more money. So they feel more satisfied um when they think about their their career. Okay? All right. In order to be an advanced roles teacher, the law has some some guidelines that we have to follow. It just can't be anybody. If we submit our proposal and we're accepted and we determine which schools we're going to try to implement this in first. I I'm getting ahead of my notes. I meant
012I need them today. We can do up to five schools the first year if we're approved. I thought it was seven but Miss Sutton is saying it's got to be 25% or five up to five. So we can implement it up to five schools our first year. So we're going to have to determine which schools are ready for ATR and there might be some schools that are more ready than others and there's going to be different indicators that will help us figure that out like is the principal excited about this? We're going to have to have you know you don't want to try to implement it in a school where the principal doesn't have good buy-in. Is the school large enough to make the teams? You know, is is there going to need Mr. Pearson
013suggested that we work on a rubric to determine which schools might be ready and those are some of the indicators that we would look at their EOC history, NCES, the turnover rate. You know, if they have a high turnover is this somewhere where we can maybe put something in place that will help that turnover rate decrease and so forth. And also Charlotte-Mecklenburg is sending me a checklist that they use to determine which schools are ready that we can look at as well. But in order to be eligible for that role we would post these as new job listings and it would be anybody could apply. It would not just necessarily be somebody that's currently teaching in that school. It would be somebody else from another school might apply or even somebody from another district. Maybe
014somebody that left us at one time that we could get back. But they got to have two of the following. They've got to be national boards or masters in the licensed area. Their EOC history we can look at. Accomplished and that's should say NCES standards one through five. They got to be at least accomplished in their NCES standards and then we can have another indicator there that the team can agree on if if our proposal is is accepted. All right. We will develop our own process for recruiting and selecting those teachers and they will be compensated for their increased responsibility and role in the school. All right. Okay. So the proposal history just so you know what we're looking at as we work on this proposal. In 2025 only three of 15 proposals were approved.
015It was Alamance, Burlington, Hyde County and Mooresville Graded School District and I don't know why there were so many proposals that didn't make it. Like I don't know if they were poorly written or what not. Miss Sutton in all my dealings with her, she's in charge of ATR DPI. She seems to speak in very optimistic terms about us as we build our proposal. She's very excited that we're that we're writing one up right now. I've been talking to her a lot. Now the year before that there were more that were approved. There were six of 11 that were approved that year and you can see the districts that have started implementing implementing it. Now Miss Sutton is telling me that some districts are doing it better than others and that she is concerned that in
016a couple of districts one of our neighboring districts that begins with a C >> [laughter] >> might not be doing so hot right now but we'll see >> [laughter] >> how that goes because you really have when you get it going you got to sustain it and it's going to take a lot of work to build the system initially but we're going to have to put things in place that will keep it going. I'll talk about our proposal in just a minute and what those monies will be used for but um that's where I'm at right now. So we're working on the proposal right now. The template for the new proposal season was just released. We've been waiting on that because they took some things out. It used to be page after page and they've
017kind of they've tried to shrink it to make it easier for us when we write the proposal but we've got a team here that we're putting together that's going to work on the proposal. We're going to be collaborating HR and and CNI working together to write the best proposal possible and our submission is due in August around August 14th. So we have until August 14th to write up our proposal. All right. The amount that we can ask for I asked Miss Sutton I said how much can we ask for? She wouldn't give me a number. She was like it's project based. Look at the other proposals. We have to write down everything where it's going to be spent. Now the money cannot be used to pay teacher bonuses. That comes from another stream of money
018that we will have access to if we're approved. The money that we're asking for is for central office work building and leading and putting the system together interviewing the the applicants and determining you know who will get to be an advanced teacher and so forth. And so that money is can also be used for staff development to train the the MCLs once they're hired because it's going to be very different than just running their own classroom. And we we know from looking at the history of instructional coaching that it's one thing to be able to make magic with test scores in your classroom by yourself. When you're tasked with going out and making that happen with other adults it's different. >> [laughter] >> And so we're going to have to determine the best people. So
019we're going to train them well before we send them out there and and we will have some time to train them in the spring if we're approved. And then also we can train anybody else that might be involved in the ATR work at the school, principals and elementary schools sometimes you have to have specialized TAs. I don't have time to talk about that today so that you can create a schedule where that MC L is able to leave their classroom and get up and down the hall. So you hire some specialized TAs and that would be a great TA retention tool because that TA can also make an extra bonus. And so in other districts where they're doing this really well, those TAs are then getting into the TA to teacher program and then they're
020coming in and making a rockstar teacher because they were they had all that extra experience teaching when they were an assistant with the best teacher in the on the hall. Right? So the approved proposals will be announced around October 15th. And so that's when they will say who was approved for this school year and I hope it will be Harnett County. We're going to do the best we're going to work really hard to put to submit a top notch proposal. And if we're approved then we're going to spend the spring of 2027 working determining which schools we're going to pilot this in, hiring the ATRs and training them so that we can begin for the 2027-2028 school year with this model. Okay? And I already talked about the rubric that we're building that will help
021us determine which schools are ready for ATR. Let me see if there's anything that I forgot in my notes. So I do have one thing. The um if if we're accepted we'll be funded for three years. And then we might be able to extend for an additional three. We don't know yet. Tom Tomberlin is talking to the attorney up there to see if we're eligible for for that that additional three years. But nobody can be funded for the central office work beyond six years. After that you'll be on your own but the state will still pay the sub the $10,000 supplements for the MCLs beyond that indefinitely as long as you're in good graces with Leah Sutton and them who run this at DPI. They'll evaluate your program from time to time and if they
022perceive that you're doing a good job with it they'll keep paying those $10,000 teacher bonuses. So from my vantage point this is just money sitting on the table >> [laughter] >> that we need to take advantage of for our teachers. Did y'all have any questions for me today? It's a very complex thing. I have done my my best to to [clears throat] give it to you in like a a short window of time. We've gone to probably about six or seven or maybe up to eight information sessions and we're still trying to piece it together because the information sessions the information is not presented in a linear fashion at all. It's just snapshots of here's a school that's doing this well. They come up and talk about it and so we've been taking notes and
023trying to put it together. But do y'all have any questions? I'll be quiet. Are there questions for Mr. Griffin? Mr. Chairman I have a question. >> Yes, sir. Um thank you for your presentation this morning and I'm really really encouraged by this. >> Oh, great. Mr. Weeks at Coats-Erwin actually already has some sort of a variation of this in place and he has hallway leads Mhm. with each of his sixth grade hall, seventh grade hall, eighth grade hall to get information out and so it's kind of going hand in hand to me with with what he's doing. Mhm. So this is this is exciting. I wrote down MCLs versus instructional coaches. Is it kind of going to compound on on our instructional coaches because if I'm not mistaken our instructional coaches should be modeling lessons
024and doing exactly what you described as a as a NCL an MCL. So the difference between a MCL and instructional coaches that the MCL will have a schedule that says on Tuesday you're in Miss so and so's classroom. That's where you're supposed to be. With instructional coaches it's a little more like you know, I don't have that. I might be here on Monday or I might be there. You know, so there is more accountability for being in a certain place and doing a certain thing at that time. Sure. Um I would not be surprised if some instructional coaches did not apply for this because of the $10,000. Mr. Pearson, would you like to speak on >> Yeah, I'll just add as well. I think if you go back to his picture that he had at
025the beginning where one principal is responsible for somewhere is 100 staff. It's similar for an instructional coach in a large building that instructional coach is trying to support 50, 60, 70 classroom teachers. So this would be an opportunity to then kind of intensely support five or six teachers strategically. >> It could be our instructional coaches coming alongside of our MCLs to build on everything that >> That's right. Yeah, we're multiplying kind of that impact and it's and the school we visited I one thing that stood out to me we saw the teacher who was he was probably in his 50s. This was his first year in education from a career somewhere else. Um but it was a very impressive to see where this individual was in their you know, middle of their first year teaching
026um never being a teacher before because of the support they had gotten shoulder to shoulder with this MCL all year long. And I think Mr. Matthews and I were in a session back in the fall that really just hammers back to the fact that it's a very overwhelming task when you have so many people you're trying to help the principal and instructional coach but this kind of drills down to a small group of folks that the MCL is responsible for and trying to create model something that's more like what you see in management and other industries besides education where it's a little bit behind there. Okay. And my last question, I saw on one of your slides it said up to $10,000 Uh-huh. but then you said $10,000. Is it up to or is it
027the the whole amount? >> We would do 10,000 in our proposal for sure. Okay. Thank you. Yes, sir. Anybody else? DPI is the final approving authority on this. Yeah, Best NC is highly invested in it. They're a an organization of business leaders that have a real heavy hand in this but I think a DPI would approve our final authority. >> Yeah, I think so. Because I noticed by your map up there a lot of counties quite recently have been coastal counties. Uh-huh. So what approved for Yes, I don't know what I don't know why some are making the the cut and others are not but we're going to try to cover all our bases and there are some webinars that I'm going to be attending soon that are supposed to help us write a better
028proposal. And so we're going to and I've been talking to Leah closely cuz that I am very passionate about this. I really hope that we can get this going. Sooner the better. Yes, sir. See it. I'm excited about this too. This gives us lots of opportunities but can we get a copy of your PowerPoint? >> Yeah, absolutely. >> Okay, thank you. Yes, ma'am. Any other questions for Mr. Griffin? I did have some questions Mr. Griffin but you did such a good job of answering them all in your presentation I don't have to ask but I think this does [clears throat] have a lot of merit and a lot of potential so like Miss Gainey requested if we could get a copy of this and I'd like to study it a little bit further but I
029too am excited about it. I think it has great potential. So thank you for an excellent presentation. >> Thank you for letting me be here. Okay, moving along out to the discussion items we'll begin we have two this morning and our first one is the dual language program and that'll be Mr. Chris Pearson and Mr. Ashley Porter. Thank you Chairman Powell, members of the board. Wanted to come to you today as you all know we've had this kind of ongoing conversation with dual language and the C&I team was kind of studying you know, the needs and the impact of this program for the last year or so. As you know, I came into this role on March 1st so kind of catching up on a little bit of the work that they've been doing and
030and I've asked Mr. Porter to spend some time with us this morning to to kind of help us with some of the background data so that you guys would have all of that information that they've been studying over the last year. Before I turn over to him I'll just kind of mention when we talk about this consolidation this is something that we do frequently with any program that we have that is extending beyond the state required curriculum. So we have to evaluate programs and their academic impact, their sustainability, their staffing, their student interest and so this consolidation is in alignment with some other program changes that we have made in the past. Some examples there first example I give you there that one impacts me specifically. Um discrete math is a fourth math option that
031we've offered high school students for quite a while. My son took it as a senior as his fourth math. My daughter is getting ready to be a senior and they don't offer that anymore. So it's now she's having to explore what are her other options for fourth math. Um the fire academy that we had at Western Harnett High School it was you know, functioned for several years. We ran into issues with certifications and staffing and student numbers so we consolidated and we now only offer the fire academy at Harnett Central High School. Students from Western Harnett High School can attend there if they would choose. Um in years past we used to have orchestra in the middle schools. Student interest waned, staffing certifications changed and so we no longer offer orchestra in the middle schools.
032So again we see this kind of ebb and flow over the years as student interest changes, staffing abilities change, things like that. And then even in an athletics perspective we do have some schools that are not able to field specific teams cuz there's not enough student interest. Certainly we know that any of these decisions there is a group of students interested but we don't quite cross a threshold where we can maintain that program sometimes. And so we we've even had some conversations with some of our middle schools particularly in football and softball is do we need to do consolidated middle school teams if we don't have enough numbers to field teams and and what are the logistics that look like that. So again certainly any of these programs that we talk about including the dual
033language program there are absolutely families and students that impacted by it that would want to continue but that's that hard part where we've got to make you know, those decisions that you know, we weigh all the factors and one of the factors is that we know there are some families that want to continue but we're not able to sustain it based on the other resources. So that's kind of the background as to how it compares to others and as I said Mr. Porter was kind of been involved in this work over the last several months prior to my coming to the role so I asked him to kind of share some of the data points with you. Thank you Mr. Pearson. Good morning Chairman Powell, members of the board, Mr. Matthews. The dual language program
034in its emphasis was always designed to accelerate academic achievement and from the very beginning that was students who were already proficient or near proficient in English when they enter schools. Um at times there were some EL English learner students who were not receiving direct EL services that were placed in the program and I'll talk a little bit about that later on just to differentiate between EL students and how we serve those students through our dual immersion program and the dual language program. But again the emphasis was always on advanced academic learning in hopes of having students progress beyond grade level expectations. Um so talking a little bit about the differentiation between dual immersion and dual language. Dual immersion was always has been and continues to be designed to support students in acquiring English proficiency and
035this is done mainly through a separate dedicated EL program through certified EL teachers delivering services through a specialized curriculum for those EL students much different than the dual language program. And we have always maintained this very separate distinction through the beginning of the dual language program through today and this has been noted in communication throughout the years. Um so again just before we move forward to make sure that there is a clear baseline of understanding dual language for acceleration is us taking strong students and pushing them further both academically and bilingually while dual immersion is helping students learn English while keeping their first language mostly Spanish strong. And our attempt has always been in the dual language program dual language for acceleration but you will see as we proceed through the presentation enrollment trends shifted
036away from that intent. Um when Bricky Ferguson in her role as assistant superintendent of curriculum and instruction tasked the C&I department at looking at the dual language program to make sure it was meeting needs we saw two major concerns that we will share with you now. The first was enrollment trends. Um for example we saw a cohort of 48 students that began the program in kindergarten whittled down to 27 students in the fifth grade and so that was a 45% decrease in enrollment throughout the elementary grade span. So what you had as starting as two full classrooms was eventually [clears throat] decimated down to only one and we had to run that program on an AB schedule. And obviously, asking a teacher to teach a program on an AB schedule creates challenges both instructionally and
037from a personnel perspective. We've also seen district-wide throughout Harnett County schools significant numbers of students not complete the program through all 6 years of elementary school. And so, this leaves one of two issues, both problematic, of either backfilling seats with students that the program was not originally designed for, or simply impacting class sizes as we showed in the cohort example. The other main concern that we see is performance data. Obviously, we all value the language acquisition that the dual language program can offer students, but our ultimate responsibility as a school district is to increase student achievement. And we believe these changes will have a positive impact on student achievement. Again, when Mrs. Ferguson asked the C&I department to look at the program in a holistic approach, we saw, after doing a statistical disaggregation analysis over
038a longitudinal period of time, we looked at 3 years of data because we felt strongly we cannot go off of one single year of data and make a decision regarding a program such as this. And so, we looked at 2022-23 data, 2023-24 data, and 2024-25 data. And in the K-2 grades, we used Istation end of year assessment measures. And in third, fourth, and fifth, we used end of grade EOG measures. In the schools that we are proposing to remove the program, 70% of dual language classrooms were performing below district averages in academic proficiency. However, the schools that we are proposing to keep the program in place because again, we value the program and know it can do good work if used with fidelity, only 16% of those classrooms were performing lower than the district averages.
039We know that school district third grade reading proficiency is a key indicator of future academic success. And Coats, or at Coats rather, when we looked at the data, 70% of EL students in kindergarten through third grade were in the dual language program. And again, as we shared earlier in the presentation, our intent has always been to maintain a very distinct separation between dual immersion, making sure that those EL students are served through a separate holistic program for themselves, and the dual language program. And so, having 70% of EL students in the program already was problematic. But when we looked at the disaggregated results of their academic success on EOGs, less than 5% of those EL students were demonstrating grade level proficiency at the third grade on the English language arts end of grade assessment. Meanwhile,
040when we examined Dunn, only 42% of EL students were in the dual language program, and 31.5% of EL students were proficient on that same ELA EOG. Just as a reference point, 27.4% of EL students district-wide are proficient on third grade EOG ELA EOGs. And so again, if you'll look at Coats, 5%, far less than the district average. Dunn Elementary with our EL program in the dual immersion program, 31.5%, so above the district average. Also, we know that it has middle school impacts as well once they leave the elementary grade span. 87%, almost 88% of eighth grade students met standards for Spanish language acquisition. And when these families entered the program 8 years ago, dual language for acceleration was the true emphasis as we intended it to be. District-wide, only 49 students of the hundreds, literally
041hundreds, who initially began the program completed it and attempted to meet those acquisition standards. And again, this number reinforces the declining participation and speaks to those earlier programs about the AB schedule and those other issues that we discussed earlier in the presentation. So, we believe that dual language for acceleration can be a very beneficial program for students who are at or above proficiency in English language. We know that the dual language program is valuable, and when used with fidelity, can meet our students' need and help them succeed and reach and surpass their academic potential. And so, in order to continue to offer that program as originally intended many years ago, consolidation will allow those enrollment numbers to stabilize. And academic success obviously requires different support for each student. So, for dual language for acceleration, it
042can and is supporting students who are at or near proficiency. But for those students who are further from proficiency, we see that it is not supporting and helping them meet their academic needs. Thank you, Mr. Porter, for sharing that, and certainly we take any time for any questions that you all may have. Are there questions for you, Mr. Pearson and Mr. Porter? Ms. Gainey. Just Can we get a copy of that? Yes, ma'am. And Ms. Gainey, you had asked last time about the middle school proficiency, and so that's where that that number came from there, that a large percentage who take it are proficient. However, only 49 students district-wide progress to that level, yeah. Are there any other questions? Thank you, Mr. Porter. >> Thank you. Next on our discussion items, we'll go back to
043Mr. Pearson for the Ored timeline. Thank you, Chair Powell, members of the board. Ms. Byrd is pulling up a presentation here in relation to some of our work we need to begin with future attendance zone planning. And so, as we are working towards opening of Flatwoods Middle School in the fall of 2027, and then Highland High School in the fall of 2029, we need to start having the conversation around attendance zone and the work that needs to happen for that. So, I want to kind of present you with the thoughts that we have and the timeline, and then also get some questions and some priorities from you all. So, we will work with ITRE. You all know this probably mostly from the Ored group that is part of that. So, Ored does a little bit
044of the attendance lines and those kind of things, and School Camp does some of the analytics support and engagement support. So, through this group that again, I I consistently refer to them as Ored and they correct me, they provide the kind of the full package. And we did have this quoted out by a couple of different entities and felt like they were our best group. We have successfully used them in the past and have been happy with what we've gotten from them. And as I shared with you a few board meetings ago, our last projection numbers were based on 2022 residential plans, and that means that they those numbers had to begin to be pulled probably a year prior to 2022, and certainly that was coming out of COVID, and we know significant residential shift
045that has occurred since that time. So, updated numbers were a key part in in this work that we need to do. So, this planning will kind of offer a wide range of services. And as I talked with them, I tried to pair out what we really needed and what we would do ourselves. So, they will provide us with a 10-year enrollment forecast, so update to that that we have had again, that is kind of some older numbers to help long-range planning. Facility capacity study is something we're going to do in-house. We have a decent baseline on that, and we've done a few additions on some buildings over the last few years, a little bit of hut mobility based on some needs, but we feel like we can handle the facility capacity study in-house to save
046some money there. They will be a heavy part of our community engagement events. And so, they will provide this to us both engagement with with the board, so they will specifically be here with you all to identify priorities and things like that. They will conduct community surveys and sessions for feedback from the community to get an idea of what the community is is seeking and provide us the feedback on that. And then they'll present us with multiple proposals and opportunities for the community to provide feedback on those. So, they'll do a lot of that and have done that in many, many districts, and so I think that community engagement piece is going to be really important to this work as as I will share here in a few minutes. Boundary optimization, this is really the
047heart of the work. It is here are our suggested boundary lines for your schools based on your classroom capacities, your houses that are coming, and those types of things. They will provide us multiple scenarios for this. Again, three of them, and they will have some conversations with the board prior to to identify your priorities so that ideally those three boundary lines options line up with your priorities. Things that could be priorities are things like, do we want to reduce bus travel time, or are we more concerned about maintaining historic lines and things like that? And so, they'll they'll get that feedback, we'll work through that together to come up with those scenarios. The timeline will begin this summer. And so, once we kind of give them the the launch, they will begin this summer doing
048some data collection from the county land planning, from the GIS side, working on, you know, residential permitting and long-range planning of neighborhoods. And they will begin interviews with you all as well, as I said, to discuss those priorities, and also include cabinet and some school principals to kind of talk through enrollment trends that we see and things like that. And then month one, ADM numbers for us that will come in August, and that will kind of be the the starting point for here's how many students we need to accommodate for as we're making this plan. Through September, they'll continue to collect information and then start get public feedback on public priorities, do some more planning on the capacity of current buildings, and generate out of capacity table. That out of capacity table, we do have
049again one that's a little bit older and based on a lot of huts and things like that. And so as we're having these discussions about priorities, those, you know, huts and and and bus travel times become really an impetus for where where is our capacity balance that we want to make sure we have. So that'll be kind of in the fall of next year. We'll move then into their presentation in October of enrollment forecasting and again some additional community engagement before they go to build their ideal scenarios. They want to get feedback from us and the community. They will build out these scenarios kind of in November, December time range with the idea of coming back to you all in January of 2027 to present the various scenarios and start to get feedback on the
050scenarios from the community. All of that aligns with an idea that we would open Flatwoods Middle School in August of 2027. So if they're able to present these scenarios to you all in January, we have some time to get some feedback. Ideally, we're talking about late February early March that we're able to indicate to families, "Hey, your student will attend Flatwoods Middle School when the new school year begins." We think we want to you know make sure we give out multiple months of notice for families that will be impacted by that. And then also have the conversations, you know, are we going to start with all 6th, 7th, and 8th grade there? Do we want to just start with 6th and 7th and let it fill that way? That's a that's a model that is
051used on occasion. And so working backwards from this summer is why this timeline is in place to hopefully by about February of 2027 let families know who will attend Flatwoods Middle School in August of 2027, which when we talk about it sounds like it's far out, but it actually is is not that far off. So So considerations for you all to begin kind of thinking through and certainly we can discuss these today or you can just kind of have them to to certainly take with you as as we begin this process. What is that timeline that I was uh speaking to? You know, it it is February um you know, a timeline we want to really stick to? Are we okay to to push that a little because I need to give them that deadline
052to work backwards from to make sure all this work is done in time for that. Certainly this, you know, these approval of any sort of boundary lines will take you all in in in a meeting approving that. And so kind of what time frame would you like to vote on the the plan that's presented so we can start to notify families. And of course obviously in the midst of that we'll also be talking about a principal for that school and and all of those components as well. One of the big considerations to think through is do we want to go ahead and work on lines for Flatwoods Middle School and Highland High School at the same time? We know that Highland High School is is moving forward. The goal is August of 2029. We're working
053backwards from that. And so when you have a new high school that's going to have new attendance lines do we feel like while they're in district, while we're doing community engagement we might as well take care of both of these schools go ahead and advertise to families in February of 2027 that in August of 2029 you will attend Highland High School instead of whatever high school you are currently zoned for. Again, that's a you know, a two-year lead time, but I think for a high school attendance zone um I think a lot of families would certainly you know, appreciate that cuz I I know that there are a lot of you know, strong feelings and and really good history of our high schools in our district. You have multiple high schools that are 50 years
054old that have multiple generations of students who have attended them. And so a lot of those considerations as we talk in the high school lines that we need to take into account. So definitely would look for some feedback from you all there if you'd like to to complete both of these attendance line scenarios at the same time and present them to the public or if we'd like to just concentrate on Flatwoods and then turn around and you know, in 12 months or so later do the same work related to Highland. Certainly ORED and our folks can can handle the work in either structure. It's really about the you know, what you all have an appetite for and what you feel like the you know, constituents would really take take the best to. And then the
055questions um you know, that that certainly we can talk through today if you if you have or again just for you to think through do you already know your priorities or specific guidelines that you want me to share on the front end of this process? Are there things you want me to go ahead and let ORED know you know, very committed to this being a priority. Again, is that elimination of huts? Is that reduction of you know bus travel time? Is that you know, capacity using using every building as close to full capacity versus having some buildings under capacity and some buildings over capacity. And then other questions you have as we begin the work, things that you want to make sure that that we're studying and and knowing. So I'll pause here for a
056moment for certainly those two questions, but also any others that are related to this work. Are there any questions for Mr. Pearson? Mr. Chairman. Yes, sir. Mr. Bakke. So I think putting both schools together would be the most beneficial, cost-effective time-effective all of the above and that's barring any unforeseen circumstances such as a base realignment. So unless something crazy happens um to the areas that's that's going to be impacted by the opening of these two schools. I think doing them together um would make the most sense. Uh as any concerns go um I think after we get the the segmented maps and see how many people are in each um each particular area and whenever we start looking and going through and segmenting um boundary lines and what have you. Uh I think that's a
057time that we can look at available classroom space but at the same time of looking at class available classroom space um having public comment periods or public hearings on those um because I know in in my time serving on a redistricting committee it was uh it was very tough with some communities in the in the county that held very near and dear uh their schools. So I think we just need to to do a careful balance of just play a a good balancing act between everything. Obviously, we want to to use our buildings as much as we can and minimize bus travel as much as we can, but we still want them to to honor those those histories and traditions as well as >> [clears throat] >> any kind of family significance a school may
058have to a to a family. No, I I agree. I think the one of the strengths of our county is the fact that multiple families generations have attended schools and been part of those communities. And so um it brings great positives in the support the school gets and then unique challenges when we start talking about districts. So I I would I would agree there. Are [clears throat] there other questions for Mr. Pearson? Mr. Godfrey. Mr. Pearson, I I think I agree with Mr. Bond that we should do both of them at the same time. And you know, especially out in my area you know how it is because you were out there. People get used to having their family at a certain school and it's kind of hard to think about the process of taking
059them away sending them to another area, you know. But we've got we've got to look whether we like it or not cuts are coming. And there's nothing we can do about it. And we've got to seriously look at that, especially the bus transportation. As much as it costs to pay the drivers and for the fuel and the maintenance and everything. I mean I hate it, but we're going to have to find cost-cutting effective measures that we where we can look. Because we haven't even got a budget yet. You know, don't know when we're going to get one. Uh fan money is tight. Uh we just don't know what's down the horizon. So we're going to have to be looking to scrap whatever we don't need. Scrap whatever we can do without. Okay. Are there other
060questions? One question I have, Mr. Pearson, to the I tree is that correct? That's right. I tree, I don't know how to pronounce I T R E, whatever you pronounce it. Is that a is that based uh by North Carolina State University? >> Yeah. Or is that like like says ORED and what's the other school camp? >> School camp. Are they all I mean is the I T R E, is that >> I I think they are all tied together. They are NC State definitely kind of oversees the multiple components of it. They're housed up there on their campus, but the relationship of does NC State oversee them? I'm not sure, but they are they are as close connection and they are so for instance one of the other groups we interviewed was Carolina Demography
061that's based out of UNC Chapel Hill. So there are multiple kind of these demographics groups that are there and this one is based out of NC State. So then you we'd used ORED previously >> That's right. prior reassignment. >> That's >> right. Yeah, I think this school campus is just a newer newer component that some folks are more assigned on the community engagement side. Um and in the past maybe when we did enrollment forecast, we didn't have as much of the community engagement. But now that we're doing a redistricting and new lines for new schools, we're bringing that piece in. Okay, thank you. >> Yep. Mr. Abate. So, I believe it's with ITRE. They it's a component of NC State that handles um transportation um research and just everything numbers for uh North Carolina I'd
062say public everything basically cuz they have a aviation division and that's where I do my aviation training through is through NC State's ITRE program. Okay, good. Okay. Thank you very much, Mr. Abate. >> Moving along now to our consent agenda, I will entertain a motion. Motion to approve, Mr. Chairman. Second. Have a motion and a second. Consent agenda, chairman votes aye. >> Abate, aye. >> Ganey, aye. Guthrie, aye. Hearing no nay votes, the motion is approved. Moving along now to our action items and our first action item for consideration is to review and consider approval of the 2026-2027 local appropriations and facility needs funding request. Mr. Matthews and Mr. Cox. Thank you, Mr. Chairman and members of board. I we course mentioned and talked about we were in the development of a proposed budget to
063present to the county commissioners and have course asked for y'alls input in developing that and we have brought that to you this morning and I will turn it over to Mr. Cox to walk you through that a little bit. Thank you, Mr. [clears throat] Matthews. We did uh bring kind of a draft um uh to the board. I believe it was last month and talked about some of the priorities. The draft is very similar. We we've modified a few things, but I'll just kind of walk down the request with you that you have there. Um this year uh the county commissioners funded 39,995,293 uh for our operations. Um as you know, we lost a couple years ago nearly $6 million in low wealth funding from the state. Uh the commissioners uh for the last 2
064years have put in a contingency item of 5.5 million of that nearly 6 million um in case we needed it. Last year we needed uh I believe I requested 5.3 of the 5.5. Um it's looking like I'm going to need to go back and request the full 5.5 this year. I'm still doing projections on that to find out how we're going to be. So, this shows uh this year's uh full current funding amount and the contingency of 5.5. I did meet with the county uh week or two ago. Um and I did share with them the planning from DPI. I'm just going to say planning. This is if everything stays the way it is and we don't have a budget, if they don't change cuts to low wealth funding they're anticipating us getting about a
065million and a half of that money back. Um so, the county's already looking at reducing that contingency amount down about 4 million for us, but I still put the full amount in here for our request to them. Um again, this is the superintendent's recommended budget to you. After we go through it, um you'll make the determination if you want to accept everything as recommended or if you want to make any changes for it to become the board's budget that we will present to the county commissioners at that joint meeting on May 4th. Um so, the top part is our current amount um that we received or will be receiving. The second part is our expansion request. The first item you see there is the increased base allotment to cover charter schools at 1.149 million dollars.
066This is based on projected uh new students at 308 students um for a total uh new projected uh enrollment of Harnett County residents who attend a charter school would be 25 just over 2500. Um we have to give the charter schools the same per pupil that the county gives us for students who are attending Harnett County schools. Um so, that's where that number comes from. The increase is based on a 14% increase, which has been the average of increase for charter schools for the last four to five years. So, that's where those numbers come from on that. And I've broken it out a little bit further in my meeting with the uh um county finance staff. They asked if we could put some more concrete numbers so they would know like that 308 increase of
067the 2500 students so they'll know really what we're requesting and what kind of what it's based on. So, I've done that there. We talked about uh two new uh positions, a safety and security position and a curriculum position. Um their average uh for those two positions 90,000, which is 180,000. Uh the next item down is to increase our uh teacher educator or local supplements. Currently, um our teachers are at 12% supplement. Uh this will increase the supplement to 15%. Uh it's also based on a 4% estimated salary increase for those teachers. So, I factored in that 15% and a 4% salary increase. Um that the state may give, they may not, we don't know. I'm just estimating that they're going to give something in that 4% there. So, that's the $4 million cost increase from
06812% to 15%. The next item you see there is to increase our school based administrators, our principals and assistant principals. Right now, they are on the old dollar um uh supplement amount. They did not move to a percent this year. So, this would allow the principals and assistant principals to move to that same percent, 15%, that our teachers are getting. Um we currently have 73 um school based administrators. That's a cost of $545,779. Uh the next item you see there is to increase employer paid benefits. This is based on um an estimated uh salary increase for our classified staff of 3%. Again, we don't have a budget. I'm we're just using a number here what they may do. Um and same thing for retirement um and health insurance cost uh paying those uh locally paid
069folks, increasing that retirement hospitalization based on what the state does for the state employees. Um we've continued to see the retirement and health insurance rates increase year over year. Um we got 105 locally paid classified staff. So, that's a cost of $415,990 uh $977. The next item you see there is uh master's [snorts] pay. And I believe don't quote me on this. I believe it was 2014 or it was 2013 or 2014, the state eliminated master's pay um any new master's pay for those people who currently had a master's degree and had been being paid on the master salary schedule. Um they were grandfathered in and continued to receive master's pay. Um this is for anyone who received a master's degree after 2014 that the state does not honor. Um we have uh I believe
07090 uh folks in this category. Um this will cover master's pay for them locally as well as the cost of the additional FICA and retirement um for that. That's $552,646 to honor master's pay for those folks who aren't currently receiving it from the state. Uh the next item you see there is uh a supplement for our classified staff, a one-time uh supplement uh for our 922 classified staff um that we have that receive no type of additional supplement for the work they do. This is cost of $1.2 million. It'll provide that $1,000 supplement to all those staff including the FICA and the retirement associated with that. Um one-time uh supplement one-time annual supplement that we're requesting there. And the last item for expansion you see is supplements for our directors. Currently, um the directors do
071not receive a supplement. They they have a a scale that they're paid on. Um the 7.5% supplement that we're requesting for our 19 directors um kind of incentivize when we have openings for uh directors. Right now, the way that uh pay is structured for principals, um there's not a whole lot of incentive salary wise for a principal to move into a uh central office director role. This will help incentivize um those directors by offering a supplement to give them a little increase um to move into a uh um district level uh director role and uh out of the building there. That's a cost of $215,791. So, our expansion item request recommended by the superintendent is $8,283,086. Those are our expansion items for for current operations. The next items you'll see there are all related to
072capital outlay. Um the first item you see there uh our current projects or excuse me, they are not current projects. They are uh tier one projects that the board um in the past has anticipated uh needing in the next 1 to 2 years. That's $110 million. Uh items there and you'll see that on the school facility needs request that you have as a second document and they're broken out there. Um I will I mentioned those which is um the new uh school transportation facility, the uh CTE high school um in partnership with uh Central Carolina Community College, Triton High School auxiliary gym, and replacement of uh school for Buies Creek Elementary make up those tier one projects for that $110 million listed there. The next items I'm not going to go through each one of
073them, but uh in category one, they're facility needs. Um we currently get or we have been getting a million and 21,000 dollars for these items. This breaks out the need just to show the commissioners what our needs are uh for uh facility maintenance um broken down there by category. When you combine that 1.2 million, almost 1.3 million with the tier one uh immediate need, one to two year immediate need, uh capital outlay request, that's $111,678,352. The next uh category you see there is capital outlay equipment. We got several items listed there. Again, I won't go through each one of them. It's $133,279. These typically come out of that million in 20 I think it's million 21,000 that the county gives us in capital outlay as well. And the same thing for that category three vehicles
074showing a need of 789,924 for replacement of vehicles, couple activity buses, different things that our uh departments have requested. Um again, they all come out of that million 21,000, so we have to prioritize what we can do out of that million 21. That's not to say that's all that the county will give us. That's what we have historically gotten from them and this shows what our needs are to the county as they can consider um the requests there. Um so again, current expansion request $8,283,086. Um current expansion and uh capital uh 48 million 278,379 and total capital outlay um 112,601,555 dollars. That's the uh superintendent's recommended budget. I'll just talk briefly about the school facilities needs. This is showing the uh commissioners um what our school facility needs are. Um this isn't necessarily asking them
075to fund these right now, but it is showing them the needs so they can have it for planning purposes um and have conversations on what they can um fund in the short or long term. Current ongoing projects are Flatwood Middle School uh just over 85 million, um Harnett High School that Mr. Pearson mentioned uh uh a little earlier, estimated 140 million um project costs there and ongoing school nutrition freezer cooler project um to prevent us having to rent uh uh storage space off site and bring that back here locally, um $4.2 million. I've already mentioned the tier one projects, won't go over those again. Tier two projects within 3 to 4 years, a Lafayette year round school gym renovations at a million dollars, and then some additional renovations um at Harnett uh Central High School,
076Triton High School, Western Harnett. Um don't have costs on those at this time, but know that there are renovations uh needed in the near term for those. And tier three projects are 5 to 6 years out. Um a northern or northwest Harnett area area elementary school, 45 million. Uh that same area, Northwest Harnett Middle School, we do have the land for that right now. The school itself would be estimated 85 million. Uh southwest area uh NC 87 uh corridor elementary school at 45 million, and then uh possible renovations at North Harnett Primary to be determined. And then longer term um is the Western Harnett area middle school, and then other school renovations as um determined. So that's the uh superintendent's recommended budget um and the school facility needs. Happy to have you uh take the
077recommend school's recommended or superintendent's recommended budget to make it become your budget. Any changes, additions, modifications um to the recommended budget to become your budget, happy to uh make those changes, entertain those, or however you uh choose to proceed at this time with the uh local budget so we can uh have that to present to the commissioners um on May 4th. Okay. Are there questions from Mr. Cothran or Mr. Matthews? Mr. Chairman, I have a number of comments and questions. Okay, you can go right ahead. Thank you. Um first of all um in 3 years of being on the board now um as I'm into my my fourth year I feel like this budget does the most for our teachers, our staff, our administrators, just everyone across the board that we've had since I've been
078here. And I am incredibly grateful for everything that you all included in this request. And just thank you for all of your diligence and hard work on it. Um I think 15% puts us more than competitive with our surrounding counties. As we've already seen [clears throat] um in just this school year our vacancies are lower. Um Miss Thompson and her her staff have done an incredible job uh recruiting and bringing in folks to fill vacancies and um I am forever grateful to our entire staff as well as our commissioners for approving the the flat 12% budget last year or supplement last year in the budget. And I would just continue to increa- uh request that they're that they go with a another 3% this year to to make that happen. Uh a couple questions for
079you. The low wealth funding uh what do we anticipate for the 2026-27 school year with their reevaluation and the um a new tax levy being put in place if is there a way that that your office can work alongside of the commissioners to come up with a a tax levy rate that would put us back into that low wealth funding? So the issue with that, certainly we we can look into it. The issue that I see with that is um the reevaluations and the tax levy rate um typically are about 2 years behind catching up, I won't say catching up with the the low wealth funding calculation. And part of that factor is what the state average tax rate is. Okay. Um so it's going to hard to project what other districts are doing, what
080their reevaluation rates are going to be, what their tax levy rates are going to be, and where that state average is going to be. That's been the key. That's the reason we draw when when the commissioners dropped the tax rate to to try to remain revenue neutral in the last property reevaluation, we fell below the state average tax rate which caused us to lose the major Now, we would have lost a little bit of money. We would have lost about a million dollars in low wealth funding. But not 6 [snorts] >> Because of because of the property reevaluation, but not 6 million. Because we fell below the average state tax rate that's why we lost the 6 million. And the current Well, I say in the current in the projected low wealth funding calculator I
081believe the average state tax rate and don't quote me on this, have to look it up, but I want to say it's like 51%. And our effective tax rate is 50 and a half percent. So we've narrowed that gap. We're almost back to the state average tax rate which would give us that money back and more. Um so e- even if the commissioners based on the reevaluation were to decrease, it'll be a couple year before it catches up with us, but I do fear that because we're our reevaluation is kind of first it's going to hit us hard before everybody else does any reevaluations before it catches back up where we'll get that money back. And so we'll be in the same situation. Now I'm not going to say if they don't do anything with
082the tax levy next year we'll catch up, but we've narrowed that gap from 54 um down to uh well, about four four percent different to about half a percent different you know over the last couple of years. So we are closing in those last ones have done those reevaluations should be hitting the calculator now. So I anticipate we'll be over the average state tax rate with nothing done next year. But certainly can have conversations and kind of figure out what any um levy or reevaluation will do. I'd have to work with DPI because they're more of the experts on that calculator than we are but that's certainly a conversation I can have to try to figure that out. Don't know that I would have an answer before it's time for the commissioners this year to
083make a decision but we can certainly look at it and long answer to to your question but want to give a want to give a little history on it you know there you know what I'm saying. Thank you. Um my last question the Harnett Early College CT High School Career Tech Center on the facility needs list um is listed at 40 million. Now my understanding is in today's current um world that's it's going to be about double that. Is this in um including I guess funding that may come from Central Carolina or other sources or So I'll defer to Mr. Pearson on that work with him on the numbers for the facilities. Yeah so um certainly school construction costs have accelerated substantially. I think the reason you see the difference here is the the needs
084of this building are very different. It's more of a linear shape it doesn't have a gym and auxiliary gym doesn't have athletic fields cafeteria some of our more high dollar items that would go into a school. Um so we kind of aligned it to like an elementary school cost in in a per square foot type range. Um because this you know this campus whereas a traditional high school we're trying to house 16 or 1700 students so if we use Highland as an example 1700 is kind of what we're building off of. We're talking more on the three or 400 range we're cutting that cost down you know to about a quarter of what it was and we're taking out some of the high end costs auditorium those types of things. So that is simply a
085ballpark but I do feel like it is closer in our line than maybe what we would win it to speak. So I think I just don't want to shoot ourselves in the foot and whatever we actually go out to do this we hit the the commissioners with hey we actually need 80 million instead of the 40 million we asked for or >> [clears throat] >> what have you and I think if we can and y'all please jump in if we could change that to say 65 would make me feel a little bit better because I I really feel like that's a a low number for us building a school for something. Yeah I certainly I'll I'll let Mr. Matthews Mr. Cox speak to that change as well. We are just at the very infancy of
086some planning meetings conversation about the program that will be there and the square footage needs to then start to extrapolate costs so we could start there and then within you know probably six six to nine months we will have some architectural kind of ballpark budgets if we do need to make a correction to bring it back down. I think it's certainly better to say hey we we got cheaper than we made needed more so. Right I I would just hate to to give this to them on May the 4th and then they get the the real sticker shock whenever we come back with a request. So Yeah no problem could certainly make that change. Are there any other questions for Mr. Cox? Mr. Cox I guess question and a comment or comment or request my
087son. First of all thank you very much and thank you Mr. Matthews for the increase in the supplements not only for the teachers but also for administrators. We want to not only recruit but also to retain the very best we want the very best in Harnett County and this is just simply another step in advancing toward that goal. And I feel that particularly with the 15% supplement that will help us once again recruit but particularly retain a lot of our good teachers who've been leaving to go to Wake County and other surrounding counties that can afford to offer and have historically offered higher supplements. So for that we thank you and we think that will that and if we possibly adopt the program Mr. Griffin presented this morning we think that'll help us go a
088long way in this retention. So thank you very much for that. One request I would have on the facilities needs list perhaps in tier three but I would request we also take a good look at a Flatwoods area elementary school. Of course that will be subject to future orient projections but I do think we need to put that on the radar as well for future needs not right now but for future needs I'd like to see that if we could. Are there any other questions or comments? If not I'll entertain a motion. Mr. Chairman I move that we approve the superintendent's budget with the associated changes of 15 million dollars in addition request for the CT High School as well as adding the tier three project of Flatwoods Middle School sorry Flatwoods Elementary School. Have
089a motion do I have a second? Have a motion and a second is there further discussion? Mr. >> So so one question you mentioned additional 15 million for uh the early college? Yes sir. He said 65 so that'd be 25 million. >> 25 million. Okay just wanted to make sure we're on the same number. Okay. >> My my apologies Mr. Chairman I would have amend my motion to an additional 25 million rather than 15 million. Thank you Mr. Cox. Okay do we have a second? Okay we have a motion and a second is there further discussion? Hearing none the chairman votes aye. >> Abbate aye. >> Ganey aye. Godfrey aye. Hearing none the ayes vote the motion carries and the budget is approved. Thank you Mr. Cox and Mr. Matthews. Next we'll have a review
090and consider approval of a calendar date change for the 2026-2027 year round academic calendar. Mr. Pearson. Thank you Chairman Powell uh members of the board. You may remember back in January we adopted a year round calendar for the 26-27 school year. Uh we had an August 6th Thursday work day in anticipation of convocation. Historically we had tried to have convocation on a Thursday based on availability of Campbell's facility and speakers we have uh scheduled convocation for the 7th instead of the 6th. So just a request to you all to change that work day there from the 6th to the 7th so that our year round school may attend convocation with all the traditional schools uh being that this is a calendar change it needs your approval. Okay I'll entertain a motion. Mr. Chairman I move
091that we approve the adjustment to the mandatory teacher work day for the year round calendar excuse me moving it from August 6th to August 7th to allow year round school staff the opportunity to attend convocation at school in Second. We have a motion and a second is there additional discussion? Hearing none the chairman votes aye. >> Abbate aye. >> Ganey aye. Godfrey aye. Hearing none the ayes vote the motion carries. Thank you Mr. Pearson. I will entertain a motion. Mr. Chairman I move that we go into closed session pursuant to General Statute 143-318-11 A1 A3 and A6 to prevent the disclosure of confidential personnel files under GS 115C-321 to consider matters relating to initial and initial employment of an individual employee and to consult with the board's attorney in order to preserve the attorney-client privilege.
092Second. We have a motion and a second. Chairman votes aye. >> Abbate aye. >> Ganey aye. Godfrey aye. Hearing none the ayes vote the motion carries. We are now in closed session. >> Mhm. >> Uh and our last item on the agenda is our action from closed session. Uh that's review and consider approval of personnel items discussed in closed session. Mr. Matthews. Uh Mr. Chairman, members of the board, I would recommend approval of the administrative uh renewal contracts for our assistant principals, principals, and directors that were discussed in closed session today. I'll entertain a motion. Mr. Chairman, I'll make a motion that we accept Mr. Matthews' proposal for the extension of contracts with assistant principals and principals in Hart County. We have a motion and a second. Is there additional discussion? Just a point of
093information, does that include directors? Yes. Okay. Yes, it did. Okay. Chairman votes I. I'll vote say I. Gainey, I. North route, I. Errol, I. Hearing no nay votes, the motion carries. Is there anything else, Mr. Matthews? That will do it, Mr. Chairman. Anything else from the board? Motion to adjourn, Mr. Chairman. Have a motion and a second. All in favor say I, please. I. We are adjourned. Thank you.