School Board Work Session: 6-3-26

001Good afternoon. Welcome to the work session for June 3rd, 2026. Quorum is present. Uh, well, school board members, here we are at the end of the school year. You look good. >> Thank you. >> You look good. >> what we've been through. >> Right. >> Exactly. Well, we have a packed agenda today, so I'm not going to hold up too much time. I'm going to turn it over to Dr. Rose. >> Roll call. Oh, I'm sorry. >> Let's see. >> Here. >> De Calogero. >> Here. >> Martin. Martin. >> Oh, present. >> Paulson. >> Present. >> Slaughter. >> Present. >> Thomas. And Buffalo. >> Here. >> I'll hand it over to >> Okay, with Ms. Buffalo and the rest of the board as anxious as they are, we will start. Ms. Segarra D will kick

002us off as we discuss board goal two and intermeasures 2.1. >> With her new haircut. I like it. >> someone notices. >> Yeah. >> Did I get somebody in trouble? >> Somebody that I meet with probably daily. >> Uh-oh. >> Didn't know. >> That's okay. >> I'd like to point out that my husband never notices, so >> My husband noticed, which is not normal, but yeah. >> It's a nice >> Yeah, it's a pretty >> It's very cuz we were just talking about it over here, so that's why it's one of these ones. >> Thank you. >> You're welcome. >> All right, so we are going to talk about 2.1. Let me get that pulled up here. I'm going to pull us down to the graphs or the chart, sorry. Up here at the chart

003as we talk through. All right, so good afternoon, Chairwoman Buffalo, Vice Chair De Calogero, Superintendent Rose, colleagues, and community members. I'm here today to review the spring interim measure for 2.1, which monitors the Virginia Language and Literacy Screener System, most often referred to as VALS. The spring outcomes for first and second grade is what we're going to go through. As a quick reminder, VALS reports on early literacy of students in either a low, moderate, or high risk performance band. In interim measure 2.1 that we're talking about today, the focus is on reducing the percentage of the high risk performance band. The key takeaways from the data are that first, both first and second grade students increased the percentage of students in the high risk performance band from the winter administration to spring. For first grade,

004the percentage went from 30.7% to 33.9% and for second grade, it went from 28% to 30.5%. However, though, when we compare the same point last to last year, there are more students in the low risk band, which is good cuz that means they're moving up and less in the high risk band at the same time of year for both grade levels. Second, even though there was an increase of high risk students in second grade, we remain below the spring target, meaning we met our target for second grade. Third, the analysis indicates many students are performing in the upper end of the high risk band rather than the most intensive range. This suggests students continue to need supports, but they are demonstrating literacy growth. Additionally, VALS expectations throughout the year, meaning some students showed growth, but

005did not grow at a rate that is sufficient enough to keep up with the pace of the spring performance expectations. In response to the data, the English office will continue with structured and focused professional training through the summer and beyond about using and monitoring evidence-based on instructional practices and interventions in early literacy instruction, all under the guidelines of the Virginia Literacy Act or what we may hear of as the VLA. Additionally, our analysis does not indicate that any specific literacy resource intervention or strategy is ineffective. Year-over-year growth in early literacy outcomes and reductions in the lowest range of the high-risk band suggests that current supports are contributing to student progress. Student groups generally demonstrate the same overall pattern as the division as a whole. However, achievement gaps remain and will continue to be the focus

006of our work. In closing, this data will continue to be analyzed by the English English office title one staff and school leaders to better understand instructional strengths and needs in early literacy. Thank you and I'm now ready to take any questions. >> The board members who've heard the report, are there any questions? See none. Oh. >> Sorry, I was >> Bassing >> Give us time >> for others to chime in. Um So first, thank you for the thorough um explanation to the questions that I submitted. I don't have as many as a result of that, but I do have some follow-up questions. Um starting with what you just described um in terms of strategies and resources that are supporting our students. And if I heard you correctly, you feel like that is what what our

007current resources and strategies are leading to that progress that's being made. Is there anything that you feel could be enhanced to accelerate the progress like of those that we are that we do have in place that's working well that we can accelerate to >> Well, and I think and just from talking to Miss Nash, she was not able to be here this afternoon, but who's our um elementary senior coordinator for literacy, um she's mentioned, you know, being able to fill there's somewhere there's been some spots for the early literacy tutors. So, being able There's some vacancies there in those things. So, really being able to fill those spots to keep moving that forward um in that way. >> Okay. And are those spots um spots that uh have been have been vacant for some time

008or these new vacancies or long-existing vacancies? >> These are rotational vacancies um cuz it's an hourly position, so it's not uncommon to have them. And also just wanted to mention that with the consolidation plan, we're not decreasing the amount of tutors we have, so we're able to spread more. So, as we go through, we'll have more resources for schools as >> Okay. So, and then on that note, um in the question about subgroups that are struggling more than others, you know, as we've consistently seen, our um English language learners and our students with disabilities. Can you um talk about you know, how we might strategize targeting resources towards those particular subgroups? >> I can I can answer that as well. So, the each year we change where the tutors how many tutors each school gets.

009And we do that based off of our data, and we don't just look at like the student count. We look at the student count and the performance, and then we look at also demographics, and we look at, you know, uh special education needs, EL needs um that might outweigh other areas. So, they may get increased tutors even if they're a smaller school you know, with average performance versus a a larger school that might not have those same needs in those areas. So, we look at the data down to the demographic lev- level to place those tutors every single year. >> Are those tutors specific to working with our ELL? >> They're So, they're they they work with our all students who are not strong readers based off the vowels for the early They're our early

010literacy tutors. However, if we have an EL student or a student with with disabilities that has high needs there, we might add a like an additional half tutor there because they might need more resource to help with them as well. And also, you know, Miss Flores, you know, actually yesterday just emailed me with, you know, our placement of our EL ESL teachers as well that changes every year based off of student need and and access scores. And and usually there's a balance there, too. So, there's there's additional resources based off the data. >> I appreciate that, and I think I didn't articulate the part of my question that I wanted to, I guess, highlight. But, are those tutors like specialized in providing, especially, you know, are they you know, multilingual or certified in special education?

011>> No, not necessarily. You know, they Some we may have may have been able to hire that are, but not necessarily. But, we do professional development on the regular with them on the scripts curriculum and on how you do tier two, tier three interventions so that they are they are specialized in that area. And they they also become members of the the school team, right? So, they're Usually every principal is able to hire their same tutors back year after year. So, they develop relationships with the ESL teacher. They develop relationships with the the special education teacher so they know how to bring those resources in when needed. My pleasure. Nice haircut. >> Miss D Calogera. >> able to do that. >> You have another question? Okay. Miss D Calogera. >> Um I I just want

012to follow up on something that you had said. And again, thank you for the report. Um you said that in our first grade cohort even though their spring data put them at 33.9% which was above our target, that more of those students were operating at the high end of the high risk target. >> So, we're not seeing the kids even though they have we had more kids who came down from the higher risk bands down to the high risk band. When I say higher I mean the low risk and moderate. I know it feels counterintuitive. But they're not we're not seeing kids fall all the way down to the bottom of that lowest part of the high risk band. >> So, like what percentage of students are in that area? >> I'd have to get

013back to you on exact percentages, but no matter the higher we look at it to say what side's higher, right? We call it upside down. If your lowest part is higher than the top part of the high risk band and we're not seeing those upside downs for spring. Um where it is they're higher than each other. So, >> So, did we see progress in the kids in the high risk group that they went from >> We're seeing the same >> the bottom of the high risk band to moving up to the >> Right. We're seeing reductions definitely at the bottom of that high risk band. So, some of them are moving up the risk band and if they were the ones that fell into it, we're not falling down to the bottom of it. They

014kind of >> Kind of on the cusp >> Yeah. So, we're we're things are still like those parentheses around that moderate group kind of where that's fluctuating, but we're not seeing those big falls at the bottom of that band. >> Let's see. >> Uh and piggybacking off of that it just reminded me of a question around, you know, that I've asked as we're doing progress monitoring. But if we're seeing those students who remain in the high risk and aren't moving are we seeing a trend of, you know, particular subgroups or particular schools where high-risk students are not moving or we seeing >> A little bit. Um and when we say because we've started again, we're in second year of vowels, so it's really trying to kind of learn the behavior of this assessment because each

015admin, there's an increased rigor of what kids need to be able to do. So there's always it's always moving. Um but what we're seeing so we've been kind of watching where where we see those groups, it's going to be students with disabilities and EL. Um EL with the language piece and they you know, they're getting more intensive supports, but they might be staying in there, but we're not seeing a lot of holding still at the very bottom of that group. So we'll see it within it's just slower, much slower and incremental than the other other students or other student groups. >> Final question I have that I wanted to better explain is around you know, I asked a question around if we look at if we're looking at third grade, like our current third graders

016cuz we've seen this trend of strong early literacy support and progress that our students are making. And then, you know, in third grade, are we seeing what percentage of them are sustaining that >> Mhm. >> level of um >> We have started looking >> proficiency, I guess, as well. >> We've started looking into that to try and see because Miss Nash and I have even tried to define what it is that's happening at that point. Um on the side of vowels, we look at those the different instructional indicators. So is it spelling? Is it decoding? Is it retelling? What are those pieces? Um which is going to give us a clue to the next piece. And so as things are rolling in, that's kind of we're in the phase of starting to work that direction.

017>> Okay. >> Um to see to kind of watch we're trying to watch things over time. >> Okay. So at this point >> At this point, I wouldn't be able to tell you what that is, but >> All right, thank you. >> Are there any other questions? But, thank you, Ms. McGarrity. Board members, we're going to move down to 2.02 Title 1 plan proposal for school year 2026-27. Ms. Cito, come on Welcome. Thank you. Awesome. Thank you. Good afternoon, Chairwoman War Buffalo, Vice Chair De Calagero, Superintendent Dr. Rose, school board members, and the community. Today, I will be providing a summary of the preliminary Title 1 application for school year 2026-27. It is currently preliminary because the actual allocation is released in the fall. Currently, Norfolk Public Schools has the second largest Title 1 allocation

018in Virginia. A thank you to Michael Rogers, who is here with us today. He is the Title 1 budget specialist in the budget department along with other departments and stakeholders that collaborated and supported the creation of the application and the Title 1 program. The purpose of the Title 1 Part A federal grant is to provide supplemental resources to schools in order to assist students in meeting academic standards. Title 1 funds are used to support early intervention, including our preschool 3-year-old program. Strategic intervention is also provided at all Title 1 schools to support students academically and behaviorally. Much of this is achieved through collaboration across all departments on the use of funds, internal and external partnerships, and through professional development for all staff. All schools are rank ordered by the community and the eligibility provision. Once

019the actual allocation is received in the fall, principals use their updated comprehensive school support plan to update their Title 1 spending plan. This plan details specific purchases that directly align to areas of improvement in academics, attendance, and behavior, and the measurable objectives on the Title 1 application. This is reviewed by the executive director's school improvement senior coordinator and early learning in Title 1 department for alignment and allowability. The review is thorough, and once that is completed and both plans are approved, principals use the Title 1 handbook site, which provides them with a timeline for spending and other guidance needed to support Title 1 evidence-based practices, compliance, and regulation that includes family and community engagement. The early learning in Title 1 department provide a significant amount of professional development each month for Title 1 staff. Principal

020professional development sessions focus on Title 1 supplemental supports and preschool programming. Family engagement specialists participate in monthly sessions that include multiple departments, such as communications, English as a second language, and special education. All preschool staff participate in professional development delivered mostly by the early learning preschool staff um in the early learning department. Instructional coaches receive direct support from curriculum and instruction. Behavior specialists receive professional development from the Department of Student Wellness. Also, any staff that work with McKinney-Vento identified students receive training from multiple departments. Title 1 teachers and teacher assistants receive training also through monthly professional development sessions in collaboration with curriculum and instruction and with Title 1 with the focus on literacy and mathematics. Finally, finally a school-wide Title 1 presentation was created and provided to all schools to ensure all staff understand the

021purpose of Title 1 Part A and how to use their funds. This also allows staff to provide feedback. The Title Title 1 support and services is very collaborative and robust. To ensure the program is meeting the needs of our students and families, the assessment research and accountability department along with school leadership development and the school improvement coordinator work with early learning and Title 1. Over the year, our subgroups are presented in division-level data presentations and this data is monitored regularly. To ensure compliance to all federal and state guidelines, the early learning and Title 1 department uses Title 1 create to gather and monitor all compliance documents that are required by the division and school level from the department Virginia Department of Education. Our program hosts a division-wide family engagement committee which meets quarterly in person

022and or virtually. This committee has filled out surveys, engaged in feedback activities, completed jot tables, and so we ensure that all voices are heard in regards to Title 1 work that we're doing um and to guide decision-making. Also, there is a preschool steering committee that meets at least five times throughout the year to support our preschool-age programming. There is also facilitation of a city-wide presentation which occurred in March with a public survey. Feedback received is used to make adjustments to the application as needed. The proposed Title 1 application recommends keeping all current Title 1 schools budgeted at full capacity. Therefore, the recommendation is 23 school-wide Title 1 schools for school year 2026-2027, which is a decrease from 25 because of the removal of Oceanair and Norview Elementary due to consolidation. Being school-wide allows all students

023to receive access to supplemental supports. Norfolk Public Schools oversees equitable services because a bypass provision is no longer allowed in Virginia. Norfolk Public Schools has one of the largest equitable services programs in the state based upon the number of private schools that set that serve our Title 1 students within those zones. There is a tab on the Title 1 application that shows the process for allocating these funds. Title 1 Part A grant supports mostly school-level staffing. While there are some supplemental funds at the division level, and there's also discretionary funds at the school level where principals have the discretion on how to spend the funding, and also we have our division-wide programs such as our robust access to books program. This slide displays the list of recommended schools for school year 2026-2027. The Virginia Department

024of Education shared with all divisions to use level funding for the 2026-2027 school year. Preliminary funding is $18,242,707.21. Title 1 funds are used in direct support of Title 1 schools to meet the needs of students, families, and the community. As this slide shows, 93% of the funds in this application are direct support of schools through school-level allocations and initiatives such as academic interventionist, instructional coaches, family engagement and support for students in transition, and now kindergarten teacher assistants. This slide includes the required funding for equitable services as shared in the previous slide. Furthermore, in the proposed Title I application, school level budgets are maintained at level funding. Family engagement and indirect cost are also required set-asides. In collaboration with the Title I principals and executive directors of school leadership development, it is recommended that all Title

025I schools are allocated Title I kindergarten teacher assistants. Norfolk Public Schools is one of the few divisions that do not have Title I kindergarten assistants in their elementary schools. The consolidation provides the opportunity to add at least one Title I kindergarten teacher assistant at all Title I schools. The higher need schools will get more than one Title I kindergarten assistant based upon need. Furthermore, based upon feedback from our stakeholders and the increased efforts to support our students and families that qualify for McKinney-Vento, a reclassification for the Title I resource specialist is being recommended. This position is in direct support of schools and families and will and will oversee the Family Welcome and Wellness Center at Grandy Village. Next steps are a school board vote on the Title I application anticipated on June 17th, 2026. Once

026the application is signed by the school board chair and the superintendent, it is sent to VDOE for approval no later than July 1 of 2026. Norfolk Public Schools continues to commit to serving our most at-risk population by ensuring all Title I schools remain at full funding, increasing support in early um learning by expanding our 3-year-old program, adding Title 1 kindergarten teacher assistants, implementing a robust family and community engagement program, and providing outside-of-school resources to families such as our family welcome and wellness center, family engagement specialist staff, and external partnerships to list many of of the things that we're currently doing. NPS Early Learning and Title 1 Department also has just been asked to present at the Virginia Department of Education um conference in the summertime because our monitoring of our program was so successful and

027the way that we are implementing the program. So, that is very exciting. Thank you so much for your support, and at this time I'm available for any questions. >> So, board members, you've heard uh the presentation. Are there any questions? >> The same. Thank you for the thorough presentation and for the responses uh to the questions that have been previously submitted. I just have a couple of follow-up questions um related to them. Um so, on slide eight, if we could go to that, where you have the Title 1 schools recommendations, um so, we have the removal of obviously Norview and Oceanair Elementary and no additions for this upcoming school year, right? Okay. And based on the through the consolidation, we're not expecting um with any shifts that I mean, I see the schools that would

028be impacted or as the receiving schools are already on here, but those resources that are currently at uh Norview Elementary and Oceanair, would they be redistributed at the receiving schools? >> So, >> How would does that work? >> So, every year with Title 1, every single school is rank ordered again based on community eligibility provision. This year, because these two schools are are being re- one being repurposed, one being closed, when we did that, they were not in the rank order, okay? Which allowed for the redistribution to be appropriate for the schools. So, it allowed their funding that they would typically get to be reallocated within the rank order. So, yes, they will be getting based upon the additional students, they will be getting additional funds in their allocation cuz it's per pupil. So, because

029of that, there's a natural uh resource reallocation for that. So, just to kind of give you So, the answer is yes, but I do have to make sure that everybody understands that it's per pupil basis. >> Yeah, and I just wanted so that we're all on the same page about what that means. Um so, thank you for that. And um next is So, this is like a broader question uh tied to what is going on nationally, but do we Have you heard anything about there being any Is there any risk of not getting the necessary allocation and how we might adjust um should there be any adjustments to that allocation? Cuz we won't know about what that allocation will be until the fall if I heard understood correctly. >> As of right now, the guidance

030that we're receiving from the Virginia Department of Education is to go with level funding and that we should be hearing about our allocation in the fall. That's the guidance we have received so far from the Virginia Department of Education, and that's how we get our our direct information is from the state. >> Final question is around McKinney-Vento. So, in our operating budget in our local budget, we have reduced the funds for transportation of our McKinney-Vento students. That is I mean, we have transportation covered if I remember Dr. Pole, like for every student that will need it. But, we is it Could we use Title I funds to support what we are not funding through the local budget to supplement that? Any needs? >> No, no, we we possibly be supplanting it then. >> Yeah, you

031can't supplant. That's why I wanted to be clear. >> thing is You You You must supplement. You cannot supplant. >> Right. >> So, when we did that analysis, when we looked at the funding, if you recall, it was like 2 years ago, I think, at this point where we started the process of buying vans for the division and then hiring drivers. Those started this year. So, we we know we'll have that cost savings because having our own drivers is much more affordable than hiring out a service like we have to do. So, we are confident we'll have that >> Okay. And that's why I'm wasn't I was not asking to suggest that we do supplement, but just that we are careful with I mean, just wanting to be clear about that's >> And legally, we're

032obligated. So, if there's some chance that all of a sudden we have a huge spike and there's an increase, then we're obligated to re-look at the budget and we would have to come to the board to do it. >> Okay. >> transfer funds at that point. >> Okay. All right. Just want to be sure we're We're able to supplement. We're not able to supplant the funding for that. But, Title I does use some of the supplemental funds to support other needs that our students that qualify for McKinney-Vento may need. And that's where you heard a little bit about the Family Welcome and Wellness Center um information. >> And just uh not just for the board, but also for the public. Can you give um a basic description of the differences? >> Sure, absolutely. Um so,

033we have to ensure that the school division uh provides uh across all schools that we have, right? Every school within Norfolk Public Schools that the Title I schools get those same things. So, say for example, everyone gets a reading specialist, okay? What I can do at the Title I level, after that's all taken care of, if the school needs additional reading support, I can provide a Title I teacher to provide intervention as a supplement. We can add an instructional coach as a supplement, okay? So, once the division provides, um then we can supplement above that. Same thing with with resources. So, say the school division's purchasing this certain resource, but we know we benefit by having more of those in the Title I schools, we can um supplement um yeah, supplement from there. The supplant

034is where we have been paying for something out of local funds, such as McKinney-Vento transportation, and then we use Title I funds to pay for it the following year, and we're supplanting. You're very welcome. Thank you very much. >> Are there any other questions? Thank you, Ms. Seda. We'll continue our conversation as a around the Title I applications, Title I, II, III, and IV plan proposal for school year 2026-2027, Mr. Brady. Welcome. >> Good afternoon, Chairwoman Buffalo, Vice Chair De Callow Jero, Dr. Rose, members of the school board. Join this afternoon to my right by Ms. Julianne Flores, our senior leader of ESL, who is three grant manager. And we're going to provide an overview of the 26-27 Title II, Title III, and Title IV preliminary grant applications for your review Together, these federal funds

035grants provide supplemental funding to support positions, programs, and professional learning opportunities across Norfolk Public Schools, all with the shared goal of improving student achievement and strengthening instructional support for students and staff. Title II, Part A grant, often identified as TPT for teacher principal training, supports professional development designed to improve the quality of instruction and strengthen effective school leadership. The preliminary Title II application totals more than $1.8 million. In accordance with federal regulations, in accordance with federal regulations, eligible private schools within the city of Norfolk that choose to participate in the program will receive an equitable share of the funding estimated at more than $155,000. Additionally, as we have done in previous years, a portion of Title IV funds will be transferred to Title II in order to maximize support for teachers and professional development initiatives

036while still maintaining the planned activities supported through Title II. Comprehensive needs assessment from the development of the 5-year strategic plan and follow-up surveys in subsequent years identified a need for additional support for new teachers, provisionally licensed teachers, and schools with the greatest instructional needs. The positions funded through the Title II funded through Title II provide job-embedded coaching, intervention support, professional learning, and instructional leadership to help teachers improve their practice and increase student achievement. These positions allow us to place expertise directly in schools where the data show the greatest needs and to support new and or struggling teachers. Among the needed positions are two reading and four math specialists assigned to school buildings. The remaining positions, four core content teacher specialists, three response to intervention specialists, the division's professional development teacher specialist who supports new teachers

037and coordinates the mentor program, as well as a division-level instructional coach, prioritize support for new and struggling teachers and schools. The needs assessment also identified the importance of supporting teacher effectiveness, helping provisionally licensed teachers become fully licensed, strengthening leadership capacity, and expanding teacher pipelines in shortage areas. The professional development activities funded through Title II directly address those needs through new teacher induction, mentoring, Praxis exam and licensure support, content specific professional learning, training for AP and IB teachers, leadership development for principals and assistant principals with the College of William & Mary, STEAM initiatives, and grow your own programs developing ESL and dual enrollment teachers. Moving to the next grant, the Title III grant provides funding to support the academic achievement and language development of English learners as they work towards English proficiency. The grant also assists

038classroom teachers in strengthening instructional practices that support English learner students. The preliminary Title III award for 2026-2027 is more than $203,000. This slide illustrates how Title III funds are utilized to support the ESL teacher specialist position, professional development software for classroom teachers, and ongoing professional development opportunities for ESL teachers so they can better support classroom teachers, support administrators, and students. Final grant, preliminary Title IV allocation is just under 1.2 million with participating private schools receiving more than $54,000 in equitable services funding. As previously mentioned, a portion of Title IV funding will be transferred to Title II to support professional development efforts. This slide highlights highlights several positions and programs supported through Title IV programming or funding. Funded positions include the student transition support specialist and safe schools specialist. Both of those are in the Department

039of uh um services uh and a Spanish teacher at Southside STEM Academy at Campus Dale. Programs and initiatives supported through Title IV include advanced placement exam fees, PSAT exams, SAT school day testing, anti-bullying and suicide prevention materials, and access to Princeton Reviews tutor.com. Funding also supports additional interpretation services through the Language Group, as well as literacy initiatives through the division's One Book program for non-Title I schools. This concludes our presentation for this afternoon. We appreciate your time and consideration or we're now prepared to answer any questions you may have. >> Well, board members, you've heard the presentation. Mr. DeKalb Gerald, do you have a question? How do we determine what the private school set-asides are? >> So, there's there's a formula that's embedded in the application, and so it's based on their student enrollment, uh

040which they report to us now, their projected enrollment, just like um when the uh award is confirmed in September, then we enrollment information, um and we make those adjustments, but it automatically provides to all of those private schools receive uh based on And it varies. We have some large private schools that may get 30, dollars in Title II funds. All ones that might get thousand, uh, dollars. Varies by the size uh, enrollment of their schools. >> Okay. Yes. Um, so on thank you to uh, Mr. Brady. Um, on slide seven, um, where uh, you show us the Title IV transfer out to Title II for the >> Yes. >> professional development. Um, can you refresh our memories on uh, why that transfer is necessary and what is uh, what the cons- I don't want to

041say consequence, that sounds um, what the impact is then on items that we would fund in Title IV as a result of that transfer? >> Uh, yes, so the Title IV funds going over to Title II helps support professional development. There's a uh, part of the application that's actually called the transferability uh, in Title II. And on the transferability, we have those three uh, response to interventionist specialists that go in and support struggling teachers, new teachers, struggling schools. Those specialists are are looking at their data uh, and are helping them respond to that data uh, with with interventions. Uh, have those in both uh, the uh, English office, the math office, and then we have one with new teachers. So, trying to cover all the grounds there, but in order to to fund that support,

042then we we move those funds over. Title two. All right. Um title four, we have uh even with the transfers, we've been able to support uh everything that um we've set out to do in as our goals for providing uh programs for students. Um and we've been able to expand upon that a little bit because the title four award has increased uh a little bit. Uh and so we're putting more money uh towards AP exams as they've gotten more expensive, uh but we're maintaining the price for students. I think since about 2010. Yeah. Um I think the students pay for one uh I know we every student gets one paid for. And then I think students pay maybe $15 for each additional. Yeah. >> As having paid them recently. >> I think they're $100 a

043piece now uh in in that area. Yeah. Um we've been able to add just a year or so ago SAT school day. So, all of our juniors get a free SAT uh exam. Uh we had a little bit more money added last year, so we're being able to supplement the language group uh because the interpretation needs for the school division have increased uh and maxed out our own local support, and so we can supplement that. Um so you know, we're providing the the suicide and anti-bullying prevention, and so Yeah, so I don't you know, occasionally uh like with the previous grant, uh we weren't able to fill a couple positions. So, we were able to move uh those funds within Title IV and just this past spring, we were able to provide uh flexible seating

044uh classrooms uh in all of our elementary schools. >> Like mix you're talking about like mixed income seats or you're not talking about like >> Flexible seating like uh >> I guess ex- elaborate on what that is. >> Oh, oh actual like for Okay, I thought you meant like bringing in Okay. >> Oh, no. Wobble seats. >> Right. >> I got you. All right. >> Yeah, you know, students are a little bit more >> And Right. >> Yeah, you know, it allows them >> That flexible seating. Okay. >> so I I think you know, we're able to meet all of our needs >> Okay. >> that that you know, we by Title IV funds >> Right. So, I I asked that question so to follow up on what you've just shared. Like I know that

045allocation has increased for Title IV uh in the Title IV grant, right? Um and thinking about the non-academic needs of our students and mental health supports and supports and then looking at our data, which we've been monitoring, you know, around chronic absenteeism, disciplinary practices, and things like that. And it seems like that need is still significant based on what we're seeing in our division. So, I guess I'm I'm still I guess uh concerned about how that if that transfer is what the cost is to those programs that might support our non- non-academic needs of our students while we're transferring that to PD. our struggling educators. Cuz it seems like we need that. You know, we need those supports for our non- >> No, it's a great question and I'll take one for instance, attendance. So,

046you guys had the the opportunity to meet Michelle Moore when she came and she did the presentation on our our um graduation coaches and and everything else. Her and I have been in the works with some um programming for attendance issues and supports for attendance issues to pilot something. So, we'll be able to use some of the rollover funds for that. And then if that's successful, that's something we would look to grow. But at the same time, when Mr. Brady and I, you know, when we talk about the balancing here, we have to think about what would we lose in title two as well. So, a lot of the times we talk about that new teacher support that we need. You know, in there in the in just teacher support in general that we need

047with how many newer teachers or as the you know, associate teachers that we have, that's where the title two is vital. Um so, you know, we could balance and do more on that end, but you know, it's it's a it's a give and take, right? So, trying to balance that the best and and we feel like we're in a really good spot right now where we can start to pilot some different things and see where they are since we have seen a slight increase here, but we want to be cautious about what we move away from title two and what ramifications that may have. >> Okay. I appreciate the explanation. Thank you. >> But but I also think as as we look at use of resources when they're the first time, you know, expenditures, we

048start we start making sure that we address the return on that investment to determine whether there should be constant shifts to determine what's most effective. I mean, I think it's a very valuable question because as we make changes to programs based upon funding, we should also always ask ourselves how will this be measured and how we determine effectiveness over time, right? So, that's that's what kind of what that question gets at. I think I think it's smart. >> Yeah. Yeah, thank you. Thank you. Other questions? Thank you, Mr. Brady. >> I could ask some grace for a minute. >> Yes. >> Um Being my last presentation uh for the board as I close out my 40 years uh with NPS at the end of the month. Um I just wanted to say I have been

049so blessed over these years. I am so grateful for the opportunities that I've had. I could have never imagined um what opportunities there would be for me. I walked into Norview High School 40 years ago. >> Old pilots? >> Yes, in the old Norview High School. Yes. And I think I just missed the opportunity of >> To teach me. >> To teach you. Yes. Yes. Um and of course you being 20, that was just, you know, a couple years ago. Yeah. Um but I and in those years I've never entertained the thought of working anywhere else. Came here uh from the Pittsburgh area. Um it was just by chance. I couldn't find a job and uh ended up here. And I had the most wonderful students at Norview High School. Just incredible students who are

050now all over the district. Uh a lot of them teaching and in administration and uh Jesse Zamora one of my students back at Norview, right? And your brother and your wife, I think. Yes. Yes. So, >> More family. >> yeah, just amazing. I've had the most wonderful mentors. Um you know, thinking to Dr. Marjorie Staley at Norview High. Uh learned so much. Uh I've had mentors here, including Dr. Poe, these past few years, uh where I've learned so much. In the past 21 years in curriculum and instruction, uh I've had the honor to work with dedicated, passionate, talented people. Um who are very committed to supporting teachers and students. So, I can only hope that I've given back to the district as much as I've received from it over these decades, but it's time to

051move on and uh I'll be watching and cheering from the sidelines. Um and if you ever need any help, just let me know. >> Well, that was my next uh comment to see Miss Ashley that on your way out to make sure you get a application from >> Thank you very much. Thank you. >> Thank you for your service. Well done. All right, we're going to move Dr. Poe is ready. All right, we're going to move to the 27-28 academic calendar. I can't believe we're here. >> Tell you what, and and to answer your question, Miss Buffalo, I've already mapped out the 30-day separation for Mr. Brady and have his first day back on my calendar, so Now, um we we do appreciate it, Mr. Brady, and thank you for those words. Those are very

052nice. So, good afternoon everybody. It's my favorite presentation of the year. Madam Madam Chair Buffalo Vice Chair and all the members of the board, Dr. of course our community members. This afternoon I'm here to present the the two calendar options for the 27-28 school year as well as the results from the community survey. I'll review the guidelines to creating the calendar, give an overview of the process, share the options and possible inclement weather days, and then finish with the the survey data. So, according to the NPS policy, and I know many of you seen this before, but it I think it it warrants repeating every year. The school year has to be a minimum of at least 180 days or 990 hours. And that or is an important word in our policy. Some other divisions

053don't have, but we do, and that follows state code. NPS has followed the 990 hour minimum versus the 180 day for the last um many years in our division. The time excludes lunch. However, recess can count for up to 15% of the learning time. And the the state made that that dedication about a decade ago now, I think it was. So, at the elementary level, NPS has 6 hours and 25 minutes per full day, and that's our smallest day. High school has about 30 minutes more in their schedule. And so, that translates to 355 minutes in a day and 235 minutes for every early release day. So, we do calculations of hours of instruction. This is how we do it. We base it off this so that we know all of our other schools meet

054that threshold. So, I just briefly wanted to share that the 20 20 members is 21 cuz I also I'm not on the slide, but I I I lead the committee's work for the academic calendar committee consisting of members from all over central office, a principal from each level, as well as teachers from each level. We include our teachers of the year every year. The elementary, middle, and high school teacher of the year are on the committee, as well as our teacher association presidents. This year, the initial discussion actually took place in January with our teacher senate. And this is our the if you recall, our teacher senate is our current sitting teachers of the year at every school. Then the division-wide committee met in April followed by information gathered at our teacher forum, which that's

055an elected teacher member from every school. So, they gave feedback as well. Then the committee met again to finalize the drafts before going out to survey. And the survey was live from May 15th through May 26th, which then brings us to where we are today. So, option A, and I know you can't see that, but they were in the the packet as well. Option A starts 2 weeks prior to Labor Day as the board agreed upon a few years ago. And includes 191 teacher work days. Just as an aside, our teacher contracts are 200 days. So, that gives nine flexible days to teachers of work that we know they do well beyond the calendar in the in the school day that are built in already. 177 full and three early release student days. So, this

056would be the first calendar in a while that has a full 180 days for students to to come to school for instructional time, which is 1,059 instructional hours, which is an increase of 23 hours over next year's calendar that's in place already. I want to emphasize and well that that that's four additional days of instruction, which is paramount to our students. The more instructional time we have, the stronger our outcomes will become. I just want to say that before I get to survey data. It includes four teacher work days that do not include professional development. And then two dedicated professional development days. And a three-day Thanksgiving break as well as our two-week winter break that's kind of become a tradition in in Norfolk to to try to uphold that. This calendar ends a week later

057than the current calendar to accommodate the desired um and for the designated professional development days as well as the holiday schedule that's become, you know, a custom. And that includes the 3-day Thanksgiving break as well. Um but that that does add a week. So, the past couple of years we've ended the week of Memorial Day. This would go one one full week beyond that on this option. So, option B still starts 2 weeks um prior to Labor Day. This one only has 188 teacher work days. So, this extends and gives There's 12 extra days on the contract. 175 full and four early release days. So, we're down to 179 days. 1,051 hours instruction, which is 16 hours more than than next year's calendar, which is two and a half days more. So, they do both

058add some instructional time. Um this This, however, has four professional development days combined with work days. Um and I'm I'm going to take an aside from my notes here to say that is probably one of the most complained about aspects about our calendar from our teachers. They want full work days. I I just want to emphasize that before I get to the survey data. Um that that this this has only a 2-day Thanksgiving break going back to that early release, the Wednesday before, because we need the time. We need the instructional time in our calendar. Um and it still maintains the 2-week winter break. Um this week ends This This calendar ends the Memorial Day week. So, like we've become accustomed to on that end of it. In order to increase the instructional time in

059the auction, which is only by 2 and 1/2 days, um and end the week earlier, this requires the sharing of the PD days. And it also requires the fact you'll notice at the end of a couple quarters there's only an early release day and not a work day. We just don't have the time to afford to give up that instructional time. So, given the amount of instructional time, um option A could use three bank days for makeup weather if if need be. and and you saw this year we did hour by hour chip away at those this year and then with our wonderful special election we chipped the the last piece off that rock at the end of the year. All needed times and that's why we built it in the calendar in the calendar

060and we didn't have to use a makeup day. On option B we'd have enough time to get two bank days in but you'd see then if once if we had bad weather in the fall like hurricane comes through and then if we have snow in the winter we're we're starting to make up you know President's Day we start to make up on a work day and we have to start calculating those days which are unpopular. But we've we've seen those have to be done in the past. So the survey this year we had 2,432 responses. It's a little bit lower than last year but still this is a good sample size. Um the highest responses follow the same data patterns as the past three or four years with parents and guardians with the highest return

061rate and teachers coming in not even a close second but coming in at second place. Demographically this pretty much mirrors exactly our numbers from last year as well with our our demographic responses as well. So in the survey if any of you took the survey you'll know you have the option of leaving a comment or not and you can leave one comment or two comments. So it we have more comments than we had responses. So I just wanted the community know that we added that properly. It was just because the way you can comment on this. So we had a total of 2,678 comments. And those favoring option A cited the additional teacher planning time more structured professional development longer holiday breaks fewer fragmented early release days throughout the year and better pacing of breaks

062as reasons for choosing this option. So that's why they liked it. For option B ending the school year earlier early was by far the most common reason. Um with reducing perceived excess teacher work days and PD days. So they some of the comments said we had there too many work days in option A. So we don't need any more in there. Avoiding instructional time um and extending further into the in June, which is virtually the same as the the ending the school year earlier. So the other way they said it was instructional time that late in the summer is just it you know it's not not good instructional time. Well, it has to be good. It's it's instructional time period. Um and with worries expressed about school ending too late um in in option A

063was again a way they they expressed that. So then this caused me to want to dig deeper in the data um and think, "Okay, well, okay, this was the overall data and the overall feedback. What do our teachers What do our teachers really feel about this?" This is where I was equally as surprised. Um there were 620 comments. Um and the teacher responses revealed clear tension between wanting the planning professional time and wanting to not extend that school year another week into June. Um and although many teachers appreciated the structural planning benefits of option A, the stronger emotional practical concern was the school year end date on the comments. And it you could feel it in the comments when you read them. I mean, you just could. You know, it was like that "Do I

064want the work days or do I want that week?" You could just you could feel it. Um and the teacher feedback suggested the teachers value the planning time, but they believe the additional work days in option A were not worth extending the calendar later into June. The key takeaway when reviewing the data among the teachers specifically, option B was strongly preferred um primarily because it ended the school year um earlier and reduced perceived excess work days and burnout. And when I say stronger, you'll see on the on the last numbers data side, it was 66 to 33%. Um the teachers 2/3 said I I want to end early, 1/3 said I want the planning time is what it came down to. Um So when combining the responses, you can see that 45% chose option A,

06555% chose option B. And in the overall and and again, you can see the teachers really had the the biggest divide here on on their decision here. So, overall, kind of an executive summary this year, we had of the the 200 2,439 response and the written responses with the open-ended comment fields, option B was preferred by 54.9% over option A. And the dominant reason for preferring option B was the desire for an earlier end of the school year, especially avoiding instructional instruction deep into June. Option A supporters primarily valued additional teacher work days, planning time, and more generous holiday breaks. And the strongest tension in the comments was between the planning time and the length of the school year for staff and students. So, thanks again for allowing me to to bring this to you

066and and share the SY28 options for discussion and questions, we're we're ready and open. Um, and then the the goal is June 17th meeting to bring you a recommendation based off today's conversation. So, with that, I'm ready. >> All right. I see two hands. Dr. Martin, Ms. D Calogero, and Ms. Bassin. We'll go in that order. Dr. Martin. >> So, um, I know Virginia Beach is still in school. >> There's still There was Newport News. >> Is Newport News as well? Okay, so are we the one like one of the only districts in the region that >> Portsmouth is out. >> lets out early? >> Yeah, Portsmouth is out as well. >> Okay. Um, >> Hampton is >> And Hampton, they were out last week. And then my other question is, um, whenever we first

067decided to look at starting the school year early 2 weeks before Labor Day, um, there was some discussion around the impact on testing. And I know we haven't gotten their test scores yet. Um, but in the fall, do you anticipate that we may see an improvement improvement in our academic performance on the SOLs or no? >> So, I can't really share yet where where we fall with that cuz we still like don't have that results and other results in yet. Um, I think you know, one of the the bigger discussions there's a couple um, was around AP testing. So, AP testing is set beginning in May nationally and we were losing 2 weeks of instruction. So, we're really starting to try to look at the trend of AP data and you'll notice when when when

068Miss Stead showed you some impressive data from from the gifted um, presentation tonight that we're increasing participation in AP. So, that's a big part of that that early start. Another important thing that we're going to have to watch for is the legislation that that has passed that all SOL testing and this makes Miss McGarity cringe a little bit, but we're already working on it. Next year, all SOL testing has to be in the final 2 weeks of school. Um, which which then again, you know, we'll we'll maximize our instructional time. So, again, with that information looking at option A helps us again maximize instructional time because it it's no longer where we'll be testing a month early before school's out. It'll be that last 2 weeks. So, I think that the verdict still out on

069that. Um, but it wanted to go back to your first question, too. So, specifically when Virginia Beach started going before Labor Day, they never changed their end date. So, they added time when they did it. They never changed their end date and they added a lot of work days and stuff in there. Um, and I I just think there's some value to that even if it's the unpopular decision. >> They have more breaks throughout. >> Well, they have dedicated teacher work days. They like in the middle of the of the calendar they're able to do two work days with their calendar the way they have it because they just added weeks to the front end and like when we did it, you remember we did a one-week shift then a one-week shift. Um but we

070we have not gained our instructional time back since COVID. Um so these two options at least start to do that. Um and you you probably see my leaning towards option A in all my comments. I think that's obvious. Um but I've gives us even more instructional time. >> Kristy Caligiuro >> I have a I have a question/comment and a comment. Um it looks like the issue this year really is that we have a late Labor Day. >> Correct. >> Because because we have started before the 23rd of August for these last couple of years. Um is there any talk of starting the school year earlier than the 23rd of August because that would sort of I mean I think we started as early as August 16th in one of the past couple of years. I

071can't remember. >> This year we started August 17th. >> Okay. >> So the In order to do that we would have to get state board approval. >> I thought there was something that >> says that you can start up to two weeks before Labor Day on your own with division with board approval, local board approval, but if you want to go more than that, the state board has to approve the reasoning why. >> Okay. Because it seems like that would solve that would solve our problem. We'd get the more instructional time. >> And some of the comments from like teacher forum members and on on the survey, some of the comments were we needed to stick to a start time and stay with it. Now that we're going to, you know, starting later, it's not

072fair because they the realization of Labor Day is >> It's as late It's almost as late as it can be. >> So Labor Day is that Monday following. So it's like we're going a whole week later. >> Mhm. >> Um >> So, we'll we'll work to communicate that whenever the decision's made. So, we'll be >> Okay, cuz cuz that seems like the most feasible thing. So, as an educator myself, I like option A because I think those planning days and those little break days are are better. But as a parent, watching what my kids have been doing the last 3 weeks of school is abhorrent. And my younger child will be in basically all APs next year, so she won't be on the 4 by 4 schedule. And she'll be done May 15th-ish. And then,

073with option A, she'll be in school for 3 weeks and no one's teaching after the APs. Um no one really wants to be locked in. And then it becomes a struggle with getting her to go to school. And I said, "Did you save up enough days so that you can just miss the last 3 weeks? I don't think so. So, you have to go to school." So, it gives me a lot of pause as a parent because I know for all, you know, and I I'm lucky I have I have girls that academically do well. They take AP courses. That's not true for everybody, but um they just have nothing to do the last couple of weeks of school. And then by extending school out another week, because the AP exams will still have their

074cut-off date. I I just I just would rather them be out as a parent. But as an educator, I'd rather have option A starting earlier. And I don't think I can get what I want. So, um >> Did you do the survey? >> I did do the survey. >> I I think you >> option A. >> I think that's that's a different conversation to to um about the work following an AP exam because it it shouldn't be where there's nothing to do. There's plenty to do. >> There is. >> I know I know there's plenty to do but but but the reality is even during those AP exam weeks like you could be in a class where where you're meeting for class and 12 of the other kids are out of class because they're taking

075an exam and so that whole month of May just becomes sort of their focus locked in on their exams and once that's over that's that's you know where their attention span has died and by keeping them in school for an extra week I worry about that. I also worry about exam testing the last two weeks of the school year going into June because I worry that so many people might just be completely burnt out and and unable to like get their kids to school and then we're having a whole another issue with the AP testing. So I really like option A but I might have to I might have to support option B just in terms of what I think is best for our >> for your child. >> for my child. >> Right. >>

076But it's but but I'm but I'm talking about huge swath as a parent who's who's huge I I know there's a there's a lot of people that fall into this issue. It's not just my children. But I worry about but at as a board member I worry about pushing AP soil testing into the first week of June as well. I worry that that that last week that we may not have the the students around to even take the test. >> comment on that. I think no matter when the last week of school week is it's the last week of school. >> Yeah. >> And I think you could probably find folks that say the same about this year's calendar and saying oh my gosh going after Memorial Day, those 4 days wasted >> wasted days.

077I think next year's legislation is going to change some of that because we will be doing SOL testing >> Right. >> up to the end of the school year and I think the great majority of our student body that we need to be focusing on is our SOL testers. >> Right. >> We of course need to support our AP testers and everything else, but when we're talking instructional time the instructional time is that time between the first day of school and when they sit for that SOL test. And I think as a as a as a governing body, that's the responsibility that we have to look at. >> Well, we we have two things here. I I think when when culture butts up against practice. Right? And so I think that we have you know

078this this cultural dilemma when people look at a calendar as it relates to kind of what they're used to and when they're used to kind of getting out and a life rhythm, which is why the calendar is very difficult. >> Right, because >> that's life. But in the meantime, I think that we also have to constantly hone in on our expectations about practice. How we use the time is well. And so and and I I would agree. I do think we also need to understand that time is not equitable as it relates to the amount of time our students are focused on academics if we look beyond the school day. We have some students who are you know, academically driven and supported in a particular way where academics outside of the school day far extends

079beyond some other students. So, our job is to think about every single student. Right? And and regardless of what calendar we choose and I have opinions myself and I hold them to myself. That being >> that being said, I think that regardless of the calendar, we also need to think about how we support and lead schools as it relates to expectations on use of time. >> Yeah. >> Right? And so, I think that there there are almost two discussions that we're having at once, even though we're only talking about the calendar. >> Right. >> And I just think it's important that we remind ourselves that regardless of the calendar we choose based upon >> what's our favorite. >> We also have an opportunity as leaders to promote the use of structured time to focus on

080some of the academic and social opportunities our students deserve. >> But what's the feasibility of going back and asking to start on the 16th instead of the 23rd? >> Of this summer? >> Yeah, because that we've been starting on the 16th or 17th the last couple of years. And I also >> No, just this year. Just this year. >> It's just the two weeks that fall before >> It's this year is just a little this year. >> This year with Labor Day falling it's just a little >> But I thought it was I thought the previous year we started two weeks early. >> Earlier. >> No, just a week. >> Oh, yeah, we phased it in. >> I'm I'm adding years to the academic calendar. It's just I guess this has been a long year.

081But what's the feasibility of really starting around the 16th to the 18th like ongoing. I thought there >> was some legislation that would give school systems more >> It's the two weeks. >> It's just two weeks. >> the two weeks that they give us. >> And then you have to give five days around Labor Day. >> Four days. >> You have to give a a longer holiday around Labor Day. Like right now starting two weeks before Labor Day, we're required for no students to be in school on the Friday before Labor Day. If you start earlier than that, Labor Day is a longer holiday so families can travel. Yeah. And then if we wanted if it was if it was ever the will of the board to make that kind of adjustment, I would also

082say that as a system, we would likely need to know probably by February. Right, to start planning cuz there's so much summer infrastructural work that happens that have was already planned out, right? Yeah, and then everything that happens in operations. >> This is for the 27-28 just to be certain. >> Yeah, it's not 26-27. >> I talked about next school year, but we're talking about that. >> Does anybody know when we are starting next school year? When that start date is? >> I have to look at my calendar. I think it's the 24th. >> We've also said that we need to do two years. >> Introducing two two years forward ahead. That was something that that we've started to do this this year right now. >> Started to do it last year, so this is

083the second year of that two-year interval. >> Yeah. >> And that was the one thing that I know >> I I mean, I had to ask that question ahead of this meeting today. Um and first before I go on um >> Sarah, are you >> Do we have the start time? >> It's the 24th. >> Yeah, 24th. >> You have a another question? >> No, no. I'm good. Thank you. Yeah, so to last two years ago, we said we wanted to do it in two-year intervals. Um like a lot of other districts do. And also was something that I know at the school level they like cuz they could plan do their master schedules, and they knew ahead of time, and families knew ahead of time. All to your point around, you know, culture and

084expectations, right? So, and I noticed this one was a one-year calendar, and I asked about why the one-year calendar versus the two-year >> So, we did the two-year calendar step back. So, when when I came in and when we started the the calendar, you know, after COVID, we had to rush to get one together at that point. We we were not even six months ahead of the start of the year. So about three years ago we did a two year calendar and that two year calendar gave us the leeway that we're always more than 12 months ahead of when we're doing a calendar now. So that we're it's like if we always did a two year calendar which we could do, we would only do it every other year. Which then still gives the same

085time frame and then you're with a military town people moving in and out you just feedback and you know so doing it annually is a better process but we did the two year so that we could jump ahead which is why we're doing 27 28 now. So we're a full year ahead a full summer ahead of vacations. You know cuz that was the biggest pushback when we did a calendar when we were I think we passed the calendar in February for the next year. You know we were that close and and parents complained. >> Yeah even one year we were even later than that and it was >> Right. >> not good and not pretty. >> So I mean what we what we could do if it's the will of the board is we could

086I mean we could move calendar up to a like a February time frame and that gives us a few more months ahead but I wouldn't recommend going back to a two year cycle every time again because then I think we're missing out on feedback. >> Right. >> And and being able to make adjustments to the calendar easier. >> And you felt like the feedback cuz the last time we did that you felt like the feedback we also know what happens when we ask for feed survey feedback at this time of the year. >> And it was and we're getting this worst this is our best feedback we of every survey we get. This is the most response. Um so we always have a good base of data for the survey but the feedback we got

087the year we did two calendars it was super confusing cuz we had you know school year 25 option A, option B, school year 26 option A, option B. Everybody was confused and >> Yeah, I remember we were. Well, I I mean, I personally think this is fine cuz we are a whole year out. >> And that's our goal to stay over a year out for the community. >> Yeah. Um but I have some specific questions. So, going back to um I think uh what does this raise with the SOLs and when they're administered? Um so, like you said, they're the last 2 weeks of school. And with that you know, the quality, so kind of the feedback that was received on option B and talking about well, the quality of instruction in the last couple

088weeks of school is not great. Like that kind of forces that quality has to be strong. I mean, no matter what. I mean, it should be, but with the SOLs being in those last 2 weeks, that to me makes that piece of feedback a little it kind of >> negates a little bit. >> negates it a little bit. Um And are So, my question is, do our educators know that legislation is in place and have you know, are they aware of that that's coming? >> So, yeah, in our in our principals, it's been a big discussion and and and we're looking at actually, you know, there there might be some other changes to how we do testing during that time frame to make sure that we we especially at our our high schools and middle

089schools that the larger campuses of students you know, to test in that crunch of a time frame is going to be different than what we've ever done. Um I think there's pros and cons to it. You know, the I could speak a lot about that legislation. I I don't think we need to do that, but it it the the principals know, teachers know about it. We're already working with principals and making plans about how do we how do we make this really work? So, exactly that because the the big thing that changes for us and and other urban divisions is usually we we test and we can have two full weeks to remediate before retesting. >> Retesting. That was going to ask that. >> Now that we don't. You know, we test and they could

090be testing on day four. So, we have six days left to retest that student if they qualify for it. The other and and and I know I'm a little off topic here. The other um area of concern like this year with our science tests that were being recalibrated because of new standards, scores came in later. So, it could be where we have this two-week window and we get scores two days before the end of school and we're like, oh, we can remediate the student. They You know, they have a 375. They were close enough that that could be an anomaly of the test. Let's give them some instruction, remediate them. We might miss an opportunity. So, it's going to change a lot of how we look at SOL testing and I I think that's a

091discussion that that we're going to weave into the state of the schools. A little bit during during um another presentation. >> Okay. Well, thank you because then it does I do think it's relevant cuz I think related to slide 12, um you know, my question to you and the administration is what do our students need? Like what is best for our students? And to me that is at the core at the center of this discussion. I know parents I mean, and I think it's interesting cuz you know, we've heard from educators over the years, you know, I've been in this seat a while and it's like I want more planning time. We don't have enough planning time. And now and then you know, they don't want us didn't want to start early and now they

092want to and you know, now they're seeing I guess how the adjustments I mean, change is hard for everybody, but I want to know at the core of this of what do what is the in in best interest of all of our students. >> And it's in the seat. >> So, >> instructional time is the most vital part of any instructional calendar. >> So, with that with that in mind, which option is the administration recommending to us? Or >> We're going to come back on the 17th with a recommendation based off this discussion. Um but instructional time is is is the the most vital part of any academic calendar. >> And quality instructional time, which is something that will be, I know, worked worked out, yeah. Um so with that, to me, it sounds like

093option A is I mean, I'm looking at you. >> There's eight There's an eight-hour difference between the instructional time on the two calendars. >> Two day difference. It's it's it's a two day difference. >> Why does it say 105.9 hours? >> Let me get Dr. Rose. >> I'm sorry, I just wanted to clarify. >> Uh so so I would say regardless of what what what we choose. Let's let's put out an example. Um if we go with option B because there's critical mass of enthusiasm around that, then um from a leadership perspective, this is what I think about. Is okay, if that is the case, then we therefore know that there are eight hours difference, delta, between the two, right? Then it changes the leadership strategy as it relates to the pressure and support on

094how we use our time throughout the year. Right? So, um you can go one way or another. Regardless of how you go, that changes the strategy. So, for example, if we went with option B, which has less time, right? Then I think it's us um as educational leaders to create clarity and expectation as to how we're going to use our time knowing that we chose the calendar that is 8 hours less. So therefore, I just believe in using leverage. And so I would use the leverage on one calendar versus the other as it relates to expectations. So just if that makes any sense, that's how I would think about it even now, even before we start that year. >> Did you just say the end of your question? So so you're looking to us to

095to leave here this discussion with some lean toward a particular option though, right? Or are you just going to come I mean, I guess that's what I What do you want from us? >> I think you know, traditionally when we've come to the board, you know, it it we try not to make a decision the same day we present something. I think we discuss it. I think you guys need to mull it over and think about it. And if it's off the consent agenda and it's on discussion decision agenda for the 17th, that's where the final conversation comes. And as a as a as a body, you you decide on where where we go. >> I I right now if I were to take a vote right now, I would I I support option A.

096And I don't know where my colleagues stand, but that's >> I would back you up if we were voting today. >> I mean, I know we're not, but like if you come back on the 17th and say we're That's that's where I'm leaning. But I'm open to discussion, you know. Well, some of us >> Again, that's why we have these work sessions to kind of air out some things. We have 2 weeks until the business meeting and for folks to chew on it, go back and, you know, revisit the presentation and the comments that Dr. Polt has shared with us. And so >> I would be surprised if you aren't receiving emails at this moment. >> Probably. >> Yeah, I mean, sure. >> But at the end of the day it's about >> about the

097kids. And the outcomes. I just wish I just wish we could talk to >> whole. >> Yeah. as a whole. >> Absolutely. All right. Dr. Poe, go nowhere. >> They ain't put >> got policy updates. >> policy. >> All right, another favorite topic. So good afternoon again, everybody. I'm going to give you a brief overview of 16 policies for review this month. Um Um I'd like to mention the following major changes with vital updates to the few policies. The ones I don't mention, as you as you're aware, are they're minimal changes or just simple um changes to the policy, nothing major. So um policy JFCD um had a title change to weapons on school property instead of weapons in school. Um so it's broader, you know, encompassing broader right now. Uh the substantial changes here

098were to bring this policy into legal compliance Excuse me, and to update the necessary codes and cross references. Policy JFCE is gang activity or association. Um this is also a substantially updated policy and similar to JFCD, it's to bring it up to the necessary codes and cross references. Excuse me. Policy JGA on corporal punishment. This one didn't have substantial changes as um but the the new VSBA lead counsel um has done some rewriting on policies. Um her language is just different than the than the last. Thank you very much. Um nice haircut by the way. Um >> I didn't get it cut. >> That was for Kristen. Um but it had you know, it provides more clarity. Her language is just a little bit different and we noticed that the the policy review committee, we

099talked about that a little bit that that just the her language style is different. So a lot of the policies we saw was just some simple wording changes. Um policy um KGB public conduct on school property. This was again revised to more closely follow the statutory language. Uh policy KK school visitors. Again, to provide clarity as well as for cross-reference updates. And then KP parent involve- uh parental involvement in education was heavily revised to add clarity and substance to the language. So, again, there weren't major changes to what the policy actually says. It just kind of defined it better in the language there. And then they also updated some legal code and cross-reference. Um and those are really the ones I wanted to make sure that we reviewed and for to point out to the

100community. Um and and any questions you may have uh we're prepared to answer them. >> I have one. Included in these policies are all the policies that we need to as a board approve annually cuz I know there's some >> There's some that are annual approval yeah. Some of those yeah. >> and yeah. >> Yeah, can't like JMZ it's an annual. Um and also you know, and I'm I'm uh I'm I'm pleased with this. You know, we wrote our policy JMZ three or four years ago I think it was. I'm looking at Dr. Walter cuz she was a a big part of that rewrite. Um other divisions have been looking to our policy JMZ. Um it's a it's a strong policy. So, I'm I'm really pleased with the work that that the division and the

101board did to to pass that one through cuz that's a that's been in the news a lot lately. >> Okay. >> All right. >> Anyone else? >> Thank you. >> All right, we're going to move down to 2.06 gifted education plan update Ms. Dade. Welcome. >> Is it evening or afternoon? It's It's evening afternoon. Um hello uh Madam Chair Buffalo, uh Vice Chair Di Cello Gero, uh Superintendent Dr. Rose, members of the school board, and of course the community. Thank you for this opportunity to provide you an update of Norfolk Public Schools gifted services that include some of our emerging scholars talent pool work, uh student outcomes, participation trends, as well as next steps for our gifted local plan. Our work centers around two core ideas. I need to move the two core ideas, equity

102and opportunity as well as services above labels. We are focused on expanding access to advanced learning experiences while ensuring students receive the level of support and challenge that matches the readiness and needs. This begins with talent development at the elementary level. Our work centers uh To support the idea of equity and opportunity, Norfolk Public Schools continues to grow its emerging scholars talent development program, which focuses on developing student potential through enrichment and exposure to higher-level thinking. Emerging scholars are students identified within the top 15% of the Cognitive Abilities Test, known as CogAT, within their individual schools and they show strong potential but not yet readiness for formal gifted identification. These students receive targeted enrichment services and then are automatically retested in grade four to determine whether those extra services increase their readiness for formal gifted

103identification. This slide shows the demographics of the 2025-26 emerging scholars in grades 2 through 4 who received our services in addition to those services identified gifted. Notably, the demographics are of our emerging scholars more closely reflects the diversity of the district, helping us move more toward equitable access. This year's CogAT screening identified emerging scholars and reflects strong representation across student groups, including our English learners and students with IEPs or 504 plans. This data highlights our continued focus on identifying student potential across diverse populations. And as participation has expanded, we're now seeing growth in student readiness levels. The emerging scholars CogAT benchmark scores continue to show steady growth over time. These scores, again, represent the top 15% of CogAT performers at each elementary school, and the upward trend suggests students are entering this emerging scholars talent

104pool with stronger readiness levels each year, which also aligns with the expansion of full-time gifted resource teachers, or GRTs, at every elementary school. Furthermore, since the expansion of full-time elementary GRTs, our lowest schools emerging scholars benchmark increased from 31% in 2022 to 50% in 2026, reflecting stronger student readiness. This year, we retested our second cohort of emerging scholars who were originally identified in 2023. Of those students, 33% were subse- subs- sub- subsequently eventually identified as gifted compared to the 12% of overall first-grade cohorts of more than 2,100 students. Those students that were identified gifted in the emerging scholars retesting process also reflect the diversity of our district. In 2025, the identified cohort was 44% African-American, 16% multi-racial, and 9 and 1/2% Hispanic. In 2026, the cohort of those emerging scholars, subsequently is the word, identified

105gifted, was 38% American African-American, and 25% Hispanic, 4% Asian, and 29% white students, with English learners and students with disabilities each representing 8 and 1/2% of those students identified gifted. You will also notice that overall identification rates from that first grade CogAT screener continue to increase. Together, these results suggest that early talent development, exposure to advanced learning opportunities, and full-time elementary gifted resource teachers are helping more students across the district qualify for gifted services. We are also seeing growth in student reaching CogAT processing benchmarks. The Norfolk Public Schools uses the Cognitive Abilities Test, or CogAT, um as a universal screener every February for all first grade students. This research-based best practice helps us cast a wider net to ensure that more students have a chance to be considered for gifted services. The percentage of students

106achieving at or above that 85th percentile, which allows them to be considered for formal gifted identification, has decreased has increased across most subgroups, including our African-American and Hispanic students. This suggests our early talent development efforts are expanding access and readiness for gifted identification. Regarding our second big idea, Norfolk Public Schools also prioritized services above labels by providing advanced learning opportunities based on student readiness, not just an identification. Students develop at different ages, and gifted pedagogy benefits all learners through appropriate levels of challenge and support. So, level one includes enrichment opportunities for all students across the district. Our level two services offer targeted small group instruction within the classroom. Level three supports this emerging scholars talent pool to build their readiness, and our level four provides our identified gifted students with specialized instruction aligned to their

107strengths. The Arts and Sciences Enrichment Program is an example of a level one service as it is available to all students across the district regardless of identification. This school students participated in 87 Arts and Sciences enrichment classes across 29 schools. These experiences provide our students with additional exposure to creativity, to problem solving, and collaboration. As opportunities expand, we are also seeing increased referral activity across student groups. Gifted referrals, which occur every fall, has increased more than 25% from 2022 to 2025 with growth among our African American, Hispanic, English learners, and student with disabilities student groups. This in indicates increased awareness, broader access, and stronger identification pathways across the division. We are also seeing strong academic outcomes for both our gifted students and emerging scholars. The Virginia Department of Education Standards of Learning or SOL results

108demonstrate strong academic performance for both our identified gifted students and our emerging scholars in regards to reading and mathematics. While gifted students continue to perform at a very high level, emerging scholars are also achieving strong um showing that the positive impact of early talent development and targeted academic support. In addition to academic performance, we also continue to monitor engagement and absenteeism. This data shows improved attendance trends among our emerging scholars and gifted students, particularly in our title one schools. The decrease in chronic absenteeism suggests an increase in student engagement and connection to schools. As students progress toward the secondary setting, we also monitor participate in the advanced coursework. This data shows the majority of middle school gifted students consistently participate in honors and high school credit bearing courses across grades 6 through 8, demonstrating engagement

109in advanced academic opportunities as students transition into secondary coursework. These participation patterns continue into high school. This data demonstrates a high percentage of high school gifted students continue to participate in advanced coursework, particularly in advanced placement courses. AP participation has steadily increased over time, while honors participation has remained consistent consistently strong across grades 9 through 12. As we continue this work, we are also preparing to a potential revision of our gifted local plan. As we complete year four of our current gifted plan, we are already laying the groundwork for our next review cycle. This slide outlines a timeline for our local plan gifted review process, which has already started with surveys, focus groups, stakeholder feedback. We'll do internal reviews and submit our drafts to the Virginia Department of Education. We look forward to continuing collaboration

110with staff, families, students, and the school board throughout this process. Norfolk Public Schools remains committed to expanding access to gifted services and creating opportunities for all students to thrive. Thank you very much for your continued support and I'm happy to answer questions. >> All right, school board members, you've heard the gifted education plan update. Are there any questions? See? >> Instead, thank you so much for the presentation. I just have a couple of questions. Um on slide number nine, I thought it was really interesting. Um especially among our Let's see. Among our students with disabilities, um the the jump from, you know, 2021, then you see this big larger increase 2024 25. And I know one of the things that GEAC and, you know, members of the school board over the years have really advocated

111for our twice exceptional students. Can you speak a little bit to how the great work that, you know, your department has been doing around identification and referrals, how that may or may not have contributed to that, you know, what we're seeing in that data. And if that is even what is contributing to it. I mean the increase in participation in that of that subgroup. >> Absolutely. I do strongly believe that the expansion of having full-time gifted resource teachers in schools makes a a lot of difference. A lot of the those underrepresented populations is due to a lack of understanding, a lack of professional development. There is no gifted education as part of the teacher training process. So there is a lot of misconceptions. We know there's a lot of stereotypes of what is and what

112isn't. Um just because you're gifted doesn't mean you're going to get all A's. We know that there's a lot of underachievers. We know a lot of gifted students don't want anything to do with advanced placement. Don't want anything to do with school. >> Right. >> Um they're extremely gifted. >> Yeah. >> Yes. >> Yeah, I know quite a number of them. So I do believe that having them and providing the professional development I've been working with College of William Mary. We have all kinds of online training. She actually is an expert at twice exceptionality. We have one of our gifted resource teacher has her doctorate in twice exceptionality. We work very closely with Dr. Walter's team as much as possible to to make sure that our those students with disabilities all have strengths and those

113strengths should be recognized, but a lot of times due to the misunderstanding of what a gifted student is or is not, they're not necessarily referred for gifted services. But when we are out there and we're saying look what the student can do, not what they can't do, then there becomes a it just changes the visions. So I absolutely think having more resources and more opportunities to explain to them what gifted really is and not what what you think it is makes a a big difference. And then to when you open their eyes and you give them the opportunity to see what these students can do, then then suddenly the the it snowballs. And so we still have work to do, but we are seeing some improvement. Same with our ELs. And I've already been talking

114to Ms. Flores about doing some more professional development. When I go to national conferences, there's a big push in the gifted and the ELLs and how do we um identify those students that don't they they speak multiple languages, right? But they might not do well on that test because it it doesn't speak to their culture, their language, etc. So, there's a way to do better with identifying them as well. >> Oh, great. Thank Thank you. I just wanted you to elaborate on that. >> And um I appreciate that explanation. Um and then going to the slide around the passive passive You had a question you wanted to ask a question. >> I did. I'm sorry, and maybe I missed it, but um so we weren't Were we not tracking for sped 2020 2021? >> We

115started specifically started tracking back then. Mhm. Yeah, cuz we do it internally. >> Okay. >> And that was due to requests and and so forth, and I just thought we we should be doing this, so. >> Okay. Okay. >> And we will continue. >> Okay. Okay. Um so slide uh 13, we're looking at passive advanced and percentage passed. So, how has our passive advanced changed from what we've seen over time? Um because it it seems like just from what I know and monitoring that over the years, we're still kind of comparable to where we've been before. We're not really seeing a huge increase in the passive advanced. Um which you know, the board at one point had wanted a goal of trying to push the you know, raise the ceiling and so push uh students

116>> of thoughts on that. Um unfortunately, uh some in the past or even still, there's if they're passing, they're good enough, right? >> Right. >> And I'm and that's why we're such strong advocates for our learners or our learners or any high ability learner that passing is that should be the minimum. >> Right. That they should be we should be pushing them. >> Right. Right. >> And unfortunately, hey, they've got it. We're just going to focus on the one and not not that they don't need focused on, but we have to we can't forget about the ones that need more to pass advanced. So, in the last year with our uh previous administration in the government, they did pass a different um a credit you know not not a credit accountability. Yes, not accreditation. Which

117now pass advanced is part of the formula, and so now principals are starting to pay attention. >> Yes. >> So, that's a big part of it as well. And I do know that instead of gifted resource teachers remediating just in general, they are actually ahead of time working with our gifted or or our high-ability. They do not have to be identified gifted, but any student that has mastered that tier one in that particular SOL class, some of the schools are strategically taking the gifted and say work specifically with those students to get them to pass advanced. >> Okay. >> not seeing jumps yet, but I do think I'm I'm suspecting that we're going to start to see that go up. Hopefully, if that accountability state uh stays in in fact and and our gifted students

118are supposed to show growth as well. >> Yeah. >> So, I think between the two, we should start seeing those numbers go up. >> Yeah, and that's exactly what I was thinking about when I you know, we're going to have this phased approach to the new cut scores. And so, what we're seeing I'm just thinking ahead what we're seeing now with the pass advanced would be part of that, right? So, we're going to be having to raise the ceiling for you know, every student. Um but where our gifted students would fall in that, you know, is interesting. So, I just that we need to keep our eye on that. Um and finally, sort of finally, um slide 15 and 16. So, I asked questions about this, about you know, you're seeing and I appreciate the

119explanation that as students go into AP classes, you're going to see a decrease in the honors classes. So, but for those students that are not reflected here, and to your point earlier in your presentation saying that just because they're gifted doesn't mean that they're um, you know, want to take AP classes or even be in school, but it's the how do we know what they want and need? And for us as a board to kind of elevate that question. I mean, I we know that that's true. Like, you know, they I'm sure counselors can tell could tell us that too. Graduation coaches will say, they're just not interested in this. But what are they interested in is the question. Like, instead of those courses, what are we offering our high-ability gifted students? Because they also

120are the same ones who aren't coming to school and are part of that chronic absenteeism, especially at the second secondary level. So, what do they need and what do they want and how do we monitor that, whatever that is of those, you know, that aren't in AP or honors courses. So, >> I think it's a great point. Um, at the secondary level, we are our GRTs are stretched. They have to serve two and their caseload goes from maybe 50 to 600. I mean, if you're serving Amory and an ADL with extremely high gifted populations, there's no way you're going to meet all those kids. >> Right. >> So, you know, I'll put a plug in that, you know, it'd be great to have a full-time gifted, especially at our middle schools, because that is a

121big Those three years are a big time period where our kids go underground, they underachieve, they go from being gifted where they got pulled to like, I don't I guess I'm not gifted anymore. >> Cuz And some don't even know they're gifted anymore. They're just >> And it's not it's not the gifted resource teacher's fault. >> No, no, absolutely not. >> They're now they're in a supportive role. >> Right. >> So, ideally, if we could increase uh resources, especially in the middle school level, we could teach those courses on how to understand yourself, especially the sixth grade, you know, the year Okay, now you're transitioning. Now you're going to have to be in control of your own learning, your own scheduling. And then as they get into high school, and then we'll also tell career

122development, what what are you interested in? So, as they enter high school, they'll have a better idea of what their true trajectory should be or what they want it to be. And once they feel that they have it in a control, me, I just practically speaking, I would think they'd want to come to school more. >> So, for you So, you can reiterate to all of us, you know, as we consider look at next year, what specific, in an ideal world, resources would you think are necessary for a stronger secondary program? I like Yeah. >> I'll plug really quick. So, recall again with the consolidations, the GRT positions were ones we were holding on to. >> Right. >> And Ms. Ted and I have talked. She's said had the same plea with me about increasing

123our secondary, and we've discussed it for a couple years. So, that's one of the thoughts is how do we increase secondary with those positions? So, we >> Okay. Okay. I was just going to say the same thing. So, thanks, Dr. Cole. Okay. Um so, what we ideally Like cuz we've already had the two positions, and I'm able to now give more support for those K8 schools, where those middle schools now can have a And so, with the considered consolidation, and we are thankful that we're not losing those positions, we can add more support, especially at our middle school, if they could actually teach a course to our gifted students, even if they're there. It's It's impossible if they're full-time, but if they're there, they can be there even if not teaching course, just to meet

124with more kids one-on-one, to have that more individual support to help guide them to say, "No, you're you're still gifted. Um it's just that, you know, you now now you need to take ownership." It's that autonomous learner model, you know, so I >> Well, thank you. >> be ideal. >> Thank you. >> Not a question but a comment. This is kind of to Dr. Ruth. It's so disheartening every time something comes up about our students' outcome, you know, them being successful, it's always around staffing. Um we need to get on top of that. Cuz as she was saying, if she had more whatever she needed, maybe the kids we could have more kids that's going to be a diagnosed as being gifted. That's on special ed, that's anything we have in our schools at this

125moment. We have to get some staff right around here. We really do. Cuz if we don't we we not going to move no further. We can't. I just want to say thank you. >> Thank you. >> Out? >> Well, thank you, Ms. Day. School board members, we're going to move down to 3.01 future agenda items. I emailed out the um school board future agenda items chart yesterday to the full board. Um your agenda items and kind of gave you a status on where they are in the the scheme of things as far as when um they would appear on the agenda. So, you have that and I will continue to update as we continue to add to it and and everything. So, at this time is there anyone who would like to share any future

126agenda items? Okay. Well, yes. >> Um just uh a couple just ques- questions if I may. So, the chain of command or communication policy is expected to be um ready >> We're we're our target is to be able to bring that even to our board retreat. So, um >> Okay, so that's I'm okay. >> Yeah. And and you know, review it, talk about it uh talk about the the PD, the how we would implement it, etc. Yeah. >> And I I asked that because I thought we did great work at our governance training last month. Last month, yeah. >> Last month, yeah. >> Um June. And didn't there was one piece around that was kind of tentative based on that, but I don't want us to get >> Oh, no. >> another few months >>

127Yeah, that I just wanted to put that on already. Yeah. >> Definitely. >> we're making we we're in a internal meeting yesterday. We reviewed progress and so forth and so and we're we're definitely making progress. And so, yeah, our target is by the time we come together for our retreat we can start to it's, you know, it won't be at a starting point. It'll be at a place where you know, it's it has some polish to it and we can still look at it and talk about it and maybe make some changes, but we will be ready to almost recommend language by that point. >> Okay. And in the meantime, I just wanted to get our board norms and protocols just on the agenda for our board retreat. >> on there, too. Yeah. >> Okay.

128So, that's that was the only reason I was asking about that cuz that was the piece in that Yeah. >> Um and then the only thing and I I have raised this and I know um Ms. Slaughter has uh raises to about around disciplinary practices, but on a holistic level, we really need to look at our alternative education program and review that, and if there is any as it comes up, you know, I talked about it in the equity report, it comes up, but if there's some way to incorporate a review of our whole alternative education program to include, you know, the disciplinary data that was requested, um as long as what our practices are around trauma-informed and restorative discipline, like I think we need to really get a handle on what our district is

129doing or needs help with so that, you know, I think we need a good picture of what our alternative education looks like, and also what we are offering our students at Madison, especially now that we are requiring attendance there. And so, I think we're going to get into go take a look at that soon, so >> I think >> Adele had her hand up before me. >> So, continue with what Ms. Bassine just said, um in particular, it has been practice that our specialty students who say they are in alternative setting, they do not have access to their curriculum. And we need to change that, too. >> Yeah, and that would be part of Yeah, that review cuz I I agree. We hear that, too. Things come up often times in our hearings that make

130us Huh, you know, that enlightens us on what is what is not offered, and we need to look at that. >> thing that several times. >> Um I also like to understand how as a district we are addressing bullying. Um I get a lot of feedback that parents are reporting, "Well, my kid was bullied and the recommendation was for my kid to go virtual or go homebound." And not really addressing I'm sorry. Go ahead. And not really addressing the bullying issue and we get a we receive a lot of emails. I don't know if everybody's getting the same emails about bullying and it it doesn't seem that we there's one way or one standardized method of addressing it. Um and then when I back to the communication thing, we're not getting feedback that it's been

131resolved. I mean, not getting into the nitty-gritty, but it appears that bullying is increasing um in our schools and I want to make sure that as a board that we're making sure that we address that we make sure those things are addressed and that they're handled in a standardized manner. >> Yeah, I think that one, it's it's a one noted and we need to we need to report back on it because it's been requested. And when we do, let's also make sure that when we talk about it, we have to look at information and data and what is done and what's not done because at times it's what I notice, especially as relates to some of our you know, complaints we're experiencing. A narrative is created which can or cannot be accurate, right? And so

132we need to be able talk about practices and then potentially what that would relate to is policy. >> Yeah, absolutely. >> So especially when it comes to bullying and harassment, um the definitely the leverage for the board is policy on that. So that's what I think that what we do is we talk about practice and impact and data and then focus on policy because otherwise it can be like there's these blanketed practices that are or are not happening which sometimes is not necessarily accurate but policy great creates our guardrails that allows us as leaders to implement effectively. So. >> Yeah and no I agree and I also believe that you know policies to be implemented but there also needs to be accountability to make sure those policies are implemented at the school level because the

133narrative could or could not be accurate. >> Yeah. >> Um we want to make sure that some of the narrative that we're getting is inaccurate information. >> Yes. >> Um but also being accountable you know making sure that we're accountable as a you know as a district that we are handling it because you know we know that um safety physical and emotional safety uh correlates greatly to outcomes. And if kids aren't safe they're not coming to school so there's more absenteeism that's happening and so I just think it's something that we need to make sure that we are on top of. >> I agree. And I'll extend that I'll say this I'll extend that to our employees as well. Yeah. >> Um everyone should come to work and you'll see you all hear me say

134this all the time. No one I see our work I see this work as a calling for me anyway. And I I just don't believe anyone should have to come to work with a knot in their stomach because of for whatever reason. Right? So um I I'll extend that to to our employees as well. Thank you. >> All right so we're going to move down to 3.02 motion to go into closed session. May I have a motion to go into closed session? >> I move that we go >> Oh, go >> Go ahead. You beat me to it. >> Speedy. >> we go into closed session. >> Dr. Martin, may I have a second? >> I second. >> Thank you. Ms. Slaughter, any discussion? Hearing none, Ms. Tanner, please read the motion. >> Yes. Move

135that the members of the school board of the city of Norfolk go into a closed meeting for the purposes which are set out in subsection A of section 2.2-3711 of the Virginia Freedom of Information Act as amended for discussion, consideration, or interviews of prospective candidates for employment or of assignment, appointment, promotion, performance, demotion, salaries, disciplining, or resignation of specific officers, appointees, or employees of the school board pursuant to subsection 2.2-3711A1 of the Act, the subject covered by this exemption is the discussion of the assignment of specific officers, appointees, or employees in connection with a general reorganization of the central administrative structure of the division, consultation with legal counsel regarding specific legal matters requiring the provision of legal advice by counsel pursuant to subsection 2.2-3711A8 of the Act, the subject covered by this exemption is consultation

136in connection with the matters set above in subsection A of this motion. >> Bassin? >> I. I Oh, wait. >> I'm sorry, there's a another phrase to that, but only to assist the board in writing its decision in the grievance after the board has made and publicly announced its decision as authorized by subsection E of section 22.1 >> That part. >> With that addition, Ms. Bassin? >> With that addition, I. >> Bassin, okay. DeCalogero? >> I. >> Martin? >> I. >> Paulsen? >> I. >> Slaughter? >> I. >> Thomas? >> I. >> Buffalo? >> I.