001[music] School board work session for Wednesday, May 6. Uh, Miss Tanner, please call the role. >> Here. >> The Kelloggro >> here. >> Martin, >> present. Olen, >> present. >> Slaughter >> present. [laughter] >> Thomas here. And at this point, I would like to turn the meeting over to Jack because we have a member who is wants to attend remotely. >> Prior to today's meeting, [laughter] the chair, >> I'm sorry. I I heard something. >> Yes. [laughter] Miss Buffalo uh has asked to participate in today's meeting from a remote location because of a personal matter and that requires establishing a couple of things on the record and uh a board vote to allow her to do so pursuant to the Virginia Freedom of Information Act and uh the school board's policy BDD. So, uh, first
002let me say, uh, all the board members are present physically here in the board meeting in NOFK, Virginia, except for Miss More Buffalo. And now, Miss Moore Buffalo, can you hear me? >> I can. >> Uh, where uh, what is the nature of the personal matter that requires you to participate remotely today? I am in Charlottesville, Virginia attending the school board clerk conference where I'm a presenter. >> And the second question you've actually answered, which is where are you participating from? So with that, I'm going to turn it over to the clerk for a roll call vote of the board members physically present to allow you to participate in today's meeting remotely. Bassine >> I >> Dellerro >> I >> Martin >> present >> Boston >> I >> Lauder >> I guess so >> and
003Thomas >> thank you at this point I'd like to call up Miss McGarity to go over school board goal five interim measures one and two Alrighty. Oh, are you touching it? >> Oh, that was me. Yes. All right. I'm going to pull this down. [clears throat] All right. Good afternoon, Chairmore Buffalo, Vice Chair Caligerro, Dr. Rose, and viewers. I'm here today to provide an update of schoolboard interimm measures 5.1 and 5.2 which monitor students who are on track for an advanced diploma in cohorts 27 and 2026. Um beginning with report 5.1 which is the one here cohort which is cohort 2027. There are a few key takeaways from the data which are 43.1% of students maintained enrollment in courses required for students on track to earn an advanced diploma which is an increase when compared
004to quarter 1 and quarter 2. One course once course grades are included there was a decrease in the ontrack for advanced diploma students from 41.1 in quarter 2 to 35.4 four and quarter three. With continued monitoring by counselors and graduation coaches along with the increased use of tutoring and remediation support, staff expect course performance to improve by the end of the school year. We do continue to believe that the 4x4 model is helping schools identify student needs and intervene more quickly than under the previous fullear model as the failure rates in all content areas remain lower than in the prior school year. For the 2027 cohort, we saw that the math courses have the highest percentage of failing grades at 7.7% of ontrack students failing. Math is also the highest area of engagement though on
005the online tutoring programtutor.com in the high schools. Current analysis suggests that the rigor of the upper level mathematics and gaps in foundational understandings are contributing factors to students failing courses. We continue to review course level patterns and intervention usage to better identify student needs and effective supports. While there are schools and student groups with higher percentages of failing grades within each cohort, the patterns are not concentrated within one specific school or subgroup. We continue to analyze the data to identify targeted interventions and opportunities. The data also continue to show lower on-track rates for students with disabilities and English learners with which remains an area of requiring targeted and ongoing analysis. In closing, our primary focus between quarter 3 and endofear reporting is improving course pass rates in mathematics while maintaining student success and enrollment and
006advanced diploma pathways. Students in the 2027 cohort still have flexibility within their schedules, allowing for strategic adjustments and interventions to improve outcomes as they move into their final year of high school. Staff will continue monitoring these trends and provide updated cohort progress at the next quarterly reporting cycle. Thank you and I'm now ready for any questions. Board members, do you have any questions? Miss Bazine? >> Yes. Um thank you Miss McGary for the presentation and review of um of this goal. >> Um you mentioned that there there there isn't one specific school or anything that where we're seeing a higher percentage of students who are falling off track or a particular subgroup that's >> it's it's scattered. >> It's it's so we're the continued analysis looking for trends to kind of dig further into that
007data. Okay. Okay. And I asked that question to understand better if we're equitably >> um resourcing especially with you know math >> yes >> having been and continues to be a harder st to staff area >> right. >> Um I wanted to know a little more about tutor.com and its usage. So it sounds like most students are using it for math. Um but when we say is the usage high for uhtutor.com and how are we communicating >> the usage continues to what the data is showing is that it continues to increase. >> Okay. Um it is not I would say every student is going in there. Um and math is the highest usage but what also we see is every other area we even we're seeing EL students are using it for supports >> okay
008>> for their pieces because we can see exactly what they're asking for what kids go in asking for. >> Okay. So [clears throat] what it's really showing is we do see math being the highest which is encouraging with math being the area kids are struggling more than others. But >> right, but if you were to say, you know, x percentage of students are off track or or um you know, failing a course, >> then what percentage of those students are using tutor.com? >> I would be afraid to guesstimate, okay, just off of the two pieces, but that's something we >> Miss Pine, can I ask a followup to your question? Um, do we is were we able to get from tutor.com the the subjects the math subjects that are at the highest utilizations? >> Yeah,
009I mean that's what that's a good question. >> So yes, we have what the subjects are. Um, that again is another one that's scattered. Some of it's AP, some of it's algebra 1. It's, you know, >> we don't see a trend in terms of algebra 1 or algebra 2 which are >> no. Even looking at like what the content of it is, it's not there's not a trend that we're seeing lots of this one type of content pop up to be asked about. It really is. And so, oh, >> I'm sorry. No, that's I just wanted to follow up since you're on. I have a couple more questions about tutor.com just because I'm trying to understand um you know how it's communicated out to students and families and then what the usage is of it
010especially as it's a you know consistent strategy that we see listed here for this particular goal. Um, so I just wanted to um I guess is this re is it because I I know I've seen it, >> you know, as a parent, you know, I've gotten emails about its availability and so is it only targeted toward parents of students or is it also targeted to students um by the teacher or encouraged you know is there encouragement to use it? >> Yes. And it's even one of the resources that the counselors will say, "Okay, we see you're struggling in this course." When they're having the interimm conferences and tutor.com might be one of the additional resources that they'll talk directly to students about. >> Okay? But counselors will talk to the student, not >> or it
011might be the teacher. It could be an array of any of them, but for sure the counselors who are meeting with the kids. >> Okay. >> That's what they're reviewing. They're looking at grades, performance, that kind of thing. >> Okay. Okay. Okay, I just wanted just real quick too with some numbers and and then these were put on the question sheet too. I don't know if you've had a chance to see it yet. >> I just pulled it up. >> So the um you know we don't get a high percentage of usage on tutor.com. We we so our la in April we had 251 unique students log into tutor.com which isn't a huge number right now. Our our our biggest month was 547 which was back in October um for student usage. It is of
012course we do a great deal of social media on it which I think everybody sees. We do the the uh robo calls on it as well from time to time. Teachers do encourage students for it. Teachers also encourage students to use it during the during the school day. The nice thing about tutor.com is it we we pay a a flat rate which is much much cheaper than what we were paying for fevtutor.com and it's it's much more indepth than what fettor.com was. So our high school principles actually really really like the product. Um and the students are giving it great feedback as well. So I see us growing with it. Um and we are trying specifically to target those students, you know, who are off track, you know, and and and and not successful successful
013in their classes right now. But those are the numbers that we have and we do we get we can get a granular report by what subject, what grade level, you know, all the way down each month. we we get that kind of a reporting on it. Okay. >> So that we do track that and follow it. >> Okay. I appreciate that. And I um you know because again I've seen it a lot on our monitoring reports that I wanted to have a better understanding of of its use. And I think do you go ahead? >> Yeah you can if you have a question about that. >> I think Colonel has a question but go ahead. >> Oh um and then I was going to ask about and this is for both you know 5.1 and
0145.2 really. It's like you you talk about I mean we're talking about post-secary planning um as you know next steps about where we're going and so one of one of the questions I have is like what are we what have we done to assess um our postsecary planning uh process and then so that we can better capture our post-secary um I guess plans of our students It's like how many students say that they're you know in the beginning when we start the process say that they want to go into the military or go into the workforce or go to college and then at the end you know do we look back and say this is how many you know um were successful in doing you know any of those areas especially as the three E
015or right so the first part of that I will say we do that it's measure 14 on the strategic plan that where we measure if students have their um their post-secary plan. So we look at that as of the cohort that just graduated. Um we say around 98 99% of that um that whole process over the years develops but currently we are not looking back in the sense that you're talking about where it's over time. Okay. and what's changed. Um, and once they leave us, we don't have a way to capture that information to say where did they actually go once they're out of Norfick public schools. And that's also I also responded to that, too. >> Okay. Sorry. >> No, that's okay. I just >> Okay, thanks. That that's it for me. >> Um,
016Colonel Pollson. >> Uh, thank you. Thank you, Miss McGary. Uh, the question I had was I think Dr. Paul answered it partially. is the question was how many are using tutor.com and you mentioned it was it's decreased some over uh time but is it um why is the decrease are they they catch it they they getting it uh what they're uh why they're having this support and they don't need the tutor.com or is it some other problem? >> It's it's actually it not necessarily decreased over time. It's sporadic each month and I think the months of highest use or end of quarter you know so like October is an end of quarter so we had a high usage rate April's the beginning of a quarter so it was a lower usage rate that you know
017and that's the monthby-month um report so and also in April we realized we also we there was a whole week of school students weren't even interested in tutor.com um one little tiny bit because they were um off of school um so your numbers are going to be a little bit lower there so I I think we see pretty consistent numbers. It's just the highest happen to be in October right now. But I do believe we'll May we'll see a really good jump because now this time of year where students are trying to get every little last bit done that they can. >> Okay. And versus the previous vendor, I assume that we move from one vendor to another because of the results that that you're getting now. >> Well, they're twofold. One, they went bankrupt
018or they went out of business. Okay. Right. And actually they went out of business one week before our contract ended. So it couldn't have been more ideal their timing for Norfick public schools. Then we had to do a new RFP. And when we did the new RFP, the principles on the committee and I actually believe Miss Copeland was on the committee as well really liked FEV tutors product because of everything that it offered. >> Okay. >> Um I have a question. Do we ever um allow the kids to like log on to it in school to kind of They do. Okay. To kind of get a feel for it and to see what it does and to get assistance with it. Okay. Has how do you know is it just one time or how often
019we've done it? >> Teachers can use it during their classes. >> I'm talking about for the kids. >> How? >> That's what I mean. The students can use it a teacher can assign it during class time as well. >> Okay. So, it's not just one time. It's whenever the teachers it's unlimited amount of tutoring. Yes. Okay. Oh, Dr. Rose. >> Yes. Um, my question is for Miss Chandler W and and Miss Ash. Have you used tutor.com? And if so, maybe why or why not? >> I've never heard of that before. >> Okay, good to know. >> Um, I've never used tutor.com, but I used the last vendor that you guys had. Um, and for that vendor personally, I didn't enjoy it just because like it just felt like a robot was talking to me, so
020I wasn't really learning much. But, uh, yeah. >> All right. Fair enough. >> Is that the reason you didn't even bother with Tutor.com or did your courses just change? >> Well, that was with math and I don't take math anymore. So, [laughter] >> and I I know my question my sample is small with two, but I appreciate I was just curious. You're you're with us. So, thank you. So >> yeah, that's very >> it's conceivable that maybe we should have teachers as part of their plans utilize the program in school to teach the students how to how to use it. >> Yeah, it's conceivable. Absolutely. >> Any other questions, Dr. Martin or Miss Thomas? >> No questions. I just want to comment that of course I think that having these resources in our classrooms is
021important for these students and um and also the teachers but of I fall back on there's nothing better than a live teacher. So um we would definitely not want to overuse these tools. Well, my point was just to have the teachers show the students how to use it so that they when they're doing their math homework at 11 o'clock at night >> that it's available to them, >> right? That it's a resource. >> Vice Chair Daliro. >> Yes, MC. >> If I may, I do have an additional question. So, um, and I think it's an important one for the for these times. Um so also in the next steps to talk about AI use um of you know professional development for I think uh for teachers and giving feedback to our students right um and
022so what I've uh I mean and this is just anecdotal again from very small sample size obviously but um I just thought it was interesting and also from an AI conference conference that I attended with the Virginia School Board Association I think last month for it was their hot topic conference >> but um that students when they know a teacher is giving feedback and it came directly from AI >> they lose respect for the the feedback that's given and I think our two students maybe can ex expand on that from your own perspectives but that that is something that I'd like to know more about what kind of professional development is given to our teachers in how to provide that feedback um versus just saying AI read this give me feedback you know because I
023think the kids too are you know I always say they're five steps ahead of us they know just like teachers know when they're using it they know when the teachers are using it and um even at the conference that I attended the students were like we're not using AI the way that we're supposed to be >> and like teachers aren't using it the way they're supposed to be and students aren't aren't using it the way they're supposed to be. So, there's like this gap in how we can use these tools better. Um, but anyway, I'd like to hear more about what kind of PD teachers are getting. >> Something we can provide after to talk about exactly topics and how that's being presented, >> okay, by the content. >> In in fact, if if the
024board is interested when the time is right, we could have Mr. Zamora who's, you know, we're leading right now a teacher group and I want to speak on on his behalf. He's probably rolling his eyes behind me as I try. Um, we have a group that is looking at, you know, how we implement effectively with the points that you just made. Um, you know, AI is moving extremely fast and our students are clearly going to be ahead of us. Some teachers will be intrigued, some will be resistant and therefore what is the right step as it relates to supporting this you know unfolding fastmoving but really important tool um and something that we're also concerned with at the same time. So um without without going further into depth I would say that one thing we
025could do is talk at one point about what we're doing with this committee. I've been able to attend one of their meetings and they're having really really impressive dialogue. So, um, sorry, Mr. and Mr. Moore. I think I just volunteered you for a potential, uh, future discussion, but I I recommend that be something the board is aware of. >> Thank you. >> Else. >> Okay. >> 5.2. >> Going to move quickly to 2026 um cohort. All right. can move move into 2026 cohort which is report 52. >> Um we're transitioning here. The key takeaways from the data are very similar to cohort 2027 that we just discussed. So I'm just going to quickly highlight the differences for cohort 2026. Uh 33.1% of students maintain enrollment in courses required for students to earn an advanced diploma,
026which is minimally higher than quarter 2. Once course grades are included, we see that same decline of students on track from quarter two with 32.1% to 28.1% in quarter three. Students in this cohort are attempting to graduate this month and all supports and interventions are focused on completion of their high school experience. Just like cohort 27, we reviewed before, failing grades in math are the highest percentage of um students who are otherwise on track for advanced diploma with a 7.1% um failure rate in that those math courses. In closing, at this point, this cohort does not have much flexibility in their scheduling to increase enrollment. However, the focus remains supporting students with instructional needs and ultimately final grades. And I am ready for any additional questions. Um, one piece of data that maybe we can
027get in the future, um, is I would like to know of these percentages how many what percentage of students are in our specialty programs. Um, because they for most of our specialy programs, they are a cohort-based model and there is data to to suggest that these cohortbased models the students have greater success in. Um, now our students who are in these specialy programs are more academically minded, so I expect that to be a higher percentage. Um, but I'm curious, you know, if we looked at the traits of the students who were getting advanced degrees that weren't in the cohorts, if there was something that we could glean from that data. >> Okay, that's something we could look at to follow up with. Yeah, I'm not expecting any answers anytime soon, but it's just a thought.
028>> Yeah, got it. Mr. >> Um, yes. So, um, I had asked a question which and I appreciate the response. Um I did see that about looking at >> um you know you all provided really good uh feedback on the student group data uh of who's on track and off track currently in this in this uh report. Um but looking over time that if we're seeing this trend with you know particularly you know for students with disabilities or ELLL students if we're seeing this a a larger drop with that like if there are specific supports that need to be in place um for specific subgroups u just uh you know that's something that I think would be interesting well not just interesting but important to look at just from a re you know from a
029resource first in support >> um standpoint. So I just wanted to um share that and that uh feedback that Miss McGary and team provided in the questions that um in the link to the questions. Um but I just wanted to highlight that piece and u the other thing I wanted have a question around is what percentage of students who were off track last year for so for this 2026 cohort. Mhm. >> So there were students that were probably off track at the end of the year um this quarter. I mean yeah the last quarter. What happens to then get them back on track? I mean the count if you could if you have like kind of an idea or number percentage of how many then become >> you don't have a percentage in the sense
030of kid to kid to look at it to say this many kids and this many kids were back on. um we see it fluctuating all over the place. That's kind of that inconsistent performance. >> I mean what's done yes the counselors um they look at it how can we recover that >> course or that kind of thing so that the students don't come off track. >> Okay. So that's why we've talked about looking at that data where we added that kind of just the data tidbit in about maintaining enrollment because if we're losing enrollment then they're just being withdrawn when there's not success. But what we're seeing is they're staying in. >> Yes. >> Um and maintaining courses they need to be on track for an advanced diploma which is promising because we were seeing
031just drops. >> Just drops. Okay. >> And so that was a big push that Mr. Brady and I along with all the counselors really worked with them on to really say, "Okay, we got to keep the kids in and find apply resources in course or even coming out of course where we're now creating schedules for the next year, >> right?" And so we just started doing that this last year, right? >> We started keeping a thumb on it. >> Keeping a thumb on it. That's what I mean. Monitoring that. And one reason I wanted to know the answer to that question is that that information may be helpful to younger cohorts who may find themselves off track and to have that encouragement of like you can get back on track. You know, this is you
032know if we have that kind of d that data >> um I think could could be helpful. But um I appreciate that you answer my question. Thank you. >> Any additional questions? >> Thank you. >> All right. Thank you. >> We're now going to move on to agenda item 3.01, policy review with Dr. P. >> Thank you. The exciting world of po world of policy. I'm I'm back. Um so good afternoon, Madam Chair Buffalo, Vice Chair Kalerero, members of the board, Dr. Rose. Uh this afternoon we're reviewing the first batch of several policies that were included in the February Virginia School Board Association's policy update. Um the policy review committee met a couple weeks ago before spring break and reviewed everything. And I'd like to bring to your attention just a few of the policies
033with the larger scale changes as we usually do. We don't go through every single policy that might might have some I was just noticing the butterfly over there, Miss Thomas. >> Um sorry it distracted me a little bit. Um, so we don't go over every single policy, but the I'm going to go over the major ones I I think you need to have your eyes on before we vote on. Uh, the first is BDDL. This is the electronic participation from remote remote locations for committee meetings. So, these are for our schoolboard advisory committees. This is a a voluntary policy that Norfick public schools chose to put in place so that our uh schoolboard advisory committees, if they had a member that needed to meet by Zoom, they could just like the board member like uh
034Miss Buffalo is doing tonight. So that that that's in place. This is being updated just to match the the same language in in the the board's policy. Um and the one of the big pieces here is it's another policy that'll have to be reviewed annually. ECBCA. Um this is uh clearly there was an injury with electronic partitions in a school somewhere across Virginia. There is now a policy in place um where if you're using an electronic partition, the students can't be around it or can't be in the room um when it's when it's being utilized um unless it has a sensor built into it. Talked to Mr. Freillley already. We're in in the clear on this policy and with the new Mory High School, if there are any built at this point, there have to
035be sensors on them anyway. So, this now becomes policy um to make sure that we're following that rule and no one gets injured. um GBE I just bring this up because it is staff weapons in school. Um in this policy update to match um is updated to match updates in the legislation and basically the the update there just says you know to follow the law um with anything the board chooses to do with weapons in school. Uh GBNZ uh this is uh was recommended by Mr. Cloud, Attorney Cloud. Initial appointments and promotions prior to the schoolboard vote. That's a new policy that's suggested. Um IGBH, um this adds a line requiring NPS to pay for programs that prepare students for high school equivalency exams. We're in compliance with that as well. We have that for
036our students. Um and and we pay for that as when they're still school age uh uh students. Um all the other policies, they either have minor language changes. You'll notice a lot of language changes. VSBA has a new lead attorney. Um, so when we were reviewing these first batch of policies from their new attorney, her language is a little bit different than what attorney Euing's the pre previous had been there for many years is. So we just see some language changes. There's some legal updates, cross reference updates. Um, and there are a couple in there that have no updates. It's just the five-year review. Um, so that's the first batch of of the February and I'm here to answer any questions if you have any. Any questions from the board? >> Yes, I have a
037question. I'm looking at um BBBA qualifications of school board membersh >> and it says no employee of the school board may serve on the board. Is that correct verbiage? >> Right. >> That's correct. >> Right. You can't be a you can't be an employee of NPS and serve on the board. >> But it says no employee of the school board may serve on the board. Should it say the school system? >> Legally, this is how the the VSS This is directly from VSBA. How they how they word it. >> They've been wrong before. >> Yeah. >> I'm sorry. Say that again. >> The corporation that your corporation is officially public schools is a term that's >> got it. Thank you. Check. Thank you. I was completely confused. Thanks. Other questions? >> I see a policy
038with a spelling issue, but I will send that to you offline. >> An email. Yeah, >> it's it's divisionwide. I think that's two words or has a hyphen in it. >> You know, I looked it up and it can be both ways. >> Oh, spellch check thinks it's wrong. >> Yeah. Yeah. Because VSBA sometimes will [laughter] hyphenate it and sometimes it'll be one word. >> Okay. >> Yeah. >> But send it my way. So, I'll check and make sure we're consistent. I like to just be consistent in all our policies. So if we do it one way in one policy, we try to do it the same way in all policies. >> No other questions? All right. Well, thank you very much, Dr. Paul. >> My pleasure. >> Now, we're going to move on to
039agenda item 4.01, the budget discussion. Um, Dr. Rose. >> Yeah. As as I invite um Dr. pulling Miss Copeland up to um present. I I want to mention two things and let me just take a moment to pontificate for a second. Um as the board is aware, recently I commissioned three specific groups because the concept here is that while results and recommendation is is really critical, so so is process. And so the concept is on these three groups. One is around budget, one is around chain of command, and one is about our response to school threats. Um, our goal on this one, because this was the primary focus just due to timing, is trying to respond specific to what we expect the city approves or modifies in our upcoming budget. The focus here was to
040create um an all hands-on deck kind of room where we made sure that members from our departments throughout um Norfolk Public System as well in this case too as principles. The concept is let's if we're going to make a decision that is going to be recommended to the board on budgets that impact schools, let's just make sure that we have schools in the room the most effective and strategic way is to invite principles into the room. So that is what we did. We commissioned this group. Um they engaged came to consensus. I'm extremely impressed and proud by their process and work. And other than creating a protocol for how to discuss and how to decide, we allowed the group to drive the discussion and therefore the recommendation. So I'll hand this over to the two
041of you and I we appreciate the work that happened with that committee. >> Thank you Dr. Rose. Uh so good afternoon again everybody. Um this afternoon we're here to share the proposed updates to the SY27 budget in anticipation of the city council vote this month as Dr. Rose said, and this will allow us to have discussions uh around the proposed changes and be ready for a vote following the city council's vote. This afternoon, we'll be reviewing the overall proposed budget, uh the likely city council updates as outlined in their posted city manager's proposed budget and what our possible shortfall will be and the task force recommendations. And that's where uh my wonderful colleague, Miss Copeland, will come into play. Um, as you're aware, the SY27 budget um was presented to be just over $472 million,
042which is in an increase of just under $12 million over our current year's budget. Within the proposed budget, the new additions included adding $400,000 to special education contract services, adding three behavior specialists, five bus drivers, adding a centrally managed uh school furniture budget at $150,000, adding three security officers to assist with our elementary schools, and adding $450,000 to continue the upgrades to our school security cameras. And the total of these additions is just over $1.7 million, which includes the bus driver salaries, not plus drivers. It does include the bus driver salaries. In order to accomplish this, um, we had asked city council to allow us to use the 8.05 million in reversion as well as the 2.18 million in true-up funds within the local budget for one-time expenses such as instructional software, the PBIS interventions
043and supports, and tutoring programs. And the tutoring programs, as we know, is the largest chunk of money in that. Based on the proposed uh presented budget for the city council, the city manager's proposed budget, there was a reduction of $6.2 million where they removed the reversion funds. The bright side is there's an increase in the city revenue sharing of just over $1.8 million. And additionally, they're allowing NPS to use the true-up funds as part of the local budget since it's the first time that we've seen those funds. And this makes the shortfall go from just over $8 million to just under $6.2 million. I do want to point out a couple things. With the proposed city council budget, they've moved the $8 million in reversion funds to CIP funds for SY27. In doing this, they
044have removed the traditional $3 million that has been provided to NPS for CIP funding and just incorporated it in that $8 million of reversion fund. So, if you recall in previous years, we've we've been accustomed to receiving a million for new school buses, $3 million for deferred maintenance, um or and then the and then on top of that, we would have our reversion funds um for one-time CIP uses. In this budget, they gave us the $1 million for acquiring school buses and instead of a separate three million, they considered that part of the $8 million of reversion funds. So that's different in this year's budget than in previous budgets. Um and then of course they've included the the construction of Mory High School in the CIP as well. Um, so within the budget, our local
045budget that was presented to the board and and approved and then sent to city council, there are two large areas of funding that are CIP purpose funding within the local budget. Um, to to begin making up for the $6 million shortfall. These two areas are being proposed to be moved out of the local into the CIP area. Um, and those would be the $2.67 67 million from building acquisitions and improvements and 2.38 million from contracted CIP services in operations and maintenance. That's not the whole amount of the contract services. That would just be enough to to cover that much of the shortfall. Moving these two over and leaving the traditional $3 million for CIP funding so that we continue to have the the needed money that we need for um our our deferred maintenance. um
046allows us to move just over $5 million out of the local into the CIP for using those reversion funds. Um this was this in this up to this point this is what we've shared with the task force. So this was what was presented the task force. This was kind of our problem statement of of where we are um and in the dilemma that we faced um that had like Dr. Ro said the shortest timeline of trying to get to an answer with um so um this is where we wanted us to start so that we could create a consensus when we went a little bit deeper and we looked at everything what we were able to move out of local and keep as CIP um this left the total shortfall to be around 1 um4
047million um and this is where the work of the task force was vital and this where I'm going to turn over to Miss Copeland our proud princip principal of Camp Allen Elementary School who's going to review the work of the task force and how we came to consensus as well as the recommendations that the task force is making to the board. >> Thank you, Dr. Paul. Um, our task force came together with one clear purpose and that was to identify responsible recommendations that would help close the remaining gap in the proposed budget while minimizing the impact on our students and schools. So together, we reviewed multiple options and worked to reach true consensus on recommendations that balance fiscal responsibility with the needs of our students, staff, and our schools. Um, after careful discussion, the task
048force is recommending the following adjustments. The projected savings associated with each recommendation are highlighted in yellow on this slide that's presented. So, here's what we recommend. a reduction of $800,000 to the UI tutoring budget while reinvesting $500,000 of these funds into local tutor positions that can be utilized directly in our classrooms. This approach allows the division to continue providing academic support to students while potentially increasing the number of tutors available in our schools. We also recommend reducing the PBIS stipen from $1,250 per year to $625 per year. This would bring it more in line with similar teacher stipens across our division. Uh we recommend eliminating the wellness champion stipens, funding one additional behavior specialist position this year rather than the three positions originally proposed. uh a reduction of $150,000 from the school furniture budget with
049the understanding that year-end funds may be available to support future furniture needs if necessary. And finally, a reduction of $250,000 from the McKenna Vento transportation budget. This reduction is based on expected savings from the purchased van and local driver put in place this year. Together, these recommendations total approximately $1.14 million and fully address the remaining shortfall. Members of the task force believe that these recommendations reflect a balanced and responsible approach that allows the division to continue to move forward while continuing to support students, staff, and families. We thank you for allowing us to present this evening, and we welcome any questions that you may have. And I sorry I did I did want to point out too that that you know there were a few benefits of this one the increased collaboration with the cross
050uh cross departmental task force that included principles. Uh tutoring tutoring funds are now allocated in the local budget. I know that was a discussion we had as a as a as a as a team when we presented the budget. Um there is no decrease in capital improvement funds. Um we just we just moved them out of local and put them into the reversion funds. Um, and the new distribution of tutoring funds, like Miss Copelan was saying, will actually increase the number of tutors because it's more affordable for us to hire local tutors. And we feel we're in a place where we will be able to find those local tutors now where when we first engaged with UI, it was during COVID and right after COVID where it was very difficult to staff those positions. >>
051Um, board members, C, >> can I ask a question? um can you speak to exactly who the wellness champions are and what they do in the schools? >> So typically and that's one of the reasons we considered within our task force um they bring forth initiatives to the schools and walking challenges, healthy eating. Um they would put together newsletters to support mental health um nuggets, um diet nuggets, um breathing techniques, uh enter uh school competitions and things of that nature. And our beliefs were that we can continue those things um but not necessarily have to pay a stipen to a teacher to fulfill those needs. >> Yeah. So who will have responsibility for that NIP if those uh siphons are pulled? >> Well, the suggestions within the task force was that physical education teachers. We
052have teacher assistants in physical education. We also have um health and PE teachers across the at least six or seven in the the the high schools and the middle schools and elementary schools. Um, we voice the fact that our physical educ education teachers as well as our nurses put forth that information on a regular basis for us. >> Miss Nine and then Miss Colonel, >> I'll defer to Colonel. >> You go. Go ahead. >> Thank you. >> I have a series of questions, so I'm going to start and just do one. >> Okay. >> Uh, you mentioned about three security officers for the elementary schools. Are have you determined where those will be assigned? And so in the in the final recommendation, it reduces it from three to one. Um and it they would be
053assigned at either one or two different elementary schools and it would it would depend on year-end data where we would assign them to. Um the effort the the goal when we started with three was to start to grow because a a concern of the elementary principles was having one per school at least. So we wanted to start somewhere with that. Um so discussion in the task force you know discussion came up about eliminating all the new positions just so that we can keep other things that we had in the budget. Um [clears throat] but the discussion in the task force was around we'd like to continue to to try to grow those because that was at a request of principles when we were developing the original budget. >> Okay. Thank you. I'll wait for my
054next turn. >> Uh Miss Mine. >> Um yeah. So um just to give a little background too, I think it's important. So the wellness champions is something that was came about in 2017 when we adopted a more comprehensive school wellness policy. And at that time uh uh mental health education uh was not part of the PE curriculum. And so now that you know the statute has changed and that is now a part of it. Um I'm glad the stipens were uh you know considered because um it's just a question that I've had over the years you know even though that's something that I I championed when we developed that policy was to have those um wellness champions. Uh but over time it's been unclear as to you know how they're you know what they're doing
055when we've incorporated some of those lessons as part of the curriculum. So anyway I just wanted to say that and give a little background as to what where that came from. The stipens originally were much smaller then then they've just kind of grown into this much bigger pot. So anyway I'm glad you looked at that. Um, I wanted again just thinking about process if you could give a little more background as to the items that are on slide 12. Um, if you could go back to that, Miss Tanner. Um, like what data did you uh review to come up with that determination that that these were um areas? And I asked specifically, you know, around the PBIS supports, the behavioral specialists and the McKini Vento, like with what I understood was a rising population of
056homeless students. >> I can >> with transportation. I often hear that on school visits that that's an issue. So I would like to hear more about if you could give a little more. >> Yeah. So I'll I'll go backwards on the list and start with the Mickeyto. So and this is a discussion I had with Dr. Cedo as well. If you recall, um it it took about a year year and a half to finally implement, but in a in a title one budget two years ago, we uh added a a series of vans and drivers. So now we have one local van and and one local driver. And next year we're going to add another van and another driver. So that has eliminated a lot of our cost because we're able to do a lot
057of transportation in-house ourselves. >> Okay. So that's dropping the cost down where Dr. Cedto is is confident that we will see that much of a savings um over the next year um with with what we have uh with Mckin Vento. So, because also remember when we were originally having those the the huge part of the financial part, we added about $800,000 to the budget for McKini Vento about three years ago. Um, so that we knew we would have enough and that was the time where we started looking to other divisions to see what they were doing for innovative ideas and that's where this came from. >> Okay. So, we're not necessarily reducing transportation. It would be illegal to reduce transportation for >> Okay, that's that's where I still providing it. We're just kind of like
058with the tutors. So, I'll I'll kind of sandwich us with the tutors. When we're putting $500,000 in local, when we hire a tutor locally, it's less than half of the cost per hour than it is to have a UI tutor in the room. So, the more we can do locally, the more tutors we can have for the less funding. Okay? >> So, this is our first chance to branch out. Actually, when we um met prior to the budget development and presentation in February and uh when I met with Miss Skinner and I met with the principal leaders at each level, this was actually a discussion we had with elementary principles where they were like, "We feel like we can start hiring our own tutors if that means we have more." Um so that was another
059piece of data that we used. When we looked at the PBIS stipens, we did a look at all of our different stipens. um PBIS stipens were were put in time in in place when we had the esser funds when we're really trying to come back and it was it was an escalated stipen amount compared to the same work and and the principles were the first to say you know there's a question sometimes about why do they get more than other stipens. So that was a piece of data that we used there. um the behavior specialists. Um you know really that the the data that came there was was around um uh around having you know start starting to try to continue to grow that um and the and and and keeping this the security is
060another area of of trying to to to grow that as well. >> Okay. Thank I appreciate that background and I'm I am glad to see the tutoring funds in the local budget because and I appreciate um you know you saying we're going to find local tutors and all that and from both of your perspectives do you feel that we've done that before and how effective was it as compared to the UI tutors? when we had the local tutors. >> So, I would use just the model that we're using for the science tutors. We we we hire our own science tutors. Um, in that way, we're able to um provide them professional development around the software that we utilize, the data that we're trying to pull with Fidelity, um, and also the systems and processes that
061we have in our schools. we have a a lot of um ability to do that as opposed to when we're using a separate vendor um that we have some challenges with that. >> Yeah. I appreciate that. I um I have a couple more questions, but I'll >> let others. >> We were [clears throat] talking about uh $3 million for the deferred maintenance and how much does that impact our total deferred maintenance that we have? >> Well, it you know, the total amount that we need to spend on deferred maintenance, >> it's a drop in the bucket. Yeah. I mean, our deferred maintenance is Yeah. So, it's $700 million for all the schools if we brought them all up to snuff where they they should be. Um, but you know, we have it's it's been a
062$3 million pot of money for as long as I can remember. Um, that that has been a part of the the budgeting process. >> Okay. Thank you. Absolutely. I'll wait for the next term. Dr. Martin or Miss Thomas, any questions? All right, let's go back to Mine. >> Okay, thank you Mr. Kellerro. So the 3 million. And so if we go back and say so that was 3 million that we routinely historically I don't know for how long we just got that little drop in the bucket um from the city and so now that so this is 3 million if I can 3 million less that we're >> essentially getting because this is our reversion funds that they are you taking the >> in in previous budgets we have gotten the $3 million for deferred
063maintenance plus our reversion money, >> right, >> for CIP funding, >> right? So, this is three million. >> This is three million less because we're just getting our reversion funding. >> Okay. >> And so, has there been any type of explanation or um you know, as to you know, just so that we could all better understand what the financial picture is so that as to why that is, I guess. >> No. And and you know, I don't know what the discussion's been like on the city council side. They they vote at their next meeting is my understanding on the budget. They've done the public hearing. Um you know, my understanding it was just presented at this point. So there may be more discussion around it. I have not had any discussion with them. >> Okay.
064Okay. That has her hand. >> Yeah, I've got her next. >> Okay. You could let her miss more Buffalo. Yes, thank you. Uh, Vice Chair D de D de D de D de D de D de D de D de D de D de D C KRO my question uh Dr. Paul is centered around health insurance can you share if is there any major increase around health insurance for our employees? >> No, we're still we're still projecting a moderate increase. We're actually going to be sending something to all employees a week from Friday with the exact amounts. Dr. Agne Scott is working with the consortium right now um because as we promised during budget cycle we would do that before contracts go out. So it'll be more than a week before contracts go out. Employees
065will have that information in hand. >> Thank you. Appreciate that. >> Absolutely. Thanks for the question. >> Oh, thank you. Um, uh, our audit history has not been good and we've talked about it and we're working on it. And how is that progress going to ensure that we have the audit done on time? >> I I can't answer yet, but happy to report on that. In fact, um I recommend that we continually to not just ask and entertain that question, but over time between now and you know, let's just call it our due date because um as the board is aware when we met with the city council, um I did make the commitment that rather than being um closer to the due date, we will be before the due date in the future. But
066um happy to address those specific questions as we move forward. >> Thank you. And what is the due date just for refer? >> Don't know. >> December 15th. >> Okay. Thank you. >> Do you have any other questions? >> Uh, no. Thank you. You >> Yes. Um, so in trying to figure out how to get the most money back into our classrooms. Um, you know, I just had some other thoughts that u I'm hoping that maybe you can help me understand better. So how much are we is technology where is technology is not in our CIP. >> No no technology really um and I I Mr. Zamore gave me an answer and I I I put it in the in there I know again but that was this like at noon today so I didn't
067have any expectations it would have been read by now. Um but our technology money, we get um a large grant from the state of around $1.3 million. And in order to get that grant, we have to do a local match of just over $200,000. So our local budget funds about two a little over $200,000. In order to get $1.3 million, so if we were to move any of that $200,000, we would lose more than what it's worth. So, you know, in the spirit of the question, I I I understand the if we if we stopped with the technology at the lower levels because some other divisions are doing that, would we save? >> We really wouldn't save. It wouldn't be a cost savings for us. It might be where we would do technology differently, but
068we'd still need to put that 228 or so thousands in the budget so that we would qualify for the whole grant or else we'd be throwing money away. >> Okay. Okay. And I appreciate that and I see your response here now. So, um, yeah. So, I was just kind of curious if we were to move in the direction what research is seems to be showing districts are are moving toward and that'll be a a future agenda topic too, by the way. I'll just drop that right now. But um uh I had other suggestions listed here for uh you know which we may which may come up later but you know to include you know even our salaries too just so that I think we all need to look at our our youboard budget uh to
069figure out you know how if there are um deficits in instructional support, how to get as much of that back in our budget. And so >> I do I do think with the task force really the ideas that came out, the only thing that really touched instructional support was the were the tutors. Yes. >> And the way that the discussion came through and the consensus came through really will increase our amount of tutors. Okay. and actually discussing in the future about maybe even in if this works well another year moving more out of it so that we can start to have more of our own tutoring program with more tutors in it. So I think it's a that was a a a good kind of push to have to have. >> Right. And I I'm
070really happy to hear that. Um, but you know, as you know, I'm also very um eager to have deeper conversations around strategic staffing too and what that might look like monetarily um for schools that have higher vacancy rates. So while that's not um it's like you know I'm also thinking about what more can we do like you know the incentives and things like in some cases have shown that they haven't really worked but has it been enough and so how do we increase that level so that we do have that we're incentivizing at a greater level for those schools that are um really um you know strapped for certified teachers. So, >> and I think that's a a definite topic for revisiting with budgets in the future following the consolidations when we see where our
071staffing looks. I think absolutely. So, >> okay. >> Thank you, Colonel. >> Oh, something had just came up. Uh, you were talking about u tutors and having finding more those. Are you do you anticipate it's going to be easy to find qualified t uh tutors? I mean, we're having difficulties with certified teachers, as is everybody. It's not just Norphick. It's it's ever across the whole education system, but finding qualified tutors uh because these would be new positions. So, >> so I I I don't think easy would define it properly. I I think anything staffing wise is a challenge right now, but I think going into it early enough, I think it would be a a best practice to do it that way. And we've done that with our local when we integrated the the budgeting
072for the local science uh tutors that we do at the elementary and level. And then we have the the reading and math tutors at middle school are local tutors as well. We've been able to populate those. So we feel confident that we're going to be able to do that better and some of this funding can also be used for before or after school tutoring earlier in the year as well. So we'll some of our teachers will also take opportunity on that too. >> Okay. Thank you. >> My pleasure. Yeah. And finally, and I I feel like I' I've asked this question a lot of times, you know, especially around budget discussions, but it's something that I really feel strongly about that we really need to look at the EELC's um and the funding for it
073and the benefit that these programs are providing to our students um in terms of accountability. what metrics are being used to uh determine success and um because there I haven't gotten a clear sense of how much money is allocated toward the EELC's and I want you know every program every partnership to be intentional and well spent talking about you know being financially responsible and so that's something that um I'd like a clearer picture on uh >> yeah and and and you know Miss Bassine actually I I talked with Miss Smith uh yesterday about ELC's and our partnership with handover so handover is working with the ELC's each year on doing surveys and data collection and we've talked about doing a more intense um program evaluation on the ELC's as well as they go into their
074fourth year and to be able to look at that. Um currently the the the great majority of the funding is grant funded for ELC's. So the only thing locally we pay for with the ELC's are some of the after school programming to pay some teachers after school hours for that. But the there was a $5 million grant that covers five years. So a million dollars a year of the budget is from the grant and and and not locally funded at all. So the the is a very small amount and and we'll have we can do that like we can do another update this summer if if that's what the board chooses to hear. Um, but a very small amount of local budget goes towards our EELC's. That's all grant funded. >> Okay. And I would
075like to know that because I think there is huge potential there, you know, which is, you know, it's not that I don't like the idea of it or whatever. There's huge potential there for it to be a real community school model. And like you know your the response you know to my question of what would it take for it to be a full community school model would require a lot more resources >> and that's why we partner with handover on that so that they can really look nationally at research around that as they're doing a program evaluation to say this is what you're doing well and this is what you can do better right >> and how we can strengthen the program. So we've been using them every year. >> We we we started this
076is our second year of using of partnering with handover with ELC's. We've used handover for a while. >> Well, yes, that I know, right? >> But this is our second year with ELC's specifically. And then, you know, and we're also program evaluation though, not just a you know, data collection for each year. >> Okay. And that you're anticipating to be done at the end of next year. Yeah, I think through next year because then next year is technically our fourth year of the EELC's. So that's a you know you've heard me say several times as many times as you asked the question I've I've reported you know three years of of starting the implementation before you can really go in and do a program evaluation on it. >> Yeah, I agree. >> So I think
077you know this coming up here is the is the right year to really start looking at that. >> Okay. Okay. Well, I'll look forward to that um in the future. So the next step for this is that we're going to we're being asked to take action on this at our next at the business meeting. Is that correct? >> It I we're we're ahead of the city city council vote right now. So dependent on the city council vote. If they vote for the budget that was presented, then yeah, the action would be we vote or you guys vote at the business meeting and then we're in line with what we traditionally do. If city council comes back and they make changes, then we'd have to relook at it again >> is once the state budget is
078>> correct. Once the state budget's finalized, there might be, >> but usually usually when the city council votes to approve, >> the board votes to approve and then we do an amendment with the state budget. In one year, it went all the way till the end of June before we could finalize July. >> Yeah, I think it was July when the board finally voted >> because the the legislative >> process >> branches didn't they didn't vote until end of June. though. Um then we had to do some adjustments and even last summer we did adjustments to the budget then because there are some things that are still floating out there that aren't finalized. Um can I ask a question? I I believe though that our current budget um other than responding to the city is
079really based upon uh on a somewhat conservative estimate that we may receive um at the state level. So am am I right about that? >> Right. Yes. So it it's important to know that if in fact that is the case and we're correct about that that our amendments that we come back to the board with will not be in reduction mode but likely will be either uh to maintain or adjusting in terms of additions. >> Thank you. We will move on to uh item 5.01, future agenda items. Um I do have written down already an ELC update. Um and is it an AI task force, Dr. Rose? What is your AI group called? >> Yeah. Was it AI committee? >> AI committee. Now I'd like to open it up to uh to board members. Dr.
080Martin, >> I just um want to continue to check in on the closure and consolidations and get reports on that. Make sure >> and we do have a report in two weeks from now on that as well. Um and to your point, we will need to continue those Yes. Um I would like to elaborate too. Um so as far as um you know you heard me briefly say that I was going to bring this up here about technology use and while um you know how we're using the technology that we have what our technology plan is. I don't think that we've had an update on that in a couple of years now. And so I think it's important and to also incorporate within that um how we're using AI and to incorporate, you know, our
081policy development, all of that so that we're all on the same page about how it's being used, you know, what to expect because we're it's it's, you know, it's moving fast. It's moving fast in the classrooms and I know I get a lot of questions about it. Um questions, concerns, you know, fielding a lot of getting a lot of feedback on on it from different stakeholders. Um, and so I'd like to understand better how it's being um, used. But the technology piece and the technology plan, I do want us to look at how we're using technology, especially around, you know, we've banned cell phones. And one of the questions when we when that came up was, you know, what impact does that have on, you know, instruction that's relying on technology? [snorts] Um, and while
082everybody has a Chromebook, there's also just where cell phones add to the screen time use that we know can be harmful to students, so can Chromebook use. And so, especially for our youngest students. So, I wanted us to look at look at that as a lot of districts are also moving away from providing our youngest students with Chromebooks um and using technology as a major source of curriculum delivery in the classroom that I I want us to have a conversation about that and understand how we're using technology. So that would >> add add to that because I have multiple times brought up the AI usage and wanting to have that on the agenda and it hasn't so far been placed on that. So I definitely am in line with Miss Bassine. >> So it sounds
083like the technology update should really include AI. >> Yes. Yes. So just having a holistic technology >> without without pulling AI out separately >> you know and I will defer to Dr. Rose and team, you know, to figure out like how that's done, you know, even if we Yeah. So, >> because if it's being used together, which it obviously in some degree has to be used together, right? >> Then how is it being used together? We just want we want to be more informed. Um yeah, just on on the usage of technology and and also this is like my own personal addit additive is that um I'm frustrated not so much with AI but um or the future of AI and how that but with the fact that and this is kind of anecdotal but
084um how the traditional technology that we're used to on our computer the software programs are now working so much for us that we almost can't use it, you know, it becomes unusable for formatting and things like I'm just I'm just it's anecdotal, but it's also a little frustrating because that's obviously not going away either. Um, and I I I'm coming from someone who learned code on the keyboard and and you know, now you can't even make a margin without starting all all over [laughter] again. I don't know. just and and um I'd like with the reporting that has to be done at the school level um I'd like some information on how we're teaching our teachers how to use the AI to reduce their workload in terms of looking at data. I just recently had
085an aha moment. I did I did a report that usually takes me six hours in 20 minutes using Claude and I am in love with Claude at the moment for what it did for me. Um, and I was talking to a a friend who was a teacher and she was talking about how she had to parse out her data and she couldn't really have the time for that. And I was like, if someone to taught you on Gemini or whatever software that whatever AI that we're using in the school system, she could have done what she originally wanted to do. And so I think there's a lot of growth there for in terms of data analysis for our teachers if we can teach them how to utilize it correctly. >> You know, I I recommend
086and I'll work with Mr. Zamora on this. we think about the if we think about technology right it can go uh very broad and very deep >> and so I think what we can do is discuss how we ensure that the the report is thorough which could include maybe kind of two sections of it as opposed to you know one marathon section so let I'll work with Mr. from Zora over time and we'll figure out what's the best way to engage in that discussion because you know technology and usage and infrastructure um can be a very large and very important discussion and then AI is also part of that. So how we dovetail those two things even though they're both tied together um we'll figure out and come back with a recommendation. >> We looked
087at our technology plan as it relates to grade level. Um, I know some of those things are pushed down from the vis from not the but from the state, but I wonder if we spent some time really looking at what the curriculum is and how that relates to what we need done in the classroom. That that might answer a lot of questions. [clears throat] >> That's just my two cents there. I mean, and you know, as was and Miss Msine mentioned, um, we should also have a conversation at the right time as it relates to cell phones, right? because as we as we kind of put that into the bucket of technology um knowing that there is you know some a state mandate and probably some uh some changes also coming up how are we
088doing that um consistently throughout our schools is a really really valuable discussion for us to have um and sometimes it feels like a dangerous one but it's important >> I have a question so how are we tracking because I know we have asked that question any future agenda items and I've brought up several that we've not had discussions around. How do we track them and what do we do with them and how do we know how do we make the decision with the >> um how do we make the decision what actually gets on the agenda and when >> part of it occurs during agenda planning and and what and what can what reports that they do have or when's a good time for a report. Um, I mean that's pretty much during the agenda
089planning process. Um, I would encourage people to send to um, Chair Buffalo if there's something that you have brought up that we haven't seemed to address to rem to remind her of that concern. >> I put them on the sheet the spreadsheet. >> Okay. Um, Tony. >> Yeah. Well, one of the things I wanted to elaborate on and that we've kind of gotten away I gotten a little bit away from because we've just had so much going on is that our protocol of during this using this time to if we do bring up an agenda item that we seek consensus among our team because sometimes there are things that come up that you know or uh you know Dr. Rose would might say, "Well, that might be more appropriate as a report. You know, we
090could do that versus a presentation." But just making sure that we as a board, not just an individual board member, wants some piece of information. >> So, I will go through the three main points from today. >> Well, I Well, then I want to add my two that I put up here if that's okay. >> Yeah, please. Um I asked about the social emotional wellness of our scholars um to include um information on our students with disabilities and how that information is tracked and what are the themes that we're seeing and then also requested data on the disparities for OSS between um uh black students versus other students. >> Say the second one again. I'm sorry. um data on the disparities for OSS between black students and other students. >> And and before we continue,
091I I want to going back I think about four meetings ago, the my my actually might have been my first meeting where we were discussing this concept of here what else do we want to talk about and I I think I mentioned what we had in language. Um, and I still think our language, um, I'll use the technical term is a bit fuzzy. I in terms of how things make the agenda. I do think we should have a discussion as a board and create some some of our own kind of rules and regulations on how that happens. Number one, if something is recommended, whether it needs to go through a process of consensus or two members or three members or it needs to do that needs to align to maybe role and responsibility. So, for
092example, um a board member who may or may not be here could ask anything and even if one or two board members agree if that's the protocol, if it doesn't necessarily align to really anything that the board can actually sink their teeth into and focus on and discuss as it relates to policy and budget and role and responsibility, then it ends up as a report, but also a difficult thing to discuss because then it's talking about practice for which the board doesn't have that responsibility. So, we need to think about the the process as well as the filter for how things make the agenda is my recommendation. I know we can't do that tonight, but I think that's part of hopefully our future protocol discussion and that that's what I'm thinking. And no, we we've
093known we want to have that discussion anyway. So, I think that should be a critical part of that. >> Absolutely. >> I say want to add to that um because I agree with you is that we also need to be mindful. >> I'm sorry. I I was looking at Dr. Rose so I didn't see. >> We also need to be mindful of the our this everyone's time, not just our time, but the people who are making the reports and the requests and things like that >> so that we're not interrupting their actual like the other work that they are responsible for. >> Right. But I think it's also important to ask his question. Receive >> get the information. >> Thank you. Our policy as it's written is if a board member brings something for a
094future item and he submits it to the chair and the uh superintendent I believe are the two people uh the the agenda planning committee it will be handled it's not being done now we've come as Mine said >> that there we're doing a straw vote which we have never changed our policy and if the policy says you will do it that way. If we want to change it, then we should change it. But we just add we do these things that we say, well, we're not going to do it that way. And by losing uh or four individuals can say, "Nope, we don't want to hear from you. Where's that voice? Where is that part of the city and our community? They're not being heard." And I' I've talked about this before and I yield
095the floor. >> I'm opposed, excuse me, to changing our current policy >> and and maybe that is the case, but I would be curious, Colonel, if you can maybe help me so I can help navigate some of the requests as they come forward because that that clearly is my job and uh it is true we need to think about capacity of our team. But what one thing Colonel we have to look at is and maybe you can help me with this is where that's in language. By the way, >> you can help me with that. That would be really helpful because we do need to discuss it. And by the way, I don't think I would hope that the model isn't that it takes four for something to make the agenda. That's actually not what
096I'm referring to at all. I'm just what is the process? We should have clarity. And I don't know if we've had that yet. should align it to what the board's goals are and what the board is responsible for. >> So, but I mean obviously for further conversation and knowing that we're going into some discussion as it relates to agreements and training, I think that's a very valuable one to make sure we're on the same page with. further. >> Um, I don't really know if this is like school board or if it's more to like the discretion of the individual school, but I just kind of want to bring it up. Um, there was like a safety incident at Graanby High School and the school had to go on lockdown the other day and a lot
097of the parents were complaining that they didn't hear anything from the school and they saw it on the wavy news and that they weren't like nothing was told to them. And since kids can't have their phones, no one could communicate with their parents. So there was a lot of like not even miscommunication, just no communication and it left a lot of parents really upset. So I was just wondering what since students can't have their phones anymore, are we going to like adjust the policy of how quickly quickly quickly we let parents know when there's an incident like that? Yeah, it it is I think it was true that the parents were notified because even though my children are at Mory, they do strolling strings at Graanby and I do get the Graanby phone calls as
098well. But but there is some validity, there's some truth there that the news was reporting it before the school board made a statement. and and Miss Ash, I'm going to um that's one of the um task forces we created that is going to result in a standard operation procedure on how we manage and communication as part of that school threats. Um even just in my short time here we've had several and um I think there has been effort um and I think there's area for improvement and so one thing even at the school board level you will hear from in the future once that committee is done with that operation procedure which really is about how certain incidences are are tracked and rated according to issues of threat and then how we respond and communicate.
099um is forthcoming. >> Thank you for bringing that up. >> Yeah, >> for bringing that up. >> Ready to move on. >> Oh. Oh, >> I have three items that I put into the document for or at least three items for the future agenda items >> like to to >> like to share them. >> Oh, I did on the on the uh uh where the Google form. >> Okay. But are we going to talk about them or we >> No, I I just you put on the Google form, but if you'd like to to bring them up here, then people who are who are listening into the meeting or watching the meeting would would have an idea of what you were. >> Right. The first one is the way that we determine our our process
100for determining a school closures, excuse me, building closures, I believe, is a little bit um not efficient or effective. We take and look at a few schools of buildings at this time and we don't look further forward. Our population is declining. Our capacity is changing a little bit. Right now, it's 37,000 seats for 26,000 students. That's in 2026. That's 11,000 empty spaces and yet we're maintaining them. And our budget's impacted by that. But when we're looking at forward, we're looking uh albeit nine schools over uh seven years, that's not far enough. We should be looking a little further, a little uh and not by name, but just by the fact that how do we match our resources i.e. the seats to the number of students? We have too many. we should change and take a
101futuristic look at doing it. That's my first future agenda item to develop a code of conduct for the board. We don't have one. Um add Camp Young as a closure to phase two. There's no redistickering required for that. The uh building that houses the pool was damaged severely in about 2017 and the pool has been closed since then. Although it has other features that the nature walks and other those are available at places like the Chesig Bay Foundation, Elizabeth River project. There are other places that are closer where we could get the same result that property it could be it we should consider that um question has come up consistently to me and when I'm visiting the schools is for displaced new u north public staff they're being displaced as part of the uh current
102TRA um bright sizing who's going to transport their workspace furnishings to the new location. There seems to be some differences and and that should be answered because it's coming up. The first round actually is coming up this summer and and [clears throat] this the the complaint has been um mostly is they they've brought stuff in to enhance their classroom and now they're not they're they can't get the answer to the question who's going to move it. And this is not school property either. this mostly as individual uh contributions that's been made. And last, how many of the displaced uh Norfolks public school staff do not have an assignment? We've tapped around that a little bit, but there are individuals who don't and maybe they it don't know. That's >> is that present. >> Yeah. And
103we but we can do an update. Um and some of those topics um we can do earlier rather than later. Right. So some ones that have shorter answers uh for example uh how we're going to manage the movement of materials. Those are things we can address. I mean obviously I I wouldn't recommend we do that tonight, but those are something we should put on an agenda or we can put in writing and put on an agenda because we have some answers to those. and and for the change in our process, I've already put together a presentation with data um showing how I would anticipate doing it. But uh that in order to meet our our the needs of not having too many empty classroom uh seats in the in the buildings by you moving on
104um we're going to go into close executive session. Um, Mor Buffalo has her [clears throat] hand up. >> Oh, I'm sorry, Miss Moore Buffalo. I did not see your hand. Thank you, Adele. [snorts] >> Uh, thank you, Dr. Martin. Um, yes, just to closing on the future agenda items. Um, Dr. Rose, we can also consider if what would be the best way to present some of this information, whether it's a presentation or an executive summary, if that could be a conversation we can have um in agenda planning as well, if that's okay. >> Yes, sure. >> Thank you, Miss Moore, Sheriff Buffalo. All right. Um, item 5.02. Can I get a motion to enter into closed executive session? >> I move that we enter into closed executive session. >> A second. >> Dr. Martin has
105put forth the motion and has been seconded by Miss Thomas. Um, Miss Tanner, please read the move that 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 2-3711 of the Virginia Freedom of Information Act as amended for discussion, consideration or interviews or 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 the general reorganization of the central administrative structure of the division and consultation with legal counsel regarding specific legal matters requiring the provision
106of legal advice by council pursuant to subsection 2.2-3711A88 of the act. The subject covered by this exemption is consultation in connection with the matter said above in subsection A of this motion. Bassine. >> Hi >> Gallera. >> Hi >> Martin. >> Hi >> Pollson. >> Hi >> Slaughter. >> Hi >> Thomas. >> Hi. >> And Buffalo. >> I