School Board Business Meeting: 2-18-26

001[music] We're going to open the workshop for Wednesday, February 18th. Miss Tanner, please call the role. >> Here. >> Caliggerro >> here. >> Martin, >> present. >> Holen, >> present. Slaughter >> present. >> Thomas >> here. >> Buffalo >> here. Going to move on to 2.01 01 board go five measure one and two Dr. call. >> Thank you. And as you our data expert, Miss McGarity is going to come to the mic and share the updates for >> And I promise this time I do not have a bunch of acronyms. We're gonna talk in full words this whole time. So, okay. So board goal five is about um students on track for advanced diploma. I'm going to leave this here as I kind of talk through. So we're looking at the data with this goal.

002So I will start with I do want to remind everybody as we're Oh, I didn't say good evening. Good evening. Um chair buff more Buffalo, Vice Chair Dalero, board members, Dr. Paul, and anybody watching here or >> this is 5.2 just so you know. >> Yes, I'm going backwards. I'm sorry. You are going backwards. >> Yes, I am. And >> it'll make sense why in a second >> and I think I know why. >> Yeah. Okay. >> Yep. Um, so I do want to remind where we are as we're talking about high school courses and things like that that coming out of quarter what we typically would be quarter two in fullyear courses is the end of course for 4x4. So um we'll talk about some of that why and then yeah we're looking at

0034.2 to because I want to look at the most the cohort that is attempting to graduate now. We'll talk through what that looks like and then kind of layer on the next year's cohort because one kind [clears throat] of describes the next one as well. Um with here what we're seeing overall is a slight increase here of 1.3 percentage points and the students on track for advanced diploma. Um historically that's not what we're seeing. are seeing drops at this point in of year. But as we talked about in the beginning, we look at this as students who are enrolled in the right courses, students who are enrolled in the right courses with grades. The measure numerically are with grades. But without what we're seeing is those two those two things have come together. So with

004that, that's really telling us students are completing the courses in first semester and they are enrolled in the appropriate courses. So, we're not dropping with the enrollment piece of it. Um, and it has come together. We do have some students that are full year as well that are also captured here with this piece. What we feel like is going well. we are still climbing a little bit um with this cohort is really the 4x4 schedule in itself almost creates um speedier systems I guess in that piece where we've talked about and what the next steps have been and the tasks have really been counselors meeting with the um students but also re reviewing coursework things like that. So, can we add courses on to look that are appropriate to kind of move kids forward for

005advanced diploma and those kinds of things? With that, what is also concurrently going on is that leadership teams and it's really the instructional teams are meeting and they're having to have more of a focus, a faster pace with their focus during those meetings as well because the coursework is moving so quickly. Um, so interventions are going in place sooner and things like that. This is not to say that schools were not meeting and not focused on that before. But if we kind of consider where the end of year is in conjunction, it's the same time that they're really focusing within the course, but they are on what interventions do individual students need, what do we for successful completion of that course. That is all just happening at a faster clip. Um but is really relevant

006to fullear courses when it's the longer time span. So um an example of an intervention that really and the usage is increasing is tutor.com. So kids are really getting in looking at what they're and they are able to go in and say I need help with X. So with their teams when they say what are those things that you need where are we struggling when they're looking at the kids records and things like that. um as the leadership team, they're able to say, "Okay, here's the thing. Tutor.com, it might be something else within um within the school that they put in place for that student to make sure they stay on track for that advanced diploma versus, okay, we're seeing you fail halfway through. Let's start withdrawing from courses." So that is one of those

007things that it you know it's I'm happy to see that that has not shifted for us where it is the with the enrollment part compared to with grading um this cohort however so when we're kind of looking at things as what's not going well we do what we can tell is that you know performance is still the piece of it too right like if they are not performing well they didn't pass at the end of the course however we're not seeing as much of a dip as we have in the past at this time of year. Um, however, this is the cohort that is attempting to graduate now. Um, not now today, but now May. And with that piece of it, really there is not as much wiggle space to add coursework on to kind

008of shift that trajectory. It really kind of is what it is at this point. So to say I say all that to really say that even though we can't really make shifts I am happy to see that we did not see drops where the enrollment and because big drops because then that means they pulled a whole bunch of kids out of course work they have kept them in they have provided the supports and I do you know I it is a combination of things that is helping that happen. I think the biggest thing is the 4x4 one thing almost makes the other thing happen. So it's not again like I said not that schools were not meeting and focus they just were not having to focus in the same way at the same clip that

009we are now. Um so there is just constant meeting constant review constant checks constant put them in into interventions and those kinds of things. All right so that's 5.2 and as always I can barely see. So this is 5.1 with 5.1 this is the cohort the 2027 cohort which is the final data point that we're looking at with this cohort um there is more space for things. So what we are seeing is that there is actually an uptick of students grades getting better. So, we're again all of those same pieces for 5.1 that we just talked about really are relevant for this cohort as well. Um, it's one of those things focusing earlier on, focusing at the faster clip. Interventions are coming into play at a faster clip which then are practiced again in course

010quicker behind the intervention. Um, we're seeing where it is going up. So, kids are being more successful at this point in the year, but again, courses ended. So, we have more finality to what we know at this point than we have in the past with the fullear courses. Um, and we also see that with this same cohort that that enrollment, if we look at it just based on enrollment, there's not big divides. So, those things have come together. Um, we're seeing 4.1 percentage points um increased compared to quarter 1 when we're talking about it with grades included. And actually, if we talk about without grades included, it's another percentage point up. Um, we know the metric is with grades, but that's a piece that we can use because that's going to tell us, are we

011pulling kids out, are we not? And it's we're not seeing the decline there. Um, those same things attribute just that kind of multid-disciplinary look at the kids, what needs they need, and getting them in place faster. One thing different with this cohort that we're seeing is that um there are the highest percentage which is of courses is really in the area of math. Um and really that is with the fullear courses. So again everybody else they came out they were finished and completed and we saw passing because they're still enrolled in those pieces and moving forward because if they didn't pass it it would not count in here as part of the on track because it would drop. Um, but we're seeing that in the area of math, but again, we're able to turn that

012around, get some interventions in place. Tutor.com with those increases is one of the resources with other things that are going on as well. >> Are there full year math courses that are not AP? >> So, most of them, the full year is going to be AP um, and that kind of thing. But again, we see that bounce around whether it's AP or not AP that are the full year piece. There's very few. >> Okay. So, there's very few non-AP full year >> and there correct. Yes. At all. So, yeah. So, that's one of those, but that's still as we talked about like when the grad coaches were, everybody's looked at in those meetings. So, if even if it is an AP student who if something's starting to kind of fall apart, minimally or not, they're

013able to kind of jump in at that point as well. So, they're that's they're still reviewed and intervened as needed. might look a little different than it is if it's a kid in algebra 1 versus an AP course. Um, but that is one of the areas of math with this cohort that we kind of see that area drop a little bit. There's that's pretty much it for these two reports quickly. Um, you know, the question is always what's working. I think the 4x4 in itself is kind of with the systems that were already in place and just upticking that pace of the what the systems are in place with the team the instructional teams as well as just the the pace of the courses is what's making a difference where we're not seeing that just

014volatile data kind of up and down up and down like and being and it's not as reactive just because they're having to move so quickly with purpose. Yes. If there's >> So for goal five, that's I was just going to make a comment about what's going well. I see it says here that the 2027 cohort who are currently on track for advanced studies diploma, 95.7% have already earned 60% >> of their verified >> verified credits. >> Yeah. So that I and I pulled that out to highlight in the report just because that has not always been the case, right? >> And so that you know, which means they still have a couple because most of the time um you know with this cohort they're still a year out. So they're all sitting in English 11

015and all those kinds of things. So they really are being what that shows us is they are being more successful as they come up. Um, and with that and that, you know, they've got two more that they'll take this year because they're likely sitting in English 11 now. So, they'll take reading and writing this year. So, we just have that piece. There are some that, you know, they've got some needs and that'll that don't have as many because some maybe something earlier on, but those are we have more opport, you know, those opportunities for them. Yes, ma'am. Yes, >> yes. Um, thank you for this report. Are you just I know we're we're looking at these two. >> Are you seeing [clears throat] similar patterns in 2020? >> I will. So, I'll say yes, but

016I say that with the caveat that if you look at a initial ninth grader, right? So, our kiddos that have just come into nth grade, they still have a lot of time. The big catch has always been world languages. Yeah. >> Right. like so they struggle with world languages. So because they only need three, it isn't until they're in 10th grade that it's like, okay, we're behind, right? And so but now, you know, where we have to kind of start looking at it. So nth grade, I say we're not really seeing a pattern other than the majority of the kids ready, right? Because grades wise and stuff, we look at that, you know, just say where are we seeing failures? It's pretty much the four cores where the big and I say failure is not

017of the course but at that time where that their overall grade might be below you know passing um the next cohort yeah essentially those same kind of patterns that we're seeing and I just think it's some of it's just strength coming up and one of the big focuses has been somewhat last year and then even doubling down this year which I think the hope is we see it continue up like at a high at a higher space is because the focus of is earlier. We're not not focusing on this end, right? But we're not we're trying not to be as reactive. And I say we, I mean that as a division. Um, and with that piece, so they're looking at that ninth grade group. If something does start to go sideways, it's intervened with quickly.

018What does that look like? What can we do? versus being reactive waiting for senior year. So trying to squeeze the middle. So that's kind of with that and in conjunction we just aren't necessarily seeing the fruits of that because it's you know we've had Miss Moore in place the senior coordinator um for student engagement and that's really been her focus and it's kind of a was a focus before that but just not in the same way that she's put systems in place for them for that. Right. And so you mentioned and I was going to ask about the world languages and specifically >> those um the group of students who are you know failing one or more courses >> and I believe you know in the report you said you talk about math being a

019key area. World languages was up there too at one point. >> So world languages was up there based on enroll they weren't even enrolled. >> Okay. the >> in the court. Yes. So, it was they were not even there, which is >> a different Yeah. >> Yes. That's kind of that issue of like, are we've taken that off the plate once we're past the point of them being able to get their three credits, right? That that's off the plate. So, that was more about even having them in the course. So, like when we started this, it was there was this set that we sent back to the school, review their records, is it appropriate for them to get in because they still have time. Um, and that kind of thing. But um so world languages

020it wasn't as >> it wasn't the failure it was the more the access >> enrolled. Yep. Absolutely. >> So with with math though what are some um key reasons for um what are what are some key factors related to why they are failing? And I will it's what I find interesting is that I found it interesting with this cohort because what we're talking about are the fullear courses which are the higher advanced courses that math you know >> that's where you're seeing >> that's where we're going to see it because it really wasn't showing up as much when we looked at quarter 1 which is halfway through the the fall 4x4. Keep wanting to say spring. I'm trying to fast forward. So with that that it wasn't showing up as much. Um, so I do

021to be exact why don't know that I can tell you why something >> and do they all have certified math teachers in there or um >> I wouldn't be able to say >> I mean so that's you know that's the >> but that's yeah kind of what's going on with that piece of it. >> Students are still really >> my guess is if we you looked at which court >> well that's what you know the administration like you know if there is something that we could do to support um our teachers whether it's certification if if it is around AP and they're not quite yet comfortable teaching the content or format you know what can we do to enhance that um so that there is greater confidence around it for the teacher or that we

022increase certification on that front. >> And just a note, we do reserve funds in title two for advanced placement training. So all of our teachers have opportunity to go to not on an annual basis, but when they're new within that first year of teaching it and then on a regular basis thereafter to make sure that they stay up to date on the latest with the curriculum board. And >> did we offer that to our teachers who were previously Yeah. So, anytime someone moves into an AP course, if it's early enough, we get them into a a training early on or before they teach it. If they're moved into it like in August and we've missed it, then we make sure within the first year they have that training. But we we hook it up with

023a with a mentor as well, have someone to converse with because most of those are what we call singletons at the school. So it's one teacher teaching the one course um at that level. So they don't have someone to to collaborate within the building, but we make sure across the division they do. And then that's where Dr. Jones, our secondary senior math coordinator, also make sure there's connection. But >> with our title two funds, do we have enough funds allocated for that purpose? You do. Okay. All right. Um All right. And then as far as what is um I wanted to know a little more about tutor.com because you talked a lot about a lot about that and that seems to be outside of the 4x4 a strategy that you you meaning the division is

024using to um for those kids who are failing or are falling behind are using. How how is that being um shared with families and how are we monitoring usage of it? Like are you able to say like what percentage of those students actually use it? >> We can see we can get a usage list. Yeah. So that's how we're able to say usage has gone up. Again, it's not >> in the stratospheres, but we're seeing it go up and we can see that's something we can we monitor [clears throat] is is that use going up? Like do you know like right now like could you could you tell us that of the students who are >> um failing or not or not on track I should say that put it that way not on track

025to complete 90% of them are using tutor.com for instance >> I would not be able off the top of my head right now but that is something that we can >> work towards putting together to say but I you know and I I do want to say that Um, tutor.com was an example. Yes, I mentioned it multiple times, but it's not the only thing being used and where because it might be a persontoperson >> tutoring session and things like that. Tutor.com. So, it's really depends. And so, I just pulled that out just because we have seen the increase in usage, which is exciting. Um, and that kind of thing. Um but it's not the only way that they're attending to what the students need because they get when they are in that multid-disciplinary team the

026reports that they're pulling in things we've provided powers school as well as um they're able to pull like what are kids grades right now and if it's a failing grade then they start looking at what's best for that kid might be tutor.com it might be a person it might be so that does shift around but I wanted to highlight that one just because it is something that >> I appreciate that but I I also wanted to for my colleagues you just expand on the reason I'm asking that is you know how do we leverage strategies that are working >> um and how we how do we know whether they're working or not but also leveraging those >> so that we provide stronger supports for students so we see like you said >> that uh advancement

027>> I appreciate the question missine and so if you guys recall last year really right around this time I think it was the beginning of February we had we had been partnering with FVtutor and they closed shop. So we did a new RFP. We had principles and central office folks [clears throat] on the committee and we landed on tutor.com. So this is our first year of implementing it and I think we've done a much better job of really sharing um what what it it's capable of with our teachers, with our students. Um our media team has blasted on social media. I'm sure you've seen because it has SAT prep, ACT prep, it has AP prep on it. There are several avenues on there. So, we're actually seeing an increased usage of it, but it's too

028early to tell if there's any, you know, we will dig into the data to say, okay, the students, you know, that were off track, you know, that used it, did they did we see growth so that we can we can further implement it better? The nice thing about tutor.com is it's it's a set fee. >> So, it we could have all we can have 6,000 students on it or 600 students on it, same cost. So we are absolutely trying to utilize it the best we can because it's it's a better cost advantage to us then. Um so we are looking forward to the years to come to seeing how that is working out. They've been around for a long time. Um I think they're part of Princeton Review. Is that is that right? So um

029they they're a longstanding >> Oh yeah. I mean yeah that's why I was curious about what percentage of our students are using it that may be off. So that you know I know the one-on-one tutoring is obviously uh you know most ideal. So just trying to gauge you know what all of those are that are working so that we can you know invest more in those things. >> And one of the things that is nice about tutor.com just to kind of layer the piece is that we can even see it gives us in the extract like what are [clears throat] the kids asking. So, as we've talked about in the other in, you know, lots of the other reports, we keep talking about that down to the student standard in detail. Um, so it's one

030of those that as people are using that more even in the high schools to say, "Okay, here's some areas looking at it through whatever lens, Mastery Connect or the former SOS, things like that, they're able to kind of ask specifically I need help with X." And so it's not just kind of this broad open-ended math which you know doesn't hit the nail on the head and starts wasting a lot of kids time and that's what we don't want to do. So that's a nice um and we can see that. So over time we'd be able to kind of what are the not right you know being the first year not as much but over time we'd be able to start seeing like we're seeing more math use of it than we are reading or something

031like that. Are >> you able to pin it down to which courses they're using it most for? Maybe um it doesn't say in the extract it is from this course because it's also a kid can use it just for they can make the requests for it but we could put it together with where are they sitting at the time and seeing that are they actually utilizing it for those full year math courses or do we go into the classrooms and have the teachers then pipe it up in the classroom. room >> showing them the the website and all that other stuff. But >> just for clar we have done that as well. So we have gone specifically to our secondary teachers to say specific resources. You can assign this to your students um and you

032can assign it by standard. Here's exactly what you need to focus on with the tutor ontutor.com. So >> any more questions at this part? Oh no. >> All right. Absenteeism. >> All right. Chronic absenteeism. And so, okay, I'm going to do chronic absenteeism first. This will be really quick as well. Chronic absenteeism. We're seeing increases um here. So, from 17 to 19, so 17.3 to 19.9 um for chronic absenteeism. where what's going well at this point and I know we're seeing increases but there's still we are still providing the data to the schools where they're able to look at student rosters to see why they're absent what those areas are to be able to kind of do they need to come from a resources space or do they need to come from um you know

033another focus one piece we do typically see some some increasing I mean not and sometimes it's different schools and things like that but quarter two, we typically will see increases because we're coming out of winter break. Um, so kids either leaving early or coming back and then what we are hearing is a lot of medical things going on. I had both strains of the flu so I get it. Um, we're hearing a lot of hand, foot and mouth. Those are all anecdotal. Um, but it is one of those that this year that is what we're getting anecdotally is a lot of that about chronic absenteeism >> 10% of the time. So >> so far, so when we do this, we say we do it as if the year was ending now. Have they hit 10%

034of their time so far of the year >> of of of the days that they could be in school, had they missed more than 10%? >> Yeah. So if if so, what happens is that as the days go on, if it's a kid a situation where a kid has had the flu and they're out for a week, >> it may look or two weeks, right? like it may look like they're hit they've hit their 10% at that point but as the days go on and they're not absent then it starts to they come off the list. So um we look at it and that really I know there's always opinions about which way to look at it but it really is you start to be able to see if it's chronic or not because then

035that kid doesn't fall off the list. Did what we put in place help? And if it did, then for that kiddo, then we start to see that they're falling off the off the list of 10% or more of their school year as the year goes on and that kind of thing. And remember, you know, it's so what we are hearing is a lot of illness. It is not unusual that it's going up. However, we'd like to see it come down for sure. Um, one thing that is in place right now and that we typically see good results from that are not in play yet is the um, attendance recovery. So the all the schools are beginning with their attendance recovery programs where students and it's coupled a lot of times with remediation you know kind

036of pushes towards the end of the year because if they're not at school they're not learning. So um they are have that in place. So a few hours with a certified teacher then equates to earning back a day of attendance. So that all starts to come in and we'll start to also take days away that are considered absent now that might not be for that same kid moving forward. So next quarter's data is hopefully where we start to see if that is moving for dropouts. I'm excited about this one. I know the number and I will say why I'm excited about this one and it's not just because I'm weird and like data. It really is that we're seeing that this has it is leveling like it's holding still. Um we do want to see

037it go down. Yes. But this is we're also lower than we've been in a long time. Um again I think a lot of the goal five at next steps or those things we have in place those systems starting earlier so that they are c and then also with the 4x4 it is capturing kids who might be at risk in the moment. it is catching them before they do drop. Right? So what we're seeing are students who they are working through recovery of mostly because what it seems like is the at risk kids are staying are not dropping like they have in the past. Um again lots of things in place quickly that clip and it's not just of the course but of the you know the um parallel focus there that multidisciplinary team focus with

038the grad coaches the um because on top of with the dropout the kids who are at risk for anything there's that first layer like we talked about in goal five then there's the layer of supports on top of that if they're really showing at risk uh for those three areas that uh Miss Moore talked to us about when they did the grad coach piece. Um so that is it's holding still. Um which also one of the things going out of last year when we talked about end of year is that because we did see that number um come down at the end of the year is that it's showing us that a lot of the reactive things were working. >> What is that? >> We are be so last year at the end of the

039year was 12.5. So the final finally came out if we're talking about the final for last year's cohort. So with that, but that's showing we're kind of we were at 14.2 14.9 15.9 14.9 and then dropped to 12.5 which shows those endofear supports and summer supports were working and that has been a big focus again of how do we pull that forward um for this cohort? >> So is this the cohort that should be graduating this year? [clears throat] >> Okay. >> Yeah. So this is the cohort. Yes. So yes, they're different kids as we're comparing them. But if I'm looking at it from the perspective of what's working, um then that is one of those where we can see obviously what we did at the end of the year had an impact, a positive

040impact because we went from 14.9 to 12.5 with that group. It wasn't just all of a sudden they showed back up at school. So with now this year pulling those things that we put in place in the 4x4 somewhat is just creating that situation which is a positive right. Um we've had a lot of discussions coming out of last year and like I just went to one of the schools today talking with the counselors. How do we get things off of kids plates earlier? like we need to quit waiting and just waiting and kind of pushing things out and pushing things out when let's go ahead, you know, tie it up for that kid in that area and be done. Um so they really are doing a good job. You know, Mr. Brady um and

041his team really they're doubling down on that with everybody too when we're looking at scheduling and all those things um to really make sure kids have the supports they need also. But that you know we're not push it's frustrating if you have everything to do. So, that's where that verified credit piece is exciting is because we've got kids with more verified credits because let's get it done, get it out. Um, versus let's wait till year five and you have all of it to do. >> Um, and that kind of thing or year four. Sorry, I said five. For what reason? I don't know. >> Yes. Yeah. Means to. So, so that's one of those again the numbers we would Yes. We want to see that come down and work towards getting that down and that

042kind even for this cohort and that kind of thing. But you know on the positive side of it and what's working that multi-disiplinary team those interventions and that clip are really the things that appear to be helping support that happening. >> Okay. >> Yeah. Thank you Miss McGary. Um so as it relates to this report um so in the you know this is helpful information for us to kind of understand where we are. Um but where what is our understanding of what the root causes are for chronic absenteeism that we are you know talking about it in here in the boardroom that we can address. And I'm asking that because you know I want to know about what other supports and in an ideal world what supports would would you need like what are the

043supports that you need to um reduce chronic absenteeism? >> Is it you know are there social issues that we need more social social workers counselors um do our attendance technicians need more support? um because it looks like they're, you know, they're tasked with doing a lot. >> Um um it seems like even more than before. And one of the things that you cited um that you talked about were the attendance recovery and the benefit of having those in place. Yeah. >> And that's something in the last few years that we've seen has made an impact. So if we know that they're having an impact, why are they started kind of later in the year and is that a is that a resource issue or is it just an implementation issue that we need to get

044better, you know, ahead of there are and Dr. Paul, if I don't state all of it, I know one of the biggest pieces is that there are requirements around who does it. So it has to be a certified teacher to do the time. So you know there's know teachers don't always want to do it and they you know what I mean because it can't be during the school day. It's got to be and it and some of them do. So I think timing I mean as a former teacher you know let me >> going into second semester I have maybe some more space things like that. Um funding wise I know there's some funding sources that don't come in till you know like the one we did last time. It's not the only one that

045gets used, but I don't know that I could say truthfully it's the funding source. I think people um >> are a struggle wanting to do it um just because but >> I think on the other side too though it's it's also more of a struggle when a student's only missed two days and you're saying, "Hey, come for attendance recovery makeup after school." And they're like, "I only missed two days." you know, and to us it's like, well, you're already chronic absentee because you it's the first month and you missed two days to where when you were at this point of the year, we're saying, no, you're you're chronically absent. It's going to affect it's it's affecting you. It's affecting your academics and and others. And then getting them to come in is a different story,

046right? >> Um, so there there's kind of that balance and and and right now is the sweet spot in the year where there they've hit it and and there's there's no looking back and they have to do it. as we go further into 4x4, we'll see more of that happen first semester than we did this semester just because of just the mechanics of making that work to start with. Right. >> Um but the that's a big play of it too, >> right? Sure. And I think it would be more interesting in tying this and this is going to be the second part of what I was my comment tying this to our board goals. Um you know this was originally uh wrapped up in goal one which we agreed to you know delete. So this

047report and this information and data like I think how do we connect it to our board goals? So, it's, you know, how's chronic absenteeism correlating to those students that are off track or not proficient and not, you know, not meet meeting the literacy goals and specifically targeting uh, you know, supports toward those students that are chronically absent and not doing well because there are some that may be absent and thrive, you know, learning and doing their work in other ways. Um, not saying that, you know, you shouldn't come to school, but you know, there are some students that do learn differently. Um, and so how do we target those supports and then fund what we need to fund as far as incentives to for teachers to create space for that attendance recovery or really tutoring

048instead of like what if we called it something something else that was more appealing or if it was just strictly, you know, like a tutoring session um to get students. >> Yeah. And I do and I think with that to a lot of the schools couple it with so remediation and it's not they're waiting for the kids to get behind but you kind of know more right because elementary middle are not 4x4 we're kind of in that full year space so then al so they couple it with more things so the kids aren't you're here for this for this and there for that for that you know what I mean more and more days um you know so that's a piece of it too that with starting second seme semester with that piece of it.

049And I think, you know, the biggest the attendance texts have been phenomenal. Like even recently, they've been they email me, hey, can I get access to this, access to this? Because we have a couple different chronic absenteeism reports that we use for um the schools. There's some things in P school. There's some things that we run with the state definition, which is where we pull this from. Um, and with that, like they've been going in and asking really good questions that I know they're looking, right? >> So, if there's but it's one that was kind of across a couple schools. Do you know what I mean? If they're having to share or fill in for somebody who might not be and that kind of thing. Um, that's that piece that they do a great job

050because they're also meeting with, you know, talking with parents and they're able to give that team that's sitting down to review kids. here's the set of kids versus the team spending their time figuring out who the kids are. They know and they can go into that planning of the next step versus the attendance techs have been amazing and a huge support. No doubt. I've you know over the years have talked to some of them and have you know part of the thing is okay they know what it is but they have to then give it you know give that information out and then it's like what happens after it's like do we have enough supports to support them so that they're successful at doing what they're doing. And so that's the ultimate question is in

051an ideal world like do we get their do we get the input of the attendance texts and do we um what does the estimate of need really look like for you know right conquering this and so that's >> yeah I was just going to say kind of they actually have the resources >> out in the community >> I will say I what I do know is Miss Moore who the senior court we talked about with the dropouts she meets with them regularly and providing professional development. She does if there's somebody new that sometimes they're coming in there was a you know a vacancy gets filled or whatever it might be she's immediately out there to on board with the supports and resources and >> so I will say that part of it I do know

052that they which before they were did not have as much connection to somebody to provide those I mean because no matter what if you're doing it you still have to kind of understand what all of the stuff in front of you is >> all of the resources >> and that's the piece that we've been able to provide and I say we as a division but Miss Moore has really spearheaded all of that, been able to put in place this year and meet with them regularly to also get their feedback and things. What that feedback is, I don't know, but that is something I can definitely find out from her, but also what their needs are and those kinds of things to be even more supportive. >> Such a difficult job when you have to deal

053with other people's families and um but I applaud all the work that's being done and I, you know, Um that's yes I will pose that to Miss Moore as well like she's >> Yeah. All right. That is all for me. >> Okay. Thank you. Do you need your >> want me to do it? We're going to move on to 2.02 redistricting plan for Oceanire Norview Elementary and Marary Calcott Elementary School. Dr. Paul. >> All right. Thank you again, Miss Moruffalo and board members. Um I'm going to let Mr. Freley introduce our guest today um who interestingly enough um we mentioned the outfits on this side of the room. I wore that same exact tie yesterday. The same exact tie. So um we we too were matching at one point. Um [laughter] but as you're as

054you're aware, you know, we've this has been a work in progress now for quite a few months. Um and we're excited to bring to the board um the recommendations for redistricting um prior to having a um public hearing during the next board meeting um and hopefully a vote a month from today. So with that, I'll let uh Mr. Freillley take it away to introduce our guest. >> Uh good evening. uh board chair Moore Buffalo, Vice Chair Dalero, Dr. Paul, members of the board, folks watching at home. Uh this evening we will discuss the redistricting plan for year 1 school closures. Before I do that, I'll introduce members of our committee. Krista McGarity with ARRA. Wave, please, Kristen. Patrick Rosto with ARRA. Kelly Sedto with preK and a bunch of other stuff. uh Doc Glenda, excuse

055me, Glenda Walters with learning support, uh Ashley Fussell, the senior director of transportation, and we have uh a new consultant who specializes in redistricting, and this is Andrew Bishop, and he's going to take the podium here in just a second. So, in uh September, October of 2025, the MPS school board approved the closure of nine schools. Uh this this coming [clears throat] year 2627, the schools that are scheduled to close are Norview Elementary School, Oceanair Elementary School, and Willoughby Early Childhood Center. Tonight's plan will focus on these closures and the redistricting of the students who attend those schools. I'll begin with just a little bit of background information. NPS has a total enrollment of 26,328 students. That's broken down with preK as 1574. Elementary school enrollment is 12,154, middle school enrollment, 5,443, and high school

056enrollment, 7,157. We currently operate 49 school facilities. Three of those are early childhood centers, 26 are elementary schools, two are 38s, and four are K8s. We have five middle schools. We have five high schools. And then we have some singlets, Norfolk Technical Center, Madison's Alternative Learning Center, Camp Young, and CESAP. So 45 of the aforementioned schools are the schools that we define our capacity, which is right at 36,000 students. And we currently, our enrollment currently reveals we have over 9,000 uh empty seats in preK through 12. So, um, we have approximately 4,812 open seats in our 26 elementary schools, which represents an average building utilization of 69%. This level of underutilization results in hundreds of unused seats across the system in our specific schools we're going to discuss. Uh, inefficient deployment of staff and resources,

057elevated per student cost for utilities, maintenance, and operations. So, tonight's presentation reveals the start of about a three-year redistricting plan that will begin with the reduction of our open seats in elementary schools by more than 3,000 seats and raise our average utilization for elementary schools to be right at 86% which is right in line with our goals. Like to share one more reminder before I ask Andrew to come up. Uh Nora public schools completed facility assessments in 2425. All of our school facilities were evaluated and received a new facility composite index score. That data was used to drive the closure as well as the redistricting plan you'll hear this evening. At this time, I'd like to welcome our redistricting expert. And thank you, Rick. So, I'll just continue where we left off. Um, so in

058September of 2025, the NPS board did approve to close nine schools over the next three years. And so, as Rick mentioned, uh, in 2627, we're talking about the closures of Norview, Ocean Air, and Willoughby. Uh, next in the 2728 school year, uh, we'll be tackling the closures of Gent K8, Graanby, Lynenwood, PB Young, and Tarlton. And then finally, um, in 2829, we'll address the closure of Chesterfield Academy. So again, tonight we're just talking about the the year one closures. So by closing these nine schools, NPS can reduce the long-term capital renewal obligations and achieve meaningful operations and budget savings. Uh we can concentrate investments on fewer better light utilized schools and we can support the rebuilding, renovation, and repurposing of schools that are long aligned with the long range facilities master plan. These closures are

059being coordinated with the available capacity at nearby schools. transportation and boundary considerations and the planned repurpos repurposing rebuilding and renovation of select facilities. And so Wilpert and MPS administration and staff have developed a redistricting plan for the 26 27 school year which we're calling year one. And we're attempting to increase utilization at the receiving schools so that they uh that have excess capacity. And we're trying to as Rick said move closer to 85 86% utilization at our remaining facilities. where we want to reduce the reliance on aging and inefficient buildings. Uh place students in facilities with better infrastructure, recent upgrades and improved learning conditions and provide additional instructional instructional resources and core academic classes. So we'll move on to what we're looking at first. Um the way this pres presentation will uh roll out is

060we'll address each of the closures separately and and look at them more in detail. First, we're going to look at Ocean Air uh Elementary and Willoughby uh early childhood center since they are very close to each other. So, this first map you see, this is the current attendance boundaries of Ocean Air. So, that's that kind of brown color in the middle. When we look at our redistricting, what we do is I look at all of the current attendance areas of the district and then I split those uh boundaries up into what I call planning units. So those black lines you see on the map, each one of those little blocks is a planning unit. And it it's hard to see here, but there are numbers in each of those planning units. And so that's how

061we reference the um the planning units through the presentation. And it's it's these little puzzle pieces that will we'll look at enrollment from each of these and um move them around to see how what impact it may have at receiving schools. So quickly, there's a table right there in the bottom right hand corner that just shows the current utilization for 2526 uh school year. So you see the current enrollment and the capacity. When you divide enrollment over capacity, it tells us how full that school is. And as Rick said, you know, right now elementary schools, we're operating around 69% utilization district-wide. You can see Bay View is right at that that district average 69%. Calcott 74% utilized. Again, that's a little bit of a smaller campus. Um you look at ocean view 67%. So again

062you know right around a little bit below district average and you look at ocean air 82%. That's you know uh when when you look at that that's kind of what we're trying to achieve but again that is our smallest school in that that quadrant of four schools. And so that's why you know a smaller enrollment would show a higher utilization. We'll move to the next slide here. And so on the next map what you'll see this is uh the what we are recommending as uh the proposed boundaries for each of the receiving schools. So the the lighter blue up on the left that would be aligned with Ocean View. The green in the bottom left that's Calcott and then the darker blue on the right that would be Bay View. And so what we're really

063proposing here is splitting ocean view or ocean air's boundary in half along um Chesapeake and all of the planning units that would be east of Chesapeake, they would all be uh reassigned to the Bay View boundary. And then the areas on the west side of Chesapeake, they would be split between uh Ocean View and Calcott. And so the next couple slides, we'll we'll zoom in on these areas, get a little bit more detail so you can see the makeup of these neighborhoods. So the first area we're going to look at is planning unit 17. So this is currently uh the Mariners's Watch neighborhood. Uh this is right where um Ocean Air is, and this is a very dense planning block for um the the blocks that make up Ocean Air's boundary. And so in our

064proposal, it is proposed that only planning block 17 would move from Ocean Air to Calcott. And so that would be, you know, again, all of the the homes on Mariners's Way, Warwick Avenue, and uh Lyster Avenue there. And then as we go to the next slide, this is planning planning 18 and 19. So the these are the um the neighborhood, this is the neighborhood just north of uh Ocean Air. you're talking about uh Lennox Avenue, Gilpin, uh Randall, L a little bit of Lyster and Ocean Avenue. So, all of those homes we would propose moving to Ocean View along with areas along the golf course. And then just to the north of the golf course, you'll see there's Pinewell Station and Royal Mace Apartments. So, those two apartment apartment communities, again, they're west of Chesapeake.

065They would um be reassigned to Ocean View. And then the next slide, this shows planning units 20, 21, and 22. Again, everything that's east of Chesapeake would be reassigned to Bay View. >> Chesp Boulevard. >> Yes, Chesapeake Boulevard. >> Somebody out there think [laughter] >> we're expanding. >> I'm just sorry. [laughter] >> I I have a hard time remembering all of the suffixes. I I appreciate it. I will say I will mention Ches Boulevard and it's Oh, Lee Chester. Yes, sir. >> Okay, I'm learning. [laughter] >> Um, so those would be the proposed boundary moves from ocean air. Now, that being said, we also need to look at Calcott. Um, on the first slide, we showed utilization. Calcott had a current utilization of 74%. And when we're talking about a dense neighborhood like uh Merida's

066watch, there's about 180 students in in those um homes, Calcott doesn't have enough room to be able to receive all of those students without um reassigning some other parts to balance enrollment between the schools. So this current map shows the current boundaries of Calcott and then the next map we'll show will be the proposed changes. So again, we'll just start over on the right hand side, planning unit 17. Again, it shows it moving from Ocean Air to Calcott. And now what you see here is over on the very left hand side. Um there is uh that's planning unit 9 that aligns with Marramac Landing. And so there's about 64 students in that community today. We would we propose reassigning Marramck Landing to Ocean View as well as um homes along Grandanby Avenue uh just north

067of Mason Creek there. That's um that little triangle to the little point on top of Calcott. Reassigning those neighborhoods to Bay View as well or uh to Ocean View. I apologize. And so, uh, one of the caveats though too as we propose these moves is, um, we also propose taking the preK classes off of Calcott and putting them at the Ocean Air ECC when that, uh, happens. So, that would again alleviate some, you know, take off some additional students from Calcott to allow them to receive um, more students from Ocean Air. So again we'll um the same um thing we'll look at here with these two slide next two slides again. Um so planning unit 9 this is Marramac Landing again you can see the streets in the neighborhood that make up this neighborhood um

068we would propose pushing into to Ocean View. again, 64 students. And then when we look at the other neighborhood planning unit 13, there's about 24 students in this block that we would propose moving to um Ocean View. >> And they're at Calcott now. >> Yes, they're they're currently assigned to Calcott that that uh the homes in there. So that that would be a move for 24 students. [snorts] So the next slide will show the proposed Air Landing >> Is currently a Calcott >> and we would propose moving them to Ocean View. >> What >> was that? 6. >> Yes. >> So you're talking about taking 64 plus 24. So >> 88 students out of Calcott and moving them to Ocean. >> Yes. Um, I'm just concerned because we have so many walkers in that neighborhood

069that displacing some of those students. >> And we we're going to get to that on the next slide after this. >> Yeah. >> J, would you go back one more? >> See this area right here? This is actually a waterway. So the kids have to be transported all the way around to get them. One of the reasons we have Andrew because he helps us geographic challenges and proximities. >> Yeah. And and we're we're trying to balance all three schools at 85%. And that's why >> Yeah. I guess when you look at the map, he wasn't thinking about the water from there. Yeah. All right, this slide shows um the proposed enrollment and demographics um after these changes. So what you see here currently um you got the first two columns show the current and proposed

070enrollments. Then we show capacity, current and proposed utilizations. Um we show students with disabilities, that's that those green bar charts, English language uh learners, that's the blue charts. And then SCES is socioeconomic status. So that's um a measure of uh I believe free and reduced lunch. Um and and um Patrick I think can talk more to that if needed. And then um the tables at the bottom show the um makeup of the student body, the the current makeup and the proposed makeup by um different um ethnic or racial groups. And so overall, you see when we look at the proposed utilizations, uh we bring all three of the the receiving schools much closer to that um that target of 86% utilization. We're sitting right between 85 and 87% in all three schools. So they are

071more full, but they still have room for students if needed. There is not a lot of movement when you look at students with disabilities. In fact, um no school increases. every school either remains the same uh as a percentage share of their student body or as a a reduction. Uh English language learners, you do see an increase um at some of those schools as we um again, you know, reassign some of Oceaner's boundaries. And then you also see um with the socioeconomic status, we do see an increase in the student body percentage at each of those schools. And you know, they're moving much closer to that district average of 58%. When you look at the um the racial groups, we see uh white students as a whole at each of the receiving schools, their percentage

072share decreases closer to the district average. We see increases in the Hispanic population uh students and increases in the black students at each school. Again, you know, they're um moving closer to the district average on those. [snorts] And then as a recap, so in this area, Willoughby would close. Ocean Air would be repurposed as the new ECC, replacing Willoughby. And that means planning unit 17 would move to Calcott. Planning units 18 and 19 would move to Ocean View. And planning units 2021 to 22 to Bay View. And then Calcott's boundary would be adjust adjusted to balance enrollment and utilization. And that means again planning unit 17 would move from Oceaner to Calcott. And then planning units 9 and 13 would move from Calcott to Ocean View. And then the pre uh pre-K classes would move

073off of Calcott to Ocean Air Willoughby ECC. So next we're going to look at the non-transportation zone. So this is about a onem zone around each campus. And uh this first map it it may be a little hard to see. Um, so I apologize it's hard to translate this information, but there are different colored lines uh with some dots in them. And what those represent are the walking or the the non-transpation zones for each school. So uh purple would be for Ocean View, green ocean air, red is Calcott, and then the blue would be Bay View. And so the table at the bottom right shows what percentage of our students in each of those attendance boundaries are in the non-transportation zone. So you see we have relatively high non-transportation zone enrollment. Uh Bay View is

074sitting at 85% of its student body in that non-transportation zone. Calcott 78%. Ocean View is just under 50% and Ocean Air is 100% non-transportation. So they're all within a walking radius of the school. But how can Ocean Air isn't that's an ECC school? >> It will. >> These are current. >> This is current. >> Okay. Next one. [snorts] >> And so the next map will show the proposed uh non-transportation zones with the proposed moves. And so one thing you'll see is if you look at planning unit 9, which is Marramac Landing, that already doesn't fall in a transportation zone for Ocean View or Calcott. So they are they are um bust students either way. So um we we don't impact them you know other than you know reassigning the school. You do see when you

075look at um Mariners's watch most of that community just a small portion a couple of buildings in the very far upper corner um they are all within walking distance to KCOT. So, we are not creating any new transportation needs and um they are still within a a walking distance of their homes. And when you look at the Bay View boundary again um a good majority of the areas except for the areas most to the north would still be in that non-transportation zone. And so as we increase enrollment, each school with uh reassigning students, Bay View's non-transportation zone enrollment would sit just under 78%. Calcott would be, you know, about 92%. And Ocean View would be under 40%. So we are um there there is no way around it there. Um some of those students are

076just in an area where they would have to be transported at the you know with the closure of Ocean Air. So next we'll look at Norview. So on this map, Norview is shown in yellow, Tanner Creek is in red, and Sherwood Forest is in green. And right now, again, uh Norview is our smallest school of those three schools in that area. And so they're sitting at 93%, but again, it's the smallest school in terms of capacity and enrollment. Sherwood Forest and Tanner Creek, you know, 71% and 60% utilized um uh you know um in the same vein. And so that means you know what um Tanner Creek has a lot of room to accommodate additional enrollment and Sherwood Forest also has room to accommodate, you know, a little bit under 200 students before it hit

077max capacity. >> The the school site itself is not It's just south of there. >> I was trying um the map here is is designed to focus >> um [clears throat] on the Norview boundary itself. >> If I could remind the board that Norview Elementary School also has 15 mobile. >> So this next uh the next slide will show the proposed uh reassignment of Norview. So in in our plan, planning units uh 129, 132 uh 128, 129, 132, and 219 would be reassigned from Norview to Tanner's Creek. And planning units 130 and 131 would be reassigned to Sherwood Forest. And again, when you look at 129 and 130, there is a creek that runs through and separates those communities. So that was kind of a natural divide as uh when we were looking at this.

078And so we'll again on the next slide we'll zoom in and show each of these areas. So this is planning units 128 129 132 and 219 and they would be proposed to move to Tanners Creek and there's approximately 201 um that are attending Norview from those uh planning blocks. So um we would have to you know we're we're reassigning them to a school ac across the interstate. Um there that planning unit 133 is already Tanner Creek. So it's already on that side of the interstate. So we're not creating any, you know, um we're not doing anything different. We're just expanding um the boundary. And then when we look at the next slide, this is planning units 130 and 131. Again, these uh two planning units only constitute about 85 students. Um and so these are

079single family homes. They're um is that five points? Is that what that's called? >> Yes. >> Yeah. Right. Um right there on the kind of the west side of Five Points. So 85 students would be reassigned from Norview to Tanner or to uh Sherwood Forest uh with this plan. So the recap is Norview Elementary closes. Uh planning unit 128, 129, 132, and 219 moved to Tanner Creek and planning units uh 130 and 131 are moved to Sherwood Forest. And then on the next slide, uh again this shows the proposed um the current enrollment, proposed enrollment utilizations, students with disabilities and you know all the other demographics that we are looking at as well as the um the the racial groups. And so you can see in our option here uh after Norview closes and we

080students are reassigned. Sherwood Forest and Tanner Creek again they're both moving closer to that 86% target. Uh Sherwood Forest is 87%. Tanners Creek 83. Again Tanners Creek is our biggest of those schools. So they have a little bit more room, a little bit harder to achieve that 86%. students with disabilities. Uh again, you you don't see any uh increases at the schools. You actually see decreases uh based on the share of the student body. Um you also see that trend with English language learners. We see a decrease in the total population or uh in the percentage share. And then as we look at the socioeconomic status, you see a a uh a small uptick at Tanner Creek um as students are reassigned from Norview to Tanners Creek. But we see um the the rate does

081not change at Sherwood Forest. And then when you look at the the ethnic or the racial groups at the bottom, we see decreases in um in the white student population, the Hispanic student uh population, and in the other percentage population. And so we do see increases at both schools in the the black student population with the reassignment of Norview. And then the next slides will show again the non-transportation zones. So um quickly I just wanted to point out on this map I do show Willard and a non-transportation zone because again that's kind of our next school in that quadrant. U I only show it here to illustrate that um even if we were to consider adding you know willard as a receiving school for these students they would not be able to they would be

082they would not be in that non-transportation zone. So they they can't be accommodated. Um and and what what you'll see in a second um on the next slide will make more sense. But again um Norview shown in blue, Willard is in purple, Sherwood Forest red, Tannis Creek is in green. And overall we have you know about 68% of our students between Norview uh Sherwood Forest and Tannis Creek are in the non-transportation zone. And when with the closure of Norview and the reassignment of those boundaries, uh, next slide, you can see that there's been no change to those non-transportation zones. So, Sherwood Forest and Tanner Creek, um, just based on uh where those schools are and the ways to get to those schools, there isn't a way that uh those students would be in a non-transportation

083zone. So with the closure of Norview, all of these students would um end up being um transported to their receiving schools. And so again, you know, is about 68% of our students were in non-transportation zone um with Norview. Once it's gone, you know, we're sitting at less than half of our students are in the non-transportation zone in those boundaries. And so if we go to the next slide, this slide is um just meant for information purposes for the board. Uh let me put a bigger print out in the online um this is not meant to dive in now but this um with the print out um board members can have this and have some meaningful information. This simply shows how students are currently you know where they live versus where they attend and our two

084closing schools Norview and Ocean View or Ocean Air are highlighted in yellow there. So the way this reads is the the rows going down those are our attendance boundaries and then the columns going across are the schools they are attending. So if you look in that very first row Bay View um there are 428 kids who live in Bayiew and attend Bay View but overall there's 482 students who live in that boundary. So that means that there's another 54 students that live in the Bayiew boundary but are going elsewhere. Yeah. And so, um, this is information that we use as the committee as we're looking at this to understand where kids are going, um, and and try to help us, uh, make decisions. I just wanted you guys to be able to have this, um,

085if it's useful as you're reviewing the information. >> Yeah. >> Yes, we did. Yeah. >> And we I can provide a a much larger printout for you as well. Um, >> so just go over it one more time. So there are 428 kids that >> enrolled at >> live in Bayiew and attend it. >> Okay. And then all the way on the other side, you said 482 K through five students who live in Bay View, which means that there's 54 students that live there that aren't attending Bayiew. >> Yeah. >> Which could include private or home school as well. These are our schools. >> No, this these are just public schools. >> This would be uh if they're at one of our like if they're at ADL or an out of district transfer, that's where

086they would fall. >> Yeah, but I wouldn't have private school or charter school information if they're not MPS students. >> Yeah, we don't have charter, but yeah, we >> you'll see. >> Yes. >> You'll see big numbers there. >> Okay. >> Like Ramy, uh I believe just students don't go to Grahamby, they go to another school that's represented straight across the schools they go to. >> Okay. Yeah. And I I wanted to make that clarification because there was a point in time when we had that information. While we didn't know where they went, they weren't in our schools. So, we have, you know, there are also students that live in Bay in the Bay View neighborhood that do not attend North public school. Yes. >> And that was also valuable information to kind of understand.

087>> Yeah. when when I'm working in with these types of processes, I'm only going to work with the district student data. So, active students, um I won't, you know, typically charter schools, private schools won't give me that information. So, um you know, obviously, >> no, I mean, and of course, but you could also say, well, there are students that live here, but they do not attend our schools. And um because I do want to point out since this is in here, if you look at the uh demographic breakdown, it's not like our city's demographic breakdown. So those who utilize our school system looks very different from our city makeup. So we have a Yeah. So I just find that interesting. So anyway, I think it'd be interesting to have that information on this at some

088point, but for this purpose, I think it's fine. Yeah. >> Are there any other questions here? >> Are we opening up to questions? >> Oh, I just Well, we were just discussing. I wanted to make sure. >> Oh, okay. >> Yeah. >> Um, so next we'll just uh touch on the community meetings. So on January 28th, 2026, uh two community meetings were held uh where we um showed these proposed boundaries to the public. So the first meeting was at 3:30 at Norview High School and then we had a meeting at 6:30 at North Side Middle School. Uh along with those community meetings, we had um we gave people the option to fill out written surveys and also an online survey to provide feedback. We found that about 50% 57% of the respondents were parents. Another

08929% were NPS staff. So we had um quite a few teachers and and other um school site uh personnel there. Um 55% of the people of the respondents found the um information needed or for understanding the redistricting plan. So um and then 77 said they were able to understand the neighborhood assignments. How >> many honest responses did you get? >> Uh it's I think about 50 to 60 overall. And so um the general thoughts and feedback that we heard were that there was a you know especially a desire to understand the staffing impacts and the future teacher placements. Um that was a big concern especially from from the closing schools. >> Can I jump in real quick and I put in the bullet and I just want to say that um Dr. Agnes Scott and

090her team have been working very closely with the principles and as far as teaching staff I think right now all but two are placed and happily placed with where they wanted to be. So, we're in a really good spot right now with that. We're we're now moving on to um clerical and custodial and ancillary positions, but the teaching staff, we're we're ahead of where we thought we would be at this point. [snorts] >> Thank you, Dr. Paul. Um there was also inquiries on introducing transfers to avoid changing schools. Um there was uh desire for clear and continued outreach to parents especially you know uh with multilingual communications especially for the impact at schools. Uh there was concerns around the impact uh to sped and IEP students and then there was concerns just you know for

091uh general student well-being social emotional well-being. Um that's pretty par for the course in these types of um projects. So um but you know these were the concerns we heard and you know things that you know we want to stay on top of as we help families transition. >> I interject one more time and as mentioned at the 6:30 p.m. meeting when this came up a correspondence was spent sent to all stakeholders in English and Spanish with a link to our website and then our website also does auto translations in other languages too. So um we're we're we're on that. Then uh we'll go to the so the next steps um there uh the next steps um public hearing following the March 4th uh board work session. Um we're hoping for a board vote during

092the March 18th board business meeting and then after that, you know, Walpert and MPS administration, we're preparing the year two and year three plans. Um and we hope to bring those back to the board later this year for approval. Uh but we wanted to get this first one uh out of the way so we can um move forward with the 2627 school year. And so with that then we can open up for questions. >> Going to open it up for that question first if I may. Um can we go back to Norview? Several up there. I'm not sure which as it relates to transportation [clears throat] >> referencing the northern ones closest to >> about um >> the neighborhoods that are closer to Tannis Creek. Those kids that are going to Tannis Creek I have

093a question around those kids. >> One more slide. >> Okay. So, I'm just talking historically. Correct me if I'm wrong. students at Norview Middle, they if they live um at east of Chesby Boulevard, so they're they live east, say they live in >> This is Ches, >> right? That's Chesby Boulevard. So those kids, they go to Norview Middle, travel through Wellington Oaks and travel over the petwalk to go to St. Andrews, Melbrook, and those places, >> I believe. So, >> okay. So, my question is for the elementary kids students, is that the same thing for them as well, or are they going to be transported around Johnston Road? And >> so, so you see these little green dots and then dark. So, that's the walkers to Tanner Creek. Well, the blue dots on this map

094would have been the walkers to Norview. And so as >> now they'll be [laughter] they'll be bus they will become bus riders. >> They'll become bus riders. >> Okay. So those kids will become bus riders. Correct. Okay. Because my concern was that those kids would have to walk across. >> No. No. No. No. Um Miss Fessel's in the planning team. Okay. And we we >> Okay. because I knew the middle school kids because that's always been a big issue. >> Um but those kids will be transported. Okay. >> Typically in our processes um when you have an interstate as a boundary like that um that they're we're always going to recommend a transportation. >> Yeah. >> Okay. Well, that's good to hear. Okay. >> Yeah. >> Anyone else have any questions? >> Paul and then

095Miss Pain. Good. uh the letter that came from the military about transportation in the future. It may not be this closing this cycle but a future about the bus route to their care center off of fourth view. Is that part of this or is that going to be in the next cycle? >> That would likely be in the next cycle because it's that and that's SS point and there's not going to be a lot of shifting up in the SS point area. Um, but they've been in contact with our transportation. We they've we they've been in contact already to talk about what possibilities are for the future of that. >> Okay. >> All right. Thank you. >> No problem. >> Yeah. Before I go, I just want to does if anyone else want has any

096comments or questions because I have a I have a few and I don't want to >> We go uh Okay, we're going on 5:30. Go ahead. I'm just modern time. Um, okay. Thank you. Thank you for this presentation. Um, so I have I'm trying to um and this is like a convers questions for you but also conversation for us to have as a board and as a team. Um, you know, obviously, you know, I was concerned about uh this school closure and consolidation plan, which is why I I voted against it in October. And some of my concern is is continuing to play out. Um so we closed two schools but we have there are eight buildings impacted and we have uh six that are six schools that are impacted and we are for all

097intents of p purposes in March and we have 3,300 students that are being impacted which is a huge amount. We're not talking about couple of hundred here a couple hundred there. We're talking about 3,300 students. Um, and this redistricting process, while I have, you know, I appreciate all the work and everything that's gone into it, what it's really highlighting is why this should have happened first because now we have a better scope of how many students are actually impacted. And that would then lead to better communication plans, better uh uh just better school planning going forward so that we I feel like we should have this whole year to actually plan and move students. The one thing that I have not heard anything about is the academic planning. And I know we're talking about moving

098resources from one school to another, but we're not talking about academics. How is this? And I say that because only one of those schools is on track right now. Um, and I say this only to not because of anything negative about the school itself, but what are we going to do to support it? And some of those schools are also needs intensive supports around for students with disabilities. And so I'm very concerned about our planning and the crunch time that we have here to plan to support the academic improvement of for students because that's 3,300 students. 3,300 students that may not while they might have the teachers in place following them, are they going to really truly have the academic supports to be successful off the bat? and how we monitor that, how we evaluate

099these transition plans with real real metrics, not just a checklist of, you know, is this equitable, is it not equitable, is how do we know that it is equitable and that's where my concern really lies where I I I am not comfortable with what I have seen thus far in us taking action on it and I hope the community is also aware ware of what is really happening here because this is this is honestly it's it's doesn't sit well with me. Um because this is a lot of students and it's a lot of families. It's a lot of changing neighborhoods and um we've talked about this a lot that we were kind of set up for failure with this crunch time and and uh push to do this. But I I need to hear more

100about what we are doing to provide academic supports. I need to hear more about the programming. How what we are doing to support our educators. How are we supporting? You know, like we we don't want to maintain what we're doing. We want to provide enhanced opportunities. So, I'm not getting that message across in in any of the these discussions, and that's something that I feel like I need to hear more about um going forward. Um so, I I do want to want to stress that again here. Um so and I don't know if there's additional information that you all have around the academic planning uh for these schools. Um if there is information, you know, I would I think the board should see how we're going to monitor and evaluate those transitions. And so um

101I just want to say that and I am also very concerned about the communication plan and I appreciate the input the feedback that was taken at the last the 6:30 meeting which honestly was the only meeting that had attendance really there um which was another concern. So again 3,300 students and we had know few respondents at the a few few community members at the meeting. So I'd like to know more about what has been done since those community meetings took place to today and how what kind of outreach what kind of communication has taken place with not just our families but with our educators as well. So if you could speak to a little more about that that would be >> I can speak to some of that and then if if Dr. Jones wants

102to inter interject as well. So at each of our schools they have transition committees as well. So each of the schools um are are meeting with their teams internally um to talk about the transition planning and then uh they're prepared once once a vote takes place to start rolling out their plans and inviting their community in and having larger conversations with the stakeholders. Both the accepting schools and the schools that are sending um are are are communicating already. The principal is already talking about spring activities and about open houses and about having students visit uh during different times doing bus rides for students who aren't bus riders currently to to you know acclimate them to a a bus which is also why we asked for additional drivers in this year's budget. Um the the concern

103about getting ahead of the board vote is if if we do the work and we invite the community in and we have all this planning going on and then the board does not vote for it, then we've added a lot of confusion to our community. So, we're we're planned and ready, but we can't really jump until the board vote because if if for some reason the board feels like no, it's it's too rushed, we can't do this, we don't feel good about it, and we've already done all this work, then that's not fair to our community. So, so we we next year we will have a higher rate of fully certified teachers at each of the receiving schools. Um, we will have, um, you know, like I said, the transition planning is already already going

104into place. We are going to allow uh, students, especially in the upper grades, to apply for out of district transfers. Like if a if a fourth grader at KCOT's getting moved to a new school and they want to stay there through fifth grade, we get it. You know, that that's an important time for them to stay in in their community. Um, human resources has worked very closely with the teachers on where their requests of what schools they'd like to go to, even what grade level, even teams by grade level to stay together. This work is being done. You know, the the the difficult part is the timeline that we were put on by the delay of this vote, right? You know, the the vote didn't happen until fall, >> October. >> Right. So, and we

105talked about that. >> We were pressured, >> right? Absolutely. And we talked about that at that time and and I you know a couple board members mentioned you know that the the the the really request for having a full year of planning is important which is why we also tried to limit the amount of schools on the front end um because I if I recall correctly there was also discussion of saying let's do all schools now which would have really changed everything by me. So, so we, you know, we we are focusing on these these two schools which do have an effect now on on seven schools because the the two schools that that are are, you know, the programs, the buildings that are closing move the students elsewhere, which changes everything in that school

106population. >> Absolutely. >> So, but know that the principles have been hard at work at this. They've been working with their teachers. So this is in place and and academics will change solely because of the amount of certified teachers that we have in classrooms next year. Um as as said you know the the some based off attrition, some based off of long-term subs we have in place right now. Certified teachers will be taking some of those positions. So we are prepared um and our principles are preparing for this and we're ready to invite the community in and to have these conversations with the community. We've got presentations ready for each principal specifically for their school site. So they can have their PTA meetings, they can invite their parents in, their stakeholders in and just focus

107on their area um as well. So that is all taking place. >> And then with our >> if I could add one thing, the committee invited >> attended questions about moving. All of those were answered by Dr. Agu Scott after the fact, but plan >> the executive director >> and can you speak specifically around our students and families you know of students with disabilities as well as our English language learners? >> Sure. So, uh Dr. Walter's been included in the meetings and that you know those really there are federal requirements we have to follow there as well. So the the number of students versus the number of teachers every year we look at our staffing for special education for our pair professionals, our teacher numbers and they change every year. So supports are will follow

108the students as needed. Um and as as mentioned during the budget presentation, we're also maintaining positions and not deleting them off the books from the consolidation so that we have extra supports to be able to put into place at schools with higher needs where we see the data part. We're also internally looking at specific data pieces. So we're looking at if you know with these with these data sets, how would have scores been at the schools with last year's data so that we can understand that piece of the puzzle as well. All this is being done >> um to to prepare for this. It's it's we're not just waiting for a vote then saying okay let's move forward. There's we meet and and again this is why I pull it in the bulletin you know

109the weekly bulletin. meet as a as a whole committee centrally every other week and the other committees are meeting every week and the principles are in almost constant communication. >> Right. And I appreciate those updates in the bulletin about that these meetings are taking place, but exactly what they're taking place, what they're looking at, what how they're evaluating things, like what you just described is not necessarily, you know, shared because I personally want to hear about, like you were saying, looking at last year's data, looking at how the integration of school communities, uh, what that might look like so that we're prepared for the needs of our students academically, social, and emotionally, you know, all of that so that we're prepared for that. >> And I appreciate that. But remember also the the board the

110board gave us directives on what to do. So administratively, it's our responsible to do that and we're doing it. Yeah. >> You know, you know, I think it would spend all the board's time if we gave you constant updates of all the administr that you know, you have to have trust in us and I I know we had that trust discussion early on. You have to have trust we're putting this together well in the time frame that we had and and you know we even worked closely with Wilpert to make sure that we could get this data together to be able to be where we are right now on the on the front-end schools with you know the time frame that they had >> right and I think you're saying the operative phrase here is

111the time frame that we have right >> and as you know it has nothing to do with trust in you and your team it is really the time that we have where can we really do this well and that's where my concern ultimately lies is the time frame that we have >> and and we are we are confident with the work that we have in right now that we can do this well the first phase one we feel well planned out for it um we you know we feel um confident in in the leadership in place in the buildings and the support that we're giving them um that this will be a good transition. It it it's I I I will be the first to admit though, this is one of if not the one

112of the most difficult things as a division that we can do. We are like you said 3,000 students were upsetting the apple cart. Whether they're going to have more students in their school than they're used to or they have to go to a new school. It's a change for them and it's a difficult change for them. But if we don't follow through with this long term, it's it's going to be much worse for their educational futures. I'd like to So, a couple things. Um, the receiving schools have the great majority of them have new newer HBAC's, newer windows, newer roofs. Um, as far as playgrounds go, we're we already have it on the books to move some playgrounds. So, especially at uh uh Ocean Air, we're going to move some of Willoughy's pre-K stuff over

113there to make sure all the accommodations they have are there, the newest and the best on the on site. >> Thank you. >> Bus riders to walkers and probably some walkers bus riders. Um I just want to make sure that we're working with the city to ensure that the signals we have, you know, everything is >> that that one mile is a very safe mile for our students. Reprogramming. I ask them to join us. We'll continue triple checker. So not going to see it until absolutely sure. and Patrick are the ones any I'd also like to make the request that you know we we have sessions where children learn how to walk to theorate the bikers as well be above and beyond what I don't I know that there I don't want to say above

114and beyond so much but there's been a really big push for bicycle safety around the schools and I think this is a good opportunity. >> Yeah. And recall I I think from even conversations last year um we're we're putting in the title four grant this year the the bike safety back the safe routes to school back into the budget to have that in place and they'll work closely with this as well. There any other questions around? >> Um, so f real quick. What is the domino effect on our uh middle school transition? Is there is there any immediate? >> We're a little early for that. So, as you guys know, th this is year one. And so, we just presented that in year two. You saw there'll be a five transitions, but we're also going

115to add Chesterfield in when we come back to speak to you all, which is year three. And then after we get all that done, then we're going to start talking about how we're going to link those to middle and high schools. >> And and so we're very Andrew is doing some behind the scenes work with middle and high schools, but I don't want us getting convoluted with that. So while while we're working on >> what we need to communicate to you all, >> Andrew is making sure that behind the scenes it'll flow smoothly with the secondary. But again, I don't want to get in front of that. We got a board vote and and we got a whole bunch of other stuff to do before that. But it's Andrew's responsibility to sync all that kind

116of simultaneously, but we're we're nowhere near ready to communicate that. If I could remind this board, there is no data that I can find that speaks to we've redistrict high schools since we added the fifth high school. I'm assuming everybody knows Lake Taylor High School was the fifth high school and that was added in 1969. >> Yeah. Yeah. So, >> it's going to be an interesting conversation or two about redistricting secondary schools, but again, we need to get through the elementaryaries first as we've defined and then all that will be sequenced as the board requested, but we do anticipate having year two, year three to you this late late this spring or early early fall. So, that we're ahead of that one as well. Okay. All right. Thank you. >> All right. Appreciate it. >>

117Oh, let's get our motion in first. I have a motion to go into executive close session. >> I move that we go into executive close session. >> I second. >> Okay. First and seconded. Miss Tanner, read the motion, please. >> Yes. Move that the members of the school board of the city of Norolk go into a closed meeting for purposes which are set on a subsection A of section 2.2. 2-3711 of the Virginia Freedom of Information Act as amended for discussion, consideration, or interviews or prospective candidates for employment, assignment, appointment, promotion, performance, demotion, salaries, disciplining, or resignation of specific public officers, appointees, or employees of the school board. Pursuant to subsection 2.2-3711A1 2-3711A1 of the act. The subjects covered by this exemption are the discussion of persons and personnel actions included on today's personnel docket,

118discussion or consideration of disciplinary and any other matters concerning students in Norfol public schools that will involve the disclosure of information contained in the scholastic record pursuant to subsection 2.2-3711A2 of the act. The subject covered by this exemption is a discussion of students and disciplinary actions on today's student support docket in consultation with legal counsel regarding specific legal matters required the provision of legal advice by council pursuant to subsection 2.2-3711 A8 of the act. The subjects covered by this exemption are consultation in connection with the matters set above and subsections A through B of this motion. Bassine. >> Hi >> Alvajiro. >> Hi >> Martin. >> Hi >> Olen. >> Hi >> Slaughter. >> Hi >> Thomas. >> Hi >> and Buffalo. >> I take about five. Good evening and welcome to the Norfolk School

119Board meeting for Wednesday, February 18th. A quorum is present to conduct the business of the school board. Miss Tanner, please call the role. >> Bassine, >> here. >> Caligger, >> here. >> Martin, >> present. >> Olson, >> present. >> Slaughter, >> present. >> Thomas, >> here. >> Buffalo, >> here. We're going to move on to 4.03, pledge of allegiance. Miss Ash, please do the honors. At this time, may everyone please silence their cell phones and pagers for the remainder of the meeting. Please rise for the pledge of allegiance. >> I pledge of allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [clears throat] moved down to 4.04, adoption of the business agenda. May I have

120a motion to adopt the business agenda? >> I move that we adopt the business agenda. >> A second. Thank you, D. Caligerro and Miss Slaughter. Is there any discussion? Hearing none, Miss Tanner, please call the role. Bassine >> I. >> Caligerro, >> I. >> Martin, I >> slaughter. I >> Thomas >> I Buffalo >> I We're going to move down to 4.05 the school board clerk's report. Miss Tanner is on you. >> Yes, Madame Chair. We will begin the clerk's report with recognizing February as Black History Month. And we will showcase a special video that spotlights the coral students in seventh and eighth grade at the Academy of International Studies at Rosemont under the direction of Mr. Latron Baker Pierce. The video will feature feature clips from two songs they were rehearsing for their upcoming

121Black History Month concert. Channel 47, please play the video. Good evening. My name is Jennifer Lopez and I am the senior coordinator of history and social science for Norfol public schools. During Black History Month, we honor the legacy, resilience, and contributions of black Americans whose stories continue to shape our nation and our classrooms. Tonight we are proud to spotlight the Academy of International Studies at Rosemont and Mr. Baker Pierce, chorus teacher, along with his seventh and eighth grade students who will perform two selections from their upcoming Black History Month concert. Sometimes [singing and music] I'm [music and singing] [music] the first the first piece that we sang with my seventh grade class was called A City Called Heaven. And that's a traditional spiritual. >> It is a song that shows like how far we've come

122through history. >> And basically they're saying that everyone, every color, every race, every gender, every ethnicity is human and they're all part of the world. >> And the second song was lift voice and sing with the eighth graders. >> They were going through like really really hard times in the 1960s. how even then they could have lifted their voice as said in the song and keep pushing on to get what they wanted which was equal rights [singing] full of faith that the dark and that part it like resonates with me because like I said before it just shows how much we have like moved from and our improvement and like what we've gone through in the Sing [music] a [singing] song full of the hope that the present has [music and singing] facing the rising

123sun [music and singing] be let us march [singing] on [music] till victory is >> [singing] >> I think Black History Month is very important, not only because of my my personal identity, but I think that the the struggles and the stories of the diaspora of black Americans is something that most Americans, all Americans can identify with. And black history isn't just a, you know, a small part of, you know, of history. It's American history. [music] >> [singing] [music] >> Thank you Lisa Lope Jennifer Lisa Lopez Jennifer Lopez senior coordinator of history and social science for securing this opportunity to highlight our students talents. Let's give them a round of applause. [applause] Next, the month of February is also our opportunity to celebrate our Norfolk school board members for their commitment to serve as board members

124and their many contributions to ensuring success in Norfor public schools. Our board members faithfully attend professional development opportunities to learn and lead Norfol public schools as the cornerstone of a proudly diverse community. And to show appreciation for their diligent work, we will present each board member a special masterpiece of artwork from our talented students throughout Norfol public schools. So at this time, I will ask I'd like to ask the school board members to come to the backdrop and stand, please. In preparation of a presentation of special artwork from some of our students who are here today and the ones that are not here, our student reps are going to help present those pieces of artwork to you as well. For the first piece of artwork, we would like to ask the schoolboard chair, Miss Buffalo,

125to come forward. Naomi Penn is here today. She's going to present to you her artwork and tell you how she was inspired. Let's give her a hand. [applause] I wanted to draw things like >> [applause] >> I'll just say I appreciate the artistic side because if this was me, it'd be stick people. So, thank you. Thank you. Thank you. And next, vice chair de Caligerro. Your artwork was created by Annayia Edwards, a fifth grader at Ingleside Elementary School, and her teacher, Christopher Lee Code, is here to present this piece of artwork to you. Let's give him a hand. [applause] Not here today. Um but creator we practice still life and this was one that she presented on very talented student. >> It's wonderful. Thank you very much. [applause] >> And next Athena is going to

126represent to Miss Bassine. Your artwork was created by Reese Nuome, a first grader at Larry Moore Elementary School and the theme is print making. [applause] Yeah, we can do that. You can show the artwork [laughter] myself. [laughter] >> Tell me about it. What do you see? >> It's abstract and it's a metaphor for like modern society in a >> sense. Okay. >> Right. Do you see the vision? Great interpretation. Thank you. [laughter] >> And thank you [applause] so much to Reese Newsome. This is this is probably my I think uh Miss Slaughter asked me, "Do you did you know that we were getting to do this?" And I said, "Yeah, I have several of these and this is one of the most exciting things that I love about um schoolboard appreciation month." So, thank you

127to Ree and I love it. So, >> awesome. And this next person um for Dr. Martin, your artwork was created by Olivia Zawatski who is here today. She's a second grader at Lake Taylor School and her artwork theme is cool jellyfish. Do you want to say it again? Is there anything else you >> say it again? Is this what >> it just popped in my head and then um I just All these colors are so beautiful. I think and >> I agree with you. [applause] >> That's beautiful. Next, we have a Colonel Pollson. Your artwork was created by Nicholas English, a ninth grader at Norview High School, and the theme is Beauty of the Deep. And Mariana is going to present it to you. The artist isn't here. >> No, the artist is not here.

128>> Let's see what >> Well, thank you. This this will go with the one I got last year. It was um a picture of a squid. It under the It was called sky sky deep or the artist was from uh Brooker T. And the colors are different the other. But there's a a diver here, a jellyfish. Looks like a another squid over here, but it's it's aquatic and I I like water. So, thank you. >> Awesome. [applause] >> Miss Slaughter. Your artwork was created by Laya Goldman, an eighth grader at Aelia Gardens Middle School, and the theme is Willow Tree. >> And she's not here. >> [laughter] >> Is that a swing? >> So pretty. >> Oh my god. It reminds me of my childhood. >> Really? >> Yes. We had a um our neighbors

129had a tree. I don't know if it's a Willow tree, but they had a swing and they knew if I wasn't at home reading, this is where I was. >> It's so beautiful. Thank is Laya. Thank you so much, Laya. This is absolutely beautiful. >> Awesome. [applause] And Miss Thomas, your artwork was created by Kamandre Nixon, an 11th grader at Norview High School, and the theme is shapes. [laughter] Thank you so much. I'm add this to my collection. My second picture. >> Thank you. >> Awesome. So, you all come together so we can get one [applause] nice photo with your artwork. Oh, take the stickies off the front. >> There you go. Awesome. Oh, you still stay there. You still stay there. Um, let's give our talented students a big round of applause. [applause] And

130we'd like to thank Dr. Georgiana Filio and the art department for securing these pieces of art for us. Now, we will continue the recognition. So, please remain standing for one more acknowledgement. The Virginia Schoolboard Association recognizes February as schoolboard appreciation month with a theme, from strong roots come endless possibilities. So on behalf of the SBA, we present to you certificates of recognition for your diligent service to the North School Board. And our student reps will present your certificates and a special gift from yours truly. It's a blue or green bag. Just a little special token of my appreciation for you all. So first we have Chairwoman Daligger. I mean chair chairman Buffalo, sorry I skipped my line. Chairwoman Buffalo followed by chairwoman to Caligger. So you can go ahead and take her her gift and

131her gift. [clears throat] >> Okay, you can stay there Athena. She's gonna come back. The next person is Miss Bassine. and then Miss Martin. And that's Colonel Pollson, Jodie Slaughter, and Alfreda Thomas. Thank you. >> On behalf of the SBA and myself, congratulations and thank you for being such an awesome board to work with. Congratulations. >> Thank you. [applause] >> [laughter] >> Sarah does have a big picture. >> And you all will stay there because we want to present certificates to our two schoolboard representatives for their service to attending two meetings a month and sharing their input and commitment to serving in this important role. So at this time, Chairwoman Buffalo will present your gifts and your certificates along with uh Vice Chair Dalerro and it's the white envelopes, too. Okay. On behalf of the

132school board, Miss Ash and Miss Chandler W, we appreciate you all bringing student voice to the school board. We know how important that is, right everyone? Student voice is very important. And so, thank you for representing Norfol Public Schools. Well, and we on behalf of the school [laughter] [applause] >> and their certificates are on the podium. >> [laughter] >> They know how to pose. >> Let's give our student reps on the schoolboard another round of applause. [applause] >> Okay. Again, I truly appreciate the opportunity to serve you as clerk of the school board and thank you for your your continued service to Norfolk schools. Are y'all gonna get another group shot? >> Oh, yeah. >> Yeah, we can't get enough. And [laughter] uh we have to share the microphone tonight. So, thank you school board

133for being here. Dr. Paul, we want to ask that you come up and join us as well at the step and repeat. This week is Virginia School Board Association School Board Clerk Appreciation Week and the school board would like to take a few moments to acknowledge the dedication of our school board clerk, Miss Karen Tanner. Miss Tanner, would you please come forward? [applause] over here. During the third week of February, the F >> Virginia School Board Association designates school boards clerk appreciation week to recognize and acknowledge the work and assistance that schoolboard clerks provide to school board members, superintendent, and the school community at large. Schoolboard clerks are responsible for keeping records of meetings and documenting official proceedings of a school board, pre preparing and posting meeting agendas, organizing meeting schedules, and providing administrative support

134among other duties. Miss Tanner, as school board clerk, your work requires exceptional professionalism, discretion, and unwavering attention to detail. While much of what you do happens behind the scenes, you impact your impact is felt in every aspect of our school division operations. Thank you for navigating and evolving evolving expectations and daily demands of a fast-paced educational environment. Your commitment is truly inspiring. Again, thank you, Miss Karen Tanner. Your unwavering steadfastness to Norfol public schools. Thank you. >> [applause] >> And we also want to share with you a uh resolution from the schoolboard association and we all signed it. So >> Oh wow. Thank you. >> Yes. So for sign [laughter] >> we're going to get a picture. >> Oh okay. Sorry. Come on. All right, we're going to move on to 4.06 Superintendent Report. Dr.

135Pole. >> Thank you. Good evening, Chair Buffalo, Vice Chair Caligerro, and members of the board. As my time serving as interim superintendent comes to a close, I want to take a few moments to reflect and to express my sincere gratitude. First and foremost, thank you to this board for your trust and confidence in my leadership during this transition for Norfick Public Schools. Serving in this role has been both an honor and a profound responsibility and one that I have approached with humility, focus, and deep commitment for our students and our community. As many are aware, Norvick public schools holds a special place in my heart. I began my career in this division as a mathematics teacher at Lake Taylor High School, and to have the opportunity to return years later to serve as the chief

136academic officer and as the interim superintendent has been deeply meaningful to me both professionally and personally. This division helped shape me as an educator and now as a leader and I will always be grateful for that foundation. I also want to thank our parents, students, and community partners. Your engagement, advocacy, and belief in our schools are essential to our progress. Public education succeeds when it's embraced as a shared responsibility, and Norfick is fortunate to have a community that remains invested in the success of its children. Last, but certainly not least, I want to recognize and thank our staff at every single level of this organization. To our teachers, principles, assistant principles, support staff, operations teams, bus drivers, nutrition workers, central office leaders, and every employee who serves this division, whether full-time or part-time, I sincerely

137thank you. Your professionalism, resilience, and unwavering dedication to our students have been evident every single day. The work has not slowed and the expectations have not diminished. The work sorry yet you have continued to lead with integrity and purpose and our students are better because of you. Over the past eight months, we've continued to demonstrate what is possible when we work together in service to our students. As a community, we collaborated to develop a thoughtful school consolidation plan designed to strengthen academic programming and ensure long-term sustainability. We worked together to build and present a student focused budget aligned to instructional priorities and operational stability. And we celebrated a historic milestone as we broke ground on the new Mory High School, a powerful symbol of investment in our students and in the future of our city.

138These accompl accomplishments were not the work of any one individual. They were the result of shared leadership, thoughtful dialogue, and a collective commitment to doing what is best for our students. I'm also excited to return to my role as chief academic officer. Instruction and student achievement remain the core of why we exist and I look forward to continuing that work with my renewed focus and energy. Finally, it is my pleasure to welcome Dr. Jeff Rose as our next superintendent of Norfick public schools. Dr. Rose brings extensive experience, steady leadership, and a clear commitment to educational excellence. I'm looking forward to learning from him and supporting his leadership as we continue the work of ensuring that every student in Norfick public schools receives a highquality education and is prepared for lifelong success. Serving as interim superintendent

139has been one of the greatest privileges of my career. Thank you again for your trust, your partnership, and most importantly, your shared commitment to students across Norfolk. Now, channel 47, please roll the footage highlighting our students with this month's superintendent report. Thank you. >> Second graders from Little Creek Elementary traveled to Camp Young where they got a lesson on natural habitats from educators at Nauticus. They asked the students questions about the environment at the camp and the animals they thought might live there. These excited second graders then got to look for different types of wildlife that regularly inhabit the camp. >> The kids were fantastic. They love being outside. We were looking for deer. We were looking for woodpeckers. Um we checked underneath a rotten log and found a little centipede under there. They had

140a great time. It's important for kids to know where they live and know what animals and plants live here. Um what is native and what is good about them. Uh, kids need to know about their natural environment. >> Specially chosen students from NOFFK Technical C Center's automotive program are learning more about the industry thanks to a unique partnership with the city of NOFK's fleet management. These students are training at the city's garage to learn how to work on a wide variety of vehicles from experts who work there every day. When we started this program, we thought it was going to be more of like a mentorship, just kind of show them what we do here. And it's turned into more they want hands-on. I mean, now they drive straight in. They work on the vehicles.

141They help our technicians. And it's kind of going back and forth. I like helping the next generation. I like seeing them learn something that was out of their comfort zone. >> It's not just veteran technicians who show the students new things. With two former NTC graduates having already been hired to work here, they're also enthusiastic about sharing their knowledge with students currently in the program. >> You see lock release. >> Push up on lock release and then now push up on activate or switch it to lower first to low. Yeah, >> it feels like I was just in that position. I was like I was just there like last year. So it's it kind of feels a little weird. It was a cool experience. Um I was really grateful when when they when they brought

142me the idea of um of coming here and and working on the fleet, the entire fleet. So that was really cool experience and going through all the shops was also awesome. So I really loved it when I came here. So I decided I wanted to to work here. >> I think he's really smart. I mean I follow him on, you know, social media and he's all about cars. So he kind of inspired me to come here, too. It's a great opportunity to learn more about different types of vehicles and it's just a lot of opportunities here. You learn something every day. >> I would just say like getting the work experience in cuz like instead of staying in a classroom or like having a teacher teach you how to do the things and watch over

143your shoulder sort of you instead have the actual workplace experience, you get to come here and it's like you're actually working an actual job. So, instead of it being just a classroom, you get hands-on work experience instead. >> I'm a hands-on learner. I'm not really a much of a kid who sit sit and just get lectured all day. I just can't do it. I mean, it's a privilege to be here. Uh, honestly, I've been wanting to come here for like since my sophomore year. It's it's fun. Uh, it's a good place to be and uh you really do learn a lot here. For complete video stories and more divisionwide information about Norfolk Public Schools, visit the NPS website and check out our YouTube channel, Facebook page, Instagram, and NPS newsletter. >> Thank you, Madam Chair.

144That concludes my report. >> Thank you, Dr. Pole. We're going to move on to 4.07 citizen comments. Miss Tanner. >> Madame Chair, for today's citizens comments, we have six speakers. Today's speakers signed up for public comments before the start of today's business meeting. If you would like to provide public comment, you're required to state the agenda item or items or topic you're addressing prior to providing your public comments at this meeting. When your name is called, please come forward to the speaker's podium. State your name and whether you have a child in Northfor public schools or if you're employed by the district. One person is to speak at a time. If you are representing a group, state the group's name. You may ask your group members to stand in place to be recognized. Speaking time

145is limited to three minutes. A timer is set with an alarm that will signify the end of your speaking time. State your position and give facts. Avoid saying anything that identifies students or personnel information about individual employees. Personnel, disciplinary, and confidential matters may be addressed to the schoolboard directly via email at schoolboard npsk12.com. Comments should be addressed to the board and not addressed to an individual member. Schoolboard members do not respond to public comments at the time they are given. Any written statements or supporting materials should be given to the clerk. Chairman Buffalo, our first speaker for today is Chakara Lawrence, followed by Karen Luca Burristain. Good evening, chair, school board members, superintendent, and members of the Norfolk community. My name is Shakara Lawrence. I reside at 1378 East Tannis Creek Drive and I'm speaking

146on behalf of the Special Education Advisory Committee. We appreciate the opportunity to share our perspective as you navigate these important decisions regarding potential school closures. As this process continues, we respectfully urge the district to ensure that all engagement efforts are accessible, inclusive, and responsive to the communities most affected. particularly families of students with disabilities. Many of the schools under consideration serve high numbers of students with disabilities, economically disadvantaged families, multilingual households, and families who already face barriers to participation. For these communities, traditional centralized meetings alone may limit who is able to engage. To support authentic community input, we recommend holding school-based meetings at campuses proposed for closure. Bringing conversations directly into school communities reduces transportation barriers, increases participation, and creates a more welcoming and familiar environment for families. We also strongly encourage the district to

147offer virtual interaction options such as live streams with live commenting, virtual town halls, or recorded sessions with feedback opportunities for community members who cannot attend meetings in person due to work schedules, transportation challenges, disabilities, or caregiving responsibilities. Additionally, we ask that meetings be intentionally designed to welcome families who attend with children. Providing child-friendly spaces, flexible seating or activities helps rem remove another common barrier to participation and signals that families are truly welcome. We further encourage the district to provide translation, interpretation, and accessibility services, including ASL and translated materials as needed so that all families can fully understand the information presented and meaningfully engage. Finally, outreach strategies should reflect school specific demographics, recognizing that some communities may require multiple formats or engagement opportunities to ensure voices are not overlooked. On behalf of the Special Education Advisory

148Committee, we look forward to continuing to partner with you to ensure that all voices, especially those of students with disabilities and their families are heard, valued, and included. Thank you for your time and continued commitment to Norfick students. >> Thank you, Aaron Luca Barristain. Did I say that right? >> Okay. Hi, good evening. Thank you for inviting me. Um, and good evening the school members. I am an ESL I'm an ESL teacher at Mary Calcott currently and have been there for four years. Um, thank you for the opportunity to speak about the proposed consolidation and redistricting plan. I recognize these that these are complex decisions involving enrollment, staffing, facilities, and finance. And I appreciate the care that you've given to the plan. However, consolidation and redistricting are not just logistical decisions. They shape students daily

149experience, who feel welcome, who feel supported, and whether families feel like true partners in our schools. Research consistently shows that students depend on strong relationships built on trust, respect, and safety. Without those foundations, meaningful learning is difficult. At Mary Calcott, we have intentionally fostered a deep sense of belonging, especially to our Latino and ESL students who are slated to be transferred to Ocean View. Our staff work tirelessly to build trust among the students and with their families. This conversation takes is taking place during a tense political climate for immigrant families. Many in our district are living with uncertainty, attending deportation hearings, coping with separation of family members, and feeling afraid to leave their homes. Children carry that stress with them. They question whe whether they truly belong. At Calcott, they know they do. That's why

150the safety and belonging and trust must be essential to this process. This the safety of the school is not physical. It's emotionally culturally safe. At Mary Kalcott, we have built an environment through strong English learning supports, meaningful family outreach, culturally responsive practices, and consistent communication. The results are clear. They've had academic growth, increased inclusiveness, reduction of absenteeism. The families feel welcome, heard, and valued. At the time, meaningful partnership required accessible communication. Information about the consolidation and community service primarily were put only out in English. We did get a second with some Spanish, but the ser the families most impacted felt excluded and I had to have them translated. We are very serious about equity engagement and must be equitable. Materials should be available to families in home languages from the start of the meetings and

151should include interpretation and families must have genuine opportunity to participate. Given the progress at Mary Kcott, I urge the board to avoid changing Kalcott's district boundaries at this time. Preserving the community protect systems and relationships that are clearly working. If changes are unavoidable, think about a phase transition or changing what is already planned out. In this political moment in time, our schools serve as anchors of stability and unity. Let this process reflect not only the fiscal responsibility, but the moral leadership. Protect the progress that has been achieved. Prioritize safety and belonging. Ensure every family, regardless of language, has a voice. Thank you, >> Crystal Galen. [music] Galen, that you say it. [laughter] Good evening members of the school board and community. My name is Crystal Guan and I'm here to speak on behalf of the

152ESL and Spanish speaking families at Maraka Elementary who are affected by the proposed redistricting. For these families, Mary Kaga is more than a school. It is a place where students feel safe and supported and where families know their questions and concerns are heard. Many children who have arrived in this country feeling uncertain uncertain have finally find found stability. Through the strength of the ESL program and by dedicated teachers, they have grown academically while also feeling understood and valued. Since the announcement of these changes, there have been visible signs of high stress and anxiety among students and parents. Much of the information, including presentations and surveys, have only been shared in English, leaving many families confused about what is happening and what it means for their children. In a nation that already feels deeply unequal and

153divided, where many immigrant families live with uncertainty and fear every single day, being faced with another sudden change only adds to that emotional weight. Many students when told they might have to leave this school that they have a deep connection with broke down into tears and it is very heartbreaking and concerning concerning these such reactions. We all know that school transitions are very very stressful and when students are already navigating language barrier barriers and cultural adjustments that stress can directly and greatly affect their mental health and academic progress. I speak from personal experience growing up in an Hispanic household with immigrant parents. I understand how overwhelming unfamiliar systems can be. As a former student deeply connected to the Mary Kaka community, I have spent years supporting Spanish speaking families and ESL students. Witnessing and experiencing

154myself how a stable and supportive environment allows children to truly succeed. Teachers like Miss B, the le the ESL [clears throat] teacher, have built trust and belonging over time and that foundation cannot be moved and transferred to a new building overnight. This progress that students have made is real and is shown by improvement in test scores and rewards received by the school. With ESL students being a major subgroup and it is very fragile when stability is removed. I understand that bound boundary decisions are very complex and many factors come to play when making these decisions. But I respectfully ask that you consider the human impact behind the numbers. On behalf of these students and families, I ask that you protect the environment that has allowed them to grow, to feel safe, and to believe in

155their potential. Mir Kaka is not just a school building. It is a home for many ESL and Spanish speaking families, including my own and myself. Thank you for your time and consideration. >> Thank you. I'd like to ask pastor to come forward and pronounce your name for us. Thank you. Good evening ladies and gentlemen, daddies and mommy, board of directors, the parent and everyone. I really appreciate the grace given to me to speak this moment. I understand you know I understand I heard about the information about the restricting of the students and I know that be that comes that calls for a new beginning and everything new has to do with and everything about new starting a fresh is about new beginnings and I want to speak particularly speak about my personal children in miracle

156car you know some children are of different types some Children using left hand when you force them to use right because you using right they might miss their intellect in one way or the other in other words the children they they have created certain relationship with the teachers and they already knew what I'm worth when the teacher speak they understood what he's saying in summary I will bring it as an idea if you if this gathering could appreciate and and my uh accept my apology as in not uh redistricting the student for miracles because one miracles is close by to our apartment many and thousands of parents in Mary Mlandon intended to be here today but some are heavy the husband gone on uh deployment for the military so most of them couldn't make it

157to be here today so I want us to Please for the kingdom of God and for the for the for the sake of the children who already created a relationship with the teachers. You know students at times when they understood the pattern to which a particular teacher teaches them they easily un understood and do what is needsful to be done. But changing the the the redistricting as in changing the the atmosphere might change certain things might really mean they have to start a fresh from the beginning. So I implore this gathering to to to to think about my opinion if it is welcome I appreciate it for the kids not to be restricting to be red restricting to another locality that's a bit far from our environment that's one in some cases you know just

158pardon me for all said and done just Please and please let's create you know Foundation matters in everything. Some people started in the foundation with u with a good and sound solid foundation but when they get to the middle schools they might maneuver one way or the other but the foundation is the the beauty of a building is basically determined by the foundation. So let these kids remain where they already understood what the teacher speaking, what the teacher is saying and the teachers too understand what they are saying and my children too. >> Your time has expired. >> And can you state your name for the board too for us? No. Can you state your name for the board so they'll know who's speaking? >> I need you to say your name. >> My name

159is >> Okay. means thank you Lord Jesus. Means the God back me. >> Okay. >> God guide me or support me or back me. >> Thank you. >> God bless. >> All right. >> And next we have Joyce Anna Numbamon. Okay. She must not be here. And then [clears throat] lastly we have Lisa Walker. My name is Lisa Walker and I serve as reading specialist at Southside STEM Academy at Campus Stella. I want to share my thoughts around the board and division priority of attracting and retaining highly qualified teachers and staff. We have seen a few presentations around hiring practices being streamlined and the push of early advertising through social media radio and job fairs. However, I feel we are not addressing the primary player, teacher burnout. However, I'm going back. The board should be

160creating practices and policies that address this crisis. Teachers are underpaid. On the last budget table, there was only a $30,000 difference between a step one and step 30 classroom teacher, which is appalling. We fill in all the gaps of staffing shortages, endure heavy workloads, mass serious student behavior issues because it's implied that most classroom behaviors are due to lack of student engagement and teacher expectations. Teachers face unrealistic directives all the way from cab to the schoolhouse. We are left feeling ineffective and unable to enjoy downtime. This leads to stress, anxiety, depression, and serious health consequences. I can't say it loud enough that tier one instruction is the only way to reach every goal and every non-negotiable. A few dreams for your consideration are grades two and grades K through two focus on reading and math.

161A 4-day work week which would allow for the flexibility and the professional development that is needed for students and for the 50% of your teaching staff that has zero to three years of experience. simplifying lesson plans, earning additional days of leave for all the nights and weekends that have been given to NPS and rights says in this district immediately the silent cries are deafening and drastic changes must be made. Now for a little light among the darkness Dr. Pole, I want to personally thank you for using your position of power to start changing the narrative about Southside STEM. It made my heart happy to see our heartfelt work shared during some of your presentations. So, in honor of my mom's Diamond Jubilee birthday being celebrated on today, I want to offer you a little bit

162of um advice from my little corner of the diaspora. Always go line dancing. Drink lots of water. Protect your edges at all costs. >> Right. >> And the cookout is at my daughter's house in June, so you already know the date. I wish you all the love, joy, happiness, peace, and success your hearts and hands can hold. Thank you for all your hard work. >> Thank you guys. >> Concludes our speakers for this evening. >> Thank you, Miss Tanner. We're going to move down to 4.08, approval of the consent agenda. May I have a motion to approve the consent agenda? >> I move that we approve the consent agenda. >> May I have a second? Second. Is there any discussion? Hearing none, Miss Tanner, please call the role. Bassine >> I. >> Malagerro. >> I.

163>> Martin. >> I. >> Olsson. >> I. >> Slaughter. >> I. >> Thomas. >> Hi. >> Buffalo. >> I. Moving down the 6.01 monthly financial monthly financial report. Dr. Pole. >> Thank you, Chair Buffalo. And uh Mr. Starks, our CFO is going to uh share the information with you. >> [cough and clears throat] >> Good evening, Madame Chair, vice chair, and members of the board. Tonight, we will walk through the January 2026 financial highlights and the budget report. Our revised budget totals 476 million. Year-to- date revenues are 258.2 million or 54.2%. and expenditures and encumbrances total 242.6 million or 51%. We currently reflect a 15.6 million positive variance. This is a timing variance. Payroll and contracted obligations continue through year end and many commitments are already encumbered. State revenues are pacing as expected at approximately

164[clears throat] 50%. City revenues are slightly ahead of midpoint, strengthening our cash position. Federal revenues lag by design due to reimbursement timing. There are no revenue shortfalls at this time. >> Oh, I don't know your report. I'm sorry. >> Divisionwide, we are at 49% expended. Instructional programs are slightly above midpoint and administrative areas are slightly below due to timing. There are no negative balances at the summary level. There are however some variances that appear within specific object codes. Overall our risk assessment to summarize the negative balances. We have some negative balances. There are small dollar amounts mostly time timing related correctable through internal transfers. The only areas that represent ongoing structural monitoring are special education, student attendance and health purchases services and utilities. These are student need and marketdriven call centers, not discretionary spending categories.

165In closing, at this point in the fiscal year, revenues are stable. Overall spending is proportionate. The division maintains a positive timing variance of 15.6 million. Negative balances are largely procedure and manage manageable. Special education contracted services remain our primary cost pressure area and we are actively monitoring it on an ongoing basis. Norfolk Public Schools remains financially stable but we are closely managing our highest variability accounts to ensure we end the fiscal year in a balanced position. I respectfully submit this report for your receipt and welcome any questions at this time. School board members, you've heard the report. Are there any questions? Hearing none. May I have a Did I see? Oh, >> May I have a motion to approve the monthly financial report subject to audit? >> I move that we approve the monthly financial

166report subject to audit. >> May I have a second? >> Second. >> Any discussion? Hearing none, Miss Tanner, please call the role. >> Bassine. >> I. Calro. >> I. Martin. >> Hi, >> Bolson. >> Hi, >> Slaughter. >> Hi, >> Thomas. >> Hi, >> Buffalo. >> I Well, we have come to the end of our agenda, Norfolk Public Schools family. But before I hit the gavl, I do have to take a moment to on behalf to say to Dr. Paul, on behalf of the Norfolk School Board, we are truly thankful, and I said I wasn't going to get emotional. um thankful for you stepping in the gaps and staring the ship forward for our children. Thank you. >> My pleasure. >> Thank you so much. >> Thank you. >> And on behalf [applause] on behalf

167of the school board, we have a little token of our appreciation. Don't spend it all in one place, but enjoy yourself. >> Thank you [snorts] very much. >> You're so welcome. Thank you everyone for being here tonight. This meeting is adjourned. >> [music]