001Miss Tanner, could you please call the role? Vine >> here. Martin present. Pollson >> present. >> Slaughter >> present. >> Thomas >> here. >> And Buffalo >> here. We're going to move on to 2.01. Our first presentation for tonight. High school specialty program update. Dr. Paul. >> Okay. Thank you, Miss Mor Buffalo. and uh Dr. Griffin, our executive director of secondary uh schools and programs is going to come up and uh share the presentation with us. >> Uh we are some of the folks in the audience are indicating they can't hear. >> Just bring it closer to you. >> Testing. Oh no, I can't hear you. >> Testing. >> School plant. Can you guys check the mic on the dance please? >> Testing. Testing. >> Testing. >> Hard to hear. testing. >> Turn the volume
002up. >> School plan is handling the sound today. >> Who's your outside? >> Teacher voice. >> Use that teacher voice. >> I hear something. >> I hear it. >> Test one, two. >> There we go. Test one, two. >> testing, testing. >> Okay. Good afternoon, school board chair, Miss Morbuffalo, Vice Chair, Miss D. Caligerro, Dr. Pole, and members of the school board. Thank you for the opportunity to share an update on Norfolk Public Schools specialty programs. I am the executive director of secondary schools specialty programs and alternative programs. Today I will walk through the purpose of our specialty programs, how we support access, how we support access and our equity, what our application enrollment data are telling us and what the steps we are taking in moving forward. Specialty programs are designed to expand educational
003choice by aligning learning with student interest, strength, and aspirations. Participation is optional, and not all applicants are accepted due to program capacity and eligibility guidelines. That balance is intentional and helps ensure program quality and student readiness. Across Virginia, many school divisions offer specialty, magnet, or choice programs at the elementary, middle, and high school levels as part of a broader commitment to providing diverse academic pathways with public education. These programs offer rigorous, relevant learning experiences while allowing families to make informed decisions that best meet their students needs. At Graanby High School, the international balora program continues as an authorized IB program, affirming its alignment with intentionality and recognized standards for academic rigor, inquiry, and global perspectives. The program is coordinated by Miss Heidi Kirby, who is the ID IB coordinator at Mory High School. The medical
004and health specialties programs is strengthened through partnerships with local healthc care organizations providing students with early exposure to clinical learning and career aligned experiences in the health sciences. The program is coordinated by Mr. Travis Miselle who also serves as an academic adviser at Norview High School. The Leadership Center for Sciences and Engineering offers a rigorous sequence of honors and advanced placement coursework, including AP Capstone supporting both academic preparation and leadership development. The program coordinator is Miss Katherine Auroro. At Lake Taylor High School, the leadership and military science specialty is closely aligned with the school's NJOTC program, reinforcing leadership, civic responsibility, and disciplined academic engagement. The program is coordinated by Master Petty Chief Officer Charles Clark. At the middle and elementary levels, specialty programs focus on early exposure, identity, and development, and building strong academic foundations.
005The Academy for Discovery at Lakewood is a fully authorized international middle years program for IB where students develop inquiry skills, global awareness, and reflective learning habits. The Academy of International Studies at Rosemont offers a thematic global focus program centered on world languages, world cultures, and global citizenship. Students select one of two pathways, world languages or military science through the Navy League Cadet program. Both pathways provide a rigorous course of study that builds leadership, discipline, and culture awareness and a strong global knowledge base. Compass Academy at Ruffner emphasizes inquirybased projectdriven learning that strengthens critical learning and collaboration. Southside STEM Academy at Campus Deloo provides hands-on STEM instruction connected to real life problem solving. At Blair Middle School, the premed specialty introduces students to health sciences beginning in the sixth grade and continues through the eighth grade.
006Young Scholars at Rosemont, coordinated by Miss Carla Steed, is a school within a school program for highly motivated learners identified as gifted in general intellectual aptitude or specific academic areas. Teachers trained in gifted pedigogy provide research-based instruction that supports cognitive, emotional, and social development for lifelong learning. Together, these programs form a coherent K12 specialty pipeline across Norfol public schools, allowing students to explore interest and early and deepen them as they progress through the division. Access and equity are foundational to how specialty programs operate. Access begins with awareness. Families must know what opportunities exist, understand timelines, and feel supported through the application process. Equity means that information is shared consistently across schools and communities, and is not limited by familiarity with a system or location. Our approach supports students and family choice while recognizing program capacity
007and readiness. Access and equity are embedded in how we communicate, support, and structure these opportunities. In practice, access and equity are driven by collaboration. Counselors play a central role in guiding families through program options, timelines, and application requirements. Teachers provide thoughtful recommendations that reflect student readiness, strengths, and academic habits. I want to pause here to acknowledge our counselors and our teachers. Their partnership ensures that specialty programs are not only available but accessible in meaningful ways for families across the division. Application trends reflect broader enrollment patterns, family mobility, and the range of academic options available to students. It is also important to note that not all students choose to attend a specialty program. Many families are excited about attending their base schools. And our comprehensive elementary, middle, and high schools work intentionally to build strong school
008cultures through transition activities, summer programs, and early engagement. Application numbers inform planning, but our focus remains on appropriate placement, program quality, and student success across our division. Looking at the specialty applications across 2025, 2026, and 2027, we see both consistency and change. It is important to note that the 2027 application cycle is still in progress, and final data continues to be reviewed. This reflects an active process rather than a final outcome and demonstrates sustained interest across multiple years. Middle school specialty applications often represent a family's first entry point into specialty pathways. As reflected here, application data includes three years, whilst 2027 is still in progress. Elementary applications for the Academy of Discovery and Compass Academy tend to mirror their middle school application application programs. The Gent School, however, has a larger applicant pool because it
009accepts students at multiple entry points, including kindergarten, based on space availability. This year, GI plans to accept 60 kindergarten students and has already received over 100 applicants. Okay. Compass Academy and Southside STEM enrolled numbers of students from outside their attendance zone. specifically for specialty programming at Blair Middle School. The premed program Sure. Sorry. Okay. No, no, no. Thank you. I appreciate it. Um, at Blair Middle School, the premed program accepts 60 to 65 students beginning in sixth grade and supports them through 8th grade. These programs build on learning from year to year, which is why students are not admitted into specialty programs in the seventh or the eighth grade. Families seeking additional academic academic challenges are encouraged to work with their building level principles and administrators as well as counselors to identify appropriate supports for
010for students within their school if they have not been selected for a specialty program. High school specialty applicant data reflects continued interest across programs with variation by year and by program type. Interest in these programs is important, but alignment between student readiness and program expectations remain essential. Five-year enrollment trends allow us to monitor representation and identify patterns over time. Specialty participation is an option. It is not a mandate. Not every family chooses to apply. The decision and their decision is respected. Our responsibility is to ensure that all students are aware of the opportunities available so families can make informed choices for their students. Gender trends provide insight into participation patterns over time and help inform discussion about access and engagement. This data supports reflection and continuous improvement rather than evaluation or comparison. Choice schools are
011public schools that do not operate under traditional attendance zones. Enrollment is based on student interest and seat availability. Because these schools are not tied to residential boundaries, clear communication about capacity and application expectations is essential. Sharing seat availability supports transparency and helps families make informed decisions early in the process. Five five-year demograph demographic demographic and gender trends for middle school choice program understand participation patterns and guide outreach efforts. They help us do this. Early access and awareness play an important role in shaping long-term opportunities for our students. And this is just our middle school um trends by gender. Moving forward, our focus remains on collaboration, transparency, and sustainability. Specialty program nights will continue each October, providing families with an overview of all programs. In addition, each specialty programs host its own specialty night at their
012individual schools. And these events do not overlap, allowing families to attend multiple sessions if desired. We will continue partnering with our counselors, our teachers, our program coordinators, and thoughtful ways to make decision-making aligned with division properties and working within our schools and our communities. Thank you for your time and your continued support of Northfor public school specialy program. And I'm happy to answer any questions. >> Thank you for that. Can you all hear me? Uh, thank you for that presentation. Uh, school board members, you've heard the presentation. Are there any questions? >> Well, I have one. I'll start us off. >> Um, so is there transportation for the specialty programs? >> Yes, ma'am. It is. If students are accepted into a specialty program, transportation is provided. >> Okay. >> Yes, ma'am. And >> um do
013you know off the top of your head what is the capacity for the um program at campus STEM? >> Um >> how many students they'll accept for that program? >> Um I don't know the capacity, but I do know that over the years that I've been here um that they do have a capacity that exceeds at least about 30 or 40 per grade level. Um but they also have their base students that are also a part of that program. >> Okay. >> Yes. >> Which program are you asking about? >> Campus Stella STEM. >> I have a similar question. So looking at the high school applicants. So my question is there's fluctuations from year to year. So is that based on availability or are we just not attracting students um from year to >> year?
014Right. So no. Um I think that um some of the fluctuation is about the applications as well. Um last year we changed our application process from with our first year we changed it to a Google form and that was very accessible. I think parents really jumped on that. Um um this past year we've gone into a different platform so that we're having you know families to work within their schools to get it done with synergy. Um, but the other part about that which is very important to me is that many of our families are choosing to go to their base schools. Um, which as the secondary executive director I'm very thrilled about because that means that they're building a culture within that school that students want to come. So I don't really look at it,
015you know, as a deficit with them not applying. Um, I'm sort of looking at it as a in a plus way that our schools are finding ways to support all of our students regardless of whether they're specialty or not. >> So, what happens then if we have um high enrollment one year and then it's less, you know, maybe students are choosing to stay at their primary school, their um district school. So then what happens to staffing then for the specialy programs? >> So other impacts that I'm not maybe not asking. >> So in the years that I've been here, our enrollment has not dipped enough that it would infect that it would affect our staffing. Um our high schools usually um especially some of our more popular high schools usually will have an overabundance of
016applications of students that want to come and they are maxed at capacity. um some of our schools that um maybe don't have as many applications as others um they have students within their school that also participate in some of these classes as well. So as and I hope I'm not speaking out of turn the poll um as long as we have the students that are taking the classes I don't staffing is not affected. >> Okay. >> Yes, Miss Bain. >> Yes. Thank you Dr. Griffin for the presentation >> and for all the information that um >> speaking to your mic. >> I moved it closer. Is this better? >> Yes. >> Okay. >> Um again, thank you for the presentation. Um so, um if we could go to slide eight. Sure. Um the slide that
017shows the application trends. Um can you I know I know you said a lot of families are choosing their base schools or their home schools >> and that slide uh yeah that seems to show that there is some trend in terms of applicants to the different programs but how do we know that it is because they are choosing their base school over a specialty program versus the barriers that may be may exist for families. So, it's like how do we know that um with data to support that? >> Um, one of the ways that I would say is that I work with Tiffany Hill and Sullivan who's over our counselors and I meet with our counselors twice during the specialty application program. All counselors in all of our schools meet with students and they talk
018with students about the the application process and the options that they have as far as specialty nights. Um, I do believe that when I spoke with Tiffany this last time, um, every year that since I've been here, there have been applications from every single elementary school and every single middle school applying to a specialty program. Um, so to answer your question, there is no like hard way for them, you know, unless I talk with them. But I would just just in talking with the counselors and knowing what the work that they're doing, even helping families complete applications, um, and even calling and asking, you know, when students are interested, if they're not bringing their applications back, they're calling the families to get those done. I would say that we are making sure that there are
019no barriers as far as the access to the applications and how they're being filled out and turned in. >> Okay. >> I'd like to add a little bit that too, Miss Passine. Thank you, Dr. Griffin. Uh, you know, slide eight also just it talks about applicants. So, that that's just the numbers that that apply, right? >> So, the barriers to applying are minimal because a student can apply even if they don't meet the requirements, they can still choose to apply to the program. So when we look at the acceptance and the demographics, that tells us more of who's getting in and that tells us more of the barriers that we might be facing. So when you look at the acceptance and who's in there, male, female, um what race they they may fall under, that
020tells us, you know, are are we, you know, like when you look at our data on um on slide, um >> yeah, >> was this >> probably my part my next question. Yeah, in slide 14, you know, you can see, you know, where where, you know, our even though our population of students who fall in the uh white racial group versus the African-American racial group, you know, is is less, we have it's a reverse applicant. So, we need to look at those barriers at that point, not necessarily on how many applied for it. >> Yes. Um yes and no. Um just from past experience and past reviews of our specialty program, the application process in the past has shown that there were barriers to that even down to you know because it relies on human
021beings whether it's parents whether it's counselors whether which all come with their own set of biases around whether a student could apply should apply to a program and whatnot. And so what we saw before in the application process, even in the eligibility requirements that we had for schools like Lake Taylor High School and Booker T. Washington, for instance, had lower eligibility requirements than some of our other programs. And so those were things that back in 2017 we looked at to to try to improve upon so that our applications went up like we, you know, started doing the big open houses and making sure information gets out. So there's potential at the application process and at the enrollment process where there could be barriers to um uh access to these programs. And so that's kind of
022where I I wanted to see this program by program. Um you know what the what the applications were and then what the enrollment looked like at each of the programs because I think that is really these are from what I could see um you know enrollment all you know kind of lumped together and so I think it's important for us to look program by program and then also have an understanding of the number of open seats >> in each of the programs. So if we have right now, you know, 60 to 65, you know, open seats or that's how that's how many seats are in the IB program or at Blair Middle School or whatever and do we have them fully enrolled, you know, those questions I think we need to really look at. Um,
023so I mean for me the broader the broader question and like I said, we did a we did a full in-depth review of our specialty programs in 2017. that was the last time I recall we did and that was before a lot of people in our administrative team were even here. And so one of the things I think especially as we're having um you know discussions around school closures and consolidations and how do we provide level up opportunities for every student is to do another evaluation of all of our programs to ensure that is the demand there like you know if you're saying that you know people are really wanting their their home school or their base school over specialy programs are people desiring ing specialy programs or magnet programs, are they still beneficial for
024our student body? Do we need to expand them to be schoolwide, for instance? Like I think we need to have a real datadriven um ex examination of what are um opportunities and what are um potential barriers that exist for our students and families to participating in this. as we continue to strengthen the programs because I think we've come a long way >> since that 2017 um report. And so, you know, I'd like us to continue to to see where our students are today and what what people want, you know, out of the program. So that's kind of what I wanted to talk to my colleagues about if there would be any support for for doing that kind of evaluation especially as we're in the planning um process and school closure consolidation process. >> Um I
025would be in support of that. Dr. poll. Um, in your experience, um, some school districts do have like a valuation schedule that they go and evaluate, um, programs to see if they're making still making the impact that, you know, initially um, they were looking for. So, I will be in support of that. I had something else I was going to say, but I lost it. >> And if I if I could add to that, too. So, and you gave a very, you know, a wonderful overview of each of the programs and what are one of the things that we looked at before is like what are the goals? What are we hoping to achieve in each of those programs and are we achieving that? You know, like at Southside STEM Academy, it's supposed to, you
026know, are is it is it being implemented with fidelity? whether it's I'm using Southside STEM Academy as an example because that was one um one of our newer programs that you know I've I've asked in recent years to have a review of to see you know are we are we is it a full STEM academy over there and what we need to do to ensure that it is um a STEM academy of 2027 and same with you know the IB programs they have a different I I wanted to compare it to that because there's an authorization process with that, right? And so there's a built-in system of evaluation with that, but how do we create something similar for the other programs that we're um providing? So that's the reason why I'd like to encourage us
027to >> I also would be interested in knowing >> what the percentage of students who are in a special program are in that program at their home school. Um, I don't know if that was said before I got here, but that would be an interesting data point. >> I'm sorry, could you say? >> Um, to get an idea what the percentage of students in a specialty program at a given school were that is there already their home school? So what percentage of students zone for my in this in the medical specialty program or >> are those for my >> um because that might bring some light as to why some of our programs are not are not as seem as popular as others um if they're not drawing students from around the the city. Okay.
028So, Miss Moore Buffalo, in response to yours, yes, you know, there if it's been since 2017, it we're due for a program evaluation of our our specialy programs. We have a partnership with Hanover. I can talk with Miss McGarity who leads that work with ARRA and um if the board supports it, you know, that's that's something we can put into a program evaluation of our programs and and really look at, you know, more in depth than an overview of of what we would do here. here and that way it would be a much much larger study um to be done which would take of course more time but absolutely I think it if it's been a decade it they're due >> scary anyone else questions >> well hearing that much more buffalo I'm sorry I
029just had a quick question too um so the specialty programs versus the choice programs if you could talk a little bit about the difference between that again just so you know we're we're all clear and then how if there are open seats in those programs how is it um what is our process for ensuring an equitable access to those open seats if if we do open it up to other students to participate. So, our choice schools are schools that do not have an attendance boundary. For example, ADL does not have an attendance zone. All of the students that are at ADL are applicants that have applied and have gotten into the school. Um, for example, Blair is a traditional zone school with a specialty program. So, that's sort of like that's sort of the difference.
030Um, a lot of students that, um, to your point, Maliger, a lot of students that go to Blair want to be in that medical program and will apply for that. Um, as far as the equity part about that, I go back again to counselors having nights with their families, informing them of these opportunities within our school. Um, when we do our October night at Norview High School, it's packed. you know, we have families that are there and they're asking questions and they're able to hear from all of the choice and specialty programs. Um, I am always accessible. Um, I talk to parents all the time with questions and my secretary would talk about, you know, any questions that they may have to ensure that there is a level of understanding and that any of those
031mitigating situations that would um maybe make it inequitable, if I can do anything about it, then I do. Um it's really important for me that every student has the same access to these programs. Now on the other side of that, some of our programs are very rigorous. For example, young scholars, right? Young scholars, you have to be a gifted student in order for you to attend this program. Um >> so not all students, you know, you may apply, but if you're not gifted, then that kind of takes you out. However, all of our programs have strengths. um you know some of them are more popular than others but all of our programs have strengths um and I think as we're talking about equity I think we um also need to look at um again how
032many of these students are graduating from our um specialty programs and that's one of the things that you know we're looking at um for the three years to see how many are graduating from our high schools in these programs. So I'm looking forward to doing the program evaluation. I would love to see it. I've worked very hard over the three years to strengthen it. Our numbers are over a thousand um every year with um students in in Norfol and outside of Norfol. I laugh today we had someone from Hong Kong um that applied for our specialty program that was moving to the area. So the word is getting out um that we have very strong opportunities here in Norol and we'll continue to do what we can to strengthen them. >> Yeah. Yeah. Well, thank
033you very much for that and I know you and the administration have been working hard to strengthen our programs and >> absolutely that's evidenced in the desire that I hear in the community of people wanting to um you know participate in them. Um so and finally my last question you know and this may be something that you might have readily available or may come out of a fuller program evaluation but when we talk about >> um equity just also ensuring that our students with disabilities are um e population and our economically disadvantaged are also accessing you know um I didn't see that information in the presentation but if if that is readily available I would I'd love to see that. >> I actually do have that um here. I did not put that on the
034slide, but I can definitely have that for you. That's no problem. >> All right. All right. Thank you. Thank you for your support. >> Thank you, Dr. Griffith. >> Board members, we're going to move down to 2.02. Superintendent's non-negotiable number two. Dr. P. >> All right. Thank you. And our uh resident data expert, Miss McGarity, is on her way up to present the data for non-negotiable uh two uh both the first and the second measure. Welcome. I have Dr. Agy Scott is coming up with me to help with any questions. Okay. All right. So good evening chair more buffalo vice chair to caliro all other board members guests and Dr. Cole. So we are going to review today um goal uh not goal sorry non-negotiable 2.1 and 2.2 closer. Okay I can use my big
035voice. >> Um so with this non-negotiable it is about staffing the goal I'm going to read the goal. I keep calling it goal. I apologize. The non-negotiable is that the superintendent will not allow underperforming schools to have low teacher fill rates for prolonged periods or make extensive use of substitutes, low performing or provisionally licensed staff without implementing a high impact strategy. So that is the overall non-negotiable. We have updated the um definitions due to the changes in the state system. So previously was accredited with conditions and that was because accredited with conditions used to be about student outcomes. No longer we talked about that at the last meeting how that has shifted. So the data provided is based off of any schools that are in the off track or the needs intensive category on the
036new SPSF. So I wanted to make sure we highlighted that that that's where there is a shift in the data um and what that definition is. So with 2.1 with that piece we're talking about the percentage of offtrack or needs intensive support schools that are not fully staffed on day one. with this data, we continue to have um not have fully staffed schools when we're looking at it holistically as a division as well as if we're looking at these specific 26 schools that fall into those categories. um with that and when I say it's also a 100% of the school the 26 schools were not fully staffed by licensed staff on the first day of school but across the whole division we had one school that was that was an on-track school it was Gent
037school so that is still an area of challenge to across the board but um as well for this non-negotiable the 26 schools listed what's going well is the strategy in place um with our EELC locations, they have the high impact strategy there is that there's a stipend for the teachers who are working in those buildings at all five locations. Now those five locations are Booker T. Washington, Refner School, Jay Cox Elementary, PB Young Elementary, and Southside STEM Academy. So again, what's not going well really kind of is reiterated directly from the data is having fully licensed staff to staff schools with the strategies in place. Um the ones listed here on for the um what we're kind of doing next. The few that were in place already um we talked about the stipen but also
038that human resources staff. They're prioritizing these schools. As we know, we just got the data recently for the SPSF. So, we went from the 18 schools to more, which is 26. So, even not knowing because there was a chunk of data where we really weren't even able to predict that this year with the new SPSF. Um, but also early contracts in place, innovative marketing strategy, and with some tweaks that we heard when Dr. Agnu Scott and U. Miss Shilling presented that they're strengthening um the supports for the associate teachers and those kinds of things that was in place previously, but they are strengthening what those are so that we will even be able to increase those numbers of associate teachers. Going beyond that, um the items from the presentation with Miss Schilling and Dr. Agnu
039Scott that the reorganization of the HR department um so really kind of focusing on specialization and please jump in if I misstate something. um with specialization but also recruiting staff and also retaining staff licensed teacher um the business implementing a business partner to support and with the outside organizations that are being used as well as um one of the pieces is and I even as a former teacher I love this idea where they're with the teacher transfer portal um they are doing specialized open houses for teachers on the transfer list who are interested in those schools. So they can actually see what those schools. So if it's kind of one of the you know the feeling is sometimes schools get a bad rep that unnecessarily for some reason that they are having open houses and
040providing substitutes for the teachers who may be on the transfer list so that they can get in meet leadership um see the buildings and those kinds of things. So that is one of the one of the big but those are in place for to happen this year. They are not the data is not reflective of those last few because they are ones that are to be coming. So that's for 2 and I really can't see at all the second one for 2.2. Are they both open? I apologize if you don't mind opening that other one. I'm not touching them. So with 2.2 point to those same updates um to the non-negotiable overall with the data I think is that one yes the next docu I'm so sorry this is 2.1 still I apologize so moving
041to 2.2 and I'm chunking this together um because a lot of it is similar with 2.2 two the outcome this one this goal is or non-negotiable um intermission is about the percentage of offtrack and needs intensive um support schools with that have that high level of um provisionally licensed those kinds of things is they won't go without a high um impact strate hiring strategy in place. So previously we were at 22.2% 2% of our schools, it was four out of the 18. Thank you, Mr. Tanner. And now for this past year, um, data going into this year, we're at 19.2. So, we've seen a reduction in that percentage. However, there has been an increase by one school. We just have a bigger denominator now because there are more. We had 18 schools before, we now
042have the 26. So, it did bring down our percentage, but there is an additional school, which is that bringing on that fifth school with the EELC with the stipens. Um, really the the pieces that are what's going well, what's not, those are really the same. Um so there's not a lot of variation in what those strategies are and things because the strategies mentioned before will also that we could say going into next year with the specialized transfer um open houses for teachers and those kinds of things that that is much more of a high impact strategy for these areas and the data going into next year should reflect how those things changed um at that point. So that is all I have for presentation wise and we are ready for questions if you have them.
043School board members you have heard the presentation. I see Miss D. Caligerro and then Miss Bassine. >> I just want to make sure that I'm understanding uh progress measure 2.2 >> correctly. Okay. Um and I was confused about this yesterday. So given that we have underperforming schools with low low teacher fill rates, these are the percentages of those schools that have high impact teacher staffing >> have high that have high impact hiring strategies in place. >> And so what are those strategies? >> That's that the EELC's with the stipend. >> Okay, that's our strategy. >> Yes, for those five schools. >> Okay, thank you. >> Yes, sure, >> Miss Bing. Yes. So along those same lines um with the high impact strategy with the um stipens. So we also had um Ignite which was only
044at Lynenwood for a period of time. And so if you could speak to uh whether those stipens are going well >> um and if they are not what other strategies are being considered um and I asked that because when I looked at when I've looked at and I've you know, sitting in this seat over the last few years, and we've talked about this a lot when we've talked about HR, that we have the same schools year after year with um with higher teacher vacancy rates, and that's still the case with the EELC schools like every nearly every single one of them are are on the list of having um you know, fill rates, lower fill rates than some of our other schools. So my question is is if that is our high impact strategy and
045it doesn't seem to be moving the needle what and it's been that you know we we have schools and students most importantly who have had you know uncertified teachers in front of them. At what point are we going to say that is not a high enough impact to make a difference? And then and that how long are we going to wait to change that strategy? >> So I'm gonna let Dr. Agnes Scott take that one. >> Okay. So we're we're speaking specifically I want to make sure that I um I understand the question. We're speaking specifically um about certified teachers or those with fully licensed. >> Right. Right. >> Well, yes. and uh specifically around the stipens because if that is the strategy that we are using and investing our resources in >> and we
046are not seeing any movement on the vacancy rate >> um and I know I think the associate teacher program is also one of our strategies which has been f you know great >> um especially those that then become certified you know are on the path to being certified so you know it's just um how are we moving the needle And if we're not, when are we going to change that strategy so that we can make sure that we turn this around where those students are being placed with certified teachers before any other schools that are already in a better position. >> So I think uh there are two different um matters that we're speaking of here. We're speaking about certification which means uh going through a a process uh that is required by the state
047and effectiveness. Um so really in terms of effectiveness I've done some research on this and um there are several things that define effective you know for teachers but it does may not necessarily equate to certification. It's really about training. it's about them having the necessary resources um to assist them in becoming effective. So, um just to give a little information and it may be veer off a little bit, but I think it is relevant to >> and that's a great point. I'm glad you brought that up. So, that's Yeah. >> Uh it is relevant to um what was presented. Um so research really does not point to any one particular strategy um because as you mentioned you know we have stipens that are provided to you know our EELC uh teachers but that's just one
048of many strategies that would be necessary to um assist in filling vacancies at our low performing schools with just any of our schools and in general. Um, so what most effective looks uh like from a district standpoint, it's early open uh faster hire hiring to eliminate late vacancies. That's number one in terms of research. Um, and also the learning loss that you know that that comes with them. The second is targeted transfer plus retention incentives aimed at hard to staff schools and uh measured effectiveness and then stabilized school leadership and working conditions to stop um to stop the churn to stop that turnover. And I know that came up in last month's conversation as well. Um that's pretty high up on the list. And then the fourth one um in terms of high yield is
049residency plus grow your own pipelines um as a long-term VA vacancy prevention system. So as you've heard all of those things we're implementing um those all of those strategies didn't start at the same time. those strategies actually have been layered on and that's usually what you see in terms of um an overarching strategy to increase vacancies. You try something if that doesn't work then you layer on the next strategy and you continue to layer on until you find the the good mix uh that helps you to um to fill the the necessary uh number of vacancies. So, uh, just to more spec specifically speak to each of those areas that I mentioned in terms of the four high yield areas. Um, so early hiring, you know, at this point, we've begun a rolling recruitment strategy
050where we are recruiting all all year long. We don't just recruit um when it's time for school to start. We we're recruiting um from the time school opens all the way through the summer and into the next school year. So, we're always hiring. Um so, if if HR is not hiring for the current year, commitments are being made for the next year and that's how we have that year round strategy. Um also, HR is uh saturating media outlets um throughout the year. I'm sure you've seen um commercials on Wavy 10. That's not just during hiring season. That's entire the entire school year. As a as a matter of fact, we have a big uh advertisement push that is going to come out during the Super Bowl, which you know, we found that that is a
051targeted, you know, time for there's a lot of viewership during that time frame. So, that's another strategy um that we're implementing. Also, our sponsorship on Parenting Unscripted. I'm sure you've heard um radio uh commercials. We have radio spots on local stations and you'll soon be seeing um a bill billboards within uh Norfolk city limits. So, um there there are efforts for early hiring where we're hiring early and hiring often. Um using targeted money to move and keep strong teachers in the hardest schools. Um so there are some studies that show um there's some earlier evidence from North North Carolina um that found that targeted bonuses reduce turnover among eligible teachers in hard to staff contexts. by about 17%. So there's a lot of research out there that does to your point, it it does uh
052suggest that uh retention bonuses or any type of stipens to assist um in attracting and retaining teachers in these schools. It is uh definitely a high yield strategy, but again it's not that alone. It's that amongst a myriad of strategies. Um so and and you mentioned Miss McGarity uh you heard Miss McGarity mentioned about the EELC stipen um is $2500 and was issued in October. So that continues to be a strategy amongst you to wrap it up. >> Oh no, no, no, no. Okay. >> No, not at all. >> Okay. >> I just don't question. you give me a mic and I'll I'll I'll share some things with you. Okay. So, um anyway, the last thing that I want to talk about is um the building building our pipelines that re reliably uh fill or
053feed hard to staff schools. So, this is the uh residency programs that we have. We have partnerships with BCU as well as ODU. Um so we are building those. Um I was just on a um a zoom earlier today with VDOE with a grant um that is targeted um on with on uh is targeting uh school divisions who are looking to um to have more uh teacher residence programs. And so those are some things that we're looking at as well. And then finally, of course, for grow your own, there's the associate teacher um program which has yielded a number of very effective teachers. You heard from um three of them last last meeting. Um but there are a number of strategies and like I said, there's not just one. It really boils down to a
054number of strategies being implemented together and then finding that right balance uh that right mix of strategies to help us um grow our own as well as you know filling our vacancies with good solid effective teachers. Thank you for for laying that all out and for um you know diving into all of the strategies that we're using. Um I just want to be clear that you know my question was really centered around um well I mean and that you helped answer um a lot of the a lot of it but one of my questions is you know this interim measure is talking about for prolonged periods right and how we define that is what's unclear and we've you know like I said I've been sitting here for a while and we've had prolonged periods of
055the same schools with the same number of vacancies and in some cases they've gotten worse um you know over the last five years and so again I'm kind of back at like these strategies are strategies you know that you know I've been hearing about for some time now and it's it's the question is what are we going to do differently >> and so and what are the results so those are the strategies that are in place but what results are they producing Because right now, you know, I think the associate teacher program is really promising and I'm exc like when I go to school visits and principles are excited to show me the classrooms of amazing work our associate teachers are doing like that fills me up with you know like you know feeling hopeful
056that this is turning around. So I'm really glad that that program is in place and that we're working to strengthen it. But as far as the stipens and bonuses go, I'm not seeing where it is resulting in real targeted improvement in acquiring and retaining teachers at the schools that need it the most for the students who need it the most. So, one of the things, you know, we talked about in our budget 101 is that those are the things in the budget like I'm going to be looking for like how do we accelerate that to a point where those schools that need it the most, this the bonuses and the stipens and whatever incentives that we need to do to fill those teacher seats um is happening at those schools because I don't want another
057year to go by for those students in those schools where where teaching and learning is not as optimal as it should be. And so, um, just wanted to put that out there. So, I'm going to be looking for what's different, what are we doing differently, and what are the results that our strategies are producing. >> Um, so the things that I mentioned are things that were not happening prior to last school year. >> So, those are things that are different. Unfortunately, those strategies have not been in place long enough for us to have a lot of hard data. um other than the fact that we had this uh this information but again the strategies had not been in place consistently um since that time. Um I do anticipate us having uh more specific data specific
058to each of the strategies to see which ones are the ones that are most effective. Um that is to come. I think that's >> and that's what I'm looking for. Yeah. >> Yeah. that that is to come. Um that >> we don't want to waste our time on strategies that are not effective. >> Um however, you know, we have to continue. We can't wait for one thing, you know, to see its effectiveness and then try another thing. We have to throw everything that we can at the problem um to assist us in getting a solution. But, you know, we'll have to break that apart over time to figure out which one uh which ones of those uh strategies are the most effective and those are the things that we're going to throw, you know, our
059most, you know, our efforts and our resources at um once we figure that out. But in the meantime, you're going to see a lot of different strategies that we are um that we're implementing. >> Okay. >> Because we don't have time to wait. >> Right. Exactly. Well, thank you. Thank you very much. >> Thank you, Misty Caler. >> Um, are we using any targeted online u advertisements? >> Yes. Um, we're using digital advertisement that's through our radio stations. Uh, Wavy 10 also is using that. Um, I mentioned >> that's not that's not that's not what I'm >> social media. >> I'm talking uh social media. >> Geofencing. Yes. >> So, so like YouTube, like you could see, >> so my daughters love YouTube. >> They hardly ever watch TV. So the kids coming out of
060college in their early 20s are streaming. >> Yes. >> Um so they got targeted by TCC to go to TCC just because of some of the content that they were watching and you know what they you know what they were looking at. Do we have anything like that? So like a college student would be on YouTube and end up seeing an advertisement. >> It may not specifically be YouTube, but Wavy 10 through our partnership with them, they um have all different types of channels that they use that are social media. They're also uh they're using a lot of online types of um geo fencing. So they, you know, we uh get together and we talk about various areas, geographic areas where we're trying to target. For example, if there's a particular geographical location where we
061know that, um, there may be a loss of jobs, um, then we're, you know, targeting that particular area to let people know, hey, Norfolk Public Schools is hiring. If you're looking for employment, you need to come um to Northfor public schools. It's not called geo fencing now. I forgot what it's called. Um but it is basically targeting a particular area >> and they don't have to be associated with TV tent. No way information. So it's it's the same concept >> and and we also have the same um uh the same service through um a a radio uh advertisement agency as well. They do the same thing. They use the same strategy. So we have it going in um different from different avenues. Um and also our communications department is doing a fabulous job of you
062know advertising for us and they've been um very responsive to our needs. So we're seeing a big uptick in um a lot of um uh activity as a respon as a result of of that um increased effort. If I could just add to one of the things I think it's important to note is this year um you know we did an intentional push and we're about two months ahead of previous years with the hiring cycle and with the scheduling cycle and with knowing what our needs are. So we'll be able to hire much quicker which I think Dr. Aging Scott said was one of the top um one of the top uh ways to make sure that we do staff um is to be able to to have those positions open earlier. So, we were
063able to to work with the entire team across the division to make sure that our timeline was such that we're going to be able to start posting, you know, mid to late February jobs for next year that are we know these jobs are going to be open for next year. Um, and I don't expect you to have any data on this today, but do we track um when when teachers leave? I know we we get reasons, but are we tracking in any way teachers that are going to other school divisions? Because when I taught in Norfol 20 years ago, the joke was get trained in Norfol, make money somewhere else. >> Um, so are we able to track any of that teacher loss to other divisions? we are um based on that same information. It's
064just a matter of how you disagregate that data for that purpose. >> So I just have one question. So um I'm I'm going to go back to student teaching. So I know that the word on the street is that a lot of students are not going into education. But I got a little birdie told me that North State has 23 students coming out. So, I heard a partnership with Old Dominion's TCC. Do >> you have a partnership with North State University? >> So, that business partner that was one of our conversations. Um, I think our our partnership with North uh Norfolk State could be stronger. Okay. >> But we do have a partnership with Norfolk State and um we are um improving our um response time for student teachers and practicum placements. As a matter
065of fact, there was an email that was sent out to all principles >> um saying any and all um I think we had 80 practicum students um and that was from um ODU from Norfolk State um and I think trying to remember the other but there was another college that was pretty high in terms we even we've even had um requests for uh student teacher placements from colleges. I can't remember the the college or university, but it's pretty far away, like Midwest. >> Oh, wow. >> And so, you know, as we get those in, we can't lose the opportunity, right, >> to recruit. And so, what we're going to be doing this year, um, our team is working on getting this together. We're handing out contracts to anyone who is um doing a practicum placement
066near the end of their program as well as uh student teachers. >> So you know they will be given a contract. >> So yes, we have to take advantage of those and encourage those at our uh you know colleges, universities, >> particularly those who are right here in our back door, >> right? um to encourage them to send their students here. >> Sorry to keep jumping in, but Dr. Agnes Scott, as well, um you may want to mention that this year we're going to work with our NTC students to do guaranteed contracts for them if they get their four-year degree and come back. >> Correct. >> So, we're reaching down as as far as high school. We're also um with VCU, that's the um we're working with those who are getting uh their associates uh
067from TCC. um and going to BCU. So, we're like I said, we're building that pipeline >> as early as we can. >> Right. >> Okay. Is there Oh, Miss Thomas. >> Um I see a major problem and I know you know teachers is an issue but I see a bigger problem than the teachers leadership of our schools. And I talk about this and I'm going continue talking about it. If we don't have great leaderships, we cannot keep great staff. And until we come to to that, then we're going to have the door just going to keep on turning. We going to keep on losing teachers to other districts. Um, and I just I just want to see that we need to break down leadership in some even in the areas. Why is there so many
068schools in a certain area that have leadership as if sometime they don't want to be there? You have teachers complaining. I wouldn't want to be somewhere that I know I wouldn't feel comfortable where I can put my all into and teach the children and the children I also um is learning. So that's what I want to see. I want to see us go in some of these schools with we had issues from the parents, the students, from staff. If they talking about their principles, we need to go in there and see what's going on. If it's not a good fit, take them out. And I think we'll be able to keep more teachers in our buildings, qualified teachers, and substitutes, too. >> Well, we all know leadership matters. So, on that note, Yeah. Is there
069any other questions? All right, hearing none. Thank you. >> Thank you. >> All right, school board members, we're down to 2.05. I have a motion to go into executive close session. >> I move that we go into executive close session. >> May I have a second? >> Second. >> Miss Dr. Martin was second caler indero uh move that the members of the school board of the city of Norfolk go into a closed meeting for the purposes which are set out in subsection A of section 2.2-3711 2-3711 of the Virginia Freedom of Information Act as amended for discussion, consideration for 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 of the act. The subjects covered
070by this exemption are the discussion of specific candidates for appointment to the position of superintendent and a discussion of persons and personnel actions included for vote on today's personnel report. Discussion or consideration of disciplinary and any other matters concerning students in Northfor public schools that would 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 the discussion of students and disciplinary actions on today's regular student support report. Discussion of the award terms or scope of a of a public contract where discussion and open session would adversely affect the bargaining position or negotiating strategy of the public body presumed to subsection 2.2-3711A29 of the act. The subject covered by this exemption is the discussion of the award terms and scope of a
071possible superintendent contract and then consultation with legal counsel regarding specific legal matters requiring 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 and connection with the matters set above and subsections A through C of this motion. the scene. >> Hi, >> Daligerro. >> Hi, >> Martin. >> Hi, >> Pollson. >> Hi, >> Slaughter. >> Hi, >> Thomas. >> Hi, >> Buffalo. >> I uh board members, before we go into close session, let's get our pictures for uh the state of the city. Good evening. >> Good evening >> and welcome to the Norfol Public School Board me business meeting for Wednesday, January 21st, 2026. A quorum is present to conduct the business of the school board. Miss Tanner, please call the role.
072>> Bassine here. Dalerro >> here. >> Martin present. >> Pollson >> here. >> Slaughter present. >> Thomas >> here. Buffalo. Here we're going to move on to item 4.03. Miss Ash, would you please lead us in the pledge of allegiance? >> At this time, would you all please silence your cell phones and pagers for the remainder of the meeting? Please rise for the pledge of allegiance. I pledge algiance 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. >> Thank you. >> All right, board members, we're going to move on to 4.0. 04 adoption of the school board business meeting agenda. May I have a motion to approve the business agenda? >> I make a motion that
073we approve the uh business agenda. >> Thank you, Miss Slaughter. And second by Dr. Martin. >> Miss Tanner, please call the role. >> Bene. >> Dalerero. >> Hi. >> Martin. >> Hi. >> Pollson. >> Hi. >> Slaughter. >> Hi. >> Thomas. >> Hi. >> Buffalo. >> I. We're going to move on to 4.05. 05 school board clerk's report. Miss Tanner, it's all yours. >> Chairwoman Buffalo, first I'd like to thank our talented Norfolk Technical Center culinary students for the delicious dinner of Yes. Give them a round of applause. They're here with us to our left. um for a delicious parmesan chicken with homemade marinara sauce over far farfallet pasta topped with crispy chicken cutlet paired with a Caesar salad and biscoff tiramisu dessert. Give them a round of applause. It was delicious. The following students
074are being recognized under the leadership of Norfolk Technical Center chef Jessica Harwick and CTE teacher specialist Monnique Little Ebron. Let's acknowledge and stand when I call your name. Lorie Simmons, Romeo Bastilia, Jayla Carter, Alexis Clay, and Ariana Riviera over there. And Alexis Clay will share a few words about the culinary group. I'm just going to start real quick. I'm Chef Harwick. I got a chance to introduce myself to y'all earlier. Once again, I'm here with my dual enrollment students from the Norfick Technical Center. So, these students are taking their college level courses and their high school courses at the same time. They'll be leaving this year as seniors with three college level courses, which they're able to transfer over at TCC and many other institutions. And I'm really proud of them. So, um we'll go
075ahead and let Alexis speak. Good afternoon everyone. My name is Alexis Clay and I'm a senior at Northick Technical Center. >> Is the mic >> where I'm a thirdyear dual enrollment student. I'm excited to share how the culinary dual enrollment program has positively impact my education and future. This class has not only taught me advanced cooking and baking skills, but it has also given me real world experience in running a business. Through this program, I've been able to grow my own small culinary and baking business, gaining hands-on knowledge in entrepreneurship and customer service skills. Additionally, the opportunities in this program have helped me win two state level competitions. These competitions have helped me earn scholarship money and earn numerous professional certifications, which have given me industry recognized skills that I can use both in school
076and in building my career. These incredible experiences pushed me to refine my craft and challenge myself. This has done more than just provided a kitchen, but brought me closer to achieving my academic and career goals in culinary arts. I'm deeply grateful for this program and the doors it has opened. It has inspired me to continue pursuing my passion and I hope more students will have a chance to benefit from such an amazing experience. Thank you for your time and support. Next, the school board is proud to recognize the outstanding accomplishments of our phenomenal scholar athletes for obtaining state championships for 2025. Give them a round of applause, please. First, I'd like to ask our board members and Dr. Paul and our student reps to come to the front of the stage to prepare to acknowledge
077their accomplishments. Each team will receive an acrylic award to celebrate your victories. It'll be Dr. Pole and then chairwoman, vice chair, and then the rest of the board members. Wonderful. I will call your names first and then you will please come forth to greet the board and Dr. Pole. Please enter the stage on my left which is your right. So, where the cameraman is, that's the side of the stage that you will enter on. >> Oh, no. >> Oh, I'm sorry. On the You're doing me a favor, Alfredo. Come on this side between um uh Sarah and Pollson. They'll be coming. I'm sorry. On this side where Dr. Pole is, enter on that side and exit. And be careful going past the camera when you exit the stage. First, we will begin with the Lake
078TA High School Titan football team. Yes. with an impressive record of 13-2 who were named the region 3A football champions and the class 3 VHSL state football champions. Yes. Special recognition is extended to coach Hank Sawyer for being named the VHSL class 3 football coach of the year. Coach Sawyer, please come to accept this acrylic award from the chair on behalf of your team and shake hands with the coaches and the players and the board first and then I will call the names of your coaches and your players next. And while he's shaking hands, I want to acknowledge the coaches, Mike James and come forward. Sean Banks, Tony Thompson, Cento Jones, Daz Palmer, Tony Church, James Barnes, Clarence Clanton, Deontra, DeAndre Carter, Brian Moore, and special assistants Charles Clayton, and Sandre Sawyer. David >> and
079David Floyd. Yes. >> Coach Sawyer, stay on the stage. To have a great team, you have to have great coaches. And now next we're going to recognize our Lake TA High School football team starting with Isaiah Barnes Bo Bowser, Isaac Brooks, Majerald Clark, Mason Clark, Dominique Clanton, Terion Prada Young, Jeremiah Farabby, Lazarus Fraser, Keon Freeman, Jaden Gamble, Mason Gibson, Patrick Griffin, Jamari Harper, Hassan Hessen, Keon Johnson, Zion Knight, Rayan Martin, Payton Maddox, DeAndre Moore, Rashawn Parker, Kamari Peterson, Keon Peterson, Kamari Reed, Amari Seymour, Mari Scott, Caleb Lib Shortridge, Robert Taylor Pippens, Elijah Thomas, Emmanuel Washington, Kaden White, Joshua Williams, Travis Willis, Shawn Banks, James Barnes, DeAndre Carter again, Tony Church, Clarence Clanton, Charles Clayton, David Floyd, Mike James, Brian Moore. Let's give them a round of applause for their hard work this year. And as
080our players are strolling and shaking hands, please rec special recognition goes to two Titans who were named players of the year. Keon Johnson, the offensive player of the year, and Devon Powell as the defensive player of the year. The Titans also had several players earn all state honors in class three. Congratulations on your successful football season. >> Coach Coach Sawyer, would you like to would you like to share a few remarks? >> Yes. I guess this mic works. I don't really need it. But >> good evening to everyone >> to the North Public School Board and all the administrators. Uh, thank you for honoring our team. Thank you for the acrylic award. It is awesome. On behalf of the players and the coaches, we say thank you and we strive to make Norville public schools
081the best there is. Thank you. Next, the representatives for North for uh Mory High School Commodores. Can you please come forward for the football team? The school board would like to recognize the Mory High School Commodores football team with a stellar record of 14 and one who were named the Eastern District Champions, the region 5 football champions, and class 5 VHSL state football champions. Congratulations on your three repeat. And special recognition is given to coach Dyrie McCain for being named the VHSL class 5 football coach of the year. And they had two Commodores who were named players of the year. Domo Everett, the offensive player of the year, and Isaiah Simmons, the defensive player of the year. The Commodores also had several players earned all state honors in class 5. Again, let's congratulate the Mory
082High School football team. Dyre Mlan, can you come forward and shake the hands? And if you have any players present, they are welcome to come forward. And if you'd like to, we'd like to offer you the opportunity to share some brief remarks at the um microphone. Um, shout out to our track team uh for winning their championship. >> Shout out to my guys um being champions. And thank you all. And next, special recognition is given to the Mory High School Commodores girls outdoor track team for being named the spring 2025 Eastern District Champions, region 5B champions, and girls five class 5 girls outdoor track state champions. What an outstanding accomplishment. Ladies, please stand to your feet. Ladies, will you please stand? Awesome. First, I would like the coaches to come and accept an acrylic award
083and shake the hands of the school board and with the track team. I'm going to read the names of the track players and you guys come forward. Somaya Islam, Sam Baker, CG Benano, Deair Miles, Devon O, and Maya Say. These are the phenomenal coaches that helped get the girls to this win. And again, you have to have great coaches to have a great team. And now we'll acknowledge our championship girls outdoor track team and bestow upon them their championship rings tonight. Yes. Please come forward when your name is called. Bria Bird, Shandra Cooper, Camille Vaughn, Zamani Ascu, Addison Haskins, Nia Wiggins, Jada Johnson, Sophie Seder, Makola Curtis, Sierra Morell, Caria Lindsay, and Mayana Wiggins. Let's give them a round of applause as they come receive their championship rings. And a side note here, Bria Bird
084was in first place in the 300 meter hurdles. Lindsay Vaughn and W and Cooper Cooper, Wiggins, Vaughn, and Lindsay took first place in the 4 by100 meter relay. and Wiggins, Haskins, Lindsay, and Bird took third place in a 4x4 meter relay. And Bria Bird took first place in the long jump. Let's give them a round of applause. Oh, y'all can do better than that. We have some scholar athletes here who have made great accomplishments, great sacrifice to win these awards. And so parents and family members, we thank you for supporting your students and allow them to compete under Norfol public schools. Thank you so much. And this concludes our recognitions. already. >> Thank you, Miss Tanner, for your report. And again, congratulations to the teams. We're going to move down to 4.06 Superintendent Report. Dr.
085Pole. >> Thank you. And good evening, Chair Buffalo, Vice Chair Decalera, members of the board, members of our Northfor public schools community. This month, we're pleased to highlight two significant moments of celebration and progress across our division. First, we celebrate the excellence of our educators during our 2027 teacher of the year ceremony where we had the opportunity to recognize outstanding teachers whose impact reaches far beyond their classrooms. I'd like to extend my sincere congratulations to our 2027 teachers of the year, Miss Peters, our elementary school teacher of the year from Berkeley Campastella, Miss Agborn, our middle school teacher of the year from Academy for Discovery at Lakewood, and Mr. Pope, our high school and our citywide teacher of the year from Norfick Technical Center. Their dedication, professionalism, and commitment to our students exemplify the very
086best Nor of Norfick public schools. On a side note, I just want to mention they're the 2027 teachers of the year since they'll represent Norfick public schools during the 2627 school year. We also highlight the groundbreaking for the new Mory High School, an important milestone as we build a new high school preparing our students for the future. And finally, I want to take a moment to thank our principles for their exceptional leadership and tireless work on behalf of our schools. We're proud to have celebrated National Principles Week last week, and I'm deeply grateful for the leadership, care, and commitment they demonstrate every single day. Thank you. And now, Channel 47, roll the footage. Students, NPS staff, city, and state officials, and the community came out to celebrate the next step in a journey at the
087groundbreaking ceremony for the new Mory High School. >> Today is more than a groundbreaking, but it is a promise. a promise to our students, our families, and our community that education remains our highest priority and our greatest investment. For more than a century, our school has prepared students to lead, serve, and succeed. Today, we honor that legacy while taking an exciting step towards the future. As the very proud principal of Mory High School, I am thrilled to celebrate the beginning of a new chapter. Both student speakers knew what features of the new school they were most looking forward to and they were thankful for everyone's efforts in making this a reality. >> I'm definitely looking forward to overall a better learning environment, just nicer building, a lot of the sports fields. It's going to be
088very nice. I'm very happy that they put the work in for the students and that they um showed us that they care for us and they're um building an entire new school for us. I'm looking forward to all the new resources that we'll have, the new classrooms, the new gym, just everything. I think it really shows how much our community like appreciates our education and like they'll do anything to make sure that our education is like the top priority. >> NOFK public schools celebrated its most inspiring educators during the 2027 teacher of the year ceremony. This amazing event featured student performances and recognized teachers from every school across the division for their outstanding commitment to our students. After the top elementary, middle, and high school teachers were announced, interim superintendent Dr. James Pole had the
089honor of naming the 2027 citywide teacher of the year. Ladies and gentlemen, it is my great privilege to recognize the new 2027 Norfick public school citywide teacher of the year, Mr. Torian Pope. Congratulations. >> All three finalists were stunned and deeply moved by this acknowledgement of all they do for young people in their classrooms each and every day. >> Shocking. I'm I'm very humbled by it, but also very shocked. I I don't consider what I do anything special. I consider it what I was hired to do. It's a job and I love it very very much. It's very exciting. I I don't know any other word other than exciting. I'm almost lost for words. My husband's also a teacher and so I know the hard work that goes into it. So to be recognized as
090this is is such an honor and just um very big night for me. I was uh shocked, amazed, humbled. Uh overwhelming feeling. I never thought I would make it this far, but I'm thankful to all the people that thought that I could and supported me and all the people that was in my corner up to this point. So, it really is a humbling uh and I'm thankful for this experience and opportunity to uh represent North. 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. That concludes my report. >> Thank you, Doc. >> Thank you, Dr. Pole. We're going to now move down to 4.07 citizen comments. Miss Tanner, >> for today's
091citizens comments, we have three speakers. Today's speaker signed up for public comments before the start of today's business meeting. If you would like to provide public comments, you are required to state the agenda item or items or a topic you are addressing prior to providing your public comments at this meeting. When your name is called, please come forward to the speaker's podium. Well, speaker's mic right here in the middle. Miss Buffalo, Miss Whitfield, raise your hand so you can make sure they know where to go. State your name and whether you have a child in North Public Schools or if you are employed by the district or state your agenda items. One person to speak at a time. If you're representing a group, state the group's name. You may ask your group members to stand
092in place to be recognized. Speaking time is limited to three minutes. A timer is set with an alarm that will signify the end of your speaking time. Please state your position and give relevant facts. Avoid saying anything that identifies students or personnel information about individual employees. Personnel, disciplinary, and confidential matters may be addressed directly to the school board 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 material should be given to me. Chairwoman Buffalo, excuse me. Our first speaker for today is is Morgan Crowder followed by Liz Alpert. Excuse me. Morgan Crowder. Excuse me. Good evening. My name is Morgan Crowder. This is the second time
093I've been speaking on this issue to the school board. I'm here to thank at least one person um but challenge everyone else. There was a administrative member um that stepped up to help my son when no one else would. Not the superintendent, not the transportation department, not this board as a whole. So, thank you to that one person who stepped up to help. But I'm not here just to say thank you. As an individual committed to systemic justice and advocacy, I'm not just going to stop just because my son got the help that he needed just because that would be privileged. Other working families are still struggling with this broken system. Let me remind you, my son's babysitter lives 0.9 miles from his school. There is an NPS bus that that drives past her address
094every day. And my son wasn't allowed to ride it because our home is 0.7 miles from the school. But here's the catch. There's also another NPS bus number 425 that stops 100 ft from my home around 7 a.m. every day. Even though that's for special education, there's still a bus that goes to my neighborhood. So this wasn't about distance or resources or operational challenges. This was about rigid adherence to a policy that doesn't serve certain groups of families. I spent weeks emailing all of you on the board. My son missed four days of school because why would I send my child to school when no one would be able to reliably pick him up afterwards? I already explained that a bus already goes where he needs to be. I contacted state legislators, the mayor, city
095council, the Virginia Department of Education, and special education on budsman. The response, silence, deflection. The superintendent told me that this was an administrative procedure outside of board oversight, and Richard Freley didn't respond to emails. Both have been silent. The superintendent claimed that in writing, "My son wasn't not being able to attend school does not constitute a denial of access to education." Think about that. A child can't get safely to or from school without transportation, but yet that's deni not denying access. That doesn't make sense. Again, I asked this board, "Do you accept that you have no responsibility when administrative processes prevent children from getting to and from school safely?" I reject that. When procedures cause harm to children and families, someone must have oversight. If not this elected board, then who? I'm asking the board
096to take responsibility, review these transportation procedures, and make changes to let families utilize alternate transportation along existing routes, no matter if they live within a mile of the school. Other districts do this. It's not impossible. Thank you. >> Thank you, Miss Tanner. Next speaker, Liz Albert. >> Good evening. Uh, school board members and Dr. Paul, can you hear me? >> Yes. >> Okay. My name is Liz Albert and I do not have children in public schools and I'd like to comment on the search for a superintendent. When three of you terminated Dr. bird song without cause. You were making the statement that her qualifications were not acceptable and that someone more experienced could be found. What were Dr. Birdong's qualifications? She worked for NPS for 26 years. She had six years as a successful superintendent
097leading a large urban school system. And she navigated NPS through the crisis of COVID. I'd like to ask, does your preferred candidate meet those standards? And I have some questions for you. Does he or she have any experience in NPS or in Virginia for that matter? Does his or her tenure as superintendent meet or exceed Dr. Bird songs? and can this person demonstrate he or she has successfully addressed the unique challenges of a large urban school system? Has this person navigated his or her her school district through COVID? And can he or she provide evidence that the learning recovery strategies implemented were successful? If your candidate for the position of superintendent doesn't meet these standards, you will be making a mistake that will hurt the children and staff of NPS. Your previous behavior concerning the
098superintendent position does not breed confidence. You have already given the school district a black eye by your treatment of Dr. bird song before, during, and after you terminated her without cause. Also, you made the district look unwise by violating the code of Virginia by not filing the superintendent search extension request properly with the Virginia Department of Education. And therefore, you were granted only a 60-day extension instead of the muchneeded 180day extension the Virginia Department of Education typically approves. And if four of you vote for a superintendent who does not even meet the employment standards you imply were not good enough, you will show an overwhelming lack of wisdom. Please do not embarrass yourselves, NPS, and the city of Norfolk by hiring an inferior candidate. Thank you. >> Thank you, James Bettin Court. Okay. And I
099have to make >> Yes, sir. You may step up. Are you Carter Melon >> Molen? Yes. >> Molen. Yes. >> Yes. Good evening. This is public comment to the Norfick City Public School Board on January 21, 2026. My name is Carter Molen and I moved to Norfolk to become a member of the Virginia Symphony Cello section and I still do that same job today. I have a wife Jacqueline and a daughter Olivia. I want to inform you today about the Norfolk Inter Agency Consortium. My daughter ended up in that administration and I cannot say for certain when that happened but it did involve the Academy for Discovery at Lakewood. I have found no federal or state laws funding this and I have found no federal or state laws naming its committees. If what I'm saying
100is true, then the Norfick City Council operated a law that didn't exist at the time it was utilized. There are actually two attorneys who are expertly qualified to understand that the Norfick inter agency consortium. One is former mayor Paul Frame and the other is current city attorney Bernard Pisko. Since city attorney Pishko is your current attorney, I am requesting that you obtain from him the correct state and federal documents mandating the existence of the Norfick Inter Agency Consortium by name during my daughter's lifetime, which started in 2003. Please add that to your website and provide me with a copy. I would like to thank my school board representative Tanya Basheen for being a compassionate listener to my struggles with my daughter's education. If the Norfick Public Schools cannot produce a valid reason for the Norfick
101Inter Agency Consortium existing, then all actions under its administration should be considered criminal. So I have one minute left. I just want to share with you I have a copy of this for probably for all of you. I'll keep one and then I will give one to whoever I give it to so that you can read it over. You want me to walk it up to you? >> You could hand it to Miss Whitfield behind you. Thank you. >> Well, thank you so much. You have a lovely evening. Good night. >> Thank you. Thank you. And this concludes our speakers for this evening. >> Thank you, Miss Tanner. We're going to move on to 4.0. 08 approval of the consent agenda. May I have a motion to approve the consent agenda? >> I move that
102we approve the consent agenda. >> Second. >> It was a motion by Dr. Martin, second by Coner Pollson. Any discussion hearing? None. Miss Tanner, please call the role. >> Bassine. >> I. >> D. Caligerro. >> I. >> Martin. >> I. >> Pollson. >> I. >> Slaughter. I >> Thomas >> Hi, >> Buffalo. >> I 6.01 monthly financial report. Dr. Paul, >> thank you. I'd like to invite Mr. Starks on stage to the podium to do the presentation. Thank you. Good evening, Madame Chair and members of the school board. I will begin with a summary of revenues and expenditures for the period ending 30 December 31st, 2025 reported as of January 12, 2026. This interim report is prepared on a budgetary incumbrance basis and is intended to support in-ear fiscal oversight rather than gap financial reporting.
103Total state funds for the fiscal year total $273.7 million of which 41.3% have been received year to date. This includes standards of quality funding, sales tax, lottery and incentive funds. Total city funds total 170.8 million or 48.4% received year to date. City funding is tracking appropriately based on the timing of schedule appropriations. Total revenue from all sources including federal local funds and assigned fund balance equal 476 million as of December 31st. 46.3% have been realized. On the expenditure side, total expenditures and incumbrances equal 207.4 4 million representing approximately 43.6% of the revised budget. As a result, revenues exceed expenditures and incumbrances by approximately 13 million at this point in the fiscal year. This is this positive variance reflects normal timing differences and does not represent surplus funds available for reallocation. We'll move to page three
104of the report. The revised general fund totals 476 million as of 31 December. At the aggregate level, spending patterns are reasonable for the midpoint of the fiscal year. However, this summary also highlights areas where budget stress needs to be re-examined. Explanation of negative balances. While most functional areas remain within acceptable ranges, several accounts require special attention. For example, special education purchase services. purchase services within special education reflect incumbrances that exceed the available balance, resulting in a negative balance of approximately $3 million. This is driven primarily by contracted services and specialized placements that were encumbered early in the fiscal year. While instructional staffing remains stable, this category represents the most significant budgetary pre pressure at this time. The student attendance and health purchase services area also reflects a negative balance of approximately 592K. This is attributable
105to contracted health and student support services. These costs however are timely are timing related but require reconciliation to ensure appropriate funding alignment. Pupil transportation purchase services. Transportation purchase services show very very limited remaining availability. It reflects fuel costs, service agreements and vehicle costs that are largely largely encumbered. While currently manageable, this category leaves little flexibility for the remainder of the fiscal year. Operation and maintenance utilities. Utilities are heavily encumbered with only approximately 3% of the budget remaining available. This reflects seasonal usage contractor rates and will require continued monitoring throughout the winter months. Minor negative balances. Several negative balances appear in non-regular day school miscellaneous benefits and internal services. These are administrative in nature and will be corrected through routine accounting adjustments. Overall, these negative balances do not indicate a district-wise fiscal imbalance. rather they reflect
106concentrated cost pressure in specific service areas that are being actively managed. So we'll now move to uh grants. The district currently administers approximately 115 million in federal and state grant awards as of December 31st, 2025. 59.3 million or 51.6 6% has been expended or encumbered and 55.7 million remain available. There is there are there's a current lag in grants because of Perkins grant and that money has just been released by the federal government. We have a plan in place to catch up with that. State grants. State grants total 53.9 million and approximately 15 51% have been utilized. The school construction assistant grant remains largely unspent due to project phasing and long lead times which is expected at this stage. In general, grant man grant managers have been directed to ensure that their short-term expenditures and
107implementation plans are being worked. In closing, we remain fiscally stable at the aggregate level. These issues identified tonight are specific, well understood, and manageable. My team and Dr. poll are actively addressing any negative balances and preparing for any necessary adjustments for board consideration. I will continue to keep the board informed and will bring any required budgetary amendments or corrective actions in a timely manner to you. Are there any questions at this time? >> School board members, you've heard the report. Are there any questions? Miss Bassine, >> thank you Mr. Starks for the very thorough um review of our financial report for this month. Um so the areas right now that you t that you talked about where we are seeing those higher uh negative balances. Um I appreciate the explanation of what the um uh
108what those costs are going what those purchase services are going towards. How are we planning for that in the budget in the next for this upcoming year? Are we planning in anticipation of continuing those services um for special education and and student health in particular um and for people in transportation? Can you speak to that a little bit? >> That's a thoughtful question. Most of those balances reflect from encumbrances, which is natural for all three of those areas. And encumbrances are where we are putting in uh funding requirements ahead of time. So most of those uh program managers are working those um and that's that's typically what you're going to see. You're going to see that in special education throughout uh their execution because that particular area needs the ability to flex. Sure. >> And
109so that's why you you will see that frequently with special ed. >> Okay. Thank you. And then under grants for the McKenna Vento homeless assistance program, um we are currently at 11.8% of usage of those grant funds which uh I think expire and in July. Is this typically where we are? >> Yeah, we're in good shape with that one also. In fact, uh just uh yesterday I had a meeting with uh uh Dr. Cedo and we have a plan in place and she's an outstanding uh grant manager. So, but I have a high uh I think that's we're going to execute that funding. >> Okay, great. I know that's a growing needed area. So, I just wanted to be sure that our students >> that's one that we are on top of. >> Okay, great.
110If I and if I can add Miss Pine, if you recall also in this year's budget, we increased our transportation aotment so that we're able to use that in different ways than we have in the past. >> Right. Yes. Thank you for that. Um and finally, my my last question is really around the audit and if we could receive like a status update on where we are with that. Um >> I have that for this week's bulletin. >> What's that? >> I have that for this week's bulletin. >> Oh, you do? Okay. Okay. Great. >> Okay. Thank you. Is there any other questions? Hearing none, may I have a motion to approve the monthly financial report as presented subject to audit? >> I move to accept this month's monthly financial report subject to audit. >>
111Second. >> Any discussion? Hearing none. Miss Tanner, please call the role. >> Bassine. >> I. >> D. Caligger. >> I. >> Martin. I >> Pollson. >> I >> Slaughter. >> I >> Thomas. >> Hi, >> Buffalo. I >> Thank you, Mr. Starks. >> He's going to stay there. >> Oh, you're going to stay there. Okay, we'll stay there and we're going to go move on to 6.02 update of the governor's budget. Dr. Paul >> and Mr. Stark's going to just uh do a brief overview of the updated governor's budget as we know that is also still in flux with the new administration taking lead in Richmond. Now go ahead. >> Okay. So what I'll do is I'll provide a summary of the slide deck that we have here. I'll summarize the scale of the proposed
112investment, highlight key funding initiatives, and identify areas where proposals provide fiscal relief, as well as areas that continue to require local financial support and monitoring as the budget advances through the general assembly. On slide number two, this slide illustrates the overall scope of the Commonwealth's proposed investment in public education over the bianium. For fiscal year 2027, the proposal reflects 13.62 billion followed by 13.48 billion in fiscal year 2028. These figures represent the state's base budget plus addended and incorporate updated assumptions related to inflection inflation rather enrollment trends and cost recalibration. While the aggregate investment remains substantial, it is important to note that the statewide totals do not translate directly to division level impact. Actual funding comes from Northfor public schools will depend on final legislative action. Slide three. Investment in talent compensation supplements. A central
113component of the governor's proposal is continued investment in employee compensation. That budget includes a 2% salary increase for SOQ funded instructional and support position. This reflects action reflects an acknowledgement at the state level of persistent workforce pressures across public education. Slide number four, indirect fiscal support retirement contributions. This slide reflects a significant form of indirect state support for retirement contributions. The governor's proposal allocates 185 million in fiscal year 2027 and 100 million in fiscal year 2028 from the literacy fund to support teacher retirement costs statewide. While these appropriations do not represent or present a new operating revenue, they effectively reduce expenditure pressure that would otherw otherwise fall to the school divisions. For NPS, this translates into budgetary stabilization and improved capacity to manage personnel costs within the general fund. Slide five. In terms of the
114next steps, uh we'll continue to work with uh Dr. Paul to incorporate the governor's uh proposed figures into our budget that we're currently working on. And that concludes my comments. >> School board members, you've heard the update. Are there any questions? Okay. Well, Mrs. Starks, thank you. And um Dr. Polo, if I recall, we're going to hear the you're going to give the budget presentation at the February 4th meeting. Correct. >> Okay. >> All right. Thank you. >> All right. That brings us to the end of our agenda, school board members. But before we go, I hit the gavvel. I do want to say happy retirement, Dr. Cataldo. Welld deserved. I'm going to open the floor if there's any school board members who would like to make some comments. public schools. Well done, sir. And
115I wish you well on your next endeavor. Anyone else? >> I just want to say thank you and when you want to come back, come back. >> You are very appreciative and thank you. >> Come back. >> Awesome. Awesome. >> And I just want to echo those thoughts. Thank you for the work that you have done for the school board. Um, thank you for your leadership and uh, thank you for everything. So, thank you. Awesome. All right. Well, with no mo other business, this meeting is adjourned.