School Board Business Meeting: 10-15-25

001[Music] Good afternoon. I call to order the school board workshop. Miss Tanner, please call the role. >> Here. >> Present. >> Martin >> present. >> Thomas >> Here. Our first agenda item 2.01. School. School board goal two interim measure number one with Kristen McGarity. >> All right. Good evening. Um I'm Christine McGarity. I'm here to present on goal 2.1. Um it's our interm goal. I have with me Miss Lisa Nash who is the senior coordinator for elementary English department. >> So through this we're we're going to try and take this document um but also do a little bit of a PD and I'm we're calling on PD statements around the vows assessment because the vows is new to us. Um we're only going in. So the VA about the test the vows is a screener

002and basically we have to remember with vows that the skills get harder at each administration. So they want to see where kids are able to leverage information from prior knowledge as well as are they ready to learn new knowledge with that piece of it. Um there's also a piece there subtests and all of the subtests are different pieces. There are codebased tests which really lean towards letting us know about decoding skills of students. Then it also has language based subtests. So then it lets us know how are they also able to take that information and read and have comprehension. Uh with that piece we are only with the test I say it's new. It's not in its first year. We are only going into the second year. So we really don't have yearover-year trends other

003than kind of what happened last year and what happened going into fall. Um the way Val scores is different from PAL's. So previously this goal was percentage of students identified which means they are really at high risk of struggling to learn to read as and then if they weren't this has three wristbands with the wristbands here they have they are students at low risk moderate risk and high risk with the three different wristbands and Miss Nash may want to expand on this a little more where basically what Virginia connects is saying and the people who built vowels and did all the training on vowels. Students are all at risk to have a struggle to learn to read. Nobody's not at risk unless you are super proficient adult reader taking meaning away, able to read everything

004and that kind of thing. So, it really is watching kids move through as they take these assessments. What where is their level of risk? If you're low risk does not mean you're a perfect reader. um breeding comes over time as they spiral through all of these things. But so it's not that we take the eye off the we need to take our eye off when they're low risk because they're fine. They need to still be in our purviews and moving forward because we could get to winter and that could change. So those are just kind of some basic descriptors. Anything else >> about that? The overall goal is the SOS um the third grade reading but really the piece we're looking at first and second grade vows because they are ones who are talking showing

005us how is our early literacy looking and those kinds of things. Um I have benchmarked out the data. We have the data here for first grade and second grade. I kind of talk through it as I go through. Uh so I don't want to just sit on the I can sit on this one page if that's easier for you guys to look at this or not. We have proposed benchmarks here or targets essentially throughout the year. A lot of the reasoning we talk through is really going to say why we have landed here and that kind of thing. So if that's okay then I'm just going to I'll leave this here and start talking through. So we did a couple I did a well we all did a couple different comparisons. So we looked at

006this data three different ways. One of them was we looked at beginning of year to beginning of year. So again, if we had lots of years, we would be looking over lots of years. We have last year and this year because of where we are with Val. Then we also looked end of year to beginning of year. And then we also looked with quasi cohorts. So I going to go through each one and talk through. The first one we want to talk about is beginning of year comparisons. Because it's a screener, we do need to still remember that content changes during each administration that comes. So, it's not an assessment that we just keep giving over over and over hoping they finally have all of it. It does move. Um, and we need the vows

007assessment. Another piece of it is that there are also over overlappinging skills that are assessed. So, I'm a second grader. It's also going to overlap a little bit towards what's happening expected of a first grader in the spring and maybe what's happening that expected of a third grader next fall. So it does have that adaptive piece that moves through. But with the beginning of year, what that really can inform us about and the way we are looking at that is we're able to say beginning of year to beginning of year, fall to fall, we are able to say our kids are coming in stronger to the first and the second grade. And for two different reasons. For first grade, where we're seeing that is the kids who are in that high-risisk band. They are at

008high risk of struggling to learn to read. that has reduced. We are able to say for second grade, even though the high-risisk band did increase a little bit, the low risk band is um increased as well. So what that's really telling us is that about second graders and the second grade literacy requirements is that students really are if they are strong coming in with the first grade standards and what they know they are able to leverage that information to be able to navigate more of the higher complex second grade reading. um first grade there is not as much of that need because they are kind of coming from more of an isolation of skill perspective into that kind of same thing and we're getting ready to learn how to build upon that. So that can

009be some of that reason why we're seeing that other even though the high-risisk band is probably our less our less strong students at that point that really have information but now that application of it becomes a struggle which is good information for us. Um, so with that piece, that's kind of what we're seeing here. So that's that beginning of year, beginning of year, fall to fall. As we move through the year, we'll also look at winter to winter because we want to figure out what are the patterns and I call them behaviors. That is just my habit to call it a behavior. But basically, what are these literacy behaviors and the behavior of the data essentially about these kids? Because that's how we're going to be able to really pinpoint and target. Um, the next

010comparison we did was end of year to beginning of year. So I talk about this one in the way that it is helpful but not helpful when we're talking only about students. So that's why I moved away from just one statement there, but to have three different ways to look at this. Really, what that beginning of the year does does tell us kind of about instructional programming where it's spring to fall. But when we're talking about in the same grade level, it's not the same set of kids. It's different sets of kids, right? So I can't say, hey, these kids were here and now they're here. So with that piece, but what it does do is that we take that and look at that and we look at all of this from this level all

011the way down to the school level. We're able to say because kids shuffle as we know we're a trans transient um city. So with that piece they shuffle where are resources needed? Last year it might have been here but now there might be more resources here. It might be a teacher, it might be a school, it might be something different so that the English department takes that and that's where supports can go in for struggling students but also on the other end for extension as well. So that piece of it you know we're seeing improvements there. Um we'll keep looking at that by group but again that is like really focused around resource distribution and that piece. The third one is the quasi quasi cohort comparison. And I say quasi because I did when we

012did this we looked literally it is most of the same students. It is not I didn't dump every student that was not with us last year. Again I think we start to kind of lose things when we don't have everybody in with that. That's the piece where we can really watch the set of students and how they do. So we can look from the end of first grade and look to how did they do when they as the fall of second grade right? So with that piece if we're looking at this data just to kind of talk about that we see that if I can see end of first grade for the high-risk band group they were at 40 40% of the kids were there essentially and when I look at the beginning of second

013grade we're at 36. So that's a reduction of kids coming in. However, it's not we can't say as of summer school and all of these things, right? And it's not that it is, but what it is is also we have to look remember what that test is doing. It is a screener and they are screening what do you know and of the skills that you're supposed to be really strong in coming from first and are you able to leverage it somewhat to navigate second grade complex literacy. That's where that piece is. So when we see that decline, it's not they did something over the summer, but what it's telling us is they are holding on to what they had when they left and coming in they are able to use it. And so it's because

014you can have a lot of things at the end. You want them, you know, you don't want to cram the night before the test. That's that same whole idea. They are solid on with the skills that they left first grade with coming into second grade. So reducing that piece right there. So with this quasi cohort, what popped out to us is that there's I added the moderate risk group band and the low risk forformational purposes because we really noticed over the one year we've had and coming into this fall that moderate risk band really does fluctuate um pretty wildly. And so we looked a little further into what that was. And really what we're noticing is that our kids are sitting at the bottom of the top wristband or the low wristband and at the

015top of the high wristband. So they're really kind of sitting on the outside of that moderate. So that's where we're seeing that volatility, right? So they're not solid in. So with that, we'll talk about on next steps or we can jump in. um trying to go in a line um that really looking at how are we going to support those the kids in the moderate group. So while we're watching things, learning about what the characteristics are, the behavior of it is, and then also from the English department working on how do we support the kids because they're not a funded if I'm correct me if I'm wrong, but they are not a funded group. The high-risisk group is, right? And so it's that whole when they're come when we're seeing a lot of that because

016we don't want them to fall out of low risk and we don't want them to fall in, you know, and that's what we're seeing where we're seeing some of this too is that moving in and out of that group. So we really um what's going >> You sure can. >> So 13.3. >> Yes. >> But they started the year in second grade. >> Yes. >> So that's like that data point is why is that moving? Because >> moving in the wrong direction, >> right? It's getting bigger and it's like but where are they coming from? Were they low kids moving into low-risisk kids moving in or were they high-risisk kids moving up? Like which way are where are they? And that's where I kind of keep talking about the behavior of it. What are the

017literacy characteristics of the kiddos that are doing that? So that's where it kind of launched us into looking while we're doing all the other pieces also working through what's going on with that moderate group, that moderate wristband. Um, okay. So what's going well is obviously the kids are getting they are strong coming in stronger and I think that's huge. Um they are holding on to what they had leaving one grade level going into the next and they're able to somewhat use that information. So those things are good. Those are what's going well. Um we are seeing the same patterns with students of all the student groups except for students with disabilities and English learners. the English learners. Um we have just had an explosion of enrollment um for students who have been identified as English

018learners. Um we when I started doing this we were maybe at 600 kids and I think we're at like we're heading towards like over like yeah it's like 1 1600. It's it's big. Like we've had and I might be misstating but it's like with who we're monitoring and who that kind of falls in that EL group. It's big, but it's a lot of early language learners also. So, the early language, not that it makes sense, but it's one of those working with EL department and those kinds of things of how do we support the kids because the EL piece of it is how do I navigate the instructional academic language of instruction um and then also couple that with reading, right, of a whole other language. Um so in students with disabilities sometimes they just

019they're a group that takes a little longer to be able to acquire literacy um and those kinds of things. And then we could talk about some of the things that might be in place. And then also what's not going well um even though we're entering stronger is that they're sh they're falling out of the low wristband into that moderate wristband. Like when they're solid we want them to stay solid, right? um we know where they're coming from and we kind of have an idea again we don't have data from many many years to really be able to get a solid feeling at this point but um that's kind of that piece of it we are what's not going well some areas we've been able to identify um and it's a kind of across the board

020are really students who are in first and second grade well first grade they're really the encoding piece so there's decoding and encoding encoding spelling decoding's trying to read it. And so with encode, they're just struggling. They can take it in, but they're struggling to put it back out, right? And so, and that makes sense. It does. Encoding kind of comes slower, but it's what you can't really do. You got to get past that to be able to kind of do the next piece with literacy and um gain understanding from reading. Um we've been able to identify phone segmenting for second graders. That's an area that they're struggling. And I'll let you describe that. I know you described it to me and now I just dropped it in my brain. really a prerequisite for being able

021to I just segment spell that to code those to the language you have segment break apart >> thank you >> and thanks and it's one of those two what one thing that's nice about um vows is the way they lay out their subtest even in the reporting it's kind of the way they do it and then the way in the reporting of It really is kind of what do you need first and it starts layering things on. So we're able to kind of go through the layers to say like all right this is really where first grade we could see this is really becoming an issue which is really that encoding and then with second grade that segmenting. So for next steps I've kind of mentioned a few things as we're going um really it's

022going to be monitoring longitudinal data. We just need more time to learn more about it. Um, we have a lot of information for where we are and things we're going to do, but we want to keep doing that as we go through in including digging in by student group because like I said, we have those two groups and I want to you know e it's a little bit expected but it's still we got to dig in further with all of the groups because we do have students are black students and Hispanic students. They are following the same patterns but they are performing lower. So it's what it is not significant but it's one of those that we do let's look further into it. are they diff are there different um literacy skills they need that

023they are struggling with is it encoding for that group and that's that piece that we'll kind of we'll keep digging into to figure out by group as well um and then continuing to analyze as I just mentioned and that kind of with all of that um really so we can be proactive to work things one of the big things I mentioned is that being proactive to look at that moderate group so we want to keep them in low risk when they're in low risk and we want to move them up through moderate into high. So watching that really is another piece of that that we're really we're going to do. Um collaborating with principles about vowels for outcomes and monitoring intervention implementation really that piece of it if it's not if it's not being implemented

024well or appropriately it's we can say we're doing a lot of things but it needs to be done accurately and well so that it does improve the outcome. So really working with the schools with that. Um we have data meetings that staff go to and we work through this as part of that would be the VA's data. Um it's also one of those that as we're doing PDS with principles and things like that and also at the division level we're able to use it to say what do we need to train on? What are the things they're struggling to teach? Um and that kind of thing so that we can work through that way. The other one and I have on here like my note to myself is that this is imperative and I know

025it's one we both really is that monitoring the master schedule and that the block of tier one instruction does not get convoluted with intervention block because really if that does happen the kids aren't even getting the tier one instruction to know what for to go work on, right? We don't want the intervention block to turn into the tier one block for a set of kids and they're missing so much. So, it's really monitoring that to make sure that that is done. Um, I know Miss Nash works with her specialists and with the schools and things. We kind of work on that as a group across everything. It's not just a literacy thing. It's really all things when we're talking about those two things getting mushy. Um, I'm going to let Miss Nash talk about uh

026the reading plans that are required and then also the piece we're having to um monitor and monitoring those. Okay. So, um, as required by the Virginia Literacy Act, all that high risk band are required to have individualized students of teachers called by the administrators and reading specialists analyze their data, look at their instructional indicators. Those are the the deficits that the vows reports that they have the most weaknesses and we write out plans to how we're going to address those weaknesses. What are the interventions that are going to be put in place? How often are those interventions going to be um carried out? Who's going to carry out those interventions? Those plans are communicated with their families. Families are invited to be part of those reading plans and developing those plans, providing input. And we

027provide the u parents copies of those plans and resources to support those plans. So, um, what we've done this year, this being our second year of implementing those reading plans, is have tighter alignment between the tools that we're using and how we're monitoring the progress. And we're also inviting more people to the table to be a part of those discussions outside of the reading specialists and the families, but more of the teachers, the title one teachers, the interventionists. Last year, it was so new to us. We were navigating it kind of blind, but this year we have a better understanding of um how to make sure everything is in alignment and tightened for the benefit of our students. Okay. >> Anything else? I just >> All right. And then the last piece really is the

028ongoing professional development. So I'm going to let Miss Nash talk about that too because that's >> okay. Really um to what Miss Gerty spoke upon about the moderate wristband. So um the high-risisk bands students are identified. They have EIRI. We have um our early literacy tutoring program that Dr. Po spearheaded when he came on board to Norfolk. Um so we have the resources identified of who's going to sit with those kids, pull them out and provide those specific interventions. So now we need to hone in on our moderate wristband. So, we're literally have a PD going on right now on Zoom, uh, divisionwide PD for our K through2 teachers to analyze the vows reports, look at those moderate risk students, what are those instructional indicators and showing them how to act upon that information in

029your small group instruction because really it's the teachers combination between tier one instruction and then more small groupoup instruction to make sure that our students in moderate wristbands who aren't necessarily getting that extra intervention piece that they move up into that low wristband and don't slide into that high wristband. So, we're building capacity with all of our teachers, all of our buildings. Um, we're running PD today. We're going to take that PD on the road, if you will, to different schools and deliver it um inside of the the especially our our most uh high school. as we learn more they'll keep differentiating that we're when we start even getting more information about the subtest yeah >> in specific literacy >> so that is all we have I know we talked a lot you guys have

030questions we are ready >> thank you ladies for coming up and um giving an excellent presentation um so I just want to make sure I understand for clarification so the target was 67% for the school year 2425 and we hit 59%. Is that for all students? >> So on the >> So yes, so that is for third grade all students SOS. So the goal the big overall overarching goal is third graders are going to be better prepared to read >> um and pass the so test. So yes, so last year's target was 67 and 59% of our third graders passed the so test last year. >> Got it. Okay. And then the the rest of it is vows to inform us about the early literacy of kids coming up into towards third grade. >> Got

031it. So one could could say that 50 So that one could say that we still haven't met the target of students that are reaching third grade reading proficiency. Yes. 59%. >> Yep. So we have not met the annual target. The long-term goal is that 75%. So hopefully seeing these stronger starts um and kids holding on to information that I you know it's hard to say we didn't see or did see it before because it was we didn't have an assessment that we could compare that way >> that is leaning us towards that we are making some movement. >> No definitely making strides and I commend y'all for all the work that you're doing. Um I I actually went on the website oh sorry Dr. If I could, I just want to remind the board and

032the and the public watching too, as a reminder, right now at the state level, they're creating a moving target for us as well. >> Okay, >> so remember the so passing rates are going to change drastically possibly. I think the October 23rd board meeting is when they're looking at voting on a timeline of implementation, but it will change everything very drastically as well. So that you know when we have these targets laid out it's it's it'll be ideal time for us as as a division to be looking at a new strategic plan anyway incorporating the board goals into that plan. So we'll know better then. But just a reminder that you know as many times I can remind the public that the the VDO is coming out with new pass rates that are going to

033be detrimental. You know that this these targets that were created four years ago are no longer going to be valid targets. And I think it's important, you know, the moving targets all over the place for lots of things. There were new standards last year. There was the new assessment last year. There was the new vows last year. No crosswalk gears. We've always had crosswalk gears for everybody to be able to kind of like she said, you know, we weren't sure what we did. We don't know what we don't know, right? Um, so when they're kind of throwing these things out, so the mere like I was pleasant, there's work to do, but we were pleasantly surprised and happy to see we were able to kind of still hold true, not let the state barriers impact

034the kids and stay true to what was right, which was doing, you know, teaching the students to read and with best practice. So >> just another follow-up question. So, I'm I'm I'm just looking on the website for VDOE. Um, and I put in like the 2024 25 um scores. Is it and it's English reading >> grade three? Is that what we're looking at? >> That should be on the assessments. If you're on this, >> it's got 67.19 as a pass rate for Northol as a division. >> The third grade only. >> Yeah. >> Did you hit update? >> Yeah, on this I did. Yeah. >> I didn't even think they were up there. the not the accreditation hasn't been but the I mean the accountability >> but assessments are >> I'll resubmit it and we'll

035see. >> Yeah, I'll check it too to say but that >> I'll check it. I mean I've looked at them so many time but I'm there's been so many things that we've had to report as wrong >> to the state. Gotcha. >> That >> but this number is accurate. >> Yes. For me. >> Awesome. All right. One final question. Um I did have so there I I just want to get clarification in the public since they're watching. So also because I've been hearing I don't think it's something that's going on. I don't believe it is >> three queuing that's been banned in Virginia and some people are saying that that's being part of the curriculum for for reading. I just get confirmation. >> Come to the podium so the so I can hear you in

036the citizens. >> They're not a part of our curriculum. Okay. Yeah. We have science of reading align curriculum. We benchmark advanced. Um it's high quality instructional material. It's been approved by the state. Uh it's it's foundational skills. Okay. Evidence-based all those things. And we do not do the three queuing system. >> Okay. I kind of figured you didn't, but I know I'd heard that in the community and I just wanted to hear it so the citizens can definitely hear directly from me. >> We do not do the >> Thank you so much, ladies. That's all the questions for me. Thank you. Um, excellent presentation. I think you um hit h at least half of my questions with explaining um um so yeah uh I felt I felt maybe there was some prediction of what but

037anyway yeah >> um the beginning to beginning comparison the beginning of the year comparisons and the you know end of year to beginning comparisons. Um I really appreciate the detail >> explanation as to what what that informs of us informs us of. Um, so I wanted to get to that. Um, okay. Specifically, um, so, so the beginning of year comparisons tells us how strong our early uh, literacy readiness is, right? And so if you were to walk back to um, kindergarten and preK, >> what specifically are you seeing there? because I know over the last few years that is this is one area where and I know we're you know we've moved from PALS to vows and >> but but we've seen strength there right um with the early readiness so what like if you

038were to walk backwards what are we doing in those early readiness years that is um getting us to [Music] see the results that we're seeing if you could talk a little bit about that. >> So it's for on the data side of things and then I'm gonna let Miss Nash talk like kindergarten this year is not done yet. So it's and that is what's really hard. They're still they start a little later just because they're learning to be at school. >> Um you know so I would really hate to speak and say this is what's happening with the data until we kind of had at least a fall to be able to say um prek we are seeing improvements every year. PreK vows does lay out very different um where it does not put them

039in band. It's more developmental but it is developmental by every sub subtest. So it's developmental where are they on the developmental scale by letter sounds? Where are they on the developmental scale by each, you know, letter identification and those kinds of things. There's a couple others, but it's it doesn't come up with a scaled score to say you're in this band. It's just prek really looks at it developmentally. So when we look at those things individually, we are seeing improvements um as the years of prek kind of go through when we're looking at them pre-K to pre-k. And then we also do once vowels is done in for kindergarten. We do look back to say where were they for prek and letting that inform to say for the prek department to be able to say

040we need to add some supports here because that's informing us of instructional programming back here. Those things for this year just really haven't happened because kindergarten's not done yet and that's kind of that big piece for us. >> Right. So if you were to look backwards so I appreciate that explanation. So the pre-k vows is more developmental. Is there correlate like are there indicators on that that correlate heavily with So it sounds like the kindergarten >> vowels >> is aligned with the prek vows. I mean like is it >> content or the way it scores? >> Well the content the scores are more like the first grade. >> Yes. >> Okay. Okay. >> Yes. So and there but there's still like there's letter identification even at one and two. Okay, >> it might not be

041everybody. So, we're able to kind of thread some of that through to see what that's another piece of like what are the behaviors of the data, you know, kind of trying to define those characteristics that are moving kids around within the pieces. But, Miss Dash can speak more to like the actual content piece if there's more question that way. Um, well, I didn't want to get in too much into the content of it, but I'm I'm really trying to understand what our strategies are that are leading >> to um seeing a greater number of students in the lowrisk band and what um are you seeing those strategies being implemented across all of our prek ECS? And the other the other question connected to that is you know I'm really trying to understand how our ECC's

042are >> um functioning in terms of um you know performance versus our prek centers that are in our schools like are we seeing this great difference between the ECC's and >> so I terms of readiness >> looked at that um because all of them, even the ones that are in our schools, the kids spread out, like if they're in prek at Crossroads, doesn't mean they're going to metriculate through Crossroads. And so, as I'm looking at that, there's, you know, we could say there's one that might flag up a little bit more than other. Um, but it's not that this one and that it's stronger because, you know, a lot of things happen also between preK and looking at first grade data, right? Where where were they before? um data wise we can look at those

043but I think Miss Nash would also be able to speak to those strategies regardless. I mean, we do see certain schools flag up a little bit more as having if I said, "Okay, this kid who was in I could look and say these kids in this preschool across all of the elementary schools and those numbers are really small." So, it does start to get >> Yeah. >> You know, we're looking at two kids because there's two at this school, two at this school. There are a couple that do flag up a little bit more as having more kids in high risk. Is it where they were before like after pre-k before first grade when we're looking at this or you know what I mean? >> Yeah, >> it's hard to say exactly. I mean that's

044not something I mean it's something that we can definitely look at. Um and just try to but again just we got it's going to help to have the second the fall in of kindergarten to be because that's that middle place. Right. >> Right. That they go through. >> Yeah. And just to let give you some insight as to why I'm asking and okay >> my thinking around that is you know I'm I'm focused on um you know how the academic um the learning environment is in terms of even the the school closure consolidation redistricting all of that you know at the end of the day it has to be connected to the academic outcomes. And so what if there are areas where you are seeing greater number of students who are being flagged you know

045or um additional supports or whatever is necessary and how that ties into um the bigger picture you know of what what we are I think you know in a sense kind of reimagining our district you know and go >> ahead we allocate all of our research based on data. Those are kind of flexible. For example, our early literacy tutors, we always re-evaluate um the the deficits in those buildings according to the data and we take our allocations and we shift them to where the greatest needs are. Um and I know other schools have other resources available to them to make sure that they have human resources to deliver the quality interventions. Our office definitely um responds by data and goes to support the schools to provide more professional development on evidence-based literacy interventions and strategies.

046Making sure that we're in classrooms coaching teachers on the curriculum and the foundational skills so that our focus and attention is at the schools that have the greatest concerns. >> Okay. >> And I think the data piece that I would say is that it is also depending where that kid goes after they leave the prek center. Right. So that seems to have an impact on it as well whether it's the center or whether it is the inbuilding ones because >> and that's something that >> that's the you know it's >> the piece that's really important that you know we have this strong and that's that was going to tie into one of my other questions as to >> like the prek piece you know if you if have a strong environment there and then you

047go into your K5 program that also I mean you're going to see that prek slide you know if if that is not also a strong place so where students are going after that is really important >> and is part of my question as to because we didn't hit the target and I know there are a lot of moving targets there but and and reasons for that with new standards new tests um but we haven't met the the third grade target over the last um couple of honestly. And so while we've seen strong early literacy progress, >> so my question is really like >> what where where's that gap? Like what is happening there that we maybe aren't addressing or don't know what it is? Or is it really a function of, you know, this the

048student is leaving their early program and going into a program that perhaps not as strong or you know what what's happening is what I'm trying to figure out or understand. I mean >> I will say if you >> and I the answer to >> I don't know that I have the answer to that. I could not whip out a report and say here it is and I know this for sure but the thing you know we have to have a question to be able to know where to dive in. Um I always joke and they are like Kristen in another rabbit hole right because I just get you know but um I that is a big question. Um it used to be kids have never taken an so test before at third grade but that's

049not really the situation anymore. Um last year there was a lot and I know there was a ton of training around the new standards that even teaching teachers how to teach them and they're so different. Um the science of reading yes has been there but it was a you know you were learning it and originally applying it to the old set of standards now you got to apply that to the new set. So I'm not saying that's the reason. Um those are kind of those questions we're having like is this we used to have kind of what it was so we had put things in to try and mitigate that. um where it's just they have not seen a test nav test ever before and they kind of figure out like oh that's what you

050wanted me to do afterwards. Um, but I think right now that's the question we have to start trying to dig into to figure out was it all of these other things even with the like I said we were staying true to the kids and doing what's right by the kids and all those kinds of things but we're also still learning things and I mean to try and teach the teachers how to do it. there's just that delay and I just feels like there was an impact especially with our little kiddos moving from early literacy kind of perspective you know that into that third grade that it's more about gaining meaning from reading. >> Yeah. And I'll just add to that. Yeah. >> Um >> we've been in a transition especially in our lower grades really

051honing in on evidence-based literacy, science of reading and those foundational skills. But uh it's not just decoding and encoding sounding out, it's also meaning and comprehension. So I think we're seeing that trend also and we're honing in and adjusting our program in second grade because that really is that transitional year. They're coming in strong in third grade with their ability to read. We're seeing that in third grade, but the meaning piece has to be there as well. So we're making some adjustments to our second grade instructional program to address what you're seeing >> in second grade. If I had to pick out of this where is a like a bigger picture kind of placeto place >> additional support it'd be second grade and so those things are kind of happening and again that there's questions

052out there and it's just trying to figure it out when the state is moving things so often um I keep kind of equating it to they're still at the store buying the parts for the plane they're trying to fly and at the same time and so but we're good pilots >> but we are we're gonna we're maintaining we stick the course we're doing what's right for kids And >> yeah, >> and that you know it'll come out in the wash with doing what's right for the kids, >> right? Well, great. And so and final my final so the beginning to beginning like as you look at fall to fall winter to winter and you're trying to see what the like you mentioned learning behaviors are literacy behaviors are >> like what strategies are working as

053part of that I imagine is going to be something that you're looking at and monitoring and I think it'd be helpful to us too to have those strategies be included you know especially or if there are strategies that you say aren't working that you know that we've had to abandon. You know, I think those pieces in the report, I think, will be really helpful to us. >> Yep. And I think the subtest will be able to inform us with that because that's informing where the strategies start kind of being placed. So, okay. Yep. I will add >> Thank you. >> Yes. Um, well, first off, again, thank you again, ladies. Um, y'all do some hard work. I definitely want to commend you on it. So, what are some of the barriers that our students are

054facing going into why they're not reading by third grade? That's the first question. And then the second question is, so I just pulled up, so I got the correct data now from VDOE. We're second from the bottom as far as reading scores compared to our neighboring cities. Um, we're at 58.96% actually and Portz is at 50%. So, and then Virginia Beach is at 74.84%. Are we working with other neighboring districts to see what what's working for them and their districts and see if we can bring that back to work for our students here in Norolk? >> So, that's a two-part question I got. >> Okay. So, barriers, I think that's a complex question. >> Of course, it >> um there's a lot. >> Yeah, there are a lot. >> Um when we're speaking in terms

055of literacy, uh a lot of times it's language. Okay. Um, and just not, you know, that I'm from another country or anything, but just being exposure exposure to a lot of vocabulary and talk and complex ideas, being surrounded by that rich language environment, being read to all of that is a kind of prerequisite to be able to break the code and make meaning and do all those things. >> So, we need the kids to come back. So, when we say kids don't be in grown folks conversations going other, we need we need them to come back so they can hear, >> right? book or something. >> You talk to our children a lot more and involve them in those conversations. Got it. >> And it's like that prek um well, it's pre-K, but it's really

056birth, you know, babies are as the babies are born, they're getting books, >> trying to really kind of help families see you've got to read to your kids. Like, it does make a difference. And it's not just >> cuz I'm going to read later. It really is. It enriches their vocabulary, kind of expands their because background knowledge is huge. I mean, we had a conversation about decoding versus, you know, pseudo words versus real words and why kids can do one and not the other. Um, and just how the brain works around that and it's looking for information about what words are um as they're trying to read and if they don't have that exposure, you know, it impacts that. >> Okay. And then to the second one, um what strategies um are y'all taking anything

057from other school districts that are going above the state average like Virginia Beach, Chesapeake, Isawite? Like any strategies y'all taking from them to try to bring here in Northol? >> Yeah, that's a good question. Um I think the strategy, what we know works is good quality instruction. Um so we're all on the same board in in in the state in terms of we're in year two of implementing our high quality instruction. Um so the strategies are how we're building capacity of teachers. So we do meet regionally um pretty frequently with other divisions as far out as um you know towards more in the western state through CERN and through more local. Yeah, we do lots of collaboration and we actually have groups where >> I meet with divisions that have the same um >> kind

058of makeup >> well the same curriculum that we're using. So because we're all using different things but with the same theories in mind. Um so we definitely do lots of collaborating on how we getting our our message across to teachers. How are we building teachers capacity to understand that we don't do three queuing systems and that we're doing evidence and what does evidence-based literacy actually look like? How can I follow that um curriculum with fidelity and and know the why behind all the methods that I'm doing that might seem foreign to a newer teacher or even a veteran teacher. So, we definitely strategize around those points. >> Thank you so much. >> No further questions from me, Madam Chair. Anybody else? >> Thank you, ladies. >> Thank you. >> Next agenda item 2.02, discussion of

059the school closure and consolidation plan survey results. Um, says with Dr. Paul, do you have I mean, we've all been sent the survey results and have had chance to look at them. Um, I think it's more of a discussion for the board members at this point. >> Yeah, I would just like to interject. I think um we could probably open this survey for a year and I think we get the general the general consensus of what we didn't get back is is you know when you read over these you know a lot of it is you know some folks say do it move fast we got to get it done. Some folks are like, you you're going way too fast. Slow down the role, you know. And then the other consensus is, you know, don't

060close my school, but close my my neighbor's school. That's fine with me. Um, and I I understand and I think that's as as a community, that's what we've been battling for a while when we talk about school consolidations. Um, you know, and and and just when I looked over it, you know, some of the key themes were that that urgency versus timing that, you know, this is something we we need to know. We know this, right? as as a body we know that this is something we have to move forward with. Um there were talks about transportation and account and and accessibility know that those are taking into consideration once we reszone you know I know we had comments you know at the mic at the last uh business meeting about you know if we

061close this school my child will have to walk two miles to school and I know no we're we're going to if they're reszoned of course we'll provide transportation to them. Some of the comments were, you know, concerned around if a student has an IEP and needs additional supports. You know, of course, allocations will be put out to make sure that our students are supported. So, all of that, you know, is really really a part of of what we're doing. Um, uh, Dr. Agnu Scott's already put together, you know, we reviewed a a solid draft plan today about, um, working with teachers and they'll know they'll be and and we're not just placing teachers. there's going to be a priority fair for them. They're going to be able to look at what openings we have. Um,

062one of the suggestions that came in was around um like a a a stipen for a teacher who follows the students and goes to the school where they're going and and we're talking to our finance team about that right now to make sure we can put something like that into place. Um, so really looking at the comments to make sure that we have everything um in place. So, you know, overall, you know, we got, I think, upwards of 80 comments on here. And then separately, we did give you the comments specifically from the facilities committee. Um, I think all but one were appreciative of the board's work. I think they were all appreciative of the board's work, but all but one were that moved forward with the plan that the board discussed on the 29th,

063and one said was was not quite yet, not quite ready to commit to it. So, you know, overall I think again if we keep this open for another 6 months, we can keep hearing comments for 6 months, but at some point as a board the decision has got to be there. So, that's just what I want to share. >> I do want to clarify. I've heard from a couple of Norview parents now, and I wasn't quite certain why the comment until I was in touch with a Norview parent today. um whatever communication was sent out, I think some people uh misunderstood the communication to think that the school would be closing mid year. >> That's the same thing I I was getting emails on. >> I was getting emails on and so I clarified with

064that parent that no schools will be closing midyear, right? >> Schools will be closing at the beginning of the 26 27 academic year. So I just wanted to put that out there um as clarification. Um I'm not saying anybody said something what >> before the 26 27 yesterday. >> Yeah. Nothing will start nothing will be the the impression I got was that they were they thought the schools were going to close mid year and that is not something that we would ever do. So um >> possible. >> No that's not even possible. >> Yeah you're you are correct madam chair. I received numerous emails from my constituents and you as well um regarding that and I've sent back messages saying we're not doing anything midyear. So and then we'll we'll have conversations about where everything

065falls on the consolidation plan as we get to that discussion. Um so regarding that um you know I I apprec I I really appreciate the dialogue that we had on the 29th and um you know us really having like a true work session you know all of us up and working through some of these issues. The one thing, and I expressed it that evening, that I still um remain um concerned about is, you know, not that we eventually would close Norview Elementary, but that we're closing a school that is highly is at a high utilization, you know, a larger number of students, um who has, you know, for the last several months now have been, you know, down further on the on the list later in the plan um to to have done where I

066feel and and just knowing I just feel very strongly about the redist allowing the redistricting work and the boundary work to happen before we close the school especially of that size. Um so I wanted to discuss with all of you and get your feedback on um reconsidering uh a smaller school that has been um if if we must have two schools that is you know I I personally want fewer schools in that first year so the boundary work and redistricting work can happen so that we have a more comprehensive plan to begin the school closure process. us and give everyone notice and time to understand what that means for them and for us to develop strong transitional plans that improves outcomes for students. Um being at the uh held with highest priority. So with that,

067you know, I I I could support a plan that moved one school next year, closed one school next year, but at this time I'm not comfortable with closing Norview next year for next year uh before the the boundary redistricting work is done. So, I just wanted to share where where I am. Wanted to hear your thoughts of where you all are and um express that. >> So, I'll share some of the same sentiment um my board member um Tanya Bassine has. Um Norview was on the bottom of the list originally and now it's been pushed up. That is a school with a high utilization rate. Um, and I've been getting numerous emails um and conversations and even um getting sidetracked at the supermarket um on um is there a way to have Norview a little

068bit later and replace that with another one because that would cause a major disruption to a large amount of students um at an elementary school. >> Other thoughts else have any thoughts or I think no matter if we close Norview in 2627 or 2728 it's going to be difficult it's going to be hard for this it's going to be hard for the community um whether or not to rip the band-aid off right now or to wait um school board not not this constituency of the school board, but the school board has delayed on decisions in the past and I think we just we came up with a plan that we agreed to and I think we need to move forward. Um, and I completely understand the concerns about Norview, but at the same time, I

069I I just think we need to make a decision. Miss, Dr. Martin, >> when looking at I I like that we have a larger school in Willoughby. So, I think that it they're not two large schools competing against each other and resources and everything. I think that this is this is a really nice way to ease into this process. So that's my opinion. I'm still in favor of this what we came up with. >> Everybody was the emails like I said Northview parents, Rose Mount parents, um St. Helina, just Linda Wood, all the schools. Everybody's complaining we cannot keep all schools open and that's reality. So, it's just time to make a decision. Like Sarah said, we did come with, you know, a plan somewhat at the last meeting and can't keep on holding the

070ball. We got to dribble it in >> and to be Can I clear? Hold on. Colonel had his hand up. >> The meeting we we u all agreed that we would move Northfield where the elementary school where it is. And one of the reasons was two of the board members said they were feeling ill going into that building. >> And that was probably unfair of the board members to say because there's no data to to support that. Well, that was their reaction at the time. >> If they feeling that way, then that's the way they feeling. If they going back and they wasn't feeling that way, then it shouldn't have been said at the beginning. >> It was it was it's not that's is an instant and that's kind of what's been said. If you

071go there, the the school has the dehumidifiers by every classroom in the hallway. There's something wrong with what's going on in there. they wouldn't have those. Those are not supplied as I understand it by the school system. Somebody gave it to the school or they acquired them somehow. So, there are problems there and we agreed that we would move it up. Now, we're saying, well, let's let's push it back. At what point is it better for the the uh students and or is it better for wherever the pressure is coming from to delay it? >> I think we just want to have a discussion on it and see where we all land on it. >> Madam chair, >> there's a disruption whenever you move whether you're first, second, or third, you're going to have a

072disruption, but you're going to know a little quicker. and and was said to that we've been not doing this for we the board we are the board we own the past and we have not moved forward we're kind of in the getting the right sizing done that needs to be done I yield >> I want to clarify I am not suggesting that we hold a vote I mean move a vote delay a vote. I'm suggesting and right now what is first and foremost important to me is the student outcomes for for every student that is impacted by this. That is what I'm looking at. I am looking at the data. I am looking at uh not just the condition of the buildings, the utilization and looking at um what gives us time to set up

073the best learning environment for every student. And I don't believe that having one of our largest schools on the first round of this allows us to do the best job possible. And what I'm trying to accomplish is that we have the time. We're we're honestly this whole thing we're set up for failure. We're just trying to fail less hard by this pressure. The school board this iteration this configuration previous configurations has been doing the ed planning I'm going to say it again ed planning facilities planning work for over a decade and we have made decisions um there was a time when we made decisions that were based on data facts and and uh looking at academic performance right now we are being pressured to do this quickly um with no real evidence of what the

074cost savings are going to be other than, you know, this is how many math specialists are in a building. This is we we don't really have that number. Um, and closing schools doesn't always achieve what we think it's going to achieve. Um, and at the end of the day, what's right for students is the most important thing. If we are going to move forward with the largest school being on this first thing, I don't think it's something that I can support. Um, and so while I know a decision decisions have to be made, I'm I'm honestly I'm disappointed with the way this whole process has been going on for the last several months um in general. Um, and and the communication, the way we've received data, the way, you know, I I'm just I'm just

075flat out disappointed. Um, and so we've been trying to do the best that we can with the data that we've had available to us in this moment. And I appreciate all the work and the input that we've all put in, that our community has put in, that the steering committee has put in, but we are frankly just set up to do this poorly and we're just trying to do it less poorly and that's all that that is happening right now. Um, but I will be consistent in making a decision based on what I think is the best thing in terms of improving outcomes for our students. And right now, I don't feel like this plan does that. Um, especially if we're going to move one of our largest schools in the first year that we're

076doing this. So, um, that's where I stand right now. >> Dr. Mark, >> just going back to what I'd said previously. I mean if we start taking our largest one of our largest schools and you see that 26 27 is the only year that we have a very small school and a large school and I just think that that gives us the capacity to be able to do it very well with those two schools and set the standard because then we're when we go into 2728 we're looking at four schools >> have all the boundary and redistricting data and we more of a comprehensive plan in front of us which we're going to get in the in the 20 early 20 26th year that I'm saying can we start with a small school get that

077comprehensive data and plan from the consultants and then work from there. That's what that's what I'm >> we we're not going to look at the redistricting data until next year. Is this early 2026? Yeah, it'll be it'll be February time frame, I think. >> So, that's still this school year. Nothing no action's going to be taken until the summer, >> correct? >> Well, I mean, we'll be doing the redistricting, >> right? I'm saying as far as with Norview Elementary School. >> I mean, there would be >> going to stay in there until >> correct. Until the 26 27th school year. Correct. >> You have to plan, >> right? But you have to plan and I'm talking about not planning the building. I'm talking about planning the academic environment >> transition and all. I looked at

078I looked at the performance of each of the schools that are impacted next year and I am very worried about what is going to happen to the students. Forget about all the adult issues, all the adult inconveniences. I'm talking about what is going to happen to our students is going to be costly I believe. And so unless we do this well and we don't have the time to do the learning piece of it, well, that's my perspective and that's where >> and I some agree with you on that because that's why I've been saying all along we need to get them excited about the move, excited about the transfer >> so that you know it's it's and and yes, we've been we've been set up for a negative narrative from the beginning as per always,

079but that's the history of the city. Um, but I I really want to make it a positive experience for everyone. >> I do too. >> Right. I'm saying but I'm saying like I semi agree with you on that. I just think that the timing that we could make that positive experience being that it's a larger school and that it's getting most of our resources and attention the first goound and not that school with a bunch of other huge schools, even mediumsiz schools. Um I think we've passed as the board as a board we've passed the time that we have to consider everything and we taking more input more input. There's some decisions that that are they're we need to do something. We have been faltering for years and it's it's we we can't falter anymore.

080We have to make a step forward. And I'm not saying it's not plan and unplanned. We can plan it as best we can, but we don't take as I initially put out there in my option, you know, four schools in the first year. It's a little aggressive, but I was trying to start a conversation and get us to think that we have to do this. One school is is not enough. We need to we need to we have >> things that we need to accomplish and and soon because we do have the there there's a time we have to do this soon and we have our process as you said has failed also uh because we didn't do well with Rosemont all of a sudden it shows up on the list. and nobody's gotten any

081input. Now we have I don't know where the the the data or how much data we got from Rosemont, but they they should have been included. We you're right, we have not done a good job with this whole process from 2008 until now. We have not done well. I yield. So I ask if if we bring this to a vote tonight, is there the support to pass it? >> Everything that Tanya has said needs to be taken into consideration. Absolutely. to move past the deciding stage to the implementation stage so that we can do the very best job for our students that we can. >> It's just a process. Nobody's going to be happy. No one >> any other further call. So, I I do want to share um some news that should not affect

082the the vote going forward. Um Mr. Freley shared with me just a couple hours ago that Walpart has dropped their facilities planning department. >> So, David Ster, however, >> they still have their redistricting and we're still under contract for that. So, in the future for ED planning, we'll likely have to do another RFP. So, if there could be another cog thrown at the machine, that was it right there. >> Yeah. >> But I did want to share in full transparency that there, you know, right now the ED planning part, >> which which we've gone through and we've gotten to this place, is it the prettiest we've ever done? No. But we've gotten to a point where I I I truly feel we have something that can be voted on. uh in Walpert. We are still

083under contract with them to do the reszoning and redistricting. They're still experts in that area. It wasn't going to be David Starts doing that anyway. It was another person in the in in the Woolport firm doing that work. Um but we will in the future likely have to do an RFP for ED planning. Uh we're reviewing the ED planning contract right now to make sure that since it was for ed planning with Walport that we're able to break away from it, but that's we're going with legal on that. Um but literally heard that a couple of hours ago today and I wanted you guys to know um as a part of this process. >> So just to be clear, is is Mr. Starts no longer going to be involved? >> Um I do not believe

084he is any longer with Walbert. >> Oh, so he's no longer an employee. Correct. >> I I feel like this is a big cog in the >> big one. >> I mean, I don't see how it's not. Um it is >> because his you know we've had this long uh history with them doing this work and now um with an understanding of what you know Norfol public schools is what Norfick is and um when does this take effect I guess is this >> Effective immediately. Yeah. like is so the next time we have an update is Mr. Stirs not our point of contact any longer or >> notified. >> So and just just the next phase of this was around the zoning and it wasn't going to be David starts doing that update with us

085anyway. I get >> so as we progress forward with ED planning, we'll do an RFP. And that's not to say that Mr. Sts isn't with a company that puts an RFP in in the future and we don't get to continue to work with him, but it also gives us opportunity to look at at the broad picture of ed planning as we move forward. Um, but I I didn't want the board to vote and to think that we were holding back information just to push a vote through. This is the lay of the land. And it was probably the worst news that Mr. Mr. Freley could have texted me earlier. >> Oh my text. >> No, he No, he said call him. He said so I did call him. >> So um but >> but it

086does you know we've come so far that I don't want this to get in the way of progress still. >> Right. I agree with you. >> Word progress. if pending the vote tonight. >> Has the facilities committee been notified or we're the first to know, right? I hope. Okay. Now they know. >> Do they know now or by email? >> Well, now they know. Yeah. >> Right. Got it. Well, >> appreciate that. All right, I think we're moving on. Um, can I get a motion to go into closed executive session? >> I make a motion to we go into closed executive session. >> Let me go out and just be sure people outside know you're making the motion coming. >> Okay. >> And do we want to state that um before we take the vote

087on this tonight to just say Walpert has they're no longer with us? >> We did. >> No, I know. I know we did it here, but for the those out there, they may have not saw if anybody's out there. >> We don't do we've never done that for anything else before. >> A heck of a monkey wrench you threw in there. >> My pleasure. there. Uh, however, >> it may be that the close session >> I don't know. The lady that was sitting here mentioned that to me and she saw some people leave. There's nothing about that now. >> We don't even have time. >> There are no members of public. >> Yeah, the times on here are messed up. So, it says close executive session at 4:05. >> Oh, well, who did that? the

088agenda. >> Who did that? >> What it says? >> It's >> like a placeholder. Oops. >> So, it says schoolboard meeting starts at 4 and then workshop and then 405 is closed. >> Oh, I see that. >> So, some members of the public may not have come to witness this discussion for example of the closing consolidated school. >> Is that on board docs? You're seeing at all? >> Yeah, >> it's right here. >> But we can go forward now. Go to close. Last time I checked boards, I said >> time 4:00 workshop close session. I don't see a time. >> It says 4:05 because when you look right here, when you first get the board docks, that's the correct one. >> And the last time I looked at this, I saw here what the schedule

089is. >> Okay, >> that's probably a good idea of moving forward. >> So, what we can do is moving forward, not the time session, >> right? because we don't know when the close session >> four dots it gives you the exact timing >> 4:00 but I would leave that >> while we're talking of times down here I think you should put on reconvene business meeting you should put 700 p.m. Oh yeah. >> Mhm. >> It's not on there. >> Well, is it on the main page? >> 7:00. It's on the main page on the main page. >> It's not consistent with 7:00, >> please. >> Okay. Well, not page. >> Okay. >> All right. Now, let's try this again. Can I get a motion to go into closed executive session? >> I move that we

090go into executive close session. >> I'll second. >> The motion has been port put forth by Miss Moore Buffalo and seconded by Mr. Miss Tanner. >> Okay. >> Please read the motion. >> Move that the members of the school board of the city of Norfolk go into a closed meeting for the purposes which are set out in subsection A of section 2.2-3711 2-3711 of the Virginia Freedom of Information Act as amended for discussion, consideration or interviews or prospective candidates for employment, 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 subject covered by this exemption is the discussion of persons and personnel actions included for vote on today's personnel report and the discussion of unique questions for

091specific candidates for the position of superintendent who will be initially interviewed in closed meetings. Which questions will be tied to individual candidates, unique qualifications and experiences such that the questions could not be discussed in an open meeting without revealing the identity of the individual candidates. discussion or consideration of disciplinary and any other matters concerning students in Northfor public schools that would involve the disclosure of information contained in scholastic record pursuant to subsection 2.2-3711A2 of the act. The subject covered by this exemption is a discussion of students and disciplinary act disciplinary actions on today's regular student support agenda in consultation with legal counsel and briefing by staff members pertaining to actual or probable probable litigation litigation litigation or regarding specific legal matters requiring the provision of legal advice by council pursuant to subsections 2.2-3711A7 and 8

092of the act. The subjects covered by this exemption are consultation with legal counsel consultation and briefing in connection with the matter set above in subsections A through B of this motion. Bassine >> I >> Buffalo >> I >> Martin >> I >> Olsen >> I >> Thomasro >> I'm calling for immediate 10-minute recess because you all take it anyway. So get your food and [Music] I would like to call to order the school board business meeting. Miss Tanner, please call the role. >> Bassine >> here. >> Buffalo here. In >> present. Martin >> present. >> Pson >> present. >> Thomas >> here. >> Caliro >> here. >> Agenda item 4.03. We will have the pledge of allegiance led by our student representative Athena Ash. >> Good evening. We request that all cell phones and pagers

093to be turned off or to vibrate during the course of this meeting. Thank you. Please rise and remain standing for the reciting of 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. >> Agenda item 4.04. Can I get a motion to adopt the school board business meeting agenda? Madam Chair, I make a motion that we adopt the school board agenda. >> Is there a second? >> Second. >> Mr. Ing has put forth brought forth the motion and Dr. Martin has seconded the motion. Is there any discussion? >> Miss Tanner, please call the role. >> Bassine >> I. >> Buffalo. >> I >> Martin >> I. >> Falsson. >>

094Hi. >> Thomas. >> Tealagerro. >> I. >> Agenda item 4.05 05 school boards clerk's report with Miss Tanner. >> Uh Chairwoman Caligerro and board members, I am happy to announce our talented NPS students will display their artwork every month in the schoolboard room. Just take a quick moment to see the artwork that's already on display and in the hallway on the 12th floor and on the 11th floor of their annual schoolboard gallery walk exhibition for the 2526 school year coordinated by the office of art education by Dr. Georgiana Filio, senior coordinator of art education. This opportunity celebrates the creativity and talent of our students in grades K through 12. All schools are encouraged to participate by displaying student artwork here in our building. Each piece is professionally matted and thoughtfully presented, showcasing the the uh

095exceptional artistry and imagination of our young creators. Congratulations again to our talented student artists for their outstanding achievements and a special thank you for their teachers who work with them to produce these pieces of artwork. >> Thank you, Miss Tanner. >> Agenda item 4.06, superintendent report. Dr. Paul, >> thank you. Good evening, Chair Caler, Vice Chair Thomas, members of the board, and members of the North Public Schools community. This month's superintendent report video highlights just a few of the many exciting things happening across our division. From the specialy programs night, where families explored the wide range of academic opportunities available to our students to crossroads schools celebration of Hispanic and Latino heritage months which showcase the rich diversity that strengthens our schools. We also feature the EELC Expo, our middle school baseball and softball championships

096and the ribbon cutting for the Born Learning Trail, all of which reflect our commitment to learning, wellness, and community engagement. I'd also like to mention that October is also National Principal Appreciation Month. And I want to take a moment to personally thank each of our principles for their outstanding leadership, dedication, and the passion for learning they bring to their schools every single day. Their work is truly the foundation of our success. So, thank you for that. And with no further ado, roll the footage. Channel 47 [Music] specialty program showcase night was held at Norview High. Families were able to see firsthand what programs are available and how they could fit their child's needs. >> It's actually good because um before this I did not know some of the programs that some of these schools offered.

097So, it's a bit of information. It's a lot to take in, but I think it's good. >> A highlight of the night was the interaction between families and students in these specialty programs. These students relish the opportunity to talk about why these programs mean so much to them. >> I'm talking about the Leadership Center for Sciences and Engineering Specialty High School program. Um, and I'm very excited to talk about this. I I truly love this program. I'm a current junior and so, you know, I've been here for a while and I am really interested in humanities and business marketing. So, you know, this program is really special for me because it helps teach me the leadership skills to build the the future um skills I need for the careers in that field. >> Sixth grader

098Christian Smith had no hesitation, letting people know what makes the Young Scholars special. >> The teachers, they're just like us and they understand Young Scholars and they like they help young scholars kids to be better. I feel good about it and telling people about the school I love to go to and so they can join it and love it too. >> For more information, go to mpsk12.com/sp specialty programs. >> A good time was had by all at the 3rd annual Latino Festival at Crossroads School. Students, parents, and the community came together to celebrate Hispanic and Latino culture month. This festival is part of an integrated educational plan designed to develop knowledge and better understanding of the Latino culture within the community. Festival goers had the opportunity to experience traditional cuisine as well as the chance

099to visit interactive stations set up to showcase various aspects of the Latino culture. So to honor and celebrate this um this holiday, we have been studying various components of Latino culture such as art during the students art classes and music. They're singing and they're playing with instruments. And so it's all culminated in tonight's event. It's really there's many dimensions to this. So, first and foremost, it's really giving a voice and really amplifying and celebrating the voices of our Latino students and families. Um, and so our students are able to share their voices, their experiences, their identities with their peers at school. And then the other side of that is our entire school community is learning about their Latino peers. And so everybody's involved and everybody has been really excited and um and exploring and and

100really celebrating the Latino cultures. Families and community members were on hand for the second annual Equity and Excellence Learning Center Expo. This year's event took place at Southside STEM Academy, which is the fifth and newest member of the EELC family. Following an overview of what EELC's are and what they offer students, everyone broke out into smaller sessions to learn what each school provides for students. Numerous vendors and other resources were also in attendance to highlight partners who support our EELC's. The EELC has provided a lot for the children tonight. It has been a wonderful event. I definitely like how they have the Girl Scouting, the mentors, a lot of things that they're doing, the books they're giving out, the nutrition and stuff they're giving out for the kids. It's been an awesome night and you

101guys did a really good job and you know, it's been a really good night. >> I love it actually because it's great. It's after work. I'm able to get there. You know, most of the time things are happening during my workday and I'm not able to get there. And I just love to get a peak of what the school district's doing, especially cuz she's newly into the school district. So, um, you know, this way I can kind of get a picture and overview of, you know, all the happenings that are going on. So, it's always important to me. >> It's really important to spread awareness and let folks know that the EELC's are here. We're thriving. We're growing. And we're just so proud of all the things our students and families are doing. My hope

102is that they walk away with a renewed sense of excitement and energy and and curiosity. How do we get connected? How do we learn more? How do we keep this going? and just excited about all the opportunities and possibilities this spring. [Applause] >> Championships were won in middle school. Let's take a look. [Music] Community partners from the United Way, public officials, and kindergarten students gathered. gathered for a special ceremony and ribbon cutting for a brand new born learning trail. The trail, which is located across the street from Richard Bowling Elementary, enables youngsters to learn and problem solve while they play. As part of the event, the kindergarteners got to try out the trail, and they each received a book. Students at Norview High School learned about safe driving in a fun and interactive environment. During

103this teen safe driving program, students took a field sobriety test with impairment goggles on, discovered how to share the road with truckers, and experienced a challenging distracted driving course. Honestly, it was very great and very beneficial. It shows how chaotic people are in the car, especially while it's going on. People are yelling at you to take out your phones, run this stop sign when you know for a fact like as a student driver, you should not do that. But it's like good to see like how it is behind the wheel with a whole bunch of distractions and it was just like very chaotic for me to even be behind the wheel. This event, which was sponsored by the Youth of Virginia Speak Out about traffic safety, or YASO, was designed to show students how to

104be safe drivers through these hands-on displays and personal accounts of the results of reckless driving. >> So, my son tragically was killed in 2019 by an unlicensed, reckless teen driver. The driver had been bragging and boasting on social media about how fast he drove. It was homecoming night and he killed three people that night, including himself. So what we found out after the fact were the things that were you the most disturbing is that this was 100% preventable. >> When you're driving reckless, you don't just pose a a risk to yourself, you pose a risk to the people around you. And you need to be considerate and mindful of who you affect when you're driving on the road like that. >> For complete video stories and more divisionwide information about Norfol Public Schools, visit the

105MPS website and check out our YouTube channel, Facebook page, Instagram, NPS newsletter, and our podcast NPS Unplugged. Close my report. >> Agenda item 4.07, citizens comments. Miss Tanner, how many speakers do we have for the evening? >> Madame Chair, for today's citizen 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 comments, you are required to state the agenda items or item 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 are employed by the district and state your agenda item. One person is to speak at a time.

106If 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 is limited to three minutes. A timer is set with an alarm that will signify the end of your speaking time. State your position and any re relevant 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 atmppsk12.com. Comments should be addressed to the board and not addressed to an individual board 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 Dalerro, our first speaker is Liz Albert. followed by by Charlotte Smith Warley. Good evening,

107uh, Chairman Decalerro, Vice Chair Thomas, and school board members. My name is Liz Albert. I do not have children in Norfol public schools, and I'll be talking tonight about the superintendent search. Um, it appears the board is poised to make an appointment soon. So, I'd like to offer some input from the standpoint of someone who has attended your meetings for years now. Number one, I surmise your candidate pool might not be as extensive and accomplished as you would like. Let's be honest, the school board's reputation is one rooted in overt divisiveness. Anyone who views your recorded meetings can confirm the accuracy of that image. Undoubtedly, board hostility and infighting is a red flag for qualified superintendent. If I'm right about the breadth of your pool, please don't settle. Instead, extend extend the timeline for your

108search. You can work with the Virginia Department of Education to implement an extension. Number two, hire a strong superintendent, not a yes man or woman. I am well aware there is a majority board contingent which may be tempted to hire someone whom they believe will carry out their specific vision for NPS. Now is not the time to hire someone who will ask how high when the orderage jump is issued. The school division is facing a new future. Closing and consolidating schools will reinvent NPS. This city needs a strong, experienced superintendent who isn't afraid to tell the board when you are poised to take a wrong turn. Candidly, you had that quality in Sharon Bird song and you didn't value it. A superintendent whose sole aim is to get along with a board and make every

109member happy might seem peaceful and good, but the truth is that approach often mass weakness. Number three, watching this board work, I can say unequivocally, this board has the tendency to intrude on the administration's daily operations. You took personnel investigations away from the superintendent and put yourself in charge. You took over the facilities committee and made a report directly to the school board. Once you hire a strong superintendent, remember your own non-negotiable number three, which states, "The school board will not interfere in the day-to-day operations of the school division." I say all this not to be overly critical, but with the firm belief that if you hire a superintendent who can strike the right balance between strength and compromise, the children of NPS will surely benefit. Thank you, >> Charlotte Smith Warley. Good evening, community,

110school board, and Dr. Paul. My name is Charlotte Smith Worley, a member of the facilities committee. At the October 1 board meeting, Ward 3 representative Jason Ward Jason made an inaccurate and highly inflammatory accusation directed at one of the volunteers that serving on the facilities committee. Mr. Inge claimed that in a recent committee Zoom meeting, the member had called all Madison students paroleies. He repeated that rhetoric in an email to all board members and I quote, "During this meeting, a committee member made comments that were both racially insensitive and deeply troubling specifically in reference to the discussion on Madison." Then Mr. Ing called for a thorough investigation, possibly to have that committee member removed from the committee. All based all based on hearsay and no facts. If Mr. Ing had done his homework reviewing the

111recording, his defamatory accusations would have been avoided. The committee member had simply paraphrased what is on the NPS website on the Madison page that included the word parole. Mr. had plenty of time from September 25th to October 1st to listen to the recording, then do some research, but instead chose to be impulsive, possibly slandering this committee members publicly with false accusation. The committee member then emailed all board members asking them to review the recording, visit the Madison page, and when warranted, ask Mr. Inge to make a public apology. The chair did acknowledge that the committee members remarks were publicly misconstrued. Certainly that means that an apology is in order. How sad a school board with the non-negotiables call for a treating people with respect would not hold a member responsible when they have violated that

112principle. So publicly I stand here and say shame on you Mr. Inch. Take this as a teachable moment and commit to making your accuracy making accuracy your guiding principle. Your dialogue should be founded in facts rather than hearsay. I am saddened that you make made these accusations at a time when the school board should be focused on your recommendation that will benefit all the children you serve. And I have a t-shirt that I had printed in 2008. I have been asking since 2008 to get something done. So I guess as Nike says, get her done. Thank you, Carl Pool. Good evening, Chair Caligger, Vice Chair Thomas, Dr. Paul, members of the school board. My name is Carl P. I don't have children in awful public schools, but I'm a former NPS student. I believe the

113purpose of public education is to help every child learn, thrive, and grow. Our schools are aren't just buildings. They're anchors for community, opportunity, and hope. Every decision this board makes should strengthen that purpose and remain laser focused on student success. The proposed school closure plan and the rush and the rushed process that created it moves us away from that purpose. Every version I have reviewed has been spurred on by political pressure and assumed financial savings that we only have guesstimates for. The plan would uproot children from the educators that know them best, disrupt trusted school communities and potential and potentially deepen inequities. I have watched as our city council has attempted to paint many of you on this board as the villains of this process. I have watched as I've watched them issue threats and

114marching orders with no legal standing. I have watched as their surrogates berate you during your meetings and in front of news cameras afterward. I have watched as the city council turned one of its meetings into a political theater designed to make some of you look incompetent, all the while quietly plotting your electoral doom, electoral doom for you the next time your names appear on a ballot. Amidst this focus on political and financial maneuvering, one thing is missing. Any firm justification that closing schools will improve learning, strengthen in strengthen instruction, and make our students safer. When governance becomes about deadlines and optics instead of outcomes, we lose sight of what we lose sight of the students this division exists to serve. Do not push a flawed plan forward. pause and rebuild the process. This time centered

115on education and genuine community engagement free of undue political influence. Ask one question. What will help our students learn, feel valued, and reach their full potential? Design schools that design schools through collaboration, transparency, and a focus on what truly benefits students. Tonight, I urge you to vote no against any closure plan that ignores this uh approach and pause all steps forward on school consolidations. Commit instead to a process grounded in learning, thoughtful planning, and authentic community conversations. Let's focus on our students. By doing this, we protect learning, opportunity, and the future of our city. Thank you, Nicole Stewart. Good evening everyone. Evening. Um I am here to talk about school consolidations because that seems a bit we've been doing for about six months now. Um but I do want to address our superintendent search because

116someone did bring it up. Um, and tonight I do want to publicly put support towards Dr. Pole because without Dr. Pole, the simplest thing as far as 12-month employees having a calendar because no one else realized that wasn't implemented because of him. Um, so I do stand with Dr. Paul remaining as our superintendent. I don't feel as though we need to continue to drag our feet with anything else in the district with school closures. I am on the committee. I'm not only an NPS employee, I'm an NPS parent and I live in Norfolk. I shop in Norfolk. I do everything in this city. I don't take any of my dollars and distribute them to other cities. So, I do have a stake in the game and I do feel as though a lot of our

117committee members, like they do say, they don't have children in this district. I've heard in mixed company, it doesn't affect them. non-negotiable five for you all is and I quote will not neglect to cultivate a safe, caring and welcoming environment in any central administration department, school building and classroom because the physical and social emotional needs of each student and member of the MPS workforce is valued. That is not happening. I was on the Zoom call where things were misconstrued. It was almost to the fact that students were referred in a negative tone as if they were paroleles. That is something that I can't be a part of. At this point, our district is crying for execution. We cannot keep dragging our feet saying we need to we need more time. We don't need more time.

118Everyone in this room has been in civic league meetings. You've been in community meetings, PTA meetings where you've had separate meetings regarding schools and college school consolidations with different school members being part part of them and answering questions. At this point, our students are crying out for help. If it's not a political ploy, if we are truly here for equity and excellence in our district, let's pick the 10 schools and ensure that those 10 are based on every student because I don't represent one school. Every school that I selected was based on overall. So, I do show up for Ruffner every day. Some days I work for free. There are days where I'm washing clothes because we have students who don't have clean uniforms. I'm here every single time someone calls or there's a need

119for anything in this community. So the same expectations that I have for myself, I'm asking the school board tonight to please think about every building, every student, and let's stop focusing on what certain people don't want in the district because of their property values or things that don't affect the children in their neighborhoods. Our kids are reading below level. We have kids. Your time is up and 15 who are struggling and forgotten. I've seen too many videos where elementary makes it look good on paper. >> Ma'am, your time is up. >> Okay. But again, can we please focus? And at the very least, if we're not going to vote tonight, I do request that we go back and look at the committee and ensure we've selected people that are going to represent every one of

120those buildings. Lisa Walker Good evening all. My name is Lisa Walk and I currently serve as a reading specialist at Southside STEM Academy at Campus Stella. I'm speaking directly to your school board goal for equity and excellence for all, school board non-negotiables three and four, and the superintendent's non-negotiables 1 through five. This board has sold a storyline that school closures have been thrusted upon them by some random events. But these frameworks of inequality were created and have been maintained by this school board. In 1958, rather than allow black students into white schools, you allow schools to be closed for months. Then in April 1986, the school board held a lifealtering meeting with the city council and unanimously voted to end cross town busing, which signaled the return to segregation of the 1950s and60s. I watched

121many years ago when your educational consultant advised you not to create a K8 school on the south side because of the history and a clear message that we were doomed to fail due to concentrated poverty. And yet, this board picked their better option. Fast forward to 2017. This board demoted five principles from the following schools. Ruffner Academy, Southside STEM Academy, St. Helina, Monroe, Jay Cox, and those are the five schools for a district turnaround. Now, how is that going? The framework was willfully has willfully put the neediest and most underresourced schools on the backs of black women and men. Now, here are some real stats of that framework of inequality. We've had five administrators at SSAC since 2017. I'm currently the only reading specialist serving 10 grade levels. There's one title one teacher and two

122early literacy tutors. The Virginia Literacy Act expanded to grades four through eight. Most of these students have codebased deficits and a computer program would never take the place of explicit instruction. My school is a testament of a beautiful building with no thought of planning put into the academic programming that includes a detailed outline with the human and fiscal resources that are required for success. I hear you discussing these unfunded dream projects when in spring 2026 with the new cut scores being phased in. I have roughly a 14 to 16% pass rate. I heard a board member call the students at Southside Sim Academy and I'm paraphrasing barbaric barbarians. And I reference and reference the culture in my schoolhouse as toxic. I promise you those statements would have never been tolerated if the name of the

123school was Gent or Mari. What is toxic is that the school board would allow certain school houses to be underresourced and crucify us in public. Some school families need promises in writing while others are going to be sold out to the highest bidder. So your words and actions are clear statements. Your goals and non-negotiables are just PR stunts and optics. At these meetings, I see history repeating itself. The board has chose to ignore the paid professionals are unrecommended options that leave the neediest students in deplorable conditions for the next 10 to 15 years. I see you and more importantly the families and students of Northfor public school see you. I'm going to leave you the article that I've referenced and thank you. >> Thank you >> Jared Ryber or Reverber. Thank you. >> Good evening.

124My name is Jared Ryber. I'm going to talk about Tarlton Elementary uh closing down. Uh I have two beautiful children that go to that school right now, age seven and nine. Many of the Ter Elementary parents were unfortunately unable to make it to this meeting today due to uh being unable to find child care. So I'm hoping to be the voice for our community today. The majority of the children enrolled in Teratan are military children. I myself have been in the military in the United States Navy for almost 14 years now. My children have had to move three times, change within four different schools within that time frame. When we moved here to Virginia, Tailton Elementary was highly recommended to us by other military folks along with high ratings off of the Virginia School Board.

125We chose a home strictly because it was in the Tertown Elementary School District and we wanted the best for our children. When we were notified that Terton was being shut down and displaced to a school with less rating, we were devastated. Hamilton Elementary may be a small school, but they have made it feel like a big family. This kind of bond is so important for military children because many of us are far from home and many children also have parents who are currently deployed. The amount of support Tilton Elementary staff showed my family while I was deployed last year was absolutely amazing. Military children thrive on consistency and the one place we usually look for consistency is the school itself. Displaying displacing students without giving them time to adjust the idea of changing is dangerous

126for not only their mental health and well-being but also social development. We need to protect the well-being of these students. I am urging you all to do the right thing by these students and give them two years till teran closes. We do not want to invoke any fear or anxiety into our children by rushing a major change into their life. Majority of them already have that. Please allow time to adjust to the idea of relocating to other schools for these children. We understand that the school has to close down for certain reasons, but we are asking for you to do the right thing and close the school or and relocate during the 2020 2029 school year and not anything sooner. Thank you, >> Chairwoman Daladero. God, I can't talk tonight. I think I need a

127nap. This concludes our speakers for this evening. >> Thank you. Agenda item 4.08, approval of consent agenda. Can I get a motion to adopt the consent agenda? >> I move that we approve the consent agenda as presented. >> Is there a second? >> I second. >> Uh, Miss Moore Buffalo has brought forth the motion and Colonel Paulson has seconded the motion. Is there any discussion? >> No ma'am. >> Miss Tanner, please call the role. >> I. >> Buffalo. >> In I. >> Martin. >> Coulson. I >> Thomas Igerro. I, >> Madam Chair. >> Yes, sir. >> Can I go ahead and enter these into the record um per our council to give to um the clerk on all the emails regarding the um information um provided by the speaker today? >> Sure. >> All right.

128Awesome. I'm going to give you the emails from all board colleagues along with the email that I sent to my board colleagues and this is a teachable moment that was affirmed by Dale as well as a transcript of what the said person said and also the person that was offended. Thank you. >> This will be a public record available to any member of the public that asks for it. Uh I would uh Miss Tanner, when do you think you might be able to have it available in a day or two or even this evening? Anyway, uh I don't see any need for you to formally file a foyer request. if anybody uh that wants it can contact Miss Tanner via an email. >> Okay. Thank you. >> Thank you, Madam Chair. >> Next, we have

129agenda item 6.01, the monthly financial report. Mr. Anthony Starks for Jesus. Good evening, Madame Chair, members of the board, Superintendent Dr. Paul. We'll start with state funds budgeted 274 million recognized 18.9%. City funds budgeted 41.3 million recognized 16% of the city funding. Federal funds budgeted 5.39 million recognize 1.4 million or 26.2% of the federal allocation. Other local funds budgeted 3.69 million recognized 5.2 funding and we anticipate additional funding later in quarter 2. Signed fund balance of prior years. We have an FY25 24.1 million encumbrances and these have and that funding has been fully recognized. As of September 30, the general for general fund revenue performance is stable and collectively we've recognized 476 million or 24.6% of the budget. Are you ready for the next page? >> Yes. >> Okay. On this report, the revised budget

130stands at for FY26476 million. Through September, we've had 91.4 million in year-to-ate expenditures. And that leaves about 72% of the budget unspent, which is consistent for where we are now with burn rate. Um, in the report, you'll see a couple of negatives um in special education and state programs. And we're going to those are related to um some unposted transactions, requisition errors, and some configuration errors in Munis accounting system. And you'll see those corrected in the next report uh at the end of October. At this point, we don't have any program reductions or financial shortfalls. So this concludes my report for the budget summary. >> Are there questions from the board? >> Just can I add another point here? We are also going through our budget kickoff at this time also. So we're probably two

131weeks into >> Okay. Thank you. >> Thank you so much. >> Question. >> Um >> Mr. Starks. So, thank you. You answered part of the question that I did have for tonight about the negative um where you talked about on page five for special education and what the ration what the reasoning is behind that. Um so, I appreciate that. Um does that also include for the contract services? >> Yes. Okay. All right. >> Kind ofypical for that area. >> Yes. Right. And that's something we saw last year, which is I guess the basis of my next question is in terms of budgeting for the next year. Is that something that um in our budgeting process that we're going to u you know, I guess be more forward thinking about what contract services we may need

132um going into the next fiscal or next school year. >> I can answer that. Okay. So each year since I've been here, we've been talking more about contract services and each year we've we've added more. You'll notice that a great deal of that is still incumbrances. So as we go through the year and see how that's spent. Absolutely. That's a conversation we're having is is we're looking at the average over the past three years of what we spent in contract services. >> Okay. Okay. Thank you. Yeah, because I I noticed that trend as well. And so wanted to see >> and more specifically also we are working with u the leaders in those areas on their contract requirements at this point. Okay. All right. Thank you very much. >> Thank you. Can I get a

133motion to adopt the monthly financial report subject to audit? >> Madam Chair, I make a motion that we accept the financial report subject to audit. >> Can I get a second? >> I second. >> Mr. Inch has brought forth the motion and Miss Bassine has seconded the motion. Is there any discussion? >> Miss Tanner, please call the role. Bassine >> I >> Buffalo >> I >> Martin >> I >> Olson >> I >> Thomas >> Tealagerro >> I >> motion is approved >> agenda item 6.02 the transportation fleet auction um with open discussion explanation of this process Dr. Paul >> yes Mr. Calro, members of the board. Um, so the the vehicles on this list, um, as we as we have those vehicles, we're also required to carry insurance on them. So that's a major

134part of the cost and they are these are fleet vehicles that we have not used in a while and they they they've outdated themselves as well as um you'll notice a long list of school buses as well. Um, if there's specific questions, Mr. Freley's here to answer any that you may have. Um approx Oh, Madam Chair, sorry. Um approximately how much would you say um are our savings, I guess, or how much are we spending on the insurance? I'm just curious just to get a since we haven't >> Okay. Hold the mic in front of him. >> Mr. Freley. >> Yeah. Oh, >> make it formal. >> Please come to the mic. >> Yes, ma'am. No. >> Uh we also have to update uh all the vehicles for inspections which is an investment of mechanical

135time and parts labor. So when they reach a certain age or a certain mileage, we start to rotate them out. Um we don't get a whole lot of money in the in the auctions because they're not of great value, but it does offset some of our cost. Um, we try to keep our fleet under 25 years. And you'll know most of those vehicles are 1990 something and early 2000s. >> They're up there. Yeah, >> we we've got all the use out of them we can get. >> Yeah. Yeah. No doubt about that. I was just curious about um how much uh we might recoup as a result of >> And I'll let you know that this is also um going to help assist with fuel costs. So the the fuel costs have gone up. So

136this will help in the same budgetary area. >> Okay. All right. Thank you. Any further questions? >> Yes. >> Um Colonel, >> I'm sorry. The state inspection, do you have somebody on on staff that can do it? >> The state police come and train our mechanics. Okay. Um and we have specific mechan I think we have a total of 10 at our garage and um they're not all 10 are certified state inspections but we have some that are certified and they they perform >> okay do do the proceeds of the let's ask it a different way about how much do you have to pay the auctioneer for what they get a 10 a percentage >> we haven't moved forward with that contract because we were waiting for permission to auction them off. But >> but

137in in the past, >> it's been a couple years. I don't remember. >> Okay. >> I can tell you we don't get a lot. Like a big old bus, a 55 passenger bus. Last time we got $1,000 for them. >> And most of the vans and trucks are >> $7 $800. So it's not a lot of money we're going to retrieve, >> right? But there is some some I mean Yeah. And there's time and and effort that goes into >> Yeah. We don't give them away. We give a little bit for them. >> Yes, sir. I I just so that everybody doesn't have a over expectation that there's a lot of money in doing this. There's it's a break even almost. It's it's not a lot. >> I don't think we're break. >> It's not

138a lot of money, but it's there's some money that goes straight straight into the operational. >> Do we, >> Mr. Frey? Do we pay full price for state inspection stickers? >> Uh, I think we get them in bulk. Um, and then we place them on our vehicles as they pass inspection. >> Okay. >> I don't think we have to pay for each individual one, I don't believe. >> Okay. All right. Cool. Good to know. Thank you. >> Further questions? >> Thank you, Mr. Fairley. >> Can I get a motion to adopt the transportation fleet auction >> and make Oh, go ahead. I move that we approve the transportation fleet auction recommendation. >> I second that motion. Miss Moore Buffalo has brought forth the motion and Miss Bassine has seconded the motion. Is there any discussion?

139Further discussion. >> Miss Tanner, please call the role. >> I. >> Buffalo I. >> In I. >> Martin I. >> Bolson I. >> Thomas I. >> Eligerro. I agenda item 6.03, the school closure and consolidation plan that was drafted on September 29th. Can I get a motion to adopt the school closure and consolidation plan from September 29th? >> I move that we adopt the school closure and consolidation plan from September 29th, 20 25. >> Thank you. Is there a second? A second. >> Dr. Martin has brought forth the motion and Miss Moore Buffalo has seconded the motion. Is there any discussion? >> Mr. Sorry, Colonel. Um there still seems to be controversy on on uh at least from from my perspective of where's the input from the Rosemont U parents the student not the students

140but from that facility for what this that appeared on on this 29th I think was the first time we saw Rosemont. So where's the input? They had this the survey was available and I also have received many emails from the Rosemont parents myself >> that available to to the public. the survey, >> the emails. >> If somebody would like my emails, they are welcome to foyer my emails. But uh there was a survey put out. We received 80 responses. The board, excuse me, >> we received 80 responses on the survey which was sent to the board on Friday for review. There another Missine, did you have a is Colonel Colonel Pollson finished with us? >> Do you have any further comments, Colonel? >> No, I yield the floor. I'm sorry, I forgot. >> M. >>

141Um, thank you. Um, again, I just want to reiterate, you know, I appreciate the work, the dialogue that we've all had, um, and the collaboration with Dr. Paul and the administrative team. I do continue uh to remain concerned about um the decision-m process that we've used the uh and I think a large part for me what has been missing has been the focus on improving academic outcomes for our students. Um and with the list of schools that we have, you know, we talk about in the first year this the recommended plan has, you know, we talk about closing one school, but it's really not one school. It's one school, repurposing another school, moving students from that school to potentially two other schools. Um and that's a that's a very big deal. um because that is

142changing and transforming potentially three learning communities, three academic homes, three um community centers in a sense and I am comfortable before uh you know and we haven't done the boundary and the redistricting work and come up with a real comprehensive plan that is focused on improving academic outcomes for every student and so that that is a big concern for me. Um and having a large school like Norview um with over 400 students actually the numbers came in there were 360 students currently enrolled at Norview. >> Okay. Nearly 400 students still it's a it's a larger school that has been that was further down on the list. Um, and that's uh it's still a concern to me um that I want us to have the time to do this well and with my preferences to have

143one school in that first year and allow the redistricting boundary boundary work to take place so that the division can establish strong transition plans, communication plans, none of which we have seen yet. Um, and so for me, this is this is really difficult because I want to stand here and be um supportive of of all of you and of our students and our school community because this is huge. Um, we're changing neighborhoods, changing our school division. Um, but at this time I I just have real reservations about what what uh the process we've used and the pressure we've been under and all of that without academic outcomes being at the forefront and programmatic reviews being at the forefront. And so for me, I just want you all to understand that I am not comfortable with

144voting in support of this plan. Um but after today I you know fully support the will of the board um and all of you in the decision and stand with you um with the community to um address this this issue. So, just wanted to say that >> there further comments. >> Colonel, >> I've been trying to figure out what's the right thing to do with this cuz our process has not um been the best. We've had meetings. We've had lots of input. But the process as we've moved along has had I I feel like it has not done well and we should try to pro think of that also that how can we make this process better for the future. I don't think we have informed a lot of of the citizens as best they

145could have been informed, but that's that's kind of in the past. We have to do better going forward. And the individuals when you come here and you speak, you're holding us accountable and thank you for doing that, pointing out where we can do better. And and so we don't have this that in the next round. And there will be more as the population declines going forward. We we will be faced with this again and again. But if we can get it right and get your help, everyone to help us, that will make it easier to for us to to move forward and for you to move forward with this. So, thank you and I yield the floor. >> Any further comments? I do want to acknowledge that we have our hands have been forced with

146this plan, but we have gone through many iterations of this plan and I stand fully behind it. Um, I know it will be difficult, but our kids are resilient >> and they will bounce back quicker than the adults. Um and so I now call for Miss Tanner to please call the role. Bassine >> nay. >> Buffalo >> Inge >> I. >> Martin >> I. >> Balsson >> I >> Thomas. >> Reluctantly. >> Amus >> I. >> Ticalro >> I. The motion is approved. Um, before we adjourn the meeting tonight, I need to make a public announcement that the superintendent first round interviews will take place between October 20th and November 3rd. And I will also like to say a goodbye and thank you to Mr. Fox for the work he has done for the school

147board and he will be missed as he moves on to bigger and better adventures. So, thank you, Mr. Fox. Now turning to agenda item 7.01. This meeting is adjourned.