School Board Business Meeting: 7-16-25

001Good afternoon. I call to order the school board workshop. >> Miss Tanner, please call the role. >> Yes. Cassine, >> here. >> Buffalo, >> here. >> Present. >> Martin, >> present. >> Paulson, >> present. >> Thomas, >> here. >> Caligerro >> here. >> Our first agenda item, item 2.01, 01 school board goal number four mathematics and reading achievement gaps and annual measures reading and mathematics so scores with interim superintendent Dr. James Paul. >> All right. Good afternoon, Madam Chair Caligger, Vice Chair Thomas, members of the board and others. >> Yes. a little bit bigger for us. So, um, this afternoon, uh, the first one I'll I'll be sharing is an update on board Gulf for with annual measures. And as just as a reminder, the data in here is still it's it's it's our data.

002It's not state release data yet, but we do try to stay ahead of it for us. So, as I review it, keep in mind that, you know, when we finalize these charts, there might be little changes here and there. And goal four specifically is um related to our our gaps in reading and mathematics with the so test. Um and the goal is to make sure that uh no gap is greater than 10% by the end. So, what does the data show? Um in the area of reading the preliminary data showed that three out of the five noted groups demonstrated decreases in the performance gap of the comparison group um uh with all but one group nonsees declined from 75 to 73.4% showing improvement in the past rates as well. In the area of mathematics the

003preliminary data show that all noted groups demonstrated decreases in the performance gap of the comparison group with all groups also showing improvements in the pass rates. So that just to as a reminder to us in here, if we have an asterisk next to it, it means we saw improvement. If it's green, it means we met the goal. And if it's red, we didn't we didn't meet the goal. Um the data show that even in the with the new reading standards and the SO test and place, students in the all student, black, white, SWD, SCS, EL, and Hispanic subgroups all saw growth in reading still. So, we saw growth across the board in reading with our so scores. Um, what's going well? The reading performance gap between comparison groups decreased in most areas while maintaining growth

004in all but one area. And another reminder about this goal is it's not just about decreasing the gaps, but it's while maintaining growth as well um across the board. Um, the gap of the Hispanic to non-Hispanic group in math continues to be non-existent. And all the gaps have improved in mathematics from the baseline year of 2223 except for the gap between S SWD and nonSWD. However, gains have been realized in pass rates for S SWD and nonSWD students. Uh what's not going well is although we are seeing the decreases in performance gaps in both reading and mathematics, the pre-established targets aren't meeting met and the gaps remain above 10% in both reading and mathematics for most areas. So, some next steps. Um, we're going to continue to analyze all reading and math data by subgroup

005in school to identify assets and needs of students in the elementary and middle school grade levels. The data analysis will include highle data. The pass rates down to the most intricate level of standards to support the continued improvement of implementation appropriate reading and math instruction as well as targeted assistance for schools, teachers, and students in prescribed professional development. Uh monthly data meetings will continue in collaboration uh of multiple offices and the school level at the school level with a focus on the school's comprehensive school support plan goals which include reading and math and their implementation of selected evidence-based interventions and then collaboration of departments for data analysis and refinement of instructional expectations for student groups. And then to ensure every classroom meets clear expectations for strong instruction, the English and math office will develop a

006professional learning plan focused on strengthening tier one using standard level data referenced above and refine the curriculum documents to clarify instructional priorities. And one thing that wasn't on this list, but we've talked about before is also the continued uh looking at our assessments for the interim measures is something that we're continuing to do. So, we had done some work on the star and we're working on the um the uh the student growth assessment as well to see which which is a better comparison to use for next year. I'll pause there for any comments or questions. >> Thank you, Dr. Pole. Um so you know I I think what I see here is kind of based on goal two goal you know and three you know I kind of expect expected to see some of the

007data that we're seeing here especially around the gaps and I appreciate your comment now about um you know looking at the interim measures which was also part of those previous conversations um but if you can expand on like what is what is currently happening school by school as it pertains to the gaps. Um like are we are we seeing schools where gaps are are widening um versus like are do we have some showing real drastic improvement versus others and can you speak to that a little bit? >> Yeah. So we we don't really have many outliers. Okay. >> Um in in our gap group. So, we have some that are that are that are widening widening a little bit, but we have some that are that are tightening a little bit more which are bringing

008us to the average. But I I know what you're saying is are there schools that are really that gap has jumped and we need to be very concerned about versus in the other side the ones that have shown this huge decrease that we want to share about and and we don't have any outliers like right now with that they're they're it's really a consistent you know if you looked at it as a dot a dot chart it's it's pretty consistent with a scatter plot. >> Okay. And I appreciate that because that's what I was curious to see. Um, school by school. And then in in one of let's see, oh my screen went out. Um, in the what is going well? I think you talked about um that all groups showed growth. Do you mean

009like gains or you mean did you all >> No. So if you look at the with the math specifically, >> all the stars, everybody showed growth in the math assessment. >> Okay. um over year to year. Um and then even in the in the reading, I don't think it was all Yeah. So in the the only one that didn't was our nonsees group. >> Okay. And I was just just between the gains and the growth that's the piece. So I mean I could see the gains that are made. Um uh so just wanted to clarify that that's what um what you were measuring. And then specifically can you speak to and again I know this is connected to goal two and three but you know what strategies are working well specifically around um closing gaps

010and when in looking at this and and here this is where you know that alignment between the strategic plan and and that's because that is in the strategic plan closing the achievement gap um and specifically under resources and resource allocation and so I was looking back at that and one of the things of the strategic plan is you know creating a cycle of program evaluation to look at effective and ineffective programs and so what what has been learned and that may be in progress right now but what has been learned as a result of that program evaluation >> so we we we worked with handover to do some uh some uh evaluations on Edenum and Lexia um and you know and saw the the higher use is matching with growth um in those software platforms.

011So we were able to share that with schools and and and use that data um uh you know mid year this year when it started coming in. Um so you know um additionally we saw that there were higher levels of improvement with elementary grades with Lexia than middle school. Um so really looking to see about the fidelity of use at the middle school level is one of our targets. um you know because again Lexi is also um recommended from the VDOE as a as a you as a tool for um for high usage for high improvement. Um so just making sure that we have a better um implementation at at all levels with with the tools that we have but we did see good results in those um and and you know and we've limited

012our use. It used to be that we also had um in place um and we've phased out um because it we just didn't see the same data results with it. So, you know, like I've said before, three to five years we're really monitoring to see what what we've gotten. If we plateau, then we need to move to something different. Um or look at, you know, again, it comes down to usage, too. So, we monitor, you know, when Mr. Brady comes and says, you know, I'd really like this software. My team saw this and they'd really like it. And, you know, we talk about usage of what we have as well. um before we jump onto something new because it it's about consistency of use that's going to make all the difference in the world. >>

013And then for the middle school level, what um if Lexia isn't showing um the same level of improvement, are there are there alternatives that um may be examined or that we might see in like future budgets, you know, to to >> I think when we look at the middle school, it's implementation of use during the reading support block. So, if you recall a few years ago, you know, it used to be that we double blocked all English and all math students. Um, no matter if they were the highest level student or the lowest level student, they were getting a double block on it. And now we've done it like all other divisions where they get this the same amount of instructional time where it's every other. And we've been able to add electives um for

014our students who who are reading at or above grade level and those that aren't, they get the reading support. so we can give more intensive supports and that's where we really need to continue that work. Um and then the the tutoring support at that level um where we've hired local tutors is our goal for that so we can do specific professional development like we do with our early literacy tutors. So to continue to grow that program, but we've had to rely um a good deal on university instructors, which are their quality, but it's not like we can have our own local cohort then. But you know, in in you know, looking to expand our our relationships with local universities to have more students coming in to help with that as well. >> Thank you. And

015that's this is all really great information um you know to help us understand what's working well, not working well leading to the improvements that are being seen and perhaps um you know not in some other areas when we get down into the school level. Um the other piece is you uh is also looking at um like have we done any curriculum audits or like how frequently do we do those? So when I came in, we did audits for uh English, math, and science early on once the standard standards had changed. Um so I feel I feel real comfortable with our curriculum and the alignment right now. Um and uh we also work with um at the end of the year, our curriculum coordinators work with the unit assessments and look at alignment, you know, success

016rates with unit assessments and success rates on so testing. not that they're made to be predictors necessarily, but to make sure that the the level of standard um on the unit assessments matches the so tests so that the the students are prepared. And you know, over time, you know, it's the there's been a higher level of understanding importance of the divisionwide unit assessment platform we developed because it's rigorous. The first year it was put in place, a lot of teachers were complaining about this isn't what I'm teaching. It's not aligned, you know, it's not fair to the students. and we were like, "Well, then we got to look at what you're teaching because it's not aligned >> because these are aligned and now we're seeing that shift in instruction and and and that's ultimately what

017we're looking for." >> Okay. >> All right. I do have one final question unless somebody else wants to I just want to be sure I'm not taking upone else has another question. Um so I know like so currently while we're seeing some gains we're we're not meeting um we haven't um you know met the targets and at the same time um you know the targets that were established by the administration you know for the five-year period are are still what they are. So, you know, and I've just been trying to think this through because, you know, that gap then, you know, widens between the target and what our actual is. Are we thinking about like how do we because if we if we keep, I guess, doing what we're doing, you know, we're we may

018continue to not meet those targets. That could be viewed as one possible scenario or expectation. But what can we do to accelerate progress so that we are able to meet those targets? And I'm sure that's something you're >> I wish I had that answer about I mean >> I mean I wish I had I I think some of this goes back to even discussions we had a couple years ago about the data and the in the in the target setting. So you know when these goals were established the end of target was established by the board by discussions with the board. this is where we want to land and then administratively we were responsible for trying to find these benchmarks and I remember a question had come up at that time you know because we

019kind of just level set at that point you know and sometimes when you see it and I'm I'll I'll do it backwards for me sometimes when you see it when you level set and you're going up you know because you're looking to to make steady growth but sometimes the growth is going to go like this and then just jump based off consistent practice change >> right >> but I do think a a bigger part of the conversation um uh and putting taking CEO hat off and putting interim superintendent hat on. Um the bigger part of the conversation is, you know, in the ne in the 2526 school year, our our goals are starting to expire, right? Our strategic plan, all the the measures in the strategic plan go through 26. Schoolboard goals go through 26.

020So it's about where's that discussion on on starting a new strategic planning process where we're together on that where we're developing combined goals, combined benchmarks, >> unknown color >> that we're that we're all together. So I think that's kind of where we are right now. We we've learned from this first iteration of of of the goal setting of of of what we need to do and how we can probably do it better together. And and that's the bigger discussion I think. Will will I say on record that we're going to hit that 75%, you know, for the the black subgroup with reading and we're at 52%. I can't say that on record. Is that our goal? That's our goal. But I think if we work together when we reestablish something to have more common ground

021on that, we'll see more strength on it. >> And I and I appreciate that feedback. So, but that was it for my questions on this goal. >> Other questions? >> Um, but just yeah, just I'll just make a um question comment. So, I am looking over the data just for the reading. So, I do see where the gaps are are starting to narrow, but it's still a wide gap. Um, so I know you've went over a couple things that you said that the administration could do to improve, but this has been going over year after year. It's been narrowing some, but also it hasn't been going enough. So, what are we doing to address the systematic inequities when it comes to African-American students in proportion to white students and also disabled students because those gaps

022for reading are not where they need to be. So one of the things is is what we've what I've discussed prior with you is is just where we are now with data >> is a is a different place than we were five years ago. the data at the fingertips and now starting to incorporate >> some some artificial intelligence into the thought process will really help us differentiate in a in a totally different way and and at the summer leadership institute day one is devoted to that and day two is then devoted to the school CSSP the comprehensive school support plans right >> to really create that strong of a plan where we can dig down you know with the right technology we can dig down so much deeper right now and give us more thoughts

023and ideas and a different kind of a thought partner with this discussion. >> Awesome. Thank you so much for that. >> That's all my questions at this time, Madam Chair. >> Next, we will review and discuss agenda item 2.02, school board non-negotiables. >> All right. Um, good afternoon again, everybody. So, um, this is our pretty much it's an annual report on where we are and and this I think the same just piggybacking on what we just discussed um about board goal setting. I think the same as we go into it, reestablishing what this truly looks like. Um so when we look here our non-negotiable one is about not allowing uh curriculum instruction that's not aligned with the standards um uh and inclusive challenging culturally and linguistic responsive and differentiated to meet the academic needs of

024every student. Um and really the only the only measure we had for something like this was talking about professional development and and did the teachers see it as uh you know useful in their profession. Um and we started off with a nice little bump there. Then we saw a little decrease this year. Um I'd speak to that decrease a little bit around um this last year. A lot of the comments from the teachers were um having to split their workday with a professional development day. And to be able to have the calendar that we have that's so compact, there was no way around that. If we added days to the calendar, then we could add professional development days. Then you'd have a different argument from the teachers, right? Because we're expanding that calendar out. So

025um that that has a lot to play in that in that data drop that we saw this year because the comments were around were around that non-negotiable. Um number two is around not allowing underperforming schools to have low teacher fill rates for prolonged period or using extensive use of substitutes, provisionally licensed staff. Um and and just as a note, we defined underperforming schools defined as schools that are accredited with conditions. um and low performing teachers as teachers on performance improvement plans. So this is something that even going into this year we'll have to look at because we don't have no longer is the the accredited with conditions of a a benchmark for the new accountability system. So it's something we have to look at anyway on on how we how we rate this. So those

026discussions are are to be coming. Um the first measures related to staffing um at identified schools by the first day of school. Um this measure did not change um because still we have 18 schools and and none of them were fully staffed by the first day of school which is what this this measure is looking for. And then progress measure 2.2 um focus on high impact staffing strategies. So of our 18 schools this year we had four schools which are EELC's where we added a supplement for teachers um to entice them to come teach at the buildings. Um so we are at 22.2% um there. I I was excited at first because we had met that target. Um but then I was equally as excited because then we realized wait Lynenwood came off the list

027because they were they were accredited right um because it would have been five it was five out of 18 because they have as the the ignite program over there um but um we are at 22.2% for that measure. Um non-negotiable number three um uh superintendent will not allow MPS students to be limited by practices that perpetuate uh systemic racism. So the two measures here um that we had agreed on was uh the first one was around short and long-term suspensions matching the demographics for the division. For this measure all areas showed improvement um even though the targets weren't met and you know it's it's um this was if you remember we had recall we had a good amount of discussions here because some when they show improvement they're showing an increase um in in the

028data number. Because when we are looking at this specific goal, we're trying to get the students to match the demographics. So as some go down, some someone's got to go up somewhere. So, you know, that's the measure on this specific one. >> Um I have a huge issue with this measurement because if you take the the Hispanic students, they have 7% on long-term success suspension and we're saying from 7.0% 0% during school year 22 23 to 14.5 during school year 26 27. So it looks like we want to have more Hispanic students. >> so not necessarily. So the the where we get tied up here it's 7% of the students suspended are Hispanic, not 7% of the Hispanic population being suspended. So we're not looking to increase that. What we're looking to do is decrease

029our number of suspensions and while we're doing that, make it match our demographics more. >> Right. But you're you're basically trying to get a group to be >> You could tag team trying to get a group to have a higher percentage of the Democrat. We're really our focus should be on lessening the subgroups >> lessening the subgroups that have higher percentage of of suspensions. But once we do that, another number's got to go up because if you look the last >> don't like the way that we >> I 100% it's not but but when we when we when we were establishing this and we had the same conversations once like so if if with we look at our black subgroup which was at 78.4 if we want to drop them to 56.1 we still have

030to add to 100 on that target column. >> Yeah. if I so so this is something the last time I know I I've struggled with this one Dr. Paul knows that. Um, and we're I mean the the original um thought process around this was to look specifically at the disproportionality among African-American students. And really that looking at that data point specifically is what would have ideally have been um the best well I think in my opinion the best way to go about this particular progress measure at the time the board wanted to look at all include all of the the subgroups and so what you get by doing that is this mechanism where yeah if one, you know, which which I don't like either. And I think that as you talk about the Yeah. And

031it seems like Dr. Paul um perhaps also has thoughts about about it as well that I think since we're talking about bigger conversation perhaps adjustments that may need to be made that this is one area where >> I mean if the goal >> kind of figure figure that out because the goal is not to increase you know another >> another subgroup by But but that's how if you increase another subgroup, you'll decrease the black subgroup. >> Correct? >> So it really should read from like 70.4% to to no more than 56.1%. >> And and I think one of the things that we should have put on this measure in hindsight is similar to what we did with the gap group is to have a tagline that says while not increasing the number of suspensions, >>

032right? Because if you have that on there, then we know we're decreasing the number of suspensions while bringing the the the the percentages more more level. Then we know we're going to have less even though they're represented more in the area. But I think this is something we just revisit and we reook at is I mean the there there are so many new board members that it's it's worth revisiting. >> It's the same thing with 3.2. >> It is. No, it's it is the same exact thing with 3.2 because when we get to 3.2 too. >> Um, we're looking at the same where where we're looking at the enrollment of advanced courses and it's the same. So now it looks like we're trying to decrease enrollment of our Asian population where we're not we're just

033trying to increase enrollment of our black and Hispanic populations and our multi-racial population. Well, multira actually over so if but when you increase these two subgroups you you something's got to change. So you because we want a more representative demographic in our advanced courses and the only way to do that is is to level it out across the board. But even if we focus on so this one could say while in while while increasing enrollment across the board you know leveling out demographically the representation in in the you know it's the same thing when we looked at the gifted plan and we started the emerging scholars right if we're going to increase our our our subgroups that are that are not represented as well it's the the gifted population the numbers are going to change

034on it's going to look like we're decreasing population when we're really trying to trying to make >> I think we need to rewrite these these >> Hey >> well yeah and I think I think we were and just to give a little historical perspective like so I think that was kind of what what there was hope to do more intensive work around these non-negotiables but this is just kind of like we had something and so we were at the time just h with having something but the something you know yeah I think it needs to be examined again um >> I think overall it's it's an iterative process right I mean if we really want to be a board in an administration that focuses on goals >> this is our first try >> yeah yeah

035>> right and and and and I think a couple board members have said when you've been at meetings you've been lauded for trying at least in focusing on the data >> so what do we do next >> right yeah >> and that's fine it's all a learning experience >> I say when we go to conference they're like they think it's Great. We're focusing on student outcomes and want want to know more about how we got to this point. Even though like you said where it's an iterative pro, we may not be doing it super well, but we're making progress toward that. Um um Okay. So, >> Madam Chair, I have a question. >> Absolutely. >> Um Dr. Po, can you scroll back up to the disciplinaries for me? >> Okay. So, just make sure I'm

036understanding what I'm reading here. So to make sure what I'm reading, so from 22 23, we put a target of 78.4. Well, I'm sorry, the actual data is 78.4%. That's not of the total African-American population. >> That's of the suspension of the suspension. 78. That's I just got to keep remembering in my head. Okay. All right. So, and then in 23, we set a target of 82. I mean, we set a target of 73, but we actually had 82.2. So we we're off track there, >> correct? >> Um we're we're we're making some strides in 2425. So disciplinary for disciplinaries for African-American students and and students of color have always been high with Norfick public schools, which I I don't want to I don't want to call it um you know, a systematic um racist

037thing, but what can we do as a school division? um in addressing the disciplinary rates for our African-American students and our black and brown students. Um and then are we able to get individual data by school to look and see are certain schools disciplining students more than other schools? Because I would definitely like to look at that data to see um which schools are disciplining more and what are those reasons for discipline. >> Well, yeah. I mean the data is if if the board requests the data, the data is we can pull that from synergy and have that data. Um so it's not >> how long would it take for you to get that data? >> Uh I I could have it at some point next week. You know, it's just a matter of running

038the reports and and and making sure that there's nothing identifiable on or anything like that. Got it. Um, as far as you know, what can be done, you know, we we do a lot of work with our administrative staff on, you know, the our PBIS, our MTSS, and and, you know, last year was the first year where we really had um a full MTSS, the the multi-tered systems of support in place divisionwide and schools were required to have MTSS committees as well. So growing on that process, I think that attributes to where we started to see some of the dips and the changes because if memory serves me correct and I I I the last time I had looked, I believe we also had less suspensions last year than the previous year. So we're we're

039going in the right direction, right? >> Um with what we have in place with MTSS and our PBIS programs um across the schools. >> I I just I would be curious to see the I would be curious. I want to see the data um for individual schools. Madam Chair, is that something that we could do a consensus on? >> Uh and we need to have a consensus before we ask them to pull the data. Yes, absolutely. >> All right. When would be the appropriate time to do that consensus? >> We could do it now. >> We can I I would prefer we do it now. Can we, Madam Chair, can we get a consensus to pull the data on disciplinary records per school? >> Mr. >> I'm forward. >> Sure. Dr. Martin, >> what does

040that mean? Uh, what are the It'd be broad categories of disciplinary reasons, right? >> Well, I'd probably focus on this goal and just say what are the short and long-term suspensions and then we can do a report by school, but um it it gets >> it gets very deep when you start saying what is the reasoning for it, >> right? I think we start with the data on the short and long-term suspensions and then I would suggest going from there if if there was a need. But we you know we dig into that data with the principles. >> So what are we going to do with that data? >> I would like to see if it's fair. I mean if it's >> right I need to see if it's fair and equitable race. Right now

041it's still showing our school district we're making strides but we haven't made significant strides and um disciplinary rates for our black and brown students. I don't understand how we're going to know if it's fair or not. Like how if we're just saying long-term short-term suspension, how do we >> But wouldn't we get be given by sub for the right sub by subgroup? >> So when you get into the reasons, it gets really deep then because there are so many reason. >> We don't have categories. >> We do have categories, but there's so many categories you be that a child could be disciplined for. >> I guess I'm thinking that when we look at at the student reports, we have an idea of what happened with the student. Well, I think if we look at if

042because we can give a school a school by demographic report overall population because it's also not fair if we say, you know, you look at a report and you say, "Wow, 95% of the, you know, African-American students are getting suspended here, but 98% of the students are African-American at the school." You know, so we have to look at it that way as well, you know, because when you look at stuff like this, it's important to look at the data of the what are the demographics of the school and what are the demographics of the short and long-term suspensions. >> To my point is that if we don't know about the child who didn't get in trouble and whether that was fair or not, like I I'm just I don't I'm I'm not really grasping. >>

043I I I mean, I agree there's a lot of sides to How are we defining what's fair if we don't know? >> I guess we're looking for trends, right? We're we're looking to see if there are trends, >> right? And if I may um add a suggestion, so I believe I believe you are going to be bringing forward like a climate report. >> Um I don't know if that if you all talked about it being report on a future agenda. >> Yeah. Or a presentation. But either way, that I think the discipline piece ties into that. um just seeing what the discipline looks like school by school, long-term, short-term. Of course, we see in the student support, >> right, of course, >> review that we do every month, like the more serious, you know, the

044long-term suspensions. >> Um but I I do think it speaks to the climate of the school to look at discipline data also. Um and also just to make sure that um we're allocating resources to support students at the schools that perhaps are seeing greater discipline incidents. >> Are we are we asking for data for all races of students or are we asking for just specific races? >> We heard just specific races which doesn't make sense to me. >> No, we're we're asking for the whole school population. what is what is and break it down by uh >> we need to know the percentage of the demographics by school and then we can look at if a school is 40% white 50% African-American and 10% mixed races then we would assume that we would want that

045discipline data to be in alignment with the demographic >> demographic of the >> breakdowns So if it was completely out of alignment, that's where the concern rises. >> Correct. So I also have um concerns about what this messaging is to our teachers on because I know a lot of teachers are already like feel like oh well why discipline them if they're just going to get off in the end of the process anyways. there's a lot of that kind of um complacency because they just don't feel like anything really happens to these students that that the justice is actually done. Um so I'm just I'm just worried about that as well. >> Yeah. And I think I mean yeah and I've heard those comments but I think what it tells us is that perhaps you know

046school X needs more resources to support students and support teachers so that they're they can teach and we are also providing the interventions necessary for the student to be successful at school. So versus putting them out of school where we know that that's not helpful for any student. So that's why I'm I'm trying to like kind of unpack this more. >> For for us, I see it as in, you know, a are we um distributing resources equitably? Are we are our practices culturally relevant? You know, all that like, you know, all the things that I know is being done, you know. >> Correct. You you you're taking the words right out of my mouth. I didn't think I needed to say it plainly. Um but yes, I want to see um because this is districtwide

047that we're seeing. I would like to see school by school with each subgroups to look at those compare those with the student populations to make sure that we're equitable giving resources to student and to the each schools and the teachers to support them to also make sure that that's right. It's equitable to see if there's other ways that maybe we need to reallocate money to certain schools to hopefully lower the disciplinary rate for particular subgroup of students to support them. comment on that. Yeah, sure. Because what happens a lot of times if you start putting more resources in schools, then you're going to see you could potentially see the um behavioral problems increase because you're putting in more eyes, you know. So, I'm that that is an externality of what could happen. You put more

048people watching the kids looking for dis, you know, for them to act out, it could potentially increase. >> I'm not following that. I mean I think what I'm thinking is more of like interventions that support students >> more people. I was thinking more >> and I'm not thinking security and to be clear. Yeah. I I'm not thinking security any resources. I just resources that would be monitoring students more closely. You're going to see more discipline will go up >> or you might see more intervention. >> Yeah. >> We might see more intervention in certain schools the schools will be better. >> Absolutely. >> And trust that. And it and it's not it doesn't all fall on the the teacher to to deal with it like some there's someone else to deal with that. >> Yeah.

049This is not a punishment for a teacher and administrator. I just want to see the numbers so that I can get a better understanding to see where the trends are um over yearbyear. I can see what schools have a higher proportion of disciplinary rates compared to other schools. and also understanding are and then looking at are is that school getting the right amount of allocations and money and resources. If not, then coming back to you as superintendent in to say, "Hey, maybe we need to come back and reallocate resources." Not security officers and people to be punitive, but to also see maybe we need more mental count mental health counselors. Maybe we need some to address more of those issues in the schools before we put our kids in in school or out of school

050suspension. you know, trying to find interventions and ways before we have to let go of our children. >> Dr. Martin, um I think it's interesting that we're having this conversation at a time when we're about to completely mix up our children. So, what is how is this going to be? >> Oh, with with Yeah. the consolidation and closing of schools. So, I'm not sure this is the right time to do that. Um because we're going to change it anyways. this is perfect time to do it. But I just wanted to say um at the end of the day when we start doing this, you holding people accountable because you have some schools that actually don't want people to know their schools are bad. So they don't report certain things and then you don't suspend the

051kids that you should be suspended. But then you have some schools that's actually doing their job and they're going to suspend the kids. So, it makes it look like the numbers that we see in here are right, but they're really not right because everybody's not doing their job. Um, you may have one child in one school, maybe rougher may do something that they not supposed to do. I always keep it real. I'm going tell you, I'm a realist around this table. Uh you may have the principal may not want to suspend the child because they don't want somebody to know in this building whatever we have issues in our school but then you may go to another school per se um large mount if somebody hit somebody that principal may be like look you may

052have to go home for a day because we don't hit in the school you have to learn. So now you have this black child over here in largemount that's going to be suspended, but then you have this black child over here in Ruffner that's not being suspended. So then we have to hold them accountable. So it starts with the administrative when it comes to schools and things happening in the school system. Everybody have to know you they have to do their job. That's just the whole thing. You have to do their job and make sure it's equal all the way over. And that's what Jason is saying. And I think we need to see those numbers and like the behavior issue. Whatever cause be suspended, whoever doesn't get suspended should be suspended has be equal

053all the way around the board. >> More Dr. Paul, do we have a student uh rights and responsibility hand? Yeah. >> And it outlines when you do this, >> you get this, >> you know, infraction. So that's >> you know the accountability piece is that you're supposed to follow those guidelines as it as it um is laid out. Um if that you know Freda saying you know sometimes that that's just not the case >> but I can see where there are certain situations if a child is if there it's known that a child is going through something really traumatic >> then discretion should be used in those situations. >> Discretion should always be used. Yeah. >> Um, but let's talk about >> it's not this data report. So, Dr. Martin, I think you're sort of

054on the fence about this. >> I I just wanted to I wanted to have a bigger conversation about what are we going to do with this and what potential implications? >> Um, Miss Moore Buffalo, would you like to see? >> I don't have a problem with that. >> I'd just like to say something. I I think we're that we're going in the right direction number one and and I like this idea, but we need to do I think more at the intervention level and before something happens before there's a >> statistic that's what I'm talking about >> and and that that's that's good. I I think the to Tanya's point and to Jason's point, if we can see the schools that potentially need more interventions, then we can provide those schools with more interventions. >>

055Absolutely. >> So that so that their numbers aren't so out of whack from other schools in the district, >> but numbers are are we have to be cautious with the numbers too and and the way we do this. And I think it's a good idea and I'd like to see it be successful that we can bring the numbers down to where they're realistic. Everybody's going to have a bad day. Everybody's going to do something, their children. And and they they will act up and and sometimes they need more guidance than they're getting. Uh we need we need to find better ways to to help them find the right way. Yes, sir. That's all. >> I think we would like to see that. >> Could I could I make a recommendation? >> Sure. >> Instead of

056just supplying you guys with data, how about if I work with Dr. Katado and Miss Hamlin and we just do a discipline report to the board. >> That would be awesome. >> That would be that way we can have a better discussion about it and we can share the data publicly. >> Thank you, Dr. Vo, for bringing that to the table. >> So, it it'll be longer than a week. >> Absolutely. Fine. But I'll put it on my notes for agenda planning and within first quarter we'll we'll look at the previous year's data once all the dust is settled. We'll look at it by school. We'll look at it divisionwide and we'll look at any discrepancies we say. and then Miss Hamlin um and um our EDS can talk to supports in place and what

057else they'd like to do because I do also know some of our secondary folks have been asking for deans, you know, to assist with it and you know, if we have like, you know, Miss Thomas had mentioned Ruffner, if we need a dean at Ruffner to help support that so that we can so that we can give more supports to it, you know, that that aren't just more security because I to Dr. Martin's point, if you're putting more security and they're going to find more discipline, right? >> But if you're putting more supports in like Mr. Paul was saying and others were saying, >> then we can eliminate the discipline long term. So I think if we look at that to do >> a a work session on it, >> I think it would be

058more valuable than just handing you a packet of data to be honest with you. AB >> absolutely >> Dr. Dr. P or Madam Chair. Um, so just a thought because I I know I don't want it to uh we're not we're not saying we want this included with this non-negotiable, but I think that is an important piece. And we we typically get the equity report in October, I think it is >> like some October, November. >> And I know we look at suspensions as a part of that >> by school on there as well. >> Yeah, by school. And so that might be um an opportunity and I've always thought we needed to have a larger discussion around that equity report. So perhaps this is exactly maybe you know as you guys do agenda planning

059that you're looking at how this might fit in there. Um yeah since but I >> and al and as I was thinking I do think disciplines on the school quality profile >> we have to go look so so it is so we do have access to it that way as well. So >> it is yeah >> it is >> okay >> well let's move on. All right. So, non-negotiable number four, I believe we're on. Um, the superintendent will not allow major initiatives to go forth or make major decisions without including demographically representative family, student, teacher, and community voice. Um, measure one um is about using demographic data in our surveys to make sure they get representation. Um, we did see an improvement this year, but did not meet meet the target. Uh measure two was

060that the surveys would be readily available in both English and Spanish as well. We did hit the 85% target, but some did get out without the dual language on them. Um which we are working very closely on to make sure that we do um with our platform there's if if everybody follows the right platform that we have in place, there's a there's a automatic way to change language now. So next year we should see 100% because using the right platform makes all the difference. >> Excellent. And then finally um measure or non-negotiable five um uh focuses on sorry flip too quick um uh will not neglect to cultivate a safe caring and welcoming environment uh in any department school building and classroom um to support the needs of each student and NPS workforce. Um so

061measure one uh is students with no disciplinary um incidents and this is where we can tell that that my data point was correct that we saw improvement here. So we had moved from 83.2% to 86.4% of our students that saw no disciplinary incidents over the last year. Um so we did actually we we met that target. Um and then the the second progress measure is around panorama which we had a nice little discussion around during our retreat um and the in the low response rate that we've realized this year. Um we did see improvement in both the 3 through five and 6 through 12 level. Then the reason we separate those because they're different survey tools for elementary and secondary. Okay. Um so we saw the improvements there but again still not quite meeting the

062benchmarks that were set the targets that were set for this survey. >> And those are the non-negotiables. questions. >> Um, so I appreciate the conversation around so 3.1 3.2 too, which I'm not going to go back and um ask that I and I think generally speaking around all of these non-negotiables at some point I'd like to yeah I mean agree to go back and refine this and expand on really how some of these progress measures really how well they tie into the the non-negotiables. Specifically, I wanted to um look at non-negotiable four, which was really around community engagement. Um and you know, these uh 4.1 4.2 to our uh like there's there's I have to figure out like these these are targets that can be met like you know I think just if if planning

063on the front end is there like we should be able to very I mean it seems easil easy to be able to reach those targets and the fact that we're not >> um didn't met one. Yeah. >> Well, we met one, right? Um and I'm I'm specifically 4.1 there. Um >> well, not even just met, but I I'm I guess not understanding why we we're not even exceeding it. >> Why are we not >> because that's a human I mean uh >> that's a front-end action, right? Like so if if if the non-negotiable is that every survey is going to have demographic information then every survey should have it and that should be like done. We should be hitting like the 100% like some of these are a little you know it's really like >>

064I can I can speak to that a little bit as to why one we didn't meet the 100% this year because that was my thought as well is this is a >> this is one that we can put >> um the Okay. >> Part of the reason was even going into this year, there wasn't um a clear path to surveys and a department could send out a divisionwide survey. Now we go through the media team. So now when they go through the media team, one of their items on there is to ensure their demographic. There's a demographic question on the survey that goes out for the divisionwide survey so that we make sure we have a system in place now for how that works. >> So there wasn't a system in place before. there there

065was a system, but it wasn't it it it wasn't um wasn't always followed. Let's just say that. >> Okay. >> Um and then we we now have a full system that if you're going to do a divisionwide survey, it has to go through this route to do it. There used to be a couple ways you could do a divisionwide survey, but with the new tool that we have in place now, it it goes through our media team to be able to put that survey out and to send out the information on it. There used to be a couple different tools that were used where departments would even use like a a a Google form sometimes for a survey. But now that we're consistent on how we do that, we've changed that system that that process.

066>> And this was, you know, that was in place years ago that we've just updated how we do that to make it better. >> And and that's good to know because as we all know, we're we're going to be in the throws of community engagement for a variety of things. And I know questions even with the school consolidation conversations is looking at zip code, you know, how are people responding? Are we just getting respondents from one part of the city and not others? I think those are all really important pieces of information that we need to get um capt be sure we're capturing. Um so I appreciate that. Um, that was that was really it for me. Yeah. >> All right. >> Questions? Thank you, Dr. Paul. >> Thank you, Dr. Paul. >> We now

067cover agenda item 2.03, discussion and planning of community listening sessions around consolidation of schools. We need to review our calendar and check the availability of Mr. Sts to be available for these sessions. So, are you asking us to are you going to send out like a survey of dates? >> Did you >> I have some dates for >> Oh, you have some dates for >> You got some Okay, awesome. >> Oh, yeah. >> Yeah. >> So, I understand. >> I was hoping like this would be like a recap of what our next steps are following the retreat, like what we're doing next. >> Yes. >> Um and so, >> so, so, um I think Yeah. Just from what Miss Bassine was saying as well, I think when we left the retreat, we were talking about

068establishing three dates for listening sessions where the board hosts and we have, you know, administrations there and we have we'll make sure everything's set up for us and they're listening sessions. Um, and then have Mr. Sts come in for another day and do a 1 to three and a 5 to7 session on the same day. the uh one to three um at um Norview and the five to seven at Lake Taylor so that we hit the other areas of the city. Um and Mr. STS is available. This one's way these this July 21st I think is way too quick. >> Yep. >> Um and July 24th I think is VSBA, right? I think so. >> Um and then he has a 28th, 29th or 30th. I would recommend the 30th. It pushes us to the

069end of July. We still may be in the throws of the listening sessions, but he's available on that date. >> July 30th. >> Okay. >> Oh, I just I don't have too much. [Laughter] >> Okay. I think >> what was the times again? >> 1 to three and 5 to 7. But again, you know, we're a team. So if you can't be there, it's okay. Yeah, >> you know, like I know we have jobs and we have other commitments, so it's not always possible for everyone to be at everything. >> It's Norview High School in Lake Taylor. >> Yes. >> Okay. >> And this is July. So, we're getting we're choosing July 30th. Yeah. Okay. >> Right. And that that also gives time to communicate out to Right. And nor was what time? >> 1

070to 3. And like Taylor would be 5 to 7. >> Any way we could get a Saturday hours non-traditional for those? >> We could host a listening session. Can we host one Saturday on a Saturday? >> Yeah. There's no reason that we can't. >> I think that would be awesome. We don't we can't have listening sessions with some general talking points and just listen to the community without Mr. Sturds. >> Well, we You mean you you don't want to do it without Mr. Sturds? >> Oh, I said we could without >> Oh. Oh, yeah. Without him. Oh, okay. I'm sorry. I missed that. >> No, heard you. >> Say like develop a couple of >> Yeah, kind of like what we did. Yeah, that's >> we can take the presentation that he >> and just

071bring it down to like five or six slides and like we said just get really they want to see the list to be able to to walk through the list. So >> we can >> so it's consistent with all all three meetings. >> Okay, >> cool. >> Was easy. I can still make it to the >> I think if you guys establish your dates though, then what we could do at dates and times, we could we could the whole media blitz could be, you know, here's the here's the opportunity you have for for for coming and listening and learning about it. >> Yeah. Well, I'll throw out I'm available during the day on the 26th if anybody would like to do a Saturday session. >> Which which day was that, Sarah? >> Saturday, July 26th

072is the day after the conference, but we're coming back Friday. >> Yeah, there are um I know there are a lot of community events going on that day. >> There's a lot of community events. >> Yeah, I got about three of them. So that's that's going to be the struggle with Saturdays is um >> but I even wonder like even tagging on like or somewhere close to one of the community events where people already are like >> you know cuz I know when we go to them they're they want to talk about this. Yeah. >> so it might make sense. Um I don't know. Um, >> are we comfortable pushing these events into August? >> Well, so so I think we need to talk about like bigger next like the broader next the the timeline

073like so we had the retreat, we have a list we talked about at the retreat. Um, next up being leadership of the board and and council kind of coming together to say this is where we are. Um and you know I don't know if that's been set. And then this the third um thing is then you know what is our timeline going to be for this list having a a plan which will you know so we can work backwards on establishing when those listening sessions are I guess is If I may, >> yes, >> I I >> I would recommend to the board >> trying to vote by the business meeting in September. >> So that gives us a a finite amount of time that we have to focus on it. Um I think one

074of the concerns some of the concerns brought up at the retreat were that any school that might be have changes going on next year, we want to be able to tell them as soon as possible. Um and then you know then that would still open up August for listening sessions. Um you know so that we can we can stretch that out a little bit. School will be back in session where we could still have some listening sessions at that point >> after after school starts which is probably >> better time to hold them because people will be back in school head mode, >> right? And then if we publicize the dates soon enough, we have um the business meeting in August and the business meeting in September where we have public comment available as well.

075>> Yeah. And I mean I even think realistically October is, you know, because so that we can have those those public hearings and or public comment periods. The public hearings will come after once we have that list out because we have to follow our policies around what what that means for school closures and consolidations. >> Can we >> I'm so sorry, Madam Chair. >> I see. So, North public schools is hosting a unity in the community back back to school drive at Northol scope >> um from 10 to 2. Is there any way that we could incorporate some of that information to get feedback because community will be there getting school supplies and then that's a great opportunity for the community. That is >> August 10th. Yes. August 10th. 9th. >> 9th. Yeah. >> It

076was August 10th last Sunday. >> Yeah. >> Cuz I think I mean that that's you're getting you're getting your bang for your buck on that and you have the families already there for that. We could certainly and I think that's a good idea >> honestly and if you want to make that your Saturday session, you know, if a couple members want to have a table out there and and we could do a simple QR code, use our survey tool that we have. Okay. >> I'd love to see that. >> I think that's a great idea because getting them where they already are >> because we we had a really good showing last year. >> Oh, it was the year before that. So, >> it was Yeah, there was a line out the door. >> There

077we go. >> There's our Saturday, ladies and gentlemen. Here we go. Good idea. >> And I'm trying to think, do we have like even like space where we could do like from 11 to 12 like >> like a separate room? There is that room I remember where the um >> the health clinic was. I'm just thinking well some so you know what I mean like where we can actually have versus a table where people are coming in at different points. Um I think having a room that's and saying that this listening session starts at 11, you know, and maybe again one at one 11 and one and they're each, you know, >> then we could be on the table at other times. >> Yeah, >> I think I could >> Wait a second. The colonel

078had had something. >> I just question on on this August 9th. Uh is that going to be we could all go? Yeah. Yeah. Oh, okay. >> Good. >> Yeah. Well, I mean, it'll be advertised, so there's nothing that keeps everyone whoever wants to attend from attending. >> I'm sorry. >> No, you're fine. Just wanted to say I do agree u with um board member Bassine um if that is possible to maybe have a side room that could have that conversation. I mean, it's it's in all our best interest um ours and also the city since the city owns scope. Um so, I think it's it would be a good opportunity to get right there with the community. So, >> I think we can arrange that. I think we can find a room down there. >>

079Thank you. >> Sure. >> We have one date. >> Have one date. >> Okay. >> Two dates. Two dates. >> Oh, sorry. That >> Oh, you mean for the listening? >> Yeah, for the listening section. >> Okay. I was thinking of Stz's uh next. >> So, let's take a look at the So, school starts kind of 18th. So, we want to do something after the 18th. >> We have a business meeting on the 20th. >> Yeah. >> Wait. So, speaking of which, the calendar says, >> "Oh, it's on it's actually on the 27th. We moved it on the I just still have it." Um, >> which what which I'm hearing two different things here. >> I'm sorry. If you look at the draft school board uh calendar, >> yeah, >> um we did make changes.

080Okay. >> Based on Dr. P's recommendation to move the meeting scheduled on the 20th because it is the first week of school to the 27th. Okay. and then have our uh work session September 3rd getting us keeping us on the first and third um Wednesdays >> of the month. >> So that was correct. All right. >> Okay. >> So I might recommend we do something on the 21st or I might actually I'll take that back. I recommend we don't do anything the first with the school. >> Yeah. because people >> be there on 18th to welcome >> I know I know where I am the first week of school and it's like you know do they have everything are their classes right supplies >> um it's just one more thing that usually gets missed and

081all the back to school >> so what you're saying madam chair just so I can make sure I understand so the 20th of August we're moving that business meeting to the 27th yes >> okay all right got it is that something we need to vote on or that just >> we do have it to vote on during >> Got it okay And um it may be like a Tuesday like even August 12th and 14th possibly. And if there are open houses happening because that's usually the week prior where there are open houses. But there are open houses happening where we might at at the end of it um be able to host a listening session at one of the schools that maybe is on that list that we can kind of piggyback on that so

082families are already coming there and um >> Good idea. >> Yeah, >> that's another thing. Do you know when all of the open houses are happening? >> I don't have the full schedule yet for the open houses. The the only thing I would caution, >> okay, >> is when we do it in an open house, you're going to have packed parking already. And then if you're adding a citywide event on top of that open house, >> that's a lot, >> you know, and then so you might have people say, well, you know, well, I was at the open house, so I got to slip into this meeting and someone from a different school saying, well, I couldn't come because it was so full already. So I just >> I think it's a good idea, but

083>> that's that's a good point. house. >> Parents >> are trying to gather information and get >> they're already over. They're already overwhelmed. Laser focus on getting their Yeah. the information. Yes. >> I would I honestly if we're going to do something on August 9th, >> I would not recommend doing anything until the week of the 25th. >> Get through the first week of school. >> I agree. Um and then lesson plans. >> So some schools have back to school nights we could um which are which which are well attended but in in my experience over the last 18 years they're not as well attended as >> secondary >> as as like uh the open houses. So if we if we could if we you know if we could have something an hour before an

084open house at one of the affected schools that might be something to look at. >> Yeah that that could be an option. Yeah. >> Just to caution though we're only looking at elementary schools right now. So you're looking at the schools then to hold a session with the most limited parking and most limited space. >> Right. And that's too much time. I mean, you're talking about an hour before. Some people just can barely make it there. >> Yeah. And and sometimes they start like 5 or 5:30. So, you're right. >> So, we need to probably should we just focus our listening sessions at larger places like high schools then >> or at rec centers or Yeah. >> I mean, Georgia, Prelo, >> library, >> right? Nor Elementary is on the list to close and Norview

085Community Center is right next door to it. So, that's a good opportunity. The gymnasium's there. Um, I see there being facilities that we could use that have the capacity that are near those schools that are recommended. Um, >> Jordan Newbie is a great spot, too. Yeah. >> And if you hit Newbie and Prele, you're at both ends of the city. >> Exactly. >> We could plan on doing that and maybe we can figure it out off >> Offline. Yeah. >> So, what we can do is we'll start advertising the 30th for Norview and Lake Taylor High School and tied into our unity in the community on the on the 9th that there will also be a listening session for that um for the school consolidation. So, we'll start getting that out there right now so

086that we can drum up support and then once the board finalizes the other two dates, we'll just start adding that on so that we can get it. Just out of cur is is there a way to make it a virtual where as you're doing the listening session this is being live so people that can ask questions that cannot be there and someone's there to moderate that. >> So yes >> is that actually too much. >> But my my recommendation on that would be though let's do the 9th at unity in the community. >> Gotcha. >> Let's pick another date to do at a school and let's pick a date to do on Zoom. >> Yeah. >> I mean you can zoom from your phone. Zoom is always an option >> and and we can fit

087300 we can fit 300 >> people as a day man. >> We can fit 300 people in a Zoom room. So, >> right, but there are there are some precautions you need to take because you need to have people people could >> I I've done those, >> right? >> And you have to almost have signups or Yeah. registration say yeah webinar format but still they're able to ask questions. >> You can do a webinar with a Q&A sideline and then what we do is we just make sure that someone's there for the Q&A. >> Yeah. There you go. >> You know, and and some of it's also about just it's it's they're listening sessions. >> They're listening sessions. >> So, it you know, it could be where um you you could do a webinar format

088and I think you can open the mic based off the Q&A part. We could research that and see so that it isn't just people can unmute and and say because you can't have a classroom version of it. You need to do a webinar kind of version. >> Sort of like when we used to do the board meetings via Zoom. people could log in and watch, but they didn't have the rights to turn their mic on, >> right? >> Um, so we let us research that, but there's definitely a way to do a virtual aspect to the to the meeting. And if if not, then we could do a live one and we could we could at least >> broadcast it like we do board meetings and we can we can put >> a a QR

089keep a QR code on the screen, you know, leave your comments at this site. >> Got it. I love it. >> We'll figure something out once we have the dates. We can do that. >> I appreciate your innovation. effort. So, we're looking for two more dates. But we have we have we have two that we can start advertising right now. >> All right. Let's do the advertising and then also we're doing the ninth one as well. Correct. >> We're going to advertise the 9th and the 30th. >> Got it. Okay. All right. Cool. So, that's three different opportunities for people to come out. Okay. Cool. >> So, I think we are done with that for today. Um, can I get a motion to go into closed executive session? Madam Chair, I move that we go

090into um close executive session. >> Do I have a second? >> Second. >> Mr. Ing has stated the motion and Miss Thomas has seconded it. Any discussion before we move into close about going into close executive session? All right. Miss Tanner, please read the motion. >> Move that 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. 2-3711 of Virginia Freedom of Information Act as amended for discussion, consideration or interviews of prospective candidates for employment, assignment, appointment, promotion, performance, demotion, salaries, disciplining or resignation of specific public officers, appointees, or employees of the school board pursuant to subsection 2.2-3711A1 of the act. The subjects covered by this exemption are the discussion of persons and personnel actions included for

091vote on today's personnel report and discussion of investigations and pending and future personnel actions concerning current and former specific employees of the school board. Discussion or consideration of disciplinary and any other matters concerning students in Northfor public schools that would involve the disclosure of information contained in a scholastic record pursuant to subsection 2.2-3711A2 2-3711A2 of the act. The subject covered by this exemption is the discussion of students on today's regular student support agenda and the discussion of the award of a public contract involving the expenditure of public funds where discussion in the open session would adversely affect the bargaining position or negotiating strategy of the public body pursuant to subsection 2.2-3711A29 of the act. The subject covered by this exemption is the discussion of the award of the comprehensive agreement under the public private education

092facilities and infrastructure act of 2002 Virginia code 56-575.1 at sequence PPEA to Hartland Construction Incorporated for the final design and construction of a new Mory High School academic building athletic facilities and campus and consultation with legal counsel and briefing by staff members pertaining to actual or litigation or regarding specific legal matters requiring the provision of legal advice by council pursuant to subsections 2.2-3711A7 to8 of the act. The subjects covered by the exemption by this exemption are the matters set above in subsections A through C of this motion. Bassine. >> I >> Buffalo. >> I >> Martin. >> Hi >> Olson. >> Hi >> Thomas. >> Hi >> D. Caliggerro. >> Hi. >> Good evening. I would like to call to order the school board business meeting. Miss Tanner, please call the role. Yes. Bassine >>

093here. >> Buffalo >> here. Inge >> present. >> Martin >> present. >> Alson >> present. >> Thomas >> here. >> Algerro >> here. >> Agenda item 4.03. 4.03. Please rise while we will have the pledge of allegiance. I pledge 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 um business meeting agenda. Do >> I have a second? >> Second. >> Go ahead. Second. >> U Mr. Ing has brought forward the motion and uh Miss Thomas has seconded the motion. >> Is there any discussion? >> Yes. >>

094I was going to Yes, sir. Um, I'd like to remove uh the meeting minutes from June 11th from uh uh from the consent agenda at 5.07. There's some corrections that need to be made on that. Any discussion on that request? All right. So, Miss Tanner, please call the role on uh sorry on uh to adopt the school board business meeting agenda with the um amendment that put forth by Colonel Crossing. >> Oh, Madame Chair. >> Yes, ma'am. >> There there's an additional amendment. >> Yes, I was going to have that be se separate. >> Oh, okay. Sorry. >> Then I I retract that. >> Okay. Um, Miss Tanner, please call the role. >> I, >> Buffalo, >> Inch, >> I. >> Martin, >> I. >> Lolen, >> I. >> Thomas, >> Iro, >> I. At

095this point, I would like to bring to the board's attention that according to our PPE um uh guidelines, it indicates that the city council will first vote on the Mory comprehensive agreement prior to the school board taking a vote. As city council did not take a vote on this last night, um I would like a motion to remove the um discussion and vote from the agenda. That would be agenda item >> 6.02. >> I move that remove item 6.02 from the agenda. >> Do I have a second? >> I second. >> All right. In terms of discussion, I want to point out that the Mory comprehensive agenda basically is approving the plans for the site only which on my sits. It is independent of the discussion about the the Gent school site. Um so when

096we do vote on that, we will be voting on the schematics as pre presented. We will not be voting on um whether or not to move or clo or or move the Gent facility. That is school consolidations and closures and it does not have anything to do with the more a comprehensive agreement vote. Any other discussion? Miss Tanner, will you please call the role? >> I. >> Buffalo I. >> In I. >> Martin. >> Pson. >> I. >> Thomas I. >> Caligger. I All right. Moving on to the superintendent report. Dr. Paul. >> Thank you, Madam Chair Caligger, Vice Chair Thomas, members of the board, members of the community, members of Nor public schools. I'm uh excited tonight to present the superintendent's report that'll highlight a few summer programs as well as our summer school

097graduation. So, with no further ado, please roll the footage. [Music] Students from Southside STEM Academy at Campastella got a hands-on art lesson thanks to visitors from the Chrysler Museum during the Green STEM summer experience at Camp Young. They worked with students on three separate art projects, each using different tools and techniques. These teachers also enjoyed showing them how being an artist is similar to being involved in the STEM field. We do experiments. We're experts at materiality. We know about physics. And so, it was really important for us to show up, make a lot of different kinds of artwork with these young folks and remind them that while they might be interested in a STEM field, they can always bring artistry and creativity to their um future passions or interests. This special activity enabled students to

098discover a new favorite art form. And they appreciated their instructors allowing them to be creative, even if it got a bit messy. >> They were kind. They were nice. When when we made what was getting a bit messy, they just weren't like, "Oh, it's perfectly fine. Being messy is always always a good thing to do sometime." So, today I was mostly doing art. We had use some stencils. So we could you can use markers and I put prints up there and then and then color in the part where the print will be the stencil part and the painting part over there. It's like you can use more colors in it and you can make your own designs and just show your personality. In summer school you can't do all of this fun stuff, but you

099come to summer camp and you have a lot of fun. Over 80 English language learners in kindergarten through 8th grade got acquainted with our school division during the ESL newcomer program at Crossroads School. This 4-week summer program is designed to help students get acclimated to school by improving their language skills through reading, writing, listening, and speaking. Students also learned about cultural differences so they'll feel more relaxed in their new school environments. We have some students that at the beginning, day one, they don't even want to detach from their parents. And by day four or day six, they are literally running into the classrooms. They have a wonderful time with their peers. They have a wonderful time learning. We have amazing teachers that really love what they do, and they do create a nurturing and loving

100environment. I hope that they can build up their communication so that they feel more comfortable making friends as um you know non-native English speakers and that they can feel more comfortable in the classroom doing work, understanding the things the teachers are saying and just not feel as lost but feel more a part of the each of the classrooms that they're in. >> A festive time was had at Lake Taylor High as the class of 2025 summer school graduation was held. Former Northfor public schools teacher of the year Clayton Singleton offered words of encouragement before around 50 graduates received their diplomas. >> I feel good. I mean it was I mean it was a challenge but like I got through it. I had my family by my side the whole time. So like they were here

101supporting me. Like I was crying cuz I couldn't pay the test but I finally got through it. Like I'm holding tears right now. I can cry but I feel good right now. You know I'm starting a school August 25th. So I got to my high school diploma. I feel good. That's the next step in my life. So hopefully I graduate from Dale. >> I'm excited. Um I have tears of joy. Um I really did a lot to get here. I did summer school, evening school. I was determined to graduate and I did it. Coming here, I came from a different state, so I was going to have to do another year, but I didn't. I got everything done. It just made me feel like I can do so much more. >> Congrats to all. For

102complete video stories and more divisionwide information about Norfol public schools, visit the MPS website and check out our YouTube channel, Facebook page, Instagram, NPS newsletter, and our podcast, NPS Unplugged. >> Thank you, Madam Chair. That concludes the report. >> Agenda item 4.07, citizens comments. Miss Tanner, how many speakers do we have for this evening? >> Madam Chair, for today's citizen comments, we have 12 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 item or items or topic you are discussing or 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

103schools or if you're employed by the district and state your agenda or agenda items. One person is to speak at a time. If you are representing a group, state the group's name. You may ask your group members to stand in place to be recognized. Speaking time 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 give relevant data or facts. Avoid saying anything that identifies students or personal information about individual employees. Personnel, disciplinary, and confidential matters may be addressed to the schoolboard directly via email at schoolboard npsk12.com. Comments should be addressed to the board and not addressed to an individual member. Schoolboard members do not respond to public comments at the time they are given. Any written statements or supporting

104material should be given to the clerk chairwoman Caligerro. Our first speaker is Cynthia Lynch followed by Michael Dyer. Greetings school board chair Dela D. Caligger. I'm get it. Vice Chair Thomas, school board members, interim superintendent pole, administrators, and guests. My name is Cynthia Lynch. I am a lifetime resident of the city of Norolk, a product of North public schools, and have been employed with North Public Schools for the past 38 years. You did not have to do what you did, but you did. And this evening, I stand before you to publicly say thank you both personally and on behalf of many others who are benefiting from your actions. As a board, you conducted yourselves with professionalism, interrog interrogate, interrogate, interrogate and carriage by listening to employees, asking thorough questions of administration and making a difficult

105decision but necessary decision. Your actions spoke volumes to the north public North Public Schools employees at step 30 on the pay scale. Not only did you correct a flaw and insensitive compensation proposal, but you also reinforced the principle of equity among employees. Yes, your vote secured for us the same 4.5 cost of living adjustment that others receive. But more than that, it affirmed that step 30 employees are seen, valued, and appreciated for our years of service, our institutional knowledge, our skills, and our unwavering dedication to North Public Schools. We recognize and appreciate your transparency and validation. Your continued commitment to the students, employees, and community of North Public Schools is both appreciated and supported. Please continue to move forward knowing that you are making a difference. We, the Step 30 employees, cannot fully express our

106gratitude, nor could everyone be present. However, I would like to read a few names that wanted to say thank you. Ali, Amanda, Danny, Doublem, Doubleh, Diane, D, Dorothy, Jimmy, Karen, Lamont, Michelle, Noah, Robert, Ronald, Steve, Tammy, Terry, Tommy, and myself. We applaud you. Next, we have Michael Dyer. Good evening, chair, board member, superintendent. My name is Michael Dyer. I stand before you not as a parent of a Norfol public school student, but as someone deeply invested in the success and integrity of this district. I'm a teacher at Graanby High School. I'm here once again to speak on an issue that has been ignored for far too long. the ongoing pay inequity injustice faced by Ingerot TC teachers in Norfol public schools. This marks the fourth time I've addressed this board on this matter and I

107want to make one thing clear. I will continue to speak at every opportunity every month if necessary until this inequity is corrected. We are a small group. There's only 12 NGOTC teachers in the district of over 4,700 full-time employees. But do not mistake our size as insignificant. We are few in number, but we are unwavering in our commitment to fairness and we are not going away. Let's be honest, we should never have had to been here in the first place. This issue should have been resolved with MPS when it was first came to light. Last year's budget promised increased step incre step increases to all full on-time employees. That was what was written and that was what was communicated. My colleagues received them, principles, cafeteria workers, custodians, and the very teachers I've taught beside for

108the past 13 plus years. But NGOTC teachers, despite being full-time employees, received nothing. Worse still, some of us received emails from human resources explicitly stating that we would be receiving two or three-step pay increases. These were not vague assumptions. They were official messages. messages that turned out to be false promises. Then came this year's budget, a one-step increase in a 4.5% cost of living adjustment for all full-time employees. Yet again, NJROTC teachers received nothing. The if MPS had simply followed through and treated its employees fairly, if NPS had done the right thing, we wouldn't be here. But I am here because it's more than just a paycheck. It's about respect, equity, and accountability. In NGOTC, we teach our young cadetses to lead with honor, to serve with integrity, and to always do the right thing,

109even when it's hard. That is an example we try to set every day. And yet, here we are fighting for the very f fairness that we teach. This is not a bureaucratic oversight. This is discrimination, plain and simple. When a specific group is repeatedly excluded despite being promised otherwise, it becomes a systemic failure. So tonight I ask no I urge this board to stand up and do what is right not just forotc teachers but for the values that MPS claims it represents. Let's fix this. Let's restore the trust and let's end the discriminatory practices. Now I thank you for your time, your attention and the opportunity to be heard. Charlotte Smith Warley school board members Dr. Pole in the community. My name is Charlotte Smith Worly. I presently serve on the facil on this facilities

110committee. Although over the last 17 years I have served on various iterations of the same committee. I have learned a lot. One thing is we are not closing any schools. Don't panic your community by saying we're closing schools. We're closing buildings. The building does not make the school. It's the faculty, the administration, the support staff from counselors to janitors to parents and most importantly the students. It's a dedication of th that school community that makes a school successful, not the building. Two, do your job. Make a good decision based on facts. The hard work is done. You have before you a timely, data-driven plan as requested. You need to have the same perseverance and objectivity that the committee had. Previous boards got sidetracked by listening to the wrong people and refused to make timely hard

111decisions. Don't let this happen again. That is exactly why NPS has so many aging and underly under underutilized buildings. When the board appointed this committee, we had deadlines and we met them. We were charged to do a job and we did it. We push through personal opinions and emotional attachments to give you this plan. The council has given you a reasonable target of closing at least two buildings each year. This recommendation gives you more than two buildings that could easily be closed. If you, the school board, decide to slow this process down, and I hope you don't, you may be asking for repercussions from city council. Three, make a commitment to transparency. There was no transparency when an indepth presentation on building closures and school consolidations happened at your retreat and you decided not to

112live stream or even record or do whatever you could to make that presentation widely available to as many as possible. Your consultant did an excellent job explaining the rationale the committee used to arrive at their decision. Your community deserved to hear that presentation. It would have given more clarity and possibly put them at ease. You must do a better job selling your community on a solid data-driven closure and consolidation plan is necessary. Thank you, Miss Albert. School board members, Dr. Poll, and citizens, my name is Liz Albert. I'm I don't have children in Norfol public schools. I'm here to express my concerns regarding the way Dr. bird song was treated by certain members of the board because I believe their actions have real implications on how the search for a new superintendent will be handled.

113The first WHO investigative article by Jim Morrison made public former board member Rodney Jordan's threatening conversation with Dr. Birdong in which he said that if she took the superintendent's position, it would quote ruin her career unquote. Also made public was the fact that the three member anti-Bird songong faction of Mr. Jordan, Mrs. Bassine, and Mrs. Moore Buffalo sent the superintendent more than 3,000 emails in 10 months. Rodney Jordan also led the faction in a move to terminate Dr. bird songs contract on an earlier occasion, going so far as to contact the city's attorney's office covertly and without including other board members in the conversations. To the current faction, I ask, since you have chosen VSBA to conduct the search for the new superintendent, will Rodney Jordan covertly be part of the search since he is

114a former president of VSBA who remains very active in the organization? I also asked this, did you rush through the termination because you already had someone specific in mind that you wanted to be superintendent instead? You could have just waited for her contract to run out, but you were in too big a hurry. When she would not meet your demands to sign a separation agreement and leave quietly, you quickly voted to terminate her. In your haste, you failed to comply with state law that requires a severance package be made public prior to a vote for termination. Also, the board did not bother to follow her contract and give her a 90-day written notice of termination. I asked, "What candidate for any position would trust you to honor your agreements and the law considering this miserable

115track record?" I asked the faction this. How is the public supposed to have confidence that you will listen to the community on the hiring of a new superintendent when you made it clear you didn't want to listen to stakeholders when you fired a superintendent? These are all reasonable questions that lead to one overriding question. Will you now put aside your personal agendas and schemes and do the right thing the right way for NPS's 27,000 children? Thank you, Kenan Baskerville. Y'all got enough down to that end. All right, need one more. Here we go. It's coming your way. >> Okay, >> everybody got one? >> Yes, we're good. >> I got one. Yeah, I got I got one. Thank you so much, Dr. White. >> All right. On the afternoon of July 8th, during the second

116day of the school board retreat, the EELC had its first report out to the public. The purpose of the report was to ensure that the EELC is headed in the correct direction. it was nearly at full implementation. This critique is that what I'm saying right now is to explain that the report was insufficient and even proves that the EELC's needs a needs a moment of brief pause to recalibrate reccalibrate and course correct. The best ways to achieve this are to set up the proper committees, boards, key outcomes, needs assessment and practices to ensure progress and overall growth. These are my three points of concern. data compliance and money. So let's start with data. So there was insufficient data collection with only 94 total survey responses across four schools. 43 being at JCOX and 51 being

117the aggregate between three different schools PB Young, Booker T. Washington, and Ruffner. There was in inconsistent scoring methodology for implementation of the pillars. Lack of transparency about the imple implementation team and their minutes. People who said they weren't on the team have been revealed as being on the team. Question there was questionable academic performance data that didn't clearly demonstrate EELC progress su program success. Uh a little note on that there wasn't enough time to even note a success or failure in my opinion but we we were to we were kind of toing that hey we did well. Uh there was the sample sizes were way too small. uh quantitative re research requires that you need a sample size of at least 10% before before you you can use uh a set for sample sizes to

118uh to make data interpretation otherwise it's unreliable. Let's move on to compliance. Uh the EELC said they are in compliance with the Virginia Department of Education's community school frame framework uh when they first started on the online uh 2024 overview. Are they still in compliance? In what way are we keeping an eye eye on this? I don't think they they are. At the meeting, the EELC team tried multiple times to distance themselves from the term community school. Which is it? Are we using community schools or aren't we? Lastly, we need to figure out before it's too late though. I'm sure the grants that were applied for for uh comm were applied for were utilized uh community school money and language to acquire them. Which brings me to the overview is very in-depth, so I'm just

119going to skip to the end. There can be danger in approaching these metrics with a quick fix mentality and giving up when there isn't immediate improvement. But part of what's alarming here is that it feels like there's a rush of NPS's part to declare what's already been done with the EELC's a a success rather than to engage in a deeper, more reflective process of improvement led by serious community engagement. >> Mr. Basker, your time is done. >> I got you. Thank you. Elise McMah. >> Good evening, school board members. My name is Elise McMath and I'm a public education committee organizer with New Virginia Majorities Norphick chapter. For nearly three years, we've been advocating for a community school model here in Norphick. Our coalition played a key role in the creation of the equity and

120excellence learning centers now going into year two at Jay Cox, PB Young, Ruffner, and Booker T. We're here tonight because we're deeply concerned about how this pilot program is being implemented. Last year, after ELC funding was approved in the fiscal year 25 budget, there were no public updates until the ELC expo in September. At that point, it became clear that no needs assessment had been conducted despite this being the number one best practice recommended by the VDOE for community schools. While some after school enrichment programs were offered, they were not communitydriven nor accessible to those who need them most. So, we collected our own data. As you've heard repeatedly, Jay-Hawks families identified before and afterare as their top need, but it's still not being prioritized. We've heard that Champion services may return to Jay-Hawks, but

121there's no clarity on whether this is in any way connected to the ELC program. If it were, we'd expect that the pilot funding help eliminate cost barriers so families can actually access those essential wraparound services. Instead, there's still to this day no transparency around how EELC funds are being used. And that's especially troubling as a district considers closing up to 10 schools, mostly elementary. At a time when Norphick is weighing large-scale disinvestment in our public schools through closures, the ELC pilot program has the potential to be a model of meaningful investment, but it can't serve that role if it's being poorly managed, hidden from public view, and completely out of touch with the communities supposed to serve. Equally concerning is the lack of accountability. At your recent retreat, there was no data on key outcomes

122like enrollment, absenteeism, or academic and behavioral changes, metrics that are crucial for understanding the program's impact. We're asking the board to adopt clear oversight, ideally through a community advisory committee for each ELC school, similar to your CAK and Gak committees. We want the ELC's to succeed, but without immediate redirection, it will likely become yet another failed pilot and waste of taxpayer money. Thank you, >> Carl P. Good evening, uh, Cher Gallagaro, members of the board, and Dr. Paul. My name is Carl P. I live at 9424 Peach Street in Norolk. I don't have children enrolled at NPS. However, I began my educational journey in this district and I care deeply about the decisions impacting students, families, and the schools here. This evening, I'd like to formally I I'm formally requesting I'm formally submitting a request

123for documents under the Virginia Freedom Information Act in regards to the Equity Equity and Excellence Learning Centers ELC's pilot which is being implemented in select NPS schools as this initiatives uh should represent a significant shift in school operations and services. Student families and the communities deserve access to essential information that is yet to be released publicly. To help minimize costs, I respectfully request electronic documents only. If portions of my request are considered overly broad, I'm open to narrowing and clarifying the scope of of the request. I'm in cooperation with NPS's foyer officer. In accordance with the Virginia Freedom of Information Act, I request access to the following records: written policies, program descriptions, and implementation plans that define the structure and goals of the ELC pilot that have yet to be publicly released, finalized, or draftus,

124contracts, or partnership agreements with external organizations directly involved in an EELC pilot, which have yet to be uh publicly released. evaluation tools, benchmarks, internal progress summaries used to assess the pilots's implementation and outcomes, particularly from the start of school year 2425 to the present that aren't already uh made a public records related to the foundation and function of the ELC task force at each participating school that have yet to be publicly released, including meeting minutes, internal memos, presentations um starting from July 2024 to present. that reference these on-site task forces, the names, uh, roles and titles of individuals serving on each individual task force, any document describing their responsibilities, decision-making authority, and meeting um, and meeting schedules. Again, I would respectfully request that all documents provided be provided digitally and I ask that if receive

125and um ask to uh receive a reasonable cost estimate before any work begins to avoid excessive uh fees. Let me stress that last part. I want to avoid excessive fees when collecting these documents and records. Uh thank you for your time and for your commitment to ensuring transparency and equity in awful public schools. Jean Coxold, please correct me. >> Coxold. >> Okay. Thank you. >> Good evening everybody. I've had the honor of meeting my two representatives, Miss Basheen, Miss Thomas. Pleasure to see you again. I've not introduced myself to you as all before, but it's a pleasure to meet you. Uh, I do have two girls in the Norfick public school system. I will fully admit education is not my expertise. I work in housing advocacy mostly, but I do advocate for kids experiencing poverty

126on a daily basis and research is a big part of what I do. Um, some of these lovely ladies over here have transformed my girls' lives. So, first of all, want to take as much time as I have to to say thank you. So, thank you for being here tonight and thank you. My girls are actually going to two different schools next year. They're going to go to Gent and they're going to go to Southside STEM and the honors program there. Um, so I'm kind of at a unique perspective here when we come to talk about what school consolidation looks like. Um, as someone who sits in a researching capacity, I did do my research. I did look at both reports and um, I recognize that we have a very real problem on our hands

127and I'm here to support that we do have to move forward with consolidation. I totally understand that. The thing that I think we have to be careful of is that the way we go about it. Intent is so important and I think the intent is in the right place but impact is also very real. Right? So, we have to make sure that as we begin to have the conversation of we want our kids to be in better facilities, we want them to be in stronger programs, we want them to have sustainable support, how we move forward matters just as much. So, the relocation of Gance 100% lottery program to James Monroe without guaranteeing some level of Parkplace community uh zoning that is going to have real impact and that could unintentionally displace the very community

128that the building has long served. So, it shifts away from intent and shifts back to impact. So what I think we need to consider here is that in this moment in a time that we are very divided as a nation as a community we have an opportunity to really start working together. And working together doesn't mean that we present a plan and ask for feedback. When the impact is this large on a community we shouldn't be looking for feedback. We should be looking for partners. And I think you could probably look in this room and find one or two partners that really want to be engaged in that process that no one wants to sit in an adversarial role, they want to sit in a place where we can build something good for our kids

129moving forward. So, that's that's my big pitch here today is that instead of going and asking for feedback on something that's already been pre-written, that's going to feel like it's falling upon the parents or falling upon the staff that have to implement it, let's move forward with inclusive, transparent trust and build a plan together, one where we can see real progress because it's built with all the hands that it affects. Thank you very much for your time. M. Campbell, >> you have to go to the podium. Just have to go to the podium. Thanks. >> Good evening, school board members. Good evening to all. I'm actually this is my first meeting so I don't have anything in writing and so I really was not going to speak this evening. I'd rather be more prepared. So

130but I thank you for affording me the opportunity to stand before you. So I do apologize but I'm I would rather wait until another time but thank you so very much. I think uh one of our parents who is Vimy's I know his two daughters exceptionally well um just beautiful two young ladies that attended our school the James Monroe. So well said. Thank you. And I see some other parents but thank you so much again for affording me the time to come and stand before you. Thank you so much. >> You Caitlyn Sheets. >> Good evening, school board members. My name is Caitlyn Sheets. Um I'm a parent of two um James Monroe Eagles. Um and I'm here to speak on the behalf of James Monroe. Uh, my family moved here two years ago and

131chose to live in Parkplace neighborhood for James Monroe. And the more I have dialogued with my neighbors, I have realized that I am not the only one, that this is a school of choice. Um, it is a school sought after for its accessibility and neighborhood feel. According to the consultants maps, James Monroe serves the neighborhood at one of the highest concentrations. This is a special school full of meaningful relationships that these teachers give and uh meaningful work. Um it is a school that has increased its enrollment. It is a school that has seen an amazing upward trajectory of test scores. I have an education background and I'm still part-time in education and I love data. And so looking through the transparent data of James Monroe schools has been astounding. they haven't hidden anything. Um, and

132they have been on an upward trajectory of the with that data. Um, and while I love data, I also see the reality of my children and others running into the school board every morning. Many students walk to school and do so safely due to the work of our teachers and staff in our community. Our teachers and staff have prioritized the accessibility of their building through programs like the mobile school bus, enabling students to safely cross streets and navigate our neighborhood while meeting friends on the way. Teachers and staff have cultivated an environment of family engagement. And with teachers and parents being on the same team, the cheering for our students happens as they enter into the testing season, tutoring times, and concerts. I watch previous Monroe students walk back down by the school at dismissal

133time because they know they'll be checked on by teachers and staff. The school is doing what what is required of them and so much more. This is a true neighborhood school providing equitable access to education in our community. Why would this plan disrupt that? Uh, according to your 2021 facility Masters Plan, your guiding principles were data-driven, engaging the community, trade-up scenarios for students and equity, and I'm asking that these principles be upheld in this process. Busing Monroe students to other schools is not a trade-up scenario for our students. The data does not seem to support this proposed plan. Placing a school in their own community that they do not have full access to hardly seems like equity. Hear us when we say that we love this place. This is a school of choice. Thank you

134for your time. And Carl P was signed up twice. So we have 11 speakers for tonight. And that concludes our speakers. Moving on to agenda item 4.08, the approval of the consent agenda. Can I get a motion to adopt the consent agenda? I move that we adopt the consent agenda. >> Second. >> Motion has put forward put forth by Miss Moore Buffalo and second by Dr. Martin. Is there any discussion? >> Yes, >> that is amended. Correct. With the removal of the >> That was actually under discussion and decision. It was never on the consent agenda. >> Okay. >> But yes, you you're correct. Approval of the minutes. The minutes the minutes were are taken off the consent agenda before voting. >> Any further discussion? >> All right, Miss Tater, please call the role. >>

135Bassine >> I. >> Buffalo >> Inch. >> I. >> Martin. >> I. >> Olson. >> I. >> Thomas. >> Hi. >> To caliro. >> I. >> At this point, I would like to give the floor to Dr. Pole so he can make it a fantastic announcement. >> Thank you, Chair Decalero. Um, I had the pleasure tonight of uh reading some small bios for our schoolboard representation from students this year. So, I'll start with our school board representative Athena Ash has been selected as a student representative to Norfick school board for the 2025 2026 school year. A rising senior in the international baloria program at Graanby High School, Athena is known for her academic excellence, leadership, and passionate advocacy for student voice. With a cumulative GPA of 4.57, she has excelled in AP and IB coursework

136while serving in key leadership roles, including president of key club, captain of the varsity of debate team, and community service coordinator for the National Honor Society. Athena's dedication to public service is deeply rooted in her Norfolk upbringing. I want to be a voice for the students and help play an active role in improving our schools, she shared. She views service on the board as a way to gain valuable experience in government and public administration while giving back to the community that she loves. Athena's teachers and mentors describe her as meticulously organiz organized, a phenomenal facilitator and listener, and someone who consistently exceeds expectation. One recommener wrote, "Her ability to lead, inspire, and affect positive change is truly extraordinary. From her commitment to equity and mental health resources to her drive to elevate the voices of

137her peers, Athena brings intellect, integrity, and forward thinking mindset to the role. Congratulations to Miss Ash. We're looking forward to working with you during the 2526 school year. I'd also like to introduce our school board alternate student representative, Mariana Chandler Wyn. She has been selected as the alternate student representative for the Norfick board for the 2526 school year. A student at Norview High School and the Norfolk Technical Center, Mariana is a leader in and out of the classroom. She serves as a class leader and a national award-winning cadet in NJROTC as junior class representative and is active in Skills USA, the National Technical Honor Society and multiple youth and service organization. She aspires to become a dermatologist and entrepreneur in the beauty industry. Mariana's motivation to serve on the school board stems from her desire

138to help students feel safe, supported, and engaged. "Serving on the school board would allow me to make suggestions on helping students have fun learning." She wrote, "She believes education is the one is one of the most important things a human being can have and hopes to use her creativity and leadership to make a lasting impact." Known for her confidence, empathy, and dedication, Mariana has earned the praise of educators and mentors alike. One recommener described her as a young woman deeply devoted to making a difference wherever she goes, while another noted her ability to lead the most challenging assignments to lead during the most challenging assignments while making decisions with clarity and thoughtfulness. Mayor Anna brings a thoughtful, compassionate, and courageous voice to the board. One grounded in student experience and committed to positive change. Congratulations

139to you as well, Miss Chandler Win. We're looking forward to working with you during the 2526 school year. Thank you, Madam Chair. Thank you. [Applause] >> Next, we have agenda item 6.01, the finan monthly financial report. Mr. Anthony Starks, welcome to your first official board meeting. >> Yay. >> Okay. Good evening, >> school board meeting. Dr. Paul, >> you've all had an opportunity to take a look at the report. I don't think there are any variances that uh I need to bring to your attention. So, we'll get get at it. Starting with uh total state funds, you can see uh what we plan for, what we've actually booked, and what percent of the budget that represents n 99.4%. For city funds, you can see our our program amount, what we've actually booked, and we're at

14097.4%. Look at total city funds. You can see that we're at 92.3%. Uh total revenues 98.2%. Uh total expended income amount 96.2%. So we're in a good financial position at this time. So that concludes my report. >> Are there any questions? >> Madam chair. Go ahead. >> Thank you and welcome welcome to your first uh board meeting. Um I have a question about the um the funds in the nonschool day. Uh if you if you could elaborate on and I'm trying to find the page. I'm sorry. Um it is >> what part are you looking at? Um I am well sorry I scrolled through and it's on page seven of the report non-regular school day. Um the uh I guess nearly a million in employee benefits. Can you expand on the non-regular school day program

141and um just in preparation for this upcoming school year? So, you're on page seven. What section again? >> Page seven. Yes. Under non-regular school day. >> Yeah, it's a second category on that page. >> What's your question, M? Um so it looks like we were over like nearly a million um over than what had been uh budgeted in that particular for employee benefits. And so my question and if you don't have the information now you can get back to me about that. >> I don't have the information now. So um Mr. Jenkins can you take a note for that and we'll get an answer back for you. >> Okay. Great. Thank you. Is that it? Ma'am, >> um are we are we going to talk about the quarterly uh the grant status report separate or

142are you walking through that or is that part? >> No, we we were not going to do the grants tonight on that. >> We are. >> Yeah. >> Last two pages. [Applause] Page nine. >> Page nine and 10. >> Nine and 10. Correct. >> Yep. The last two pages. >> Okay. Do you have a specific question before we just start? >> Yes. Sorry, I was just waiting um for you to get to that part. So, um there is um or uh let's see. Oh, I'm sorry. So, the amount for those that are closing out in September of 2025, we're on on par of spending um like for on we're on par for spending whatever is left over. Is that right? >> Yes, that's correct. >> Okay. because I just noticed some with larger amounts for

143uh grants that are expiring in 2025 in September of 2025. >> Dr. Paul has something he wants to interject. >> Okay. >> Oh, yes, Mr. Dr. Paul. >> Thank you very much. Some of the ones that have the higher balances, there are a lot of summer programs going on. So, it's traditionally they they're spent during the summertime. >> Okay. All right. Great. >> Yeah. Those amounts will roll over. >> Okay. >> All right. Thank you. No other questions at this time. back. Mr. You have a question. >> How did you know I have one? >> You had your hand. >> Oh boy. >> Mr. Starks, first off, welcome aboard um to Northol Public Schools in your official capacity as chief financial officer. Um pass that back on down. All right. Um I just wanted um

144just get some clarification. So I know um I think you were here at the last meeting right when you were just got um hired to the role to go over the the audit that was released. >> Have you had an opportunity to look at that audit? I have sir. >> Okay. And have you and the the things that in there that are the weaknesses in the audit will I'm assuming that your department will be going through those and ensuring that those types of things do not happen again with like the delays and audits. >> Absolutely. I can report to the board on last Thursday. Uh myself, Mr. Jenkins and Mr. Henry, we met with the city of Norolk. >> Okay. to talk about the challenges that occurred on during the last uh audit session and

145um I've got some work cut out in front of me. Okay, >> we talked about some um some of the challenges and actually I've started working on them with um Mr. Freley here and other people within the staff. So had a real deep focused conversation with them and my goal is you know not to have a repeat. So, I think uh I'll probably have a plan um talk to Dr. Paul about how we're going to get at it actually this week. So, the intent is, you know, not to have a repeat. >> Okay. So, you'll have a plan that you'll have a plan of all the things that were the the weaknesses, the the the errors, the the things that they that the auditor said needed to be recommended to change. You will have a

146plan of action for those. >> We actually have a corrective action. Oh, you already do have a corrective >> already that uh was in place, but there there are other things that certainly need need to be addressed. >> Okay. All right. And All right. Excellent. >> Dr. B, did you want to address anything? >> I just wanted to and and Mr. Starks mentioned that he and I have met a couple times about that too to to add focus and the importance of making sure that we're timely this year with the audit. >> Excellent. Excellent. Good to go. >> Okay. Thank you. That concludes my brief. Can >> I get a motion to adopt the monthly financial report subject to audit? >> Madam Chair, I make a motion that we accept the monthly um finances subject

147to audit. >> Is there a second? >> I second. >> Mr. In has put forward the motion and uh Miss Thomas has seconded the motion. Is there any further discussion? >> Miss Tanner, please call the role. >> Bassine >> I. >> Buffalo I. In >> I >> Martin >> I >> Olson >> I >> Thomas >> I >> Caligerro >> I >> agenda item 6.02 is a schoolboard calendar Dr. Paul has reviewed the final version and provided input on this proposed calendar. Can I get a motion to adopt the schoolboard calendar for the 2526 academic year? Madame Chair. >> Yes. Um, I'd like to put a motion on the floor to adopt the schoolboard calendar uh that is currently posted under 6.03. >> Is there a second? >> Second. >> Miss Bassine has put brought

148forth a motion and Dr. Martin has seconded the motion. Is there any further discussion? >> I I have a question. I see. Oh, I see. I'm sorry. The September 17th my class is okay. >> I'm good. I'm good. Okay, >> Miss Tanner, please call the role. >> Bassine, >> I. >> Buffalo, >> I >> Martin >> I. >> Olsson, >> I. >> Thomas, >> Iro, >> I. >> Moving on to agenda item 6.03, the VSBA Tidewater Regional Chair position. Tiffany Buffalo was nominated. Would you like to share a few words about this position? Oh, well the position the SBA is um has seven regions and the Tidewater region consists of 16 school divisions in our region and the position that I am um submitting my name for nomination is for the Tidewater region. I currently

149serve as the vice chair at this moment and so um I am looking forward to and it's just a nomination to put my uh hat for the um the chair position and my candidate profile is is up there for anyone to read and um so yeah. >> Thank you. >> You're welcome, >> madame chair. >> Yes, ma'am. Um, I'd like to move to accept uh Miss Moora Muff Buffalo's nomination for regional chair of the Tidewater region. >> Is there a second? >> I second. >> Miss Msine has brought forth forth the motion and Dr. Martin has seconded the motion. Is there any discussion? >> Miss Tanner, please call the role. >> I Buffalo >> In >> I. Norton >> I Olsson >> I abstain >> Thomas >> I scalerro >> I motion passes >> agenda

150item 7.01 01. This meeting is adjourned. >> Madam chair, you need to hold a vote on the uh approval of the minutes that the colonel asked to be removed from the consent agenda, I believe. >> Oh, >> is that >> So that have they been updated to the colonel's approval. >> Colonel, have you >> I No, Miss Tanner, I have not communicated with her on what the changes are. I got a note from her. >> Yeah. But I >> at this point I'd like to table this to the next board meeting >> and make sure that you have time to review the minutes. >> I have reviewed them. >> No, review the updated minutes with the correction. >> Okay. >> Corrected on what we're >> Yeah, Karen did send a note that said corrected the

151minutes with the schoolboard vote. So just I gave that to you just so you have it >> when I read it. >> Yeah. All right. This meeting is adjourned. >> Thank you ladies and gentlemen.