0012025. A quorum is present to transact the business of the school division. Miss Tanner, please call the role. Bassine here. Buffalo here. In present. Martin, present. Pollson here. Thomas here. Caliggerro here. We will begin today's meeting with a motion to go into closed executive session. Agenda item 2.0. Can I get a motion to go into closed executive session? I move we go into executive close session. I second. Second. Uh, Miss Moora Buffalo has brought forth a mo motion and Mr. Ing has seconded the motion. Miss Gander, please call the role. I'm going to read the resolution first for you. Um, move that the members of the school board of the city of Nora go into a closed meeting for the purposes which are set out in subsection A of section 2.2-3711. 2-3711 of the Virginia
002Freedom 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 including included for vote on today's personal report and discussion of pending and future personnel actions and investigations concerning specific current employees of the school board. Consultation with legal counsel and briefing by staff members pertaining to actual or probable litigation or regarding specific legal matters requiring the provision of legal advice by council pursuant to subsections 2.2-3711 2-3711A78 of the act. The subject covered by this exemption is advice and briefing regarding the matters said above and subsection A of this motion.
003Passine I Buffalo I Martin I Pollson I Thomas I Talaggerro I motion is approved Can I get a motion to come out of close session? I move that we come out of executive close session. I second that motion. Miss Tiffany Buff more Buffalo has made the motion and Mr. Ing has seconded it. Um, would you read the resolution? Yes, ma'am. a resolution certify an executive meeting of the school board of the city of Norfolk in accordance with the provisions of the Virginia Freedom of Information Act. Whereas the school board of the city of Norfol has convened a closed meeting on this date pursuant to an affirmative recorded vote and in accordance with the provisions of the Virginia Freedom of Information Act. And whereas section 2.2-3712 2-3712 of the code of Virginia requires a certification by
004the school board of the city of Norfol that such closed meeting was conducted in conformity with Virginia law. Now therefore it be resolved that the school board of the city of Norfolk hereby certifies that to the best of each member's knowledge only public business matters lawfully exempted from open meeting requirements by Virginia law were discussed in the executive meeting to which this certification resolution applies and only such public business matters as were identified in the motion convening the exact executive meeting were heard discussed or considered by the schoolboard of the city of Norfolk. Bassine. Hi Buffalo. I Martin. I Pollson. Hi Thomas. I Caligger. Hi. Madam Chair, I'd like to I'd like to make a motion to amend the agenda to add section three, board matters, to include item 3.01, resolution to terminate the superintendent
005without cause and item 3.02, 02 resolution to appoint an interim superintendent as well as strike agenda item 4.01 and items 4.02 from today's agenda. I have a second. A second. Miss Tanner, please call the role. Bassine. I. Buffalo. I. Hinge. I. Martin. Hi. Foulen. I Thomas I caliro I moving on to agenda item new agenda item 3.01 01. I move to terminate the superintendent contract without cause effective immediately. Needs a minute to get the resolution up. Motion to approve the res. Thank you, Jack. have a second. So the resolution is is up publicly. Okay. Thank you. See what's being You can move forward. Buffalo, would you please restate your motion? I move to terminate the superintendent contract without cause effective immediately. Second. motion to approve. Hold on one second. I'll pull it up. Here you
006go. Kyle, should I read it? I would read it. Okay. A resolution terminating the superintendent of schools without cause whereas the school board of the city of Norolk desires to terminate the superintendent of schools without cause as set forth in her contract of employment. Now therefore be it resolved that Dr. Sharon Iberong, superintendent of schools pursuant to her contract of employment is hereby terminated without cause effective immediately. This resolution shall be effective from and after its adoption. Have a second. A second. Miss Mo has put forward the resolution and Miss Vina second it. Is there any discussion? I have something I've prepared and it's to you. Um, Chair Daliro, I'm writing to formally express my deep concern regarding your recent conduct and ongoing approach to board leadership. As chair of the NOFK City Public School
007Board, you hold a position of significant responsibility, one that demands transparency, collaboration, and professionalism at all times. Unfortunately, your recent rec recent actions have undermined the board's credibility and distracted from its core mission to serve the students, families, and educators of Norfk with integrity and effectiveness. Specifically, there have been repeated instances of alienating schoolboard members and intentionally excluding for fellow board members from vital information, which is a violation of our norms and protocols. Lack of clarity and and consistency has been your method of operation. And when citizens have commented on your misconduct, you have taken a dismissive tone. These patterns have not only impeded the board's ability to function cohesively, but have contributed to a culture of bullying, disrespect, and unprofessional conduct, as well as a growing perception of dysfunction and mistrust among community stakeholders.
008Leadership requires not only decisiveness but also humility, respect for diverse viewpoints and importantly a commitment to process and accountability. As chair, your role is to facilitate productive dialogue and uphold the highest standards of public service, not to stifle in input, exacerbate tensions or erode public confidence. Yet, you have allowed members of this board to bully, stonewall, and disrespect colleagues and process without reprimand. Firing the superintendent at this time when we have the highly sensitive task of closing and consolidating the schools is a distraction. I urge you to take immediate corrective action to rebuild trust with your colleagues, improve your conduct in both public and private settings, and recommmit to leading with fairness, professionalism, and a student- centered focus. The North community deserves [Applause] Other discussion? Thank you. Today is a troubling day, not only for
009the Norfick public school employees, but the future of our students. Our school has become deeply dysfunctional. I'm sorry. Our school board has become deeply dysfunctional with personal and political agendas overriding our mission to serve the students. I believe today's decision is rooted not in educational leadership but in ancient personal vendettas. It at least four board members, one of who is is brand new and one who is uh appointed rather than elective have shown clear intent to sever ties with our superintendent with no explanation. The current chair has less than six months into her board term. She has campaigned in the past on empowering educators, engaging parents, and preparing students. But now she leads the effort to remove the superintendent. How does this help the NPS family and the scholars? Uh this the dysfunction of the
010board has become increasingly visible from social media posts to emails from concerned citizens about the board members behavior at the high school graduation using cell phones during the ceremony and wear wearing inappropriate graduation attire. Instead of reflecting on these noted concerns, the board has mocked and dismissed them. The scholars had their day of memory, excuse me, their memorial day tarnished for uh forever by what was observed. Yet a single member has uh also rejected every budget proposal, resisted collaboration, and discredit discarded calls for better governance. The new board majority has imposed unrealistic demands on the superintendent while acting without transparency including their hidden move to terminate the superintendent's uh contract without cause that was not discussed with the the entire board. It was presented to us. What is the cost of this and what does
011it cost to our scholars? The controlling majority consistently, if not daily, violates board norms, protocols, policies, and basic common sense when conducting business behaviors I've noted in my emails to the chair on the 18th and 30th of May to the governance to and to the governance uh team. I warned them of the slipping uh our slipping into the dysfunction. The answer is silent. Nobody responded. That shows that they are happy watching the walls of the Norfolk public schools start to crumble. However, discussions about board compensation seems to be take precedence over achieving of a non-hostile environment and better student outcomes. This defun dysfunctional dysfunctionality, excuse me, drives away talent and will make her harder to attract a capable superintendent and one who will want to work in a known hostile environment. There is no combat
012pay here. Norfolk has already suffered from unstable leadership in the past and we should not repeat the the past mistakes. Where is the uh outcomes for the NPS family and scholars in this decision? On the 22nd of May, Dr. Birdzog sent a a board a detailed memo outlining her concerns about the failing governance and loss of trust. Instead of addressing the issues, the board majority moved around the issues and went directly to termination. Amongst her concerns were the h is the hostile workplace created by current board members and former board members. An environment that still persists today. The superintendent asked us to work collaboratively to realign our governance team. The answer termination. Where is the MTS family and scholar outcome here? The board is the problem and we refuse to recognize and address the issue.
013The board majority has kicked the can without addressing these issues. It's not even on our radar to discuss this. We will vote on whether or not to accept the superintendent's uh separation agreement. How I'll cut it short. I do not like what's happened and I will not support uh accepting a this uh resolution. [Applause] Other comments will please call the role. Bassine I okay Buffalo I Martin nay Paulson nay Thomas nay dalero I resolution passes vote yow hey hey don't do H school board that must go. Hey ho ho, it's the school board that must go. Hey ho ho, it's the school board that must go. Hey hey ho ho, it's the school board that must go. Hey hey ho ho, it's the school board that must go. Hey, which moving on to agenda item
0143.02, appointment of an interim superintendent. I move that we appoint Dr. James Pole as interim superintendent of North Public Schools. I second. Point of order. Are we are we not supposed to read the resolution for this? Well, if the motion was second, then read the resolution. Now, okay. A resolution appointing Dr. James Pole as interim superintendent of schools. Whereas the position of superintendent of Norfol public schools has been vacated effective June 11th, 2025. And whereas the school board of the city of Norol desires to appoint an interim superintendent of schools with all powers, duties, and obligations of that position. And whereas Dr. James Pole has indicated his acceptance of the position of interim superintendent of schools effective immediately. Now therefore, be it resolved that Dr. James Pole is hereby appointed to the position of interim
015superintendent of Norfol public schools that as soon as pract practicable the school board of the city of Norolk shall negotiate above and present to Dr. poll a contract of employment immutating the compensation and prerequisites of the position of interim superintendent of schools that this resolution shall be effective from and after its adoption. I second Dr. Mark and second discussion comments. Miss Tanner, please call the role. Bassine I. Buffalo. I Martin I. Pollson. I commit my uh self to Mr. uh Dr. Pole. Although I voted differently a minute ago. It was not about who's going to take our place or the place of the superintendent. It's what we have to do going forward. And I hope that the board will recognize that we have lots of work to do. I support you, sir, and I vote
016I Thomas. Hi. I second that. What um Dr. Colonel Pson said. Um it's not about the vote from last, it's about who's going to take over and lead us in a great leadership. And I did not support firing the superintendent the Caligger. I the motion the resolution is passed. Moving on to agenda item four, student excellence school board goal two interim measures one and two two. Dr. I thought we struck those, but I will have to go back and get them. But you struck 4.01 and 4.02. 4.01 and 4. They were from the current 3.01 5.01. Oh, it shifted it down. So, it should have it should be okay. I'm going to go back and get it. What is currently 5.01 and 5 seconds? I got to go find that real quick. Sorry. I'm already
017I'm gonna have to go. Can somebody explain that? I thought we I thought we deleted 4.01 and 4.02. We did, but on the revised agenda, they became uh number five on the revised agenda when we pushed everything down. I'm going to have to bring it back for Dr. Pushes the categories down. When you then what happened to 5.01, 5.03? I was looking at my old agenda and I releas and I released it. Hold on. I'mma bring it back. 5.01 and 5.02 are stricken from the agenda on the board by mistake. We didn't vote on that. We did. It's part of the agenda was amended first. Miss Tanner was using Yeah. was looking at each agenda. Right. So, I'm just going to bring the stuff over. Yeah. And I'm gonna get rid of put them back
018up. So, the question I I Thank you. U still have is where did 5.01 and 02 go? I don't I mean, if you move things around, what what happened to those items we were supposed to hear today? I don't recall us voting on removing them. They were removed as part of the amended agenda. They were removed as 4.01 and 4.02. Correct. 4001 and 02 have nothing to do with 5.01 and 5.02. Which it depends on which agenda you're the original agenda was the the motion that I made was to strike what was originally 4.01 01 which was salary school board salary compensation and 4.02 which was board norms and protocols to move that to a future agenda uh future meeting. Who is we? I don't recall us we voting on we we when I when
019I put a motion out to amend the agenda I included those items. When did you put that uh that was the first vote that we took? It it mentioned 4.01 and 4.02, but there was no discussion that I can recall about removing 5.01 and 5.02. Well, they were currently strike 4.01 and 4.02. At the time the motion was made, the items were 4.01. Numbers changed. ent was to remove, as I understand it, the schoolboard salary compensation and board. Is that correct? Yes. Correct. And the school board salary Yeah. compensation. Okay. So that agenda as it was finally amended, it needs to those items need to be removed or at the time the motion was made and voted on 4.01 and 4.02. Correct. Correct. And that was included in the motion. And I was looking at
020the wrong one. Okay. Not the poll. I'm disagree. But put this up for you. Did we just vote on it? We did. Did it was the first thing we did. Okay. It was to save time, but it But it was I know. No, I'm just saying but we're like talking about it as much time as it would have been to discuss it. Which one do you want first? 2.1. Thank you. All right. Uh good afternoon uh Madame Chair Dalero, vice chairman Thomas and members of the board. Uh tonight um we're going to review measure 2.1 uh first and this is the goal around a third grade reading um uh third grade reading is measured by the reading so test to increase from 45% um during 2021 to at least 70% 75% during 2627. Um, we've
021uh looked at this one uh previously. This is our vows report. Um, in the vows report, it's a brand new test this year as a reminder to everybody. So, there was no baseline data and no goals to be set. And let me, you know what, let me make it so it's a little bit more legible up here. Um so as the data show, students in the first grade continue to grow throughout the year with the vows assessment ending the year 143 point 14.3 points ahead um of students in the low risk category. Additionally, the percentage of students identified for needing additional support, they did grow by 0.1 points. Um students in the second grade saw a slight decline from the winter to the spring for being in the low risk category. However, they ended the
022year 17.1 points higher than initial scores. Additionally, although there was an increase from the winter to spring with the percentage of students in the identified for needing additional support, the overall percentage did decrease by 4.1 points. I do want to make note to um uh board members that uh as a reminder, the difficulty of the PALS and now the vows test in the spring jumps. Um so it's not uncommon to see those those growths in these scores um for for knitting because it's a it's a more difficult test. Um, what's going well? Students in first grade showed progress all year, ending four 14.3 points higher, uh, with students in the low-risisk category. And students in second grade saw an increase of 17.1 points for students in the low no risk category. And students in the
023second grade identified as needing additional support decreased by 4.1 points. Um, what's not going well is our students in the first grade saw an increase of 0.1 points from the fall to the spring in the number of students identified as needing additional support. Um here uh we have our previous action steps. Um the update of the reading plan uh between March and May all existing grade one and two reading plans were updated um and targeted interventions were modified accordingly and the second graders um saw the decrease by 4.1 points from the fall to the spring. Um develop the new reading plans for recently identified. Additional reading plans were created for all newly identified high-risisk third grade students based on the mid-year vows with specific goals and progress monitoring checkpoints. Um use of the vows to
024identify literacy trends and inform targeted professional development sessions. Schools analyze their grades one and two mid-year vows grouping by instructional indicated uh to identify their needs in foundational literacy and that directly informed design of the targeted small group instruction. um the March divisionwide training on strategies to address literacy deficits. Um following the literacy walkthroughs, there were 13 elementary schools divisionwide professional development on March 21st was designed directly to address the observed instructional gaps in those walkthroughs. Um the um the intervention walks to provide feedback and coaching to ensure intervention strategies are implemented with fidelity and effectiveness. These were conducted at two schools with groups of reading specialists. So we brought all of the reading specialists together in the two schools to conduct those and this helped equip schools to embed intervention walks as a core
025component of their literacy monitoring systems across the division. And then utilizing the English language arts uh walkthrough protocol is as a reminder that Norfick public schools was one of the piloting divisions for that protocol. So implementing that was another um step we took. Next steps as we go into summer is around ensuring that all the teachers uh meet uh ensure every classroom meets clear expectations for strong literacy. Um using benchmark advance, the office will develop a professional learning plan focused on strengthening kindergarten tier one foundational skills. Refine the K2 curriculum based on data seen this year. um as well as pacing and the delivery of explicit systematic phonics instructions and develop a professional learning community structure to support lesson preparation um and build reading specialist capacity to effectively guide and facilitate these PLC's and then
026continue the professional development for school leaders, reading specialists and teachers align with the VDOE English language arts walkthrough protocol. So, I'll pause there for any questions you may have on 2.1. Madam Chair. Um, yes. Thank you, Dr. Paul. Um, so, so is the vows harder than the PALS or are they about the same? I I there the vows covers more than PALS harder. It's hard to say but always the spring assessment has always been more difficult because it it it jumps up in the requirements. Okay. So PALS or vows there spring is always correct. So if you traditionally look at our PAL scores even we saw the same kind of a dip in the spring because of the difficulty level rising. Okay. To prepare it's really the use of the spring assessment is to prepare
027students for the fall needs. Okay. that we can use that data to help guide fall reading plans and fall instructional needs. Okay, got it. Um and so looking at uh the top the first table um so right now we're looking at testing year right these correct okay so we don't yet have um the actual data for the current school year no this is this is SY25 I'm sorry um go to the first table I'm oh um yeah my apologies yeah so that's so this will actually be so data so We have preliminary. We don't have VAP scores in yet. So we not reportable at this point. All right. And then um so looking at this data, you're saying the spring because it's typically harder than uh the the winter. Um what do you think is
028accounting from the fall to the winter? What do you think are the um interventions or strategies that made the uh had the greatest impact? I I would say the reading plans and the in the focus on this the specific strategies per per student look always I I always come back to this but always the student by student data is the most powerful intervention that we can have and that's what the reading plans are are really focusing on. Okay. And wasn't um when we originally when we last uh received a report on this, the identified was considered the high-risisk group, right? So they're identified for extra support needed. So they just changed the um the wording of it, I guess. So we saw while we saw the percentage of low-risk first graders increase, we also saw
029the percentage of first graders identified go up, right? So, um I guess can you speak to that a little bit? So, there's somewhere in the middle where some of them Yeah. So, really really when you look at this, the amount of students that were identified in the fall is really the same as what they're going into second grade um based off the Val's data. So really looking and digging into the new assessment and and also the new reading standards that are out and focusing on those in the fall with the reading plans. We we we should see the growth next year with them in second grade because we have our focus points again learning this assessment and learning the data. It it takes a year to really get into it. So um I you know
030I I wasn't displeased when I saw the data but at the same time I wasn't jumping for joy like I have been a few times when we presented. Yeah. So I was curious about that like what you learned from this year of kind of observing how the assessment goes and what you learned from it and what you can speak to about um how this data will be used to uh determine targets for next year and so on. So so we'll we'll attempt to make some goals based off of this data. It'll be shaky just because it's only one year of data. Usually I like three years of trend data before we really do goals. Um however um what what is most useful from this data is being able to look at it student by student
031and develop the reading plans. Um so our reading specialists, our our central office reading folks are all really digging into that. Um and we're working with even our title one specialist teachers, you know, to help with reading plans and and really giving a a good large focus on that. Um, and then bringing that reading plan data even to the data meetings at the school levels so that we're having those conversations on a on a regular basis. Thank you. No problem. Change so much. So, Mr. Paul, just looking over the data. So, I'm looking at um, scroll all the way back to the top for me. Just I'm looking at the right thing. All right. So school year 23 24 we set a target of 63 but we we did not hit that. We failed that.
032Correct. We didn't meet the target. We grew in score. Got it. Grew in score. Now for I don't see 21 um 2020 and 21 I understand the pandemic during that time but we did did we do so testing in those times? Uh the the 1920 there was no so testing. Okay. Um, and then even 2021, this piece of data, it was it was tough to put on here just because the testing that took place that year was not under the same rules. Okay, understandable. All right. Um, and this is all third grade across the entire district. Correct. Okay. Have Have we ever met the so pass rate for third grade reading in North public schools? Um, uh, without having comprehensive data, it it's been a while on the pass rate. It's been a long time
033on the pass, right? It's been a long time. Okay. But we are seeing now consistent. We're seeing some consistent growth. Got it. Okay. We're seeing some consistent growth. Okay. But at this time, we still are not there. And in the past, we have not been there. Right. And and the and as a reminder to the board, this is also a brand new assessment of course in brand new standards, not the vowels, the so test. So this year's data that comes in is is is all brand new as well. So, it's almost like a rebenchmarking year on so reading assessments um because of the new data. Got it. Okay. And I think is there like I think I may have saw a study. I'm not sure. Um it's still relation between third grade reading and high
034school dropout rates. There are several studies on on just school success overall in third grade reading which is why the board I think created a goal around it. Okay. And we've always honestly we've always Absolutely. Okay. to make sure we increase the third grade reading in our strategic plan because we see that that right now currently it's failing. Yes. And that support that's why we we focus on third grade. Okay. All right. Just wanted to make sure I understood and got it. Um Okay. Thank you so much for that, Dr. All right. Let's go to 22. All right. 22. Same goal, different data set now. Uh so now we're looking at star data. Um, and you can see here we do have end of the year star data. So that chart was filled in. Um,
035and this chart is the same chart as the other one that we saw because it's just the third grade so you can see based on the star data for third grade, we're seeing some some good growth. In fact, we met the target for this year, exceeded the target for this year with our star reading data for third graders. So uh specifically when we look at the data um the percentage of third grade students proficient reading increased from the fall 24 to spring 25 by 8.3%. Um and a smaller growth from uh the the um winter to spring was was6% but we did see growth this year um and we again we met that target. Um, from the fall 232 24 school year to the fall 24-25 school year, the percentage of proficient students increased by
03619.8%. Um, percentage of third graders needing urgent intervention decreased by 2% from winter to spring. And the percentage of students both proficient and urgent intervention exceeded its target by 4.1% in the winter and 3.3% in the spring. So here we we are definitely going in the right direction. Um, what's going well? The percentage of third grade students proficient in reading has increased from spring 22 23 to spring 2425. So over the time we've been tracking the data on this goal. And although not all targets in previous years were met, all were met throughout the 2425 year and steadily increased over the past two years. Overall, the percentage of third graders needing urgent intervention in reading has decreased on the STAR assessment. Um, what's not going well is although the targets are being met, we're still
037more more than 10% of our third grade students are ending the year at urgent intervention score band within the STAR reading assessment. And then the status of the the um the STAR data is very similar. Um the the we have some data here because we have more data points with third grade um than we do with VL. But you'll see that the the targeted interventions were modified and resulting in a 13.9% or point decrease in the percent of students scoring at the urgent intervention level from fall to spring with our existing third graders. Um the rest of these are are are similar. So I'm not going to take our time to review all of those again, but if you have questions, I'm of course happy to entertain them. And then again with next next steps,
038really ensuring every classroom meets the clear expectations. The office is going to refine the K2 curriculum um and the grade 35 curriculum documents to support teachers in implementing tech centered comprehension instruction because that's where we're seeing we need the most growth um develop the PLC structure and then continue the professional development for school leaders um as mentioned in the last goal. So I'll pause there for any questions we may have and thank you Dr. poll um for uh this particular one. It's good to see um you know the that we've met the targets uh that were set in the fall uh for this year. Now going forward, if you recall in the fall, we had this discussion around um setting targets as we've done in the past um based on trend data before uh the
039the fall data comes in. What are your plans as we uh prepare for the upcoming school year? So we're going to do two things. We are going to look at setting fall target data as discussed earlier this year. The other thing we're going to do though is we have to also recorrelate between STAR and SOS since the so test is new. Clearly our students are improved in reading because STAR has been a consistent assessment and we've seen great growth there. But once we have final SO scores, we need to correlate and see. You know, before we had it was around 85% or a little bit higher correlation with the STAR and the SO test and I'm not sure where that's going to correlate this year. So we need to do that work before we do
040the goal setting. Okay. Okay. Okay. And that was the second part of what I was going to ask about the correlation um with that. And not only um and we've talked about this before, but and I guess this is kind of in regards to 2 uh 2.1 where we have the lowrisk and the identified group. Are you also going to look at the correlation of um the the lowrisk group to the overall goal and then the identified to the overall goal? Like is one of those groups a stronger predictor of us hitting the targets? Yeah. So we'll look we we'll look at that because you know we did have those discussions earlier about the profession the proficient and urgent intervention data and and the reason why we have them both and we track them both
041is because we know the more that we move up the the stronger we're developing our readers especially at the third grade level. Um because some may not get to that proficient level but if we know they're not at the urgent intervention that's going to be less reading plan so we can focus more on the struggling students even more. Um, so we'll we'll look at both of those and see where they land. There's a lot of work to be done to really look at this data in comparison to so data once we once the dust settles. I think that'll be really interesting. Um, and last, um, so we have, um, I know SIPs and Lexia interventions are used as well, and I noticed in the action steps, um, them not being described in in great detail,
042but I know they've had a significant impact. Correct. Yeah. Yeah. And we, you know, I I try not to be overly repetitive there. You know, I could honestly put probably the same exact ones every single time, right? Um, because we do see some. So we try to highlight what have we seen and what have we really focused on to improve across the board. You are there other questions? All right, let's move on to agenda item 4.02 school board measure. Let me take I got to refresh it and then you'll see there Oh, it's there. Okay. Go ahead. But if you refresh it, it'll have the agenda item there. All right. So, um, goal three, um, we're looking specifically now at reading data for our entire, um, subgroup of of black students. Um, so this this
043goal is specifically around increasing the so pass rate from 43% in 2021 to 75% during 2627. in measure 3.1 that we're look at today um is uh the percentage of students in the black subgroup scoring profession um on the spring star reading uh going from 43.3% um last spring to 58% this spring um and it really pained me to make that red. Uh but it's red. We saw growth and we're 2 points away from where the goal was set for this. Um, so we made we made you can see from 21 or 22 23 we're at 41. We made 2.3 points of growth there and we made up a lot of ground this year and and and and saw some good gains from last spring to this spring. So, um, we're we're getting there on
044this on this goal quicker this year than we were last year. So, as the data show, um, although there's growth throughout the 2425 school year, the percentage of students in the black subgroup are demonstrating reading proficiency on the Starring assessment. Um, for 2425, we're still 2 points below the target. Um, the current data point is though, however, 17.6 points above the initial data point measured for this goal. So, since we've started measuring it, we're 17.6 points higher. Um, what's going well? Um, the percentage of students in the black subgroup demonstrating proficiency in reading has steadily increased from spring of 2324 to 2425 from 43.3% to 57.8% or an increase of 14.5%. Um, there have been steady increases in reading data for students in the black subgroup from the fall of 23 to the spring of
04525. What's not going well? Um, again, although the students in the black subgroup continue to show an upward trend, the final target for 2425 of 58% was narrowly missed by 0.2 points. um status of the previous um action steps. Again, we're we're still focusing on reading on this one. So, in the interest of time, we're we're on the same uh same basic status of updates. And here for third grade specifically disagregating the reading data by subgroup and stool school school to identify trends and target support where disparities persist and partner with school leaders to monitor the implementation of foundational comprehensive routines in high priority schools utilizing the VDO ELA walkthrough protocols and equity lens to ensure access to grade level texts and to ensure the use of standards aligned questions and tasks that promote deep
046thinking and meaningful engagement with text. And with that, I'll pause for questions. Um, again, like with uh gold 2, um, I assume that you'll be establishing targets for the across the board for star for across the board and we'll be able to once you look at the correlation, you'll establish those targets and then share with us before um before that happens. Okay, great. Um, and uh, let's see, I did have a question, but I as I scrolled down and saw the next steps, you know, disagregating the data by subgroup and school to really kind of dig in to figure out where we might need to target. I I just wanted to stress that that I think that's a really good next step for us to really dig in um, and figure out What want to
047note even though it's there's a next step we routinely segregate yeah routinely and I know I've asked about it and and each school um just seeing how our goals cascade down to at the school level so that you the schools know what needs to happen in order for us to meet that target and I know you are um have been have talked about that before so um I appreciate that so um that's right now. So, Madam Chair, yes, Mr. Ch. So, just I want to make sure I'm understanding so I can get the data correct. Um, absolutely. Um, I'm a data guy like you are. Um, so I trust the data to verify. So, if scroll back to the top for me. All right. And this is for all African-American students at the grade level.
048Correct. No, at at all from three through eight. Three through eight. Sorry. correction at 3 through8. Okay. All right. And so the target for was 58. We didn't meet it at 53. Um did we meet it for any of the other years prior? Because I know our school system is made up about almost 53% African-American students. So th this goal we've only had targets set we've only had targets set for this goal. This as seen on the screen here. So last year was our first target year for this goal. Got it. Okay. Okay. All right. I'm I'm just like I I'm the new guy. I'm coming in with fresh eyes looking at the data and I just I see that yeah, we haven't consistently um met the needs of our African-American students with the numbers.
049So yeah, I'm looking to see that we do better on that and I look forward to working with you on that, Dr. Absolutely. And you know, and again, I'd like to stress, you know, with the new reading test and standards this year, you know, we'll see where that that data falls as well, but looking at the STAR data, which has been consistent again, we've used STAR for probably a decade now at Northfor public schools and that that assessment has been consistent and we saw really great growth. So, we know we're showing the improvements. So, we know what we're doing is working. Um, and now it's just honing in on the new standards and making sure we're reaching them. And I know you said that you were getting to those um the almost to the target
050numbers quicker. What are those strategies that you're using? Again, it's what you're doing is working. It's not what I'm doing. It's a lot of thousand educators. We'll see that. So, um I it it comes down to the focus we've had on data over the past few years. It comes down to uh the the not only the focus but the availability of it as well as um transferring you know our our our curriculum and doing more divisionwide common assessments that are meaningful to the students so that we have more readily available data throughout the year instead of just relying on you know the the fall winter and spring star assessment for data. you know there are more centrally created common assessments that are used so that we have more immediate data as well. Okay. Awesome. So
051much for that. Um yeah I just wanted to share and I think for Mr. In's benefit and any other new board member might be interested in this is that um the reason why so if you look at the table and you see the so pass rates on the top for 2021 2122 you know the questions you've been asking. So you see the actual pass rates at the top. Yeah. So the actual data, you know, the bar there, it's because so when we established and adopted these goals, the year that it began was um the 23 24 school year. So that's why, you know, you kind of see that as a starting point. Um so the actual pass rates are above their um are are are what you see. And then where we where when we
052adopted our goals, that's where you start seeing where the targets are and the actual data. And this was the go and madam chair. Yes, Mr. This these were the goals that was set by the the previous school board and the administration, the school board goals, correct? Okay. And based on these goals here that we have, we've have we passed them. Have we It looks to me like we failed. No. So we have not met the targets. So that's what um so so our goal is by you know 26 27 we set a fiveyear like our monitoring calendar is for five years we set these goals for five years and so our goal is to hit 75% which is the benchmark for right for now for for now yeah we don't know how the state may
053change it but right and I'm sorry it's actually not the benchmark anymore that's what I was gonna say Yeah. So, but anyway, that's that's the target, the five-year target. So, we have we have not met that target. Okay. All right. I just need clarification to make understand this was a set goal that was made by the school board, the administration, and then this a goal that we have not met consistently yearover year. That's right. Okay. Understandable. Questions. Thank you. on to agenda item 4.03 title one plan proposal for school year 2527. Dr. Cedo here, our senior director for early learning title one is ready to present. All right. Yes. Is the clicker on Tanner for the PowerPoint? Here we go. Dr. P already taking charge. Love this. Thank you. Hey, there we go. We are
054up and running. Um, good evening madame chair daligerro, vice chair Thomas, interim superintendent Dr. Paul, and school board members. Today I will be providing a summary of the preliminary title one application for school year 2526 is preliminary because the actual allocation is released in the fall. A thank you to the budget department along with many other departments and stakeholders that collaborated and supported the creation of the Title One Part A application. The purpose of Title One Part A federal grant is to provide supplemental resources to schools in order to assist students with meeting academic standards. Title One funds are also used to support early learning interventions, including our preschool three-year-old program. Strategic intervention is provided at all title one schools to support students academically and behaviorally. Much of this is achieved through the collaboration across
055all departments and the use of funds in use of funds internal and external partnerships and through professional development for all staff. All schools are rankordered by the community eligibility provision in the proposed title one application. School level budgets were maintained at level funding with principles, executive directors, and divisionwide committees. It was decided that all title one schools would have a title one teacher or title one teacher assistant to support intervention and a title one family engagement specialist to support the title one measurable objectives at a minimum. Family engagement is a required set aside. After the base level of support and the family engagement requirement is met, each principal uses their school needs assessment to create their comprehensive school support plan and their title one spending plan for the school year. Furthermore, principles filled out a
056staffing survey in the spring. The survey requests were discussed and decided upon with the executive directors of school leadership based upon school need. Staffing and funding is all preliminary until the actual allocation is received. However, this process allows schools to start the year with staffing and funding to support their supplemental efforts and family engagement. Once the allocation is received in the fall, principles will use their updated comprehensive school support plan to update their title one school spending plan. This plan details specific purchases that align to the comprehensive school support plan and measurable objectives in the title one application. This is reviewed by school leadership d executive directors, school improvement, senior coordinators, and early learning and title one department for alignment and allowability. Once both plans are approved, principles use the title one handbook, which provides
057them with a timeline for spending and other guidance needed to support title one evidence-based practice, compliance, and regulation. And once again, this includes family and community engagement. The early learning and title one department provides significant amount of professional development for each um each month for title one staff. Principal professional development sessions focus on title one supplemental supports and preschool programming. Family engagement specialists participate in monthly sessions that include multiple departments such as communications, ESL, and sped. All pre uh preschool staff are provided professional development from the early learning staff. Instructional coaches receive direct support from curriculum and instruction behavior specialist support um get professional development through student wellness and then any staff that is um working with students who are identified for McKini Vinto receive support. Also, there is a lot of collaboration in terms
058of literacy and mathematics and there is also a schoolwide title one presentation that goes to all staff in any title one school to ensure they know and understand how the federal funds are should be used to ensure the program is meeting the needs of our students and families. The assessment research and accountability department and the school improvement coordinator work with the early learning and title one department over the year. Our subgroups are represented in the division level data presentations and this data is monitored regularly to ensure compliance to all federal and state guidelines. The early learning and title one department use title one crate to gather and monitor compliance documents that were are required. A vital committee to our program is the divisionwide family engagement committee which meets quarterly in person or virtually. The committee
059has filled out surveys, engaged in feedback activities, and completed jot tables so that the voices from all title one schools are used to guide decision-making. Also, there is a preschool steering committee that meets at least five times throughout the year to support our preschool age program. Another example of sharing gathering feedback is the facilitation of a citywide presentation which occurred in May with the public survey and it was the largest um group we had participate. So, I'm really excited to share that and the application adjustments are made as needed based upon that feedback. This slide shows um the preliminary funding um the Virginia Department of Education shared with all school divisions to use level funding for school year 2526. Therefore, our preliminary funding is 16,143,11659. Title One funds are used in direct support of title
060one schools to meet the needs of students, families, and the community. As the slide shows, 93% of the funds in this application are in direct support of schools through school level allocation and initiatives such as academic interventionist, instructional coaches, family engagement, and support for students in transition. This slide, this slide includes the required funding for equitable services, which is now a required set aside since 14 school divisions were required to come out of bypass by the United States Department of Education and Virginia Department of Education. Furthermore, in the proposed title one application, school level budgets were maintained at level funding. Family engagement and indirect costs are also in the set aides. The proposed Title One application supports 25 schoolwide Title One schools. This is a decrease from 26 because of a proposed removal of Ocean
061View as a title one school. Being schoolwide allows students to receive access to supplemental supports. Norfol public schools now oversees equitable services as shared in the previous slide because the bypass visi position is no longer allowed at Norfol public schools has one of the largest equitable services program in the state based upon the number of private schools that serve our students in title one zones. There is a tab on the title one application that shows the process for allocating these funds. Title One Part A supports mostly school level staffing as shared in prior slides. However, there are still supplemental funds at the school level where principles have the discretion on how to spend funding and also for some divisionwide programs like our access to books program. Next steps um are that uh the there would
062be a schoolboard vote on the title one application which is anticipated on June 18th, 2025. Once the application is signed by the schoolboard chair and the superintendent, it is sent to the Virginia Department of Education for approval no later than July 1 of 2025. Thank you. And at this time, I am here to answer any questions that you may have. Very thorough presentation, Madam Chair. Um, thank you for the presentation. Um, so I know this it's probably a loaded question, but given all that is happening, are there any preparations or discussions happening um, regarding I mean we're we're pretty solid to have this funding for this next school year. Is that like you feel pretty Yeah, we we feel confident next year we'll have the funding. Okay, good. All right. So that that's probably my
063biggest worry is how do we proactively plan for um any lack of funding, you know. So thank you. Thanks, Dr. Sed. On to agenda item 4.04, titles 2, three, and four, plan proposals for school year 2526. And for this one, we have Mr. Brady. Are you direct in? You want me to? Okay. Let me get you. Okay. Go ahead. You got it. Thank you. There. Yes. Okay. Good evening, uh, Madam Chairperson Decaler, Vice Chair Thomas, members of the board, Dr. Pole. I'm joined this afternoon to my right by Miss Julianne Flores, our senior coordinator of ESL, uh, who is the Title 3 grant manager. If you can Today, I'll present an overview of the 2526 grant application for uh, Title 2, Title Three, and Title 4. These federally funded programs provide support to NORA public
064schools uh by supplementing positions and programming to improve student outcomes. Beginning with title two part A, commonly referred to as TPT for short for teacher principal training. This grant is designed to improve the quality of instruction and leadership across the division. in the 2526 application. Uh submitting the application for slightly over $1.7 million in federal funding. In accordance with federal regulations, a portion of these funds is allocated to private schools within the city of Norphick that choose to participate in the program. For the upcoming year, private schools are expected to receive more than $136,000. Currently, Title 2 supports several key personnel who are responsible for delivering professional development across our division. The personnel supported by Title 2 include six reading and math specialists assigned to school buildings and within curriculum and instruction are core content
065area teacher specialists and response to intervention teacher specialists. Additionally, the grant supports our professional development teacher specialist who works closely with newly hired teachers and helps coordinate our new teacher mentor program as well as a division level instructional coach. Also provides essential support for a range of professional development activities that benefit both teachers and school leaders. For example, title two funds are used to support principal participation in the school university resource network commonly known as CERN at William and Mary. Funds also support professional development for the steam program at Booker T. Washington High School in training in problembased learning. Other funded activities include College Board training for advanced placement teachers, support for provisionally licensed teachers preparing for the practice exam, contentbased PD and dropout prevention training. Turning now to title three. This grant is dedicated
066to supporting the academic achievement of our English learners or L's as they work toward English language proficiency. It also provides resources to help general education teachers become more effective in their instruction of ill students. The total Title 3 award for the upcoming year exceeds $190,000. Title 3 funding supports several core initiatives including the ESL teacher specialist position. It also allows us to provide professional development for classroom teachers use of software to support L's students and to offer targeted PD for L ESL educators so they can in turn strengthen support for their colleagues and school administrators. Finally, Title 4 Part A is a grant that supports efforts to ensure a well-rounded education, promote safe and healthy learning environments, and increase the effective use of technology across our schools. For the 2526 school year, we are expecting
067more than $1.2 million in Title 4 funding with private schools set to receive over 51,000 of that amount. Title 4 supports several key positions across the division, including the bilingual family engagement specialist at the International Welcome Center, the student transition support specialist, the safe schools specialist, and a safe rootsto coordinator. It also funds a variety of important programs and services such as helping to cover the cost of advanced placement exams, PSAT exams, SAT school day. Additional supported initiatives include the anti-bullying and suicide prevention materials, the Vector Solutions Incident reporting system, and online tutoring services through Princeton ReviewsTutor.com. Tutor.com will be replacing FEVt tutors, which ceased operations last school year. This concludes our presentation of the 2526 Title 2, three, and four grant applications. Miss Flores and I are now happy to answer any questions. Thank
068you, Mr. Thank you, Mr. Brady. Um so um in alignment so I'm gonna kind of move through each of the title grants because there I know there's some connection to between um all of them. Um, but in alignment with one of our non-negotiables where we will not allow underperforming schools to have low teacher fill rates for prolonged periods or make extensive use of subs, low slow performing or provisionally licensed staff without implementing a high impact strategy. I'm just curious to know if um title 2 funds can be used to implement that high high impact strategy particularly at schools like Jay Cox, Coleman Place, Berkeley ECC and Chesterfield Academy that have had um you know high teacher vacancy rates. So you know I see here that we have reading specialists we have which are all very
069much needed. Um, and I know I also saw in tit the title four grant that there is money being transferred from that grant to title two to covers the expense of uh some of the positions that are listed in this title two grant. Correct. Um so if you could just um elaborate on any um discussion decision- making of how um I guess how you come to that decision um when we don't have you know classroom teachers in some of our schools why not start there is I guess my my question. Yeah. Title two funds cannot be used to fill classroom vacancies. Okay. Uh that's seen as an obligation of the school division. Title two funds can fund above and beyond. Um we can't supplement or supplant. Yeah. Um so that's considered division responsibility to and
070uh human resources to you know to staff those schools. Okay. What we do with the title two funds though is then to provide support. Okay. So like the reading special it can only be used for support staff. Yes. They have to be involved in supporting staff and and uh yeah providing PD. Okay. So that makes sense. So with the the title that the teacher principal training train teachers to provide them with staff development professional development as well as principal. Okay. So along those lines could training like for the associate teachers who are filling uh you know kind we know that they're filling some of the classrooms currently. Could the training for those teachers so that they to strengthen their ability to execute content could training be included in this title two? Yes, absolutely. Okay. And
071it is. And it is. And this this past year, uh, title two funds were used to support Saturday sessions for zero experienced teachers, uh, as well as associate teachers. We also used funds on those Saturdays to have sessions uh to help them prepare uh work through the I teach uh program. Um, paid for uh facilitators at those sessions. Um, Title two supported uh an evening session that HR had with breakout sessions uh for our teachers. They get the same push in from our curriculum folks as any classroom teacher does. Okay. All right. Thank you. And then regarding title four where the I believe it was upward of $600,000 that's being transferred to the title two. Yes. Um what uh what are we not able to do that we were previously able to do through the
072title 4 grants? So we've we've transferred roughly that amount of funds each year. Oh okay. To support the positions and you can see in title two there's a separate transferability budget to interventionists are. Um, so title four, um, all of those items that I mentioned, the support for, we've been able to maintain that support consistent. Yes. All right. Thank you. So, we're not really losing anything, cutting back on anything. No. Okay. No. All right. Thank you. Thank you for that clarification. That's it for me. Anyone else? Well, thank you, Mr. B. Thank you. Now, we'll move on to agenda item 4.05, the NPS academic calendar for school year 2627. It's me again. All right. Uh, good afternoon, Madam Chair Calero, Vice Chief Thomas, members of the board. This afternoon, I'll be presenting on the proposed
073academic calendar for SY 2627. So, we're another year out so that we can make sure our community is well aware of our dates and give them plenty of planning time. Excellent. So, this presentation will include the guidelines to creating a calendar, the process followed, options that were created and sent out for the community for further input, our inclement weather days, as well as survey data. Um, according to NPS policy, uh, the school year has to be a minimum of at least 180 days or 990 hours. We learned in CO a lot of divisions didn't have that ore and they they that was a difficult task. Um but Norfol we've we've had that. So we've always followed the 990 hour minimum versus the 180day minimum. Um and this this time excludes lunch. However, recess can count
074for up to 15% of the elementary school day, which it doesn't count for 15% of our day, but um it can count for that as instructional time. Um, at the elementary level, uh, NPS has six hours and 25 minutes per full day, which translates to 355 minutes for full days and 235 minutes for early release day. So, we go off the elementary high school has a little bit more time built in than elementary does. So, this slide shows the 21 members of the academic calendar committee consisting of members from all central office departments, a principal from each level as well as teachers from each level. Uh the process began this year on March 24th with the first committee meeting. Then the teacher forum held an activity to provide input to the development of the calendar.
075Following the teacher forums input, the committee met once again to finalize two choices. With all of that input put together, then a public survey option or was open for three a little over three weeks and now um we're at the presentation with the proposed vote for the next school business meeting. So some highlights here for option one. It was very similar to the current NPS calendar. Uh beginning two weeks prior to Labor Day and ending following the four days after Memorial Day, there are a total of 188 teacher work days and 177 student days equaling a total of,043 hours of instruction. Uh gain of 11 hours from our current calendar. So that's good. We always want to see us squeeze more instructional time in. Uh there's still a parent teacher conference day in October. There
076are four full teacher PD work days and a similar Thanksgiving and winter break to this year. Option two that went out was slightly different to the current NPS calendar. It still began two weeks prior to Labor Day and ended however it ended prior to Memorial Day to not go into June. Um and uh there are a total of 187 teacher work days, 176 days for students equally only,35 hours of instruction. Still the parent teacher conference day in October with four full teacher PD work days. However, Thanksgiving was decreased down to two and a half days like it used to be and the winter break was decreased by two days. And let me tell you, that was not popular. You'll see that in a second. Um, so, um, again, I I did notice when I looked
077at this, I do apologize, the second bar on the top is supposed to say SY 2627, not 2425. I apologize for that oversight. Um, here the layout for the inclement weather days using bank time. You can see option one, we can have a little bit more bank time than with option two. Um, and uh, just a little bit of the survey data, you can see there were a total of 3,621 responses to the survey. This is always our most popular survey of the year. Um, and the highest respondents were with parents and guardians, um, followed by teachers. And here's the demographic breakdown of the survey. You can see 16.5% um, chose not to respond to that. However, this the second highest was African-American at 37.1%. And here, as seen on this slide, uh there were
078a total of 4,695 comments left by 2749 specific respondents. Um for option one, they were overwhelmingly um noted about having the Thanksgiving and winter break be as they have been for the past few years. They also liked more teaching time compared to option two. However, some wanted the PD days removed and to add more teacher work days. Um, however, there we do have a requirements to have professional development. And option two, they liked getting out the end of May. Um, and then it's a more condensed calendar. However, they also wanted to add the Thanksgiving winter breaks, which we couldn't do because we wouldn't have enough time. Um, which would not allow, you know, the instructional time that we need. Uh, so those were the big things. And overwhelmingly in the comments, the the comments generally
079were, "We really like this year calendar. Why change?" option one is the this year calendar is is what it is and you can see that by the the responses from the the survey. Um overall 65.8% uh of all of the respondents said they preferred option one. Um so it was a it was a clear winner in the fact that this this time every subgroup that that responded with parents, students, anybody else, they all wanted option one. Hopefully that makes a clear path for us as we move forward. Um, so with that, I'll I'll pause and end the presentation for any questions that you may have. Well, I I know I voted for option one. Yeah, I was about to say I think the most parents, even though my kids are gone and grown, go straight
080to the the um the um breaks uh holiday break and um the um spring break. So yeah, I I option one is definitely the I do need to clarify. I answered the survey as a parent and as a parent, I voted for option one. Not as a school board member. I I don't think we're ever going to be able to go back to from a two week uh uh winter break and be popular about that. Um, yeah. And I I find that the three days at Thanksgiving, I mean, as a former NPS teacher, I can tell you that very little goes on on that half day Wednesday. So, it just makes more sense to have the day off. I I do I I would be remiss if I didn't point out I I I think
081everybody noticed it the way it was in the survey written though. Um on the option one and option two, um one of the things we're ending at the end of the school year, we've traditionally had four early release days back to back. We will no longer have those. We'll have an early release day midyear followed by the teacher work day and in the end of the year we'll have one early release day at the end so that we can increase our instructional time all the way to the end. So I know that was a comment we talked about last year was early release day. So this way we've we've curtailed that a little bit. How are you it? because it's like they go to work and then they have to leave at lunch and get
082their kids. Uh, Miss Thomas, was this survey sent out to everyone? I mean, the educators, um, everyone. Everyone. And we actually, so it's sent out to every email address we have on database. It's sent out through Instagram. It's sent out through Facebook. It's sent out through every avenue we have. We do the ROOC calls on it. Um we you know we even um uh in in the we invite uh the leadership for the NFT and the EN to participate in the development of the calendar as well so that they share it and and with teacher forum we get a lot of feedback from teacher forum as well. So absolutely we try to get everybody as involved as we can. I do have a question since we're going to full instructional days at the end of
083the calendar how are we going to manage uh endofear testing for high schools? So they take their exams. So actually a lot of a lot of testing will change next year also because of 4x4. So they won't have as many classes at the same time either. Okay. Um so we'll we'll be able to balance that out. Okay. Thank you. Any other questions? Thank you very much, Dr. Cole. Thank you, Dr. Cole. And just to be clear, we're voting on this on June 18th, right? Okay. Please. Uh now we are moving on to agenda topic number five discussion decision. We have 5.01 the personnel report. Um we need to have a vote on the personnel report. I move that we adopt the personnel report. I second. Miss Tanner, please call the role. The I. Buffalo. I.
084Martin I. Olson I Thomas I Caligerro I now we're move moving on to agenda item six for future agenda items if there are board members that would like to have future agenda items considered please Madam Chair um I correct me if I'm wrong I want to make sure this is the right um avenue to do it so I know the previous administration had set up days for um community input for right sizing our schools. Um I've already um objected to those dates because there wasn't enough and I can we have a future calendar date to get some additional dates. Those dates don't work for working-class families that with that a good question. I don't know if we can deal with that in this discussion, but I think we can talk to the acting superintendent. Oh,
085absolutely. About that that issue. Okay. All right. Awesome. Yes. There there is some concern that one day of Dr. Paul there is some concern that just having one day of of input on the closures and concern this is a generational this is a generational matter with right sizing our schools and we need to make sure everyone is at the table that includes working-class families that cannot come at one to three or come at the other times. So we need to make sure that they're at the table. So we need more robust community engagement when it comes to right sizing our schools if we're going to be serious and and handle this. Okay. I will uh work with Mr. Freillley and and we'll discuss what our options are. Thank you so much, Dr. B. There may
086be other media options and then question answer type. Yeah, my my understanding is that this this was a meeting for community input, but there would be several more community input after it comes to the board. That we're trying to have community input before going to the board so that we have as much as possible and then following the board meeting to have much more community input before there's any finalized decisions. I've heard from families um I mean particularly Booker T um it's going to be from 1 to three. um families that go that go to Booker T are working-class families just like all across the district and they cannot make one to three and they they need to be in in that conversation in the room to give their input so that when I make
087a decision as as one board member I want to make sure I make that decision good. Absolutely. And I know consideration was was with our also we have several night shift working families making sure that there was a time for them as well. Yeah. So if you could just explore additional things there just so for full transparency and for our community. Thank you so much Dr. Paul. Colonel I I agree with Mr. Iner on on the times uh that that has been a significant input but what what can what times could be best? I mean we I'm sure we have ideas and I this might be the time for us to to present them. It would be Saturday morning. This is not the time. not the time. Yeah, this ain't I don't think this is
088the time for that yet. But but we will come but we will definitely come together as a board to um find those times and talk with our intram superintendent. It's not board level decision. Other other items. Did do you get the ones that I emailed you? Yes, I I have noted those. Thank you. Are you going to share those with the rest of the board or because I don't think I don't I don't have the I can pull them up but um if we need to get consensus on them I would that's a very good point. Can you give me a second to pull them up? Okay, no problem. If they're new new topics they're not necessarily new topics. If there are topics that are there new topics that um we need to discuss new
089topics No one has she's looking up the topics here. Here are some of them. We have discussed um we talked about right right sizing joint meeting with city council uh board self-reporting report back requirements for subcommittees. When the board discussed cell phone policy there was a discussion having a review of the policy for possible revisions. When are those reviews going to be taken up? Again, creating a second vice chair. That's been uh that's been discussed. It's uh not uh excuse me, if I may. I talked with Mr. Cloud and he said that that I thought I'd deleted that. Oh, no. It's it's this is your this is your email from Monday morning. I'm sorry. This is your email from Monday morning. Um again elementary Lwell and Avenue closure schoolboard review current comment assign current committee
090assignments and inclusion of city council liaison retreat facilitator review uh Norfick public school boards policy review the chair's authority and something about Lule Ellen Street is that to do with more that had that's been satisfied. I thought I'd correct gone in and uh deleted that one. The one I'm still interested in is is the U board culture discussion. Anything else? any discussion, but we discussed that last at the last meeting and at the time. I think I have no objections to um I think we do need to have a joint meeting with council once we once we come together as a board and I I think we we had discussed this. So we talked about waiting till we had the preliminary plan for school consolidations and closures and then would plan after that. So that
091is not off the table, Mr. Paul, Colonel Pollson, but we didn't feel it was the right time at that point there that we needed to have a at least a preliminary plan presented to us before we scheduled a meeting with with the city council. I I just want to say I agree because they want to hear about the con the consolidation plan what what that progress is before anything else like that's a hot topic. So we have to have that presentable before we do anything else and that's going to be a big discussion. So I'm good right now. We have a lot on our plate. Yeah. And I I think we've also talked about a lot of these items before. Yes. They're happening. So, we have to continue to talk about them. Yes. Yeah. So,
092working it's a working list. Yeah. Is a working list. Any other items for discussion? All right. And I'm moving on to agenda item 7.01. This work session is a journal.