School Board Business Meeting: 4-23-25

001Good afternoon. I call to order the school board workshop. Miss Tanner, please call the role. Here. Buffalo. Here. Hing, present. Alson, present. Calro, present. Agenda item 2.01, school board goal four, interim measures one and two. Dr. poll. Would you please progress? Good afternoon, everybody. Good afternoon. Good afternoon. Get a little bigger so we can all see it. How about that? Yeah, Dr. Po. Yeah, before you get started, it's a discrepancy in what was on board, doc. Yeah. So, in the the board docs, I'm going to explain that one. Wonderful. Um, so, uh, before I get and actually I'll do that on the second one because that's the math one. Yeah. Where the discrepancy was. Okay. Um, and it was just a coloring color coding issue where I didn't color it right and it didn't make

002us look as good. I had yellow instead of green and it is totally my fault. I hate making little mistakes like that and and it slipped right by me and I apologize. So, but I will discuss that more when we get there. Okay, cool. Um so uh this afternoon um we'll be reviewing uh board goal four both measures for it and uh goal four is about our gaps. So it it really looks at the reading of and mathematics so test gaps um to um reduce them to be no greater than 10% by the end of the 26 27th school year. Uh for and these are for students in grades 3 through 8. um when compared to um uh subgroups of students in the areas of reading and mathematics um the performance of all subgroups of

003students will not decrease below the established baseline as well is the second part of of this this goal. Um so the first one we'll look at is is measure 4.1 which focuses on our reading data and there are two parts that we look look at the data here. We look at the star uh measure um and we look at it for the proficiency um as well as the urgent intervention. So for proficiency um we're looking to move um uh performance in our subgroup of of black students from 42.6% to 63%. Our students with disabilities from 21.7 to 48. Our socioeconomic status students from 43.8 8 to 63% our EL or English learners from 17.8 to 43% and 46.3 to 65 for our Hispanic subgroup. And then uh the one that goes in the opposite direction

004is the one looking at our urgent intervention where we're trying to reduce students in the urgent intervention band uh with in our in our black subgroup from 36.9% down to 20% for our SWD from 62.1 to 40 SCES 35.9 to 20 and 71.1 to 38 for our ELS and our Hispanic from 29.1 to 25. So this one also has several individual graphs. Um well we did initially try it for those newer to the board. We did initially try it with one graph and it was very difficult to read. So um we put it in several separate graphs to to be able to follow that trend line a little bit better. Um and and and most most notably I'm I'm pleased when you just look at our data we're moving in the right direction. Um and

005and that's what I'm going to talk through for the most part now. So really what does the data show? Um when we're looking at the proficiency part of the data, scroll all the way down here. Um the all subgroups saw improvements in proficiency rate on the STAR reading assessment from the fall to winter test administration. However, two areas saw an increase in their gaps and that was our EL versus non-ELL and our Hispanic vers non-Hispanic. Um, for the urgent intervention data, all subgroups made progress and met their target scores for the Winter Star reading assessment except for our students with disabilities, which was less than one point above the target. So, we're very close to that target. Um, however, SWD did show improvement from the fall to the winter assessment. So, that's why it was

006yellow. The rest were green on that chart. So, what's going well with the proficiency data? The gaps between our students in the black and white subgroups SWD and nonSWD or SCES non SCEs have all decreased from the fall to the winter star reading assessment window. So we're seeing a decrease decrease in the gaps and all subgroups showed improvement from the fall of the winter test administration for urgent intervention. The gaps between our students in the white and black subgroups SCS and nonse subgroups have decreased and met the winter target and they're on track to meet the annual target. um gaps between the SWD and nonSWD, EL and non-ELL and Hispanic non Hispanic have all decreased from the fall fall to winter test administration, we just didn't quite make the target that was set. Um but

007we did see correct movement in those areas. Um what's not going well looking at the proficiency data um although there was growth from the fall to the winter in all subgroups, uh the black SWDSES and nonse and Hispanic did not quite make their winter target. They were just below it. So that's why they're yellow and not green. And the gap between the EL non-ELL Hispanic and non-Hispanic subgroups increased from the fall to the winter. However, the gap between EL and non-ELL is still five points lower than it was in the spring of 2024. So, we're still in a better position than when we ended last year um with that gap. And in the urgent intervention, um the percentage of students with disabilities in the urgent intervention category still remains high at 45% despite the slight

008improvement um from the fall to the winter. And with our students in the EL, the urgent intervention category is at 42% despite the decrease of nearly 5% in the fall rate. So we do realize those numbers are still higher than where we would like them. Looking at our previous action steps, um the the first was around implementing and monitoring student reading plans. The reading specialists are utilizing the progress monitoring data to inform continued intervention um and differentiated so reading test prep instruction planning as we go into the the spring testing season. The next one is around the reading specialist providing families with targeted resources. Each family of students with student reading plans were offered strategies, resources, and material to support the student literacy goals. Um some examples are around the VA's family brochure and decodable

009texts and literacy websites that we use. Um the next was around monitoring master and intervention schedules. um the reading specialists and the the the senior coordinators as well. They did frequent walkthroughs and provided feedback and the English office continued to support schools in monitoring and adjusting intervention schedules and all schools do have a solid intervention schedule in place to and they adjust it after each data cycle. um the continued professional development. Um reading specialists and department chairs continue to utilize replicable PD and instructional coaching to refine implementation of small group intervention, especially during the what I need the win block um and the K5 in the reading support blocks in 68. Replicable PD was provided at monthly reading specialists and department chair meetings um throughout this year. Um and then around Lexia data uh we

010did find that um 31% of the students who began the year working below grade level in Lexia core 5 are now working at grade level. So a nice increase there. 24% of the students who began the year working below in Lexia power up are now working at grad level. So the just so you know the difference the core five is the elementary and the power up is the secondary and the middle school. So we are seeing growth with that software usage and we're seeing improvement in reading. Um the evidence-based interventions, the English office logged over 143 coaching sessions with teachers trained on the SIPS program. Um the monthly PD in January, all staff PD events where teachers with P PD on the HQIM to plan and develop uh deliver rigorous and engaging blended reading and

011writing instruction. And then March for the all staff PD, teachers received PD to promote refined implementation of evidence-based interventions and to improve students decoding and comprehension skills because those were where we were seeing some lower marks as far as on the standards. Um, and the English office conducted classroom walkthroughs engaged in instructional coaching to support the implementation of EBIS and HQIM. Um, and also we had some representation from VDOE who joined us in some of the learning walks that were conducted. And last was around monitoring reading specialist support logs. Uh the data in ind indicates a 2.5% increase in modeling and team teaching opportunities uh with our reading specialists for the from the fall to the winter. And some next steps for the English office specifically with reading. They'll continue to analyze unit test data

012at each grade level emphasizing strand mastery and subgroup performance to identify priority supports and guide instructional planning in April and May. um partnering with the Virginia Literacy Grant, Virginia English Learner Network and Special Education Network. These were two smaller grants that were Norfolk were awarded. Um they're g their English office is working in collaboration to support schools in creating and implementing action plans for increased student achievement and building capacity of best instructional practice for students with disabilities and our English learners. And the English office will work with learning support and the ESL office to replicate this process with other schools as they refine and implement their comprehensive school support plan. So what we see that works well, we're able to replicate with those grants. Um expanding the strategic instruction model, the SIM strategy professional development

013cohort. Uh and we we collaborate with William and Mary on this. Um so we will uh work to expand that to include special educator teachers from all middle and high schools going into next year and expand the sim cohort professional learning uh communities to include additional literacy strategies based on division data and determining and collaboration with the English office. Um current strategies included are paraphrasing and summarizing fundamentals and sentence writing and proficiency in sentence writing. So those specific areas came from our data from our students with disabilities specifically. that's where the highest needs are. So that's why we focus there and we'll continue to look at data to add um different strategies to our SIM cohort. Uh the department of learning support will collaborate with the English office to identify and implement evidence-based multi-ensory systematic

014and explicit reading instruction professional development for our special education staff in elementary and secondary schools. um and the introduce a divisionwide classroom observation tools with a specific focus on specially designed instruction and co-eing to all school administrators in 2526. So as we go into next year and then expand the use of elevation strategies on and it's an EL database for professional development platform um with their asynchronous models to help our teachers to be able to reach our EL students stronger. Um so I'll pause there and take a little breath and and that's that's measure 4.1. I'm also going to grab a quick sip of water. Questions? No questions. Oh, okay. Thank you, Dr. Paul. It's good to see that we're making progress toward um meeting the targets, although we haven't quite hit them yet. is

015are there any specific strategies here that um that you might accelerate so that we can hit the targets? So I you know I'm not sure we're able to accelerate much more at this point of the year. Um but we are able to maintain and right now it's really about using that data to hone in on specific standards for specific students. Um so I know a question Mr. had asked at the last board meeting about what do we do with gaps and that's really where we hone in on on specific student data because the best way to improve a gap is to make sure this every student's weakness is improved. Um so we're we we really have the data in place now. Our teachers have it at their fingertips. Our specialists and the math and reading

016specialists at every elementary school and our middle schools, the reading specialists there have it as well. So really honing on that is what we're focusing on right now. um and using like the data we're seeing in Lexia where where you know where that's been more and making sure that that the the the high fidelity usage is in place. Okay. Thank you. So speaking of Lexia, so I appreciated the the information the data that you provided here about um you know 31% of the students who began the year um were below grade level are now on grade level. And I appreciate the distinction between the power up. I was going to ask about what the difference was about that. Um are you seeing differences or that same um what are the sub what does it look

017like for the subgroups because that was all students right? Yeah. So that was all students and and and it's it's looking similar to where our data is where our star data is falling where we're seeing the same growth patterns across subgroups. So it's very similar to where you saw the data for the star. We're seeing the same kind of growth within Lexia. So it it is it's transferring over to the the data that we're watching. Okay. And specifically for the um our ELELLL students and our Hispanic students are how um how does Lexia I guess h how's Lexia adaptable to our ELLL population and our students with disabilities if you can I know I've asked about No, sure. No, it's a it's a great question. So I I think we need to be cautious. Sometimes

018we think the best support for our EL population is translation and it's not. You know, we we're we're honing in on teaching them English and Lexia specifically really goes to the level of learning that they need the most supporting. Um so that's why something like Lexi is is a pretty powerful tool because it differentiates student by student the level and the the supports that they need. Um so with Lexi, it's giving us more powerful data on where they need. So not only the teachers but our ESL teachers can then provide uh different supports for them as well. Okay. And then finally are these um and I see more focus in the next steps around specifically around EL um populations and our students with disabilities. Are these newer strategies that are put in place that we

019are beginning to employ or are they uh another another good question. So these have been around but now we've done them in smaller pockets and now we're like the SIM strategy. Okay. We had specific schools who started that and now we've seen the success so now we want to branch it out. Okay. Thank you. My pleasure. Other questions ready to move on? Absolutely. All right. So, and again here uh the three there were three small changes right here. Our 81.6 exceeded the 77.4. So, it should be green. It didn't just grow. And then our 67.5 should be green in the new one because it exceeded it. And then the 72.5 exceeded it as well. So, those were the three color changes on that. And and more green looks better than more yellow. So, again, my

020apologies on that. So, when we're looking at this one, it's it's very similar um uh as far as how it's laid out. So, now we're just looking at it in the math perspective. Um so, measure 4.2, we're looking at students to move into the proficiency band that are in our our black subgroup from 48.5 to 60%, SWD 30.4 4 to 43, SCES 50.1 to 59, and then EL 32.9 to 55, Hispanic 58.9 to 64. And then similarly moving them out of urgent intervention uh with our black subgroup 33.7 to 30%, SWD 52.2 to 48, SCES 32.9 to 27, EL 40.5 to 36, and Hispanic 29.7 to 28. So overall with our data um and I'm gonna pause here just I'm gonna go really slow there because there's a lot of green on that one. So

021I'm just going to go really slow. Um when we're looking at our data here for the proficiency data all the subgroups in proficiency from the fall to winter star mathematics um saw growth. Um however two subgroups saw an increase in their gaps which was our our black white and SCES nonsees saw some growth in the gaps. Um and uh additionally only one subgroup met or exceeded the winter gap and that was a Hispanic non-Hispanic with urgent intervention. All subgroups showed improvement in the reduction of the percentage of students in urg urgent intervention ban. Additionally all subgroups showed improvement within gaps between subgroups. So, not only are all of our students growing like the goal says and improving, but we're also seeing the gaps decreasing. Um, so so we're we're we're not quite at the rate

022with all of them, but we're moving in the right direction. Um, which is improvement from where we were this time last year. So, that's that's where we want to be. Um, what's going well specifically with the proficiency, the gaps between the students with SWD, nonswe, and non-ELLs and Hispanic and non-Hispanics all improved from the fall 2024 data. Um, students in all subgroups showed improvements in the proficiency scores from fall 24 to winter 25. With urgent intervention, all subgroups realized decreases in the percentage of students in the urg urgent intervention ban, showing positive movement towards the spring 25 targets. And the SCEs, EL, and Hispanic subgroups showed strong progress in decreasing the percentage of students in the urgent intervention ban. um this one um you know always always room for improvement and although the overall trend

023in proficiency is positive the black white proficiency gap increased by 1.8 8 points which means even though they both moved our our the students in the white subgroup moved a little higher. Um and the same with SWD nonsw um it's the highest gap at 33.5 um%. Um and then with urgent intervention the gaps are slows uh closing slowly. However, the SWD gap remains the highest at 29.7%. Um and the black white gap remains above the winter target. So some statuses here. Um the next from the previous action steps about monitoring instruction. Uh the math office conducted over 200 walkthroughs um of instruction and data analysis with feedback focused on the implementation of the 2023 standards which is our those are our current standards. As far as the implementation of Zern, um the math office uh

024monitored the implementation of Zern and Edmondum we use uh at the secondary level as well. Um through uh classroom walkthroughs and school data, meeting discussions, the math office supported implementation of Zern and Edenum platforms with 41 virtual andor in-person professional learning opportunities and student usage increased from 12% in the fall to 48.9% in the spring. And I think more importantly, the average usage increased from 34 to 42 because Zern, they really want you on their 35 to 40 minutes a session. Um, so we're really hitting that now. Um, with lesson completion increasing from just under.5 a lesson completed per session to 1.1 lessons completed. So we're in a in a good spot with that now. Um, the math office was uh going to monitor the small group instruction with walkthroughs. um they monitored the instruction

025conducting over 100 walkthroughs focused on small groupoup instruction and there is evidence of small group instruction in 29% of the walkthroughs specifically there was evidence of small group instruction in 11 out of 68 walkthroughs in secondary classes and 20 out of 40 in elementary classes um and this this is going to serve as a baseline for us the first time I asked them to specifically do learning walks for small group instruction um so I have no comparison I know I know there was a question out there brewing on that one um and for the elementary math uh specialist the support logs. Um they the math office reviewed the monthly support logs and uh specifically looking at coaching cycles and 2,165 of the 5,61 support entries are 42% reference aspects of coaching cycles facilitated by the

026specialists. So that's a very important number because we they can't spend all of their time coaching because they're also helping with data work. They're helping with planning. They're helping to model different lessons and do a lot of things. But we're seeing their their time is approaching half of their time is approaching coaching, which is going to be the most powerful professional development impact for our our teachers across the division. And to address the scores of SWD and Hispanic subgroups, they there were there were planned collaborations with learning support and and the ESL office. Um, and that they did have those collaborations with both of them. Um, and they supported the math leaders at monthly professional learning and other strategic um opportunities with with L's. So, moving on, as we finish out this year and and

027work through the summer and go into next year, they'll continue to monitor the implementation of the 2023 standards, um the and the office will also continue to monitor the implementation of Zern and Edenum. Um and offer additional inperson and virtual learning opportunities. Um and that's also a a huge focus for any new teacher that we hire as well as long-term subs starting next year. Um we make sure they have um explicit professional development around those tools as well. Um the datadriven small group instruction will be monitored uh through conducting walkthroughs with feedback and deepen intervention for high need subgroups. Uh the math office will continue to analyze unit test data at each grade level looking at strand and standard mastery and subgroup performance to identify spec specific priority supports and guide instructional planning. Um and

028the office of learning support will introduce divisionwide classroom observation tools um around SDI and provide the school administrators professional development on that. Um and the office of learning support will implement the sim uh math strategies as well next year which is newer for us. Um and the office of ESL will explain the opportunities expand the opportunities for collaborative planning between ESL and classroom content teachers. And a lot of that work will be able to come now because um as you recall in the budget, the expansion of our ESL teachers um you know is is a large portion of of the staffing part of the budget been the increase um and they'll expand the collaborative um planning between ESL and math specialists um and the uh again the use of elevation strategies in the EL database

029for our EL students. And that's the conclusion of measure 4 4.2. question. Um so thank you Dr. P. in your um root cause analysis. Can you expand a little bit on why uh the the black white gap group increased based on you know your review of Yeah. the well the again even though we saw growth in both areas the students in the white subgroup grew faster. They they grew more. Um and so really looking down to the data um it you know at each school it it depended on standards in different areas of of where we were. Um, also, uh, with our math specific, when you have a long-term sub or an associate teacher in the math classroom, it's it's a little bit it's a little bit more difficult of an instructional leap sometimes for

030them. Okay. And and you've and so are you saying that you think perhaps like staffing had um especially with with math our math teacher staffing allocations maybe playing a role. It it it very well could be. I don't have specific numbers and data that that align them, but I know that in the past we've had you know when you especially when you get to middle school math, it's it's just harder to teach if if you don't have the math background. Yeah, absolutely. All right. Um, thank you. And, um, so you talked about, you know, the student usage, uh, with Zern and Ednum, and so you're seeing a positive correlation between the amount of time students are spending on those and um, positive outcomes, right? So, in the in the in the past, we have now

031Zern is newer. We started remember halfway through last year. So this year we'll have more data but with Edmenum the more positive and consistent the more um usage and consistent usage of completion of lessons we did see positive correlations. though. Okay. And and are you seeing that be the case for all subgroups? Similar to the question around reading proficiency, the the software tools that we're using are we are if there's higher usage, there's higher performance. Okay. Regard across all Okay. Okay. Thanks, Madam Chair. Yes. I have a question. Sure. Dr. Paul, good to see you again. So, you mentioned with the schools that the data is going to be. Can we get a breakdown of this per school showing the gaps between each of the subgroups? So, again, like if that's a request of the

032board of what we want when these were brought out, we decided as a as a team that we would look at division level data and so I don't have a breakdown by school prepared. Right. No, I understand you don't have it prepared, but is that something that you could get to us if the board did want something? If the if the board requests that level data, I mean, we we'd have it would take me a minute to run the reports, but we could we could do it by school. Okay. All right. It would just be good to see um see where the things are and then compare it to the staffing reports that we get on each school as well to see where the widen the gaps are. But thank you. Well, I'm almost wondering

033if the first step would be to look at the elementary versus middle school models because this is K8 data. Correct. Yeah. So to look at it more as a grade level cohort than a specific school co cohort might might answer your questions because um you know we're look we want to find trends right so so looking at an individ individual school might not might not show us a trend like looking at at grade level performance. I mean, I think I think it's a good idea to maybe just take that equity lens and put it over all of our um our K8 schools or, you know, elementary through middle school. Um and to look at, you know, the the grades, the um capacity, the um the teachers, you know, to make sure that I mean, that's

034something we've talked about doing for a while. So, it's probably time to do that. Yeah. And I was going to say there is value in looking at it both ways for that for that very reason which you just do looking at grade level and also at school and comparing our staffing level and see where like Dr. Martin said make sure equity is there. So I'll talk individually to board members offline and I'll put a request in. So you're we're only asking to do what we specifically would like to see. It would just go through Dr. Bart. Yeah. I will happily send a request to Dr. Awesome. Thank you. Thank you everybody. Can I get a motion to go into closed executive session? I move that we go into closed exe executive session. Is there a

035second? A second. Uh Dr. Martin has brought forth the motion and Miss Bassine has seconded the motion. Is there any discussion? Miss Tanner, please read the motion. Move that the members of the school board of the city of Norfolk go into a closed meeting for the purposes which are set out in subsection A of section 2.2-3711 2-3711 of the Virginia Freedom of Information Act as amended for discussion, consideration, or interviews or prospective candidates for employment, assignment, appointment, promotion, performance, demotion, salaries, disciplining, or resignation of specific public officers, appointees, or employees of the school board pursuant to subsection 2.2-3711A1 of the act. The subjects of this portion of the closed meeting are the discussion of personnel on today's regular personnel agenda, the possible discipline of specific personnel, and discussion of candidates for appointments to the following

036board advisory committees, student health advisory committee, career and technical education advisory committee, gifted education advisory committee, special education advisory committee, discussion or consideration of disciplinary and other matters concerning students in Northfor public schools. that will involve the disclosure of information contained in the scholastic record pursuant to subsection 2.2-3711A2 of the act. The subject of this portion of the session is the discussion of students on today's regular student support agenda and consultation with legal counsel and briefing by staff members pertaining to actual or probable litigation or regarding specific legal matters requiring a provision of legal advice by council pursuant to subsections 2.2-37 2-3711A7 and8 of the act. The subjects of this portion of the closed meeting are the provision of special education services, the new US DOE requirement of certification of compliance with title six and

037students for fair admissions inc versus Harvard and University of North Carolina atall and the matter set above in subsections A and B of this motion. Bassine. Hi Buffalo. Hi Martin. Hi Olen. Hi Thomas. Hi D. Caliggerro. Good evening. I would like to call to order the school board business meeting. Miss Tanner, please call the role. Bassine here. Buffalo here. Present. Martin present. Olson here. Thomas here. Aliro here. Agenda item 4.03. We will have the pledge of allegiance. Good evening. We request that all cell phones and pagers be turned off or on vibrate during the course of this meeting. Thank you. Please rise and remain standing for the reciting of the Pledge of Allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation

038under God, indivisible, with liberty and justice for all. You may be seated. Agenda item 4.04. Can I get a motion to adopt the school board business meeting agenda? I move that we adopt the school board meeting agenda. Second. The uh Miss Buffalo brought forth the motion and Dr. Martin seconded the motion. Is there any discussion? Miss Tanner, please call the role. The scene. I. Buffalo. I I Martin I Coulson I Thomas I Caligerro I motion is approved agenda item 4.05 school board clerk's report Miss Tanner. Chairwoman De Caligger, we are always appreciative of the student artwork everyone in the boardroom. Just take a moment to look around and in the hallway and on 11th floor. And this evening we have uh literary readings by two students with teens with a purpose. Miss Dearra Love. Wave

039at everybody, Miss Love. Um Jeremy Clark, our senior coordinator for secondary English will introduce our special guests. Good evening. Board Chair Miss Dallerro, Vice Chair, Miss Thomas, schoolboard members, Dr. Birdsaw. I'm pleased to have the opportunity to introduce tonight's presenters. Teams with Purpose, founded and led by Miss Dedra Love, who again is here with us, and you might hear from her in a moment, um, works with our NPS students to empower them to use their voice, their creativity, reflection, and action to affect personal growth and impact their communities. This mission certainly aligns with the division's efforts to promote literacy achievement and celebrate the power of literacy and and more specifically the power of the written and spoken word. I want to thank Teens with a Purpose for everything they do for our students. Our first

040presenter will be um Miss Marbel Murphy, a junior from Graanby High School and followed by Shahan Riddick, a freshman from Lake Taylor High School. I appreciate the opportunity that you're giving them to shine. Thank you. Hello. Um, my name is Mirabel Murphy. I'm a freshman at Graanby High School. Um, my poem is titled Early Life in the Beginning. Tile in the hallway, principal's office. Group of mean girls, always together, never apart. Her and her goons. I just wanted friends. They never understood. I just wanted friends. They were never that. Always together, never allow anyone in. Always at odds at a Christian school. Is this how it's supposed to be? I think this is wrong. I think I should leave. I still can't keep friends. Maybe I'm broken. Or maybe they broke me. I think it's

041okay. It's starting to get better. Then my agita died and all it was was worse. I'm still hurt now, but it's really getting better. I have five good friends and I'm starting to feel better. I can make more friends. They can help me heal. I will never be whole, but I can begin to try again. Thank you. Um, my name is Shahin Ridd. I'm a student at Lake Tella High School. I am the Hampton Rose Youth Port Laurate Ambassador for the city of Northolk. And my poem my poem title is called Unseen Battles. At 14, I carried more than my age should allow. PCOS became a part of me early, a silent companion that made my body feel tired and out of balance. It showed up in unexpected ways. Breakouts that went fade. Hair why

042I never wanted it. And a weight that sometimes felt unfairly imposed. They only saw these differences. The changes I couldn't control. They whisper and laugh as if my body were something to explain. But PCOS isn't just what you see. It's the constant weariness, the sudden mood swings and cravings that reminded me daily I am more than just a diagnosis. I learned to find strength in the mirror. To remind myself that my worth isn't up for debate. They didn't break me nor define who I am. They didn't break me because I refused to see myself through their eyes. Because I found strength in understanding my body instead of resenting it. Because I learned that beauty isn't in perfection but in toughness. I am here whole and strong because I kept going when it felt impossible. Because

043I chose to lie myself in a world that didn't always understand because my worth was never theirs to the side. Oh, come on. Miss Dedra Love, would you like to come forward and share some remarks with the board? Thank you for giving our young people this opportunity. I'm all choked up. Shy Heaven. Absolutely. Um, youth poetry is, of course, it's a literary art, but as you're all experiencing, it's the opportunity for other people, adults, parents, their peers, to hear what it feels like to have that experience of being young, being marginalized, um, all the things that the two poets just described to us so very well. So, I really appreciate your bravery because it takes bravery and it takes courage and it takes study and practice to do what you do and I honor you.

044And um Mirabbel didn't say she was one of the 10 finalists for the Hampton Roads Youth Poet laurate program as well. And the last thing I want to say before I leave the podium is I'm I'm Mama D and Deira Love and I'm bragging on another uh North public school student uh the Virginia poet let me get it right the Virginia youth poet laurate for the first time is a Norfolk resident for the first time is a Norfolk public school student and for the first time two more first for the first time is African-American and for the first time is a man a male so I'm really really happy that we started collaborating collabing with national youth poet laurate to bring our voices young people who don't get seen and heard to the forefront and

045for the first three years the the winners who earned it did not look or sound like us and this year Duran Glass III is the Virginia youth poet laurate Yes. Yes. So, thank you all. Thank you so much, young ladies, for sharing your gift with us here tonight. Um, next, we want to recognize some students who provided special artwork to our board members in February for schoolboard recognition month. And two of those individuals are here with us. So, I'd like to ask the board members and Dr. burst on to go to the step and repeat because we have certificates from the art department and from the school board to recognize their gifts on tonight. All right. each one. Okay. As our chair makes her way there, she's going to stand in front of the podium

046and then we're going to get a picture. Mr. Walker, are you available? You ready? Okay. Wonderful. And please forgive me if I do not pronounce your name properly. I I'm okay with you uh correcting me. Um Josiah Danielson of Mory High School, please come forward to be recognized. You're receiving a certificate from the art department and from the school board. And next we have Jordan Patterson of Northside Middle School. And just real quick too, student, we were we had an overflow room and there may be some students that didn't check in with me, but is Laya Liry here? Samuel Rogue, Morgan Harrison, come on Morgan. Here you go, Sarah. Aaron Schilling. Yeah. Come forward, Aaron. and Cameron [Applause] Ricks. All a round of applause. We're going to get a photo and then we want each

047of our students to explain their artwork. Beautiful and we're going to quiz the board members and see if they remember whose artwork they have. Let's tighten up. Let's turn sideways. And if there's some parents that want to get shots while we're doing this, you're welcome. I need you guys to still stay in position. We got a couple parents that are trying to get a shot if that's okay. This is his important moment. Come on. Make sure you get a good picture of your babies. Smile. Okay, each student real quick, Desiah Danielson, can you name your artwork? Come to the podium and name your artwork for us. Um, it was like a one still life drawing of everyone together with the same like cool, calm, collected vibe and I was just excited to draw it. God,

048let's give her a hand. Jordan Patterson, let's explain your your artwork. I don't really know what to say. Do you remember what you did? Oh, well, look, that's okay. Look at artist. Let's give him a hand. Morgan Harrison. Um, so I did a collage of my favorite food, strawberry ice cream, which my grandma gets for me. Good job. Aaron Shelly. My piece's name was called Deep Sea. It was of a squid using watercolor and pen as my mediums and I would say it turned out pretty well. Awesome. Good job. And Cameron Ritz. Hi. I did my artwork for well like I guess for art class but I specifically did it to it was for relationships and my friend she recently just had an accident or not really an accident but she recently was shot and

049she was put into a wheelchair and I really wanted to show that through everything our relationship you know continued. Wow, we have such talented students. Let's give them all a round of applause. Thank you for your creativity and the school on behalf of the school board. I don't know if Sarah if you want to say something but on behalf of the schoolboard we appreciate you. First I want to say I love my strawberry collage. Um and I want to thank you all for the time and effort you put into the artwork. It was very meaningful and special to the entire school board. Thank you. Thank you. Thank you all. You can return to your seats. Thank you so much. You may return to your seats. Thank you. Thank you. I have your paint on my

050wall. I hope you enjoyed it. That was fine. Miss Tanner, does that conclude your report? That concludes my report. Thank you. Uh, agenda item 4.06, superintendent report. Dr. Ba, good evening. Um, Chair Dalerro, Vice Chair, Miss Thomas, members of the board, staff, community. Thank you for being here this evening. Don't we have brilliant, beautiful children? They're so talented. Let's give them another round of applause. We are so proud of our children and thank you for your partnership. We really appreciate it, Mrs. Love. So, the video that we have for you um this evening is very exciting. Um we're going to be highlighting some rockstar teachers, some rockstar students, of course, and then we have some breaking news about summer school. So, please roll the video. [Music] A celebration of the arts as our division had

051some public events that showcased our students wide array of talents. Let's take a look. the students are walking around and they are communicating with the public here. They get to tell their art story. Um they really get to share their um individual voices. The community gets to see all the amazing things that we're doing in Norfick Public Schools classrooms. Um so there's just there's so much opportunity here in really engaging with the community for our students to experience. [Music] I've put a lot of effort into this all four years and it feels really nice to come out here and perform these pieces for a lot of people that enjoy them and might even actually come to the full piece. [Music] Heat. Heat. [Music] Years of hard work on the field and in the classroom culminated

052into a celebration as 12 student athletes were recognized at Graanby High's signing day. Felt very good. I'm very uh proud of myself of everything I was able to accomplish. my whole high school career. I just want to thank God first, my family, uh my my uh support staff, my coaches, just just being there for me. Without them, this would not be possible. Feels good being part of this big senior class. Feels good to um be a part of it and just be a part of Graanby. And I'm excited for my next chapter. It felt uh really good to be on the stage with my teammates. It feel good to know that I'm going to be able to play football again. Um the pride the pride feels good. It's it's just it's a lovable experience to

053even be able to do this cuz you know it start with schools first. So uh it feels good to have my family in the background right now supporting me. These student athletes understand the opportunity they have to play and study in college and they are thankful for the help and support getting to this point. I do not know what I would be without my teachers. They were just there for me to be honest with you. Uh I just love every uh one of my teachers. I have great relationships with all of them. Having my family behind me really means a lot to me and um my mom sacrificed a lot to get me to this point and I really appreciate her for that. And on all of my hats that I play in during the

054game, all of my cleats. Um it says heart mom on the back of it just to honor her and keep um moving forward with her in my life. This group has laid the standard for future Graanby classes. other athletes coming up behind me just say, "Make sure you make sure you got the grades. Make sure you in school getting what you need to be done." So, here's a look where these student athletes signed. The pictures are courtesy of Graanby High student Leslie [Music] Bellow. Heat. Hey, Heat. [Music] Congratulations to Booker T. Washington senior Jia Davis for winning a $2,000 scholarship from the Virginia Association of Housing and Community Development Officials. She has a 3.9 GPA and was one of only five students selected for the award. Once again, congratulations. Welcome to Invention Convention. Students from

055across the area had the opportunity to showcase their creativity at the annual invention convention. Norfolk Public Schools is proud of all the students who participated. Lake Taylor School earned impressive honors, placing second and third in the middle and high school category and second in the K5 category. Congratulations to our young scholars and their innovative inventions. Approximately 700 elementary students with exceptional needs took over Old Dominion University's football stadium for the 16th annual Little Feet Meet. This event in partnership with Special Olympics allowed these young students to participate in a variety of physical activities. Volunteers from ODU and the Norfk Sheriff's Department were on hand to assist and to cheer the students on. This is our 16th annual Little Feet Meet and we have this annual event um put on by Special Olympics of Virginia to

056include our students with disabilities. This is one is for our elementary students and we have about 700 elementary students out here um with their parents and volunteers um to support inclusive sports. The objective of today's event is to promote activity and sports and choosing to include allowing all kids to participate equally and show their abilities. Kids, it's one of their favorite events. They look forward to it. Parents, too. Um, I hear about it all year long and so I just hope they take away memories um, fun and um, looking forward to it again next year. Thank you. Rockar. Another round of Rockstar Awards went out. Administrators visited schools throughout the division to present outstanding teachers with Rockstar Awards. This award recognizes exceptional teachers for excellent attendance or reaching at least 95% student participation on their

057ATAR literacy assessments. Both teachers and their students were surprised and grateful for the recognition. I'm just um surprised and I'm actually very happy because I do work hard and I feel very thankful. On March 24th, 2025, Norfick Public Schools was recognized by the Virginia Association of School Superintendent for its standout AI story at the Virginia Gen AI conferences where 72 K12 schools participated. NPS was one of only two districts invited to present at the Gen AI year of learning virtual graduation. Senior director Jesse Zamora and Dr. Leon Edwards shared NPS's innovative AI integration, earning praise as an excellent example of an AI story. Jay Cox Elementary recently held its fourth annual family music night. Students and their families had the opportunity to take part in a variety of music activities along with other fun games

058and events. Everyone enjoyed a night filled with music, laughter, and community. A festive event took place at Richard Bowling Elementary as each student received a pair of shoes courtesy of a partnership between shoes that fit Geico and the Norfolk Alumni Chapter of Delta Sigma Theta sorority. Members of Norfolk City Council and our school board were in attendance. Over 400 shoes were handed out. According to the school principal, this day could have a lasting effect on the students. It's going to have a wonderful impact on them. uh them receiving free shoes is more than just providing them with footwear. It is uh providing them with a sense of self-esteem um self-confidence um also building community partnership. Our students are smiling. They are excited and I just believe that it's going to go a long ways with

059them. Students at St. Helena Elementary racked up on books at the school's Scholastic Book Fair. It exposes them to a chance of reading books, not the u older books, the ones they've already seen, characters and things that they like. The more they read, the better their reading level goes. So, we're exposing them as many chances to read in different directions. And this gives them an opportunity to take books home because they should be reading about 15 minutes a day. And this gives them an opportunity to have some books at their house that they enjoy reading. Each student was able to pick out five free books courtesy of the Scripts Howard Fund. I think reading is important because when you grow up, you have to read a lot of things and if you don't learn to

060read, then it's going to be hard to do other things. On Saturday, March 29th, the district hosted Family University at Booker T. Washington High School. The goal of Family University is to facilitate strategic, authentic, and engaging educational family oriented training. The program kicked off with opening remarks by Captain Bington Irving, an educator, entrepreneur, and motivational speaker, followed by interactive family sessions addressing reading, math, literacy, and STEM with the hope that NPS families will be more empowered and equipped with ideas and materials to engage their students at home. The message for family university I wanted to give is for families to understand it's okay. You don't have to have all the resources and everything organized. That's why Norfolk is here. That's why Norfolk Public Schools want to create this environment to provide support. But my direct

061message is times are changing. Things are changing. Take advantage of skilled career opportunities available to your child. Whether they go to college or they don't, doesn't matter. These opportunities, we need people not just in aviation but in other industries as well. Take advantage of it. So what I've learned um just uh community and group activities togetherness um you know just um the the work that is put in through North public school systems um and even programs that parents don't know that they offer you know just the information that they have set up. I feel like it definitely helps uh the parents as far as like what they need and um providing a little time because they get to see what the school system has to offer, different activities and programs like for the summer, spring

062break and things like that. I thought this was amazing. I really enjoyed the keynote speaker. I thought he had a very inspirational message for our young people about how there's degreefree ways to be successful in life. And some of the activities here today are just really encourage students to explore uh creative ways to use engineering to solve problems. And I think that would benefit a lot of students in Norfol public schools. We are spring 25 of the epsilon theta chapter of delta sigma theta sority incorated. [Music] Registration is open for Norfolk Public Schools 2025 summer programs. There is something for all grade levels, preschool through high school, such as post-graduate and career development, a STEM preparations, arts, music, and academic enrichment, and all programs are available at no cost to students. All applications for summer

063programs are due by April 28th. For the full list of programs and registration, please visit this web [Music] page. For complete 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. That concludes my [Applause] report. Agenda item 4.07, citizens comments. Miss Tanner, how many speakers do we have for the evening? Chairwoman Dallerero, today's citizens comments, we have 11 speakers. Today's speaker signed up for public comments before the start of today's business meeting. When your name is called, please come forward to the speaker podium. State your name and whether you have a child in Northfor public schools or if you are employed by the district and state your agenda item or items. One person

064is 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 facts or data. Avoid saying anything that identifies students or personnel information about individual employees. Personnel, disciplinary, and confidential matters may be addressed to the schoolboard directly via email at schoolboard npsk12.com. Comments should be addressed to the board and not addressed to an individual member. Schoolboard members do not respond to public comments at the time they are given. Any written statements or supporting materials should be given to me, the clerk. Chairwoman Dalero. Our first speaker is Mary Anna White,

065followed by Nick Green. Good evening, Superintendent Bird Song and Honor Honorable Superintendent Birdong and honorable members of our school board. Thank you so much for all you do. I'm Mariana White, a teacher at NPS, a member of the Education Association of Norfolk and a Norfolk resident. I'm very concerned about the idea of giving up DEI. Public schools are supposed to support everyone. We at the EAN are asking you to stand up for all our children. We are asking you not to give in to Secretary McMahon's demands. Will they keep Title One funding? I know that's a main concern for everyone. That's a separate fight, though. Forbes has stated that project 2025 is expecting all of the title one funding to go to the states. Here in Virginia, I think we're safe. They're going to take

066care of us here in Virginia. Um, so we should unite with all of our city sisters in solidarity and stand up for both DEI and Title One funding. The National Education Association is already preparing a lawsuit and regarding the cuts in education in general. I wish you the best of luck in this huge decision. I plead with you to stand up for DEI and for all of our children. Who are we if we don't support all of our children? We will need to support Title One funding as well. That's another fight. Now, we support diversity, equity, and inclusion for all. Thank you very much. [Applause] Good evening board, Chair Cali Decaliro, Vice Chair Thomas, and Superintendent Bird Song. My name is Nicholas Green. I am the father of Priscilla, a first grader at WH Taylor

067Elementary. I teach seventh grade history and social studies at Northside Middle and I serve as the lead organizer for the Education Association of Norfolk. And tonight I come to ask you, where does it end? Diversity, equity, and inclusion are under attack. And they were long before DEI became the current catchphrase weaponized by those who wish to stand in the way of American progress. There are dark powers in this country that would love to see many of us taken back to a time and place where we would have reduced rights, fewer freedoms, and to be taught a whitewash of history that forfeits our students the opportunity to learn the complexities of American history. To see how these changes are being made in the name of dismantling DEI and what some consider riding us of revisionist histories,

068we can look no further than our military. where already the Tuskegee Airmen and the women women's air force service pilots were removed from Air Force training videos and information on the Navajo code talkers was only recently reinstated on Marine Corps websites. So if this is how they would treat the greatest generation, where will it end for public schools? Will we not be able to recognize Black History Month, Women's History Month, Native American History Month? Will we be able to teach the truth about shadow slavery, the Jim Crow South, and the civil rights movement, with many of its roots not only being United States history, but Virginia and Norfolk history as well? What does the women What about the women's rights movement, the Americans with Disability Act? Will we not be able to welcome all of

069our students, no matter who they are, where they come from, or how they identify? I urge this board to stand in the gap and say no, no, no, we will not sign away inclusion in Norfolk and not sign any anti-Dei certification. Thank you, James Parker. Good evening, Dr. Bird, excuse me, Dr. Birdong and members of the Northolk School Board. My name is James Parker. I am the president of the Education Association of Norfolk. We are Union of Educators. I am a teacher at Chesterfield Academy Elementary School. I'm speaking tonight on behalf of our union and our students. I want to speak on the issues of diversity, equity, and inclusion. It is very important that we send a powerful message that we are not going to be bullied by government. Our students should be our utmost

070importance for ensuring that we are giving everyone that we can to make sure that we have a quality educa public school education. Allowing national leaders to hold our schools hostage is a travesty. Regardless of who this who is sitting as the president or regardless of their party, we do not want funding for our schools to be taken away. A quality public education should be a right for all students. It should not be left up to people who do not have the best interest of our students in mind. I shouldn't have to say that education is a vital part for students to become productive and successful members of our society. If America wants to continue to be a global leader, then we must have a workforce that is capable for that task. That is why we

071support Northfor public schools motto of creating good citizens. Thank you for allowing me to speak on behalf of all of our members. I urge you to think about how you vote, how your vote will affect our students. Thank you for all that you do. Glennice Mason. [Applause] Good evening, Superintendent Bird Song, Chair, Vice Chair, and members of the school board, parents, and community supporters, please stand for Booerty Washington High School. Thank you. You may be seated. My name is Glennice Winfield Mason and I am proud to be the PTA president of Booerty Washington High School, a great historic institution affectionately called Booker T by many members of the community and the city of Norolk. Booker graduates have excelled in various aspects of their careers including higher education, sports, business, entertainment, media, and medical vocations. Many

072have given back to the school through donations, scholarships, and as volunteers. As a spokesperson for the PTA and parents, I want you to know that there are some great and positive programs and activities happening at Booerte. To name a few, the I Moms, Pro Dads, Meal, and a message, college to college, and the EELC programs. students volunteering at the food bank, the ROC winning third place, an overall drill from this area, the orchestra participating and passing the attendance flag program and all in spring break camp for athletes, the upcoming denim and diamond summit for girls and the entrepreneurial summer immersion camp program at ODU are all wonderful things happening at and for Booker T. In addition, community supporters have provided the school with financial and inind donations to support faculty, staff, and students. But there

073is a downside that parents would like to have it addressed. For example, the school lacks resources and support for programs which enhance the students and families. There has not been a choir director for almost two years and no theatrical performance this year. And this school is the school of the arts. Other concerns include building construction during school hours producing dust and f and fumes affecting allergies and breathing. Three bathrooms are out of order. Water leakage, inadequate building temperatures, blocked areas for repairs, molding and asbestous. Hallway doors sticking in a foyer with an inadequate school entrance. Yes, you might say improvements have been made. However, the process seems to be peacemeal just to satisfy rather than completing the job in a timely manner. As I close, I ask that plans for the downside and a valuable

074curriculum be addressed and implemented before the start of the 202526 school year that will attract students to Booger T. I look forward to your support for Boogie as well as all North public schools. Thank you. Thank you. [Applause] Tyrone Winks. Good evening, Dr. Birdong. School board members. My name is Tyrone Williams, fifth grade teacher at Lynenwood Elementary School and EAN member. I want to thank the ladies who read their poem along with Jordan, one of my past students. Lynwood fifth grade also has a poetry book which we're we've been doing and it's available for our fundraiser for our PTO. We're also working on a new one with a theme of Earth Day. Please contact our school, contact our school to order one. We, the family, school, staff, and community want our district to fight back

075and not vote to drop rules and norms to support every student that walks through our doors. At Lynenwood, we have worked extremely hard to make sure every student to achieve success and is supported by the highly educated staff. We know that with time, the turnaround by uplifting our community will produce positive change. vote no and keep these DEI programs and fight back against this horrible administration's evil actions. Let's take the actions of so many others who have chosen to fight back. We also want to make sure we work with the parents who aren't sending their kids to school to make sure every child gets to school every single day. But cutting these programs that support the children and the members will cause major problems. Keep the DEI programs that keep us moving forward. Let the

076truth of Virginia history stand strong over bowing down to bullying. Thank you, Carl P. Members of the council, good evening. My name is Carl P. I don't have any children, but I'm a Northolk resident and a former NPS student in this country and in this city. We believe in local control and accountability. That decisions that affect our lives should be made by us. and that decisions about our public schools be guided by the people we elect to serve us, not in popes from on high through political pressure and threats. That is why many of us are outraged when President Trump's issues executive orders that bypass Congress, ignore public input, and attempt to concentrate power in the hands of a few. Regardless of where you stand politically, you know this is wrong. Unfortunately, we're witnessing the

077same type of overreach locally as well. The city council passed a resolution demanding that you, our elected school board, develop a plan that begins closing 10 schools or 10 public schools starting in the 2627 school year. And what happens if you don't do it? The council has threatened to change how public schools uh funding is delivered to assert more direct control over your budget allocation. In other words, do as we say or we'll take your money. Sound familiar? Just like those executive orders, this resolution is about power. It is not about improving public school education. It is about using financial threats to force comp uh to force compliance. That is not how democracy should work. That is not how local government should work. And that is not how we should protect public education in Norolk.

078Our teachers and our schools are not political hostages. They are the anchors of our communities and the tools by which Norolk builds futures. If schools closures are on the table, they should come through they should come only after a thorough, inclusive and community centered planning process, not after an abbreviated and rush response to an ultimatum. You, the members of the Norolk School Board, were elected by the people of Norolk to represent us. Not a mayor, not a city council, not Richmond, not Washington, us. So tonight, I'm asking you to stand firm. Resist this overreach no matter who's testing your resolve. Protect your independence. Defend our public schools from being used as pawns in political games. This is our city. These are our schools and we are asking you to fight for them. Thank you. [Applause]

079Kenan Baskerville. Good evening, school board and Superintendent Bird Song. See, you can move this closer. You move them closer. Nice. There you go. Good evening, school board and superintendent Bird Song. I am Kenan Baskerville. I'm a resident of Northol, Virginia. I'm here to ask you to push back against going with the Trump administration's push towards removing DEI from our school from our schools. No, NPSA is already short staffed on teachers and administrators who are qualified and prepared to help students with disabilities, accessibility in schools. Now is not the time to pull away for from that. Now is the time to in fact push more towards it. These are unprecedented times with forces that can really change the whole scope of where Norfolk will be in the next decade, two decades or even more. The ramifications

080will ripple. Please just take some time to think more about your decision and how it will affect all of your students. Thank you, [Applause] Vincent Hodes. Evening, Superintendent Bird Song and the school board. Didn't um intend to come and speak this evening um until I looked at the agenda a little more thoroughly and saw the agenda item for DEI. Um want to try to approach my comments with a the bit of anecdote so we can all relate a little bit. Um, when you talk about Norfolk to other people that don't live in Norfolk, Norfolk is just different, right? We're just different. And that's a good thing. I take pride in that. I moved here in the military in 2000, and when I transferred here, my father was here, don't go to Church Street, all these

081things, right? But what I found was that Church Street in the downtown revitalization was happening. And the next thing you know, we're about to be in all of Hampton Roads. And so I want us to lean into that that same kind of thought process when we think about what's coming and this ask for de for us to suspend our DEI. We have to say no, we are different. We are just different. And I want us to kind of hold our breath and and allow me to address some things that might make us a little uncomfortable, but that our kids need to know so when they leave our loving hands, they can go into this world and be better people. Give me just a second. Matthew Fontaine my was a confederate who fought in support of

082suppl in of enslavement of the domestic slave trade and Africans that was moring uncomfortable right in 1985 the police bombed a black uh communal socialist organization called Move not once but twice the police right? And in 2020, the police murdered George Floyd. That it's Women's History Month. Here it is in April. And these are all things that we might not be able to talk about in our schools to develop our young people if we allow this federal push to come down on us. We are Norol. We are just different. So, I'd just like to encourage that spirit in all of us. when we start talking about what we can do. You know, I recognize that 20% of Norfol public schools funding comes from federal federalism or from federal fundings, but I'd also like to take

083these last 30 seconds and ask us to remember that those of us who have finished our high school school degrees and gone on to get secondary education. The point was not to get rich. And if it was, then you messed up because the point was for you to have an education to help your people when the lights go out. and they are going out. We're shedding the lights on 10 schools and the process is not transparent. I look forward to participating in it. I really do and I'm going to send emails respectfully requesting people's time so I can be a little more informed. But we are Norfolk and we are different. So please push back against this federal funding cut and the local funding cut. [Applause] Lisa [Applause] Walker. Good evening to the school board,

084Dr. Bird Song, and all in attendance. My name is Lisa Walker, and I'm the reading specialist at Southside STEM Academy at Campus Stellar. I watch and I'm sometimes stunned at the schoolboard meetings. There are lengthy discussions as to why students are choosing not to pursue an advanced studies diploma. We ask why the students with disability have stagnant data in reading and math. Then I hear our varsity teams must forfeit games due to lack of participation. The board ask about next steps and what's not working. You even question the importance of textbooks. I hear all these speaking points and I rarely hear about the key to all those discussion points, highly qualified teachers. The only thing that I did hear about teachers is when a board member stated it's so stressful to work for NPS that

085staff are leaving for other divisions, which is why I want to address teacher compensation. We are in a national teaching crisis in conjunction with dismantling of public education. I realize that times are tight and there's so much uncertainty around funding in this current climate. However, there is a limited pool of professionals. North public schools must outshine the rest. Your highear teachers deserve more than a bonus. We are eternally grateful for the uncompressed steps. You made it so we were treated fairly when having a voice was not an option years ago. For all of our other staff, the high demands and decision making placed on educators daily need to be considered. Social media and technology appear to be king. While parent engagement, student behavior, and motivation have changed forever since co. The tier one instruction is

086the transformation in a child's academic success. Please stop discussing points of order and opinions and start reflecting on and assessing how the years of inaction have impacted our mission statement, which is currently under assault, of being the cornerstone of a proudly diverse community with highly qualified teachers and staff dedicated to providing a variety of teaching and learning opportunities for all students. Thank you, Candace [Applause] Driver. Good evening. Good evening, Dr. Birdong, members of the executive leadership team, and members of the school board. My name is Candace Driver and I'm principal at Plamer Bernard Young Senior Elementary School, Equity and Excellence Learning Center. I stand before you today to share my sincere thank you for funding for our EELC program at Plumber Bernard Young Senior Elementary. Our scholars at PB Young have participated in an array

087of enrichment activities and experiences that have broadened their thinking, expanded their self-confidence and understanding of robotics, arts and crafts, culinary arts, photography, interpretive dance, and a whole lot of other enrichment activities that our five through eight year olds would ordinarily not experience until they get to middle school. Through the EELC program, we have been able to expose our children to programs such as this, and they are taking off and flying with these experiences. As a matter of fact, I would like to invite you all to PB Young Senior Elementary on May 15th at 4:15 p.m. to experience our last and final uh end to our EELC enrichment activities for the school year. This is my second time inviting you all. Please come. Um, the ELC program at PB Young has provided phenomenal enrichment opportunities for

088our students as I stated before that they would otherwise not experience till later in their academic career. Through the enrichments, students are developing self-confidence. They're learning what their gifts are at an early age and they're being able to apply those gifts in their instructional programs throughout the day. They visited the Black History Museum in Washington DC. They've seen how art glass is made at the Chrysler Museum and they're going dolphin watching to support the uh the mammal part of our science instruction for second grade. These opportunities would not be possible without the support of the equity and excellence learning center programs. So again, I thank you for that opportunity and on behalf of plumber Bernard Young Senior Elementary, Jay Cox Elementary, Compass Academy at Ruffner and the historic Booker T Washington High School. I thank

089you all because our schools feed into each other and we have the opportunity as principles to collaborate with each other so that these enrichment opportunities are experienced from one level of our students education to the next. Uh this has been an awesome school year for our students. They are experiencing these these enrichment opportunities at a very young age and otherwise without the funding for the equity and excellence learning centers this would not happen. Again my name is Candace B. Driver and I am the principal in North public schools the system that is the cornerstone of a proudly diverse community. Thank you. [Applause] Chairwoman Daligger, this concludes our speakers and it's an adjustment. It's only 10. Okay. Thank you. Agenda item 4.08. Can I get a motion to adopt the consent a consent agenda? I move

090that we approve the consent agenda as presented. Is there a second? Second, Miss Moore Buffalo has brought forth the motion and Miss Bassine has seconded the motion. Is there any discussion? Miss Tanner, please call the role. Bassine, I. Buffalo, I. I. Martin, I. Pollson, I. Thomas I All right. Agenda item 6.01 monthly financial report. Mr. Steve Jenkins. Good evening, Chairwoman Dalero, uh, Vice Chair Thomas, Dr. BSong and members of the school board. This evening, I'll review the financial reports for the month of March. Uh the March report uh covers nine months uh from the start of the school year which are or the fiscal year which was July 1st to 24. Uh as with previous statements, the report reflects activity taking place between July and March that was recorded in one or before April 10th.

091General fund collections during the first nine months uh total, excuse me, uh for the first nine months and available balances from the previous year total 336,750,000. Uh that is 71% of the $475 million general fund budget. During the same period, we spent or encumbered 344.3 million or approximately 72.4% 4% of the budget. During the previous year, spending is uh was at the same rate or very similar at 72% of the budget. Uh the report uh also includes a grant summary. Uh the quarterly report appears on pages eight and nine. As of March 31st, there were active awards totaling 114.9 million, of which uh we had spent or encumbered 58.7 million or 51%. There are 33 active federal awards, most expire either in September of 25 or 26. There are 14 state awards including four state

092operated programs that expired March 31st um at the end of the the period that this covers. Um apart from the state construction grant the main the remaining state awards will expire on June 30th 2025. Uh we recorded no budget transfers during the month of March that exceeded $50,000. Uh and then finally, there is a quarterly grants and donation report um that was included in this um in this section of the of your agenda. Uh the previous quarter, individual schools collected uh uh $43,860 from grant from donors. The largest single source was donors choose. Um, and then there were three separate awards of 5,000 each from CNM Construction, SB Ballard Construction, and John McNamer Curtis. We recommend that you accept and approve the donations received by schools. Chairwoman Dealerro, that concludes my remarks. Uh, I would

093be happy to answer any questions you may have. Thank you. Are there any questions, Madam Chair? Good evening, Mr. Jenkins. Yes. Um I did have one question. Uh if we can go to page nine of your report on the state grants, you you just you stated that all the grants would expire on June 30th. Is that correct? With the exception of the school construction grant. Okay. Now just looking at the Allin Virginia initiative, that's the mentoring and tutoring grant. We we were awarded 14.3 million in 23. It's set to expire in June the 30th. We only you only spent about 38% of that. So we got about 37 about 37 days left in school. So will we be able to get that all? Uh sure. Uh let me I'll have to change my remarks. I

094did not know most of our grants do expired on June 30th. The construction was a big one that I noticed didn't uh I should also say that allin funds will carry over until we spend the funds. So I I am mistaken and thank you for pointing that out. um that that grant will will continue. So it will roll over to the next school year. Correct. Yes, you're you're correct. That was the question. Sorry for sorry for that error. Yes. Uh welcome back. Um Mr. Jenkins. Thank you, Mine. Um so on the financial monthly financial report the regular uh report on page three um under classroom instruction there were purchase services that uh seem to be significantly over what was budgeted. Can you expand on what those services Yes. So um I have an inquiry on

095that uh that very item. Uh it is I believe it's related to tutoring services and I believe that there's possibly an uh error in in recording incumbrances, but uh we've not resolved that issue quite yet. So um I'm not certain that that that the report is correct on that score. Um but it is something I'm waiting for more information on. Okay. And if it is if it is correct we will we will have there are surpluses in other accounts which would cover it. Okay. And is that something would that impact the way we uh we adopt the monthly financial report tonight or it will not. It will not. No ma'am. Okay. Um, and I don't know if this may be the same situation, but under special education on page four, I noticed, um, again under

096purchase services, uh, you know, right? Uh, and that's largely because we've had to hire contractors because of staff shortages. Uh, so in this case, there will be a surplus in the salary accounts which will cover it. Okay. Good. Okay. So sorry. Okay. All right. Thank you. Thank you. Did have one followup. I'm so sorry. Madam Chief. Yes. I'm I'm I'm good to go, Madam Chair. Yes, ma'am. Um so with that said, with the special ed purchase services, do the board expect to see some kind of transfer because for these deficits or I will I will talk with Dr. Super, excuse me, Dr. bird song about this. I um it's very likely we'll need to but uh we have incumbrances that are um that are absorbing or are causing the um the deficit. Um so we

097haven't quite spent it all, but you can notice there's $2 million of outstanding incumbrances. So we will um we will address that. You thanks. She she took the question right from me. Okay. Thank you. Are there other questions? Mr. Pollson. Any questions? No. Thank you. Thank you. Thanks. Can I please get a motion to adopt the monthly financial report subject to audit? I move we approve the monthly financial report subject to audit. Is there a second? Second. Any need for discussion? Miss uh Miss Moore Buffalo brought forth the motion and and Mr. Ing seconded the motion. Um Miss Tanner, please call the role. I Martin I. Bson I. Thomas I. Daler I. Uh agenda item 6.02 102 schoolboard educational facilities planning committee update. Uh my update is that the the first meeting of the educational

098planning facilities committee is set for May 1st at 4M at Norview High School. I have asked Mr. Inge and Colonel Pollson to to attend the meetings as observers only to report back to the board. And I'm calling a special meeting for Tuesday, April 29th at 5:00 p.m. for the board to discuss its roles and responsibilities um to this committee. Thank you. Agenda item 6.03, review draft timeline for superintendent evaluation. Um, everyone should have that should have been put on the dis for everyone. There is there is a a mistake on here. Um, we have a graduation on Wednesday, May 28th. So, that date will have to be modified. Um, in previous conversations with the with doc Dr. bird song. We had discussed June 4th as being the date she presented to the school board. So,

099uh the Wednesday, May 28th date will now become would now become June 4th. Um and then the question becomes, is that enough time for school boards, school board members to still submit consolidated comments to the chair by Friday, June 6th? Probably not. Is there any discussion? Probably not. Um June. So we can do it early. No, I don't know why she I just said it was probably too tight. Yeah, we we had discussed June 4th at 10:00 a.m. as the date and time for Dr. Bird song. 10 a.m. Okay. To meet with the board Um, in terms of the Friday, June 6th deadline, I propose that we move that to Monday, June 9th, and consolidated comments will be distributed on Tuesday, June 10th. I think that is reasonable. Yeah, I agree. I agree. So, June

1006th becomes June 9th, Monday. Okay. And then everything else that stays the same. No. Consolidated comments will be distributed on June 10th. Okay, that's Yeah, Tuesday, June 10th. Did I hear that correctly, Madam Chair? Okay. And are all the other dates okay? Yes. Okay. [Applause] So with these change in dates, is there a motion to approve the summit summitive evaluation timeline for the superintendent? I move that we approve the superintendent summitive evaluation timeline for school year 2425. Second. Do I have a second? I second. So Dr. Martin has put forth the motion to accept the modified timeline and Miss Msine has seconded the motion. Any further discussion? Miss Tanner, will you please call the role? Bassine I. Buffalo I. In I. Martin I. Alson I. Thomas. Caligger. Okay. Thank you. Agenda item 6.04. 04 discussion

101vote on [Music] DEI. Can I get a motion to vote on DEI, diversity, equity, and inclusion as required by President Trump's executive order? Madam Chair, I make a motion that we reject um President Trump's executive order and that we direct the superintendent of Northol Public Schools to not sign it. Is there a second? A second. [Applause] Mr. Ing has brought forward the motion and about I will say Miss Thomas has seconded the motion. Is there any discussion? I have discussion. Dr. Um my concern while I wholeheartedly support any DEI initiatives especially equity um my concern here is not it's it's not that it is that um we are presenting a modified version if this vote does yeah if this vote is passes there is a modified version that will become and my concern is that

102will be interpreted as non-compliance and that we would forego the 60.6 million that our students need. And as um elected officials, we swore um when we when we took our oath to do no harm. And so I'm it puts us in a real tenuous situ, you know, position and it's uncomfortable. Um, and but I again the ethics of do no harm, it it it lays heavy on my heart. And so um I will not be voting in favor of the modified version. But that is not on the table. Okay. It's what's what's on the table right now is to not sign the Okay, so to not sign. So I will I will be supporting signing it. Sorry, we did it in the negative. Usually we do it in the Well, his motion was not to

103sign it. So keep that in mind when you're voting is not to sign it. Okay. Okay. His motion is not to sign it. Oh, okay. Okay. Is that what we talked about earlier? Yeah. Yeah. His motion right now is not to sign. Okay. I agree to not sign it then, right? What? No, you just It's a modified version. No, no, we're not talking about a modifying. We I put a motion on the floor to reject the president's executive order and direct the superintendent to not sign the compliance. Okay, I see. Yes. Other discussion? And it's been seconded. And it's been seconded. It has been second. Yes, Mr. Pollson. When we vote tonight, we some of us hopefully were not going to vote emotionally for ourselves. We vote for our constituents. And so as we unfold

104here, I hope what everybody can remember that we are representing parts of Norfolk and we speak for them. Thank you. I just want to say by not signing it, we represent and we speak for North. That's what I want to say, Madam Chair, I will um I will still support my motion. I will be voting no that we do do that because this same school board back in 1960, not us, we wouldn't here, but they voted to put segregation in Northol public schools and it took the federal government to intervene for them. And now we're sitting in 2025 where now we have to vote on dismantling diversity, equity, inclusion. And the federal government is forcing us to do that. No. Reject it and send it back up to 95. Miss Bassine or Miss Moore Buffalo.

105I'm ready for the roll call. Call the roll. Call the roll. Call the role. Miss Tanner, please call the role. Bassine. I vote vote in supporting rejecting uh the uh DEI certification. Buffalo, I also support not signing the DEI certification. Inch, I stand on the right side of history and vote no. Well, you vote yes to your voting. I'm sorry. I vote yes. My bad. Look, I'm sorry. I got a little stirred up there. It's not just me. Yeah. That's why it should be in the affirmative, though. the president me off. Oh, for me, um, uh, okay. Um, nay. She voted no. She voted no. Pollson, uh, I personally support Mr. uh, in, but my constituents are, uh, opposed to this, so I vote no for them. Thomas I vote yes. Caligiro. I do agree

106with Miss Mart Dr. Martin's statement about doing no harm, but I do feel that in this case doing no harm is to vote in favor of Mr. Ing's motion. So I vote yes. Motion is approved. [Applause] Now, are there any other motions on the floor? Madam Chair, just for clarity since we had some just maybe restate um for the uh benefit of the administration what we have just the the the vote the board has voted in favor of not signing the president uh not signing the the letter that we've been asked to sign from Mr. from the president's executive order. Madame Chair, I do have a motion. I move to direct the superintendent to sign a revised version of the certification of compliance with federal civil rights laws that the US Department of Education requires

107all state and local education agencies to sign by April 24, 2025. Is there a second? I second. Discussion. Uh, Mr. uh, would you like me to read the proposed revision before the discussion? Yes, please. Uh just to be clear, what we're talking about is the United States Department of Education's form, which they issued on April 3rd of this year, requiring that all state and local education agencies within the United States execute a certification of compliance with various civil rights laws. Strictly speaking, it's not uh an order of the president. The required certification paragraph is just two sentences long. The rest of the document is a series of legal arguments. The deadline for signing and returning it uh in Virginia would be returned to the Virginia Department of Education for filing with the United States Department

108of Education. The deadline is tomorrow. The proposal uh under this motion is to modify the two senates certification paragraph and I'm going to read the last sentence which is being modified in its entirety and I'll indicate to you uh when I get to the part that's being added. The first sentence of the two sentence paragraph simply requires the person signing, which would be if the motion passes, the superintendent uh to acknowledge having received this form and reviewed it. And the title of the form is reminder of legal obligations undertaken in exchange for receiving federal financial assistance and request for certification under title six and SFFA versus Harvard which is a United States Supreme Court decision from a couple of years ago. The second and final paragraph uh final sentence of the two sentence paragraph I'm

109going to read in its entirety and again I will note the addition that is being proposed. It reads, "I further acknowledge that compliance with the below and the asurances referred to as well as this certification constitute a material condition for the continued receipt of federal financial assistance, comma, and therefore certify our compliance, meaning the compliance of the NOFK public schools, the school board of the city of NOFK with the below legal legal obligations and at this point I'm reading the proposed addition the below legal obligations and interpretations to the extent they comply with title six of the civil rights act of 1964 and the constitution of the United States as interpreted by the courts of the commonwealth of Virginia and the United States. So that is the proposed revised form. If the motion passes, this

110form, which I'm reading from handwritten notes, will be placed into a word document identical in format to the document that was sent here from the United States Department of Education and will be executed by the superintendent sometime tomorrow before the deadline. Immediately upon execution, it'll be posted to board docs for the public's uh knowledge and review and sent on to the United uh the Virginia Department of Education, which is collecting all of these and they will file the local certifications along with their own certification because each state department of education is required to sign and file one of these. And at that point, I'll turn it over for discussion. Any discussion? Yes, Mr. M. Um, Mr. Cloud, just so I'm correct. So, what we're doing is we're going to we're looking to modify this to

111to say that we're going to adhere to the laws that are already currently on the books that currently protect United States citizens that are already there that have already been interpreted by the United States Supreme Court and that are enshrined in our Constitution of the the United States. That's correct. except it would also include any future interpretations that you will abide by the law as interpreted by the courts of Virginia and of the United States. Okay. So, but there's I want to make it very clear there's already a law that exists that protects our students and our teachers and we are now going to just send a letter to the president or well to the department of education to say hey that we are reaffirming that hey we know there's a law that protects them.

112Yes. And and in fact uh the your division as well as every division in the country has previously been required to sign certifications of compliance with title six as part of receiving the federal funding that you and all other divisions are currently receiving in the United States. Any other discussion? I guess I'll just ask that next time you make a change, I'd like to know about it before we're on the D. Thank you. Sorry. I'm sorry for the lack of communication. Please forgive me. Um, Miss Tanner, please call the role. Bassine. I. Buffalo. I. Inge. No. Martin, can you restate the motion, please? Uh, the motion I I move to direct the superintendent to sign a revised version of the certification of compliance with the federal civil rights laws that the US Department of Education

113requires all state and local education agencies to sign by April 24th, 2025. Um, and Mr. Cloud, my question is for you. Just to reaffirm that this could also be seen as non-compliance. Correct. It could. Uh I can't say how the uh Trump administration and the United States Department of Education will react. Okay. Then I I stand as um in the negative, right? So that um I don't support it. Right. Okay. Thank you. What was her response? Could you uh could you repeat that for the clerk? Are you voting no? No. Yes, I'm voting no. Olson. Okay. Yes. Thomas, no. The Caligiro. Yes. All right. Agenda motion is approved. U agenda, excuse me. Agenda item 7.01. This meeting is adjourned.