001I would like to call to order the school board workshop. Miss Tanner, please call the role. Here. Buffalo here. Inch here. Martin, present. Paulson, present. Thomas here. Here. A schoolboard workshop will will begin with stu uh school board goal number five inter measures one, two, and three. Dr. Paul, would you like to come to the stand and report everybody? You're up top. Yeah. Trying to help you. So my eyes can see them. Good afternoon, Madame Chair Daler, Vice Chair Thomas, members of the board, Dr. Burch. This afternoon, we're going to review um all three measures for school board goal five. And as a reminder to the board and the community, board five addresses um the percentage of NPS graduates receiving advanced studies diplomas that the the goal is for the our students to meet or
002exceed the state average by the end of the 26.7 school year. Um and at the time of this uh goal, the NPS average was 35.3% and the state average was 51.5%. So specifically when we're looking at measure one, 47% of the 2027 graduating cohort must successfully complete the appropriate courses to be on track to graduate with an advanced studies diploma by the end of 2425. And our 2027 cohort is our current what we consider. So as the data show um there was a decline of 1.2 points from the first to the second quarter of SY25. This places the 2027 cohort off track of reaching the target of 47% by the end of the year based on the metric devised for this measure. Um and currently the the highest percentage of the 2027 cohort can reach
003by the end of this year is 47%. Um based on this metric. So a couple things going well. Although we did see a decline from first to second quarter, the decline was 9.1 points less than the decline seen between first and second quarter last year. So we didn't see the same sharp decline and historically we've seen declines from first quarter to second quarter with grades and that's what causes the decline in this data as well. Uh the percentage of ontrack students is 1.4 points higher than the uh same time last year. So we're we're still higher than we were quarter two last year. Um even with the decline coming in quarter two. Um our highest failure rates uh for the SY27 cohort are in science and mathematics courses currently. Um and the 2027 cohort is
004below their initial data point where we started recording the data by 8.9 points. Um and I do want to point out um one of the metrics for this goal is around foreign language. So any um any current student in this cohort that is not enrolled in a language course or that has not does not have a completed credit in language course would fall off of the metric because they have to have three years minimum to make the advanced studies diploma. So that's why we saw a decline um uh below the initial data point. Some next steps um school counselors have identified and prioritize at risk at risk students using the Q2 failure data to flag students um failing multiple courses and facilitating response to intervention using tutoring at menum courseware and by engaging families in
005early intervention meetings to prevent students from continuing to struggle. School counselors continue to encourage conversations regarding diploma types uh which we really begin as early as sixth grade. Fifth graders rising to sixth grade right now are having those discussions when they're doing course enrollments. Um and this continues uh as students progress through middle and through high school. So again, when when we set this goal, if you'll recall, we talked about this is really a long range plan of how we really want to move this data up. the three years that we have left on this goal are they're they're tough to attain just because the students were really in in place with their courses for the most part. Uh we've also strengthen our integration of major clarity which is a program around academic and career
006planning. Um and we've dipped that down into fourth and fifth grade as well. Um and students utilize this academic and career planning platform in middle and high school as they progress through as well. Each content area is providing targeted professional development to improve instructional practices in alignment with best practices and all subjects are emphasizing planning with backwards design using data informed instructional decisions to improve student outcomes. Um teachers are refining the implementation of high quality instructional materials which we've talked about you know a lot here with with the HQIM. Um they're doing more collaborative planning and best teaching practices to enhance student learning. Um, departments are engaging in collaborative planning and instructional alignment to ensure consistency and coherence across grade levels. And then each subject area is working to increase student interaction with rigorous content
007through literacy integration, manipulatives, hands-on activities, and meaningful discussions as those are those are um integrated into the curriculum uh more and more as we progress. So, I'll pause here before going to the next um the next measure. Oh, madam chair question. I'm sorry. Uh, does the board have any questions? Miss Bene, did you have I do. I was going to say I'll go last if um if others wanted to go. Do you have any? I do. Okay, go for um so just looking over the data here. So the data shows we have some critical failure areas that we might not be able to meet the mark on. Are we flagging students before they get to high school? So we we do so we do a lot of interventions prior to high school and we do
008a lot of academic and career planning before we get to high school. The and we talked about this when we set this go this go this board goal up was the the tight time frame. So our students that we're looking at here had already been enrolled in freshman classes when these were these goals were set. So if they were not taking a language at that point, we at the end of last year we encouraged them to take a first year language, but you can't force them into the content as as we know. So, so we're also looking at this more long-term, which is data we're not looking at here right now, but long term we'll see effects of it on what we're doing down all the way down to fourth and fifth grade to encourage,
009you know, academic studies that would that would move students more towards an advanced studies diploma. Got it. All right. Another question. Yes. Follow up um to that is can your department um or can can can the yeah the department provide to the school board um a detailed breakdown of the failure rates by school and demographics and population so we can see where those are so we can make sure we get more interventions into those populations and schools. So going back to discussions when the goals were put in place that we're trying to stay more holistic as a board. Got it. Because the work of the administration is really digging down into the data. So we do monthly data meetings at our schools and we talk with principles and leadership about that specific data to be
010able to offer supports uh specifically to tailored to needs of each each of our schools. Okay. All right. Awesome. Thank you so much. My pleasure. So do you mind if I ask questions first? Um do we identify schools um so do we identify schools or that we see students who how to put this where we see students who choose not to go on the academic track. Like do we have do we have do like a real to identify schools or middle schools where students are choosing not to go on the advanced studies plaque track? I mean do we have is it you know is it more likely to occur at one school than another or is it pretty scattered throughout the city? it it's right now based on our rate it's pretty scattered throughout the
011city but what we really do is a student who's making the choice to not go advanced studies we make sure that they're encouraged and enrolled into CTE courses to make sure that they where we see students who choose not to go do we have liked several pathways where where they can choose to go you know to welding or to medical you know or you know even our our pre-K program has a pipeline, right, to be a a teacher's assistant and a teacher. Um, so making sure that they have something in place if they're choosing not to go advanced studies and and there's no foreign language requirement for a general studies degree. Correct. Correct. Thank you. My pleasure. Tanya, thank you. Oh, okay. Sorry. Um, yes. Thank you, Dr. Paul, for the presentation. I'm going to
012turn my um this way. Um so if you can refresh my memory so right now for this cohort as you said was 10th graders um our current 10th graders were we're not on target for uh meeting the targets for quarter 1 and then quarter two and the targets if I think it might be a good refresher for the whole team just how you determined the targets initially just so that we you know going forward sure as a as a new board, you know, understand that. Yeah. So, last year when we started with the goal, we looked at courses that students were already enrolled in so that we we we tried to set targets that were attainable based on course enrollment. Um, and now we also looked historically at how many of our our 10th graders
013or our secondyear students um were or were not taking a foreign language or didn't have a credit by that point to know where we would fall within that range. So when we, you know, when we create our annual goals around that, that's those are the data points that we're looking at. And so when we when we finish a year out, we look at where did that cohort finish and what what is the maximum possibility. So when we started this year, 47% of this cohort were able to ba again based on this metric were able to meet the the metric if they passed all their courses that they were enrolled in. Now, one of the things that will change a little bit, especially with this cohort, since they're only in 10th grade, as we transition to
014a 4x4 schedule, our students will have a chance to do three foreign languages again because they could do first semester, second semester, first semester of junior and then senior year. So, they could get back on track. And a lot of times we'll have juniors that'll that light bulb will click and they'll say, you know what, what can I do to get to that advanced studies diploma? So, we'll be able to accommodate that much more easily now with a new schedule. Um, but as far as the data points, we look at look at the metric that we designed that that would say to us that a student is on course for making advanced studies to before we even set where our goal would be for this year. And um so so then um looking at school
015year 24 quarter 1. So these these students were in ninth grade last last school year. So the so we're looking at the same cohort of kids, correct? Right. So quarter one quarter. So could I guess my question was so for quarter 1 in the current school year for school year 25, could that include a group of students that may have started on the advanced studies pathway for 9th grade and then maybe decided along the way um you know I'm going to go you know the standard diploma route or you know absolutely could. So, so that could that could also account for some of the difference that we see in the co in in the current school year's correct numbers. It it could account for so let's say we had a student in this cohort when
016they were in ninth grade maybe they took Spanish one but they weren't successful and they decided then I I language isn't for me and I'm not going to do language then at that point they would have dropped out of our out of this percentage because they wouldn't have been able because they didn't earn the credit and they weren't enrolled in another level one language. Okay. So then how does that influence the um I guess the true um decline, you know, because we're we're looking since we're I I noticed, you know, some of the comparisons made from school year to school year with the same cohort, but yet they could be different group of kids. Um if some of those kids from ninth grade are no longer in the 10th grade. So, and then when and
017then when you look ahead to 11th grade, you slowly, you know, as the years go on, they're more likely you're going to see more kids who maybe opt out of advanced studies or Right. But remember, as we're tracking cohorts though, there might be a student who might be labeled as a ninth grader who's still in the in the 27 cohort. Okay? Because the cohort means you're going to finish in four years. Okay? So, we're following a four-year pathway. So you might have a it's very possible where you have a student who's ninth grade two years and then jumps to 11th grade. Okay. And and those are part of that cohort that follows it. Okay. Okay. All right. And then um did you No, go finish. Okay. Um so then getting to um and this is
018kind of piggybacking on um Jason's question, not is what subgroups are struggling more? are like what are we noticing about the students who are struggling more um in terms of the failure rates in math and science and are there I mean I think it's a fair question are there specific schools where we're seeing a significant trend where targeted interventions at that school at those schools are necessary so I I I guess I'd have to seek guidance from the whole board on this because the conversation has gone back and forth around you know there have been times where I've put some demographics on the report and then I was told don't put the demographics on here because it's confusing or it's too much deep deep in the data. You know, that's where we decided not to
019go with schools as well. So, if the board decides that's a piece of data that that we need to report on, then I I'll I'll be able to bring the the data with me. But, as far as right now, I don't have that data right on the top of my head, but I can assure you as we do our data meetings, school by school, we have these discussions. high school principles, middle school principles are highly aware of this goal and and our counselors as well have had professional development on it. So, they're looking specifically at their data set um to know to know who needs the most encouragement and the most um support. Okay. And then my final questions are around strategies. So you listed, you know, on the next steps the strategies. What of
020those strategies listed there um have been because they're the same same the last time you provided the report. Very similar. Correct. So if we're not meeting the target, it would suggest that perhaps um some of the strategies may not be working well or may not be working to the full with full impact or we might need to change something. So what can you speak to um what strategies are really um working well or what can we do to really hit those targets? So again, I I just really want to stress the strategies we have in place are are long-term. We when when this goal was put in place, you know, we talked about that the data points are going to be difficult because the a lot of course selection was already made for students, you
021know, when they get to high school, they really plan a four-year pathway when they're coming into high school already. So trying to re-engineer those are difficult in some instances because students are they they they may not want to change or parents may want may not want to change. So when we're looking at, you know, the the top one where we talk about the school counselors, that's been good because it helps really give focus to um to to the meetings and and the students that they're calling in to have their one-on-one sessions with um and and and to give the supports. Um when we're looking at major clarity, that's a long-term one. So I don't want to say it's it's working or not working necessarily because you know this year we pushed it down to fourth
022and fifth grade to really say we need to focus more on academic and career planning. So it's longer term. So you know one by one you know some are showing effectiveness because we're having that immediate meeting with them and and we're having discussions with them but some we won't see them really materialize for a few years out. Uh Dr. Um, I'd like to understand at what type of exposure our middle schoolers are getting. Um, do we have languages in all of our middle years schools and programs? So, we have offerings in all of our middle school and and middleear programs. Um, however, there have been instances where those have not made um because of um course requests. So, I'd have to look at the specific data. Um, but we also are are um with encouraging,
023you know, trying to increase enrollment. And then that also comes, you know, to where I'm knocking on Dr. Agnu Scott's door about needing teachers that can teach world language courses as well. Um, because, you know, we've had some concerns there about filling some of the spots, too. But we're we're we're doing everything we can to have offerings at every middle and every high school. Um and in fact um this year um for students with virtual Virginia in summer school we're going to offer some language courses too so they can make up you know for a first time taker as well. Madam chair um Dr. Bird I'm sorry I didn't see you. I appreciate that Miss Bassine. Um going back to the point you were making, um one variable that I I really want us to
024consider is the fact that not every parent, you know, aspires for their ch their child to achieve an advanced studies diploma. Nor may a child may not want that for whatever their career interest may be. So, one thing we need to keep in mind, you don't need an advanced studies diploma to get into some of these, you know, colleges and universities, some very prestigious colleges and universities. And while this is a a goal of the board to increase that, it it may not be the desire of our parents and our students and and our parents want the very best for their kids. We want the very best for our students, but not every child wants to achieve an advanced studies diploma. There's a lot of work as you can as you know that goes into
025achieving that you know especially as it relates to foreign language which seems to be a barrier course a lot of times because you either have to have three of one language or two of two correct and so if you don't get one a a lab for example a chemistry lab or a chemistry course or one of the foreign language offerings then um then you're not going to achieve that diploma and maybe you don't need it for what it is that you want to do long term. So, I just want us to be mindful of that. While this is a a a goal of the board and we appreciate having this goal because we certainly want the very best for our children, it doesn't mean that that's what the parent or the child wants. And so,
026that's a variable that we can't control. I mean, we can provide parents with the information so they can make an infor informed uh decision about what their child ends up doing, but that's something that cannot be forced on a family if that's not their desire. Pollson, did you have a question? No, I was just trying to advise you of Dr. Bird songs. Um, go ahead and then I have a question. Are we studying what other school districts and their implementations and tactics that they're using to raise their students achievements and advanced studies diplomas and the reason I we have we have a real strong regional tie. So I I work very closely with the CEO in Portsouth, CEO in Virginia Beach, CEO in Chesapeake and Newport News and Hampton. Um and we have discussions all
027the time around what offerings we have and and how do you have it. I I I will not say though that the advanced studies specifically has come up on the radar. But but you know, as far as academics and courses and what we're offering and and what we're able to provide and and you know, achievement, we do have discussions and we we share and I our region two is probably the strongest in the state. We've been told that from outside of our region with presenters on on what we do to share and what we do to support each other. I have a question. Do we track uh the number of students who choose a CTE career pathway? So we have data on that. We track certifications um and Yeah. And who are completers? Absolutely. And
028you'll hear some of that when when Miss Scotian presents on the um the CTE um annual budget, the Perkins plan. She always has a slide on there with data on our completers and everything else. Right. So, I'm wondering if there's a statewide metric that talks about the percentage of students that take the CTE path and do we know where we stand against a statewide? So, I think it's a really good question. Uh, Mr. College, you don't have the answer. No. Well, I do. It's it's a little convoluted, though. So, we used to have the CCCRI um was which was a part of the accreditation process. With the shift of accreditation to accountability, now we're going to have the three E. And so, we're going to start monitoring the three E. And one of the E
029is around employment. So, we'll start to be collecting data specifically on that. But I will say even to this day, the VDOE has not finalized everything within the 3E. Um even though we're held accountable for it this year, it's still not finalized. So yes, there will be a metric that will be a statewide metric around employment, enlistment, and enrollment. So we'll have those three data points that we'll be able to track based off statewide. I'm just wondering if do we have a like a higher percentage of students that choose like a CTE type career track than other school systems and could that be coming into play? We track it. Yeah. um in in this in this you know hard to achieve 51%. Yeah, we we do track that data. I don't have it in front
030of me, but we do we do track that and it will be changing as the 3E framework comes out um to full play as well. Uh anybody else have a question? Ken? Yes. Um would it as you're talking about the the diverging we're not coming to where we the board has said that we want everybody to have eight uh advanced placement uh diplomas. But if they're not willing to do it, do we need to change our goals? Well, we're only trying to achieve the statewide average, which is 51.5%. So that still leaves half of our almost half of our population okay to to take a different path and I was just wondering that's why I was wondering about the CTE you know what does that look like comparison what does that comp look like compared
031like I guess an interesting metric would be how many students have attempted to do the advanced studies track versus how many have been successful in the advanced studies track right and and that's I think what we would get to with this data like even if it's not on track, you can see over time how that cohort is doing from quarter to quarter and whether so that's what that's telling you, right? And just for a little background, so this this particular goal was to get at access and opportunity um for a student. So access to high level courses. So that's um and we at the time chose the advanced studies diploma as um kind of a metric to to get at that question because we saw that there were inequities around that. Yeah. All right. I
032think we're ready to move on. Okay. And the others will likely go quicker because they are you as you've already I think Miss Bassine noted they are um similar. So that is 52 right there. Let me see. So, uh, measure um 5.2 um is 35% of the 2026 graduating cohort, which is our current juniors, would be um on track to graduate with advanced studies by the end of this school year, 2425. Um, as the data show here, there was a decline of 1.1 points from the first to second quarter. And this places SY26 a little off track to meet the 35% target. Um, what's going well? Although there was a decline from first to second quarter, the data show 1.1 improvement from the initial data point. So, this cohort's actually ahead of their initial data
033point. Um, and the percentage of ontrack students is 1.3 points higher than this time last year. um our students in the SY26 cohort have the highest failure rates in mathematics courses that holds them back and then um enrollment in level two foreign language class continues to be a barrier for our students in their third year of high school to reach an advanced studies diploma. However, again, as we transition to 4x4, if we have a a current student in this cohort who is successful in a level one language course this year, they could take a level two first semester and a level three second semester and be back on track if that's their only barrier for an advanced studies diploma. Um, the next steps are are are the the the same as the last one um
034because they're they're still in high school, so very similar to what what we have. So, I'll pause here for any questions on the data. Um, and I meant to ask this also with the other cohort. Can you explain um or share a little more about why, and you've talked a little bit about this in the past, but why uh we have such high failure rates in math. I think the the the math specific, you know, it it's it's a course that builds upon itself. Um, so if you've struggled first quarter to second quarter, um, it makes it more difficult to succeed in the course. Similar to to a foreign language course, it's building on itself as it goes through the year. So, one of the things that we've we've put into place to help with
035that is with our Adminum courseware. When a student is unsuccessful on a unit assessment, the teacher can assign them the specific standards where they were struggling and it will help them uh it will help them relearn those standards and then reassess them on those standards so that we can do that immediately through the year and not wait till the end of the year. Um but uh you know the the the courses that build on themselves are are traditionally more difficult and we we see more students struggling with them. Okay. And um let me ask a quick question. Um do you uh know which courses have the high highest failure rates? I don't have it on on the top but again that's that's when we when we meet with our principles in fact yesterday afternoon school
036leadership and and and academic affairs we met for a while and we talked specifically about data. We pulled up specific schools data and we dove right in through our data warehouse to look and we looked like we we picked an elementary school. We looked by grade level. We looked at reading specific. We looked at the standards and we could see even down to the teacher where where the strengths and weaknesses were. Then we can go into the teacher. We can go down to the student level. So I I'm yeah I'm personally curious about the high school courses. And this is where the data nerd math teacher in me um comes out. So I will request that from Dr. reverse on it because I'm curious to see if there is a a single course in high
037school that is proving to be the big biggest barrier for our students. for the most for the most you know we are our higher failure rates are in algebra and geometry um we see the most students they don't get to algebra correct yeah and so that was going to be my next train of thought and also around we know do we have certified teachers teaching the math courses um and where are the biggest gaps that you know uh we might consider perhaps incentives or whatever to to get strong teachers in those courses. So, that was kind of a piggyback on Yeah. And and honestly, I don't have the data for exactly where our staffing gaps are for math teachers specifically. Um, however, I do know, you know, with like Ignite and the ELC's and offering
038stipens, we're trying to bring in certified teachers to those schools where we see in general the most the highest staffing needs. Okay. Right. But Yeah. Okay. [Music] Okay. Uh last one. So this last one is for um our current cohort, our 2025 cohort. So they're currently in their senior year. The goal is for 32% uh to uh reach the advanced studies. Um and as the data show us, um there was a decline of 0.9 points. Um, uh, is this the right Hold on. This is 5.1. My apologies. Can't read the bottom from here. Got to squint a little harder. There we go. There we go. There was a decline of 0.9 points from the first to second quarter. And currently the highest that our cohort can reach is 32%. For our our 2025 cohort um,
039as measured by this this the way we've calibrated the data. um what's going well. Although there was a decline from first to second quarter, the decline was 4.5 points less than the decline from first to second quarter last year. So it wasn't as sharp of a decline and the percentage of ontrack students is 3.6 points higher than last year at the same time. So we we're seeing a steadier um approach to the data. Um our students in 2025 are 1.8 points below the initial data point. So when we first started tracking their data, they're 1.8 points below. um and they're off track of meeting the 32% target. Um and again, our counselors are working with our seniors um to to do all we can to uh have them be successful in their courses to get
040as many students to be on track for advanced studies by the end of this year. My pleasure. So I guess my one general question is is it is it an impossibility to get them on track? I guess is because you're saying that once they're 32% could make it. Okay. Based off their course enrollments. Okay. And that's the maximum that could make it based off course enrollments. Correct. To the right. And right now we're not at that 32% mark. Right. Do you max Okay. Okay. Never mind. I was going to say, do you have data on the ones that have already exceeded, but they still have to pass their senior year English class. I could have already taken all their foreign language, all their math. And they would be in they're included within this 32%. the
041ones that are that are that we know are they're going to make their they're going to make the advanced studies diploma that you know they're honoral students every quarter and they're enrolled in all the courses they're included in these numbers. I'm just curious if you parse them out like how many how many students what percentage of that students it is but you don't have that data so I'm just I was just more of a curiosity you know is it is it 25% is it 30% is do we only have a couple on the cusp of not being able to make it or is it a big percentage of that total look at the data I have and see because I might I might surprise you on that one but let me just see we love
042surprises So when we look at the 25 cohorts uh we have that are that are off track. I don't have an overall number of of who is who is solidly on track for it. It I just have off track by course. I I just was thinking that's an interesting data point to maybe track over the last couple of years to to see if like we're pretty steady with 25% of our students we know are going to be that are we know are going to be all the way through and dig in a little bit about the percentage that is off track or could go off track and the who the who like who who and the why more or who is falling off track. Yeah, you brought the Y, but it looks like you've identified
043it by the Y, math and foreign language courses. Yeah. And and and interesting though the by cohort, you know, there one quarter there was it was English, you know, so sometimes quarter by quarter it changes too. So, but we we do keep track of what courses they're struggling in so that we can make sure they have the supports. Well, thank you very much. My pleasure. Thank you for Oh, sorry. Jason has a It's okay, Madam Chair. Um, do you have a number of how many students are enrolled in advanced studies diploma um, courses in Northfor public schools? The actual number, not the percentage. So, it would, you know, I could I could get that because it would be 32% of our 2025 cohort, right? You know, which is each, you know, each um, we run
044around around 2,200 students per year, you know, per cohort. approximately. So that that's where we would break it down to to know the exact numbers. Okay. Awesome. Thank you. Again, thank you very much. My pleasure. Thank you. Very informative. The board will now go into closed executive session. Can I get a motion to go into closed executive session? I move that we go into closed executive session. Is there a second? Second. Uh Dr. Martin has brought forth a motion and Miss Thomas has seconded. Motion to enter an executive session March 19, 2025. 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,
045consideration 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 of this portion of the session are the discussion of personnel on today's regular personnel agenda and discussion of candidates for possible appointment to the board's advisory committee known as educational facilities planning steering committee. Discussion or consideration of disciplinary and any other matters concerning students in Northfor public schools that would involve the disclosure of information contained in a scholastic record pursuant to subsection 2.2-3711A2 of the act. The subject of this portion of the session is the discussion of students on today's regular student support agenda in consultation with legal counsel and briefing by staff members pertaining to actual or probable
046litigation or regarding specific legal matters requiring the provision of legal advice by council pursuant to subsections 2.2-3711A78 of the act. The subjects of this portion of the closed session are for legal advice concerning any of any of the matters said above in subsections A and B of this motion. Bassine I Buffalo I Martin I Pson I Thomas Iro I motion is approved evening I would like to call to order the business meeting of the school board for Wednesday March 19th 2025. I welcome each of you who came to this meeting every who came or watch who are either here in person or watching elsewhere to the meeting. A cor a quorum is present to transact the business of the school division. Miss Tanner, please call the role. Bassine here. Buffalo here. In here, Martin present.
047Paulson here. Thomas here. Talagro here. Um we will begin today's meeting with a pledge of allegiance um with our student representative Ka Kaani Green Ortez. I would like to ask everyone to remain standing as we will have a moment of silence for Jet Meyrie, our Graanby High School student who we unfortunately lost this past week. Thank you. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. Um, can I get a motion to uh to adopt the school board business meeting agenda? Madame Chair. Yes, M. I'd like I'd like to move to amend the agenda to include a vote on the long range facilities committee as item 6.03. Do I have a second?
048A second. The motion has been for put forward by Miss Busine and seconded by Mr. Ing. Uh Miss Tanner, please call the role. Bassine I. Buffalo I. Martin I. Pollson I Thomas I calro. Hi. Uh, next we have agenda item 4.05, the superintendence report with Dr. Birdsaw. Thank you. Um, thank you, uh, Chair Daligger, Vice Chair, Miss Thomas, members of the board, our community staff. Um, this evening we have another wonderful video for you. Um, again, it just highlights all of the wonderful things that we are join doing for children within Norfick public schools. Um you will see a little bit about our black history month celebration, our big feet meet that was held at Graanby High School this year. Um we will continue or we have continued with our school to school attendance challenge
049and we believe that's making a big difference. Um we have some superstar teachers that we have recognized as rock stars. You'll see a little bit of that and so much more. So let's roll the video. [Music] [Applause] [Music] Schools across the division celebrated February's recognition of Black History Month. Students at many schools personified historically famous persons throughout the ages. Everyone from Serena Williams, a champion tennis star, to Lonnie Johnson, the inventor of the Super Soaker. Students of all ages paid homage to a host of trailblazing African-Americans. Also, several schools decorated their classroom doors honoring famous historical figures. Let's have a look. [Music] be here. [Music] Such a beautiful day and the children are having a great time. Many of them it's they've been coming out to Little Feet Meet and now Big Feet Meet or
050it's been several years with Big Feet Meet and they know what to do. they're ready for it and they're excited and they're enjoying themselves. It means everything to them and to their teachers and families. So, it's a great event for everybody and their buddies, their peer buddies. Um, especially at the middle school level, we really see where they are out supporting their peers with and without disabilities. I think it's amazing. we get to see them. I mean, and we are actually shocked at some of the athletic powers that some of these kiddos have when they come out here. So, just like any other teenager or middle schooler, they're very excited. Um, whoever can throw the farthest or, you know, run the fastest. Um, so they are getting to compete just like their peers. [Music] NPS.
051The past two months dealing with snow have certainly presented some obstacles for the NPS attendance challenge. However, our schools have been absolute champs, proving that attendance counts NPS, it's no matter what. When our schools have passed the flag after rolling with the delays, we sure have witnessed some gorgeous days for the tradition. Like when Lake Taylor School tapped the Academy of International Studies at Rosemont. During their challenge, the ambassadors put all their heart in by incorporating heart health to wrap up American Heart Month. The Clippers at Blair Middle School made sure to see green during their week by staying out of the red and in the green for attendance. We can't wait to see what the rest of our participating schools do for the remainder of the challenge, which ends on April 11th this year.
052As part of the school-to school attendance challenge, NPS recognizes the schools that are leading the way in combating chronic absenteeism. Congratulations to the following schools for having the best attendance and for earning the most improved attendance for the month of February. Keep up the great work. Let's take a look at some of our student athletes in action from this past winter season. [Music] Congratulation to Mory's girls 4x200 meter relay team for winning first place in the class 5 state track and field championships. [Music] Jay-Hawks Elementary recently held a work vehicle themed career day. Students were introduced to various careers and the vehicles used to do those jobs. Demonstrations and hands-on learning helped the students better understand how these work vehicles play a part in everyday professions. Another enrichment opportunity for our EELC's as families from
053PB Young Senior Elementary and Ruffner Middle Schools enjoyed gone a cultural experience. Those in attendance participated in various activities including drumming class, arts and crafts, and interactive storytelling. This event held at the Addex Theater also had plenty of entertainment including a fashion show and dance performers. Read Across America is a week-long celebration of reading and our district participated with various activities. Military personnel visited and read to the students at Willoughby Early Childhood Center. The Academy for Discovery at Lakewood created Cafe Read a Latte. Students were able to sample different stories in a relaxed setting while making reading fun and interactive. At Lake Taylor School, the community came out to read to the kindergarten through third graders. school board members, central office administrators were amongst those that participated. Some even showed up in costume. March is
054literacy month in in the nation. It's recognized as literacy month. So it helps us to leverage this month even though every month is literacy month in my opinion in Northfor public schools but we have leveraging this opportunity to highlight read across America which is a celebration a nationwide celebration of literacy and also our all norphick reads event which is a partnership with that we have with all district reads which supplies us with a book that we all get to read at the same time. So combining these efforts to de together helps to bring the community's awareness of the importance of literacy. Um so it's great to have all of these things partnering at the same time in the month of March. The kickoff of all Norfol reads had help from a special guest. Riptide from
055the Norfol Tides helped pass out books at several schools and Dr. Birdong read the first chapter of Little Rhino, my new team. Let's have fun reading NPS. The Mid Eastern Athletic Conference and Townpoint Bank partnered with NPS for Read with Miaak. Here today to celebrate the students of Rosemont Middle School in their pursuit for the Read with Meak program and their love of reading. These students here today read more books over a period of time than any other elementary school, middle school students within the Norfol public school system. Students got to enjoy music, mascots, and cheerleaders from MAK schools. Academy of International Studies at Rosemont received a monetary donation for winning Reed with MAK. Also, as a partnership with the MAK, MPS seniors got to attend a college fair that included all eight MAK schools.
056Education is the core fundamental of everything that we do. And working within the community, of course, is important to each and every one of us. Students got the chance to meet with schools and ask questions. Dr. bird song was a VIP guest at the Norfolk State versus University Maryland Eastern Shore men's basketball game and was recognized on court and presented with a check. Thank you to the MAK and their sponsors for supporting Norfol public schools. [Music] Ocean Air Elementary School reading specialist Faith Florence shared her passion for helping students improve their reading skills and the positive impact of one-on-one reading instruction during an interview with 10 on your [Music] side. 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,
057NPS newsletter, and our podcast NPS Unplugged. And and because we're in Norphick, behold the green and gold. Congratulations to the boys and girls basketball teams at Norphick State for winning the MAK. So congratulations to Norfick State. And that concludes my report. Thank you. Agenda item 4.06 is citizens comments. Miss Tanner, how many speakers do we have today? For today's citizen comments, we have six speakers today. Today's speaker signed up for public comments before the start of today's business meeting. If you would like to provide public comments, you are required to state the agenda item or items or topic you are addressing prior to providing your public comments at this meeting. When your name is called, please come forward to the speaker's podium. State your name and whether you have a child in Northfor public schools
058or if you are employed by the district and state your agenda items. One person is to speak at a time. If you are representing a group, state the group's name. You may ask your group members to stand in place to be recognized. Speaking time is limited to three minutes. A timer is set with an alarm that will signify the end of your speaking time. State your position and then give facts or relevant data. Avoid saying anything that identifies students or personnel information about individual employees. Personnel, disciplinary, and confidential matters may be addressed to the board directly via email at schoolboardsk12.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
059be given to the clerk. Chairwoman Daligger. Our first speaker for today is Rakita Robinson followed by Ivonne Wagner. Good evening. My name is Rakita Robinson. I'm a first grade teacher at and a member of the National of the NA North Federation of Teachers. For the last three years, I've been coming to this podium to share the concerns of members. These concerns have plagued our work climate and have affected our opportunity to achieve accreditation. We are committed to our community, our students, our parents, our staff members. We create this consensus in our belief of a toxic environment. This is not just being spent at the end of a full workday. Staff have learned not to push back no matter how unreasonable the task they're being asked to do is. No one can have boundaries and protect
060their mental health. We can't expect a baseline of professionalism from our administration. I feel like we have just learned to live with this, but it feels like an abusive relationship. So, I put a few questions um to you, our wonderful stakeholders. What steps can teachers take if they feel they're being targeted by administration? How can a schoolboard member effectively address issues of bias and toxicity in the workplace? What resources are available for teachers who are experiencing harassment or discrimination? How can communication be improved among staff to prevent misunderstandings and biases? What are the potential legal implications of a toxic workplace in education? How can parents and students support teachers facing a hostile environment? As an invested and very vocal teacher who is a native Norficker, I am available to answer questions about highly qualified and
061effective dedicated teachers and how we can get schools to be a more positive climate and sequentially sequentially to get our schools fully accreditation. Thank you for listening. Thank you, Von Wagner. Good afternoon, teachers, school board members, superintendent, uh, Sharon Birdong, Dr. Birdong. My name is Ivonne Wagner, a class of 69 Booker T Washington High School. And I would like for my colleagues, comrades, alumni to please stand. And I'm going to go quickly. I'm at 1100 Marrammac Avenue, North of Virginia. Uh previous teacher, administrator, and uh board member. I am representing you all. I'm sorry. I'm representing the unified alumni group of Book G. Washington, which consists of parents, alumni, concerned citizens, and elected officials. Uh I have received various calls from concerned alumni and parents uh about the frequency of the fire department coming to
062the school. Booger T. Washington. How are students recouping recouping the instructional time for so many disruptions? Uh, and because I live close by, I do hear and see and and asked to come down and see. The media center was just recently open. Why? Why was it just recently open? Enrollment is low. Is that by design? Students from Broad Creek are going to Norview when they are right down the street. I've walked to Booger. Students from the southside are bus. But who is being busted from the west side? Where's the equity? Many concerns about the many of us are concerned about the curriculum. We are requesting a copy of the curriculum for book for steam and how is it being implemented? Safety is another issue. Rats are everywhere. Mold is still in the building. We are
063requesting a certifi certificate to asssure that the group the group that mold has been removed from the school. Is it a still a safe environment for children and staff? And hopefully this will not be used against us. Uh the problems will be not be used against us to take our school away from us. Also, the question of asbesis in school last year was never resolved. The group is still requesting documentation from the beginning of that year. It has been brought to our attentions that the windows need to be tinted because individuals can see inside the school and see the children. We as a group concerned that a school that our school will be taken offline. We have also reviewed the map of the various schools and are aware of the distribution of students. It appears
064that my is the favorite child receiving most of the students. Is that by design? I receive calls every day about what is happening to the schools on the southside meeting Booger T. Washington, Jay Cox, Lynenwood, Ruffner. Let me be clear. The legacy of Booger T. Washington as is is as as important to us as Mory is to their alumni. We were given the school because uh the segregated South didn't want us there as a people. Booger Washington High School produced nothing but excellence. So let me again be clear. No D woke or whatever will take our school. Again, let me be clear. We are not called the fighting bookers for nothing. If individuals try and take our history, it we will be like the shot around the world. We are we will fight for our
065legacy till the end. And this too is a promise. Thank you so much. And consider some of the things when in our budget in your budget as you pass the budget for this year. Thank you. Thank you, Katherine Hower. Good evening, madame chairperson, madam superintendent, board members, and all present. My name is Katherine Tower. I am a retiree of 39 years with North Public Schools and an a active advocate for Booerty Washington High School and Norfick's adult education program where I continue to serve as an adult education teacher. It's a joy of my life truly. I stand before you this evening with good news. For the record, I am before you to salute one of our very own, a a graduate of Book Washington High School. In the last few weeks, Dr. Deline Lewis Jppy,
066superintendent of Charles City County Public Schools, was named Region One Superintendent of the Year by the Virginia Association of School Superintendent. This prestigious award recognizes Dr. Jppy's leadership and dedication to empowering leaders, supporting teacher development, and advocating for and acquiring resources to improve student outcomes. J Dr. JPY is also an avid promoter of life and civic development right here in the city of Norolk. Having grown up in Norfolk's Tidewater Park, she is deeply committed to this day to serving this city by working in partnerships with others to improve the quality of human life and to promote community betterment. Even with her busy life, she makes it a priority to pour into the lives of young children as she has for much of her life. She is current has been and is the children's choir director
067at her church. She has a lot on her plate and yet she continues to do this faithfully. She finds a way to remember and to give back. Dr. JPY holds a doctorate degree in educational administration and policy studies and an education specialist degree in administration and supervision from the George Washington University where she has served on the Washington University educational leadership and administration advisory board. Her mother was in my class, the class of 1969. Please join me in giving her a round of applause. Dr. Jel Deline Lewis Jppy is a remarkable servant leader, a Booger T. Washington High School graduate, and the 2025 Virginia's region 1 superintendent of the year. We salute Dr. Joffy, one of our very own [Applause] Next we have Jquelyn Epscott. Thank you. Uh good evening. I'm Jacqueline. Scott and I
068did not come prepared to speak this evening. So you can thank Miss Dora Winfield that I am before you but that's one of the things that my teachers guidance counselors and other supporters of Booger T. Washington instilled in me as a member of the class of 66 and I'm still standing up here at age 76 to say that what would Booger T say and why was it named Booger T Washington High School and let's be frank to appease the Negroes. We're not asking that you appease the Negroes today. We're asking that you allow equitable educ educational opportunities for all of your citizens. All of your citizens. Because guess what? It's not just going to be a small group who will become nurses. It's not going to be a small group who will become mechanical engineers.
069It will be the community working together. I'm sure as educators you are familiar with Maggie Walker School in Richmond, Virginia. For those of you who don't know, Maggie Walker was a black woman. That school is thriving today. We will not go away. Those of us who support Booger Washington High School, we will continue to come before you. I was second oldest of a family of children. Half of us finished at Booger T, the other half at Graanby High School. Two of my my oldest two children graduated from Graanby High School. They are not worried that Graanby is going away. And we all know Mory High School is not going away. Let's be certain that Booker T. Washington. The man is not forgotten. He gave so much. He gave so much. And we we stand before
070you to let you know we will not allow his name and his death to be in vain. Thank you so much for your attention. Okay. Next we have Liz Albert. Albert, excuse me. Oh, did she step? Oh, she's here. She's right there. Okay. Chairman Decalro, Vice Chair Thomas, school board members, and Dr. Birdong. My name is Liz Albert, and I do not have children in public schools. I agree that your current salary of only $3,000 a year is woefully inadequate for the time and effort required to do your positions justice. But unbeknownst to most people, at your retreat on March 12th, you voted to raise the board member salary to $25,000 a year and the chairman's salary to $27,000 per year. This was done to specifically match the salaries of Norfolk City Council members and
071the mayor, respectively. This is an 833% increase in your compensation and it does not hold up to the light of day. A look at the salaries of other local school boards is in order. Virginia Beach, a school district with over twice the number of students of as NPS, pays their board members $20,000 a year. Chesapeake, a school district with 30% more students, compensates their board members with $16,000 per year. Based on this information, the increase in salary is out of line with the number of students you are responsible for overseeing. Also, to tie your compensation to city council's compensation is inane. While your work is indeed important, you have the advantage of a singular focus, education. Members of Norfolk City Council are responsible for making decisions on everything from public safety to economic development for
072an entire city. Their yearly budget is roughly 1.2 billion whereas your budget is 450 million. The increase in salary is in congruent with the amount of money you are responsible for overseeing. Yet, despite all that, my major concern is your regrettable lack of transparency with this vote. Number one, the issue was placed on a discussion agenda rather than an action agenda. So, no member of the public knew a vote was going to take place. Number two, retreats are not broadcasted and no video is archived, so there is no retroactive way Norfolk citizens can hear your discussion. Number three, there is no public comment session at a retreat. So, you effectively eliminated any public input. It is now understood that a simple vote will not satisfy the legal requirement to make this ill-advised salary increase a
073reality. A written resolution will need to be passed by the board. So, you do have time to develop a more realistic compensation plan. Do the right thing. Do your research. Bring this discussion and vote to the table once again in full public view. Thank you, Diane Bacon. Good evening. My name is Archie Diane Bacon and I am a member of Delta Sigma Theta Sorority Incorporated. Geico has partnered with shoes that fit and the ladies of the NOFK Alumni Chapter Delta Sigma Theta Sorority Incorporated to distribute sneakers to all the students at Richard Bowling Elementary School on March the 27th, 2025 at 9:30 a.m. The principal at the school is Yakita Boone. We would love for all of you to join us on that day as we distribute brand new sneakers to the students at the
074school. Please come out, roll up your sleeves, and join us for this very special occasion. Thank you. Madam Chair, this concludes our speakers for this evening. We move on to agenda item 4.07. Can I get a motion for the approval of the consent agenda? Madame Chair, I move that we approve the consent agenda as a as presented. Second. Uh, Miss Moore Buffalo has put forward the motion and Dr. Martin has seconded the motion. Is there any discussion? Miss Tanner, please call the role to vote. Bassine, I. Buffalo, I. Inge, I. Martin, I. Pollson, I. Thomas uh Tealro I agenda item 6.01 is the monthly financial report. Miss BY please come to the podium. Good evening, Chair Dealerro, Vice Chair Thomas, school board members, and superintendent Dr. Bird Song. Um, the February financial statement is um
075being projected on the screen. Um, the February report covers eight months for the fiscal year that started July 1 of 2024. The report reflects July through February transactions that were recorded on or before March 12th. As shown on the financial highlights page, general fund collections, I'll scroll up a little bit. U for the first eight months total $294 million, which represents 63% of the general fund budget. Collections during the same period in the previous two years ranged between 60.8% and 61.8%. As with prior years, collections are based on cash collected during the period. As shown on the next to the last line of the report, by the end of February, we spent or encumbered 301.7 million or 64.6% 6% of the budget. During the previous two years, spending through March 13th ranged between 55.5% and
07661.8% of the budget as shown on the bottom line of the schedule. Um, actual revenue collections are 7.7 million less than expenditures and incumbrances at this point in the budget. Um the pages that follow uh this summary report um provide additional information on the budget, more detailed information. And um in the month of February, there were no general fund budget transfers exceeding $50,000. Chair chairman, I that's the end of my prepared comments. Thank you for your presentation. I would like to open the floor for any questions or discussion, madam chair. Thank you. Um thank you Miss Spivey. um under um the under 800 non-regular day school um the employee benefits it appears that um we over spent 166,000. Can you um give a little background? Um I will have to get back with you on
077the on the details on that and um just know non-regular day school is preschool. Okay. So I mean I yes can clarify that but um I will um pro can pro provide a response to the board when I um go into that deeper. Okay. And this I had the same question for the non-LEA um the CEUP and GSA it's underneath right that particular so if you want to follow up with me and this this one I um I am more familiar with the details there are um you some of our um where we're the fiscal agent of u organizations when we pay bonus um those uh there's um one particular one in in this instance and it's the jail um we um if we pay a bonus it comes out of our operating budget rather
078than coming from the grant and that's a a grant requirement. So um that is um and and it may be a portion of the of the salaries as well. That's what's in that line. And um and so we we estimate it during the budget process, but as you see, this is where it is right now. All right. Thank you. And then um on the last line for uh the 2024 carry forward funds, um is this an air or can you give some background? So it says 8 point uh almost 8.3 million and in previous reports we had a carry forward of um about 11.2 million. Yes, it is it is not an error. Okay. Um so these are the incumbrances that rolled over. Um but as um as we um prepared for the the budget,
079one of the things we do is analyze our um our purchase orders and determine um which ones um should you which ones still have valid obligations behind them. Um and um and that um amount that was was calculated for um the audit is the um is the $8 million figure. So there were bottom line there were POS that um were cancelled because the commitment from the vendor um was no longer valid. POS are only good for a certain amount of time. The the vendor's quotes only good for a certain amount of time. Okay. So our actual carry forward is is um so so that that lowered the carry forward. Okay. All right. All right. Thank you. That concludes my questions. Are there other questions? Madam Chair, um um Mrs. Spivey, um calling your attention to
080um calling your attention to the bills and payroll report. Um, so I'm seeing there's the transactions. Just want to get a little bit more clarification on the credit card payments. I see from Janu, well, not showing because it's showing February. I track January at 2.6 million and 1.3 million for February and it's three transactions each month. Can you elaborate what those are? I can. Um, so the um card holders make transactions through throughout the the month, of course. But um but the accounts um are charged you know in in total you know over um a certain number of weeks. So if you we have um pec cards that are that the over that the overall pecard system um charges us every two weeks. Okay, that would be two payments and and this is something else
081again that you I could you know provide you prevail if the board wants more more detail on but that's and those are to you know those are large payments so it's not the individual card holder but the large but the payment and we have PE cards and we have corporate cards um the um the third one um there you go I can provide you that information so of which three were char you know that we make payments on in February. All right. Thank you so much. Are there any other questions? All right. I need a mo a motion to approve the monthly financial report subject to audit. I make a motion that we go ahead and accept the report as is subject to audit. Do I have a second? Second. Uh uh Mr. has brought
082the forth the motion and Dr. Martin has seconded the motion. Is there any discussion right Miss Tanner please call the role to vote? Bine I. Buffalo I. In I. Martin I. Pollson I. Thomas I. Eligero I. Thank you Miss Spidey. Uh now we'll move on to agenda item 6.02. the school board's fiscal year 2025 to 2026 proposed operating budget. A vote is required. We have a motion to approve the proposed operating budget be before um we'll have discussion. Can we see what the total amount or do you have a abbreviated presentation tonight or something for Do I have control? Yes, you do. There you go. Okay. Budget book if you need. Can the uh the total general fund uh 450 million, school nutrition fund 26.9 million, grants and special programs fund 42.8 million, capital improvement
083projects fund 253 million for an all funds total of 772.9 million. satisfied. Miss Buffalo, anybody else have any clarifying questions before we move to vote? Is there a motion on the floor? No, I need a motion on the floor. I move that we approve the FY26 operating budget in the amount of 772,92,725. Second that motion. Miss Mor Buffalo has put forth the motion and it has been seconded by Mr. Inge. Is there discussion, Madame Chair? Yes, please. Um tonight I'd like to um share some thoughts and um express my uh views on the budget. So a decision to adopt the budget cannot be made on whether we find certain allocations agreeable or whether the budget satisfies the requests of special interest groups. Our duty is to assess whether this budget effectively advances each of the
084goals and critically whether it adheres to the non-negotiable boundaries the board has set. Currently, I personally do not believe there is sufficient evidence that the proposed budget accomplishes these objectives. In fact, I see clear evidence that it fails to uphold the non-negotiables that guide our fiscal decision-making. And for example, I will use uh the equitable distribution of resources particularly at our harder to staff schools as one example. Um for these reasons, I cannot support the adoption of this budget. Going forward, I strongly urge that we take a more disciplined and strategic approach, one that ensures every dollar spent is advancing the mission we have collectively committed to improving student outcomes for all students in Norfol public schools. So, tonight I'll be voting against the budget. Wanted to share that with you all. Thank you. Is
085there anyone else who would like to speak? Okay, Miss Tanner, please call the role to vote. Bassine A. Buffalo, I. I. Martin, hi. Pollson, I Thomas. Hi, Delliro. Hi. Um, agenda item 6.03. Uh, oh, the motion passes. I apologize. Um, at this point I'd like to uh go to agenda item 6.033, Educational Facilities Planning Steering Committee, and I would like uh for to turn it to Mr. Cloud for him to make a comment. Uh board members, uh it's been brought to my attention, and you may have noticed me walking back and forth behind you, uh because of that, that the board has a regulation BCF-R, which is designed to flesh out board policy BCF, that concerns the appointment of citizen members to board advisory committees. The regulation explicitly states at some point applicants chosen for
086appointment to a member position will first be presented at a schoolboard meeting. The vote for appointments to a citizen member position will occur at a subsequent board meeting. And that raises then the question of your ability to vote on the list that's been prepared and shared with the public tonight. you you have two choices. You can you share the list publicly and follow this regulation uh and vote on the list at a future board meeting or you can it would require a motion, a second and a vote. You can move to wave the regulation in this instance and go ahead and proceed to vote the appointments tonight. So uh the first qu the question is is is there a motion and a second to wave uh the regulation and then it'll be a question if
087there is is there uh what is the vote? There'll be a roll call vote on that and if the vote of the majority is to proceed to wave the regulation and proceed then we can call for the motion and a second to uh vote to appoint the persons on the list that is now public. Someone's raising their hand Dr. Martin My concern since the beginning of this process has been that we have not been moving fast enough forward. Um, and so Dr. Martin, we need a motion on the floor before I'm sorry. Okay. I was responding to Mr. Um, I think we need a motion to have discussion. Okay. Then I move that we um what was the word? uh that we suspend suspend this regulation in order to vote and keep this process moving
088ahead. As we have been advised um before this meeting by our consultant, time is of the essence, especially with the end of the school year coming up and um the size of our committee that we really need to keep moving forward. So I think in this is an exception right now. Um, so you've made a motion to suspend regulation BCS. I second R for the evening and that has been seconded by Mr. Pollson. Um, Dr. Martin, I would like to let you finish your your thoughts. Um, I I think I said I think I'm done. Um, just that we really time is of the essence. We really need to keep moving forward and um and I appreciate the opportunity to uh suspend that regulation. Thank you. Is there any further discussion? Mr. Tanner, please call
089the role to vote. Bassine I. Buffalo I. Inge I. Martin I. Holen. I. Thomas I. Daliro. I. Motion is approved to suspend regulation BCF-R for the for this school board meeting. Um do we have a motion to to um to approve the list of the educational facilities planning steering steering committee? I so move. I'll second. What? Oh, you need to uh m Miss Miss Bassine, did you have a motion to state on this for the amendment? Um, we have the updated list is posted. Is that correct? Did you want me to show it? Yes, please show it. Okay, good. Okay. Awesome. Yes. Okay. Um, I was just asking for a clarification on that. Mr. Pollson, would you like to state your motion? Uh, a motion to accept the list of uh candidates for the uh
090steering committee. Second. Uh, Mr. Pollson has put for forth the motion. It has been seconded by Dr. Martin um to approve the list of candidates for this um for the steering committee for the fac educational facilities planning steering committee. Uh is there a discussion? Miss Tanner, will you please take I do have discussion. Oh, I'm sorry, Mr. Just wanted to say congratulations to those there and I look forward to working with them in right sizing our schools. Anybody else? Miss Tanner, please call the role to vote. Bassine I. Buffalo I. Inch I. Martin I. Olsen I. Thomas I. Tealro I motion is approved. Um, thank you all for coming this evening and this meeting is now adjourned. Madam, we didn't do for the recovery school that was on the consent agenda. Oh, okay. I'm sorry.
091Okay. Okay.