001Yeah, power on. >> All right, folks. Welcome to our agenda uh meeting. Uh, I'm glad you are here. We have a whole bunch of folks helping out and being here. Uh, let me see. Oh, here it is. Wow. Uh, I am calling this meeting to order. Before we start, I do have a statement I'd like to read. Uh, effective immediately, Mr. Norwood, Blanchard, Esquire of the law firm Crosley, Macintosh, Kier, Hensley, and Eids PLLC solely solely will provide all legal services to the New Hver County Board of Education accepting cases of exceptional children's litigation, which is handled by another firm. So, that is a statement for the board. Uh, so again, Mr. Blanchard, uh, we do we have trust in you and we, uh, we're going to move forward together. So, thank you very much.
002At this point, Miss um Buoie, would you please call our role? >> Good afternoon. Pete Welter, >> present. >> Melissa Mason, >> here. >> Josie Barnhart, >> here. >> Pat Bradford, >> I am here. >> Judy Justice. >> Dr. Tim Merrick, >> present. >> And David Perry >> here. >> Okay. At this point, we will have our invitation. It doesn't say, but we'll just go ahead and have it. And then our pledge is supposed to be by Miss Justice. If she's not here, then we will. Hello, this is Tom Hower at the Global River Church. We're calling in for the invocation to bless the board. First, we want to we want to thank you and honor all those that give such uh support to our children, the education and the stuff that you go through.
003We certainly honor and thank you for your service. And right now we want to pray. Lord, we just thank you that you are the God who is able to do exceedingly and abundantly above what we ask or think. We also know that in Jeremiah 33:3 it says, "Call to me and I'll answer you and I will show you great and mighty things." One of the great names of our God is that he is Jehovah Gyra. He's a provider. So Lord, we know for the finances, for the support, for the wisdom to be able to um figure out how to do budgets and how to spend it wisely for the most benefits. So Lord, we pray for our children. We pray for their protection. We also pray for your your your sovereign covering over all the
004board members, for their unity and purpose. We know that u Psalm 133 says that God blesses and he actually commands a blessing when we we dwell together. That means operate together in unity. Unity is powerful. So is this unity. So Lord, we pray for a unified board. We pray for unified decision-making. And in the midst of it, Lord, you're the one who leads, guides, and directs. So we ask that you lay out the pathway that all of these uh lo those that are called to this position would be able to honor both God and man. But we also know that the primary thing for all of us is that our children would be protected and educated to be able to excel and be able to face all the challenges that are before them in their
005lives. So we thank you Lord for what you're doing and we give you praise and glory in the mighty name of Jesus. Amen. Amen. >> Justice 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. >> All right. Thank you, >> Justin. >> All right. Next on our agenda is the Do I hear a motion? >> Second. >> A motion and a second. Any discussion? >> Yes. I would like to add >> I would like Sorry, am I being heard? Here we go. I would like to add two items to the agenda. Um, one is I would like to apologize to my board members for not bringing it sooner. Um, February is Black History Month and I
006think it's only appropriate that our board recognize that. And so I would like to bring a proclamation uh of the acknowledgement of Black History Month and the contributions of our African-American citizens. Um I would like to put that onto the agenda uh under new business so we can adopt it >> for today or for next week. >> Uh I was going to bring it for next week so other people can hear it because I don't think too many people tune in today. >> Next week. Okay. Okay. >> First second. Let's discuss that and then we'll step on to the part two. So, um, is there a further discussion? We've had an opportunity. Anybody else like to discuss Black History Month? Miss Justice? >> Well, I think it's entirely appropriate considering our long history. In fact,
007this is our 250th anniversary of this nation. um having been a history teacher and also having the privilege as an administrator and later as a board member to go in and out of a lot of classes over the years of the different schools that celebrate Black History Month. I got to say it's nothing but a positive for our students of all genders, races or whatever. Um and the kids enjoy it and the teachers really get behind it and it's very informative and very educational. So I would think it's a very good thing. Okay. Anybody else to discuss this Black History Month? Yes. >> Um, yeah. I I think with the late arrival of the text uh the it's too early to uh uh say for sure uh that we have ample discussion, but uh I
008I'm not opposed to having such a in concept to having such a uh resolution considered at next week's meeting. >> Okay. And this in this discussion again make sure everybody just since we're on TV today um you know that that this discussion is only for to bring up a discussion not not necessarily resolution. So >> Bradford >> um I don't believe our board should be distracted by making proclamations. So I will vote no. I'm fully in support of history all history all the time but I cannot promote the the proclamations. So I will vote no. Anybody? Anyone else? Dr. Merrick. >> Yes. I probably should have uh taken the right of first choice to make comments when I make the motion. We learned that last week, didn't we? Um, I I can agree with my
009colleague that sometimes proclamations can seem like an empty statement, but if you'll notice what was written by Ben Shockman and WHQR this last Sunday, the idea that we can give voice to marginalized communities such that they feel heard and included, there's value in that even if it doesn't come with an increased funding or with specific changes in policy uh simply to be able to say we understand both the contribution and the hardship. I think it's appropriate and I think our students would appreciate it. I know the community would. Any other discussion hearing? None. Miss Billy, would you please call the role? This is again the Let me restate. Let me get this right here. I'm going to restate and this is to add a discussion ne to next week's meeting about a possible proclamation or
010proclamation for black history month. >> Douly. >> Mr. Wlebore. >> Yes. >> Miss Mason. >> Yes. >> Miss Barnhart. >> Yes. >> Miss Bradford. >> No. >> Miss Justice. >> Yes. >> Dr. Merrick. >> Yes. >> And Mr. Perry? >> Yes. Okay, that uh motion carries 6 to one. Mr. Perry, and I'll go back to Dr. >> point of uh inquiry. Um I I would like to add something to the agenda for next week. Is it appropriate to to do this now or is it better to do it while we review the agenda? >> Uh now would be the time to do it. >> Okay. Um, as as you all saw, I handed out a at the direction of our chair who was eager to um get this committee going. Uh, and I just heard,
011you know, last week about it from our chair that he was in support of this. So, he'd like to get this going and we had a couple of questions. I believe that he spoke to you all within the last couple days and asked you what your concerns were. The biggest concern being that you didn't want the committee to go after uh the commissioner go after the commissioners for funding or the endowment for funding without first going before the board because it might conflict with other asks that we have. So that's been added to this version. I also renamed it to something I think that people will like a little bit better. And so I'm just adding uh this is something it's pretty much other than those those two changes. This is the same proposal that
012I brought forth to the policy committee um this last month. So, it's been around for two or three weeks, but there has been a couple of changes and uh you know, at the direction of the chair, he wanted to get this going. So, here we go. >> So, you'd like to I >> I'd like to add it to make a motion make a motion. >> I'd like to make a motion to uh add it to next week's agenda as a I guess it's old business or or new business. I don't know. I'll leave it up to you. probably new business but discussion of a and we have a name here uh employee benefit and retention committee. >> Okay. Is there a second? I >> I'll second that. And I have a question. >> Okay. Go
013ahead. Question. Um since the name has changed and the some of the uh you know methodologies have changed I do think this would be new business and I know that we had previously approved a committee that was similar. I guess really it's more of a point of inquiry. Is it are we starting from scratch or are we carrying on? >> I would say it's it's a new committee. It it is actually in policy right now. uh the policy committee has tabled it until this coming month for further discussion. So it is it is in policy as we speak but I think Mr. Perry is now wanting to bring it in front of the whole board. >> I see. So this is this is something that's in process and not a brand new uh thank you.
014>> Um in the past I know that what we have done with new committees is we've brought them to the board before we brought them to policy. I think that we kind of got a bit mixed up in that procedure. Um, so I think that it would be better to do it this way. Make sure that the board approves it before we put it in policy because we don't want to put it in policy and then the board is like we don't want that. Um, so I think the proper procedure is to talk about it and if the board approves then it goes into policy. Mr. Chair, >> yes ma'am. >> I have two things. One, a point of order. While I did speak to Mr. Perry at least once or twice this week, he
015did not speak to him about this. So I would like to correct that. He didn't speak to all the board members. And number two, are we not circumventing our process by coming here to this meeting and adding things when we have a very well set process that we've gone over and we all should be following to get things onto the agenda in proper order so we have time to plan for them and to bring something at the day of 15 minutes before we meet I think is so I will be voting no. >> M justice. things I said on the policy committee do and Mr. very um I I think this is just a situation that's very unusual and that's why he's bringing it and I agree with Miss Mason that we as the board
016need to first decide what we want to do before we send it to policy. I don't think he's just bringing you here suddenly we've been talking about this. Wow. And it's an unusual process just because of the changes that have gone about and I think they're appropriate changes. So, um I I don't feel he's just bringing it in, although he to be honest, he has done that a couple times. >> All right, Mr. Perry. >> And I just uh like I said, I'm not saying that I told everybody. I did email it to everybody a little earlier with the revisions. Um the but really it wasn't within the last few days, I believe, that the that me and Mr. before the board spoke and uh so I may not have had an opportunity to speak
017to all the board members about this but this has certainly been something that's forthcoming and uh I think it's important to it's not the same uh ad hoc committee it's it's a different standing committee that would show to the community that we are dedicated to uh looking after our employees and making sure that we can get them all the uh benefits that we can so that we help uh recruit and retain the past employees at all times. >> Okay. Thank you. All right. So, I will restate. So, we uh this is a motion to add a discussion next week of the employee. >> Sir, >> oh, all right. Can I add a vote? >> Yeah. Yeah. Discussion and vote of employee uh and retention committee uh to new business, excuse me, to old business. I'm
018sorry. Old business. >> Old business next week. >> All in favor, please signify by saying I. >> I. All opposed. Light sign. >> I >> that carries six to one. Dr. Merrick. >> Yes. As I mentioned before, I had two potential amendments. Uh, >> thank you for remembering. Um, I think uh we have our legal representation contract is up in June and I think it is time that we say are we going to uh put this out as an RFQ to look for another legal representation or will we stay with our present uh system. Um I think I I want to thank uh Mr. Blanchard. I think he's done an admirable job. He acknowledged that he didn't have uh deep experience in education law, but I think he has worked very hard to make up
019for that and to show up. But I think as a board we would be doing our due diligence if we put out a request for qualifications and review other potential legal services that may be uh have more experience and um based on you know what we experienced this weekend. I think it would I think it would be funny if the board did not look for more. So, I'd like to add to new business uh a discussion on putting out an RFQ for new legal services. We have a first and second. Any discussion that this we're again let me let me we're talking about for next week. >> That's that's right. >> That's fine. >> Yes, sir. >> Okay. So, any any discussion here? Yes, ma'am. M. Justice. >> Um Mr. Chance, I have been able
020to go through this process quite a few times. This is my fifth year on the board and um one and and by the way I I do believe that you're right that they have done a good job trying were involved originally in any educational um client policy but the truth is is that we should have the best representation. So this discussion is important. I have seen over the five years I've been on there when we have put out the um request very often it's really late in the process. So it's a good idea to do it early enough. We it seems like we never have had it early enough to make it really fit in with our schedule and do it diligently and properly. And we need to consider all factors not just local but
021also experience and not just experience but also outcomes from that experience. So, I think it's a good idea. Uh, it's just what's best for our district. >> And I'm going to ask Miss Sutton, if you would, how long do we usually put out an RFQ for in a situation like this? >> So, we usually have it posted for about 60 I'm sorry, 30 days. Okay. >> Um, just to make sure that we can get um sufficient responses. um usually like to have at least two months. Three months will be great um just for us to have time to meet as a committee afterwards in case we need to have more than one meeting. >> Okay, perfect. All right, so we have Mr. Perry. I just wanted to say that I I actually think um our
022president firm has done an excellent job. Um, and I wanted to state for the record, for the public who might be listening that I mean I disagree with statements of Mr. Krokkey uh on social media. Um, absolutely. But we all human and we all make mistakes and uh if the sole impetus for this is to simply punish this firm >> Absolutely. >> for that one social media comment, I find that ridiculous. So, um, yes, it's it's important. I think they've been doing a good job and I just want to make sure that while some discipline may be in order, I just want to make sure that everybody knows that I I have confidence that in the attorneys that we do have and um in in the job they've been doing. So, uh I just wanted
023to state that for the record. >> Thank you, sir. Dr. M. >> Yeah, I did not want this to seem like it was punitive. Um but now that you've brought it up, I do think and and thank you. I I want to I want to congratulate and acknowledge this board for their timely and decisive decision to cut ties with Mr. Kroni. I think we've seen the outcry from the public both in our inboxes being exploded and on social media and in the news. So, I want to give acknowledgement to the citizens of New Henry County who said, "No, this is not what we want." And then I want to acknowledge each of you for showing up. I know the last 48 hours has been very busy. And I think a a really good decision has
024been made and I want to make sure the public understands that that decision was made by all of us coming together and making that decision. So this is not punitive towards and I'm sorry I can never get the whole name of mccloski and and you know >> that's right whatever that that one >> this is not punitive and I I have a very good working relationship with Mr. Blanchard but as I said before it's about experience and whether or not you know we've we've gone through this year and said okay how have we done I think it's time for us to to look further. Okay, M Bradford, >> I I want to comment on this because Mr. Crunky's post was offensive, inappropriate, unequivocally, just flatout stupid. Okay, but two things I want to note. I'm
025really saddened by the stream of inappropriate social media posts that we've seen, some by members of this board. They're terribly unkind. But I want to acknowledge Mr. Prompty's quick response, his apology, his ownership of it, his remorse, and he did it publicly. And that speaks of his character to me. So before we character assassinate this man, I want to remind you that we find a really good example in scripture of a woman caught in adultery that was brought to Jesus for comment. And he said, "Those of you that are without sin, you cast the first stone." So, I would like to put that out there to you that some of you have made some really offensive post and it did not come to this kind of uproar because the people on the side of that
026argument politically didn't come after you. So, I do believe it's politically motivated. >> Mr. Chair, I call the question. >> Okay. I'll second that. Um, and I do think we have I've given you guys some latitude, but I think we need to pull it back into we have a motion in front of us now to put an RFQ to have a discussion next week point of order. Mr. Chairman, don't we have to vote on closing? >> We're going to do that right now. >> Oh, >> yeah. Yeah. I'm I'm restating it. I'm doing one of those here. We have a motion in front of us to uh have a discussion next week about legal putting out a legal RFQ for legal services. Uh, Miss Buie, would you please call the RO? >> Mr. Wabour? >>
027Yes. >> Miss Mason? >> Yes. >> Miss Barnhard? >> Yes. >> Miss Bradford? >> No. >> Miss Justice? >> Oh, sorry. Yes. Change my vote. Yes. >> Miss Justice? >> Yes. >> Dr. Merrick? >> Yes. >> And Mr. Perry? >> Mar. >> Okay. That passes 6 to1. So, that will be added to next week's >> No, that was closing. That was closing. Oh, closing debate. That's right. Thank you. That's what she's here trying to say. >> That's what you were saying. Okay. Now, we will take up So, we will close debate and now we will take up the question of uh whether we put out an RFQ or we have a discussion next week to put out an RFQ for legal services. Miss Boo, would you call the role? >> Mr. Wore, >> yes. >>
028Miss Mason, >> yes. >> Miss Barnhard, >> no. >> Miss Bradford? >> No. Miss Justice, >> yes. >> Dr. Merrick, >> yes. >> And Mr. Perry, >> no. >> So that does, [clears throat] excuse me, it does pass 43. So we will have discussion added. Uh I would imagine that would be the new business. >> New business. Yes, sir. >> Okay. >> All right. Let's let's add it to oldest. That that works with that sounds good. Is everybody okay with old business? Okay. As long as we're discussed. Okay. With that all in and in in mind, uh let us uh unless there's something other discussion uh I will entertain a motion to approve the uh amended agenda. >> So move the next >> the agenda for today. We don't approve for next week. >> We've
029already did this week. >> Yes. >> No, we didn't. >> We started and then we didn't. >> Okay. Oh, you're right. All right. Thank you. Well, she's keeping us straight today. Thank you very much for keeping us straight. So, we are now making a discussion or a motion to approve this week's right today's agenda. >> So, was already done and second. >> All right. That's right. >> So, all in favor, please signify by saying I. I. >> All opposed. >> Passes 70. Okay. Now, we'll jump into the business. Miss U Mason, if you would please keep up with our time. >> Point anchor. Yes sir. >> So the the motions as far as uh adding into the the three items between me and Dr. Merrick, they are already now on the agenda. >> Yeah. >>
030For next week. >> Thank you. >> Yes sir. Okay. So now we'll move into next week's agenda which is our February. Please note that uh from now on we will have the big red letters which is perfect saying draft agenda because it is being brought out earlier. Um, I'm going to roll down when you want me to stop, you know, just kind of I I will be reading. So, please just, you know, call out a little bit. Uh, we'll have a call to order, roll call, uh, invitation, presentation of colors, national anthem, pledge of allegiance. Who would like to do the pledge of allegiance this time? Miss Bradford. Okay, Miss Bradford will be doing the pledge of allegiance. We'll have the approval of the agenda, approval of the minutes, recognitions, 15 minutes. Is that good?
031>> 10. We're going to drop that down to 10. >> Nice. >> We like that. All right. Um, I have a question and I'm going to look over here because I think maybe I'd have an answer. I in the back of my mind I keep saying, where is our student voice? Where is our where or where has our student voice gone? >> Thank you. >> Um, so where has our student voice gone? So, our student voice group that we um knew to be in existence hasn't necessarily come together in the same organized way in this school year. So, I did um spend some time with our um executive directors of school support to talk about recruiting students from our student government in our high schools to be available for student voice. And I don't have
032anybody for this month. >> Okay. Okay. Well, fair enough. I >> I'm going to keep trying. >> Thank you. I appreciate that. And I think that's a great idea. Student government would be a good place to go also. Um, okay. So, we don't have student voice. Uh, superintendent report, uh, 25 minutes. Is that right? >> I think at least. >> At least. Okay. Five minutes. Board chairperson's report also five minutes. We do have young scientists. Uh, does anybody have any idea how long that presentation is going to be? Looking over Miss Dr. Hamilton. >> 10 minutes. >> 10. Or I'll look over at Dr. Barnes. 10 minutes. Okay. So, if we could add that in, please, >> Mr. Chair. >> Yes. >> I do believe they had mentioned to me 15 >> 15 minutes. >>
033Okay. Okay. Let's go with 15 then. Perfect. Young scientist and uh Dr. Murray, thank you for bringing that forward. Uh called audience is 60 minutes. We continue with that. Consensus items, we have 15. Let's go ahead and run through each one. Again, now is a great time to ask questions if you have them. So let's start with a a Miss Barnhart. >> Thank you, Mr. Chair. I would just like for Miss Barnum just to speak to I know these are contracted workers to support for our students with this. >> Yes. specific to the contract with learning perspectives. Um we have incrementally been increasing that level of support and that's consistent um school year after school year as we have um students needing more and more intensive supports around behavior and emotional regulation in our various
034maximum service programs. This contract gives us an opportunity to have scheduling flexibility and to move staff around very quickly um related to the specific and unique needs of some of our our students with the most um behavioral and emotional um supports. >> Thank you. >> Any other questions? Mr. Mayor, >> you know, I am always very concerned about our budget for our EC department and we've seen in the audit that it's it it needs help. Um, so when I look at this, I'm thinking to myself, oh, good. I'm hoping that this is part of what is going to help. Um, but I did I couldn't help but notice that it it more than doubled. And I I guess I'm right. I'm I'm echoing the concerns of my other board members just to for our us
035being responsible to understand a little increase I get but it's over double and is can you speak to that? >> Yes. Yes. Absolutely. So we start out with a a lower contract amount and much of that is because of how our money comes into us. Um we we start services for some of our students in July. Um and then the rest of course by August and we we need staffing to be available. We don't always receive all of our funds that early, especially our federal funds and our um very specific funds um for like special state reserve or risk pool dollars for students with the most significant needs. So we build the contract as we need it and so it continues to grow. It doesn't start out at the amount we anticipate. >> So this
036is a normal thing that it would that we would >> Yes, this is consistent with past school years. >> Thank you very much, Miss Bradford. Um, I have no problem with it, but I would for the educational purposes because I really believe that most people don't know the need that we have and this morning could address the fact that the need has doubled. Yes. And it is it is pretty consistent that um again we grow the the services through the school year and the cost increases. Um but but also the number of students that require more intensive supports has definitely increased year-over-year. >> Thank you. >> And just this last week, I was able to work with Miss Geller, Miss Farnum, and Miss Sutton uh to use some lap salary money and some stuff. We're
037able to find about 10 more assistant eCTAs that are going to be able pushed out to our highest need locations from now till the end of the year. Now, those are temporary positions. We are building the new budget for next year, but again, whenever we find money, we push it to schools. So, that's going to be an increase of of some slots for now until the end of the year. Thank you. >> And we are much appreciative of that. And I signed the first staff action before I walked into this meeting. >> Thank you. >> That is good news right there. Thank you. Thank you. Okay. Uh B, contracts extending into fiscal year 2027. Anyone? Okay. I was hoping you would say something. All right. See, budget amendment. Miss Bradford, >> I'd like for her
038to explain them. >> Let's go through them one by one. >> Okay. The budget amendments are the new >> budget. Budget amendments. >> Those are big dollars. We need to talk about them. I'm not objecting. I just want to share. >> Okay. So, we'll start with our state revenue. Um, we are making an adjustment to state revenue. It's a reduction of the 1.7 million you see here. And it's a result of, if you remember when we were building our budget last year, we've had conversations about this, but I haven't brought a budget amendment back for some of these things. So, as you recall, we had a reduction in state funding for the local supplement support that we used to receive. And so, we had to reduce that state revenue to account for that reduction. And
039to be clear, that that revision was due to the fact that our county now has too much taxable income to warrant the state supplementing our local funding. >> Correct. >> Which is means that all of our local supplement six in the state has to come from local dollars. >> Yes. So the um county's adjusted market value of taxable real property has to be less than 50.9 billion for us to qualify for that funding. And so now we're over that threshold. Under the local current expense amendment, you see a reduction here as well. And as you may recall in our initial resolution um that we approved, it did include a safety initiative and then also the school specialists, those 42 positions that we originally asked the county for, but those ended up not getting funded. So
040this is just reducing our budget back down to the revenue that we actually received under the federal aotment. That's an increase of 5.3 million. Um so this is an increase where we're recording carryover from previous years. So as you recall, federal funding um year runs differently than ours. And so this is bringing that carryover over and recording that on our books along with remember the title funding that we thought we were not going to receive. So we just carried we just budgeted carryover because we knew we were going to receive that. So that was your title I'm sorry title two, three, and four funding. And so um in addition to the federal carryover of the other programs, this is also budgeting the new money for those titles. And then for your capital outlay, um, we
041have a decrease here also of the 6.7 million. And once again, this was also because we had included a large capital request to the county. Um, and this will adjust that capital budget down to what we actually received. And then in child nutrition, I had a rounding error of $1. So that's me correcting my $1 there. Sorry about that. Can you explain more thoroughly that $1? >> We'll all chip in on that one. Yeah, >> I have no excuse for that. [laughter] >> So, um then the last amendment you see there is for other restricted revenue. Um it's an increase of 12 million and that's because we have to budget the carryover for grants that we received um in previous years and um other revenue like indirect cost revenue that we received last year that
042we didn't spend. So that's carryover. Um and then also it is including um the new school specialist grant we received from the endowment um and that was 2.7 million of that number. >> Great. Thank you Miss Bradford. Followup. So, what's the net? What does it net out at? Add up all the increase and all the decrease. What's our net? >> Um, loss or gain. >> I didn't I didn't do that. >> Those are big numbers. 12 million 7 million increase. >> I can speak to that a little bit. Um, >> you've done the math correctly. >> If you do the math, it's it's approximately 4 million in the plus, but I think the thing to notice is that this isn't just a singular fund where we can take that money and spend it wherever we
043want. And so even though we may have gotten some gains in some areas, the we can't necessarily take that money to spend it in the places where we've lost funding. >> Correct. >> So, uh I I think that's a really important uh thing to say. And I I just have to say, well, we see that the state is is lowering our funds. We see the county is not uh lower uh giving us the funds that we've asked for. Um I I don't know any other way to put it. Some of our some of our things we we've got a plus here and I'm I'm happy for that. But I I just have to keep saying we want the county to be our our partners. We want the state to be our partners, but it seems
044like we're not getting a fair bit of that partnership. >> And then when you see an increase, that money is already earmarked and decided on already. >> I I think it's still an increase of over $6 million. But when when we're looking at we no longer qualify for a subsidy of of low fund wealth that's outside of our scope of control. So it was not something that the school district did that we lost money because we didn't do it correctly. So I I need to state that. Um as across across the state I think there was quite a few counties that after tax reevaluation they brought up the threshold. So, I think that's something that is in consideration, but this is just to see an increase overall of over $6 million is a positive thing
045for the school district. >> Thank you, Mr. Chair. >> You have the exact >> It's not It's not >> M. Justice. >> That the process of value on his property uh has increased. But the problem is is that when the legislature sets that kind of staff, their intention is if you have that kind of wealth in your county, then you need to be paying more for your schools and instead this summer. So, you know, do not just blame it on the legislature, there's plenty. >> Mr. Perry, just just want to make it very very clear. uh cuz I know there's a lot of people out there in the community. It's like, oh, okay. I do think that and I'm not sure if it's on our legislative agenda, but I mean the fact that we are
046losing uh some of our subsidies simply because our our tax assessment rate has gone up. Not the rate, but the property value has gone up. uh is, you know, seems like something we should be lobbying against. And the idea, however, that somehow, you know, oh, people are so much richer now in this county because they're because their property value went up. The fact is that they're having a harder harder time because now the property taxes are up and their insurance is up and they don't they're not necessarily making any more money. They're probably making less. So I, you know, I think that to kind of nail the or try to criticize the county for not upping their taxes uh to pay for this discrepancy, I think is just wrong. >> Okay. >> I do have
047that number is 4.9 million net increase. >> Okay. Thank you very much, Dr. >> And correct me if I'm wrong, Miss Sutton, but most of that increase is due to grant funding for a >> specific. This is not new revenue. This would be revenue we received in prior years that was not spending related to grants or some type of project. So, it's definitely not new revenue. >> And please know that our reason for including this $1.7 million decrease isn't to pass judgment on any either the state or the local community. However, it is money that we had earmarked to do supplements that we then had to reverb to something else. So, [clears throat] it's not a judgment about it or not, but it is the fact that we were a million and a half $1.7
048million short based on what we expected to get in their M. Bradford. >> Now, I'd like to commend Dr. Barnes and Ashley and the rest of the staff for sucking up that difference that we faced last year, the decreases. >> Um, they did a really good job of it. And when you go to Raleigh and you speak to legislators, they don't have a whole lot of sympathy for us because we're at this billion dollar number when there's you have to understand there's counties inland that have no growth that are failing. And so they're looking at the whole state when they make they make allocations and they when you've got high wealth, you know, mountain communities, you got high wealth coastal communities, they have to take into consideration the entire state when they make their decisions.
049I'm not defending their decisions. I'm just telling you what we hear in rebuttal when we go and we ask. >> Okay, let's just we can go on. This could be like a four hour discussion. So, let's let you two talk and then we'll be done. Okay. >> Absolutely. Um 2/3 of our money budget comes from the state. >> Uh we are now the 50th 50th in this state in this country and resources given to us by our legislature. They can rationalize all they want about poor counties, but the fact is that they are responsible for our main reason that we're having such a crunch all across the state is because they are not supporting our public schools the way our children deserve. 50th in the nation gang. >> And Dr. Mayor, take us home, please.
050>> Yeah, thank you, Mr. Chairman. Uh, I understand that our property values increased and therefore we are considered a wealthier county and I do believe that it's fair for the state legislature to say some counties need more than others. But while our tax uh taxable revenue went up, so did every other cost. So my question for the legislative committee is, will you go to the state and say you need to keep raising your caps to keep up with the need? That's all. And let me that's a great leadin. Uh committee assignments will be handed out during committee reports today. So that will be handed out. We have them back there just waiting to go. All right. We are going to carry on because we do have uh some folks over here waiting and I really
051want to hear from them. So let's go on to uh let's see D which is contracts and purchase orders. Anybody misshart? I'd just like to hear and elaborate on the - rate wireless funded by the state of NC >> and Miss Brenson's gonna help me out with that. >> Thank you. Yes. 434 access points and the state has given us the funding the remainder of the funding which is 107,475. So we are getting 434 access points with zero cost to us. And I want to point this out because what this has been something that we've discussed for uh probably the last two years of e- rates both on federal and state level. So to get that funding and receive that is because of a direct um advocacy that we've been doing for the last few
052years. So thank you Miss Brenson for pointing that out and thank you for your hard work. >> Mr. Bradford >> and this is the one right above that for Miss Brenson. The North State contract for HP221 laptops. More technology coming in. And I just wanted her to address what that is. >> Elementary teachers. They have not gotten um new laptops yet. That was actually capital funds that were provided to us by the county for this year. >> Thank you. >> Okay. Carrying on to E, facility capital outlay project transfers. Anybody hear? None. F. Uh technology capital outlay project transfers. Bob has something. Dr. Morgan, >> please do. >> Thank you. So, I apologize. Um, one item that I wanted to point out, I've given a copy to all the board members. Um, after talking with
053Dr. Barnes, we're expecting a contract to come in tomorrow for review. Um, and in the interest of time, I'd love to be able to try and put that to the board for approval if it comes through and we agree to the way that it's presented and it gets audit pre- audited by Miss Sutton. Um, it's for the um replacement of the underground storage tanks transportation. Um, I think worth pointing out is simply that and I'm going to do exactly what Miss Barnhard has asked me to do, highlight the additional savings that we're bringing to the board and to the county to use to pay for those underground storage tanks. Um, that's something that needs to take place over the summer. And so the main reason for bringing this to your attention today is is hopefully
054if this moves forward and I can have that contract ready to present to you at the board meeting on Tuesday but would be okay with agreeing to that at least reviewing it. Um again just in the interest of time I'd prefer to not lose another month of prep work simply because I missed receiving this contract by a day or two. That's all. >> Mr. Chair, >> this was deferred. Is that correct? >> Yes, sir. >> Mr. Bradford, >> so if I understand you, you'd like us to amend our agenda to add this for next week. Is that what you're Is that what I'm hearing? >> I think what I'm saying is that it will come it will get added to the agenda for the consent agenda next week. >> So, I wanted you to have
055awareness that it was going to show up on your consent agenda next week. >> So, don't we have to put on that because you've already approved the agenda? >> So, I move that we add it to next week's agenda under the consent agenda. >> Okay. I apologize and thank you. >> I'll second for purpose of discussion. >> Okay. >> Um I I do want to say um Okay. I'm assuming this is just more uh if for some reason you don't get everything done and sudden everything that you would just withdraw it. >> Yes, sir. >> That's correct. >> All right. Yes, ma'am. I again I'm just going to highlight um what you said is we were able to save money on the projects and so to get more of our capital needs addressed. Um so
056we appreciate the partnership that we have with our county commissioners and to be able to save over a million dollars to go further down the list is due diligence on our part and appreciate it sir. Thank you. >> All right. I'm going to restate the motion that we have in front of us as you find my paper. Uh anyway, there it is. I got it. >> It's add the replacement underground storage tanks at Carolina Beach and under consensus item M. >> Right. We are going to this motion is to add the replacement of underground storage tanks at CR CBRC. Uh having discussion about that next week's uh consent agenda. All all in favor please signify by saying I. I. All oppose like sign. passes 70. >> Okay. Thank you. >> Thank you. Uh let's see.
057We were at technology. We passed that procurement plan for the school nutrition program. Any discussion, questions? Seeing none. Uh H uh purchase of mobile units for Porter's Neck Elementary School. Mr. Perry. >> Yeah. So this is about $330,000 for a couple of new mobile units for the elementary school, Porter Dec Elementary School, which which is part of our request to expand the school at Porter Neck Elementary next year. So why are we spending $330,000 now for something that presumably within two years is we'll have a three maybe we're not going to need anymore. I mean, so what are we going to do with these units once the addition is actually built, assuming the voters actually approved the bond in Morgan? >> So, originally there were four mobile units slated to go to Porter's Neck. Um,
058two are currently out there. These are the remaining two that were deferred previously due to the structural repairs that took place in handover. Um so these have been on the docket as part of um plans to finish a project that initially started Mason. And just for clarity, the the ones that are mentioned on the bond are addition in addition to the these correct >> the yes the ext the expansion of the school that is mentioned in the bond discussion is an expansion of the building >> not necessarily eight new mobile units >> just an addition. Yeah. >> Yes. It's an addition. I apologize. >> So so this is this is planned even with the bond passes. So we need it. In fact, I'm actually very concerned when I look at the proposed growth for that
059end of the county. Uh I don't I'm I'm a shock. So yeah, I can't see how we can't use them. And if we do need to move them, that has been done before often in fact to areas that they're needed more say if expand once expansion of the bond you know project is done. But as I said, I'm I'm concerned very much about the proposed growth when I look at all these different projects do >> and I'm gonna go to you next. But before that, I would say if nothing else, I mean using them over at UNCW wouldn't be a horrible idea >> down the road. I'm just saying that. Sorry. >> Yeah. I I was just going to say first of all with the number of students we already have >> at Porter's Neck,
060um I I I thought we already had more than two. Um and certainly I think we need them. Um, but I also know that with the continued growth of the county, whether it's up north or anywhere else, I I have a good feeling that these are going to be put into use before we get all those new buildings built. >> Bradford, >> and I would ask a question of Dr. Morgan. Is there a master list anywhere of all of the mobile units dispersed in the county and the age of them? Because I was looking at a couple over the weekend that are really old and so I just wondered, is there a master list that tells us what the age is? Where do we find that? >> Uh I will find that. I don't have
061it with me. Wait a second. >> That probably a good thing to have. >> We do have that though. >> I mean for us. >> Sure. >> Thank you. >> But don't we call them learning cabins? [laughter] >> Got it. >> So it's it's good to know that we can reuse this for another purpose. So it but if we could just clarify the assuming the bond is passed and the addition is made is that are we supposed to still have these four units and the addition >> because because it would seem to me that we should be building a bigger addition instead of depending on these things >> that just doesn't make any sense. >> Mr. uh Dr. Morgan, >> as as things stand right now, the discussion has been that the mobile the mobile
062units would remain in place and the addition would would be added to the building, the structure, the existing structure. >> Refresh my memory, there's eight new classrooms. >> Yes, sir. >> Yeah. >> And clarification, that's because we anticipate more growth because it's it's rapidly growing, correct? Is that Yes. Thank you. >> And because of their current enrollment. else. Okay, we'll carry on. >> And again, in in a perfect sorry, in a perfect world, you want all of your schools between 80 to 85% at capacity to give you that flexibility that we're talking about and Porter Neck is well over 100% cap right now. >> Isaac Bear Early College High Schoolou >> really just a an bit of inquiry. I noticed that the first contract or the last contract was for three years and I'm noticing
063that we're actually asking for a one-year extension and I'm just kind of curious as to why we're not asking for perhaps a longer one. Something's in place. >> Yeah. In conversation with UNCW, we're trying to get um the DC VGO and the UNCC sorry Isaac Bear contracts to sort of line up. >> So, we were getting ourselves a year extension. At the time that we started this, we were talking about still what's the long range plan, the buildings, all those kinds of things. So, we wanted to give ourselves a little bit of running room. Uh they're still committed to the program. We're still committed to them. They just asked for a little bit of time to >> That's good to hear. When I hear one year, I'm a little nervous. No. >> Excellent. Thank you
064so much, Mr. Perry. >> Um just a question. It says in the end of section three on the second page that the it talks about the the increases in uh on merit legislatively mandated and or benefit increases to the personnel providing the services as shown in the attached chart. I don't see a chart. So do we have one? >> Are you on item five? >> I apologize. I do not have that chart and I will find that um no I know the conversation has been that that position is the the amount that they have included in here is based on what we have been paying what we're paying for this year. I think the idea was that if there's going to be uh an increase in that um salary and benefits that the increase could
065be applied to us accordingly. Um, so I apologize for not including that and I will make sure that we have that. All right, down uh uh where we are Jay. Uh uh let's see. Yeah, anybody have any discussion about Jay? >> J Mr. Chair. >> Yes, ma'am. >> I was just curious the number of liaison with thisou with CFCC that we have. Is there a total amount or is it just one per school that's defined in it? >> Oh boy. I think it is one per traditional high school. >> Okay. >> Willistr Myrtle Grove and Holly Shelter. >> Thank you. That's that was just just a clarifying point. So if if we could see I know this is the addendum but even if we could include the total the addendum is going to bring in
066x amount more and therefore our whole would be thank you so much. >> Okay so J the addendum carrying on with K revised 2026 WH yeah X and C tech I'm have struggle at this point okay yeah um um calendars any discussion Dr. Mayor. >> Yeah, this is uh it's really a very very small change I noticed, right? A half day off twice or something in the year. So, it's very little and I certainly will vote to approve it. But my question is um you know, should should is that something that should have been brought through the calendar committee. You know, I I made a big stink last month about how, you know, we've got these committees and these councils and it is the board's responsibility to use them. And so it's just is this
067something that kind of does that end around because it seems small um would the calendar committee I'm sure they'd approve it but I'm making a I'm making a point about protocol I guess. Um is this something that would normally go through the calendar committee? So the calendar committee um primarily creates the traditional calendar and um then the other calendars are worked out more individually because this just involves two schools year rounds too etc. Then those are shared out. However, this was again, like you said, an oversight that they um didn't put on there, but yes, but typically that yes, they create these additional calendars in alignment with the main calendar that the calendar committee created. >> And again, it's not a criticism. It's a it's a request for us all to get a little bit
068better about using our committees for what they're used for. So, thank you very much for you did amazing work on that calendar. Just stand. >> All right. Any discussion on K? If not, on to L. Bington Irving Technical Training School. Miss Bradford. >> Um, I had some due diligence on this because I have written extensively about aviation in New H County and the M, you know, and the the FBOs, the fixed based operations, which are the little private airports or attached to any larger airport. And so I had some questions for Dr. Hamilton and I've given them to her because she oversaw this and it is an extension from last year but there's things lacking like there's no address for the company Verican and I think I found them but I'm not sure that I
069found them and exactly which one of the uh FBOs out there is actually doing the work because some of one of them's not even open yet. Um and then what line service technicians actually do because my understanding is they're pumping fuel and can kids under 18 pump fuel. I don't know. So I've given her all my questions. So, if we have them back for next week. Yes. And then if not, I'll just propose we push it out a month. >> I think that's a good idea. Okay. All right. Nobody else. Okay. We'll carry on then. Policy. We did have a policy meeting. We had one policy we discussed and we held it in policy. So, we have nothing really. So, there will be nothing under policy um in the future. >> Okay. Hey, Miss Mason.
070>> Well, how long is this going to take? >> Should take Well, we have 15 minutes. Why don't we say >> keep it 15 minutes? >> Let's say 15 because we just said we have Let's say 10. Let's say 10. >> Okay. >> Yeah, >> let's go. All right. 10 minutes. 10 minutes. Thank you, ma'am. And and policy is going to be as long as it takes me to say the word. Nothing for policy. So, probably one second. Yes. Uh, I just want to acknowledge uh both you and Miss Mason for keeping our our our meetings short and by not having policies to talk about. Uh, I think we're going to go a long way in that. And if the two of you are competing, I think Pete's winning. Um, but I but but I
071do think it also comes up to conversations we've had uh I've had with other board members here about trying to reduce the amount of time of our board meetings in general. So, I want to acknowledge you. >> Well, thank you. Thank you. I appreciate that. Uh, old business. Uh, if you renew your your um screen here, we do have two things under old business. We have employee retention committee. I would say probably 10 minutes on that. Say 15. Let's let's have a good robust discussion on that. Does that sound good, Mr. Perry? >> Yes, that sounds fine. And I just want to let everybody know that, you know, please uh review the I want to hear your input, too. So if you get some ideas between now and next Tuesday, please call me up and
072send them over to me because you know u if if you get some amendments, I want to hear them. Let's make this the best committee we can. >> Excellent. I think that's a great uh I was going to say that but you said it before so I think that's a great idea. So please call Mr. Perry with any suggestions, discussions, etc. >> And Mr. asking my colleague if you've given this uh write up to uh our staff so they can include it in the agenda. >> I sent it to board members but it's Miss Buoy but I don't I mean I guess Miss Buoy would have to send it online >> so it could be included in the agenda if you would please. That'd be great. Uh and then >> yes ma'am we want to
073run that that whole proposal by the attorney just before we vote on something that hasn't been reviewed by the attorney. >> The proposal for the committee. >> Yeah. >> Just because it invoice involves employee benefits which is protected legally. It's not not right now just for next week. >> My my I I stand corrected. I miss Barnhart. So I apologize Barnhart. Ma'am Barnhart. >> Thank you Mr. Chair. I would just like some clarity. So is this in a replacement of the employee ad hoc benefit because I was un the impression that that was going to be picked up this year. So are we saying as a board we're no longer considering that? We're only considering this on the table this this new committee. So I just want clarity on that because I was under the
074impression the other one was moving forward this year. So >> I mean I think it would be at the I'll let Mr. Perry speak to it but I think this that would be at the will of the board. the discussion this week that if we want to move forward with the employee retention committee, you know, I think they are similar enough that you probably wouldn't want to have both. But Mr. Perry, what's your thoughts? >> Yeah, I expect if it was passed that this this standing committee was passed that it would be duplicative to uh um to have the ad hoc and then I would probably just make another motion for us to dissolve that ad hoc. >> Okay, very good. And we said 15 minutes for that RFQ for legal representation. I would say
075also 15 minutes. I think that's a good amount of time. If we need to extend it, we can extend at that time. Does that sound okay with everybody? Does anybody have any Okay. >> Yeah. >> Okay. All right. Well, I mean, do we want to say 20 minutes? Let's say 20 minutes begin for that one. >> All right. Black History Month resolution. What do you think? >> 10 minutes. We will we may or may not need to close session at that point. Personnel report. Correspondence is 5 minutes, announcements 5 minutes, and adjournment. Though I always vote against it, we will have to adjourn at some point. So yes, sir. >> Um I just do want to tell the board that I do have correspondence that I will want to share uh from the from the
076ASUS committee. So >> Okay, good. And um I I do I was remiss again when we get to committees um and I think this is an exceptional idea that Dr. America shared with me, but I think we really need to start taking advantage of that time uh and actually having our committees uh what we saw the other day and and I do I'm remissed twice uh with everything else going on. I forgot to say but I do want to thank the board members and our senior staff for just a great retreat the other day. Dr. Barnes uh it was just an excellent excellent time. Um and and I I I'll speak more to it next week which is but I think it it does need to be covered very quickly. Uh, and just saying that,
077you know, you guys did a great job. I appreciate it. We had some great training. We did have some team building which was excellent. You know, we actually got to laugh with each other, which I don't think I remember the last time we left around here, but we left there. So, that was that was good. Um, and I think it is, you know, it is good that, you know, we have to work together and I think we um, you know, and and I will enjoy the rest of the time we will be working together. Miss Lauren uh Bradford, >> we had this good discussion about this uh at our retreat and is there any consensus to moving committee reports higher up because remember the suggestion from the expert was that it be higher in the
078agenda so that the public could hear it. So I would just throw that out there um because it it seems to get overlooked. We come back from close session and then we we're just like pel. So, should it be moved further up would just be a housekeeping question that would >> I don't think that's a bad idea. Yes, sir. >> I I've served on several boards and all and the committee reports come up very very soon after you you do the agenda, you hear from the committee so that way everyone's brought up to date and you're working off the same bit of knowledge. So, I I would second that. >> Well, why don't we make that motion? Why don't we just go ahead okay >> to our motion and I guess we'll leave it on
079our >> uh agenda review. Uh but we could use it, you know, right after Um, I would say right after the approval of the agenda. What do you think? >> Well, well, let the let the recognitions and those people leave. >> Oh, are we going to do it? >> I guess that's our question. Right now, uh, our committee reports are on this meeting. >> Yeah. >> So, are we going to leave it on this meeting or are we going to put it to the other meeting? That's my question. >> Oh, >> because right now you committee reports are the agenda at the last thing on the agenda review after. So, that's that's another piece of >> I think that's a good idea, but but moving on. >> Okay. I got everybody. Yes. >> I think
080I >> I I think keeping it on on this agenda review and hearing out from committee reports is really just to inform the board of decision-m but I like the idea of moving committee reports at the agenda review up prior to the start of information session. But I I think it's >> I think it's applicable. It's not business action. It's just I information to keep us updated what's going on. >> And and I I would >> so move that up to five. Right. Because we do that then we can actually as we go through the agenda for the following week we have some more information. Miss Mason, >> are we talking about doing that today because we do have people here? No. No. >> So I just want to make sure are we Oh no
081the future. >> Yeah, Mr. Barry. >> Um actually uh I just like to hear people's reasoning but I mean we have a at a regular meeting we have you know we have our superintendency report, we have our chairperson report. I mean, is there a reason we're not giving our like right after that at our regular meeting giving quick quick committee reports for right after that for five 10 minutes at least? >> I don't have a problem with that. You mean >> 10 minutes for each? >> Will the board >> five will the board Miss Justice has spoken? >> Well, actually I was thinking the same thing. I would like to move that we put a committee report on our regular week monthly meeting agenda following the chairperson report. >> I think that would be an
082amendment to the one we've already got considered >> unless we voted on the other one and I forgotten. >> We have not yet voted on yours. >> That's an amendment to what's existing. >> So amend the motion. >> Read your mo. Could you state your motion one more time? Oh. Um, let's see. To move the committee report upwards. I was going to say put it in front of old business on the agenda review. So, I like the idea. And you're saying put it after the board chair's report. >> On the regular meeting, where >> would that be? Item seven or item eight. In front of information, right? >> Yes. That'd become item eight. >> So, yeah, I would I would Yeah. >> Okay. We I'll second that. Dr. Perry or Dr. >> again. >> Why
083not? >> You can call me anything. Don't call me for dinner. Okay. Only [laughter] >> Dr. >> Can I get you a hot chocolate, sir? >> Uh >> yeah, >> I need some of that. >> And I and I'm just reminding the board that a committee report is not something that we discuss. It is not something we vote on. It is not something that we argue about. It is simply bringing this up to date. It It's brief just like the other uh reports are. >> Yeah. >> Okay. Yes. So, we have a motion, a second to, and we will not do it for today, but we will do it in the future, move our committee meeting, our committee reports from the agenda review meeting to the regular meeting uh right after the board chairperson's report.
084All those in favor, please signify by saying I. I. >> I. All opposed. Carries. Did you vote? >> I said I >> Okay, you did. Okay. So, that carries 70. And And look at that. Thank you. >> Marshmallows, too. Well, that's what I need. Okay. Uh, and how long would we say that will take that we need to add that into our full time? >> 15. 10 to 15. >> Say 15 minutes. Okay. 15 minutes. >> Okay. But that's not But that's not for this month. So, you don't have to add it for this month. >> I don't have to add it for this month. >> We have to do it today is what you're saying. >> Mhm. >> Okay. So, that ends this section. >> You know how much time? >> I would like
085to know how much time though. >> So, we are at um without adding that we are at 170 minutes. Just under three hours. >> Just under three hours. Very good. >> Woohoo. Okay. All right. Next, we have carrying on, we have the strategic plan update. >> And that's uh Miss Branson. >> And while she's coming up, what we have committed to do as a senior staff is bring to you every month an update on our strategic initiatives. This being one of the six of them. I would [clears throat] ask afterwards, this is going to be relevant information for our parents as well. If you choose to want this done again at the board meeting, you certainly can vote to add it into the agenda. It just seemed like it would be better described to here
086first. So, >> Mr. Brenson, thank you. So the opportunity takes her mic. >> Okay. So again, I brought three three guests here presenting with me. um Lisa Berner from student support and then C miss Cindy Bliss from Myrtle Grove and Christian May from Castle Hane. We're going to give them the majority of our time so they can share with um share with you guys the wonderful things they're doing to increase their attendance. Okay. >> So, um with our strategic plan, attendance is one of the six focus areas for the plan. It fits into the we're forcing it. We're putting it into safe and supportive learning environments as well as family and community engagement. But of course, it could also fit under academic excellence as well. Our goals are to reduce the number of students who
087are chronically absent in that category by 10% and reduce the number of students who are in the warning category by 5%. Um, school attendance matters because because consistent presence in the classroom directly supports academic achievement, skill development, and long-term learning success. It also strengthens relationships, routines, and access to essential resources that help students stay engaged and on track for graduation. [clears throat] So here are some examples of how attendance can affect um learning. So you can see the different assessments we took last year's assessment scores and last year's attendance. So you got the first column is the proficiency among nonchronically absent students and then the second column is your proficiency among chronically absent students and then we give you the difference in percents. So for example, your math one is 58% students that are not
088chronically absent are proficient while 29% of students who are chronically absent are proficient which is a difference of 27 percentage points. That's pretty big difference there. Okay. So I'm going to step over and let Lisa share. Are you okay? All right. Hi. Um, so one of the things that we know is that uh chronic absenteeism grows over time if it's not addressed and it also has long-term impacts. So we could spend the rest of the afternoon talking about those impacts, but we just picked out a couple. one being that poor attendance in the early grades is really the key indicator of whether or not they'll read on grade level by the third grade. Um and that just will continue to increase the gap over time if not addressed. Um I think one thing that always
089strikes me is by the sixth grade um chronic absenteeism is the leading indicator of whether or not a student will graduate on time. that actually it's the leading indicator whether or not they will graduate at all. Um and so I think it it just kind of shows the importance of that addressing it at an early age. Um also the good thing is that uh students that do improve their attendance over time like particularly if we can get in there early um have much better outcomes not only in school but also in life. they have a lot of more opportunities for post-secary success, graduating on time and also opportunities within their um exposure to CTE courses and all the things wonderful things actually that we have to offer. So looking at the um attendance last year
090at the end of the school year, we pulled all the attendance records of all the students in the district and kind of looked at where are we to take a snapshot. And for the chronically absent students, as you can see, overall we had 22% of our students were chronically absent by the end of last school year. If but if you look at I'm do want to call your attention to elementary, middle, and high. it does increase over time. So it doesn't tend to get better if without intervention it does get worse. Uh and then for this year we wanted to just see hey where are we mid year? So at the uh end of last year we're looking at 18 plus because chronic absenteeism is really 10% or more. The mid year we looked at
091nine or more. >> So at the nine or more you know we're looking at 24 >> at this current time. um and then 25 in the morning as opposed to 28 in the morning um for last school year. So, a couple things I want to point out about that. One, attendance has always been important, but we are really focusing strongly on that this year, and we're not going to expect to see a major turnaround midyear. Um the second thing, which is the more hopeful thing for me, is that most of these kids that are you're seeing in that 24% are not sitting at 18 yet. So we can still make a huge difference in that. Um some of them may have gotten flu and they'll keep coming to school and you know in the end
092their attendance won't um be bad at all. But I do think it shows the importance of ongoing monitoring. All right. So, one of the approaches or our actual approach um is really three- tiered, which you've heard all along for MTSS, but this is how we're going to tackle this districtwide. So, we have our universal um prevention efforts, which are really about creating a culture where all kids want to be in school and that you're expected to be here. Uh we're doing that. They're doing that at the school level, but at a district level, we have a couple things that we're doing. Um, I know that you probably have seen some posts this year about promoting positive attendance. One of the things we want to do is not always look from a compliance issue or a
093negative. These are the negative things that will happen, but there are a lot of really amazing benefits for children that come every day and we want to highlight those. The other thing is, and you all thank you for this, your commitment to safe and civil schools, which is really something that we're able to offer our entire district um to move the needle forward. And then um our data systems, which I'm really excited about because our technology team has done an amazing job really trying to help us utilize the tools in Infinite Campus um so that we can monitor in progress. But um I'm gonna turn it over to the people you really want to hear about because these are the ones I want to hear from which is our principles. Um Cindy Bliss is going
094to come up first and they're going to talk to you about how they're putting it actually into action and they're doing amazing work. >> Can I ask a question at this point? Pete, can I ask a question at this point? >> Um good afternoon. Thank you guys for being here today. I know it's um a long day to you guys as well. So, one of the um I was able to attend the safe and skil civil schools conference this summer and it was um they had of the four days that we were there, they were like and if you want to stay extra there's this really great session um for one hour and I think I took more from that one hour than I did from almost any of the the rest of the week.
095Not that the rest of the week wasn't bad, it was very good, but weirdly came away with a lot of very good strategies, tried and true, from some school districts across the um the nation. And that same group, the person who did that is actually coming to do a full day training for principles in March um for everyone. So, I'm looking forward to just being able to build our toolbox um with them. Um what we really implemented this year, knowing that it is the first year, our universal strategies. Um, Miss Brener's passing some stuff out to you right now. Uh, at open house and on the first day, we sent every kid home with um two things. One was a house sick is too sick because so often we have found that um when kids
096get up in the morning in the morning, they're like, I just don't feel good and the parents are rushed and they're just trying to get to work themselves and they don't want to fight with their kid um in the morning. And so really trying to take that off of parents and giving them a checklist of you know if you say yes to one of these things that you can stay home and and we did kind of make them a little funny to you know just kind of add some humor with the kids like if you have an oozing sore you can stay home if not get in get out of bed and you know come on to school. Um the refrigerator magnet has been um really um beneficial as well um because what we found
097was that a lot of parents did not realize how much their kids were missing. When you think about those um students that have a travel soccer uh that do a travel soccer and they are, you know, like, oh, we're going to go to Charleston. Well, we're going to add a day on to that and we're going to be gone on Thursday and Friday. Oh, yeah. in January is a great time to go to Disney World. So, let's go to Disney World. And so, they just have done, you know, four soccer tournaments that they've added a day to and then taken a family vacation, right? And we got the flu. And all of a sudden, that kid is up to 13 and 14 days. And the parents don't even realize uh you know how much their
098kid has missed. So, that has given a very uh visual representation for um our families. And you know, I said to them at open house, take your family vacation. That's fine. you know, like but just know we're looking at nine or less. Like our goal is nine or less. So, take your family vacation, but maybe don't take every soccer tournament weekend to leave early. You know, having that time at school is really important. Um, and plan your days. If you know that you've got a family vacation on Thanksgiving or you're going to leave early for Thanksgiving, those are two of your days, you know, so then how are the rest? Or the day that your kid wakes up and is like, I really don't feel good, you're going to be like, but remember, we're going
099to Disney later on, so I need you to get up and go to school today. Um, so it just that you really opens up some good conversations for families and that awareness. Again, we really did find that a lot of our families were not aware of how many days their kid their kids were missing. Um, the home room graph, they do that outside of their home room classrooms and they graph by um uh by classroom how um how how many percentage of their students are there every day. And there are some good grade level competitions going on amongst the grade levels about how many kids are showing up and and kids have buddied up and they're like, "Hey, we missed you yesterday. You've got to come to school. You're messing up our graph." Um, and
100you're, you know, like you're messing up our our reward on Friday. Um, and so it's that has been, you know, just another positive visual for kids. Um, the communication as well. So, we have told families it's important for you to come to school and these are the impacts if you don't. We've g we've given that in two or three different really visual flyers sent home and and just talked about the impact on academics um correlated with how many days missed um in a school year and um overtime. The other thing is we talked to the kids during our morning meeting time. We've done three lessons on why it's important to come to school and shown our kids that when you chronically don't come to school, you're less likely to um graduate. You are less likely
101to earn a highpaying job. um and these other outcomes that they that we often don't tell kids um because we think that they won't understand it. Sixth, seventh, and eighth graders understand graduating from high school and what and what that means and when you're not there, what that means. So, it's important that we tell kids themselves like this is why it's important to come to school. Um we can't just assume that they know that anymore. Co really did kind of a doozy on us. They think that they can just sit home and learn just as well. And so, we really have to make a point of telling kids why they need to come to school. So, that was really what we did with everybody um across the board and we continue to do that. We
102continue to do um in our weekly phone calls home letting parents know what our attendance rates are. I'm not going to kid you, December really hurt us with the flu and the and COVID. Um especially that last week before Christmas, we we had 188 kids out on two days um just because the flu hit us pretty hard. So, um it it we continue to really talk to um our parents and families and kids about coming to school and what our rates are that then we go to the tier two and that is where what I we do what I call an eye to eye check. Um if we look at those kids that are in that uh we identify kids before the year started and now we have either taken them off or added them
103to the list depending on what their numbers are. Um so far this year that comes through our MTSS leadership team. Um, and so with that, either the home room teacher or a member of our student support team or our cafeteria people or our custodians or really anybody in the building that has a connection with students gets one of those calendars that you have, that fridge magnet. Um, and we each have five kids that we do an eye to eye check with before 9:30 in the morning. And if they are not at school at before 9:30, they get a personal phone call from that person that they've identified as their person that they um that they that checks in with them or that they like or have a connection with. Um and and that has really
104one of mine didn't come today and before 8:30 I had an email from him saying, "Miss Bliss, you're not going to see me. You know, my stomach hurts. I made it through yesterday, but I couldn't make it through today." Um and so they really do tend to they do like that connection and they do feel seen. A lot of kids report that they don't come to school because they don't feel seen and they don't know they don't think anyone will care if they come. Um and so doing that on the daily basis is really important. They know that someone cares for them and that um that we are looking for them every day. >> Um pause for one second, Cindy, Miss Bliss. I want that to resonate with you guys >> that someone individually calls
105the kid and says you matter and you need to be at school. >> That's a critical thing. So, I just wanted to make sure that that didn't get lost in the shovel because that's a big deal >> and it's a positive like I like when I call I say you know because a lot of times they don't answer [laughter] but my message is you know hey this is Miss Bliss and I'm calling because so and so isn't here today and I really went to look for them today and I missed them. I hope everything is okay. Um please let us know if there's anything we can do to support you. We look forward to seeing them tomorrow. Um it is not like where's your kid and why aren't you here and bring a note tomorrow.
106It's it's a very positive connection that we're trying to make with um with the kids at that point. Um but they do know that I'm the one that's calling when it when it comes up. I just I wanted to highlight I was visiting one of our elementary schools and we have the opportunity district that you guys get to come and shadow at different schools and so we've done it with different vice principles and principles and so your school came up as a takeaway and this was one of the things they said they have the eye to eye and they call and just just that small change and we talked about I mean on the website it was one of the res recognitions of saying the small change that we can um help to highlight and
107shine and so that resonated with someone so much that they help implemented that on a different level, right? The elementary school level in your middle school and just being able to have some of these strategies to take back so we can better support districtwide. That's what it's all about. So, shout out to you and your team with that. And that came up in just a random conversation. So, yeah, it means a lot. >> No, it does. And and I think that people feel really like they're doing something, right? They're taking action every day. And that's what teachers want to and and people in schools want to feel like they're making a difference every day. and it is something that makes a difference to kids and adults feel like they're being successful. Um the other thing
108that we do at tier 2 is we um we talk to kids. We have a list of question questions that we ask them if they're identified at tier 2 and it's to get to the root cause analysis of why they're absent. There's generally three reason why kids are absent. It's a medical or sickness. Um it's school refusal or it's logistical meaning they missed the bus. They have to stay home and you know watch a younger sibling. um or something along that line. And so when we go through the series of questions with kids, I you know, at that point I can say, okay, this kid's not coming to school because of logistics. So let's get with that family and have a very individual conversation of how we can help support that family and that student
109with transportation, child care or whatever the logistical thing is. Whereas the school refusal is is very different. that's when we really start to institute some behavior strategies, some um external motivators and some mental health um components. So that root cause analysis really helps us identify exactly with that kid instead of just trying to throw everything on them. We're being very intentional about um what we're doing to try to get that student to come to school. Um and then our finally our tier three um is that a small group an individual instruction with our school social worker daily during our mastery time in the morning which is that intervention period. There is actually a group of eight students that go with the school social worker every day. Um and they do a number of things within
110that time. One is just allows again that ch that check-in every day with our social worker. Um they start to buddy up and call each other if they're not there. Um and then because they have at that point missed quite a bit of school that they're getting some individual ting tutoring during that time and trying to catch up um with school work because we know that once you get behind you're so far behind that it then becomes harder to come to school. Um and then with all of those students we do a student family um school monthly meeting so that we're checking in to see if we've had improvement or if something else has happened um at that point. Um our first quarter numbers were outstanding. our second quarter didn't come in quite as good
111thanks co in the blue. Um but we are really kind of rallying back um to to see kind of where we need to scoop in next. Um I you know I think Lisa mentioned that there was quite a few kids kind of sitting at that nine. Um, but when I went through and looked at our 138 kids that were sitting at nine or more, I had probably um somewhere in the neighborhood of 30% that I could tell like had a five days in a row right before Christmas and then like a three or four days in a row at another time telling me that they probably had some type of the flu or COVID at the beginning of the year and then got hit with it again um at Christmas. So then we're just kind
112of bumping those kids off of our list because um we know that they're going to gain their days back um as we go through the school year, but we're making a point to say like, "Hey, you've already missed nine days. Like you can't miss anymore um this school year." >> All I have to say, >> um when it comes to the refusal, what kind of uh well, first of all, what kind of percentage is that of all absent uh that category? And one of the main causes or or are we talking about kids who might be getting teased or harassed in some way or is it more the the disinterested kid who's like the Albert Einstein who didn't make a few high schools or you know what are the main causes of of the refusal
113aspect and why are we doing to address them >> there is a variety with the refusal it it does become I mean that is a behavior at that point so we look at it as um uh you know oppositional defiance um with that or anxiety um and and so that is the one that we kind of treat individually. One of the things we do is um a forced choice um with that for a reward. So then we work very closely with them on an external reward of what if you come three days in a row, if you come four days in a row um what what are you willing to earn and work for? Um because we have to do those really short uh rewards with those kids at that point. um so that we
114can get to the the why. And for some of them at that point, it also has become a habit. Um it does take practice to come to school five days in a row. Um if you haven't been coming um five days in a row, >> thank you Justice. >> Yeah. How long has this program been in place? >> Where'd it come from? >> Right. So that is the so that most of these strategies that we c that we have implemented this year have come from the one-hour session that we did this summer. So this is our first year kind of doing full um what I call a full press. Last year we knew it was an issue and we were kind of doing a couple of things. We had and actually our action plan is
115linked in the the slide deck. If you click on Myrtle Grove we have a tier one, tier two and tier three action plan. And so that action plan had been there, but I would not say it was as robust with actual strategies to use. Um we were just able to use the numbers from there to identify the students and we were trying to do a lot more of just blanket strategies versus some of these real individual um strategies with kids. >> So this is the first year that you've got completed because you've been working on it in stages. You said that you had lots of flu in the winter. >> Is there but the first uh quarter, is that what you called it? You did very well. We did. >> Can Do you have >>
116We had We had 450 kids that had two or less absences out of our 602 in the first quarter. >> That's awesome. >> Wow. Yeah, that is impressive. >> Yeah, [laughter] >> Mr. Ber. >> Well, I want to congratulate Principal Bliss on her excellent leadership in this area and just we're extremely pleased. I know we're gonna feel the same way about Castle Hane, but I do have a question for Miss Briner and you may be able to answer it, but I heard a lot last night about failing schools and reading and I don't think there's a broader perception of what you're presenting now about absenteeism. 18 days means you might not graduate. Um, but is there data that correlates reading uh from failing schools with chronic absenteeism? Could that be a big part of that
117problem? >> Yes. So, I know that probably Christian is going to talk about it too. One of the things that probably fascinates me the most is that if a student misses the first 20 if they miss two days in the first 20 days of kindergarten, they are 75% likely to be chronically absent their entire school career. >> Wow. >> And so, you know, when you're arming when we're thinking about to me, sorry, I'm stepping on Christine's feet right here. probably to me when we're really thinking about educating parents and educating families like that kindergarten is is you know coming into kindergarten and talking to those parents about the importance of of K2 and it's not just babysitting like we're learning real stuff here and you're studying habits um for years to come is really important.
118>> So it'd be really important to get this information to the county commission for funding our precase wouldn't it? >> Yes it would. I think it's also important to know when you think, well, two days a month that's not really a big deal. However, that's 10% of the school year. Two days a month is 10% of the opportunity for them to learn. >> That's a whole month of school missed. >> Wow. >> Miss Varna. >> Yeah. I just want to add uh reiterate one of the comments that Principal Bliss mentioned at the beginning. Um this comes out of professional development that um was a part of safe and civil schools implementation and our safe and civil schools implementation is being fully funded by our county commissioners and so I just wanted to make sure I
119did that full circle on that. Yes. Yes. So um again as as was mentioned a fullcourt press on this level work the overall safe and civil schools work is that um problem solving framework that continuous improvement framework mainly around student engagement that improves instructional outcomes. So this is one piece of that and then we'll talk more about that in the uh future strategic plan update. >> Sorry. Uh it's okay. I think I can say it to all of you, I think, because it's going to be pertinent. But I I'm used to people talking about absenteeism as a cause and and and it is, right? It is a cause of what's going to happen next, but I really appreciate you looking at what is it an effect of, right? Because ultimately, uh there's reasons why our
120kids aren't in school. And so the fact that you're looking at it and even breaking it down to different Thank you. uh because we absolutely have to go upstream if we're going to get to that absent. Thank you. >> Okay. Um thank you for letting me speak today. I will start by saying imitation is the biased form of flattery. And so what you'll see in uh what we do at Castle Hane, it's very very similar to Myrtle Grove. Um I'm a Myrtle Grove parent. And so when I took my daughter to um open house in August, uh when I she's in eighth grade, so when I went to the table with all the eighth grade teachers, one of the things that they gave me was the attendance tracker. And I didn't really hear anything else
121that the eighth grade teachers had to say. I was like, I need I need to know where this came from because I need to do this. And so I found Sam Smithson. He's the assistant principal at Myrtle Grove. And I stopped him in the hallway and I said, I need I need to know where you got this. I need to know more about this. and he immediately sent it to me and by probably within a half an hour I had a Castle Hane version at the print shop and Marcus who's our wonderful gentleman at the print shop had them printed for my school. Um and and so there's a lot of there's a lot of things that you know as we as principles when we have an opportunity to sit together and learn from each
122other, we see amazing things that are happening in other schools that we immediately steal and borrow and take and implement in our own schools because they're >> they're great ideas, right? Uh and so there's a lot of things that that you're going to see here that are very very similar to what Miss Bliss said. We do um we have a tiered system. in the packet that um that you were handed a lot of the same things. My kind of focus is on education first and that's educating parents, educating teachers and educating the students. Uh and and education not just like math and reading but also on the importance of attendance. Two years ago, uh our chronic absenteeism rate was about 33%. Which is really really bad. Like that's really high. And so that that kind
123of started me on the journey of I've got to do something to impact absenteeism at Castle Hane last year. Lisa Brener came and met with my team and me and we started to come up with an attendance plan last year and then we've just kind of built upon that plan and then you know like the things that Cindy shared with you that has that has just added to some of the things that we had already put in place. Um, so we have sent out weekly um, attendance facts for parents in teacher newsletters. I prefer for teachers to be that first line of communication with parents. They're more likely to read the newsletter that the teachers send home in my in my experience than something that I send out to the whole staff because they want
124to see what or to the whole school community. They want to see what's actually happening in their children's classroom. So, if we can just add in a quick attendance fact for parents to read as part of their weekly newsletter. Um, I think that's that's just another way of putting the information out there. Um, we provide information about attendance to parents through our staff or our parent handbook. Um, at open house, at our title one meeting, like I feel like it's just something that we're always talking about. Our students have data binders where they track their data um and they color in every day in their data binder whether they show up. >> But one of the other things that we started this year was um the class data. So that's tracked in a couple different
125ways. >> So every classroom at the very beginning of the year had a poster outside of their wall or outside of their door and if they had 95% attended. So, they figured out what 95% was, which is pretty much one student out. Um, if they have greater than 95% attendance, then they get to color in a letter. And when they colored in all the letters for Castle Hane, there's a prize wheel outside of the office. And that's on the last page of your packet. There's a picture of the prize wheel. And the whole class gets to come down to the office and spin the prize wheel to see what their prize is going to be. And the prizes are are pretty silly and innocuous, you know, like five minutes of extra recess or a sticker
126or a hat day or something like they're they're simple. They're they're really simple, but they're encouraging and motivating for children. Um, so that that's how we started. We've had every class has has gotten to spin the prize wheel at least once. I decided over Christmas break to up Annie a little because I don't just want students to be present every day. I want them to be present and on time. And so the new one says every minute matters. >> And it's a little bit there's more letters. So yeah, I know there are more letters. So but but it also um reinforces the importance of on time daily attendance. The first block of our day is an intervention time for everyone. So when kids come late, they're they're missing their intervention time. So we really need
127for for students to be on time every single day. It is hugely motivating for the students to be able to color in their letters. Um it's in it's motivating for them to be able to come and spin the prize wheel. And they do talk to each other about coming to school and and so they're encouraging each other. Even even in kindergarten, they're encouraging each other to come to school. A lot of attendance problems that we have in elementary school are not student problems. Um they're they're they're more family- based issues. And so we try to partner with our parents and work with our parents and be very understanding that everybody I firmly believe everybody's doing the best that they can with what they have. And so whatever we need to do to help support parents,
128whether it's um providing them with alarm clocks or, you know, like whatever whatever it is that we have to do, we're willing to do it. We also do an eye to eye type of check-in with our students. I call it an attendance sweep. So we have um we have a a list of students that were chronically absent last year. At the beginning of this year, we started with 35 students on that list and we check in with those students every single day. Same thing. Um, at the end of the first quarter, we took 10 students off of the list that were no longer showing problems with their with their attendance. We added 16 more, though. So, second quarter, we had 41 students. We've taken 10 off for third quarter and added one. um the flu
129did hit really hard and so there are there's also a lot of understanding and and knowing situations. Uh, so even when I look at kids that have been chronically absent, they may not necessarily end up on our attendance sweep roster because I know what situation their family is facing and absent that their absenteeism is related to something comp, you know, just that is just a different situation altogether. Um, I was going to see something else. So, we currently have 32 students for the third quarter that are um in the attendance sweep and we've got a team of people that go and check in with them every day. One thing because we do phone calls by 8:30. Sometimes parents are really angry that we call, sometimes we call and within 15 minutes the student shows up.
130So, when parents are angry that we call, I love I actually like that because then I can talk to the parent about attendance and why it matters and why we're calling. like we're not trying to bother you. Here's why it's important for your kid to be in school and it's it's okay because we're here. We're trying to help you and we're trying to work with you. One of the other things that we do and and Miss Bliss was like, "Oh, middle school teachers, I don't know if they would like that, but elementary school kids love this and the teachers love it, too." This is also on the last page of your packet is um my social worker tracks the the percentage of attendance for the entire week for every classroom. And at the end of
131the week um and it's a big po it's a huge poster that's in our main hallway. At the end of the week, in preparation for the next week, I will look to see which class had the highest attendance in K2 and the highest attendance in 35. And the teachers with the highest attendance rate get to wear a medallion for the upcoming week. And they wear it with pride. The teacher that has the medallion this week, she said that it's the first time in two years that she's won it. And she was really excited about it. Like it's a it's a big deal. and the teachers take a lot of pride in getting to wear their attendance necklace. Um, and so, you know, I think, you know, we educate, we communicate, we support the families, and
132then we celebrate um we we celebrate positive things that are happening as much as we can. Um, like we were saying though, one of the things that you'll see on our on our chart was that we were going to do um an ice cream incentive at the end of the second quarter to celebrate kids that had excellent attendance. We don't necessarily talk about perfect attendance. We talked about excellent attendance. Uh, I decided not to do that because there were so many kids that were out with the flu and I don't want to unnecessarily >> I I just didn't like the optics of it. I don't want kids to feel bad for not coming to school when they were sick. And I think that I think that we have to have um some compassion and understanding
133that there are sometimes other other factors that prevent kids from coming to school. So I did kind of pull back on some things. But the thing, you know, the beauty of what we're doing right now is it's a it's a working document. It's a living document. Um and it's ever changing and evolving. And as as we learn more and we know more, then we do things better and differently. question. >> And I would like to say first off, ladies, thank you so much for that. I mean, it's so important, >> but I do think that as as great as it was today, this would be so much better next week just because, you know, I know we have TV cameras here today. We don't really get a lot of a lot of support or not
134a lot of a lot of watchers, but I mean uh the the regular board meeting has a lot more watchers and a lot more people in attendance. I mean this is such an important message that I'm not saying next week you have to be but um uh well actually >> can we do it in a teacher voice? >> Could we do it in a teacher voice? >> Yeah, >> in an upcoming. >> So that was 20 minutes. So, I need you guys to be aware that that's what it would be next week. I'm the one who suggested it, so I can't be wrong to say, "Oh, I don't know." I think I would encourage us maybe in in light of the principles, if you guys are okay with moving all of our strategic initiative updates
135to the meeting instead of the agenda review, then they won't have to come twice. >> I'd rather I think >> I don't think we need to repeat and make them come back, but but I think these should go to a regular meeting. Well, I don't know, but it's just so awesome. >> Yeah, I I I would I would like to see it repeated. Maybe not Tuesday, but I would move that we move it to the regular meeting versus the agenda removing. >> I mean, >> yeah, I think maybe the following maybe in March we could have these two wonderful. >> Well, then you have the next one. >> Well, but we could instead of the teacher >> instead of teacher maybe in in place of teacher words. >> Oh, but I mean I have another
136strategic initiative for you. Next one. >> We can double up >> about that for that. >> This is really good. >> I know it is. >> Yeah, this is really important to get the word out on this. >> Really important. >> Well, maybe we can talk about it more. >> But I >> What about solid? >> They're available Tuesday, but it'd be great if you could move them up on the agenda so that way they're not having to sit through a lot. >> Well, there any qu less of a question again, more of a comment. Um, you know, as as a doctor who did a lot of work in neuroscience and classic conditioning around brain behavior and everything else, I know that positive reinforcement works and negative reinforcement does not, you know, and so the
137fact that you guys are coming at this from, you know, the old style with the rulers across the hand and and coming at everything from a punitive standpoint, it's >> it still somewhat exists in our world and in the educational world. So to see you guys coming at it from a very different level is really impressive and I'm so grateful. Thank you. >> Well, and after uh conferring with the two people on either side of me, um I'll make a motion that we invite our two principles back for next Tuesday. >> And Miss Brener, too. >> And Miss Yes. Yes. Yes. Yes. Yes. >> And is that in place of or is that in addition to the >> It would be in addition to the teacher voice because I think there's somebody's already lined up
138with teacher voice. >> Addition to teachers voice >> under information. Okay. There's a motion second. Any discussion? >> All in favor of inviting our principles and friend back next week. Just signify by saying I. >> I. All oppose. Like sign. >> Passes 70. Ladies, what are you doing Tuesday? >> I told you guys that was going to happen. [laughter] Uh Mr. >> Mr. P. >> Yeah. And before we move on to our next item, I would like you to get a five minute uh >> can are we done with >> We have Yeah, but we have one other group that needs to speak. We get them. Okay. >> Yeah. >> All right. Uh next we have our uh HR lead leadership uh development overview. Mr. Giller, >> like changing the guard. >> All right. So,
139um, absolutely wonderful news about students and I can tell you that I'm equally as excited to talk about the adults in the building, right? That that partnership between having our students get here. Um, it's largely in part to partnerships with our parents, of course, but also our teachers, our counselors, our social workers, um, all of those folks. So, I'm thrilled to have invited um to to have been invited um with the educator development team. And once we get rolling, I'm going to go ahead and let them introduce themselves, although I'm sure uh many of you know who they are and and the amazing job they do. But um to really kick it off, um teacher retention remains a critical priority for our district um because we employ about 1,700 students here and we know that
140their experience, stability, and effectiveness directly impact student outcomes. We know this. Research consistently demonstrates that while compensation plays a role in employment decisions, long-term retention is most strongly influenced by non-monetary factors. We know this in the research and specifically it speaks to job satisfaction, a sense of belonging and value and professional efficacy. So in response to this and this information, our educator development team has intentionally focused on strengthening these indicators through comprehensive nonmonetary supports and retention strategies for our teachers. Over this over time, this team has evolved to meet emerging needs identified in our retention data. Initially designed to support um our beginning teachers right through our beginning teacher support program uh specifically in years 1 through three. The team has expanded its services to include teachers in year four with a plan to move
141on to teachers in year five in this upcoming school year. This expansion intentionally aligns with the advanced teaching roles which serves teachers in years 5 through 10 and more even um by providing opportunities for continued professional growth, leadership development and impactful classroom work. Through this continuum of support, experienced educators work alongside our early career teachers to address critical student needs as identified through multiple data points while reinforcing instructional capacity, mentorship, and professional purpose across the district. Currently, this team serves 344 teachers across years 1 through 4, representing about 20% of our district's teaching workforce. Of these educators, of those 344, 274 are general ed teachers and 64 serve in exceptional children's roles. These numbers reflect both the scale of our investment and our commitment to supporting teachers in roles that often experience higher levels of
142complexity, training, and workforce demand. The information the team will share today represents the pathways of support, growth, and opportunity that strengthens our teacher retention. While the strategies shared are not exhaust exhaustive because there's a whole host of things that are going on every day that that's not contained in this presentation. But I want you to see what we offer is a clear picture of the intentional multifaceted approach we're taking to meet teachers where they are along their professional journey. These pathways are designed to promote confidence, competence, connection, and leadership. all key points of job satisfaction and long-term commitment to the most noble profession. While this team primarily focuses on early career teachers, many of these pathways and leadership opportunities are available to educators across the district at all levels of experience. In addition, human resources
143continues to expand our other district-wide non-monet non-monetary compensation strategies such as our badge bargains program. Um, this reinforces recognition and belonging on behalf of our community businesses. Often I like to say we know that this community loves its teachers. So together, these efforts represent a strategic data-informed approach to retention, one that invests not only in institutional development and growth, but also in professional growth, engagement, and sustainability of our uh teaching workforce. So with that, I'm going to turn the presentation over to the team. I'm going to ask that you guys introduce yourselves the presentation. Good afternoon. So, I am Andrea Reigns and I am one of the educator development specialists and I am going to go ahead and introduce our whole team. You're going to hear from each of us a little bit. Um, but
144this is Katie Frink, Beth Whittington, Jennifer Buer, and Britney Pritchette. And so, really as a team, we focus on three main components. um supporting, developing and connecting with our teachers. And so this encompasses a wide range of support. Um looking at supporting really looking at the beginning teachers, our advanced teaching roles, lure and renewal and making sure that our um educators have the cus that they need to continue in the classroom. I'm looking at testing support through EdTPA that alternative license lure and then even our internship placements. So we are placing them as interns, recruiting them and then keeping them through the beginning teacher years. Our developing really focuses on that professional development and the different growth opportunities whether that's in the classroom or even looking at national boards or principal fellows and growing our
145APS with that support in NISUS and then finally connecting that is a lot of our recognitions and that's when we get to come alongside of you and celebrate our teachers whether that's educator of the year rookie of the year our cat um and different obs or different opportunities through that in our work we have seen that we are retaining our beginning teachers across the board. Our average is above the state. But as you can see, we are losing our teachers in their early career. Coming years four and five, that is when they are choosing to leave our district, to leave the profession. And so, as Miss Geller mentioned, that has really been our focus this year is how do we expand our reach beyond beginning teachers and really support those early career teachers so that
146we can keep and retain them as well. So, you're going to hear a couple different things that we have put in place over the past year. And so I want to talk with you a little bit about what it looks like on a daily basis for what we are doing and how we support. And so through the education development team we support 250 um beginning teachers in that prebt to year three. And then within that there are 96 teachers that are alternatively licensed. And then we also work with the mentors and there are 222 of them along with seven lead mentors on a daily basis. Um we are working in within compliance to state board policy TCED 016. We provide a BT1 orientation. We also provide monthly professional development not only for our BTS but
147also for our mentors. We do quarterly walkthroughs in all of our BTS classrooms. We have quarterly lead mentor professional development. We provide guided observations uh for all of our BTS years one through three where they can go into model classrooms. We also support with lensure um providing meetings and support throughout their process. And it is noted that we are an exemplar BTSP per uh NCDP. Um so um currently in the state of North Carolina about 50% of the teachers who are entering the profession or entering through alternative pathways um and I am happy to share that New Hover County schools are the trailblazer is a trailblazer for both our region and the state in this model that we have to support are alternatively licensed teachers. Um, my position was added, I guess this is my
148third year in the position and I solely support these alternatively licensed teachers. I connect with them before we even hire them to map out what their um lure pathway will look like. Um because we saw that prior to me being in this position and handling their lure, we were losing our alternatively licensed VTs because they weren't clear on the fact that they needed to go back to school that it was a financial burden that it's a lot of work and it's hard and so it just you know they weren't st sticking with it. So now, um, I speak with them. Before that, I work alongside our hiring supervisors to make sure that they have a clear picture of what that will entail. Um, then once they're hired, they have to have five pre-ervice days from
149their hire date. And I cater um I develop a plan for each one of those for for for those five days catered just for their specific needs, which is where we've kind of been a trailblazer. um because Kathy Spencer at the regional letter level recognized what I was doing um by individualizing those plans and from um the model that I used, she created a cohort for the Southeastern Alliance where we developed a regional launching pad that other districts in our region region are using um to better prepare and support our alternatively licensed teachers right in the beginning. Um, also we've presented at NC TAISE um, last year and are presenting again. Um, and we from last year's presentation I connected with several districts that are in the western part of the state that are looking
150to adopt this same model and have someone solely um, there to support our alternatively licensed teachers. Um, they also it's a 10-day plan. So, five of those days are pre-ervice, but then they have five other service days that are mapped out um that I ca develop with them. I also like the rest of u my team am doing those quarterly walkthroughs um and you know just doing all that I can to make sure that I provide more support that they need because they need it because they have to not only go teach and at the same time learn how to teach, they're having to take classes at night. they're having to pay three to $6,000. They're having to pass several tests. They're having to do EdTPA and it's quite a lot. So, um yeah, we
151are really trailblazing for our state on our support of these teachers. >> We have a question. Do we have any sip support the financial cost as far as the classes that they have to endure for >> we do have a reimbursement opportunity right now we're using title 2 funds um we have $10,000 set aside um and we our teachers who are residency pathway have the opportunity to apply for that and 10 of them will receive $1,000 in reimbursement. So, we started that last year and we just started the process again for them to receive that reimbursement in August. >> Okay. Thank you. >> And I had a quick question. And I know in the years past it was mostly math and science and in areas that were harder to fill. Is it still in that
152or is it kind of >> everywhere? I see my fewest in the traditional elementary school classes, but um most of all in EC where we have such high turnover. So yes, in that hard to fill section, but a lot in our CTE areas. Um, so their pathway looks a little bit differently if they're coming to us with some relevant work experience and degrees. They have a whole different pathway that entails more responsibility. Um, it's not as financially as much of a burden, but it is still work and conferences that they have to attend. So yeah, but in our CTE areas, but also in um math, science, English, um all the things too because of Sorry, I just want to add about the reimbursement. We've also been able to use title two funds to um specifically
153target EC related schooling. So we worked with assistant director. So if there are um if there are employees that are interested in going back to school, We have one particular employee right now. So we're funding that a much higher level and of course expecting that return for that person to stay. while very effective. >> Thank you, Mr. Justice. >> Yeah, I just clarity. Uh this is aimed this whole program and I'm not sure if you're the right person to answer, but the person talked previously. Um at the five-year mark, that's where we lose a lot of people. >> Uh do what statistically is the number of people that enter the first year in teaching and at the five-year mark? Do you have that by any chance? This is 53%. >> 53%. >> That's what you
154look at. >> Yeah. So by year five, the retention rate dropped to about 50%. >> Okay. And now for those lateral entry, that's what I call it. >> You can >> teachers is it is it up here? I'm sorry. >> Yeah. So um prior to my position, we did see a much higher rate of our alternatively licensed teachers leaving. Um, you can see that their retention data is slightly below the traditionally licensed, but it's pretty comparable. >> Okay. And, uh, and yeah, I guess I'm having trouble trying to connect these what I've got on the screen here. What I've got for the handout. Um, as far as where you're looking here for developing and I just want a clarification. They say UNCC you principal fellows program that takes teachers out of the classroom. Is that
155why is that included in here? It's that's that's um her kind of umbrella. So we partner with UNCC and ECU and it leaves the teacher in the classroom for a year under internship and then they are committed to working in our district for four years after. So it's also growing our assistant principles as well. >> Okay. So I was just curious because I was a principal >> and they pay and then they tell you why and it's it's a very great arrangement but it really takes it literally takes teachers out of the classroom that we do need. But I just found it a little odd when we're trying to keep teachers in the classroom while this was a key. >> And and I think too the other part to keep in mind is we're only
156talking about one or two people in our district per year. So I think this is just you know when you kind of think about multiple pathways we you know we do have employees that are interested for various reasons right just looking for leadership opportunity to do something different or look at upward mobility for increasing their overall financial compensation and moving in that direction that's one way to do that. So, um, we try to make it as, um, attractive as possible so that way they'll stay here with us. So, we get that year of them working in the classroom and then sometimes moving into a position that might be something more like a coaching position or something else outside of the classroom movement anyway. So, I I see your point, but we're not losing people at
157higher numbers that way. Um, it's really just a longer growth opportunity. So, one or two people a year potentially. >> I guess I'll focus on teaching because that's that's where we're really struggling trying to retain teachers. >> Mr. Okay. Um, of the at the 5year mark of the people that we are losing, uh, what percentage are we are are they can we do we have an idea of like are we just leaving profession all together or are they going to different schools? We actually conducted some stay interviews this year um with several of our early career teachers in years four and five just to see, you know, what has led you to keep um stay in New Hver County schools. Um and we have looked at those trends. Katie is probably better to speak about
158those trends, but um of course the you know the monetary thing was probably the biggest issue. it's very expensive to live inside of Wilmington on a teacher salary. Um, so our team is considering those as those things, but a lot of them too, it's time that they have they get married, they have children, they stay home, that sort of thing. So, it's life changes. I I would just say too, I have some of that data right in front of me and I think and we can certainly share it beyond that or Katie you'll be able to speak to it potentially too. Um some of the information isn't related just to us, right? It's sort of that that profession overall that presents some challenges. >> Um and that's really why we're looking at expanding what we
159know works to keep our teachers in years one, two, and three along with the research and the data that they collected that also speaks to why they stay. we sort of we might have the key ingredients. We just need to expand it a little more now. So knowing what works. Um so really when I look at it um some of it is financial sustainability I think just given our uh local demographic here in Wilmington particularly. Um and then um just looking at again some of the parts of the profession, student behaviors and needs um and then you know looking at what we know works. um that BT post BT transition support guided observations being able to get out and see what other teachers are doing. Um so we do have that data I think just
160off the top of their heads they might not be able to share today. >> Great Dr. Merrick. Well, and I guess the question because I'm I'm sure there's a multitude of reasons that teachers leave, not just in New Hmer County, but curious as to how we compare both to the state and perhaps more appropriately to the Big 12 because those Big 12 might have more in common with us in terms of district. >> And that's a good point to make. This is the first year now that you guys have a good HR director. This is the first year that our >> guy >> I know the guy before, right? >> This is [clears throat] the first year that we have been above the state average in retention >> and we miss being first out of
161the Big 12 by onetenth of a percent. >> Oh wow. That's awesome. So I know that when you think about the Big 12, that is more teachers than the rest of the state put together in those 12 districts. Wow. >> And to be very close to the front of that one is significant. The problem is is that there is a lot more movement than you've seen in other places. I think that's a challenge. And so it's it's also a challenge as a teacher. If you look at years again 15 to 24, >> we know what that's about. >> Where you see that plateau where you see M's pay there are a lot of of issues to absorb and and retrofit. I mean, I know that the the county is giving a and as the board,
162you guys are providing a very healthy supplement, but it's just a challenge when we're bumping up against that state kind of schedule. >> Miss Justice point out this is nothing new. >> When I was teaching in the 90s, when I got my principal fellows and left the classroom, um that was that was the same number of people left then. Mhm. >> And this is something that it's an across the nation. It's teachers working conditions are so difficult. If you talk to teachers, would they rather have a pay increase or more time and resources in their classroom? Overwhelmingly, they always take the time and more resources. That's what the challenge is. That's what the pain is. Their lives are rough. >> And fulfilling, too. >> Very. My name is Jennifer Ber and I have the honor
163and privilege to lead the teachers and schools that are involved in the advanced teaching roles program. This is our second year in implementation and we're really excited. We have seven schools that are involved in this program. Um and as a part of the program we have built a group of teacher leaders that we call multiclassroom leader multiclassroom teachers and those teachers work directly with three co-teers in their building. They are in classrooms a minimum of 50% of the day co-eing with those three teachers. They also provide planning support, data analysis support, and any other support as far as like parent conferences and things like that that teachers may need. Uh we we look at school data, student data, like if a grade level is coming to a group of students is coming to a grade
164level with significant needs in reading or math. Um, and that's kind of how we place that. We also look at how many years a teacher has been working and we support a lot of our early career teachers through this as well. As part of the program, we um provide professional development to the multiclassroom teachers once a month to ensure that they have the tools and u materials they need to help with that data analysis and planning support. We also are doing quarterly PD with the co-teers that are being supported. We want to continually bring them back to the research about co-eing and co-planning so that we know that we're doing that with fidelity. I get into each classroom monthly and provide the co-teer, the principal and the multiclassroom teacher with written feedback after those visits.
165And we are just continually collaborating and figuring out ways to support. One of the things that we changed this year from the BT team um into the ATR program is we are also doing some guided observations. So different cohorts of MCTs and co-teers can go see MCTs and co-teers at other buildings and that's been really successful as well. And then as a part of the program we have also developed a new Henver County Schools leadership academy. We had our very first meeting last week. That is a cohort of 22 educators from kindergarten to um our adult learners in our EC program where we are working with them and talking about what is a school leader? What does it mean to be a teacher leader and how do you become a teacher leader? And so we're
166really excited about that as well. And Miss Booer, can you tell us what percentage of your master teachers came back from last year to this year? >> Our multiclassroom teachers that was 100% sorry, our multiclassroom teachers, 100% we retained them. And off the top of my head, I believe I was about 80 I was right in line. 81% I believe it was for the co- teachers that came. >> No, the master teachers 100% of them have come back to do it again, which is I think very powerful. All right. I have a I have a question Barnhart. >> Thank you, Mr. Wber. And I you might not know these numbers now, but I'd like to see the effectiveness. I know when the first this program first rolled out, it was 565 students and now we're
167have the ability to support 802 students. So to see where we're seeing that growth level because I know it's one of the methods that we're looking at for the CSI schools that we have, three of them this year to expand advancing teacher roles. So that would be helpful for me in just um the decision- making decision. >> Yeah, I can tell you off the top of my head 26% of the classrooms that were in the program this past school year um exceeded growth. >> Wonderful. The the uh that classroom teacher and then um 89% of the classrooms that were involved in the program. So out of the 27 classrooms um 89% met or exceeded. So those exceeded people counted twice off that number. >> Miss Bradford >> and this might be more appropriate for Ashley
168and I think Miss Barnhart will know the answer but remind me did we not go to the general assembly and get grant funding for this? And the second part would then be are we reporting back to the general assembly our numbers. >> So we have meetings. I'll let Dr. Bar [laughter] >> Oh, he's got the answer. It couldn't be better. I just emailed the board a one-pager that they developed that I have sent to DPI to talk about expanding our ATR program and some of the data points that that we developed for them. >> Awesome. >> So, we are sending that back to DPI to say this is working >> now. Give us more money so we can do more. >> Yeah. >> Exactly. >> So, the general assembly instructed the DPI to give us
169the money and so we're going to them to tell >> we we had to DPI was where we sent the application. So, I've been talking with uh Mo Green and Miss Dr. Petri Morton who are the top people at DPI to expand the ATR program. And here's the results that we're seeing. So, I just forwarded that to you guys. >> This is one of the examples of us going to Raleigh and seeing good results with funding. >> There is annual reporting. You had asked about reporting. There is annual reporting that they submit to DPI every year. >> Yes. And I actually just worked on sending them the information about the teachers who are supported and then they do their they have to report to the state board in October of each year. I think they
170report to in September and then it comes out in October if I'm correct. >> Hey, Miss Justice one pager. >> You said that 89% of the classroom was scor. >> No ma'am that's not what I said. I said that they met or exceeded growth. Yes, ma'am. >> Now, what schools will these classes take place in >> this school year? Is Bradley Creek, Forest Hills, Mary Se Williams, Murrayville, Winter Park, and Ritsboro. >> Okay. Thank you. >> And Sunset Park. I'm so sorry. >> Okay. No. >> I was I was like, that was only six. >> All right. Thank you very much, Dr. P. >> All right. And so again, I'm Katie Think and I'm going to circle back to the retention conversation because you're right, Mrs. Justice, this is not a new issue. It has
171been around for a very long time. When I did my dissertation 10 years ago, the statistic was that 50% of our teachers leave in year five. And it's still the case. Um I very much when we saw that number to begin with, I was like, "No way. Not in New Handburg County schools. We're doing such a great job here." But sure enough, the past two years as Miss Skellar has asked us to track that data, we're right there at 53% in year five. And again, various reasons that people are leaving. Um, from that state interview data, we are finding that the cost of living in New Henter County for a fifth year, fourth year teacher is just not sustainable. I had a teacher repeatedly say that it's not sustainable to raise my new family because
172she was an expecting mother, you know, on this current salary. Um, but there are of course non-monetary reasons as to why we can get them to stay and we do want to retain the best teachers that we have. So, just a couple things to wrap us up here, but this chart kind of shows a graph of the numbers, the breakdown of who we support. And as Miss Skeller said, it's about 20% of our certified staff. We're looking at 338 teachers that our team is supporting. And this is a it's a lot of numbers on the screen, but honestly, each one of these numbers represents a personalized connection that we have with each of the these 338 teachers. We can tell you their background, um, how they got to us and, you know, how we're going
173to keep them here and continue to develop them. Andrea, um, Britney and myself divide the schools geographically because we support all of our traditionally licensed teachers. Um, and then Beth, like we said before, she's supporting all of our alternatively licensed teachers. Um, and that's about 35% of our teachers right now. And as she said, that's 50% statewide. In New Henburg County School, it's 35%. And then of course, as Miss Ber just shared, she is supporting those seven schools that have qualified for the advanced teaching roles. >> Yep. >> So this last slide. Oh, go ahead, >> Katie. You talk about teachers can't afford to live in Hanover County and a lot of people can afford to live in Hannah County. Yeah. >> What in other counties, other districts are they doing about that issue. Is
174there a solution anywhere that you've heard of? >> We're getting there because what we're noticing is that the cost of living is a lot lower. One of the things that some of our teachers will tell us is that they're going to move back home to a more rural district where they're going to make the same base salary. Of course, our supplements more here, but they'll make the same base salary elsewhere and live with mom and dad or live in a much lesser, you know, cost um apartments. We have found a couple of our teachers have shared with us some apartment buildings that do a fixed rate for teachers and we are trying to get ahead of that and make those partnerships and see if we can get more apartment complexes to make those guarantees and
175of course have those resources available at our upcoming job fair so that people that we're recruiting to move here we can also say you can also lock into this you know monthly rate that's affordable on our salary as well. So, I don't know that we have all the solutions and we can learn from other districts. So, we certainly need to learn from comparable districts um that have a similar cost of living. >> Is that something you could ask the speakers? >> Dr. Merrick, >> this is a shameless plug, but we know that one of the reasons that teachers stay is because of a positive culture in our schools. >> And I want to give a shout out to a certain guy that we hired recently who has made a big dent. >> Good job, Rob.
176>> [laughter] >> Well, you hired him. >> We hired him. I just want you to know >> 17 months ago. >> Yeah, >> that's right. So, I I want to give a shout out that not everything is money. >> Yes, absolutely. I mean, 50th in the nation. I mean, come on. We need more money for our teachers and we need they need to be respected in lots of ways and a good paycheck is one of them. But I do want to give a shout out to the change in the culture in our schools and I think that's that's made a big difference too. Absolutely >> agree. Yeah, agreed. And it definitely is from the top down. And that's another key finding from the stay interview data, which again is not a surprise to us. But
177finding that support from the leader in their building um is one of the main reasons why they stay. Um so we'll leave you with this and of course if you have any other questions, please ask. But these are some of the ways that our team is in progress. Um some of to help develop and hopefully retain our early career teachers. Um we are looking at develop well again some of them are in progress developing these different leadership pathways so to speak um to make sure that we are recruiting and retaining the highest quality of teachers. We'll have a pathway for those aspiring leaders that can lead to um like Miss Skeller said instructional coach type of position so they can lead within their building but also leading within their classroom or for some folks what's
178going to keep them in New Hmer County schools is to move into an administrative type of position. Um, we found that a lot of our teachers want to learn from each other. So, we also have a pathway to develop professional development facilitators and we're going to host our first major professional development day on March 3rd. Um, where it's going to be led by teacher leaders and most of them are early career teacher leaders as well. Um, within the enhancing your craft, a lot of that is going to focus on national board support. Um we have a beginner to boards program which is focused on years three through five teachers and helps provide them with support needed to achieve their national board certification which of course comes with a 12% supplement um from North Carolina. Um
179but as within that too there are other grant options available to help pay for the national board certification and hope to expand to not only support early career teachers but any teacher or certified staff member that's pursuing national board certification and then again the leadership academy which is also coupled with the ATR program um and providing teacher leaders with that professional development to enhance their learning so that they can be leaders within their own building. So hopefully more to come with these different programs, but we are hopeful um that this will provide them with the support and the development that they need to find their niche within New Hampshire County Schools. >> Yes, >> any questions, Mr. Justice? >> Oh, yeah. I'm looking up here and it says facilitate the teacher cadet program. Was didn't
180that end? >> That is a program that we're also really excited about. It started this year. Um, so we have >> where did it start and what's going on? >> Sure. It's um three of our schools um have the teacher cadet one and two honors program. Um so right now that's at Laney Ashley and New Handover. Um and then Hogard has retained it's a CTE teaching as a profession um class. So both of those offer um amazing pathways. the teacher cadet program, we've been able to rally some really great educators. So that way we can not only focus on teachers, but educators or um different professions within a school. So we're also talking about related service providers, counselors. So the focus isn't just solely on teachers, knowing that that can also be our pipeline um
181for teachers. could then lead into of course the board scholars and then um potentially maybe look at UNCW where they've got scholarship opportunities and then they can return back to us. So it's sort of another one of those longer range sort of hit a running way that in a couple of years we'll get that that return on our investment. >> So So this is because that was very sad when it ended. I mean a lot of people thought it >> I'm so glad to hear it's back. Did it just start and where did the initiative come from to start it again? Thank you whoever did it. >> I'm going to give Miss Geller that one. But um >> thank you. >> One of the things that we realized is there's been a work with a
182group called uh Teach with Joy. >> It's a network throughout UNCW and a lot of our teachers have started >> and so we cherrypicked some people from that to do a class on teaching. So that was Miss Geller's great job. >> Um we're very excited. starting second semester and uh Miss Pritchette, I don't know if you want to add anything, she's she's kind of spearheading it from this office too to make sure that she can stay connected with those teachers, aligning resources so we can really make it I think um you know hopefully a really exciting opportunity, a way to get students thinking about working in schools even if it might not just be a traditional teacher. Did you want to add anything? >> I was just going to add that it just started this
183semester so the students have just been in for the past few days. Um, I think New Hover has the largest program right now. There's 16 students enrolled in their class. Um, and I am making an effort in the next week or so to get to all of those programs to discuss and share the information for the board scholars so that hopefully there is that connection there between the two. >> Thank you. >> Any other questions board members? >> If not, thank you ladies. Thanks very much. >> And as Mr. Barry asked us to take a 5m minute break. Let's be back on the area here at half past 4:30. >> I sure can. >> Yes, please. >> It's right here. So, for those of you who are interested, >> you folks the Connor squared over
184there. Uh, North Carolina has the highest percentage of national board teachers in the nation and we are number 23rd in the state of that number. So out of all 115 school systems in the state, we're 23. We're just a little bit over 14% of our staff. 14% of the 115 were 23% Okay, we're ready to come on back. >> I'm not ready. >> This is my thing. I >> almost have a quum. >> Okay, we have one more thing before close session. We do have a lot to talk about. So, uh, let's carry on. That is time of all things, time of our meetings. Uh, Mr. Bradford, you brought that forward. So, I will turn it over to you, M. >> I did. I gave plenty of advanced warning. Today's the day. I move that
185we reduce, we continue to reduce our meeting time to not exceed three hours. >> Second. >> The last three meetings that we've had have been at eight and a half. I mean, eight and a half. Two and a half. Eight and a half hours. >> Two and a half hours. So, it's very doable. Obviously, we can extend time with emergency situations, but that's what I move that our norm become. >> I have a second. >> Have a second. Um, discussion. Well, before that, uh, can you refresh our memory on how long next week's meeting is going to be, please, Miss? with that addition because we did have that flexibility we are uh just over three hours 190 minutes >> 190. >> So because we did have some flexibility to add that 20-minute presentation >> we're
186a little over three hours. >> Okay. And Dr. Merrick had to stand up. So Dr. Merrick and Mr. I support this motion because I do believe that if we are if if we have a goal, you're much more likely to make it. Um I do believe that there will be times and perhaps even next month we'll have to extend it 10 minutes if we're uh if we do what we say we're going to do. And I think that's okay if we need to extend it. But if we start out with the expectation of a three-hour meeting, then we're going to do everything we can to keep it within that three hours. There will be times I know that we have to extend it. So, in a sense, this I see this motion not something that
187is binding us, but something that is more uh aspirational and I do believe that we can do it and I support it. >> M Justice. >> Yay. I was the person in an eight hour meeting before and you have been also. [laughter] That's not a joke. >> I was there. >> Not a joke. Um and that was ridiculous. U here here's my concern. The people's business is the priority and I don't want to set such a short limit. I I think the four hours now and doing what we're doing serves well. We I I have not seen any reason that we need to be cutting corners. Four hours is just comfortable. That's my opinion from having been in those eight hour meetings. Uh the fact that we're sitting here at this agenda review and doing
188this now is excellent. Something that honestly I had been suggesting since the second year back in n 2020, you know. Um so you guys, the board the the board that came on and changed things actually did it right. >> Thank you. And I do believe in my opinion from experience that just leaving it as four hours is good. Keep doing what we're doing and cutting it because you talking about aspirational. I don't see any reason to be aspirational. I just think just do it. Just do four hours and if we're less and that's good. That's my opinion. Everybody's got their own opinion. That's just what I have to say. >> Mason and Mr. Perry. >> So I thought a lot about this um and having been chair and having had to monitor that time frame.
189So thinking about that with the 4-hour limitation, we had have had to cut short um lots of discussions and some of those can be had between board members prior to the meeting, but they should be happening uh in a transparent and public manner. Um we've had to extend discussions in the past due to different reasons, but sometimes there are some individuals that are very passionate about what they're what they are supporting and so they tend to monopolize some of that conversation and take some of that time. Um, and so I think moving forward, what we need to be aware of and cognizant of is how long we're speaking and making sure that everybody has the opportunity to be heard. Um, especially the things that have the greatest impact on students and staff. So right now
190I went through um the agendas that we generally have and right now called audience is 1 hour. recognitions and awards depending on the month can be anywhere from 30 to 45 minutes which leaves about an hour to cover policy in any other presentations like the one that we added today. So I don't see that as being anything that's sustainable for us. So I can't I can't support this. >> Okay. Yeah, that is my to echo uh our vice chair um that is my biggest concern. Lately, our meetings have been shorter more more or less because the topics before us have been less controversial. Uh we're not that we haven't had some disagreements, but there have been the big ones like where everybody was passionate about it and uh we had a lot of them earlier
191last year and some of these and then I felt like people were getting cut off before they had a chance to fully uh debate an issue. And so I don't have a problem with keeping it down to, you know, three hours for a thing. But I think we need to put the stipulation if if it is is we can't cut discussion short. We need to let it go. And if we need to call a second meeting in the month to take care of the rest of the business because we haven't got to it, then we just need to do that. I I know we've been very leery. I think I've probably asked for a special session a couple times the last year or so that I've been on the board and nobody ever wants one,
192but I mean sometimes maybe right now it isn't one of those times, but there have been some times where we've had a full plate and then I felt like discussion got cut short and that's not good for that's not good for us. It's not good for the deliberate our deliberations and it's not fair to the public either. So, >> and I'm going to speak and then I'll go over to my left. So give everybody the opportunity. And as I start to speak, I'm going to actually share uh something that Dr. Barnes said, so I'm going to ask him to share. Uh the Big 12, their average time is how long? About two hours. But their uh their average time is two hours, which is great, but they only have a half hour call audience. So
193we're, you know, we'd have to cut that right in half to begin with. I mean, and it is, you know, I hate to say it. I'm I'm one of those guys. It's great to have a goal. I I think that's wonderful. I have a goal to get it down, but you know, if if you sit there and say it's going to be 3 hours and you say three and a half hours, everybody walks out discouraged and just, you know, oh my goodness. I remember when uh my colleague to the right here was the chair. You know, several times she had to, you know, at four hours she had to add some time and add some time and add some time and you know, come on. I'm right, you know, you know, in this kind of
194thing. I think it's much better if we say my thought is if we stay at four hours and we're out at three and a half hours everybody goes out happy. If everybody if we say it's three hours and we say three and a half hours then everybody is disgruntled and oh my goodness why did you know they have to add that time and add that time and add that time. I think four hours I mean I will agree with my other colleague over here to my right and I you know I remember those eight hours. So 4 hours I think is is a heck of a site better than um than than the 8 hours or more that we used to have. And to my colleague way around there, you know, we used to have
195two meetings a month and they both went for you know at least six hours and if not eight hours. >> Yeah. Way way over that. That guy mentioned having a second um you know Perry when he mentioned having a second meeting. We used to have a midmon meeting that started at 5 and went to at least 9:30 and we had a regular meeting that started at 5:00 and went to 11:30 or 12. So, we're a light we're a lot better than we were and unless and I don't think anybody's going to want to raise their hand and say let's cut the full audience. Not nor would I. Um but if you know if we don't do that, you know, I think as Dr. Barnes shared with me, you know, those are typically a half hour
196uh called audience. So, um, and you know, I see one of our favorite call audience people out there right now, and I'm sure she she would not want to say, "Well, let's go ahead and cut that time in half either." So, uh, just I just want everybody to be aware of all that. Uh, let's go over here to Miss Bradford and Miss Barnhart. >> Well, if I do the math right, if the Big 12 are doing two hours with a 30 minute call to audience, you add another 30 minutes that puts you to three hours. If Big 12 can do it in three hours, why in the world can't we? Why is the dysfunctional past of these marathon meetings, why is that a precedent for us? My goal was to get us out of here
197at a decent time, to get our staff out of here at a decent time. We want to reward our staff with money and and you know, all these things, but you have to understand the gift of time to let our staff go home two hours early, one hour per per meeting, two hours early every month. That's a huge gift of time and that is part of my goal. last the last three meetings. We've gotten out of here early. We felt better. We weren't as exhausted the next day. And that is my goal. I believe it's doable. I have no problem extending time, but we are in an election year where some of us, including me, may want to just be verbose if we've got a 4-hour meeting. And I think that we need to put
198some bumpers there. It's not cast in stone. And so, I really ask you guys to support this. It's a good thing. Y'all fought me on agenda review. You fought me on the four hours. And look, it all turned out really well. >> Thank you, Mr. Chair. I want to first say I don't think anybody discussed cutting call to audience of saying three-hour meetings. It was just saying the format should be three hours. >> The reality is the the public deserves people at their best in decision- making. So, a 4-hour meeting is not good for decision- making. Typically, we start to um get a little bit antsy, maybe zone out. So I think the idea of having a three hours and respectfully so it it is the chairperson's job to keep up on time. So when
199we format a meeting of three hours and you know what's going on this today though there were three things brought up that was not submitted through the agenda review process that added at least 40 minutes of time of discussion which I supported some of them to do that. However, this this is part of the functionality of a board is making sure that things are getting in on time so that we as the chair and the superintendent when they set the agenda, they know how long everything's going to take. To have a goal of three hours versus four hours, I think will allow us to do the business effectively and efficiently and it forces us to have those conversations beforehand so we're not blindsiding one another and working together as a cohesive unit. So, I do
200support this. >> Mr. Perry and then Mr. Justice, >> I'd like to make a motion to amend it to uh because I generally support the idea, but I think it's a bit much. Amend it to three and a half hours. >> Okay. A motion to uh amend to three and a half hours. Is there a second? Second. Okay. All right. So, let's discuss the motion to go to three and a half hours. Anyone want to discuss that? Justice? It is not broken. Help fix it. It's working now. Um, three, how about 3 hours and 45 minutes? Um, I love the concept from what I've heard from most of the people in here is that expectations cause your brain to have a certain attitude towards stuff. Got the expectation of four hours and you eat early.
201You're sitting here 3 hours, three and a half hours. And you're right. If you look at the at the history, I guess you could say, of the time, we us, you know, probably 50% of the time have gone over a few minutes over the four hours. Um, can you imagine how frustrated your brain's going to start thinking and the public's brain is going to start thinking if it's three hours or three and a half hours? Three and a half hours really. I'm I'm just trying to say I'm trying to to express what I think is the best functioning for us as a board. Not expedient. We don't know what's going to happen in the future. The point is is it's we everybody needs to have a voice and the public needs to hear us and
202we need to hear them. And I I'm afraid if we start doing the three-hour limitation, there's going to be more frustration psychologically than there would be at just leaving it at 4 and being happier as opposed to more angry in the future because they do if you look at it and and I think we're conducting our business quite well having been in those eight hour meetings. um and everything is do and you've done a good job uh my colleagues to the left here of promoting a really good format but if it ain't broken in my opinion I don't think we need to fix it >> I I understand what all of my colleagues are saying and I I kind of agree with you all um [clears throat] when we sit down at our gender review
203and we say these are the things we have to talk about and this is how much time it's going to take today we said it's going to take 3 hours and 10 minutes. And so we've decided already that next next Tuesday we're going to spend three hours and 10 minutes. It might go over a little bit, but we know that ahead of time. If we say it's a three and a half hour meeting, but we do our agenda review and say, "Oh, it looks like a 4-hour meeting this time. Hold your horses, folks. It's going to be a longer meeting." Then then we know. But I for me, what I'm going with is just the idea. Can we start thinking about it being shorter? And yes, uh having each of our speeches be a little
204less. And having said that, I'm going to shut up. And I do have one question of our Matt Vice Chair. Did you do we have any uh for that three hour and 10 minutes? Do we put any a uh break or a >> That was not included now that you mentioned 15. >> So it's actually 3 hours and 15 >> 15 minutes. Yeah. Right there. So Okay. So we having fun. Yes, sir. >> Just to paraphrase Dr. Spoo Dr. Seuss on the Lorax. I speak for the trees. >> We really actually have an eight-hour meeting broken into two different days because we have the agenda review and the meeting. >> This is a significant amount of time that that I need to bring the senior staff together for these meets. Not to mention that the
205fact they have to prepare for and then sort of repair afterwards, you know, kind of thing. It's a lot of a time investment. I would ask whether or not we are utilizing this agenda review as efficiently as possible >> to take some of the burden off of the the meeting night. >> Just is just a thought to process. >> Mr. Chair, >> yes ma'am. >> Can I ask a clarifying question of another board member? >> You may. >> Board member straight opposite. Were you speaking in favor of three hours or three hours and 30 minutes? I seconded the three hours and 30 minutes because I felt it was a good compromise for what we were all talking about. >> Okay. >> All right, Miss F. Sorry, I was so >> one just one more thing
206just to respond to Dr. Barnes. Um yeah, I mean if we want if the we want this meeting the agenda to review to really have discussions about the issues uh and debate back and forth then I think that that could help. But uh right now I think and somebody can correct me if I'm wrong. I mean but we're just supposed to be asking questions and not debating or anything like that. We're just supposed to get the information that we might have about what's coming up and we're not really debating the issues here. So, because the idea is is that we want before we actually have the debates or or make the decision come next Tuesday, we also want to hear from the community and get their their impact so that they know what's going on
207and they can give us their feedback because we might we might hear something between now and Tuesday from a constituent that might change our mind. So, I'm not opposed to us talking about that. But but Mason, >> so if this does go through, one, it will have to go to policy if I'm not incorrect, but also will this apply to like starting immediately? Um, and if so, we are super close to that cuto off. So just awareness for our board members. >> Okay. All right. So, we have in front of us to restate uh an amendment to change um this uh to change our regular meeting from a 4-hour meeting to a three and a half hour meeting as our goal. Uh Miss Boo, would you please call the role? Wait, let me get my
208paper out. Okay, now you're ready. Okay. >> Mr. Perry, >> I. >> Dr. Merrick, >> I >> Miss Justice, >> no. Miss Barnhard, >> yes. >> Miss Bradford, >> yes. >> Miss Mason, >> no. >> And Mr. Bort, >> I say yes. So that one, two, three, four, five, passes five to two. >> That's the amendment. So that passes 5 to two. So now we can vote on the whole thing whether we want to move forward with changing the hours at all. point of uh point of clarification. It seems like it was a replacement amendment and not so it wouldn't need uh we wouldn't need to go back to the original >> strike. It was it was an ad >> rather than a strike and replace it was a it was a replace >> with
209the time. That was the only part that was changed. So we technically we technically voted on that time just now. We need to vote on whether we're moving forward with the actual Thank you. >> Okay. So, we will call the role again. Miss Buoie, this is again um to make sure. So, now we have replace the 3 hours with three and a half hours uh whether we want to make to change and and Miss Mason is correct. We would also have to go through policy and I would say that this would not go into effect for next week since we've already set the schedule for next week, but would go into effect for next month if it passes. >> [clears throat] >> If it passes policy. >> Sorry. >> If it passes policy as it
210would happen as of right now. Sorry. As of right now in policy, it says four hours. >> Sorry. >> Which policy is that? Is it 30? >> It's in 30. >> It would be the previously just I couldn't find it. >> Should be the agenda one. >> I couldn't find it in the agenda one. I will look. I don't have it all. Go >> ahead. We'll have to look back. >> Okay. >> So again, now we are voting on whether or not to change from four hours to three and a half hours for uh effective for our March meeting. >> Correct. >> Miss Mr. Perry, >> I >> Dr. Mary. >> Yes. >> Miss Justice, >> no. >> Miss Bradford, >> yes. Miss Barnhart. >> Yes. >> Miss Mason, >> no. >> And Mr. Wboard,
211>> why not? Yes. I'm going to say so it stay it stays with the 52. >> Okay. >> Lovely bit of information behind us. We will carry on with our we will now move to our close session. Um, I will call for a motion to go to close session pursuant to general statute 143 318 11C for the following purposes to prevent the disclosure of information is privilege or confidential um pursuant to general statute 115 C 402 not considered a public record within the meaning of chapter 132 of the public statute general statute excuse me to prevent disclosure of student records re rendered confidential in the family education rights to consult with an attorney attorney in order to preserve the the attorney client privilege between the attorney and the board and to consider qualifications, competence, performance,
212character, fitness, conditions of appointment or conditions of initial employment of an individual employed or considered for employment with the school system or to hear or investigate a complaint, charge or grievance by or against any individual employee. >> And we have a motion second. >> First and second. Any discussion? Hearing none. All in favor of moving to close session, please signify by saying I. >> I. All oppose. Like sign. That passes 70. We are in close session. I have a friend. All right. >> At this point, a little behind me and my wonderful assistant will be handing out >> a committee report. >> This is what he's going to run. >> Yeah. And please read the bottom first. >> Everybody did. Not everybody got exactly their first place. I will read my statement. Put it on
213here so I can hear it. Please note that several board members did not get all their requests, but everyone did get either their first or second request. Several several committees had no one who voiced a desire to serve on that committee. So, we had to assign a person to serve. I did share this with Vice Chair Mason for her input. This also allows some flexibility to add a committee at as directed by the board. Please note that number 15 does say draft next to it. That's the only one that is a draft. Uh and that is who will be serving on that if it uh if the board moves forward with that committee. Okay. Thank you. >> Does anybody have a committee report? >> I do. >> All right. Miss Bradford, >> the next finance
214committee meeting is February 26. It will be the start back after our vacation. And we have from February 26th until April 1st to get all the hard work that the staff has put together massaged into a budget proposal. So it will be pedal to the metal. >> Very good. Anyone else? Dr. Merritt. >> No. I thought you would say something. >> I was going to and then I thought I think I know how to find that information myself. >> Okay. Okay. >> Anyone anyone else? Any other committees? If not, uh, we'll entertain a motion to adjurnn. >> So moved. >> Second. >> First and second. Any discussion? Third, first, second, third. All in favor of adjourning, please signify by saying I. I. >> All oppose. Nay. That passes 6 to one. >> We are ajourned.