001email from it. I'm going to call the November regular meeting to order. Miss Buoie, will you call the role? >> Good evening. Melissa Mason, >> here. >> Josie Barnhard >> here. >> Pat Bradford, >> I am here. >> Judy Justice. >> Dr. Tim Merrick, >> present. >> David Perry >> here. >> And Pete Wbour, >> also present. Um we're going to have the invocation which will be remotely and then following that we will have the presentation of colors national anthem and the pledge of allegiance. So [snorts] Eric Molton with St. John's Episcopal Church here in Wilmington uh to offer a recorded invocation for the meeting of the board of education. Let us pray. God of wonder and words, who inspires learning and curiosity and who ignites the intellect of all people. Empower the work of
002this board of education with wisdom, discernment, and humility. That the children in our care may thrive in true knowledge. That educators may be empowered and continually inspired. that parents may engage in the enterprise of learning with their kids and that our entire Wilmington community may joyfully take ownership for the advancement of every student to the glory of your name and to the blessing of the world through Jesus Christ our Lord who lives and reigns with you and the Holy Spirit one God forever and ever. Amen. Presentation of colors. Hello. [snorts] [snorts] Pace yourself. There's a lot of You were forced to go here. >> [music] >> Oh, say can you See [singing] by the dawn early light so proudly we held at the twilight lasting and bright stars [singing] through the sky [music] for the
003grand we were so gallent and the rock [singing] is breathless. were singing it through [music] the [singing] night that our cloud was still there. [music] Oh, say that as stars make better yet. [music] Oh, the land of the home of the brave. Very nice. I pledge allegiance to the flag of the United States of America and [snorts] to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay, guys. We're going to keep it super simple. Just your name and pass it down the line. All right. Presley Adair, Sully Hall, Noah, Toby, Adink Vonda, Crew, Donovan, Colton Mendoza, >> Mey Meyer, Harver Miller, Nadia Shaw, Alison Fakani, >> Aliyah Lagona, Coraline Norris, >> Sarah Vulgaras, >> Maya Gara, >> Avery Gallagan, >> Maria McCormack, Ava Thomas, Georgia Owen,
004Kimori McCoy, Amaya Clinton, Claire Denty, Nell Slesman, Kayla McAlliff, >> Ashton Dixon, Timothy Walker, >> Liam Thomas, Weston Falone, >> Riker Hatcher, >> Milo Frank, >> Henley Bullard, Julia Basset, Kate Annlin, Ryan Omore, Maxis, >> Eliza Bestwick, Annabelle Betia, >> Ryland Benton, Matthew Pennington, Colton Bell, >> Whan Connley, Max Mois [applause] and our ROC. Oh, guys, our ROC. >> Hi. Um, Taylor Agel, Laney High School, senior. >> Uh, Dylan George, I'm a senior at Lenny High School. >> Cole Miller. I'm also a senior at Laney High School. >> Uh, Lucas Jenkins, I'm a soft junior at Laney High School. It's hard at the end of the day. It's hard. I get it. Thank you guys. [applause] >> Yeah, you guys did great. Bye y'all. Thank you. >> Not doing anything. >> Oh man, he's got
005>> Don't hurt. Don't hurt yourself. >> It's okay. doesn't have to hurt. We'll wait for >> We We went to Raleigh earlier this year. We took a high school football player on crutches and Oh my gosh, >> that's that's hard work. I've been >> It was something else. >> I mean, Sometimes it's just a matter of unplugging the dock and plugging it back in. But don't be afraid to do that part. All right. >> Okay. Yeah. Okay. Good. >> [snorts] >> All right, let's carry on with the agenda. Next up is the approval of the agenda. >> Can't hear you, >> Madam Chair. I make a motion to the amend the agenda to move up under information. >> We can't order. Madam chair, can we I can't hear anything. >> Okay, go ahead. I make
006a motion um to amend the agenda under information to move the one school, one book, Ritsboro Elementary prior to the call to audience. They are waiting here to present to us. Everybody else under information is from senior staff. So I I would move to bring that up prior to call the audience. I'll >> second that. >> Okay. Any discussion? Hearing none. All those in favor signify by saying I. >> I. Any opposed? That passes six to zero. Um >> make a motion to approve the event agenda. >> Second. >> Perfect. Any discussion? Hearing none. All those in favor signify by saying I. >> I. I. Next up, we have the approval of the minutes. >> Motion to approve. >> Second. >> Any discussion? Hearing none. All those in favor signify by saying I. >> I.
007>> Any opposed? That passes six to zero. Moving right through. Somebody's gonna win money. [laughter] >> Um, next up is recognitions. >> Everyone, thank you. for this opportunity to be here this evening. We have a wonderful opportunity to showcase some of the most amazing people who work in our district. So, first and foremost, let me say thank you to them for always providing amazing support to everyone in our schools. But we're here to celebrate. There are 14 school districts in North Carolina that received a national award for innovation in nutrition education thanks to our child nutrition department. We were one of them. So [applause] a little [clears throat] bit about this now. So, we earned the healthy meal incentives um innovation in nutrition education award from the USDA food and nutrition services and action for
008healthy kids by making improvements to the nutritional quality of our district's school meals. So, what does that mean? That means that they created innovative practices, student community engagement activities, and strategies schools have used to provide meals that are consistent with the dietary guidelines for Americans. As an award recipient, they are going to receive not just local recognition, but national recognition to attend a national healthy meal summit. During the summit, they get to share best practices with everyone in our nation. So, how did they achieve this? We all know that healthy isn't always tasty, but they made it tasty. So, they were able to lower sodium and added sugars in the school meals, and they gave healthy makeovers to popular items. They also provided menus that reflect the culture of students and improve nutrition education across
009the district. So, at this moment, I would love for the board to come down and join me in celebrating our very own child nutrition department. [applause] There we go. Thank you guys very [applause] conclude recognitions. However, in December, I would like to ask for 30 minutes, please. Thank you very much. >> Just kidding. Just kidding. >> Um, on the agenda, it says administrative in introductions, but we do not have any this month. So, we're going to continue forward with the next item, which is the teacher voice. And we have Lori Roy, Mathwin teacher at Hogard High, present. [applause] >> Thank you. U, good evening. My name is Lori Roy and I teach at Hogard. Uh, go bikes. Uh, thank you so much for the opportunity to speak with you today about our district vision for
010math 1. Um, and to share our progress in guiding students towards confidence and success in mathematics. So, North Carolina Math 1 is a foundational course that all students um have to take. It's part of their math pathway. and it integrates algebra, geometry, and statistics to help students understand how math works in the real world. The curriculum is not just about memorizing formulas and algorithms, however, it's about helping students become flexible and creative and critical thinkers who can apply what they've learned to new challenges. Um, success in math 1 often establishes skills, confidence, and mindset that carry forward into future math courses. When students succeed here with us in math one, they are more likely to see themselves as capable learners in all areas of mathematics. An important part of our work is changing the way
011students and adults think about math. Too often we hear, "I am not a math person." We are committed to replacing that idea with all students can learn math. This shift starts with every adult who interacts with our students. By focusing on building problem solvers and mathematical confidence, we are creating a culture where every student believes in their ability to succeed. While it sure this is ambitious, um it is necessary because every student matters and we owe it to them to create a learning environment where success in math is possible for everyone. So, how are we going to do that? Well, this summer we formed a district-wide math 1 vision team and it includes teacher leaders, principles, assistant principles, and district level support. And it's guided by our 612 uh math curriculum specialist, Katie Martin. Um
012the vision team developed six agreements for math one, all math one teachers um to provide consistent support across the district. Uh those those items include using the core amplify curriculum um formerly Desmos. you may have heard of it. Uh while integrating supplemental resources as needed. So we worked as a team to create some of those supplemental resources so teachers have them at their fingertips as needed as well and they can supplement with their own. Um we plan through weekly PLC's. We've agreed that incorporating research-based instructional routines into our regular dayto-day structure is critical. uh using common formative assessments and grading structures across the district and then maintaining consistent parent communication. Um all of that um creates a goal um our goal is a consistent high quality experience for every math one student no matter which
013school that they are attending. Um we have also worked to unify curriculum and resources across the district. So teachers have collaborated to refine those amplify materials and create a scope and sequence that reflects our students needs here in New Hover County. Um we've created shared academic vocabulary. Uh we've aligned up pacing and we've coordinated assessments to allow us to analyze data and improve instruction together. Um the results are already visible. Uh students are more engaged. They're asking questions um taking risks. teachers are reporting feeling supported and confident. Um, knowing that they can collaborate and access resources when needed. Um, and this support and engagement there are exactly what we had hoped to achieve with the vision team and our curriculum work. So, um, long term we are already looking ahead and those goals are clear.
014Uh, we want to improve math one end of semester outcomes on the EOC obviously. Uh we really want to start our next step um strengthening math alignment with math two and math three and beyond. Um and then continuing to build a district culture of collaboration, perseverance, and belief in students abilities. Um so in closing, our our work in math 1 is about more than just standards. Uh it's about building thinkers who believe in their own ability to succeed. We are proud of the progress we've made and grateful for the support of both our district and our school leadership. And we thank you for believing in our work as well and for supporting our teachers um and for helping ensure that every student in New Hover County can succeed at math. Thank you. >> All right.
015Um and I would have to agree. Go Vikings. One in there and one on the way there. So, um, next item is the superintendence report. >> I promise I would let them clear the door first. >> Go save yourselves. [laughter] >> All right. Good evening, everybody. As we move into November, there's a lot to be thankful for New Hover County Schools. And tonight, I want to focus on some of the priorities that reflect who we are and what we value as a district. First off, we know that healthy meals fuel student learning. Every day, our nutrition staff serves thousands of breakfast and lunches that help our students stay focused and ready to learn. We know that there's been some recent uncertainty around federal SNAP benefits. I want to reassure our families that school meals will
016continue without interruption. SNAP benefits are separate from our free reduced meal program and eligibility for school meals is not affected. For many families, these meals are essential and our commitment is simple. We don't let kids go hungry, period. For uh we encourage any family who hasn't done so to apply for free reduced lunch meals. That only helps not only helps ensure your child has access to nutrition, but also helps our district recover the cost of providing meals for students. If your family needs assistance or has questions, don't hesitate to reach out to your school counselor, your social worker, or your administrator. Beyond the school day, we're also grateful to our partnership with New Hover County, which has created an online hub for food and nutrition resources for families with food insecurity. That website can be
017found on the county site, and it connects families directly to community partners offering assistance. We're grateful to them and the many community partners who work to provide for our community on a daily basis. This week, we celebrate the incredible work of our new Hannover County School psychologists, professionals who play play a vital role in supporting the academic, emotional, and social well-being of our students. Their collaboration with families and staff helps ensure every student has the support they need to thrive. I want to highlight National Education Support Professionals Day, which is coming up on November 19th. This day honors the many professionals who keep our schools running. cafeteria staff, bus drivers, support associates, custodians, maintenance crews, and so forth. They are the backbone of our schools, and they're the people that make sure that students are
018safe, cared for, and ready to learn every day. To every one of our support professionals, thank you. We could not do this job without you. Also, as part of American Education Week, we want to recognize Substitute Educators Day on November 21st. We appreciate everyone who attended our recent substitute hiring event and those who have joined our new Hannover County Schools team to support students and teachers. As we look ahead next week to Veterans Day, I want to thank all those who have served our country. Many of our schools are holding events to honor veterans, and this year marks the 250th anniversary of the Marine Corps, a proud milestone. Please remember we have two uh events coming up. Operation Opportunity, Military Pathways and Student Supports is on Tuesday, November 18th at the Spencer Building behind us
019here from 6:00 to 7:30. And a career informational session on Thursday, November 20th from 6:00 to 7:30 at the North Campus of Capefir Community College at 4500 Blue Clay Road. Finally, I want to share a few words about one of our strategic initiative plan initiatives, which is attendance. Across the district, we've seen creative attendance campaigns taking shape. When you walk into a school and see signs at the front desk promoting attendance, classroom rewards for consistent participation, and staff checking in with students about their attendance goals. That's the plan in action. This is a collective effort among students, families, and staff. When students are in school, they're connected, supported, and learning. And that's what matters most. And of course, with Thanksgiving just around the corner, we're reminded of how much we have to be grateful for.
020I am grateful for the incredible staff who pour their hearts into this work every day. The families who partner with us in supporting the children and this community which stands with us in our mission. Together we are going to make New Hover County Schools a place where every student learns, grows, and thrives. Thank you very much. >> Thank you. >> Next item is the board chair report. So good evening. Uh when I first learned that one of my primary primary responsibilities as chair was to rule on questions of procedure, I wanted to ensure I was fully prepared to do so correctly. To that end, I sought and invested in personal training with a professional registered parliamentarian. It's not something one can master in just a few sessions. So I continue to study and learn and
021I believe it may be helpful to share a few of these procedural tidbits with board members as we move forward so that we can all better understand the framework under which we conduct our meetings. A procedural tidbit I'd like to share relates to the parliamentary procedure at a glance sheet that Miss Nelson provided for us and I placed on um board members areas. This chart can be an excellent quick reference tool. If you look closely, the motions are listed in order of precedence. That is the order in which they take priority during discussion. The process begins with introducing business which is referred to as a main motion. Any motion listed above the main motion in order of precedence may be introduced and will take priority over the main motion. For example, a motion to refer
022a matter to a committee can be made while a main motion is pending. This motion requires a second and a majority vote for adoption. If adopted, it sends the main motion to committee and eliminates further debate or voting on the main motion until the committee reports back. Before moving on, I'd like to take a moment to recognize a very special event that happened on October 17th, which was the Special Olympics Full Games. This event continues to be one of the most uplifting and inspiring moments of our school year. Our students, volunteers, teachers, and staff come together to celebrate inclusion, perseverance, and sportsmanship. The joy and enthusiasm shown by all participants truly embody the spirit of our schools and our community. And I want to express heartfelt appreciation to everyone who helped make the fall game
023such a success. and to our student athletes who represented us with such pride and determination. And I have to say that my favorite thing to watch was the dancing because that was that looked like the most fun. >> Turning to another exciting piece of news. We've recently received official word that US News and World Report has released its best schools report ranking thousands of schools across the country based on factors such as socioeconomics and performance data. In the elementary category, out of 2,142 elementary schools in North Carolina, two of our schools ranked in the top 10 statewide. Writesville Beach Elementary at number seven and Mason Bro Elementary at number nine. To put that in perspective, the top 10% includes 214 schools and the top 1% just 21 schools. So, these are remarkable achievements. Additionally, two
024of our middle schools, Noble and Murray, placed in the top 10% of the 1,362 middle schools across the state. and our own Hogard High School is ranked among the top 100 high schools in North Carolina. These recognitions are a direct reflection of the hard work and dedication of our students, teachers, administrators, and families. Please join me in congratulating all who contributed to these outstanding accomplishes. Accomplishments. Thank you. And this concludes my report. Accomplishments, it's a big word. Um, next item is one school, one book, Britsboro Elementary School. [clears throat] [snorts] He's being bashful. Good evening. I am Michelle Fa, the proud principal of Writesboro Elementary School, and we are so excited to be here tonight to highlight our one school, one book that we have been participating in for the first quarter of this school
025year. Um this program was kind of born out of um you know we our focus is reading as a district our third grade uh you know we have a focus but at Writesboro Elementary School our you we have a very high um multilingual population and so we have a lot of students about a quarter of our student population are English learners and close to 50% of our families are um Spanish- speakaking families. So, we have always tried to make it a focus to get our families involved and uh make them really feel part of our community and um you know, we felt like this was a really good way to get everyone's involvement and get them excited about literacy and reading and be able to provide the families with um the resources they need. So,
026I don't want to talk spend a lot of time talking because the people standing behind me are the powerhouses and the um the the people who have brought this program to life. Um I've simply just given permission for everything to happen and cheered them along the way. They've done all the behind-the-scenes hard work. So, I would like to introduce them and then we'll go on with our presentation. So, um, first we have Emma Calderon and she is a first grade teacher and one of her little friends is here with us as well with his mom and he's also a student in Mrs. Calderon's class. And he's being a little bashful. He has a little friend with him, but we're going to talk about his little friend in a minute. We have Ariana Jones. She's also
027a first grade teacher. And we have Alyssa Langley, who is a fifth grade teacher. She's also one of our multiclassroom teachers. So, she works um as a co-teer with three of our fifth grade teachers. And her children are here with us tonight um to maybe speak on how they've felt about this program we've done. Um so, we have Meline Langley and Lucas Langley. Meline is a fourth grader and Lucas is a first grader. So, without further ado, [applause and cheering] we're gonna I'm gonna have the next I guess this clicker. I need to use this clicker. Okay, so whoever's next. >> Okay. Hey guys, thank you for having us here tonight. Um, we at Writesboro, I've been at Writesboro for a while um now and we did this program a few years ago and so
028I brought it to Miss FAC as like something I wanted to do again. I'm one of the co-chairs of the family involvement committee along with Emma. And so we worked with Miss FAC to bring this um to our school community. And as you can see on the slide, some of our purposes of why we chose to do this. Like Miss Bason said, we really want to build schoolwide literacy, strengthen our community, um, bridge that homeschool connection, increase family engagement, and encourage a love for reading. So, we gave every student a copy of the book, um, in English, and we also had Spanish copies as well. So, our Spanish speaking families got both an English version and a Spanish version. Um, we have a reading schedule that lasted about a month. Um, and we'll be wrapping
029up the book next week on November 11th. Um, will be our last night. And so the students had a schedule of what to read each night with their families at home. And we had questions for families to participate in at home, as well as um things that we did at school, which you'll hear a little more about in a moment. We started our event with a family kickoff night um before right before we started reading our book. And so we had our families come in and we had lots of different stations, activities. We had a scavenger hunt for them to kind of figure out what the main character of the book was. Um, some of the activities are on the screen. You can see we did a vocabulary introduction. We had a a mass craft.
030We had some technology integration from our DTL department here in New Her County. We've got the Spheros and the green screen from them for part of our stations. We also had a station where um parents were able to take home some resources for reading at home and some activities from the classroom as well as things that correlated with our book. And another station that was actually more popular than you might think where students were able to read with their families some non-fiction books and then they were able to create either a comic strip or a piece of writing right there in the moment at family night with their families. And so, um, we actually had about 36 families that participated in the feedback survey. I don't know exactly how many signed in. Do you remember?
031So, out of that, you know, not every family actually did the feedback survey. So, 36 that participated on the survey. They said lots of great feedback, including things about um, you know, being excited to read together as a family to give their kids opportunities to do things that are not on the screen. We had a couple people talk about that. um having quality family time together at the family night as well as being excited for that opportunity with the book um as well as being productive spending quality family productive reading time at home and they enjoyed the supports that they had for reading at home. So we were super excited to launch our event. >> Um hi. So, like Alyssa said, each student to provide access and equity got um one English copy of the
032book and then students who have Spanish speaking families got a Spanish copy of the book. Um to further the accessibility of the program one school one book, we created a website and the website has things or has resources for each chapter in English and Spanish for families. The resources are the vocabulary, the discussion questions, activities for families to do together. Um, there are mindful activities that were created by the mindful or the health and wellness committee at Writesboro. And then there are readalouds for each chapter um, mostly English. And then we were able to get some people to do Spanish readalouds as well for the um, website. Um and then through class dojo and social media, we provide the link, the current link to the resources um on Sundays, Tuesdays, and Thursdays to kind of
033keep the school still reading together and remind them where we're at in the book. So, >> and I would like to add Mrs. Calderon's husband is a teacher at New Hver High School and um he speaks Spanish. So he was able to do some of our video recordings in Spanish. So it was really neat to have another staff member from another school, a high school to collaborate. And so that was that was really neat. We appreciated his involvement. >> He was volunttoled one night that he's going to read [laughter] a couple chapters. >> He was told he couldn't watch football until he recorded the chapter. >> Yes, exactly. Um for schoolwide engagement on Mondays, Wednesdays, and Fridays, we've been doing a schoolwide trivia question. And so on the announcements, a trivia question is called and
034within the classroom, the class works together as a team to come up with the answer. And then whoever the fifth caller is, and they get the answer correct, hopefully, they would get to hold Thor, which is our skunk plush mascot. My class actually won today, right? We called Miss Face and you could hear them screaming through the phone with excitement. It was loud, huh? >> Yeah, he's laughing. He was definitely one of the ones screaming. We are so excited. Um, and then on the days that we don't do the schoolwide trivia, so on Tuesdays and Thursdays, we do other classroom discussion prompts just to kind of keep the conversation going about the book. It could be about vocabulary, different themes going on, just different things to kind of keep the conversation going. And then for
035our community impact, we saw a lot of impact coming from, you know, bridging home and school together. While the kids are talking and reading at home with their families, we're also talking about it at school. And it brought community together. Like she said, like parents, volunteers, other staff from other schools were video recording the readalouds for these friends to watch. And like I would have friends come in that watch the videos at home and they're like, "Miss Mueller, we watched her video last night. at our art teacher. And so they were so excited about that and we just saw a huge our whole school coming together being a community and it was really awesome like we're all coming together and excited to read a book together. So that was really awesome. >> And I we
036have Meline here and so Meline wants to say a little something about >> what she has enjoyed about this experience. My favorite thing is whenever we read our book and then we go to school and then we get to actually have like questions about the book and then we get to like talk about it and then we get to like try to win Thor and um I know like a bunch of people are like loving it and I am too. And then Thor was in our classroom the other day. >> Yes, >> Thor is that. You did a great job. >> Good job. So, yeah, Thor is a real popular guy. Good job. [applause] Um, this was just something I was like we we were trying to think of a prize to give the winning
037um home room when they called into my uh office to be the winning caller. Uh, and I was like, well, you know, we have a pet, we have a skunk in the book, so I'll just get a pet skunk. And I ordered the skunk. And I would have never in my lifetime dreamed that fourth and fifth graders would get so excited about winning this skunk. I mean, they will ask me in the hall and where is Thor today? Um, they're just so invested in what we're doing. And so, we're really excited. Um, so just to sum it up, uh, you know, we just really have built a schoolwide joy uh with reading and, um, just bringing it together. And some of the pictures we've received, you can see just a couple of them up on
038the screen. Um, we have kids reading in the car, one reading in his bed with flashlight at night. Um, we have Mr. Babson who's one of our parents. He has three children, one in preK, one in first grade, and one in third. And so, you know, sometimes for families to read together at night when they're all in different grade levels like that, finding something um finding time to read with all three children, it can be difficult. But um having one book, you can see them laying in the bed together reading um their chapters for the night. So it just that'll pull out your heartstrings. So um it's just really strengthened our school community and it's been such a great thing and it's been so wonderful. We had our family and community involvement committee meeting today
039after school and I think we're going to do another book um second semester. So we're just it's been such a great thing. So thank you so much for having us tonight um to present. and Thor. We'll have to see where Thor is going to go tomorrow. Do you have a question? Do you want to Do you want to pet Thor here? Here, I'll bring Thor. Take a picture with Thor. [laughter] What happened? [laughter] >> So, and if you learn anything about baby skunks in the book, it you know, you know that baby skunks, they don't get their they don't spray their scent until they get to a certain age. So, Thor is still okay. He's not going to stink up the room. So, but anyway, thank you [applause] item is the call to audience and
040I will turn it over to vice chair. >> Thank you madam chair. First up tonight we have Kamika Sbury. [snorts] in 2420 I mean in 2425 New Ho County schools had an overall grade level proficiency rate um in grades 3A of 56% for and it for um in grades 91 12 64% in reading however the grade level proficiency percentage for black students in reading was 24 25.7% in grades 3 through 8 and 48% for black students in grades 9 through 12. In 1997, the North Carolina Supreme Court determined that all students in North Carolina are entitled to a sound basic education, which means the s sufficient ability to read, write, speak English, and sufficient knowledge of fundamental math and physical science to enable students to function in a complex, rapidly changing society. sufficient fundamental knowledge
041of the geography, history, and basic and basic economic and political systems that enable students to make informed decisions about the issues that affect the student population. Sufficient academic and vocational skills to enable students successfully engage in post-secary education. So what is going wrong systematically in New Hover County where you have only one elementary school that meets the 50% proficiency level for black students and one specialized high school that meets that same criteria for black students. We must look for change. One of the things that we can do by looking for that change is to add an addendum to the strategic the academic strategic um performance goal where by 2027 60% of the black student population will be proficient in reading levels based on grade level proficiency. Thank you. Have a nice day. Clark. >> Thank
042you, Dr. Barnes and Board, for your service to our children. One only has to watch the steady moral decline of our nation to know there is a war on the hearts and minds of our children. The manifestation in our universities and society, lawlessness, violence, hate speech, disrespect. Good is evil and evil is good. When God is removed, evil fills the void. Hosea. They sew the wind and reap the whirlwind. In 1962, established prayer was removed from our schools. By 1990, divorce rate doubled, teenage pregnancy increased 200%. Teenage suicide 300%, violent crimes 500%. Proverbs, the fear of the Lord is the foundation of true knowledge, but fools despise wisdom and discipline. Jesus compared the foundation of a house built on sand to the house built on rock. Look at our universities. The lack of knowledge of
043our government's biblical foundation, the Ten Commandments, our moral law, citizenship. What fruit will we bear from our curriculum? Psalm 84. The Lord will withhold no good thing from those who do what is right. Forgive us, Lord, for the senseless loss of lives, for being complacent in teaching truth to our children. Use them, Lord, to carry your light to the nation. Release your glory in Jesus' name. In God we trust. Good evening. Uh my name is Britney Laroo and I stand here tonight not just as a parent but as a member of this community who believes that every child in New Hover County deserves a fair chance to succeed. So, the 2.7 million in endowment funding, it was intended to support underresourced schools, closing achievement gaps, strengthening classrooms that need it most. That's a vision that's
044worth supporting. Yet, when endowment members like Mr. Steagle suggests that these funds shouldn't go to underprivileged schools, it creates a goal that may serve the grant, but not necessarily the students who need it most. the endowment's concerns and suggestions, they may limit the flexibility to distribute the intended support adequately or even objectively. And when we pull back from our most vulnerable schools, the outcome, it really is predictable. Those already ahead, they gain more ground while those struggling fall further behind. That may improve a few metrics, but it does not close the gap. Meanwhile, with the continued state and federal cuts, our teachers are asked to do more with less, addressing complex challenges that reach far beyond academics. This is why we need a board of education that does more than rubber stamp decisions. We need
045advocates, leaders who will fight for sustainable funding at every level of government. Because county allocations and endowment grants, they can only take our education system so far. They're not a substitute for long-term structural investments our schools truly need. We cannot keep pretending that this cycle of patchwork funding is fiscal responsibility. It isn't. It's complicity and a broken system, one that overworks our teachers, underserves our students, and divides our community. So tonight, I ask the board to be bold. Please stop settling, demand better. Let our funding priorities reflect our moral priorities so that every child, regardless of zip code, has the resources to not just get by, but to truly thrive. Thank you, Max. Good evening. When most people are not experienced public speakers and indeed when some of you speak off of the m microphone
046fast and lacking articulation, we can't understand you. What I just said was when most people who are not experienced public speakers and indeed when some of you speak off of the microphone fast and inarticulate, we can't understand you. The sound in this room is terrible and it has been for as long as I've been attending these meetings. The system may have been fine when first installed, but typically and inevitably over time, well-intentioned but completely unnowledgeable people adjust settings and almost always make things worse. I brought this to the board's attention on several occasions and to your staff with crickets in response. Again, I offered to look for to have a look for diagnost diagnostics. I've built two recording studios at no cost, but I acknowledge that an active professional audio firm like connected homec or
047uh a vidix might be a good choice for diagnostics and remediation plants. These usually take the form of driving pink noise through the system into the room. White noise is all frequencies equally driven. Pink noise is white noise adjusted for the Fletcher Munch Mson curve, which is what the human ear hears. You then use a real-time analyzer to measure frequency response in the room and then use a third octave equalizer to tune the room, taming the offending and muddling frequencies. I've done this in numerous venues uh for shows in numerous venues, including the Kennedy Center and Carnegie Hall. This problem is pretty easily fixed. So, if you don't take action, it suggests that you don't care what is heard. Veronica McLuren Brown. Since the adoption of policy 4302, the school plan of management of student
048behavior in 2021, New Hanova County schools have been very busy. Over the past four years, elementary school educators and administrators have developed and implemented schoolwide behavior plans, and they reviewed annually and sometimes revised based on their student behavior data. These plans differ from the school district's code of conduct in a few ways. Instead of six levels of corrective and restorative responses, most of them use just three levels. And instead of generic corrective strategies, their interventions often reflect some of the recent professional development they receive, including the stoic framework and the chaps approach. Love our children North Carolina hopes that as the behavior leadership teams review and update their plans this year, they will incorporate the neurosciencebased findings from the refraraming behavior training. Because by understanding how the nervous system shapes behavior and the power of
049co-regulation, we reframe behavior as a sign of stress. When we assume stress before intent, we shift from punishment to support, from reaction to regulation. Last month, Dr. Barnes shared that there were only six K2 out of school suspensions since August, the lowest to date. That's progress, and it is not an accident. is the result of intentional planning, professional growth, and annual reviews. Congratulations. We wish the elementary school staff continued success keeping our schools, keeping our kids in school learning and thriving. So, thank you for the progress you have made. Okay. Loretta Stack House. On October 14, WHQR reported on an alleged assault on two children in one of our elementary schools. It shared Dr. Barn statement on safety and on reporting any concerns by using the school district's ethnic 360 platform. At the end of
050his statement, he said, quote, "We remain committed to transparency, accountability, and ensuring a safe and supportive learning environment for every student." End quote. One board member spoke at last month's meeting about transparency for the district's discipline data. It was requested that the data be posted and updated quarterly or monthly on the district website. Love our children strongly supports that idea. We know dis aggregated data can be presented without identifying any students. We know we hear about the feasibility of posting suspension data later this evening. We also like to see the three-year trend that were shared during last month's discipline data presentation as well as one that wasn't shared, the three-year trend of K to2 suspensions. And speaking of transparency, what's up with seclusions? post the three-year trend on seclusions and tell the public which spaces
051are being used to seclude children. We believe that this data and and information will help enforce the board's policy making and update the code of conduct. Feedback is the engine to improvement and data is an important feedback. >> Barbara Garrow Dr. Lori Daltus wrote, "Behavioral challenges are nervous system challenges." That's why it's important to understand that behavior is not just a choice. It's also a reflection of what's happening in the child's nervous system. When children feel safe, supported and connected, their brains are ready to learn and they cooperate. When they feel threatened, stressed or overwhelmed, the part of the brain responsible for thinking and self-control can go offline and we may see disruptive behavior as a result in adults as well. Student behavior policy 4300 needs to be revised to reflect the science. The goal
052shouldn't be focused on maintaining order and obedience, but rather to teach children the lifelong skills of self-regulation, empathy, and healthy relationships. I hope there's still time to take advantage of the reframing behavior training and learn about co-regulation, calm, caring adult responses that help students return to a state where learning is possible. and read about restorative practices that can help children repair harm, rebuild trust, and strengthen community. Positive behavioral supports, felt safety, and developmentally appropriate interventions help every student grow, not through fear of punishment, but through understanding, connection, and agency. Let's create schools where behavior management is not about control but about learning. Learning the skills and values our students need to thrive and need to have in their lives. Thank you. >> Yolanda Hernandez. Yolanda. Yolanda. No. Christina Mercier. Communication. I could argue that consistent
053and effective communication is critical in any setting. Poor communication led to Romeo and Juliet's deaths. In real life, the Salem witch trials, fueled by hysteria and miscommunication, led to the deaths of multiple people. I've mentioned before that communicating with both New Hover County Schools and the board has been frustrating. I sympathize that the board receives a lot of mail. However, when I was teaching, I was expected to answer all emails within 24 hours, even if I had received dozens upon dozens of messages. I don't I try not to email the board often, maybe a few times a year. Yet, I rarely get a response. Now, if I've spoken to a board member in person, I don't expect an email, but I'm left to wonder if my attempt at communication was even read or just deleted.
054There are people sitting on the board right now who if you try to approach them to ask questions or attempt to discuss an issue, they call security and claim harassment, but if you email, they never answer it. This same person joyfully declared at the agenda review meeting that they'll be introducing a way to shorten meetings soon. I'm going to venture that means that call to the audience will be affected again. Even though at this point call to the audience is the only way to ensure board members who are elected officials hear concerns from their constituents. Of course, I've seen members looking at their phones during call to the audience. So maybe it's an exercise in frustration for those of us who care about the schools. I've heard board members talk about mandates from their voters
055for years now. But I'd like to remind the board that you represent everyone, not just those who voted for you. No one likes to be ignored. Perhaps in your multiple conversations about decorum, you'll discuss how rude it is to ignore people who reach out with legitimate concerns or suggestions as well. Can the schools get a handle on public records requests? In July, I asked for a personnel report because it was never attached and the request is still open, but there was one that was addressed that ended up giving out the teachers home address. Do better, please. >> Thank you. Your time is up. Leslie Posey. Good evening. Do you know what acronyms are? Acronyms are combinations of letters, usually the first letters of words. For example, scuba means self-contained underwater breathing apparatus. Often when acronyms
056are used too much, we forget what they stand for or we let ourselves be swayed into thinking they mean something else. An example is SEAL. Do you remember this stands for social emotional learning? It does not mean indoctrination. Let's look at these words one at a time. I'm going to skip learning because hopefully that's obvious. So social, teaching kids to be social means several things. things like taking turns, not cutting in line, playing nicely together, not calling names, sitting and listening when someone is talking, not interrupting. For older children and adults, it may mean things like following a dress code, being on time for appointments. There are many people who argue that these skills should be taught at home and therefore using the word social in school must mean something else. No, these skills may
057be taught at home or they may not. Either way, all skills have to be practiced everywhere. Often when I took square dancing lessons, our instructor told us when we had done every move 300 times, our feet would never forget how. Hopefully, social skills do not need to be do not require 300 repetitions, but they do require a lot of practice. So, teaching social skills in school is critical. [snorts] Moving on. Emotional. Understanding and controlling your emotions is a learned skill. Kids need to learn what to do when they feel bad. They need to learn ways to deal with someone or something that upsets them, how to disagree with someone who has different opinions. Some adults could use these lessons, too. So, SEL, social emotional learning, is teaching kids the basic rules of living together in
058society, which is something all of us need to practice more. >> Thank you, Bryce McDonald. >> Good evening. I'm Bryce McDonald. I'm proud to say I've had four kids get high school diplomas from the new Hanover County schools in the last 12 years despite my incredibly advanced age. There is a document floating around about character education. Now there are two levels to this in my mind. One is the George Washington I cannot tell a lie personal integrity. The second is academic integrity. And I have had four events personal experience which suggests to me that academic integrity is not only not practiced in the new handover schools but the kids are witnessing what the teachers do. Four examples. First Noble Middle School. A teacher compares slavery to the showa. Anybody know what the show is? It's
059the Hebrew term for the Holocaust. A Jewish student says, "Well, wait a minute. that they killed 6 million Jews. The teacher's response was to put this kid who lived for soccer a step a week to get him kicked off the soccer team. That got reversed because the family went to the principal. Second, moved to Laney High School. Teacher says in class Hitler was good at his job killing people. A Jewish student took umbrage at that. strangely enough, got up, stormed out of the room, slammed the door, broke the window. The parents received a threatening call from the administration about, "You're going to replace that window, and we're going to send you an invoice for it. I'm looking for any academic integrity here." I spoke at Ashley High School at a AP class uh on government
060and it was a great class. Teacher was excellent. Kids were excellent. Good dialogue, smart questions. And at the end, I raised a topic which is near and dear to me. I said that. >> Thank you. Your time is up. >> Say again. >> Your time is up. >> Renegade Cherokee. and salutations to the Pookies, Ray Rays, Chads, and Sanchos who come to school and behave foolishly, causing the other children who are trying to learn be distracted by the shenanigans. It doesn't matter if they're age four through seven. If they're being disruptive and in some cases violent because they come from a broken home, then the parents need to exercise some corporate punishment to re these little delinquents in. If they can't, then corporate punishment needs to be reinstated in New Ha County schools. When I
061was a student, Mr. Brandon, excuse me. When I was a student, Mr. Brandon wielded a paddle like a Viking. Mrs. Sneeed would shake the mess out of you no matter how big you were if you were cutting up. She was maybe 5 foot tall with stark white hair. Mrs. Vic at Virgo didn't play around either. Mr. Dorman, former football player with the Chicago Bears, did not play with us unruly young men. I speak fondly of my school days at New Haven County Schools because I remember the disciplined atmosphere that was there then. Fear of a paddling would keep you would keep a wayward boy or youth in check. Now it seems as if the students are running the show instead of the teachers. This is insanity. Therefore, I declare that discipline is needed in county
062schools as it was when I was a student. Children no need to be Molly Collar, need to be disciplined. All disrespect must be put to a cease. Like Frederick Douglas so eloquently stated, it is better to raise strong boys than repair broken men. This is the state of American society today. Boys who lack impulse control and behave in an unseammly manner. This must cease. Please bring back discipline. Thank you and salah. >> Katie Gates. >> Good evening board. As per previous comments and emails, I want to bring community awareness of the school board's responsibility. According to NC State Education Law 115C, which is to develop and implement character education and citizenship in our schools with input from the community. In article 8, the law states that the instruction shall be implemented into standard curriculum addressing
063the following eight traits: courage, good judgment, integrity, kindness, perseverance, respect, responsibility, and self-disipline. In addition, local boards of education are encouraged to include instruction on the following: respect for school personnel, responsibility for school safety, and service to others. My question tonight is, where are you at as a board with monitoring compliance with this law that applies to each classroom in our K12 schools? I'm requesting a compliance report be compiled as a basis for discussion at a future monthly meeting. I imagine that takes staff in the board time, but we encourage you to start moving forward. Please include highlights and examples from classrooms at different grade levels where it is currently implemented with success. We also want to know where there are gaps in character education within New Hor County schools and the steps the board
064will take to remedy gaps in non-compliant areas. Character education, if implemented properly and made creative and fun, could be effective in reducing truency issues, apathy, burnout, discipline problems, and academic progress. These these have been ongoing concerns addressed by the board, the community, and in town halls. I'm sure you'll find the community on both sides of the partisan divide would be willing to lend input as the law suggests. This way we can ensure our students develop the character traits necessary for sound self-governance which is essential for civil society and citizenship in our American constitutional republic. Thank you. >> Yolanda Hernandez. Good evening. Did you know that there are three sets of guidelines related to out of school suspensions in New H County schools? The first one is policy short-term suspensions. The policy defines a shortterm suspension,
065states the authority of the principal, outlines the rights of the student, and tells when parents will be notified. It is listed in your policy manual. The second one is the student code of conduct. It includes six levels of corrective responses and their definitions. Nine factors that should be considered before a level of response is determined and 65 inappropriate, dis disruptive, or dangerous behaviors a student might exhibit in their corresponding level of offense. A link to it is located on the last page of the student handbook on the homepage of the district website. A third set of guidelines is the schoolwide behavior behavior plan for each school. A view of the 25 elementary school websites shows that although the plans are similar in many ways, each one is unique. You can find the plan for most
066of the schools somewhere on their website. So who is responsible for making sure all three sets of guidelines are aligned? How can we be sure that students behaviors behavior in one school is being helped and supported in the same way in other schools? Ask those questions the next time you address school safety. >> Thank you, Madam Chair. That concludes the call to audience. >> Um, if there's no objection, we will recess for five minutes. Is that Mr. Perry? Was there something you needed to >> Um, I know this would take a super majority, but I would like to uh motion to amend the agenda since we're doing well on time to allow Mr. McDonald to uh finish one minute to finish his conference. >> Point of inquiry. I I could not hear. >> He's requesting
067He's requesting that we allow Mr. McDonald to finish his pres his call to audience >> in one minute. >> Slippery slope >> point of order. Madam chair. >> So there is a motion hearing. No second. That motion fails. Uh if there is no objection now we will recess for five minutes. All right, board members. Back to the DIS, please. [snorts] >> I mean, it depends on who you want to win. >> [laughter] >> All right. Um, continuing on to the next item on the agenda. [snorts] >> He's coming >> slowly. >> The transportation update. Dr. Morgan, >> relax with your Mac. It's hard to move. I'm sorry with your back. >> Good evening. >> Evening. >> Good evening. >> First time that's worked for me. >> I hope everybody's doing well. >> You can't hear
068me? >> I can hear you. You can. >> Thank you. >> So, I know you all have the transportation notes that I shared with you, but I thought I'd kind of hit the highlights because I know not everybody in the audience has that has that access with them and may not be able to see up here. Um the good news for transportation is we we do have some highlights. I think we're pulling in the right direction and we're making some progress. It's not all glowing, but it is uh I I mean I think it's better than what others may be experiencing in our region. Um as of right now, we have 85% of our driver positions are full. So that's 99 out of 116 positions. We've got 17 vacancies. It's not for lack of trying.
069We've had eight new drivers hired since July 1. Um, and while that may not seem like a ton, it is not a very quick process from from interview to hiring and behind the behind the wheel, it's averages two to three months and it really kind of just depends on the availability of the testing. Uh, we have 12 candidates in the pipeline which means they are either in class now or they are waiting the next road test. The next road test is scheduled for this Friday. Uh we have approximately four people who are scheduled to take that test Friday. The next one after that will be in approximately four weeks. Uh we've had 13 candidates who have applied but at some point been deemed ineligible whether they were uh disqualified, they lost interest, or they failed
070a background check. Um how do we compare to other counties? Our our neighbors to the north and south. We uh are arguably the highest paying. We are the only county that we're aware of that offers drivers full-time positions. The others offer them uh part-time. And we do offer a sign on bonus for $1,000 as well as referral bonus for $1,000 if those individuals are hired and begin driving for us. Um we also have a very positive high pass rate for those who start as aids. So all of our bus drivers once they begin, they begin as aids and then when they go to take their test, we've got a 99% pass rate for that. So we feel like we've got a good pipeline in place. If we can just get people in and we can
071get them behind the wheel for the road test, we'll get them through it. U some additional information that may be helpful. Uh because driver shortage continues to be something that's really kind of beyond our control despite our fight. Uh we do have eight non-driver transportation staff who are driving daily. That means they are not hired to be bus drivers, but they do have a CDL, so they hop up and jump behind the wheel of a bus when we need them. Uh which we usually do because we're averaging five absences a day from our drivers. Um and that's not to speak ill of them. This just because life happens. And so, um, we have absences and and we because of that, we also have four substitute drivers who report to work for us three times a
072week. Um, big numbers. We cover 120 runs daily. Uh, roughly 50% of our students are registered or originally assigned at the beginning of the school year. Well, so we have originally assigned 12,000 students the beginning of the school year. uh just under 8,000 of those continue to ride on a regular basis. So K12 ridership is dipped just slightly below 3%. Uh I'm excuse is down 2.65%. Uh the number of runs, however, is up slightly at 11%. Total mileage is down uh 4% since last year and approximately 35% of our fleet is now equipped with stop arm cameras. Now, just to be clear, a 100% of our fleet are equipped with cameras on the bus, but stop arm cameras, we've got a little over a third of them equipped with it now. >> So, one of
073the hot topics that Dr. Barnes likes to ask me is about double runs. >> Um, this gives you just a real quick breakdown of our double runs. In the morning, we have five at the elementary schools and 12 at the secondary. In the afternoon, those numbers go up. We have 20 at elementary schools and 12 at the secondary. If we were fully staffed, and this is this is Dr. Barnes's favorite question for me. If we were fully staffed, we estimate 90% of our AM double runs could be eliminated and 75% of the PM ones. We don't have a number right now that would eliminate all of them. Um, if we were fully staffed though, we think we would come pretty close. So, one of uh Mr. Perry asked uh at last week about routing. Um
074one of the things that um that I mentioned but I kind of put in paragraph in narrative form here because it's often something that we'll talk about with parents, but we have people who are in the department who work on routing full-time. It never really stops. They're continually using mapping technology. They're using feedback from drivers. are using feedback from our families um and even the schools to help improve our routes on a regular basis. We rely on community bus stops within a mile of uh students address home addresses and sometimes sometimes people don't love where those are located and so they call and ask us to move them. So we we do what we can in situations like that, but we also have to sometimes say no. And it's not it's not because of a
075lack of interest, but typically what we're trying to do is ensure that we've because we have a lack of drivers and because we have so many double runs and because we live in a very trafficheavy community, um we are often doing the best we can to make sure that our drivers don't have to turn around. They don't have to backtrack or double back. they don't have to go into neighborhoods that are one way in, one way out. Um there we really are sticking to um statemaintained roads, not private communities. We don't have them turning around in culde-sacs. So again, a lot of what they're trying to do is an ongoing examination of what are the best routes we've got, how can we improve them? If people drop off ridership and that opens up, so for
076example, we had two students at this one stop. they're no longer riding the bus. That's a stop we can eliminate. We can keep moving on and that enables us again on a regular basis enables us to create a little bit more efficiency. And then the last thing that I think is I want to give a shout out. I don't know if is Lieutenant Olinger in here. >> He was. >> Well, he was. I told him I was going to say this anyway. Um we we continue to rely on our partnership with the sheriff's department. I I called Lieutenant Olinger one day and said, "Hey, where are you right now?" And he said, "Well, I'm on Blue Clay and I was out at 6410." So, I'm at Veterans, he's at Blue Clay. And I said, "Well,
077what are the odds you can meet me at a bus stop sometime today?" And he said, "I'll be there in 20 minutes." So, he was very excited to meet me out there. Took pictures. I said, "Listen, we've got concerns about families are concerned about the safety of this stop. They would like somebody's opinion in law enforcement. Would you be willing to offer your opinion?" and he gave a a great response talking about the safety of the stops, talking about the line of sight, the vision, the stop signs, where they were located, the time of day, the traffic. It was it was beautiful and it was a wonderful way to highlight, I think, the partnership that we have with them. I would also like to highlight, although I don't think anybody from DOT is in here
078at the moment, um, we also will contact DOT and ask them to to check areas that we feel like could be could benefit from bus signage. So, if we have a stop that is around the bin and people complain that oncoming traffic don't realize they're pulling up on a bus stop until it's too late, DOT, if if we give them an intersection or an address, they'll go out there, they'll they'll inspect it. They will inspect it for us. And if they need a sign there, they'll go ahead and put one. They don't wait for us to follow up and ask for it. They'll go ahead and put it. Um, and so I think that I just wanted to highlight the fact that that we've got a couple of great community partnerships that are are helping
079us ensure the safety and helping us review routes. Even though it's not really their job, they'll help us look at them from those angles. >> Miss Bradford, um, I have a couple questions. I was on a intra board member from North Carolina and South Carolina call the other day and they ask um, not specifically to us, but they're just gathering information. We don't have any teachers, coaches or counselors that are driving buses. Correct. >> Not on bus runs. We occasionally have some some uh classified staff members who will. So, for example, we have had TAs who will also drive buses uh either in the morning run or the afternoon. >> How about um students? >> No, ma'am. >> And the other one you already answered. Thank you. >> Sure, >> Mr. Wore. Mr. Wore. >>
080Oh, I'm sorry. Um, yeah, I actually have two questions back from my bus driving days. Um, no, I don't want >> Were you a student? >> No, I was not. Okay. >> I wasn't one time. Like I rode my I rode my horse before he says something. [laughter] Um, >> but uh you had mentioned that we're we're the only ones that have full-time bus drivers, but that does mean that they get uh benefits, correct? Or does that not mean >> Yes. >> Yeah, they do. >> They do. and have has the whole situation. So if somebody comes in to be a subd driver, I'm going to subdrive at Holly Shelter. I go there and I'm not going to go there, but um if I went there to do that, is it I remember back in
081my day, they we just gave them a sheet of paper and here's here's your bus route. Good luck to you. And you're trying to drive and drive and hold the bus route the same or do we have somebody that actually goes with them and helps them? >> No, they have. >> So we have aids. We have bus aids on some of our buses, not all of them, >> but they have they have GPS navigation in the buses. They also have um >> to your point, they don't have the ma the piece of paper up because I even asked about that when we have buses running late and the routes change. And I said, 'You know, I can remember years ago when I was in charge of buses at a high school, if if the route
082changed, you would have a bus driver pull up and they would have their new bus number in the window and they would hold it up. And I said, you know, I know that makes me seem really old, but is that something we can consider? And they said, well, now they use the Edgelog app and that's real time. And so parents, parents, families, bus drivers, they all the idea is that it's tracking the bus in real time. They can update the information. So if you're bus 323 normally, but you're today you're riding 421, it will update in that app automatically. >> Oh, great. Thank you. I'm not saying that it I'm not saying that answers all of our problems at the end of the day because the students may or may not be checking edgelog >>
083but um but it is one of the ways that we try to maintain that efficiency. >> Miss Barnhart. >> Thank you Madam Chair. I appreciate this update. This is something that I know that we've been working at and we would still like to see some more um bus drivers at route. I mean 85% capacity is good but we're still working towards more. And so I liked how you laid out um what we're actively doing. Another change that we did, I guess it was two years ago, it used to be the first two weeks of school, you had a different bus stop every day. And so we've have we seen success of being able to have parents sign up before before the school year starts. The first two weeks of school, we have some consistent bus
084stops. Do we have we seen success with that like transition? >> Yes. It's I I won't say it's flawless. I think I think it's common to see some some variability the first couple of weeks. Um I think that's for a lot of reasons. People they may be new to our system. They may be new to a particular school. They may be going to a bus stop that's different from their last one. The school may >> but are we seeing that that idea was has been >> I do think it has been fruitful and I think I think it has I think it has helped us be uh address issues more quickly. Okay. when they come up in the first weeks of school. >> And then the other change that I know we did because we
085do have full-time bus drivers is having consistent time for our elementary schools and then middle and high schools. Has that also been successful with trying to eliminate some of these double routes and transitions over? >> I I I want to say yes, it's been successful. I wasn't here when I know some of the some of the schools uh switched their schedule a couple years ago. And I know that is we have a small county geographically speaking, but because of traffic and because of the number of routes and and drivers we have, we'll occasionally have a a much more difficult time being that efficient in the northern part of the county. It's just more spread out and there's also the same amount of traffic. And so to answer your question, I think we're I think every
086year the conversation comes up with certain schools. Do we want to start 10 minutes earlier? Do we want to keep this time? And I think to some extent we've got to continue to address that on a case-toase basis. Uh Dr. Barnes, would you agree with that? Well, just a a point of reference to our funding from the state is based on something called our efficiency rating with buses, which means they track how much gas and miles we drive and [clears throat] compare it to what is the shortest amount that you should have and then our funding is based on that. >> So, it is a complex animal to to address. I think the hard thing is is that because we offer a lot of signature programs, the the transportation is even much more complex than
087that. We have to have some hub stops for families who are going to non-traditional high schools and things like that. So, I will tell you that it's a it's a complex solution. It is there. There are a lot of moving parts every single day, but >> you're not on mic. >> Move that we add 10 minutes to continue this discussion. >> Second it. >> Okay. Discussion hearing none. All those in favor signify by saying I. I. >> Any opposed? That passes six to zero. [snorts] Um Mr. Okay, >> thanks for for thanks for addressing my questions from last excuse me my questions from last week. So, you know, obviously you know you see we I've seen it myself. You see the bus the buses dropping kids off on College Road or Carolina Beach Road, some
088very very busy streets. And obviously, you know, we put the our stop signs up uh on the bus and people should be stopping, but these are very fast and furious roads. And you know, and even though they're supposed to stop, there's going to be some people who are impatient and that and regardless of whether we find them or not, it still can be a could be a potential danger to our students, which we don't want to see. So you said we don't want to go in the culde socks and things like that into communities and we want to try to shorten the ride and I understand there's also a busing shortage. So my guess my question is is say we were at 100% do we would be in a situation where we could maybe get
089them off College Road or Carolina Beach Road and more dropping kids off off on side streets rather than main drags. >> I don't think you're going to like my answer. I think it depends. I think it would still depend because of the number of just the number of routes that we would have what that how that could impact the I feel like it would be the butterfly effect. You would have suddenly 17 more drivers and it would have this ripple effect across the entire fleet. Um, it very well could be that we would have we would have the opportunity to move stops closer to individuals homes, but I can't say that for sure without knowing that we've got those positions in place. >> Thank you, >> Dr. Merrick. >> So, I heard you say thank
090you, by the way, for all this. And are you sweating yet? Do we need to put the bright lights on you? Are you okay? Yeah. [laughter] uh five absences a day regular, you know, average. How many open positions? I guess I missed that in your presentation. >> Uh 17. >> 17. Okay. So 17 plus five a day. That's quite a >> correct. >> That's quite a hit. Um I'll stop there. Thanks. >> And Miss Bradford and then Miss Burnhart. >> And I'll pick up where he left off because that's what I was looking at. with 17 vacancies, you got 12 in the pipeline, but then you got to factor in the five that are always out sick. But um when was the last time we were ever fully staffed, if ever with bus drivers? >>
091I don't know. >> Okay. So, >> I would have to go back and look. >> Don't It's okay. It's okay. I just wondered. >> I I feel like that's been an issue >> since time memoriam. A couple of years ago, we got to single digits and I remember celebrating that. >> And that's the closest we've gotten. >> Thank you, Miss Barnhart. >> Thank you. My last and I don't know if you'll be able to answer on the spot right now, but kind of addresses my colleagues to the right. Um you said we don't have enough drivers to even consider that. So I see the ideal that we're at 99 of 116 and we're moving forward um having that 116 number. um what is that number of drivers that we would need to have before we
092would consider something about you know going to more localized streets or houses? >> Well, >> and if you don't have that number off the top of your head, that's okay. But I would like to know what that would be at some point. >> I I mean I think it would be I think it would be 116. >> Okay. I think we would need to be fully staffed before we could start changing because the other thing that I'll say too is I when I say I think we could we could start looking at possibly moving things closer. I don't necessarily know that we would start going into private neighborhoods. I don't know that we would start going into one way in one way out because the other thing is I think the routes and the stops
093that we're creating we're doing that based on national guidelines and direction and guidance. And so it it's I think sometimes people think, well, they they just don't want to go into this neighborhood because they're going to have to turn around. A lot of times it's really much simpler than that. It's no, we're we're encouraged not to based on national guidelines. >> And then state guidelines that play into our our efforts as well. I appreciate and I appreciate um to all our drivers. I think you made a statement of a 99% pass rate of the dedication of the people that we're hiring of and the frequency. I know that this was something that was brought up as far as testing. They have to test at the same rate of CLLD. Um I'm saying CLD CDL >>
094the CDL lensure. So um even having prioritization bus drivers don't have that priority to go ahead and like jump the line um to try to meet that need. So, um, we we're hopeful after Friday that we'll have four new drivers. >> Yes, >> Dr. Barnes. >> We've also been communicating with some folks in the governor's office about looking for ways to provide our own assessor through the DMV that would help us increase the number of driver, shorten the time it takes to get drivers across the line. Also, I think Dr. Morgan, you said something about the butterfly effect. Having [clears throat] more stops would also impact our efficiency rating, >> which would decrease our funding. So, it's sort of a double-edged sword. They expect us to have routes only so far apart. And I know
095that if we stopped every hundred yards, it would probably get kids closer to their homes, but it would increase the amount of time children were on buses as well because it would add dramatically to the amount of time that they're riding. >> That's a great point. And the one other thing I'll add, since Dr. Barnes mentioned we've been talk talking to the governor's office um about some ideas. Um one of the things that is important to keep in mind we we only have two DMV certifiers for the three counties here. Brunswick, New Hover, and Pender have two people from DMV who certify drivers. And it has to be somebody from DMV to certify our drivers on the road test. So they're they're stretched thin. It's it's I keep saying efficient because of the efficiency rating,
096but I it's not that process is not as efficient as we would like to see it and it's really kind of out of our hands as well. >> Dr. Merrick, >> um can you tell us is that you said national guidance but the efficiency rating comes from the state >> that come? Yes, that comes from the state. >> Thank you. >> All right. Any other? Thank you, Dr. Morgan. >> Thank you. The next item is prek funding. Dr. Bars, that's all you. >> Sure. So, obviously, we had a conversation this summer regarding concerns about prek funding simp funding, excuse me, partially because the county reduced our number of classrooms by six. So, we were able to use uh carryover title one money to fund that for this year. And I think the concern that's being
097brought forth is, okay, what's our long range plan? So, obviously, we want to talk about what prek is doing. We're going to talk a little bit tonight about the steps we're trying to uh put in place to make preK more sustainable. And then, of course, as we move forward, this is likely to be something that will come up during our budget conversations throughout the course of the spring as we build our budget for the 2627 school year. So, a couple of things that we've immediately done. Um, we did work to expand our classrooms from 18 to 20 students. And I know initially that the concern is, well, that makes our classrooms overcrowded. And there's concerns in that regard. Sort of yes and sort of no. So, let me explain that a little bit. The real
098key, as I've learned more and more about preK funding, which was not something I had to worry about when I was in HR. Um, the key to pre-K funding is being able to to qualify children from multiple different funding sources. In other words, they're funded through EC and they're funded through NC PreK. >> So, one of the biggest strategies is we had two of our schools that our students were only county students there. So, that meant that no NC prek could be built at those schools. So, we've asked, how can we certify those two schools as being NC PreK sites so we can then build for them with NC preK? That is a longer process than apparently buses are. So, that's something we're in the works to. We're also looking at how do we make
099sure that uh right now students who are in a special ed classroom spend time in a regular prek classroom. Those kids also take up a slot in that room. So if the child is in there for one hour a day or or maybe three children split the day and each one goes in for an hour and a half or whatever a day, those kids have to be on both rosters. So by increasing the 18 to 20, we don't really necessarily increase the number of students that are in that class all day. It just allows us to build both NC preK and EC for those students. So that's one thing that we've done. The second thing we've done is limit the amount of three-year-olds that we are accepting. three-year-olds cannot be build through NC PreK. Only
100four-y olds can. So, as much as we want to have a multi-year prek, having the choice to have these programs the way we have them, zeroing in on four-year-olds whenever possible is going to maximize those funding streams. So, those are some of the things that we are looking to do right now to make things more cost sustainable. Right now, we're only we get build every month. We bill every month and get money back from NC PreK. So, we've only had a few months of doing this. So, it's not ready for assess how much good that has done us, but we're hoping that it's going to be able to stretch those dollars. Now, Miss S, did I miss anything or did I add Do you have anything to add? I nailed it, didn't I? So, I
101think the the bigger concern is and I went to How PreK a couple of weeks ago and sat down with them to do my listening tour and either tomorrow or next week I'm also going to uh Johnson to talk with them. I think [clears throat] as a county there is the concern and the question about how do we make prek sustainable. I do think that there is a challenge because prek is not funded in the same way that the state funds our K12 education and the number of slots that we have. One of the biggest challenges we have is that we get less money for our sites than standalone preks that aren't school funded get. So there's a certain uh reimbursement ratio that students that are in the school system get and a different one
102that they are a private site. Part of that is because they naturally assume generally that preks are tied into their own elementary school not as standalone programs. But a lot of us see a benefit in those standalone programs as well. However, they are not as cost-effective as being inside schools would be. However, there are also a lot of requirements to having prek in an elementary school and some of our buildings aren't equipped for that either. So, I think these are long questions that we have to talk about as more of a global structure as a part of our budget process. One question is okay, do we take money away from our earmark more money from title one away from our other schools to fully fund prek? But that is a cost. We are we are
103trading one thing for another when we do. So that's sort of an update and I'll answer any questions that there are. >> Miss Bradford, >> um right off the bat, do you know when New Henry County started having preK and if so how and when it was how they funded it back in the day? When was that and how was it funded? >> Do you want to take that one? I have absolutely no idea. I'll have to research that. I'm sorry I didn't go that far back. I mean, we know with the pandemic and you know, we know what happened there, but what about before that? What were we doing? >> I will have to look at that and find out, >> Miss Barnhart. >> But also, don't forget, I'm sorry. >> You're fine. >>
104At one point, we did have the Head Start grant. >> Yes. >> Which made a significant difference in these funding problem and these funding concerns because that was $5 million a year. We are no longer have access to. >> We're getting it back. >> Go ahead, Miss Barnhart. Thank you, Madam Chair. Um I you brought up a couple interesting points because um you said that currently we are serving four-year-olds because that's what NC preK is covered. And so when we were when we've had discussions with the endowment um we're not allowed to supplant what we currently do which means three-year-olds is not currently funded by NC PreK is what what I gathered from your conversation. So that's an opportunity that we could um approach the endowment specifically for three-year-old targets. I think it's I what
105we've seen in the county is we've taken the NC preK standards and we are servicing all of the children who classify as an atrisisk tick, which is super important in helping close the gap um for kindergarten. And so we could do that same metric and apply that to three-year-olds because if we're trying to be intentional about closing the gap so that more of our children are successful, I think that's a good opportunity to look there. And I I'm grateful that you also said we're looking at crosscoding. I know that was a small change in theou with the county that we said let's make this change. Why do why do you have to name these specific schools? because giving us the flexibility of where we locate them allows us to optimize that funding. Um, so I
106would be interested to before applications open, which I think we still have a couple months runway before applications open. I would like for the district to know the number of spots that we are able to serve so we do not accidentally accept more students than we have the capacity of serving. Um, so I don't know what that number is and I'm not asking that you have it tonight, but prior to applications opening, I think that we should be well informed of that that that number. >> I think that we will, but that will also be a budget question because I think the answer to that is predicated on how much money do we want to supplement to get them there. So I think um that'll be a multi-pronged issue if that makes sense. >> Mr.
107Mr. Wabore >> and you mentioned before about the you know trying to expand uh to different schools and stuff u but there are certain at least there were back when I was principal we actually had certain schools or certain parameters that like the the classrooms had to have playrooms uh playgrounds had to have and that that's all still part of the equation. Is that correct? >> Yeah. Uh some of the larger scale issues are specific playgrounds. >> Mhm. >> Um exterior doors. >> U they don't necessarily have to have a bathroom within the room, but they need to have a sink >> and running [clears throat] water. The bathroom is what allows you to maintain the strict ratio of student to adult because the bathroom is in the room with you. You don't have to
108separate the adult to take the child to the bathroom. So that's not as much of a requirement as much as it is a logistical nightmare if you don't. If that makes sense. >> Mr. Perry, >> you mentioned something about the certification for the NCBK and that it's maybe a little bit harder than you had hoped. And uh [snorts] do you have any estimate on how long um that's going to take? >> It's in a rotation. I've asked our folks to look and see if we can jump the line, but last I heard was somewhere in 2027, I think, is what it was. Wow. >> And that is to certify rooms that we already have prek students in, but to make them not just county sites, but also and some pre-k billable sites, if that makes
109sense. So, they meet the requirements, but someone has to come out and do all this stuff. >> Okay. Thank you. >> All right. Next item. Nope. I'm so sorry, Dr. >> Was in a long time ago. Sorry. >> I'm so sorry, Dr. Mer. Go ahead. >> I appreciate that. No. Um, first of all to address my colleague down the the way here. From what I understand, we were talking about moving most of how into Johnson and I think there's about 150 180 at how right now. So there's quite a lot of room at Johnson if we had the funding. From what I've done in terms of research, I believe there's 334 people on the waiting list to get in. And those are ones that are qualified in terms of uh, you know, economics and everything
110else. >> That's three and four. Yeah. Yeah. >> So, [snorts] it seems to me that we have need. >> Yes. >> And it seems to me we have space. >> What we don't have is the Diero. >> Correct. >> something I'm learning a lot about after a year and a half. >> Well, you and I were in that meeting. That was that was a lot to ingest. Yeah. Um, but we know the facts, right? >> Up to 44% higher graduation rates for kids who have been through prek. I mean, that's huge because that's one of our three majors as graduation rates, right? You know, we want we talk about third grade reading, we talk about math one, and all of these things are going to be improved with our prek. >> And I know that
111we're well, we are, I guess, uh, required to service uh, IEPs in prek, but not every child. Like we are K to 12 generally speaking in terms of what we are mandated to take care of. >> The state has the state uh DPI funding is K12. >> Exactly. >> And of course three-year-old starts when we can support IEP services for students. >> But when we talk about wanting to bring up third grade reading, math one, and graduation rates, this is clearly, you know, a path uh proven path forward. The endowment has several pillars. education being the first one listed and the first thing listed under that pillar is prek and so I again I appreciate my colleagues responses about you know not I know it's a policy of the endowment not to pay for something
112that the government should be paying for but when this is this high on their list it seems to me that we need to be having you know this is an important push >> and I would love to see uh you know hand over to our to our superintendent and your staff to be able to say can you bring us something in January in terms of uh routes to the endowment routes you you've given us an update but it's full of like yeah we don't really know like how do we get a blue ribbon commission to go out and and come up with Um, I don't want to just hear we don't know. It's not your fault that we don't know. But I want to put together a committee to say let's handle this. This is
113really important. Let's figure out what we need to do with the endowment. Let's let's start our meetings now. >> Okay. >> I I and I don't know if I need to make a motion. I think we're all on the same page. We want to see this happen. Um, I would Would would you be willing to come back in January with a report on plans with the endowment? >> I think that'll be a part of sorry that will be a part of our budget process anyway. I'm meeting with the endowment on a regular basis. I can certainly talk with them and we've all been in contact with the endowment to say okay what's next on the list. Um, certainly prek has been one we have floated before. So if that's you know I think that give
114me a month or two to have those conversations with the endowment and I can certainly give you guys an update whenever you so require. [clears throat] >> Perfect. Thank you >> Miss Barnhart. >> My last kind of follow-up piggyback of what my colleague is saying. I would like to extend that to say all of the endowment of what whatever we're going to ask for this year. It would be nice to know that so we can help in that advocacy realm. So, if if it's prek with specifically a three-year-old focus because we think that's going to be the most impactful and the less likely to cross over that barrier of subplanting um that that makes sense to me logically, but I think all of the things whatever gets asked in the endowment, the earlier the better
115because um we've expressed to them I know I have in conversation of just understanding that if we don't know until after our school year starts the budget cycle, it makes it really difficult to fulfill and be effective with whatever asks we have. So, um this I agree that this would be on my tick list of desires for us to consider as a district to go to the endowment and ask for >> Yeah. And Mr. Perry, >> I have a different thought on the endowment and my personal um and our funding from them. I personally think it would be more responsible for the endowment to uh help us out with more of the capital needs that there are something that we can show for uh because we spend the money and then it's gone and then
116we have to ask for more. But if you you if you were to spend the money on putting that extra classroom stuff at our elementary school so that we could have some prek classrooms, I think that that's a better investment for the endowment to be uh investing into something that we have. And uh that's my only thought and then and I'm with my colleague uh down there. Uh perhaps we do need a small ad hoc committee to talk about this over the next few months so that we have something that we can because we definitely do we need a long-term plan and and and it's not really all that and it's not that far away that we need it. So uh so [snorts] it's a kind of a short-term plan but you know what I
117mean. So um so I'm not opposed to that. Um but I just wanted to bring that up. Sure. >> We are at time >> and I move to add uh five minutes to the discussion. >> As long as you get a second. >> I'll second that. >> Any discussion? Hearing none. All those in favor signify by saying I. >> Any opposed? Passes six to zero. Miss Bradford, >> you don't get to talk first. Um, it would be helpful, I think, if we had some sort of workshop situation already planned and we could put the endowment on there and maybe the endowment could come and tell us what we can actually ask for, when we can ask for it, how we can ask for it. I was talking to I think a parent from Rachel Freeman
118last week and she was saying that their school put in for an endowment grant for landscaping like all the schools did and they didn't get it. And I didn't know that schools put in for an endowment grants on their own. And you're not nodding. So it doesn't maybe maybe the the the parent or teacher told it to me wrong. But you know there's a lot of mystery about what you can get, when you can get it, how you can get it, and how many things you can get per year. So I know you have your priorities, what you want to ask for, and then if we as a board have our priority list, we may conflict with you. And and so I just would like some demystification of this whole endowment because when in doubt,
119hey, let's get it from the endowment and we don't. >> I think that's I think that um the endowment does a series of many grants as well. >> So does the landfall. So does there's there's several that are out there. >> I think without you know maybe I'm wrong, but first off I won't have priorities that are different from the board's priorities. I'll bring you my suggestions and recommendations and what you guys decide is what we do. However, I think we might not want to put this many cooks in the kitchen right away. >> If I can have the chance to meet with the endowment with my team and and get sort of a game plan, I can certainly come back to you and say, you know, here's what the here's what the overall scope
120looks like. Does that make sense? >> All right, back to Merrick. Um, just so that we can kind of get the whole timeline down, by when do parents need to apply for prek? Where in the where in the year do they need to apply for the next school year? >> Usually happens about feary, correct? >> Or I could >> It's either late February, early March. >> When do when do parents apply for their children's prek? What time of the year? >> Well, yeah, that's correct. >> February. in February opening that up and usually in the spring um late spring we start sending out the letters of it set up >> but we usually hold off a little bit to send out the letters until we know how much funding we have. So it's sort of
121a it sort of keeps neck and neck with our budget process. So, but in terms of if we need to have some answers by February, >> maybe me saying, "Hey, can we get an answer by January?" That's kind of pushing it, right? Maybe we need answers a little bit sooner. >> Well, again, they apply. They may not get their answer immediately right away if they're involved, if they're because we have to look at the number of slots we can afford. >> And so then, you know, so you apply in February, you don't find out until spring. >> Okay, that that does make more sense. And I know that the turnaround task force put out a survey to find out how many parents who were qualified were actually applying and we found out that parents had
122a difficult time getting through the application process and were giving up and quitting. So, you know, when I said before we have 334 on the waiting list, I I think that there's even more parents that actually want their kids. So, yeah. >> All right. Thank you. Um, next item is girls wrestling and that is Miss Barnum. >> Hi, good evening. So, I'm here to provide you with an update on women's wrestling and I conveniently did bring our district athletic director Erin Liveveng good with me over here should we have any questions pertinent to uh his role. Um, but I don't know if you, Miss Barnhard, if you wanted to start with your question or if you want me just to provide a bit of an update and see what I miss. >> I'm happy to.
123The whole point of this agenda item was to ensure the board last cycle or actually it wasn't actually in the budget cycle. We approved Laney High School to have a women's wrestling team. And so the conversation is to allow for all of our high school girls across the district to have an opportunity for women's wrestling and to ensure that we as a district have funding for all the schools to have a team that obviously that want one if there's not the desire to participate I understand but if specifically at the four main high school so if you could speak to that >> yes all four of our traditional high schools have the opportunity to access the coaching stipend and equipment purchases for separate women's and men's um wrestling programs. Um but due to limited student
124interest, um two out of four of our schools um chose to continue to operate as co-ed programs with only one head coach. But they do have the opportunity to um to separate those teams into a women's team and a men's team. And I think prior there was also a question about how um how how the schools are engaging in those um interest sessions, how they are are trying to engage um our you know female students to participate in women's wrestling and they're all doing some very similar things. Um we've got interest meetings happening. Um they're recruiting among their student body athletes from other sports, you know, other season sports. Uh signup sheets during lunch. um recruiting from body conditioning class. So really doing some of the same things. It's just that there's a there's a
125really strong women's uh there's a really strong wrestling culture at Laney and so that has also um allowed for a really strong women's wrestling culture. >> Mr. Perry, >> this is information that I've been heard I've been told. So, you can verify her uh or not verify, but is it true that our women's team uh wrestling team at Laney does not have a separate budget for their team and that they share the budget with the men's team? >> So, all of our all of our athletic programs in our high schools get a um a budget assigned to them. So the amount of um funding per traditional high school is the same in the athletic program. So they have the opportunity to use their budget to provide for that separate team, but the coaching stipend is
126something separate. So equipment purchases would come through their athletic budget that is a a whole size budget um that's the same for every traditional high school, but we do provide this separate um coaching stipens from the district level. My understanding was more on um transportation. um from what I've been told is that uh you know basically the men's and the women's teams at Laneia are are pretty much forced to go to these same events uh and where um because um and if there's been cases where um the women's team would have rather have gone to a different tournament that would have been better for the woman but could not come up with the money for transportation to that tournament because they didn't have their own separate budget. Can you speak to that? >> Right. So,
127no teams have their separate budgets. Um the the school team, the school program has one budget and and so that's that's really managed by the athletic director um at each school, but there's no a different amount of money that would come to a traditional high school um based on that that separate team. >> So, I'm not sure. I don't know that I'm answering your question, though. Would that be the case in our other sports, say men's and women's basketball? >> That's that is the same for all athletic programs. Yes. In all of our traditional high schools. So, but but I I don't have the women's and the men's wrestling schedules in front of me um to be able to answer the question, but my understanding uh is that they do have some similar um matches
128and competitions on their schedule, but they also have separate matches and competitions that they go to because they're not one team. They're not a co-ed team. They're separate teams. >> And I'll I'll look for that. I do know that I did an investigation with in code coordination with our team about that specific question. I did email those results of the investigation to you guys. I will try to put it at the top of your inbox because I know it was a while ago. >> Mr. Wde, >> yeah, I just wanted to know because I remember back in my wrestling days, I think it was like 0 and35, but uh but you know, I tried real hard. Um >> 1935. >> Well, I tell you, he's good tonight. Yeah. >> Were these the same days as
129bus driving days or >> It was It was all the same thing. I did it all together. just checking, asking for a friend. >> Um, but yeah, I remember like a lot of times you would have some of our smaller high schools might, you know, not have every weight class, you know, they might have three or four, you know, weight classes that they forfeited because they just didn't. So, what where do we get to the point where women's wrestling is to the point where we say we need a separate team? You know, is it 10 athletes? Is it 15 athletes? Is it every weight class? What is it? >> So, not necessarily every weight class. And this is probably where I need to phone a friend and bring Mr. Living good up so he can
130correct me when I'm wrong. Okay. But we have um been asking the question of the North Carolina High School Athletic Association about how many um athletes does it take to make a women's wrestling team. And we have gotten the number of was it seven or eight? It was the number of seven, but we also understand that maybe another school district got a different number. So we're trying to verify that. Okay. Um, so, uh, do you want to answer that on the numbers because it's a different number for men's? >> Would you remind just repeating the question one more time? >> Well, basically, how many athlete female athletes would you need on a wrestling team to have a wrestling a separate wrestling team? I mean, and I do know that you might have four ladies in
131the same weight class, which would be problematic, but I mean, how many >> and that's that's the question we're trying to get the association to give us an answer. So, we're not getting multiple answers within our conference. Uh, another school within our conference um was provided a different answer. Bottom line is if if there are females or if there are women wrestlers that have an interest, they're going to be provided that opportunity. Now, when would they go and wrestle another team? If there's not another uh female in that weight class, obviously they don't participate that night. Um, but we are trying to get an answer from the association. Thank you. >> Yeah, >> Miss Barnhart. >> Thank you. Um, thanks, Mr. Leveng. Good. My biggest concern is as we navigate this one, we know that
132college scholarships are real. And so, when you're an athlete and a female athlete to get one of those to it's a life-changing experience to be able to go to college on scholarship. And so, as we provide these opportunities, I want to make sure that we as a district are doing so with fidelity. I don't want to find us in a title nine concern or complaint um arena. So, as we are trying to build up this program and support our female athletes, which we know is going to allow them a great opportunity as they go on to college, that's where my concern is coming from. So, it sounds like we need to get a little bit more clarification and as we continue to grow this program, making sure that we're investing in it in a way
133that is going to be honoring to these athletes who are competing. >> Yes, ma'am. And I and I will also add that, you know, we can't really control what other conference teams have and what they don't have. Um, but I do know our coaches are working when it comes to non-conference and weekend tournaments. They're working to provide tournaments to the men and women. >> Dr. Merrick, >> thank you. My colleague just uh asked most of the question that I was going to be asking, but I guess I'm a little concerned. I please I am in no wayin insinuating anything here but when we have a total school budget that then has to get divvied up between different programs it doesn't take much imagination to be able to say well for some reason we're going to
134value football over soccer or we're going to value men's football over women's soccer or or whatever. It does make it it does make it difficult to be in compliance with Title N. And I I don't want to cause a stink, but I also don't want to I also don't want the women to get the not to get the opportunity to, you know, be invested in. Do you hear what I'm saying? You know, >> so I want to refer back to what Dr. Barnes mentioned a while ago um of a an internal investigation that um was that addressed some of these concerns to ensure that we are not only compliant with um Title 9 but compliant with our own processes for um providing resources for all of our programs, women, men, whether there it's a co-ed
135program and they have what they need, whether it's separate teams and they have what they need. So, I would suggest um referring back to that that he's going to drop back at the top of your inbox. >> Any other questions? All right. Thank you both. >> All right. Thank you. >> You want to respond to that, Dr. He's going and doing it right now. >> Um which may be challenging because the next item on the agenda is the CSI grant >> which I >> have delegated. >> That's who I need to use, Mr. Wington. >> Are we gonna be on TV? CSI. >> Yeah. CSI. Absolutely. It means something very different than it does on CBS. Um, so CSI stands for comprehensive school improvement. Every three years, the state takes a look at uh several
136different data points to determine schools that would be labeled CSI or TSI. TSI is targeted school improvement. uh CSI schools are given that designation based on a number of factors. Those factors can include uh overall school data in terms of um proficiency and growth. Uh targeted like subgroup data in a high school it might be graduation rate. Uh and as well we also look at long-term progress towards long-term goals. And those long-term goals are uh 10 years in the making. So once all that data is collected, the state decides uh which schools are going to be designated as schools that receive uh CSI grant or in some places you may hear it referred to as the CSI um improvement grant. Sometimes it's also referred to as a CSI incentive grant. Um but either way, what
137happens after that is that the schools are provided with this information. In particular, the district is provided with that information. And then we have to determine how are we going to spend uh those funds. So we've got three schools this year that are going to be receiving funds for the next three years. Those schools are Freeman, Forest Hills, and Williston. Uh those three schools will be receiving these this fund. And unless we found out something this afternoon, we actually don't know how much money it is. Uh we kind of have a ballpark based on uh some of the things that we've had in the past, but we don't know what that number is now. We'll receive that information later. Uh the state added 50 new schools to CSI and so we anticipate that it's probably
138going to be a little bit less than what we've received in the past. Uh however, uh one of the questions that was asked and really the reason I I'm here for the next three minutes is to tell you what has worked, what have we seen that's worked well in the past and what has not worked well. Uh I kind of label it in two different ways. My wife will tell you when it comes to plumbing, electric, woodworking, I am functional, not necessarily ornamental. I can make just about anything work, but it's not necessarily going to work be pretty when it's done. Uh, and so there are some things that we can do that are very ornamental. They are flashy. They look great. They sound good. They look good in the public. They don't necessarily bring
139in the results that we want to. So, some of those things that we found might be a little bit of a flash in the pan, but not really there for long-term success. um instructional software. This is something that sounds great. We're bringing in a new product to the school, but it doesn't necessarily always do great when it comes to academic performance and instruction and improvement. Um it's more facilitated instruction and not necessarily performance directed instruction. The other thing is instructional materials. And one of the reasons we don't need to do that is because our districts has already worked very hard uh to come up with some great ideas and some great plans and some great materials that we already contract with. Uh our schools are already devoted to using those. We've got new stoic frameworks
140that we're creating for places like third grade reading for 8th grade and math one. uh we were already working in some of those things and so we're kind of committed to let's use the resources we have instead of spending money on things that may just replicate. So what does work we think about the four terms for significance and those four terms are necessary, reasonable, supplemental and the big one for me is sustainable. Those are the four things we're looking for when we are considering what should we spend this money on. I've been talking to the principles and I've talked to Dr. Barnes, talked to Dr. Hamilton, talked to Miss Sutton, I've talked to Lisa Wolf, I've talked to myself sometimes on the way into work. What's the best place? What is the thing that we've
141seen that has the most results? And it is really simple. It's our people. Um, the money that is there always comes with caveats, but one of the main things is you can use this money to support the people that are in the building. Uh, having been a principal at some some more challenging places before, I can tell you you guys have visited and seen it multiple times. There are no harder working folks than the ones that you'll see in our schools and in particular the challenges that they overcome every day at Freeman, at Williston, at um Forest Hills are are incredible. So, to that end, what we want to do is push back towards those individuals to support them in a couple of ways. One, the principles have talked a lot about the bonuses tied
142to incentives uh for growing students, for getting students over the hump, for getting students to be first past the pole, if you will, in terms of reaching marks that we want them to get to in terms of that long-term progress. And then the second is how can we infuse a good coaching and learning so that we can build capacity especially for our beginning teachers, teachers who are new into the building. Uh teachers who are working on something different that is unique for them. And so coaching and support that builds up the skill and then co and then infusing money that helps drive people to our schools through recruitment and and retention, but primarily through getting our students to progress as well. So, uh, once we begin developing this and once we find out how much
143money is going to be coming to our schools, uh, we're really going to be focusing on our staff, our teachers, uh, our custodians, our bus drivers, our, um, te our assistant principles, every person that we can get to come in to support an enhancement towards learning. That's what we're going to be focusing on um, with these funds. >> Oh, goodness. We we are actually time. So, >> I move that we extend time. >> Move that we extend time for 10 minutes. >> Second. >> Okay. Any discussion? >> I'd say if I >> There's three people that need to that that want to speak. So, five minutes is not going to probably be sufficient. So, um All right. All those in favor. >> All those in favor signify by saying I. >> I. Any opposed? That
144passes six to zero. Um, who was I don't even know who was first. There was you and you and you. So, let's go with Dr. Merrick first. >> Oh gosh, I'm so honored. Thank you. Um, >> it's cuz you're >> I liked this idea of flashy versus, you know, functional. >> Um, every time I've talked to an educator and we say, you know, crystal ball, you you can name something that you want. What do you want? And every time the answer comes down to some variation of a theme that says we just need more adults in our schools. And so when I think of coaches, I love the idea. Do you have any data on just what teachers aids provide? What teachers aids will provide for the teachers? Right? Because we just they just need
145help. Sure. >> You know, and the coaches are great, especially for like the young teachers, right? But I I don't know the difference in cost between coaches and aids. My guess is aids are cheaper. We could get more adults in the building. And that's ultimately what I want to see is more adults in the building. >> Absolutely. So I'll tell one of the things we talk to our principles about often is the comparison between your priority inventory and your time inventory. So you think about the things that you want to that you want to spend your time on and then you look at the things that you're actually spending your time on and ask yourself if they align. In a lot of cases, they don't align, but it's not because we don't want them to.
146It's because we're putting out fires that occur that we weren't anticipating were going to happen at 7:45 in the morning that pop off at 8:15. And so, those things pull us away in a classroom. A teacher is there. They've got a great lesson. They have learned exactly what they want to teach. They are ready for highlevel execution in the classroom. And something happens that throws them off that may require a lot of time. And when that happens, we always say, man, if I just had had one more person. Um, so 100% believe that that is is something that we should be taking a look at in terms of can we bring more people into the building. Uh, one of the things that the the grant itself talks a lot about is not hiring someone that
147we wouldn't be able to sustain after the three years are over. So once the three-year money is gone, are we able to continue hiring that person? If we can say yes and show that we can commit to that, then then that's okay. If we can't say that, then we need to use that money more towards the coaching side so that we can develop capacity for the people that will always be in that building four, five, six years down the road. >> Got it. So that so that the coach actually produces something that will outlive the the grand. >> Yes, sir. >> Got it. Thank you, >> Mr. Wore. >> Well, Dr. Merrick, you took all I was gonna say the same thing. you know, really talking about teacher assistants, you know, because those those folks
148can really help. Um, what about the idea even maybe a tutor? You know, you you could hire them for the three-year period with that understanding that at the end of three years, you may not be here anymore and they could do small group pullouts. >> So, that is actually something that's mentioned in the grant as an option. It's related to interventionists and tutors that can help schools and help in particular individual student groups close that achievement gap. We saw that work um actually we saw both of these things work at Forest Hills um when we brought in coaches for math and we brought in interventionists for math. Forest Hills just received an award from the state uh for closing the achievement gap in their building. And so that's one of the reasons why we're kind
149of excited about this grant because it allows us to continue some of those things that we've seen work and some of those things that didn't work, we can move in the right direction. >> Good. Thank you, Miss Barnhart. >> Thank you. I appreciate this discussion so much because one of the things when I was checking in about I knew we had two schools that received the CSI grant. So now we have three. So it's not good that three of our schools met that criteria, right? But it is good that we're allowing to have intentional targeted focus to close the gap because that's what we want for all of our students. And I mean, and I'm glad that you gave Forest Hills a shout out. We saw that achievement gap just get closing and getting better
150and better for all the students there. So, I love hearing this. I love seeing this and I think there's a, you know, we have to let our staff and you guys run with what's needed and that flexibility of that. I'm just grateful that we're able to continue to help support. Um, and I see in just my initial talk, I know you said incentive Bose bonuses and infusing coaching and learning and I wrote down to build the stamina and maintain staff there. And so that's a great word for it. Yes, ma'am. >> And if you're looking at, you know, a dollar amount that you can do is saying all these schools get title one funding. So, when we're looking about long-term sustainability, I know some of our schools have advanced teacher roles and they adopted a
151co-eing model and so that might be something that we're interested to kind of mimic and mirror at these schools. I don't know. I'm just throwing it out there. But to we're seeing a lot of success with these programs and the programs that we see success with, we need to be replicating in our district. So, give a shout out to those people who are working and doing it. We appreciate it. Um I just gonna give my two cents and just grateful that we're getting three. So >> well actually um since you said that one of the principles that I spoke to today talked about the ATR grant and how we might be able to use that toward from CSI funding. So in the ATR um the ATR pathway that we currently have um we have to
152take a teacher out of the classroom to put them into that coaching position. Now, on the face of it, it's it's a logistical issue and trying to overcome that challenge with classroom capacity. But what we have seen at places like Writesboro, we just saw their ATR here tonight, it is it's very effective. Um, and so because that has been effective, one of the principles in the school said, "Hey, I might be able to use that CSI um grant to maybe supplement, not supplant, but supplement the opportunity to bring a coach in and not necessarily have to lose a a teaching position in the classroom. So now I'm bringing more coaches into my building to support. So that you were right on it. That's something that I just spoke to someone about at 4 pm today.
153>> Thank you, Mr. Worthington. >> Next. >> We had much I see why you delegated right much. >> Next item on the agenda is consensus items. I know that there was um last week some requests to remove F so that we could have a little bit more discussion on that and so that um Dr. Hamilton could give us a little bit more information on that. Um Dr. Merrick, >> yes. Um I would move that we take the 2026 2027 traditional calendar off the consensus items >> And then approve the rest. Well, we don't have to we don't have to take it off, but we can pull it pull it pull it aside and then >> we can separate. We don't have to move for that. But we can we can separate that. >> And I
154move that we approve the rest. >> I'll second that. >> Okay. Uh Mr. Perry, >> I I move that we pull C. >> Okay. There's no need to to move on that one. So, um so we're pulling C and F. And there is a motion to approve the remaining which would be A, B, D, and E. Is there any discussion on that? [snorts] Hearing none. All those in favor signify by saying I. >> I. Any opposed? That passes six to zero. Um, I'm going to go alphabetical. Um, so Mr. Perry, you wanted to pull uh C, which is theou with 100 black men of coastal North Carolina. I've read through theou and at least from um what I've read it seems what exactly they're going to be doing is not well spelled out within theou.
155Obviously they're here to help our students that could that are maybe perhaps at risk. Um, but you know, I have I need more information before I can do this. I mean, if you look up this organization's website, I mean, it says it is a group of African-American men dedicated to improving the quality of life for African-Americans in southeastern North Carolina. Um, I mean, I want to help all of our atrisisk kids regardless of the the color of their skin. So if we got kids who are Latino, we got kids who are white but poor, you know, I want to make sure they're all covered here. So I need a little bit more information here as to what exactly they're going to be doing here because I want to make sure that all of our atrisisk
156kids are going to get the same kind of services here. Miss Bradford. Um, interestingly enough, I had a conversation with a parent from Holly Tree yesterday who was also uh played football and his son and his grandson were we we had the grandparents talking college football players in the family conversation and I don't know we got around to coaching and I asked him I said we have anou um 100 black men do you have any experience with them this anyway and his comments were very favorable I didn't know anything and I have not dropped a dime on on looking them up. But my comment would be that anytime we can get adults in the building, we've talked before, adults in the building, and anytime we can get more men into the building to be role
157models for for for our boys and girls is a good thing. And so I'm in favor of it um based on just that little bit of conversation I had yesterday. And um he said there was absolutely nothing that he you know he had experienced with it. Nothing that that he could say negative. Um and I believe this is the first time we've ever done this, right? This is brand new. >> Nope. We've always done it. >> It's a renewal. >> It's renewal. Okay. Okay. So, um how long have we been doing it then? >> Been several years. >> Okay. >> Three or four if I remember right. So, I'm going to vote in favor. Okay. Miss Barnhart. >> Thank you, Madam Chair. I just want to bring up I think this this was a longer
158discussion a probably over a year ago now of ensuring that anyou that we have with an outside entity any of the services that they provide or programs that they offer have to align with the school schools themselves. they can't just come in and say this is what I want to do and the school says actually that's really not going to be beneficial. They're not allowed to do that. And so I I understand um the hesitancy of the vagueness, but at the same time, it's my understanding, and I'd love for staff to weigh on on this, is when we have MLUS with individuals that allow for um mentorships or partnerships in some some way, shape, or form that the schools are guiding what those programs are and not this organization coming in and doing whatever they
159want. So, if you could just speak to that, >> Dr. Bars. I will say that our staff won't bring anything to consensus that we haven't vetted and feel comfortable with. >> Dr. Merrick, >> I think sometimes we really get ourselves in trouble when we try to say that every single one of our children are exactly the same and we're going to treat them all exactly the same. There are cultural differences that not only do we need to recognize, I think we need to honor. And when we see where some of our achievement gaps are and we see some of the kids that are potentially falling through the cracks and we have mentorship that can come in with a cultural understanding to support those kids and give them what they need, man, oh man, I'm going
160to fight for that 100%. So yes, I'm going to v vote for this as well. Um, Miss Bradford, wait, hold on. I think both of you had an opportunity to speak already, correct? Um, so I'm going to go with Miss Bradford and then I'll come to you. >> Mine's just procedural. When these go on to the agenda, if we could have the little R that means it's renewal or spell out the word renewal. I think we talked about that. >> Thank you. Um, when we put these on the agenda, I think we talked about several months back that we would put the word renewal there. Um, >> and it's not if we could do it then I wouldn't had to ask that question and take it up half a minute. So, um, that'd be great.
161>> Okay, Mr. Perry. >> So, this just if you can just answer this very specific since this is a renewal up until now or whatever. Are is this organization only serving our our black students or or are they serving um all kinds of students regardless of the color of their skin or ethnicity? Can we can we answer that definitively? Dr. Barnes, >> go ahead. Sir, [snorts] >> I'm don't want to be incorrect, but I I believe it is for African-American youth. I will verify that to make sure I'm not wrong. >> All right. Um, so that is C. Let's do F and then we can vote on both of them or do we want to keep them separate? >> Let's >> separate. >> I move that we approve uh theou with 100 black men of
162coastal North Carolina. >> Second. >> Okay. Any [clears throat] discussion? Hearing none. All those in favor signify by saying I. I. Any opposed? >> Nay. >> That passes 5 to one. Um last [snorts] or not lastly, next is the traditional calendar. Um Dr. Hamilton, you had a presentation. [snorts] I can tell her to come up, right? >> I think you've got that authority. She does. Oh, she doesn't. Good evening. >> So, I just want to talk a little about the calendar um process, the committee and sort of bring awareness to the calendar law that we are required to follow and the parameters that that puts around creation of school calendars. So the purpose of the calendar committee is to of course create the school systems calendars. Um we do solicit input from staff, parents, students
163and the community based on information gathered from the state guidelines. The committee then generates a draft calendar to present to you for approval. What we have brought to you tonight is the recommendation that the calendar committee created. Then of course it's just a recommendation and you as a board decide if that's what you would like to do. The committee has two schoolboard members has at least one representative from senior leadership, central office staff, teachers, principles, parents, students. Um so we had 37 members on the calendar committee and it was reflective of all those required stakeholders. The committee met on September 24th and again on October 22nd. 85% of the calendar committee members agreed with our um option B that was presented at the October 22nd meeting. Therefore, the calendar committee um would bring calendar B
164to you today for the primary recommendation for your consideration. So, here are just a few overviews of the calendar committee of the calendar law, the state calendar law requirements that you have to have at least 185 student attendance days or a minimum of 1,025 instructional hours covering at least nine months. That the school shall adopt a calendar of 215 days which falls within the fiscal year. So that's instructional days, holidays, annual leave days, everything. 10 of those days have to be annual vacation leave days for staff. The number of legal holidays occurring within the school calendar is designated by the state human resource commission for state employees and that must include Veterans Day. You have to designate at least two days on which teachers can take accumulated vacation leave. So those would be non-desated work
165days or undesated work days. The total of working days for teachers and that would include work days cannot exceed 195. The remaining days are scheduled as teacher work days, additional instructional days or for other lawful purposes. The school calendar does not specify a member a minimum number of teacher work days. The opening date for students shall be no earlier than the Monday closest to August 26th and the closing date shall be no later than the Friday closest to June 11. So you have to figure out when those days are. You have to look at that 215 and you choose whenever you would your first work day would be and you count 215 all five days a week with the exception of weekends. So the school calendar shall include a plan for making up instructional days
166or hours that are missed due to inclement weather. And the summer school um summer the summer calendar, so the summer break has to be at least 42 consecutive days. So just sort of summing up some non-negotiables from there. You're supposed to have 185 days or a minimum of 1,025 instructional hours. We here in New Hover County Schools do follow the calendar law requirements. So, with the start and end dates, the earliest possible start date for us for the 2627 school year is Monday, August 24, and the latest possible day is Friday, June 11. So, you shall have 215 days. So, if your first work day is Friday, August 14, then the last day the teachers can work is Thursday, June 10. And you can keep on doing the math however you want to do it
167there. If the first work day is Thursday the 13th, then the last day is June 9th is 215 days. Um we have to give teachers those 10 annual vacation lease days and those cannot be work days. Those have to be annual vacation leave. So if and this is how we typically do you have December 22, 23, 29, 30, and 31 over the winter break and the five days at spring break that provides for those 10 days. um the legal holidays that are designated by that state um commission are um marked on the calendar and oddly this year Memorial Day is on May 31st I think typically it's like May 25 May 26 whatever well this year is May 31 and as a result that's going to really throw with when we have to start on
168the Monday not by the Friday and all that that really is going to make probably when we started looking at the calendar knowing that that Monday, May 31st, which will be a holiday, is probably also the first day of the last week of school. So, that's not the best scenario. However, that's just the way it turned out for the 26 27 school year. So, you have to have two days in which teachers can take annual leave and that's easily met with our work days before and after school. Their work days cannot exceed 195 days. So if we plan for 215 days, which we must, you subtract out 10 annual vacation days and 11 holidays, then we have met that requirement that teachers will not be working more than 195 days. Plan for makeup days, 42
169days in your summer break. And we also um you really getting in 185 days is almost next to impossible. So most people really go with that 10:25 um rule for the hours. And so we have to go into Infinite Campus and get the actual minutes each day that are dedicated to instruction at each school. Um you can't count lunch, you can't count recess, things like that. So instructional minutes. So um our school, we have three schools that have 360 instructional minutes a day. And so we have to go with that lowest number when calculating what equates to 1025 for us. So because we have to use that 360 um if we had 171 instructional days times 6 hours a day that is only 1026. So that gets us in with the skin of our teeth
170and no wiggle room for any kind of inclement weather or any other thing that may occur. So therefore, under no circumstances could we have more than 171 instructional days on our school calendar, which would leave no room at all for inclement weather or um any other reason that we would have to have school closure. Some input that we had from our stakeholders was that teachers really desired to have a week at least a week of work days prior to day one. Um it was a really an overarching theme of our committee that we wanted to have as many student attendance days as possible within that framework of 215 days. Um first of all that's our job is to have children and teach children and to take care of them while they're in our care and
171we have that limited amount of time based on the calendar law that we can have them. And so we want to maximize every single minute that we have with children so that we can do all we can for them while we have them with us. Um it was a very overarching theme with especially the parents on our committee that when we are not in school oftentimes they cannot work. So society does not function at its typical level when we're not there. Um also it enhances when children are with us it enhances food stability and access to other services that we provide to them. Occupational therapy, physical therapy, um counseling services, all those kinds of things that are provided. When we have them in our care, we know that they're being fed at least two meals
172a day and they're most of the time being some kind of snack as well. and um they're also getting their services that we provide. Um it is a desire since a number of our schools are voting sites that we make November the 3rd, 2026 an undesated workday because it is a larger election and um that just enhances safety. Um is the desire of the the stakeholder input that we have the Wednesday before the Thanksgiving break as a teacher workday. Um, it was a desire to have that Monday the 21st of December as a workday. It was a desire to have a full week at spring break and also to create the same number of student days per quarter and semester and we got pretty close to that. Um, it was also a desire to end
173first semester as close to possible from the return from winter break. We did pretty good with that. um to schedule the end of quarter work days on Mondays or Fridays. So we try to have a workday at the end of each quarter so that teachers have time to prepare report cards and things of that nature. So for instance, I know I think it's quarter three that might end on a Tuesday or Wednesday, but then spring break or um Good Friday is that Friday. I might be saying that wrong, but that is what I think that is what it is. It was in March, I believe. And so the quarter ends like on the 23rd or something. And so they just said, "Look, can we move that workday to the 25th? That way we don't have
174a work day in the middle of the week, then you come back on Thursday." And it sort of makes that disjointed week and messes up things for um our parents and families and students. Um high schools did ask for two consecutive work days at the semester break since they sort of start over in the semester break, right? But the committee did not acquies to that. Um because again the parents and the committee and the members on the committee felt that that would be three consecutive days in a row plus a weekend. So five days that children would not have access to food and other services that we may provide. And that would also mean another day that parents would have to um take off from their jobs potentially to help care for their children. Um
175they um did initially asked if we could end the school year prior to Memorial Day. So we did mock up a calendar for that and um it it worked. It only had student attendance days. The one we're bringing tonight has 177. It only has 174 student attendance days. And um there was absolutely no room for like work days almost at all. And so by the time we ended our first meeting, the calendar committee said, "Let's not even look at that one anymore." So we went ahead and um did away with that one. Um the calendar committee greatly felt that we needed to have as many student attendance days as possible again for food security, access to sources, resources, and um to help families and parents along the way as well. And then um also an
176increase in our student attendance days increases our reimbursements for NC preK. So we talked about that earlier this evening. So that also impacts that. Um February 15th was asked for. It was a very popular choice especially since without that we are in school from January 19th until March 25th without a break. Um and of course that's the dark days of winter. It's dark at 4:30 or whatever and and that can make it um difficult. We had an email asking um for Yam Kapoor. So we do have a process for parent or for employees and for students if they do need a religious exemption. Um there's a process that they can go through that they can ask for that and that will be granted and excused. So we did a little digging and um we do
177have that new student information system this year infinite campus. So we didn't have as the data that we could access previously. However, this year on Yamapour, we had two students who were marked absent for religious reasons and then we had one employee who requested leave for a bonafideed religious holiday in 2024 and 2025. Of course, all those were approved and excused each year. Um, we do also celebrate um different cultures, holidays in the social studies curriculum. Just one example that came off the top of my head was the um Christmas around the or holidays around the world in December and 88% of the calendar committee voted to stay within the framework of the state approved holidays only. So we are bringing for your consideration this evening draft B which does contain 177 student attendance days
178that is 44 days per quarter 1 2 and three and 45 days on quarter 4 177 days times six instructional hours gives us some nice cushion with 162 total instructional hours. Um the total contact days is 215 which it is supposed to be. It does include the 10 teacher um designated teacher work days. It includes seven undesated teacher work days. It includes 11 holidays and 10 annual vacation leave days. This calendar B draft also starts with the first undesated teacher work day on August 13, 2026 with another undesated day on Friday, August 14. Um designated days August 17 through 21. And then the first student attendance day would be Monday the 24th of August. And the last student attendance day would be Friday, June 4th of 2027 with two designated days on June 7 and
1798 and an undesated day on Wednesday, June 9. Thank you. >> Thank you, Dr. Hamilton, for being so thorough. Um, we're at time, so I move that we add 10 minutes to this discussion. >> Second. because [snorts] I know we have at least three people that already want to speak. So, um, any discussion on that? All those in favor signify by saying I. >> I. Any opposed? >> No. >> That passes 4 to two. Um, so I believe Miss Bradford. >> Yeah. My hand was up to move that we accept draft B for the traditional calendar. I'll >> second that. >> Okay. Um, [snorts] so there's discussion. I Mr. Mr. Wilbur, >> I get to go change. >> Um, what? You're way over there now. Um, [laughter] >> um, >> yeah. Yeah, you're good. Um,
180just a real quick question. I want to make sure that everybody hears I I know the answer but I want to make sure that so if a child needs to miss for a religious holiday yapor any others they have they will be given obviously uh you know all their work and they will be able to make up all their work and and >> just correct >> with no penalty with no penalty >> go directly to their principal and work with that yes that everyone's more than happy to help and accommodate >> all right that's it Mr. Perry, >> thanks for the work of the committee. Um, my only question is um to you is is that uh is this what you would recommend for the calendar regardless of whether we went with the traditional one
181or not? I mean, yes, there are laws in regarding it, but there are obviously plenty of school districts in North Carolina that are not following that that. So my question for you is we as a board could decide to opt to not go that way and do what these other school districts are doing. So but I just want to know from you would would this be the best plan regardless of what the state is saying? Is this what you would recommend regardless of whether we're following the rules or the state rules or not? >> Dr. Barnes, >> but there are plenty of other ones who are not. And it it doesn't seem like they're they're really enforcing it either. So >> Dr. Barnes, >> you're right in both those cases. Um, I will tell the
182board clearly. I I'll take this one. Thank you, Dr. Hamilton. This calendar does not match what an ideal student learning calendar should be. An ideal student learning calendar would start earlier in the year, would match the community college calendar more closely, and finish up our fall semester before winter break. >> All those things are very much understood. I know that a lot of our community has expressed a lot of concern about, you know, holidays and this day and that day. I want to remind everyone to expand your advocacy past this group of people. We are held to the general statutes that contain calendar law. There are districts who ignore it quite frankly. And however, every district of a larger size that has tried it has been in court and has lost that court case because
183they are um an injunction becomes filed by someone in the community because it's not following the general statute and we don't really have a leg to stand on. But I will tell you that you're right, Mr. Perry. This is not the ideal calendar for what's best for our students. However, for everyone in the community, that is a state legislative issue and your advocacy would be very much appreciated in that realm as well. >> Dr. Merrick, >> thank you for saying so. Uh, [clears throat] advocacy at the state level is is really important. And from what I understand, they just passed some bit of legislation that now we would be fined if we did not like there's a there's a new process where there's going to be fines if we don't if we don't follow. So,
184>> they added more teeth to it. they added more teeth to it as well as the as the lawsuits. So, I I think when we're looking at the non-negotiables and one of the non-negotiables was, you know, we're going to follow the calendar law because we can't really afford not to. >> Um, first, Dr. Hamilton, let me say that uh you did an amazing job of working through what felt to me like a postdoal math problem and uh I'm still trying to catch up with it, but you did it with remarkable grace. The constraints the state legislature have instituted make it very difficult to exert any local control on our calendar. And while I appreciate the work of the calendar committee and generally feel that we should listen to our councils, listen to our committees rather
185than coming back to the board and re you know negotiating everything. Uh it wasn't one email. We got multiple emails and I can't tell you the number of phone calls that I got and the number of people who stopped me in public to talk about this. Now I know we only have approximately 200 Jewish students and although that's a lot of kids in 24,000 some people might say that's not so many. I will say that almost every parent told me my child told me I can't miss school. I don't care whether I get it off or not. I don't want to miss sports. I don't want to miss a test. I don't It's not It's hard to catch up afterwards. I don't want to be seen as different from my student colleagues. And most all
186the parents were really asking me to to advocate for their religious freedoms. But I I I kind of have a different spin on it. I believe this is a teaching moment for every single one of our kids to be able to realize that not everyone is Christian. Not everyone follows the same worshiping patterns and that because you know Christmas and Easter are taken off we assume that they're very important. When we take off a day for another religion it tells our students that that other religion that other culture is important. I really think that's a teaching moment. And I do not want to go through all this mathematics over again. [snorts] But, you know, we also had uh someone from uh early childhood education coming up saying we needed another long weekend in September. Was
187that Veronica Edge? I can't remember whoever that came up and said we we need another a long weekend in September. I would be in favor and I would make a motion that we take the Super Bowl Monday, which is there's a there's a lot of efficiency in using that day, but it's not a teaching moment. And I would say put September 21st as a teacher work day. And so I guess I'm amending because you've already uh recommended to to pass this, have you not? >> Yep. >> So I'm I'm I'm I'm moving to amend it to pass it with the substitution of Super Bowl Monday and September 21st as teacher work days. >> You mean like flip-flop? >> Flip. >> Yeah. We would we would we we would go to school on Super Bowl Monday,
188but we would take off and make it a teacher work day on September 21st. >> I'll second that. >> Um >> same number of student facing hours. We just we take one vac uh student uh teacher workday in February and we put it in September pretty much. >> Um I know Miss Barnhart had her hand raised so I want to make sure that I allow her >> I second that mot. It was already seconded. >> Um I want to allow her the time to be able to speak to it too. >> Thank you, Madam Chair. I did want to draw to the attention of this is just one year calendar. In past we have done two years. Um and my colleague kind of spoke of the advocacy. This has been on the legislative agenda to
189address that we have flexibility. Um so if you could speak to why it's one year versus two-year and then I can finish my commentary. Yeah, I'll take that one. Um, we know there has been movement in Well, first off, for the last decade, there have been numerous calendar bills that have been put in front of the legislature. This was the first year that it really got taken up and discussed. My concern was that if we did a two-year calendar and then this spring or next fall we get flexibility back, it would be very hard for parents to pivot if they already had a calendar in their hand. So this one year gives us a chance to monitor the changes at the state level to hope that there's movement in the right direction or what I
190consider the right direction. Dr. Barnes, excuse me. It's the consensus of my back pew back here that um we only did that two-year rotation one time. I think historically we had done one year at a time. >> Correct. >> Good job back [snorts] pew. >> Thank you. And then to address um my colleagues amendment to the calendar, we would be taking out a day in February. So it would be a gap from January 19th to March 25th um with no recap day. And when you're talking about stakeholders as teachers and having some opportunity to say, "Let me get my things together." are having two months go by to not support your teachers to allow them the opportunity to make sure that their classrooms are running as efficiently as possible. I think we would be doing
191a disservice. I do appreciate my colleagues saying wanting to address different holidays. My understanding these holidays are state dedicated holidays. Am I correct in saying that? Um there are different things that me and my personal family we celebrate that are not on this calendar that we partake in those and I have every right to do it just like every parent has every right um to participate what they want. This becomes the tricky situation if we're going to say to honor different cultures in a way that we're going to give the day off. Um, I have a friend, she lives in Virginia. Their school district starts the very beginning of August and they do not get out until the end of June. They have approximately 5 to six days off a month because they are celebrating
192and embracing so many holidays. Um, the feedback from my friend who has two very high achieving children is it provides very inconsistent support for academic learning. And so when I know the caveats and I I do not fully agree with all the stipulations of the calendar law. However, we are bound to uphold laws as elected officials. So I'm going to continue to do that. When you're looking at this and knowing the criteria that you have to fit in if we're going to start picking other holidays to honor, I think we are setting oursel up to be in a very bad predicament at some point. I don't know when that point will be. Um, but there are a lot of different holidays that our families celebrate and I respect and honor the right for every single
193person to participate in those holidays will honor the exemptions that we need to provide for those families and students. But as a board member, if I'm going to selectively choose outside the scope of holidays that are mandated by the state, I think this is a slippery slope and it's showing our own prejudice and bias for specific religions that we would like to honor and I think that's dangerous. Thank you, Madam Chair. Miss Bradford. >> Um, >> to address both those points that my colleague to the right just addressed, the North Carolina school districts, all of them observe holidays designated by the State Human Resources Commission of North Carolina for state employees. So, the state employee holidays are the ones that we're following. So, if we choose to add or subtract, then we're going to be
194violating what we're supposed to be doing. Um, obviously Jam Yamapour is not on the state employee calendar. Um, that's not something our district can change. Interestingly enough, the date for Yamapour in 2026 falls on September 20th uh through Monday, September 21. Students will only have been in school 19 days. You're asking to have a teacher work day 19 days into the school quarter. Um, that's that's only half the quarter. It's an appropriate time. our committee decided to have a teacher work day on that day and you had you know that was 88% of our committee voted on this calendar. Um the quarter ends on October 23rd. So ending having a teacher workday you know later on in the in the following month well over a month away is more appropriate. And you know it you
195have to say we have holidays and we have teacher work days and they shouldn't be they shouldn't they shouldn't be co-mingled is what I'm trying to say. Okay. So we [clears throat] are at time and there is an amendment on the floor to be voted on. The amendment is to approve the calendar swapping Super Bowl Monday in February with Yam Kapor. Um, Miss Buoie, will you call the role? >> Didn't get a chance to speak. >> No. >> Yes. >> Miss Gold? >> Yes. >> Miss? >> No. >> Miss Barnhart? >> No. >> And Mr. Perry? >> Yes. >> Um, so because that was a tie, that motion fails. Um the initial motion on the table is to approve the calendar as presented. Um Miss Buie will call the role on that. >> Dr. Merrick,
196>> yes. >> Miss Mason, >> yes. >> Mr. Ward, >> yes. >> Miss Barnhart, >> yes. >> Mr. Perry, >> yes. >> And Miss Bradford, >> yes. All right, that passes six to zero. Okay, next item on the agenda is policy consensus and I'm going to turn it over to our policy chair, Mr. >> All right. Well, pretty straightforward. Uh we've we've allotted quite a lot of minutes, but I did get a call from uh my board member way over there in the corner by himself. Uh he brought up a good point. Uh and I think we instead of me kind of giving him an answer for it, I think we should all discuss it. Uh so just take a moment to do that. Uh where it says every board member must be informed of
197the question and response by the requesting board member within 24 hours. The question that uh Mr. Perry, excuse me, the board member over there raised was what happens if the answer from the attorney is I'll have to get back to you. you know, so do you know, is that is that a situation that we want to, you know, bring that out and just say, well, I asked this question and would we didn't get an immediate response and then I'll give you the response later on or would it be better just to wait until you know when when you actually have a question and a response other than >> uh well, I'll get back to you >> take out. And I thought that was a very good question that my colleague way over there asked and
198I said, "Well," and you I think we all need to be on the same page uh instead of me just saying, "Well, this is the way I I interpret it." So, I would open it to anybody else's opinion. >> Um, >> but I'll let you I'll let you >> You'll let me Thanks. >> I'll let you do that. >> Thank you, Dr. Merrick. >> Point well taken. Thank you uh to my colleague to the right who's been taking such a good care of the policy committee. >> Oh, thank you. Uh, I would I would make a motion that we would pass this policy change with the amendment that says question asked as well as question answered. >> Okay, there we go. >> So, how would that read? >> Can you please write that down? [laughter]
199I'm I'm dead serious. I want you >> mean I know how to write. >> I want to make sure that we are consistent. >> Time and night is sort of hard. >> As a doctor, come on now. I want to make sure that we're consistent so that everybody knows exactly what we're voting on. So, if you could write that down, I would appreciate it. >> I will second that. >> You don't know what I want to write down. >> Oh, well, yeah, [laughter] >> I trust you. >> All right, gentlemen. >> Mr. Perry, >> makes sense. >> Just I'd like to get clarification. Are you saying that we would notify the rest of the board of the question and then we would notify them again within 24 hours when we get the response? I I
200I think I can say it very quickly right here in the line in red that says every board member must be informed of the question and response. I would add two words in there. Every board member must be informed of the question and also the response. >> Okay. >> So if they are separated in time, you get two different notifications. Was that not clear enough? >> I think it's not quite clear enough. >> I would have to say That seems a little extraneous. I don't see a need for the word also in there. I don't think that delineates it in my opinion. Um, having to write doctoral papers and be concise [laughter] and learning what words you don't need to add to things. I think that adjusting it in a different way might be beneficial,
201but if we're going to do that, I would recommend that it be sent back to policy. >> Yeah. Are you able? >> Oh, yeah. So, I move that we refer this policy to committee. >> I withdraw my my motion. >> Perfect. You didn't have to because mine supersedes yours. Um, it literally does. So, um, I am moving that we >> I'll second that motion. >> Thank you. [snorts] All right. Any discussion? >> Can you please repeat the motion? >> I move that we refer this policy to policy committee. Um, any further discussion hearing? None. All those in favor signify by saying I. I. Any opposed? >> I No, I'm sorry. >> That passes 5 to one. >> Oh, I'm sorry. I'm sorry. >> Um, next item is the board of Well, we have no old
202business. Um, so next item is board of education scholarship and that is Miss Galler after Dr. B says so. >> I was pointing at him. [laughter] >> J, you need to take 26 minutes. >> I need to take 26. >> Let's talk really slow. >> No, no. >> If you need to take more than that, you can take more than that. >> Let's shoot for five. Okay. >> Um All right. So, here we go. Over the past year, we have been conducting an informal program evaluation about the future teacher scholarship. Um, out of the gate, I want to make sure that we recognize how important this scholarship opportunity is, how grateful we are from the county commissioners for it. It certainly allows us to attract and retain and secure our former students as teachers in
203our schools. Um, so with that being said, it's important and the goal behind this program evaluation was to ensure that the original intent is still what we're seeing in terms of an outcome measure. So I want to walk you through sort of three pieces tonight. Um I want to share some basic information about the program in case you aren't aware of um just the key components. Um it is a rather lengthy promisory note with a a whole host of requirements and and details which I won't go into tonight but sort of the more salient pieces. Um I'll provide you with some information really three years worth of data where we look back at our vacancies, our time to fill rates, expenditures on contracted services that are a result of not being able to secure people
204into positions, the change the changing landscape of lensure for our teachers that we are uh seeing come into the district um as well as some recommendations moving forward. So with that, let me remember I need to advance this. Um, so I'll talk a little bit about, like I said, about where we've, you know, where we've been in terms of the scholarship program itself, looking at our trends, and then where we're going in terms of recommendations and some ideas for strategic expansion. Okay. So, just a few pieces of of information about the the program itself. Um, as far as I have in terms of data going back, it looks like it was around 2011 in which it started. Um, so the money is funded from the county commissioners. It's a little over $100,000 yearly as an
205investment in our teachers, which is tremendous. As I said before, the scholarships are designed to ensure that we can support outstanding individuals who have an interest and who have shown shown an uh interest and some experience in teaching. That way, we can secure them here um in our district. The recipients are awarded $28,000 as a loan over a 4-year period, which is very generous. Um one condition is that the degree must lead to lenture. We have had students that may earn a degree in art but it does not lead to lensure. So that is an important component of this scholarship and they must pay back the loan by being employed with the district for four years. Here's a little snapshot of our uh recipients over the years as well as those that have fulfilled their
206obligation uh for the loan. So we have been able to more recently reclaim some of the funds that individuals have defaulted on um and continue to do that work for those. So you'll see just for example if we look at 2016 um we had four students that were awarded three fulfilled their requirements by coming to work for us and one is now on a 5-year repayment plan. Um in other years we haven't seen as much success. Uh so if you look at 2019 through 2024 that that span there uh we had four recipients and one fulfilled their requirement. So with that information um um is really you know that's really what kind of started us to look a little bit more closely at this. And then another important area is looking at um the lensure
207you know where we're seeing these students what they're interested in going to teach. Um these are the areas that we're seeing and so of course you'll see uh elementary education is definitely our greatest area and our most success in terms of recruiting teachers and then those are some of the other areas that are uh initially what students select as their lensure areas. So, if we look at our current data and staffing trends, um, at the beginning of the year, and again, this is just a three-year look back, this is what we're seeing in terms of our vacancies, and we are extremely proud that we get to almost zero. Um, if that'll ever happen, I don't know, but we're going to keep on trying. Um so that that general teaching um uh recruitment and ability to
208secure those employees is going really well. What you'll see is that our areas of EC teachers and those related service providers. So your occupational therapists, physical therapists, speech language pathologists, um those remain a real con uh you know challenging area to staff and that's what we're seeing uh you know we continue to see. The other interesting piece here that I want you all to see and understand is the average time to fill those positions. So at the start of the year we you know our goal is always to have everybody in place. Um, but then of course throughout the year we have vacancies and it's important for us to look and to know how long it takes to fill those vacancies. For our general teaching positions, you know, we can be around 20 days, even
209less sometimes, and we can get teachers moved in and into classrooms pretty quickly. The areas that we have significant challenges are those that are listed here. Um, and I I will even add to this that sometimes uh some of these numbers can be a little bit skewed in that sometimes we'll just pull a position down because our principles have been able to find, you know, work something out um and get creative while making sure that we meet the needs of our students. So, a posting may come down and then we'll repost again. And so, some of the numbers may even look a little better sometimes than what they truly are because of that. Um, so that's something we really keep keep our eye on. Um, and as a result of that, you'll also see here
210when you when I flip through these next few slides, because we aren't able to secure those individuals as employees, it now requires our EC department to resort to contracting with staff, which we all know in every other industry as well. As soon as you begin outside contracting, your expenses increase. That's not something, you know, that that is unique to us. it, you know, we know that to be true. So, um, those expenses, uh, continue to impact our overall budget, of course, and their daily rates, uh, for what they charge far exceed, um, you know, what we can pay, which is probably a double-edged sword, right? But that is what it is. And you'll see how those contracted employees. These are for educational interpreters continue to rise. um our speech language pathologists, you'll see that increasing
211every uh you know for the past three years and and unless something changes, you know, we expect to continue to see that. Um as well as our teachers of the visually impaired and our occupational therapists and physical therapists. An interesting thing here that we're going to see where we haven't had to contract those employees in the past. We're extremely fortunate that our current employees are what I would call experienced or seasoned. Um many of them are are up in the 20 plus years of experience. Um which is wonderful for our students. However, we all know um that retirement will be looming for them and we're going to we're going to eventually sort of hit a cliff as well with that and we're going to see a a large number of those people retiring. Um and
212that's going to you know certainly impact our contracted services again unless we can do something different. Um the other interesting piece to this and I know we've talked about this in in many other um environments as well but one of the other you know factors that we're seeing is that when we're get when we're receiving our teachers especially you know the teachers coming right out of college um you know they're initially licensed but we're seeing workforce change teachers right so our residency numbers of licensed teachers are growing um tremendously so half of our workforce here that we're talking about aren't traditionally trained teachers and that presents um some challenges, right? We're certainly thrilled that we have people looking to career switch or you know, whatever it might be. Um but that just brings a different
213set of circumstances that we need to adjust and work with. Um so knowing all that, we certainly have strategies that we attempt to implement so we can mitigate what those challenges are to the best of our ability. And I wanted to share a few of those because they certainly go hand inand right where there are problems we need to be looking at solutions. So um one of the things that we're really excited about is being able to reinstitute the teacher cadet one and twommies here. Um they are honors courses. So we're excited about that opportunity. Um that will be reinstated at Laney at um Ashley and at New Hover High School. So that'll start second semester. So we're really excited about the opportunity to begin another pipeline. So that's something that's a little bit more
214of a long-term goal that we'll see, you know, we'll see in a couple of years the benefit of that. Um we have been um directing and targeting more of our recruiting funds to really be able to reach out and connect with our EC and related service provider, schools and universities. So our focus really will shift to targeting for those teachers. um and of course other hardto-fill uh teaching areas like math and science at the secondary level. We've also been able to fortunately through the use of title 2 funds been able to offer incentives or sort of offset some expenses of our um residency and uh hard to fill teaching uh positions by offering tuition reimbursement or reimbursement for licensing and test you know tests that will lead to their licensing. So, we've been able to
215offset a lot of that fortunately through title two funds. Um, we've been able to maintain also through title two specialized support for our alternatively licensed teachers. We have one of our education uh educator development team specialists that is solely dedicated to supporting the 90 plus that number grows of um beginning teachers that are alternatively licensed. And then we're also able to with the addition of a new educator development team specialist um this year uh we're able to devote some of that person's time to connecting directly with these board of education scholars. So that's something we'll be able to do moving forward. So as these folks are awarded um these um these loans, they will stay connected as they begin their college career all throughout. And that way that connection is there when we're ready for
216them to come back. So this individual um Miss Pritchette will be able to review their transcripts, make sure that their coursework is leading to lensure, being able to provide them support um you know just build that personal connection so that way when they're ready to graduate, we can keep them coming back here. Um, and then of course through title 2 as well, we've been able to offer some additional uh mentoring for EC teachers and being able to provide those stipens like we do for just the general uh mentoring. Okay. So, with this information, what is it that we can recommend so that way we can make sure that the original intent of the scholarship is aligned with what we know to be our district needs. um knowing that things have just changed over the years
217um since its inception. This is just a quick snapshot. Um, again thinking back to how we know the scholarship program, the effectiveness effectiveness of it. Again, being very grateful and appreciative of it, looking at with that data, where do we need to go and what are the changes that we need to make so we can avoid those folks defaulting on their loan um and ultimately securing educators in the areas that we need them. So these are a series of recommendations not in any any particular order. Um really our the the request is looking for that flexibility. So um a first recommendation would be to look at re-evaluating those recipients and that award distribution to those in their last two years of the program um instead of from the onset only. Another recommendation would be to
218prioritize and expand the scholarship awards. So, we could look at expanding into other related service providers. Right now, we're really, you know, we use the word future teachers. Um, and while we absolutely need to continue to recruit teachers, we need to really shift our focus and be able to shift that into um teachers that work with our students with disabilities as well as the other related service providers. So, we'd like to sort of expand the aperture there. Um, another recommendation would be to look at providing some loan forgiveness to current employees who may currently have student loans. Um, that maybe we would offer an additional loan forgiveness amount to them here and to remain here for a certain number of years. So, they might not have been um a New Hver County Schools graduate. they
219might have been somewhere else and they're still paying off a loan, but they're here with us. And that would be a retention measure. Um, another recommendation would be that we can just tie in somebody from HR, specifically our specialist, to really be more embedded in the process, certainly not part of selecting the recipients, but just have them as part of this process along the way. so we can build those connections right from the beginning and be able to better inform you all with what some of our data looks like as we look at uh recipients of these scholarships. The fifth recommendation will look at providing some flexibility um in awarding those payments to juniors and seniors out on the road. So when we go out recruiting, uh, for example, you know, AppState, um, a lot
220of times and what we're seeing now are colleges and universities are asking juniors to begin attending fairs. Um, so while we're out and we're meeting people, uh, we can say, you know, in two years when you graduate, if you come and work for New Hover County Schools for two years, we'll support through the same amount of money your tuition junior year, your tuition senior year, and you would sign a contract to come and and work with us year one and two. And then lastly, again, just look at being able to expand the marketing strategy for this. So being able to uh work more closely with our counselors so we can reach out to those other again just outside of the teachers. I think I'm sure you guys I probably said that 10 times tonight but
221sort of get out just that you know beyond the basic general teachers. Um so key takeaways um again first and more first and foremost we really appreciate this opportunity from the county commissioners. Um, we're looking to realign the scholarship intent with what our hiring needs are now that we see it shifted some. Um, and through that, we're asking for some flexibility of that expansion into other eligible uh staffing needs. So, for us, that next step would be sort of your your approval for those programmatic adjustments. um we would look at revising our marketing and application process so we can really try to reach out and um you know contact those other students. Right now as seniors are meeting with their counselors and um going through that process where we can really connect and build um
222some more um opportunities for those folks. Develop and publish the future scholarship uh future teacher scholarship timeline. We'll push that out and then make sure that um Britney Pritchette's involved in in all of it moving forward. So, that concludes my presentation. >> Thank you, Miss Keller. It was a little more than five minutes. >> Was it really? >> It was. My goodness. Time flies when you're having fun. >> We're very over, but um I very much appreciate all that you pulled in there and thank you for including those educational interpreters. I know that was some of this has started in conversation before that, but I know in conversation with you um and other staff members just talking about how we can hire [snorts] more and um the cost itself just just to contract out is
223just so exorbitant and we could we could spend that on >> you know so many other things. Um, I am going to move that we add 10 minutes to this discussion just so that everybody has an opportunity. >> Okay. Um, any discussion? >> Uh, Mr. Perry. >> Um, >> this is just about adding 10 minutes. >> Oh, >> okay. Um, any discussion on that? Uh, hearing none. All those in favor signify by saying I. I. Any opposed? That passes 620. Holy cow. Um, so there were hands all over here and over here. I'm just going to go in a row. Uh, Miss Bradford. >> Um, I'm just going to move that we accept the recommendations for expansion. >> I second. Second. >> Okay. Okay. We're going to dis discuss that. Dr. America >> I I
224I I didn't get how I don't know how much constraints the county gave us in our in their original you know uh award for and when [snorts] you say that we need to uh you know go and ask for are you are you coming to ask for us or do we also have to go and ask the county if we can expand in this in this way >> I've brought up this subject with Mr. Kudra already and he is amanable to making adjustments. >> Love to hear it. >> Mr. Wore. >> Well, first off, uh, great ideas, well thought out. I think this is wonderful. >> Um, you know, last couple years we've been kind of begging and trying to find somebody to come take the I hate to say take the money and we've
225got some great candidates last couple years to do that. However, um one question I had is so you know it looked like some on certain things we have gotten two of the three or one of the four or what is there are we still trying other you know do we have our attorneys involved to try to you know because if they kind of ran with the money and that kind of thing. So, yes, that's a yes, we are. >> Yes, we are continuing to um >> to reach we're in contact with just about everybody. Um >> some people make it a little more challenging than others. Um so, everybody that we're in contact with, we are working out a repayment plan. Of course, um we recently received a request from someone um and I'll bring
226that to you at another time. It was too quick to get it turned around for this um because of some special circumstances. So, we continue to answer your question. We continue to um track down those that have defaulted. Um we have spoken previously with the attorneys about what are the different steps that we can look at either moving on to collections or what are those sort of progressive steps that we can take. Um, so we're well on our way with those. Absolutely. >> Okay. And I hate to be, you know, a hard guy about this, but where does that money, So we, if they default, we get the money back. Does it go back into this program? Does it go back to the county commissioners? Where does the money go? >> It comes back to
227us in an operating um budget and then can be allocated back to the program or >> Perfect. Thank you, >> Mr. Perry. um the current program when we're giving the um when we give it [clears throat] if they please uh correct me if I'm wrong. So if if they need to get a certification they need a teacher thing do we automatically guarantee them a job? What if they decide, hey, I want to get, you know, my c, they get their certification in art history or something or whatever and we don't have any openings. I mean, the uh do we or do we so we don't have a contract for them when they're just graduating out of high school or whatever. >> So, there's a provisory note for the loan that they signed, but because we
228follow them, we know where they are with graduating. We know what they'd be graduating in and we can anticipate vacancies. So, we make sure that those individuals have the opportunity to interview around the district, but we ensure that they have a job. >> Okay. We do. >> Yeah. Absolutely. Yes. Because we we know they're graduating, right? We can we can we can plan for that. Um what we like to be able to do is give the individual of course and principles the opportunity to interview like everybody else, but we will make sure that there's a position for them. Okay. Thank you, >> Miss Barnhart. >> I just want to wrap up. I I agree with the motion that's on the floor of revamping the program because teachers are not the only position that we need
229in this district to be successful. And so being able to rethink that and really be responsive to our needs, I think it shows um ingenuity and I'm glad to hear that we've already had conversations with the county because I think they also want to see us be successful and being able to fill those hard to fill positions is necessary. So, thank you. So there is a motion on the table to approve these adjustments. Any further discussion? Hearing none. All those in favor signify by saying I. I. Any opposed? That passes six to zero. >> One. >> Um there is no closed session. There is also no personnel report. Um, I would like to because I know that everybody wants to rush out the door. >> Um, board members, I would like to draw your attention
230to correspondence. Um, I received a letter from Miss Nelson. Um, it is shared under there. Um, and moving on to the announcements. Uh, policy committee will meet on Monday, November 10th, uh, at one. [snorts] general public will have the option to view remotely on YouTube. I don't have to fly through these. It's so nice. The finance, bond, and capital committee will meet on Tuesday, November 18th at 12:30 um here at the board of ed center. Board of Education will hold an agenda review meeting on Monday, November 24th at 2 p.m. here at the Board of Ed Center. Uh general public will have the option to view remotely. Board of Education will hold the December regular board meeting on Tuesday, December 2nd at 5:00 PM here at the Board of Ed Center. General public will have
231the option to view remotely on New Hover County Schools YouTube. Sorry, I can't delay it any longer, sir. >> To adjourn. >> Sorry, sir. [laughter] Is there a >> gabble that I don't I don't think you need a second, do you? But second. >> All right. All those in favor signify by saying I. >> I. I. Any opposed? >> No. >> We are injured. >> I tried. I tried for you. I did. I tried.