042126 Dublin City Board of Education Meeting

001[clears throat] I think Mr. King is going to be five minutes late, but we can go ahead and start. >> No. No. You ready? >> Good evening. We're going to go >> We're going to go ahead and start the April 21st um called board meeting to let me call it to order. We're going to start with invocation and pledge with dislover. >> Oh most gracious heaven father, we thank you once again Lord for this day. We thank you for bringing all of us together Lord to be as one as unity. Lord we ask that you be the head of this meeting him father and also we ask that you be the tail. Ask that you let us make the right decision Lord and that we hear every voice that speaks today Lord that we actually

002listen heavenly father. Lord, we just want to say thank you and continue to lift this city up, heavenly father. In Jesus name we pray. Amen. >> Amen. >> I pledge algiance to the flag of the United States of America [clears throat] and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you, Mr. Glover. >> All right. Next item three, approval of the agenda. May I get a motion to approve the agenda for tonight? >> I make a motion we approve the agenda. >> I second. >> All right. It has been motioned and seconded that we approve the agenda on April 21st, 2026. All in favor? I. >> I. >> All oppose? No. Eyes have it. Six to zero. Next on the agenda, public comments.

003Miss P. >> Yes. Um, I first have Alfred Wheeler. >> All right, Mr. Wheeler, you know the policies up there and then there'll be a threem minute timer. >> And Mr. Wheeler, you were speaking to items on our agenda. Is that correct? >> That's correct. >> Thank you. >> [cough] >> I was I had a prepared message, but sometimes I think it's important that we speak from the heart. [clears throat] I've been coming to these meetings for over 20 years. I didn't just start coming to these meetings and I've had some hard conversations over the years with some of the board members and some of these board members here today are deeply close to me personally. [clears throat] But I've had the last six months some sleepless nights and I'm sure a lot of people

004in our community that all of this chaos that has happened in the school system has caused many people to have sleepless nights. And I've always been a person that have been transparent with people. So, I'm gonna be transparent with you all tonight. I do see a couple of items on the agenda tonight related to MO Street and IG. Now, personally, I don't have anything against IG, but what I do have a problem with is that there have been a number of resources that have been um taken from the other schools. There have been another um um such as uh teachers, certified teachers. You look at the the district in the past year, most of the certified teachers were over at IG. And I asked the question, what happens to the rest of the schools? Um

005in particular, our elementary schools and our middle schools. what happens to more street [clears throat] where the administration over there have done a awesome job uh Miss Pucket and her team and even before have done an awesome job. So today, as we make a as y'all make a decision on whether y'all going to close more street versus closing IGA, I hope we are really thinking about the decision y'all want to make tonight because it's going to impact a bunch of children [clears throat] that look like me. And so I just want to us to be reminded this is not about race. It's about color. I love all people but we should not be looking at economic social economic status. We should not be looking at race. We should not be looking at a a category

006of students to that we're going to put the emphasis on. We need to be looking at all students and we need [clears throat] we need to be looking at all teachers. >> And I just wonder do y'all when you go to home at night and >> you think about the bigger picture >> of the students that we are serving in this school system. >> Thank you. >> Yes, I will. This is a board meeting. You have no right to have a public comment right now. >> No, no sound period that disrupts him or us. Now, you have a choice. I can either call the law and you can go or you can be quiet. >> Oh, come on now. I know you know >> I'm not doing this tonight. I'm not doing >> Next we

007have McCrae. [clears throat] >> Good evening. >> I'll be very short. I actually was not going to say anything today. Um and I just decided when I came in I was like well you know we've been doing a lot of talking and um I don't like when um the issues become about we don't want the issues to become about us right we always want to make sure that these issues that we're talking about always are about our children um and so I said I just have a burning question for the board um because I think it helps us process the decision making when we can really feel your heart and feel you know what it is that you are really wanting for this school system and for this community. Um [snorts] it has felt like

008there is a a a sabotage from the inside out. You know, for a long time and you felt like there were so many attacks against the city, the school system, but now time now it feels like as you as we're discussing and really I want when I know you all are at the precipice of a decision about IGA and U more street and I know this is something that has been talked about and talked about so I don't want to draw it out but when it comes to decision making sometimes you can understand when you feel somebody's heart you can't accept that they're making the best decisions based on the entire group of people and the entire school system. And so tonight, you know, that's really my question for the board. Um are we is

009there a way that we can make sure that we're considering all our students when we make um our decisions? Um I don't know what the state has recommended and there and why they have recommended it recommended make those recommendations. I just know that there's something wrong with the way resources are distributed around in our school system and I think you have the ability to fix that. Um, and if there is a way to make more street work and I don't even know what eliminated is on on the table, so I'm not putting that out there. I just see the name. I see those and we just wanted I wanted to speak to that. But I I do implore this board to please consider everyone. I think we owe it to our our the teachers, our

010community, those that have been stuck by us, those that have been most affected by this situation, um to make even those when those decisions are hard to make them. Um I was here when you all when my kids were in the school system when they had it when they closed down um Susie and then my my son was a fifth grader when they moved him over to the um middle school. All very scary things for me as a parent. And so I can only imagine what IGA parents are feeling right now and what other parents in the system are feeling right now. And we're asking you to please give us the confidence that you are being fair and that you are doing the best you can to make this work. I appreciate your time. >>

011Thank you. >> Next we have Miss Ray Bloodworth. >> Good evening. >> I am Ray. I've been coming for over five years. I've been sending emails out and the board has been working with me for the superintendent. I'm here for the children that's going to stay in this system and the teachers. I understand [snorts] more street is needed. If there's a decision into closing more street, I'm against it. Um, I think all the resources should be at all schools. I think that we've [clears throat] been battling this thing for a while and I believe that you all knew and had an understanding of this decision that y'all about to make tonight and [snorts] y'all just sugarcoated all the way to this day. And I'm asking you to keep more streets. It even it shouldn't even

012be on the list for closing if that's [clears throat] what you all here for today. And I want the teachers to know and the children to know I don't have a child in WZ school [snorts] but when I stand here before you all I'm speaking every child is mine and I believe that you all know what it is y'all need to And I'm asking that y'all do it and do it right and let's not keep dragging us on. Thank you, Miss [clears throat] Clever. >> Miss Clever, I have a question. >> I'm sorry. >> You said I have a question. >> You have a question? >> Yes. You made a statement as to that the board knew that these choices were coming up. >> I believe so. Yes. >> Okay. Um I can't speak to

013all board members but I can speak for myself as far as more street and IGA. Um with all the information that's been given to us um from what I have seen I didn't see the fact that the more strict school would be in the findings as to being closed. But I did see transparency. I did see the fact that there was a problem with the IG program. >> Um I don't think it's fair that now to put it out there for everybody that we all knew that this day would come that we would have to choose between an author alternative school and a program. But we thank you for noticing that and putting that out there for us. Um, like I said, I didn't know that these choices would come up for as with school,

014but the IGA program as the way the information that was given to us. I can speak for myself. I'm not speaking for nobody else. I'm being transparent for myself that we did um see some things as to that it might have to come to these choices. But we thank you for um just in case we forgot and you enlighten us on with that, we thank you for bringing it to our attention. Thank you for responding. And next we have Peter Litzky. My time. >> Yes. How y'all doing? >> Yes. I'm nothing about this school thing here, but I've been coming to your meetings ever since beginning of last year when we started with the issue with the school problem. And I think we're over that. So we don't have to echo that again. Just like

015the last time I hear with Mr. Curry about Middle Georgia preparatory, you know, school, we don't need two school systems here. Okay. And one thing I want to say because you people have probably kids. I don't have nobody in this school system here. I just trying to say represent me and my taxes, you know. So when you say when it says here and it's sad that we making comments first before y'all doing a general session on recommendations from the state regarding financial improvements that don't say a whole lot on this paper >> and I don't understand when I come here the last few times that I've been coming in here this is the way it goes this is what you do [clears throat] and on my in how do I know what this means am

016I going to hear a little bit later on when we talk about this or why don't we talk about that first and then have public comments after that cuz you're taking my time away. Can I say stop me here and come back two minutes after you all talk? I mean, come on. Is this like the government works here now all of a sudden? And I'll say one thing. Of all the meetings I've come to here and talk, not here, but when you went to the the theater in town, when you had the meetings in town at the theater, you know, I'm amazed all you people up there. One, two, three, four, five, six, seven. All eight of you. Okay. Never at a meeting. Have you ever talked and ma'am, you're the first one in all

017the meetings that I've come here this year. First time. Nothing against that. I'm just amazed because I was told after a meeting that's like some government law that you're not supposed to talk till after the meeting and after the after it's done. And what good is that when these people, everybody here like me and everybody else wants to hear what you have to say? >> Not individuals because I went here when I came here. I went up to my representative before I started. I said, "Sir, even though he don't know me and I'm in his district, I said, "Sir, I'm glad to see that you're with us still." That's not a respect. That's all it is. I respect the man for, you know, he made it on the other side. Thank you, JESUS. BUT I

018accept the same respect in return. When you do this, I've been to meetings and you go, "All in favor?" Like it earlier. All in favor? Yeah. All of you said bye. Does anybody know what they voted on? Really? >> No. >> Thank you. That's what I'm asking about. Why can't we come to something when you do something like this and people come to something like this? Why don't we have the same information that you're voting on so we understand? So we can say something. It's like, you know, you had a good comment when I spoke last time in front of Mr. Curry about preparatory school this >> two school systems here and it was sad that you know sad but it's true like someone said when all the kids were trying to get their Tom

019>> thank you I would like to make a statement. >> Yes ma'am. >> Mr. Lipsy. >> Excuse me. >> Lipsy, >> I would just like to say to you this uh agenda, this is the same agenda I got as a board member. I didn't get anything else but this. >> Okay. I got a folded right here. All this information in here about more street and IGA. I should have had before tonight as a board member, >> but I didn't have anything but what you saw. >> And so I had the same question too. Exactly what the conversation was going to be about. [clears throat] >> So if you're being fooled, why are we being fooled? >> I'm being transparent with you all. >> See, this is the issue with transparency. We first have to have

020transparency with the board. We we are the board and I have stated when I sat down, we should have had this information before. This is not my first time saying this to the board. But I just want you to know that historically when we had um public comments, the board did not say anything. We just listened. But that changed at a hearing uh and we had dialogue going between board members and people in the audience. And so from that day on that change, but I just wanted to make that >> [clears throat] >> uh I just wanted to correct that what you said that was what we had done historically. But I want you to know I got the same thing. >> It ain't right for you and you're on the board. >> I agree

021with you one >> and I'm speaking mildly on it and it ain't right for all these people here that want to hear what we're talking about and understand. It ain't right for how you solve this. I mean, you come into a meeting, we're asking for help, and I was told the last time I was here by that young man back there saying, "We're not supposed to talk. You're not supposed to talk." >> So, how does that work? >> So, in regards to public comments, the board typically does not respond and and going back and forth. We can ask questions according to the policy. >> So, comment, I should have I completely understand. Now, maybe going forward if there's items that we need to um rearrange the agenda to allow for public comments after the presentations,

022>> um that may be something that we look at. >> Well, ma'am, you know what you're saying, ma'am. It ain't right when you say, "Okay, meeting discjourned cuz you did it to us or did it to me." When you say meeting adjourned and people excuse themselves and then you have your private meeting for over an hour to make us wait out there to wait until you're done to start over on the talk session. >> We don't start over on the talk session. >> That happened to me the last time I was here. Now he's the man that we talked to. >> Mr. Peter, Mr. Peter, I'd love to talk to you. I'll stop right there. >> You have my phone number. We've talked before. >> I'll stop right there. >> Thank you. >> Next, we

023have Miss Jackie Curtis. >> Oh, I'm sorry. I didn't sign up. >> Okay. All right. Um, we have Miss Barbara Martin. >> Good evening. >> And I am so thankful for all of you. But I have the same sentiments as Peggy. I want to know when can we come into a board meeting and you have the information first and let us speak because that's freedom. That's choice. All of us in here, I want to go to this board street and I've seen those children. See, everybody's children may not get in trouble, but if some children get in trouble and they need somewhere to go and if more street was that place, it should be on the list. But I'm just looking at what's on the list. I don't know what you all are doing, but

024I do know I've had my child in the school system and I got my grandchild. I was here with Saxon Street clothes on. I worked as a substitute teacher in the school system and I've seen God work. And if supplements were the thing, you all need to stop thinking about your child and think about every child in this school system. Don't think about your child. Think about every child having the same right as every child at IG. My daughter is at IGA, but she's there on her grade point. And it's everybody, if you go take a a supplement check. I guarantee you, everybody's not uh uh gifted student. You need to look at it. You need to treat it fairly. And every teacher, you don't need to lose no more teacher. You don't need to

025cut four to six positions. That ought to be enough. And if getting rid of whatever you need to do, do it fairly and do it God's way. If you don't sit on trust, you don't do it God's way, YOU GOING TO SUFFER THE conse that you sit in here and make and say you a Christian and you doing it God's way. Cuz if YOU NOT DOING IT GOD'S WAY, you going to suffer the repercussion. Not us, but every child ought to matter. Every school system, Hillrest, Mor Street, UH SUSAN GASHA, every student ought to matter. and forget about your child. Say all but [clears throat] Amen. [applause] That's all of the um public comments that we have. >> Okay, moving on to item five, superintendent comments and announcements. >> I just want to welcome everyone

026tonight. Um we appreciate all of you being here and all of you speaking. Um I do want to um clear up some things that have been said. Um we are not looking at closing Mor Street. We do value our students and our staff there and we're going to have a presentation on um some models that we're looking at and um so that's yet to come. So those of you that that spoke on that, I just want to make that clear. We're not looking at at closing more street. um we find it as a valuable uh program. Um we did have our COGIA accreditation um somewhat changed. Uh we sent out information about that last week and we wanted to make sure that everyone knew that our school system is still accredited. We are just accredited

027under review. We are currently going through the process of creating a um action plan to address all of the directives that were in our COGIA report. Um we feel certain that you know once we have done that that we will submit that and um Cognia will work with us to regain that full accreditation as we have had um in the past. In 23 we went through a COGIA review and it was almost perfect. We had one area of improvement um and we have you know since 23 been working to get that area up to where it needs to be. So I just wanted to let you guys know about that. Jason. Okay. Um we do have a couple of other things. We had um Amaria Scrubs. She won the ACE award today. We are super

028excited for her. And that A stands for accepting challenge of excellence and that was with the exchange club. So we're super proud of Amaria. We also are proud of our track team. They performed well. Several of the relay teams um will be advancing [clears throat] to the sectionals as well as our field events. So we're we're proud of those young ladies and young men. Uh we also have our theater troop that's having a dinner theater at Dublin High School in a few weeks. And so they're preparing for that. So, we'll have some more information coming soon on that. And our baseball uh team will host the state playoffs on Friday. So, we're excited to have that um on Friday here at their field. And that is all of the um comments that we have. >>

029All right. Thank you. Six general session. Item A is approval of the Touchdown Club raffle. So, in your packet, you do have a flyer. [clears throat] Our touchdown club, Mr. Alison Culver, came to us and asked um if we would get the board's approval on uh this raffle. It is a gun raffle. The tickets will go on sale through May 31st. So, he's wanting to start that next week. >> [clears throat] >> Um what it is is they'll have $30 tickets and there will be uh tickets drawn daily and it will be coinciding with the cash numbers and so every day in June there will be a winner. The um the guns will be picked up at the uh gun shop and all of the legal legal things will be taken care of there. So,

030if a person wins and they don't have um all of the information that they need or they're not approved, then you know it it stops at that point. So, it will be done legally through the gun store. Um and so we just need an approval for them to start the raffle and it it is for the touchdown club. >> All right. So, no guns on site at the school. This will just be the selling of tickets and then >> uh tactical trading post will handle all the legalities. Yes. >> Yeah, we've done these in the past. >> Just making sure that we're clear on that. >> And I'll offer a motion that we approve the request by the Touchdown Club for 30 days unravel. >> Second. >> Okay, it has been motioned and seconded for

031the approval of the touchdown club raffle. All in favor? I >> I. >> All oppose? No. >> No. >> Who voted? No. I said no. Miss >> Johnson and Miss Glover said no. So it was >> 5 to Moving along to item B that I think we should have had as item one recommendations from the state regarding financial improvements. Um >> so our um our state department did have lots of recommendations for us and as we received those recommendations we looked at our district to see if it was something we could do. um in our system because just because somebody recommends it doesn't mean it it fits for our students and our um community and our population. So um you know we have gone through and kind of looked at the the different things um

032that they have recommended and we have Miss Miss Dr. Londa Fleming here with us tonight to talk about um what we're looking at as far as an instructional model for more street school. >> Excuse me. Superintendent. >> Yes. >> I can't see. >> If you'll [clears throat] flip over that packet right there. >> You have that in your >> I need. [laughter] >> Good evening everyone. Um as school said, I am Lauren. I serve as the federal programs director and um I would like to reassure everyone that we too see the value add more street schools. And so what we're doing in partnership and in collaboration with all of our state leaders from the department of education, we have been exploring many options that will maximize the opportunities at Mor Street and the students that

033we serve at more street schools because in Dublin City Schools, all students matter. And we're going to make sure that the supports that are available with the supports of the state that we're going to do that for more street schools. So, I'm going to kind of advance through the um this presentation to kind of talk to you about how we got here and it's going to kind of give some of you some reassurance as it relates to how we're moving forward with more street school student. So, you notice that we said the blended learning model for more street. This is just a quick overview of what is the blended learning model. It's basically a teaching and learning model that is very appropriate for like an alternative school um to allow the combination and the blending

034of a computerized program um to provide direct instruction for grade level content, the Georgia standards that many of us here K12, ELA standards, math, the Georgia standards of excellence and then allow the students um and I know specifically at Mor Street they do a lot of goal setting but this is an opportunity in this model to allow students that time to really f focus on their personal wise learning needs based on the um the goals that they have set in collaboration with their teachers and leaders at more street schools. And so why did we decide we got to look at a way to support more street as many of you were speaking about what happened first semester? I have some data here from first semester comparing it to second semester. We know we had a

035major reduction in force at more street schools as it relates to the personnel, the leadership, but as you can see, the number of students did not change very much. And so when you're thinking about at more street schools and understanding um the types of students that we serve at Mor Street School that benefit definitely from that additional support that our um our great teachers at Mor Street provide. First semester we had 74 students enrolled. We had seven teachers that were able to provide direct instruction. It is so much easier to teach students providing that direct instruction when you have seven teachers able to kind of divide out that group of students, students and teachers having a smaller um class size and we had two administrators. We had a building principal and we also had an

036assistant principal over there. So when you think about the 74 students, the seven teachers and the the two administrators, we could really run a very well organized um alternative school. Well, of course, when we ran into our situation, as we all know, we had to do this major reduction in personnel based on looking at our funding, looking at what we've earned second semester, the enrollment for the students went down a little bit, but we all understand how fluid Mor Street is. It can be up today, down tomorrow. But for of those 67 students, we were left with three teachers. >> And so when you're thinking about three teachers compared to first semester, these teachers were seven. They can provide direct instruction to students. Imagine three teachers trying to do the same thing. It's very limited.

037It's hard to provide direct instruction. And then you have one administrator that is responsible for teaching and learning, overseeing continuous improvement. That is a heavy task and almost impossible to effectively do without looking at that. [laughter] So, as a result of looking at all of these things, we were like, "Okay, what can we do to support more street school students because clearly you can see the numbers. The student enrollment didn't change that much, but our staffing changed changed tremendously as a result of that reduction and just continuing having conversations with the continuous improvement efforts and teaching and learning at Mor Street. um we realized that we had some some fragmented instructional and the continuous improvement efforts. I mean that's understood when you're thinking about the staffing and so as a result of that we did

038encounter barriers to monitoring the students their achievement not just for academics but we paid for attendance. There are just so many things that we're monitoring um to ensure that our students are successful. And when we're thinking about the vision of of Dublin City Schools, we want to fulfill that whole vision of producing globally competitive students. And so we got to look at what is it that we can do to support them. Well, of course, with everything that was going on, we as system leaders, we don't have all of the answers. We reached out to the state for support. What can we do? How can you all support us? So, in collaboration with um Dr. Stephanie Johnson and Mr. Anthony Pac who serves as the state leader for alternative schools. And so we went to the

039expert of the state to help us with what can we do. So Mr. Anthony Pack um and Dr. Stephanie Johnson and other leaders of the system. We started looking at our data. We were looking at um observations of instructional practices, student achievement data. We were just looking at a number of things and we saw that the gap was widening >> and and and it's going to widen when we don't have the personnel to support this work because at the end of the day guys all students are expected to master the standards and if you don't have the personnel to do that it's going to be difficult for more street and so what the state recommended recommended for Dublin city schools because what we don't want is to put all of our kids in a virtual

040city at home that's not the best space for our kids that's not what we on and that's not what we're going to do here in Dublin City schools. That's why the state has recommended a blended learning model. And what is that blended learning model? And and with that, before I go on, they provided us several examples of other schools in the state of Georgia that have effectively implemented a blended learning model in an alternative school setting. And so, as we begin to um really explore those options, we had to ask ourselves a few questions. Okay, when we're looking at the blended model, one, what's best for kids? Two, is it aligned to the law, guys? We got to follow the law. We got to make sure that whatever we're doing is aligned to the law,

041that it is giving the state guidance, and at the end of the day, God is funding. We got to make sure that the teachers that we're putting in these positions, that we're earning money for them. As we're all growing and understanding how all of this works, we have to make sure that we have the right teachers in the positions so that the state can actually give us the the money to support that work through um salaries and benefits. And so with that, the best practice research supports this. Students need to be in front of a teacher providing them direct instruction. We got to have that if we want to have great success and we want to produce globally competitive students. Teaching and learning must be aligned to the state standards. [clears throat] Your grade, whatever

042grade the student is, if they are fifth grade or if they're sixth grade at Mor Street, they must receive sixth grade level work. They cannot receive fourth grade because that is not meeting state guidance. And so we have to have and moving now the certified teacher that we will get funding for that will be providing grade level instruction so that our students when we say globally competitive globally competitive means when they go out where they have [cough] skills [clears throat] doesn't matter who they are competing with they have been given fair access and an opportunity to be successful at whatever they do. And so when we're looking at this and we say teachers must be certified, they have to be certified. We do not put anyone before our kids. That's not what we're going to

043do. So yes, they must be certified. One, because we want the best in front of our students at the end of the day. People that have gone through the proper training to serve our students and then the state recognizes that, hey, we have certified teachers, they're going to give us funding for those teachers. And so this is to give you an idea of why did we go into that blended learning model and what we're looking at for Mor Street at this point. What is it going to look like at Mor Street? the computerized or the computer pace computer-based program that more street is the school's PLP they are familiar with it they use it and that is the program um after the students receive face-to-face instruction as you notice I say all students this is

044for every student at Mor street schools and that's why it is so important that the students are in school on site at Mor street receiving direct instruction from a certified teacher and so with that that teacher is providing grade level instruction instruction based on the Georgia status. That's K12 for ELA, K12 for math, Georgia status of excellence for social studies and science. We have teachers in front of them teaching them direct instruction, tier one instruction, differentiating with whole group instruction, small group instruction, and then giving those students an opportunity to practice independently. Then we have the self-directed using the online um program with schools. PL is personalized where students like I said more street focuses on student goal setting and so those students are setting those goals when they're working while the teacher is working

045with other groups of students with that grade level direct instruction the students are able to monitor their progress towards the goals that they have set in collaboration with their leaders and teachers. This is an opportunity for them to complete individual student learning plans that are tailored to their individual needs. And so and I could be working on apples and another student could be working on oranges because that's what I need to work on in the absence of the teacher providing me direct instruction and the coursework is in schools pop it will reinforce when we are scheduling it as teachers are um doing the assignments in schools pop they will make sure that the work that they assign to the students in schools pop it reinforces the direct instruction that the teacher has prov provided. And

046so for the most part, this is where we are with Mor Street. More street remaining a brick and mortal. More street having certified teachers. More street endorsing and employing the blended learning model to make sure that we are providing the highest level of instruction for every single student at More Street School. So at this point board, do we have any questions? >> I do. Um, how many students can we service uh face to face with the current staff? >> With the current staff, >> we can service I cannot answer that question now, but with the blended learning model, that's where we'll look at how we're planning that with this long group instruction. But with the number of students that we have, we will have to look at what the state is actually saying that we've

047earned. So, I can't answer that question. >> Okay. I have another question. Well, well, I have a comment then another [clears throat] question. Now, in my looking at Moore Street before the meeting, uh the brochure that I came across and when I pulled it up on the web, well, that's what's advertised, a blended hybrid model already, you know. So, is this going to be any different than what is already being advertised? Well, we're advertising it, but based on our observation of data as we've been observing um observing it in practice um those are some things that I said fragmented especially with a reduction in force. It was not being implemented with fidelity and that's why we reached out to the state to see how can we get some assistance to maximize that considering that we

048went from seven teachers to three teachers and they are actually working with us now as we're speaking. >> Okay. Will you take into the consideration of whether or not the child is self-directed? If the child is disciplined, you know what? If you have a bunch of uh kids that they need to be face to face, I mean, how are you all do you all have an alternative plan for that? >> All students are expected to be face to face and I don't think I'm understanding your question. >> Well, it sounds like it means some may be virtual and some >> Yes, ma'am. that choice that with the leadership based on the needs of the student at this point we want all students we want every student to be on site receiving direct instruction however based

049on the decision of the leadership and based on the data that [clears throat] would be a decision at the building that they will have to make and then speaking from that perspective the system um district leadership also is engaged in that as it relates to students that are assigned virtual full-time and yes we will have a plan in place of what that looks like for those students that are at home and how are they going to receive that direct instruction. But again, that would be a decision at the school. But what we don't want is more students at More Street in the community not receiving direct instruction. We would like to see our kids more so in more street schools receiving that direct instruction. >> Okay. So what about internet connection? you know if the

050child had that the proper internet connection if they had exactly what they needed I mean how do we address that and you and we had the same question and that's the reason why we are really emphasizing the importance of being at school to receive that instruction because like you said we really can't control the narrative at home as it relates to the internet access the I don't even know all of the the answers that go go with that we will have to talk with the technology department, but really we do want all of the students in the school because we do not have any control of the access that they have at home. Okay, I have one more question, but Miss P may answer this. Uh when we had our budget uh meeting on the

051QBE earnings report, there was a uh category of remedial >> funds. And my question is, could any of those funds be used to provide uh instruction over at more street? Because one of the things that Miss Betty said is that some, you know, we could take money from some areas [clears throat] to use in another. And I would think that that would be that pot of money would be very appropriate for a place like more street. It's going to be used, >> huh? It's being used there. >> That's that's where the money is being used. Yes. Yes. That money is being used for that street. >> Okay. So, it was a pretty good pot of money. >> I mean, well, it wasn't a million. >> Yeah. I don't >> Well, I didn't bring it with

052I meant I meant to I meant to bring it because it had being used there. >> So, that's all that money is used for. >> I would have to go and look. >> Okay. Okay. >> But I know that that is where you know we earn money for >> now. There was a place for alternative >> but then there was also a place for medial. Okay. >> And there were two different pots of money. And I saw how much uh Mor Street earned as far as teachers. But then I also under remedial >> my my research it was it was for remedial from 6 to 12, >> right? You're talking about and so that's a little bit different but some of those kids would qualify for that. And that's what I could wonder if some

053of those funds could be used for more street school and then maybe that could enhance the staff over there so that we can provide more direct more face to face [clears throat] instruction. >> Right. >> Dr. Fleming, one thing I want to ask, Miss Miss Peggy brought up a good point. I've been fussed about this on a different level. Everybody doesn't have internet. People think I'm crazy when I say that, but people in this world still don't have internet. But we have children that through if am I right the McKenna Vento grant can provide that for our children if there's a need and we document a need for >> is that one [clears throat] of the things >> if we have students that qualify and so we would really have to speak with the homeless

054liaison for Vento but students [clears throat] that do qualify as McKini Vento students right then um there are opportunities out there >> that's what I was going to say >> but that conversation would definitely be better >> although I know that population will be very small >> people who don't have internet cuz I mean everybody in the world's got a phone cuz you look on Facebook they videoing something >> but at the end of the day if we have an opportunity to provide that for our children we would go to that point to do that so we make sure that but >> but and like you said the homeless would already be in contact with that population so they would know those situations um yes I did have a you made the statement as you

055were reading um about the the reduction in the personnel. Everybody's always speaking about for the kids is for the kids. The kids the kids. What type of changes far as behavior wise have y'all encountered since the cut down of the school um personnel? Is has it been a negative? Has it been positive? Has it been where y'all just screaming for help and y'all need y'all personnel people there? >> Um, I cannot answer that question right now. I will tell you that we have been doing, we have continuous improvement impact checks that we actually go to every school and ask for that data. We, you know, we report out on that and we talk about that. But if you go back to the previous if I go back to the previous slide uh uh let me

056go back right here in fragmented instructional and continuous improvement efforts. We did not capture all of that data because we were dealing with the fact of the reduction in the um the personnel and just you know with the leader going from two leaders to one leader having [clears throat] to absorb so many um duties at that point when we were actually doing the continuous improvement impact checks that we do every four and a half weeks to quarterly that data was not just part of we didn't have all of that that data to really have that little rich convers ession around it which also led to we've got to provide some some more support for more street so that the leader can actually operate the way the way she needs it to >> so I can't

057answer that question is >> and Dr. living. There's two different schedules at North Street. Correct. Some of the kids come. So, >> now there was an AM and a PM. Um, >> so it's not >> for high school. Middle school goes all day, but high school has a morning session and an afternoon session. >> Okay. And the kids are split between those. Correct. >> So, has there been a drop in as far as to um the kids attending school since we had this rip? Um, I'm just concerned about that. um >> with the attendance data when we're talking about the chronic absenteeism. What I will say from the data that has been presented, we do know that the chronic absenteeism compared to last year, um I would say that we have noticed that some of

058the chronic the numbers of the chronic absenteeism has increased. >> And Dr. funding. Do you feel like the kids being expected to attend school would address some of the absenteeism because you could absolutely students coming to school? Definitely addresses is I mean of course absenteeism because that chronic absenteeism is so important because when students are not coming to school they're not getting that instruction. So if they're virtual, they can't. Yeah. >> So the virtual, that's why we are really wanting the blended learning model with the students being onsite, in person, receiving that direct instruction because when they're not receiving that direct instruction, that will pose a barrier to them being successful with grade level content. >> Thank you. >> I'd just like to say thank goodness that we have the principal. She's done an excellent

059job. >> [applause] >> AND see the alternative school used to be you send them down to south to wet uh Lawrence High School and they didn't get any training and then they had we had them over trailer at the high school. I don't know what they got. And then we got them over to uh Saxon. Not S. Yeah, Sax. Not Saxon. Um >> Johnson Street. And that's when we started changing over to where it was a really [snorts] a lot better. And then we moved to Morris Street. And so I [snorts] love Mor Street. I hated we had to cut somebody. I hated we had to cut anybody. We had to cut them everywhere. Every school got cut. But I want to congratulate you for everything you've done for our students out here at North.

060[applause] >> I do have one more com comment slashquest. I'm going to step from you Miss Pucket. How has the kids actually felt about the changes? No one ever asked the kids how they feel. I know they've come to you and talked to you. How are they feeling? >> Um I think it's fair to say that the students actually they miss the staff that was formerly there because they you know build record relationships with them and that you know I think that would be the sentiment across any district any school in this district that you know [clears throat] experienced the cuts and we know that all schools did experience the cuts. So my students feel much like the students at the high school who miss the teachers that they had established relation relationships with and

061rapport with as well. >> Okay. Thank you. Thank you. Thank you, >> Dr. Fing. I got one one last question. What what kind of time frame are you looking at with doing this blended learning model? What would what would that the heavy work entail? So, we're going to be working with the state department to sh up our um our instructional plan there. Okay. >> Um throughout this year, and it'll probably continue through next year. Um you know, we're never satisfied with where we're at. We're always continuing to work to get, you know, to raise that achievement of our students and give them the best instruction we can. So, it will just be on ongoing. >> And I would like to add that this Thursday, as a matter of fact, that Mr. Anthony Pack from the

062Department of Education will be with us on site at more street um continuing [snorts] to work with respect leader at M Street to um help shore up what's happening at M Street. >> That's all I have. Thank you. >> Any more questions? >> I would like to make a comment. Um >> Miss President, I just would like to congratulate you on how the graduation rate has improved over all these years. Um, and you know, I was looking at that as I was reading about more street and I just hope that um, you know, none of that changes because I'll be honest with you, um, I just hope that we can do as the cognitive review suggested and that's put our money where it's need to be to help our most vulnerable students and it has

063been stated that that has not been done and so I would like to see us do that uh for more street. I mean I do consider that those children are vulnerable because uh these children do are not as successful in the traditional city and they have had so much more success you know at more street and I would hate to see that tarnish you know just because we are not able to put the money where it needs to be according to the data now I don't know what the data says because I don't know if it has been done or when it will be done, but that is my hope. [applause] >> Okay. >> At this time, do we have a recommendation? >> Madame U chair, I would recommend that we uh talk about Irish

064gift academy before we uh vote on more street because I want to know what we going to be talking about. We have done this before. We did that last meeting. It was on different circumstances, but we've done it before. >> So, do I do you do them both in one motion or you do them separate? >> I think the only recommendation um that we were looking for was to do the blended model. And I, as I had requested, I request that we just wait until we review what we're talking about for reorganizing IGA before we vote on Wall Street. We can always come back to it. Okay. >> All right. So, next presentation and then we will [clears throat] and two. >> So, I do have uh Mr. with us tonight to talk a little

065bit about Irish gifted academy the state um asked us to look at reorganizing IGA in a manner that it could produce funding and that's the um the information that they shared with us on that. So, um Ben and and several of our district leaders as well as um our state department um and our finance department um has kind of helped to get together a presentation for you tonight. >> Uh first of all, thanks y'all for letting me be here. Um as Miss Pool said, my name is Ben Laneir. Um, previously when I have stood before you, it has been a CTA and career academy capacity, which is which is my love. But, um, since January, I have been wearing multiple hats. And one of those hats is as our district accountability director. And I'm going

066to be as honest as I can tonight and tell you how um what the data says and how I feel um about [clears throat] where we are as a district. Um but as y'all know, there is no playbook when you find out overnight you're in a $14 million deficit. Um and we have worked [cough] long [clears throat] hours and been trained on things that I didn't even know existed. Um, and this plan has been developed in partnership with Dr. Johnson. She's one of the people that really sat down with me and helped me come up with with this plan. Um, so first I want to be really clear about what this recommendation is not. Um, >> could you tell everybody who Dr. Johnson is? They might not. >> Yes. Sorry. Dr. Stephanie Johnson was is

067is the chief turnaround officer um at the Georgia Department of Education. She is the staff member for GDO who was in the district working with us for several months. Um but so I I want to say and and sorry if I look down a lot. I I want to make sure because I know how um tense this issue is. I want to make sure that I get my wording correctly and I want to make sure that what we're doing and what we're recommending is best for all students across our district, no matter what school or program they go to. So, I want to say it's not a criticism of any of the students in any of our building. It's not a criticism of the families or the staff. Um, and I'm not up here to

068diminish any work that has happened at IG. That's not that's not what I'm doing. There are good people in that building and there are most importantly students there who deserve support and through no fault of their own they are in the middle of a political quagmire. Um and that's just an honest evaluation of where we are um at the moment. Um, so basically the financial situation in our district has required us to take a much closer look at every allocation, every funding, staffing structure, accountability, and long-term sustainability if we are to remain Dublin City Schools, [laughter] which I know everybody in this room wants to happen. Um, as we have done that, as we have gotten into the weeds, it's become increasingly clear that the current IGA setup is not as aligned as cleanly as

069it needs to be uh for the future of Dublin City Schools. So um I want us to keep one principle in mind and that's kind of what I have what's been my guiding light through developing this is our responsibility as district level staff and all over uh our district. It's not you know just to one program it's not to one building. It's not to one specific set of students. We have to really think about what is the most equitable outcome for all students in Dublin city schools. Okay. So, um, essentially the plan, uh, so when when Dr. Johnson suggested that we, you know, somehow reorganized IGA into, uh, a way that it makes money, basically thinking of D City School's identity, um, what's a way that we can still stand out, but also do things

070ethically, equitably, and in financial health. And so [snorts] right now, um, what we are recommending is to turn IG into [clears throat] an IV prep magnet school. And so I'm going to kind of walk through that. Um, what that looks like, why that is the recommendation. Um, mainly it has four four main reasons. Funding, accountability, academics, and obviously clarity. Um, but I really want to take time to kind of explain why the current structure as it is is not sustainable for our industry. Um, because I I think that's one thing that you know no one here uh no one in the schools set this structure up. This is kind of what we have been given. And it is it's very confusing to kind of sort through and figure out what's what. um when it comes

071to to IGA. Um so the current setup obviously it doesn't [clears throat] doesn't operate at the clean cleanest strongest funding structure for the district. Um and I'm going to go into details about each of these points. The there's blurred accountability. As you know, IGA has to report all their student outcomes through the base school. That has muddied the water when it comes to what data belongs what to where. And it just doesn't really represent a transparent picture which is we do not have um we we don't have the luxury to not be absolutely transparent when it comes to especially uh student outcomes. Um the name of the school and the student population it serves are not aligned. [snorts] Um and then obviously that that leads into a lack of clarity. there's a lot of questions

072about, you know, who goes there, what what is it for? And so, these are really the four main issues that we really wanted to attack with it. And so, I'm giving you some numbers here. We have um these were pulled today. Uh 2,300 district enrollment, 251 at IGA, approximately 49 students at IG are formally identified as gifted. That's a a little less than a fifth of of the population at IG. Um, and I'll be honest with you, this number has increased pretty dramatically because we have increased the amount of testing for gifted eligibility um [clears throat] at IG and across the district. Um, so sorry. [clears throat] So, honestly, this is one of the the clearest reasons the current structure is really difficult to defend. um the gifted academy label doesn't really match the student

073population actually being [clears throat] served. Um that's not to say that those students are not talented or high achieving, but if a building [snorts] is named a gifted academy, you would expect that the majority of the student population be gifted and it takes away our legitimacy to defend an institution that does not match the students it serves. Um, [clears throat] and so it it's really I I want to be really clear. This is this is not a branding problem. This is a core structural misalignment. And Ben Laneir's opinion is that it was not set up to succeed and we have to change that. So um, what does it look like for an IV prep magnet school? First of all, turning it into a school immediately creates its own funding. It immediately creates its own accountability

074profile. Um, I'm going to go into a little bit more detail about all of it, but these four main issues that we have with the current structure of IGA um are essentially resolved by turning it into an IV prep magnet school. Um, strong academics. One of the one of the things that makes us stand out most in my opinion at the high school is our IB program. Uh students are able to take advantage of that to have a full rigorous uh globally well-known. It's in our mission to make students globally competitive. There is no better way to do that than a full embrace of the IB curriculum. And this is not just a shot in the dark. We have uh peers across the state um that have that have embraced a theater program to a

075full IB. Um and those are some of the most high achieving academic high schools in the state. Um so I really think this will help us keep the our identity of being able to offer something unique. Um, and also with the name change, a mission change, and an admissions process that can be one cleared, uploaded, and defended regularly. Um, so let's let's talk about funding. And I'm going to I'm going to read some of this stuff, so so bear with me because I really want to make sure I get this right. Um, so our research has made it clear that the current structure does not produce the cleanest or strongest funding model for the district. Um and this is where really the difference between operating as a program and operating as a school matters like

076really in practical terms. Um the district would be able to access supports and resources that directly matter matter to our district's strength and sustainability. These are just rough figures off the top um when speaking with the state. Um, that includes funding for a principal salary, which we do not receive currently, a literacy coach, which we do not receive currently. Um, approximately $40,000 in security funding for the school, and $20,000 for mental health services. That's as soon as we turn it into a school. That is revenue that is being generated that has never been generated before. Um, and that's real. That that's tangible. That's almost $180,000. the second we turn this into a school. Um, so I've said it before, Dr. Johnson is the one who has advised us to reorganize IGA to generate funding. Um,

077and that really matters because you know if the structure doesn't generate support then the cost is borne elsewhere in the system. Um, and we have all in this season come to understand that in the past that burden has been absorbed through the general fund and we cannot allow that to continue. Um, and right now the current model, it really creates pressure on Susie Dasher Hillrest and Double Middle School because it's not structured in the cleanest way as a fully standalone school. Uh, I'm not going to talk to intent or anything like that. I'm just giving you the honest to God truth of what the data says and what it looks like. Now, um, when it doesn't clearly stand on its own, the district is left to support it through um, broader district resources. And as

078we know we we no longer have those broad district resources to to support uh such a program. Um so another part of this conversation is about facilities and long-term sustainability. This plan would see the um whatever the new name of the school will be the magnet the magnet school transition to the more street campus. Um this would give the program room room to grow in a way the current facility does not. Um the current site has very limited uh expansion capacity and our data has shown that our enrollment is mostly increasing in this academy. Um and so we know we need to plan for the future and that allows us to um it also allows us to move allows the district to move in the direction the state has been urging us to go to

079cease operations in buildings where appropriate and operate more efficiently within our footprint. So, under this recommendation, the whole Dublin High School gym would be closed as an active school site um and used only as needed for sports practices. As the wrestling coach, I would love to roll out some wrestling mats in there and have a dual meet if I need to. So, we would we would retain that property um only for those purposes. Daily operations would would would cease in that area. [clears throat] And I I think also it's uh important to to say that equity is is is a hot button topic and we should try to be as equitable as possible and that's not only about access to opportunity. It's about the fair and transparent allocation of our resources. Um, if one model,

080which we've seen, depends on, you know, unclear or difficult to defend arrangements that affect other schools, then that is a district equity issue that we are tasked with fixing. Um, and we believe that this recommendation does that. So essentially, a magnet school is more defensible, more sustainable, and truthfully more honest about the actual reality of the instruction happening in the building. Um, it gives us the district a clearer way to support this program as a real school rather than continuing with instruction that may divert resources and muddies where our support should be. Um, so when I say funding, I'm not just talking about money. I mean that we have a responsibility to align dollars, staffing, structure, um, in a way that we can sustain it. Uh, when we receive allocations, it's actually on a on

081a district level. So having IGA continue to be a program, I cannot put into words how confusing it is to look at this allocation sheet and figure out, okay, this has to go to this school, this has to go to this school, but this is a program. So does it take from this school or this school? It's very hard to defend. And honestly, I don't think we're in a position to do that anymore. So accountability, this is kind of where I I have really hung out lately. Um, I believe that schools should be able to stand on their own academic outcomes. Um, student performance should be attributed to the school that actually serves those students as cleanly as possible for better or for worse. As you are aware, right now all of the academic achievement

082data for students who are enrolled at IGA reports back to the base school. IGA does not receive a CCRPI score. For us, cleaner structure leads to cleaner reporting [snorts] and we want to be able to say this data is correct. Um, and better accountability allows those schools to stand on their own work. It also allows us from a continuous improvement standpoint to say this is where [clears throat] we need intervention. This is where our students need help. This has muddied the water for a while and I think it is time for us to clean it up. um it creates a fundamental accountability problem. Uh so basically if the results are blended with the base school it makes it difficult to determine which performance belongs to IGA and which performance belongs to Hillrest Susie or Del

083Middle School. Um and that's important because transitioning to a magnet school would allow it immediately to have its own CCRPI score. we allow the academic achievement of Hillrest, Susie Dasher, and Dela Middle School to actually speak for the work that is being done in those buildings. And I think that is incredibly important. Um, and another thing just about continuous improvement at IGA, if you can't measure something cleanly, you you you can improve something cleanly. So, we we don't really know. And just like the funding, it's it's so hard to extrapolate data when it's all I mean it it creates thing it creates issues in Infinite Campus, our student information system. It creates issues with so many things that you you think it being a program. I'm sure it does have its pros, but at this

084point the cons definitely outweigh it. [clears throat] All right. So, academics and obviously you hear this across the community. Like I said earlier, it's a really tense issue. There's a lot of opinions and comments on both sides. Um, [snorts] I want to say just really clearly, there is no room in the base schools to simply absorb these students back into the regular school structure without some serious consequences. Um, if that happened, class sizes would increase. um and the instructional balance of those classrooms would change. That would not be fair to high achieving students nor to the students in the base schools who need developmentally appropriate instruction um in settings that are designed for a wider range of academic and behavioral needs and that is only exacerbated by the fact that we have cut >> [snorts]

085>> uh instructional staff at each building. So that would just create an even bigger problem. I don't I don't want to give you know specific numbers but you're looking at classes with over 30 kids in them a piece and that's not something that we need to take on at this juncture and per this recommendation. Um, I really wanted to say that because a lot of these conversations, you know, just get reduced to logistics, but I think that, um, shifting around students on paper or in Facebook comments is really easy, but when you talk and look at the kids that are actually going to be affected, this will affect every single student in our district if we were to just push them back into the base schools. and and honestly they the the the base school

086model just it it it just doesn't work. It it has proven that it doesn't work. Um so it's important to say this because uh when you take a concentrated group of students with a particular academic profile and redistribute them across the schools that are already operating within the limits of staff spacing and instructional capacity um it's a recipe for disaster. [snorts] Um this changes the instructional demands on teachers. um and our teachers can't do any more demands right now. Classroom pacing is disrupted and the distribution of support and overall learning environment for everybody. So uh that's why I'm recommending that we fully embrace an IB feeder model. Um international baloria is built as a continuum actually. Uh the primary year's programs serves ages 3 to 12. The middle years program serves ages 11 to 16.

087And the diploma program serves ages 16 to 19. And the diploma program is what is is in place at uh D High School. Now um that is a very rigorous academic workload. Um, and I think we will see an increase in students embracing the full IB diploma program if they have the training beforehand to prepare them for that level of academic stamina. It is a it is a marathon and they need to be they need to be ready um for that. And I I think that matters because if we're serious about preparing students to be globally competitive, then we need a program that intentionally develops them to be globally competitive. Um and embracing that full IB model comes with its own set of supports. It comes with its own um existence. It is not just

088a shot in the dark. This is something that we can go to peers [clears throat] for support on. And I think that's very important uh for that. And the IB learner profile, this is the 10 attributes that it that it emphasizes. Knowledgeable, thinkers, communicators, principled, open-minded, caring, risktakers, balanced, and reflective. Um, and I think that [clears throat] perfectly describes what we think a Delton City Schools graduate should be. Um, so that's why that's why that matters. U sorry, I forget about my slide. Um and finally clarity. Uh it it's no secret that for a very long time Irish gifted academy uh there is not clear and concise um name mission admissions expectations and that's something that the community has brought to us and I don't think at this stage that is something that we can

089choose to continue to ignore. um we need a a model whose name, mission, admissions expectations, and student population actually align. And right now, that's not the case. Um we can't afford structures that are hard to explain, defend, or measure. Uh right now, we don't have the luxury of ambiguity. Um essentially, as you know, every structure we have must be transparent. Um, [snorts] we have to be able to say plainly and without hesitation that the way we allocate opportunities, resources, staffing, and school identity is fair, transparent, and aligned with the students we actually serve. And right now, we cannot actually say that. Um, it leaves the current setup, the current structure of IG leaves too much room for confusion, criticism, and mistrust. A strong school model should be easy to explain, easy to defend, and unmistakably

090clear in its purpose. People should be able to understand who it serves, why it exists, and how it fits into the broader mission of the district without needing someone to translate it for them afterward. Right now, that's not where we are. Um, for us, clarity is is foundational. Uh, it's not co. [clears throat] So, um, obviously, uh, the admissions portion is something I've I've been doing research on. I pulled this from some of the most successful, uh, IB theater magnet schools. Sorry, it's a tongue twister. Um, and this is something that I think needs to be strict and enforced and easy to defend. These are these this is not the recommendation. I believe that we would have an internal committee uh create the um academic profile of what a um an admissions criteria would be

091for this magnet school. Um but this is just some examples because I I wanted to give you some examples of what that looks like in practice um across the across the state. Um, this protects the academic integrity of the school, which is incredibly important, and it protects the public's credibility of the district because we need to be able to say, "These are the standards, black and white. It doesn't matter who you're related to. It doesn't matter where you went to school. This is this is the criteria to get into this magnet school." And we have to stand firm in that. That's the recommendation. I also think it's important to involve the community um in naming and any type of identity uh discussions. Uh I I think current IGA families should be involved in the process

092as well as the the community at large. Um we have to provide as many uh visible opportunities for input uh for a change like this because we all know this is not a small this is not a small recommendation. This is a a bold choice but the times that we are in demand us to make those bold decisions. Um and [snorts] so I provided some data for you on about why the IB fear model is academically credible. Um, I talked about this a little earlier. Um, just today I'm I'm not going to read for you, but [clears throat] as someone who has worked um in in the admissions office of the state's flagship institution, I can tell you with certainty that a student that has IB on their diploma is much higher much more highly

093regarded um across the state. That is something when I worked at BGA, you saw a full IB program, they got a special star basically. Um, and I think we can turn out a whole a whole system full of those and that would definitely set us apart. Um, especially for our geographic location. Um, and for the size of school district that we are. So, that's kind of the full recommendation just in general. Move forward with reorganizing IGA into a high prep magnet school. drop the gifted name. Um, [cough] it would be a a magnet school for gifted, talented, and high achieving students. Uh, finalize strict admissions criteria and probation expectations. We want to include our current IGA families and the broader DCS community. And we want to implement a structure that the district can clearly explain,

094fairly administer, and financially sustain. Um, I think this is a much more honest um, defensible way to have high level instruction [clears throat] for gifted, talented, and high achieving students while also making sure that we're doing it in a fiscally responsible [snorts] and ethical way. Y'all have any questions? >> I do. [laughter] >> Um, good presentation. Um, but first question, how much money is it going to cost the district? I mean, I know you said what we'll get automatically. Uh, but I want to know how much it will cost the district. I want to know how much room is at more street and is any of that room will we be taken? I mean, yeah, cuz you did say put it over there more street. Will any of the room be taken from more street

095school? any of the space be taken for more students? >> So, first off, I cannot I cannot give you a solid answer on how much it will cost the district because you have to think about things like relocation expenses and all of that stuff. Getting a solid figure on that is almost impossible. [clears throat] Um, as far as the the more street school um question, this recommendation would transition the um the alternative school to be in the uh elementary side of IGA where that is now where the old high school band was. So be on the campus of Dublin High School. >> So more street will move. >> Yeah. The >> that wasn't in the presentation. the alter this is a part it it's kind it's kind >> okay okay >> the the alternative school

096would transition to that campus >> there's there's several pros to that one >> I got it it's it's really hard to get an SRO at more street consistently so that would allow us to help the the high school SRO could float in between >> um and also could allow us to get instructional and administrative for uh to the alternative program. >> Okay. Uh also, how would uh how would this generate funding other than the legally gifted children? Because the ones at the gifted academy just Okay, I found out we had 49, but before uh we been we were being paid on 39. Okay. So that that earned 3.25 teachers. Okay. So, my thing is you're not you you're only going to earn extra funding for the 50 children, right? >> Are you going to earn

097any anything special for everybody? >> Yes. >> No, no, no. I said I said you but you earn more funding for gift. >> You earn more funding for gifted students. Are you going to earn more funding for all of the students over there or are you going to have a regular funding for the ones that are not classified as gifted? >> You will have the regular funding for the ones that are not classified gifted and your gifted funding for those that are gifted. >> Okay. Okay. I just want to make sure and also can I [laughter] say sure one point >> the clarity piece of this cannot be understated. when we receive our allocations at a district level, it's it's a district level. It's not by school. >> Right now, we're having to divvy up

098and figure out and that's not clean. That's not equitable. >> But if we were to make this a school, it automatically receives its own school code. It automatically receives uh a salary for a principal, which we have been handling at [clears throat] the the general fund level. It automatically receives $40,000 for security funding. There there are aspects of turning it into a school that just immediately generates revenue that is not tied to FTE. >> Okay. Now, there seems to be a concern to ensure that these students that are gifted particularly get what they need. And I'm not against that. But I think and from what I've been reading, the only way they can get what they need is if you don't include other uh children in there that are not gifted because then you have

099to take the funds that the state [snorts] are giving to you for the gifted children and you have to spread that around which you're not going to have as much money that you can do what you need to do for the gifted Now, I mean, I don't know uh if it'll make a difference with IB, but you know, first of all, I just don't I just don't think we have the money right now to to to start a school. I mean, we're doing everything we can to survive and TO START [applause] RIGHT NOW. I mean, we just asking for more pop. I mean, we just I understand I understand that we want to to do things, you know, for our children, but why couldn't we start with >> the gifted ones that you have? >>

100Yeah. >> The gifted ones that you have and and and and and educate them and over time let it build, you know. But we got that but we got you removed. Sorry. [laughter] >> You know, and and and let me just say this. If we don't have to use the law, let's not cuz we've been in this in in in a lot of meetings and they've been contentious, but we have never had needed the police to come in and remove anybody. People are upset because things have been kept from them and things have been kept from us as board members. So, I understand how he feels. So, let's not do that. That's not that's not a good look for us. >> But really, I mean, I I just don't see where we have the funds

101to start a new school. I just don't. >> Is there a cost associated with applying for a school number? I I don't think there was because to fill out a form >> when we when we got more street established, the reason they established more street at the time was because of all those virtual students, they wanted them grouped into one group over there because Dr. Lead Better's grand plan was we would have all these virtual students from all over the state come to our school and we'd get FTD money for it. It didn't happen that way. That's the only way Mor Street got a school number on its own. That's why that Mor Street school is a separate school number. So I I was I was I'm almost positive there is no money associated with

102applying for a school number for another school. It's just that we're going to establish that school. So to say it will cost the district money is not true. Uh that that's that's the first thing. Second thing is I I believe in my heart of hearts that this school system has always always done better academically than any other school system anywhere around here. And I think it's contingent on us that we need to continue that process. I don't care what color your child is. I don't care who your mom and daddy is. I'm not from around here originally, so I don't have this I hate this one, I hate that one mentality. I love every kid. My body of work stands for what it's done, and I'll I'll stand on my my actions till the good

103Lord calls me home. But for us not to look for the way to get the most funding available from the state when they tell us, and these are the state recommendations, this is what the state recommended. This is not something we cooked up in our minds. This is how we go forward and sustain this school system and make it viable and I don't see how we have any other choice in the matter. >> Okay. One thing I do know is that when you it's not going to cost you anything to get primary IB is not going to cost you anything. >> It would be there would be a price. >> Okay. That's what I thought. IB is not cheap. >> Well, it it wouldn't be automatic. It wouldn't be on that. It would be >>

104it would be us walking towards that. >> Yeah, it take a few years. >> Well, >> this is this is more money for us than >> So, Mr. More money in >> Mr. Laneir, >> can you give an approximate amount about how much this 250 kids give us in funding across the district? >> About a million dollar. >> Okay. So, they So, just this 250 kids fund brings in $1 million for FD >> for FTE. Okay. >> So, by making it a school right now, just as a program, they generate $1 million. >> So, making it a school would increase that $1 million by a principal, if I understand correctly, >> SRO, security, and mental health. Correct. >> Coach, >> and literacy coach. >> So, by making a good school, we still keep the funding,

105which is a million dollars. funding falls to students. >> But right and then we increase it by getting extra from just making it a school >> as and not keeping it a program. >> Correct. >> And not doing away with it and losing a million dollars. >> I think we're confusing establishing a school with building a school. >> No, >> that's not what we're doing. >> Establishing a school is a paperwork process. [clears throat] Be done and it's and it's on its way. Then that's when the funding moves into play for that school being established. It funds a principal. It funds like you said health I mean mental health money. It funds security money. All those things that we're not getting now with these students. [clears throat] That's the point I want to make. We're

106missing out on these funds. These funds are available for us right now and we don't [clears throat] have access to it. >> Okay. You you're talking about one time funding, right? >> No. Okay. Okay. Well, I'll be honest with you. Um I I I am not for kicking more street out and this is one of the reasons why I didn't want to vote on it because I felt like it was something else, but I might maybe I didn't know >> because I've been on this board long enough to know there's no use in voting now because if then when the information come out later, we already passed. We already voted. And I just think that should have been in a presentation. >> And this is nothing against you. >> Nothing against you. >> More street

107is going to be in a better, newer looking building than they are now. More secure than they are now. >> Why didn't secure what is [laughter] secure street? >> You can't get a >> It was stated you having trouble getting a SR officer over there every day. >> And they're going to be on this campus. >> Mr. Walters has got >> I got a question. Uh uh how long has these recommendation from the state been available to us? Because I have never seen a recommendation that the state made. All I know is the recommendation that we have received from the team about what to do and what not to do. So is this a a new recommendation? Is this a recommendation that was given prior to the last >> information that we got from the

108state superintendent? So, how long has these recommendations been out there? >> So, they've made recommendations along the way. Um, with this, just like all recommendations, we've, you know, had to wrap our head around what does that look like in our district and, you know, is this feasible for our district and finding out exactly how much money it's going to, you know, cost or save, those kinds of things. So just working through all of that. So it's just a process. >> Yeah. But I I have have witnessed you and Dr. Johnson when she was here kind of going back and forth on things and y'all are not agreeing with her, not saying that she's talking about, you know, has she ever recommended a zero base budget? >> She has. Yes. >> But we hadn't heard anything

109about >> And we're very close to that. >> I understand that. But >> we didn't we didn't we didn't see that recommendation. So if these recommendation was done two or three months ago or whatever, >> we could have been further down the road on this now, you know, and you know, I had a problem with this team because everybody on that team was good to supplement. I had a problem with that. So let's let it be what it be. >> Mr. Walters, the training that we had on the FT and QBE, Amy Rail stated that the recommendation from the state was to speak to zerobased budget. That was during that training. >> Yeah, it it was on a training thing, but it wasn't presented to the board. It's a lot of things that was said

110in that training that we wasn't a recommendation. It was some things it was some terminology that me myself being a longtime board member heard things that I had never heard before. I ain't hear nothing about a zero day uh budget just kind of understand this equalization thing lately to our Senate administrator. So there's a lot of things you hear training that you don't really get down and implement it when you have to make a decision and and getting these things at the last minute. We that year that I serve as chairman I we need to get these things on Wednesday, Friday now we get some 20 minutes before the meeting. >> Wow. We got time to look at them. That's ridiculous. Yeah. >> Okay. So, the recommendations that we've been working through, we've continued to

111go through. Last week, I stated that we I hoped that there was a committee that could present to us on the recommendations of the alternative school and of the Irish gifted academy. So, and in the letter from Richard Woods, it says reorganize or combine programs. >> So, these are things that we've been working through. Now, we've had other things that have come up, but we have continued to move forward with the recommendations. This is what I stated last week. Correct. >> Okay. Hold on a moment. >> Mr. Laneir, when did you finish your presentation to present tonight? >> About an hour before I gave it. >> Thank you. >> Okay. >> The number one complaint then and I'll be through. The number one complaint that I saw the report top of the line was communication

112>> communication [snorts] hearing stuff at the last minute not having some input on it. So and we have voted in the dark in the past but we are those days are over. We want to know what's going on, what's going to happen, what's going to be effect of it, and how we going to get [snorts] out of this hole that we part of and didn't have a lot to do with it, but we part here and we allow it responsibility. Thank you, SIR. [applause] From the state, >> I would like to make one more comment. I understand that this takes time. I do. But I also know that there's nothing wrong with the board receiving an email from our madame chair or our superintendent to say [clears throat] we don't have the information yet, but

113this is what we're working [clears throat] on. We can send this out to you as soon as we get it, but nothing. But I was determined I wasn't going to ask because I was going to see what was going to happen because what I asked, you know, there still a little delay then it come out, you know, and so this has nothing to do with you. Okay? I want you to understand that. But I'm just saying we could have at least known. My biggest complaint is when it comes to information about what we're going to be doing. I had just as much knowledge as anybody that's not on the board. And then now I'm expecting to listen to a presentation and vote. >> Madam Chair, yes, sir. >> May I speak? >> Yes, sir. >>

114Uh I'd like to thank Dr. Fleming and uh Mr. Laneir. [clears throat] Um, we're not here as board members to micromanage. I've been well aware that staff has been working on these recommendations. The community has been demanding that we follow the recommendations of the state and that's what we've been doing. Um, we're we're live streaming these meetings. We put everything on the transparency website. Um, it comes down to you can either trust Dr. Fleming and Mr. Laneir or not. If you keep doing what you're doing, you'll keep getting what you've been getting. And it's time. IGA started with 80 students and now it's at 250. That's over a 300% increase. That brought headcount. That brought revenue and that brought, you know, high achievers and better serve the students that were in this district. So, uh,

115Mor Street, the alternative school, continues to, you know, get what Dr. Fleming and the experts in the state thinks it needs. So, it's uh you know, you can either believe what they're telling you or not. I believe Mr. Laneir and Dr. Fleming know better than I do uh what to do in these instances. And and Dr. Johnson and um I appreciate y'all for listening to what the state said and addressing it and presenting recommendations to us that would allow us to implement those changes to help all the students, which is what I keep hearing we all want. So, thank you. And I I mean I would like to add that moving the alternative school to that building isn't kicking them out on more street. I think it is in the spirit of providing them the

116support needed which is kind of what Dr. Fleming touched on earlier. Um this is a very important population to us. Um, the work Miss Pucket has been doing since January is superhero work. We I I personally and I we as a district don't want to take that away. So, I I just wanted to say it's not a it's not a kicking them out and I wouldn't be involved in anything that would be kicking the alternative school out of some type of situation in the bad. So that's the spirit that this was approached with and that's all I have to say about it. >> Well, I would admit that might have been a full choice of words, but >> if I remember, >> huh, >> I have to go out. >> Yeah. [laughter] Well, I mean

117that just happened not just with me with a lot of people, but uh if I remember correctly, I don't think you thought it was a good fit for more street to be at the high school. Right. >> So, >> because of the change, >> this is a whole different building. Um, it's not inside of the high school and and that was the issue I had with it being in the high school. Um, you know, More Street is our alternative school. It's a different program and um, >> it needed to be separate. >> I I felt like it needed to be separate. It's hard to it's hard to defend having an entire school over there for 47 kids when you can have that building and serve those kids what they need and and even better and

118then move the larger number of kids to the whole school. I think it's is just it makes sense logistically, but it also makes sense economically and that's what we're all here for. We got to get the economics right. But um uh Mor Street is not the the Mor Street School is not the only one in that building. We have the clinic. We have central registration. We have the technology people over there. So it's not like they were the only people in the building. And see that was one of the reasons why when initially during phase one um they talked about going virtual and then find out through Miss P. Well, we have all these other people in the building. So, it's not like it's going to be that much of a savings when it come

119to operating the building because wait because that's how you know we still have people >> and [clears throat] so at that time you thought it would be a good idea to leave them right where they were. >> Right. because I didn't want them to be a virtual felt like that, you know, these are students that are very needy students and need support >> and we didn't want to go that route. Um, so it was a little bit of, you know, how much money, how much funding is it going to save us? And also the major part of that was making sure our students were taken care of. At the end of the day, that's [snorts] what everyone's here for. you know, all students, high high achievement and success for all students. And um so that's

120what we've had to look at as far as IG, you know, with this the entire time that I've been in this role, I've continually heard that it's costing us money. It's costing us money. And just like Ben alluded to, it's hard to figure out exactly how much money it's costing us. Um you know, on the surface, on the surface, we see, you know, we're not getting funding for a principal. we're not getting funding, you know, for extra positions that we have. We know we're getting funding for our students and and, you know, but at the end of the day, it's hard to actually see how much money it's costing us. And with this, uh, we we've been able to to look at exactly how much money is going to be coming in. We know how

121much our FTE is. We know how much um you know our our um health insurance reimbursement [cough] is and our training and experience how much that's going to bring us and you know we look at all these different ways of reorganizing IGA but at the end of the day we do know that not all of our students would stay with us if we you know depending on how we reorganize it and um you know if we're looking at losing a million dollars because of our students not being not feeling comfortable in their setting or you know like we're um making sure that we're we're putting putting all students first then you know that's a problem and we don't want to lose our students. We want to continue to grow our students and that's what we

122see at More Street School being able to have that room for growth. Um, and we're looking at putting them on that wing where More Street is currently, where um, the alternative school is currently, we would have enough classrooms, you know, right there for the school. So, after we've looked at all of the different scenarios, we feel like that this is the the um recommendation that we need on this because of, you know, the financial side of that. And I think that's been the problem with IG. the majority of the problems with IGA from the beginning that you know financially I've heard continuously that that we can't sustain this financially but if we make it a school we can. And so you're looking at students that have been over there since preK that may be in

123seventh or eighth grade now. That's their school. You know, should we just do away with that? I don't think so because that's where they've been their entire school life, you know, and and we've received a lot of good things out of IGA. Um, and this [snorts] would be just another step to be able to sustain that financially and to move forward and grow that program. When we look at enrollment across Lawrence County, Dublin City, um I was just speaking the other day and to [snorts] to several people and enrollment is down. Um you know, but at our enrollment continues to grow and so we know that if we put it in the right structure and we give it space to grow because right now where it's at, it's kind of hard for it to grow.

124you know, we we kind of outgrown outgrown that area um as it being a program. And so moving it to more street would give it, you know, that space to be able to grow. And what that means is more FTE money, more funding for our system the more it grows. That that's the recommendation that that we have for IG. >> [laughter] >> Question principle question you make a statement as to um when being did the presentation as to we will gain 1 million FTA right? >> Yes ma'am. >> So tell me how can we know how much we bring in but we can't get the information how much we're putting out whether we're losing or gaining. Well, if you look at it, you know that um if we do make it [cough and clears throat]

125a school, we're earning that principal. We're probably >> understand you missed the question. The question was, [clears throat] >> how much are we putting out for IGA? >> I'll have to go back and and see if we can pull it because I haven't been able to pull that because of the way it's set up. And then you also made a statement as to the enrollment has dropped in other schools because of the things that we're putting in IG and not into the other areas. Is that what you're saying? >> Especially Jeff. I was I was talking. >> I'm sorry. But I thought what she said >> that's why I asked her. I said Mrs. P. >> I talked to some other people um and I know that the county has mentioned that they they've lost

126enrollment. Um and so you know and and that's been since 2010 as well. >> REI has actually put out a report that that gave that data I believe because I've seen that they even compared surrounding school systems that they've had a decrease in in student population >> and our enrollment has continued to one time I think the statement was made that we were the only system in the recent district that had an increase in enrollment and that was like last year or year before last pretty sure. So with this, we just want to be financially responsible moving forward and we want to take care of all kids um in the process. >> Madam Chair, >> yes sir. >> I move the recommendation made by Mr. Laneir that's on that board there to move forward reorganizing

127IG into an IV prep magnet stool. Um, I move that we adopt >> IGA into an IV magnet prep school. This recommendation made by Mr. Laneir. I move that it be adopted. >> Okay. >> I'll say >> it has been motion has been made to make IGA into an Ivy Prep school by that was presented by Mr. Lineer and seconded at this time. Are is there any discussion? I got a question. I just had a discussion. I'm kind of echoing Miss Glover and I know the question been asked how much each building cost to operate. I think we haven't yet got that answer or just very very hard to support that. although sound like a thing that may uh help the district financially they uh they full-time equivalents and everything like that but see you

128got to you got to realize over the IGA so the majority of the kids over there like we said is not gifted they're just soal high achievers type thing so just going to be very hard for you to support that system >> okay so at the current location Mr. Walters, we're still spending money at the two buildings. This would shut down one of the buildings which would save the district overall money shutting down the old high school. Correct. And then we would earn more funding by making it a school because we would get the additional funds for principal SR mental health and um >> Literacy coach. So currently if we keep it like it is >> yearly, not one time, yearly. >> Yearly. Exactly. So, if we keep it like it is, we're behind because

129we are not earning that funding yearly for those positions. By moving it to more street, we would earn those positions and we'd be able to shut down a building, which would be the old high school gym, and ultimately save money across the district. Am I correct in saying that? >> Okay. Any more discussion? Anymore? All right, the motion's been made. It has been seconded to move the IGA um to an IV prep school and move it to more street location. We'll do a roll call at this time. Mr. Walters, >> no. >> Mr. Laneir, >> yes. >> Miss Glover, >> no. >> Mr. Bell? >> Yes. >> Mr. Davis? >> Yes. >> Miss Johnson? >> No. >> And I am Yes. So the motion is passed four to three to increase our funding and follow

130the state recommendation. Next recommendation on more street um that we um make it a blended learning instructional plan and move it to the prek kindergarten elementary building um where IGA currently is. Okay, >> Madam Chairman, I'll offer a motion that we um make the more street blended learning program and move it location to the IG Academy. >> Okay, primary. Okay, >> second. >> The motion has been made to move more street to a blended learning um curriculum and to move the location to the IG primary. Let's do a roll call. Mr. Walters. All right. Mr. Laneir, >> yes. >> Miss Glover, >> no. >> Mr. Bell, >> yes. >> Mr. Davis, >> yes. >> Miss Johnson, >> no. >> Okay. And I'm Yes. So, the motion passes four to three. All right. Board member comments.

131Mr. Walters. >> Yes. I say uh thanks for everyone who's coming out. Um it seems like like this bull is getting back into some of our old habits, old things that they've done that you know don't don't worry about the uh the minority as long as the majority is going good. Uh I can't say what everybody don't know. I can tell what I have not been informed and some of the things that done and some of the decisions that was made was was that just based on I got four votes and I think that's a good way of handling business but it'll all work out. Uh I thank y'all for coming out and just stick with us for >> Mr. Laneir >> I just want to say thank you for y'all coming. Uh, I will

132say this, whether the votes 4, three, or 70, as long as we got the best interest of the kids at heart, it doesn't matter. I don't care about what goes are. So, let's just do what's right for kids and keeping the system going the way it should be going. Thank you, >> Miss Ler. No comment, >> Mr. Bale. >> I'd like everyone thank everyone for being here tonight. I think we've done the be have done the best thing. more street would be in a better situation than they were building wise. And before we did the gifted academy, this system was dying. It was dying. The only thing that brought students back was the gifted academy. And we had a lot of students in the system that wanted to go to gift academy. Before that, they

133were being busted Hillrest school from Susie in put in a trailer. And uh we're not going back to old whatever that somebody just stated. I'm sorry that somebody don't want the them more screening a better building. >> Thank you, Mr. Bill. Mr. Davis. >> Uh thank you, Madam Chair. Thanks again everybody for all the work you put in this pool for trying to uh well to working towards doing what the state recommended we do. um serving all our students better, uh increasing funding and and you know, saving money by shutting down one building. So, uh that's never a bad thing. Thanks everybody for coming out, >> Miss Johnson. >> I don't have anything else to say. >> Thank you. >> All right. Thanks all for coming out tonight. I know these are some tough times

134and some tough discussions. Um we do try to speak to the state recommendations and I appreciate Dr. [clears throat] Fleming and Miss Laneir for their presentation and recommendations for tonight. I know it was a lot of work and came down to some long hours. So, thank you very much. At this time, may I get having a motion to go into executive session for personnel, real estate, and litigation? >> So, move. >> Second. >> All right. It has been motioned and seconded to go into executive session for discussion of personnel, real estate, and litigation. All in favor? I. >> I. >> All oppose? Nove to zero at 7:55.