001Good afternoon. And welcome to the Wednesday, April 8th, regular board meeting of the Savannah-Chatham County Public School System Board of Education. That's a lot to say. We will start uh if you would all please stand for our national anthem and our pledge of allegiance. All right, good afternoon. We have a good size group coming in here and I've got some things to say about them. So, um we are so delighted to have the Charles Ellis 7th and 8th grade bands uh with us today to perform the national anthem. Uh they have been very busy. Um the last week they opened up for the Savannah Music Festival, which uh many of you know is a 12 uh day festival uh from artists all over the world and they performed in a music spotlight that uh kind
002of gave our SCCPSS ensembles time to shine and they were just they're among the best and the brightest, that's for sure. Their director is Ms. Sarah Hamilton. She has spent her seven seven years of her career all at SCCPSS, starting her journey at uh Beach High School, then going on to Johnson and now settling in at Ellis. Um a fun fact to share with you, a healthy band school school band should have about 10% of their student population in those grades signed up for band. Ellis has 78% band participation. >> [applause] >> So, we are very proud and we have a neat collaboration. We usually have the band just play instrumental, which is amazing, but we are delighted that one of our percussionists, instead of playing percussion, will be singing in collaboration with the band
003as well. >> [applause] [music] [singing] [music] [singing] [music] [singing] [music] [singing] [music] [singing and music] [music] [singing] [music] [singing] [music] [singing and music] [music and singing] [music] [music and singing] [music] [applause and cheering] >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Let's hear it again for Charles Ellis. Okay, who played drums? Who's the drummer? All right, good job, guys. Thank you very much. >> [clears throat] >> I will now ask if uh the notice was posted on this agenda. It was I've been uh sure it has been. Um I will now ask for a motion to approve the agenda. Moved and seconded. All in favor? >> Thank you. Announcements. Scroll up.
004Hang on. Okay. All right. Few announcements. The superintendent superintendent live uh the strategic plan progress update will be tomorrow night from 6:00 p.m. to 7:00 p.m. You can watch it live on the district's YouTube channel. You can visit our website and get that link. Okay. Uh capital improvement committee meeting April 21st 2:00 p.m. here in Whitney. Our celebration of excellence at Beach High School April 21st 6:00 p.m. at the Beach High School Auditorium. Audit Committee meeting April 23rd here at Whitney at 8:00 a.m. Books, blankets, and family fun from 9:00 a.m. to 3:00 p.m. at Daffin Park. That's April 25th. Board Accountability Committee meeting April 28th here at Whitney at 3:30 p.m. Our May Board May Board meeting is May 6th starting with informal at 10:30, executive at 12:30, and regular meeting at 2:00 p.m.
005and that's here at Whitney. Great. And our remembrances John Harris date of passing March 9th 2026. He was assistant principal at Sol C. Johnson High School. If you all please stand for a moment of silence. And now the superintendent's report. Awesome. I'll take it. Oh, I'll take that. >> Yes. Microphone. The month just walked in. We'll give her and her family a chance to come down to the front, and as they do that, I'll just share a little bit about our featured student. The superintendent student of the month is an eighth grade student at Pulaski K-8. Her performance reflects meaningful growth across all subjects maintaining A's in all classes with writing in English Language Arts showing the most growth. Her grade point average is a very strong 96%. Her nominator, Kalista Moore, says that she
006is kind and motivated. She helps her classmates with assignments and demonstrates creativity through her interests. She is also actively working towards her goals of becoming a nurse. These qualities make her a strong choice for student of the month. The student is also a part of our gifted program and is a member of FBLA, band, chorus, and the cheerleading squad. When asked what motivates her for success, our student of the month said, "Being able to look at myself in the mirror and be proud of who I am." I love that. Please help me congratulate Alita Koronkey Koronkey Koronkey, the superintendent student of the month for the month of February. >> [applause] [applause] [clears throat] >> Alita will be taking home several great gifts gifts from our sponsors including Members First Credit Union, Advertising Specialty, Savannah Technical
007College, Georgia Southern University, Gulfstream, and Savannah Schools Federal Federal Credit Union. In addition, Alita and her ELA or English Language Arts class will receive copies of her favorite book Fahrenheit by Ray Bradbury donated by our sponsor E. Shaver Bookseller. Once again, congratulations to our student of the month as well as her family. If her parents are here, I'd love to have them stand if a family member or parent is here. >> [applause] >> We would also like to have Ms. Kalista Moore, her nominator, and her school principal Christina Stuckey if they are here. They can also join. They are not, but her assistant principals are. >> [applause] >> Thank you so much and keep up the great work. And we will now move on to the superintendent's good news calls for applause. Congratulations to Coastal
008Middle School's Helen Ruffin the reading Helen Ruffin Reading Bowl team. They won first place in the South region competition last month and advanced to state finals where they took second place. Team members included eighth grader Gigi Jordan, sixth and sixth graders Julian Jordan, Hannah Gosher, Esther Gosher, and Will Sherouse. The middle school team is coached by instructor instructors Chap Sherouse, Allison Sherouse, and Jessica Prosper. Well done, scholars. More than a dozen Savannah-Chatham County Public School System elementary level students represented their individual schools at the State Science and Engineering Fair in March on the campus of Georgia College and State University. Students had first competed at the regional science and engineering fair before moving on to this state level competition. Our scholars presented their projects to judges, explained their research procedures and findings, and we are
009so excited to congratulate the teams from Tybee Island Maritime Academy, Godley Station K-8, Heard Elementary, and Marsh Point Elementary School. Also, thank you to our partners at Georgia United Credit Union for crashing West Chatham Elementary School in March with a new social emotional learning sensory classroom. Principal Bridget Bryant Gordon nominated her school for the makeover grant to design a private calming space for students to process their emotions, reset, and regroup. That sounds like a great place. Um renovations are slated to begin this summer with an expected completion date before school starts in August. This is the third SCCPSS school to get crashed by our friends at Georgia United Credit Union. Thank you so much for your partnership. Ladies and gentlemen, start your engines. Middle school students at the STEM Academy at Bartlett recently The building
010process is rich and hands-on experiences supporting a curriculum uh which includes science, math, and technology standards and exposes students to the world of engineering and innovation. At the end of each semester, the students will have an opportunity to race their cars, and then the cars will be disassembled for the next class to begin this process again. Thank you so much to board member Grabowski who played a significant role in connecting the school and the supplier GreenPower USA, and to Dr. Angie Lewis and her team for supporting this process from beginning to end. So, that is exciting, and at this time, I would like to maintain the momentum and pass the torch to our report from the Professional Senate. Thank you. Um good good afternoon, everyone. On behalf of the superintendent's Professional Senate, I would like
011to share a brief update from our March 19th meeting held at Windsor Forest High School. Meeting was called to order at 4:15 and ended at approximately 5:15. Senate members discussed the rise in vaping and electronic device violations and agreed to student code of conduct should be shifted more towards a progressive approach focusing more on intervention, support, and education before punishment. Members also emphasized the need for increased substance abuse resources and support diversion programs. In addition, there was a consensus on allowing school-approved spirit hoodies as long as expectations are clearly defined to maintain safety, visibility, and consistency across all schools. We also reviewed the district's budget outlook and recognized the importance of continued strategic planning moving forward. You can find a more detailed version of the report on the board agenda. That will conclude your superintendent's
012report. Senate report. Mr. Hediger. Thank you, sir. Moving along in your agenda, we do have your Board of Education matters, several policies for review and a proclamation and another agenda item for the board's action today. Item 6.01, this board policy GAC, staff involvement in decision-making. This is part of our four-year review process. You'll notice a very simple policy line here, no recommended changes subject to the board's review here. We'll consider this complete under our four-year review process. Ms. Grabowski. While I love simplicity, this is really bare-bones. Um and I don't want to make it more verbose just for the sake of it, but I think we all appreciate the efforts that um Dr. Watts has made in ensuring that staff becomes very involved in decision-making through, you know, the obviously the professional Senate um and
013other tools, but I just wonder, you know, and if we should find ourselves in a situation where we don't have a superintendent who is so committed to staff engagement, do we need a more robust policy than just one line? So, I'll just throw it out there for thought. Any other comments? Thank you, Ms. Grabowski. We'll certainly take that into consideration. It was a little bit of a challenge for us as we were going through the review process. It was a quick review, as you can imagine. Um so much so that that we toiled a little bit with are there other areas in the policy that already address components where staff can have feedback and there are. Uh however, deleting this policy didn't feel right either. So, we have left it the way it is. We
014will certainly convene further with the staff to see if there are some areas that we could add to to create a little bit more um meaningful language in there and of course that would create a second reader. So, if if that happens, you'll see it come back in May. Thank you for the push. Thank you. Hang on. Yes, Ms. Ms. Hall. Mr. Hediger, for instance, just outlining what some available means are. So, you know, give them some good examples so that we have someone who's, you know, stumped and doesn't know how to do that. Yeah, most definitely and in today's day and age with our website, with our technology that we have, there are certainly examples that we can do. So, so noted, we'll continue to look at that one for review and bring it
015back in May. Item 6.02 on your board agenda today, this is board policy GBIA, teacher evaluation appeals. You'll see this also is coming to you under our four-year review process. No material changes to policy language, just one some grammatical changes and clean-up with um some words that needed to be fixed in the language references, but you will see that um uh this work that we're doing uh with that, there's really no changes materially for the board, so we're not uh recommending uh that this would come back for a second uh reader or adoption. Of course, that is subject to the board's review now and uh subject to your feedback, we'd consider this one also complete under the four-year review process. Comments, anyone? Thank you. Let's move on. Moving along, item 6.03 on your board agenda.
016This is board policy GALB, compensation. Once again, coming to you under our four-year review process. No policy changes, uh no material changes to policy. We did have one strike, you'll note, which was some redundancy in a title section on the policy side, but no uh substantive changes to the language. So, we are considering this one a regulation change only. You will see a host of changes under the regulation, uh primarily to delete some outlay outdated references, uh old position titles, for example. The big part though is to offer some clarification on step increase eligibility and minimum wage and overtime provisions. All of this falls in the regulation, so we're providing this for the board's review and of course subject to any feedback by the board, we'll consider this one as well complete under the four-year
017review process. Uh Ms. Campbell. Yes, so we sort of touched on this a little bit this morning at finance, um but just to reiterate, I I don't I know that it looks like it it it states in there all adjustments are contingent based upon available funding, right? That hasn't been crossed out. Is that correct? The last line. You're on the regulation. I'm on the policy. Yeah, there would not be no recommend no recommended changes to policy. That is correct. >> Okay. Yeah, I just I guess I it feels a little open-ended. I understand the reason that we're trying to really accentuate the steps and that we're committed to those steps and the changes that we made that better, you know, fund our teachers for their jobs well done. Um but it's not really tied in
018this to any performance outcomes or any potential financial constraints may we we may have in the future, so maybe we could be a little bit more specific. >> Yeah, we can clean that up a little bit, but that is the that's the onus of that line is that we may find ourselves in a situation, hopefully not, for example, many, many years ago districts during recession were doing freezes. Um some of them were um trying to overcome creative ways to uh maintain their staff, uh but what that meant was there there weren't any cost of living adjustments and things like that. Um we we ran into some challenges with that, with some of the decisions that were made in the past. In fact, uh you'll note that some references to policy review uh changes outdated references
019to our five-year compensation plan. That five-year compensation plan was a big driver for this district to get us back into a line of being competitive with other districts, not only nationally, but here in our own region and in the state. [laughter] Uh so, I say that because we have had some experience where market conditions have impacted our ability for available funds to provide uh increases for staff. It is important that we do have that line listed in there knowing that that could be a a factor that would contribute in a budget somewhere sometime down the line. Um but if I'm hearing you correctly, uh being a little more specific, maybe talking about, for example, market conditions based on available resources and funding would probably more clear. Yeah, that sounds great. And then harkening back to
020something that Mr. Cashmar said earlier today as well, and which he said what you just said as well, is the um sort of other side of the coin where if certain things are expected, I like, you know, performance-based workforce strategies or does something like that. Um and that would be a significant paradigm shift to add anything about performance, but I've heard that today from two different board members at least, so um that's a topic that my team and I need to explore. Okay. Thank you. Ms. Grabowski. I do want to point out, which is something I fully support and actually referenced I was referencing the wrong document earlier when I made that comment. Um on page at the bottom of page one of the regulation, the language that has looks like it has been added
021that says to be eligible for an annual step increase, employees must physically work at least 63% of the work calendar for the position encumbered and have received a satisfactory performance evaluation for the current school year. So, that is new language. Is that correct? That is correct and that is part of that is the we were we were no harmless by the state of Georgia, but we wanted to make it clear in the policy since we're returning to and when that we won't be whole harmless anymore, we wanted to make it clear to everyone that that we we are going back to that and holding people accountable for. If you don't get a step increase, I mean, sorry, if you don't get a a a good performance evaluation, then you're not getting a step increase. I
022100% support that and like seeing that language included. And that's in the regulation. I know in the in not in the policy, which I'm fine with it there, but um I am glad to see we are adding that language back in there. Anyone else? Okay, continue. Thank you, sir. Continuing on your agenda, we have item 6.04 for the board's consideration. This is board policy IFBG, internet acceptable use. This one, the primary driver on this is a requirement under SB351, which is signed into law and it requires social media policies by school districts in the state of Georgia. Of course, you'll recognize that this particular policy was brought back to the board um about a year ago when we were having to update our acceptable use policy, which also was a requirement under the same provision
023of this state board, um, or these I'm sorry, this uh, Senate Bill 351. So, what going back and realizing that the language for actual references was very clear for social media policy, that was the driver. And that's the primary change that you see within this uh, policy for the board today. And again, there's no changes on the policy. This is only the regulation side. Technically, this is a mid-period review because of the statutory requirement. And you will note that toward the, uh, end where we do reference social media, we talk about students may not access non-curricular social networking, i.e., social media platforms uh, on district-provided internet, uh, or internet access with exceptions as provided by staff, such as if there is an assignment related, uh, in some way uh, to the use of that platform.
024So, we now have language in here, and we will be needing to report this up to the state to ensure that we meet the provision of SB 351. So, again, regulation only, no changes to policy, subject to the board's feedback, uh, we'll consider this one completed. Uh, Dr. Howard Hall. Yes, as part of the regulation bring your own device, I do see on here that devices are not allowed to be physically connected to the network of other district devices. Um, there's no mention of a of charging stations, so should we include providing charging stations for those, um, personnel or students that need to actually, um, bring or allowed to bring their own devices. That's bring your own device regulation. Cuz I know they can't connect to the network, but in the event that something needs
025to be charged. Cuz we did have an incident at a school that a student, um, had a mishap with by charging their device. Yeah, so depending on the device they're bringing in and its compatibility for charging, most of them could plug into an available outlet. Um, I think we'd have to look a little bit to see what it would take to outfit schools with specific charging stations. I think that might be what you're speaking to. >> it was just a a a thought. I just want to make sure that there's something in place to prevent a mishap that happened last year within the school. Okay. >> Without being without being specific up here. I got you. Okay, well, we'll we'll touch base for a for more information on that, but I will remind that, um,
026any child that brings their device to school that has the appropriate charging cables and an adapter can can plug it into to an outlet where they can receive, uh, charging for that. And I believe that that would be, uh, outside of the realm of creating any connection to our network. Uh, to connect to the network, there would there would be an additional steps that would have to occur, uh, for them. And of course, you'll note that this policy as well, uh, again, that was in part of this SB 351 where we we specifically called out our firewalls in there and what our firewalls do to ensure that students are accessing appropriate materials. Uh, but we're happy to look further into that and see if there's a if there's any provision that would fall into the
027regulation. Mr. Maxwell, this is a little disconcerting. Um, since you said firewalls, fire Firewall. I know what I'm saying that the incident that I was referring to actually caused a fire. Literally. >> [laughter] >> Okay, got you. I got you. Dr. Bringman. Um, I mean, on that, I'll start on the charging at school. Some of the schools, you bring it to school charged. Like it is incoming on the child to learn responsibility and have that charged when they show up. Um, my son's school, you don't you get in trouble when it's not charged and when it goes dead. Um, on the actual policy here, um, we were just talking about firewalls, I would say we need to double and triple down on that cuz I know we are not filtering 100%. Um, my son every
028day could probably come home and tell you one of his friends that is smart enough to figure out how to get something that shouldn't be on their school computer on their school computer. Um, and then furthermore, uh, there is really not much language in here that directs us to policy um, that holds students accountable for actions that are inappropriate and what that should look like in our code of conduct for first offense, second offense, third offense, and the severity of the offense both in filtering and the materials deemed obscene, all that type of stuff. But also in the um, social media and just there it a link to discipline. And then while we're going through discipline, everyone's hitting all the people back there. What that looks like when we're upholding that end of being able
029to use one-to-one technology, which becomes its own huge problem. Yeah, subject to any other comments from, um, Mr. Butler back there who's, uh, celebrating the review of the discipline policy right now. And that will, uh, be so ultimately bringing back to the board. But we do we do reference in here obviously consequences and we do talk about the inappropriate may result in disciplinary action or restriction of privilege. We could certainly add in there a cross-reference to the discipline policy where those consequences would be found. I would like it. Yeah. Ms. Campbell. She had that look. I had that look. Yeah, like the the specificity, I think, that teachers are asking for where it's not up for debate, like it's not so not that they're hemmed in, but I like how, um, Mr. Butler et al.
030have all decided to do like the minor consequence, like no no less than and no more than, right? But where it gives teachers a window Right. and something that's specific. So, it's not like we're just letting somethings go while horrible things are showing up on kids' computers that we can't help them all and see. Got it, right. And again, those guidelines, those guide rails, uh, will fall to that discipline policy area. We'll make sure to reference that in there and get as clear as we can, to make sure we're not rewriting a discipline policy in acceptable use policy and then cross-reference it appropriately. Yeah. Anyone else? Move on. Okay, item 6.05, your final policy review for this board agenda is EGAG, and this is unemployment compensation. This is under your four-year review. Uh, there are
031no policy changes to this language as presented, and we would, uh, consider it complete under the four-year review process subject to the board's feedback. Thank you. Hearing none, moving on. We do have some action items for the board under your Board of Education Matters section of today's agenda, board proclamation, National School Library Month. So, I'm going to read the proclamation. Thus, be it resolved that the following proclamation be adopted. Whereas April 2025 has been designated the 40th annual National School Library Month. And whereas school libraries provide materials for teachers and students that will encourage growth and knowledge. And whereas school libraries provide materials that will develop literary, cultural, aesthetic appreciation, and ethical standards. And whereas school libraries provide materials that reflect the ideas and beliefs of our American culture and world heritage. And whereas school
032libraries provide books to encourage students to read for pleasure and are considered a fun place to go. And whereas school libraries provide materials to meet individual needs, varied interests, abilities, socioeconomic backgrounds, and maturity levels of the students served. And now, therefore, be it resolved that the month of April 2026 be proclaimed National School Library Month. Woo! I'll accept a motion. Moved and seconded. All in favor? Thank you very much. And do we have librarians here today? >> we do. Yes! Come on! >> [applause and cheering] >> Come on down, librarians! >> [applause] >> There's a typo. I'm so sorry. Thank you. Thank you. Thank you, guys. Thank you. Thank you. I would love to speak with anybody about technology, uh, discipline. If there's a committee, Okay. I am there. Awesome. Thank you. Thank you so
033much. Thank you. Thank you so much. >> enthusiasm. >> [laughter] >> Thank you. Next item on your agenda, item 7.02, >> [laughter] >> we have an action item for the school board, which is a recommendation to bell schedule modifications. All right. So, good afternoon. I have the honor and privilege to speak with you today about the proposal for school year 2026-2027 bell schedule modifications. The following bell time modifications are proposed to accommodate school movements because we know with all of the construction projects, we are working to bring Jacob G. Smith Elementary and Georgetown K-8 back to their home sites. So, as they were previously at the swing sites, we are recommending to put them back at their original bell schedule times. Additionally, with Pooler moving to Bloomingdale or swinging to Bloomingdale for that time period
034of 2026-2027 and potentially in the next year as well, then we are asking to adjust the Pooler and Bloomingdale times. Lastly, the Wings Alternative Program, >> [clears throat] >> we're making a request to put them at the elementary time. So, the request is for Jacob G. Smith Elementary to move from the current time of 8:45 to 3:30 to the proposed elementary schedule of 9:15 to 4:00, Georgetown K-8 to move from their current time of 9:00 to 4:00 back to the K-8 time of 8:15 to 3:15, Pooler to move from the elementary time of 9:15 to 4:00 to 8:40 to 3:40 while they are located at the swing site, Bloomingdale to move from the 9:15 to 4:00 to an 8:40 to 3:40, which will accommodate the Pooler and Bloomingdale at one site, and then Wings, which
035is currently at 7:40 to 2:40, to the 9:15 to 4:00 p.m. elementary time frame. Thus, be it resolved upon the recommendation of the superintendent that the board approve the recommended bell schedule modifications as proposed beginning in the school year 2026-2027 school year. Moved and seconded. Any discussion? I do. Yes, sir. Um and this is I've been wanting to say this for years. High school students starting school at 7:30 in the morning is ridiculous. We know how the their brains work. Our elementary kids starting school so late. All of this is against all science. And I understand why the move was made. I don't think it is I object to it. And I just want to say that for the record. Thank you. Ms. Hall. Well, um Roger, I know what the research says, but how
036do we practically what would be your suggestion for uh after-school activities so that the football team is not out there after dark? I mean, what what would you suggest we do to get the uh get high school kids not starting until 9:00, but then they would have to go until 5:00, 4:30? Shorten the day or I mean, what what would be your suggestion? Can they not Is Is it really impossible for teams to um practice before school? But then they're still there. Yeah. Well, at least they're doing something. No, I I just Then they have to take a shower, so it's it's 11:00 before they're ready to do any work. So, well, the flip side of that is children, small children, elementary kids, if you if you've worked with with small children, they crash out
037at about 2:00. And we and we have we have got them in school until 4:00. And I I Guys, I love sports and everything, but we're academic. We're We're schools. We're schools. So, uh And And by the way, I I I know that nothing's going to be changed, but I just wanted to go on record as as saying it's I don't like us going against behavioral science. Miss Ms. Grabowski. Well, I and I support earlier starts for for younger students and actually asked Ms. Davidson um because Jacob G. is changing again, and they've had several time changes just in the past recent years. Part of that is related to the swing site. Um and thank you for sending me the data. I appreciate that. Um and in 2020-2021, they actually started at 8:00 a.m. Um
038and I'd be curious if that was when most of our elementary schools started, if they started early like that or if that was just Jacob G. And we've had this conversation many times. It comes up every year. Um and apparently at some point many moons ago, we tried it as a district with some pilot schools. I think that's an incredibly difficult It's It's a It's one of those things that it almost has to be a statewide decision because of athletics. Because we already have our high school students leaving high school early to go to athletic competitions. So, if they leave even if the day starts later, they miss even more school. So, while I support the it in theory, I know that there are real-world challenges and implications, but I would love for us as
039particularly as we're looking at more innovation in the transportation arena, if we get lose at least look at are there ways to get our little ones to school earlier, even if it's just an hour earlier. Um cuz I do agree that would make a huge difference. All of us that have we know remember our little kids mine are now getting bigger, but you know, it's And And And And little kids like to have after-school activities, too, you know, especially as they get older in elementary. So, anyways. Uh Dr. Howard Hall. Yes, and I do support younger children starting early. I'm an early childhood major. However, I um you know, everybody have their passion. I know Mr. Moss, your passion passion is music. Mine is sports. I was um I had a student athlete. And although
040it's a sport, that we still recognize them as being student athletes, and we don't want to dismiss being an athlete. It's just not that Oh, that's just a sport. No, it's really um it's a career for some people. But I do agree with that they are younger students starting at an earlier time. But I think one of the main concerns is transportation. If we had the transportation and the bus drivers, they can all start the same time. Ms. Hall. Uh I have something else for Dr. Watts to think about when she can't go to sleep. Uh the program of a school day for a young child. Certainly, we can arrange the school day so that after-lunch activities are not your main academic thrust. You finished your math, you finished your reading, um your science, and
041so So, the afternoon can be more elect you know, uh art, music, those things that are relaxing of themselves. Um it's not always like that, but certainly, we can look at the school day and see as much as possible how we could do that. Anyone else? Thank you. I I'm sorry. Uh Now that we've had discussion, any uh no more discussion? All in favor. Stop it. We have the motion. Stop it. All in favor. All in favor. Thank you, David. Yes, thank you. All right. That concludes your Board of Education matters to the board president for the consent agenda and other matters of today's school board meeting. I will accept a motion to accept our consent agenda. Moved Moved and seconded. Uh All in favor. All opposed. Okay. I'm sorry. There we go. Thank you,
042Ms. May. Stupe- Okay. Ms. May. Uh Oh, no. Yes. I'm sorry. This my my computer is doing doing an update. Uh College and Career ready performance index CCRPI performance. Thank you. >> [laughter] >> This is May. >> Good afternoon and thank you very much. So, today's presentation focuses on our CCR performance from school year 2025. Um this is a key performance outcome aligned with our district accountability system and also aligns with our strategic priorities around the district's continuous improvement process. For um those who are somewhat unfamiliar with the CCRPI, I'd like to um take some time to go over the five components. A couple of years ago, as part of the state of Georgia's [snorts] um SA amendment, um the CCRPI overall score um was permanently removed and what we have are five core components
043and each of the components has indicators that comprise um the way that each will yield a total score. Each component and indicator is reported on a 0 to 100 scale. The first of the components is content mastery and this reflects whether students are achieving mastery of the grade level content standards necessary for them to be prepared for the next grade level, college, or career. Specifically, what we're looking at is achievement in English language arts, ELA, mathematics, science, and social studies on the Georgia milestone summative assessment, which we're getting ready to start on April 20th. It also includes performance on the Georgia alternate assessment for those students who take the GAA 2.0. The way that content mastery is calculated is based on four weighted achievement levels. So, we're looking at the percentage of students who perform
044at the beginning level, those who perform at the developing level, proficient, and distinguished learner levels. Progress assesses whether students demonstrate growth in achievement. So, what we're looking at here and the way that the state of Georgia conceptualizes this is that every student has the opportunity to continue to grow, develop, and make progress. So, that's very important. So, what we're looking at here are student growth percentiles within ELA and mathematics. Those are each weighted at 45%. The remaining 10% is progress toward English language proficiency for our English learner students. Closing gaps assesses whether student groups are meeting achievement improvement targets in the four content areas. Um with the revised um CCRPI from a couple of years ago, the improvement target um formula was also changed. So, what we have as the established maintenance level is now
045in 90. Previous to this, it was 100. So, I just wanted to make note of that. So, when we look at improvement year over year, we're looking at the differential from 90 compared to baseline, the previous year's score, times 0.03. So, we're looking for a 3% gain of that difference year over year. One thing to note, and it's very important, is that English language arts, we're currently in our first year of implementing the new standards. Therefore, um we will not have that component assessed for this school year, being that first year of implementation with new assessments, etc. The readiness component um observes whether students are engaging in activities that prepare them and demonstrate readiness for the next level college or career. So, at the elementary and middle school levels, we're looking at at or above
046grade level reading, student attendance, and beyond the core course participation. At the high school level, we're looking at at or above grade level reading, student attendance, accelerated enrollment, pathway completion, and college and career readiness. Lastly, we have graduation rate, which pertains only to our high school grade band. And here, um for the CCRPI, the formula takes into account not only the standard four-year cohort graduation rate, but also the five-year adjusted cohort graduation rate. So, specifically, we're looking at the four-year rate to account for 2/3 of the formula, whereas the five-year accounts for the additional third. Any questions on the components? Sure. Miss Campbell. Yeah, okay. So, we were trying to figure this out. The when you say that ELA will not be available in S until SY26, is that just in the closing gaps category?
047So, what will happen is um the because of the I'm sorry. Oh. Um because of the new standards being implemented and the new assessments and the norming uh process that occurs, there will be a delay in the computation of. So, we will receive those scores. However, for closing gaps, um it will not we will not have the associated SGP and that calculation for that due to that revision. Um also, there will be a delay in the reporting, whereas we normally would receive the CCRPI reports in November, um those will probably be delayed towards the end of that month, early December. Okay, and that's helpful because the student growth percentiles are the the scoring that we're about to look at in this. Does that play a part in our So, SGPs are going to Yes, um
048come into play with regard to progress. Yes. Uh Miss Grabowski. I might be off the year, but aren't the math standards changing as well or is that next year? Those changed two years ago when we >> two years ago. Okay, sorry. We're in our second year of implementation. I'm trying to keep up. I'm sorry. 2025 marked our second year. Uh Dr. Yeah, what it The water is still muddy for me on closing gaps and the year-over-year numbers. The So, what Is that Are those numbers that big of a swing because of the lacking data or is that just what we did and something's >> to advance to the next slide. >> Okay, yeah. Yeah. Yeah. >> [laughter] >> I guess yeah. No, no, no, no, no, no, no, no. Yeah. Okay. So, when we look
049at the performance from um 2025 and specific to closing gaps, um what you'll see is that those are actually grayed out due to um the implementation of the math standards and um the non-comparability. So, closing gaps are going to also be non-comparable from 24 to 25 due to the change in math standards. So, we cannot even those those numbers are obviously provided to you, we cannot actually state those are comparable because they're not. They're on the basis of two different sets of standards. Okay. So, comparability, one thing. Correct. >> In 2025, the data is true Correct. for that year on closing gaps up. >> Yes. Yes. Where we still fell way behind the state. Correct. Okay. Yes. So, when we look at overall performance in school year 2025, um as compared to the previous year,
050the gains that we saw just for the district comparing 24 with 25 are in elementary content mastery and middle and high school readiness. However, when we look at district performance compared to the state, what we see is that for school year 2025 exclusively, we see that we fell below the state with the exception of progress and graduation rate at the high school grade band, where we outperformed. I'm sorry, readiness. Not progress. Any questions with regard to that? I do. Yes. If if we fell behind Mhm. in content mastery Yes. Um by a minus 3.1, Mhm. but we only fell in graduation rate by the 0.4. >> Mhm. How is that? So, um you have to take into account what graduation rate is based upon and what the graduation standards are. So, with regard to graduation
051rate, that is per the established standards for graduation and all students who meet criteria for graduation. Um so whereas content mastery assesses how they are doing in the four content areas and can inform the progress that they're making grade over grade, year over year. That will not necessarily that's not a component of or a factor defining graduation. Could it Another way to say that maybe could be that graduation rate is dependent upon credit accrual. Correct. Which is based mostly on teacher grades. The The test only factor in a smaller percent. Mhm. So when you're looking at graduation rate, you're looking at credit accrual and a grade determines whether a child accrues a credit, not passing the state test. And for additional clarification as well, so for uh Savannah-Chatham County Public Schools, that's 24 units of
052credit earned. Uh of those 24 units of credit uh that students are required to earn to graduate uh four of those courses are state tested. Uh and of those four uh in those four tested courses uh the GMAS uh end-of-course assessment counts 20%. So I think it's important to uh just put that uh to consider that in the context. Thank you, Mr. Board member. Dr. Howard Hall. This also um although closing the gaps seems to be a little muddy right now >> Mhm. it's the most important closing the gaps because closing the gaps actually raises the floor. And we can't raise the roof without raising the floor because the floor is the foundation. Um this is the closing the gaps is where we don't leave a child behind based on their race, based on their
053language, that you know, the the different subgroups. So I would I'm just concerned about the closing the gaps because that's the foundation of all of this all of this this um data. So although it's a little muddy right now, it's still important and we still we still are struggling when I look at all the negative numbers within the closing the gaps. Although it raises the floor, but it's not overnight. It's gradual. It's it's gradual growth, but it's the most important in my opinion of these different subgroups because if you raise the floor, you're going to see growth in every other um subgroup. Uh Ms. Hall and then Ms. Grabowski. So Dr. [clears throat] Howard Hall, do you think we put the resources in the closing gap uh strategies and tactics? If that's if you consider
054that the most important does that reflect itself in how we uh deal with our resources? Yes, where the resources should they it should hone in on the gaps, closing the gaps because that is where you receive additional funding, especially when it comes to federal Title I funds. Okay. So perhaps more uh faculty allotted Well, that's that's that's that's why we have the superintendent >> EIP and yeah, that kind of thing. >> us in that direction. >> Yeah, I'm I'm kind of being facetious, but I'm being for real >> Right, right. >> that uh it if we're saying that and if everyone [snorts] agrees that that closing the gap category is essential like you said, raise the floor before you can raise the roof then is that reflected in our budget considerations in terms of allocation
055of resources personnel, that kind of thing? And I will say this about closing the gap. There are four categories and you have in some instances there's one child in all four categories. It's possible. Yes, sure it is. You're African American, you have a learning disability, you may have a second language or you um socio-economic. So a lot of those um gaps one student can fall in several of those categories. However, that is a place to look in for um return investment with closing the gaps because that's again the foundation of growth. Mr. Board, can we hear what the superintendent thinks about that? Can you ask the question again? Okay, well how much you feel our resources need to be targeted towards programs and initiatives that help us close the gap? If we're saying that closing
056the gap is all of these are essential, but if we're saying that closing the gap is going to make the biggest difference in outcomes. So I do agree with >> Microphone. Howard Hall's uh analogy of raising the floor will help us raise the roof. Like all tides are go up when you uh can close gaps. But I don't know if it's that simplistic Mhm. um just to say put more resources at something, give more. Um this to me is a balance uh in which effectiveness has to be considered. Uh there are a lot of other factors that go into these these data, attendance engagement. There's so many different factors when you're looking at test data. So I would not want to commit to a uh singular strategy um because I think it's a multifaceted issue
057that has to be addressed in many different ways. Well, I've [snorts] always thought about readiness as being uh the the kind of uh milestone that you're looking, you know let let's make sure they're ready. So actually you could, but in terms of building equity, I see what Dr. Howard Hall is saying. If you see these gaps at certain schools and you see them perennially then uh what are we doing to address it? Okay. Ms. Grabowski. Staying on the closing gaps theme. Um do we and understanding that the math standards changed, but that's just a quarter of that Correct. >> evaluation, correct? Because you see such huge differences between 24 and 25 in closing gaps, but you don't see that like the other areas of content mastery, progress and readiness, the numbers are more don't change
058that much. So why is the difference so huge So >> aside from just the math standards changing? So with regard to closing gaps, um that is contingent upon content mastery performance. Mhm. So what you'll see is um with regard to the way that's computed, if we're not meeting the target, if we are not performing at least on par with obviously improving from the previous year, that's not closing that gap. So we're looking for 3% of that difference, 90 minus the score from the previous Mhm. year times 3%. So whatever that equates to, if we're looking for a two-point improvement, but the school only made a 1.9 Mhm. they're not closing the gap. It just seems I mean, these numbers are huge. Like what are we attributing that >> [snorts] >> I want to do a
059little bit more digging into that. I literally just texted my team and said this deserves a lot more explanation because if we went from 90 to 20 to 29 in high school, I need to be fired. That's exactly what I just texted [laughter] them. If you want to know the truth. So with >> That that number deserves some some additional >> explanation for sure. Yeah, okay. Thank you. Ms. Campbell. So one thing as I dug into these numbers is I I see wide margins for content mastery. We range from 22.8 to 100. >> Right. Right. And that >> Exactly. is wow. I mean that is a big deal that we should focus on and I agree that closing the gaps is important, but that is a minimal bar to reach when we're talking about it
060being one point added to the overall or 1.8 or two points. It's not like we're saying we need you at a passing grade and you're at a failing grade, you know? And so these scores so for instance progress can be high with low mastery, which is what we see because students are improving, but they're not improving fast enough to get to efficiency level. So good that we're improving them, but again, this is one of my I'm just going to say it again anti-promotion because when we do this, we might really be working to get them up there and they're making so much progress, but then they're still not at grade level. They haven't mastered it. And it's not about our scores, it's about their success later, right? So then readiness can be high with low
061mastery, which ours I think were more stable but it reading is declining, right? So I guess like the concern is that it's not translating into grade level mastery and we are literacy led in this district and our scores do not look like we're literacy led. We have some great things that happened, like super great. But ELA was not there. And that a lot. I'm I was actually not predicting a significant increase in ELA this year simply because last year so many things were new. Mhm. New curriculum, new training, a lot of things were happening and teachers were trying to get their brains wrapped around. And I'm sure we can go back and watch board meet meetings that in which you all have heard me say this is a marathon and not a sprint. And in
062places where I have seen significant jumps over a year shortly after that you see a regression toward back to the mean and the schools are going up and down. I really predict that it'll probably be two to three years before we begin to get traction. And um the traction should be in this case incremental because it's got to be realistic and it's got to point to the change and the internalization of all the newness that teachers are are taking on right now. So that one doesn't concern me as much. I will say I was actually predicting maybe not to have as big of a jump. I do hope this year hope it's not a strategy. I know that. But um I do uh anticipate that this year you will see some incremental positive change. >>
063Well, and I I want to affirm that. I know that this is something that is incremental. I don't think I really fully had imp- you know, braced for impact for some of the drops that we saw. So but what I will say is the the thing that is the utmost of alarming to me is the progress and graduation rate that just seems to be steady or increasing and we don't have mastery yet. So all these kids are graduating with diplomas and we don't know if they've really mastered the English language let alone whatever they want to do to conquer in the world. So Yeah. Are we good? >> You walk in just remember that graduation is largely teacher teacher facilitated. That is a grade. It's did a cat child pass the class or not. Um
064and this is a performance uh from the states. Totally different. But I do understand why there would be questions about the discrepancy. Continue. All right. Good afternoon. So [laughter] I'm going to take these off, hey. They're not going to help me. What we saw was historical data now. Okay? And now we have to think about what are we doing to improve it moving forward. [snorts] And so the data point that we focus on that gives us an idea around what is the health of our core content right now today is we use the Northwest Evaluation Association Measures of Academic Progress, which we refer to as um NW a uh map. Just keep it simple. Map. Um and you've heard heard that language a lot. And so if you look at the very right side left
065hand side of the screen um this is where we are currently landing on our three administrations of our map assessments. Um it's our diagnostic assessment, you know, our universal screener. Just where we are from a norm reference um perspective. And then you look at the right hand side of the screen, it shows where we are being um projected to be at or above grade level in terms of English Language Arts or Mathematics. Now, that is based off of a linking study. Um it's one data point but it's also from one assessment to the next. So it's measuring growth. So from beginning of the year to middle of the year to end of the year. So when you look at um the data point of grades 3-5 and I'm giving an example of uh ELA. At
066the beginning of the year we were projected to be 31%. Looking at that growth into middle of the year, we uh maintained status quo 31%. And then looking at our end of the year uh projection, uh we increased by 1%. So we're not losing ground. We're stable. We we the goal here is that you want to look at what we see in Mathematics where you see we're meeting that 50th percent norm reference and we are moving more students. So in grades 3-5 we're 28% at the beginning of the year. Mid of the year it jumped to 30. That means we moved more students beyond what was projected in that norm reference within the 50th percentile and to the end of the year we jumped an additional 5%. And so that's where we are moving more
067students in a faster in a shorter period of time um in what you see in Mathematics. What you see in English Language Arts is that we are stable. We're not losing ground but we we are meeting the targets based off of this particular assessment. Any questions there? All right. So Hang on. Dr. Barnes, that would [clears throat] mean if we're putting all of this effort and energy and electricity into literacy then hopefully that's going to not not a sprint but looking at the marathon we should be getting there. Um and every year seeing seeing a change in that because we're not really concentrating that hard in math the way we are in ELA. So we should see Correct. a difference. Correct. And so the skill set that happens in English Language Arts as we all
068know versus the explicitly taught skills in Mathematics um are are is different. Um but one of the things I do want to note is um what would be even though it's alarming that we have a third of the a third of our students being projected at or above grade level that we're not seeing a regression from what we taught at the beginning of the year versus what we're teaching at the end of the year. We're not seeing a regression. We're we're stable there. And again, I think the emphasis to be made on this particular slide is this is how we are doing as of right now. So as a result of some of the autopsy data that we often look at, which it was the previous slide, the year is gone. Y'all are just now
069getting this data. What how many months past last year? Um and so in a lot of ways you're try we're trying to play Monday morning quarterback and what I'm trying to orient the district to is looking at data points more uh in the moment in real time so that we can make adjustments prior to the autopsy. Like I don't want to know when I'm about to die that I'm about to die. I want to know when I earlier so I can start intervening uh uh I don't want >> [laughter] >> I don't want to learn that I'm dead after I'm dead. Um I want to start intervening before then and so really working this year to have more real time insight into performance. And you're going to see more of that in um our upcoming
070strategic plan, particularly with our lower performing schools because that is where we cannot allow students to not perform for long periods of time and then all of a sudden we're trying to do a big less fix it when we knew that two weeks ago. So we're going to have to have things in place where teachers can make mid-course I would don't even say mid-course is too late. Really daily, weekly, monthly adjustments to instruction when we see that students aren't learning cuz when we wait it's it's much harder to catch a student up once they've not been performing over a long period of time. Okay. So this year and our superintendent has shared um some of our big rock strategies and one of the things that we were monitoring for is to strengthen our site visits
071and monitor performance and build the capacity of principals. We have to think about, okay, what have we been doing this year to stabilize our foundation so we have a baseline and we can move from move forward. And what we are lifting up here is that is the explicit instructional look fors that happens with students and teachers. So one, making sure that first bullet, high quality instructional materials are in are in front of kids. We got to ensure first we're putting the right things in front of students and that teachers can teach that material well. The second thing is we got to make sure that we are engaging kids in the level of taxonomy and questions that allow them to have analytical thinking. And so monitoring the quality of questions that happens in the classroom and
072how students are responding and how teachers are building students up to get to really the ideal response so that it matches the rigor of the state standard. And then lastly, the student discourse. How are students actually engaging with one another and how they substantiating conversations and being able to explain what they have learned in whatever instructional activities that we have put before them. Those things based off of our findings, that drives our leadership and our instructional coaching to ensure that one we're doing two things. We're teaching students at the rigor of the state standards, but at at the same time we're ensuring that we have solid management of the classroom that translates into higher student engagement in the classroom. Through that process, what we is a engaging in this continuous cycle. So we want to
073look at how things are progressing week after week after week and so we could get we can closely monitor that school's performance. So that's that's the whole idea around strengthening the site visit. Um Why was this approach important? We experienced variability from one school to the next. And so we had to get very explicit on what the look fors are and how do we provide that feedback? And I will tell you that we are nowhere where we should be. Um but at least we have a baseline and we have identified the right tools and the right look fors so that we can continue to grow year after year, but we have to develop people. We have to develop that teaching skill. We have to develop that leadership skill. We have some phenomenal teachers that's already
074doing it at a high level. We have some principals that's doing it great at a high level, but we still have variability across the district and until we get every classroom performing at the same level, um we we won't close gaps as quick as quickly as we're hoping to close them. Ms. Hall. Dr. Barnes, your uh helpers who go into the classroom to see uh to take a glimpse of what's going on. Are they pretty much trained to be looking for the same thing or are they just kind of because I I know some people who think if they go into a classroom and the children are all politely sitting and uh not misbehaving and the teacher is talking and that teacher might talk that whole 40 minutes and the children might behave. That's certainly
075not learning to me. Um back in my Chicago days as a teacher, like in math, those kids would be up at that blackboard at that point showing their work so I could see, oh, they're stuck here. They don't understand it. Um so I'm just wondering how much engagement we're really talking about. We're not just talking about kids being good and sitting We're talking about kids being up demonstrating what they're learning so the teacher can see what they don't know. So I just wonder how rigorous that is or if you're just looking for a well-behaved classroom. Ma'am, I'm going to say you're a spot-on target. Um There's variability there as well, right? And so we have to continue to level set from every level of organization when we're going into classrooms. Um and that's why we
076had to define what are explicit look fors? What is it that we want teachers to be doing that they should be doing? What is that students should be doing and what So we have now that spelled out completely what teachers should be doing, what students should be doing. And in some of our schools, we even um categorize the different levels of engagement from where it's just students are compliant to they're actually actively engaged, which points to what you were just talking about. Um and so we do have more explicit, you know, definitions of that um now. So now the job the the the goal here is if we have 100 people doing this work, we got to make sure that all 100 people are doing it the same way and that comes now to accountability
077piece along with the necessary supports to get them there. And in order for us to get there, it it will take, you know, accountability and that's that accountability piece is around calibrations, constantly calibrating, getting people to see things, level setting through the same lens. And what does that feedback look like regardless of who comes and who sees it, we all see it through the same viewpoint. Stated in our new strategic plan. Anyone else? Dr. Bringman. I would just like to thank the district for not glossing over numbers, giving us data, and being honest, um and wanting to keep moving forward and not trying to just say look over here. Thank you. All right. So the last slide I talked about was about where we are currently and what we're going to continue to do. This
078next slide talks about looking into the future. The new strategic plan. We had a lot of lessons learned over the last year or so which has helped developed the new strategic plan that is going to be presented. And so this this slide presents the pillars and the priorities. And what we're going to talk about on what I'm talking about on this slide is that unified instructional framework. So um board member Hall, this is that consistency that we will see across every classroom where we have been calibrated and every student is being taught at a minimum at this level. And that level has to be a level that is at a proficient level where students are able to least access state standards and grade level text, grade level um math performance task, right? That doesn't put
079a cap on it, but it establishes the floor. Strengthening what those tier supports are. And so there was a conversation around closing gaps. This is where we start closing gaps. What does the tier supports look like for the students in the school, but also what it looks like for schools across the district, those tier supports. Any questions around that one? Yes. Uh Dr. Hall. This question come at beginning and end, middle. Um I just want you to talk [snorts] a little about the framework for evaluation. Um for example, there was a parent survey online and one of the questions was and I'm going to um paraphrase it whether or not the child's grades reflected their ability, their report card grades reflected their ability. And when you look at the overall test scores on Go Student
080Georgia Governor's um Office School Accountability, that that overall test score serves as report card score. So how are we holding I hear a lot about holding teachers accountable, but we need to begin to look at and I know you probably are, but just talk a little about how we're holding principals accountable as well as SSOs um the the school support officers because we have to ensure that those teachers are getting the necessary training that they need, the principals are actually held accountable for non-negotiables such as data team meetings and um examining the the data because if we expect for the students to be held accountable whether or not the report card grades reflect their ability, we need to make sure that the report cards reflect the ability of our principals and our SSOs as well
081as teachers. And how is that done? It's It's through teacher evaluations, TEKs and LEKs. So if the report card's score is in the 59, are they making threes and fours on their evaluations and TEKs and LEKs? So Dr. Young, you're spot-on. Um that's going to be our buzzword today. You are spot-on. Uh earlier um in the week um in talk with our Chief of HR, Mr. Ray, and we discussed um the need and launching a plan to calibrate evaluations across the district to make sure that all teachers are being evaluated to the TEK standard. And what are those clear evidences? And so we got to calibrate on that. Look at where teachers are currently performing and look at the qualitative evaluations and make sure that the feedback matches the ratings and that we have the
082supporting evidences for that. The second phase of that where the first phase we're going to calibrate is on the principal evaluation, then the teacher evaluation. So we're already in that conversation about calibrating on the evaluation to make sure that people are being adequately and fairly evaluated according to the state standards. The second thing is this summer we're going to engage our staff around analyzing student work, right? And so that now you can look at student performance and so that teachers know exactly what they need to teach to get students to perform at a higher level which then translates into better grades. But the starting point is we have to calibrate on what is that teachers need to be doing to perform at a a proficient level level three, what is that principals need to be
083doing and when they are not performing at this level ensuring that we have the right documentation and conversations with those that evaluated that we hold them accountable for over evaluating sub par performance. I'm trying to say it real nicely. I was going to say the the clusters. I know that the SSOs that they are assigned clusters of schools. So are you looking at that data to determine whether or not they are actually effective with the schools that they are providing services for? So we look at not just the entire cluster. We look at all the things that go into to determine, you know, the performance of the schools and making sure that the SSO is equipped to lead those schools. But again, there is an evaluation process and accountability measure that we have there to
084ensure that school support officers are doing the job that we're asking them to do. And then it I wouldn't be shocked to see if we see some revision of clusters in the upcoming year because we make sure we got to make sure that the clusters are evenly balanced so that one person doesn't feel overwhelmed one way or the other. But we got to give all the necessary support so that as a principal supervisor they are supporting principals with the right resources. What about the clusters? Like maybe one SSO they are assigned to middle schools. Mhm. Do you have is that is is that a situation where you divide the middle schools or do you go through the feeder schools? No, so right now we are using a model around clusters and grade bands. So that
085school that school support officer can focus intently on just middle school or just high school. You know, there is a way that we could do it and do it through a feeder pattern if we were, you know, targeting like ultimately graduation rate and what feeds into a high school. But this particular format is that we're setting up so that that particular school support officer can become an expert and focus all their energy on one particular grade band and not having to um deal between elementary and high school and, you know, that can that can really stretch you thin. But if we can just give you that one set of schools, you can focus all your talents and efforts on that grade band. Miss Hall. Is my last comment, Dr. Barnes, on this? No, it will.
086I promise. But I need to say something on behalf of our principals because what we're sitting here and saying is that we really expect them to be the instructional leaders of the school. And if that's so, then we can't pile a thousand other responsibilities on them and they have to be there, you know, break up every fight, see every parent. We've got to give them the resources so that they can be in those classrooms and hallways doing what an instructional leader does and not try to all the wrap-around services that we want to provide for our students, they can't be the person who has to be doing all of those cuz that's not fair. So if we're saying, "Okay, you're the instructional person and we're going to hold you accountable for that, then we need
087to make that doable for them." Absolutely. Continue. Okay. And so as we push into pillar four, we just talked about it. It's monitoring the schools, having an intense focus on monitoring those schools and establishing now getting specific on what the quarterly performance should be at each school, looking at those data trends so that we can make immediate decisions about what's happening in schools versus waiting till the end of the year and having lagging data. We will get have more actionable data in in shorter periods of time that allows us to um revise school improvement plans and be able to support schools in a different way. It is going to be very important that we have a robust data performance system so we can analyze data all the way down to the individual objectives, individual students,
088individual classroom and to the principals. So we are not we're not just having a shotgun approach. We're very targeted on specific data points around specific skills and specific teachers that we need to in principals that we need to develop. Comments anyone? Thank you. So this is what we're committing to for every school. Instructional framework as we just loosely talked about the aligned curriculum which we know we we have done a lot of work around that and now we're going to continue to beef up our assessments. That common lesson design, how we work with and provide a standard baseline for collaborative planning so we have strong lesson plans before it goes in front of kids. And then giving that feedback, right? This is incumbent of our district and we are owning this so that teachers are
089doing are having not having to do a hundred times of the heavy lifting. They're always doing a heavy lift, but we can help them by giving them the right tools, resources and and help them with the analysis of their data so they can get it and teach explicitly what needs to be taught. And so we're not doing things by chance. This is more about an intentional effort to um uh equip teachers and principals with the right tools to be successful. All right, any other comments or questions? Thank you. So as we round this out the the the piece that's very important that we we talked about earlier and then when and I mentioned map and then we had a lot of conversations around a mirror early in the year is making sure we have strong
090universal screeners so that we can identify things earlier versus later in the game. And when we are providing those tiered supports that we have clear criterion which how we put students in our MTSS framework to provide supports and how students exit that framework. We don't want any student to not have the necessary frameworks necessary supports to be successful and also changing this mindset that when a student enters MTSS that they are being tracked towards special education or something of that nature. This is more about assisting the student to be able to access grade level content and be more successfully academically or behaviorally. It can be one or the other. Making sure that we not just have scheduled intervention time in the daytime in the in the in the actual master schedule, but it's actually structured
091intervention time that has solid research-based materials to be able to teach students something differently so that they can be successful in core in their core instruction. And then just at the end of the day progress monitor things like never before. And so that is that is our push for this upcoming strategic plan is to get real tight on our early warning indicators so that things are not dependent on a teacher having to discover but we have already discovered it and that we are now helping the teacher just teach kids. We're good? Good. Right. >> [laughter] >> Have we have Any other questions? I do appreciate the push in the conversation. We don't get to spend as much time in board meetings talking about student performance as I would like to. So, you know, while the
092performance is not where we want it to be and it makes me feel uncomfortable because I do hold myself accountable for that as the as the leader of this district. The push that you all are offering today is the right push and I hope my team is paying attention and listening because they should feel just as uncomfortable uncomfortable and inspired as I am right now. All right. Yes, Dr. Howard [snorts] Hall. I'm just sitting here looking at this data. I can just say that on Rice Creek front. And I must give the kudos to the principal because she actually started out in Hodge at Hodge and she did the exact same thing. So, I just thought I would Excellent. Now we have financials? No. Ms. Nathaniel McArthur to the podium for a budget transfer on
093the board's [snorts] agenda. Good afternoon. 9.02 budget transfer summer school from the general fund. The office of instructional excellence and office of school leadership request approval for the budget transfer in the amount of $3,016,507 within the general fund to support the summer level up learning and enrichment programs. The summer program goals include provide credit acquisition and recovery opportunities for high school students, support grade recovery and promotion for students, offer targeted instrument instructional support through blending learning models, deliver literacy enrichment for English learners, expand access to enrich experiences through camps, apprenticeships, and career exposure. The transfer will reallocate funds towards salaries, benefits, instructional supplies, professional services, and student tuition support necessary for successful implementation. A summary of the proposed budget amendment is listed on your item. Thus be it resolved upon the recommendation of the superintendent
094that the board approve an operational transfer in the amount of $3,016,507 from the general fund along with corresponding budget amendments to support FY26 summer school programming. I'll accept promotion. It's moved and moved and seconded. Discussion, I'm sure there's some. Um Ms. Grabelsky. So, I know we received the presentation about summer school programming, I guess last month. Um did we not have this as a line item budget originally? Or I guess what's the why are we now having to do the large budget transfer or is the program more robust than we had anticipated? No, so you are correct. We did not have this amount as an initial line item in the budget. However, there are additional tutorial funds that are dispersed throughout several schools accounts. And so this is an opportunity to simply move funds to
095a summer school budget line for for this time of year. But you are correct, this was not an initial line budget item um at the beginning of the year. Is that our typical practice? That we We do summer school every year, right? >> That is correct, but this is the second year removed from the additional funds that we have for summer school. And so in years past, we had not established a specific budget line item in the general budget for summer school. So, do we anticipate we will moving forward? >> Yes. >> Okay. And and that is a bigger we're right sizing a lot of things that have typically not appeared as a part of our budget cycle that's been Yeah. >> kind of in the background with this that's a part of the work
096that we're doing with A&M to right size some of these things over time would be another example summer school. So, in our department budgets now you will see a lot more of these things reflected on the front end versus on the back end. >> Okay, great. Thank you. Ms. Campbell and then Dr. Howard Hall. I I noticed that with the budgeting and I appreciate that. I know that we're going to be seeing a lot more transactions, if you will, than in the past, but only because we were covering it maybe with variance or whatnot. Um okay, and then what am I going to say next? So, summer school, I I don't have a problem with spending money on enrichment programs or camps to get kids out of the house and doing something productive and keeping
097their minds from being idle over the summer. But if we're going to do summer school, I just ask that we rethink 3 weeks of half-day classes to recover grades. I I don't like paying for that. So. >> [snorts] >> Anyone else? I'm sorry, Dr. Howard Hall. I would like to see the overall summer school budget because this is just general funds and I know that we invest a lot with Title I funds and different other grants. So, it'd be great to just see an entire budget to know what does the summer school budget look like, maybe a pie chart, you know, what what account is general funds is paying this percent, grants are paying this percent, Title I one that percent to have an overall um >> [clears throat] >> amount that we're expended in
098summer school. We can get that for you. >> Yes, and there and there are some programs that are grant funded. And as you know, Dr. Howard Hall, we also have our 21st century, which is a different funding source and additional funds that are used for Title I one because of supplanting that is not noted in this particular budget transfer. Okay. Ms. Campbell. Uh really quick, too. I believe I mentioned this at the last meeting, but the I had asked if we could consider an audit of our summer school rigor and potentially twilight as well or something, you know, that I hear a lot from people, but summer school for 3 weeks, I feel like we could audit that. Um but just putting it out there again. Yes, we certainly can. Anyone else? There being no
099further discussion, all in favor? Okay. All opposed? You You may You may continue. I'm sorry. Um your financials that are in your board packet for this month cover us through year to date through February 28th, 2026. I'll do a quick review of just the general fund general fund 100. Um the local property taxes um are currently at 61.9% of the budget, which is lower than 64.9% last year. At this point, we do believe that our final tax collections will be close to what's been what's been budgeted. The total general fund actual revenues are at 63% of the budget compared to 65.6% last year. Our general fund expenditures, actual expenditures for teachers are at 62.9% of the budget, which is lower than we expected it to be about 67% at this point of the year and
100our support salaries are at 62.4%, which is within the range between 60 and 67%. Um total general fund actual expenditures were at 60% of the budget compared to about 54% last year. That was a really quick summary. Do you have any questions on any of our financials? No. Thank you. Okay. Um 10.02 budget amendment and operating transfer funds 100, 560, and 600 salary supplement. On January 15th, 2026, Governor Brian Kemp announced a one-time $2,000 salary supplement for all state-funded pre-K-12 educators, administrators, and support staff as a part of the FY26 budget. This budget amendment is requested to provide the supplement to all employees of the district including positions that are not state-funded. A supplement will also be provided for part-time staff and staff with temporary employment agreements at a commensurated amount. To ensure staff receive
101the greatest amount of take home pay, the district will gross up the withhold four withholdings providing a supplement of $2,166 for full-time employees, $1,083 for part-time employees, and $542 for district employees with temporary employment contracts. The total grant funded amount received from the state is $8,3,294 which includes appropriate disbursements for charter schools, school nutrition program staff, and the pre-K lottery for identified pre-K staff. To provide the supplement as described for all employees, an additional $6,372,697 will be needed from fund balance to fulfill this budget amendment. The summary of the proposed budget amendment is shown on the agenda item. Thus, be it resolved upon the recommendation of the superintendent that the board approve the recommendation recommended budget amendment in the amount of $14,375,991 along with the corresponding operating transfer. I'll accept a motion. Moved and seconded.
102Any discussion? Dr. Bringman. Yeah, we talked about this a little bit this morning, but would somebody be able to tell me out of that 6. almost 4 million that are we are using to make it equitable, how much of that is the gross up versus just everybody gets um 2,000 whether it be a state funded or a local funded and it's going to get taxed. Like how much of that is gross up? Maybe just a percentage or the how big of that 6.4 do we think that is? I know that we're grossing up state funded as well. Some of that that's coming from the grants so that it actually looks like $2,000 on their pay stub. And then for some individuals, we're having to go 2,000 and then some to make sure it looks like
1032,000. So, what is the the gross up to to get it there? And if you don't have that, just send it to me later. I just was trying to yeah, I know it's a yeah. Um >> to get it. Thank you so much. Yeah, um and again, happy that we do this so that we don't create two classes of citizens on the same hallway teaching the same number of students at the same grade level. Um most citizens don't understand that in every school a good chunk of the teachers and staff there are not from QBE formula funding. And when the governor says, "I'm going to give everybody $2,000." that's not everybody. That's only state funded everybody's. Um and that means the kindergarten teacher in class one might be state funded and the kindergarten teacher in
104class two is completely 100% local funded and they wouldn't get that $2,000. So, our district does do the right thing by our faculty and staff to make sure that everybody sees that. Ms. Hall. And I [clears throat] really want that fact shouted from the rooftops. I want all of our teachers to know that anybody in our district, I need them to know that we're doing that. And the public needs to know it. So, I hope Stacy Jennings and her team will make sure in case you missed it, wherever they want to put it, but it needs to be out there that this was done because this is um not so much magnanimous on our part, but it was just the right thing to do and we did it and we need it to be out
105there. Do it every year. Yeah, every and every time the state decides to do that, we we come up with it. Yes. Uh Ms. Gramalski. >> This is this is just a a detail question. On looking at the revenue and expenditures, why is in the expenditures, why is there a line item for only one charter school? Um I'm sorry. I turned from the page. It's on the top of the second page of the memo. There's contributions to um SCA. Like like there's the income the grants from GDOE for each of the charter schools on the income on the revenue side, but then on the expenditure side, SCA is the only one that's shown. Because we don't we don't process their payroll. Oh, we do the payroll there's. Okay. Thank you. Right. Yeah, that makes sense.
106Yeah, all the other charter schools will be included in the larger number with the district. And again, Dr. Bringman, to your to your point, the the state provided on this allocation 7 7.7 million to cover those that are on the QBE factor of the district. So, the additional monies for us to come out of pocket to ensure that every employee has a supplement which is grossed up comes to that $6 million number. If we were not to do that and allow and include every employee to get the supplement, but you would have to handle your own withholdings, it'd be about $4 million coming out of the district's coffers. So, but we'll get you a more detailed breakdown on that. Yeah. Continue. Sorry. I'm sorry. Yes. Uh it's been motioned it's been moved and seconded. Uh
107there being no more discussion, all in favor Thank you. Item 10.03 budget amendment and operating transfers school nutrition program. Based on staff projections, the school nutrition program is expected to incur a loss for fiscal year 2026. Because the program does not have sufficient fund balance to absorb this loss, both the budget amendment and an operating transfer from the general fund are required. Staff proposed an operating transfer of $4,200,000 from the general fund to prevent a deficit in the school nutrition fund. Current FY26 budget totals are $3,123,961 leaving a shortfall of $1,076,039 that will be needed to cover using fund balance. Summary of the proposed budget adjustment is shown on this item. Thus, be it resolved that upon the recommendation of the superintendent, the board approve an operating transfer in the amount of $4,200,000 from the
108general fund to the school nutrition program fund 600 for fiscal year 2026 along with the corresponding budget amendment. Moved. Second. Moved and seconded. Uh discussion. I I Yeah. Go ahead, Dr. I should ask the I've stepped out so I I just thought about it. Um the bonus, will that be seen in the 15th on the 15th of April or would it be at the end of April or next month? I don't see a date on here. Yeah. We're working toward the 15th pay. Okay. Back to fact and back to nutrition. Um so, have we been keeping tabs on this so next year when we do our budget we can and I understand why we're we're having these deficits. You know, this was our first year that we were feeding breakfast and lunch to all of
109our kids. And I'm all for that. But will will we just put this permanently in our budget for next year so we're not having to do this? Yes. Yes, sir. This is built into our budget next year. >> Perfect. It's another one of those right-sizing activities that we're working on right now. Yes. Ms. Ms. Hall. I was just saying, Mr. Cashmore, since I came on the board in 2012, we've never had this not be necessary. Can you remember one year where we didn't have to do this? So, I can't remember [laughter] but we ever having that. So, if okay, Ms. Davison, you're saying we're going to have it next year, we're not going to have this shortfall. Oh, no. I'm sorry. Let me clarify. I have built in this fund transfer into my budget next
110year. So, it will not have to come before the board. I anticipate we will need these funds. And the main piece is because of the cost of our employees. So, our employees cost about 85% of the budget. And while we can do some reduction to increase [clears throat] the quality of food and other pieces, we're we're at a balance. We are very diligent to make sure we are being good stewards of the funds, but we want to make sure that the quality is there for our students. Ms. Gramalski, then Mr. Cashmore. Well, and the the income I I agree 100%. I'm glad we're providing breakfast, but this past year the breakfast has been funded was funded with federal funds, correct? Uh both breakfast and lunch are funded out of federal funds. Unfortunately, the federal funds
111there is not enough. So, that is where the district has to cover this. >> know about the percentage of federal versus how much I mean, is this This is This is the necessary amount, but I can pull the other piece of it. >> I'm just curious and also curious if we anticipate what the federal funding would be for that next year. But, that's another conversation. Mr. Sketchman. Yeah, the The other challenge with this fund in particular is we enter into our commodity contracts at different times than we set budget and milk costs are different year to year, chicken costs are different, pizza costs are different. Um so, that has a real impact. And then for years, we also charged either a percentage and we didn't know what that participation would look like. So, it's On
112the one hand, it's bad that every year we have to do a supplemental allocation, but we also under budget and add as opposed to over budget and then it gets that entire budget gets spent. So, I I feel like we've been as diligent as we can with the unknowns that are out there as well. Continue. We did. Okay. All in favor. Item number 10.04 budget transfer preschool intervention. The Office of Instructional Excellence Specialized Instruction requests approval to transfer salary and benefits funds from preschool intervasion intervention SLP account lines function 1000 activity 1500 under the sped program to department 275 preschool intervention community-based function 1000 activity 2210 account lines. This transfer is necessary to ensure accurate alignment with the state code accounting and reporting requirements. Approval of this request will support accurate budget management and continued
113operational efficiencies. The transfers are listed on your item. Thus be it resolved upon the recommendation of the superintendent that the board approve the budget transfer for preschool intervention SLP account lines above in the amount of 1 million 72,532 dollars. Second. Moved and seconded. Any discussion? There being none, all in favor. Item number 10.05 RFP 26-15 office supplies catalog discount. The Purchasing Department received five proposals in response to RFP 26-15 office supplies catalog discount annual contract. The firms submitting proposals were Global Equipment Company, Lakeshore Learning Materials, School Specialty LLC, Staples Contract and Commercial, and VIP Office Furniture and Supply. The primary intent of the request for proposal was to select a qualified firm to provide office supplies to various sites and departments throughout the district while integrating with existing district platforms and operations. The proposals were
114evaluated based on company experience and qualifications, project understanding and methodology, and catalog discount [clears throat] proposal catalog discount rates, terms, and conditions. Staff recommended the award be made to Lakeshore Learning Materials, School Specialties, LLC, Staples Contract and Commercials, and VIP Office Furniture and Supply Inc. at an estimated annual cost of 1 million 260,000 dollars for an initial 1-year period with the option to renew four additional 1-year renewal option. The proposal submitted by Global Equipment Company was deemed non-responsive for failing to submit a technical proposal as well as different supporting documentation as required by the solicitation. Thus be it resolved upon the recommendation of the superintendent that the board approve the award RFP 26-15 office supply catalog discount annual contract to Lakeshore Learning Materials, School Specialties LLC, Staples Contract and Commercials, and VIP Office Furniture and
115Supply Inc. at an estimated total cost of 1 million 260,000 dollars. Been moved. Moved and seconded. Discussion? There being none, all in favor. Item number 10.06 budget transfer fund 308 project closeout. Approval is requested for a budget transfer in the amount of 897,378 dollars between projects in fund 308 to support projects improvements at various sites this summer. These improvements are aligned with maintaining safe, functional, and well-maintained learning environments and will be completed during the summer months to minimize disruption to instruction. Work includes interior and exterior painting, floor flooring replacement, plumbing repairs, restroom deep cleaning, pressure washing, and site and ground improvements. Funds for this transfer are available as previously allocated projects for the Thunderbolt site are no longer needed due to the sale of the building. These funds remain restricted within fund 308 for capital
116project use and are reallocated for other facility needs that are designated as priority. This action does not create new funding or expand available resources, but instead ensure responsible use of existing project-specified allocations. And the table is listing all of the different projects for this summer. Thus be it resolved upon the recommendation of the superintendent that the board approve the fund 308 budget transfers within fund 308 to appropriately allocate funds to support support summer building improvement projects. Mhm. Moved and seconded. Any discussion? Any discussion? All in favor. Item number 10.07 eSplash 4 Bloomingdale Elementary J.W. W. Buckley and Associates design change order number 204 .8 Excuse me, .08. On October 2nd, 2024, the board awarded design professional services for Bloomingdale Elementary School replacement project to James W. Buckley and Associates for a total design professional fee
117of 1 million 742,500 dollars. A subsequent change order has increased the current contract amount to 2 million 421,750 dollars. During the February 18th, 2026 meeting, the board approved the resolution for attendance boundary boundary realignment in school year 26-27, which will convert Bloomingdale Elementary to a K-8 school by the 28 Excuse me, 2028-2029 school year. This grade conversion will require building and site modifications with an estimated construction budget of 9 million 950,000 dollars. In accordance with board policy FGC-R bids and quotations, a design professional's fee to support the work of the facility conversion has been calculated and totals 679,250 dollars. A 10,000 dollar reimbursement allowance is also included, which can only build can only be billed for actual invoice costs, bringing the total contract change to 689,250 dollars. Staff have reviewed the additional service requests and
118now recommend board approval for the change order. The superintendent supports this recommendation. Funding is available for the change and no budget transfer is required. Thus, be it resolved upon the recommendation of the superintendent that the board approved change order number two in the amount of $689,250 to James W. Buckley and Associates for additional design services for the building and site modifications to convert Bloomingdale Elementary into a K-8 school. Moved and seconded. Any discussion? Okay. There being no discussion, all in favor? Thank you very much. Item number 10.08 East Moss 5 Gamble Road projects Reeves Young GMP amendment. On December 17th, 2025, the board approved the award of RFQC 26-05 CMR services for Gamble Road projects to Reeves Young LLC with an initial stated cost limitation of 20 $20,000. The total project consists of five phases.
119Restroom and office buildings, refuel station, site and parking lot, maintenance facility, and storage buildings. Staff now present for the board's review and approval a guaranteed maximum price for the full project, all phases. The GMP is based on construct construction drawings of phase one through three. Completed pricing for the work has been provided by the CMR. Budget estimates are provided for the work contained in phases four and five where construction drawings are still in progress. The estimates estimates are needed to develop the guaranteed maximum price for the project. The total guaranteed maximum price including the cost of the work, allowances, general conditions, contingency, and the CMR fee is $22,631,621. The contract was awarded under a state stated cost limitation. Pursuant to the contract, a guaranteed maximum price amendment is required to amend the contract for the
120GMP as proposed. The new GMP contract amount is fully funded and no budget transfer is needed. Staff have reviewed the GMP and now recommend board approval. The superintendent supports this recommendation. Thus, be it resolved upon the recommendation of the superintendent that the board does now approve a guaranteed maximum price of $22,631,621 for RFP C26-05 CMR services for Gamble Road projects to Reeves Young LLC and does authorize the superintendent to sign the guaranteed maximum price amendment to the agreement once prepared by the board attorney. Moved and seconded. Any discussion, Miss Miss Hall? Is Reeves Young LLC a local firm? I haven't heard of them before. >> recall off the top of my head, Miss Hall, but I'll find that out for you and get that information over to you. Okay, and this was a a project
121that a a bid a bid was done with this and they won the bid? I believe so. Um I don't recall directly, but I believe it was a project they won the bid. I'll I'll go back and confirm that as well. >> Okay, I'd appreciate it. Um Dr. Watts, you would laugh, but about five, six years ago, all the board members got on a school bus and rode out to Gamble Road and I'm telling you, and that was five years ago, they had a refrigerator in there that looked like Abraham Lincoln had used it. I mean, that's how old it was. So, I'm really happy that this is finally happening. But, that was five years ago that the board went out there to see. And we we have people working there, you know, we have
122people working there every day. So, this is wonderful that this is finally going to take place. Any other discussion? There There being none, there being no discussion, all in favor? Thank you very much. All right. So, we are now at the point of public appearances. Uh uh You have 3 minutes. Um and thank you for being here today and thank you for sitting through our meeting. Uh first we have Mr. Michael Barth. Good afternoon, members of the board. Thank you for the opportunity to speak today. My name is Mike Barth and I'm the family and community relations specialist at Windsor Forest High School. I reside in um Richmond Hill. To be clear, I love my job, right? And I love my colleagues at Windsor Forest High School and throughout the district whom I work with
123daily, but I want to share a perspective on the requirement for certified staff to clock in and out. I understand the need for accountability, consistency, and accurate record keeping. Those are important in any organization. However, I ask that you consider the unintended impact this policy is having on professional culture in our schools. Education is not a time clock profession. For me, it has always been a profession built on trust, responsibility, and a commitment to doing what is best for our kids, often well beyond contracted hours. Teachers arrive early, stay late, and take home work regularly, and that's the reality of the job. [snorts] When we require professionals to clock in and out like hourly employees, it suddenly changes behavior. I observed I have observed staff gathering around the time clock waiting to clock out exactly
124at the end of the day, not because they don't care, but because the time clock system signals that time and not commitment is what is being measured. That shift really does matter. Instead of reinforcing a culture of ownership and professionalism, we risk creating a culture of compliance where the focus becomes meeting the clock rather than meeting the commitment. I believe we can achieve accountability without diminishing professionalism. There are other ways to track attendance and ensure responsibility while still honoring the professional nature of teaching. I respectfully ask the board to reconsider how this policy is implemented or at least open a dialogue with educators about its impact. Our goal should be to support a culture where teachers feel trusted, valued, and motivated to go above and beyond, not one where they feel monitored. It is really
125a feeling thing and I ask the board to take a look at how this feeling could potentially impact performance of the professional educators in our system. Thank you for your time and for your service and support to our schools. I promise you, I did not >> [laughter] >> anything Did we speak before this? No, ma'am. Why? Absolutely not. That's all you need to know. There was no pre Okay, yeah. >> [clears throat] >> Okay. Thank you. Yes. >> [laughter] >> So so Timing is amazing. Thank you. Do you want to speak to that? No. Okay. Okay. He said it the best. Okay. We heard you five times today. So, uh >> [laughter] >> uh Perfect timing. All right. Uh Angelisa Bryant. Good afternoon. My name is Angelisa Bryant and I am a parent of this
126district. I am here to address policies respectfully because policies are not suggestions, they are meant to be followed. Formal grievance were submitted and remained without response for over 90 days. Based on the district own published complaint procedures, a written response is expected within 10 business days. However, my grievances remained without response after more than 90 days. No communication protocol should limit a parent's ability to address local, state, and federal laws. Under Every Student succeed act, parents have the right to meaningful participation and clear timely communication. In my recent child's hearing, inaccuracies in records were acknowledged, yet they remain. Accuracy and accountability in students' records matters. I am also seeking clarification on whether any policy exists that allows the parents use of open records requests to be considered a burden and used to justify limiting communication.
127If a student asks for help and there is no response from staff, how is a child supported academically and emotionally? Consistency in procedure should already exist, not be created after concerns are raised. I ask you, accountability must include approachability. Parents should be feel should feel heard, not dismissed. Students recognize when they are cared for. Procedures [snorts] irregularities arise. There must be a clear process for review. If concerns are met with silence or delay, what rights do parents have to ensure accountability? Because we expect students to follow a code of conduct every day. Shouldn't that same standard be applied to adults? Do parents have the right to hold leadership accountable to follow policy, state law, and federal law? State law matters. Our constitution, it matters. And according to the oath to uphold them, those standards matters
128for all of us, especially for all of our students. Thank you. Jessica Etsy. Charlene Williams Wright. Okay. I will now accept a motion to adjourn. So moved. Moved and seconded. Any discussion? Just kidding. Uh all in favor? >> [laughter] >> Y'all have a great day. Thank you.