001Yeah. Oh. Okay. All right. One, two, three, four, five, six, seven. All right. There you go. Oh, run. All right, everyone. Excuse the slight delay. We're going to go ahead and call this meeting to order. Good evening. Today is Tuesday, May 20th, 2025. It's 5:38 p.m. and we're calling this regular meeting of the Wake County Board of Education to order. I want to welcome those of you that are watching at home and those of you that are here joining us in person. Wake County Board of Education meetings are conducted for the official purpose of carrying on the business of the school system. Public is cordially invited to attend board meetings to observe the board as it conducts its official business. Persons who willfully interrupt, disrupt, or cause disturbances at an official meeting may be directed
002to leave by the presiding officer. Members of the audience should show respect for the speakers by refraining from loud comments or other disruptions during the speaking. Disruptions by any person or persons of a public meeting will be subject to action in accordance with North Carolina General Statute 1431817. All right. So tonight, you'll notice a couple seats around the board table are empty. This is the beginning of that special season every year when our graduations begin. And so, uh, Vice Chair Swanson and Superintendent Taylor are at a graduation ceremony, but will be joining us later in the evening. So, we do have seven members. We do have a quorum. And so, with that, I would like to invite all of you that are able to please stand as we recite the pledge of allegiance. to the
003flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. Now, the first item on any good agenda is adoption of the agenda. Before I take a motion, however, I'd like to um invite a motion to amend the agenda to pull from the consent facility items 3B, contracted services for student transportation. Chair Hagerty, I make a motion to adopt the agenda with the recommended amendments. Second. We have a motion for Miss Mafy to amend the agenda to pull from consent facilities item 3B, contracted services for students transportation. And we have a second from Miss Edmonds. All in favor? Oh, Mr. Hershey. Did we need to add HR to that as well to the Oh, that's consent agenda. That's
004a good that's a good Yes. Before we vote Well, let's just do it as a separate motion. All right. Since this one already has it second, but thank you for reminding me. All right. All in favor of Miss Mafy's motion to pull from the calendar contracted services for student transportation, please. Well, no, because we're going to have a second motion to amend after this. Okay. All All in favor of removing uh facilities item 3B, contracted services for student transportation, please say I. Any opposed? All right. Thank you. Mr. Hershey, make a motion to add the HR recommendations to the consent agenda. We will add the uh adoption of the HR recommendations, administrative appointments to the consent agenda. Is there a second? We have a second. I'll give it to uh looks like Dr. ing is
005deferring so we'll give it to Miss Gordon. All in favor of that motion, please say I. I. Any opposed? All right. Then back to Miss Mafy for a motion. I'll make a I'll make a motion we adopt the agenda with affformentioned amendments. Second. And we have the motion from Miss Mafy to adopt the amended agenda with a second from Miss Edmonds. All in favor? I. Any opposed? All right. The agenda has been approved. Thank you all very much. I appreciate the flexibility. So now we're going to turn to the first item on our amended agenda which are our which are our let's see I believe our information items. All right. Uh the first item we'll hear from uh is the 2025 ASCA ramp recipients. Um I believe who's presenting Dr. Robinson or Miss Woodson or
006Dr. Norfleet. Here we go. All right. Thank you so much. Good evening, board chair Hagerty, board members. Um on this evening, I'm so excited. Um, in October of 2024, with the consent of Wake County Public School System board members, several schools across the district submitted recognize ASKA model program ramp applications to the American School Counselor Association, also known as ASCA. This past March, we were notified that 12 of our school sites earned the RAMP designation. This national award from ASCA recognizes schools committed to delivering a datainformed school counseling program in accordance with the ASCA national model a framework for school counseling programs. We are proud to recognize the following school sites. So we will call the school names and will one representative please come up and accept your certificate. Austin Ridge [Applause] Elementary, Barton Pond
007[Applause] Elementary, Carnage Magnet Middle, [Applause] Middle Creek High [Applause] School, Mills Park Middle, [Applause] Pal Magnet Magnet Elementaryville [Applause] High Southeast Raleigh Magnet [Applause] High Vernon Malone College of Career [Applause] Academy, West Lake [Applause] Elementary, Wildwood Forest Magnet Element, [Applause] entry and Willow Spring [Applause] High and a full congratulations to all 12 of our 2025 class of RAMP schools. [Applause] Okay. All right. Thank you, Dr. Norfleet. For those I know board members are familiar with the RAMP process and many of you have likely participated with some of those being recognized tonight. For anybody in the audience or anyone at home, RAMP is an acronym. We have a lot of those in the schools. for the recognized ASCA, it's an acronym within an acronym, model program, but this is a national award that comes from the
008American School Counselor Association recognizing schools committed to delivering a datainformed school counseling program in accordance with their national best practices and models. So, we're very proud of all of these schools and we know that there are additional schools that are working on that certification now. So, thank you very much. Uh the next we have a second information item. This is about the standup speakout bullying prevention program and I believe we have a video. Dr. Norfleet, would you like to introduce this? The Wake County Public School System School Counseling Department wants to recognize students and school staff participating in the 2425 annual bullying prevention video contest. This past school year, schools have worked diligently to create new and innovative ideas to approach bullying in schools. We appreciate all the hard work and support our school staff
009and school counselors have given students, parents, and the school community. The 2025 bullying prevention videos are creative and spot-on for helping our schools prevent and intervene bullying. School counseling recognizes schools for their efforts in creating bullying prevention videos. All students will be awarded a participation certificate. At each level, first, second, and third place will be honored with a stand up speakout plaque to display in their schools. Videos will also be posted on the school counseling learning central. Today we are going to recognize our first place videos for elementary. Our first place video goes to Wake Lawn Elementary School. Will the representatives please stand? And I think we have the video available. Heat. Heat. Heat. A Yeah. Heat. Heat. Heat. Yeah. Heat. Heat. Heat. And [Music] [Applause] there for this year's middle school, Pine Hollow Middle
010School. Will the representatives please stand? [Applause] And we all bullying is a major problem in our schools, community, and online. Many adults try to keep everyone safe, but it's up to us to speak up if we see something. Bullying can be hidden in many forms. Physical, emotional, and cyber bullying can be traumatizing. We're going to follow a new student, Mia, on her first day at a new school. You're going to do great. Art's really fun. They're going to park, too. They'll show you the way. Art's awesome. Yeah. Your friends are always draw. You're really good at drawing. Oh, you think so? I guess it would be nice to see a lot. Guys, look. Next week there's a art competition and the winner gets a cash $1,000. Yeah. Oh, you really think so? What do you
011think you're going to post? Hey, leave her alone. Knock off. What's the matter, Jake? Afraid of a little competition. [Music] On her first day of school, Mia has went through physical bullying in the halls. Emotional when her new friends turn on her and hateful comments online. Cyber bullying is the newest form of bullying. It can be just as harmful as physical bullying. By standing up and speaking out, your resilience, we can find success. Mia, you have been selected as first place winner in the art contest this year. Congratulations. Congratulations. So, what can you do to make a difference? Think about your own actions. How can you contribute to a kind and supportive school community? Maybe it's standing up for someone who's being left out. Maybe it's being the first to apologize when you've hurt someone.
012Or maybe it's helping someone feel weird when they're feeling alone. Remember, every small act of kindness makes a difference. We all have the power to stop bullying before it starts. So, let's work together to make sure everyone feels seen, heard, and valued. Stand up. Speak out. My work is easy because I use ClickUp. Here's how I keep track of all my tasks. I start my [Applause] and for this year's high school, Wakefield High School will the representatives from Wakefield please stand next. Don't mind her. She's just upset she didn't get the job. Dude, do you have a resume? We're hiring for different divisions. You can bully people based on their race, sex, color, national origin, including sexual orientation, gender identity, disability, or religion. I was expecting to be a boy. Girls can be just as
013effective as boys can in bowling. Give me a juicy rumor and I can spread it like wildfire. Do I need a fair? Actually, you don't. But the ideal candidate is insecure and looking to gain confidence at the expense of others. But it's a false confidence. It doesn't last. That's how we get our bullies coming back to work every day. You see, the best bullies come from a place of pain and weakness. Most of our bullies have a hard time living with themselves and sleeping well at night, so they lash out on others. I have a question. Does the job pay well? It depends. If you think making nothing pays well, in fact, there are many costs to being a bully. The best bullies lose friends, have high anxiety with uncontrollable feelings of sadness and loneliness.
014Bullies get lower grades, fail in school, increased alcohol and drug use, get suspended from school, and even our greatest bullies face jail time. Maybe I'm not cut out for this. You seem happy. I've seen you smile a couple times. Frankly, I just don't think you're cut out for being the bully. Wait, do you have any social media skills? We're starting a new department. Instagram and Tik Tok are blowing up right now. The demand is super high. I don't think being a bully is right for me. You're right. This job sucks. The pay is lousy, but somebody has to do it. Right. Right. Thanks for your time, and thank you for wasting mine. There are plenty more applicants that need this job. Don't let the door hit you on your way out. [Music] Next. [Applause] So
015again, on behalf of the school counseling department, we want to say thank you for these intentional messages on standing up and speaking out against bullying in our schools. Congratulations to all of our students and staff bullying prevention video participants. Thank you. Thank you, Dr. Thank you. So, we're going to have um an important action item uh presented and then we'll take a brief break for those of you especially that have come from the rat presentations and others. If you want to leave before we get into the meat of our meeting, that'll be the time to transition. I just don't want anybody getting up and walking out while other people are at the podium speaking for public comment or while any other presentations are going on. So, at this point, I'd like to recognize area superintendent
016Cedric Williams for a presentation on the Shaw University and Wake Young Men's and Women's Leadership Academyy's Memorandum of Agreement. And you've brought the team be behind you. I see. I definitely had to indeed. Well, good evening, uh, board chair Herody, uh, members of the board. I would say Dr. Taylor, but I know he's, uh, with, uh, graduations. But on today, it is my honor, uh, to be before you this evening to respectfully request your approval of a memorandum of agreement between the Wake County Board of Education and our good friends from Shaw University. This agreement represents an exciting step forward in expanding opportunities for students attending the weight young men's leadership academy and the weight young women's leadership academy. I want to just give you a brief summary. I know you have a me memorandum
017of agreement with you but I just want to give you a few highlights. Okay. This MOA formalizes a five-year agreement with annual renewals that allows students in grades 11 through 13 to take college level courses at Shaw University starting in the fall of 2025. The partnership will allow students to earn dual credit toward both their high school diploma and a future college degree, which is a big deal. Themies are designed for students who thrive in accelerated rigorous academic settings and this collaboration strengthens their access to highquality postsecary opportunities. So benefits for the students and for Wake County. Shaw University has agreed and will be viding will be providing four dedicated classrooms and access to science labs, the library, gymnasium, cafeteria, and other learning spaces, dual enrollment opportunities, including a Shaw develop leadership course beginning in
018the fall of 2026, priority course registration, and access to onampus experiences that build college and career readiness. Students and staff will also benefit from a modified academic calendar aligned with Shaws to streamline learning, a structured and collaborative environment with university level academic rigor and a dedicated university liaison to support scheduling facilities use and student success. I do want to point out that financially tuition and technology fees for dual enrollment will be covered by state funding from DPI and general assembly appropriations. Also want to just mention that Wake County will be providing the transportation and meals and staffing for the Wake County Public School classes. I want to acknowledge folks because they decided, hey, my schedule's busy, but we're going to be here tonight. So, to my left, we have the president of the university, Dr.
019Plet Dillard. If you will stand, ma'am, thank [Applause] you. She brought several team members with her. Miss Marilyn Richards, if you will stand. Thank you, ma'am. I appreciate you. someone who's been very instrumental also we have Dr. Stacy Su if you will stand [Applause] ma'am we have Dr. Sharon Harding who has stayed in contact with me regularly so I appreciate the communication we have Dr. Vanessa Raino Moon if you will stand ma'am. Thank you. We also have Mr. Jason Morgan who has been very instrumental weekly meetings with [Applause] us. Uh do we have Mr. and Mrs. uh Dell Lewis here? Did they make it today? And what about U Tim Catlet? Did not today. Okay. also alum from uh the university George Robinson. Was she that able to make it? All individuals who've been very
020integral in this particular um project, but their presence underscore Shaw's strong commitment to Wake County Public School students and the success of this initiative. Before the closing request, I want to extend my deepest appreciation to our school community. I I must not let this opportunity pass me by by saying to our students who are out there listening, our families, all of you board members and staff who have shown incredible patience and flexibility throughout this transition. Ending our partnership with St. Augustine. It was a great great ride, but we did have to end that particular partnership. And then collaborating with Wake Technical Community College during this academic year. And I will say we will be forever grateful for Wake Tech and how they received us for this year. And now preparing to move forward with Shaw
021University has required thoughtful planning and a shared commitment to what is best for our students. I also want to publicly thank Dr. Kim Lane. Yes, please. Mr. Paul [Applause] Dominico. Not with us tonight is Dr. Kenneth Branch, who has been on every weekly meeting um since we started the partnership with y'all. And last but not least, the two who have been steadfast since the beginning who are not here tonight because they are exactly where they are supposed to be. They are with their seniors getting ready for different things including graduation. Uh Dr. Mariah Walker and Xavier King, they've been steadfast, shown steadfast leadership, clear clear communication, and unwavering [Applause] dedication. So sir, my closing request to the board the this MOA represents a bold student centered step to reimagine secondary and post-secondary collaboration. So on
022behalf of our leadershipmies, the Wake County Public School staff and our partners at Shaw University, I ask for the board's full support and approval of this agreement so that our students can begin taking classes at Shaw University in the fall of 2025. I'll give it back to you, board chair. Thank you, Mr. Williams. Now, in your introductions, I did want to again acknowledge Dr. Dillard. Dr. Dillard is the 18th president of historic Shaw University. She's a she is a scientist, educator. I would I would describe her as a futurist based on my conversations with her and um has an incredible incredible opportunity at the university for our students. I don't know, Dr. Dill, I don't want to put you on the spot. If you had any comments, we would welcome you to the podium at
023this time. [Applause] First of all, Mr. Chairman, I just want to express how excited we are at Shaw University to add the leadershipmies. Uh we pride ourselves on being a teaching learning environment and we think that adding the leadership would just strengthen what we already do in the community. And so it has been a tremendous pleasure to work with members of the team uh from the Wake County Public School System and we were um honored to have you and others join our board just a couple of weeks ago to talk about how excited we are about this opportunity. So we look forward to having the students on campus. Those of you that are watching and listening, we can't wait and we think that you're going to be very pleased with your experience at Shore University.
024Thank you for the opportunity. Thank you, Dr. All right, board members, you have heard the request from Mr. Williams. At this time, I would entertain a motion. I believe we have Mr. Hershey. Thank you, Chair Hary. It is my great honor to uh make a motion to approve the memorandum of agreement so that we can begin our partnership with between Shaw University and our amazing leadershipmies. Thank you, Mr. Hershey. Is there a second? Second. Second by Miss Gordon. Um before we vote, does anyone have any additional comments from the board? I know that a lot of board members have worked on this for for quite a while and uh might have some thoughts they'd like to share. I'll start with Miss Mafy. I just um want to say Mr. Williams, thank you for your work
025on this, for the sleepless nights from working to partner with Dr. Walls and Wake Tech and and a huge thank you to them for standing in the gap. Um Dr. Dillard, to you and your team, thank you for your generosity. And as someone whose eldest just finished her freshman year at the leadership academy, we are so excited in our family um to join the Shaw Bears in a couple years. So, thank you. Thank you. Thank you. Thank you, Miss Mafy. Miss Evans, just to reiterate, um, we know that even though some of us board members weren't as directly involved, uh, as board member Hershey, we know it was a tremendous amount of work. Um, and that sleepless night's comment is is literal. So, we we appreciate everyone involved um, under your leadership. And I want
026to lift up board member Hershey because I know he was in constant communication with you and your team and the families and that matters. um as a board member. So, I wanted to recognize him and thank you all. Thank you. Thank you, Mr. Hershey. Then, Miss Gordon. Thank you. Well done. This is 18 months. I was thinking about the date. Thank you so much for being a part of this. Uh there are moments as board members that we have that we will remember and this is one of those moments for me. I want to thank the parents who were really instrumental in in really guiding us to Shaw University and um just well done as a team and thank you so much again. This is a wonderful partnership. I'm looking forward to it. And Miss
027Gordon, yes, thank you. I'm the newest member on the board, so I did not have the privilege of being able to to work on this project, but I would like to thank everyone who has. And also I I want to say I do have the privilege, however, to say um how excited I am that we are partnering with the oldest H.B.CU in North Carolina. So, thank you. All right. If there are no other comments, we'll proceed to a vote. All in favor of the rec of the motion made by Mr. Hershey, seconded by Miss Gordon, please say I. I. Any opposed? All right, the contract has been approved. Thank you, Mr. Williams. Thank you. Thank you, President. All right, I'm going to time this. We're going to take a quick three minute recess to allow
028any guests who um do need to get back to leave the meeting at this time and then we'll proceed with our public comment starting with our student speakers. So based on the list, I should be testing, testing. All right, everyone. If you'll take your seats, we will resume. The next item on tonight's agenda is our public comment period. So public comments, as you know, speakers commenting on items on the night's agenda will be heard before speakers commenting on other topics. And we do have a special allowance for students that have come out to speak where they will get to speak first. First the the students speaking on agenda, then the students speaking off agenda, but they'll get to speak before the other speakers. Um, everyone else will be heard in order of signup. We do
029ask only the the only those speaking at the podium um are are allowed to stand. Again, all in all other attendees should remain seated and that's just for a safety issue. Concerns related to personnel issues or student matters may be addressed through applicable WCPS personnel, the grievance policy or other policies. If you've made the trip here and we have staff who's available here for you to talk to before you leave, please remain after your comment and we'll work to connect you. In the interest of maintaining civility and decorum, speakers are encouraged to address their comments to the board of education, those of those of us up here, and must refrain from personal attacks and insults directed at the board, individual board members, staff, but most specifically members of the public and the other speakers. It
030takes a lot of courage to come out here and speak in front of a big crowd. in front of the live stream and please show the other speakers courtesy whether it is, you know, in agreement or disagreement. Please remain quiet while they're speaking to allow them to speak and to be heard. During public comment, if you have any materials, please hand them to our board attorney, Mr. Rod Malone, who's sitting here at the end of the table, either before or after your comments. When you come to the podium, your time will begin when you start to speak. Um, the microphones are adjustable. You can raise them and lower them. Once you begin speaking, a green light will appear and you will have 3 minutes. When you hear a tone for the first time, that indicates
031that you have 30 seconds remaining. You'll see a yellow light on the podium. Unless you're covering up the podium with your notes or anything, that's what the tone is for. Um, but then when you hear the tone the second time or see the red light, that does mean your time is expired and we're going to call up the next speaker. So, please do respect the time limit. Um, and with that, we will go to our list of public speakers tonight. The first speaker among our students is Phoenix Bilo. Phoenix will be followed by Harper Rossi. I'm going to need someone with the last name that starts with an A to come here now because I'm I don't want to be the first person all the time. Okay. Anyways, um, good evening board members. Today I'd
032like to talk to you about mental health. 2 to 3% of kids aged 6 to 12 have major depressive disorder. That's children in elementary and middle school. The rate of suicidal thoughts in that age group is 24%. Suicide is the eighth leading cause of death among children ages 6 to 12. Among adolescence ages 13 to 17, the rate of depression is 44%. The rate of suicidal ideiation in that age group is 20.4%. Suicide is the third leading cause of death among youth ages 13 to 17. In addition to that, 50% of middle schoolers and 75% of high schoolers feel constant stress about school. 30% of teenagers report feeling depressed due to excessive academic pressure. Being a person is really stressful as I'm sure everyone here knows. Sometimes I just need a pause. Currently, I'm really
033stressed about starting college and I'm scared about being an adult and I'm unsure of my ability to succeed and I worry about my future. On top of that, I'm dealing with bullying online and in person, harassment, and I'm being borderline stalked. I live mostly in fear and anxiety, and I feel safe hardly anywhere. What's more, one of my most favorite people in the whole world tore my heart out of my chest last night before shattering it into a million pieces. So, needless to say, I do not feel all that great. There's so much going on and I'm so overwhelmed and everything is really stressful. Despite that, I had to go to school today. I severely messed up a project in first period. I cried in the bathroom during second period. I stared blankly at the
034wall in third period. And I totally bombed a quiz in fourth period. I couldn't focus on anything and much to my shagrin, everyone arounded around me sounded like the teachers from Charlie Brown. I tried but I couldn't do it. There was really no reason for me to be at school and nothing came from it. I was miserable and unable to actually learn anything. Now I'm going to have to do extra work in order to bring my grades back up. I couldn't leave though because I'd get marked absent and it wouldn't be excused which would affect my ability to be exempt from final exams. In Wake County, mental health days are not recognized as excused absences and they should be. Today, I needed a hug and I needed rest and I needed to do something that
035was easy on my brain. But instead, I had to go to school and be around people who make me feel unsafe and I had to tax my brain and I had to pretend that I was fine. I wish I could have taken a day for myself and my wellbeing and I think the whole district would benefit from being able to do that. Having the ability to take mental health days would most definitely lower depression and suicidal ideation patterns among students and would likely decrease the amount of people who say school makes their mental health worse. And aren't mental well-being and mental well-being and suicide prevention constantly discussed at this table? I have come here numerous times to suggest solutions to our mental health crisis. I have given the perspective of a student who is part
036of those percentages. Usually my comments are met with glares and even direct attacks from the same people who claim to care so much about bullying and mental health. Maybe we should do something about it instead of just crying about it in the same breath that we devalue the lives of the demographics most impacted by the issue. And maybe you should start by giving us mental health days. Thank you. Our next speaker is Harper Rossi. Harper will be followed by Thomas Gingrich. Thank you. Uh, I have spent most of my life in this school system. I have had good teachers, bad teachers, and just kind of mediocre teachers. What I learned universally from all of them is that banning books is never something a healthy government does. These teachers have encouraged a in me a love
037of reading. Growing up with severe anxiety and depression, books offered an easy escape from reality. However, books did not only serve as a way to numb life. They also provided me with the tools for understanding it. Last year, there was an attempt to ban a wide variety of books from Wake County school libraries. Um, this was pushed by the same people who are currently attempting to ban books this year. One of these books was called All Boys Aren't Blue by George M. Johnson. This book, which describes growing up as a black queer man, was among one of the top 10 most banned books. People cited out of context quotes, claiming it was pornographic or obscene. Many claimed it quote does not have serious literary, artistic, political, or scientific value. This book went into detail about
038it was about what it was like for the author to grow up queer and black. As a white queer person, I feel that it gave me further insight into the idea of intersectionality, the idea that multiple overlapping social identities can create unique systems of discrimination. George M. Johnson specifically spoke about how he felt quote too gay to be black and too black to be gay. I'm not going to deny that in at some points in the book there was sexual content. However, I feel when read within the context of the book, it's more than reasonable for high schoolers. Taking out of context image, quotes or images from a text does not show that the book has no value in our school libraries. I urge you to fight back against these attempts at censoring our media
039because otherwise we lose books which provide real value to our students. Thank you very much. Our next speaker is Thomas Gingrich who will be followed by Presumpsia Subakota. Good evening board members. Real quick, I'm sorry I got to stop you. You can only have one person up at a time. Do you have a designated spokesperson or do you want to divide up your time? Um, I got I can I can do it. All right. Thanks, guys. Good evening, board members. Wake County has begun to explore what a policy shift policy shift on well-being and success. Continuing to delay an option of later start times is not because of a lack of evidence, instead a failure to prioritize and resolve the details of implementation. According to the American Academy of Pediatrics, adolescence who do not receive
040amounts of sleep suffer from hormone imbalances, mental illnesses, and development issues. The AAP also found that 65 minutes advanced in start times from grade 9 to 10, similar to Wake County with the move from high school resulted in daytime sleepiness levels typical of those with true sleep disorders. only 30% of students. A different study by the APA also found that only 30% of students lack sufficient sleep when schools start later than 8:30, showing how dra drastic a live a difference there is with a delay of only 30 minutes from the average time of 8:00. The following options presented could serve to tribute to contribute to ser solving the logistical logistical challenges that prevent the implementation of layer start times in the WCPSS. Option number one is delaying the start times for all schools 30 to
04160 minutes. Shifting all times forwards maintains equality across every grade level and aligns with adolescent sleep needs without forcing one group to be favored over another. The pros of this option is easier to implement. It's easier to implement districtwide. It provides every student with additional sleep. Some cons is that it delays the start time for elementary students which already started relatively late and this could serve to provide the additional obstacle of disrupting parents work schedules. Another option is to swap the start times of elementary and and high schools. Uh this solution targets uh targets the change towards the group most affected by sleep deprivation that being teenagers. Um suppose that this ch suppose that this option is is it's proven to be effective in a nearby district Durham County who use this and then it
042provides teens the later start they need biologically. Some cons is that younger children may struggle with their earlier start times and it could be an inconvenience to parents who rely on older siblings to care for younger ones. Thank you very much. Thank you. Our next speaker is uh Prasamia Sapota who will be followed by Katie Witkin. Hi, my name is Pumpcha and I'm a sophomore at Panther Creek High School. I wanted to take a moment to talk about something that's become a regular part of my school day. The temperature in our classrooms. It might sound like a small thing, but it actually affects how we learn more than people realize. At Panther Creek, the temperature can really vary from classroom to classroom. Some classes are really hot, especially in the mornings when the sun hits
043certain parts of the building. Their classrooms are freezing. I've had days where I'm sweating through first period and then I need to throw on a sweatshirt in second period just to stay warm. And this isn't just once in a while. It happens all the time. It might not seem like a big deal at first, but when this keeps on happening, it be it really becomes dist distracting. It's hard to focus in a hot room where you feel tired and uncomfortable. And when it's too cold, I'm spending more time trying to stay warm than thinking about the lesson. It definitely affects my ability to concentrate, take notes, and participate in class. It's not just students being affected either. One of my teachers has an autoimmune condition, and the constant overheating in the classroom has actually made
044them sick. They've had to miss class days because of it. And when our teachers aren't well, it disrupts learning even more. We fall behind, lessons, lesson plans get shifted, and it adds stress for everyone. Some teachers bring in fans or small heaters just to get through the day. But we shouldn't have to rely on personal fixes like that. These temperature swings are happening throughout the school, and they're not just a comfort issue, they're a health and learning issue. That's why it actually means something that the NC House budget now includes funding for WCPSS to study high efficiency next generation HVAC systems. This study shows that people are starting to recognize that our buildings need better systems and that they matter and that they matter to both student and teacher well-being. It's a good step forward,
045but I really hope it doesn't stop with just a study. We already know that the systems aren't working the way they should. Students and teachers deal with this every day. I hope this leads to real upgrades, better air flow, stable temperatures, and classrooms where everyone can focus, stay healthy, and actually enjoy learning. Thank you for listening. Our next speaker is Katie Wickman who will be followed by Anuida Kalivak Kalvakunta. Sorry. Good evening. Good evening. My name is Katie Wicken. I am a part of Sun Sunrise Movement Carrie. As many of you know, we've been working hard to get the Green New Deal passed for Wake County school go schools. We believe this plan isn't just bold, it's necessary. It lays out a path to make our schools cleaner, safer, and more resil more more resilient
046for students and staff across the country. And we're not doing this alone. We've been lucky to work alongside Chief of Facilities Mark Strickland, Chair Mr. Higerty, and even Sam Hershey. They all took the time to meet with us, hear us out, and offer feedback, which we thank them for. This kind of collaboration gives us hope. But we also have to recognize the recent HVAC funding included in the NC House budget proposal. This is an important first step, and we're glad to see the state investing in high efficiency next generation HVAC systems for Wake County schools. But we need to be clear, this can't be where it ends. This funding should be seen as a catalyst, not a conclusion. It's proof that leaders are paying attention and now it is a movement to build on that
047momentum. Let's use this opportunity to push for more. More research, more investments, and more action to modernize our schools through a full Green New Deal framework. HVAC upgrades are just one piece of the puzzle. We need clear clean energy, resilient buildings, and learning environments that reflect the future our generation is stepping into. We also know there are many more voices we haven't heard from yet. If you're a board member or district leader who hasn't reached out and you have thoughts, ideas, or questions, we want to hear from you. This isn't just a student movement. It's a community effort. And everyone on this board holds real power to make a longlasting meaningful change. Thank you. Thank you. Our next speaker is Anita who'll be followed by Kitty Pocarell. Hi, my name is Enu and I'm a
048sophomore at Panther Creek High School. I want to talk about something that's been affecting students like me throughout the year. Temperature issues in our school buildings, especially in mod mods. I know the temperature doesn't seem like a big deal as someone can put on a jacket or simply wear a t-shirt based on the climate, but in our school, it's bad that we have to move during class to class that we have to change outfits. There's been multiple times in my class where we have to move because the mods were simply way too hot to stay in. The air conditioning either doesn't work properly or can't keep up with the heat, especially during the warmer months. It gets uncomfortable that teachers decide it's better for us to relocate. Sometimes that means squeezing into another teacher's room,
049sitting on the floor, or trying to learn in a space that wasn't meant for our class size. Every time we move, we lose time settling in, and it's harder to stay focused. When we're bouncing between rooms or leaving or learning in spaces that doesn't feel like what we need, it makes us harder to follow the lesson and stay engaged. It's frustrating and it starts to add up over time. During the summer, the cooling system in the mods would be broken and we would move classrooms on the daily. I have a skin condition called keratossis polaris. It's pretty common, but when the weather gets warmer, my skin feels like it's burning and it's pretty hard for me to focus on my classes when it feels like my skin's on fire. This is this became an even
050bigger problem right after spring break. Just as students were preparing for AP exams, the HVAC system wasn't working properly. And in many classrooms, the heat made it difficult for students to focus during their lessons. Teachers were trying to get us ready for most of the important academic times of the year, but we had to take pauses learning entirely because it was simply too hot to continue. I remember fans were brought in, but they didn't make such a big difference. Issues like this aren't just affecting students, but also faculty. It became an issue that we had to push through every single day, and it affected how we prepared, how we learn, how we learned in an environment. This is why I think funding in the NC House budget to study high efficiency next generation HVAC system
051is important. It's a sign that people are starting to notice the conditions we're learning in and want to do something about it. But I hope it doesn't end here. We already know what the problems are, especially in the mods. The systems aren't reliable and it's affecting how and where we learn. I hope this study leads to real change and not just in the main building, but also in the mods. It is an important part of our school where students are expected to learn. Every student deserves a classroom that's comfortable and stable. one where we can stay focused, stay in place, and not have to worry about the heat driving us out of the room. Thank you. Thank you. Our next speaker is uh Criti Pocrill, who will be followed by Logan Dillerentes. Good evening. Good
052evening. Hi, my name is Kiy Pal and I'm a student at Panther Creek High School. Right now, the NC House budget proposal includes funding for WCPSS to study high efficiency next generation HVAC systems. As you've heard this evening, this might sound like just a technical move, but it's actually a big deal. It confirms what students across the county have been expressing and speaking up about that the heating, cooling, and ventilation systems in our schools are outdated, unreliable, and in many cases harmful. You've already heard the testimonies. Classrooms where it's so hot students are being displaced. Classrooms where you need a hoodie and gloves just to sit through a lesson. Students moving from one side of the building to another and experiencing completely different temperatures. It's uncomfortable, yes, but it's also unsafe. It affects our health.
053It affects our ability to concentrate and how teachers teach and students learn. So when the state funds a study like this, it's more than just a Hback update. It's a sign that the conversation we've been pushing is being heard. That our schools need to be reimagined and rebuilt to meet today's challenges, especially the challenge of climate change. This is exactly what the Green New Deal for schools is about. And it's not just about solar panels and compost bins. It's about equity. It's about clean air, healthy classrooms, and modern buildings that serve all students, not just the ones in new or well-funded schools. It's about fixing infrastructure that has been ignored for too long. And it's about making sure the schools we spent most of our days in are part of the solution to the climate
054crisis, not part of the problem. But here's the truth. A study isn't enough. We already know the problem exists. Students are living them every day. This funding has to be the start of something much bigger. We can't stop at research. We need to use the funding to actually fix these systems, replace outdated equipment, and make our schools safer and greener for the long term. This is a chance to do more than just put a band-aid on the problem. It's a chance to build a model for what public schools can look like when we take student health, sustainability, and climate justice seriously. So, yes, it's great that the state is stepping in, but now it's on all of us, students, parents, educators, and this board to make sure we keep pushing. Let's take this study and
055turn it into action. Thank you. Thank you. And can I also I I need to share our new like updated uh Green New Deal for schools. Uh the one that we talked about. Can I email it to the Absolutely. You can Well, you can actually email it to all the board members and we'll have it directly and then we can give a copy. We'll give it straight to Melissa Allen for uh entry into the record. Thank you. All right. And finally, Logan Dillerentes. Good evening, board. Two weeks ago, Leo and I spoke in advocacy for a skate club at Roseville High School. Since then, we've garnered support from our district's chairman, principal, many teachers, and many students with over 170 petition signatures with 140 of those signatures being from our own school students. To put
056it into perspective, these are 174 people and these are people that I speak for. So, we understand physical risk is a factor and just like football and soccer, skateboarding carries risk. According to the National Health School sports related injury surveillance study, 90% of high school athletes have been injured. And according to the double OOS, about 30,000 of those athletes have required hospitalization for their injuries. But that does not deter schools, students, and parents from signing up and advocating for these sports due to the proactivity, discipline, and the overall positive impacts that they have on a high school student's life. Just like these sports in schools, skateboarding has shown to build these same heavily important aspects that are needed in a high schooler's life. We've partnered with local skate companies to provide any gear necessary, such
057as helmets and pads to minimize risk as much as possible, but we need the board and a superintendent approval to establish this club and allow skateboarding as an activity. My point is that injuries will always happen and will always be a concern. But don't let that build a brick wall prohibiting communities and persevering students from learning, growing, and having fun. Thank you for listening. The power is in your hands, so please allow the RHS skate club to prosper. Thank you. [Applause] All right, we'll now transition to our public speakers speaking on on agenda topics tonight. We have two. We'll start with Margaret Bilado who will be followed by Janet Peterson. Hello and thank you for the opportunity to speak tonight. I'm Margaret Bilu, a Wake County parent, nearly lifelong North Carolinian, and someone who spent
058a lot of time in public schools as a volunteer, an employee, and as a concerned parent. I'm here tonight to speak in full support of the uh of Wake County Public Schools applying for the Freedom to Read Foundation grant. Honestly, I can't think of a better time or a more important place for a grant like this to matter. Let's be real, there's an ongoing organized effort underway in Wake County to remove books from schools. Uh, we've heard kids talk about it already leading up until now. Teachers have been targeted for assigning award-winning literature. We've seen schoolboard candidates run campaigns focused on banning books, many of which reflect the lived experiences of students, including those who are LGBTQ, students of color, and youth navigating mental health challenges or exploring their identities. This grant isn't about politics.
059It's about protecting our students rights to think, question, and grow. It gives us the opportunity to highlight stories that challenge us, that reflect our students lives, and that help them feel seen and understood in a world that doesn't always make space for who they are. Uh let's not pretend that this is hypothetical either. Right here in Wake County, we've had nationally coordinated efforts to target school libraries, sometimes by people who don't even have kids in our schools. This grant would help us push back with education, with conversation, and with celebration of what public schools are really for, learning. We can use this funding to host studentled events, community discussions, and family reading nights that show we value freedom of thought and inclusive learning. That's what public education is supposed to do. I'd also encourage the
060board to take this momentum and go further by actively assigning staff or forming a task force to seek out and apply for more grants like this. Not just to help with budget shortfalls, which we all know are real, but to support diversity, equity, inclusion, and accessibility as core values, not just buzzwords, and as an inherent rights our students deserve. because no matter their background, identity, or beliefs, every child in Wake County should feel safe and like they belong in our schools. Thank you. Thank you. Our next speaker is Jana Peterson. And after Miss Peterson, we'll turn to our off agenda speakers. Good evening. Good evening. I'm going to be reading from a portion of the American Library Association's the freedom to read statement. The freedom to read is essential to our democracy. It is continuously
061under attack. Private groups and public authorities in various parts of the country are working to remove or limit access to reading materials, to censor content in schools, to label controversial views, to distribute list of objectional books or authors, and to purge libraries. These actions apparently rise from a view that our national tradition of free expression is no longer valid. That censorship and suppression are needed to counter threats to safety or national security as well as to avoid the subversion of politics and the corruption of morals. End quote. Groups opposing inappropriate children's literature in school libraries and classrooms will agree with the statement's first part. But in order for a democracy to function properly, the majority must be well read and well informed to make good choices. That is why the pavemented education project.org and takebacktheclassroom.org
062were formed to provide parents with an opportunity to see for themselves what is being defined as controversial and objectionable content in their child's schools and library and libraries. A Rasmusen poll in 2022 shows voters overwhelmingly oppose sexually explicit books in public school libraries. Research from multiple sources are showing negative impacts on the developing brains of children and adult. Children and adults exposed to pornography experience depression, shame, detachment, poor social interaction, and addiction are just some of the examples that could be seen in young people. The First Amendment does not give students an absolute right to read whatever they want in a school library. School boards have broad discretion in managing content and operations. Proposed House Bill 636 promoting wholesome content attempts to address books and materials that already passed North Carolina General Statute on Obscinity.
063Look it up for yourself. GS14-190.13. Most of you are smart enough to know we're not talking about removing Catcher and the Ry or To Kill a Mockingbird or The Great Gatsby. You know what kind of content we're talking about in the agenda. The schools wanting to access the grant were not listed and neither were the documents. According to the FDR website, the grants go to support activities during the annual band books week celebration. Show us the books and materials. Please vote no on the freedom to read grant. Find funding for literature elsewhere. It's got to be out there. Thank you. Thank you. We'll now move to our off agenda speakers. Our first speaker tonight is uh Joseph Deon who'll be followed by uh Yakura Coffee. I attended the committee hearings and debate on HB House
064Bill 636 that prohibits materials in public schools that contain descriptions and visual depictions of sexual activity. The main objection to the bill that I heard was that it is book banning, but I don't see how it's a book ban because it prohibits only materials with descriptions and illustrations of sexual activity or per pervasive vulgarity and only from being made available in public schools to minors. These books are readily available elsewhere if you want to read them yourself or give them to your children, but you have no right to expose other people's children to them. HB 636 applies to public schools the same standards in existing obscenity laws that apply to everyone else regarding distribution of obscene material to minors. Over the last two years that I have attended these meetings, I have heard numerous pornographic
065excerpts from books in WCPSS libraries, and one was even used in class. To do nothing is to allow children and adolescents to be lured by lewd and lascivious descriptions of all kinds of sex acts and how-to manuals with detailed drawings of genitals or one unmentionable uh body part. People get upset about this because it feeds a habit of using other human beings for one's own gratification. This is an impediment to forming lifelong relationsships that provide loving and stable homes for the next generation. I can't believe that there is even debate about this. People were even denounced at the last board meeting because they object to pornographic books in schools. There would never be a need for HB636 if this board did not let school employees and outside groups like the American Library Association start this
066culture war by placing pornographic books in schools. Whether or not HB 636 becomes law, the board should do the decent thing and remove pornographic books, you shouldn't accept any grants from that uh American Library Association Foundation either. Thank you. Our next speaker is Yakura Coffee. He'll be followed by Jen Smith. Well, thank you for the opportunity to address the board today. Um, as taxpayers, like most parents, um, Wake County Public School Systems reputation was significant in our fact in our decision to buy a house in Kerry about 20 years ago. Um, after one's child's successful metriculation through elementary school, middle school, and high school, we are dismayed by the experience of our current child at the same Northwestern Wake County middle school currently celebrating 15 years of excellence. Um, our trial has been riddled with
067ongoing and devastating acts of racial and genderbased harassment and bullying since February 2024. Despite our pleas to the school for wholesome and meaningful resolutions, the school has not shown the care and concern for our child expected under these circumstances. While we are not here today to discuss the specific acts in the incidences, um we are here to discuss some systemic gaps that have yet to be sufficiently addressed and are contributing to our lack of our ability to reach a resolution with the school. Um these horrific experiences have been exceedingly difficult for our child and our family. um remedies offered by the school um have huge gaps that have left our child and now other similarly situated situated students um vulnerable. Um the Wake County Public School System Office of Equity of Affairs requires more support,
068not less. Um, even though there's pressure to abandon the office, um, we do not have an effective when we do not have an effective office of equity affairs, we have a system that allows black and female students and others to face ongoing racial and gender-based harassment and the resulting traumatic impact to their well-being, including social and emotional health. We are here today as parents um, encouraging the board to stand up for this essential work and not to retreat from it. Um, when the office is void of its leadership, school principles have the authority to investigate complaints of racial and gender-based harassment but lack the sufficient training to recognize the impact the bullying has on students well-being and to take appropriate actions to address them. We address, we request the following. Um, increase resources for the
069equity, the office of equity affairs so that school officials can benefit from the office expertise and our child and others do not have to face ongoing acts of racial and gender-based harassment at school. Um, school appointees, school appointed design with expertise in helping students to restore their social and emotional health so they can thrive after facing gender and racial um, harassment. creation of resources and guidance for parents to support their children through these horrific and traumatic attacks. As we work to restore our child's well-being, including newly development developed um desires not to attend school to but to feel because you feel unsafe physically and socially emotional emotionally at school. And lastly, stronger consequences for students engaging in racial and gender-based harassment. We seek your prompt attention into this matter. Thank you. Thank you. Next speaker
070is Jen Smith. He'll be followed by Sneha Papanini. Thank you for giving me the opportunity to speak. I'm here tonight to thank staff and teachers who are supporting students during this uncertain time. There have been a flurry of executive orders and funding cuts since January that have affected our students and their families. hearing about the proposed cuts to Medicaid and the supplemental nutrition assistance program known as SNAP. And when I was researching the estimate what the cuts were going to be was 300 billion in the beautiful bill along with politicians who either purposefully or through ignorance deny what due process is. And I recommend they check out the fifth and the 14th amendments along with other constitutional protections. I am hearing from students and their families that I know um about how they're trying to
071have to plan for this time of okay, my food is going to be cut. Are we going to not have any health care benefits? People who have kids that are have medical long-term medical issues are covered under Medicaid. There's just a lot of uncertainty right now in these families and their students and that will affect them at school. Um, all this in addition to underfunding at our state level, C. Leandro, for anybody who's not familiar with that, puts our school board in a place I do not envy. Um, we are underfunded and our students and our staff deserve better. As I recognize that, I also want to call out that I have seen staff going above and beyond to support our stressed out families and students as information seems to change daily with how it'll
072impact them. I see them support marginalized students who some in our community try to argue should not have the basic rights promised to them under the constitution. I see staff support access to books that help critical thinkers and introduce different points of view which will help our students grow to hopefully succeed in a global world. We are living in a time when other states are looking to rewrite history. See how Oklahoma is trying to make conspiracy theories into facts in their high school classrooms while ignoring the domestic terrorism we all watched live on January 6th. We hope, my hope is that our school board here will continue to show their support for our students, families, and staff. I hope that Wake County will continue to support discussing and learning about our country's history, including the
073rights of all, and this includes non-citizens protected under the Constitution. Avoiding the ugly parts of history do not make these parts go away. The world is watching how we as a country respect the foundation of this country, the Constitution. Thank you. Thank you. Our next speaker is Sneha Papani who will be followed by Becky Lu Habs. Is Snigha here? All right. If not, then we'll go to Becky who will be followed by Edith Jones. Hello, I'm Becky Lou Hobbs, mom to three amazing kids and chapter chair of Moms for Liberty in Wake County. And I'm here for two reasons tonight. Freedom of speech and freedom from intimidation and bullying. Every citizen has the right to provide public comment. After all, 60% of our county and state taxes goes towards public education. Every citizen has a
074right to be concerned about the state of the education system. After all, these kids are future doctors, lawyers, entrepreneurs, and leaders. But no one has the right to lie. No one has the right to intimidate. And no one has the right to bully. And bullying takes many forms, as we saw in the videos tonight, physical, verbal, and emotional. We have some wonderful videos from the students tonight. But teachers, principles, administrators, and this board need to take notice of the bullying and intimidation and the role that they take role take uh play in perpetuating this. You think my involvement started when we came here wanting our kids back in school in person, free from forced masking, free to be treated the same regardless of vaccination status. But that's not where my experience with the systems bullying
075started. It started when little to nothing was done to protect my children from bullies over several years when administrators did nothing to protect them. And my frustration continued when teachers refuse to follow concussion policies and doctor's orders. I see the lying, intimidation, and bullying continue with this school system. I've seen what you do to perpetuate the lies. And what lie? Book banning. No book has ever been banned in this system or any other system. Name one book that you can no longer go and purchase online or at a bookstore. And those citizens, staff, and board members who conflate the request for age appropriate materials with book banning is lying. I've seen what administrators and this board do to parents and students who come forward to report issues in the classrooms. Issues such as reading about
076masturbation and incest. I've seen what the school administrators drag out this process, make things intentionally difficult for parents, turning a blind eye to students getting harassed. I've seen how some members of the past board and the present board disparage parents and their kids seeking to intimidate and belittle them. You see, I have a long history with the bullies of Wake County school system. And unfortunately, these bullies cast a very dark shadow on the many, many wonderful teachers and administrators that this school system does have. But as long as I'm here, I will exercise my rights. I will always stand up to the attempts of intimidation and bullying. Whether these bullying or other citizens trying to intimidate and prevent me from exercising those rights or the school system itself, every citizen has the right to be
077here. Every citizen has the right to be concerned about the state of education of our children. All right. Thank you. Our next speaker is Edith Jones, who will be followed by Richard Bridges. Hello. Good evening. Okay. Um, I'm coming from Exodus 9:1 and it reads this way. Then the Lord said unto Moses, "Go in unto Pharaoh and tell him, thus saith the Lord God of the Hebrew, let my people go that they may serve me." In other words, I'm using it as these kids today. uh God is saying to to you, you know, sort of kind of like the modern day Pharaoh because Pharaoh, as as many times as Moses came to him, he never listened. His heart was always hardened. And it seems to me that there are so many of us, so many
078Joe back here have come have came and said to you how he felt about the um the library books, the sexual library books. I have spoken about sex in uh education in schools, the homosexual acts, not against the people, but I'm speaking of of what is in the library. But in Moses day, Pharaoh never listened. And it seems, this is what what what I'm seeing today, that no one is listening. You're not taking what we feel serious. you're not taking what but I see you you promoting and I'm so happy that the kids are getting education I feel wonderful about that but you know what the thing is with what has been taught you are opening up some dark demonic stuff there are so many kids and I'm sure because of the books that has
079been that uh that you have in the library I'm sure that is why so many of these kids has decided that they want to nothing that they probably never even thought of. But because of the these books, these filthy nasty books, these demonic dark books that's in the library and that's that is being taught in the school. And I'm sure this is this is what has opened these kids up to whatever transgenderism, homosexualism, just a dark place. And you know what I'm going to tell you? You're going to be held responsible for this. You're going to be held accountable because of the decision that you have made against these children. You don't love them. You don't love them because of the decisions you have made that allow them to read these books and and in
080the schools to learn from trans transgenderism. You know what? You're going to be held accountable. You're going to be held accountable. And God sent me to tell you, you will be held accountable. So you know what? Just repent and change. You can change. Repenting is you can do it. Change this situation just like that. But you know what? But with the children are they will they do change. I'm sorry. Thank you. Thank you. Our next speaker is Richards who's followed by Katie Hester. Good evening. Good evening. Um, I would like to ask that you do not ignore this gentleman the way you ignored me for a month after I reported the abuse of my child to you. Um, but I'm here tonight to talk about an incident that happened uh, I'm sorry, to advocate for
081harsher penalties for principles and vice principles who failed to take meaningful action when children are abused in our schools. On January 20th, 2024, a teacher at Carver Elementary School hit and dragged a special needs child down the hallway. It's February 12th, almost two weeks later, when that teacher was reported to Wake County Sheriff's Office. Then they were arrested and eventually charged and found guilty of child abuse. On May 6th, five teachers witnessed another teacher assault five students with special needs. That same principle waited three days to report that incident to Wake County Sheriff's Office. And while that is being litigated, I'm certain something will come of that. Now, I want to advocate or I want to talk to you guys about changing what's written in your employee handbook. on page 51 of the employee handbook.
082It states that a school employee and excuse me while I uh paraphrase through this um who has witnessed section 4 the misdemeanor child abuse which is inflicts or allows uh physical injury to a child by non-accal means or creates substantial risk for physical injury to a child by non-acal means be reported to law enforcement and to employee relations. Now, there is a list of examples. I'm asking that you add the following. Uh, this list is not inclusive, and employees should default to notifying the school resource officer or law enforcement agency if the situation involves non accidental physical contact. Parents of that student should be immediately informed. Um, in addition to that, I would like for you to I apologize. I would like for you to look at policy code 3033. This is the reporting information
083to the uh for of the principal and internal agencies. Uh these following bullet points I would like to see added to either subsection B or subsection F labeled principal's duty to report crimes on school property and superintendent's responsibility uh respectively. If allegations of physical or verbal abuse involve a Wake County Public School employee or contractor, the accused shall be placed immediately on administrative leave. The volunteer shall have their status revoked pending investigations. In addition to that, I would like to see principles and vice principles who failed to follow these directives shall be placed on unpaid leave pending investigation uh by employee relations and local law enforcement. is not an it's it breaks my heart that you have principles who are able to retire with fanfare after they have continuously ignored students being abused in their
084classrooms. Thank you, Mr. Brides. Our next speaker is Katie Fester. And that will conclude our public comment agenda for the night. Hi, good evening. My name is Katie Heistister. Um, thank you for having me tonight. I'm here because I streamed the last board meeting and I was really excited to see a lot of people speaking positively about DEI as well as opposing book bans and I wanted to continue that conversation because I fully support DEI in our classrooms as well as just in our state and our country in general. There are so many great benefits to it and part of DEI of course is inclusion. To not support DEI is to not support children, our students feeling included in school. That means everyone. That means everyone all different backgrounds, races, sexual orientation, and across the
085board, any differences. It's so important for our students to feel included. If they don't, how can we expect them to learn? I know students that I thought were fine when I was in school. I graduated 2014. A lot has changed since then, but uh I thought children were completely fine. Everyone was happy because I never experienced bullying. I never saw bullying in the hallways. Later, I saw Facebook posts from previous classmates that are in the LGBTQ plus community of different race than I am that expressed that they were bullied in school. And I think that's awful that that happened in my own school. And I wish that we were more aware of what was happening. And DEI lets us be aware of it and lets us address the problem and make sure that everyone's included.
086What's part of that? Of course, is books. So, I know that's a big topic of book banning. I'm completely opposed to any book bans. We already have a lot in place that make sure that the material is appropriate for the children that are uh getting lent those books. I think to say you could go buy a book is very easy for people that can afford it. I'm sure you guys know books are $15 to $25 at least unless you're going to a thrift store, but of course it's hard to find. So to say that kids can just buy a book that requires the parent to be able to buy that for them and then the money. Not everyone can afford those books. I can't imagine going through school not being able to read The Diary
087of Anne Frank, not being able to read Knight, not being able to read To Kill a Mockingbird. And I know some people say that's not what's at risk right now, but it is because the actual HB 636 says that anyone can challenge. It could be a non-parent. I could go and challenge a school's book right now in a library, which is extremely dangerous to our children. They need those books. They need accessibility to those books to be able to learn to hear about new experiences. Cuz yes, I'm a white woman. I learned through to killing mockingb bird what happens to people of different races. I learned I'm not Jewish. I learned through those other books I mentioned what happened to people in the past and the constant just bigotry that happens still to those individuals.
088That makes me more aware. It makes me feel the need to constantly make sure everyone's included not just worried about people like myself. So I just want to let you guys know I am I learner but I've talked to people throughout the all of county. Everyone that I have spoken with is super supportive of DEI and super opposed to banning any book. A ban on a book anywhere is a book ban. So I do want to stress that. So I just want to let the board know you guys have so much community support despite what you may hear by certain individuals. There's a lot of support for that. Thank you so much. Thank you. And that will that will conclude our public comment period for tonight. Thank you. Uh, however, we still have an action
089agenda and a consent agenda and all of the other official business of the board. So, at this point, we have amended our consent agenda. Um, for those board members uh reviewing the agenda, if it meets with your approval, I will entertain a motion. Motion to approve the consent agenda. We have a motion from Miss Mafy to approve the items on the consent agenda. And we have a second from Miss Edmonds. All in favor of approval of the consent agenda, please say I. Any opposed? Nay. All right. I count that as one, two, three, four. Five votes in the affirmative, two in the negative. And so the consent agenda passes. Next, we'll move into our action agenda. And we have one item on the agenda item tonight. I'm sure this will be very brief. Policy 4318,
090student use of personal wireless communication devices. and we welcome uh Dr. Julie Crane to present. Good evening, Dr. Crane. Everyone, tonight I'm bringing you policy 4318, student use of personal wireless communication devices for first reading. This is a new policy and was discussed first at the March 25th policy committee meeting, then the April 22nd board work session, and finally at the April 29th policy committee meeting. The draft you are seeing for first read this evening incorporates three sets of revisions made since our April 29th policy committee meeting which was our last discussion. These revisions seen in blue font address smart watches authorized use and consequences for unauthorized use. They reflect feedback that we received between April 29th and today provided by our school leaders, our teachers through the superintendent advisory council and our superintendent leadership
091team. Additionally, I'll um add that the policy does represent input initially provided by our districtwide survey to students, educators, and families, which had 21,655 survey participants, 14,53 were students, 5,67 were family members, and 1,595 were staff members. We also had 473 focus group participants and over 150 participants at board advisory councils which you so kindly invited us to to listen. We also had um an inventory of the levels of school-based restriction already in place um completed as reported by our school leaders. The first revision which addresses smartwatches is found in the policy's opening at the very end. It strikes the lengthier text and states that smart watches must be in airplane mode. This reflects substantial concern as addressed to us by school leaders and teachers. Section A has three revisions. First, authorized use has been
092reorganized to show the parameters for all schools and then lists the single additional parameter for high schools. Staff recommended this revision to increase clarity and flow of the policy. It's also a little more efficient and reduces sort of just repetitive text. Second, the first sentence under item number one has been struck and the second sentence allows schools the opportunity to divine their school day for when wireless communication devices should be silenced and put away. School leader feedback indicated that there are schools that require devices to be silenced and put away from when students exit a bus or carpool until they leave the building in the afternoon, while other schools use the morning and afternoon bells. School leaders wanted to be able to maintain the level of restriction they have put in place. Finally, the words
093or pocket have been struck from examples defining what putaway means. This was a direct response to feedback from school leaders and teachers that they desire the wireless communication device to be stored off the students person to minimize distraction. Section B and then the third set. Section B has been reumbered with headings and those numbered items have been reordered to put confiscation first and discipline second. The first sentence in item one has been struck as this section no longer follows the discipline section. This was revision was made by staff to reflect the April 29th policy committee discussion regarding prioritizing behavior management. The additional blue language that is struck in that section shows revisions agreed upon at the policy committee meeting in April. I'm glad to capture any feedback that you offer. Further revisions can be made
094between first and second readings. We would bring those revisions back to you on either the action or consent agenda, whichever you direct. And that would be at the June 3rd board meeting. Our goal, as we stated earlier when we began the work, is to have the policy passed for the start of the 2526 school year, which begins on Monday, July 7th, for our tradition uh for our year- round calendar schools. Before I ask for your approval, I would like to say thank you for the over 21,000 or was that the number? 21,655 folks who answered the survey, from the countless numbers of administrators that we heard from, from families, from teachers, for the teachers who took their time to let us know what their thoughts were. For all these folks to share their concerns, their
095hopes, and their realities with us, those of us in the room, this is our job. Those folks took time to give us a a a sense of what would work for them. So, we thank them for their participation in that. And with that, tonight we request the board's approval of the first reading of policy 4318, student use of personal wireless communication devices. Thank you, Dr. Crane. Um, I know that board members have come to me individually with a lot of thoughts. I'll categor I'll characterize some as concerns about the policy and its current draft and also about the timeline. Um I fully intend for us to have a good discussion tonight of the policy as written to talk about those concerns, but I don't want to um I I don't want to um predetermine any
096outcome for tonight. I want that to be based on board feedback in terms of whether we vote on first reading tonight or whether we at the end of discussion if we're not at a resolution we table discussion continue it at a work session on uh in our first June meeting and then continue for a vote that evening uh whatever the board determines in his wisdom is the best direction and that is certainly no reflection on all the work that you have been doing on this with everyone cited for months now. It's just due to the complexity of the issue and the enormity of the task that we face with shifting regulatory requirements out there absolutely that we're monitoring in the legislature and then addressing all of the concerns that we do have. So, I'll start
097by recognizing our policy chair, Miss Edmonds. Thank you, Chair Hagerty. I want um I also heard from board members that expressed concerns and um I have my own with the re the revision before us tonight, but I want others to speak first. So I just want to clarify that my expectation as policy chair is that we do have this in place a a new policy in place for the start of the 2526 school year that would include the year round calendar. So, um, we do have our work cut out for us and however we get there, um, you know, I'm certainly willing, more than willing to work with the chair on, you know, where this will come to us next, in what order, but it is my expectation that we keep our goal of having
098it in place for the new school year. Thank you. Thank you, Miss Edmonds. Um, board comments. I'll turn first to Miss Mafy. Uh, and let's see. I think everyone has a has some comments. So, I'll start with Miss Mafy and then we'll just work around the table. Miss Mafy. Chair Hagerty. Um, first I'd like to in light of Miss Edmond's comments um make a motion that we approve that we adopt or we approve first reading and bring this to action on second reading. Um, and with the caveat that any changes discussed today, rather than needing to make an additional um, and I know the parliamentarians are not going to like this part, but any additional feedback and changes be included in that second reading piece. Um, just in order to move the the motion along.
099We have a motion from Miss Mafy. We have a second for Mr. Hershey. Is there any discussion? Yes. Okay. Go ahead. And then I see Mr. Dr. Hershey and then I'll have a comment as well. Yeah. So, um just on the motion, Dr. Crane, thank you for the work that you put into this. It's not easy to create a policy out of thin air. Um and we heard from parents, from teachers, um from other members of the community and students that this policy was necessary. Um and that was before uh any legislation was a twinkle in the eyes of the legislature. Um as discussed in our policy committee, I want to talk about a section B1 confiscation. Um in the first bullet point uh the easy part first um we had talked at length about
100the word comply being a part of our policy and I'd like to offer the word follow um and striking complying with and offering the word follow um just because I know there's a lot of um feedback around the word compliance and So, just offering that up. And then I continue to have concerns about um school staff, um temporarily confiscating a student's wireless device, um and any conflict that may arise or distrust that may arise between the teacher and student. And so I don't know um Dr. Taylor, if administratively we want to offer cell phone pouches like the calculator pouches or the shoe pouches or the paper bags um to try to minimize that aspect because I am worried that there would be further disruption in the classroom it if and when a teacher takes a
101device from a student and that should be the exception and not the rule. um because the goal is to have less distractions and focus on academics. And Miss Mavia, I just want to be clear with the motion and the second. I just wanted to see first if there was discussion about that plan um in addition to discussion on the bill. I'm in favor of the plan. I just wanted to make sure if is everyone okay with that idea um that we'll do the first reading tonight and then the second reading as suggested at that first June meeting just thumbs okay just wanted to make sure that wasn't contentious okay thank you so then we will go around the table to get everyone's comments and again I sorry for any confusion Miss Caulfield thank you and
102I want to say thank you for all the work that you put into into the policy. You're always very good as a wordssmith putting all our idea ideas together. Um I have one quick question um and then uh a suggestion in page on page one the second to last paragraph where it begins with for the purpose of this policy. Can you just um explain why we um the words that is struck out why that was going to be removed? I felt it kind of further explained what we were getting at. Sure. We thought that was all sort of inclusive in the maintain the device in airplane mode, a smartwatch in airplane mode. Okay. I actually like the fact that we spelled it out just to be very blunt. Um my other suggestion is um at
103the beginning of that paragraph where it says communication, excuse me, between two or more parties. if we were to change that to entities um just because or even a better I'm open for to suggestion for a better word not necessarily between two parties because some of these devices can actually speak to their own devices when we're referring to like cheating they have the headbutts and they can you know do certain things so I just felt if we had the word entities it does it takes away two separate people just two things communicating Miss Cfield I missed where are the first page, the second to last paragraph where it says for the purpose of this policy. At the end of the sentence, it says um pro to provide voice messaging or other data communication between two
104or more instead of parties put entities because the idea is not really that they're not talking to another person, but just that they're not using the device for any reason whether it's communication or cheating. That's all I have. Thank you, Miss Cfield. Miss Gordon. Yes, I will be brief. Oh, it's working now. I will be brief. Um I I want to lift up uh what Miss Mafy said about comply. Um I I completely agree um in that um section around confiscation. Um, I think the word comply um is problematic because it screams control and we've we've u said several times that we're trying to change human behavior and I don't think that sends the right message. So, I will just echo what Miss Miss Maffy said. Thank you, Mr. Hershey. Thank you. Um I do
105not like the change in the language that we had um that it's page two at the very top all schools where the language has become um students must keep wireless communication devices silenced and put away during the school day as defined by the school. I I understand sort of why you all did that except for the fact that we were I thought there was a lot of consensus around we were creating a policy that was going to be consistent throughout the school district. Now I don't mind giving principles some flexibility to expand but to me we need to have a I like I wouldn't support this as a policy. I would vote against it because it we had kind of I thought had a consensus around at a minimum it's spelling out morning to afternoon
106bells and when you have language that is can be interpreted differently depending on who reads it. That's what does that communicate to our families and our parents who are reading this? If they read this, would they know? Then they're have then they're having to go to the school and say well okay what is your actual policy where I would like it to be okay at a minimum it's morning bell to afternoon bell and then we'll find out from the principal if they have expanded that to carpool or whatever other but not um especially K through 8 not shrink that I think the exceptions for high schools are appropriate but not for K through8. Thank you. You're welcome. Thank you, Mr. Hershey. Dr. Ring. Uh, yes. Thank you. Um, just I'm going to give my my
107feedback. I I I agree with Mr. Hershey in in the sense that I think the policy the was meant to provide some cover for our school staff. Meaning that we are setting the standard for which we you know we we wish for the schools to um uh follow the the type of um rules that we set so that they if anytime there was a a uh challenge to what uh is being implemented that they can the the staff the principles can fall back on a policy. Um, and we, you know, we are the elected officials. We can take it. Okay. If if people don't like it, they can vote us out. Okay. The the the challenge is, you know, if if we have a policy where um the you know each individual school uh can
108do whatever they want, why do we even have a policy to begin with? Um, second thing is, um, in that the striking out of the word pocket, I don't know if that was the intent of that word, I I thought maybe that pocket was talking about those those shoe pockets, but I that that could have just been me. Um, not not the like the the pant pocket, you know, things like that. So, um I you know I I agree with uh you know, Miss Mafy that if we have a way to leave the the phone or the device um uh away from the the the person in a place that um in the front of the classroom or whatever, then then that reduces the chance of having any kind of conflicts between the student and
109the the teacher. So um so that's my two cents. All right. Thank you, Dr. Ing. Miss Evans, thank you. Um, so I agree with um Mr. Hershey and Dr. Ing. I when I saw this, I'm I'm very concerned that we're backtracking on our one of our main goals, which was to have district-wide consistency and not have, you know, individual schools having different scenarios and different policies within that K8 versus high school. um uh proposal that that we've had in in all of these discussions. Um so I I'm also concerned about that and think that that we need I want to remind everyone that we can do revisions. You know, this is a big lift and it's new. Um and so if we need to bring it back, we will bring it back. But I do
110think we need to have something consistent and I don't I couldn't say it any better than Dr. Ing about giving staff that policy to lean on. Um, I know you've heard us about our concerns. We don't want to overd discipline students um because of this and I I trust that you all hear us on that. How do we know how any any of the legislation is progressing? I know that the House bill made it into the House budget and the Senate bill made it into the Senate budget and the governor's student school and student safety advisory council is set to release some guidelines by June 3rd. Best practice guidelines. That is where I understand things are at the moment. And the House language is still very different and looser than the Senate language. Is that
111correct? The House language recommends that cell phone access be restricted, limited or severely restricted um and or or eliminated. And the Senate bill says the device must be turned off during school day. Thank you. And um two other points. So, I do understand um Miss Cawfield what she's getting at with a a a singular student's say, you know, watch device, for example, speaking to that individual student's earbuds. I don't know that that needs to be here because that's in reference to cheating because we have policy about cheating. Um I'm not saying it doesn't, but I just I think that requires a little more thought. I I see what you're getting at. Um, I'm not necessarily objecting to that notion. I just don't know that it needs to be here. And I don't know how sticky
112that could get with if we're talking about not between two people, but we're dealing with one student using their device for a variety of purposes. Um, so that I want us to think that through a little bit more. And then with the um pocket elimination, I'm actually in support of that. Uh, a lot of this discussion um went further at my BAC meeting which was on May 5th. So that was after our last policy committee meeting and I was very um I was impacted by one principal's testimony. I thought it was a very valid point that particularly I really think this is true for all grade levels of students, but particularly with middle school students as they are, you know, learning to really self-regulate as they're getting older to have a phone going off in
113a pocket on a person, you know, is going to be just too distracting and not manageable. So, I do support that strikeout. And that's all I have. Thank you. Thank you, Miss Thank you, Miss Edmonds. So, as as we continue around the table, um I wasn't able to attend our policy meeting. I was traveling, but I was able to tune in and listen to all of the debate. And I do think that there were some important concerns and considerations that I think are still out there and that I'm worried that we haven't addressed. And maybe we don't need all the details in policy. Maybe they're for RMP, but I I think we should articulate them and make sure that we don't box ourselves in with a policy. Um the consistency issue has been brought up
114and I again am in support of what has been said. We need a district-wide policy. We have some built-in exceptions, but when one of the exceptions is that the school administration can authorize it, that sort of guts the districtwide policy. And again, further flexibility built in about, you know, for high schools about when they can't when when they can use it, I feel is too open. And you know, if we want to say they may be used during non-instructional times, we've talked about reasons why we think at a high school level that might be appropriate versus K8. But but I do think if we have 200 schools and 200 different potential policies in terms of how the policy is implemented, that's a problem. Now the other I'll come back to to these with sort of
115a a uniting theme in a minute but the other issue is confiscation which is something that Miss Mafy spoke about and I know you spoke about at the policy committee meeting and to me this is a huge issue because you know we have a policy that is saying you know students should not use these devices but in order and be and and there's a lot of reasons for this. A lot of this is about distraction, about disruption. Um, but how will we enforce the policy? And if the policy requires the physical taking of a phone potentially at any of these grade levels, I think you invite the potential, the real potential for more conflict and more disruption. We don't have in any of the legislation that's proposed any protections for teachers or staff. We don't
116have any legal requirement outside of what we say in policy for you know whether it's um you know compliance or or usage or you know whatever language we want to use. There's no you know there's no legal requirement if if if a parent tells their child no it's your phone. you don't have to give it to anyone. You know, I see a lot of potential problems with enforcement of the policy and confiscation. And I think as we look to other districts that have moved ahead, you know, they have some solutions. I mean, if it if it's a bell-to-bell ban, then, you know, the the the there's the it shouldn't the item shouldn't even be brought into the school. And then maybe confiscation is handled a little bit differently, but we've seen the schools that have
117used the isolation or the containment pouches. I know those can be very expensive. They're not foolproof. But if you take that idea and then you listen to what was said in policy, you know, Miss Mafy gave an example of a teacher that would just take a phone and put it in a brown paper bag and staple it. And you know, we can all kind of you get a laugh about the brown paper bag, but the real wisdom here is that you are keeping the phone in the students possession. It's simply out of touch and unusable. if I understood the goal and there's a lot of and miss can explain to you there's a lot of psychology involved in that I'm thinking about it from the perspective like a legal perspective in terms of liability to
118teachers liability to the district for broken damaged lost phones for conflicts that arise between teachers and students and parents and staff administration over phones and you know when something is confiscated and so you know the idea that rather than confiscation you had some procedure where the phone could be isolated and I think you know we've we've we've seen different ones from different innovative schools to date you know we've seen schools that might have a yonder pouch or some other sleeve on a desk all students are required to put the phone in that pouch before the class begins. We've seen where there's again sort of like the shoe containers on the wall and students put the put the phone if they don't have a phone. Some have had a little cardboard cutout of a phone but
119just in that and that's how the teacher in that class takes role. But in all of these issues and in all these different examples and you might find some of them silly, but it's about deescalation and it's about deemphasizing the conflict about the phone and trying to make it just a normative behavior. Every day you come into class, every day you put up the phone, whether it's on your desk or on the wall or somehow, you know, it doesn't have to be necessarily even out of sight, but just in a state where it's not being used. You can give the students a sense of security that the phone has not been lost, but you're not putting the district staff and the students in potential conflict with each other. So there's some aspects of the policy
120which I think would allow for that. But then specifically when you talk about confiscation, it's it it sets, you know, just just confiscation just for the phone being present as opposed to like repeated violations or anything. I just think we're setting ourselves up for a lot of conflict with with with with students and family. Um, I've talked about the need for an enforcable policy and I want to get back to something that something else that was brought up at our last board meeting when we talked about the policy and why we didn't want to vote on the policy at the time. We wanted to get feedback from staff and from families additional to what we had and Dr. Dr. Crane was able to present a little bit of it here in the presentation, but there
121are there is much more detailed information and concerns that have been raised. And I want to make sure between now and um a second reading all board members have a chance to receive that analysis, review it and see what concerns were brought up because you know and I had a chance to very briefly review it just today in our other meetings. But but you'll see these same concerns raised concerns raised by staff about lack of consistency even within a school, let alone from school to school. And you'll see these same concerns about confiscation and how we'll enforce the policy. And I think getting that feedback again everything isn't you know universal and not everyone agrees with everything but you'll see a lot of majority trends and I think many board members will be you know
122interested to see that a lot of the staff and family concerns are the same concerns they've expressed. And so if we know that and if we know there's still potential problems here, if the board unit does want to go ahead with first reading and approve this to keep the process moving, I'll go along with that. But before we vote for second reading and approval policy, I just think, you know, as I count votes around the table, I think we will need some some serious revision. I'll go to Vice Chair Swanson, then we'll come back around for other speakers. Thank you, Chair Hagerty. I agree uh with most that's been said and I do want to thank Dr. Crane and uh for your dedication and work on this because I know it is not easy putting
123a policy together. Um and also to the superintendent's um advisory council for giving us input as well. And so my my perspective is from a high school lens. Um it's no secret I was a former high school teacher and I know that high school looks much different than elementary and middle school. And so I would hope that as we move forward with this policy that we can kind of clear, you know, differentiate what those would look like. Um because again I think having a a bell to bell at a high school may be a little too extreme. Um but I think it may be appropriate for elementary or middle school. Um but I also know with the policy that no policy is perfect and this is a policy that will have to be revised, revisited
124many times to get accurate feedback. But I also want the public to know that we have no idea what the state legislator is going to do and what what parameters they're going to set forth. And so I think it's important for us to have, you know, a version A and a version B for whichever version gets passed. Um so we're not, you know, having to go deeper dives and take deeper dives into these discussions. And so, um, I just would like to see something along the lines that has a clear differentiated, um, language for elementary students, middle school and high school. I think the the pouch, I've seen it in some schools in my district. I know Kerry High School has um the pouches that you put pencils in that is used that's connected to
125every student um, every student desk whether it's the classroom and or the library. And they've had great feedback with it. Green Hope High School has a um calculators that is in every classroom that um students put their phones in like chair heard alluded to. I've seen that. But I also think the biggest piece that we're going to face is how do we get buy in? Our job is to write policies. We're doing that. But if we do not get the buy in from communities and from parents to understand that this is a partnership, I think these this this policy is just going to be worse. I know we've talked about changing human behavior and so it's going to take some misogyning, you know, conversations with families now to let them know that things are going
126to look different, but again, I I don't have too many revisions. I agree with a lot that's been said, but I do know that again, this is tough. We're not going to satisfy everybody. Um there's going to be folks who want us to go a little bit more extreme with the policy, but again, I think the biggest piece is for those families that are concerned about, you know, the distraction, it's simple. Don't text your child while they're in school. Um it's it's you know if there's emergencies that happen, reach out to the you know send an email or phone call to the front office staff so that message can get there. But I do think we have to get rid of the distractions which we've heard and it's going to be up to parents to
127really help us buy into this to change the norm. So thank you Dr. Crane for this and those were my thoughts on this as well. Thank you Vice Chair Swanson. I know people have additional thoughts especially after hearing from their peers. So we're going to go back around the table. I do want to say just out of out of a mission um to address something that Miss Edmonds had raised and then Mr. Swan vice chair Swanson referenced in terms of not knowing where we are going. I will say that the conversations and what I've read so far coming out of the governor's committee is that the governor is appears to be supporting an approach more similar to the Senate which is more of the bell-to-bell the more restrictive policy than what the house has. Um
128I haven't gotten anything formal. They're still working on it but the conversations as you know we have a connection over there from formerly of our district um has been that's the that's the direction they've been trending. So, Miss Mafy, thank you, Chair Heaggery, and and um I do plan on voting for this um today just because I think we do need to move it along. We've come very far and we're very very close. So, I think we can get there by second reading. Um I agree with Vice Chair Swanson to the concern that Mr. Hershey raised that perhaps pulling out K8 separately from high school and making it a little more clear that there's a distinction there um could be helpful. And um I would like to go to on the first page where we
129see the blue text. Um, for me as a parent, um, it although airplane mode makes sense, I think, um, having that strikeout back in and removing the text that was replacing kind of really describes what we're looking for. And I know I can't say that I know this with my smartwatch. Um, but I know with my phone, having just been on an airplane, that you can still connect to wireless when you're on your phone. I will admit my ignorance when it comes to a smartwatch, but I believe that is also the case. And so, I think um putting that strikeout back in and then removing the airplane mode part would be more clear for me as a parent. Um, and that's all. Thank you, Miss Garfield. Anything to add? Um, the only thing just wanted
130to, um, kind of reply. Um, I understand your point with, you know, making the policy and I just don't want us to get soft on the policy where we're a little bit unclear because the policy obviously is for students to not be distracted because it affects them. Um, but also we're supporting our teachers in the classroom. Like look, this is the policy. This is how it is. If you take a a phone to school, these are the rules. The parents know when you take let the your kids take a phone to school, this is the policy. So, I don't want us to be unclear about that. Um, I understand and appreciate with uh the the point that Miss Mafy brought up that it could cause some confrontations with some of the children. I'm not sure
131um if we can't have um some more strength within our APS for that. Uh because we certainly don't want the teachers to have to be in a situation where it gets escalated. But if they're already escalating now, I'm thinking like now we want them to put it in a paper bag. Are they going to comply with that? Like I understand the point. It it should be something that distracts it. But I feel like those situations where the child won't comply, we might need to think about something else in supporting the APS in and so that that gets prevented. But I just don't want us to start blurring the words where we get a little bit soft with that the these are the rules and this is why we have it this way. So it's just
132that input. Thank you, Miss Gordon. Mr. Hershey. So um question um on policies that you all studied, did they have consequences laid out within the cell phone policies or were they separate? Many did have them listed in the policy. Um, many of the ones we studied that had them in the policy were um, there were several. First uh, offense is a warning. Second offense, your parent come picks it up. Third offense, your parent comes to pick it up. There was no return it at the end of class. Return it at the end of day. Can you say the second one again? I thought this you said that. Sorry. The first one is a warning. Yeah. And the second one is your parent comes to pick it up. Okay. Was there a third one? Your parent
133comes to pick it up. Ah, I gotcha. Okay. Okay. Um, we we I never saw anything in another district's policy that said you are not allowed to bring the phone to campus any longer. That no one I didn't see anyone go that far, representing the way far end of what that could be. Um but many counties including some counties right around us um are doing first offense is a warning second offense is a parent comes to pick it up. Did did any of them have a confiscation component in their policies? Um only in the first strike, second strike, third strike type of language. meaning that they would take like the teacher sort of what I'm getting at is one do we need to include it but also to Miss Mathy's point and everybody else's point
134is do we have language should the language be that we are taking the phone and I just trying to get a sense from other policies that you all studied was there like we the school system takes the phone or the student has to surrender it and if they don't they just get like an insubordination and have to go. In general, the language was used um that the a teacher would confiscate a phone. Okay. Um they use the word confiscation and it was generally a classroom teacher. Um and it was given then sent to the front office. Um in some cases, uh an administrator was called to come pick up the phone and take it to the front office. Sometimes a student could retrieve that at the end of the day. Sometimes a parent would need
135to retrieve that. Okay. Um so they did use the language confiscate and most enabled the teacher to do that and either to return it at the end of the class to the student or to the front office. Got it. Thank you so much. Sure. Thank you, Mr. Hershey. Miss Evans. Thank you. Yeah. I want to I want us to figure out some way to not put all this burden on the teachers. So, couldn't a lot of this or wouldn't a lot of this be laid out in the R&P? It could be um versus the policy. Yes. At at the moment, that would be the only thing that would be in the R&P. I see. Okay. Um All right. So, we need to figure that out before Okay. Thank you. And then as far as the
136pouches, um I cannot support the paper bag. I I get it. Very inexpensive. We would land on the Tonight Show pretty fast. And there's worse things that could happen, but um there's got to be some some you know the pouches that have been referenced, the calculator bags, that's more of what I would be in favor for cuz we are large and if every classroom is going to have such a container of some sort or a pouch, I just I I can't I don't know that I could go as inexpensive as the paper bag idea. Um, so if we could explore that. I don't know that we got an estimate on a yonder pouch. I know what those are. My understanding I think that would be cost prohibitive considering our budget. Um, and I just can't
137imagine that that would be a an option for us, a district of our size in this moment. Certainly not fast enough for the new school year. Thank you. Dr. Taylor, did you have a you want to weigh in? Yeah, for the for the pouches, uh, they're going to range in the $15 to $20 range. Um, and you can go as, you know, cheap or expensive if you want to. And I think when I did the simple math and we simply said 10,000 teachers, which really wouldn't be the number, uh, then you'd be probably talking about $150,000. So, I think the pouch route uh would be something that uh would not be cost prohibitive, but it's just beyond your pouch, right? Well, it's it's like the calculator pouch is what it is. Yeah. Uh and so
138you'd be talking about $150,000, which is not cost prohibitive if the district decided to do that. Thank you. I I just wanted to clarify for the public listening when we talk about the yonder pouch, that's an actual device that locks. It's a whole system. It is not just a pencil pouch. It's a what they use at the concerts when you Yeah. I mean it's it's not it's very I'm without having a number I would be confident it's cost prohibitive for us. All right. Thank you. Um, a few things on that just on the pouches. You know, one thing if we did want to use something like that, you know, we have K through 12. It might be that the pouches are deemed appropriate for certain grade levels or, you know, within certain classes. And, you
139know, we might not have to do them for all 200 schools for all grades. um especially if you have grades where it really is a bell-to-bell band as opposed to one that might allow it, you know, during class peri between breaks and periods or or things like that. So, I think we have some flexibility there um depending, you know, on what's out there and how we would use them. And we can look at what other districts have done and what some of our classrooms are doing right now and things that they're using. Um, I do want to get back to another thing though that Miss Edmonds said, which is, you know, how much of this do we have to lay out in policy versus the R&P? And to M Vice Chair Swanson's point, you know,
140it might be that, you know, we talk about a plan A and a plan B and we don't know what the legislature will require. having a policy that lays out the basic, you know, the principles, the consistency that it will be district-wide, you know, but then maybe gives us the flexibility in R&P to change the R&P. we'll have the policy in place so we can comply with the law, but then you could bring the R&P back to us to make whatever changes could be required um by specific legislation, whether it is bell-to-bell or whether it allows for some differentiation by grade or some some other things like that. So, I thought that was that was a good point and I just want to lift that up as one strategy going into our next meeting that
141we could look at. Um, I would like us to have an opportunity in that work session to see and discuss the draft before bringing it to the board table. just so that you know when we get here to the board table we might not all be in agreement but at least we'll have questions asked and have some mutual understanding of what the policy looks like. Um and then just um you know last two points very minor I do I I think Miss Mafy's uh point about airplane mode is important. you know, airplane mode still allows you to connect to the internet and you could still have full functionality of the device. It's just not, you know, connected to the data plan. So, so, so I think reverting to that language or just stressing that you
142do not have an active internet or phone connection and really I'd be more worried about that the internet connection, but you know, however we want to parse that, we can. So, I I want to I think that's an important amendment to make. Um, and then, you know, just to Miss Cfield's point, I hear where you're coming from. I think we want consistent I think we want clear language. Um, when I hear soften it, what I don't want is language that, you know, several different people could read the policy and all come up with different interpretations, right? I want it to be clear what that policy is and that there's common understanding. And I think that will aid us in terms of you know the ability to enforce the policy and to have to achieve what
143we want in terms of the goals of the policy. So we'll go to uh Vice Chair Swanson and then Miss Mafy had one uh f followup. Thank you Chair Hy. I just wanted to point out I know we talked about the R&P and the policy. I think it's a both end. I think we we spelled it out as clear as we can in both because I think it's going to be important for families to understand what the policy means and for teachers to understand how to inter and administrators how to interpret the policy. I think a piece that I I wanted to raise that I have not heard much discussion on is I know our policy talks about those folks who those students who have accommodations. Um how will that be identified or what is
144that process for teachers and folks in the building to understand that a student does have a medical accommodation that they may need to check their blood glucose level without being um um reprimanded for having their phone out. But I think there may need to be something clear that lays that out. Um, and I also know that there's it's a medical accommodation, but just how do we ensure that that's laid out and so folks are not being held accountable for something that they need to change, which is very life pressing for them. All right. And see Dr. Kane wrote that down. You don't have a response immediately. I don't have a response for that. I'm currently unaware of how um IEPs, section 504 plans, and particular individual health plans are shared with classroom teachers when they
145get a ro new roster of students, whether that's semester by semester or for the school year. I am certain that there is a process. Um I can't speak to it at the moment, but I can get that information. Yep, there is a process. I'm getting a nod from Assistant Superintendent Woodson. All right, follow up from Mr. Precious Swanson. Yes, I I know there's a process. I just want to make sure there's something that's clear for folks to see. Um I don't want every student to say that they have an accommodation cuz that bypasses the the policy, but just make sure that it's clear for those students that do have those accommodations, what you know, do they how do they advocate for themselves? That's the piece I just want us to be able to clear out
146because as a former spread teacher, I know that some students do not advocate for themselves. And I think when policies are being written, it's going to impact them. Students have to see themselves in and have to learn how and know how to advocate for themselves in in every situation. So, thank you for that clarification. You're welcome. And and I think criteria for those accommodations should be standard. So, it's not one principle grants accommodations say very loosely and another one very strictly, you know, just to make sure there is some Yeah. uniform. uniformity. All right, Miss Mafy, I'm good. Let's vote. All right. So, um, sensing no unreadiness from the board, we'll proceed to a vote. This is for approval of board policy 4318, student use of personal wireless devices on first reading. Again, parenthetically with
147the caveat that we know additional amendment and changes to the to the policy will take place before we bring it to second reading. All right. The motion has been properly moved and seconded. All in favor of moving forward with the policy on first reading say I. I. Any opposed? All right. The motion passes. Thank you, Dr. Crane. You're welcome. Thank you. So, at this point, we will turn to um the board comment and superintendent comments. Dr. Taylor typically gives his earlier in the presentation, but we held yours back. Waiting for your return. So, Dr. Taylor, whenever you're ready. Thank you, Mr. Chair. And I was hoping that the chair would read my comments for me and impersonate me, but I guess he chose not to. Uh, I'll start by congratulating the 21 schools that earned
148the 2025 Purple Star Awards, uh, which are given annually to schools that demonstrate exceptional commitment to students and families who are affiliated with our nation's military. The North Carolina Department of Public Instruction began giving these awards in 2019. This year marks the most Purple Star awards our district has received. To earn the Purple Star award, schools must designate a staff person who serves as the point of contact for military families, demonstrate an understanding of deployments and how they may impact a military connected child, and conduct at least one schoolwide activity showing appreciation for military connected students and families. You can find a full list of this year's winners on our website, but I would like to especially recognize the first time winners of our Purple Star award. Those schools are Apex Friendship High School, Balkam
149Elementary, Brier Creek Elementary, Holly Ridge Elementary, Milbrook Magnet Elementary, and Southeast Raleigh Magnet High. Purple Star Schools have shown they will go the extra mile to make sure military connected students and families have the support they need. and as superintendent and and as a military member of a military family, I'd like to thank those schools for their outstanding service to those who serve. Next, I'd like to congratulate and thank the 45 newest members of our future teachers program. We launched this program in 2015 as a recruitment initiative aimed at developing the district's internal uh student talent. Future teachers participants are Wake County Public School high school graduates who have uh who intend to pursue careers in education and who commit to teaching with us upon completion of their teacher preparation programs. Program participants receive summer
150professional development and mentorship from the Wake County Public Schools staff. They are guaranteed a job for a teaching position in one of our schools once they are fully licensed. I'll read that again. they are guaranteed a job uh offer for a teaching position in one of our schools once they are fully licensed. We celebrated yesterday with the 45 newest signees, our 11th cohort of future teachers. All told, more than 300 students have been have been selected for the program since 2019 when the first cohort graduated from graduated from college. We have hired nearly 100 uh to teach in our schools. As I told new sneees yesterday, teaching is more than a job. It's a calling. Through mentorship, professional learning, and a network of people who want them to succeed, these future teachers will grow into
151outstanding educators uh they are destined to be. I'm grateful for these students who have chosen this rewarding and absolutely essential profession. And I'm grateful for all of our teachers who through their dedication and example inspired these future teachers to follow in their footsteps. My congratulations and best wishes to all of our newest signees. You can see photos from the signing day ceremony on our Facebook page and learn more about the program uh at wakecount publicschools.net/feuture teachers. Congratulations as well to Dedra Martin who serves as Forest Pines Drive Elementary in Wake Forest Middle uh on being named the Wake County Public School psychologist of the year. Miss Martin brings 17 years of dedicate of dedication to the field with 15 of those spent serving the students and families of Wake County. She exemplifies what it means
152to lead with both heart and expertise supporting students and her colleagues in meaningful ways. She is the behavioral health universal screen. Uh she is the behavioral health universal screening team lead coaches girls on the run which I had an opportunity to attend this Saturday in in Durham County. and is a member of the school improvement team where she works with administrators, teachers, and student services personnel to analyze academic and behavioral data. She has used that data to craft effective plans of action. For instance, after seeing an increase in anxiety in students, she and a school counselor jointly ran a small group using the coping coping cat curriculum. and her leadership extends from the school level all the way to the state where she currently serves as a president of the North Carolina Psychology Association. So
153again, we are grateful for her service and proud to have her as part of our Wake County Public School family. Congratulations, Miss Martin, on a well-deserved honor. Lastly, in observance of Asian-American, Native Hawaiian, and Pacific Islander Heritage Month, I'd like to share this video about a student-driven initiative at Green Hope High School. A group of passionate students set out to preserve the voices and experiences of Asian-Americans in their community and ended up making history themselves. Their oral history project not only brought powerful stories to light, but also inspired the creation of a new Asian-American studies elective in our district. This is a shining example of how studentled work can shape curriculum and deepen our understanding of each other. So, let's take a few minutes to hear directly from our students and staff uh behind this
154effort. It's been a really rewarding experience. Um it came out of recognizing the lack of curricular focus on Asian-American perspectives and to some extent, right, like every curriculum is making decisions about what to focus on. And there have obviously been lots of debates about that in the past, but as I've taught at Green Hope and seen the Asian-American population grow from 20% to 38%, it felt like it was a need that we were really not addressing. It's always been uh with students in it. So, I've got student uh leadership and student members and this together they've gathered over 50 narratives, gotten stories connecting people in Kerry to over 25 countries. um connecting people to 23 different states. So they're they're the ones going out and doing this work. So the background of the project arose
155as us students when we were taking classes at Green Hope when we took American history, AP American history, American history, there was little to no mention of Asian-American topics at all with when you search up in the textbook that we used, there was two results for when when you search Asian-American. And our school demographic wise is 38% so it's almost 40% Asian-American which is substantially higher of course than the state and national demographics. And so we thought it only makes sense to start a project where we amplify the voices of what we saw were the underrepresented. Asian-American history isn't only important for Asian-Americans. You know, there was no one country or culture that built the United States. It's always been a cumulative effort. And so, if we want to understand our history and we want
156to embrace the future and knowing all of it together, building that foundation of cultural knowledge, we have to include every culture who's been a part of it. Oh, I'm so happy that the elect is here because I really think that it will introduce a concrete way of educating people and increasing representation here at Green Hope. Like I said before, our school is almost 40% Asian and there's an African-American history class, there's a Native American history class, there's a European history class. And now that there's an Asian-American class, I think that really solidifies like what the school needs to to become more equitable and to become more representative of its student body. And I'm super glad that we have it now. In many ways, this class is I I thought this class was possible because of
157the incredible work that's being done with American Indian studies next door. Uh we've got a brand new African-American studies program obviously that now has a AP designation and so that brings even more, you know, due interest uh towards it. So, this is definitely building on the work that other people and so many scholars are doing. And maybe people aren't aware of the impact that Asian-American cultures have had on the whole of the United States, but that's kind of what we're seeking to solve because there has been such a huge impact starting from the 1700s really that the dawn of the United States there were Asian people in on this land. They were here and they were doing things that's not insignificant. So we have to learn all of it together, including a focus on groups
158who haven't really had that sort of attention paid to them in history classes and education in the past. And we have to provide that. And that concludes my comments. All right. Thank you, Superintendent Taylor. Uh we'll go around the table. Miss Evans. Thank you. Um, I had a great visit with State Superintendent Mo Green over at Combmes Elementary a couple weeks ago, and I want to thank the Combmes staff um, for their enthusiasm and the welcoming prov um, environment that they always provide, and especially to Superintendent Green for taking so much time with them and the students. He was there a solid hour and a half. So, I really appreciate his time um, and his engagement um, at Cols. Congratulations to the spotlight on students who were recognized last week. Every time we celebrate these
159students and their families, I am reminded reminded of what is actually happening in our public schools and it is amazing stuff. We have got amazing kids. Um I joined Dr. Taylor in raising up the future teachers class of 2025. I'm so glad. We had a really nice presence of board members at that lunchon last week. So congratul congratulations to them. I want to thank our community advocates who are asking county commissioners to fully fund our budget request. I know commissioners had their second public hearing tonight. They're probably still going and I really do appreciate everyone who's there on our behalf. And a reminder to the public that you can still email commissioners all through the rest of the month of May before they make their final decision in June. I want to lift up gun
160violence awareness day coming up on June 6th with events planned the whole weekend June 6th through 8th. Every day in the US 125 people are shot and killed and hundreds more per day are wounded or traumatized by gun violence. Wear Orange weekend is a time to honor survivors and build community with those working to end gun violence. You can learn more at wear orange.org. And lastly, congratulations to all of our graduates. Those commitments commencement ceremonies have started as you as you heard tonight and I will be at my first one tomorrow morning bright and early at Vernon Malone College and Career Academy. Thank you. Thank you, Miss Edmonds. Mr. Hershey, no board comments. Miss Gordon? Yes. I'd like um for my board comments this evening to reflect something that I have witnessed throughout the past
161two weeks as I have visited some of my schools with Commissioner Jackson in District 2. Um building a strong inclusive community within a school is one of the most powerful ways to create a thriving environment for both students and staff. There are major implications on the lasting benefits on attendance, family engagement, student and staff well-being, and student achievement when our schools prioritize community building rooted in joy and inclusion. And so I want to share with you um some opportunities that I had um throughout the past two weeks of really witnessing what does that sound like, look like, and feel like. So, it sounds like I got to uh visit with um and celebrate with uh the students and staff and community at Lincoln Heights Elementary School. Um where they were honored as a community for
162their achievement of being named top magnet school in the nation. Um their ceremony was extremely student centered. Um where students were marshals and they greeted and um introduced guests. And it also sounds like hearing the presentations like we heard last night. Um I got to attend the office of equity affairs student and educator engagement team showcase with um Dr. Taylor and um those teams of students and educators are leading the work of removing equity barriers and their work is what the office of equity affairs calls work behind the word. And then what does that look like? Students and educators greeting each other warm with warmth and famili familiar rarity like how principal Clark over at Fugway Verina Middle School does as he calls every student name by their first name as he encounters them in
163the hallway and gives and gives them a reassuring fist bump. Um I got to see classrooms where students see themselves reflected and respected in spaces where collaboration is the norm. and what it feels like. It feels like belonging, like being seen, supported, and valued for who you are and all of your talents. much like the theater department students over at South Garner High School where they are working on some incredible paintings that adorn their walls um that showcase the plays and musicals that they have and will perform and also the intentional work of Miss Tuttle, their librarian, to make sure that um students have books that reflect who they are and what they're interested in in their school library. And so creating joyful, inclusive school communities isn't just a feel-good goal. It's a it's a
164strategic investment in the well-being and success of every person who walks through our school doors. And I'd also like to take this time to thank all of the principles, assistant principles, and parent advocates that came out to our final board advisory committee meeting last week. Um, it was an honor to listen and learn about the strengths and opportunities of District 2. And to all of the educators honored at the Garner Educational Foundation Marjgery Barefoot recognition ceremony, thank you for your tireless work, for all you do for the families and students in Wake County Public Schools. And finally, it is spirit week at South Garner High School. And I promised Principal Fasin if he got me swag that it was not going to sit in my closet. So, I am wearing my South Garner gear this
165evening. Thank you. Thank Thank you, Miss Gourd. Miss Caulfield. Thank you. I wanted to start um with why I voted no for the consent um consent item and I'll continue to give push back on these grants that seem to be very contentious and I'm unsure we why we have to have such a focus to make sure these type of books are in our school. The grant and consent today was for freedom to read foundation which also speaks about the intent for professional development for our librarians to work around book manning. I want to be clear that no one is trying to ban books. It is important to clarify that there is a difference between banning books and parents wanting to see more appropriate books in the school setting that their ch young children are exposed
166to. these vulgar books that we would not be able to be that would not be able to be displayed on a television ad or in a news article. Yet, we are putting them in our schools without the parents knowledge and exposing their children to things that they do not know anything about. It still baffle baffles me that month after month and meeting after meeting this continues to come on our agendas and being put in our schools. I do question why these current authors cannot provide books that do not have such content just or do not have any of the sexual graphic content to tell a story. Since the main focus of the book challenges seems to be centered around extreme sexual content, I have to question this. I just do not understand the goal here
167and I'll continue to vote no whenever it uh is presented in our schools. But as for our board, my board comments, I appreciate our students that came out and took the time today in their busy schedules to speak to us. It also takes courage. And with all that goes on in their busy lives, they came out to speak before us about something that's important to them. Whether it be about what happens in the classroom, their start times, the NIKA program, the Nika Club or skate clubs, it start great, it starts great conversations, and I appreciate the courage that it take it takes them to come and speak before us. I wanted to let the gentlemen know that came before us about the skate club that we continue to have these conversations and discuss how we
168can expand on these these type of things. It is your advocacy and your initiation that makes that happen. We plan to have a future work session um to discuss what possibilities are available and I want to say to keep advocating for what you believe in and keep active. This past week we celebrated the future teachers in Wake County and Dr. Matillo and Miss Sherry walked us through that ceremony along with staff that guides the future educators. It is always very touching to hear the passion that Miss Sherry has with not only the program, but for each and every one of the students in her program. Congratulations to all of those future teachers. I also wanted to recognize Dr. Savage, our District 1 area superintendent who is retiring this June, and just lift up his always
169diligent, forward moving and the very positive effect that he has not only on the families who knew him back when as a great principal when he started at with Heritage High School when it first opened, but now he's serving as for all of our schools here in District 1 as our area superintendent. He will be missed but always remembered and I wish him the best of luck in his new chapter. Thank you. Thank you, Miss Mafy. Congratulations to our graduates. Thank you, Vice Chair Swanson. Thank you. And I will say congratulations also to the class of uh 2025 at Wake STEM, Dr. Taylor and Dr. Robinson and uh area Superintendent Overman and uh Mr. Corrosa as well as um I don't see Mr. Strickland all had the pleasure of joining uh joining uh that great
170celebration. And what we learned tonight was this was the largest class that Wake STEM has ever had in their since their existence in 2020 2011. That class earned over $1.2 million in scholarships and grants. So congratulations to the 70 plus students that are entering the next chapter in life. Um, I also wanted to just recognize um, SCORE Academy. I had the privilege of participating on their spring advisory council meeting where we were able to learn and hear some of the great work that they're doing. Not only did it include um, you know, student teachers, but it was counselors and students and parents giving their perspective of what um, great things SCORE is doing to help move the needle forward with their students. Um, I also wanted to thank the chamber, the Kerry Chamber for honoring
171a teacher award that they their annual their 25th year of uh honoring our teachers in Kerry's schools. Um, some of those teachers that was honored was a student teacher at Green Hope and Green Level. Um, and lastly, I am grateful for the partnership that we have with Shaw and so excited for that work. But I wanted to thank Wake Tech for the their their work into this and and being great partners as our students were temporarily housed there this semester. Um, and the legislative body um for pushing that bill through um to make this possible. So great thanks to uh the legislative body, Representative Pereé and and the Senate members who pushed this to see why, you know, these comprehensive high schools are important and the great work that they do and this could not
172have been possible without their without the legislation being moved so quickly and to Shaw University. Um I know chair heard and Dr. Dr. Taylor and I had an opportunity to attend their um board of trustees meeting and uh you know the principles uh Dr. Walker and principal King as well as area superintendent um Williams um and Mr. Dominico did an excellent job of laying out, you know, what's what's happening, the great things that are going to be happening. And so so excited for that partnership and, you know, for the oldest H.B.CU DCU to be partnered with the largest uh district in the state is a big deal. Um so excited for that and you know we pay homage to Shaw as as a uh proud alumni of ENT. We always say that ENT was founded
173in Shaw's basement and every H.B.CU president and H.B.CU connect to North Carolina all roots from STEM um rooted from Shaw University. So, it's just great to see that and so excited to participate. And those conclude my lengthy board comments tonight. I think I took Mr. Hershey's time. So, thank you. Well, thank you, Vice Chair Swanson. And just you speaking as a a graduate of another one of our state H.B.CU. You could not have said it better. I think we all look to Shaw and the wonderful place in history that they have really as the mother of so many wonderful institutions around this state. Um so thank you all and u it was really great to see uh President Dillard here and I'm looking forward to that partnership. Um, so I'm batting clean up and I
174just want to acknowledge some of the things that have been said by other board members, lift up a few and address a few things issued. Um, a few things that were uh brought up in public comment. Um, Miss Evans, thank you for lifting up the county budget and the public hearings. I've always wondered somewhat suspiciously if they set these meetings up just on the days that we're in, our meetings to keep us away. But I know if you all are like me, you've had many parents reach out to you that have been passionate advocating on the budget and looking for information and how they can speak out. And you know, I want to be clear here. We hosted for the first time really three public hearings outside of Kerry and our fourth public hearing and
175in Kerry. And the message from the public I thought was overwhelming. That the public supports spending on public education. They support investment of our schools. They support full funding. They support funding in excess of the school board's budget. You know, we worked hard to look at all the budget estimates, the forecast revenues to come up with a budget that I think we believe is within the means of the county to fully fund. And rather than public pressure or political pressure not to come up with that funding, I expect the meetings that we're missing tonight because we're here in our own meeting is the voice of the public saying that we need to not only fully fund the school board's budget, we need to go above and beyond and continue that investment in our schools. So,
176as been said around this table and around the the conference table, this budget is what is required, the minimum necessary to continue our school operations, keep them operating and functional. There will be no fluff, no puffery found anywhere in this budget. So, I hope that commissioners will listen to the public, will do their due diligence, and appreciate the hard work that we've done to try to deliver a budget that can be fully funded. And it's imperative, as you heard, for the continued operation of our schools so that we continue to provide the the gap funds that we heard about today necessary for our Title One schools. as funding is threatened and we have to transition the status of many of those schools to preserve the dental plan that all board members have have identified as
177being crucial for our staff for providing the money for the restart schools that we see threatened and for addressing all those important HVAC needs that we hear about all over the district. So I will I will say no more on the budget other than it you will be hearing more from me until that vote is taken. Um, I do want to give credit where credit is due and this board has worked very hard to advocate important policy changes with our state government, our federal government. And while few have been turned into law, we do have some promising signs and some progress. And I want to lift up the work that we've seen in the state house's proposed budget compared to the state senate budget. We see an 8.7% teacher uh boost in teacher compensation over
178the bienium proposed. We see a move to take the starting salary maybe not for first year but for secondyear teachers up to that $50,000 that we've identified. We see a move to restore M's pay, something we've done for our teachers in this district and we know would benefit school districts across this state. Something that is very important, has been part of our agenda for years, and I'm so happy that the House has incorporated into the budget is finally adjusting the cap for our students with disabilities upwards. It's not to where it needs to be, but it is forward progress. and I want to accept that and thank them for that and hold that up. Um, grants for fresh fruits and vegetables helping us with our school meals. Any any aid the state can provide on
179that front is graciously appreciated as we all know the struggles that our CNS program has with its current level of federal funding. The speech and debate pilot program you've heard piloted here in Wake County through students studentled initiative through office of equity affairs has gotten the attention of state lawmakers and we'll see statewide efforts on that area. And then the two that I think impact us in Wake County most directly is you heard the students from Panther Creek come out and talk about the the proposed appropriation for an HVAC study and coming out and helping identifying what some of these problems are and helping us work toward a solution may not go as far as I would have liked to have seen the funding, but again I want to acknowledge it and lift it up
180and let them know that we see it and and and we are grateful And then finally, the proposed class- size exemptions for growing counties, recognizing that counties that are growing at Wake County's pace and still, you know, don't necessarily have the flexibility they need with the with the waiverss that there is additional relief out there. You heard a little bit about that in work session, how those class size limits, you know, push our school construction costs, push reassignment, and, you know, they even go to increase the number of schools that we have to set up on a year- round calendar. And we've heard from families, particularly families that are, you know, lower resourced. What a burden that can be in terms of identifying trackout care. So all of these are are wonderful um you know
181wonderful examples of I think collaboration listening to school school districts either where we've gone down individually and advocated or they've listened to representatives from other school boards across the state. I know that many state representatives in the house this year are former school board members and I believe that is making a real impact. So again, uh I want to recognize that all of you know how much I want to I want to recognize the benefits for public education that we we'll see we would see in the House budget compared to the Senate budget and also acknowledge that there's still a long long way to go. But you we will acknow we do want to hold up that forward progress. So finally a fi some final notes. I want to thank the students that came out
182to speak for the Green New Deal. That is something you've heard from them before over the course of the year. Again, those same students met with Mr. Strickland and I out at Panther Creek. We talked a lot about school finance, school construction, energy efficiency issues, and they have prepared a new proposal which they will be sharing with all of us, and I would encourage you to take a look at it. You know, questions have been raised about accountability and I want to address that because, you know, we have conversations with the superintendent weekly about this issue and we know that the superintendent will be evaluated on his goals and accountability is one of those goals and while I can't reveal confidential human, you know, human relations, human resource information, records. I'm sure all of you
183have noticed the increase in volume in the letters that you get in your weekly mail related to disciplinary actions. So, you know, culture is slow to change, but it's important to change. And I know sometimes you can't always see that on the surface, but please know that work is going on. And this is something that we do take very seriously. And you know, the last thing I want to end with is we're still here talking about books and semantics. And you know, I'm not going to argue if if the word ban is the right word. We can just say remove books. We don't have to say ban books. But you know, the other side of this too is that we have to be careful here because when we talk about people who are not parents,
184who may not even have a child in the school coming into a school and withholding resources from the students, from all of the rest of the students, that's problematic. And when we have a situation or proposed legislation when you can have half a dozen parents come into a school or not even parents, half a dozen citizens come into a school that might serve 2400 students, 2800 students and have them determine what the rest of the entire school and all of those families can read. That is a problem. And so, you know, I think we can have discussions about what is and is is not inappropriate material and parents can talk to principles and parents can talk to PTAs and parents can organize and if something is truly objectionable, then a large outpouring of parents talking
185to parent talking to administrators and staff can talk about it and come up with solutions. But but any proposal where you know a a a handful of people can come in for whatever reason and remove resources from from from thousands of students. That's a that's a that's problematic. That is a slippery slope and I hope we would not go there. So, you know, I I don't want to keep rehashing the conversation, but at the same time, you know, we've got to put this in perspective. We've got to put into perspective that, you know, our schools are communities. Communities need opportunities to provide feedback and share their share their wishes, share their concerns, raise raise concerns. But at the same time, you can't always get what you want, especially when it runs counter to the majority
186opinions of the rest of the community. That's not the American way. So, with that, I'll end on a more positive note. Here we go. You know it. Conference finals. Go Canes. And with that, I'll entertain a motion. So moved. Motion to return to close session. Thank you, Vice Chair Swanson. I hear a second from Mr. Hershey. All in favor of returning to close session, please say I. Any opposed? All right. Thank you very much. Good night. I'll entertain