Board of Education · Regular Meeting · March 26, 2026

Good evening everyone. Good evening everyone. There we go. We had a full house for those who are joining us virtually.

The Durham Public Schools Board of Education monthly meeting is now in session. At this time, we wish to extend a warm welcome to everyone who is joining us this evening. The purpose of our meeting is to inform our parents, staff, and constituents about the work aligned with our mission to embrace, educate, and empower every student, to innovate, to serve, and to lead. The interpreters for tonight are Karen Reyes and Yeet Perez.

Thank you all for taking the time to join us. This meeting is being interpreted live into Spanish with a delay of a few seconds. We kindly ask that you please pace yourself, pause between ideas, and speak clearly so that everyone can follow along. That's why I need to slow down myself for our interpreters. Thank y'all interpreters for being here tonight. The next item on our agenda is a moment

of silence. We'll observe that now. Thank you. The next item on our agenda is celebrations.

I will pass it over to our chief communications officer, Chief Communications Officer, Misha Cooper. Good evening, Chair UMstead, members of the board, Superintendent Lewis, colleagues, and members of the Durham community. Welcome to our March celebrations. This month, we take stock of the work underway across Durham public schools and recognize the steady commitment of our students and educators.

Each day in classrooms, on athletic stages, and throughout our schools, we see focus, discipline, and follow-through. Tonight's celebrations highlight those efforts and the meaningful outcomes they produce for our students and our entire DPS community. We will begin our

celebrations with our student of the month, followed by recognition of our winter sports state champion scholar athletes. We will then honor our teacher of the month and employee of the month and conclude with finance team recognitions. Please welcome Susan Taylor, principal of CE Jordan High School to present our student of the month. Good evening, distinguished school board, Superintendent Lewis, and members of the cabinet.

I want to thank the Jordan community for coming out to support our scholar athletes. And we'll get started with our student of the month. And our student of the month, Curtis, come on up. I have worked with Curtis for four years, and Curtis is near and dear to my heart. He is JHS class of 2026 and he exemplifies the kind of student who optimizes opportunities so that he

can graduate on time and with options. Since his freshman year, he has been an important part of our nationally recognized musical theater program theater program while consistently taking a rigorous course load and excelling in both academics and the arts. his sophomore year, I think he was choosing between math three and Spanish one. And we found a way for him to do both.

Remember? Okay. Oh, excuse me. It was calculus.

Pardon me. It was calculus. According to Mr. Scott Michaels, newspaper advisor, Curtis is the heart and soul of Falcon Post, our student newspaper. He takes ownership of the paper, consistently communicates his ideas, and actively seeks ways to improve the student newspaper and himself as a leader. He is inquisitive, communicative, and

collaborative. This year, Curtis has organized a group of fellow students representing a wide range of grades and clubs to organize a book drive and proceeds are going to go to local Durham school libraries. We are fortunate that Curtis has chosen Jordan and he is truly deserving the recognition of student of the month. Yay, Curtis.

>> Thank you. Congratulations, Curtis. We are so excited for you and truly honored to recognize you as the March student of the month. We have a few things for you.

So, if you could please step to the podium. First and foremost, we want to present you with your student of the month certificate. Next, you will receive a spark pin for embodying our district's core beliefs. And we hope that you wear this proudly

in and around DPS Durham and beyond. Our friends at Triangle ECycling are presenting you with a laptop because they want you to be powered for success wherever your bright future takes you. And also we have another very special presentation and I'd like to ask Cheryl Wallal flag, executive assistant at Families and Communities Rising as well as Shitiba Bulock, education and child development manager of Families and Communities Rising. Tonight they are presenting you with a $250 gift card because they are community partners who understand how important it is to give children healthy starts that power their future. and they want you to use this how you wish to to take you beyond Durham public school successfully. So congratulations Curtis.

Today is what I like to call championship Thursday in DPS. Our scholar athletes shine in the classroom, but they also excel on courts, in swimming pools, and on the mat. The students we recognize this evening have achieved the highest level of high school athletic competition in the state and succeeded. Please welcome back Principal Taylor to introduce our Jordan State champions.

Tonight is an exciting day for Jordan High School. I'm going to invite Coach Mooney up and coach Carter and they're going to introduce their individual state champions. And Coach Mooney, you're up first. Uh, thank you all for letting us be here.

Thank you all for recognizing the hard work of these young men and women. Um, I'm Coach Mooney. I'm the swim and dive coach at Jordan. I'm really proud to present Ben Dimony. Uh we uh we

couldn't have the other folks here. Uh Bryce Keenan, Ryan Sutherland, and Aiden Johnson. Um our boys swimming and diving team won the men's 200 freestyle relay at states. Um yeah, I'm really proud of these young men.

Um to my knowledge, this is the first time Jordan High School has won a swimming and diving event since 2003. and let alone they broke a state record or uh sorry swim a school record from 1994. So, yep. Yep.

They were seated fifth place. They came in first and they worked hard all year. I know Ben has worked really hard the last four years. I'm really proud of all of them. So, congratulations to them.

Evening everybody. Um, I am James Carter, coach at Jordan for track and field. Um, and I'll be introducing these three gentlemen behind me. Uh, first and foremost, I want to say as a team, we were almost state champions.

We missed it by nine points. So hopefully for the outdoor season, we'll be back here seeing you guys come in a couple months. Uh first and foremost, uh this young man, Chase Hunter, he is a nationally ranked high jumper. As a matter of fact, last weekend at the Adidas Nationals in Virginia Beach, he became national champion. A few weeks ago, he participated in the Nike Nationals in New York and he was runner up. So, >> on top of that, being ranked in the nation, he has already signed to be a

student athlete at the University of South Carolina in the fall. Beside him is Jalio Griffin. He was our state champion in the 55 hurdles, also ranked nationally, and he waited till the state championship time to run the best he's ever run. So, he's actually getting looks from schools, correct me if I'm wrong, but it's Harvard, UPEN, and several others.

So, he'll be making those decisions soon. And this uh like I call him the grown man beside him. This is Xavier Perkins. He was our state champion in shotput. He is also making some decisions on where to go to school, but not for track. This young man is also a standout football player

and and he just got back from a visit from Louisville and taking a trip this weekend to Georgia and also having some interest from the U. That's Miami for those that don't know what the U is. Okay. All right.

So, and on top of that, all three of these young men are now record holders at Jordan. as y'all are. So, and again, I just want to say thank you. Um, I'm extremely proud of these young men.

I know their parents in the back are extremely proud of these young men. Coach Courtney is also one of our coaches on staff that actually helps coach with Xavier and Chase hands on. So, um, just want to say I'm extremely proud of you guys. We still got work to do.

So, uh, yeah. Thank you. That's neat. >> Can the parents of these scholar athletes please come up as well?

Okay, thank

At this time, please welcome Brandon Hodgeges, principal of Southern School of Energy and Sustainability to introduce our Southern Scholar athletes. Just a moment, please. We have a large group making their way to the boardroom.

Good evening everyone. Durham Public Schools School Board, Dr. Lewis, Durham Public Schools Cabinet. Thank you for the opportunity to stand before you and our community for this momentous occasion.

My name is Brandon Hodgeges and I'm the proud principal at the Southern School of Energy and Sustainability. Tonight, we take this opportunity to come together to celebrate more than just a basketball team. We're here to recognize a tradition built on excellence, resilience, and pride. Representing Durham, North Carolina, and upholding this legacy of discipline and innovation.

The season has been truly remarkable. The Spartans competed with heart, passion, and determination, finishing with an impressive record of 28 wins and just three losses. They stood undefeated in conference play and protected the home court all season long. The team left its mark in every way possible. They were regular season

champions, conference tournament champions, and ultimately reached the pinnacle as the 7A North Carolina High School athletic men's basketball state champions. And to cap it all off, they earned a program best national ranking of 24th in the country according to Max PreS. Their motto this season was simple, leave no doubt. And that's exactly what they did.

At Southern School of Energy and Sustainability, the mission is to educate, engage, and develop. And this team brought that mission to life every time they stepped on the court. They play for their school, their community, and most importantly for each other. They showcase what it means to be scholar athletes.

So tonight, as we celebrate an unforgettable season, always remember this is more than a team. This is a brotherhood. This is a culture. And this is Spartan basketball. Now, without further ado, I'd like to introduce the 2025 2026 Southern School

of Energy and Sustainability Spartans. AJ Mormon, will you raise your hand? Jakari Glasby, Martin Ashley, Jaden Cole, Aiden Jeff, Josiah Pace, KJ Terry, Jace Glasby, Bryson Parker. We have four student athletes who were not able to be with us tonight.

Jonathan Dylan, Dwayne Henriquez, Jace Featherstone, Mike Weston, and Brendan Mofield. I apologize that was five. We also have our coaching staff with us. Coach Fletcher, Coach Mley, who was also the Southern School of

Energy and Sustainability CTE teacher of the year, and Coach Brian P, Coach Hamilton, and Coach McDonald. Again, thank you all for allowing us the opportunity to showcase our student athletes and the legacy that will live on long after this night. >> Great job. Shake your hands.

Shake your hands. Shake your face. Sorry, I can't take credit for you.

on both sides. I got the hell. Congratulations to our Spartans. I also want to acknowledge that the Lady Spartans made

an appearance in the state championship game. They fell a little short, but they certainly made Durham and DPS proud. So, congratulations to the Lady Spartans. Please welcome Michelle Hayes, executive director of talent acquisition and employee recognition for our teacher and employee of the month honors.

Good evening, Chair Mstead, members of the board, Superintendent Lewis, and cabinet members. Tonight, we come together to celebrate our teachers and employees of the month for four outstanding individuals who consistently go above and beyond in service to our students, schools, and community. Each month we pause to recognize one teacher and one non-eing non-eing employee who exemplifies greatness, tenacity, perseverance and leadership. Honores are selected based on a theme of the month and this recognition gives us the

opportunity to shine a light on the incredible people who make Darn Public School such a special place. Our employees take great pride in their work and being acknowledged for their dedication is deeply meaningful. This this evening we are proud to honor our February and March teachers and employee of the month. Our teacher of the month recognition is sponsored by North Carolina Central University's tennis team, the Tosai chapter of Omega Sci-Fi Fraternity and DCL Consulting LLC.

Our employee of the month recognition is generously sponsored by the Office of Human Resources and everyone will receive a bag of goodies and a DPS spark pin. February's theme of the month was growth mindset. The theme this recognition honors an individual who believes their abilities and talents can be developed over time. This person continuously seeks ways to improve their craft, views both successes and setbacks as opportunities for learning and growth and actively pursues feedback and

guidance to elevate to the next level. We will rec we will begin by recognizing our February teacher and employee of the month followed by our March teacher and employee of the month. Our February teacher of the month is Yashida Williams, second grade teacher at Hope Valley Elementary School. >> She's also one of our international teachers.

Have to throw that in. Miss Williams truly demonstrates a growth mindset in everything she does. This year, she has taken on new leadership opportunities within our team and has stepped up in meaningful ways to support her colleagues. She is always open to feedback and regularly seeks support because she generally wants to improve her practice and do what is best for students. Her willingness to grow, learn, and lead makes her very deserving of this recognition. Congratulations, Miss Williams, for being named Durham Public Schools February Teacher of the Month.

It didn't walk the right Thank you. Our February employee of the month is Miss Brittany Frost, school social worker at Durm Early College of Health Sciences and City of Medicine Academy. Miss Frost exemplifies what it truly means to embody a growth mindset. Although she is split between two schools, her impact in both communities

is unmatched. She approaches every challenge with the belief that barriers can be addressed, systems can improve, and students circumstances can change through advocacy, creativity, and persistence. Since the beginning of the school year, Miss Frost has consistently demonstrated greatness, tenacity, and leadership in service to our scholars and families. She has courageously advocated for equity and transportation between early colleges, seeking solutions that promote fairness and access for students.

Her dedication to improving attendance through creative student incentive reflects her proactive mindset and commitment to continuous improvement. She does not wait for problems to escalate. She responds with strategy, care, and intentionality. Miss Frost's perseverance is is especially evident in her support of families experiencing hardship. In November, she independently organized and distributed Thanksgiving meals to more than 20 families, ensuring they received full

course dinners, including turkeys and groceries. Additionally, she established Durham Early College of Health Sciences first on-site pantry, providing scholars with consistent access to take-home groceries. Her leadership also extends to student empowerment. In one semester, the community service club at DECS grew from 10 scholars to 27.

Even while even while only being on campus two days a week, Miss Frost has cultivated strong, trusting relationships with students. They feel seen, heard, and supported. Miss Frost believes growth is possible for every student, every family, and every system she serves. Her work is not just about providing services. It's about building capacity, restoring hope, and creating sustainable support structures for our school communities. Congratulations to Miss Britney Frost for being named Durham Public Schools February Employee of the Month.

any family member family members. Our March theme of the month is mediator. A mediator is an individual who effectively removes barriers to communication, helps others identify and clarify concerns or conflicts, guides the exploration of possible solutions, facilitates mutually acceptable agreements and positive relationships. Our March teacher of the month is

Sherekica Harper, EC Cop, social studies teacher at Northern High School. Unfortunately, she was unable to attend, but Principal Alexander will be is here to receive on her behalf. Miss Harper consistently demonstrates the true spirit of a mediator, an educator who removes barriers, fosters understandings, and builds pathways to resolution for students and colleagues alike. She has a remarkable ability to remove barriers to communication in her classroom.

She creates a space where students feel safe, sharing their ideas, asking questions, and expressing concerns. Whether working with a quiet student who needs encouragement, or guiding a group discussion through differing viewpoints, Miss Harper ensures that every voice is heard and valued. She also excels at helping students and staff clarify concerns or conflicts. When tensions arise, whether academic, social, or interpersonal, Miss Harper listens with intention and helps

all parties articulate the true root of the issue. Her calm demeanor and patient questioning help students feel understood rather than judged. Miss Harper is equally skilled at guiding the exploration of solutions. Rather than imposing answers, she empowers students to think critically and collaboratively.

She encouraged them to consider multiple perspectives, weigh the impact of their choices, and work toward meaningful solutions. Most importantly, Miss Harper routinely facilitates positive, mutually acceptable agreements. Her presence has prevented countless minor conflicts from escalating and escalating and and has helped restore relationships between students who once struggle to work together. Her work strengthens classroom culture, unifies teams, and contributes to a more peaceful and productive school environment. Congratulations to Miss Sherekica Harper for being named Durham Public Schools March Teacher of the Month.

Our March employee of the month is Miss Tammy Syler Hayes, restorative practice coordinator at Lake View School. Miss Syler Hayes is truly deserving of this recognition for her her outstanding role as a mediator at Lake View School. She consistently demonstrates the ability to effectively remove barriers to communication, ensuring that all voices are heard and respected. She skillfully helps students and staff identify and clarify concerns or conflicts, creating a safe and supported environment for open dialogue.

Her thoughtful approach guides individuals through the exploration of possible solution solutions, encouraging collaboration and mutual understanding. Through her dedication and professionalism, she facilitates agreements that lead to positive and lasting resolutions. Her commitment to fostering harmony, trust, and constructive communication makes her an invaluable asset to Lake View School.

Congratulations to Miss Tammy Ser Hayes for being named Durham Public Schools March employee of the month. family and friends for pictures.

Introducing our next honores is Jeremy Teter, our chief finance officer. >> Good evening, uh, board members. Dr. Lewis, we are um always continuing to encourage professional development for our folks that work in the finance space uh including our school treasurers at the schools.

And so um uh we had a number of our school treasurers that completed uh a certification through our professional association, the North Carolina Association of School Business Officials. Uh and so they have earned uh the school treasurer certification. So that means they're the best that there are uh where school treasurers are concerned. and they spent a year uh traveling across the state to go through coursework um to to master their craft. And so uh we're going to recognize them first this evening. >> So the first one is Andrea Resto from Jordan High School.

Next we have Rael Fareda from RN Harris, Teresa Davis from Lucas Middle School. We have Teresa Williams from the School of Creative Studies. and not with us this evening, but I see her principal. We have Yasmi Manning from Brogden Middle School. We'll make sure Miss Smith gets that certificate.

And we're going to keep going until all 57 have that certificate. Okay. Um so next up we have a very very special recognition. So we have um a one-time guest uh to a school board meeting.

We have Ruben Barfield um senior executive director for financial services who's my right hand in the finance shop every day. And um I've had the the pleasure the last 16 months of mentoring him and helping him transition from corporate finance to school system finance. That's um a real different animal. And so um very proud of Ruben.

He has been through um the highest certification that he can earn uh in our profession. And so he uh spent a year going through coursework and networking with colleagues and including sitting finance officers who didn't have the certification yet. Uh, and so he has um now been recognized by the North Carolina Association of School Business Officials as a certif certified school business official. And so he's well on his way to being a finance officer. And um we're going to hang on to him for a little bit longer though. So uh so thank you

Thank you very much. And we'll be back. We have more in the program and we'll be back here at this time next year to recognize the next the next cohort. >> This concludes our celebrations this evening.

Thank you. >> No, it doesn't. I'm going to ask Sheena Cooper, Crystal Roberts, and Tony Cunningham to come to the front. Maria's in the hallway, I think.

>> Okay, Maria. Okay, I didn't know that. Maria, come inside as well. >> It's unexpected.

>> So, it's difficult to do this because she's in charge of the celebration, so I couldn't ask her to insert herself and her team in there, but many of you know it's been all on social media and we've shared it as widely as as possible. Tony, do you trust anybody else with the camera? Because I want you in the picture. Hen Barnes, are you okay?

Ashley with your camera. Okay. Um, this team is phenomenal. Let me just say that. um for our size district to have this small team and to continue to communicate uh with clarity clearly uh in just providing information emergency situations, social media websites. They

do it all. They're small but mighty team. And I just want to say thank you to this team. They went to their state association um meeting last month, I do believe >> earlier this month.

>> Earlier this month and um didn't bring home one award. You know, that would have been great to bring home one award. Five awards would have been great. Maybe eight would have been great, but you double that.

16 awards. And one of those awards was the best in the state. And that was for um their um did you know series on our social media. And so I want to tell this team congratulations.

I know you often literally behind the camera and behind the scenes sometimes uh but it doesn't go unnoticed and definitely want to recognize you as we're celebrating all things great Durham Public Schools. We appreciate this team as well. So now you get to come across and shake the hands.

And that concludes cludes our celebrations this evening. Thank you. >> Thank you so much, Miss Cooper, and your team for all the celebrations this evening. I have to say, I was in the coliseum when our Southern um girls, our ladies play, ladies Spartans play.

I want to make sure we get them here so we can also honor them in their work, but also watching um the men's team win was a a really fun experience. And to see all the Durham folks in the audience who were there cheering them on. So, I'm glad we got to honor them today. I also want to make sure that I recognize before we go to our next item, we have a student advisory council member from the Superintendent Advisory Council here today, Miss Elizabeth Leathers.

I'm going read a little bit about Elizabeth. She's an 11th grader from JD Clement Early College High School. She is the freshman representative. You're a freshman representative and you've been miss sophomore and junior class president.

Okay, there we go. in consecutive order and the president of and the president of we are queens. Elizabeth also plays on the volleyball

team. She's a two allconerence champion for two years, two-time offensive player award, prep volleyball 17 national standout and national level competitive experience. 2 plus GPA throughout high school and while enrolled in early college classes. Elizabeth has done volunteer work at the polls.

Thank you. Supporting civic engagement and community participation. She aspires to complete at a collegiic level in volleyball and pursue a career in forensics. Thank you so much for having us.

As we go through our topics this evening, I will look to you to see if you have any comments. So, just I'll also I'll call on you, but also just let me know if you All right. The next item on our agenda is our superintendent update. I'm going to pass it over to Dr.

Lewis. Thank you so much, Chair Armstead. Good evening, uh, board members, uh, members of our community, our cabinet. U, I hope you I know that was a long um, list of of honores, but I think we do need to take

time to celebrate and honor the the great things that are going on in this school system, and I have more to share, but those are the things that uh, we we need to highlight and continue to share uh, all of the successes because it's just a true testament to our amazing staff and our amazing students uh, here in this district. And so, I'll kind of keep it going here in just just a little bit. Uh, next slide. March is Women's History Month.

This is a time to honor the leadership, resilience, and lasting contributions of women who have shaped our schools, our communities, and the nation across Durham public schools. That impact is evident every day uh in the educators, staff, leaders, students, and families who continue to lead, innovate, and break barriers. This month and every month, we remain committed to ensuring all students, especially our young women, are empowered with the opportunities, support, and confidence to realize their limitless potential. And I know Mr.

Tab is out today. So, all the of our women that's on our board. Um, we celebrate you uh as well. Next

slide. March is arts in our schools month and we are so proud to recognize the recent uh board of education proclamation during this month's work session affirming the vital role of the arts in a well-rounded education across Durham public schools. The arts continue to inspire creativity, elevate student voice, and provide meaningful pathways for expression and achievement. We remain committed to ensuring every student has access to highquality arts experiences that enrich learning and help them realize their full potential.

Next slide. Earlier this month, we recognized National School Social Work Week week week that was held March 1st through 7th. And I want to express our deep appreciation uh for the incredible impact of our social workers. You um just witnessed uh one of our social workers get an award earlier tonight. uh they play an important role in supporting our scholars, connecting with families to uh connecting families to critical resources and helping remove barriers to learning so students can

thrive. Their work often behind the scenes strengthen our schools and ensures that we are meeting the needs of the whole child each and every day. So, thank you to all of our Durham public schools social workers. Next slide.

DS DSA's Douglas Graves have been has been inducted into the North Carolina Theater Educator Hall of Fame, honoring a career defined by passion, mentorship, and an unwavering commitment to the transformative power of theater. Over the years, Graves has inspired countless students to find their voice on and off the stage, blending artistic excellence with a deep dedication to education. From producing work that is brave and challenging to teaching sixth through eighth graders the power of Shakespeare and how to travel a production to competitions, Graves has always inspired young artists about the art, care and fun one must have to tell a story. This recognition celebrates both his lasting impact on theater education across the

state and his legacy that he continues to build through his students and colleagues. So congratulations, Mr. Graves. Next slide.

Also, join me in congratulating Tyler D'Angelo, CTE Agra Science teacher at Jordan High School on receiving the prestigious Bohark, I think that's how you pronounce it, award through the North Carolina Gold Global Te uh teacher fellowship. This award covers the program fee for Tyler to participate in the Global Teachers Southern Africa 2026 professional development program. Through this experience, he will collaborate with educators across North Carolina, explore southern Africa, the Southern Africa region, and bring global perspectives back to his classroom. As award recipient, Tyler will develop new lesson plans, share his uh learning with colleagues, present at a professional conference, and contribute to the global teachers lesson plan repository. His work won't just impact his own classroom. Uh, it will benefit students

and educators across our district and beyond. Congratulations, Tyler. Now, for some scholar news, congratulations. Next slide.

To our outstanding scholars at Hillside High School, Aubrey, Autumn, Brian, Muhammad, and Ishmamail, um, who have earned national recognition in not one but two prestigious STEM competitions. The team received an honorable mention at the Toshiba NSTA Explore Vision competition, placing them among a small percentage of top teams nationwide. Their project Sentinel 2035 imagines a future where, get this, early stage cancer can be detected through a simple, non-invasive breath test. This is bringing us closer to a more uh accessible and proactive uh healthcare. They were also recognized in the Samsung Solve for Tomorrow Challenge, earning the STEM Innovation Award for their roadside animal alert system. So, if any of you have hit some

deers or other may want to pay attention to this, this innovative idea addresses wildlife vehicle collisions in North Carolina by using smart sensors and alerts to um help keep both the driver and the animals safe. Uh guided by mentor Hilda Hegod, these students are using STEM to make a real difference in their community and beyond. We are so proud of how they continue to represent Hillside High School and Durham Public Schools on the national stage. Next slide.

For the first time ever, a North Carolina school has been selected to perform in the opening ceremony of the International Thesbian Festival. And guess where that high school is located? Right here in Durham Public Schools. And that honor goes to Durham School of the Arts.

Students will take the stage with Living It Up on Top from Hagtown Teen Edition. They'll be joining a select group of top theater programs from across the world. Uh this performance will help kick off one of the most high-profile events of the festival,

setting the tone for a week that celebrates the power of student theater. The International Thespian Festival 2026 will take place on June 21st through the 26th at Indiana University in Bloomington, Indiana. Uh this competition reflects more than talent. It speaks to the dedication, creativity, and collaboration that define DSA's theater program.

We couldn't be more prouder of our uh scholars, their educators, and the entire DSA community for representing not only Durham, but North Carolina on a global stage. Next slide. Students at Shepard Middle School are celebrating a major academic victory. A team of four outstanding seventh grade scholars from the school's Black and Belonging affinity group captured the Black History Knowledge Bowl championship at North Carolina State University.

Uh competing against schools from across the region. The team advanced through some tough competition uh defeating Neil Middle School. And I had to hear that in my house because my son was on the Neil team. Uh so there

was some tough competition there. in the preliminary round and Nu is it New Yuse River Middle School? Noose. Noose.

Thank you. Noose River Middle School in Wake County uh in the championship match to bring home the title. Yes, they did beat a school in Wake County. Um this event highlighted students deep knowledge of black history while also celebrating creativity, leadership, and collaboration.

Congratulations to these scholars for representing Shepard Middle School and DPS with excellence, pride, and teamwork. Next slide. Lion Form Lions Forum Elementary Battle of the Books team earned first place in the region 2 competition on March 21st, showcasing outstanding teamwork and a strong commitment to reading. The team will advance to the state championship in Statesville in April.

Uh we know that uh they will have a strong showing at the state competition in Lion's Farm. We are certainly rooting for you. So congratulations to these scholars. Next slide. Dorm School of the Arts Middle School's Battle of the Books team

also earned first place in the region three competition, demonstrating exceptional teamwork and a strong commitment to reading. The team will advance to the state championship next month. We're proud of their accomplishments and wish them continued success as they represent DPS. Way to go, DSA.

Next slide. Another regional champion. Congratulations to Dorm School of the Arts High School's Battle of the Books team who also earned, you guessed it, first place in the region 3 competition. They head to the state competition as well on next month.

So kudos to those outstanding and all of those Battle of the Brain books teams. Battle of the books teams. What did I say? Battle of the Brains.

>> Yeah, Brainy Books. Next slide. Our sustainability summit at um Southern School of Energy and Sustainability was a meaningful day of learning, reflection, and connection. Uh the day began with Reverend William Kernney who grounded us in the history of environmental justice through the story of Warren County followed by engaging uh

break breakout sessions and hands-on learning led by Appalachian State University, Appalachin, excuse me, alumnus, um the DPS hub farm, and community partners. We're certainly grateful to our staff, students, and partners who came together to share ideas and reaffirm our collective commitment to a more sustainable future. So, the picture that you see on the screen, you may have seen this the the tool that we were holding um uh will will light up and and make a sound. The lights will come on, but it's based on our own energy within our bo in our body.

So, if we were let our hands go, the lights and the sound would not happen. I mean, as soon as we join hands, the lights and sound. So, I was just fascinated by that. So, I just wanted to share that with you all.

Next slide. Uh, families are invited to get a head start on prek enrollment at our upcoming roll up and enroll event. m. m. at the Mini Fort Brown staff development center located at 21107 Hill Andale Road to complete your Durham PreK application for the 2026 27 school year.

Families will also be able to connect with local resources and enjoy fun activities with for their children. A limited number of seats are available for the current school year at the Witted School, which is DPS's only dedicated prek facility. This is a unique opportunity for families seeking a high quality early learning experience in a nurturing school ready environment. We look forward to welcoming you and helping you take the next step in your child's education journey.

Next slide. Speaking of the Witt School, uh we were proud to host a backpack giveaway at the Witt School for our rising kindergarten scholars and families. An exciting opportunity to um support a strong start to their educational journey. Uh events like this go beyond just supplies in the backpack, but they also are part of a broader commitment to kindergarten readiness, ensuring that students and families feel prepared, confident, and connected on day one. The students were so excited um and we were also excited to welcome them

and we'll be excited to welcome them this fall. net. Next slide. This is also a friendly reminder to our elementary families that the afterchool lottery remains open through April 10th.

net for more information about our outstanding afterchool program and for information to apply. Next slide. And finally, as we head into spring break next week, definitely want to recognize that um this season of rest looks a little different across our districts with our early colleges having enjoyed spring break just two weeks ago. Uh and our year- round schools are currently on interession.

Um no matter the schedule, uh this is an important opportunity to pause, to recharge, and to take care of yourselves. And I do mean that. Please take care of yourselves. Um, hope each of you have a safe, relaxing, and welldeserved break and look forward to welcoming everyone back to finish out the year strong.

Next slide. I think that's it. Concludes my remarks. Thank you.

>> Thank you, Dr. Lewis, for those remarks and highlights. The next item on our agenda is our board of education, excuse me, agenda review and approval. Madam chair, move approval of the agenda.

>> Second. >> It's been moved by Sher, seconded by Miss Beyer that we approve the agenda. All those in favor say I. >> I.

>> I. >> All right. Was there any discussion before we move to a vote? Apologize.

Any opposed? Use the same sign. It passes unanimously. It is passing 50 as we have two board members who are unable to join us this evening.

All right. The next item on our agenda is our board of education regular monthly meeting minutes from February 26, 2026. Move approval of the meeting minutes from February 26, 2026. Second. It's been moved by Miss Carter Uton and seconded by Miss Ber that we approve the meeting minutes from February 26, 2026.

Is there any other discussion? All those in favor say I. >> I. Any opposed use the same sign.

It also passes 50. The next item on our agenda is general public comment. Before we get started, I'm going to do a quick review of the rules. First, please state your name and if you're speaking for organization, state your name and the name of the organization.

Second, speakers are asked to present their comments within we'll do three minutes today. When the yellow light comes on, you'll have 30 seconds left to start winding up your remarks. When the red light comes on, it will beep and that indicates that your time is up. Complaints about named staff, students, or parents should not be voiced in open session.

However, we are very interested in hearing your concerns with regard to public education, safety of students, or to the operation of the school system. Finally, board members will listen carefully and consider your comments, but we do not engage in a discussion with speakers. We have two um folks signed up for public comment tonight, and please, if I mispronounce your names, um correct me when you come to

the podium. is Lyn Lena Neland. Come on up. And then next we'll have Christy Glimp.

>> Congratulations to all the honores tonight. And good evening, Superintendent Lewis and members of the board. My name is Linda Neland. I'm a nationally recognized expert in child safety and development and more importantly the mom of four Durham public school students.

8 8 million for refurbishing and replacing Chromebooks and Bright Link boards and instead redirect the funds towards more urgent needs like hiring drivers, increasing teacher pay, and fixing critical infrastructure such as HVAC systems. After almost 20 years of the edtech experiment on our children, a growing body of research is showing that education technology, which includes devices, is at best ineffective and at worst harmful to student learning and development. Several large-scale

analyses that have been recently published, including by cognitive neuroscientist Dr. Jared Kuni Horvath, have found that when devices become widespread in states or districts, that outcomes plummet. that includes literacy, math, attention, and reasoning. And the most dramatic decline is actually among adolescents.

Researchers like psychologist Jonathan height warned that screenbased learning may disproportionately harm our most vulnerable students, widening equity gaps rather than closing them, a promise that edtech companies had been making for years. And now with the rapid rise of generative AI, we face new risks. Studies, including a recent one from Stanford University, are pointing to cognitive offloading where students rely on the technology to do their thinking for them instead of developing their own understanding. And we now have multiple cases of students starting to use Chachi PT for schoolwork and losing their life because they have been coached into suicide by these platforms.

EdTE is a multi-billion dollar industry with little accountability. Schools are investing taxpayer dollars into tools that often lack evidence of effectiveness. They are proven to collect and sell student data. They increase screen time and introduce addictive design features in classrooms.

Just yesterday, YouTube and Meta were found guilty in the landmark trial in Los Angeles that they neglig were negligent and knowingly created dangerous platforms to addict and harm children and repeatedly chose profit over protection. This is not education. They're not seeking education but engagement. These ed tech platforms are not educating.

They are endangering. Before spending millions more, please, we're asking for transparency and accountability, public audit of students screen time, input from teachers, parents, and students, and a clear vetting and review process for all technology used in our schools. At a time when concern about screens is rising worldwide, I would urge you to invest in what matters most, which we

saw tonight, our people, the adults who teach, support, and care for our children every day. Thank you for your time and your service to our community. Hello, Christy Clen, physical therapist. Thank you for your comments.

I don't can't say anything to that um other than I agree and I appreciate someone else voicing that. That's what I've heard often in schools the last couple of weeks is give us a old standard projector and a marker board and some markers and a HDM HDMI cord and we'll be happy. Um here for OTPT um I would like to say our vacancies have been filled. I had a conversation yesterday with an experienced school therapist who does not currently work for Durham.

I would love for this person to they had learned about our positions. Um sent them the information from the website. We had a conversation yesterday

after about a couple of weeks of me sending that info and it started off by that person saying, "I'm sorry. I feel like I'm wasting your time. " Um, and that that is how it's working in the OTPT world the last few years. We have a non-starter posted right now for what our salaries are.

Um, which just makes me think we're not going to go get any better than one and a half two vacancies going into next year, which causes me undue stress. Um, I know the the proposals are out. We're all classified. I hope something happens.

I hope it can happen sooner than later. And I know we're waiting on the county, then we have to wait to see after that and make decisions. But as I have conversations like I did yesterday with a qualified, passionate person for school therapy who says this is a this is a nogo. How many months are we going to have to wait? Are we going to be in August not knowing

what salaries are? Positions still aren't filled. We're starting behind the ball, trying to catch up, owing compensatory services. Um I looked just today.

I haven't written notes. My my required federally mandated documentation. I really don't ever do that during the school day anymore. That's strictly it has to happen at home.

Um I usually catch up on the weekends. But I look today and I've got 54 notes to write and eight evaluations and that will happen. I've got about a 45minut drive home. I'll have dinner and then I'll start that process.

That is not just me. that is therapist after therapist after therapist, teachers, people in different capacities. But I'm hopeful some things can happen to to get out of where we are right now. I'm tired. I'm real tired.

And that's not fair to the students. It's not fair to our students to have people show up exhausted and overworked and frustrated and can't show up in our fullest capacity for them. Please help make that better. Thank you.

Thank you. And that concludes our public comment. The next items on our agenda are our consent items. We have three that are listed here for approval by the board.

They have been reviewed in advance of this meeting. >> Move approval of the consent agenda. >> Second. >> Been moved by Vice Chair Rogers and seconded by Miss Ber that we approve the consent items on our agenda, items A through C.

Is there any other discussion? All those in favor say I. >> I. Any opposed?

Please use the same sign. It passes 50. The next item on our agenda is uh local board budget passage resolution.

This u resolution is in our packets um on board docs as well as we have a copy board members in our folders as our practice. I would like for us to read this and then we can jump into discussion. I'll start with you vice chair Rogers and then we'll come down the row. >> Local board resolution urging budget passage. Whereas North Carolina General Statute 143C-4-1 states the general assembly shall create a budget for two fiscal years beginning on July 1 of each odd number year and >> whereas it is 9 months into fiscal year 2026 and a current operations appropriations act has not yet been enacted by the general assembly and whereas Durham public schools receives approximately 46% of its operational funding ing from state appropriations and builds its budget according to these appropriations. And whereas the 2026 short session convenes on April 21st,

less than one month before local boards must submit their budgets to county commissioners. And whereas Durham public schools and Durham County government have had to plan the fiscal year 2027 budget without knowledge of state appropriations for the current fiscal year, let alone the next one. And >> whereas the amount of state appropriations impacts allocation of federal and local funds as well as the requests made of local governments within the budget process for expenditures including teacher supplements and whereas despite the provision in North Carolina general statute 143-43 C-5-4B for budget continuation of recurring funds at the level of the previous fiscal year. The failure to pass a bienial budget has forced Durham public schools to operate with significant budget uncertainty well into the current fiscal year. And whereas Durham public schools has been forced to adopt an interim budget

resolution which delays planned expenditures including teacher supplements, restricts hiring and prevents our district from committing funds for capital projects and other operational needs. And whereas despite provisions for step increases without passage of an appropriations act, salaries of approximately 4,975 employees in Durham public schools are frozen at 2024 2025 levels. 6%.

But state funding is capped at 13% requiring the district to allocate approximately 6,280,146 in local funds annually to cover the gap. And >> now therefore, be it resolved that the Durham Public Schools Board of Education does hereby request that the North Carolina General Assembly immediately pass a 2026 Appropriations Act that mirrors the House proposal for all school employee salaries in the second year of their proposed budget. SB27 version 6 includes STEP increases at every level and provides educationbased salary supplements. increases the public school repair and renovation fund from 50 million to $70 million as proposed in both the 2025 Senate and House budget plans. 9 million in recurring funds for 320 additional school health

personnel positions. 5 of allocated ADM at a cost of $20 million in recurring funds. Be it further resolved that the Durham that the school board chair and the superintendent of Durham public schools are authorized to disseminate this resolution to members of the North Carolina General Assembly and the governor. And the board encourages parents, students, and other community members to contact their North Carolina legislators requesting that the general assembly pass a state budget that includes the items listed above. adopted by the Durham Public Schools Board of Education this 26th day of March 2026. >> All right, colleagues, any um discussion

about regarding the resolution, Miss Chávez? >> Um yes, thank well I wanted to ask who who brought this forward. >> The resolution came from the North Carolina School Board Association. Um and the school board association's board of directors has passed this resolution and they asked that local eleas also pass this resolution.

>> Okay. Um I had um sent a message yesterday just to ask um that we add um this could be a Durham thing um the parallel information about English language learner students um with EC students because there's obviously a cap on um the funding for our ELLL students in addition to EC students. So wanted to get your thoughts on that. I realize that would be inconsistent with the the template that they developed for this um resolution. >> Do you have um any language that you

would like to add? We need to add all of that need to be added at the board table. >> Um I it could No, I don't have the exact lang I mean we would need to know the numbers. I don't have those numbers.

Um I don't remember the exact cap. 8%. 8%. >> Okay.

8% EL students. >> Okay. There we go. >> Without that, we can uh if as if amanable to the board, we could do some word smithing.

I can work with Miss Smith um and Mr. Teter to get some of that numbers and information afterwards. Uh Ber, I see your head nodding, but I also want to make sure I finish Miss Chávez's comments. Did you have comments on that item or >> Okay.

Um she she can go ahead. I Yeah, I had also sent the similar question for language learners but also AIG's that students that has a cap and so I think it's stronger if we go ahead and add all of these things. Um if the board is amenable to that as well

members, are weable to those changes? Yes. Yes. Miss uh Vice Rogers.

Yes. Okay. Miss Travis, did you have other comments? >> U only um just to make clear that my suggestion would be to um both include that in the um the whereas section as a probably the final two whereas sections or clauses.

Um and then also a bullet below under implements a weighted funding model for exceptional children funding a parallel there for um ELLL and AIG. >> I think that the bullets come from house proposal. Is that correct? I'm looking at theft just to make sure that's correct. So I if we added those it would we would need to change more language to make sure that it

yeah because it would these bullets are straight from what's been proposed. >> I had overlooked that. So that makes sense. Yeah.

>> Miss Beyer I wonder if there's a way as you're working on this with um um Dr. Lewis and anyone else that needs to fill in the blanks that you might be able in those whereases to capture the notion of eliminating the cap, right? Because I think that kind of language for all three of those bullets actually is more um in line with what we think is um fair funding. And then my other concern was just in this therefore be it resolved the Durham public schools board of education requests the general assembly do this at a minimum or something some language like that in that clause because this is this is not what we aspire to or what we need. It is a very basic kind of ask that I think they wrote politically because they thought they might be able

to actually get some folks to move a budget. Um, so I just want to make sure it's not seen as something that actually encapsulates the entire need of Durham public schools. So I would adding some language in there like at a minimum or at least or something. Any other language comments, questions?

Um, are we will take a motion to adopt even with the changes or we could bring it back in April. I know session begins April 21st is my understanding. So, I definitely want to make sure that we get it out to our delegation. Um, as well as we could be sharing this with other school boards that we pass this resolution as well. I would move that we approve the local board resolution urging budget passage with the amendments as discussed here.

>> Second. Been moved by Miss Beyer and seconded by Miss Carter Autton that we approve the local board resolution urging budget passage um with the amendments discussed tonight. Any other discussion? All those in favor say I.

I. I. >> Any opposed use the same sign. It passes 50.

Thank you all. I'll work um with staff to make sure we can get this finished and we'll send make sure a final version is posted on our website as well as um sent to you all. So, the next item on our agenda is the superintendent's recommended budget. I'm pass it over to Dr.

Lewis. >> Yes. Thank you again, um Armstead. Good evening again, everyone.

We have gotten to this point where we are proposing the passage of the superintendent's recommended budget. Uh we've been on a journey um with this uh in several different u arenas in terms of getting feedback um educating as well. Um if you recall last year we um added additional

hearing budget hearing last year. This year uh we added a uh budget town hall and the the purposes behind that the budget town hall was simply to provide an opportunity for dialogue. Um the budget hearings is uh simply public comment. Um patrons will come and give their three minutes.

There's not a lot of dialogue. And so as we continue to be responsive to what we heard as early as my listening learning session, uh what we continue to hear and want to continue to improve upon is budget transparency. And so as we um again collected data via surveys, through superintendent advisory groups, uh through the meeting conferral process, um through the budget town hall and and other arenas here at the board uh meeting, public comment, uh I hope you saw um reiterations of the superintendent's recommend bud recommended budget being responsive to what we heard. And so we're at a point now where um uh we are trying to um um again present a final uh recommendation for board approval and the next step

will be to share that with the um county. So with that I will turn it over to our chief financial officer Mr. Jeremy Teter. >> Thank you.

Good evening again board members, Chair Mstead, Dr. Lewis, if we can have um also attached to the agenda we have a presentation that's a companion uh to the actual budget book. if we could get that queued up on the screen. Um, and so thank you Dr.

Lewis for um that kind of good introduction of the journey. It has um I echo what the county shared with us on the 10th that it's been a journey that felt like it started as soon as last year ended. Uh and so we um on the sort of the first slide once we get there on the presentation um the spirit of that slide um is to follow up on some homework um that we received from the joint meeting with uh county commissioners and the school board on March 10th in terms of lifting up um lifting up for them and for the community of what have we been doing in Durham public schools um to to

make reductions to tighten things up and to sort of operate within within our resources if if you will. Um, and so in addition to that, we'll touch on some other requests that we heard from the county in terms of our homework, uh, in terms of how many positions uh, are we funding locally, what what sorts of positions are those, um, and, uh, and then from there, we'll we'll touch on a summary of the items that we're requesting. um and then uh sort of yield the balance of the time to be able to answer any kind of remaining questions that the board might have with the hopes that you give Dr. Lewis and I um the permission to request a specific amount of money of the county manager and the county commissioners this evening. So, um, give the slides a another minute or so to come up, I guess. But, um, I will just start with I I'll start sort of talking through the reductions and just to emphasize, um, the work that we've done, um, over the past 16 months to try to avoid um being some of the horror

story headlines that we're hearing recently with school systems. And so, just last evening, one of Dr. Lewis's colleagues made a plea to county commissioners for an emergency $10 million to avoid immediate layoffs of staff because they had to a budget shortfall surprise um sort of at this point in the year. And so um >> being clear that was not us.

>> That was not us, right? And so another another county had to ask for an emergency bailout um so pretty close to our size um in another part of the state um had to make that plea uh for that one time fix. And so we've worked very hard to not be that um in Durham, right? And so on the next slide would just sort of lift up things that we have done um over time uh to to really manage the resources that we have. And so as the the board will recall in in last budget season and as we wrapped up um last fiscal year, right, we um we went through a classified reduction and force um and we eliminated a number of vacant

positions and and and some other items there, right? It was a little over $2 million that, you know, was sort of our first kind of step um to sort of bring ourselves in line with our resources. Um in December um for the fiscal year that we're in now, we worked through the board uh to um reduce or eliminate some service contracts um that the school system was engaged in. And so um sort of rolling into the new year, um you know, some of those contracts had been partially utilized during the year that they were terminated.

moving into the new year, sort of the full value of that uh with them having not been utilized a little bit over $663,000 um from our from our local funds. Um and then from there um sort of part two this season of of doubling down on our efforts to reduce the district's reliance on on vacancies and lap salaries in order to balance the budget. Uh and so that was um a tremendous number. Um when Dr. Lewis and I got here

about 315 positions we were leaning on um as a practice in Durham. Um that made its way down to about 85 in the current fiscal year. We've built a budget um that relies on zero of that. All right.

And so, um, I think that was very important, um, for us to deliver, um, particularly as we've had those conversations, uh, through the meet and confer process about our ability to compensate folks, uh, when there are vacancies and, and to help deal with those coverage solutions that that occur throughout the school system. We're now able to do that um, with some sense of fidelity and integrity. Um, that there's actually dollars there to take care of that. Um rolling forward um we we went into this cycle knowing um that there would be a reduction in state funding, right? And so the state is making those adjustments in a rears when we see change um in enrollment or see a decline in enrollment. Um we we ran things through the formulas ourselves before they released their planning documents and we were within about $49,000 of what

they did in our efforts to forecast that. Uh and so total reduction of 7,272 is on the line there uh from the state next year that we had to plan for contemplate as we went through our staffing processes throughout the district and and just no other changes other than simply following our existing aotment formulas that are in in the school system designed to to help us operate within those dollars. Um and then also just knowing um the potential uh for continued growth in charter schools of Durham County residents. Um, we needed to to plan for in this budget the the potential uh there there would be a thousand new Durham County uh students um enrolled in charter schools.

Um that would shift the equation to 23% to 26%. 6 million increase in that obligation. Um what we're proud to say is that we did not have to um structure ourselves in a way that we asked for money to make that happen, right? we were able to just

operate within our structures and and and develop our staffing plans in a way um just following normal standard operating procedures in order to account for these things that we have to account for. Um and so that's just the hard work that we're all doing uh across the state. Uh and so we think um very very few of us are gaining students and so we're all making these same choices right now. 3 million worth of expenditures uh in order to operate within our means.

So, um we can advance a couple of more slides uh from there. Um and I won't read each one um but it's it's available and it's sort of public information um just in terms of the scope of of positions. Um in some cases uh if if you look at that you will see portions of positions that are paid in local funds. So there are uh there are some employees um in the

school system who are split funded um between state funds and local funds for for various reasons. Um but on the whole a little over 1,030 uh and so that is a couple hundred less than last budget cycle right and so I think as the county looks at this and they look at those metrics that they shared with us at the last joint meeting um they they'll see sort of a shift there uh in terms of the proportion that is coming from local funds because of the type of a year that we're moving into next year. So, um had an opportunity to review this um with my budget counterparts on their side a couple days ago. Um a couple of slides forward, um we talk about sort of the the most sort of critical element of of the continuation request.

Um we um still don't know um what the state's going to do. Uh and so that's um it's been that way the whole time I've worked in Durham that we don't know what the state's going to do. So that's fascinating. Um and so um we are um watching we're watching with

curiosity um what will occur on April 21st and and maybe the days after that. Um maybe some momentum with the House version of the state budget that did not previously get momentum and just sort of stalled. Uh and so if that um if that comes forward, there will be a blend of of measures that could occur um that will that will balance out or net pretty close to the forecast that we made right in terms of our needs uh with the continuation budget. And so uh looking at a model um for certified that was a little over 8% in their version u but also restoring M's pay to being a state responsibility.

And so there will be some shifting of a potential local obligation to help sort of balance out um that state action. Um their their classified measure is two and a half%. Um so not as much as I would have liked to have seen um but better than the Senate version which was just a a $1,500 thank you bonus uh type

situation. So um we'll see what comes of that. um retirement rate um you know we're we're planning for that to increase what we contribute there planning uh for what we contribute to the state health plan as we do every year. And so they um in this past budget cycle for the year that we're in now, they didn't pass a full budget, but they found the effort to push through sort of many appropriation actions that raise the retirement rate and the health insurance rate for the current year.

So they always find a way to make sure that happens if nothing else happens in the general assembly. Um on the next slide we contemplate uh just some other in addition to those compensation and benefits um we also contemplate some other items that we have to consider outside of our control. Um so utility increases um we hear conversations about potential increases we plan for that worst case scenario. Uh obviously we watch that carefully. If it doesn't happen and we find ourselves having some resources left over to work with, right, we'll

we'll be transparent and communicate about that uh and work with the board to realign those resources to another priority if the worst case scenario doesn't pan out uh for those utility increases and our commercial uh insurance increases like general liability, property, auto, and things of that nature. Um and then of course um the the need to require any to share any additional uh continuation funds with charters. So um the next section um right we just sort of revisit um that summary um of classified pay right so this is sort of the um flagship expansion item I think of this cycle um and so um we contemplate on that thank you on the think we can go back forward a couple we contemplate um the desire um to raise the minimum wage for classified employees in Durham public schools uh to align u with that minimum uh the minimum wage for Durham County government employees at the 1922 per hour. Um and

we do that with the backdrop of Duke University recently lifting up its minimum wage uh for its employees um in Durham County. 6 million um in order to uh meet that obligation um to to raise the minimum wage in that way in Durham. The next slide, um, administration, um, continues to lift up, um, the supplement, uh, for the safety assistance in the transportation area of $100 per month, um, sort of as a follow-up to last year's effort, uh, to do something similar for bus drivers. So, 86,658 in order to take care of that particular measure. Um, the next slide, u, we sort of visit the, um, occupational and physical therapy, uh, model. Um and so in the uh in the budget documents we had

to do some work uh with that scale um to sort of reccalibrate the bottom floor. Right. So in the in the initial recommendation from the superintendent um the the budget uh was recommending a 5% increase. Um and so this and what we were doing special for OT's and PTS in that first model was starting them with a raise greater than five.

Um, but then with the model now reflecting a request for that slightly greater than 12% increase, we had to adjust sort of the bottom floor on their scales a little bit, but we were able to restructure that in a way um that it has the same ceiling. So, just had to make some minor kind of technical corrections um to make sure um that their bottom floor grew at least the 12% um in alignment with what was occurring there. Um but same same cost and sort of same effort there u to address sort of the concerns we've heard with OT's PTS as well as the occupational therapy assistance. Um on the next slide uh we touch on what the

charter school share of that expansion request would be uh in the event um that we receive that degree of funding. Um I think on the next we can move forward a couple of more slides uh where we talk about um the capital outlay component of the request. And so it looks a little bit different um than it has um for the past couple of cycles in terms of we are continuing to look for um the investment uh from the county and in the form of a lump sum appropriation uh to deal with sort of ongoing capital outlay needs. um it was $5 million uh for the current school year, looking for that to continue.

And then two elements um of of technology uh coming forward in that proposal in an effort to not have to share any kind of increase in that regard with charter schools. And so uh specifically um there is uh an effort there uh to u finance uh Chromebooks. Uh

and so looking at um an annual obligation uh for four years of 1,923488 uh in order to uh finance the replacement of Chromebooks. Um and so this is a reduced sort of request from the init the initial proposal uh pursuing 25,000 u devices to be refreshed. Um and then and then sort of part two of that um we have existing bright link panels throughout the district. Um and so those um have quite a bit in age and you've heard quite a bit of those um about those this budget cycle.

I expected comments about some other things. Um, but we um would be looking at a $900,000 uh lease payment uh in order to replace and refresh those uh with with a new um iteration um or a new modality uh for for projecting things in the classrooms. Um and so that would make the the total capital outlay request from the superintendent and potentially the board 7,823488.

Um on if we can move forward a couple more Initially, I want to make sure we are uh crystal clear on on this, particularly as it relates to capital outlay, any capital outlay funds, but specifically uh proposed funding for um Chromebooks. We cannot use these funds for um salaries. Um that's that's capital, but that has to be used pay through general fund. And so as we continue to engage community and um you know requests for you know diverting this money away from Chromebooks to um salaries, we cannot use capital funds for salaries. Just want to make that clear. Um we also um you know we did have uh through the meet and confer process and through public comments um you know in conversation pertinent to um extra duty pay um in Durham public schools and um in the uh meet and confer process I think is the final uh final meeting of that um sort of picked up from another

team member uh on the team the effort to look at that and and conducted a comparison to the Wake County model. uh in terms of how they're handling um extra duty uh items for teachers in their district. Um and so just first wanted to lift up sort of what some examples of what we currently do. Obviously athletics and cultural arts um are pretty standard throughout the state and that's uh something that we do uh in Durham.

Uh planning period stipens for class coverage um isn't is an item that we see. So if a teacher um forfeits his or her planning period uh to cover another classroom, uh there's the opportunity uh to be compensated um at the equivalent of their hourly rate um for that for that particular planning period. Um I know moving into this cycle um this is a space um just sort of from the data that we see that there's an opportunity for that to um perhaps be used broader uh across the district, right? And so we had a really um really good question from board members uh ahead of the meeting today about um how

where is this being utilized, what types of schools are utilizing it and so on and so forth. Um and I personally uh was very surprised to see only nine schools sort of leveraging that. Um and um I want to do some more work um to um sort of understand what other schools are doing, right? And so is it uh is the situation that they don't have the need um to engage with their teachers in that way.

They're able to do we have some schools where they can always get subs and and it's not a thing. Um are they leveraging um instructional assistance um to to step in and provide coverage um in lie of u teacher planning periods. Uh so more information I want to gather for sure about the practices u particularly at the elementary level. um want to kind of understand more about what's occurring there.

Um grade level um and and department chair stipens is something we do now. Um it's currently only at the high school level. Um there's a um and we'll speak about that on the next slide. the potential that

that may expand in some future model um to to our middle grades and to our elementary grades um in the district and and definitely would want some input u from the curriculum and instruction team about how we can sort of best leverage the use of that type of position or that type of extra duty throughout the district um to sort of move academics forward um before we made that move. um technology champions um are are sort of throughout the district, folks that are at the school in another role that are taking a particular lead and helping to troubleshoot sort of common issues that folks run into um with technological resources. Um and then um EC file case load coverage. So we did um sort of have a the first time in my career had sort of someone ask we have a number of EC vacancies at our school.

other other teachers um are kind of stepping in to help manage the IEP case load. So, they're not teaching the students, but they're helping to um review paperwork and do things of that nature. Um and so

we did sort of do um sort of a test run with the school at applying that planning period concept for that particular duty. Uh and so that's um some potential to expand that um as we move forward and and uh if Wake County moves forward with their model, which they I don't think they're going to now. I thought we were going to be able to scoop up some EC teachers. Um so on the um next slide we sort of talk about uh those opportunities.

Um again just the potential to expand that grade level chair model. Um we had good principal feedback on that. Um in terms of they that you know the the wake model would be an improvement from what they have to work with now. Um thinking about um some particular stipens for um clubs and organizations.

Right. So the in the Wake County model, depending upon what level of school it is, elementary, middle, high, there may be an aotment of a certain number of clubs that a principal can can determine is eligible for some sort of stipend. Um, and so the number

is highest at the high school um and then it drops a little for middle and the wake model currently does not uh offer that particular stipen at the elementary level. Uh, and that's a space um where we have some homework to do uh to understand what that might look like if we were to do it uh in elementary and Durham in some sort of future endeavor. Um really um interesting feedback in a good way um that came up through meet and confer just sort of about the notion of when there if there are counselor vacancies or social work vacancies um and maybe even some other related service providers who are stepping in to pick up greater case loads. do we uh potentially view that in the same way uh of offering some sort of uh additional compensation for for what's occurring there.

Uh so just wanted to think about that. Um didn't put a bullet on this, but also wanted to lift up that the the concept of testing coordination or test coordinators uh was an area that Wake County touches on uh in their model. And so they're allowing one one test

coordinator stipened in schools throughout the district. Um, and that's another area that we may um we may contemplate um rolling forward. So, just wanted to lift that up um as as something where there was lots of conversation. We're doing work on it.

We're committed to continuing uh to doing good homework on that so that we can expand uh what we do for extra duty in in the most impactful way in a way that it will be good for our staff. So, just um wanted to to not uh miss that. So, uh, on the final, uh, final slide, just a, um, reminder just sort of the charts that are in, um, in the budget book itself, uh, just in terms of the, um, local funding trends, um, and o over the past few years. And so the the desire to request an increase in our current expense fund or our local funds by 25,700,127 and to increase the capital outlay request by 2,823 uh,488. So, um I think with that, um I

will sort of yield back the time that we have left and and maybe plus some um and uh happy to answer any questions uh that the board may have. Um thank you, Mr. Teter. Um, board members, I think just as a reminder, this is the we're past our deadline to get information to the county, but tonight is the night that we would like to make sure we get finalize um this budget so we can get that day over.

I know we've been in communication with them. >> That's right. Right. And so they um they see this, they they've got kind of the they they know what the ballpark's going to be.

Uh and uh I think this would be I don't know enough about the history to say ever, but first time in sort of recent years to kind of have it at this point in March. Um if we have authorization tonight, >> definitely not the first time ever. Mr. >> Teter, yes.

>> Uh I think 2024 cut us off, changed our trajectory a little bit, but we were definitely um moving. We have definitely met our deadline in the past. Um board

members, I see Miss Chariz's hand up. Thank you as always and um I'm going to uh raise three issues. Thank you for all this thorough information for being responsive for answering our questions. Um three issues. One around the salary increases. Um I shared this concern but um I um just want to say here I am interested in a model in which we have 12% increases for those at the bottom and up to whatever makes sense and then perhaps a grad uh a grad grad grade I can't think of the word now um but a gradation um within our scale So that those um at the top um coordinators and up would make a lesser increase uh lesser percentage increase.

And in looking at the numbers in the salary scales, it I calculated that um if I can find my thing um that for example a 12% increase for an assistant superintendent on step zero um leads to a $19,000 increase in that salary. whereas um for a transportation safety assistant on step zero that leads to a uh $4,36 increase. So um I um we've discussed this a bit, but I don't want to see an upside down triangle, if you will, with the um the heavy the majority of the funding we receive to go to toward the top of the scale. um but rather I'd be interested in seeing more of a rectangle where it's evened out and that means

smaller percentages as you go up the scales. Um, so you're the expert on salary scales, but um but generally I think um that's what I'm thinking about if to me it misses the point to have a huge increase at the top of the scale and um while the same percentage a much much lower in actual numbers um increase at the bottom of the scale. So that's the first thing I want to raise. Do you want to share your thoughts on that?

I know we've talked a bit. Yeah, I mean and we did, you know, we've had it sort of through um agenda review and and through sort of the the um written kind of questions uh ahead. Um you know, I echo right as as an individual and and someone that works with classified staff on all ends of the salary scale spectrum. sort of recognize the spirit of doing as as much as can be done um to

to lift the minimum wage and and and do things for folks um that are sort of on the lower end of the scale. Uh I think we I think the board uh couple years ago uh when the 11% occurred, right, there was a lesser percent of I think seven um that applied for administrators. Um I think um you know I also sort of balance that with you know being mindful of of compression and and um disincentivizing upward mobility in the district and and trying to um you know move up through the ranks sort of so to speak. But um you know and I think um so you know so I'm sensitive to kind of all the pieces of that and I don't um you know I don't I don't envy sort of that calculus.

uh and I know that I would be a partner with the board in unpacking that once we know how much money we're actually going to get. Um and so I think um you know look forward to that conversation. So I think um once we have the funds you know

we could if we need to kind of spend more time on on the philosophy of how we operationalize it for sure. Um but um definitely understand where you're coming from. >> Thank you. Um to me that's um the like the essence of equity also.

E equality is giving everybody the same thing but equity is is giving is meeting people where they are and giving something that's going to um uh increase their resources relative to where they are standing now. So I'd be increase I I'd be interested in other board members thoughts on on this um piece as well. 8 million for tech. Um, of course, we're getting a lot of um, push back and and questions around that. 8 million, what could that get us in terms of HVAC repairs? What would be the like

tradeoff? >> I know I didn't think about this ahead of time. So, I'm looking at this question. >> HVAC person I I guess it depends on the scope of the HVAC effort.

Um, >> yeah, without having time to think about it. I mean, it's it's it's difficult. I mean, sometimes we spend a half million dollars per school just to get a boiler replaced. And so, um, it's difficult to put that into how many schools can we fix the HB system in.

I mean, um, for instance, I'm looking at a a roof at a high school cost nearly $4 million to replace a roof. So, I mean, um, capital money is, uh, projects are very, very expensive. I could get some other numbers for you if you like. >> Thank you. >> Sure. I'd be interested in that, but um I think um we're probably going to make a decision tonight, but I appreciate your your um in uh in this moment

feedback on that question. Um and then uh let's see, the other thing is around the extra duty pay. So, um we've talked about this. Um I do understand the need to to work on it more, develop it next year.

Um, but in reflecting more on the concerns of some of our staff, um, I am there is something I'd like us to begin to like to consider doing now, which is, um, the piece around making sure that we pay staff um, hourly staff who work extra rather than give them comp time. Um, so I do want to ask you about that. Is com comp time is this um or maybe this is a um Dr. Smith's question.

I'm not sure. But is comp time informal or informal um in our is it formally tracked I guess is a question. Yes. Okay. >> Right. So um so through our our right we

have a timekeeping system right for our employees and so as they um and so right in our policy sort of structured um right that comp time is is the the default mechanism right and so um and in in a particular week right if an employee works more than 40 hours I think that's an important you know distinction right of it's got to be hours worked and can include days that were leave or holidays um so if there's more than 40 hours worked um right that that time is acred at a value of a time and a half uh in terms of those hours. Um we do have situations where um that is overtime instead, right? And there's some sort of specific um circumstances with that. Um so, you know, bus driving uh is a common space where we see that um when folks um process a request. you know, we use we use the extra duty word um in a lot of scenarios in Durham public schools, but that also applies to some scenarios where there's overtime pay. So, if uh if a custodian um is

working an event on the weekend, for example, um for something that we're we're hosting or there's something occurring um right there there are instances where um that may push them into overtime pay and and we get sort of that authorization uh to pay overtime in lie of comp time. And so um there there are um I agree um that there are some opportunities um to explore more natural triggers for that where appropriate. Um and definitely um seems most pertinent right in some areas that fall under Mr. Barnes's umbrella and I would want to work with him and his team very carefully to figure out what are some examples of that where we can smooth that out um and make it happen more naturally like it does currently for bus drivers as an example. So yeah, >> and and um I guess seems like we don't know um in this moment if how much how much money that might be or um to to make to pay people hourly rather than um

through comp time, >> right? and we would um you know and that's a space where we can do some work. I think certainly um now with Durham public schools having made it to a point right where we have where we have built a budget that is not reliant on lap salaries to balance the budget right that gives us some breathing room you know to be able to sort of react to those situations as they occur and so um so we'll we'll do some careful work right to to monitor if we see there's a particular lapse in custodial salaries that had been budgeted there may be some opportunity right? Where we're instead shifting that to a budget line to handle the necessary overtime that may have occurred, right, to to deal with those issues.

So, it makes it a little easier to manage budgetarily. >> Okay. Um, so probably through through vacancies and then is there I'm just is there a policy shift that needs to happen or um something a protocol shift?

I feel like right we've got the right sort of the appropriate construct there. Um, right. So, we would I think we would want to have just sort of a we would want to have a conversation with the board, right? Like we did with bus drivers, right?

We had sort of a very a very specific ask of the board, right, when we made that shift um to to manage bus drivers in that way. Um, and so we would likely bring you a request um after we've had some sort of review to be able to sort of default manage some other groups um in in a similar way. >> Can I just I appreciate the concerns you've writt I've I've written down notes. I'm trying to follow along, but I think it's really really really critical that we're clear with our language and um that we don't assert that we're having people not be paid for work that they are doing. Um if there are specific in instances of concerns, I I hope that folks will feel confident that Mr. Teter and his

department have been incredibly responsive. HR will be is responsive and we'll deal with those. But there are fair labor standard laws, right, that are critical that we are in compliance with. And so I just um want us ad as we advocate for everything that that our staff and our students deserve that we be careful with language um about that uh in in our advocacy is um I I've been following the the conversation and I and um I I I just think it's really really really important for us to be accurate in that.

Um yeah, Chávez, did you have additional comments? >> No, I'll I'll pause there. I'll need to step back to pump and then I'll maybe be back with more questions. Thank you very

much. >> I also think um you raised a number of ideas. We want to make sure that we hear from everyone and feel where consensus is to think about what you all contemplate moving forward. And and to your point, Mr.

Teter, there is some time as we need to figure out how much money we will get and then what happens to do what we do with that once we get it. I also just want to uplift our salary administration policy that really defines a couple of different things, right? when it comes to bonus versus extra duty versus overtime versus um stipens and that are all going to be different governed by what type of role you have in the district and those fair labor laws, right? And so I just think I think we use some of the same language often for lots of different things and we need to get more clear around actually what are we discussing when we say extra duty?

Is that actually an extra duty or is that something else? Right? And so how do we get really clear about that language? It seems like they got some work to do on that. Um, other colleagues, other comments or motions, I don't know where we are.

Miss Carter Autton. Um, thanks so much, Mr. Teter. Can you remind us um once we make a decision tonight, um, how much and what is movable once we receive a response from the county?

Where is the flexibility and where is it? Where do we not have flexibility after that time? >> Right. And so, um, after after the board authorizes the request, um, we'll very quickly submit that, uh, to the county manager, um, we expect, um, according to my conversations that she will unveil her proposal on on May the 11th.

Um, and so we'll have some sense of of her recommendation. Um, and then we expect county commissioner action um, around June the 8th. Um, and then once that's in our hands, um, you know, we'll, um, you know, if we're looking at the situation like we had last year, we requested a little over 16 million, we got a little over 12. Um, we had to work with the board to sort of rep prioritize. Uh, and so for me, I'd be looking sort of at the two separate

buckets, right? I would look at the local current expense bucket. How much increase did we have there? how do we want to rep prioritize and adjust among those things that we asked for there.

Um I would say it's relatively flexible, right? So um and you know so you'll just um go through that same activity like we did last year and I think it'll be harder this time. Um but um we would also look at that capital outlay uh bucket separately as well, right? and and depending upon how much resources and I would want to try to manage those two things separately, but but other than that, I think we can um sort of push and pull the levers however we need to to reflect what the the board's priorities are.

>> Okay. Thank you. So, we can move things within the buckets, but we can't move things from one bucket to the other bucket, >> right? We would have to get permission from the county to cross those buckets. >> Okay. Um With the proposal, will any of our

employees see a reduction in pay as a result of anything that's being proposed? >> No, ma'am. 08? >> Can you say that a little louder, Mr.

Cheeter? Yes. Make sure you >> both Yes. To both questions, no.

Uh and so we've uh sort of developed um right developed the costing and the proposal in a way that um right that we would work that percentage raise across the board. So where you are now to where you're going would be that 12% mechanism um and uh to include right the legacy pay component um of of an existing employees pay. >> Okay. Thank you.

And then switching gears a little bit. This um since we we've received received some concerns about the um no let me start over in your slide about what we've done to um save money. >> You mentioned the state aotment

>> formulas and so I just wanted um you to share a little bit about what happens when we don't follow state aotment formulas like what is what are the implications of that for the district. >> Right. And so the um so every year right those those formulas adjust in tandem um or in concert with our enrollment right and so less students less money for a variety of state funding streams and so when we when we don't adhere to that um we um we run over budget uh right and so um we have to find resources from somewhere else right so if we exhaust um those state resources because we deviated um then we lean on local funds and have to make decisions about in turn what what do we do with local money to to make that happen and just kind of continues to run downhill and you have to balance it out somehow um you know once it makes that downward movement. >> Thank you. And um let's see here the

I think this question is might be more for Dr. King. Um, and I I this has been communicated in the past, I think, but just wanted a reminder as we're thinking about this about how it was decided that the that the Chromebooks and the bright links were a top priority this year and why it's important that those that we um include that much money for like why we need 17,173 Chromebooks right now, why we need 1,786 bright links. what makes those rise to the top for your department?

>> So, I think the the simple answer to that is that we're trying to get out of a space where we are continuing to manage devices that are out of warranty, right? Which means that we um which puts us in a position where our expenditures are less uh predictable. Uh this move will put us in a space where we will understand what we have each year to

make purchases relative to technology. And we will be able to use most the the overwhelming majority of our technology dollars on actual technology as opposed to having to spend, you know, significant amounts of that money on um uh either replacing or um providing repairs to uh uh technology that is out of warranty. Um Mr. uh Majimi is in the back and can speak to to this as well.

I know that particularly as it relates to the Bright Link um um devices, uh the the primary reason that we need to replace them is that they are quite old. Um and as they get older, as as they are now, they are number one out of warranty. Um and they become extremely extremely expensive to maintain once they leave warranty in terms of replacing bulbs and continuing um that kind of maintenance. And so the shift that we are trying to make here is is um

intended to allow our purchases to be predictable over over time um and so that we're actually focusing on using and purchasing technology rather than continuing um to provide maintenance to to devices. >> Thank you. I appreciate that. And how to follow up on that, how does the lease work?

Can you remind us of that? Like we don't currently need 17,000 Chromebooks, right? or 1,700 bright links. >> So, I'm gonna call Mr.

Majumbi to the uh microphone to to answer that question because I would be speculating beyond my um ability to do so appropriately. >> Yes. Um we do need all the 17,000. I'll start from there.

Um and all the 1700 bright links. All those bright links are failing right now. Um there's interruption to instruction. I think that has been the main driver that you know hey as teacher is providing instruction the bulb goes out and that will be another week before we get the bulbs you know too same thing with the Chromebooks um I think were here two

months ago um presenting the contract for repairs I think current we are we're incurring over 500,000 in terms of those repairs so all those Chromebooks that we're asking to refresh are part of those that are out of warranty and are failing and Chromebook fails it will take two weeks for it to circle around and come back into circulation for proper instruction So if you're relying on it for instruction, there will be that two week interruption um in the classroom. So So yes, all the 17,000 that I think are in the budget, those would be fresh 6 through 12. Um and those would be in warranty. I wouldn't be spending repair cost on those.

Same thing with the Bright Links or the 1700 Bright Links. Um they're dying. They're 13 years old. We're relying on bulbs and failing parts.

So yes, all those are um in terms of the lease, do you want to talk about the lease? Yeah. And so generally with the um the lease construct, right, so when the the funds become available, right, the the um the devices are all purchased up front um the the sales tax occurs up front um and

and we make those payments. Um generally I've seen them um on a monthly basis. I've seen them on a quarterly basis. Sometimes I've seen them annually just depending upon uh the the size of it.

Um, and it will, uh, when we're to the point that we are ready to do that, um, it will require the board to authorize us to enter into that lease and and due to the length of the leases that we're looking at, it will require county commissioner authorization as well to be compliant with general statute uh, to enter into those and uh, we'll we would make payments until until those are complete. Um, but but retain the devices. >> Okay. Thank you both.

Um, I think as we move forward with these types of purchases, I just want us to continue to be assessing as I know you have, Mr. MJ, and you always are, Mr. Teter, what we can what we absolutely need and how to do it the most most cost-effectively, right? Like, do all teachers really need

bright links? Are there different ways to project onto the screen? Is that the most cost-effective way to do that? Do we need all the Chromebooks right now or are some just fine?

again, think you're doing this, but just to put that out there because we don't have a lot of money. So, we got to be thinking really hard about where we put it. And I still really want to see this is more direct to Dr. King and his office.

I really want to see a comprehensive plan for like how we are using technology to enhance our education, not just doing it because everybody else is doing it or because we rely on the tech for testing. Um the um I'll say when I'm thinking about extra duty pay, I appreciate the work that's gone into this. I think there's a lot of room for growth as I think you've noted. I look forward to watching the board move and the district move in that direction the coming years. I I think um compensating staff when they're picking up work from colleagues who are absent, especially over long periods of time, is

a top interest of mine and kind of figuring out how are they filling those classes, right? Um how are they picking up the extra case loads? Um, and I'll just end by saying I do appreciate all of uh Miss Chávez's suggestions and I would like to look into that further as we like once we learn what the county is going to be giving us, then we can see what we have to work with. And I appreciate her um uh looking towards equity um in our district and our compensation.

Thank you. >> Yeah, thank you for that. I just want to lift up um the uh technology conversation in addition to to testing. Many of our um schools use learning management systems whether that be Canvas or Google um platform to push out assignments to our um students and at the p primarily the secondary level uh at the elementary level uh there are some instructional programs and so they're not on the devices um all day. I

think what this is an opportunity um if you go back to the genesis of when the district purchased the devices it was a it was a pandemic right and so we needed to put uh devices in hand and so I think this an opportunity to kind of revisit how we use technology uh from the standpoint of it's a tool to uh ultimately amplify instructional quality um it's it's not replacing the teacher uh it's not um you know a tool that uh we know what some people refer to as iPad babies is not to to babysit. It it's to to provide an instructional tool. So I think that's an opportunity for us based on some of the feedback that we have been receiving and also um when we think about um bright link and so that's the for those that may not know that's the kind of short throw overhead projector and the move to screens and so I think this is very similar to invol evolvement of instructional technology you know whether we go back from the chalkboard to the whiteboard from the um when I started teaching the transparencies and

overheads >> to I used to love those uh to the projectors and to now um screens that are not dependent on turning off the lights or closing the blinds. Um not depending on if a bulb goes out and I've heard some of my teachers on my superintendent advisory council say they've had to come out of their pocket to go on Amazon to try to purchase a bulb and that that that shouldn't be. And so making sure that we have the best quality um instructional materials and tools uh to support teaching and learning is is a goal. And as we think about the number and I I hope you again have seen how this has evolved because we first came wanting to purchase 25,000 uh devices, but I think what this will do is also set up set us up to be on a cycle where we're not replacing all of them at once. Maybe we get to a point where we're we're place we're replacing maybe 9 through 12 one one year 6 through eight one year um three through five one year teacher devices and just kind of get on a consistent cycle so we're not having to um you know just invest large amounts of money every

single year for that. >> Thank you so much Dr. Lois. I appreciate all of that and I do um remembering the com comment from the public commenter tonight requesting a audit of how like how much time is spent on devices and what's being done.

I'll say I ask my kids in first, fourth, and sixth grade multiple times a week how much time they're spending each day. I ask the fourth grader to write it down every day. She won't do it, but um but um I asked them to report back like in what ways are they using tech, how much time, give me some examples. And I would bet that multiple that parents across the district are doing the same thing, trying to figure out like in what ways is this being used?

And like does that align with my values and my beliefs that I hold for what I want for my kid? I will say the our instructional curriculum materials um are um pushed through the device as well. So not a lot of companies are printing traditional textbooks anymore. Yes, they're consumables, but a lot of um the way that our students access uh curriculum resources is through the devices as well.

>> Dr. Louis, can you also clarify? We've been talking about Bright Links, but is that is that a decision that's already been made about what those purchases might be for projecting in classrooms or what? Can you clarify that?

>> Yeah, that's the proposal to to to replace those and try to get in front of um you know evolving technology and not be in a break fix state where we're being reactive. Bulbs go out now. I can't project anything. Um the screens are cheaper than than bright link. uh and I think what you'll see once you know probably in the near future right links will be phased out you know so the ultimate goal is to try to make sure that we have um quality tools for our educators to use that um is easy for our students to engage with like I say if if it's a bright sunny day and the sun is on the whiteboard that the bright link is projecting on may be difficult for some of our scholars to to see that um so again this is like a transition in and new technology.

>> And so you said we're replacing them, but do we know with what? >> Yeah, with the with the what we have what we've been getting feedback on is very similar to that screen that's on the side there, which is an interactive touch screen. So these are touch view. Um and we had um got some pretty good feedback from our teachers on my superintendent teacher advisory council.

Um they looked at two other different models in addition to that touch view. >> Okay. Uh, Miss Brier, Miss Carlottton, were you finished with your your Okay. Oh, I um I'm excited about this budget. I am so appreciative of the community that has advocated to us on behalf of all of the needs that we have. Maybe they didn't even touch all of the needs because, you know, um, Chair Umstead was reminding us that we typically have a list of unmet needs and

we've worked through those and we had to leave a bunch of things off of this list. The things that are on my list for unmet needs are um a bond for repairing and maintaining every school in this district. I still hope that we can accomplish that this year for our students and staff. Fuel money apparently that is unstable right now.

More than 12 mentors for all of our beginning teachers, right? These are my wish list and we all have our own, right? An increase in teacher supplements as counties, as districts around us are looking to increase their supplements. um a a raise to the living wage that is higher than 1922, which is what we've been advocating for for years. Um, all of these things we dream together and we sit in a space where we have had

5. So, we need to make sure that we get that clarified to them pretty quickly. They estimated that they are starting the budget year in the whole $5 million over there before they've asked for any increases. And they're they are the most, I would argue, progressive commissioners we've ever had who care deeply about students and schools and education and living wages. and they are going to face some impossible choices along with us in partnership with us. Um their their choices are also harder because of the un instability of the

state and federal governments. They are looking at impossible things like our dine program staff who have are not being supported by the feds. They are looking at at possible $11 million of cuts to SNAP benefits or more. And they are str they are going to struggle to help us try to fill this gap.

I think it's important when we take a budget I always say across the street that we can defend it. We can look them in the eye and say this is what we need. And I feel like through listening to our community, Dr. Lewis and and Mr.

Teter, that you all have brought us um a a a solid and ambitious budget request that we can defend. Um I appreciate the concerns that folks have raised about tech. I think as a as

a response to that, there's not a leaning into tech for um elementary students. there is the interest from from folks and y'all continuing to to dig into what does screen time look like for our youngest learners. I think it's something that um we welcome community voice as we um lean into best practices. Um I think the expense that is in there for tech is about $93 a student if I'm doing my math correctly, Mr.

Teter. It's um it's an investment and I love how we have learning environment guidelines now and I would hope that we would have as part of that technology guidelines that we are trying to set to say we will have this for every student or at least our oldest students. Right? when you walk into a classroom, you will not have a 13-year-old failing system,

but you will have um technology as it changes to use as a tool, not as a babysitter. Um and so I look forward to supporting that. One thing that I thought was um heartening from one of a conversation with one of our commissioners is that they would like and they're starting to have conversations about aligning policies, their policy so that starting wages for the county will always be aligned with starting wages for Durham public schools. That's a huge commitment.

Huge. That alone will lift our folks so much and will keep us in aligned as we struggle through future and this the future boards struggle through future budget requests. Um I have cinch all questions. I you know you answered them so with such consistency. You answered that everyone

will get at least 12% with this that it also does include folks with and their legacy pay. We're not trying to take people down. I'm interested in in um this board or future boards exploring all of Miss Chávez's ideas, but this right now is defensible and and able to be um asked for in that space across the street. Um I was thinking about the challenge of trying to decide if you give more to a to a certain group of employees, where do you put the cut point?

Where do you make a break? And how do you not impact folks that are near um near their retirement when their compensation is so so important as they finish out, hopefully take six months off and come back and join us again. I appreciate the advocacy around extra duty pay. I appreciate that we do more already than most um districts do and I

look forward to watching y'all continue to see what you would dream and do with another million dollars or $2 million. Mr. If if all things align and there is a um will in the North Carolina General Assembly to pass a state budget, are you all hearing that any increases they would make would be retroactive? Would be in the way that we could go backwards in time for this year.

>> So um not definitively. Um so I think that that is a big question mark um that myself and my colleagues um are are watching and and and and thinking about. Um there would be some sort of operational mechanics that they'll have to work through with their retirement system if they choose to do that. Right. And we've we we've been in situations where they've gotten things in order past that kind of magic three months

that has implications for the retirement system. And so, um, you know, just heard sort of different theories. Maybe for for this year, if they did something for this year, it would be a bonus just to facilitate that, it would have us doing that very very close to the end of the fiscal year. If it's something that they were to agree to and get the governor to sign off on, um, so they would need to do it very quickly.

Um, whatever they pull together. Um but I think there there is there is some chance that they may do something um that affects this year. Um but um nothing really kind of clear for us uh at this point, but um certainly when we do when we do hear something, we'll make sure we communicate it. >> I appreciate it. I know there's some activities ongoing to um advocate in Raleigh. I look forward to folks doing that and um I look forward to new Senate leadership um that understands that these are not partisan issues and that these are not urban

versus rural issues. They are the foundational first investment that our state should make. Um thank you. Thank you, Miss Berters.

Any comments? I I can um Mr. Teter, thank you and Dr. Lewis for all your work on this budget.

Um while it doesn't have everything that we want, it certainly I think is something that we can advocate for. I'm I'm grateful for the increases for our classified staff that is in here. I think um you know, we had uh 11% raise a couple years ago. Hope we can get this 12% raise this year. Um, I think that and I still know that's not going to put us where we want to be. Um, I also, you know, I think back to the beginning of the school year when we have multiple emails from parents um, who don't have working Chromebooks for their students and their students are having trouble accessing instruction and curriculum and

homework. Um, I think I want us to be thoughtful about our one-to-one work and being really thoughtful around um, how we sustain that. So, I think there's still more work to do as we think about how we sustain onetoone, how we're using devices as tools and not relying on them. But I also know that I want every single student in Durham public schools to have what they need to be able to access curriculum.

Um, I think um the tools, the tools themselves are not the enemy. How we use the tools I think are what are creating a lot of the challenges um in our system. Um, and so how do we think about how do we teach our students how to be responsible users of technology so they're also prepared to enter um the workforce to enter college ready to use that? Um, I was in a session earlier this week where they were talking about AI and how there are dangers to AI, but we also know that our students need to be ready to use it because they're going to be jobs that we haven't even thought about yet that they will take once they graduate. And so how are we again using technology as a tool?

Um, and so we we do have work to do to be clear about how we're doing that. Um, I think one of the things that I'm I'll say a couple things I'm disappointed on in this budget. We still don't have a multi-year budget outlook, Mr. Teter.

And so one day I hope that this board is having a multi-year budget outlook um because we should be able to think about, okay, next year we're going to be class um looking at a raise for our certified teachers and then when does that new lease come up that we need to think about Chromebooks? So thinking multi-year in advance around what might be coming ahead. Um I also am a little disappointed that we weren't clear about how these investments will improve student outcomes and I hope that we can get more clarity around as we do our budget ask what are the ways that this is supporting the work we're doing to educate students. Um last but not least, I said my comments earlier.

I think as we think about extra duty, we got to make sure we're looking at that salary administration policy. we put it in place to help um guide some of the decisions around pay. So I hope that we continue to ground oursel in that. And I also just want to highlight and lift up

to some of the work that's I'm going backwards a little bit here that's been done even prior to you joining us Mr. Teter. Uh we reduce teaching assist teaching positions and assistant principal positions to make sure we're better in line with state aotments. Um, so a lot of things have happened over a couple years to make sure that we're reducing spending um, so that we can be responsible with our budget.

And as we see for our neighbors everywhere that all districts, it seems like are navigating budget challenges this year. And there's a concern that we're not going to get we're not going to be in a better place. So how do we continue to have responsible budget requests and ask seems like it would be a vital thing that we need to continue to do. That's the end of my comments, Vice Chair Rogers.

I don't know if that was enough time for you. Um, but uh, the floor will be yours. Thank you. Sorry.

Um, thank you for the presentation, the budget, the work that's gone into it. Um, I spoke a little bit last time or the work session. Um,

about the extra duty pay, comp time, etc. I do want to see us working towards that and what that looks like in a consistent manner. um and really doing it effectively. And I don't know that we're at a place where we can do that now.

So, it feels a little irresponsible to me for us to be making the request um on that kind of ask. um in terms of making that ask right now to the county commissioners when we know that finances are tight for everybody. um Miss Chávez's point about the 12% and making sure that people on the lower end are getting a higher percentage and increase than the folks um at the top. I'm really concerned about compression prior to me joining this board. this board did some great work around um

compression and at the beginning of my tenure um around undoing some of that compression and so there's still work to be done but I don't want us to take steps that would send us backwards. Um, and so if if there's a way to do something that feels or looks appears a little more equitable in the future, um, be happy to I look forward to exploring that with you since I'll still be serving like my colleagues. Um, and so we we've got some real work to do. Um, in that aspect, I am appreciative of every single email, every single voice, uh, every bit of advocacy that has come in around the tech issues. I um

hear, you know, all sorts of um I hear everybody's perspective. I get it. I do think it's a tool that students have to use. I want to when I would encourage everybody, every single person that sent an email uh posted online talked about reducing tech to click the opt out button at the beginning when you reenroll in powers school because you can opt your student out. What's important to me is that when we talk about equity, um, we are not increasing the digital divide and that we are ensuring that, um, black and brown students who are less um are not in a place that white families might be in in a lot of spaces

in which they can have their own devices. devices at home. I remember what it was like to have to share a device that was in the kitchen and I had a twin sister. We shared the same classes, had the same assignments at DSA and had to take turns using said device to write said papers and to uh source said papers, right?

Um, it's a it's still a reality for some of our families and we need to be able to show up for them because what we don't want to do is go back to what it feels like what feels like segregated schools in the south where some schools have and some schools don't. Some students have, some students don't, or some students are getting hand-me-down devices, hand-me-down access to course content that they need in their LMS. Um,

but the more people opt out, the fewer devices we have to buy, right? I'd love to see some data on how often folks are opting out of um the devices because it may work for your student, but it may not work for mine. And so making sure that there's equity and access was a part of what growing together is. And we can't do some we can't undo that work.

Um, but I do look forward to a more robust plan about the training for educators in the classroom around how to use devices. My expectation as a parent, as a schoolboard member, is that is not that educators are putting students in front of devices six hours of the day, right? With the exception of recess and lunch

or gym and lunch, PE, right? So if there is some understanding about how that's happening, um I would love for that to be shared with the board. Um much in the same way that parents have access to their media coordinators to talk about what books are in the media center and um what books are available in the classroom. I hope that parents are having conversations with teachers about how they're using technology instead of trying to put the onus on their own children.

Um because one thing that I like to prioritize is not creating conflict in the classroom. So I don't want my student debating with the teacher about something. That's the teacher's classroom. Show up, do what teacher says, but like parents can have conversations and find out what's happening in those spaces. So I look forward to approving the budget. I also look forward to more robust planning

around uh extra duty pay um steps in the future to avoid compression, any other salary studies, etc. And uh more information about how Chromebooks are used in the classroom. Thank you, Miss Rogers. All right, M.

Chávez, >> just have one more question relative to that. When a parent opts out, what does that mean? What does that entail? >> It it generally means that we don't issue their child uh a Chromebook.

And so what that means is then that you know if there were any assignments that were um so let me let me be clear. Parents can opt out kind of in two ways. You know, obviously a parent can opt out of receiving a Chromebook and then parents also have the the ability to opt out of,

you know, certain assignments. In terms of Chromebooks, an opt out would simply mean we would not issue that child um a a Chromebook. In some instances, parents do that because their children have their own devices that they would rather use. some some parents just don't want their children to have access to um the technology and we respect that decision um as as it is delivered to us.

>> And then thank you. And then with the second piece around assignments, they're opting out of um like uh digital assignments basically or what are they or like what's the what they're opting out of? So, a parent can opt out of an assignment because they disagree with the content that's being covered. You would not necessarily opt out of a digital assignment because you opt out of receiving a Chromebook um because a student could, you know, use a Chromebook while he's at school or use a Chromebook, one of the extra Chromebooks that we have in in the space. Um I think

what I it would be incumbent on us to make sure if a child has um if a child's family has opted out of technology and we are assigning um um an assignment that requires technology, it will be incumbent upon us to make sure that the child has access to technology in order to complete that assignment. >> Okay. So they would um they could opt out a family can opt out of receiving a Chromebook period because they have their own device or they just don't want their kid to have a Chromebook. Um and I'm still not quite understanding the second part. they can opt out of certain assignments relative but um relative to the technology opt out or just I know with the parents bill of rights they can opt out of you know assignments but um is there something else where they are assigned paper assignments or something like that and not digital assignments or

>> yeah I think that's a little bit of a of a difficult question because there is no there is no legal standard and Rod helped me that that says that a parent can necessarily opt out of an assignment because it requires technology. I don't think we would get into a kind of a back and forth with the parent who did not want their child to do an assignment that required technology. My expectation would be if that was communicated from the parent, we would find a way to provide that assignment uh by paper and pencil. that differs a little bit from a an assignment where the parent disagrees with the content.

There are legal standards that require us to allow parents to opt out of those kinds of assignments. So, that's the distinction that I'm trying to draw there. I'm not sure I'm doing a good job of it. >> Okay.

So, there's not when Okay. I thought um for the certain opting out of certain assignments had to do with technology, but no, it's just opting out in general of certain assignments. Parents can do that. That's what you're saying.

Okay. Got it. Thank you.

>> Okay. I also want to make sure our student representative, do you have any comments you'd like to give on our budget tonight or any other discussion? >> Yes, thank you. Um, so as a student, I definitely hear about like certain new schools getting a lot of technology that I know my school doesn't.

And sometimes it's disheartening to see that because I know as a high schooler sometimes we're not like thought of, oh well, we don't need interactive things because we should be focusing regardless. But like someone who loves school in the way I do, um, I would also enjoy to see new things for us. Um because it does get to a point where I know I hear in my community a lot that why don't we get these things when we're achieving the way that we are, you know. Um so that's pretty much like the only thing I have to say on the technology issue and the budget. Um cuz that's like the thing

that I mostly hear throughout the um students and also I know early college we're on Central's campus. So, um that the when the you know the um projector malfunctions, it's like a whole thing because we don't some people don't know if they should be contacting central or DPS because and our building is very old. So, it would be nice if we got some newer things for our building. Elizabeth.

Uh, I think about how do we expect students to be able to compete in the 21st century if we're not giving them those tools, right? And you kind of outlayed that really clearly. Um, can imagine being on a college campus and seeing what's in your classroom versus going to a college class and seeing what's in that classroom, right? We want you to be able to have the tools that you need to go from each one. Um we have so many of our students who are dually enrolled right in um community college as well as in early college programs at North Carolina Central. They need their devices to be able to make sure they

have what they need. Um and one that works right that charges and all those wonderful things. Um that's important. Again, it's a tool to help us do the learning work.

Board members, are there any other comments? So, just want again uplift our majority black and brown district that with students thinking about being at NCCU's campus and all those students. Uh, Miss Beyer, I'm just ready to enjoy all the um robust conversation we've had and hope that this can be I think Dr. Lewis, this is your second budget in Durham.

It's exciting. Um, and I um would love to make a motion that the board adopt the superintendent's recommended budget for 2627. Second. It's been moved by Miss Beyer and

seconded by Miss Chávez that we approve the superintendent's recommended budget for 2026 2027. Is there any other discussion? >> All those in favor say I. >> I.

Any opposed? Please use the same sign. It passes unanimously. Unanimously.

Thank you, Mr. Teter and Dr. Lewis. Congratulations.

Looking forward to taking that across the street. The next item on our agenda is our arts, excuse me, arts proficiency graduation endorsement. Mr. Turner.

>> Yes. We're excited to have um the one and only um art extravag extravagant or extraordinaire. Thank you. Um here with us uh this evening, the many things that he does um for our arts program.

Mr. Turner, we appreciate you and thank you for giving up your evening on your birthday to celebrate celebrate this with us tonight as well. >> Thank you, Dr. Pitman. Um so

yes, I have a Facebook friend, so I told you on Facebook. >> Okay, that's true. That's true. Any chance I get to advocate for arts in Durham, I'm here.

So don't worry about it. So um good evening board chairstead and board of education members, superintendent Dr. Anthony Lewis, cabinet members, and the greater Durham community. As we find ourselves in the fourth week of Arts in Our Schools Month, which this board proudly celebrated with a proclamation at this month's work session, I come before you this evening to lift up another pathway to celebrate and honor our outstanding high school artist who have shown commitment and dedication in developing their artistic skills through the extensive arts course pathways that we have right here in Durham public schools, which I might add is unmatched by any other educational institution in Durham County.

Next slide. Tonight, I will share information around the high school arts proficiency endorsement. Next slide.

I will offer some information for you, an overview of the North Carolina Department of Education's high school diploma endorsement process. Then I will go into the arts proficiency endorsement state provided eligibility guidelines. We'll review the academic requirements. We'll identify the courses that are covered and qualify for this endorsement and we'll discuss the criteria for the 40hour arts related extracurricular requirement piece.

Then we'll open the floor for discussion and hopefully open for a board action. Next slide. The high school diploma endorsement set forth by the state board of education policy grad 007. Students enrolled in NC North Carolina high schools have and shall have the opportunity to earn endorsements to their high school diploma that identify a particular area of focus study. The arts proficiency endorsement was most recently added to the list and now is available to our DPS high school students in their senior year, but also as early as their end of

their sophomore year with a block schedule in high school. This early designation allows a student to have the arts proficiency endorsement on their official transcript ahead of applying for colleges and for scholarship opportunities. >> The next slide, right? >> Oh, yes, please.

Thank you. Students are not required at any point in time to complete the endorsement process to graduate, but can pursue multiple endorsements throughout the process. And they I believe the endorsement started in 2014 with five and they've just recently added two more which includes the arts proficiency. Next slide.

And one more. Yep. Uh these are two main buckets for students to demonstrate to have the arts proficiency endorsement added to their transcript and their diploma. 0 or higher for each one of those courses. These courses include all of the North

Carolina standard course of arts student or arts courses, our local art elective courses, all advanced placement arts courses, and the IB arts courses that are centered. In addition to these classes, students must document 40 hours of arts related extracurricular activity to receive the endorsement and the activity list must be board approved and it must fall outside of instructional hours. It is not tied directly cannot be tied directly to a course or a grade and it has to be verified by an advisor's signature. Tonight we are lifting up the arts related activity list for approval.

Next slide. The next four slides outline the various arts related extracurricular activities that are being lifted up to fulfill the state requirement outlined in the four main arts education course strands and you can see various ones listed. Next slide. These lists were developed using feedback from NCDBI, neighboring school districts, and teacher input. Next

slide. The activities on these list are reflective of equitable opportunities allowing consideration for students with transportation limitations and includes activities offered through our school system that is no cost to students or families. Next slide. Students may choose activities from one discipline area or from multiple to fit and fulfill this requirement.

Anything that fits the students interest and needs. Next slide. At this time, we are asking the board of education to approve the list of extracurricular activities. So, we open the floor for discussions and questions.

>> Thank you, Mr. Turner. Board members, Elizabeth, Miss Levis, Go ahead. >> Um, I thought your presentation was pretty interesting actually. Um, cuz I would like to see a lot of a lot more arts in different schools. I know DSA is

good for it. Um, also Jordan, but like early college, we don't really have a lot of that. I mean, we have a talent show and a music club, but it's not getting a lot of love compared to a lot of different things that we have. So, I would love to see a little bit more involvement in that because I think arts is actually a really good um department.

Um, it gives students more things to put on their resume like other than especially a problem for early college is most of us only have books on our resume and um arts is a good builder. Um, and I just think that would be wonderful. Thank you. >> Thank you, Miss Leathers. Uh, board members Miss Beyer, >> I'm excited about this. I love Miss Leather's idea of a arts equity audit that we do across the district and make sure that we are um lifting up incredible opportunities at every

school. Um can a student qualify for this this year if they have this on their transcript? 0 or higher. >> So all current seniors are able to backdate their activities all the way through their freshman year of high school.

>> Great. So if if we were to approve this tonight, we could get information out to current seniors to make sure that they're aware and that maybe there's an extra honor cord or tassel that comes with this. That's beautiful. Um, is that a It's kind of a question.

Is it is it that y'all are ready to to get information to current students and and you've got forms ready to get to families about their activities? >> Absolutely. So, we've already been working with our student support services team and Dr. Artis' with all the guidance counselors across the high schools.

So, they already have the first edition of this and they're ready to greenlight that to make sure it's in the students hands as soon as you say. >> Fantastic. Thank you,

>> Miss Chávez. Um, so just one question. I think this is great. Um, what can students do with the arts endorsement?

You mentioned scholarships. Um, what else might it do for them in their future um, practically in addition to being a source of pride? >> Absolutely. So, the big take that NCDBI kind of lifted up with this process is that piece of letting a student have a voice based on their transcript as they push out.

uh the arts team from the state level uh lifted up that they've been meeting with colleges and universities around this endorsement specifically. Um North Carolina is not the only one with this endorsement, but it is not it is one of only some. So it sets a North Carolina student apart from other students uh just by having this opportunity. >> All right. Awesome. Um, I would make a motion that we would accept the list of

um act of uh arts activities for the uh arts endorsement. Did I say that right? >> Second. Arts proficiency graduation endorsement.

Is that Thank you. It's proficiency endorsement. What do you say? >> It's been moved by Miss Chávez and seconded by Miss Beyer.

Is there any other discussion? Miss Rogers, >> thank you for bringing this. I'm really excited. Um, when do you expect um is there already a list of approved extracurricular activities?

>> That is what you are. >> This is we're approving all the things. Nothing else has to happen to make this happen going forward. >> And does this have to be um approved annually?

>> It does not. So the only change of approval would be is if there was additions or adjustments. >> Thank you. >> Thank you. >> I too am really excited about this. I

feel like our two colleagues who are not here, Miss Harold Golf and Mr. Tab would also be thrilled um and really recognizing all the different brilliances that our students bring um and will graduate with as they leave. I was going to also make a similar comment to Miss Beyer around how do we make sure we audit the courses available at all of our high schools and if some of high I think it might be natural for Durham School of the Arts to have more. They are an arts school that makes sense but we want to make sure our comprehens comprehensive high schools have equal opportunities and so how do we make sure that is available at all of our schools so students can have that opportunity and students like Miss Leathers could be hopefully at their base schools still participating in the arts so we can make sure that communication's done.

That was my only comment. Any other discussion from board members? All those in favor say I. I.

>> I. Any oppose, please use the same sign. It passes unanimously. 50.

Thank you, Mr. Turner. >> Thank you. >> All right.

The next item on our agenda is Durham Public Schools Community Schools update. I think we have some guests joining us to the podium. Dr. Lewis, do I want to hand it over to you

for an introduction? >> I'll I'll stall while someone gets up here. I don't know what happened here. Uh but yeah, we are super excited to um have our our partners, our true partners um with us this evening.

Oh, our community schools partners, they will kind of um highlight um current reality of our programs, but most importantly, most excitingly uh to talk about expansion for two two schools so I won't steal your thunder. >> Yeah, absolutely. Um, good evening board members, Chair Umstead, Superintendent Lewis, and members of the cabinet. Um, I know many of you, but I'm Elena Mina.

I'm the director of executive director of Student U. And we are here tonight to talk about Student U's work with community schools and our involvement in it. And you'll hear from many members of our team who are tasked with making sure that this happens each and every day with really great fidelity for our for

our schools. Um, a little bit of context before we get started for timeline. Community schools is not new in Durham. Um, actually Durham is one of the leaders and started community schools in 2017.

For many years, that work was led and implemented by the DPS Foundation under your case. And I do a little shout out back there. Um, did a really great job making sure that those programs were very robust for our district. And so we are standing on their shoulders. um in the summer of 2025 they passed the torch for implementation to student and so that is why we are the ones reporting this year about the work um that has happened this past school year so we're excited to continue it very excited to continue the work that the DPS Foundation has done and I'm excited to talk about expansion and hopefully to be able to do this work for many more years so with that I'll pass it to my colleague who's responsible for that expansion and making sure that that work happens Well, and that's uh Dr. Luke

Carman, who's our director of community school partnerships. So, I'll scoot over here to let him come up to the front. >> Good evening, Superintendent Lewis, members of the board, Chair Umstead. Um, we wanted to briefly share some updates from our implementation team of community schools from this current year 2526 to give the board a sense of what we are also have in store for our expansion schools.

Um, as Elena noted, Student U is the implementation partner for community schools in Durham, as well as 21 additional schools across the state in 15 districts, 15 more counties in the central region in Sand Hills of North Carolina. But in Durham, we support three elementary schools this year, uh, Lakewood, Fateville Street, and Club, and the district-wide community schools practices that go with them. Um, in Durham, this work is extremely collaborative. So, Student U co-chairs the Bull City Community Schools Steering Committee alongside Durham Public Schools and the Durham Association of Educators and we could not do our work without funding and

support from Durham County and the North Carolina Community Schools Coalition and leadership and partnership from all sorts of local partners which are on the next slide which I forgot. So there's lots of logos. Um, uh, food partners, universities, resources, and service providers. And you can go to the next slide.

Um, DPS community schools have been working to make DPS schools hubs for resources, partnerships, and learning for students and staff and families and community members since 2018. Uh, and this evening, we really wanted to highlight some key components of the community schools model that we've really focused on this year. You can see them on the slide. Uh our community schools coordinators, school advisory boards, family resource centers, and uh programs and partnerships.

Most central is that first bullet point, that purple box of community school coordinators. Um and our in our three current schools, those are full-time DPS employees at each school. And you're going to hear from all three of our excellent coordinators this evening very quickly. Uh and we'll

highlight one of each of the elements on the screen. And with that, I'm going to let uh Miss Gloria Suarez, Club Boulevard's community school coordinator, talk about school advisory boards. Um, my name is Gloria Suarez and I've been the community schools coordinator at Club Boulevard Elementary since 2023. One element of community schools that has been new this year that club has been able to use well is the school advisory board.

A group of teachers, staff, parents, and school leaders that make decisions about how to implement the community schools model at club and how to direct additional per pupil community schools funding from the North Carolina Community Schools Coalition. Miss Ger, I'm so sorry to interrupt you. Could you move that mic a little closer to you? We want to make sure we hear everything you have to say.

Thank you. Next slide. Next slide. Okay, that one. Okay. One proposal brought to the school advisory board at the beginning of the year was for supplemental supports that added to

our tier 1 whole school curriculum, Character Strong. Anyone in the school can bring an idea to the board. And our school psychologist proposed this one because she and the MTSS team had noticed that many of club's newest students, new growing together zone students who lived in transitional or uncertain housing situations were also in need of more targeted social emotional supports. This also aligned with one of club's sit team goals.

The SAB voted to approve the purchase of supplemental tier 2 and tier three small groupoup interventions which have enabled 24 additional students to be pulled for skill-based SEAL interventions. And we are examining the impact on behavioral learning as we reach the end of the year. The SAB supports club to comprehensively address the needs in the building with the process that values a diversity of VO voices from our school community. The SAB can support and complement school improvement efforts in a variety of ways. A dozen proposals have been approved by the board to support

additional tutors in the building during the school day. Fund beginning teacher support for lensure and practice fees. Add more Spanish language text to our growing dual language library. Facilitate increased parent communication with the school.

create an NC themed arts integration project where third through fifth graders research state history, culture, and wildlife to create a collaborative exhibit and end the year with the celebration of club's 75th year as a school in DPS. We're so excited about what next year uh club's ninth year as a community school will bring. Thank you. Next slide.

>> Good evening everyone. How's everything? Uh my name is Kasim Kwali. I'm the community schools coordinator of the amazing Lakewood Elementary School. One elementary we re rearted this year was um at Lakewood is our family resource center which is a hub for services, support, connection and dignity and a place where students, families and staff

can access food, clothing, hygiene items and other necessities. One of the most impactful programs is the food backpack program where we started by serving 30 students using a grant and donations from the farest of fars at Duke. Every student receives a backpack full of food weekly every Thursday because the family resource center has been a way for us to bring more partners to the school. Our partnerships with Porch and others have allowed us to increase the number of um the number of students up to 42 this year and hopefully growing um alongside more food for the entire school community.

These efforts are not separate from our academic work. They are the foundation to it by addressing food insecurity and access to basic resources. We are increasing family trust, engagement, and making Lakewood a place where students are are not just learning but are having all their needs met. Uh this work connects with the two core pillars of the community schools model um family and community engagement and increased student supports. Thank

you so much for your time. >> Next slide, please. Hi, my name is Shantel Cassels and I'm the Fateville Streets um community school coordinator. >> Good evening.

My name is Dr. Quincy Farmer. I'm the proud principal of Fateville Street Elementary. >> At Fateville Street, partnerships and relationships with the community have been the heart of our community schools plan.

A significant partnership that we've cultivated is with North Carolina Central University. NCCU students do not just volunteer at events. We build long-term relationships between the university and the school community. Our NCCU student volunteers are one-on-one mentors with third through fifth graders. They run our club days monthly, and they offer inschool tutoring and homework support during afterchool programs, volunteer at events at our family resource center, and lead student organization to run food and resource drives on campus that benefit our students. This is a reciprocal

relationship. Um, our K through 12 students receive the benefits of an older mentor in a vibrant school community and families are willing to facilitate their students participating in this program. University students are both spending time and energy in their local community receiving the service hours required that is so significant to the student experience at North Carolina Central University. We have more than 50 volunteer students who are here weekly or monthly to say nothing of the dozens of volunteer who have been present this year. What Miss Cassell shared represents all of our programs and partnerships because bringing resources to a school community requires deep partners who are willing to respond to what our school needs even as those needs change. Partners help make Favville Street feel like a place full of pride, purposefulness, resilience, innovation, determination, and enthusiasm, which is the model we have adopted this year as we help make Favville Street Mighty Lions the pride

of Durm. >> Perfect. Um, I'm going to talk just briefly about the impacts and outputs we've seen this year from community schools. Um we've seen that impact really both uh in a lot of different ways.

An often cited statistic uh nationally for community schools is that uh community schools see between three and $15 of impact for every dollar invested in a community in the community schools framework. Arie Duncan used to site $7. That was the that was the going number for a long time. They've expanded the range a little bit.

Um but we've seen that impact in all sorts of different resources committed to our community schools. Community schools are funded locally by uh requests from Durham County both via DPS and then directly to student to support implementation. Um but uh we are seeing a lot of resources returned on that investment. um not only uh the financial investment from the North Carolina Community Schools Coalition um and other

donors and other partners um but also the additional people power of part-time parent family champions at each of our schools, masters level social work interns at each of our schools that we've been able to um have in DPS and as well as ever growing collaborations with our local universities, government, nonprofit partners. Uh we really appreciate the community schools model at student U because we do not just build from a school's assets which is the place we start or bring new money in or resources in but community school coordinators and the school their school communities organize and coordinate the existing wider assets of our entire community. Next slide. Um but I think most importantly the things we're measuring are not only in dollars but in student impact.

Um here we're honestly a little bit early in reporting student use work this year as we're collecting a lot of that data, but we can share some clear direct impacts um on families. School community members have visited and used uh our family resource centers like the one Mr. Quali mentioned more

than 900 times since August and actually we just got our March impact numbers in. So we're up over a thousand now. Um students are being supported in both whole school initiatives that reach every student and then targeted interventions for smaller groups both academic and social emotional. And then family engagement and enriched learning opportunities are happening across the board at all three schools decided on you with the shared leadership of our school advisory boards and school leaders.

Um, we've been so proud of the dedication of our community schools professionals and are so excited to see longer term impacts. Reviewing data on academic outcomes, attendance, enrollment, and behaviors in each school so that we can really understand how our work has impacted those measures or how it's connected. Um, and how we can reflect more deeply at the end of the year both on our successes and what changes we need to make in the coming year. Which brings me to the coming year and the expansion of our two new community schools. Uh, next slide, please. Uh we are so excited to announce the expansion uh of two new community

schools in DPS thanks to the ongoing of support uh support of the model from the district, the county, you all on the board uh and superintendent Lewis and Dr. King and our liaison Dr. Tagurian. And thanks to funding from the North Carolina Community Schools Coalition for the new positions, we are proud to announce that Brogden and Carrington Middle Schools will be community schools next year.

Uh, and I want to shout out Principal Smith for being here this evening, uh, from Brogden. Um, what that means is more than 2,000 DPS students are going to be attending community schools next year. And we're really excited to grow our professional community as well, uh, practitioners across those five schools, uh, to have greater impact on the district, uh, and continue to be even more leaders in the state. Uh, we're so excited to hire two new community schools coordinators at Student U.

Those jobs are live on StudentU's website. if you know anybody great who could apply. Uh, and I'll turn it over to Elena to wrap things up. >> Yeah. Um, as I close out, I would just

want to say on behalf of all of us at Student U, we're so incredibly proud to be involved in this work and have the opportunity to not only be able to touch the lives of 2,000 more young people in DPS across five unique schools in our community, but also this really unique partnership. I think that's something that I I really do want to highlight is that I think Durham can be a model for many many communities and cities and school districts across our state because this partnership of county support a school district leaning in an impletor uh partner that's willing to all wrap together so that we can all you know put our arms around students and make sure that their success is at the forefront I think is really unique and I'm really proud to be in Durham right now. Um, congratulations to Carrington and Brogden. We're so excited for them to come and be part of this this community and thank you all for allowing us to be a key partner in this work. So, um, want to say all of that and as we close out, um, thank you so much. This

this does conclude our our presentation. We're happy to answer any questions or any comments you all have, but thank you again for the opportunity. >> Interested. U, M.

Smith, since you're since you're here, just wondering, you know, what what are you most looking forward to? Um, I am super excited. Um, the vision of our Brogden was launched when I took over principalship in June. Um, and it was to be a community- based school.

I'm from Murphy'sboro, North Carolina. Um, very rural area. If you know what Chan University is there um, but I grew up with a community that rallied around our schools that met with resources, support, etc. And so that's what launched the vision of our school.

Um, and I'm so happy to be chosen and be a part of the partnership with Student U and Community Schools. >> I really just wanted that fade on the screen. It's not often that I wish I It's not often I wish I had hair, but um, kudos to you, Barbara. No, but no, we're really excited about um, first of

all, your leadership at at Brogden and just the value ad that community schools will will do for you and your family and your scholars. So, super excited. Thank you. >> Yes.

Thank you. Thank you all for this presentation. An exciting expansion in Durham. I remember when we first brought in community schools after advocacy from Durm Association of Educators and I'm so glad this is a staying partnership that we see within our district.

Um questions. I'm sure we have questions from board members and other comments. I'm going to start with Vice Chair Rogers. Thank you all for being here.

I'm really excited about the expansion of community schools model. As a parent organizer, I worked alongside DAE to organize for community schools at the startup and um those were some great times. I'm glad we don't have to work as hard to um see growth. Um I really do appreciate this presentation. I have some um very specific questions. Also, my my

son attended a community school. we was went to club and so I really appreciated the model there and all the things um the two-way communication during co was uh really successful um and so much of the work that they did was so expansive. So my question is about club's uh work with their um advisory board. You mentioned that club realized that students who were newly zoned to club needed more seal interventions due to housing insecurities. My question is how are you monitoring the impact of those interventions and sharing what worked in a way that allow the district to further support students that are experiencing homelessness and expanding that support so that more schools can do that. Um, and if families that were already zoned or part of the club community begin to experience homelessness, were they invited to those

same resources? >> So, yeah, I'm going to turn that over to Miss Suarez for the specifics of the MTSS committee at club. Yeah. >> Right.

Because it's just not it's not just people who >> No, absolutely. >> transition from school to school that are experiencing homelessness. >> No, correct. It was just an observation from our MTSS team that the students who were new to club um needed additional supports.

Uh so that was part of the reason the rationale for wanting to expand the tier one into tier 2 and tier three, but it wasn't just for those students. Um so we did uh go through a process of reviewing the panorama survey results that students uh responded to. Um and then the MTSS team also accepted teacher referrals and looked at academic data and things like that from the MTSS team to identify the students who would benefit from the interventions. So it was open to any of the students uh in

the school. >> Okay. Thank you. And I guess anybody from any school could answer the next question.

since you're there. Uh my followup question was uh the ideas that are approved by I'm trying to find the right language. The school advisory boards, do they have to be renewed annually? The short answer is yes.

Yeah. All of the all of the ideas currently proposed to school advisory boards are intended to be executed within a school year. So if uh we're only in year one of doing the school advisory board model in DPS even though community schools is not new at all. Um but we what we have seen in our other schools that are in year two uh with using school advisory boards funds or the proposal system is that if an idea has worked well it's brought back to the board at the beginning of the year next year. So there's not a there's not a decision in June that it's going to definitely happen again in the

fall. And I think part of that has to do with needing to um to execute funding during a during a particular fiscal year. >> Okay, this is it then I'm done. I promise.

Um, and so if you find something that has worked and been approved by the advisory board, are there ever times that you transition that to the site and away from the like to DPS? >> Yes. Um, DPS has also been a model of this kind of collaboration this year. And I really want to shout out our liaison named by Dr.

King, Dr. Linda Tigerian, who did a fabulous job. We have monthly district meetings where we gather as a community schools team um in one of our community schools. So all three community schools uh members of the North Carolina community schools coalition members of the student you team and then school admin when they are available which is not not always um and

Dr. degree and our district leazison and then sometimes other district staff. Um, and frequently the first question posed is what's working and what's not in all three of your schools and what can we elevate to the district and communicate to other members of the district. So, um, we are very grateful to the district's collaboration and making space for those conversations to happen this year.

>> Thank you. Thanks, >> Miss Beyer. What a celebration this report is. What a gift the federal grant that is letting us expand not only in Durham but also across the state and especially in rural areas of the state.

Um I cannot talk about community schools without shouting out Mr. Xavier Kasein, who is here, board member elect, but who knows and lives community schools so much from his heart and will perhaps write a dissertation about it. Um,

so we know that community schools will will have what it takes to be successful, which is leaders who say yes and leaders who say yes to sharing power. I think one of the lessons learned is that the principles need to be able to let go of some of that leadership. The superintendent needs to like share power and needs to say yes. Right.

And that's that's when we've seen the most successful operationalism of community schools. I'm wondering how you all are thinking differently about middle schools specifically as that's a time when parents are not in the building as much or in the same ways. there are class changes and kids don't necessarily want their parent I don't know maybe your middle schooler lets you walk them to school but what how are y'all thinking about modeling and things that will change in middle school or how this would work differently >> and just to add some of our lowest

belonging data was in that middle school period as well we looked at that panorama data >> I appreciate that questions miss buyer middle schools are near and dear to my heart that's where I started my education career is a middle school math teacher um and working for student use middle school program. Um I think one thing we are excited to do is bring the experiences of almost 20 years of student you implementing middle school programming that focuses deeply on relationship building and belonging and thinking about how we can um take the lessons learned from implementing that work to uh into schools at Brockton and Carrington as well as the lessons we've learned at a few other middle schools in the state we're working right now. So, Vance County Middle School in Vance County, Roseboro, Salemberg Middle School in Samson County. We have some other middle school program coordinators who have learned a lot in the last couple of years uh about what works and what doesn't for this model um uh this schooling model of community schools um

and learning from those coordinators and bringing some of that back to Durham. I think we're also really hoping to build on the expertise and assets that exist at Brogden and Carrington already. Um I think we've found anytime that um we've had the opportunity to work in a school either that is already a community school or interested in becoming one that there are so many ideas and excitement uh uh ways that people are excited already that uh are really unleashed when there is somebody on staff or in the building every day who can ask and move them forward. Um, so I don't want to speak for Principal Smith or or Principal Cheek about what exactly are the most exciting things there, but um, I think we'd want to start with those those assets and doing that assets and needs assessment, which is sort of a thing I glided over in the community schools model, but will be one of the first things we do at Brogden and Carrington in collaboration with the school community. That's a great answer and and um I appreciate your love for uh middle

schoolers, special as they are. Um >> oh, can I one more specific thing? Uh >> I had this conversation with Miss Suarez and Dr. Hall at Club this morning, but uh club and Brogden are very close together and so there are a cohort of students at club or going to Brogden uh in the fall.

And so one of the first I haven't talked to you about this yet, Miss Smith, but we would love to think about those transition programs as a a key first step, something we can work on this summer. >> Yeah, that would be incredible. The um the other secret sauce is the community school coordinators and you all do work that is so critical. Um and it's listening work.

It's hard work, but it is it is powerful. So pr Thank you for all spending your evening here with us and for serving our families. I wonder as we move forward whether y'all would consider seeing if our Durham delegation would run a draft bill, which might or might not go anywhere, but many states

have community schools as state legislation and have the co coordinator funded by the state. And so I wonder if Cirquax or Durham might work with um electeds to bring a bill to Raleigh that at least is introduced um to get that conversation started. I >> think the short answer to that is yes. We'd be excited to think about the ways that state funding could be used to support community schools in Durham and across the state.

And I know that our statewide coalition is thinking really deeply about that right now. Miss Gordon, >> thanks so much for being here tonight. Thanks for your amazing work you all and then those on the ground in the schools. Um my question was actually about the um assets and needs assessments and I was wondering if one of the community schools coordinators that are here might share like some some ways that they collect that information and how they like examples for everybody for how they utilize it then to make decisions at the school level. And then my second question is how how will you all be

using that or how are you using that in um in combination with the school advisory boards like that information together or how to make decisions about what's happening at the schools. >> Yeah. Can I put Miss Cassell on the spot for this one? She just did a really unique data collection thing that she's sharing with the rest of our statewide coordinators tomorrow morning.

So she gets to do it tonight, too. >> Yeah. >> Yes. So um at Fateville Street we completed our needs and assets assessment um the previous year of the 2324 school year and from that needs assessment we um surveyed our students staff and families at Favville Street and from that we took the data from that and we started implementing different programs we did for our students the pride pride pathfinders program and um we listened to the we to complete the um the follow-up with our families, we um I did a com a

listening session this year. And so what we did was we followed up on what the families um relayed on the needs assessments and then from there what we did a smaller listening sessions of just from about K through five students and then from that we um invited our families back and we sat down and we just talked to them in a one-on-one personal one. So instead of just sending out the data we went and sat down with them and we listened to them. We had a conversation with them.

We provided this in for our Spanish speaking families and for other families that speak other languages as well. So we I coordinated with world um world relief to make sure that we had someone here who was able to communicate with our families so they could felt heard and it's not just we're communicating because we have a high needs of families refugees families as well at Fateville Street Elementary School and we want to make sure that we're listening to them as well how we can better best serve them in that aspect. answer your question.

>> Thank you. Yes, that was that's a beautiful example. Thanks so much. And that sounds like amazing work that you're doing there.

Thanks for sharing. >> Thank you. The second part though was how you were going to use that just as a >> Yeah, I think broadly we make sure every coordinator with their school advisory board and their school leadership craft a community school plan at the beginning of the year which uses that data from the assets and needs assessment to make decisions on what the most important three or four priorities in the big community schools model which in North Carolina has four pillars and 12 domains. That's too much to do in a year.

Um, and so that plan uses the assets and these assessment data to focus for the school advisory board on what the most important priorities are for the year. >> Sorry, Miss Chávez. Um, thank you all. Very excited about

this. Um, the expansions, all the all of the things. And um I would say one of the things I I like about this so much is um the embracing of the families which but taking it a step further because our schools in general I think are very intentional about embracing families but um having the resources to take that a step further. Um, I think that's important because children it is cannot be divorced from their families and sometimes children are treated as isolated from I'm not saying in Durham but in general as um apart from their parents or caregivers but um it's important uh it's culturally affirming. It's um it's just psychologically affirming to um embrace um the whole part of embracing the whole child is embracing the family. So um I um just wanted to ask about the um

intentionally creating that landscape where um parents the um the knowledge of parents and caregivers all of them is is very is valued and utilized and um do you find I'm interested to know how you see parent dynamics shift um where um in a lot of our schools um you know um more privileged parents um who are more resource resourced um often use their privileges but also um may be more active in the school community and I'm not saying across the board or anything like that but that's you know there's something to having resources and also feeling a um sense of um entitlement to a space and so Um so I'm wondering how you see that part shifting within the schools if you see um parents sort of you know in the

in the vein of step up step step back or take space make space. Um if you see more um parent parents using their voices and some parents kind of stepping back to honor that knowledge of of u parents who maybe um didn't take up as much space in the past. A great question. I'm looking at our coordinators to see if anybody has a specific example.

Uh and if not, I think I can talk. I think one thing another uh implement of the uh piece of the model we've implemented in Durham. Um again, I think piloted by the DPS foundation and Mr. Kasein was the use of a a family champion, family liaison.

Apparently, the name the title of the position has shifted some over the years. Um, and this year we we have implemented that again and I think that has helped with the step up piece that we have a a bilingual family champion that is communicating in both English and Spanish. Though to Miss Cassell's point, we have a number of other languages spoken in our schools um that we can

continue to get better at communicating with. But that has, I think, created more direct communication. Um, I'll give one example which is um at Club Boulevard uh Miss Aurora, our family champion. um has spent a lot of time helping families get on to rooms, help h helping them get onto the district communication tools that they need in order to get in touch with their um their teachers and the school staff so that the the the communication can go two ways uh via the the channels that the district is is supporting across the district. Um I think that's a first step. It's not I don't there's work to do I think to go from there to a really dynamic set set of three parent communities where parents are holding space for one another um and knowing when voices that wouldn't sort of be at the front and center are given more space to be um that but that has been a really important first step is that if you don't know what's happening at the school community it's hard to know where and how to share use your voice um so I

think that's been that's been really useful Well, thank you all. Thank you for that example and thank you so much. I'm excited to see what is to come. >> Um, Dr.

Lewis. >> Yes. With um with the addition of these two new schools, uh, with the exception of Bunkham, will that put us like the district with the most? >> That's a good question.

We'll be at five. Uh, Samson County has four, Asheville Bunkham has nine. Uh, but I think I got to look. I think Bunkham has seven, and Asheville City has two or three.

And they're separate. I know they're separate. They're both implemented by the United Way of Ashel Bunkham County. Uh I do believe that will I'm I'm trying to think Elena.

Do we have anybody else's more? >> Elizabeth City Pasco Tank has three. So I think it puts us clearly as second most in the state. Yeah.

>> Question. >> Number one spot. >> Uh I'm grateful for this partnership um and hopeful for expansion. love the idea of getting state funding because I think

that we know that when students and families have that buy in and educators have that buyin into a school community we can see a lot of the metrics that we look at and we hope to improve increase. So I don't have any additional questions. I do want to make sure that Miss Leathers our student representative has an opportunity to ask questions if you have any or have any comments. >> I do have a question.

So is there going to be any like involvement in high school? Yeah, that's a great question. We in the in the expansion process, uh, we all of the funding we used required us to only allow for the expansion to schools that are classified as title one. And in Durham public schools, none of our high schools are title one schools.

Uh, and we we pushed on that a couple of times to see if we could get high schools to be considered anyway. Um but with the existing funding we had that was the only reason that high schools were not part of considered as part of the expansion process was the rules around the funding that we had. We do have high schools in other parts of

the state um that uh allow for a lot of student voice on those school advisory boards. There are a number of school rep school uh advisory board representatives who are students um and they're really dynamic places. So uh in the future we hope that there's more space for high schools to get involved. So just so I can be completely clear with what you just said.

Yeah. Um so there we don't have high schools because of title nine title one. So there's a yeah there's a specific classification for schools and I'm looking toward the board here to provide me a definition of what it means to be a title one school. Um but what there's a >> it's different per district.

It's a Yeah, it's a classification that has to do with the percentage of students classified as >> 40 or 50 >> free and reduced lunch. >> Free and reduced lunch. >> Can we say that on the microphone, please? >> Thanks, Dr. King.

>> Yes. Title one school status generally has to do with um free and reduced lunch status of students and generally it requires a school to have more than 40% of its students designated as e economically disadvantaged. While high schools can be designated as title one schools, uh most school districts shy away from that because because of the sheer number of students that are in a high school, a title one high school would um swallow up a ton of a district's total um title one funding because those numbers are um determined based on the number of students in the school. So, because the rule said the school has to be labeled title one, uh only schools that were labeled title one in the district were allowed to apply for expansion.

And because our our high schools in DPS are not labeled as title one, they couldn't apply. >> Okay. Thank you. >> Seems like an opportunity for the future to consider. There would be one that

we'd want to pilot. Um thank you so much you all for this presentation. Thanks for coming this evening. Board members, any other questions, concerns?

Thank you for being with us late this evening because we know many of you have to go to school tomorrow. So, thank you. We appreciate it. Uh, >> thank you.

>> Yeah, know our elementary schools are going to be there bright and early in the morning. So, thank you. >> Thank you. Thank you.

The the next item on our agenda is a policy committee update that is for information only. Um, Miss Carl, I didn't know if you want to share anything. I know we've been having a lot of robust conversation about 5120 in policy committee. I don't know if there was anything you want to share about that tonight as well or the price you can also say the price covers most of that. Well, we have been having robust conversation about 5120 for five policy committee meetings now and a

couple of board meetings. So, I'm hopeful that we are I think it's in a much better place than it was when we started this work. So, I'm hopeful about the direction it's going in and that we will um be organized in a way that we will be able to wrap up conversation about that during our next policy committee meeting and have it ready to come back to the board for um second reading soon. And alongside that, as named in this update, we are also working on policy 4326, rules for use of seclusion and restraint in schools.

Thank you. The next item we have is grants, gifts, and donations. Again, that also is for information only. And with that, that brings us to the close session.

I'll take a motion to go into close board members. >> Move that we go into close session for the reasons stated on the agenda. >> Second. been moved by Miss Beyer and seconded by Miss Chávez that we go into close session for the reasons stated on the agenda. Is there any other

discussion? All those in favor say I. I. >> I.

Any opposed, please use the same sign. It passes unanimously. We're now moved into close session. For those that are joining us virtually, we will not live stream after close, so we will dismiss after that. Thank you.