welcome to everyone who is joining us this evening. The purpose of this 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, serve, and lead. The interpreters for tonight are Martha Romoles and Vanessa Pine Ramirez. Thank you for taking the time to join us.
The next item on our agenda is a moment of silence. Thank you, colleagues. The next item on our agenda is agenda review and approval. I know there are some edits. I'd like to add a proclamation um a resolution presented by the Durham
Public Schools Board of Education to honor the life and legacy of Dr. John Harding Lucas, Senior. Um, I'd like to add that resolution right after consent to items. Madam Chair, could we also consider moving the school library month proclamation just after that um resolution so that can do those together?
Colleagues, any other changes? Do we want to just move all of academic services up to or no? Yeah, I would like to see us move all the academic services up. A great idea up that friendly amendment. Okay. Uh, anybody interested in moving section 4, administrations, the recommended budget,
budget resolution, strategic plan, or you want to leave it where it is? I'm I'm fine with moving that up if that's what you prefer, Chair Rogers. So, yeah, I think I'd like to see the resolutions, academic services, then administration, and then the superintendent. Is that okay with the board?
There a motion that supports that? I'd move we approve the agenda as amended. Second. It's been moved by Miss Um Mstead, seconded by Miss Beyer to adjust the agenda to reflect consent items.
Then the resolution um to honor the life and legacy of Dr. Lucas, followed by academic services, then administration items, and then the superintendent items. Is there any further discussion? Miss Chávez, just wondering why we're
moving administration above the superintendent items. There a reason? because they are um that allows the staff that are presenting on those things to be able to present and leave before we get to superintendent items. Any further discussion?
All those in favor say I. I. I. I.
All oppose. Same sign. It passes unanimously. Our agenda is approved as amended.
Next item on our agenda is the board of education meeting minutes from March 13, 2025. I move we approve the minutes from our last let's see meeting 2025. Second from the uh it's from the March 13th meeting. 13th.
Yeah. 2025. I would second. been moved by Miss Harold Goff, seconded by Miss Beyer uh to
approve the uh meeting minutes for March 13, 2025. Is there any further discussion? All those in favor say I. I.
All opposed? Same sign? Thank you. It passes unanimously.
Next item on our agenda is general public comment. Um, okay. We have a significant number of public comments this evening. Uh, so I'm going to call the names uh three at a time. if you could come on and line up so that we can get through them as quickly as possible.
Um, each person will have two minutes to speak. Uh, quick review of the rules. First, please state your name. If speaking for an organization, please state your name, the name of the organization.
Second, speakers are asked to present their comments in 2 minutes. When the yellow light comes on, you will have 1 minute left to start winding up your remarks. When the red light comes on, it will beep, which indicates 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 our students, or the operation of the school system. Finally, board members will listen carefully, consider the comments, but we do not engage in a discussion with the speakers. So, our first three speakers tonight are Rebecca Stay, Caroline Herbert, Jenna Wine.
Good evening. My name is Rebecca Stacy. Um I'm here as both a staff member. I'm one of the librarians at Jordan High School.
I'm also a parent of a um Jordan High School student, which is lovely. I've been a very proud member of a of Durham Public Schools um employment since 2012, which was a long time ago. Um, I choose to be a member of the staff every day that I show up and do my best for the students and scholars and teachers and faculty and staff and everyone that I work with um at Durham Public Schools. But I'm here tonight because I'm very concerned about one of the proposals in tonight in the budget that's being put forth which would eliminate one of the media coordinator positions at the high school levels because I believe it will very negatively affect my students that I see every day at Jordan. Currently, it does take two librarians to address the technology related needs of our students. We very gladly spend a lot of time resetting passwords, powerwashing Chromebooks, troubleshooting, troubleshooting, sorry,
Canvas issues, solving lots of random, very random technology issues. And we do so gladly because we know how integral technology usage is for our students education and lifelong success. My co-orker, who is the tech champion for our school, primarily spends her time with technology. Most of my time is spent the same way.
With only one librarian, we would not actually be able to have any sort of a library program. So the robust library program that I run in addition to solving technology issues would essentially go away. I extensively I extensively support our faculty as the school's canvas coach, the de facto power school trainer, AV expert, and the ad hoc Jane of all trades. Um, I do get to spend time doing what you might imagine librarians do, promoting reading, helping students develop research skills and collaborating teachers, which is something I value a great deal.
And I think my school would suffer if that went away. Eliminating that second position, excuse me, only hurts students. It means that we would have absolutely no library program. We would not be able to efficiently serve the students with their technology
needs. Thank you so much. net. Good evening.
My name is Caroline Herbert. I am the media coordinator, one of the media coordinators at Hillside High School. I'm also a DPS alum and a DPS parent. Um, and I seed the remainder of my time to one of my son's amazing librarians, Jenna Wine.
Hi everyone. I'm Jenna Wine. I am one of two Riverside media coordinators and I will be seating my time to Tara Gold Melanie Koe Kevin McKe. Hello, my name is Tara Gold and I am a teacher librarian at Riverside High School. I'm here today to speak out against the proposed cut to the second
librarian position at the high school level. The impact of this decision would be far-reaching and I urge you to reconsider. First, cutting the second librarian would result in at least a 50% decrease in direct student instruction. Currently, with two librarians, we spend approximately 32 hours a week engaged in research and literacy lessons in the library.
Without two librarians, we would have to turn classroom teachers away from requests for these types of collaborations. Cutting the second librarian would also mean that the library couldn't stay open when the librarian is providing instruction. The library needs to be managed at all times. You guys know high school students.
They have passes that need to be checked, questions that need to be answered, and the students need to be supervised by an adult. Additionally, having only one librarian would significantly increase the time the library would need to be closed during the school day. We would need to be closed anytime the librarian is out on leave in a required meeting or training. Proctoring tests, which is a lot of our time, taking a lunch break. Looking at our current schedule, that could be up
to 30 days. It would have been 30 days this year of additional closures for the school year. This loss of availability means fewer opportunities for students to engage with our library resources and services, which directly impacts their academic success and growth. Another concern is the increased expectation that librarians serve as tech champions.
With this added responsibility, a solo librarian would spend most of their time managing 1,900 Chromebooks and addressing technical issues, leaving little time for the primary function of our jobs, which is supporting literacy, research skills, and instruction. Currently, our library program at Riverside is thriving. Um, our students love us, our staff love us because we have the staffing, support, and funding to be great. On a daily basis, we see over 120 individual students, troubleshoot dozens of tech issues, check out over 40 library books, teach one to three classes, host multiple events.
In order to serve, you should see our calendar. It is just stacked on a daily basis. Um, in order to serve both of our function as being the hub of the school and providing
highquality instruction, we need two fully certified teacher librarians to meet the needs of our over,900 students and 175 staff in our building. DPS's largest elementary and middle schools have between 200 and 886 students. And the librarians there are also already incredible at handling a large case load of students devices and other duties as assigned. It makes sense that our large comprehensive high schools with two to three times as many students would need two librarians to manage the load that is placed on us in our work.
I urge you to think not only about the long-term effects that cutting the second high school librarian would have on our students and the quality of education they receive, but also the demand you are placing on a single librarian, which certainly would have implications for your ability to recruit and retain qualified certified librarians into these high school positions in the future. This request today is in alignment with DAE's demand for no cuts to frontline positions as well as DAE's meet and confer policy. and I thank you for your time and consideration
today. Hello, my name is Melanie Koik and I am currently in 11th grade at Riverside High School. When I first arrived at Riverside, I had difficulty transitioning into high school and finding my place among it. I then received the privilege of meeting our librarians, Miss Wine and Dr.
Gold. They helped me find a place where I felt safe, where I could be creative, and where I could connect with my peers. I have spent countless hours in the library due to the space that they have produced. And over the past few years, I have seen how hard both of them work to help every individual student, especially when responsibilities have been very suddenly put on them.
I have seen how well they've worked together to make a more enjoyable environment. And it has shown me that it is impossible for just one person to take on that role. Our media center is currently very lively through clubs, classes, and students coming in to study or socialize. Without both Miss Wine and Dr.
Gold, these activities would decrease dramatically, heavily impacting the student body at Riverside. Miss Wine and Dr. Gold put in so much effort both individually and as a team to ensure the best experiences for every person, and our media center would lose its livelihood and connection to us students without the input of the two of them
together. Thank you. My name is Kevin McKe. I am an alum of Durham public schools, a former counselor from Durham public schools and the current media coordinator at Mangum and I seed my time to Kim Gujino.
Kim Guino, thank you for the pronunciation followed by Amy Vincent and Alexander Cody. Hi, my name is Kim Gagino and I proudly serve as the high school teacher librarian media coordinator at Durham School of the Arts. I am honored to be with you tonight during school library month. Yay.
And National Library Week. I am speaking tonight on behalf of myself and my co- librarian Jenny Umbarger who could not be here tonight um because she had some parental obligations. Um, this is a time to celebrate the vast and critical role school media coordinators play in education, but I also come with
some urgency. I'm here to ask that you protect what matters most to the students who need it the most, their school library media centers. Our library media center isn't a quiet room with dusty books. It's a living, breathing part of every single school day.
And the numbers tell a story. This year alone to date, we have had over 1,300 school uh student visits. We've hosted nearly 500 classroom visits and checked out more than 5,700 books, a jump of nearly 800 from last year, the same time last year. As we continue to rebound from COVID era, teachers are bringing more classes, students are reading more, and the demand for resources, and our you unique professional expertise is growing. We've added over 694 new books, not to follow trends, but to ensure that every single student at DSA can find something that reflects them, challenges them, or
simply makes them feel seen. And our reach goes far beyond reading. With hundreds of events to promote literacy and social emotional learning, we support the well-being and growth of the whole child. With over 1,700 tech tickets resolved and more than 200 prevented, our instructional technology facilitator is keeping onetoone instruction flowing and classrooms running.
But those numbers are more than just data points. They represent real students at Durham School of the Arts. Every day we see kids come in to the library not just for books, but for help with research, college applications, and safe spaces to feel calm and capable. We understand that you are being asked to make impossible budget decisions. But let me say this plainly. Cutting library funding and/or positions means cutting access to books, to technology, to trusted adults, and to stability for the
students who rely on us most. Last year, out of desperation, some districts in our state made cuts to library positions. The consequences were felt deeply, and those same districts are right now currently making efforts to correct course in this year's budget. In DPS, we talk a lot about equity.
Our library media center is where equity happens. As you make budget decisions, please don't balance balance this budget on the backs of children who have the least. Every child deserves access to a resourcerich library and librarians who know them. Thank you for your time and for your leadership.
Hi, my name is Amy Vincent. Um I am the media coordinator at Forest View Elementary School. um celebration. We've checked out 12,700 something books as of yesterday. Um and I'm going to seed my
time to Alex Cody. Good evening. My name is Alexander Cody and I'm the media coordinator at Southwest Elementary. Um tonight I would like to comment on the importance of having fully funded library budgets.
Um before we begin, I would like to express my gratitude um to the district for creating sound policies that address direct um that address book challenges and maintaining certified library positions at each school, which hopefully you'll maintain. Um I also believe that these priorities you already have um are in alignment with DA's proposed meet and confer policy and priorities. Um, I accepted this position at Southwest Sight Unseen 3 years ago and became the steward of a collection that was 16,000 books and had an average copyright date of 1994. Um, during my first week at PLC, I was introduced to um, the Karen Low resource alignment, which we used to kind of gauge where our library um, curation needs to go. Um, and the recommendations for those um were to have no less um or no older than
fiction books um aged 2004 and non-fiction books um aged 2015. Um at that point, I knew that my library needed a really big hands-on approach to bring it um to meeting the 21st century needs of my students. Um, over the last three years, I strategically removed aged, dated, and worn copies from the library and replaced them with new, relevant, and diverse books that reflect Southwest cultural and socioeconomic diversity, including um a 500 copy Spanish collection because we are a dual language school. Um, as of today, the average copyright date in my library um is increased 10 years to 2004.
I could not have done this without my DPS budget and um the books that the district bought for us. um in the 23 24 school year um I used this budget to purchase and feature these new books and um across that year circulation in my library improved 41%. Simply put, when you invest more in libraries, students will read more. Um in my first year, the board
95 per student um as a library budget. 94 um which was some of it was clawed back because of budget mismanagement and deficit which we all know about. 98 per student. Um however I would like you to know that the average library book right now that we have to order that will last 50 to 100 circulations um costs us between 17 to $25 per book.
Um, I say this to point this out that um, if we continue to not charge families for books, which I think is a great policy, um, but we continue to lose um, parts of our budget, we will not be able to sustain our libraries. Um, my library colleagues are some of the most resourceful and flexible staff that I have ever met. Um, but if the pattern of reducing budgets continues, we will not be able to maintain our libraries. Um, libraries are the key to connecting students to their community, augmenting our curriculum, and engaging readers of all interests and abilities.
Libraries and their librarians are not fully able to do our jobs or serve our students without these budgets. Um, I implore you to use your power to protect our school libraries. Um, even as the national dialogue may be turning away from them. Thank you.
Cassidy Allen, Elizabeth Huskith, Caroline Hurtley. Good evening everyone. My name is Cassidy Allen. I am the media coordinator at Y Smith Elementary and I would like to seed my time to Elizabeth Husket.
Good evening members of the board, DPS cabinet and Durham community. My name is Elizabeth Husket and I'm in my 19th year as the media coordinator at Club Boulevard Elementary. I'm also a proud parent of a Durham Public Schools student. Um, and I'm a proud member of DAE. In honor of school library month, I'm here to advocate for the importance of strong
school libraries. Libraries are the community anchor in our schools. As librarians, we create a welcoming environment where learning extends beyond the classroom. The library is a cultural hub.
We play a critical role in exposing students to diverse perspectives, cultures, and stories. Certified librarians guide students in developing research skills, and we collaborate with teachers. We provide relevant professional development to our staff. Libraries are the center of equity in our communities.
Our school population at club changed this year due to redistricting. A large increase in multilingual learners and a cut in ESL staffing meant curating resources in multiple languages was critical. As a trained librarian, I am an expert at helping teachers differentiate instruction through a variety of resources. Connecting our newcomers to information in their mother language helped them access content across the curriculum. Club benefited from many special programs this year through my collaboration with community partners.
Programming led by El Centro Hispano, Prism Design Lab, and the North Carolina Department of Natural and Cultural Resources provided diverse learning opportunities for our scholars. My partnership with Book Harvest led to the installation of a free little library in front of our school and books for every student to support summer reading. our annual readins for Latin Heritage and Black History Month, which many of you have volunteered at. Um, brought 40 guest readers from the Durham community into our classrooms.
The students at club love to read. Cultivating a culture of reading is a skill, a skill that librarians possess. I carefully curate a collection that is reflective of my students and their families. I encourage reading for pleasure and information through programs like Battle of the Books, World Readaloud Day, and the North Carolina Children's Book Award. I intentionally create a safe and inclusive space to help kids flourish. This school year, we've circulated 16,600 books that
averages to 43 books per patron. We are a community of readers. There is a substantial body of research demonstrating that schools with well-resourced school libraries staffed by trained librarians raise the academic achievement level of their students. I urge our district to fully fund our library media centers through a dedicated library materials aotment and a certified librarian or two in every school.
Every dollar spent on libraries is money well spent to benefit the entire school community. This request is in alignment with DAE's request for no frontline cuts and a meet and confer policy. Thank you for your time. Um, good evening Dr.
Lewis and board members. My name is Caroline Hartley. I am the media coordinator for Easley Elementary and I was one of the finalists this year for media coordinator of the year. And being that it is National Libraries Month, I just
wanted to share some exciting things about our library. We are extremely busy and vibrant place that serves as the heart of the school. We serve about 500 students, but we have an average checkout rate of 200 books per day, which amounts to a thousand books per week, but there are days where we can reach up to 450 books getting checked out. Um, this year we're using library statistics to encourage reading.
We're posting and announcing top readers in classrooms each month. We're also using those statistics to select features readers of the month and are posting their photos and quotes in library. This year I have involved parents and community members including several people that are in here tonight um at special readins connected to cultural heritage months. Um since it is national libraries month I will be reaching out to families to provide anecdotes about the great programs, lessons and books available through our media center that support um literacy and curriculum. And I look forward to providing those anecdotes to you via an email presentation. Thank you for your time and your future support of media um centers across our
district. Sorry if I get this name wrong. Joanne Foreman, Christy Haznik, Beth Beyer. Hello, I'm Jovanna Foreman, media coordinator at Bethesda Elementary School and a DAE member, and I'm conceding my time to Christy Masnik.
Happy school library month, Dr. Lewis, board members. My name is Christy Massnik, and I am the proud elementary media coordinator at Hillindale Elementary School. The job that I love has many titles: librarian, school librarian, teacher, librarian, media specialist, and in Durham, media coordinator. I tend to refer to myself as a librarian because it is the easiest way for me to communicate the role that people see when they look at a school. People often say, "Oh, that sounds like so much fun
" I love my job. parts of my job are indeed fun. For school library month, I am here to celebrate my role and the role of my amazing colleagues by explaining a little more about what we do as media coordinators. Reading books to kids is certainly part of my role as an elementary media coordinator, but I am also responsible for the selection and acquisition of new materials, weeding of outdated and underutilized materials, budgeting for library materials and programs, cataloging and classifying materials within the collection, maintenance and repair of library materials, coordinating programs for students and families, managing use of media center space and designing lessons that connectformational literacy skills with grade level reading, math, science, and social studies curricula. I prepared for
this role through coursework that earned me a master's degree in library and information science and a school library certification. I love my job and I am good at it because I received excellent instruction to prepare me for lensure in this role. Tonight, I celebrate all of my colleagues here with me tonight and those that couldn't make it who perform these tasks with me and I ask that you recognize the amount of often unseen work that goes into our powerful media center programs in Durham public schools. Our media centers are great because of our great people and because of the support that you give us.
Thank you. Hi, my name is Beth Brookke. Um, I'm a little bit sick and a little bit grumpy tonight, so please excuse my voice. Um, I also want to shout out um, our students from City of Medicine Academy here who do not want my time seated to
them, but um, I just want to appreciate them being here standing up for their beliefs and climate change and making the world better. Okay. Um, I am a middle school librarian here in Durham. I was a high school librarian in a pre in a different district where we only had one and we were expected to do all the technology stuff too.
I honestly do not have the mental brain with and I didn't graduate from my master's program in library science. I do not have the ma the mental capacity and ability to understand how that job of a high school librarian in our schools of our size can be done by one person because you're also expecting them in most cases to be the technology champion. Maybe that would change. I don't know.
Um it's not possible. It's not fair. It's not fair to our students. It's not fair to their families. It's not fair to the principles. It's not fair to the
human beings who are going to be in these roles, who are being evaluated for jobs that they cannot possibly um fulfill unless the evaluation instrument changes to include all the technology responsibility that's fallen upon us. I don't think that's happened. So, first off, I just want to say um I'm very disappointed in that proposed cut. It won't affect me personally as a middle school librarian right now, but um it's a stupid idea and it's misguided and it's not okay.
Um anyway, um I'm also here because I know librarians do great work for kids, for our students, for everything. They're hearing about the good things from other people and I'm going to let them do that but okay. Yeah. Thank you. Aiden Mendoza, Haley Figus,
my apologies. Shia Truit. Good evening. I am Aiden Mendoza, a student at Durham School of the Arts and a leader of SER for Sunrise at Durham School of the Arts.
We are here to advocate once again for the passing of our Green New Deal for resolutions. Similarly to the original New Deal, these resolutions are an investment in our future. The future of the people, yes, but also the future of our buildings, transportations, meals, and community. We understand that none of these things are particularly easy to fund even now.
And sometimes more sustainable versions cost more money, but there is a decision to make. Pay the cost to switch now or pay later when there will be many more people rushing to do the same. By setting up the infra infrastructure now, we prepare for the future. Wait and we will be caught off
guard. The reason we and the rest of the rest of Sunrise play so much importance on schools is that they are the future. We're sustainable. We're sustainable measures to be implemented soon.
Their own public schools could lead our community and shape the future in an unprecedented manner. Getting students and their families more acquainted with what sustainability is. And as I'm sure everyone in the room knows, monkey see monkey do. We could as a district give back to our community.
We'll give more. We'll give more to our community. We hear and appreciate the plans that Dr. Webb and his colleagues have presented us with.
We understand that it is a difficult time to discuss the climate crisis, much less take action against it. But to do nothing is to give into into the fear. Please help us. The schools are the future.
And since the schools listen to you, the future is yours. I can't imagine how difficult your jobs must be, especially now. Thank you for what you're doing.
Um, my name is Haley Filiger and I seen my time to Micah Tweet Meer to Shaya Truit. Hello, my name is Shamaya Truit and I concede my time to Micah Tweet Meer. Micah Tweet Meer, Courtney Johnson, Maggie Radic. Good evening.
Micah Tweet Meer, President Durham Association of Educators. After 14 months and hundreds of hours of work by our union members and district leaders, we are so close to having a historic meet and confer policy that we can all celebrate. so close. However, to be extremely clear, our union does not approve of the policy on your agenda tonight, which we saw for the first time on Monday night. Our members are frustrated and disheartened that you have put time on your agenda tonight for Dr. Lewis to present a summary of the process, a summary that misrepresents multiple facts of what have taken place in the last few months,
and his draft of the policy. But you have not invited us to do the same tonight. One crucial correction is this. In his slideshow on tonight's agenda, Dr.
Lewis claims that at the conclusion of the December 10th, 2024 meeting, DAE was to review proposed edits as discussed and then schedule a follow-up meeting. This is quite simply untrue. At the conclusion of our December 10th meeting, we were in agreement on all sections of the policy except for two words in section C2. All parties agreed that we would each send our own versions of the policy to the board with section C2 being the only difference between the two and that we would let the board decide which to move forward with. Avoiding conflicting stories like this is exactly why we have requested to meet publicly when we discuss the policy from now on. It was later communicated to us by multiple board members that you all did not want to discuss a version of the policy that wasn't approved by both DAE
and Dr. Lewis, that is why many of our members felt surprised and disrespected when you decided to discuss discuss a version of the policy that we had not even seen during close session on 3:27 and that you decided to put this version of the policy on tonight's agenda. Dr. Lewis's policy proposes all erros with 6% members be in the same meetings together.
In March, we proposed this 6% threshold for separate meetings as a compromise that wouldn't undermine the process for larger groups. That 6% threshold is completely unacceptable for combined meetings because it would make it far too easy for management to divide workers and pit them against each other and for smaller organizations to disrupt the efforts of larger ones. It is a way to encourage breaking apart our majority union into smaller, less powerful pieces. Such a low threshold would even make it possible for anti-UN right-wing organizations to attempt to undermine
the integrity of the meet and confer process, which is an issue that has come up in states like Texas. On Tuesday, our elected meet and confer team, which has members from all large departments, including two from transportation and one from CNS, proposed another enormous compromise on our preferences. We accepted having combined meetings for multiple eros, but we also proposed raising the ERO threshold to 30%. That is the only difference between our policy and Dr.
Lewis's. This higher threshold would not stop Dr. Lewis from talking to any workers he wants to and would not take any voice from any other worker. It would make it more possible for other organizations to qualify and would not show any preference to any organization.
It is 100% legal. It is also what workers have consistently asked for. A majority of all DPS workers from all departments have repeatedly voiced their desire to
be represented by DAE at the table. a majority of the transportation, CNS, social workers, you name it. By uniting across work sites and departments and spending countless hours talking to our co-workers, DAE is able to democratically determine top priorities of all staff without workers being pitted against each other. Consistently, our priorities center the needs of smaller group of groups of workers.
For example, our de democratically determined articles this year lift up priorities for transportation workers, social workers, classified staff, among others. That is all we want. To do that, we need a meet and confer policy that doesn't undermine our union. We need a 30% threshold. We are here as always with the goal of moving forward together. Thank
you. Courtney Johnson, Maddie Radic, Angel Parkstone, Courtney Johnson, Courtney Johnson. And I seed my time to Maggie Ratic. Maggie Ratic.
I seed my time to Angel Parkstone. Hi, I'm Angel Parkstone. I'm the cafeteria manager at Hillside Hospital. First, I want to share about the meet and confer policy.
Dr. Lewis sent an email this week saying he thinks we need to lower the threshold to accommodate CNS workers and transportation workers. I am very proud to be elected CNS worker on the DAE meet and confer team. I am here to say Dr. Lewis policy is not what CNS workers are asking for. It is not what transportation workers
are asking for. CNS and transportations don't want to form our own small groups where we can get pitted against our co-workers. A majority of us want to be part of a strong organized and diplomatically decide priorities and work together. That's clear because the majority of the workers across the district and specifically within CNS and DAE are members.
Over and over again, majority of our workers have said that they want to be represented by DAE through meet and confer. 149 bus drivers and monitors, a super majority have signed a petition with emergency demands. We were forming a worker voice policy. We should actually listen to your workers. We don't want to be divided. We certainly don't want the 6% threshold.
that isn't accommodating or lifting up CNS or transportation workers that union busting you re you need to raise the threshold of what organizations quality so that meet and confer is a policy and a process that large organizations with a real base and real diplomatic structure. I am also here to ask y'all once again to our RSV to the meetings we've invited you to on the 14th and 21st to hear from me and the rest of the elected team about the top priorities for making DPS better for the staff and students. We were prepared to share these on the 25th and I personally felt very disrespected when Dr. Lewis didn't stay to hear what I had prepared and because the he didn't even
stay to hear what the meet the rest of the meet and confer team had prepared. I want to personally thank Emily Jessica and Joy for already RSV for meeting and for also showing their support to us. come and meet and sit down with our elected meet and confer team and discuss our priorities and our proposal. We don't bite.
We just want to collaborate and be a part of the solution. Thank you all for your time. Francisco Doss, Allison Swain, Kelly Mumford, Asia Pope. Hello, my name is Francisco Doulles. I'm a PE teacher at Pearson Town Elementary, a proud DA member, and I seed my time to
Allison Swain. I'm Allison Swain, and I seed my time to Kelly Munford. Good evening. My name is Kelly Mumford.
I am an ECIA in the COPE program. I've been in education for over 20 years and I am representing I am a representative for the EC as the ECIA and our elected me and confer team. On Wednesday, we share with you our union's proposal for how to best improve DPS in the students and staff right now in spring of excuse me in the spring of 2025. Board members, we look forward to discussing these with you next Monday, the 14th, and Monday the 21st, where we will where you will hear directly from me and the rest of the elected meeting and confirmed team representatives about these proposals. While privatizers are doing everything they can at the state and federal level to dismantle our public schools, it is up to us us in Durham to do everything we can do to stand up for
our students in schools. Their attacks on our schools have created a staffing crisis that threatens the future of our schools. To stop this crisis and to ensure our students continue to receive the highest quality education possible, we believe that you as a district decision makers should listen to what staff need. Listen to our ideas and how to make the most of the resources we do have.
We are the ones on the buses, in the classrooms, in the cafeterias working with students each and every day. and we are the experts and and know what our district needs to prioritize. These meet and confer articles were developed democratically by DAE member leaders after hosting 40 platform developmental sessions at work sites across DPS. These meetings were open to all staff from all departments. That is that is some something only a major a majority union can do. Those meetings were synthesized into a meet and confer platform of the highest priority changes that workers
believe will make DPS a better place for students and staff. From there, member leaders led another round of meetings to develop these specific proposals around our top priorities for spring 2025. Our union called a meeting with Dr. Lewis on Tuesday, March 25th to go over these article proposals and finalize our mean conferral policy.
Our elected team, myself, and over 350 DPS workers, family supporters, and six DPS board members were gathered at the SDC to watch us meaningfully collaborate with Dr. Lewis on the most pressing issues that our schools are facing. However, Dr. Lewis chose to only stay for 20 minutes and left before we were able to present anything about our budget priorities. Because our kids can't wait and because the board is the ultimate decision makers. On Thursday, March 27th, before spring break, our unit invited board members to meetings with our elected meet and confer team on this Monday, April 14th, and on Monday, April
21st, where we hope to discuss and collaborate on ways to ensure that next year's budget actually reflects what DPS workers and students need most. Board members, we look forward to these meetings and hope that you will review our proposals beforehand and come ready to move forward. Thank you. Asia Pope, Jennifer Msky.
I'm Asia Pope, data manager at Lines Farm and BAE elected classified at large rep. And I seed my time to Jennifer Msky. Hi, my name is Jennifer Msky. I am a teacher at Rogers Middle School and a DA member. And I seed my time to the most consistent commenter we have, Clen. Hey, Christy Clen, physical therapist, DAE member, classified employee,
um someone that talks to DAE members and non-members on a regular basis about what's going on, what what could be better, how could we improve things so our students get what they need. Couldn't be here last night because I went home to work about three more hours um for a job I'm covering for somebody else that's been out for no extra compensation. But, you know, that's what I'm doing right now for the kids. So don't um and then meet and confer needs to happen for collaboration for true collaboration and I've worked on that for the last year and a half but at the same time I've shown up to almost every meeting to go we don't have meet and confer yet.
What can I do to have a clear conscience to know I have done everything possible to try to give y'all information and ask questions and the things in place right now don't work. If I had shown up last night to talk for one or two more minutes, would I have gotten questions answered? Would
I have found out if there's been a decision yet on what's happened to classified pay for next year? We've got a budget plan, a vague one that's been put out. My experience from vague ones last year is employees don't always see the details. Certified did because they knew last year it was $80 a month and they saw that and they knew what M's pay was and they saw that even though it was implemented poorly.
8. Do you know how many classified saw a change this year in pay? Not a lot. If we've got a budget plan for next year, then that makes me think you had to look at numbers. know are classified going to go move move up a pay grade or not a grade I'm sorry move up a step on the scale or are we going to be held where we are that hasn't been answered that was discussed back in September that was discussed last year I know less now about what's happening in my career and my pay in DPS than I did this time last year I know less
now how is that possible Dr. Lewis, you've been here about long enough that I hope you don't get an email this weekend that says you're going to get cut 15 20% in pay. Chances are you knew what your salary was when you came on. You probably made a decision on your house, what your rent was going to be, what car you're going to get.
You made life decisions how much to put into retirement based on that. Now that you've made those decisions, I hope you don't get an email that says you get a 20% pay cut and may not get another raise for the rest of your career here when you max out and in 16 months you still don't have question the answers to those questions or board members. I think y'all supplement doubled several years ago, right? I hope y'all doesn't get suddenly go backwards with no answers of what it's going to be later. I would love not to work on the weekends. I would love actually I have two maybe three other
additional jobs to this PR and at the hospital. I teach CPR. I coach a night league where I get a little bit of pay for that. Do I do enjoy doing those things?
Yes. But would I love to have some quality life time back? Absolutely. Would I love not to work at the hospital for probably uh n two nine hour shifts this weekend and instead maybe read some articles related to physical therapy and school-based practice so I could come in better prepared for students next week?
I would love to do that, but I can't. I can't quit my job at the high school at the hospital that I've had ever since I came to DPS. When I left teaching in Wake County, I took a significant pay raise. And that's I mean pay cut to come here. And that's when I picked up a second job that I've had for the nine years that I've been here. I was a speech therapist, same type lure, same level of
credentials, the new pay scales. we would start the same pay at step zero and at my year of step 30 that would be a step seven or um for if I was a speech therapist. How is it okay for my pay to be that compressed for the education and lure that I have to have for my job? This is about the kids.
I would love some kind of feedback. Maybe we can do public comment once a month where the questions we've asked, we can reverse the microphone and we can just get answers to those questions because I'm asking the same ones in email, in listening sessions, in public comment, in hallway conversations, in surveys that are done online. And it's not a difficult question. It's a yes no question. Has the budget been looked at enough to know if classified is going to go up a step or not? Why do you expect good quality
people to stay here when you give us such little respect about what we need to do for our own life to be to take care of our families and I understand we need to bring up the bottom and we need to we need everybody needs a living wage and we don't need those but you can't take you can't take my pay and go back to 2017 to try to fix this problem down here. Everything has to come up. Let's compress y'all's salary significantly to pay for me. I don't make as much as y'all.
Compress yours to help mine. Valerie Lewis, Alyssa Platt, Norma Ban. Ready to start talking? I am a parent of two DBS students. I am not a DAE member, but I followed from the outside the meet and confer
discussions and I'm asking you to approve the DAE propu proposed meet and confer policy. This is why. First, as a manager myself, I believe the primary job as a leader is to ask my employees what they need to perform their jobs well and provide that. Our educators are very clear their meet and confer policy will improve their jobs and I therefore believe as a parent it will be good for our students.
Second, DAE are so many of Durham's best educators. Every meeting with DAEA attend, my children's and my family's favorite teachers are there who are pillars of their communities and amazing educators. Third, from the first presentation of meet and confer in 2024 at a board meeting, I've been impressed by their deep knowledge, thoughtfulness, and responsiveness as to the meet Confer policy. Fourth, they've repeatedly shown transparency.
It has always been easy for me to find out what they are doing, their positions on items, and what they are working on. Fifth, they are strategic, especially with communication. They are careful to stay private when it is appropriate to be behind closed doors and when they go public I know that that means it is important as well. Six, I'm a professor and policy researcher by day and in looking into meet and confer I believe
DAE's meet and confer policy is strong and best for DPS. Seven, they are democratically organized. I am very impressed by their newly elected team, their ability to gather input widely and their new platform. Finally, when there's a problem, DAE has showed up with ways to solve it.
This was demonstrated last year with the budget and many times since, including this fall when many transportation workers showed up to discuss the transportation crisis and asked you to pass their meet and confer. At this point, while I support DPS as a parent, I believe DPS has significant weaknesses that are the mirror of these strengths that DAE has on transparency, employee voice, appropriate communication. I attended the public meeting with Dr. Lewis, for example, as a single parent every week.
I was disappointed when he left and I was appalled to get an email to the entire district with Dr. Lewis's position on meet and confer. A move that would certainly have been met with immediate blowback from the teachers. Alyssa Platt, Norma Portillo.
Okay. Norma Patilla, Alyssa Platt and Norma, they're together. Hi, I'm Melissa Platt. I'm a parent to a fourth and second grader and rising kindergartener.
I'm also the secretary of the club boulevard PTA and I'm Norma Portillo and the PTA president of um Club Boulevard. This year our club has suffered majored losses, an ESL teacher, our dean of students, reduced social work support, and a classroom teacher. Tonight, we focus on the proposed cuts of our beloved dance program and give voice to our students to whom this program is meant so much. Budgets are tight, but student well-being must come first. We hope that hearing from our students will help you see that we are not just numbers on a
page. Madison Long, fifth grade. Hi, my name is Madison Long and this is why I think No name students, please. No name student.
Okay. Uh, fifth grader. Um, I think this is why I think dance should stay. I think dance should stay because it's a way to communicate with dancing to express yourself if you are afraid to speak.
Another reason why dance should stay is because it's honestly just fun to do. It's good exercise. So, that's why dance should stay. Fourth grader.
I love dance because I get to do more movement than normal. Fourth grade. School would not be school without dance. Dance has inspired me to pursue my dreams.
I never knew that I liked dance until Miss B came into my life. The dance company I am a part of makes me feel included. If dance wasn't at school, I don't know what I would do at my school. My dance teacher loves her job.
Dance is a way to express yourself. Like when you're sad. When one of my family members died. Miss B.
And dance really helped me so much. Durham, if you cut this from DPS, a lot of kids will be sad. Like really, really sad. But all I want you to know is that I really love dance. No one will be able to take that
away from me. Fourth grader. School would not be school if we don't have dance. This means everything to me because I started dancing at six, and it's fun to meet people and get along.
I did all the dance class and performances, and Miss B is cool to hang out with at practice in class. Fifth grade. I love dance. I think dance is a way to express emotions in movement.
It's my time. Can I Can you reset the time? You reset the time. We are together.
Thank you. Okay. [Music] Um, fifth grader, I love dance. I think dance is a way to express emotion and movement.
I will be sad if dance was removed because it's a big part of a clue boulevard. A part of dance of Clue Boulevard is the dance and teachers club. Five I mean kinder through through
fifth grade can participate in this. We also have an amazing dance team. Dance has a long story. When slaves weren't allowed to communicate they use dance to communicate.
This is a gum boot dancing. Ms. B taught us that dance is a very important to many kids at at this school. M loves to dance.
Dance is a way to get rid of the bad emotions. Dance is many things. Some people think dance is fun. Some think it helps with emotion.
I will be very sad if dance left the school. Um fifth grader dancing. Dance is important to me because I grew a lot in dance and it's very calming for me. my dance teachers, Miss B works at Club and she is the best dance teacher I ever had. I truly love her, but I don't think that I don't think that they should take away the dance because people really enjoy like I do. Fifth grader, Miss B has been a huge impact to me in a ton of
way. A lot of people come to her for support, girls and boys, over the the past three years. I hope she can continue to grow the people at club. She has to talk took a group of around 25 students into 2022 and to 2023 to a stargaze.
Soon after 2024 is when I joined dancing club. I just will not find my crown. Third grade was a hard one for me to have friends and I will care about that me and others at the same time. That is when I tried out for Miss B after school dance team at school. Just few seconds. Please don't take um dance [Music] from dance.
Thank you. Dance makes um our school better. Please keep it. Thank you.
Thanks everyone. That now concludes our public comment. Colleagues, the next item on our agenda is the resolution presented by Durham Public Schools Board of Education to honor the life and legacy of Dr. John Hardic.
Agenda. I'm sorry. My bad. I want to do consent tonight.
Is there a motion on consent? Madam Chair, I would move approval of the consent agenda items A and B. Second. Been moved by Miss Buyer, seconded by Mr.
Tab to move approval of the consent agenda items A and B. Is there any discussion? All those in favor say I. I.
I. All um all oppose use the same sign. Passes unanimously. Now we'll go to the resolution um in honor of the life and legacy of Dr.
John Harding Lucas and I'll turn it over to Mr. Tab to lead us through our discussion. Thank you so very much, Madam Chair. Um it is indeed an honor for us as board members to honor the life and legacy of Dr.
John Harding Lucas. um senior and there's a resolution that has been prepared for the family and we would like to take this opportunity as board members to present this resolution tonight. If board member bias if you would start with the resolution. Thank you.
Thank you so much. A resolution presented by the Durham Public Schools Board of Education to honor the life and legacy of Dr. John Harding Lucas Senior. Whereas Durham public schools and the
DPS board of education mourn the March 31st, 2025 loss of beloved and venerable statesman, Dr. John Harding Lucas, Senior, centinarian, veteran, educator, humanitarian, mentor, coach, overall civil rights and faith leader, and role model to the multitudes. And whereas Dr. Lewis served honorably as a member of the Durham City School Board from 1987 to 1991 and as a member of the newly merged Durham Public Schools Board of Education from 1992 to 1996 and in 2002.
And whereas Dr. Lewis known for his profound thoughtprovoking Dr. Lucas everybody I'm sorry I'm sorry I'm sorry Dr. Lucas let me start over again.
Dr. Lewis also is known No, I'm just kidding. All right. Whereas Dr. Lucas, known for his profound, thought-provoking, and resolutionoriented discourse, played a
pivotal role in utilizing a compassionate but determined process that became known as the Lucas concept to ensure inclusivity amongst educators and students alike. And whereas, excuse me, that Lucas concept was the driving force behind the naming of the newly integrated North Carolina Association of Educators, the result of the merger of the North Carolina Education Association and the North Carolina Teachers Association. And whereas the Lucas concept has also been used to navigate a number of mergers throughout the state and whereas Dr. Lucas served gloriously from 1962 to 1985 as principal and principal emmeritus of the historic Hillside High School, the oldest of only five remaining active high schools listed in the historical register of the 300 all black high schools that North Carolina
once housed. And whereas Dr. Lucas was a pivotal leader and strong voice for equal opportunity during integration and desegregation from 1957 to 200. And whereas during his tenure as principal, the UPI United Press International Newswire Service recognized Hillside High School on its roster of outstanding high schools as an all-American school.
And whereas Dr. Lucas had been honored with the naming of the Lucas Wellness Center for students at Hillside High School, Lucas Middle School, and the Radar Lucas Lobby at the NCA building in Raleigh. And whereas Dr. Lucas earned his bachelor of science degree from Shaw University in 1940 and was initiated into the Omega Sci-Fi Fraternity Incorporated in 1937 at the age of 17
years old. And at his death, he was the oldest living member by age and years of membership. And whereas Dr. Lucas remarkable professional career began as a chemistry teacher and football and basketball coach at Atkins High School in Kinston, North Carolina.
And whereas Dr. Lucas continued his own education by earning a master's degree from New York University. And whereas Dr. Lucas received the doctor of humane letters from Shaw University, the North Carolina award, which is the highest civilian award, and the NEA Treyhorn civil rights award, the National School Board's Lifetime Achievement Award, and is a founder of the Durham Center for Senior Life. And whereas he is recognized as a national and international leader in education policy and was honored as a lifetime member of both the NEA and the NCE
boards. And whereas he served as interim president of Shaw from 1986 to 1987 leading the university out of financial threat to solid ground. And whereas his lifelong service to public education improved all that he touched and whereas we are indebted to Dr. John Harding Lucas Senior for his grace, grit and introspective approach to challenges, his resolute and steadfast commitment to advancing public education and thus the lives of our scholars and to his unwavering advocacy. Now therefore, be it resolved that the Durham Public Schools Board of Education declares acknowledgment of the contributions made by Dr. John Harding Lucas and presents this resolution as formal documentation of his profound influence on the vital work of educators, the synergy he evangelized by
encouraging collaborative teamwork, and the tremendous model he was and will continue to be for educators and education. Thank you all so very much. Uh at this time we'll take the opportunity for any board members to give any personal statements about uh Dr. John Harden and Looney Seniors if you want to do any do any at this time.
I don't know what this this this says a lot. um feeling the loss of a pillar in in our community um larger than life, someone who has always been around, who um we've always been able to look to. So, um very happy to be able to honor his legacy here right now with all of you.
I want to say thank you Mr. Tab for bringing this and honoring his life. Had the opportunity to meet him on several occasions and I think um this resolution is also reminding me in the time that we're in that we can navigate this. We can still advocate for public education.
We can still do what's in the best interest of our students and keep that at the forefront. Uh because Dr. Lucas has laid that legacy for us in times that were um just as tumult tumultuous as what we're in right now. So, I appreciate this and the way this reads inspires me to keep doing the work.
Thank you, board chair Rogers. Um, thank you all for um supporting this resolution. I guess in a moment. Um, when I think about the work that we do in public schools for our students, [Music]
um, I think about the generations of legacy that Dr. Lucas um, served and supported. Um, grateful to be amongst those populations. Um, a lot of my advocacy comes from restorative practices and what I know of Dr.
Lucas's work and the way he interacted with my family as Hillside High School alum um was really my first introduction to restorative practices. It was restorative practices before it was restorative practices and Dr. Lucas had it down pat. his loss is going to be felt by all for generations to come, but I appreciate that Durham Public Schools has honored him while he was alive.
Thank you. Um, I will give reflections now. Um, and I'll read my statement because there's so much I
could say about Dr. Lucas and um I don't want to get so emotional about it, but so I have mine this time to read because I normally don't read my statements. Um so that means still want me to read it. I normally don't read stuff.
So So I won't I won't read it. Um remembering Dr. John Hardin Lucas Senior um when I was a student at North Carolina Central University I did my student teaching at Hillside High School in 1984 and Dr. John Harden Lucas Senior was the principal.
I have known Dr. Lucas since then for all these years. He was a guiding force in this career for me. He was a motivator. Uh he was my
inspiration of doing public education and doc Dr. John Harden Lucas made sure that we kept children first and that's what Durham public schools is all about to keep children first and this legacy of of Dr. Lucas should be within us in every decision that we make. We should think about Dr.
John Harding Lucas Senior and what he did for public education. And so I just honor him. I'm glad that I was able to know him um from 1984 to the present present time. And I just want his also his family to know how grateful all of us are for allowing him to stay in Durham, North Carolina because he could have moved with his family where they were. um but he stayed here in Durham, North Carolina. And so I just want to just honor him um for his legacy and what he did for education.
And so um I just give all the honor and glory to God and to just having Dr. John Harden Lucas in my life. Thank you. Colleagues, a motion.
I move that we approve a resolution, excuse me, a resolution for Dr. John Harding Lucas Senior second. It's been moved by Miss Unstead, seconded by Miss Herald Goff to approve the resolution in honor of Dr. John Harding Lucas Senior.
Is there any further discussion? All those in favor say I. I. All oppose, use the same sign.
It passes unanimously. Uh Dr. Lewis, thank you so much. uh board members for taking action in approving a resolution on such a a giant of a man that I did not have the opportunity to meet but have learned um so much about. Uh I do want to just remind the community that the celebration of life for Dr. Lucas will
m. at White White White Rock Baptist Church. Thank you. Thank you, Mr.
T. The next item on our agenda is the resolution for uh library month proclamation. I'm sorry. Good evening board members, Madame Chair Rogers, Dr.
Lewis, and the DPS community. I am Gabby Hall, executive director of curriculum instruction for middle schools. On behalf of the other executive directors, Crystal Taylor Simon and Dr. Linda Tigurian, and the rest of CNI, we are honored to present a proclamation recognizing April as school library month. At this time, I'd like to turn over to Heidi Perez, media lead and literacy specialist, who will share a
few words about the incredible impact and dedication of our media coordinators. Thank you. Good evening board members, Madame Chair Rogers, Superintendent Lewis, staff and community members. I have a whole prepared statement here, but I am not going to overshadow what our media coordinators shared during public comment.
They said what needs to be said. They are the ones that know this work and we are blessed every single day to have them in our school buildings. Um, we are also here in Durham public schools. We are blessed that we have an administration and a board of education that knows and values media coordinators and our school libraries and supports them year after year with funding and
with strong board policies that support the work that goes on in our libraries in our schools. Chair Rogers, I yield to you and members of the board of education to read the 2025 school library month proclamation. Miss Byers, would you start, please? Thank you.
Thank you. It'd be my honor. You know, it's a I couldn't um not hear all the heartfelt comments from our media coordinators, and I really appreciate y'all being here tonight. It also reminded me of my beloved school board uh colleague, Miss Omega Curtis Parker, who was a treasure um and her legacy lived on in in lifting up the importance and centrality of of libraries to the work that uh we do in Durham public schools.
So whereas the school library is to ensure that students and staff are effective consumers and creators of ideas and information as active participants in American democracy. And whereas the school librarian's role is to provide the leadership and expertise necessary to partner with their school principal to ensure that the school library is an integral part of the instructional program of the school. And whereas the board of education has entrusted the school librarian in each school to teach information literacy skills through traditional resources and new technologies to provide literature appreciation activities and to guide and encourage academic and recreational reading for every student. And whereas lifelong learning agency begins and is systematically developed through the school library curriculum of the elementary and secondary schools.
And whereas the school library contributes to the individual growth, development, and belonging of all students while fostering both excellence and equity in education. And whereas the school librarians of Durham public schools dedicate themselves to work for quality school library collections and programming that support classroom instruction and welcomes, honors, and encourages all students. And now therefore, be it resolved that the board of education of Durham public schools does hereby proclaim April 2025 as school library month and cause upon school administrators, teachers, students, and residents of Durham County to recognize and support this action and to participate throughout the month of April in celebration of school library month. Go ahead. Go ahead.
Move. I would like to move approval of this proclamation for school library month, April 2025. Second. Been moved by Miss Chávez, seconded by Miss Beyer to approve the proclamation for school library month, April of 2025.
Is there any further discussion? All those in favor say I. I. I.
All oppose use the same sign. It passes unanimously. Thank you all. What next topic is overnight field trips is just for information.
Next is on the agenda is the superintendent's recommended budget. Dr. Lewis.
Yes. Thank you so much for chair tab for tonight. Um again, as we had a couple hearings uh previously, I just want to remind the community and and and the board of the online um community forum that we ask community members, staff, students to take advantage of to share their thoughts as it relates to what should be the board's priorities as it considers its budget. Uh we um compiled that information.
We shared that publicly as well. uh and at a previous meeting uh shared high at a high level um some of the superintendent's recommendations. And so tonight we will dive in a little deeper with um those recommended budget um items as well as the budget resolution and then next steps. And so with that, I'll turn it over to Chief Financial Officer Jeremy Teter.
Hello. Um got a little bit of a complex because I don't think I'm going to get any cheering in the hallway um like any of the other speakers. So we'll just work
through that. Um so first I just wanted to um open it up tonight and just with a few comments about some feedback that we have that we have received uh with the with the budget process um the the budget document itself um where we are where we're headed um and just some other conversations uh that we're having with our processes that ultimately affect the final product. Um so one um just um it's been a busy past few months um since I came on board in November. And so just one uh just wanted to kind of walk back to when we had to first kind of get our current year and our base budget under control. Uh and so on on the agenda tonight, we do have uh finally for Durham a a permanent version of the budget resolution that transitions you from an interim budget to a permanent budget. and and um we've been able to take that clean uh base budget that rectified issues um that that carried forward into this year to
be able to build a solid budget um for going into next year. Um so just wanted to touch on that in the process um and just to share um as we have worked through just sort of the critical things that go on at this time some of which we've heard about at the podium tonight in public comments. Uh so one the development of the budget document uh the development of aotment documents and staffing documents. We've recreated uh many documents that we inherited um just for for a variety of reasons.
One um just just issues with those documents that that led to some of what the district experienced um with that base budget in the current year. Right? So we we remember in those painful conversations a few months ago that there were things that had been omitted from the district's budget. there were things that were severely underbudgeted. Um, and so we we spent a good bit of time shoring those things up. And so we were uh extra cautious uh in how we developed um this draft document for this year um to make sure that we did
not have a repeat uh of those same mistakes to make sure that there were not things missing and that things were our best calculations possible. Um and then from from the construction of that new document um right we're very much we we've received some board member questions and feedbacks about um perhaps some graphics or some particular charts um that were visible in pre in prior year documents that you would like to resurrect. And so we um are very happy to do that um for for the next document that comes out for our following meeting to make sure those things that you liked to see in the previous ones make it into this new one. So um so just wanted to address that um as we uh wrap up this work. Um another space um that we wanted to talk about too writers just so some of the conversations that we've heard around aotments and staffing um and some concerns with staff um I um would speculate that some of the so I'm I'm familiar with the origins of some of the comments tonight with with media
coordinators. Um, and I'll just say that as we as we go through our our process, uh, with devel having a zerobased budget and questioning everything that we do in Durham and all of the decisions that we make in Durham, um, we we've had some starting off points in our conversations with our administrators at the schools about what staffing uh, is appropriate for our schools in Durham, right? And so, um, certainly the space of of media coordinators and and having two media coordinators, um, in the consolidated high schools was certainly a one of those points where we needed to pause and and have conversation about the why, right? Why why are there two, right?
So, we're um certainly in a climate um in North Carolina where there are some schools who have none, uh, schools that only have one. And so, it's a space where we wanted to pause, have conversation. We received feedback ahead of the meeting tonight. Uh and so the uh the group of folks uh that are managing the aotment process, myself, Miss Hager in HR, and Dr. King from the academic
side of the house are processing the feedback that we've gotten. Um I think u one of our high school principles has been um a leader in particular in advocating for why should it remain the way it has been for media coordinators. and we and we're processing that feedback before we make any sort of final decision. So, just wanted to be very clear um that we've not made any kind of final decision about media coordinators, but just having conversation and receiving feedback from principles to to make the business case for why we've done it the way we've done it in Durham for for those media coordinators.
Um, and so just wanted to make sure that we touched on that. And we're having similar conversations about other things as well. Um, and in engaging in that dialogue and uh, we've got a day we have a day full of one-on-one principal meetings tomorrow as well. And that's that's continuing uh, as we talk through um, how we staff certain things. So, um certainly appreciate um the outpouring of of media coordinators tonight and and um just let
you know we're you're on our radar and nothing is set in stone there. Um with that said, um there were uh a number of things that we talked about um in in the last presentation for next year's recommended budget um that were of interest for board members. And I wanted to make sure that I addressed those things first um before I ramble about too many other things. Um and so one area that was of particular interest was bus driver compensation.
Um and if we were to do something perhaps with bus driver pay um just sort of revisiting that scale um and doing something either in addition to the proposed supplement or doing something with pay in lie of the supplement. Um, and so I will um I'll make sure that the board clerk gets a copy of this for the minutes. Um, but then I'll just um disseminate a hard copy of of what uh
the scale might look like. And so the current um the current bus driver scale um that we have in place uh in Durham has a starting point of $1943 an hour. 14. Um and I took that existing scale and and did some algebra and sort of broke out um so that you could see uh the value of each step on that scale and and kind of what has occurred there.
Um and then farther over in the document uh we created a scale that starts at 20 and applied sort of that same uh interval of steps um to be consistent with the existing scale. 97. Uh just to kind of give you the scope of that. Um and then we let you kind of follow our math throughout. Um you know just sort of in reflecting what is the what is the change per hour uh
for each step that's in question, the number of potential positions that are impacted by that. Um and then we cost that out with benefits. And so, so really right just sort of our work paper here to tackle um the question that we got specific around what might that proposal look like for bus drivers. And so looking in the neighborhood of you know 8 thou $88,621 or so um if we were to build in a scale that reflects um a starting point of $20 per hour for bus drivers.
So just wanted to make sure that the board has this artifact tonight. Um and then I I know you'll have questions and reactions and from there we'll sort of gauge um how we make this look um in in the book uh for the next meeting. So wanted to circle out in front of that first. Um we also had uh some conversation specific around the proposal from cultural arts um and sort of the the expansion u of efforts um that would occur in that program. And so
in the um currently in the budget book, it reflects $150,000 uh worth of activity. Um and so I had had conversations with that department um to just sort of challenge them to say if you could do more than $150,000, if you if you could push out to $450,000, what would that look like and what sort of things would you do? So, we've got another um artifact that I'll pass down that just sort of shows um what sort of things they would do with those resources. Um and so again, so just in in in reviewing that and in the conversations with them, um you know, so the the musical instruments um definitely remain a priority in in terms of it's the greatest need that they're identifying uh in that cultural arts space at this point in time. So, just wanted to make sure that we followed up uh on that on that specific request um that we got um from board members. [Music] Um the other area um and and we will
make sure that we update the language appropriately in the document. Uh but the other um the other area where we had conversation with the board at the last meeting was just in terms of making sure we have clarity around what we mean when we say a teacher uh in the context of supplements as well as in the context of the of the local mast's pay. Uh and so we're going to we'll make sure that that's clarified in the final document. But and we did also get questions about that by email after the meeting.
But wanted to clarify um that when we talk about um when we talk about supplements, we're talking about our certified employees that are paid on the teacher scale. Um but also it includes our nurses. Um the other issue of the the local mast's pay is right. So the Durham approach at this point in time has not changed from our previous conversations and that it includes classroom teachers of record um who were teaching at least 50% of the school day. So, um that definition remains the same, but we'll
make sure that that's reflected in the document um moving forward. So, just wanted to go ahead and kind of clear those things out that we know were items from from the last discussion. Um independent from that uh are those items. Um the main um really that we're really not just the main but just sort of the larger change that we see here um with the document denied is that we just further um flesh out uh what the line items look like in the request.
Um so you can see the book has grown quite a bit uh from before the break. Um, and so we take we address we address each fund um, in the budget book and we we've tried to give you a summary at the front of each of those so you can see where in what categories um, we're allocating those resources and on what types of things we're spending those resources. And I think just really a common theme um, in your review of the book that you'll see is that we're spending um, the bulk of our money on instruction and we're spending the bulk
of that money on the people who make the instruction happen. Right? So th those are the two major focuses of how Durham spends its resources uh across our funds. Capital outlay excluded of source, right?
I mean that's um not really going to be the focus there, but um like I said earlier, um there are some other graphics perhaps that the board's gotten accustomed to that we will we will bring back in the next version um to make sure that you can see those. I think uh one area that was of particular interest were some uh graphics that were done on specific departments in central services in the past. Um one thing I will share is part part of the delay on that is we are having our conversations still about what our departments are going to look like and so we want to make sure that we time that and massage all of that appropriately before we put any kind of graphics like that out there. So uh but definitely that same information is forthcoming and you will see that like you have in the past um as as we have
further communication about central office. Um so I think specific to um positions right so we've um we had a good a good number of questions from a board member about positions and so just to clarify uh what we've done with positions and and I think also right that marriage to the aotment process um one of the issues that we had um with the prior budget cycle um was that there were more positions in the district than had been accounted for in the previous budget book. Uh right, so there were 500 5,353 positions um that were either occupied or vacant uh in the previous cycle and and the budget book uh only captured 5,3 um 5,37, right? So quite a big delta there. Um so and for um the purposes of this particular budget book um we're
reflecting FTEES of 5,167 just to give the board uh some sense of where that is um in the course of our um sort of aotment process, right? We've communicated a couple of times our our desire to get Durham closer to the way the state all lots us um for those resources. Um we're still doing a little bit better in some cases uh because some of the changes would have been too severe uh and and too much to take in at one time for any district. And so we've really sort of agonized over those sheets for quite some time um to try to mitigate.
Um so like I'm completely relieved that the only thing we had tonight was concern about the media coordinator piece. Um so we are just as an example um the state of North Carolina all lots kindergarten teachers at a ratio of 1 to 18. Uh Durham uh is sticking to its existing formula of 1 to
17 and a half. So we've um for several years have done just slightly less than that so that we have an ability to prepare for if more kindergarteners appear than we could plan for. We're in a good spot to deal with that. First grade, similar situation.
State allotss at 1 to 16. We're using a 1 to 15 and a half. Um second through third grade, the state allotss at 1 to 17. We're moving into this cycle with the traditional Durham uh methodology of 1 to 16 and a half to be able to prepare for those surprises in the lower grades if we need to.
Uh which I think is good practice so that we're not scrambling uh when the school year starts. Um and then after that, right, we we enter territory where there are no state requirements for the class sizes and they there is quite a bit of local discretion um in in how we can manage those. Uh and certainly it's the case in a lot of districts where they do hug a little bit closer um to those recommendations. uh in the
conversations that we've had about aotments, right? We've had um we've had some conversation about the states the state allotss these resources assuming that our teachers don't have a planning period every day. Uh and that they're just getting the minimum amount of required planning. And so we like many districts afford our teachers a planning period.
Uh and so we have to factor that into how we account resources. So, um, the state, for example, funds, um, our fourth and fourth and fifth grade at a 1 to 24. We're looking at a 1 to 25 to account for the fact that we allow for a planning period, um, in in our conversations. Um, in the past, Durham had been hugging closer to a 1 to 22, for example.
So, it was a couple below even the state funding. So, um, so those are just some examples, right? And and we can share more exhaustive detail on that later. Um but just wanted to kind of talk you through some things that that we're working on. Another space that I did want to hit on um that's
pertinent um to the media coordinator conversation. Right? So we are we are not allotted positions that we could say are from the state that we could say are exclusively for media coordinators. Right?
So, um, we we receive a bucket of funds from the state of North Carolina that are dedicated to certified instructional support, and that can include many things, right? It can include instructional coaches, it can include counselors, uh, social workers, media coordinators, whatever category of folks um, who fit that criteria we'd like to put there. Um, in the case of Durham, we receive 74 of those positions from the state of North Carolina, right, to serve our entire district. And so if you think about the variety of position types that we can fit under that umbrella does not go very far across 57 schools. So just I think that just really kind of illustrates the local investment that a lot of districts make in order to be able to have all of the things that we have in our schools.
Um so that I think with that I'm going to stop and just allow for opportunity for questions and comments that the board may have about what we're looking at for next year. Uh and then after we settle that up, I'll sort of address the um budget resolution to clean up the current year. Thank you, Mr. Teter.
Um so very much for that. Um first question before I open it up to my colleagues. There was a lot of information. Do you have that information somewhere that we can also review?
Yes, I will. Um you can tell me just the allotment formulas that are from the state of North Carolina. Yeah, you kind of a lot of information that you gave. But I was looking and to see the information that you were talking about was was here.
Yeah, we'll get it to you. Yeah. Okay. Thank you.
Yes, sir. All right. Thank you for that. Uh board members, questions, just raise your hand and I'll acknowledge you board
member like I don't have to go first. Thank you Mr. Teter for this clarification on some of these items too like Mr. that be helpful to have um some of this written out, some slides just so I can read and follow at the same time.
Um I appreciate you naming the media coordinators and I think I've heard it alluded to several times that we're trying to move closer to the state aotment, but I'm I don't know what that means for what schools are going to have or not. And so I think it'd be helpful for us to have a sense of what's the and I think this was talked about maybe last year too. every school will have this and then if you're application school you might have a couple extra positions because we know that's a part of the magnet program and then what else is happening on top of that and I think part of that is around thinking about equity but also making sure that people have the same things because I think uh over time uh different positions got added in different places and so that's a lot to say it'd be helpful for us to
have that information to also know what we need to advocate for in the budget you and I know um you know we want to rightsize positions and I know we talked about the positions that were over but it's still I'm not clear the positions that we had that were not in the budget like what they are are they transferring into something that's already in aotment or are they sunsetting in a different way. So I think some of that information might just be helpful for me to think about as the board is considering what other budget priorities to put forward. Um that's my first point. Do you you want to respond on that before I get into some of it?
Right. And I would say um just certainly in the space of um just the um just the teacher aotment space alone um bringing that bringing those formulas or adjusting those formulas in the way that we have contemplated. Um you're you're looking at slightly over a hundred positions there. um just in itself um which hugs pretty close um you know I know it
fluctuates um but it hugs pretty close to where we've also been vacant um with teachers right and so um and I think that that has a lot to do right with the conversations we've had around hiring freeze of like okay we know we may be adjusting we may be adjusting things in a way um with classroom teachers that's statistically married pretty close to where we've been vacant anyway and so we right want to make sure we're kind of pumping those brakes and and in a place to where we can manage that. Um so I think right that's one huge example um you know in that space. Um you know the media coordinator formula for example we're talking about five um consolidated traditional high schools there. Um so not not a huge piece of the pie.
Um, and I think certainly over time, um, you know, it get it gets and and this can happen on a lot of districts. This can get really blurry and really muddy fast. Um, particularly, um, when you've had
three or four years to operate under the shield of of Esser dollars. Um, and we just we add things, we add things, we add things. Um, and I think if we were to do um just a chronology, it it would really be a big lift to just back trace into like where did the original sin start when we started adding, right? Because I think it's just it becomes part of the culture and the part of the way of of life of we're just going to add things as people are asking for it and advocating for it and and it's spanned administrations.
Um, and I think, you know, we're just at that point where we've got to right set and and figure out in in what spaces are we gonna are we going to right set that. And I know it's not a remarkably specific answer, but it's uh it really is muddy just how you get to that point. I I think it's happened over years and we've had conditions that have allowed us to survive that that are no longer here. And so yeah, I mean before with ESR dollars, it was school
improvement grants that people used to hire positions and then when the school improvement grant left like but we need this still this dean of students or whatever role it was, right? Um so I it has been a continuing trend. I just think I want I want to get a sense of because we heard from media coordinators tonight but does not mean that we won't hear from somebody else next week or tomorrow. And so trying to get a sense of where are we making the shifts um so that we can say okay we want that's okay we're going to do this and and make that shift for this year even though it would be really challenging or actually we need to shift some things around to increase our budget ask. So with those five, I know you said the media coordinator is not set in stone yet, but it wouldn't mean that we need to increase a budget ask of what you proposing to us because you'd be a way to it would not right. So just I've been just kind of in this for in this space for a while and right and you leave some margin for you always leave margin for error and mar right so we know we know when we come to those tables there's
going to be conversations uh where folks make valid points of well we can't do this because right and so this media coordinator piece is an example right we know we you know we know that we're not going to just unilaterally push that through and so we we do leave room for error Um, so, um, so you know, so we'll we'll have some decisions to make for sure. Um, but we've left room to be able to make some judgment. And I think this leads into my next kind of question, and this came up in the public comment of with schools budgets being readjusted this year to 85% of what they were used to, seems like there were some shifts in cost per book or other things. And I think it's not has not been clear to me um what was what was not covered and the additional 15% not being available in the budget and having more information even for principles or schools even if it's informally of in in departments too because it's not just the schools but it's also departments
what um what was left off with that 15% would just be helpful as we're informing this process moving forward. Um, and then the I have two more things I just um want to think about as you talked about the bus driver pay. I I appreciate you costing this out and I really want to see a scale where we address the compression in this pay. I personally think you work for 30 years.
You should start more than $8 than 30 years ago. Um like that we should just that needs to be addressed. So, I don't know that we'll be able to do this for this year, but what does it look like? Is that wrapped into a classified salary study with the bus drivers as well, so we can prepare for that in the upcoming budget year, but I think we should do it sooner rather than later.
And I think addressing the compression in this scale has to has to happen. We've heard that from bus drivers really loud and clear. So, I agree. Right. And I I think just sort of in past comments I've sort of reflected I think to really deal with
everything that's happened with classified we do need to do um in my opinion an internal review um versus bringing in outside um and just really have an opportunity to unpack where we are and try to remedy things. And that's the sort of thing um I'm shooting myself in the foot when I say this but we would need to start it in July, right? who get this year closed and immediately jump into that work. Um so that we had a so that we have an internal product that we can talk about deliberately and engage in the groups um particularly I mean I hear the sentiments from from the groups right and and and um who feel like they need to be more involved and hear more about these things and so we would need to start that review in July um so that we can get some meaningful input and and have something prepared for this season next year that we feel really good about and are ready to move forward with and um a a less compressed iteration of bus driver certainly would be part of that.
Yeah, I agree. Thank you. And then um lastly, I know you've hit the ground running since you've got here and we're going to ask you for another big task you just talked about in July needs to start thinking about classified salary schedules for next year. And I appreciate your comments around the budget booklet.
I really I personally like the graphs and when it was separated a little bit by department because it gave you a little opportunity to kind of look at it in chunks and understand what's happening in each place. So, um I appreciate y'all bringing a little bit of that back and hope that as we rebuild we get a little better every single year, right? Thank you. Thank you.
Any other board members? We have a little less than eight minutes left on this topic. Uh oh. Oh no.
Oh, well, she came back and said five minutes, but I said a little less than eight. So, here we go. Okay. Board member uh Buyers and then board member Chavez and then board member Cart.
I'll try to go really fast and just like first lift you up for all the work that you have do are doing, Mr. Teter and how you have just jumped in to to unravel um wicked problems in DPS and I appreciate everything that you bring to that. You said zerobased budgeting which I know our county commissioners will love. They will also love seeing kind of some of the explicit stuff that that um Missstead was asking kind of how many positions have we um reduced as we look at districts around us that are facing the same um financial cliffs with uh as for funding falling off that we are um one of the uh groups yesterday highlighted interpreters and so I would love to look at those ratios as y'all are looking at things and make sure that we're doing everything we can to stretch into best practice is there. Um, same thing for are we anywhere close on these full-time APS in every like a full-time AP in every school? You know,
that's one of my things. I just when you bring us ratios, like where are we with counselors, social workers, nurses, all of that as and and that might not be where we want to be in the future, but at least we can plan a multi-year if we know kind of where we are. um supplies and materials like that kind of stuff. We need to make sure that we are keeping up with with inflationary things and potential tariff changes there.
Um and then I don't see anything for tech refresh which makes me nervous um because that is such a massive expenditure as we're in one to one at least largely for upper elementary and and middle and high school. So, um I don't have specific questions. I just and I I look to y'all especially on the bus drivers to tell us what is the most impactful use of dollars to make sure that we are not in crisis next year. So whether it's bumping this raise, also
subpay and then some type of bonus like that to me is most critical and um I look forward to hearing others thoughts. Thank you. So I will um so I'll work with Dr. Lewis on.
So, I think I want to make sure you all see some of this information before the next meeting. So, we'll work I'll work with Dr. Lewis on the best way to push that out. Um, so we will definitely make sure we do that.
Um, and then we will, you know, we'll go from there so that you can have that and be ready to react to that. Um, and we have time to pivot um before the next meeting. Um, so yeah. So, thank you.
Thank you board member Shavez. Thank you for all of this and thank you for that um the getting us more information soon. I think that is um going to be very useful. I wanted to um ask you to remind us where we are on the
timeline of when we need to approve and all that kind of stuff. Next steps. So that's why I use the soon word for the additional information. Right.
to our because it would be our goal um at the next meeting for you all to approve a book for us to take to the commissioners as our request and to satisfy that May 15 deadline in statute. Um so um so yeah, so that so great question and and that and that's why we're going to turn around some of this additional information very quickly. Okay. I feel I will say my in my heart I feel like I need a lot more information before to approve um in late April.
Otherwise, we have May 8th as a backup. Correct. Technically, yes. Um technically and and I think we would we would have a conversation with the manager um just to to let her know sort of where we are if we needed to do that.
Okay. Okay. So um right then let me start with um
classified scales. I appreciate the this um with the bus driver pay. I would I um I'm concerned about us still understanding where we are with the classified um scales. And um let me go to your your what you just um answered Miss Umstead about in terms of like next year we would need to start in July you said in order to get our scales right right I think right just just based on the concerns that our staff has um I think right it we would we would need to hit a big reset button revisit all of these um build build it in a clear way um and and just have a a collaborative process throughout and I think it's something we don't it's something we don't want to rush um and we want to make sure that we get it right and then people feel like have the perception that also have that perception that we got it right. Um and so um it's something that we would need
to start. Um so as soon as we close this year out, dive into um right because there there are other actions that are forthcoming, right, that'll affect that work. So um if the state makes changes to classified pay, we'll we'll need to process that, incorporate that, and then build from that point. And so that that'll be another piece that we'll want.
Do we need board action to to do to move forward with that process or is that something that you all will just take on? You need to turn your mic on. Sorry. Welcome.
Thank you. Yes, Jason Weber here for Rod Malone. I believe Rod's online, but I can go ahead and field that. I don't believe the board needs to take any action here.
Um, I understand that board members want additional information. This presentation is also, as I understand it, for information, too. So, this is not your final
proposal. That'll come later in April, if I'm correct. Okay. I just want to make sure if anything is needed from the board that we do that in June.
um if you're going to start in July and I appreciate you having your eye on like what it will the length of time that it will take. We can't be talking about this oh like oh yeah in December. Um so that's good. Um that make that makes sense.
So are we doing a step increase for next year? Is that what is proposed? I'm not understanding if that is we did get some applause. Uh so the uh so right that's um so that's something that we'll have to judge uh based based on ultimately what rate of pay the state adopts. Uh right so we're so we're ultimately at this point in time uh planning on right so all of these all of these assumptions that we have right now we're planning on a 3% increase. uh we need to monitor what actually happens uh with the state and then from there we'll
make that judgment call of what an appropriate step might look like as a as a part of that equation um and and engineer next year's pay tables to align with that. So um that that's going to be one of the very early decisions we have to make. We'll make sure that we have it in front of you and that you're that you're able to weigh in on that, ask questions. Um, but we'll but we really need to see what the state's going to do uh with classified pay before we pull the trigger on that.
So that's something that's not really included here. I mean it's in or it's assumed that it will be a 3%. Right. Right.
So, so, so all of us, right, while we're still waiting on a state budget, we've all, all 115 districts have had to make some sort of projection of what might pay raises be. And so, we're operating on that 3%. Um, and and 3%'s been a pretty broad forecast across uh districts um this season. Okay. Um and
then what like um in ter terms of terminology are we count it would we say it it lands at 3% we move forward with that are we counting that as a step increase it would be and and so it depends I've done it different ways in my career um and and it just depends on the resources available um some some really more than some districts build the tables to engineer. If you're on step six this year and there was a 3% raise, we're going to make seven, make sure seven is worth 3% more than six was last year. Other districts, okay, you get the three plus whatever that step was going to be. And that's a judgment call we have to make based on what the state does and and how the resources shake out.
And so that's why we're just kind of very careful in how we judge that. Okay. Yeah. um if we consider a 3% increase, a step increase or not,
whatever it is, however we're kind of defining it, um I hope that we will make sure it's very clear to staff what, you know, what's happening with their pay. Um so, all right, that's that. Let me ask um what are my other questions? um fund balance.
We're coming coming to that after our audit is complete. That's right. So, where where the audit work is concerned, Ray, um we have um we have a general ledger as clean from last year, as clean as it could possibly get. Um and we've handed that over to the audit firm.
Um and so we've um we've we're going through that stage now of debating with them of is this where is this where you want it? Uh and where you're acceptable with it. Uh and we um so what what I will say at this point in time is you have one and it's
probably better than I thought it would have been. So, um, so I think, you know, we'll really critical crossroads here of it didn't quite get into a crisis that you could have and we've got to keep making smart choices from here to build it um to build it back from hits that it's taken in the past is is just kind of my interpretation of that now. And then once I've got an auditor stamp on it, we'll we'll talk more eloquently about those numbers. But, uh, I think we're at a we're at a crossroads that I can live with, um, in in managing you forward.
Thank you. I'm glad to hear that things are looking better than you thought they would. Um, and okay, M's pay. Um, I I would love like a one pager or something like that on like M's pay. and we got to um thank you to maybe it was Miss Umstead or whoever sent the question um about what all positions are
included um or would be eligible according to DPI standards for M's pay. I just want to make sure um that is a comprehensive list that we have so we can understand and then also like what would the you mentioned that um we would need board action to determine whether a master's pay or master's degree would needed to be added to someone's license and so what would be the when would we need to do that and just so we can make sure we're planning ahead. um that does seem like an important step because I know there's a cost associated with that and um extra effort on employees part and all of that if that's something that we are going to require this year. So, um, but I'm still with all those different, um, positions just trying to fully wrap my mind around M's pay and make sure making sure we're not leaving anybody out and all of that.
Yeah. So, so I think um, very careful with M's pay. Um so there are right under the state model um for folks that predated uh the changes um there there were quite a broad number of positions um that were eligible for master's pay um there are some positions that the master degree is required and it comes right and it comes along with that um and the all of the local fund that predated me Um there was vigorous debate about what populations are we including in that and right so current climate it doesn't include a lot of those categories that were in the historical state model right and it's truly the classroom teachers of record who are teaching at least 50% um and um but but to your point the the addition to the license um and though it doesn't come with additional pay from
Raleigh is probably the most effective tool available for us to feel good about. Okay, this is someone who meets the standard. Um I think at this point, right, the recommended budget keeps that focus on the classroom teachers and adding social workers. Um and so um we you know, so we've we've not fleshed that out as as something that we're looking at this point.
Um but um so I think we'll need to know right if if that's a how high of a priority that is um for us to contemplate adding non-classroom folks um to what we're considering. Okay. Thank you. That's helpful.
Um and I appreciate your it sounds like recommendation that we would ask people to add that to their license to make it clearer or if you can bring it back if it's a an official right. I'm looking at my HR oriented colleagues here. Sarah, we'll bring it back as a recommendation with I'm taking good
notes. Yeah. Okay, sounds good. I think I think what would be helpful for me is to understand who what positions a masters is required.
What positions we will we do fund with a mast's. We are proposing to fund with a masters and then what certified positions we're not going to fund if that's or are proposed to not be funded. So that would be helpful. Okay.
I just add to that like the counselors are on a different schedule anyway, right? So thinking about who is on that certified teacher schedule. It's not a teacher but it's paid on that schedule that has a masters. So, some of those positions are already kind of on a different and districts and and I think what's hard about that work too is and we can do that and that that's um districts have gotten creative over the years of things that we've that have been created and we're treating them as certified people and they're doing all sorts of things and so but we'll yeah we'll make sure that we have that for you and we've got some work that we've done on that before that we would just need to tighten
up. Guys, if we would let me recognize you so that we can keep everything in order. Were you finished, Missstead? Um, okay.
So, let's go back to Miss Chávez. Make sure you have completed. I have a couple more things and then we'll come to you, Miss Beyer. Okay.
Um, so let me say with the media coordinators, I am concerned about the cutting of the media coordinators obviously based on everything that we have heard. Um, also the what I know of the tech responsibilities that aren't really I mean funded fully. Um, is there I I don't think we get enough funding for I mean for that like the the management of all the um when we went onetoone you know I think that largely fell on media coordinators. So, um I'm concerned about that management as well. Um with their you know with all all their other responsibilities um let me see here and
can you tell us about the club dance program? So it stayed in place this year if and I get the sense that there's a there's a narrative and a story that predates me and Dr. Lewis with that dance program. Um, so I think um I don't know if anyone else wants to weigh in on that.
So I just like to associate myself with Mr. Teter's comments. This this narrative also predates me, but I I've heard some of it. Um, essentially the the club dance program um, as I understand it was slated to go away as a result of the changes uh to the club curriculum and program um, uh, and the ending of its magnet status. Um, all of course as a part of um, the growing together changes for the district level. Um there was
um uh this year some and and let me share that there were other schools that also had similar programs whose programs ended. Um there was some uh discomfort about whether or not it had been clearly communicated or not that the dance program at club would be ended. Um uh and given that disag that that kind of concern and lack of clarity, we agreed to extend the program for an additional year. Um uh and and I would add an action did that that we did not take uh in the case of other schools that lost um their similar programs.
Uh but but we were clear at the at the outset of that process that the extension uh would be for an for one year. um and and the program would would would then um not be funded. Thank you. Um thank you for reminding us
of that. I'm sure we learned that at some point, but um about why it has continued this year into the first year growing together if there were changes that were um you know that were taking place before this year. So um okay, I'm that's it for me for now. Thank you.
Yeah. Thank you. All right. Thank you.
I I appreciate it, Mr. Tab, thank you for helping keep me in order. It's a challenge. Um I while we were talking about M's pay, which has been such a sticky sticky problem for us as we um had different interpretations and staff had different interpretations. I do think that clarity would be important. I also would be interested in knowing um what you know we're only the only only the second district in the state that has reinstated M's pay and so um I would be interested in alignment with Wake or at least knowing what Wake is doing as folks tell us different things and I don't know what's accurate and what's not um but they're our largest
competitor on on that and then you know I look forward to you all kind of ranking these priorities of the additional um items in your budget, Dr. Lewis, like tell us if we don't get what your budget fully funded or our budget fully funded, what do you think is most critical? I think that will be so important for this board. Um and one of those to me is if we do not get additional money for expansion of mast's pay, do we take the amount that we have and spread it amongst more people?
like do we run models that say we want to be equitable, we want to be fair, but we might not have 10% for everyone in this district, right? I mean, um, and I understand a lot of our folks want everything. We want everything for all of our folks and we also are live in a reality that this state is not friendly and the department of ed at the federal level may may make further cuts and harm children. So, um, as we work on mission critical, I just
think we have to put kind of model all different scenarios as we as we work through this budget going forward. Thank you. All right. Thank you very much, board member Carter.
I apologize. You were supposed to be earlier myself. That's okay. um thank you so much um for helping to um clarify and uh answer all of our questions and putting all of the work you have into the budget so far.
Mr. Teter, um I just have a couple smalish questions and then some overarching thoughts. Um smallest questions would be uh one is our current starting rate for bus drivers, am I understanding it's 1943? Yes, ma'am. our bus our um website lists 1886 but is that is there something like in the on the old it was in the old and it's now on the new website too I just double checked but it says something about like train during training so I'm wondering I
just want when people come to our website and we're trying to recruit people and also when I'm thinking and talking about our starting rate for bus drivers I want to make sure that I know what I'm talking about and people know so could we get clarification on that might just be a Hager I'm checking that out now. So, we'll make sure that's correct. Thank you so much. Um, and then I was and um I had sent this question which you're right is a little bit more for Dr.
Webb. So, sorry Dr. Webb, I'm going to pull you into this discussion now. I um I would love like I like the idea of looking at um increasing pay for bus drivers and for um and supplement maybe but I would love to hear from you based on all the discussions you've had with our transportation staff and research that your team has done what the top um two to three recommendations that you have are for um improving recruitment and retention. because there were a number of different
ideas that have come out in the last few months including you know break spaces and increasing subpay and summer employment u many of which came from our um employees. So are these you know if we're I guess I want the board to be considering the top recommendations like our the best of the best here and be have more information to be able to weigh which we want to do. Yes ma'am. And and thank you Mr.
Sh. Um, so the the work on the break spaces continues. Uh, we're investing uh investigating opportunity. We have two temporary sites in mind and we're already working on those and that'll be more immediate, but something even more long range facilities at each of our our spots.
Um, one of the things that we are we are recommending that we shared last uh last presentation was opening up the third lot. that was something that our internal folks had had wanted or reopening the lot. Um the pay and thenre
increasing uh conversation of pay of conversation of increasing the pay for the employees who are helping us out uh that rate of pay as well. So uh Mr. Teter is working on that. Uh actually we had conversation about that today.
Um, if you'll allow me, I'll I'll come back to you with more information about our top two recommendations. Obviously, what we've heard the most is the compensation and the working conditions. So, I can give you more specific information. I'll confirm Miss Miss Hager and we can come back and give you some more information if that's okay.
Thank you. Yes, that'd be great. Um, since we know the uh working conditions, all those different pieces have fiscal implications as well. So, those are weighing all of those.
That's right. Um and then quick question related to positions and aotment. We um I think over the summer when u Miss Moore was here on an interim basis mentioned the idea of an aotment manual. Is that something that we that um could
be in our future to help us all like the board and staff and the community better understand how aotments are made across the district or what are your thoughts on that Mr. Teter? Yes. So Miss Hager and I have talked about that.
Um and so in our so as as we've been going through processes, we've been trying to rebuild things. So we the aotment workbooks that we share with schools is an example of something we re we rebuilt from scratch. Um and then as we have had conversations, she's started a running log of of things that would go in a in a manual of sorts so that we have that for Durham. So, um I think after us living the Durham experience um together this go round, um I think we're I think I think I think we will have something from all of our experiences that it is handy moving forward and and we know that it's in a way that our folks need it and so but absolutely. Thank you so much. And then um just few
more thoughts and it's um what feels like dreaming big right now, but I just need to say them and I sometimes feel like a broken record with these. So I would love for us to eventually get to a point where our budget is closely aligned to the outcomes that we want to see in the district and we're evaluating our efforts to make sure that the money we're investing is having the intended outcomes. And so we're tying this the to the strategic plan. If we say in the strategic plan that we want to um reduce our suspension rate by X amount, then what exactly are we doing that we think is going to get us there and how are we monitoring things to make sure that we are getting there and we're investing our resources wisely, right?
Um again, it feels like we have a ways to go, but that feels like we're like a smart way to do things. I don't know if you have thoughts on I we do. So, I think Dr. Lewis and I are on the same page. And we've been um we've been through at least one sort of demonstration of of a dashboard um that
we may be able to construct uh for Durham to to try to organize information in that way and and convey it in that way um that's consumable. So we're we're definitely as we're working on sort of these short-term dilemmas, we're also planning and and organizing and and thinking about some of these longer term targets. So, yeah. So, we're I think there's one more version of that dashboard I want to see um before we make a commitment there, but we're definitely thinking about that and and thinking about the best way to do it.
Very cool. And then you mentioned this earlier about getting feedback, but again, just would love to be soliciting and incorporating robust feedback from our staff and our students through various mechanisms like super early on so we can make sure we're incorporating that every year. And then um lastly eventually would like to move to a point where we're really like we talk about equity a lot and we have different ways that we think about that I think but in my mind it means that some schools and some staff and some students might need more than others
that everybody's not getting the same amount. And so I think if we can keep thinking about and learning from other districts and the ways that they're giving those schools and staff and students that really need more um more than those who don't and I think in tandem with right so the request that we had from Miss Beyer just in terms of some of our ratios and and and personnel right we've got similar formulas that exist for resources uh and so I think we'll we'll make sure to lift that out as well and and try convey how we do it now and and try to shed some light on that and and if we need after we see that if right if we feel like we need to move that needle further right we um we we can talk about that thank you appreciate your leadership and that's going to be a culture shift I will say uh because 500 students in building A may look does look totally different from 500 students in building B from the needs of the students from the needs of the staff so take into account the number of EC
students we have the number of ELLL students we have a free reduced lunch rate the number of new teachers and the supports that they have as well and so that will build a culture shift and if a community and a district truly understands equity work it's not equal so you may not get the same number of staff at building A as you and you shouldn't because the needs of those buildings are are totally different and so I often tell people if you're really serious about equity it should be shown in your budget so thank you for lifting that thank you for your leadership Dr. Lewis if if I can just add and Mr. Teter will will understand part part of the Dr. King Mr.
Tab said he didn't recognize you and Dr. Lewis be clear. Forgive me. Mr.
Tab go ahead. May I speak? Go ahead. I just want to share that part part of the work around our aotment adjustments is is
about positioning ourselves to be able to do that work. Um the the plain truth of the matter is the way we have been allotting ourselves um over the last few years absolutely precludes our ability to do that. If we give out every single resource that we can possibly give out right at the beginning, um there is no there are no resources left over uh to look at in terms of intentional um support for schools. And so part of the reason why we're looking at moving ourselves closer um as a base um position in terms of aotment is so we create some space um wherein we can use um to start doing that intentional assignment of resources to schools that have specific needs uh rather than again as Dr.
Lewis was saying just giving everybody the same thing. Good. Yes, sir. All right. We'd like to now
recognize uh board member Harold Goff. Thank you, Mr. Tab, and thank you, uh, Mr. Teter.
I um just wanted to um you helped me acknowledge that this is my first budget cycle, and so I'm celebrating that and saying, "Okay, great. I'm uh getting my feet wet and understanding the process and all of the different moving parts and um so yay. Um, I wanted to talk about the capital outlay part of the budget. Like I No, no, it's it's very very s.
I'm not gonna bring up a whole lot, but um just something that I'm trying to understand. Um some and it doesn't have to be for now. Um I just want to understand I'm hearing our students um talk to us about their green new deal and understanding that capital outlay is already you know earmarked for these kinds of projects and wanting to
know if in this budget process if if that is a part of our strategic plan. Um how does our capital outlay address that? Is it or is it not addressing that um those needs? Is that something very very different?
um they they've been coming to us over and over again just you know asking for us to I don't think they understand and so I would like to be able to understand myself and to clarify it for our students um um with the sunrise movement who are trying to understand how the budget works for those kinds of things like so I guess I'm asking um not for now but can we look at our capital outlay and say this is how it's already being used or this is how it's going to be used and is it or is it not addressing what they're looking for in in their Green New Deal conversations? Yes, absolutely. I mean that that's something that we can look at, right?
And and obviously anytime that we um and I don't want to steal too much from Dr. web with facilities, but anytime um anytime that we engage in in new construction or we're or we're renovating properties, we're doing things to tighten them up, make them more efficient, uh which ultimately does help kind of with those green efforts. Um, pri prior to K12, I worked for a um a university that was very energy and conservation focused and pursued things like lead certifications and they were had silver and gold rankings for things that they had done to be efficient. I I'm not sure that I've seen any K12 institutions get to that point because it does require some substantial upfront investment. But as we're planning as a team and and and in tandem with the board about when the next bond effort is and what that looks like and what the goals are of that, uh I think that's a great time to vision what does more energy efficient
look like in our facilities, but I don't know if Dr. Webb has anything else that he would want to add to that. Dr. Web, anything you want to add to that?
Thank you, Mr. T. Uh it's a great question. And it's part of our ongoing mission, not only in in new construction, but uh when opportunities present itself as we utilize those uh annual capital outlay funds uh when we have the opportunity to repair and repair to make back to build back, you know, maybe a little better than where we were. That's not as efficient as when we build new constructions or renovate. and the um when we do look at those facilities, our two newest facilities um Murray Massenberg there were input there was input from our energy partners as we that in that design phase in the new DSA um those uh that team has had input as well as to what efforts what initiatives
what's what steps can we take to reduce our carbon footprint to make a a greener building to make a more sustainable building and you know we've expanded our sustainability department for an ongoing effort as well as new constructions renovations and corrections. So when possible we can do that through the capital outlay that that's our year-to-year meeting expense meeting uh keeping the doors open those types of things re you keeping our buildings refresh but as we uh look towards future construction it is a major part of the conversation thank you sir thank you you good okay anyone else board member I'm Go ahead. I'm sorry. I go back. Uh, Mr. Teter, in the in the budget that you developed, a continuation budget with some additions there and thinking about M's pay, is there any um wiggle room
because we know that M's pay is a moving target. Um, when we implemented this, we heard our neighboring county was, you know, four or $5 million over what they had originally allotted for. We, you know, probably we don't get there, but I'm just wondering how that number was budgeted and do we have space for as people move in and out of the district on that number. Right.
We did. Um so so like my first my first experience um at this podium was unpacking the master's pay um right gueststimation. So yeah we did um we did make sure as as we've mapped this out that we we did leave some margin for error uh with those positions so that we weren't um caught in that same spot. Okay, I have one more question.
Then severe great. That's really good. And then EC and ESL supplements that we also added last year as far as our budget. Were we able to stay within what we had
allocated for that for this year? It's not lifted up in the continuations, which I'm making an assumption that we were able to stay within that allocation, but I don't want to make that assumption. Right. So that that's a specific space um that we um did not have concern and it was easier.
is an easier item to quantify uh because we can immediately see here's an EC teacher, here is an ESL teacher and done, right? It's not really a lensure wrinkle um for us per se. And so um that that's part of our so it's embedded what we've been doing now. It's embedded in our current continuation budget to continue and then at some point it'd be nice to have some data on how all of that is working as far as retention.
So I think Miss Hager and you may be questioned but thank y'all. Okay. Thank you. Just um Dr. King, this might be for you. Um we our community lifted up the heart expansion in the in the um
schools and would it be possible in the future to have some data on the number of uh responses that the heart team is already doing within DPS or you could even speak to that. I think that would be helpful. Uh yes ma'am I that is certainly we can certainly uh pull together. I would note that um HART does uh respond to calls uh from our schools uh regularly.
Um in fact, I saw a few emails today, I think at least one email today where they responded to an event. Um so that's certainly something that we can bring back to the board. All right. Uh any other board members?
Okay. Thank you all for this really great robust conversation. Um, this is just like flying a plane over here. We are behind schedule and we're gonna make up some air time on your next presentation.
Are you ready? I am so ready. Okay. So, if you can cut off 10 minutes of it, that'll be great. But if you don't, it's all right. No problem.
Uh, so the the next item, so we we we lifted up this um as as a part of the previous conversation um in that we had the need um to transition Durham from uh its its interim spending resolution to a permanent resolution. uh myself and the budget team did a lot of work uh to unpack uh where Durham was for the 2425 year getting that base budget in the system um so that we could have an informed 2526 and so this really for me is a matter of housekeeping um that we're required to have in place for the local government commission and and this instrument is one that will be audited by for the 2425 audit to make sure we don't have budget violations. Um and so we have to have board approval for us to make sure that the funds have been distributed across these funds and across these programs. Um I envision in the future that we'll probably do um some more in-depth um budget code classes for board members if we need to
as we have more board members come on. But you've seen these broader categories addressed um in the larger budget document that we're planning for next year. So, so just quick overview, we break it down by state, local, federal, capital outlay, child nutrition, our community grants, before and afterare fund and our um other restricted um fund or fund 8 um here in Durham. So, we we budgeted by fund um and then each of those categories we have various purposes whether it's for instructional program support um ancillary services, charter schools or capital outlay needs.
Um so, We also spell out the revenues and where those are coming from. We're required for those to match, right? So, we're required to have healthy, accurate estimates of what revenue we might bring in and how we're going to spend those. Um, in a in a in a normal budget cycle, um, this is something that we would have in front of you really no later than Septemberish. Um, but really had kind of
unique circumstances this year. And then you would see subsequent amendments to this as we receive more money or as schools or directors may decide they need to move money across categories. We might see changes with this um as we make amendments. But um we'd like for you to get this in place tonight to sort of lock in 2425, make that official and we have that authority to operate in these confines.
Uh and then over over the next couple of months we'll be bringing amendments in front of you. Um we are still receiving resources from the state um even this late in the year that we have to budget for as they come in. Um and and we'll certainly maybe have some tweaks as we close out the year. So um you'll see a similar document in front of you at at least two more meetings where we're making amendments from this point. But u it's the highest level overview I could give on that and u happy to answer any questions the board has about this particular document.
Board members, any questions about this document? But really, you know, we've and and just to further write, we've unpacked the guts on this um as we've had various things in front of you where we've been where we've been coming up short or running over and and um this is reflective of us tidying all that up and having in a solid place. Thank you. Uh seeing no response, uh do we need to make a motion on this?
I would move approval of the Durham public schools budget resolution for 2024 2025. Second. It's been moved by Miss Beyer, seconded by Miss Chávez to approve the budget amendment for 2425. Is there any further discussion?
All those in favor say I. I. I. All opposed, use the same sign.
Passes unanimously. Thank you, Mr. Tabb. Mr. Tabb, thank you very much and thank you for um getting us through that one
really nicely. Yes, sir. Thank you. All right.
Um, next on our agenda is our strategic plan priority 4 update. Um, Miss Cena Cooper, you can take as much time as you need. Um, Mr. Teter did a good job getting us back.
Thank you for that. You're welcome. He didn't really mean that. Uh we have 30 minutes for the entire presentation and the questions and the answers.
Absolutely. And we are prepared to adhere to that full 30 minutes or less. Good evening, Chair Rogers, board members, Superintendent Lewis, colleagues, and Durm community. We are pleased to be with you this evening to provide an update on the progress of priority 4 of the Durham Public Schools 2023 2028 strategic plan.
Next slide, please. Where are the slides? There we
go. Thank you. As we transition to slide number two, uh, Durham Public Schools is guided by a clear mission and vision that reflect its commitment to students, families, and the community. These statements are not just words, but the foundation for every decision, initiative, and strategy within the district.
Third slide. Thank you. Today, our focus is priority four. Cultivate meaningful and authentic community engagement. Priority 4 is the cornerstone of our commitment to igniting limitless potential for all of our students. Research indicates that when families, communities, and schools work together, outcomes are greatly
improved for our students. We know that meaningful partnerships provide crucial support, resources, and opportunities that enhance student learning and school improvement efforts. Next slide, please. In a few moments, you'll hear about how DPS continues to develop a robust system that enhances every aspect of a student's educational journey from academic achievement to personal growth and future readiness.
All rooted in communication, connection, and community. The goal areas for priority 4 are designed to ensure that Durm public schools and the community work collaboratively to support student achievement. well-being and long-term success, strengthening the district's relationships with families, community organizations, and stakeholders to create a more inclusive, supportive, and engaged educational environment. Next slide, please. On the screen, you'll see
a snapshot of the work done during the 2023 24 school year, all geared toward helping us connect with our students, families, and school communities. As we approach the conclusion of year two of our five-year strategic plan, engaging with our families and the community remains at the forefront. At this time, I'd like to welcome goal team leads Crystal Roberts, director of strategic communication, and Dr. Dietrich Dan Danner, senior executive director for federal programs and community engagement, who will highlight some of the important work that has been underway this academic year.
Miss Roberts. Thank you, teammate. And good evening, Chair Rogers, Vice Chair Carter Auton, members of the board, Dr. Lewis, colleagues, and community members. We're pleased to share with you a snapshot of the work being done to continuously shore up our comm community, our commitment to two-way, authentic, and
effective messaging. Allow me to recognize co-chair colleagues Maria Bushkai if you'll raise your hand or stand stand up. Pablo Freriedman and our fellow colleagues in the work Heidi Perez, Dr. Rita Wthbone who is not here tonight, Darnice Massie, Keandra Robinson also not here, and Terry Phillips.
We thank them for their contributions and expertise. Next slide. As Miss Cooper stated, Durham Public Schools has established cultivating meaningful and authentic community engagement as priority for its o overarching goal. The plan sets three targets outlined in priority 4A, 4B, and C for reaching this goal. Next slide, please. Priority goal 4A's target states that by
2025, DPS will assess school and district processes to establish standards for enhancing consistent, understandable, and culturally responsive messaging for internal and external stakeholders. Please know that this work comes with robust discussion around the work and its objectives. We talk about standard operating procedures, expectations for communicating internally and externally, the true definition of cultural responsiveness, and the need to audit for continuous improvement. To that end, you'll note that there are strategies in place, in progress, and next steps toward reaching our goals.
So, this work is ongoing. Next slide. Tonight, we'd like to focus upon two of our in place strategies. Our newly
launched website and mass notification system, which debuted on March 31st, and our everexpanding parent ambassador program. Next slide. We'll begin with the website. This newly constructed tool serves as a digital gateway into our district.
It supports priority 4 by increasing dialogue, feedback, collaboration, and partnerships between DPS and the greater Durham community with dynamic, ever evolving content. We might add as well that the development of this website was truly a collaborative effort among our principles and their design and with our IT and research and accountability departments coupled with the forward- facing leadership and thoughtful work of our colleagues on the priority 4 committee. The tactics we used to bring
this strategy to fruition were to first seek approval so that the work could begin. We officially started this work in July 2024 when thanks to the board of education's advocacy and approval. We announced that our current content management system was being discontinued and that we would need to seek a new provider. Thanks to your support, we have established a dynamic portal of content committed to providing timely information and telling inspirational stories of our teachers, students, and staff.
Are we one slide ahead? Okay, please if you can go back one slide, colleagues, big thank you. On its face, the website has an updated design and navigation system that is more userfriendly. It has expanded mobile responsiveness and it provides in seamless integration with
modern tools and platforms. The construction of our new website is intentional with a strategic approach to content design and user experience. The DPS mobile application also promises increased access. And last but not least, the website is easier for staff to use.
To ensure that our building leaders and school-based colleagues were prepared, five training sessions were offered and attended by principles and their design. The sessions served as acknowledgment that our image depends upon the empowerment of those who have stories to tell. Finally, our entire website and app include a multi- language translation feature and are ADA accessible so that visitors are able to explore our district using technology without barriers.
We're also highlighting our parent ambassador program, a network of involved parents that we're committed to growing as a vital extension of our district and engagement strategy. It further supports our aim toward cultural responsiveness and the network serves as an in-house focus group that provides us with feedback regarding our message clarity and timeliness. Parents are an essential component of growing the Durham public schools community. They are champions of our schools, programs, and staff, and they can advocate for DPS among families in the in a way that the district cannot. DPS is looking for parents, guardians, and adult family members of enrolled students who are interested in volunteering to engage current and prospective families in dialogue about the district, their respective schools, and the benefits of a DPS education.
Parent ambassadors should be passionate not only about their individual schools, but also about the district and be willing to share information about DPS both in their personal circles and through districtwide events and initiatives. Through this parent ambassador program, parents can strengthen their skills, knowledge, and confidence to better serve and advocate for students. Parents will also have the opportunity to develop and build relationships with other parent and community leaders. The parent ambassador program started in 2024 in April and with it started with about seven interested parents and guardians whose students attend Durham public schools.
It then grew to 15 and now 25 strong. We're preparing another solicitation for additional members. According to one of the ambassadors, this program has
increased her engagement and helped to close the gap she perceived that existed between administration leadership and parents. She said, and I quote, "I really enjoy learning more about Durham public schools, putting faces with names and voices, and hearing about programs directly from the stakeholders. Additionally, I enjoy learning from the other parents involved in the program. Parenting is hard. Helping your child through school is challenging and it's amazing to have this network of engaged parents to learn from. The parent ambassadors commit commit to two years and attend monthly in-person meetings facilitated by our own Maria Bushgai, Darnese Massie, and Ashley Stevens where ambassadors hear directly from district leaders about programs and initiatives and can ask
questions and learn about the myriad of resources offered to our students. The participants also share their recommendations, advocate for other parents, participate in events like the annual holiday parade and the showcase of schools, and serve as spokespersons when the media needs a parent perspective. Most importantly, they connect with parents and the community as champions for our schools and students. Parent ambassadors strengthen their skills, knowledge, and confidence to better serve and advocate for students.
These are just two of the strategies we're using to enhance our messaging with families and community and to create opportunities to engage authentically. I'll now turn the mic over to Dr. Dietrich Danner for overview of goals 4, B, and C. And after his presentation, we'll be happy to take
questions. Thank you. Thank you, cogly cog colleague Roberts for your outstanding presentation. Good evening, Dr.
Lewis, board chair Rogers, board members, and Carda-Auten. Thank you for the opportunity to provide updates around our work for priority B 4B and 4 C. Before I begin, I would like to recognize the code for priority 4B, Dr. Ernetta Kagel, Annaella McGgoen Lopez, as well as our gold team members, Claudia Acau, Sylvia Moya, Priscilla Thompson, Ashley Stevens, and Teresa Dafert. Next slide, please. I would also like to recognize the co-leads for priority 4C, Maria Bushkai and Darnice Massie, as well as our gold team members, Crystal Roberts, Tracy Super
Edwards, Karen Beckett, and Ashley Stevens. We truly thank you, our colleagues, Gole team members, whose leadership and dedication has been instrumental in the success of our work. Next slide, please. Tonight I will share our in place progress for the DPS family academy and community partnerships and provide an inprogress update on the national centers for families learning and North Carolina statewide family engagement center family literacy grant.
As we began the 2425 school year, the team utilized the 2023 2024 DPS family engagement survey to inform our year-long family engagement offerings. 693 families completed the survey. These families indicated the following. Increase two-way communication districtwide, school to home, and district to home. provide varied family
engagement options such as face-toface, virtual and various times of the day and increase social emotional learning opportunities for families. Families also shared that the district should consider streamlining communication and decreasing the use of multiple apps and communication platforms such as the DPS app, class dojo, remind, talking points, WhatsApp, Facebook, Instagram, Peach Jar, school-based newsletters, and the DPS sporting events app to communicate with families. It is our goal to increase the response rate of families in future family engagement surveys. Over the past 12 years, the DPS Family Academy has continuously supported families by providing evidence-based meaningful family engagement trainings and activities to support their child's learning. Research
posits the more families are engaged in the school environment, students are more likely to excel holistically. This year, the family academy added additional course offerings based on the feedback received from the DPS family engagement survey around social emotional learning, academic support, and parent advocacy. this year in partnership with the DPS Office of Federal Programs, Curriculum and Instruction, Student Support Services, Book Harvest Solless Counseling and Consulting, and the Durham Council of PTAs. The Family Academy increased its family engagement offerings from 43 to 60.
To date, over 400 families have benefited from the family academy offerings. The attendance of our family engagement programs is diverse and representative of the district's demography. Over the past year, school administrators and
educators were provided training on how to effectively plan meaningful family engagement. Parent representatives from title one family engagement advisory steering committee and the DPS parent ambassadors were provided strategies for creating meaningful family engagement opportunities in partnership with school leaders, educators, and staff. The work of the family academy has provided the district the opportunity to receive national recognition and most recently the national center for families learning and North Carolina statewide family engagement center grant to support family literacy in marginalized communities. The three-year $90,000 grant serves families at CC Spaldin Elementary School. Families participating in the grant will receive resources and additional educational opportunities to build their capacity in supporting their child's academic
success. 20 families will be recruited to participate in the program. The grant launched in February 2025 with training of internal and external essential partners such as Book Harvest, DPS Foundation, Durham's Partnership for Children, Durham Technical Community College, El Central Hispano Freedom Lines Literacy Collective, Hearts, and ESLA Immersion for Spanish Language Acquisition. The upcoming second annual family and community community community engagement summit will be held on Saturday, April 2026, 2025 at Southern School of Energy and Sustainability. is another opportunity for families to gain invaluable information about academic, social, emotional, and community resources and programs offered in Durham public schools and the greater Durham
community. We welcome all DPS families to st and staff to join us at this event. The priority 4C team continues to work closely with schools in identifying meaningful community partners for their school. The district defines a community partner as an organization whose goals aligned with the DPS strategic plan to meet meaningful academic co college and career readiness, health and wellness, and social emotional needs of our students.
The partnership serves as a relationship that increases student growth and development. It is our goal that entities such as faith-based organizations, businesses, civic and government government agencies, educational institutions, and other community grassroot organizations. complete the community partnership application portal to strengthen school community relations and increase
stakeholder engagement in our schools. In a recent school community partner survey administered to school leaders, 56 out of 57 principles self-reported that their school had one or more community partners. Based on the school community partner survey data, the office of academic and leadership services is currently working with schools to ensure identified community partners are vetted and approved through the community partnership application portal which involves identifying the nature of the partnership and completing the memorandum of agreement. The Office of Legal Services reviews the MOA and the partnership is approved by deputy superintendent.
Once approved, partners are on boarded. By 2026, all schools should have at least one community partner. Since the launch of the community partnership application
portal in July 2023, a total of 91 community organizations have applied to serve our schools as partners. Of the 91 applicants, a total of 18 have been approved. Many organizations may opt out of the process due to the nature of the partnership which requires criminal background checks and does not provide funding for organizations who desire to serve as a vendor. Some of our partners include DPS Foundation, Student Union, Students U, excuse me, Emily Chávez, Student Union at Duke, Student U, Emily Chávez, Durham Council of PTAs, Book Harvest, Center of Home Ownership and Economic Development, Durham Children's Durham Children's Initiative, Durham County Cooperative Extension, Junus 4 Program, Global Legacy Network Incorporated,
schoolwork assistance initiative tutoring program and the American Heart Association. The team continues to utilize feedback regarding the community partnership application portal to strengthen and improve family and community engagement opportunities across the district. Next slide, please. Thank you for the opportunity to present to you tonight and we are open for questions.
Thank you all so very much. U great presentation. I'll now open up to board colleagues. Any questions that you all may have?
Okay. Board member Harold Goff. I just wanted to say that the website looks fantastic. I love it.
It's so much more user friendly. I've been playing around with it and looking for things and um dreaming about all the other things that will be showing up in it soon. I had one question about the translation. Um so um I'm noticing that
and it makes sense that anything that is in board docs like you know the uh policies our meetings and things like that because it goes to board docs then there's no translation um available when it leaves the site. So, I'm just wondering um are we exploring how we might be able to add translation to those important documents for the community as well? I think that is certainly an ongoing conversation we can have um about how we provide access to documents across the district for all of our families um as relates to language access. Um the board docs program is not something that is um overseen by our office.
So we are not familiar with that product or that service as it relates to the translation capabilities of it. Um so I cannot speak directly on the full capability of that. Um but certainly um I would think that ensuring that there are opportunities to provide greater
access to families as it relates to um translated documents is something that um we all aspire to do and it's something that our district has a commitment to doing. Thank you, Dr. Lewis. Thank you so much, sir.
Can I ask a clarifying question? Are you specifically in board docs talking about the the PDFs, the attachments, or the entire program? It looks like anything the entire program, anything that if it leaves the website, if you click on it, if it goes to board docs, there's no translation capability. Okay, we can show you how to translate in board docs.
It's just the PDFs that we need to continue to research how to trans um translate but it board docs the web-based program can be translated to any language. All right. So the policies and our agendas are those all documents that aren't the PDFs we can't translate right now but if you go into policies you can translate. Yes. Yes.
Okay. Um, can I go over to Dr. Giovani just to add to that? Okay, thank you Dr.
Giovani. Yes. Um, Miss Herog, I just wanted to clarify with policies, we do not use auto translate for those. We do have a certified translator that we pay to translate certain policies and those have always been available in board docs um with in the policy manual.
So, you just click on either the English version or the Spanish version. It's not all like 350 policies, but it is a significant number of policies that are most relevant to our families, but those are properly translated and not by the website. Thank you. Okay.
Board member Shings, thank you um uh for all of it. I agree about the website. Looks great. Um, I appreciate having a deeper dive into the parent ambassador program and I have a
couple of questions about that. Um, I just want to say I would love um, when you bring this back to have just a little bit more data on the outcomes. So, I know the program is growing right now. So, that's really good.
And I've met some of the parent ambassadors. Thank you if they're watching. Um, uh, because it just seems like really really awesome to have that in place. um would love to know like how many contacts they make and that kind of stuff like what are we seeing as a result, you know, of them um and anything that we can like kind of track at the schools that they're, you know, that they're at.
There might be a difference between schools that don't have a parent ambassador and those that do. Um and then I wanted to speak or ask um specifically along the um vein of language justice. Do is speaking English a requirement of being a parent ambassador. Speaking English is not a requirement
for being a parent ambassador. Thank you. I hope um and I don't know who all the parent ambassadors are but I hope um that is broadcast so that people don't feel assume that they would be you know excluded for that reason. Obviously there are um there's lots of outreach to do if you um if you don't speak English and you speak Spanish or another language.
So um and some of our our schools are majority Latino at this point. So, um I was also thinking about um parents who might be able to speak to the media um to Spanish the Spanish speaking um or Spanish language media um since that is a a role within the program. So, thank you. Thank you.
Any other board member? Seeing none. Thank you all so very much.
Wonderful presentation. Thank you. Thank you. Our next item on the agenda is the meet and confer.
Um Superintendent Dr. Lewis. Awesome. Thank you so much, board member Tab.
Good evening again, board members, members of the community. Uh we're excited to bring to this board an update on policy draft policy 7215 which is uh the meeting confer committee on uh employee relations. Um we wanted to provide an update since our last um time in this room talking about u going forward with um developing a meeting confer policy back in in September. And so Dr.
Giovanni and myself will tag team this. What? Next slide. And we'll kind of walk through next slide and one more.
Okay. So, our outcomes and the purpose of this presentation again is just to provide an update from that September meeting. Um, in addition, we will share
uh a brief history of the uh ad hoc work. Um, also policy 7210. We'll share uh information there. Uh, we'll talk about progress post September 2024 when we were given the directive to um develop this policy.
Uh Dr. Giovanni will talk a little bit about the North Carolina code that general statute. Um and then we'll the another goal is to receive some some guidance and some direction from the board as we continue to uh move towards a final step. I do agree that we are very close and I really feel optimistic that we will have a final policy here soon um because I often say our kids can't wait but equally as important our staff can't wait as well.
And so we're really excited to share an update on where we've been um and then get some feedback on the direction in terms of direction where we need to go to bring a final policy. So next slide that I'll turn it over to Dr. Giovani. Good evening board members. Dr. Lewis um
just wanted to give a brief overview uh and note that we did not enter into this work in a vacuum. Uh the board of education on April 23rd adopted policy 7210 staff involvement in decision-making demonstrating the board's commitment to receiving ideas and encouraging employees um administrators etc to share their um concerns and suggestions with the superintendent andor his design. And so just wanted to lift that up that that policy has been in place since April of 2020. Next slide please.
Next slide. As I indicated previously, we did not enter into this work in a vacuum. We are um operating under the North Carolina statutes. Uh the first one um that we did recognize and understand that we had to comply with is um 95-98 that it shall be deemed against the public policy of the state and
illegal, unlawful and void for any agreement to exist between a governing agency such as the board of education and between them and a labor organization as in an attempt to do any type of collective bargaining and that's been in place for obviously several years. So we had to make sure that we were um working within those constraints. Next slide please. The next statute um and this is in 115C which is the education code for North Carolina.
Um and the legislator legisl legislators did um create this statute with the intent that um this be followed by boards of education and that it would control the actions of education employee associations as well. And we did kind of redact some of it um because it kind of went into some detail that we didn't necessarily need. But for example um it includes classified
education employee associations, teacher associations, and teacher organizations and defines a school as one being operated by a local school administrative union. 9, it does provide that the intent in general, it provides that its intent is that all employee associations have equal access. And I will note that I was not able to find um any additional information regarding these definitions as well. So I just wanted to make the board aware of that as well.
Next slide, please. Under that statute, um it does provide that LEAS, school districts shall not do several things and it has several um prescriptive uh sections to it. And the ones that we found ourselves wrestling with as we went through this process was the three um to provide preferential treatment through procedures, policies
or any other means. And the next one the number four to endorse or appear to endorse one education employee association over another. So those were the again we had our existing board policy and these statutes that we were kind of um operating um from under their purview. Next slide please.
Did you want me to do this one Dr. Okay. So, I think um on September 26, 2024, after several meetings with the ad an ad hoc committee that had been established back in February of 2024, the board requested um that we come and bring an update to that. I will just briefly state, I'm sure all of I believe all these board members were here. Um, back in February of 2024, there was a special meeting between
board and DAE and the board's attorneys and the DAE attorneys whereby the board established an ad hoc committee um regarding meet and confer. And there were multiple meetings um of that committee and ultimately um this is prior to Dr. Lewis's arrival. were not able to bring any information to back to this body.
Upon Dr. Lewis's arrival, um it was then um determined that an update was warranted to this board because the board had directed um that an ad hoc committee work on a meet and confer policy. So on September 26, 2024, the board and it's um it's in board docs as well. I didn't um put it back in here, but it's in there. The board was provided in that update with two versions of a meet and confer policy a came out of those ad hoc committee meetings from March 2024 through I don't remember when um maybe se maybe July I'm
not exactly sure maybe June of when those meetings ended but if you recall there was a 123 version from DAE and the so-called Malone version as well as pictures of commentary from the work that was done by that ad ad hoc committee with things kind of um that people's feedback on what they thought was great about them and what they thought needed work. And so that was presented to the board. After that presentation of those two um policy versions, the board then referred moved and then referred the policy to Dr. Lewis to review and develop a meet a meet and confer policy.
Next slide, please. And per that meeting that September 24th um sorry, September 2024 meeting, um we were directed to work with ERO to bring back a draft policy on meeting confirm. So, understanding some of the background that Dr. Giovani just laid out, our goal
was to bring a policy or still is to bring a policy to the board that's student centered first. um a policy that uh ensures efficiency because if you think about up to eight meetings, there's a lot of work that that will need to be done in between those meetings and we owe it to our staff to make sure that we're not coming back to those meetings not prepared. And so a policy that's efficient, but most importantly uh a policy that's uh legally defensible. And so we began those meetings um myself, Dr.
King, and Dr. Giovani. And so when you hear things like Dr. Lewis's policy.
I don't I don't operate in a vacuum. Um, and so we met with uh DAE uh their their team, President Tweeter and and the individuals listed on the on the screen, there were four meetings October 14th, one November 1st, November 22nd, and then December 10th. Um, in addition to those meetings and sometimes in between those meetings, also had one-on-one meetings with President Tweet Meer, um, talking about other things that we needed to address as a school system, but also there were opportunities for us
to discuss, um, the meeting and confer um, policy. Um, in addition, as we were drafting these policies, we did not want to wait when there were things that were going on in the district. If you recall the salary schedule issue in in the in the fall, uh we invited President Tweet Meer to come um and just look at some of the salary schedules and ask questions. Uh in addition, before we had that budget um press conference here in this room, we also invited President Tweet Meer to just give her an update before we went uh public with where we were with the budget um at that time.
In addition, uh we were invited by a delegation, DA delegation, Dr. We have myself one for um children's I'm sorry um childhood nutrition services as well as transportation to listen and hear some of the concerns uh that they shared um with us. So in other in other words, we wanted to make sure that we were still u making ourselves available to listen to our staff uh and those concerns that they brought for to us despite not having a finalized policy. Dr.
I'm going to give it another update before you go before you go to the next slide. I do want to point out um board members that as I had indicated previously at the September 26th board meeting, there were two versions of the policy that were shared. When we arrived for the meeting on October 14th, DAE had produced a near identical version of a meet and confer policy that they had shared at the initial ad hoc committee meetings back in March of 2024. And that is what we worked with.
And so there was some conversation around that, but recognizing the directive from this board to move forward with a meet and confer policy and not wanting to kind of get respecting the work of the ad hoc committee, but recognizing that we did have, you know, a new superintendent and um we wanted to honor what this board's directive was. And so we then started with that version that me that DAE had produced. So the versions that the board had directed us to look at in September 26th, we did not start with those. We started with DAE's version and then everything was has all of the work has
been based on that version that they had produced. And let me just point out too within those meetings there was a lot of give and take on on both sides. You know um there were some compromises and I will tell you from the initial version it to what we have today it looks totally different because of those conversations at those um meetings. Uh next slide.
And so that last meeting was um December 10th and so we were uh DAE was asked to review those proposed edits as discussed and then schedule a follow-up meeting. There was supposed to be uh a DAE version and um uh administration version coming to a board meeting. However, uh meeting confer was not put on that December board meeting. " And so these are just kind of outline continued efforts to try to um get to a point where we're both comfortable with bringing draft policy um um to the board. And so um we continue to ask DA to continue to have those conversations.
Um January 9th, we sent a draft proposal with five potential meeting dates. Uh on the 15th we asked about meeting to include our attorneys. You may have seen um some representation from DAE and a number of attorneys and we had our attorneys uh interpretation as well. And so we want we asked could we just bring the attorneys back as well as an attempt to move this uh policy forward uh during one of our one-on-one meetings um asked again to come back to the table.
there was a a DA press conference as well as some communication that had went out. Um and and one of the statements that was made, quote, uh but he has dug his um he has dug in insisting that he does not need to bring any decision makers at all to the table. That was never an intention to not have any decision makers at the table. And so during this one-on-one meeting, um we we talked about that and it was shared with me some language that was in our draft policy that says up to five administrators. And that's where the confusion was or or the interpretation
that we didn't want to bring any administrators to the table. And I shared that's an easy fix and that's even more reason to come back to the table so we can have these conversations. So we removed that language um as as well. And then there was also uh communication that his version of the policy would not expand worker voice and DPS at all.
It would only block workers from having a collective voice. And I've always uh maintained that I wanted worker voice and even more worker voice at the table. March 4th, uh, we sent drafts asking again to come back to the table. On the 24th, we sent a compromise proposal, uh, asking to come back to the table.
And then on the 28th, most recently sent, uh, four possible meeting dates, uh, including dates again to bring the attorneys. We also talked to our attorneys to see if they would just be willing to have a conversation with their attorney without us at the table to kind of um, uh, talk about interpretation because if you think about this language that Dr. Gigervani read, uh, it's it can be left up to interpretation. And since this has not been challenged and there's no case law in the state of North Carolina, I thought it was good for I thought it
would be a good idea for the attorneys to come back to the table and talk about this is how I'm interpreting interpreting the policy again in an effort to move us um forward. Next slide. And so, um, during also during one of those one-on-one meetings, uh, we talked about we moved that language, remove the language that said up to five administrators, so it's clear up to five district um, administrators, director or above, up to three administrators. We remove that up to language out so it clearly says three building administrators to include elementary, middle, and high.
And then so there now there's a remainder of five individuals that we could select to bring and we were asked to um kind of spell out how would you select those five and so the language in red was uh the draft proposal that we shared that okay this is how we will select those those five remaining um members to be uh a part of the the process. Um, again, it's it's it's all about give and take, right? And
so, um, the feedback we received that this still would allow um workers, not necessarily managers, to come to the table, managers or supervisors. And so on the 27th, we agreed to remove that language. And so the proposal that you see tonight is just strictly all administrators, managers, supervisors, um those those staff that that supervise um other staff. So that language was removed again in effort to compromise to move this work forward to bring a a draft policy to the board.
Next slide. And so our next steps um the what you see on the agenda tonight is a compromised policy based on some of the meetings and conversations that we've had with DAE uh the feedback that we've heard from them with their attorneys and the feedback we've gotten from our attorneys. I want to be clear what you see tonight is not DAE's version. Uh it's it's it's our draft proposal. Um and and I will tell you it that it is the position of administration that this version um that you have before you tonight is legally def defensible. Um
and so it's presented tonight as a first read. And so as you've heard the last little sticking point, this that's why I said we're so close is the difference between the 6% of erros and the 30%. That's the last piece that we need to iron out and I think we'll be ready to come back with a with a policy that hopefully the board will approve. Next slide.
I think that's all. Yes. Questions. Thank you very much Dr.
Lewis and Dr. Giovani. I will now yield to my colleagues for discussion. Colleagues, raise your hand and I'll acknowledge you.
Okay, board member Harold Goff. Thank you, Dr. Lewis. Um, I'm so excited to finally be having this conversation in a public forum with, you know, talking about an actual policy that we're looking at um so that we can discuss the pros and cons. I want to
also um support squashing the notion of a superintendent administration's policy or a DAE policy. Um what we're working for is a meet and confer policy. um we want to make sure it's the strongest one that we can have that, you know, that supports um what the people are asking for, what it is that we're needing. Um and in my opinion, we have to trust the people in order for the people to be trustworthy.
And that's something that I'd like to see on both sides. That's what I'm most excited about for meet and confer is the opportunity for these conversations to be much stronger, much more productive um in ways that will impact decision- making as a board, that will impact um student outcomes. Um
cannot wait for this part of uh the back and forth to be over. And having said that, we've had a lot of conflict um a lot of discussion, a lot of miscommunication, a lot of back and forth to get to this point. We've been waiting a long time to to get to the point to where we can get to this first read and then to the second read and then to finally being able to vote and to make it active. But I want to say that the conflict was necessary.
In my opinion, it's necessary because we needed to see um we had to see and we have to understand in order to grow. Um I still feel like there is a lot of growth as a district that we will make once we have our meet and confer policy in place. There is a lot of um narrative and um a lot of uh relationship building and things that
have been in disarray for many many years in this district. and you you know you're walking into something that is um just like they say with microaggressions has been building and building and building. You're walking right into the middle of it. And I think that the only the way that that healing comes and the way that we begin to elevate as a district um can only come through a really robust meeting and confer process. So very excited for that. [Music] Um, I'm feeling like um, a lot of the emotion, I don't know how to um, how to put it into words, but a lot of the um, frustration, anger, um, communication barriers that we've been having um, with where things, you know, have still led
to like one thing that we have to figure out or decide. And um I'm curious to talk to other board members to see if that is something that we can work through now. And it's this this concern about um the threshold the 6% or the 30%. Can we discuss that now and figure out something uh can we talk about the pros and cons or you know the league the little gallies all these things and get this done now so that in the second read if that is the only thing [Music] um that we need to consider. I think I see down here also in uh section E of the policy the question of um which is also a composition question like who chairs like will we also have like um I think
it says the president or the vice president um would we also like would that be the president of the erro um with the largest membership. Um, how do we th that language? Can we discuss this now and then hopefully bring back in the second read those changes that we have um whatever we need to see to make it substantial and then, you know, bring that back for the second read without having to say DAE's version or superintendent's version. Like that's that's what I'm wondering.
Can we work out now? Um and if that doesn't happen then what will the board direct be the next move? Um that that is what I'm so first question is like um how do you all feel about this? Um I feel like this 30% with all
erros in the room is a is a is a good compromise. I'm curious to know what the um what is still the hangup or the concern about that threshold. Okay, colleagues, I she's posed a question, but I would also like to hear everybody else's kind of perspective before we jump into deciding kind of having that conversation because my first thought is uh and thank you so much um board member Harold Gooff is that if we we're gonna take it back to Dr. Lewis and um and Dr.
I mean and Mrs. Uh Micah, I think it's important for for them to work it out if they're going to go if they're going back to the table. That's a conversation maybe that they can have out first and see what they come up with before it comes to us. Because if we discuss it here, then my feeling is that it's not no one is going
to agree with probably what it's going to be and it's it's going to end up going back to them anyway. That's kind of my thoughts to that to let them have a chance to to work it out. Okay. Um, you had anything else, board member Har before I go on to the next person?
Did you have anything else? I just want to say that I would like I'm excited for this to be in this public place where we can all talk to each other and I really would like to understand more about this threshold and then and and to hear from all other board members um and then as a board decide whether it really needs to go back or if we can come to terms. I I I just I want to see where everyone else is on that. So, um but in while we're here and we can all talk together, um I feel like that a lot of um even
with trying to keep up with email and things like this. I mean, I feel like I'm hearing one thing and then I'm hearing and there's and it's creating it some it's it's confusing me. I want to while we have this public forum um I want to really understand the parameters around this threshold because that is the last it seems like the last little piece of what will make this thing work even if they go back to fix it. I want to understand what is what is the conflict with that kind of that went from 50% down to 30.
Um, I want to understand why that's not defensible. And so I'll I'll I'll step back. Okay. Thank you.
Uh, board member Ber. Thank you, Mr. Tab. I'd like to thank thank everyone um who
has worked so hard on this. Um, I'd like to also encourage us just to take a deep breath. Um, I know that through this process that our board has made mistakes. I know that through this process, um, DAE has made mistakes and I know that through this um, our administration probably has made mistakes.
We have had a lot of substantive conversations to get to this place. And this place, Dr. Lewis, this policy that you have brought us here tonight is a historic policy for labor rights in North Carolina. You all have agreed wrestling back and forth on everything. Everything except for one number that is
in this document, one number that is in this document that I need to be clear with our beloved community was proposed by DAE. That's where it came from. Okay? That's where it came from.
So what I have been I have served this community for 15 years. It is a a beloved honor, but it is also important for us to be truthful and honest even with our organizing tactics. And so I would like to make space to be clear our Mr. alone or our attorneys to bring into this space what the challenge is with a North Carolina statute that this board has wrestled with and this administration has
wrestled with. We didn't write it. We don't like it, but we are trying to give a win to our education association. And so I would like some clarity on on that from our attorneys to be spoken here for us all to to hear.
And that's literally what we're wrestling with. That's it. That's what we're wrestling with. Is Mr.
Malone on virtually? I am. I'm just Thank you. Thank you um board member buyers for that.
And uh attorney Malone, would you like to respond? I mean, I'm happy to. I think that Dr. Giovani actually did an excellent job of um explaining the issue. I I don't really have a lot to add to what she's already described. I mean, it's um it's a statute that has not been
um litigated to provide us any clarity from the court as to what some of these terms mean. But we certainly believe that the draft policy that the administration has brought forward is very defensible. Um you know the the issues are um making sure that that you're not providing um you know more advantages to one erro than another. And I think that this proposal that kind of originally came from NCE as a way to recognize erros of all sizes.
Um we we believed that that was a great compromise way to try to address this issue um and continue to support um that proposal that they brought forward and that the superintendent um is continuing to bring forward. All right. Thank you so much, Attorney Malone, for that. Um, anything else,
Boyer? I I'll probably have more later, but I I don't want to take everyone's time. Um, I I really want to celebrate the work that has gone in and how historic this policy is. Um, how it begs what is a starting place for this work to continue.
Um, and I I look forward to to um supporting it so that we can get the work moving that is that is urgent so that we can also all continue to to continue to center students in in um all that we do. So, thank you. Okay. Thank you, board member Byer.
Any other board members? Okay. Board member Chavez. Thank you.
All right. Well, a couple of months ago, I would not have said this, but now I feel that we truly are close. Um, thank you. Thank you, um, Dr. Lewis and team for working on this. Thank you, DAE leadership and
and DAE, um, at large for bringing this to the to us and working on this. Um, I think that in this moment, uh, labor organizing, organizing in general, and democratic processes are even more important as democracy is, uh, challenged. And so, um, let me respond to, um, board member Harold Gooff's, um, comments. I think that if um I've well I've been concerned about the process and I do want to I feel that we are almost at the end and looking at the two drafts the one from DAE that has come to us.
Thank you for working on that this week and then the one that's come to us from Dr. Lewis. They're very close. It is really about this threshold um to resolve the one issue. I'm in favor of putting in the language um in E1 pres president or vice president from
the ERRO with the largest membership will be the the vice chair of the committee. So that's where I stand on that. Um and then I think it's really about this threshold piece. I'm glad we've resolved so many other issues.
Um I'm glad we've resolved the you know the composition piece, all of that. Um and so I you know I also favor a higher threshold. Um the 30% seems reasonable. The 6% was proposed as um well the issue with addressing the statute in our back and forth um was if there was proportional representation in meet and confer in in one meet and confer um process uh by different eros qualifying errors or if there was proportional time um that different eros with different percentage of membership um would um have access to
these this meet and confer process with administration. The second one entailing separate meetings with different eros. Um so I think now we're very close. we've decided, we've DAE has um said they'd be willing to they've compromised on part of this and um so now we're at this threshold piece and um I mean this particular part section B um and so yeah I I mean I favor the the a higher threshold a threshold of 30%. I think that that is a um with an an ero who met that um standard would and any erro could um would have a greater u representation across employees and to put it into
numbers um let me see I did this earlier what is 30% Let me do it real quick. Unless anybody else has it in front of them. What is it? What?
1500. Right. Right. Right.
Okay. We talked about this. 1500 around 5,000 non-managerial staff. So, um, and I think we have around 2,000 CLA classified staff, certified staff, maybe around the same or I'm I'm not sure um exactly.
But, um, in any case, that's that's where I land on that. So, if we can't do that, then I do favor um the reconvening. uh if we can't kind of build the compromise in right now in our discussion then I think the board giving directive um which I have you know spoken to many of you about as
far as a final meeting um to nail this policy down uh that's what I think would be needed. Thanks. You're welcome. Thank you very much.
I think board member Kar Um, thank you. Also want to acknowledge all of the work that's been put into this um both by administration and by DAE and board members over many months. All the compromises that really um everybody has made in this process. Um I'm feeling I similarly am feeling um hopeful that we are close uh more hopeful than I have been um for maybe 15 months now.
So that's saying something. Um I have um uh some somewhat minor um well things that I wanted to mention. So well and I
wonder could we put the um policy draft up? Would that be possible that my face I could refer to pieces of it? But so and I am in favor similarly um as has been mentioned in section E1 to add the words from the ERO with the largest membership to specify there's not multiple vice chairs of the committee. Um and just to be more specific that this would be the ERRO the um from the ERRO with the largest membership so we don't end end up with confusion once we have a policy.
Um also in favor of in section C33 um removing the words employees including so that it just states up to five other DPS administrators, managers and supervisors. I believe this was discussed um over email and this was something that um DAE had requested and Dr. Lewis had indicated was fine with him. So, that seems like a pretty straightforward um update. Um would you mind scrolling
to the table, please? [Music] Um the I guess I have one concern about the table. Well, a couple concerns about the table, but one that might be straightforward, which is um you enlarge that please. the um I think we need to make these numbers uh exclusive of one another.
So 6 to instead of 6 to 10% and 10 to 20% because then 10 is in both two categories like wouldn't it be 6 to 9% and then 10 to 19% and 20 to 29 are others seeing that mathematical issue and then ending with 40 to 49% with 50% being the one that's named um at the top right Dr. Javanni. Okay. Okay. And then lastly, um I am also in favor of a of one final compromise and I think I'm curious to hear from one of our two attorneys that
are here. Um what um are there legal issues with increasing the threshold from 6% to 30% or 6% to 20%. Um, and if so, like how high is too high? And I know this is a um opinion, but would love to hear the opinion of those attorneys that are here so that we could think about um this from a legal perspective.
Well, I I mean, I think the question is I'm sorry. Is it okay for me to respond? I'm sorry. There's more than two attorneys here, so any attorneys that are in this room.
But thank you. Thank you so very much. Um, which one of y'all would like to speak? I'll turn to Malone.
Go ahead. So, I think the the real struggle is that, you know, as Dr. Giovani pointed out earlier, the the language in the statute is given education, employee association, preferential treatment through procedures, policies, and any
other means. And what the 6% threshold does is it is it it it seems to be a number that allows smaller um erros to have an opportunity to be represented so that we'd have a better argument that you're not providing preferential treatment as that number goes up it it increases the chance that a smaller ero would be able to argue that there is preferential treatment. So, so what what the NCA originally did in making the proposal at 6% and then um and going up from there. We we actually thought was a great way of addressing the preferential treatment language, which
is really what, you know, we're trying to what we've struggled with the whole time is how do we address preferential treatment and, you know, DAE's proposal really was a great way to go about addressing um what is a pretty clear requirement in the statute. Um, so it also helps to address the the other bullet that Dr. Giovani raised, which is endorse one education employee association over another. Again, having that at 6%.
Um, again, it just puts the board in the best legal position to defend the policy by having a threshold that um that is more realistically probably able to address, you know, a smaller erra. All right. Thank you, Attorney Malone. Back to you.
Did any other attorneys want to weigh in? I I'm happy to uh if I may. Yes. So So you know I'm I am not as steeped on this issue as Mr.
Malone. Obviously I've been part of the historical conversations whether it's with you all as board members or um with NCE. Um but you know I can say just as an attorney reading the statute that's where we start right. Uh there's no case law interpreting the statute.
um it's a matter of statutory interpretation and we just start with the plain language and the plain language doesn't make distinctions based on ero size. So that's where we run into issues with the question of you know how low or high do you go on the percentage. Um it's just something that is not addressed. It's not explained in the statute. There's no case law about it. Um and there's certainly increasing levels of risk the more uh the percentage goes up in terms of claims from smaller organizations that don't meet whether it's you know 15% 20% 30%
49%. Thanks. Thank you very much. Okay.
Any other colleagues? Just I have I have two. Which one you want? I didn't see whose hand was first.
Okay, go ahead. Just to follow up and just to be transparent like I have asked of Theington Smith in the past, are we at risk? The board is taking risk in in taking on and and putting this into policy rather than in procedure like in Asheville City. But I asked about erros that would have that zero to five% membership and whether they needed a seat held at the table. That is also risk for the board. But we've been assured that that'll have some level of comfort with that because six seems arbitrary to me.
But you know no I don't disagree. Are you asking them a question? I think I am asking them a question and I think I am asking it in a respectful way and I appreciate hearing the answer. Yes.
Okay. So attorney Malone, can you respond to that please? Sure. No, I I think she she raised a very good point and we do obviously, you know, one to 10 would be, you know, preferred to ensure that we are, you know, not providing preferential treatment.
But we also felt when we looked at this that um that that some percentage um as a reasonable threshold to ensure that you know a you know that there's got to be a a threshold um in reality and that you know 6% certainly seem to be a very reasonable number. But could that number be lower? Yes. And and it would we feel
better about it then? Yes. But we also are are ultimately comfortable um that 6% is a very reasonable number that the board can place some reasonable restrictions on the size of the erero um to have access to this. Um and again we believe that that we could more easily defend um you know something like 6%.
And that's why we are um we are certainly supporting the superintendent post draft on that point. Thank you very much. Anything else? You're welcome. Okay, we'll go to board member Chavez. Um I just want to um raise this point that um Asheville City Schools as we know recently instituted um a a procedure of with meet and confer um and the threshold for their the
um is 50% membership and it reads the employee representative organization shall demonstrate at least 50% membership among non-administrators and non-confidential um Asheville study school, active permanent employees, both full-time, full and part-time, and provide evidence demonstrating such twice per school year. Um, so should the employee representative organization fall below 50% membership among non-administrators and non-confidential Asheville City School active permanent employees. This procedure shall not be applicable until the 50% threshold can be met. And I just want to note that as we're thinking about the statute, the statute does not um distinguish between procedures and policies given it um it mentions them both or other means in the same sentence. So um uh there is a precedent now in Asheville in this
state you know for um a 50% threshold for um erro membership to engage in meet and confer. Would you like for attorney Malone to respond to that? Not necessarily. Okay.
All right. Okay. Anyone else? Okay, Chair Rogers, thank you everybody for your versions of the uh meet and confer policy.
Thank you uh for your work in meeting with each other and trying to find middle ground. Much appreciated. Um and thank you for this presentation tonight. My question is for my colleagues that are in support of changing the threshold. DAE held a rally and three of you supported the March 7th draft that DAE brought to the board and to Dr. Lewis that had the
6% threshold. You sent in writing that you were going to let Dr. in to notify Dr. Lewis that you were speaking in support of DAE's policy.
Um, I appreciate the transparency in that. What I would like to understand is how do we make sure that there's not a moving goalpost for the superintendent? We wouldn't want a moving goalpost for our students. We wouldn't want a moving goalpost for our educators.
So on March 7th, the threshold was 6%. But now we're advocating to change it to 30%. What when it was good enough then what has shifted since then? Thank you chair Rogers for that.
Um would you like for the colleagues to indulge in conversation? Any other anyone else would like to to speak to that? Okay. I saw uh chair I mean um
board member Harold Gooff hand first. Would you go ahead and then I'll come to you? Okay. All right.
After that, um, at that time there was still not the language around the compromise on um, having all of the employees on one side and administration and management on the other. And the compromise that came after that was that um cuz at that time with the 6% there were it was one erro erro in the meeting at one time. So now the compromise is that all of the errors are meeting at the same time. And so, um, just for I mean, I without going into just what it takes to organize, what it takes to to to do that kind of work that we as a governing body are not
able to do, um, to get that kind of democratic process of organizing voices. um the compromise to have all of the AROS in the room at the same time was to then raise threshold so that more of that democratic process could take place. Um to me that that says that we're trusting the people to to to do that work. That also means that um in that democratic process that those people you know if somebody is coming and if they're working to meet that threshold and you know and the and and another erro is losing that as opposed to that that says something that communicates something in a democratic process. So the lower that threshold is if everybody's going to be in the room at the same time the lower that threshold is it it it taints that that process. So then the message that you're getting that organizing is not as clear.
And so I'm in favor not of DAE. I'm in favor of democratic processes that and that kind of organizing and I want that modeled for our youth. Then when things are coming to us, it it it communicates a certain thing when we're going to be making decisions. Um I want to encourage that.
I don't want to water that down. So the higher you know the what we can and and I'm also not afraid of the 50% threshold. I mean you got to work you have to really be organizing if you want to sit and have you know conversations and bring something that has some meat and some weight to it that we're going to be trying to make decisions about. Um also I also feel that like I said it's just one part of the kind of engagement not that administration but that board members need to do in order for us to be better um as a governing body. So I
don't see it as excluding any voices or being in any way um I mean and and there's been plenty of lawyers also that we haven't heard from that are speaking the same language. you know that this threshold is not, you know, how you argue it is how you argue it. Um our um lawyers that we have are saying that it would be hard for them to argue. Other lawyers are saying that it's not.
Um so my north star is trust the people and the people will be trustworthy. So before when it was 6% it was one ERRO and each had their own meeting. The compromise is that let's put all the RRO's in the room but let's raise the threshold so that they do that work. All right.
Thank you board member Goff. Excuse me. Doing good y'all. Okay.
I'm going to let it's okay she respond to what Miss Oh, okay. Great. So, let's go to Miss Chair Rogers to respond. Thank you.
Oh, Dr. Louis was first. Oh, after her. I got you.
I got you. Okay, go ahead. Um, thank you. That explanation is helpful.
Um, it's the first time I've heard that explanation. um which is disappointing and I wonder if that explanation could have helped Dr. Lewis if DAE had come to another meeting. That's all.
It's not a it's just a rhetorical question. I just wonder. Okay. Thank you.
Thank you very much. Um thank you Miss Herokov and thank you Chair Rogers. Now we'll go to Dr. Lewis for a response as well. Yeah, thank you. I
just want to clarify the 50% uh that was mentioned in Ashefield. That's similar to the 50% in ours that we're recognizing DAE as our ERRO. The other erros is the 6% that we're having the conversation on. So the 50% of Asheville is very similar to us saying DAE is our 50% erro.
Now the conversation is just about the other ERO. So I just want to make that clear. Thank you. Any other colleagues need would like to respond to anything with meeting confer so in terms of where we board member fire I I don't know where this board is going with this I know that um that my concern with raising the threshold to to a riskier level make makes it feel like it is designed to
purposefully intentionally exclude other erros and thus like achieving that exclusivity. Um and I am interested in um what the work that we have done that is historic that can move this process forward. I would make a motion that we suspend our second read and approve the meet and confer committee um policy 7215 with the amendments um as recognized by this board tonight. There's a a motion.
You want me to take this or you want to do it? There's a motion on the on the floor. A second. You second it. Okay. There's a motion for by M board member
Ber and was seconded by chair Rogers. Are any discussion? Yes. And to board member Chavez.
What a what amendments. I heard uh board member Carter Autton discuss math. That seemed logical and um head nods were around. I heard the consensus around removing the or making clear that the ERRO with the largest membership was the vice chair that piece.
Um, anything else I'm missing that you all I I was looking for things that there was clear consensus on language and I'm not trying to exclude anything. Anything? I think this might be where it's helpful to put the policy up again because if we are proposing policy and amendments, we need to be very clear on what those
are. Thank you. The policy is coming. Any other discussion on this while the while the policy is coming back up?
You you want to continue to talk speak on it since it's up there? Board member caught her up. I'm gonna come back. I'm going to come to her.
But since you asked for the Do is there anything you wanted to speak on? So the So the math is to make sure that those are exclusive the numbers on there. Um maybe that's unclear. Did you Let's go to board member umstead and then I turn to my clarifications.
All right. Thank you, board memberstead. I just want to comment on the math. Um because what was proposed was 11 to 20, 21 to 30, 31 to 40, 41 to 50, 6 to 9, 10 to 19, 19.
Oh, okay. 20 to 30, 29, 30 to 39, 40 to 49. So that the 50 would still work at the top. Great.
Thank you. That was awesome. There's Um, so there's a there's a motion on the floor with the second. We haven't clarified all the amendments yet.
Sorry. We're still doing discussion. Um, Dr. Lewis has something to to say within the discussion.
And um, Dr. Web. Thank you. Uh, board member Tab.
It was just another amendment that I wanted to point out in C [Music] 3II. The language around removing employees including so it would just say up to five DPS administrators. One Jessica pointed out earlier. Welcome that friendly amendment.
Yeah, it's important. Dr. Web, it's 5 to
nine. I'm sorry. Yeah. 5 to nine, 6 to nine, 10 to 19, 20 to 29.
Right. You see the pattern. Got two more to go. Go.
30 to 39. 40 to 49. Thank you, Madam Chair. Dr.
Pitman had had picked it up, so Mr. T, any other discussion? Go. Did I I may have missed this.
I apologize. There section E regarding largest ERO. Did I miss that or was that an amendment also? I have that as a note, Mr.
Cardott. Yes. Um, so it would be to add the words from the ERO with the largest membership to section E1. Thank you. Thank you.
Yes. Board member Chavez. Um I I just want to say um I'm going to vote no, but I um I don't think Okay, let me rewind that sentence. We directed there to be meetings with the superintendent and his design and DAE and to bring forth a policy. This policy does not come from while it it has been worked on obviously massaged by um by both sides it doesn't come to us from through that process that we directed to happen and um I will restate that I think that if we are not able to um agree on a compromise that is um supported uh clearly by both you know both sid decides then I think that we should complete the process and the board as as the board should direct the
superintendent and design um to collaborate with the e leaders DAE leadership um with mediation to complete this process and bring us a shared draft. It doesn't the I just think that collaboration is important. That is what that is the foundation of meet and confer that there is collaboration um in the recommendations that are brought to the board and that there is this um difficult uncomfortable back and forth but that is that is what meet and confer is about in order to get the best end product possible. So I don't think this is the best end product possible.
That's it. Thank you. Anyone else before it's uh board member Armstead ask a question to Miss Chávez.
Um I think from my understanding from the presentation today there has been invitations within the collaboration. We also know there was a meeting that Dr. Louis attended and it didn't seem to me that we have been moving in a collaborative way after this December right folks not coming we're coming it's a different conversation like we're not in that collab it has appeared to me that we're not in that collaborative space what do you suggest will shift in another meeting to get us to that space I think I think one right now we are truly close and I think what I've seen in the back and forth there have been different terms. Here's a draft.
Here's a draft. But they're not meeting. And it's like there's not enough middle ground. There hasn't been enough middle ground to bring both parties to sit down again. Um the composition piece was a was a big piece and that only shifted, you know, recently. Um, and
so I think right now we're very close, but with mediation, which has not happened yet, um, and I know that Dr. Lewis and, um, and DAE are open to having that mediation. Um and also um there there have been um disagreements about whether the meeting should be um private or uh public and the other my my recommendation to resolve that is that they are closed door me or behind closed doors with just the people in the meetings who are working things out that is the DAE leadership who is you know part of that process and Dr. Lewis and design but the meeting and the meeting is either livereamed or video recorded and publicly released so that there is transparency about what is said because I have heard from both sides this was said or that was said and there's been
miscommunication if you have a record of it like we have a record of this we know we can go back and see exactly what was said who said it how they said it all of that and um but at the same time it addresses This is the concern that you know people cannot people can sit in a meeting and verbally or non-verbally communicate and um interrupt the process in some way and so it removes the audience the immediate audience um in you know we can also remove digital interruptions um such as commentary um messaging during the meeting all of that. So, it's just the people in the meeting with your lawyer with lawyers if if that's what um people agree to um to uh to hash it out, take some hours, finish it up. But with a strong mediator, I think um we can get it done. They can get it done and bring it to us. And I think it takes at this point if if we can't reach this
compromise, which I don't know that we can right now, then I think look, we've spent a lot of time on this. We need to wrap it up. This has to be This comes from the board. So, if the board supports this, it's a board directive to to finish it in one final not a series of meetings, but one final meeting.
Okay. Thank you, M. Chavez, board member Carter Art. Like to call recess. There's um we're going to take a five minute recess
Thank you all. We are now back from recess. We will continue our conversation with meeting. I saw board member Carter Uton and then I saw Chair Rogers.
I want to respond to the recess. Okay. Can we switch to to her? Is that okay?
Respond to the recess. Yes. In the future, I'd like us to be reminded by our attorneys that we can't call a recess in the middle of a motion. Thank you so much.
Is that the case? I thought it it's not a privilege motion. No. I'm happy to defer to Rod on this.
My understanding is it's not a privilege motion. Uh the chair generally has authority to call a recess at any time for various reasons. I I didn't hear an objection. I apologize for not stepping in.
Thank you very much. Apology accepted. Let's keep moving. Um I'd like to propose an amendment to the motion.
It's on the floor. We have a an amendment. Can I do that, attorney? This is the appropriate time to do it.
I'm asking I need to hear a yes or no, sir. Yes. Thank you. Um I uh propose an amendment to change the 6% threshold to 20% and modify the table in section C2 accordingly.
Can we now have discussion on that? A second. There's a second. Can we do that in the middle of the Yes.
So, there's been a proper uh motion to amend the previous motion. It's been seconded. It can now be uh debated by the board.
Sorry, I thought I had to accept the amendment. No. So, so you made the base motion, right? The main motion.
That motion was proper. This is not a friendly amendment. This is an amendment, right? It appears to be gerine to the original motion.
So, I think it's proper. Can can somebody repeat it? Uh, the amendment to the motion is to change the 6% threshold to 20%. Yes.
Throughout and modify the table in section C2 accordingly. And just to be perfectly clear, so this is a motion to amend the base motion. Right? So that motion has been made uh and as I understand it, it's to increase the percentage to 20%. while making the other corresponding changes to the table that uh motion to amend the base motion.
It is proper. It's germanine to the topic that's been under discussion. It's been seconded. It can be debated.
What the board would need to do here is vote on that motion to amend. If that motion to amend is then, you know, denied, you go back to the base motion. If it's approved, then you know you have your amended main motion and you're back to debating that again as amended. question as a clarifying question. U Miss Carter Auten with 20 would you the chart would you start at 20% and have or 20 to 29% or 21 to 30% and then have six representatives starting at that place right okay just want to clarify yes this is chair Raj Hi
question is question on the floor was why are you asking why 20% instead of 30%. We're trying to make you all feel more comfortable when everybody feel more comfortable. Um we're trying to compromise. Um Oh okay that's cool.
Am I wrong? Um yes, I agree. Um trying to compromise that we had stated before. um working to strengthen um not DAE or DAE at this point but generally strengthen labor unions and organizing and as Miss Herald Goff described earlier um strengthen the democratic processes and the organizing to push all to be as robust as possible and as strong as possible. And just as a
reminder, this is not our only mechanism whereby employees contribute to decision-m in our district. So that would be my reasoning. Board member Bayer. I would like to hear from the attorney on the additional risk that that is um from that threshold and the level of comfort or discomfort or concerns that this board should consider.
Um and I appreciate the spirit of compromise. I think if I were going to compromise 10% would be where um my level of comfort and the notion of um yeah designing a a pro policy that is not intentionally exclusionary um and and intentionally flailing at a state statute. Um so that's what I'd ask
from attorneys who are here today. Okay. Thank you very much. I will yield to Attorney Malone to respond, please.
Yeah, sure. I mean, obviously, um, the lower the number, the better the board is, um, you know, putting itself in a position to, and again, Dr. Giovani pointed you to the key language in the statute. I mean the better the lower the number the better the board is able to say that it is not providing preferential treatment that it's not endorsing one education employee association over another. I mean obviously we believe that the board can have some threshold because otherwise you could have a two or three or four person association created and we're we don't think that it's the board's intent um nor the
superintendence to have every three or four people who decide they want to form an association to meet um and to be part of this. But you know again where the threshold is is um you know there's some flexibility in that obviously but the 6% number that NCA brought forward um when we reviewed that previously um we felt that they actually had a very reasonable number that they put on the table um to try to address that concern and um and the superintendent has adopted that and We continue to believe that that's a very reasonable um approach to this. Um puts the board in the best position to say that they're in compliance with the statute and um you know we would continue to recommend you know something in that in that area um if you're if you're going to do this. Thank you so much. Anyone else before I
give them final commentary on this before we vote? Uh, board member Harold Golf. Um, I want to address this notion of um somehow intentionally being exclusionary of other erros. Um that is definitely a lens in the panosiscope but the lens that I am seeing this from is not one that's in exclusionary. In fact it's quite the opposite. Um, we cannot rely on this one process of meet and confer that is meant for a very specific
purpose to be the lens from which we're hearing from worker voice. Like it can't be it's not the only one. Um and at the same time we also in order for us to hear from more voices, anyone who has done any kind of organizing work, you know, from a grassroots level and beyond understands that this kind of organizing is incredibly inclusive. it it has to be in order to work. And so by supporting that, what what what the the thing that I'm in favor of with meeting and confer is this idea that workers have to do the work to organize for the voices. They have to earn the respect of the people that they're working
for. And when you see that work, then you have to respect that work that's being done. And it encourages people into this larger process that can then be organized so that everybody's voice is included. So I really 20% is a huge compromise for me because I want to see more of that work in our district.
That's not exclusionary. um in any me I I don't see that lens I that's not exclusionary. In fact, if it's like that and let's say that that voice that's coming forward is not representing is is not representative. There's something else going on and it creates this thing where um somebody feels like this uh representative organation organization that has this democratic process is not representing them. um one of two things could happen. They
should be able to participate and and and have their voice heard by all the other means that I know that our board wants to work on to enhance community engagement or they're going to find synergy with other people and they're going to begin to organize and their voice in that organization is going to be heard. they're going to come forward. They're going to build their threshold and then that's going to challenge the democratic processes of both. I mean, it's it's democracy.
It's not exclusionary. So, I want to encourage that. um the lower we make the threshold I mean we can like I said we can argue it might be safer to yeah it would be safer to have a 6% threshold or you know whatever and honestly you know
uh I don't right now you know that 6% threshold I don't know anybody else who is but if if somebody is really serious about wanting to come as a representative organization they're going to do the work to organize those voices so that they can for this particular process for meet and confer. So I don't feel like we should be afraid. We've compromised. We came down from 50.
I don't think we should be afraid of appearing to be exclusionary or having to that, you know, whether or not we're exclusionary that being defensible. I I I'm defending it and I'm not even a lawyer. So I and and there's plenty of other lawyers who we have not heard from that are defending it that that say they can that it is defensible. So um the amendment to the motion for 20% I can go along with but I feel like 30%
is fair. I feel like that's reasonable. I don't want us to make decisions out of fear. I want us to make decisions out of, you know, for progress and I want to I want to do everything that we can to support a very robust and healthy democratic process and I want us to get to meet and confer so that we can go about some healing in our district.
So, um I don't want to argue over the threshold. I mean can we come if there is a fair like if we'll get to that point when we get there like if it come becomes an issue it'll come back to the board oh my 30% oh dang and then maybe we can do something about it then but right now you know that's that's where I am I really if if that's the only thing 30% 6% you know that's where I am so I will go with the amendment for 20% %. Um, I feel 6% is too
low. Um, I wouldn't go anywhere below. I don't even want to say it because I don't I don't want to go any lower. So, I'm not even going to offer what what I think how low I would go on that.
Okay. I don't want to cut you off, but are you finished? I am done. I will step back.
All right. I got to get out of here. You know, I got to sing tomorrow. Right.
Thank you. But you didn't act like it. You was like, "Okay, that's good. You're going to do well tomorrow.
All right. Thank you. And we'll go to um Superintendent Lewis. Dr.
Lewis, thank you. I'll see if I can help you understand how it's exclusionary and not defensible. So, but it's 20 or 30% if there's a group of employees that decide that they want to organize and keep in mind we're this is a policy that will probably be here when we're all gone, right? And so if there's a group of employees that want to form an erro and the threshold is 30% or 20% and it's only 300 500 in that group that's that's
excluding them. So that's why it's exclusionary. So for example, if there are IAS that want to form, if there are data managers or secretaries or custodians, whoever, if they want to form and they don't reach that a,000 or 1500, then we're excluding them. And so that's that's the rationale for the lower the better in terms of it not being exclusionary, if that makes sense.
Okay. Thank you, Dr. Lewis. Do you anyone need you need a response?
you wanted to respond to that or turn your mic on so we can all hear you please. [Music] So, we can come back. Thank you. All right. Um, I board member
Umstead. Uh, yes. There's been a lot of really great debate tonight and I agree with you, Miss Chávez. We are We just need to um think about the Eagles a little push and get you over over the finish line.
Um, I have a proposal of what that could look like. I heard 10. I heard 20. I also heard a desire for Dr.
Lewis and DAE to get back to the table. Could we ask you board to go back to the table, bring us a proposal at our next meeting that falls in between the 10 and the 20 range and a policy that we could adopt or do a first reading on at our next meeting in April with with our attorney? Yes. With your attorneys.
Yes. Yes. Yes. Would that count as a first read or second read?
You mean today or when we bring it back? Yeah. Isn't this like a first read? Like if it comes back as I'm just asking for
clarity because we're not taking any un sorry. Okay. We are with board memberstead. Go ahead and then let me know if you want to ask anything and I'll acknowledge it.
Go ahead. If we don't take any motion, if we don't take any action on it tonight, then it's it's just for information. So, we would need to like approve it as a first read to move it to a second read. Is that helpful?
Okay. So, does that mean that in the if it comes back in a second read, it comes back with the changes? I mean, yes. My proposal is that it would come back with changes.
It'd be up to us if we wanted to pass it on a first read pending da da da for the second read. I might say it'd be easier just to direct that the superintendent to work on the edits that we've created and bring it back for a first read, but that's it's really up to us. Mr. Tab, can I speak? Chair Rogers.
Um, thank you all for that discussion. It's not particularly germanine to the motion because we need to um vote on the amendment and then vote on the original motion and then talk about whether we're going to do that um and what that looks like. But Mr. Tab hasn't spoken.
Thank you. Will you finish Mstead? Sure. No, go ahead.
Anyone else before I speak? Go ahead. Miss um board member Brier. I um I know we all want to finish this. Um, I want to be clear, at least from my math, to anyone that's that's the 30% threshold means you have to have 1,500 employees before you would
ever have a seat at the table. You could be in the room, but you wouldn't have a seat at the table. 1,500 employees. It's a lot of organizing.
We only have a 100% of employees, and some employees do belong to multiple organizations. We have people that are in DAE that are also teamsters. We have a lot of teamsters. Um, what are we doing with our teamsters?
I don't know. But they are current DPS employees that under any of these scenarios, even the 6% are not included. Our our lawyers have said that that we can live with that. But when you all start ooging up the 20 and the 30 and the 40, which is exactly what I'd be advocating for, just to be clear, if I were a specific union, right?
I would want that exclusivity. I get that this state statute that we did not write is what this board is trying to get wrap our brains around. But even if we lower that threshold to 10% some group would have to organize 500
employees before they got to have any voice. And the proportionality of the representation and the membership at the table does always give the erro with the largest percentage you know strength. Um I also wanted to to make space for you Dr. Lewis.
Um, I apologize for ways that people have called you names through this and questioned your integrity and your leadership. It's completely unacceptable to me because and and everyone here, cabinet level, all of y'all, all of y'all, y'all are all our employees. And there's been assumptions through all of this that meet and confer is a we fight, we win. it's gonna that it's going to be an adversarial that's not the Durham way and that's not what we're talking about when we're talking about meet and confer good managers need to hear from
their employees and welcome that feedback and I am this board is trusting that that is how Dr. Lewis is and will continue to approach this. But we are not going to have a superintendency that is a revolving door. We we will need leadership.
We need cabinet level all the way down to every role in this district and worker voice is important and so is the way we treat each other at this table. So, what's important to me is that we think about if this is going to go through revisions and changes. This is this is not a fight in Durham. This is listening.
This is collaborative. This is we take our fight to Raleigh. We take our fight to Washington. And we do that together. I know it has been a tough couple of years in in DPS.
But gracious, it is it has been tough, not because of uh only of decisions this board has floundered, but largely Raleigh. And we're going to keep fighting to get our our folks paid the best in the state, and we're going to keep fighting to get the resources that students need, but we're going to do it together. And it's not going to be a fight. I love all of y'all.
We'll figure this out one way or together, you know, but we really, really need to do this together. And and maybe in in the future, we can get this law that y'all don't like changed. We didn't write it. And we're trying to have our lawyers figure it out and not not go to court over it.
We don't even challenge the calendar law in Durham. We got to get back talking about students. I look forward to that um in the future. Thank you. Thank you very
much. Board member Byer, we will go to now board member Carter Alton. I'm wondering um on the heels of what um board member umstead was saying, I'm wondering if um given what we've heard tonight from everybody if it would make if there would be um substantial support for a 15% threshold. We need to vote on the motions that are on the floor.
This is related to that. Yeah, except that you already have an amendment to the motion. This is the part that um as board members I would like for us to just really really stay focused on on the issue at hand which is meeting confer. And I was real concerned that once we started throwing out these motions that we were going to get derailed and this is exactly what has
happened in this conversation. um because there's a lot of discussion that needs to happen and a lot of honesty and and people to trust each other's thoughts and how they look at this whole process. It's so important for us to do that. One of the things that I've been saying from the very beginning and from the beginning of my campaign is that stakeholders should work together and that was with every organization.
I said stakeholders should work together. Every organization knows that. And so from the very beginning, I've been saying let's continue to work it out. And if you kind of look from the beginning to where we are now, a lot of things have changed because people were working it out and you were together and you were talking through it. Let's not lose sight of that. These motions right now are going to
here again divide this board and we don't need this board to be divided. We need Dr. Lewis and DAE to work together to work work this out and you are very close to working this out. So as a board let's give them this opportunity to do that.
Think about where it started and where it is right now. And most of us sitting up here did not believe that it would get to that. But we are and we're at it. Trust the process.
Artists always say trust the process. And if we believe that, that process is going to work itself out. There are other avenues that we still can take. If they don't work it out, then let's move to the mediator if necessary. But I don't think that's going to be
necessary because you're at it. Trust the process. So these are these motions are on it, but I think these motions are getting ready to divide this board again. That's my feeling.
And I would love for us to resend all of these motions and get Dr. Lewis and the president of DAE back together with the attorneys for this last thing and work it out. That's Mr. Tab's approach.
That's my opinion. But I'm only one board member. And if we're going to continue to work talk through this, we can do that. But I think that they that if you follow the process, they are going to be back together and they're going to work it out.
Chair Rogers. Thank you, Mr. Tab, for your comments. I think I've listened to my colleagues tonight and I really appreciate being in
this space and hearing from each of you. One thing that has resonated with me is we say or one of my colleagues says our our attorneys say X Y and Z but there are 20 or 30 other attorneys that say something different. The reality is we invest taxpayer dollar into our attorneys and it sounds like there's a lack of trust for our attorneys. Also, I need to remind us that we have one employee as the board.
Our one employee is the superintendent. And when the superintendent and his administration has put together a presentation that demonstrates that his employees didn't come to a meeting that he invited them to multiple times. We're just going to be okay with
that. Are we going to be okay with that? That's what are we willing to demonstrate that we both don't trust our attorneys and we don't trust our superintendent cuz that's what I've heard resoundingly here and I don't know that I don't think that's the intention but that's the way it presents itself and so I [Music] wonder if we don't trust our attorneys and we don't trust our superintendent Do we trust any other community groups or just DAE? Thank you.
Thank you. Thank you chair chair Rogers for that. Um I would say that all of us in this process will perhaps say things that um we may need to think through a lot.
Um, I hope that this board continues to have trust in our attorney, although we may not agree. And sometimes not agreeing does not mean that you don't have trust in the attorney. Also, um, we trust our superintendent because he is our one employee. And that's why I am pleading to this board to allow our one employee to do the job that we have hired him and asked him to do which is to work through the meet and confer.
I don't think that we should derail that. That's why we have him and if we trust him, let him do that and go back to the table. So, that's going to be my response to K. Rogers um statement, and I hope that we trust our attorney enough
because we're paying them, but that doesn't mean we're going to always agree with what they say. All right. I saw uh board member Harold go first and M. Chavez come after her.
Okay. And then Miss Go ahead. Thank you, Mr. Tab.
Thank you, Mr. Rogers. Absolutely. Um, respect and trust our superintendent, our one employee.
Um, respect our lawyers, trust their um their feedback, listening and and absolutely understand and respect everything that's coming. [Music] Um, and I also, you know, can respectfully disagree. I just like Mr. Tab said, because I disagree or that I challenge doesn't mean that I disrespect or um don't trust.
Um this kind of back and forth like I said in the beginning encourages us to see um things that are peniscopic. Sometimes we can only see things from one lens. So without having the opportunity to have these kinds of discussions which I find very difficult in these settings to really get to the heart of where the conversations are without having the opportunity to do that um just like you mentioned earlier you were disappointed that you hadn't heard a particular comment from me it's very challenging um to have these conversations. Um, so when we do have them, I'm asking, you know, one of the things that I ask is that we remember um we have to be able to hear from all of these lenses in order to for us to get to a really robust um understanding. We might not always um agree but at some point and we might not always meet
consensus because this is not the kind of um setup where that takes place but we can't be afraid to have the dialogue publicly because that's the only way that we can have it. So um I love our superintendent. I think he's doing an amazing job. I'll say it over and over.
In fact, Miss Buyers, you know, champions our superintendent. I often just, you know, she we love him and I also um I'm standing on my principles for this democratic process and I'm trying to understand the threshold and that's why I'm having this conversation. It's very difficult to have this this conversation without hearing from from everybody. I got to get out of here.
I've said that a million times, but I feel this is very very important. Um, so we're talking about it now. I
hear we we want to trust I hear we want to trust our superintendent to go back and to do this. And I also hear that we're frustrated and we want this process to move forward. um trust. If we're going to talk about trust, what I am speaking for myself, what I don't trust is that based on, you know, what's gone on the process so far, what I don't trust is I just I just want to make sure that whatever happens is public record so that we can be informed so that what one person says and what another person says, we can just see it. It's really hard to follow that tracking email. when we have the opportunity to talk then we like oh I get oh and then you start to see where the holes are but outside of this public forum right here without some kind of public record um it's very hard to follow what is what is happening with this meeting and confer process and why it's so bottleneckked um I see that we're close I'm I'm excited there's one little thing that threshold thing is a big thing it was
there were two you know the big things now this is now this is the big thing So, I trust that they can get over the hump. What I don't trust is that they can do it outside of public record. So, if if they come back together and the mediator um may or may not be necessary um based on, you know, if this conversation can be public. Now, I also want to go on record and say that the reason why I understand not wanting to do it in a situation like this where it's open and everybody's in the room is because of what happened on that Tuesday meeting.
That was very uncomfortable. Um, was not our best moment. And sometimes when you have to have the hard conversations, I feel like it's better just to have the people that need to have the conversation. But if it's going to be just those people, we have to have some public record so that we as
a board can understand what happened in that meeting. Um, and be able to and and and the public can understand and there won't be this too, you know, because even today there was conflict over well this is what the superintendent said the process was and then DA said this is what the process was and that's not right and this is not right. We heard that in public comment. So it needs to be public record.
Um, and I I could get on board with that. And I'm also hoping that it won't take several months, you know, several weeks even for that to take place with or without a mediator. Okay, that's all. Thank you very much, board member Harold Gooff.
Board member Armstead. Just wanted to go on the record and say I trust our superintendent, Dr. Lewis and our attorneys. I think we need to figure out our path forward. Uh we collectively, we and I'm using we all of
us in this room need to figure out the path forward because it was over about a year ago, little over a year ago that we all sat around the table and said we wanted to move this forward. Not all of us, most of us around the table said we want to move this forward. Mistakes made all around. We could all sit and talk about that for a long time.
But it's time to move us forward. And so I'm ready to figure out what those next steps are. Personally, I like my own proposal. I think it tries to compromise on where we were, but also understand it's a dem this also too is a democratic process.
So if people don't want it, that's fine with me. But I think we need to provide direction. The hour is late. Our educators have been waiting for a long time.
And I appreciate y'all for waiting here for this conversation. But I I think we need to figure out a path forward. Yes. Uh board member Bayer.
So I want to celebrate how close we are as we all do and I also want to acknowledge that the tension for me chair tab I like to say that is um we it is I think the sticking point that we're down to now because there has been great compromise on all sides. The sticking point to me is that is the board's level of comfort along with our attorney that is the number that goes in the blank. And so, you know, and I would say this to you folks that that want this arbitration and going back for Dr. Lewis to be in it.
It's really it's it's the seven of us to put a number in that blank, right? And to to send them back to the table for I mean, clearly DAE is going to want the highest number they can get. I get that we're going to want a little uh number that makes us comfortable and defensible and to apparently numbers are all different all around this table of seven people. So, um I'm looking for
what suggestions we have had, what motions, whatever. Um that will get the the responsibilities on this board to fill in the blank on that number. It is not on Dr. Lewis.
I mean, he's brought us what he's worked with our attorneys to to bring and he took the I need I need people I the name calling has been hard and and nobody's a union buster when they take a number from somebody's proposal. I mean, that's that's exactly where we are. Um, so if we can all kind of deescalate ourselves and our feelings, breathe a little bit, but it's it's this board that has to fill this number in, whether it's tonight, whether it's in the future, it's not Dr. Lewis, and it's, you know, there's clear what they want, right?
I mean, they probably like it higher. I mean, but it's our work. And so, I don't know when and how we're going to do that. it to me it's more us and our
attorneys and maybe we need some time to sit with us with it and we're clearly not at our best tonight but I'm glad we've had this conversation. Um thank you. I would respond to that and just say here again follow the process. It's very important that at the point that we are right now was not at the same point we were weeks ago and months ago and almost a year ago.
And if we're this close, allow the process to work with Dr. Lewis and the DA president. We're there. I think we're there because that whatever that number is going to be, it's still going to be a number that Dr.
Lewis is going to be comfortable with and our attorneys are going to be comfortable with. That's going to be the bottom line because if they if the attorney is not comfortable with it, they have to defend it. That's the bottom line. They going the attorneys have to defend it. So, we're not going to prove anything. I don't think as a board if our attorney says
they can't defend it. So, let them let them work it out. I mean, that's just my opinion as one as one board member, but I think we've had a lot of discussion about this. Um, really great discussion.
And Chair Roger, you want to say anything final? I saw your hand. I just wanted to call the question. Okay.
Question. Is there is there appet is there any appetite for res resending all of these motions and let Dr. Lewis and DA president go back and work on this because and and board members there has been a motion to call the question. It it has not been seconded.
Um but that is before you right now. Okay. Is there a second?
Say can you restate that we are voting on Miss Carter Uton's motion? Is that what we are voting on? Miss Carter, can you repeat your motion please for the record? amendment to the original motion which um was to change the threshold from 6% to 20% throughout and modify the table in section C2 accordingly.
Okay. And it was properly second by board member Harag. And and to be clear, the board right now is voting on the motion to call the question. And I I may have missed the second.
Was that seconded? It was. Thank you. And that requires a 2/3. Okay. Paul, roll call to close.
roll call to close to call the question to close the discussion. Raise your hand to Miss Bayer. Hi, Miss Heraggo. I board me.
Hi. Board member Chavez. Hi. Board member Cart.
Hi. Board member Chair Rogers. Hi. Board members have vote I as well.
Now the amendment. Yeah. We'll vote the amendment. Move the amendment.
All in favors say I. We'll do a roll call again. Board member Bayer. No.
Board member Harold Goff. Hi. No. Board memberstead, sorry. No. Board
member Chavez, I board member Carter Alton, I chair Rogers, no. And board member Tabos, no as well. So, the motion fails. Four to three.
4 to three. And board members, you are now back at the main motion. Yeah. And we're back at the main motion.
You want to restate your motion? Just for the record, we're going to make sure we because this happened before that we didn't know what we were voting on. So, please restate the motion. The motion was to wave second reading and adopt policy 7215 with the amendments that were discussed. um and agreed upon this evening and pass policy
7215 as it stands as a starting place. You heard the motion there. Second. It was four members for clarity.
Those who second it Rogers. I did. Second it. I did.
It was already Yeah, it was seconded by M. Rogers. Well, I I do, if I may, uh just for total clarity, the uh proposed changes would be the changes to I believe section E regarding the vice chair. Is that correct?
And as well as the changes to the table. Those would be the two changes that are being proposed. And and then C3 to remove the uh other employees, the two words other employees in C3. Thank you.
Thank you. Well, now I'll do a roll call vote. board chair I mean board chair Rogers I board member Carter Alton
I board member Chavez no board memberstead Say it. This is a Can I ask a clarifying question? I apologize. I know I'm out of order.
This is the first read, Miss Byer. It's It's It's waving second read. Yes, it is. Putting something in place that gets this moving and can be modified in the future as all policies can.
Uh, I vote yes. Mrs. board member Harold Goff, no. And board member Tab votes no.
And board member buyer votes I 43. Yeah. Motion carries. Carries 43.
Now, our next agenda item is summary of follow-up items. Who's taking that? The summary. Mr.
Tab already asked for um follow-up items. Okay. I'm sorry. Meeting confer is on the top of the the chart. So, I'll start with the notes I had. Miss Harold G um made
the uh asked to make sure we remove the superintendent version and DAA DAE version and only have one meet and confer policy. It was okay. So the followup M may let's get some order here. Yes.
Okay. Yes. Go ahead Dr. J.
So the followup um items for meet and confer is simply for administration to make the edits that were provided and to post it onto board docs. Um, and I will send that to you, Miss Smith, tomorrow. And I'll go ahead and do since I'm have the microphone, may I proceed with the strategic Please do strategic plan for the follow-up items for Miss Cooper. Um, Miss Chávez um was the only board member that I show
indicated any follow-up items. One being she wanted additional data on outcomes. She wanted to know how many contacts do the ambassadors make, what are the results of those contacts and also in general and also by school. Did I miss something?
Okay. I'm saying okay not um it doesn't have to be immediately but you know. Yeah. Thank you.
Thank you. I believe that Miss Dr. Pitman, you want to go next? and the feedback for the um financial excuse me the superintendent's recommended budget um a request for Mr.
Teter's information to be written and shared with the board. A request that baseline positions be provided and also the nuance or the how application schools or additional positions are allocated and what is that based upon. A request to show where the
shifts in the allotments are resulting. um a result to share how the 15% reduction in budgets at the school and the district level was uh impacted and what was eliminated for the master's pay. A request from the board to provide a one-page summary on the issue around master's pay and what what some positions require a master's degree and the nuances of that. You ask for a prioritization in the budget expansion items from Dr.
Lewis in the event all of the funding might not be um provided by the county. A status from transportation of the recommendations. Mr. Webb will provide an update at a future meeting.
Um a general request for a DPS allotment manual at some point in the future. Um, can we show in the budget how to address the capital outlay needs? And there was a generic question
around have the EC and ESL stipens been of benefit and impacting staff retention, a request from the future for the board to receive uh the impact of the heart program and how that's playing in our schools and how many responses they've been able to provide. And can we get an update on the ratio of key staff areas such as interpreters, counselors, nurses, social workers, and perhaps a multi-year impact to reduce those ratios. Does that conclude everything? That's what I had for mind.
So with that, I would move that we go into close session for the reasons stated on the agenda. Second. It was moved by board member Byer and seconded by board member unstated we go in close session for the reasons stated on the agenda. We're now in close session. Oh, we need to vote, don't we?
You can do roll call. I don't I don't think this is going to be tense. Okay. Or close.
Okay. Board me buyer. Yes. Yeah.
All in favor? I I I. Board member Harold Goff. Hi.
Board member Armstead. Hi. Board member Chavez. Hi.
Board member Carter Alton. Board member Chair Rogers. Yes. And a reminder, we won't be live streaming after close session.
Okay. Thank you very much. Board member Chad Vos as well. We're now in close session.