Good evening board members, Superintendent Lewis, all of our beloved students. I don't know why I keep struggling with anyway Durham public good evening everyone. And the Durham Public Schools Board of Education work session is now in session. And at this time, we'd wish to extend a warm 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. Interpreters for tonight are Karen Reyes and Iet Perez. Thank you for taking the time to join us. And at this time we would like to take a moment of silence. Thank you.
Right. At this time, I would entertain um the agenda review for approval. Mer Gooff, I would like to request uh make a motion that we modify the agenda to add actually to modify the agenda to remove consent agenda item A, the calendars for traditional year round instructional year 2026, 2027 and 2728. um to bring back at the January work session. Um and I'd like to add an agenda item right
after consent. So it would be a new 3A for personnel uh to add extension of the superintendent's contract. Second. >> It's been moved by Miss Rogers, seconded by Miss Beyer to remove consent item A from the agenda and to to the January work session and to add a personnel um item to bring Dr.
Louis's contract for approval before right after the consent items. Um, is there been seconded by Miss Beyer? Is there any discussion?
All in favor? Any >> opposed? approved unanimously. >> Miss Goff, I'd like to make a motion to approve the agenda as amended.
>> Second. >> All right. It's been, let's see, moved by Miss Rogers, seconded by Miss Beyer to approve the agenda as amended. All in favor?
>> I. >> And I vote I. It's approved unanimously. And next we have our board agenda, board of education meeting minutes from November 6th, 2025.
>> Move approval of the meeting minutes from the November 6 work session. >> Second. been moved by Miss Chávez to approve and seconded by Miss Beyer to approve the board meeting minutes from
November 6th, 2025. All in favor? >> I >> I >> Any discussion? Sorry about that.
Hearing no discussion. All in favor? >> I >> It's approved unanimously. And now we're going to move on to general public comment.
A quick review of the rules. Please first state your name. If speaking for an organization, please state your name and the name of the organization. Second, uh speakers are asked to present their comments in a specific time.
Um we have a few speakers today, so we will have one minute. When the yellow light comes on, you have 30 seconds left to start winding up your remarks. When the red light comes on, it will beep, which indicates that your time is up. Complaints about named staff, students, or parents should not be voiced in open session. However, we are very interested
in hearing your concerns with regards to public education, safety of students, and to the operation of the school system. Finally, the board members will listen carefully and consider the comments, but we do not engage in a discussion with speakers. Our first speaker is Lauren Sartine, followed by Rachel Owens. Hi, I'm Lauren Sertain.
I'm a DPS parent, a K12 policy expert, and I'm also a candidate for school board. You'll talk about the budget tonight and that budget must address one of our biggest problems, declining student enrollment. DPS can be the best option for families and create more job security by putting dollars back into schools. And that means doing a few things. Creating efficient HR systems, providing afterare and busing, and maintaining safe school buildings. We
have a hard path ahead. There's at least a billion dollars in unfunded building costs, and we may even have to close schools. Closing schools is the hardest thing a board ever has to do. I lived in Chicago when they closed nearly 50 schools in a year.
As a researcher, I talked to teachers and students about their experiences and I learned what the district could have done better. I have what it takes to do the hard work because I've done it before and that's why I'm running for board. Thank you. >> Good evening.
My name is Rachel Owens and I teach science at Northern High School. I'm here tonight with the Sustainable Schools Coalition of Durham Public Schools. We are back tonight because we're still waiting for a climate action plan. Also, we saw in the CEO's presentation to you tonight that he is recommending the termination of Site Logic's contract. Forformational purposes, we want to make sure you understand that the termination of this contract means that DPS's energy conservation program is no longer.
The contract employs our only energy managers in the district. This program and these people are beyond invaluable. Actually, they do have a value. It's actually measurable and it's saving DPS literally millions of dollars each year.
One of our many questions that we have for you tonight is why is DPS choosing to terminate a contract for a program that is saving us more money than it is costing? What is the rationale for that decision? Through the dashboard, we know that more money has been saved through this program in one quarter than DPS pays for the whole year. Thank you.
We have Marian Mamba followed by I think this says Catalina Sanchez Tooa. Good evening. My name is Mirin Masamba and I'm a senior at City of Medicine Academy and I'm here with the Durham Sustainable Schools Coalition. The first time I spoke here was actually this time
last year. I was a junior and I distinctly remember speaking about the dangers of complacency and how important it is that the board follows its own 2021 resolution to pass a district-wide climate action plan. Time has passed and I come to you again, but this time I'm frustrated. We spent emails or we spent time sending emails and letters.
We've spoken during public comment and we've had individual meetings with with local leaders. Yet, despite all this, the climate action plan remains unseen by the board. And each time a request is sent, we have assurance that it will be presented next month. At this point, it's hard to not wonder how many more months students are expected to wait for a climate action plan when the climate crisis is affecting us every day. What makes this even more concerning is the return of that same complacency I talked about a year ago. Thank you.
Hi, my name is Catalina Sanchez and before I se my time to Matias, I want to say that a climate action plan not only saves us money, but it also saves the lives of children because I don't even know how to explain this. Um, climate is what keeps us alive and the environment also. And if we don't save it, then we're going to die. Next, we have Ma Muso Matu followed by Sharon Bagotel.
He did her remaining time. Hello, school board. My name is Matias Matthew. I'm a junior at Northern High School, a member of the superintendent student advisory board, and a student leader for the sustainable schools coalition. Um, I'm going to have to skip some of this, but the decision to
the decision to cut the um energy conservation program will is a remarkably is a remarkably I'm sorry. Um, I'm going off script. It is a remarkably bad decision. [gasps] This this is a program that say that saved the district over a million dollars and uh costs less than a tenth of that. Um, if we were to, okay, if we were to take the logic at its word that this is about money, um, there are so many questions like, if the budget is this tight, why are we paying hundreds of dollars to heat and cool the entire old or old northern campus while only one building is occupied and used? An over are we really going to pay to maintain a school
with no kids in it over a program that is saving the district money? An oversight this size makes it seem like the people who uh handle these programs aren't talking to each other and making the right decisions. I'm sorry I'm out of time, but thank you. You can go ahead.
Go ahead. You're Sharon, correct? >> Yes. Okay.
Good evening. My name is Sharon Bagotell and I'm the national youth action coordinator for Citizens Climate Lobby, a former public school teacher and a Durham resident. As youth action coordinator, I've had the privilege of awarding a national second prize to the Durham Sustainable Schools Coalition for their amazing civic engagement in advocating for a DPS climate action plan. And this great work has even caught the attention of our member of Congress and gotten national
publicity. Tonight, I'm here to express my deep concern about the termination of the contract with Site Logic that effectively guts DPS's energy conservation program. The numbers show clearly that the energy conservation program saves DPS at least a million dollars annually, paying for itself and way more. With rising utility rates, I ask, what is the rationale for cutting a program that is saving money on utilities?
The public and these students here tonight need to understand. I also ask, how does the board plan to fulfill its commitment? >> Thank you. Um, next we have Sarah Rodriguez followed by Aiden Mendoza.
Maya. Good evening. My name is Sarah Rodriguez and I'm representing the National Sunrise Movement as the campaign manager of the DSA Sunrise Hub. As of right now, we have 3 years, 222 days, 17 hours, 6
minutes, and 0 seconds until the damage that the climate change has caused to the earth is irreversible. We want to thank you for your response to us and your willingness to meet with us and work with us for empowering us to innovate, serve, and lead. We hope that our conversations next week are very productive and that we can take steps towards a solution together. The federal government government is not speaking and working for the people of America.
The people in power, our representatives are acting only for themselves, protecting their wallets, their reputation and status. Corporations like big oil pour their money into election cycles. And now our leaders protect only the wealthiest few. When the federal government isn't acting for us, we need local leaders to step up.
It is your responsibility to act. The profit of big big oil should not be going to corrupting our government. It should be going into our communities. Thank you. Good evening. My name is Ada Mendoza and I am a recruitment lead of the Durham
School of the Arts Sunrise Hub. 3 billion last year, more than the economic output of most countries. Instead of reinvesting in equitable renewable energy solutions, major international oil companies have funneled their profits into stock buybacks. shareholder div shareholder dividends, greenwashing campaigns, and further backtracking on their climate commitments.
This is this is the money we want. Instead of lining the pockets of billionaires, this money could rebuild our communities, feed the hungry, create new jobs, and fund the switch to clean energy and save our futures. We want these companies who are on the forefront of CO2 emissions to pay for green initiatives to make up the damages they have caused to environment. Implementing laws at least for um that force these companies to give their profits in their super fund to pay for the green new deal for schools.
This will bring money back to the district um back to Durham public schools and districts across North Carolina. We need a make polluters pay resolution. >> Thank you. I have Sasha Wolfrram
followed by Ryder Sammons. Hello, my name is Sasha Wolfram and I'm here representing DSA Sunrise. This past weekend, DPS got three snow days. I'm sure this impacted all of you, but it's only early December.
How many more snow days will we be getting this year? Probably a lot. As the climate crisis worsens, temperatures become more and more extreme. This means record highs and record lows.
And we know that these temperatures are disproportionately affecting the minorities in our community. We now have 3 years, 222 days. No. Yeah.
17 hours, 3 minutes, and 20 seconds left. Your voices have power. Use them. Protect us.
We need to act now. Make pleers pay. And we thank you for your responses to our emails and willingness to work with us. Thank you. >> Good evening. My name is Ryder Simmons and I teach science at City of Medicine
Academy and I'm here tonight with the Durham Sustainable Schools Coalition. As an environmental science teacher, part of my job is to educate students about anthropogenic climate change. I've appreciated the work that Durham Public Schools has done to minimize their carbon footprint and felt inspired by their commitment to source 80% of energy for operations from renewable sources by 2030 with the passing of the 2021 renewable energy resolution. We are now under 5 years from that goal with no public plan in place and soon there will be only one employee responsible for overseeing this transition.
How can we anyone expect a massive transformation in our energy budget without providing support for this initiative? As we cut programs like the ECP and miss targets for reducing greenhouse gas emissions, we give our students a worse world than the one we started with. We appreciate good intentions, but what we need, really, desperately need is a climate action plan. Thank you.
Thank you. All right. Um, next, can we have Jason F followed by Holly Harden?
>> Good evening. My name is Jason Fe and I'm a DPS parent and a PTA leader at Lions Farm Elementary where every instructional space is in use, including shared offices and a repurposed media center. And overcrowding is already disrupting our programming. Our attendance zone is projected to grow by another 5,000 people over the next 5 years.
We are the second fastest growing zip code in the county and we're already over capacity. DPS has made measurable progress. Nearly 90% of schools met or exceeded growth targets last year and enrollment is stabilizing. Tangible wins worth celebrating and yet public confidence is still fragile.
We ask that DPS commit to sharing a clear enrollment and space management plan for our school before January 10th showcase of schools. We also asked that Lion's Farm be included in included in both interim and long-range planning, including the potential relocation of Durham PreK to relieve space immediately and consideration in future bond discussions. Thank you for your time and for protecting the success that you all helped create.
>> Um, I would like to seed my time to the next speaker. Next speaker is Yaier Pñena Reangel. >> Dr. Lewis and members of the board, we should not have to repeatedly pled on behalf of our families.
Since January 20 of this year, our community has been under attack. It is difficult to describe the daily anxiety we are experiencing. This is our personal pain and I don't believe we need to publicly display it in the hope that you will listen to us. Some of us our parents have received copies of the talking points given to school staff.
These talking points demonstrate an underlying lack of empathy toward our community. For example, phrases like this one. In democracy, people can disagree disagree about policies and still respect each other. Are you telling us that this is a normal time in our democracy? Are you saying that we can disagree but should
respect others? Should respect people who support policies that allow us to be racially profiled and be taken from our school bus stop or supermarket parking lot. Do you really believe you're protecting us by taking away neutral stand? 11 months have passed since all of this started.
It's been over three months since we presented policies 5120 and 4321 for your review. Please approve these policies. Show us that when you say our safety is your priority is not just empty words. Show us that we're 35% of your students are worth fighting for.
We don't need talking points. We need a policy that will pro protect us from those who see us as less than human. Thank you. >> Thank you. Now we have Tony MSAS
followed by Ruby Valdez and then Patricia Russ and Katie McConnell. >> I'll also seed my time to Ruby. Thank you. >> Hello, my name is L.
Ruby Valdez. First and foremost, I am a community member and a Duke University alum. The safety of our students is our priority. I think we can all agree on that.
It is also written throughout the front office quick reference, immigration related concerns, the teacher talking points, and the key talking points for Sunday messages to families. However, right now, what that looks like per these documents is asking teachers to remain neutral verbally and instructionally while inadequately preparing teachers, staff, and personnel to confront ICE if need be. I want to start with neutrality. What does that mean to you?
Is it professional or is it dangerous? If communities are under attack, it is essential to discuss, name, and counteract. We can no longer accept the luxury of neutrality.
Too much is at stake. When it comes to classroom dialogue and management, teachers are being asked to remain neutral and support the notion that people can disagree about policies and still respect each other. I would like to recognize that the entire first page of teacher talking points allows conversations to potentially spew hurtful rhetoric in the name of different perspectives. It assumes and acknowledges human rights as a topic of debate instead of focusing on the fact that human rights are being infringed.
I'm here today because students have a right to know if their teachers are ready to loudly, actively, and safely support them if I makes an appearance at their school. I want to make it clear that following your school's established protocol for law enforcement is not enough. This is not law enforcement. The outcomes, as we have all seen, are severely different.
How do we ensure that teachers, staff, and most importantly, students are prepared for that difference? I want to end by saying that our students deserve unwavering safe spaces and if they don't feel safe, you cannot prevent fear-driven absenteeism. Schools must be safe havens
free from the threat of deportation and the discrimination we have seen against our children as a result. Thank you. Good evening. I'm Patricia Russ and I teach at Little River.
We now have dates, a plan, a promise written in winter's span, a step in the right direction. Yet many steps remain. A plan is only as strong as its follow through. Children breathe in real time, not on a delayed timeline.
December may bring some repair. " Health is not a footnote, not a problem to be paused. When health is at stake, action cannot wait. Mold does not follow meeting schedules or break for holidays or wait politely for decisions to be made. Our children are watching what adults choose. They learn
from our actions. The lesson they deserve is clear. When something is harmful, we fix it. Thank you.
Hi. Um, I wanted to say thank you for fixing the door. Um, and I am grateful that this door is fixed. Uh, truly, but gratitude cannot erase a pattern.
A pattern where preventable problems have been ignored. A pattern where communication is inconsistent or non-existent. um a pattern where the people who work closest with children, teachers, support staff, um were expected to compensate for broken systems without resources and without urgency. I stand here tonight because I believe that Durham public schools can be better than this. Um but belief alone aren't going to keep our
kids safe. Uh belief alone won't retain families. Belief alone won't repair the trust. Thank you for fixing the door.
Now, I'm asking you, parent to leader, employee to employer, please fix the systems that keep breaking before something irreversible happens. Thank you. Thank you. And this concludes our public comment.
Next, we have our consent agenda. I'd like to move approval of the consent agenda. >> Second. >> It's been moved by Miss Rogers, seconded by Miss Buyers to approve the consent agenda items B through F.
Is there any discussion? All in favor? >> I I vote I. It passes unanimously.
And let's see. And now um this is where we have added the item to um the personnel item to amend the Superintendent Lewis's contract. Um there any discussion? >> Mr.
Argo, I'd like to offer a motion to extend the contract of Superintendent Dr. Anthony Lewis for an additional year to include um a $2,500 investment onetime investment in the annuity of his selection as well as 40 day hours of compound. >> Second. >> It's been moved by Miss Rogers, seconded by
seconded by Miss Umstead to um approve a contract for Dr. Lewis to include a $2,500 um contribution to um an annuity of his choice and 40 hours of comp time compensatory. um the and um to extend his contracts by one year which is the max that we can do at this time. Is there any discussion?
All in favor? >> I I >> and I vote I passes unanimously. >> Mr. Can I make just a couple comments on that?
>> Um congratulations Dr. Lewis. Uh this vote comes after a full evaluation by the board for the 2024 2025 school year. We unanimously have voted to extend your contract. Um and we have several things
that we're excited about that are attributes of our confidence in your ability to lead the system. You arrived in the midst of adversity, bringing a willingness to do some difficult work that we knew we needed to keep student achievement high, safety and security at the forefront, as well as fiscal stewardship. uh when you arrived, you navigated transportation challenges. You figured out how we were going to um navigate a budget deficit as well as thinking about how students are growing.
Um you also did a lot of community engagement when you arrived to Durham and as we all of us have been around the community here so many people who are appreciative of those listening and learning sessions that allow Durham to build trust in your leadership. Um, over this last school year, 90% of Durham public schools have seen growth, which is what we're here about for. Uh, more than half of our schools earned a A, B, or C grade with the highest number of A schools since the pandemic. That is to be commended and we're really excited about that. Um, the board also is cons
uh really excited about expectations as we look forward to the next couple of years. You've laid out a vision around DPS being a premier school system and we know that your work leading our educators towards increasing academic performance for students in creating a culture where educators want to work will help us become that premier school system. It's understood that increasing our academic performance for our scholars is also our highest expectation. Um, we know that we also have challenges ahead as far as attacks on public education and we look forward to working with you towards that vision and also fighting for public schools.
So, thank you board members. Any other from you, Dr. Lewis? >> Let me just say this.
I want want to first of all thank the board for the the confidence. Um, yes, this year past, you know, 15 16 months have been challenging. uh try to lean in to all of the the challenges. Um I don't work in isolation. I have a team of people, but most importantly, it's the folks that are in the buildings, uh the folks that
are closest to our students that are um that's why I come to work every day and to to to ensure that we are removing barriers, creating systems that support the work that that they do. because I was telling my uh superintendent principal advisory council this morning that has a sign on my desk that says um is what I'm doing or about to do going to improve student achievement and so that for me has always been my why as it relates to decisions uh as it relates to how I um approach this work. Um Chair Mstead did mention that there are challenges remain. Yes, there are challenges that remain, but I do believe that u we have the right people in this system.
Um, you know, from our IE to our bus safety assistance to classroom teachers to our leaders in our buildings, we have the right people uh to get this work done. Uh, the fact of the matter is we just need to continue to work on removing barriers um that may impede their their work uh and and respect them. And I was so appreciative of um Superintendent Green, Mo Green's
um strategic plan. And I do believe we do need to revere all of our our educators. And so when we think about the work that needs to be done, the number one decisive factor in terms of improving student outcome is the classroom teacher and all those adults that support the work around the classroom teacher. So I'm excited about the future.
Um but yes, we have a lot of more work to do and um I'm ready to continue the work. So thank you so much. Thank you, Dr. Lewis.
Are we ready to move on to the next item on the agenda, which is our policy committee updates? Um, the policy committee update has been added for information only. So, next is the board policy committee. Um, policy 5120, relationship with law enforcement.
This is for Yes, this is for information and for discussion. Dr. Giovani, >> thank you, Chair Harold Golf, board
members, Dr. Lewis, members of the community, if you could please pull up the PowerPoint. And while that is being pulled up, there are multiple items in the board docs and so I would direct um everyone's attention to those documents as well. We're going to go through the PowerPoint regarding this but in the precies you will see that there was significant discussion at the policy committee um meeting which is chaired by Miss Carda-Auten with members Natalie Beyer Byer and Emily Chávez.
And at this last meeting, there um was quite a bit of robust conversation regarding this policy and some clarifications to administration around what it is that the board desires for administration to include in a revision of policy 5120. Policy 5120 relationship with law enforcement is was adopted on October 22nd, 2020 as part of the board's policy manual transition project. for those who were here from 20 January 2019 through
June 2021 including COVID which is when this policy um was adopted if you look at the date we went out in March and we weren't back yet so all of these meetings were done um over Zoom and so um I think perhaps that could um have contributed to some of >> Dr. Jiovani can you ask them to change the slides as needed. >> Yes, thank you. Next slide please.
Thank you. So what we have what was revealed to us is what occurred during the that COVID transition process is that there was a 2017 version of policy 4321 that would existed in the old DPS policy manual. I was only aware of the 2015 version and we did include portions of the 2015 version of 4321 in the new 5120 but it did not I did not have was not aware of the 2017 version. Next slide, please. Once we realized that the
um Did I say next slide? Back one, please. I'm sorry. Thank you.
Once that was um shared that that policy, the 2017 version had not been addressed by the community and several board members. We then began to attempt to locate that policy. And once it was located, we have now um addressed that in quite a bit of detail. Um, committee chair Carter Autton prepared a very detailed PowerPoint explaining what was missing from 5120 that had existed in policy 20 in the 2017 version of 4321.
As part of that, again, I direct your attention to the precies that list out five areas. Just for um transparency sake, there are additional suggestions that weren't in 2017 that have been suggested and will be addressed in additional detail at the next policy committee meeting in January. However, at this time, the draft of the policy that you see in board docs addresses or
references these five missing or four missing areas from the 2017 version. Next slide, please. Prior to that, um, there was a request by the policy committee to add that theou with the Durham County Sheriff's Office would be published on the school system website. And that language is added as a directive in the new revised version, proposed version of 5120.
Next slide, please. The language as you see here in the red is the proposed additional language for theou with the sheriff's office. Next slide please. Now addressing the four areas that were left out of for the new 5120 accepting interpretation which would be the fifth area which will be discussed at the end.
This first, this is the old language that was included in 4321. Next slide, please. In the the policies committee suggested amendment 25120 addresses that missing language with the red language that you see here. Next slide, please.
Policy 4321 is addressing warrants that this is the language that was ex in existence in old 4321 in the 2017 version. So the principal shall notify the superintendent of warrants served and the superintendent's office shall maintain a record of these warrants. Next slide, please. The language is verbatim to be added into the existing policy 5120. Next slide, please. The next language that was ex in existence since 4321 addresses student information and includes school resource officers
ability to access that and that it has to be in a fura compliant way or pursuant to a judicial order or lawfully issued subpoena. Next slide please. This language is included almost verbatim as a suggestion from the policy committee to be added into existing policy 5120. Next slide, please.
This old language that was in 4321 specifically addresses immigration and custom enforcement request with regard to the schools. Next slide, please. This language is revised somewhat um but does address that any request to gather information, interview students, or access a school site by any law enforcement officer or federal agency for immigration enforcement or monitoring purposes shall be immediately forwarded to the superintendent or designate for review and further guidance. The superintendent or design
shall immediately notify the board of any such request. Next slide, please. This is the old language that was a directive for law enforcement officials to provide interpretation when interviewing or notifying any limited English proficient students or parents or guardians. Next slide, please. This language has not yet been addressed as the policy committee requested that we determine what the current practices were based on conversations with DPS safety and security, the multilingual resource center, and the ESL department. It is the practice in Durham public schools that external agencies do provide that interpretation for manners matters that are non DPS related and that was consistent across all of the three departments that may have occasion to interact with law enforcement and
limited English proficient families. Next slide, please. At this time, happy to um answer any questions or open for discussion. And this is policy is on for first reading.
>> Board members, >> you miss Carda-Auten. >> Um thanks so much Dr. Giovani. Um a quick question.
I'm wondering if you could help us. Um I've tried to do some of this but if you could help us um see and understand okay see any where there were changes made between what was in 4321 and what is being recommended right now. Can you note that for us so the board can be aware of that when you said like it's almost the same for example and then I saw I think there's one sentence missing in one of them. Can you help us understand like is that the only place
where there's some language changed and then more importantly um why the recommendation from administration now is to modify that slightly from what was in 4321. Does that make sense? >> It does. >> Okay.
If you recall that was Mr. Weber that interpreted the request in these amendments for the policy committee. So, I think he did. Brad, did he give you any information on kind of what his thinking was in making those edits and revising the previous language?
>> All right. Yes. Yes, he did. Um, I think that what he what I understand and when we went through this, the language is effectively the same in many of the areas. It's just that I think that there were some shs that we changed to um should whenever feasible. I think is probably the most consistent change that I recall him saying um we made, but we can I'd have to go back and look at the PowerPoint again because see the actual comparisons,
but that's what I remember the conversation being. >> Okay, maybe I'll get like if you want to take a few minutes and then get back to us that would be helpful. And I just have one more question for now, which is Dr. Dr.
Giovani, could you please um share a little bit more about the interpretation services? I'm trying to understand what was on the slide. So when you say external agencies provide interpretation for non DPS involvement flush, could you flush that out a little bit for? So, I did reach out to the three departments that are listed on the slide and they were pretty consistent that it is the practice in Durham public schools in the event that law enforcement has occasion to come to the school for with either the judicial warrant or a subpoena or some other FERPA compliant or proper means that they do provide as indicated in the previous version of 4132 that interpretation. to English
language limited English proficiency families. The city um utilizes I think Mr. Freriedman did share with me and the county they both utilize a language line as well as on certain occasions depending on the circumstances interpreters. So they are complying with the policy language from 43 the old 4321 in that they are providing that interpretation.
>> Oh thank you. That's great to hear. So, we're talking about the police department and the sheriff's office, which does mean, too, that that language from 4321 should be fine to put back into the policy along with the other pieces that we're recommending go back in the policy today. I think I would probably like a little more conversation at the policy committee just to understand a little more fully.
It's an odd langu It's odd language to put in there that to direct the law enforcement. If you recall, we kind of talked about that. I think maybe some words smmithing that the board like
requires or indicate or mandate something along those lines. I can't really word smith it on the fly here that when law enforcement is interacting that the superintendent or designate shall or make sure I don't I don't want to word smith it. Yeah. Something along those lines just so I don't want to say and you know to you that that language would verbatim go right back in.
I do think that it can be addressed and added back in in some way, but it is an odd language for the board to attempt to direct to another agency what to do. I want to make sure that it's something that your Dr. Lewis's staff can implement. And so that right now it's just sitting at the law enforcement level versus Dr. Lewis directing his staff that if law enforcement shows up without an interpreter, then you the things that we would need to do. that >> yes that makes sense and I think because [clears throat] this will be coming back to the committee in January as you had noted where we'll do a much more comprehensive
review that feels comfortable to me to then reassess at that point and receive recommendations from administration. >> I'll make that note. I see chairstead and um Miss buyer >> um to that point around interpretation. I'm wondering is there we also have access to a language line and so an opportunity I understand there wants to be more word smithing but um that says the superintendent um or the school system will direct families to have access to interpretation through DPS.
I think it's Personally, I would like to see families have an independent agency be that interpreter versus having an um someone coming who's also interviewing and interpreting. I think that could be an intimidating situation to have lawful enforcement doing that interpretation and we have access to a language line. So, we should use that access to the language line.
Um so, that's one. Oh, sure. I don't know. I need to think about this.
I I want us to think about this a little bit more because I I think that the resources the district has are already stretched to support on the educational needs, but I also would be concerned about the liability concerns if a DPS agent or somebody working on behalf of the district got the interpretation wrong and said the wrong thing in a criminal environment or in a civil envir a legal environment I think is more the thing and then our stakeholders are on the receiving end of that. Um so I would like to know a little bit about the liability and I don't know what that looks like for the district. Um,
>> Miss Beyer had a comment. >> So, I'm appreciative of um the work on this and wondering and knowing that there's still more to fix, but wanting to query the board on on the comfort level of actually waving second reading and and improving these aspects of policy this evening. Um, and um, the only word smithing that came to my mind, I I do think the interpretation thing is super important for y'all to help us craft in a way that is most student centered and protecting students rights. Um, however that can be addressed.
I don't think that's through a law enforcement interpreter. I do not think the motives are the same. Um, but I see Chair Armstead's point about perhaps a language line where it is it is someone that is not a DPS employee directly. Um,
I I don't know what other community interpretation services we might contract with or something as well. Um, in the the first red line, I'm looking at the strike track changes version. We're saying we're publishing theou with the sheriff. Can we post it like the just does that make more sense to others as well?
Publish that would post it on the website, not publish it on the website. The >> It's the same thing. >> Is it publishing? Is it Sorry.
I'm an English major. >> Me, too. >> Okay. So, you like it the same?
You think it's the same? >> I also work for a publishing company. >> I know it's true. You are more qualified to make this.
>> I I don't think it matters. >> Okay. I like to post things, but um that was the the of the redline text. that was what was jumping at me. But if it's not bothering others, um I think it's important to try to set this back right as quickly as we can to to because we we lost it inadvertently in
policy transition. So I look forward to whatever we can do to keep this moving forward. I want to come back to Miss Umstead because um she had more comments that I that um she needed to make and then Miss Chávez has comments. >> Yeah.
No, cut some of my comments. I have support us trying to get this started. I think um I think my goal honestly would as we're even talking about this interpretation is like I prefer none of this to happen in our school buildings and that schools really become places where kids are just in class and learning and if law enforcement needs to talk to them they find them at their homes um is my personal preference but I think that's a longer conversation that can go back to the policy committee. The other language that I just was curious about is the whenever feasible and I wondered if there was anything stronger um that we could use there um you know is it should unless in case of emergent
issue um but the whenever feasible feels kind of like when you want >> I I think it's a little better than that but but no your point is good. I do think that what we were trying to clarify here is that there will be real life situations where it wouldn't be feasible and if we want to look for some stronger language then whenever feasible we can certainly do that. Um uh let me ponder that for a second and I'll see if I can give you some words for that in a minute here. But that is that is what we were trying to do is to just recognize that there will be situations when that would not be realistically possible.
Understood. I like you pondering some different um language there. And I appreciate the policy committee and the robust conversations we've had as well as the community members who have brought this to our attention um and have continued doing advocacy work around making sure that we do everything we can to support
our students during this time. So, thank you all. Um, all right. Thank you.
So, I I also support um having stronger language and taking out the whenever feasible. I think it doesn't encourage people to try very hard. Um, people read that in different ways. Um, so I wrote down some in cases and I think we discussed this the other day, but except in CA like shall except in case exceptional cases of urgency or something like that, but I know Rod is going to give us the perfect language and um and then also um I do want to move forward with passing this tonight.
Um and I am generally in favor of all these um changes. Look forward to talking more about interpretation in January. I think we need to have a more robust conversation, but I look forward to what administration will bring back
around that and then we'll um [clears throat] we'll discuss. Um so the other area where the language is different um oh where was it? uh the reference to plier um plyer versus though is taken out. So um slide 13 to 14 there's one sentence that's taken out.
So I do wonder why that sentence was taken out. this review shall be to ensure >> yeah so I think that when we looked at that language and and looked at the current like state of the law that language really does not apply to the decision that's being made here. So we were just trying to get it more legally accurate in terms of what occurs in that situation because plyer is about the ability to go to school right and it and it so it just didn't really seem to fit.
So if we were cleaning it up, we were trying to maintain the spirit of what you had in mind here, but to get it a little more legally accurate. That was that reason for that change. >> I'm okay with that. Um I think that's all.
Board members, are there any other comments or questions? Miss buyer, >> I was just going to go back to Rod and see if he had some words for the when feasible because I thought he'd come up with something. Been there twice, right? >> And it may be in a third spot, too.
But um >> and and could also add, can you talk a little bit more about when it won't be feasible? Because in my mind I'm thinking if a law enforcement officer has to report to a school to interact with a student. So you have either the superintendent's office, school principal, say the school principal is not there, then an appropriate school administrator. So when will law enforcement not
interact with any of those individuals before getting to a student? So I the example that Jason and I discussed which maybe is an extreme example but it's it's is an example of why we were trying to have some flexibility in the language is um law enforcement is chasing a person um they enter the school the person enters the school law enforcement is chasing that person into the school that under those facts where they they see the person go into the school, you may not necessarily want law enforcement to stop and follow these procedures if they feel that there's danger by waiting. And so I think that that's the again that may be an extreme example, but that's the example that when Jason and I were talking this through and trying to have some flexibility in the language that we were trying to address. So I get that whenever feasible is not
as strong. Um and should so I was and and I right now I've just got shall ex accept in cases of an emergency and I don't know if that's has makes you feel a little bit better. Um and then maybe if you approve this version um Jason and Dr. Giovani and I can maybe talk about it some more for when it comes back to you in January to tweak it again.
But certainly I'm okay with with SH accepting cases of emergency if that at least makes you feel better tonight about these changes. >> Um I saw Mr. Tab. Did I see any?
And I saw Jessica Miss Carter on >> U. Thank you very much. It in looking at this and and reading over it, it seems as though we are a little off between what administration
wants and what maybe some board members want. And then again, looking at it, we're really not that far off. And I'm just wondering um if if tonight we can bring the administration on board with where we are as a board or vice versa and because we are in a work session and that's what a work session is supposed to do. And so I'm wondering if that's feasible and I'm posing that to administration and to my colleagues on the board because I don't want this to get messy.
I I thank you, Mr. Tab. I am on board with where the policy committee's recommendations. If I've given that impression that I am not or I'm objecting to any of these proposed edits, that is not the case.
>> Miss Carter, did I see your hand? >> Yes. I just wanted to note um something that's bugging me a little bit about the
policy that I think we we're going to tackle when we bring it back in January, but I'm wondering um if there's anything we want to do today around that, but and it is the fact that this policy is trying to do a lot and it's including language related to our SRO's that are in our schools and other local law enforcement and other law enforcement. And I wonder like when we mention thatou is with our sheriff's office. Should we specify that here in the policy just to be very clear? We refer to local law enforcement.
Another point and again we can we'll work on this more in January to make it very clear who we're talking about at different points. But I think there's a different relationship between SRO and a school and when when SRRO's go to a school and all the and the other entities we're talking about. Um um sorry I had another thought related to that as well and it has left my brain. Um oh that some boards like I
think is the case in Chapel Hill Carbborough have a policy 5120 and a separate SRO policy that's very basic and just references theirou but like kind of to separate the two so we could just be thinking about that so that we don't have a policy that just feels unclear to anybody. Miss Chávez and then Miss Rogers. >> Um, so I just wanted to let's see if I can remember all my points. Um, say yes to the clarifying that the MLU is with the sheriff's office.
I think that makes sense. Um, and then um, yes. So we talked about a number of things in the policy committee meeting. one was sort of defining who's included in law enforcement or included in different sections. So I think I think that's still important and we should do that in the next iteration. The reason why we discussed passing this
tonight is because of the current climate and the urgency around that and also I would say because the changes the things that were taken out were never voted on by the board. So to put them back in um four out of the five with the [clears throat] interpretation being the one we need to do now more assessment on um I think it makes sense to just move forward with that. Um but there's more work to be done and more and for anybody who did not see it the um details of what we will come discuss uh again in January are in that policy committee update for information o only. So it is documented here what we look what we are going to work on on January 22nd and that meeting is open to the public. Um, Miss Carter, thank you for raising the
um fact that some districts have a separate 5120 and uh SRO policy. I think that that's an interesting idea to explore. I hadn't seen that. Um, I am concerned about I know you we're coming back to revisit this policy 5120.
I'm concerned about naming the sheriff's office because we need the superintendent to have the flexibility to enter into anou with the law enforcement agency should the sheriff's office pull out of the currentou and that would then be the city of Durham or other some other law enforcement agency to provide SRO and and if we codify that in policy every time there needs to be a change because we did used to have city SRO um or city police as SRO's. Um every time thatou change needed to change, we would have to change the policy. But I
would feel differently if it were a separate SRO policy might >> and then >> wondering if we just clarify that the memorandum of understanding is for the school resource officer program which leaves it a little more open um or or school resource officer program and I know we also have offduty officers. So, I don't know how to capture them in that. >> That's where I would just I was going to suggest that we can say something more broad like any memorandum of understanding with a law enforcement agency will be published on the school system website. >> All right. [laughter and clears throat] the lawyer. >> So, um
I'm hearing interest in um taking the amendments that have been brought today, maybe listening to Rod again um give us some language and then seeing if we can um we can wave a second read to approve it with the with the work that has been currently done and then wanting to revisit, you know, once that's done putting it back into back giving it back to policy committee to find a time to revisit some of these other changes. This is what I'm understanding. Wanted to get some clarity on that. I see Miss Buyers.
>> I was just ready to make a motion if we're ready for one. >> Okay. So, I move that we wave second read on policy 5120, the relationship with law enforcement. I think we have to vote that to wave second reading first. >> Second. So, it's been moved by Miss Beyer, seconded by Miss Chávez, to wave the
second read of policy 51 about 5120. And I didn't catch the last part of what you said. >> All right. Um, is there any discussion?
>> I did. >> Um, all in favor? I >> I >> and I vote I passes unanimously. >> Oh, any opposed?
>> Okay. I feel like if everybody says I don't I got to remember to do that. Okay. Any opposed?
>> It passes unanimously. So, I was going to move that we um accept the changes amendments discussed here to policy 5120. The largest of which is replacing the two instances of wherever feasible with except in cases of emergency.
>> The idea was to delete should and make that shall. So shall comma except in cases of emergency comma. >> Change this change the instances of should to shall. >> Correct.
>> Yep. Um leaving the published alone from by chair Rogers. Um and then there was the notation about the memorandum of understanding with law enforcement agencies that any law enforcement agency is that Yep. >> So what what lawyer said [laughter] is that we would change that sentence that now reads the memorandum of understanding.
It would read any memorandum of understanding with a law enforcement agency will be published. So with those amendments as discussed here, I move approval of the revised policy for 120. >> Second. >> All right. Now, it's been moved by Miss Buyers, seconded by Miss Carter Uton
to approve the changes to amendment 5120. one being so I need to restate this again that we would change the should to shall and the second one was to change theou to read any mo any memorandum of understanding >> that's that's correct but the shall also includes shall comma um except in cases of emergency >> shall when feasible if that phrase So should comma when feasible would be replaced with shall comma except in cases of emergency comma. >> All right we have clarity on that. All right. Um so all in favor >> I >> I >> I any opposed
passes unanimously. All right. Okay. Um now we have policy um board policy 5023 etc etc emergency use of nlloxxone.
All right. This is also for information. Good evening again. If you I will direct everyone's attention to board docs where a track changes version of the policy as well as the precedes is included. This policy I have included in here it's kind of a brain dump that um Miss Carter ought shared with me just to lift it up because the board did express that it was interested in move the policy committee indicated that it was interested in getting this policy adopted as soon as possible as well. I do want to make it clear that the work there is nlloxxone in our schools
currently um that our staff has access to as well as SRO's do have it. So this policy is simply an attempt to kind of codify and provide some additional guard rails and guidance around the use of nlloxxone but not adopting it will not prevent um access to this life-saving um drug from uh for our students our staff in our schools. But with that indicated if you one of the things that um the policy committee and the draft wanted to remove to the extent funding staff and training are available and the superintendent was simply um designated and authorized to obtain the supply needed of the lock zone where there is additional conversation from the policy committee. Okay. where there was additional um there's going to be several areas, but the first one that the policy committee did share is that they wanted some
discussion and input from the full board regarding how many school employees at any building site should be required to have that training. The original draft of the policy from uh NCSBA indicates one or more. Uh the policy committee indicated that they were interested in either two or three. So once um I conclude that would be one area that we would like some input from the full board and some additional discussion.
One of the other in another district where and this wasn't discussed in the policy committee but wanted to lift it up for conversation is that um where there is no one trained that anyone who believes that there is a student or a staff member suffering from an opioid overdose which could be assisted with the administration of Nlloxxone would be authorized to use it for that purpose where they determine that to be in good faith. Do want Mr. Malone to um provide
the board with feedback on any potential immunity considerations um that the board needs to be made aware of as it makes any decision on including that language or deleting that language. And just to be clear, this language is was not before the policy committee, but is being lifted up to the full board given the desire for expediency in adopting this policy. The other thing that is included in the draft that you have in board docs is some additional directions for staff where school leaders would be encouraged to get as many people trained including coaches, guidance counselors, custodians, teachers, and any other interested staff that may be in proximity to respond to a suspected opioid overdose. So that was some language that was provided in the version that Miss Carda-Auten shared with me over one of the snow days I believe. So um next is a form which
obviously would not be included but just wanted to give it the board. it wouldn't be included in policy, but would be something that would be issued by the superintendent. But just wanted some additional thought and feedback from the board as community representatives if if there was any on what that form if that form is acceptable to the board. And the last addition that is included is that this policy does not create a private right of action against the board or school district employees.
just trying to um have some conversation again around what the expectation is. Um I think it was shared with the policy committee. Well, I know it was that um the district cannot force any employee to administer medications to students. And so just for those that um choose not to perhaps we just want to make sure that they are not that that's not going to potentially create any type of private right of action. So
happy to entertain any questions and I think Mr. Malone is prepared also to provide some additional feedback on the language and what the impact of under the North Carolina good Samaritan statute is for the use of Nlloxxone. >> All right. There were several um points that were brought up for the board to consider.
Maybe we can we can take them one at a time. One was about the the change of um well the number of designates on part B. How many people should be trained be who we would say how many how many people in the building needs to be trained um what the number would be one or two or three. Um and then there's also um lifting up um what they were saying about Um,
let's start there. So, is there any any suggestions on that language? Um, they're asking the board. My personal opinion is that I don't feel that any if with something that serious, it's always good to have um more than one person in a building that's trained to do it because you never know if someone's going to be absent.
So, I air on the caution of having at least two to three people trained. I would say three um so I'm I'm in favor of having more than one person um being trained for each building. And then um I'm confused a little bit about the language that Miss Carter Autton brought about more training. So this would be like in policy are we saying that um we would have a we want to see that this that we have this many people the policy would have this many people trained but then we would also be having additional training so that other people would be aware of it like are we extending that training to other others
in the building that's why I'm trying to understand is that where that goes or was this something in addition to the policy so I saw Miss Carda-Auten did I see anyone else okay and Miss Rogers Do I have to speak on that part of the policy first? >> Um, you're doing a great job of facilitating. I will follow your guide. Okay.
Um, I agree that more people trained in a building is better. We struggled in policy committee because we have schools that are very different sizes. So, while we do have schools that only have 200 something students in them with um I don't know how many staff they would have. Um could anybody Dr.
King maybe tell me how many staff like a small school might have? >> Well, obviously it would depend on uh grade span. So, I'd say a small elementary school might have >> 30. Okay. staff,
>> but a small high school might probably have 150, >> right? Okay. So, our smallest >> 100. >> So, the fewest staff that would be in a building in DPS might be around 30.
That's what I'm looking for, a range. Because I'm trying to think of like a comprehensive high school has almost two 2,000 students. They're going to have plenty of staff and a lot of students who might need attention. whereas our smaller schools >> sure >> have fewer students that might need the support in this situation but also might have fewer staff to pull from.
So that's what we were um >> I think that the range would be I I would say we you you probably would range from a small elementary school having somewhere around 30 to 35 staff to a large comprehensive high school having somewhere between 200 to 250 uh staff. >> Thank you. That's helpful. So that was what we were trying to navigate.
But I do air on the side of more. We could put a range. Um we could put a at minimum but we would like to see more. I just
want to make sure that where we can I also assume that trainings might happen in groups. Um but where we can we ensure that enough people are trained on the you know on that campus as possible so that if an emergency arises somebody's there who feels confident um administering this medication. That's so important. So that's my feedback on that point.
I think um I think my question is my question is for my colleagues around consensus on a thing. But I think the question is like we keep saying buildings the policy says principal but there are lots of buildings that are open to the public. Public comes to Fuller public goes to the MRC, the public goes to uh Bacon Street and there
may be a need to administer to sorry we're using a the lack the laxon the lock um language um to a guest in one of our buildings. And so would this policy speak to those other buildings having um train body to administer a lot. So just to for clarity um just to be clear it's not the the actual answer but I would just note for the for the record all of our buildings have uh principles there is there is a principal of this building um so just want to share that so there is someone designated in every one of our buildings as the principal and who could provide that that level of support
>> I think I agree with Dr. King, it does say principal, but I think we can maybe tweak the language from school. I think that that's where there's some confusion is this does say school. >> So, I need my colleagues to agree to that part, but I I'm I'm as I'm thinking about the general public health of the durm community, I'm not as concerned about elementary school kids as I am to guests that show up to MRC.
Not just MRC, the um what's the name? Mini Fort Brown staff development center where community ed is um when they show up. I expect that if somebody shows up and is having an ex demonstrating signs of an overdose that staff at a school performance or an athletic event would perform same procedures for adults. And so I just want to make sure that we are covering our community in our building spaces in this way.
And I want to make sure my colleagues are okay with that. >> I would have a question about that. So
in thanks for the explanation about you know every building having a principal. Um I was thinking about the population of a small school still wanting to have a minimum of two people that were that was trained. Um, in the case of adding all of our extra buildings, is it still feasible to expect two people? >> Um, I think so.
I think we have more than two people that are in our buildings at any given time. I think I would air on the caution of never having just one person trained. So, at least minimum two um would be what, you know, would be my preference for for anything of that nature. And then you know um in case one is not available there's always someone else who's trained. I also think um with policies like this I'm thinking about this you know overall as we're you know this new policies and other policies when we're making changes there's always
going to be emergency situations or situations that are outside of what is you know there's always you know the possibility of something that can happen outside of what is written in a policy. Oh my god the two trained people aren't there. Now what do we do in an emergency situation? That's you know I don't think we can write all of those things into policy but we should have just the standard just the the the main expectation of of what we would you know what we can do and then when things happen outside of that those would be case by case things that we would need to address but at least it's defined in policy that this is how it was supposed to happen.
So, I would air in on the caution of two. And then, you know, if somebody's not trained in the building, I don't think we necessarily have to articulate all of the different um scenarios into a policy. We would have to trust that, you know, that's our humanity that would need to respond in an emergency situation.
Miss Cart, >> I just wanted to clarify that the policy specifies that we're talking about schools here. At the beginning of the policy, it says um as part of the commitment to providing a healthy and safe environment for students, employees, and visitors, right? >> So, are we just And then I mean, so are we only doing this for students at schools or are we doing it for employees and visitors? So, maybe we should remove the employees and visitors part.
>> No. Um, I don't disagree with anything that you were saying necessarily. I'm just trying to explain that I see what you're saying. Yes, it extends beyond students, but it is it as currently written and we could change that. It's currently written about schools, not about other buildings outside of school. So, the visitor could be in the school, but we're not This policy right now, and we could change it, does not extend to other buildings
that are not schools. Yeah, that would be the ask. That was my ask. >> Oh, if we want to extend it.
>> Yes, because I and I think about the number of people at that site. So, that was one of the things that I was weighing in like the number of people at Bacon Street, the number of people at different locations, number of people at the MRC during the day. Um, when there's not an event, um, not MRC, what's the name of the building? Staff Development Center.
Yes. Um, so that's what I was thinking and I don't know how many people are there, but I would like us to consider extending it so it's all inclusive. Fire. >> I love the addition of school or site or school or building whatever like any work site, right?
Um, I think that's a powerful addition. I think we should have at least three people trained. I know it's going to be a hassle, but it's a seven minute video online mostly. It's
the the health department has it on the website, I'm pretty sure. So, um, three would be what I would say in that. What else are we talking about? I think Miss Carda-Auten had some suggestions.
Um, I still was looking to see and and if we could take the word only out of that part B, that sentence number two or three, wherever it is to take only trained employees are authorized and you were just to say trained employees are authorized. Mr. Mullen, did you want to tell us about the the Good Samaritan state law and our potential liability if someone untrained gives Nlloxxone? is what risk is that putting the board or future boards under?
>> So I think that in your policy you want to establish who is authorized. So from a liability perspective, right? This is how we view this kind of a policy, right? You're you want to you
want your policy to in my mind to say that only trained employees are authorized. Those are the people that you are authorizing to do it. It doesn't prevent someone else from doing it. It's just saying that those are the people that the board is authorizing to provide the medication.
And you know, as the lawyer, that would certainly be our preference is that that's how the policy reads because if you otherwise are authorizing untrained people to provide it and they provide it incorrectly, then the board could have liability because in your policy you authorized untrained people to provide it. So that's why from a policy drafting perspective in an emergency people are going to do what they're going to do, right? I mean that's going to happen. But just from a from a as you draft a policy um it would be our recommendation that
the policy limit the people who can provide it to those who are trained. Miss Carter on Thank you for keeping an eye on us, Rod. I I like the idea of removing the word only though and then removing the the sentence after that that was proposed. Me that feels more clear the however other individuals who are not trained.
So we take that out and then we just say trained employees are authorized. So that to me is that's who we're authorizing is the trained employees. We're not going to say anything about people who are not trained because if they want to step in and help, that's up to them. But we're not going to explicitly say only and we're not going to explicitly say this language about other individuals who are not trained. Does that feel okay to you or
would it be all right with you? Yeah, if the question is the removing the word only but keeping the train part, I can live with that. And I would love to delete the next sentence. >> So that that'd be my preference.
I'm curious to know what others um think about that. And then I do have one more recommendation for this policy that I would like to voice after that. >> But can I speak to why I would remove the second sentence? I would remove the second sentence primarily because it's that concept is already covered in your policy in section C at the the very first sentence or really most of section C addresses others administering it. So I don't think you need the the however sentence. Um, so that would be my primary reason for deleting that sentence is that I think you have to go way to the very end
because I also didn't think that form belongs in policy. You were just putting it there for an example, right? >> Yes, correct. Just to have the conversation because of the board's sense of urgency around getting this moved forward.
So, I wanted to have the conversation because ultimately it is the board's decision, right? Like policy language. So, just wanted to be transparent and that will come out and I I'm actually fine. I think the more that I'm having the conversation, I think I would like to just delete the request on the form and then allow that to come back at the policy committee once this policy once we have some more final language from the board on the actual policy.
Mr. Malone is um sharing that um if it's a board's desire, we could also discuss this in policy committee that it become a regulation as well so that there's some additional detailed guidance for the school community as well outside of just a form. So that's an option as well. But
at this time, I think just listening to kind of the conversation, it may be premature for us to address that and just go ahead and consider just the actual policy language and then allow us to come back with after some additional consideration either a regulation or a procedure or a form that's issued from the superintendent. >> All right. Um, I see your hand, Miss Carter. Are we ready to like clarify some language?
And then do I hear that um we might want to entertain a motion to approve this without discussing the without discussing the form at this time, but just looking at the language of the policy? Um does that mean that we're going to again? Well, I'm asking what the is the board asking again to wave a second read and to go ahead and and to talk about to see if we agree on the language and approve the language where it is current where the the changes that we're talking about
right now. I saw Miss Carlton's hand. I see Miss Chávez. Did you >> Did I interrupt another thought?
Um I can go I could go either way. I would be curious to hear what other board members think about whether we wave second read or not. But um I just wanted to um finish with my other recommendations for this I suppose which is to um remove the form but also that kind of the more procedural language around use of nlloxxone that precedes the form. That feels like something that should be in procedure as well. um maybe that was the intent too but starting with um Roman numeral one use of nlloxxone and then it kind of gives instructions which will be in the training so I think that's more appropriate for procedures and then also more importantly maybe earlier in the policy under a availability of nlloxxone
I'd really like to strengthen that language further so currently it says the superintendent or designate is authorized to obtain So that's nice if we authorize him to obtain a supply of Nlloxxone. Um but I would like to change that is required to obtain an adequate supply of Nlloxxone. Clearly indicating that that's the expectation of the board. There's already language um two paragraphs down saying nothing in this policy should be construed to require the presence of that I think provides us with the space if a school runs out of a supply and something happens and it's not there.
Um I think this is protected. I did review this with our attorney that who um is supporting the policy committee, but curious to hear others thoughts on this. And Rod's >> did you want to respond? >> Uh I'm perfectly fine with those
proposed changes. They sound good to me. >> Miss Chávez, I just want to run through my thoughts. I would like to change this same wording to required.
We discussed that in the policy committee. I favor that. Um I think designating three individuals, I'd favor that. Um and then I agree with everything we talked about uh as far as saying taking out only before trained employees and taking out the sentence afterwards.
Um and yeah, any other changes noted here? taking out numeral uh uh Roman numeral one use of nlloxxone through the form taking that out. Um I'm happy for it to come back as a procedure regula reg uh regulation but I don't think I don't know if it needs to. Um and I would love for us to wave second reading and pass this tonight because we have a long list of policies that we are working through and I don't know how we're going to get
through all them by June. So, if we're okay with the language, I mean, if we need more time, obviously we take it. But, um, if the board sort of agrees, um, then I'd love to move forward with passing this policy this evening. Excuse me.
I just want to be crystal clear since it is the superintendent that's going to be or designate that's required to do that. Crystal clear on the language. Um, particularly on those numbers of people when we say train three people, are we including the school nurse andor SRO at our secondary schools who are also trained? or include them in that number.
>> This came up in policy committee. Um, our policies can only require district staff. And so some of the nurses work for the county, the SRO's work for the sheriff. So it would be district staff. It would be three in addition to Would
it just be helpful to say three district staff, three district staff? Understanding that some of our nurses are >> DPS, but some of them are DPS, >> right? >> I think the other thought though is nurses aren't on campus all the time as many of them share schools. So having three in addition to would be helpful.
>> So clearly spelling that three in addition to school nurse. Nope. Three DPS staff >> in Okay. >> They not DPS.
They don't work for you if they don't work for you. >> But I thought I heard Chairstead mention in addition to the So I guess that's the same thing. >> In addition to Yeah, I guess if it's a if the nurse is trained, that's great. >> But it could be a county employee, right?
Not >> be a county employee. Could be a DPS employee. But if that nurse is not there on Wednesday, then there should still be three people that are trained. Okay, I'm clear on that. The next one is the adequate supply. How do we define
adequate supply? Well, I'm looking The other thing we talked about in policy committee was making sure the language was consistent with the epipen policy which we also have which is uh 5024 and the language rather than the superintendent is required. U Miss Cardotten is the superintendent shall ensure and then here it says that at least two emergency blotty blotty auto injector devices are available shall ensure that at least two I don't know if that is language that might be helpful in this policy something similar um and then you replenish right if it's ever used but um I I wondered if it was working with EpiPen or if that's what our staff have been trained on whether we want to be consistent with the those that wording shall ensure the superintendent shall ensure and then it's at least two devices something like that. I'm looking
at Mr. Malone. I'm looking at you Dr. Lewis.
I'm looking at board members. I don't know. I'm just that was the other thing that we were trying to kind of keep consistent because we're potentially training similar staff to do these medical things. >> Consistence consistency and language is always appreciated.
All right. I was going to see if we had a show of hands about whether or not we want to wave a second read. >> Okay. A comment on the second read.
Okay. >> I have a question because it sounds like nobody wants to extend it past schools except me and Natalie Beyer. I'm sorry, me and Miss Beyer. Include all of our buildings.
>> No, no. I I was I got a lot of hot and headlines on >> Okay. So, we do have well when uh Miss Chávez was reading out the list of things to approve to push forward in passing on a first read that wasn't in the list. That's why I asked. >> Okay.
>> The first thing I wanted to see is if we have consensus on waving a second read. Um, so I wanted to see by show of hands, do we want to wave a second read and try to to pass this tonight or do we want to go ahead and move forward and bring it back for a second read? So show of hands. So I like to go, you know, five means I feel strongly about that.
Four, not so much. If we got one, if we have more than well, if we have at least, you know, we have any twos or threes, then that means that we don't have consensus. So five means I feel strongly that I do want to wave or no. Can we just show hands?
I'm just trying to see if we So no one feels strongly that we should wave it to tonight. So I think that we can bring it back for a second read. Is that does that feel good? Right. All right. Um, you had a comment on
second read. >> Yeah, I think since we had so many changes that we proposed tonight, bringing it back on a second read and adding it to our consent agenda for we're going to a work session in my mind. We were going to another large board meeting, but adding to the consent agenda for the work session in January. We can pull it if we need to pull it from that work session, but I think there's so much language changing.
It'd be good for us to have our eyes on it again before it goes um before it's approved. Uh, it was asked if it need to go to policy committee. I think we're all in consensus here. So, bringing that language back to us feels great.
>> Great. >> Michelle Vince, >> I wanted to add one more thing about the staff being trained, which is that they should be full-time staff. Um, and I think we could throw that in there as well. So it's not someone who's only there, [clears throat]
you know, half the time or something like that. >> If other people agree, >> I was actually thinking that when you asked that question whether we wanted to add in full-time staff when you mentioned that people don't. So if if the board agrees, we can certainly add that language. Is it the full-time status or is it that they're assigned to that site on a full-time basis or both?
You know what I mean? That's what you were. Yeah. >> So, I have some concerns because I think some afterare folks need to be able to access this and that sometimes there not full-time. Uh are there any other instances where folks might not be full-time? I think that um just making sure that we have at least three trained full-time would be preferred, but the idea is that if one
person is not available, somebody else is. And so, not that all three have to be there all the time, but just making sure that we have as the best chance that we have that someone will be in the building at all times. Um that can >> yeah I think yeah I think I'm concerned I'm concerned about that reducing the ability to get three folks. So I and in some instances >> sometimes where full-time staff might not it might be something that's after school or where they're not a full-time person but having somebody that would be there during that time >> it's hard on >> I guess on that I don't feel I hear what um Chávez is saying. I would of course like them to be there more, but I also would like to I think that our principles if we leave it up to them to select appropriate people in their school, they will make a decision that's in the best interest of their students. So I think in this case, I'm okay
trusting the principles to select the people that they think are going to be there often enough and in the right places. All right, Miss Miss Beyer. And I just want to be mindful of the time we have our we still have our strategic planning priority to discuss my last comment. I promise.
Um, some of us had the chance to talk with some parents that are advocating on better food allergy policies and went back to the epinephrine policy, pointed out to us that often there is confusion amongst our staff about whether it should be locked or unlocked and especially the epipens that parents send from home are often locked and that quick access is critical with that and I imagine this medication. So I think as we look at these looking at that language on both of those to tighten up that that needs to be people need to know where it is but it needs to be unlock storage. Um and and we need to um
I thought it was really good feedback that I had not heard before from um our staff that there is inconsistency in that storage. So, >> I think that's something we can take back to the policy committee. Similar to the school maps that lay out exactly where the fire extinguishes are, extinguishers are, I think we should probably put that on those maps as well. And I do want to just make sure we get clear directives from the board.
I know there were some conversations about the number of staff or school number of students. And so when we think about three people being trained uh for a Lakewood Middle with 327 students versus three people trained for Jordan High School 2,139 students. Is it do you want us to really kind of just think about that in regard to the number of people trained? Have more conversations there or just stick to the three?
It says three or more like and then it has another sentence that says other folks we encourage other what does it say? >> Yeah. If you keep Yeah.
All right. Anything else that's very very pressing since this will be coming back for a second read. >> All right. Miss Gard.
>> Okay. Um Dr. Dr. Giovani, the other thing that we had discussed um in committee that I don't see here was that um I know Wake County has in their policy that the principal should collaborate with the appropriate school personnel to create an emergency action plan for the use of nlloxxone.
I like that because it tasks this the principal with planning for all these things we're talking about and like assessing how many people do I need to be trained on my campus. Where's it going to be stored? How do we make sure so if that we make sure that that's in policy? So that's just my preference that something like language like that be included in the policy. So then it clearly states that and there's room for this other building. But my recollection, which can be flawed, maybe inhuman, was that I thought I had
indicated that I would like to be able to talk with principles or maybe take that dispect. I thought that that's what or maybe I just thought it in my head and didn't share it with y'all. But that is my concern. This kind of directing things like that for principles that may not be trained in creating these types of plans.
I would like the opportunity to once I mean the policy, bring it back on consent, but then share with principles like what does this look like? Like I see what Wake's doing, but I don't want to set our principles up for failure when I don't know kind of what their bandwidth are in their capacity is to create these plans. And I would like to consult with Dr. Maddox Perry as well, you know, since social workers and nurses fall under her.
Just what does that look like? So, I'm happy to I mean, if the board wants the language in there, but it makes me very uncomfortable not having the input from the experts that do this work. >> Okay, that makes sense. I don't remember you saying that, but um that makes sense now that I've heard it. But it does feel like there needs to be a point person at each school. So whatever if something could come back and what we received
that indicates that there is a person at the school that's going to be whether it be the principal or somebody else be in charge of the planning. So all right, I love that pause. Um so are we ready? This is going to come back for a second reading um on the consent agenda at the work session in January.
That's what I'm hearing. Thumbs up. So, we do need to vote. Okay.
Motion. I move that we approve um for first read policy 502361287268 emergency use of Nox second. It's been moved by Miss Chávez, seconded by Miss Beyer to approve the first read of board policy um 53206128
7268 emergency use of nlloxxone. All in uh any discussion? All in favor? >> I >> I >> I vote I.
Any oppose? All right, it passes six 60. Right. Now, um next on our agenda, we are going to our strategic plan priority one report and update.
Um, this has been aotted 45 minutes and thank you. I see everybody moving. Good evening board members. We are excited tonight to bring this strategic plan reporting and update item to the board. Uh we're particularly excited because the presentation tonight will introduce to the board and the larger community a shift in our work
that we believe will strengthen our work and reinforce the notion of the strategic plan um uh and the board approved strategies therein uh as our organizational north star. Next slide. Oh, next slide. So, board members, historically, our reports are regarding or around the strategic plan have been organized by priorities and goals.
Uh, but in practice, they often read like a long list of activities that we were engaging in um as as district staff. Um, across departments, we weren't always using the same lens to think about our work in in terms of the strategic plan. And so sometimes those reports seem inconsistent and it was hard to see uh which strategies were actually moving along and moving outcomes. From a
continuous improvement standpoint, that represents a particular problem because we recognize that activities don't equal impact. And we have to be able to see execution uh understand implementation levels uh and results not just how busy everyone is because we certainly are all busy um all of the time but we want to shift uh to a focus uh that really is about the results that our that our work is is impacting is providing. Uh next slide. So tonight I'm going to start with talking with you a little bit about the process and then uh Miss Sidbury, our assistant superintendent uh for continuous improvement and school support is going to uh take over and move into some of the data that we've seen so far this year in our work and you will see then hopefully how all of this uh connects together. The shift you see here uh is intended to do three uh very important things. Number one, uh it will clarify for each strategic um
priority. This particular we'll talk about one tonight. Uh the ownership of the strategies that are identified in the strategic plan so that there's no uh confusion about who the uh um primary uh accountable person is in our district. It will also let us see strategy level progress and strategy level gaps as it relates to uh the work that we're doing uh rather than kind of focusing on isolated uh and disconnected projects that might be going on across the district.
And then it really responds to uh um directly to Cogna's feedback about coherence monitoring uh and evidence of impact. And that particularly is important as I would remind you all we are in the throws of our preparation for our Cogna visit our Cogna um reacreditation visit which is currently scheduled uh for next year. So this this shift we think uh will put us in a
position to operate in the way that high-erforming systems operate. a small number of clear strategies, each with an owner, a level of implementation or understanding of that implementation, evidence of that impact over time. At this time, it's my pleasure to turn the mic over to Miss Chanel Sidbury, again, our assistant superintendent for continuous improvement and school support, who will walk you through what we will report going forward and the remainder uh of our presentation tonight. >> Thank you, Dr.
King. Good evening, board, chair, Mstead, board, and administration. Um, I'm going to talk to you about what we will be reporting moving forward. Next slide, please.
So, going forward, every update will look and feel the same. Um, you're not going to be re relearning the format each time. I have the pleasure of walking you through that tonight, but all of the subsequent updates will be in this same format. First, we will look at strategy execution. Are we actually doing the things that we said we would do in the strategic plan? and are we
doing so consistently? Um second, we will report about the results. What's happening with student learning opportunity gaps and are there conditions at every school to strategically improve? This aligns to continuous improvement research where we monitor both fidelity and implementation as well as impact of outcomes.
And you do it on a predictable cycle such as beginning of year, middle year, and end of year versus on oneoff presentations. One uh next slide please. So here's a look of every slide uh that you will see moving forward. We want to keep it simple and usable for the public.
Each strategy will be reported through the same four questions. Number one, what are we doing? Number two, is it working? Number three, where do we need to improve?
And what will we do next to improve? Uh this is our way of operationalizing continuous improvement. We're naming the practice, naming our bright spots, naming the gaps, and then being explicit about what we will do next. Not at the school or classroom level, but at the system level. And we
will connect uh where we need to improve uh in our reporting and our metrics of success. Next slide, please. This slide is my favorite slide. It has a lot of words, but for the public, this is a visual of the continuous improvement cycle.
It is the backbone of how we are coaching our district departments also coaching our district leaders and how we are now structuring our strategic plan update to the board. We start by uh number one collecting uh data and analyzing performance. We are looking at student outcomes, demographics, equity, school environment, implementation fidelity and conditions for continuous improvement. Then we will ask what is our current reality and that is an honest answer.
what is the gap between what we aspire to do and where we are currently. Um from there we will choose a focus problem to solve. Um we design a plan, implement it and then uh come up with monitoring. We want to know did it work and if it's not working how how will we adjust for our schools. We began
continuous improvement cycles at our schools that are designated as low performing by the state as well as those that have recently uh gotten off of low performing status. So that was 24 schools where we had a structure called impact meetings. Impact meetings serves as the vehicle to assess not just what schools are doing but the systems and structures that help us implement our strategies to the strategic plan. So what you'll see tonight is every slide will be basically a snapshot of where we are um in this cycle and it is tailored to our highest need schools which is our those 24 schools that are either low performing by the state or uh recently leaving off of low performing.
Next slide please. So this lovely slide is uh the slide that allows us to verify impact. going to take you through each phase and then I will be um giving you an update on each of our strategic plan uh strategies based on implementation levels. So we are not reporting on percentages per se.
We're looking at do we see these strateg strategies consistently happening across our schools. So level one is not yet started. So that's pretty clear. Level two is planning and exploring.
We uh in this case that means we have a plan, we have some artifacts but there is no visible change at the classroom level um and that it is not a part of our daily practice yet. Level three is initial implementation. In this case the work is in action. We see it in action but it is inconsistent across all schools.
In some cases, we may have been working on strategies for a number of years and yet we are at initial implementation because that strategy is not being implemented consistently across all of our schools. Level four is full routine implementation. It's that means it's a part of how we do business. It doesn't matter if I am gone or department chair leaves or principal is turned over is a part of the systems and standard operating procedures for Durham public schools. And then level five is sustained and impactful. The practice is
embedded and student outcomes are improving as a result of this work. And while I'm reporting throughout this presentation, you'll hear me using these phrases and you will also hear me say uh some schools um but that uh some schools are doing X and that means that we do see initial implementation but still not consistently across our schools. You may hear me say many schools, which means we're probably at an implementation level of three or four, but again, not consistently across our schools, but a large subset of our schools are doing this work. And then some schools just means quite frankly, we're still striving for excellence there.
Expectations and implementation is inconsistent. If I say something is universal and I see it consistently across all schools, then I will just say all schools explicitly. And I will back that up with data and implementation. And keep in mind again, our first impact meetings were only with our highest need schools.
So it's only 24 schools. I'm reporting on the trends across those schools. I will return at MOI when have
a comprehensive look at all of our schools and where they are. We're implementing these strategies and come back with a midofyear course correction and support plans for our schools with which will address our district needs which will support all schools. Next slide please. Uh so our first slide here I have the strategy at the top directly from the strategic plan that was adopted by the board of education.
So curriculum shout outs to um our two eds in curriculum and instruction. This is not an assessment of the department but it's an assessment of this strategy consistently happening in our schools. So for curriculum we are at a level three implementation. You will see here on the slide that teachers have resources.
Many schools have built daily help time or when what I need intervention blocks and we see tier one and tier 2 core curriculum that the board has graciously graciously adopted. We do see those in schools. Um what is working is that early literacy in K2 is getting stronger. We're seeing better alignment to North Carolina standard course of study in several schools as evidenced by PLC structures and feedback
loops where we need to improve. We have a need to improve our depth of knowledge. our depth of knowledge in daily instruction. Some places the cognitive demand is not aligned to what the standards in the state say and therefore the experiences and activities are not aligned to what students would experience on the end of grade and in the course test.
So our next steps uh and uh that are concrete aligned to best practice are our CNI will uh begin to share examples of rigorous tasks so that teachers at the PLC level can get a good sense of what on grade level looks like. Our assessment team will standardize templates for data analysis and partnership with PLC's and our ILT or instructional leadership team and PLC's will use student work pro uh protocols to adjust instruction um on a progress monitoring level. This is a classic continuous improvement cycle. We want to tighten the core um and not just do more interventions and buy more resources. Next slide please. This next slide is around opportunity
gaps. Um, opportunity gaps is rated uh our is our lowest rated strategy in priority one. It is at a level two planning and exploring. Um, we do have promising practices, high impact tutoring, acceleration opportunity, and summer bridges.
Um, but these are not systematized. They're really left up to each school to make those decisions. We used to have ESSER funds where we had lots of tutoring and lots of acceleration and resources. Um, and so we just need to think about how this looks in terms of a district priority and how we uplift these opportunities for all schools.
Our teams and our leaderships are looking at student groups so that they know trends, but our monitoring for black, Hispanic, ELC, and other student groups isn't yet as tight as it need to be. Um, we do not consistently report out or share data internally that is listed this way by student group. Um and so we need to tighten up those practices. So if you're asking um how many schools need to improve in this area, I would say that
we need to first look within ourselves as Durham public schools district office. Um we as a district needs to strengthen our acceleration systems and student group monitoring if our schools are going to have a strong impact. So our next steps here are the CNI team and MTS team will be building clearer guidance for acceleration so that schools have a roadmap to that. Our data dashboards need to be updated so that they show visuals for our student groups and not just overall averages.
And our instructional leadership team will begin to embed student group trackers into their cycles so that they can see school by school who is accelerating and who is not. Next slide, please. Early childhood is our next department. Shout out to Karen and her team um and Dr.
uh um Pitman. In early childhood education, we are at a level three initial implementation. Um, and I think that rating comes from we have both two things here, curriculum as well as seats. Um, we are building our implementation. I would say we're at a level two for our curriculum and we are at a level four in terms of building our
prek seats. Overall, our rating is a three. So, we have strong pre-k um environments with SEAL um routines. Um, our prek teachers are using teaching strategies goal as well as a early literacy uh curriculum.
uh we know that our DPS preK students transition more smoothly to kindergarten. Um but at the same time our MClass data will show uh a little bit later on that there is a drop in our kindergarten beginning of year proficiency which tells us we have some work to do in terms of aligning our prek to K transitions in terms of our expectations um the standards activities as well as SEO and behavior supports. So our next steps here are that our early childhood team and K2 teams will work on alignment guides so that standards, routines, and expectations connect. Our student support services team will be working on expanding SEO behavior supports in our early grades so that our students transition behaviorally in those settings more seamlessly. And we're going to be tightening our attendance coding processes because chronic absenteeism begins at prek and
kinder and we want to make sure that we have tight processes to align those. Right now, a panorama success platform notes that 61% of pre-K students are chronically absent and those translate over to K2. So, we need to have strong monitoring systems in that case. Next slide, please.
Career and colleges uh college readiness is next. So, shout out to Darien um and CTE as well as Laura Perry and um our advanced academic department. We are not reporting on those departments. I will remind you just this particular strategy.
And so for college and career readiness, we are at an initial implementation as well. Um we've made strong moves. Our PLC's, they have good structures in place. They're using pacing calendars and we have consistent district provided funded ACT support for all of our high school 11th graders who take that assessment. Um and we are offering more courses at middle school as well as increasing our CTE pathways at schools. Uh however, you'll see uh in a bit our data uh shows us that we're making gains in math one and
biology and we have solid ACT supports but interventions are inconsistent in our high schools and our assignments don't always build the level of rigor. You'll see that show up in our math 3 data. Um it does not always align to that college level expectations of demand. So uh you will see that math 3 is a red flag for us as a district right now across almost every student group.
So that lets me know that this is a system level rigor issue and not a student issue or a school issue. Uh next steps include uh deepening our support for math 3 and English 2 course level data uh should be analyzed at the advanced level and we're going to be integrating and academic supports so that high school uh can integrate into their core curriculum courses as as opposed to looking for to come from a separate uh period of the day or time of the day. Next slide please. So this slide is around personalized experential um experiential learning. Um overall here we are three initial implementation. Again we have a lot of
pilots. We're doing all the things projectbased learning blended tools and um early performance task. We are our students are engaged. Um we are our teachers are experimenting and we are using technology technology as that primary vehic vehicle to personalize our instruction where we need to grow.
We need some design quality. Um, we do have several things and projects in place that we're piloting, but we need to have a strong opportunity to align what we're doing uh in terms of experiential learning to actually standards aligned experiential learning. So, we want it to be fun and engaging, but we also want it to be rigorous and aligned. Um, and so our next steps are we're going to be providing that bank of exemplars for task.
We're going to deepen our depth of knowledge in terms of our professional learning. Making sure we know how to get deep u in our curriculum and we're going to make regular reflection routines a part of how students process and show their thinking. We want students to be totally accountable for their work and on these personalized paths as well.
Next slide. So since I have gone through quite a few of these, I wanted to give you a snapshot of where we are. This slide refle reflects the first five strategies in priority one in one place using the rating scale that we talked through. And the story here is honestly we we have very strong foundations um most of our strategies at our level three but we are not yet at the level of consistency across our schools to have the impact that we're aiming for.
Um and so the opportunities that opportunity gaps and equity work that you'll see later is really the areas that is impacting this work. Um so that's where we need to dig deeper and be more disciplined if we want to really hit our 2028 targets. Um so this is a visual of um our next steps to think about the areas where we need to strengthen. Next slide please.
Uh this slide is around the strategy with regard to um multi-tiered systems of support or MTSS. So shout out to Dr. Maddox Perry and the student support services team. They have been working we
have been working as a district on this for a number of years. Um again this is going to be rated at a three initial implementation. We have MTSS teams, we have MTS facilitators, we have curriculums, we have intervention blocks, we have programs, you name it, the board has provided it for us. Um in this context you'll see PM I'm referring to progress monitoring.
Um and that is how we track whether or not our students are on track. academic um behavior seal. We want to make sure that we're not just providing interventions, but that we have evid evidence of the interventions working. And so where we're not yet consistent with this is we do not have standard progress monitoring across our schools.
Um our tier one instructional adjustments are not seamless. When we get data, we don't all immediately respond to the data and provide supports for students who are struggling. and our layered supports for our behavior needs are ad hoc. Every school has a different way of approaching that work. So in our spring update u when we have MOI data a
more comprehensive data report that includes all our schools you will see that I will bring what is our discipline trends what are our behavior trends alongside of MTSS implementation. So um we want to make sure that our interventions and referrals are tied to intervention plans uh in the very nice uh panorama success platform that you have provided for us. Um but we are not yet consistently using that across our schools. So we want to beef that up.
Next slide please. Uh this slide is around exceptional children. Shout out to Dr. Bell and her team.
This is not an assessment of the EC program just this one strategy. And this strategy says, provide teachers and students with the support necessary to increase the number of time the the percentage of time where students in disabilities are included in core and general education classes. You will find that this is our only strategy that is rated at a four. And quite frankly, we put a a practice in place so that um students are not being pulled out of core instructional classes for their EC um services unless it is directly tied
to their IEP. And immediately we're at a four. So we just need to make sure that this is standardized in our standard operating procedures so that no matter who is here, no matter who is employed, no matter who is the superintendent, that is a part of how Durham public schools responds to EC scheduling. Um so in our next report you will see that I will share in the spring um EC access data um with regard to core curriculum in the general ed classrooms.
students who are provided these services via the IEP, they still have pull out, they still have resource, but what you will find is uh we have real sustainability in our co-eing push in and early intervention um areas of support for EC where staff is uh stable and so you know that we have vacancies and so that still does put some of our schools and perhaps our need schools, these 24 schools, some of them are still um at risk with those vacancies. Um and so next report I will be providing that EC access data uh on the settings. I'll be providing some progress monitoring indicators and I'll
also explicitly share our data in literacy and math aligned to EC um students with disabilities and we will also be looking at our um um our educators handbook data where we look at disciplinary responses to EC. Additionally, I just wanted to lift up um Dr. Giovani's team priority three that is where I know that you have provided EC supplements and things like that for hard to feel vacancies and so that is where you will hear more about teacher retention staffing stability vacancies etc. That will be in the priority three update which I think is January or yes I think January.
Next slide please. Next is professional learning. Shout out to Miss McNolte um and the PL team. Our professional learning is rated at a level three initial implementation.
I have lots of acronyms here and I have spelled them all out for um the public. So we do UFly which University of Florida Literacy Institute. It is our standard tier 2 resource at K2 literacy. Um and so we use UFly. Um we are wanting to provide
align professional learning of depth of knowledge or do and then we're also looking to strengthen our PLC's as well as our content specific professional learning. Um however we're doing all these things. It still looks different across schools. professional learning looks different across all schools.
It's not yet functioning as a coherent system uh that is tightly aligned to what we see in our walkthroughs in our classroom, how we respond to the data with professional learning. Um that is still not systematized across all of our schools. Um and so our next steps are classic curriculum and instruction next steps. We are going to finalize a district professional learning plan at middle of the year that responds to our middle of the year data.
the middle of the year we will have EOCC data, MClass data as well as benchmark data across all schools. Um and so we will say what will we need to do to finish the year out strong for our schools and our staff. Um also we will have our ILTS or instructional leadership teams routinely analyze data by uh student work and professional learning impact. So basically if we go to a professional learning on depth of knowledge, do I see
depth of knowledge increasing in the classroom as I visit our schools? We want our principles to be watching that data and monitoring and having good conversations. We want to make sure our board gets a return on investment. Next slide, please.
This one is on uh English language learners. Shout out to Shashi Sashi. EL supports are also at a level three implementation. Schools are using access data um which is great.
Um and we have small groupoup instruction, visuals, um talking pro talking routines and protocols and our international teachers bring a level of enormous cultural and linguistic assets in our classrooms. Um our access aligned routines are not new to be clear, but this level of consistency is new. Uh some of our secondary schools are fully implementing them and others are are in early implementation. And so if you remember our access EL data, it looks phenomenal in K5, not so much in 612. And so u we're seeing promising indicators. Uh we have EL students who
have made strong progress in math one and English 2 that you will see in just a minute. And our BOI data shows us that at in our K5 levels, um MClass, ELEL's are making gains. Um they are making gains in grades one through four. Again, that speaks to that kindergarten issue I talked about before.
So between now and spring, we're going to uh move full speed ahead. We're going to increase our department professional learning on differentiation and language acquisition. Uh Sashi and Laura Parrot provided professional learning for our principles last month on that. We're going to continue that work.
Um EL's look fors are going to be integrated in our ewalk tool, which is our classroom walkthrough tool. Um we're going to be providing dashboards that provide EL progress in particular on the data metrics that we already uh connect or collect. And then last but not least, we want to increase our multilingual family communication uh not just on progress report and report card days, but also when students are struggling with grade level assessments and classroom assessments. Next slide, please. The next slide is on the equity audit.
Shouts out to uh Dr. I and her team. Equity audit is at a level two planning and exploring. Um, and so in the impact meetings at these 24 schools, we did see equity focused ILOTS and PC's having conversations.
They're starting those conversations around disagregated data. We have equity equity champions at some of our schools and not all of our schools. U we're just not where we need to be with this quite frankly. Um, equity monitoring is uneven because of how we report data.
Equity work sometimes stays at the program level. We want to do programs um instead of really focusing on the impact on teaching and learning and our family, student and staff uh voice is not systematically captured in our processes and embedded into our continuous improvement cycles. Um so continuous improvement in school uh supports and my team we will be leading a district-wide audit. Um building internal equity dashboard and integrating our findings into our school improvement plans so that this work is not separate is a part of the work that
schools do. Uh this is a key piece right here to the answer to how do we how many schools need to improve especially for historically um underserved populations. We have to make sure we have an equity lens on everything that we do. Next slide, please.
So, I put all these uh strategies together. You'll see MTSS, EC, PL, EL, they're all at initial implementation out of three and the equity audit and opportunity gaps are still um planning and exploring. So, overall picture for priority one is we have strong structures, we have all the things um but we are inconsistent in our depth and reach across our schools. uh the system of monitoring and support and accountability hasn't really caught up with our aspirations for academic excellence um and equity. Uh this is where the school tiering system that I uh talked to the board about previously, how it comes to light. Um so you can see here um school by school in our spring
report you'll be able to see school by school where implementation is strong on these things and where we are intervening to support um put to put better structures and supports in place. Next slide. So connected to uh priority we have both our growth metrics as well as our pro uh proficiency proficiency metrics. The most fresh data that I have for you will be our BOI of MCL class which you will see here.
This gives you an overall report on literacy as we compare from beginning of year last year to beginning of year this year. You can see here overall we see gains in grades one through five, especially a strong cohort movement. 5. And so we see that we are making strong movements for our students. Kindergarten dipped about two points which connects to the early childhood work that I spoke about earlier and from a curriculum and instruction or continuous improvement cycle. Uh this just tells us that K2
work is taking hold. Um and we really need to understand and address what's happening at kindergarten entry. Um so that we can have an impact on upper levels elementary as well. Next slide.
So only two more to go. Um so this slide is telling you our our the same data by MC class. These this is by student group. So you can see looking down the columns those are the grade levels and looking horizontally horizontally those are our student groups.
When we disagregate the data that you just saw by student group it tells a different story does it not? The story becomes sharper to us. We see early grade gains for several group including eelss and students with disabilities which suggests that our tier one and our intervention practices are beginning to work for them. Um and at the same time though we see that there are declines in our upper level elementary um for some groups particularly black and Asian students in certain grades which connects back to what I said previously opportunity gaps and equity equity strategies. This is why we're moving uh
to our tiered system. So the question is not just are we moving as a district but what groups and what grades are we doing a good job at moving forward. Next slide you will see that we have our MOI benchmark data for high school which gives us projected proficiency so that we have progress monitoring towards our EOCC goals. Um so here you see math 1, math 3, biology and English 2.
8 eight. 2. 6 percentage points. Um so our high school redesign is paying off in in our supports.
Uh but in math 3 is a systemwide concern that requires targeted action on rigor and readiness from our curriculum and instruction department. So this is a classic continuous improvement moment. We don't need to guess. uh we need to use the data, identify root causes, adjust instruction, provide interventions and professional learning accordingly and go
back and make sure that professional learning is being seen in our classrooms. Next slide and almost the last. This one is showing you that same EOCC MOI data by student group. Again, you can see it tells a different picture.
When we disagregate this by our student groups, we see strong gains in math, especially for black and e students. biology gains across most group, but math 3 declines across all most groups. Um, and there's mixed patterns in math 3. So, this tells us that acceleration is possible.
Um, and that we see it in math one in biology. Um, but we do not yet have a system built where ex acceleration carries all the way up to math 3 and beyond, which uh looks back at our structures for PLC and developing lessons and data analysis at the school level. Uh this is directly tied to the strategies that you've seen tonight. Curriculum, rigor, MTSS, professional learning, EL supports, equity, it all plays out here in this data. So in the spring, I will bring this data, more data back. Uh our next
report will connect student level results to our school's implementation of these strategies and you will see where we have strong practice and evidence um and how it lines up with the data results and where we need to intervene. Last slide. Praise the Lord. As I come to a conclusion here, uh, our commitment is really straightforward and I heard I hope you heard me clearly.
We need to do fewer things with more clarity. Period. Um, less noise, less words, more evidence of the work. um and a reporting structure that really lets us know what we expect from schools and a discipline continuous improvement cycle that holds central office accountable for supporting schools with those strategies. So in full honesty, it is going to take us a little time to fully align our internal monitoring systems to this new way of reporting. Um but from this point forward, our priority updates will all follow this
approach. I met with um Dr. Giovani and her team this morning to walk them through this process. Dr.
Pitman and I talked about priority two. So, we're cooking up. Everyone will follow this same process and the same structure for priority one. Um, if with the board's support, I would love to return in the spring after our MOI concludes.
That will be Februaryish March when we have a full comprehensive data set. Um and in that report I would love to share with you our tier one adjustments, progress monitoring routines, uh use of rigorous tasks, want to share more data with you around student groups um in our in our school level tiering. I will be able to share with you um schools that can serve as models. I will have a crew with me that can talk about how this lives and breathes in their schools. Um we will uh also want to share how central surfaces have adjusted our supports and our practices to match the needs of the district. Uh so as I close here, thank you to the academic services team, our school leaders, our teachers and our students for our f for their focus thus
far. Um thank you for your time and your efforts and all your approvals of curriculum and resources and it all comes to play in this work. So I turn it back over to Dr. King.
we have any questions or comments? >> All right. Um, thank you so much. Um, I'll just I'll go ahead and say that I'm very excited about this new way of presenting the data.
Um, systems only work if everyone understands the system. So, I love how you were saying, you know, less, you know, in more detail. All of that makes sense. And so, you know, this is beautiful.
I love to see us moving in this direction. Um, I'll go ahead and let's see. I saw Miss Chávez and then I think and um um Chair Mstead and we'll go from there. So, go ahead.
Thank you. I'll be very brief. Thank um this is really excellent, very exciting. So, thank you.
I'm you tied together so many excuse me so many different areas. Um I love the the thread of consistency and collaboration that runs through it. So um yeah that was very exciting. I was I'm glad you went through it reading the slides.
I was a bit I got more out of it hearing [laughter] you hearing you [clears throat] present. I wanted to just say two things or make two points. I really like the integration of equity into everybody's work. It should be that way. Not that it's not, but even there's always room to bring it in more rather than think of it as a siloed sort of project, you know, that one or a few people are responsible for. Um and then the other thing is um I was just I'm happy to see you know all of it but um the prek part
the alignment with our um elementary school programming that's really important. I've been in two days of programming around education and prek and um early childhood education was a a major topic. So, I've been thinking about the many uh foundational, you know, benefits that come from that. So, um glad to see that work as well.
And uh yeah, this is great. So, I thank you for um letting us know you'll be back and and what you'll, you know, bring to us in the in the coming months. So, thanks so much. >> Yeah.
Thank you so much for a comprehensive presentation. I agree, Miss Chávez. I got a lot more out of it from listening to you and I might have to go watch it again to make sure I capture everything. Um, a couple things that I heard that were really like, yes, this is good. Um, and the fact that we're building systems that outlast people, that we're building, this is how Durham Public Schools does business.
Feel like I say that often. And so that's important that we're building that from a curriculum and instruction standpoint. Hearing about the rigor part was really interesting to me too about um how we need to make sure we're increasing rigor for our classes. It makes me wonder because I know we have a lot of teachers who might be um residency licensed or second career and the rigor sometimes we teach how we think we were taught and how do you introduce that rigor part which really takes that to the next level.
So that's in my head of how do we think about keeping teachers longer to help make sure that they're getting that practice on that rigor and can really increase that for our students. Um glad to hear about disagregating data and that equity piece going all across. I hope that in that we're auditing but also building tools that go across the whole district, right? Not just in academics but also in operations and all the other um places that we use. A couple things that also stood out to me to just I think for us to keep in mind as a board, you named hire some
behavior challenges a couple times in there and what does that look like for us to what do we need to do to be supporting schools that have some of those challenges? Um, and then talking about we know that the federal dollars are gone and some of those extra opportunities we have for learning are not there for students, but we also know that some of our students are going to different after school and summer programming. " Um even, you know, in a technology world, are we pushing out something to parents over the summer or or some of those breaks to help just help fill in those gaps? Um, so dream and a big idea, but I think it's one of those things that we're unfortunately I don't think gonna get that federal dollars back anytime soon. So, what does it look like to think creatively as a community about how we support student learning? Um, all of this is really
exciting. Looking forward to the things to come back um and more information to come. So, thank you. Oh, sorry.
Can I add one more piece? really appreciate that disagregated data and the attention to strategies that are making sure that we're serving our underserved students. Want to make sure we're continuing to lift that up. And as I know you said, you're focusing your impact groups on low performing schools or schools that have just moved out of low performing status, but I think about how we have disparities across all of our schools.
So even though you might have an A or B or C, uh how do we make sure those schools still are digging deeply in that disagregated data and getting some of that support to close those gaps for students? So >> Miss Carter, >> thanks so much for this great presentation, Miss Sbury. Um, I'm super excited to be um for the shifts in the presentation of strategic plan data, for the additional data. Um, eager to see
more and um to see um as we move forward, as you've noted a number of times, like we want to continue doing more of what's working and not do what's not working. So, this is a way for us to know and to learn more about that. So, I'd love for eventually for us to get to a place where not only are we getting these reports, right? You know, on a regular basis throughout the year, looking at each of the metrics related to all of our strategic plan, but also looking at during budget cycle, how each of the budget pieces connect to how we what's working and what what we know works to help us get towards that north star of what we want to accomplish here in our district.
Um, beautiful. So, um, and I sense that, um, yeah, I'm I'm eager to see a calendar of like when we're going to get these, um, updates because this is so such important work here. Um, and also, it's just the very beginning um, of of the board receiving
regular updates on like where we are with regards to the strategic plan. So, thank you so much, Miss Beyer, >> thank you so much. Thank you, Miss Hbury, for um diving in and actually presenting a lot of data, being transparent about things that we're not doing well. I think that it is important to be honest and transparent with our community that we've got work to do. Um, I also look for future data that might be more qualitative in nature, might be about where we have the most nationally board certified teachers and whether that has an impact, whether how our retention is going better at some schools than others or the veteran status, you know, the staffing mix, um, where we have bilingual staff, like the secret sauce is our people, right? And so any lessons learned that we could come and and quantify
student attendance data where it's better and whether where it's struggling like some of those lessons that we learn within our schools that we could lift up as exemplars. I I think there's probably besides beginning of the year and Dibbles data, there's probably more to the story that y'all can continue to inform as we help to support best practices and focus this work alongside y'all's efforts. Is that make it wasn't really a question. It was like me dreaming aloud like what more could paint the full the fullest picture.
Um early literacy stuff, where's it working? does, you know, is growing together and some of the year round actually having academic gains at those classes are, you know, anything that y'all can continue to bring us that that informs student outcomes in qualitative ways, but it's not just data about test scores to me. It's it's the whole story as y'all that picture for us I think is super
helpful. >> Mr. Tab, >> thank you very much. my colleagues have pretty much wrapped it all up in a nutshell.
So, thank you very much for your for your work. Um, it's great work and um looking forward to the next phase of what comes out of this. Thank you. >> All right.
Um, oh, I thought you were [laughter] I just want to um mention that um all of that and um I'm also dreaming of a time where we prioritize our strategic planning reports at the beginning of our agendas. So, it's like the first thing that we talk about, then everything kind of comes from that. >> Real good. >> Um I also um I'm I'm curious about the data that we are prioritizing.
There's so much data. So what as a board member can we identify this is just like we have systems for the reporting, you know, this is how this is what we're assessing. This is where what we're prioritizing in assessment and how we
follow that um to help inform our decision- making also. Um and what is the what? Oh, and also um I see our strategic plan as a living document. " I think that our strategic plan is is beautiful.
Um, and I I want to see it grow. So, I'm wondering like when when something gets to a level five, like we reach that and it gets to a level five, then what what happens? So, those are the things that I'm curious about. Um, and um I think Dr.
Lewis wanted to make some comments. Just want to um make sure the board understands, you know, we we particularly pulled out some data uh this year or or for this presentation. Um and we wanted to specifically identify data sets that we could compare overtime and that we could compare um
across subgroups. Um and that's kind of impacted by where we are in the school year. So, uh, when we come back with additional presentations, there'll certainly be, um, additional data. If we did this two weeks from now, we would have been g been able to give you a good bit more data.
For instance, um, elementary schools and middle schools, um, will be doing benchmarks um, next week. And so, you know, given another week, we could have had that data for you, but where we're sitting right now, we were kind of limited to um, just to that data. A couple other things just want to point out that that are going to be critical as we that as we move forward. Um, couple of things that Miss Sidbury uh kind of mentioned, but but I just want to pull out um this this issue of shift to consistency, right?
Um and and that is a that is going to be a real challenge for us, a real, if you will, cultural shift um for Durham Public Schools. Um that has not been a hallmark of this division's uh work. uh we have very often um uh kind of
valued the notion that you know every school did some things did things differently from an instructional perspective. Um and so that's a that's a shift for us in terms of um um moving to more consistency across uh the district. And the other piece that I think is important to remember um is that what we hope this work will do will also be to help us think through uh how we make lots and lots of purchasing decisions, how we do lots and lots of the work that we do, how we make lots and lots of decisions. In our conversation this morning with the um strategic priority three group, we were talking about the notion that as we begin to think about purchases that we might want to make districtwide or even in individual schools, you know, um if we are doing this work the way we're supposed to do it from a strategic plan perspective, there would be a very serious review of whether or not the work that we're the purchase that we're considering making or the expenditure that we're
considering align specifically with the strategic IC plan, right? And if it doesn't, we have to ask ourselves questions about why we are um aligning resources to that. And particularly where that becomes really a challenge for us is when we start talking about what I like to call uh legacy practices, right? So things that aren't necessarily connected to the strategic plan, but we've done them forever, right?
And everybody kind of expects us to do them. Um but we don't have they don't connect to the strategic plan. we don't have very much evidence of their effectiveness yet we continue to um align resources and assign resources to those things. So those are u real challenges that I think we will face uh as we move this work forward. Uh we are excited for the work though and um excited to be able to continue to prevent provide uh this level of presentation to you in terms of this particularly this strategic uh level review in terms of focusing really strongly on the strategies that are embedded in our strategic plan and where
we are in terms of their implementation and how we move uh further and further along that road. So thank you board members. >> Thank you Dr. King.
First let me thank our board for for the feedback. Uh it's always helpful in terms of um where we've been with our strategic plan updates and the feedback that you received tonight. Certainly want to thank Dr. King, his team is Sid Barry and the team members that are in in attendance as we continue to think about the shifts and the work. And so you're right, every every single report that we that we bring to this board should be a strategic plan update, you know, because that's the work that we should be engaging every single day. We shouldn't come to the board where they uh you know uh doing with a report and then say oh let me go back and do the strategic plan work that work um should happen you know all the time right and so you often hear me say that hope is not a strategy and so we cannot wait until we our students are given the assessments and and hope they do well we should have those leading indicators some of the data that we shared with you tonight as relates to how our students are doing yes we want 90% of our students to meet or exceed
standards but it's difficult for a student to meet or exceed a standard a standard if he or she cannot read. And so the data, the divvils data that we shared tonight kind of highlights some of the um uh just how our schools look at data and intervene early on so that the students can now read a passage to say identify author's purpose or or or main idea. And so when we think about where we've been with our strategic plan updates prior prior to this, it was a lot of just generalities. And when so when we we measure and report on general generalities, we typically will will fail.
But when you begin to measure your action steps and performance um I'm sorry your action steps and when your action steps and performances measures you you succeed and then when you measure your action steps and performance and report out on it you accelerate that um achievement. And so I hope you saw tonight that the good, the bad, and the ugly. You know what's what's working well for us? What do we need to kind of tighten some things up? And then most importantly, where do we need to focus our professional development and support down to the to
the classroom? There's there's there's only three ways to improve student performance at scale. And one of those ways is to um increase the level of content that our students are engaged in. And Miss Sbury talked about uh ensuring that our staff are uh adhering to our district adopted resources.
The second way is to increase the level of skill and knowledge of our teachers, continuing to provide the professional support in terms of increasing uh the DK. And then third is to increase the level of engagement uh of our students. You know, how our students engage with that with that content. And so I'm excited about where we're going.
Uh it's it's a lot of work and certainly appreciate all of our um folks in the buildings, our principles, teachers, and other staff that are really uh on the ground doing this work. So thank you. Thank you, Mr. Sbury.
Thank you. I hear the pause. Thank you so much. All right.
So, um I think the floor is still yours, Dr. Lewis. Um for the
Oh, yeah. This the the budget prior wait the finance update. Yes. >> Good evening, Chair Herald Goff, board members, and Dr.
Louis um strategic plan goal one folks just told me what kind of money they're going to need when I was coming in the door. So I've been put on notice. Um so for this uh for this presentation um we just want to pick up where we left off with the board um at our at our last meeting and just to lift up um that we like many districts are managing uh enrollment decline uh curveballs and and making necessary shifts uh to take care of the the uh the obligations that stem from that. Right. and and and the big the big piece, you know, that we revisit here on the next if we advance to the next slide, um we just lift back up those enrollment figures that were reported to the board um in that in that shift in enrollment that we experienced um this
school year. Um on the next slide, uh we just sort of remind the board about the implications that has for how much money we have to share with charter schools um and our students who are enrolled in those schools. Um and um just putting that back out there um because it's not something that we talk about all the time. 7 million um to pass along to charter schools uh ab beyond uh what the district would have need to have done based on its enrollment projections previously.
Um the next slide we just remind uh just lift up reminders about other risks that we're monitoring. Um and you'll hear me talk about this some more as well in the next presentation in the superintendent uh budget priorities. Um but again just continued enrollment volatility. Um we we're obviously monitoring situations in our community u that make kids uh not want to come to school and still
assessing whether or not that has impacted our charter schools equally uh in terms of those elements. Um continuing to monitor what will happen with Medicaid funding in North Carolina. Um other federal surprises, right? So conversation is already starting to happen.
We see um headlines folks are negotiating a way to avoid another uh shutdown of the federal government in the next month or so. Uh continuing to monitor what's going on at the state level. Still no budget. Um and and hearing very high-profile conversations about things other than the budget.
Um and then obviously continuing to monitor the impact of inflation. Um the next um the next uh slide we talk about um just some potential um opportunities um for I want to skip up one more please if we can. I think somehow they got flip-flopped. If we can go to the next slide that says next steps. um is just a reminder of some steps that we talked
about with the board uh at the last meeting about things that staff will be evaluating uh in terms of uh what measures um we we'll we'll contemplate and we highlight this particular step because it's is the first on the list that we discussed last time um and and that's um sort of where we are uh in the process. Um so is evaluating service contracts for cancellation or reduction, right? And obviously um this is something that is is definitely a preferable action. Um right so this is not necessarily something that will um will affect our personnel right and and our folks on our payroll um and and something that we can do sort of as a as a first measure.
Uh some of these other measures um they are underway nonetheless. Right. So we're sort of managing these uh initiatives simultaneously. So we are operating um in a in a hiring free situation, right? So we're continuing to prioritize things such as EC bus drivers um positions required by law are things that are just
absolutely critical and essential for district operations. And so, uh, we're, um, working as a group to evaluate those positions and and first and foremost looking at things that are currently vacant and and trying to reach a consensus uh, as a leadership team of what are these things and and giving our HR department clarity uh, on how they move forward um, during this uh, during this space. Um, we've already adjusted those purchasing deadlines um, and and making uh, necessary judgment calls. So, we know that there are things that happen later in the year, such as graduation, that still have to occur.
And so, just making good judgment along the way about things that we have to make room for and concessions for beyond that deadline. Um, minimizing travel. Um, this is something that's sort of been in place uh even before I came to the district and that we we continue to scrutinize travel very tightly as a leadership team and have conversations about that. Um, all that to say, these are all measures um that we want to keep
keep under consideration ahead of resorting to that last measure of a reduction in force. So, we're on the first bullet um tonight just to start talking about those efforts uh in seeking sort of board attention to that. So if we can go back to the previous slide, um we uh worked with uh worked with my colleagues to evaluate contracts that were uh currently uh encumbered in the district um and uh asked them to evaluate those um for necessity, evaluate those for opportunities to reduce um and so I appreciate the work uh that my colleagues put into that. Um so we're asking them to do some things um that are maybe a little new and different here and and to really kind of think about these things. Um, and so these are contracts that came forward. And so we had um, you know, the first two uh, came from our operations team and they're specifically uh, focused on on mowing our lawn care services in the district uh, and uh, just moving forward
um, with the understanding that these are things that we can do for ourselves uh, with our staff um, and and sort of revert back to that practice of handling it in-house rather than outsourcing um, mowing for certain zones in the district. Um so we did um leverage parts of these contracts at the beginning of the year. Um we it has been some months since we've needed to tap into those contracts and the the balances that are on the screen um so were what was remaining um that uh the operations team could have used um later in the year uh as we kind of work our way into springtime. And so then uh the termination of those contracts would free up uh those dollar amounts that were otherwise encumbered for anticipated lawn care services that we would now do ourselves. Um site logic um or I presume that's how they pronounce their names is um was an a relationship uh that the board entered into um on on a consent agenda item in June of 2021.
Um, and that contract um originally had an expiration date um for the end of 2022. So, it was a one-year contract. Um, upon its recommendation to come through, did some research on that and it looks like it's been sustained with a series of change orders. Um, the most recent one that came to the board in the spring of 2025.
Um, and so this is u a service that came forward. Um, and I'll anticipating questions around this one and I know my colleagues who are more familiar with that relationship are here to answer questions about that um that work. The final item um is a um contract in the human resources department that we're seeking to reduce. Uh this is one that was not originally approved by the board due to the dollar amount.
So it was originally um about a $25,000 contract. uh and so looking to reduce that by 20 and bring that down to 5,000. And that one is really just sort of an information for the board that staff is
intending to curtail the use of that contract and reduce that incumbrance. Um and specifically this is one um that administration entered into to provide virtual interpreting services as necessary for HR matters. Uh but the team has looked at that and based on usage so far this year, they feel like they can curtail that significantly. Um, collectively all of these items um would would put 235,391 sort of back uh on the table um for us um to redirect uh towards um the challenge that we're working on and and help sort of prune back our need to address to to tackle from some of these other measures. Um if we can um advance um two more slides um so we sort of get to the the recommendation that's on the table and that we discuss in the precies and that um seeking to terminate um these three contracts and then the the other contract we referenced was for
information purposes um and so we're um at this point u we'll open it up u for questions and um I expect we'll have sort of engagement around the table um with my colleagues Thank you, Mr. Teter. Board members, Miss Chávez. >> Oh, thank you.
Thanks for explaining about the um the mowing services and the interpretation services. Let's jump right in and hear about site logic. Um obviously, we had some folks speak on that and now I'm looking at the the website. Um so, Why why would we cut that?
>> Good evening, board members. Um we ha we hired a uh DPS person um this late this summer this fall to help uh help um oversee some of that. In addition, we
have two new staff members that have quite a bit of experience dealing with uh energy sustainability. So the program itself is not going away. We're shifting some of the responsibilities to people who already work in house for us. >> Thank you.
And um so just to follow up, is there anything that we're losing? Anything that those individuals aren't able to do, you know, but um yeah, that site logic was doing any any piece of it. So in conversation with Miss Deon Mitchell and Miss Lor Reed, we don't think that we're going to lose anything that we um are doing at this present time, think we may be able to expand it even more with um the help of those two people. >> Thank you.
>> Any other um Miss Ber? >> Yeah. So, while we're on this specific
contract, um I have observed and been told many many years at different times that that actually contract was actually more than paying for itself in energy savings. And if that is not true, then um then it makes me feel like it's something we should have cut a long time ago. So, it's not clear to me at all what the what the what the service we were paying for, who the pe how many people were working for us as contractors, what grant writing they were doing, whether they had involvement in um our electric school buses project like and I want to say to the students that keep coming and I know Dr. Dr. Lewis, you're planning to meet with them soon. This board shares the goals of
sustainability both in education and in better environmental practices in and looking forward to the 26 bond. I'm glad we have internal capacity, but do we have enough? And do do folks understand our commitment and drive for that going forward? Um, you know, it it seems an area that we had made progress, but we don't have good answers for our students that keep coming to our podium.
We don't have a climate action plan like the city and the county already have. Um, and so I sit here going, we pass resolutions that say things, and Dr. Lewis, you weren't here then, but you know, and and a lot of your team wasn't, but how do we How do we take ownership and and lead this work forward when we thought that these consultants were doing that alongside our staff and our team? So,
I don't know that I've asked anything that's that even feels like a coherent question, but boy, it's frustrating to be here and and pulling this very large contract um midyear at a time when we're going in in the midst of a CIP for a bond next spring that should have a big piece of sustainability in it. So, yeah. So, I don't I don't have the answers. I do have some additional questions to go along with what you're asking.
I think my first question is why would we want to continue to engage in a contract a contract with a contractor or vendor any vendor where we don't know what the deliverables actually are because it sounds like you that's what you said. Um, I am looking at this data dashboard and I appreciate it. Looks like it was last updated in April of 2023 and it says so
far in the second year uh up to April of 2023, Site Logic has helped DPS save an additional $770,000 by reducing energy and additional 7% from the prior year. I think um it says they've submitted a utility rebate. What were the you know it would be nice to know what the results are of those things. Um but it's not clear that they're updated have updated the dashboard since 2025.
So do we think that if they're not doing that since 2023? So if they're not doing the public facing work, what makes us think that they're doing the internal facing work? Has that happened with in the district? Has there been such an assessment as to whether or not they're doing the internal work? I think the other question that I would ask us as a board is um
that in March of 2025 we hired a sustainability coordinator. sustainability coordinator has had multiple conversations with members of the Sunrise team, has reached out recently and has not heard back from them to talk more about what they're asking for and how they can support that work. Why are we hiring people internally to do something that we had a contract to do if you expected it to be done with the contract? I mean, we approved it on the personnel report on March 13, 2025. And then I think the other question that I had, I guess, for attorney and administration is I'm looking at the contract that Miss Byer requested be sent, and it's a one-year contract. And if the contract is one year and year
over year administration has been um paying in excess of the $90,000 threshold where we are, then that should have come before the board in the first place. So, is there a recommendation for the contract to come before the board or you just going to keep paying them outside of the threshold? If I understand your question, it is if administration is recommending continuing a contract or not continuing, I guess restarting a contract with site logic. Is that the question? >> Well, I think I think that's why I asked those terms, right?
My bad. Sorry. >> What what I've seen is that there's the contract and there were two change orders is the information that we were provided. We were told that there's between now and the end of the year over $100,000 would be paid to site logic.
So that's why it's coming to the board to terminate it because it's in a dollar amount that would require the board's action. I don't I don't know that I I have not seen the actual contracts because this was just coming as a termination or convenience. You know, we didn't studied the contracts or I didn't anyway I think John from public office has been working >> and is board action required for administration to separate our separate DPS from site logic
>> if there's a contract in place and you would pay over $100,000 during the remaining term of the contract and yes board action would be required >> if there's a contract in place. >> Correct. >> Okay. What about the other agencies on this slide?
Do we they're not I don't know. Do we know the answer to that? Is board action required for that or is that something? >> Yes.
So, the first two that are on the list that are the mowing services. Um they were they were approved uh for amounts in excess of $90,000 on the standard uh DPS service contract. And so um so those I think right will fit in our interpretation of it would need board approval because those those were originally approved by the board. Uh and then the final item that's the HR contract u was well below the board threshold and we've we're just bringing that one forward for transparency purposes that we're reducing um that contract with them.
I hear another pause. Did you chair them? Did you have any comments that you wanted to make? >> I did.
Um I appreciate y'all doing this exercise and bringing these contracts to us. I'm gonna start with side logic and then I have a couple other ones. Um, do we have a sense of what I think maybe we if there's consensus with the board I interested in a little more analysis on that just how much the contract is yeartoear and then how much savings we might be seeing um essentially is this contract paying for itself? Uh and then also there's a lot like in the uh information they have on the website it talks a lot about grant management applications that kind of thing and wanting to know like I understand we brought in someone who does some sustainability but is that a realistic capacity and I say that
because I know that we have staff that are holding multiple things right so is there actually capacity for that person to be doing some of that grant work and things like that. Um I also know recognize why this is here because it's important that we make some changes in order to find some um dollars. So that's my interest in the site logic one if there was opportunity for a little more digging into that um before we made a decision. 7 uh approximately to be exact. Closer to exact. 7 on your next steps list um your next bullets >> certainly right so I think we are um
we're we're in the we're in that space right of still scrutinizing contracts um so there may be more you know that come forward forward as we continue to scrutinize those. Um, and then and then also, right, we're we're evaluating vacant positions, right, as as sort of that next layer. Uh, and so we are we're close as a working group, right, to to arriving at some consensus of what, you know, and and we're really looking at vacancies in three buckets, right? And so we're categoring categorizing those as are we freezing it, are we filling it, or are we eliminating the vacancy, right?
And so um so we're very close to to completing our work evaluating right those list of vacancies and and then once we're we've got that solidified we'll be able to really attach a dollar value around the the fiscal impact right of those decision those decisions right and so that will be uh so we'll have some clarity on that next action step soon. So we've sort of managing these projects in tandem, right? So the the contract work has been outward facing. Um and then and then while my colleagues
have been evaluating that in tandem with that, we we've been setting up the infrastructure to evaluate vacancies um in the district to go along with that. And so we we expect to have information on that and the potential impact of that very shortly. Um I think um I think also another um sort of important point is that we are very close to having um sort of public facing 2025 audited financial statements, right? And we'll we'll have some conversations with the board uh about uh the financial condition at the conclusion of 2025.
um that um foreshadowing I'm satisfied with that um and the work that we did in the course of the 2425 year um and how that wrapped up. But uh once um once we have that uh buttoned up in in the next couple of weeks um we'll have some additional information there um that we think will help the board to sharpen up some decision- making as well. So just um lot lots of things that we're kind of
evaluating right now. That's hopeful to hear some more to come. I think thinking um back to Dr. King's statements around uh thinking about the forward budget, looking at our strategic plan and I'm sure you all are doing this, but as we're scrutinized our current contracts, how are we using our strategic plan as guiding uh guiding principle there and as much as possible protecting what's student facing student achievement um work.
So looking forward to more conversations. do not um like these types of conversations, but I know they're important to think about. And we're not alone, right? Other districts across the um state as well as across the country are having similar conversations around their budgets and recommendations are all all over for that type of thing. So, thank y'all for being on top of this and also look forward to continuing to think about that enrollment plan because that also is an important part of how do we um bring students back to Durham public schools in this conversation.
Let me just Yeah, let me first just acknowledge the the difficulty in in some of these decisions. 7 million and when we're looking at contracts, these are going to be some tough decisions with sometimes some competing uh interest and there'll be more that may be more contracts that we may bring that may, you know, be some tough decisions and we do recognize we have to make those decisions again with the goal of uh try not to uh touch staff, try not to touch our our schools uh in a way that will uh impede the work that we have um forward. And I will just say this and you know to the students that came tonight. Um the what is not changing.
We're still focused on uh energy conservation. I think it's just the who that's doing that work um um that's that's changing. You know our team has met met with u groups of students and I'm planning to to meet with them to continue those conversations around energy um s sustainability. Um and so I just want to be crystal clear that we're not um you know taking our eyes off energy conservation. Um, and so when I ask
questions, you know, and hear that we're just not getting the return on investment and we have someone else that's hired for that that role, um, you know, I have have to bring these recommendation to the board to for consideration. And so I am comfortable moving forward knowing that we do have someone that's still invested in this and we'll continue those conversations around energy conservation um, and and hopefully bring some true savings that the board can really see uh, as a result of that. Well, with that, um Oh, Miss Carter, >> I'll be brief. Um I So, just to clarify, I'm understanding that it's anticipated that the work that's being done um with the with these contracts is not going to end like lawns will get mowed.
>> So, you're >> and I'm trusting my colleagues on that, right? Who who assess that? >> Yeah, Mr. Barnes can answer those questions. Well, well, and interpretation will happen. That was on there as well that
the sustainability work will continue. So, we don't I I also have some concerns that that's that maybe we don't have enough capacity, but I trust that you all will come back to us knowing that's value of the board um if if that can't be done. But I'm hearing that like while the contracts will not be in place, we do have in-house staff that can do these things. Is that the case?
That is correct with regard. So I'd like to kind of parse them out just for transparency. So the mowing um Mr. Barnes has met with his team and has confirmed that for the rest of this year we'll be able to manage [clears throat] that with the current staff and get the mowing done.
However, there may be and he is currently working with Mr. Teter and Dr. Lewis on expanding the budget for the landscape and grounds crew. Right.
And so, as we all know, generally when you pay a contractor, it's significantly more than what you pay um in-house staff. So, that's with regard to the mowing piece. With regard to the sustainability piece, just really um you
know, actually doing the climate work is really what we're looking at. And so, as Lori Blake Reed and Devin Mitchell, senior executive director and a director, as well as Mr. Lynch are going to be continuing that work and actually doing a lot of the things that people continue to complain about, right, for the last several years. This just hasn't gotten done right, under the current situation that we're under.
And so that was some of the frustration as well with regard to the climate work. And lastly, with regard to the translation piece, um it's just a reduction. um we budgeted that money out and so what we don't want is just the money to be kind of sitting there if it can be invested back into the classroom or wherever is else is appropriate in the budget. So there's still $5,000 on the interpretation budget and we've spent I think it started out at 30.
We've spent maybe Jeremy I don't know if you remember the numbers they're low >> couple hundred bucks. >> Yeah, a couple hundred bucks so far. And so we're going to hold back 5,000 and
then basically give back to the district that additional amount for the 20,000. So the short answer is yes. The work is not just going to be done, but I think as Mr. Barnes indicated, but it will be done better in our estimation because we have evaluated and looked at all of these.
I mean, it wasn't done lightly, right? We want to make sure because ultimately, you know, working for Dr. Lewis, he's going to be accountable for the work that happens in this district. And so we take that very seriously and when we looked at it, we are committed to ensuring and we're confident that when there comes back time to report to the board on all of this, the board will be impressed at the work that's going to be done on all of these aspects.
>> Thank you so much. That's um >> Oh, >> I add one more piece to that. Part of the reason that they were requiring uh this amount of contracts was because they didn't have the equipment they thought they needed to be able to mow the grass and some of the vehicles they needed to uh separate some of the teams. And so uh when I first got here uh this
summer, we did purchase some additional equipment for our landscapers and a new vehicle that had been erected in the previous year that had not been replaced. And so I think that as we continue to do those things, we'll have more capacity with in-house uh mowing. I'm not going to say if it rains every week for the spring that uh we won't get behind with mowing. There's a lot of that depends on the weather.
Uh but I do think we can get through um the spring season um with uh without these contracts in place. >> Thank you. Just um I do want to acknowledge also while I that gives me some reassurance that we this is as colleagues have noted this is a lot of we have to find a lot of money and it's going to require some tough decisions. So, I did want to just echo the um desire voiced by I think it was Sher Umstead to that we please align all these decisions with the strategic plan. Like that's the what this board what this community has decided the priorities and so the closer we can get
to that I think hopefully we can feel more comfortable with the tough decisions if the board can see where there's alignment or there's not. Thank you. Miss Rogers, I saw your hand. Do you still want to be and and it is 8:48.
I just want to be mindful maybe if we can give this just maybe two more minutes and then >> Yeah, I think one of my questions was, is there an analysis of what it would mean to do spend some more time doing a thorough investigation? How much money would be spent? if the board didn't take action, asked you all not to take action on any of these contracts right now and sustain them for another month. >> I would say for the uh the two lawn and cure contracts, I can't see that they've been active right in quite some time.
So, they would remain idle. Um I think the the HR contracts kind of in our control. it's pay as we use it and and
we we have intent to not use it to the degree that we thought we were going to and so that's and it's a contract kind of within staff purview. Um the the site logic contract would be the the consideration and so just looking at historic billing right it can range anywhere from 20 to 22,000 a month. Um and and so October was as high as >> then we pay for the dashboard right? though.
Um, so I think that's sort of the extent of what we're looking at would be the site logic obligations. Um, and uh, and then it does kind of um, sort of put more pressure on sort of other decisions we have to make down the line. >> Thanks, Ch. >> I hear um, just and I think I asked a little bit about this. I don't know if there's consensus from the board, but I'm kind of hearing from administration that the challenges or or site logic contract not kind of coming to the expectations that you thought it would have and that's
feels like news to me. And so I would love I mean and if the board is immuneable to this, bring this back to the January work session, but just a little more analysis around that. um because I'm I just that's news to me and so I would love to have a little bit more information before we make that decision and a little bit information about how that capacity is being going to be held in house. >> Yeah.
Um I do want to be thoughtful. I think I've tried to be pretty circumspect in kind of reflecting on the quality of work that we have gotten [clears throat] and received from site logic. So I just want to be thoughtful around that. Um, obviously they're a vendor and not an employee, but I do think that there's um, as I have indicated before, I think to it was in February, I think 2024 that there was conversation that the site logic contract needed to be terminated because the system was not getting a return on the investment. They were not able to show that they were that these savings, right? They were
kind of paper savings. And so then we all know what happened in February, like late in February 2024. And so it was kind of pushed off. But I'm happy to do that.
I do think perhaps if it makes the board more comfortable and you have the concerns, would the board perhaps be amanable to allowing operations to do an RFP, right? I don't know what the process was to select site logic, but if that's the case, I would feel more comfortable with looking and making sure that we could if we're going to be paying this this amount of money that we at least be getting put it out for a bid process so that we can ensure that we're getting quality work. So I think that that's kind of where if the board is amanable to that and not comfortable with just striking it out because it really um administration is concerned about the expending these this funding and not getting any benefit to the district. I
I want to be mindful of the time that we're spending on this topic and we're trying to decide um whether or not we want to approve these uh the rem the cancellation of these contracts right now or if we want to we if we need to table this for to to have more information come back so that we can make more informed decisions in at the January work session. So, I saw Miss Beyer's hand and then I I I saw you turn on your light. So, Chair Armstead, >> I'd yield to Miss Umstead Cherstead finishing her thought and >> I'm hesitant on RFP because that's a new contract and we're trying to resist new contracts, right? Like we're trying to scrutinize that. So, I think I'm more just interested in um learning more about what has been saved from this or what has been gained from the um from the partnership from
the contract and then what capacity we have in house to be able to do those things. I I don't personally am don't because if we have the capacity in house we shouldn't do an RFP right for it. >> Yeah. Yeah.
I along the same lines like 2014 15 we had a full-time person. We allocated a full-time sustainability position at that time. We made some progress with LED lighting. We didn't do it all.
We then we had a gap and we kind of assigned the word sustainability to somebody's title and then we had somebody new and we move forward in a lot of great ways, right? Energy, you know, none of the mini fridges and the I mean, you know, we've done some stuff. We have one school with solar on the roof. Um, but it's been in jumps and starts over 10 years
and um I'm glad to to know if we have capacity. I don't want to disparage anybody that we have a contract with currently. Um, but if we could either in small groups or or at our January meeting be shown what the plan is to actually take a take this work and actually actualize it. " Show us it's not.
I I don't know. I just um that would help me a great deal on this one. Um, Miss Gar, >> um, I really like the idea of getting a update in a board meeting about generally how we're like what we're doing with regards to sustainability efforts and this being a piece of that and I think it's important that's during a board meeting so that the community can community can see it too and it's time for us to get an update on what
we're doing, what the gaps are, where we need to go and have a conversation about it. I think it would be interesting to um if if we do bring it back in January to make that a a great that would be wonderful to if that could be a bigger um agenda item to talk about that in conjunction with the um climate action planning and all of that thing too. It might be, you know, I'm not proposing that. I'm just lifting that up.
Um, and um, let's see. I saw Miss Chávez's hand. I'm hoping at some point we can I'm I'm wondering if we need to entertain a motion one way or the other. >> I think I may be in the minority, but I'm okay with moving ahead with these cuts and then also having that presentation in January. >> I am I'm kind of leaning that way, too. um only because I know that this this work is at the top of our it's it's it's
priority for us. So whether or not we have the contract with them or not, it's priority even if we have to bring it back as another contract. Um and so I'm trusting our administration saying that we, you know, I would like to see the work that they've been doing and how we we know we have the capacity for it. um if they you know just bringing back more information just to reassure that we're making solid decisions but also acknowledging that administration has already looked at this and um we have to do something about this shortfall that we have.
So, um, can we entertain a motion? >> Move that we terminate the contracts with BMBB Triangle Enterprises, Inc. and BJNL Painting and then direct staff to bring further information in January about site logic and sustainability in DPS.
Second It's been moved by Miss Beyer, seconded by Miss Carda-Auten to approve um the um to remove the term to have the termination of the contracts um and to bring back more information at the January work session. B&B Triang B&B Triangle Enterprises B&J BJNL painting and you did not include site logic. >> I only see these >> just for information, right? Yeah. >> Okay. So again, um we are approving to terminate the B&B triangle enterprises and the
BJNL painting only. Um and then bringing site logic back with more information at to the January work session. There any discussion? Okay.
Um, I appreciate the motion. I just want to be clear that I'm voting no because I think we could save the money until we get the assessment of site logic and bring them back in if we determine that that work is being lost. 7
bill million deficit, I'm sorry, million dollar deficit. And so like we got to kind of start taking away at it. Um, so that's why I'm vulnerable to that. So I can just vote against it.
>> Dr. Lewis, >> thank you. I just want to hear from our team and keep it in mind. I know we said the January work session.
We have one full week before the winter holiday and then maybe one full week or maybe not on agenda review to get that information and ensure that we have the accurate information that the board wants. So, do we want to look at um the work session or the and I'm also thinking about timing as well, the work session or the or the board meeting. My preference would be January if in
this motion right because I would we would want to pay as less as possible. Um but I don't is that feable and I don't think it and Mr. Warren jump in but the work that we've been paying for we haven't been getting is like all of that analysis on the utility bills. I think Mr.
Teter shared some additional utility information with me. So given the holiday we would not be able to provide that information with fidelity with regard to why um it is the recommendation that we terminate this contract. So, were you saying the for the work session or the board meeting? Can I think you were saying just put January and not necessarily specify a work session or board meeting? >> My preference was a work session, but we can have it sooner rather than later. Got >> um but I guess I'm wondering could we ask site logic for this information with
a timeline of this knowing that there's some conversation. >> Again, I'm trying to be circumspect. Um, no, we have not been able to obtain the information. , right?
And so, I just we would have to go through and pull people away from the other work and to go through and look at all of the utility bills, etc. So we have had the presentations I think maybe four or five and there has not been proof of this savings that is being alleged. And so given that if we are going to have to make this additional argument in order to show to the board that this contract is not um cost effective. It will require us going in and pulling all of the
utility bills and getting all this information. cannot do that in by the work session in January. It would not be feasible. I wouldn't be able to give you information that we could confidently say is accurate given just a few days.
Say again. >> You said you already have information which is what led to this decision. Correct. >> And we don't have accurate information.
But there's information that that administration reviewed that led to the decision to say we actually don't want to continue this contract. >> Not that is in my possession. No. Site logic has come and presented information and then when they were questioned about the data and the accuracy of the data were not able to sustain that which is what led to cabinet in February 2024 saying that this contract needed to be terminated. So in order to bring you the information to show that we are not getting a return on this investment, it will require us to go back and pull all of this information since the site logic
contract was entered into which is a substantial undertaking to the level of the the board's apparent requirement. >> Is there data from February of 24 that you all discussed at cabinet? I mean >> yes. >> Can you bring that?
I mean, what >> I could I would have to try to get I mean, that's a long that's a while ago and it was multiple people that were here. >> Correct. If Site Logic doesn't have the the data on the benefit that they are giving to our district, that that's a problem. Yeah.
I um do we want to amend the motion? I see Miss Chávez's hand. I just want to say I'm also going to vote no unless we amend it because I might need to cut this contract because there were apparently reasons before um the dashboard hasn't been updated and if we want to re um
you know do the contract later we can but I'm I'm more interested in the presentation around sustainability looking into climate the climate action plan that work but the board And I want us to direct that work to happen anyway. And I know administration from what you know what I've heard is already working on it too. So to me it's it's separate at this point. So I'm you know I believe that that's true.
We have people with the capacity to do this work and move it forward. Um and we need to cut some things. I would also probably be voting no if we don't if I would prefer to just let it go. So, Miss Car, that does make sense.
I'm I'm in favor of um modifying the motion. I am also more interested in the presentation and I'm okay with us cutting this contract right now. What's worrying me
more is that this is that we've had a vendor that we've had a contract with that we've been paying that we've not been getting the work that is in that's outlined in the contract or we don't know and Dr. Lewis, I hope that like moving forward, this board needs to be able to count on the fact that like you and your cabinet are taking responsibility for everything that goes underneath them and that if we have a contract, we're getting the work that is outlined in the contract in exchange for the money that we're putting down. And so, I guess I'm wondering what's it going to take to get to that point where the board can trust that that's going to happen. Um, >> I I'll just tell you from my a short time, my time here, this is not the first conversation that I've heard about us not getting return on on investment. I thought at one point prior we were moving forward to to cancellation um because we were not getting so um yeah, I I definitely hear
you in terms of that feedback. >> Can I entertain an amendment to the motion? >> So, I I am willing to amend the motion. and we clearly have to resolve this.
Um, but I too am interested that we are here to support you in making difficult decisions whether it's February 2024 or whatever. please bring us something that's a little more robust than um trust us because that's what you're asking us to show the community at a time when we have had students begging for sustainability leadership in our district. And so you've put us in, you know, we're in a difficult place. We've had a vendor that um that at least early on showed significant um energy reduction um and utility bills are raising. We're expecting one of the things you're bringing I think in your next slide deck is Duke energy rates going up, right? I
mean, we're trying to do more daylighting. We're trying to do more sustainability. We're trying to throw solar panels on the roof. We're trying to actually lead nationally.
And so if this is not a piece of it, I wish we would have seen it in February of 24. Um, so I will amend the motion to to add site logic to this list of of cancelling contracts. But I still will leave the part if you all are amendable to sometime in January work session or board meeting. Hopefully there will be a robust start of a conversation about climate sustainability leadership in DPS and our planning going forward.
Is that >> a plan? >> Maybe not a a conversation that goes along with a plan. >> Transparency getting this this moving. Yeah.
And because it goes along with the CIP, it goes along with the bond. It goes along with how we're fixing things and how we're teaching students about sustainability in the classrooms. And so
that's that's fine. I'll just say one more thing which is I do agree we should have some evidence and I was actually I had stepped away but um I was going to ask about the process by which you all were determining like the metric the metrics or whatever what is the process for determining you don't need this we don't need this anymore so I I do um I do support that the idea that we are accountable to the community and we need some bullet points as to why we're not, you know, can't use this anymore. So, >> all right. Oh, go ahead.
>> I'd like to make a motion to >> Oh, well. Okay. So, the amended motion by Miss Byer has been seconded by Miss Carter Autton. Um any more discussion?
Um all in favor? >> I >> I >> Any opposed? It is passed unanimously. Next on the agenda, flipping back and forth is the superintendent budget priorities.
2026 27 budget priorities. Lewis, >> Mr. Teter. >> Okay.
Thank you. Um, so we will um these are these are conversations um so as we go into this into this presentation, right? These are conversations um that you've kind of heard from this administration before. Um our colleagues are wrestling with um what I see as historic circumstances in school system finance. And so these are all things that we're kind of taking under review. um as as we proceed with this budget cycle u and sort of the pressures u that we have to contend with and plan for um and so in the next slide
um we sort of lift up the continuation aspect of the budget right so we we we're often in front of you talking about continuation and expansion um and so one it's just important to to lift up once again um right so there was no at this point in time state budget adopted and and and no state raise in tandem with that um as a result of that lack of action. And uh we don't really expect one. Uh and and so we're just kind of looking at the political headwinds there and anticipating that in the short session this spring, we'll likely hear conversations around larger raises um uh to make up accounting for just the season um that we're entering into in 2026 and and the absence of action um in in the long session. And so we're um bracing for that. Uh and looking, you know, we may we're we're looking really in the territory of a five to six percent type of conversation um just kind of based on these trends um and and
where we are. And there's certainly some contentious uh primaries coming up um on on the majority side of the aisle that I think will elicit uh interesting proposals. Um we are um also looking at right so we're we're uh approaching our first year completing our first year with a new state treasurer um who has been very public facing in conversations around bringing solveny to the state retirement system bringing solveny to the state health plan um and we've seen um really some historic reform in in how the state health plan is administered and I think it's important to lift up right in this um in in December paychecks um our will be the first paychecks where our employees across the state of North Carolina will start contributing to the state health plan on the sliding scale model that was adopted by the state health plan board. Uh and so we're um bracing for more of that just based on the state treasurer's commentary and I think we're certainly also bracing for that our contribution
will continue to increase um that we're that we're putting into that plan. And so um so just retirement contribution and and health plan contribution are two spaces that we're looking at very closely um as we compute what our continuation costs are for us to exist as we are. Um also right we've seen in the headlines and we just talked about this um we're seeing in the headlines that Duke Energy soliciting a 15% increase uh in the rates that they charge in North Carolina. um you know those often come with contentious public hearings and and I don't envy the work um of the state's utility board or commission as they work through those proposals. Uh and so we have to sort of prepare for that worst case scenario um that we may be um bless you uh that we may be u wrestling through um 15% um 15% increases right in our in our energy costs um irregardless of our consumption. Um, also what we're watching very carefully is the potential loss of federal and and Medicaid
funding. So, um, you know, for for practical purposes, I think uh myself and my colleagues uh across the state um are are thinking very heavily about uh the the titles 2, three, and four funds u that the executive branch uh attempted to seize this past season and was not able to do so because congress had already authorized the funding. And so we're anticipating strategy that Congress will be pressured to not authorize it this time. So um that that's something that we're thinking about very carefully and will reflect uh in the superintendent's budget book that the very important work uh that happens in Durham public schools from those funding sources um and the need to find a way to continue those activities.
Um in Medicaid um we have a little more lead time with that work, right? So we are funded for those services that we provide in our rears for Medicaid. And so we would if we see some dramatic shift um in our Medicaid dollars, we've
we feel good about having a year or so to pivot um to respond to that particular element, but want to keep it in the forefront um as something that we're monitoring and um those dollars are really essential to us and that we reinvest that uh into services for our EC students uh throughout the district to continue to provide necessary services there. Um the next section um we lift up expansion um and at the time that we prepared this presentation we had received over $7 million um of requests on the next slide um for the superintendent and his team to contemplate that that process is now closed um sort of in tandem with this presentation and we're now looking at uh closer to $15 million in in new requests. And so, um, thank you colleagues. Um, and so we are, um, working working with Dr. Lewis in a process to evaluate those and and prioritize those, uh, to see where they
they fit in the puzzle. But, uh, keeping in mind, um, that that, um, you know, that that's $3 million or so greater than what we received in an increase from the county um, in this most recent cycle. And something we want to be mindful of. Uh, I think it's important too to lift up um that this week um the the county budget department uh conducted a kickoff meeting uh for the budget season with their county departments.
Um we were invited uh to participate in that um and hear the same information that the county departments received. Uh and so they um on on the county level um the departments have been sort of given a a guidance uh I would say to to come back um with u reduced uh budget requests um compared to previous years. Uh and uh so just sort of reading some additional tea leaves in that in addition to right the remarks that we heard at the most recent joint meeting from the county manager. So this is something that weighs on us as as we go through this process and
think about what we ultimately ask for and and how we prioritize. Um uh on the next slide, we uh spend some time having conversation with Dr. Lewis about uh things that are particularly important to us. And so I think our continuation aspect of our budget is critical um particularly knowing um the the federally funded initiatives that are at risk uh in ensuring uh that we have the resources to continue that important work.
Um and and we will be detailing um what those activities are um in in his budget book and lifting up the impact to the district um as a result of these historic federal dollars. Right? These are federal grants that have existed uh for quite some time. Uh in particular, titles two and three.
Um title four has is a new one that's come about during my career as a finance officer, but still it it's been around close to a decade now. Um we're in the K12 space. Uh classified pay um is high on the superintendent's list of
priorities. Uh and so uh we have had a couple of cycles where we've been able to increase uh the teacher supplement in Durham public schools and looking at a cadence of shifting some focus back to classified pay. Uh it's a space where we've had a lot of conversation already. It's a space that we hear um quite a bit of advocacy um from our educator association and so that um is is high on the list of something that's important to us as we move forward in this work.
Um and then third, um sort of our capital outlay needs in sort of in the broadest sense of capital outlay. Thinking about our facilities, thinking about our technological infrastructure, um all the all the way down to the level of devices that we're using in in delivering instruction um for for adults and and for and for students. Uh so there's um these are three kind of key spaces u for Dr. Lewis, but we um we do have a process um that we are certainly running through um to think about this. And so on the next slide um we lift up
uh some pertinent dates. Um and so it might not quite be tomorrow. We've got some interpreting that's still going on or translating that's still going on um for our thought exchange. Um, so we um in in in just the next couple of days, we'll be opening up the thought exchange like we did last year uh to solicit feedback uh from the community on our on priorities and hearing what the budget priorities are for folks um um who might not necessarily come to the meetings.
And I think last year we saw significantly greater participation in the online exchange compared to what we saw with the in-person commentary. So we definitely wanted to make sure we pushed this out. Um and that um thought exchange opening will accompany the kicking off of dollars and decisions again. And so we're we're back for year two of dollars and decisions. I'm working very closely with the public affairs department to push out um educational information and continuing uh to um offer that transparency that folks are seeing around our
decision-making processes with our dollars. So um I'm excited to see what Miss Cooper puts me through this season. Um so we will um from there we're anticipating that the thought exchange will close in early January so that we can evaluate those responses and and have something in front of the board uh at the work session uh in January. In tandem with that thought exchange feedback, uh we will come forward with some feedback uh from the uh January 8th meet and confer meeting with the educator association and have that layer uh to lift up.
Um we will also be meeting with the teacher advisory council and the parent ambassadors. That meeting hugs a little bit too close to the work session and so that feedback will lift up in the second meeting in January. Um we have another opportunity for meet and confer on January 22nd to continue conversations uh with our educator association. Um and then um January 29th um we will push out uh the
first draft of Dr. Lewis's recommended budget book um with the detail that the board's accustomed to receiving and our community is accustomed to. um we really need um in in the in terms of February really sort of looking to the board um to be thought partners with us uh in how we can further uh solicit community feedback. And so we see uh some neighboring uh districts um are are constructing sort of some town halls around finance in general.
Um, and I I really did like the the model that Chapel Hill Carborough is moving forward with to explain uh the impacts of declining enrollment and what it means for money and services in their district. Um, and and sort of forward thinking in that way. Uh so certainly staff um is immuneable to some sort of town hall um or pairing that with or just only doing it uh with a um traditional public hearing where the folks come to us and offer comments in a special period. So uh
we're we're open to whatever format um might be most amanable to the community uh and really want that turnout. We really would like to see more folks kind of come in person uh and share their perspective and and knowing that we're in election season, we may get it this time. Um and so um looking at a March 12 target um to get something in the county's hands um that sort of lines up with the county managers expressed desire at the joint session to have something in early March. And so that will be progress for us um as a school system to get that to them um after uh the meeting in March rather than in April or May.
So uh looking to sort of honor our progress towards that uh agreement that we have with the county to get something to them in March. Um so I've said enough there and so happy to open it up for questions at this point in time. >> Thank you Mr. Teter. Word members I see no uh Miss Rogers.
>> Thank you for the presentation. Um I think my first question would be around the dates of the thought exchange. Um particularly it gives one week of school time. Uh is there any ability to extend it?
>> Yeah, we can we can certainly do that. Uh so I think if we can uh I would be [clears throat] fine uh lining that closure up with the January 8th meet and confer potentially. So um I'll already be working on um evaluating their feedback from that meeting and we can just take care of that as a package deal in preparation for the work session. So we're uh staff can work to extend that to January 8th.
>> Okay. Thank you. That's helpful. Um, I'm not gonna read all my questions because I sent some questions late this morning that didn't make it into our document. If y'all could just respond to them later, that would be helpful. But um,
where when in this process are evaluations and modifications uh, being made to realize a cost realize a cost savings for the district on current operations? Is that happening? Where does that happen as part of this budget process? >> I don't know.
You don't need to write all this down. >> I promise. I emailed them this morning. Okay.
You don't need to write it. Um and then I asked a followup. Is is board action needed um in any of those modification to realize any of that modification? Uh I think the really important part is something that came up a few minutes ago. Uh was a question I asked around when will the board have the opportunity to review will the board have the opportunity to review the CIP plan and the technology plan before deciding on the capital outlay budget request so we can kind of decide where the priorities
lie. The first question is easier and a little more in uh my ability to answer. And I'd say right tonight we've sort of seen exhibit A right of of the work that we're doing to evaluate opportunities to save costs. And we think about um right so those first two contracts that were on the list in the in the previous presentation um we've canceled them for the balance of what was left this year uh we move into next year most likely not entering into those contracts at all and have the capacity to save the full value of those contracts.
Right. And so we're continuing to press into those items. Uh I know that in my conversations with Dr. Lewis um you know looking at spaces um where um we maybe have duplicated efforts um in instruction and and in items in that space uh and say it's been a long time since I was in the academic world. So I'm not going to push into his lane too much. Um but um opportunities there right in some evaluation occurring
there. Uh and then we're always um you know I know my colleagues and myself included are thinking about our departmental operations and how we can continue to be more nimble um in the work that we're doing. And so yeah, it's ongoing and and we anticipate um reflecting that in the superintendent's recommended budget, right? Opportunities uh for us to to tighten some things up and uh it's possible um for some of those items.
we'll be asking you to take sort of some separate actions along the way um ahead of adopting the the recommended budget um to make all that materialize. So yeah, so you'll see some phases of things um part two u with the tech plan and the CIP I don't want to push into my colleague shops there and so I'll just I'll defer to my colleagues to sort of address uh the technology plan and the capital improvement plan. I think we're we're very close. Hope we're hoping that um we'll be ready to
bring that plan um by the uh first meeting in February uh if not the second meeting in January. >> That's the tech plan, not the capital improvement plan. Right. It's okay.
Go ahead. Answer. You know what? >> Capital improvement plan >> update.
When when when the board can get an update on capital improvement plan. >> I think Miss Misha has a meeting uh coming up soon. I'll get that date back with you tomorrow. But I know she has one scheduled. >> We'll make sure we get that answered in the in the document. >> Is there a request from the board or do
you is there >> will we be able to see it before we finalize the budget so that it so that it's included as part of so we understand what portion of it we're covering with the request for the capital outlay investment. So the answer to that is yes or >> or that what is it the facility what is it that we're doing that plan >> the capital improve I I do remember from the capital improvement plan meeting that she does have a timeline for being able to bring that information to us prior to us making decisions on budget >> because that's how we would be able to say okay these are the things we want to prioritize like in a bond and how to prioritize capital investment and to say these are the long list of things that we still need to get plan that we don't we're not asking for right now, right? >> Is is it capital improvement plan for the bond or for the budget? Like my it was my understanding I could be wrong that the capital outlay is kind of the maintenance of the date yeartoyear kind
of work which is different than the capital improvement plan but it could be all the same. >> They they are different but we have a schedule for both of those and I'd be glad to get that scheduled Dr. so he can share with you guys. >> I think you just want assurance.
The board just wants assurance that Dr. Lewis will ensure that his staff provide the board with this information so that it can consider it during the budget process. Is that accurate? Oh, okay.
That is accurate to the extent of if the capital improvement plan is intended for the bond. I don't want to rush that to the board to inform the budget. So, whatever portion of that we need to inform the budget request is what I'm looking for. >> Yeah. So, basically what you're saying is you don't want to put and I'm just using this as an example, $5 million for roofs if it's in the capital improvement plan.
>> Miss buyer. So, Mr. Teter, I I appreciate all the work and I wonder if our staff understand the grim position we're in if they have requested $15 million in expansion. And so, I wonder if there's still some work to be done internally with folks.
I don't know where all those expansion requests are coming from, but it might be worth when you're seeing districts across the state face the reality that we are facing. We can't have another year where we're scrambling midyear. I know you don't want that, Dr. Lewis and Mr.
Teter. Y'all um so I don't know h how or where y'all are going to have ongoing conversations with staff. I know we need to continue to to level set ourselves because we
want all the things in Durham. Um and what what's what I don't see in here is actually because of our enrollment decline, we're looking at 37 less instructional positions. Is that the number? 37.
So that's a reality check for our schools. It's about one person per school or threequarters of a person. So, do y'all have plans between now and that reality check? And and I'm I say it to to ourselves, too.
Like, I'd love to be in here on this classified pay raise to also put in there and have y'all model at least the living wage matching the county, the starting county living wage. That one thing that we can't quite get in sync with them about. Um, and I'm trying not to add things to this list because this list is too big to begin with. So that's what I'm wondering how how y'all are thinking about. >> So we've >> reality check.
>> So just, you know, going through sort of the um the request received, right? So Dr. Lewis and I have had conversations about uh pulling the requesters through to have conversations, right? To press in on, right, is this is this nice to have?
have is this must do? Um, is this something that, right, you're looking to spread across three to five years? Is this something that's a next year thing? Right.
So, we we've got some additional vetting uh that we're going to put folks through, right, to to get questions answered around those requests and and really help us shape um the most prudent requests possible. >> Does it go to aotments as well? Like, are we going to have some more tough aotment conversations? And do we need principles to have a heads up that that's also >> I think they're feeling they're feeling it right now, right? And so I think in the in the work that we're doing um right to make sure we're whole this year and so we're um right around the corner, right? So that's a Christmas break activity for me, right, of forecasting,
you know, enrollment, right? And so we'll be looking at um just sort of building sort of some draft projections of of what that might look like for our schools. Uh, and you know, we started um, you know, last last season, you know, we moved the ball down the field a little bit to get kind of closer um, to how we're funded. And so, we'll spend some time looking at that again.
But certainly, that's an an aspect um, and then also sort of working with Dr. Lewis to also not lose sight of that vision um, of of still finding ways to provide extra supports outside of that where they're where they're needed um, for some of our schools. So um but definitely it's a piece of the conversation and as we have um sort of that presentation in January, right? We'll be talking a lot about sort of the the guts of all these things.
>> Yeah. And all that work is happening simultaneously when we're looking at inward at district level budgets and um analyzing our hiring freeze and do we need to hire certain positions. Um yeah,
in addition to that, as we think about the expansion items, yeah, there are some um some nice to haves on on that list and there are some some areas that, you know, we have to think about um our students in in that regard. And I I think we also talked about maybe engaging our superintendent student advisory council in some of these conversations as well. So, for example, one of those expansion items, we haven't purchased um I think it's art or either music textbooks in probably over 20 years. And so, we have to think about the instruction that we're giving to our students uh in in the arts.
So, it's a lot of competing values there as well, but um yeah, 15 million probably won't see that in the book. >> All right, I hear Oh, Miss Carter, um thank you and um I I appreciate all the different opportunities that you've put in here for feedback from different stakeholders. Um, and uh, I really like the idea of the administration and board
game out in the community more to talk about the reality of our fiscal situation, help people understand so that when we have to make tough decisions, they understand better. But also relatedly, I guess I'm wondering like the thought exchange I I like thought exchange as a tool and I'm wondering like what are we asking? Are we just asking like what do you want in your budget if you could dream big or are we doing like hey would you prefer this or this or something a little bit more targeted to get some targeted feedback from our community um >> which goes along the lines of setting expectations for what the what's possible. >> Miss Cooper's going to come to the microphone.
>> Good evening. Um the current thought exchange is set up to ask what the priorities are of our community as we inform the upcoming budget for next year. There could be an opportunity for us to be a bit more granular. As the platform is set up, it does ask for main ideas from individuals and others within
the community who are participating can add uh validating remarks or they can rank them or like them to get general consensus around what are the top priorities of those within the Durham public schools community. I can certainly go back um to our thought exchange partners because they've been fantastic in helping us uh really leverage the tool to get the information and data that we need to be successful. Um so I'm happy to have a conversation with them about how we can elevate this to truly get more data to help inform our decisions. Board members, I I hear a pause.
Everybody, is there any anything else before we move on? Next item in the agenda. All right. Thank you so much, Mr.
Teter. Um, next we have our um legislative steering committee member selection process. I'll turn it over to Miss Rogers. >> Hi y'all. [clears throat]
Um, so we have some respondents to our uh request for legislative steering committee. There are some targeted spaces. We do not have um responses. I'm not sure the bulk email that I sent went out.
I'd like for Joy and I to work together to send out some strategic specific emails to each um I'm sorry, Miss Harold Golf. apologize. Um to get re um a response from certain members of our community. DPS Foundation didn't respond. um chamber didn't respond and um it makes me question if they actually received the email and I'd like to extend it so that we are going to the January work session and then be be able to randomly select from
the group of applicants. Are y'all okay with that? That's the ask. Miss Cooper, can I make an ask of you?
Um would you in have I know there links to social media posts, etc. that went out and um information that went out to Spark in the Spark email. Could you include that information, Dr. Lewis's weekly update, so board members can disseminate that information on their platforms, even if it's just a link to those?
um because I think that would help us get some traction. Um and then I've set up a an example of a will of names if y'all wanted to see it. I know the hour is late. Uh you're welcome to um click the example on the precy not coming up for you. Oh, you can't do it from here.
The school system has blocked it. Miss Smith was able to pull it up. If she wants to share it on the screen, she can show you what it looks like. I've populated our names for every category that um is in the form.
People will be able to be entered on that wheel. So we will have a DAE one, a durm chamber one, a PTA one, a parent one, superintendent their designate should they apply. Um [laughter] we'll also get a wheel and everybody will go on the wheel on every wheel that they're eligible for for every box that they have checked and if they're selected for like the board of education seats then they would be removed from the parent seat. So, you can't fill two seats, but we would spin a wheel for all 13 seats. Um, Miss Smith, will you spin the wheel and see who comes up? And when she spins the wheel, you can see everybody's on
the wheel, so it's transparent. Public can see it happening in real time. and [laughter] >> y >> and then we would move to the we'd have each one of those set up ahead of time and we'd move to the next will of names. So I would also like us to um as we move into this process consider alternates in case people say oh this isn't what I thought it was I don't want to participate or I am overwhelmed and can't participate in this process at this time so that um we don't have to come back to the drawing board to back to the board table to select new folks.
But again, we'll do that in January at the work session. Just wanted to make sure there's an update and I will turn the form back on. I did turn it off at the agreed upon time. Um, but I will turn it back on. >> Thank you all.
>> Board members, do you have any other comments? >> I just want to say that I like the it's just that little wheel is fun. Can we put some more fun things into our work? Right.
I love it. Um, the next thing on the agenda is for for information only. Um, and then do we have any summary of follow-up items? All right. for uh or policy 5120 polic policy committee will explore appropriate wording and policy about how interpretation will be provided when language services are needed by an outside uh law enforcement agency. um seek further discussion about interpretation services in January 2026
work session policy committee should should we clarify how 5120 is addressing re SRO's versus other law enforcement example Chapel Hill 5120 for separate SRO policy versus another policy for law enforcement I think there's already an answer for that No, it's it's it's over. Uh then to policy 5023 emergency use of um nlloxxone changing wording in the policy that name school but will also but this will also cover other DPS buildings SDC central services etc. Um, do we want to extend the policy to refer to schools and buildings rather than just schools?
A couple in succession here. Add wording to require superintendent to ensure at least two devices. Remove only remove section I through the form and include three DPS staff or more as people who should be trained. Does the number of people trained include SRO or nurses since these are not staff?
I think we answered that one. Um bring back for second reading to the January work session on consent agenda. Can we address the issue of Epipans being locked or unlocked uh in schools um and identify a point person at each school to develop a plan for plan uh strategic plan priority one update? Uh, is there an opportunity to partner with afterchool or summer programs to support outcomes for students and student learning calendar uh for regular updates reports at the beginning of the agenda and move the reports to the beginning of the agenda?
Um, qualitative data. Can we include some qualitative data in um in um u reports that come forward in the future? And how do we enhance build upon the strategic plan? Finance update.
Further further analysis of the site logic contract amount and savings. Are there other contracts that can be reviewed perhaps from academic services? Question as to if we still if we will still be able to do the work that is connected to the contracts that are being cancelled. e.
will the grass be cut? How much would it cost or what would be the impact if the board directed the administration to hold off on cutting all of the identified contracts until next month? I think we addressed that one though, did we not? We resolved that one.
>> Are these minutes or are they followup items? >> They're they're follow-up items. Sometimes we put them in before they get addressed and and so um I'll mark
through that one. Yeah, I think so. Uh, so the superintendent's budget priorities, dates of the thought exchange, uh, I think that's addressed. What's the process for determining cost savings, opportunity to review it plan and CIP before the final budget, um, and plans to further engage staff or u real own realities of budget expansion?
And then finally for the legislative committee extend the deadline and share information with common community and the board for to further solicit participation. >> And then there was an additional one for the committee for Miss Cooper I think to add the links to the superintendent's update. >> Yeah, that's what he was just talking about. Okay. >> And the CIP schedule too.
Joy. >> Oh, I'm sorry, Miss Harribo. >> Um, Miss Beyer. Oh, well, not Miss Beyer.
Lord, help. It's late, y'all. >> Okay. Um, >> I want to call everybody by her first name.
>> Dr. It's do that. That's fine. Dr.
>> And then Miss Rogers. >> Dr. King. we pull the calendar because of the uh answer to my question.
I think it's important that uh families are able to get a a version of the calendar that is as most correct as possible. So removing it from the agenda tonight allows the change to be made and reflected on those calendars and then brought to the board. So if you'll bring those to the board in January that was not on the next steps list but let's okay with you. >> Thank you. Just want to add one next step on the um budget timeline. There is a gap for budget hearing date in February and if
we can go ahead and start scheduling that now that'd be great. So we can go ahead and put it on the calendar um so we can have Miss Smith work to schedule that. Be awesome. scheduled a budget hearing for February.
So hopefully by the January work session, we have a date. All right, everyone. Are we ready to entertain a mo a motion to go into close session? >> I move that we go to close session for the reason state on the agenda.
>> Second. Been moved by Chair UMstead, seconded by Miss Chávez to go into close session. Any discussion? All in favor?
>> I. >> Any opposed? It passes unanimously. We are now in closed session.
Oh, am I supposed to say we will not return after um close session? We will not return to the live stream. So, thank everyone for
being here.