[0:01] I would like to call to order the workshop of the School Board for the City of Norfolk.

[0:09] Ms. Tanner, please call the roll. The scene.

[0:11] To Kellogg-Ajero. Here. Martin.

[0:14] President Paulson.

[0:15] President Slotter.

[0:16] President Thomas.

[0:18] Buffalo.

[0:19] Here, we're going to move down to 2.01 chronic absenteeism.

[0:23] Dropout rate.

[0:24] Dr. Rhodes.

[0:25] I will start with inviting Ms. McGeeherty to our microphone.

[0:30] the

[0:39] last one.

[0:43] You want to get rid of that?

[0:46] There you go.

[0:54] Hello, Vice Chair de Caleterra, Dr.

[0:56] Rose and Mrs. I didn't update a podcast.

[0:59] Mrs. I'm going to drop out rates for quarter three.

[1:03] Do you take away from quarter three data are that the chronic FSTS and rate is only lower

[1:12] at 19.6% down from 19.29%. In most of the schools have reduced their chronic

[1:19] absenteeism rates for some of the schools have a degree of absenteeism rate this month.

[1:28] For upouts, there's a slight increase of the dropout rate from the 137 to 137 to 147 to 147 to 142.

[1:38] Over the rate continues to be notably lower than the same time last school year, which was at 15.9%.

[1:46] All high schools saw a slight increase in their dropout rates this quarter, but four out of

[1:51] five high schools increase by only by less than one percentage point. In both areas, the rates

[1:59] are higher than we want, but in the long-term view is moving in the positive direction.

[2:04] What this means is that efforts in place are working in the majority of school, the new

[2:09] needs to work towards consistency across the division.

[2:30] Well, we're continuing to work towards consistency across the division. For the 19.6% of chronically

[2:37] students 69% of their missed days are due to unexcused reasons. Schools are addressing this through targeted attendance meetings to identify the root causes and connect students to supports.

[2:51] Attendance recovery is a key strategy to mitigate learning loss. Students participate in structured face-to-face sessions outside of the school day,

[2:59] We're three hours with a licensed teacher equates to one recovered day.

[3:04] These sessions are typically designed as targeted tutoring aligned to student needs.

[3:10] Well, attendance recovery also contribute points to accountability.

[3:13] The primary purpose is ensuring students regain lost instructional time.

[3:18] These attendance recovery programs are implemented for the majority of schools mid-year

[3:22] because attendance patterns are clear, but some do begin earlier.

[3:25] School's have reported that beginning sometimes depends on the availability of licensed teachers to teach outside of school hours and funding availability.

[3:35] Please understand though that attendance recovery is only one intervention for absenteeism and we're using all resources possible to support students and families.

[3:45] For the dropout rate, school teams continue to work collaboratively to keep students on track as well as making connections to engage students.

[3:53] On going collaboration and training continues for schools to strengthen efforts in support

[3:58] student outcomes.

[3:59] In closing, we're seeing an improvement at the majority of schools for chronic arts and

[4:04] GSM rate, but consistency across the division continues to be a goal.

[4:09] The dropout rates are lower than the prior school year at this time, but we continue to monitor

[4:13] closely.

[4:15] Thank you, and I'm happy to take any questions at this time.

[4:18] have school board members who've heard the report? Are there any questions?

[4:23] Ms. Decalajero?

[4:24] I said 19.6 which of the Chronic Athens Teason, 69% of those days are

[4:32] unscused?

[4:33] So, of the students who are chronically absent, which is that 19.6? Yes, that's 69%.

[4:40] It's like 68.9, so 69%.

[4:43] of their days are due to unexcused reasons.

[4:48] Now, the students who are chronically absent,

[4:51] they also go into attendance room.

[4:56] So, they can, yeah.

[4:58] So, I think the piece to remember here, too,

[5:01] with the chronically absent or just any of the absent

[5:03] he is a attendance recovery programs or not the only.

[5:07] That's really kind of the academic support for the

[5:09] instructional time, but the kids are still in the at the trigger points where they look

[5:15] where the teens are meeting regularly and being able to put things in place. So resources

[5:20] they may need, MTSS, looking at that, where it's a non-instructional barrier, and all of those

[5:26] things are kind of happening, and then with the attendance recovery programs, that is going to be

[5:30] for students that anybody can attend that. It just has that criteria around it of face-to-face

[5:38] And that has to be by a licensed teacher in three hours worth equals a day of recovery

[5:46] attendance, where those points go back to the accountability system, but it looks like tutoring

[5:51] and might be preventative for some kids, because we always talk about with the schools if they

[5:55] are encroaching on becoming chronically absent, don't wait for them to get chronically absent

[5:59] to put supports in place, that it's one of those that when it's getting there, so some of it might

[6:06] preventative that are kids that are attending that or other resources are being put in place

[6:10] that they're then able to kind of back up on, they don't become chronically absent.

[6:16] So, can I say this? So, those three hours.

[6:22] That counts for a day of recovery.

[6:25] It counts for a day of attendance recovery. And they can only have a max of 15 days for it to

[6:31] go back towards the accountability system.

[6:33] They can attend more, but that's the maximum we're talking to.

[6:38] And there's two things here.

[6:40] One is doing the right thing for kids.

[6:43] They've missed instructional time.

[6:44] They're getting recovery of instructional time, right?

[6:47] To support them moving forward academically.

[6:50] What works out in the wash, the timing piece of it,

[6:53] those criteria have to be met to go back

[6:54] towards the school's accountability program system.

[6:58] Even in high school, these are sessions given by a licensed teacher.

[7:04] They have to be or they don't count.

[7:06] So if there's tutoring where it is maybe an unlicensed person,

[7:10] where we have lots of tutoring programs, then that would not count towards the recovery

[7:15] that goes back to the accountability system.

[7:19] I guess I'm concerned about high school because

[7:24] Specialized in high school, so just because you're getting

[7:27] the hours.

[7:29] That's not necessary.

[7:30] Now, it's three hours are going to be based in the area that they need. So if where they've missed and typically it could be all days, they might do different sessions with different content areas and things like that. It's not going to be just open ended.

[7:44] They can recover up to 15 days that they could do more time if they need it for support.

[7:50] I'm just wondering, and this is not to have a discussion now,

[7:55] is this being something down there, right?

[7:57] But why go to school if I just have to go for three hours to my attendance?

[8:03] And that's just a rhetorical question that's not trying to get us off topic.

[8:09] But, well, no, Mr. Calger, I think it's a fair question, it's a fair thought, and the reason,

[8:13] so that is something we watch for.

[8:14] So, we watch for our schools bringing down their attendance rate of kids minus the recovery

[8:22] piece.

[8:23] So we don't let the recovery stat, but we're looking at the data where we don't let the recovery

[8:27] time cloud was actually happening.

[8:30] So where it's coming down, those are actually minus without the recovery piece of it.

[8:37] It's not with, and so that's for just for that's my fault for not being clear about

[8:42] that piece of it.

[8:43] So, it is one of those ways in the end that, yes, it is going to help with attending chronic

[8:49] absenteeism.

[8:50] But we do watch it separately because it's one of those where that exact point.

[8:58] Okay, so that chronic absenteeism rate for quarter three of 19.6 percent is now to include

[9:04] attendance recovery.

[9:06] When I look at it with attendance recovery, it's a little lower, not significantly, and we

[9:11] can see it schools and things like that.

[9:13] So I think if the fair thought, and for, I'm responding just

[9:17] because I wanted to clarify.

[9:19] Act arose?

[9:21] I was going to say that it's actually a pretty good

[9:24] philosophical discussion.

[9:26] I mean to your point, you know, to have it now,

[9:29] probably doesn't align to it.

[9:31] But it is worth just conversation,

[9:34] because they're not all educators what agree

[9:39] that's, this is the most effective, right?

[9:42] I think we should look at data as has been described.

[9:46] And I would say that likely,

[9:49] there could be a really good discussion

[9:51] slash debate as relates to what's best for students in the long run.

[9:55] This clearly creates a short, unsolution, right?

[10:00] But the question would be,

[10:02] what would be the impact if this were not in place?

[10:05] And then is there other other ways?

[10:08] If you don't have the answer for that now,

[10:10] it's just an interesting question

[10:13] that I think could be just, or maybe not right now,

[10:17] at this table, but I just think it makes sense.

[10:22] This is the same then, Ms. Slotter.

[10:24] Actually, I know Ms. Slotter had a question

[10:26] before I defer my slotter.

[10:28] Thank you, that was very kind of you.

[10:30] I appreciate that.

[10:32] No, seriously, I do.

[10:34] My question is, do we track reasons for dropouts and if so, what are we saying?

[10:39] So we have reasons for dropouts, that gets, sorry, and I know it's, just gets cloudy.

[10:47] We have some of that, if we look backwards, some of it was two years ago.

[10:53] And those kinds of things, but it's not something that we could pull easily to say, here's our reasons.

[10:59] What we do have is as much as possible is updated notes from the graduation coaches that they submit to kind of what has been the recent most recent contact.

[11:11] And what is that result? Like what are maybe those barriers for coming in looking at so that they can look at is are there alternative ways that we can get them to complete school and things like that.

[11:21] So it's more about kind of, because that's who they're kind of trying to re-engage all the time

[11:29] or those kids who have already dropped out, right, because of one top of.

[11:33] I'm wondering if we're identifying barriers then what can we do to be proactive for those barriers

[11:40] moving forward?

[11:41] That was the reason why I asked the question.

[11:43] I will say in a systematic data format report, no, but in the practicing, face-to-face boots

[11:52] on the ground work, that is recorded as much as possible what they know about it, what

[11:59] is the kid need, not just a number about credits and things, but when they talk to the families,

[12:05] those kinds of things, because we know for some kids it's just, I've got to work.

[12:09] have that presentation? We did about a month ago.

[12:13] Greg coaches?

[12:15] And so my, I'm sorry, I just said I had one question.

[12:19] You give me your answer.

[12:21] So, where does that information go once the graduation

[12:25] coaches enter into the system?

[12:28] And then, so that's the first part of my last question.

[12:32] It's where it goes as they submit it in our department along with

[12:37] the Ms. Moore presented a couple months ago, they use that and we have it's what's called

[12:43] a graduation coach report and it goes back out to the schools every Friday. So it is

[12:48] updated weekly, they're getting an update of what anybody has said if kid transfers

[12:52] around that information comes with them so that they can track that information through a shared

[12:57] file that way.

[12:59] Thank you. And my final question is what do we do with that information?

[13:02] What do we do with it? What do we do with it? What do we, what do we, what the grad coaches

[13:06] in the schools do with it is that they do that to try and design resources, design, programming

[13:11] that are alternative programs to try out what the kids need to finish.

[13:15] If it's a couple classes, if they can look at an alternative situation, virtual things,

[13:21] they just kind of, all those things that missed more in her team went through at the bottom

[13:25] of the patient or those.

[13:27] They start trying to implement as much as possible.

[13:29] Okay, this is my last question, I promise.

[13:31] What, how long do they have to be separated from school before we consider them drop out?

[13:38] Good.

[13:40] Okay.

[13:41] I'm going to answer this in the sense of once a student is absent for 15 days.

[13:46] Excuse.

[13:47] Unexcuse.

[13:49] Anyway, they are withdrawn from school.

[13:51] That's consecutive, right?

[13:54] It is 15 days consecutive.

[13:56] So once it's 15 days consecutive, they are withdrawn from school and we have to put a reason.

[14:01] If there is no logical reason from the family of why and they're transferring, they're a dropout that day.

[14:10] And so, um, and we, if they re-engage, they're no longer a dropout that kind of turns on and off.

[14:16] The same.

[14:17] I'm a pro.

[14:19] I'm a pro.

[14:20] Oh, you a pro.

[14:21] You can't.

[14:22] Okay.

[14:22] Thank you.

[14:23] Thank you.

[14:27] I really appreciate this conversation and the questions that have been asked.

[14:31] asked by Ms. Slotter also, because that's something that I often, as you know, like ask

[14:41] what's the root cause analysis, what does it show us, how are we collecting that data,

[14:45] and at some point, I'd like us to get from it being cloudy to being a little more definitive

[14:50] so that we can plan resources around it. I know the Greg Coaches, we often hear we don't

[14:55] have enough of them, school social workers, we don't have enough of them. Those are all.

[15:00] Resources that I think will benefit our students in multiple ways.

[15:07] So I would like, I would like for us to develop some sort of a plan of like really getting a handle on that.

[15:17] The other thing back to the attendance recovery also, I think this is a good conversation to about when the attendance recovery begins and doesn't really benefit the student.

[15:28] I know it benefits us from an accountability framework standpoint in terms of getting those points, right?

[15:36] And that's, and I will say that's one of those things where we look at it as working out in the wash,

[15:41] because the kids are getting the supports academically that they need from what they missed is the way we look at that, right?

[15:49] But one of the reasons why this, why we started looking at chronic absenteeism in the dropout rate was tied to a school accreditation,

[15:57] The old accreditation definition, which right now would be, I guess, more synonymous, I mean basically how are they doing academically?

[16:09] And so tying these reports to how they're doing academically, how are the students who are chronically absent and participating in those attendance recovery?

[16:20] Are they improving academically? Are those programs actually benefiting the student? Is what I want to know?

[16:27] And then what is our investment in these attendants recovery programs because what resources

[16:34] are we using to fully implement them?

[16:36] Are we paying teachers more money to, you know, put those hours in?

[16:42] Like, what is the total cost of that?

[16:45] And if it's not benefiting the student primarily, what other things should we be putting

[16:51] in place to benefit the students so that we're actually moving the needle on literacy.

[16:57] You know, on towards those academic outcomes that we need to improve.

[17:02] So those are some things like moving forward that I would like, you know, better understanding

[17:07] if I don't, you probably don't have the answer to those questions today, but I would like to know

[17:12] what that is.

[17:15] I want to know that we're using our resources and strategies efficiently and effectively

[17:20] for this student.

[17:22] And just as a note, no, I don't have any answer for all of that right now.

[17:26] But what I can say is that the recovery programs because it does look like remediation, tutoring,

[17:32] kind of thing, it might be of mix of kids who are participating, not just the attendance for

[17:38] help.

[17:38] You don't even mean it.

[17:39] They might be there because of that, but there's also might be kids who are there for

[17:42] supports for other reasons.

[17:44] So it is not just a one line, you're not allowed to come in the door because you're not

[17:48] chronically absent.

[17:49] Oh, kind of thing, so I just want to make sure that's clear for the public.

[17:54] Yes.

[17:55] And I appreciate that clarification.

[17:57] One of the questions that I'm sorry I didn't get to see if you provided the response to that,

[18:02] but one of the questions I had for those that do that are chronically absent,

[18:08] what percentage of those students are participating in the attendance record.

[18:13] So that piece, it's not huge right now.

[18:18] It fluctuates. I would have to look for that. That's one of those things that would take more time for me to dig into the way that it's reported from the schools.

[18:26] Okay. We can see we can see the differences in her picture, but getting down into what percentage is what and because they might be a ten you know that we got to.

[18:36] It would take a minute to parcel that out. Okay. With the way it's reported.

[18:39] So it is and it's one of those things we did talk about. We've been talking about recently reasons around things because we know excuse.

[18:46] we know suspended, we know unscused, we know religious absences and those kinds of things,

[18:52] but then that excused one. We've been talking where does that go? And every school does it

[18:56] differently, so that's that consistency piece. That we're looking for, so we're able to say,

[19:00] we can grab that information one way or another. Right now, the school has their own process of why.

[19:07] for

[19:13] now, if, yeah, go ahead.

[19:15] No, do you have another one, if you're

[19:22] not at this time?

[19:23] That's the procedure.

[19:24] Once the student has gone to attendants for coverage,

[19:31] they'll back to the classes that they missed.

[19:34] The work they did?

[19:37] Well, in general, because you see, as a parent,

[19:43] and I can see how many days my child has missed.

[19:46] Once they've recovered that attendance, does that go into what I can see as opposed to going to go somewhere else energy?

[19:54] So this year we, in the past and I'm giving you the past just so kind of leads to where we are now.

[20:01] In the past it has been on a spreadsheet that's submitted and then it's updated in like our state reporting system kind of that bigger thing that goes to the state to say here's how many days.

[20:12] This year we move to beginning to add it to synergy, but it is added as a makeup day, which I don't know, and I can find out for sure, but I don't think parents can see that it doesn't just cancel it out in attendance, because we can't say you're not, we're not seeing you are present on that day, you're absent, we're saying you have made up that day.

[20:35] So for on, I think, I'm pretty sure on parent view what you're seeing is still the absence and not make up.

[20:45] And that's, it's a fair question.

[20:47] I'd have to look into it where that shows up because we have just moved into this year and so having to work on schools keeping up with getting in the recovery time and to synergy so that it can go somewhere.

[21:00] That's the history too.

[21:03] It ends up there.

[21:05] It just used to end up there in a big dump at the end with spreadsheets.

[21:08] But now we've been working really hard, and I think we as a division, the department that

[21:13] manages synergy, which is the parent view, the teacher view, all of the pieces, working towards

[21:19] getting that in schools, getting that information in timely.

[21:26] I do have one last question.

[21:29] So, related to the drop-out rate and I know this is not any answer you would have today,

[21:38] but does the administration, does the research team, does they, do they look at, like,

[21:44] do any kind of forecasting, like I asked the question, you know,

[21:49] looking at six graders and eighth graders and how, like, are they, are they,

[21:54] to read and grade levels behind, because we know what the research shows around that.

[21:59] And trying to forecast ahead, like, okay, this is, you know, a student that is at increased risk.

[22:06] What do we do right now in sixth grade, going to seventh grade to support this student's family?

[22:12] What the schools have access to is our school, our data warehouse, data visualizations.

[22:18] There is an early warning system in there, so that's where when I responded to that question.

[22:22] and it was that schools have access to where students are and there are, it's really, it's that triangle that Miss Moore talked to us about with the beef.

[22:30] And the academic piece that really starts to say, and it starts really early, elementary doesn't really use it, but it's just kind of that at risk, may struggle towards graduation and that kind of thing.

[22:44] So we've been working, we've had power school for a year now.

[22:49] that it's been fully, but that's one of those last pieces we were bringing on are those

[22:54] at-risk indicators that schools can see for kids and refining that because we have a little bit

[23:00] of control over what things trigger the at-risk.

[23:05] Okay, so you're still trying to figure out how to use that information to we have it to use but we

[23:12] want to refine it so that it is more reflective of what our population does because everything's

[23:17] it's a generic these things trigger and early warning right now. So we're working towards trying to

[23:24] refine to say okay we see this of our population at that end as a warning and it goes always

[23:29] don't you see what I'm saying yeah I see it just yeah okay what's up doctor rose oh there's another

[23:35] question I just wanted to make sure the fine is chronically absent when you miss how many days

[23:41] you're missing 10% of your school year.

[23:44] That's right.

[23:46] So all of this data, as we do it quarterly,

[23:49] is as if the school year ended that day.

[23:52] So right now, a student in quarter three

[23:54] may have 13 days absent.

[23:57] If they say the rest of the school year,

[23:58] and there's nowhere absences,

[23:59] they actually come off of that chronic absenteeism list.

[24:02] So that's why we run that data for the schools week leave

[24:05] to be able to review and use with a resource base view.

[24:09] For kiddos.

[24:09] I just asked, because I got a letter when my children missed three days and I got a letter

[24:14] and I think it's a property there's absenteeism I actually left.

[24:18] What happened?

[24:19] Three to five days.

[24:21] These are sending letters and then there's the contract.

[24:23] These kinds of things after that.

[24:26] Oh, that's what she wanted to know.

[24:28] That's what she wanted to know about.

[24:29] It's here at view.

[24:30] It's here at view.

[24:32] Well, I am.

[24:33] I already want to know a thing.

[24:35] Yep.

[24:35] I would miss me Garrett. I would never break into song and public especially I would want to

[24:42] spare the board and those watching. That being said, myself and I'm sure I would

[24:47] join me in just wishing you a very happy birthday.

[24:52] I'm a singer.

[24:57] I'm a singer.

[24:57] And some showed up earlier today to bring me presents and then they left with the present.

[25:02] Oh, I look up a good one.

[25:05] Happy birthday to you.

[25:10] Happy birthday, happy birthday.

[25:15] Happy birthday to you.

[25:20] Very sweet.

[25:22] Happy birthday to you.

[25:22] I bet your rose had a song around chronic out there.

[25:27] I was like, that's what I hear that.

[25:29] I do not.

[25:31] I do not.

[25:32] I think I'm going to read the cards to see if I did what we can do in terms of.

[25:37] I guess that's a great way to end our report with no more questions.

[25:43] Well, thank you.

[25:45] And do you remember you have the school list also?

[25:47] I'm sorry.

[25:47] I failed to say that earlier.

[25:49] That's for your overview.

[25:51] Thank you.

[25:53] All right.

[25:53] We're going to move down to 2.02.

[25:56] May I have a motion to go into closed session?

[25:59] I think we go into closed session.

[26:00] Thank you, Dr. Martin.

[26:01] Thank you, Mr. Seen.

[26:04] Any discussion?

[26:07] Hearing none, Mr. Turner, please read the motion.

[26:10] I'm going to try to read this long motion without coughing.

[26:14] Move that the members of the school board of the city of Nolford go into a closed meeting for the purposes, which are set out in subsection A of section 2.2.

[26:23] desk 3711 of the Virginia Freedom of Information Act, as amended for discussion, consideration,

[26:31] or interviews, or prospective candidates for employment, assignment, appointment, promotion,

[26:36] performance, promotion, salaries, discipline, or resignation of specific public officers,

[26:40] appointees, or employees of the school board to pursue a deception 2.2, desk 3711A1 of the act,

[26:47] the subjects covered by this exemption of the discussion of one specific number one,

[26:52] specific personnel currently on a administrative leave for various reasons.

[26:56] Number two, specific personnel and personnel actions, including on today's included on today's

[27:00] personnel dot kit three, specific personnel whose placements are affected by recent vacancies

[27:05] in administrative positions, and four specific personnel whose placements are affected by

[27:10] recent actions, consolidating redistricting or altering people's assignment plans for various

[27:15] schools, letter B, discussion or consideration of disciplinary in any other matters concerning

[27:21] students in Norfolk Public Schools that will involve the disclosure of information contained

[27:25] in the Scholastic Record, pursuant the Subsection 2.2-371-82 of the Act.

[27:31] The subject covered by this exemption is the discussion of students and disciplinary actions

[27:36] on today's student support docket and C-Counciling Council regarding specific legal matters

[27:42] requiring the provision of legal advice by council for some of the Subsection 2.2-371-8

[27:49] of the act. The subject is covered by this exemption, our consultation and

[27:53] connection with the matter set above and subsections A through B of this motion.

[27:59] The scene, I, Calagero, I, Martin, Paulson, I, Slotter, I, Thomas, Buffalo, I. We are now in

[28:10] closed session. You did it.

[28:21] Good evening. Welcome to the school board meeting for Wednesday,

[28:24] April 15th, 2026, a quorum is present to conduct the business of a school board.

[28:30] Ms. Tanner, please call the roll.

[28:32] The scene.

[28:33] To Calagero.

[28:34] Here.

[28:35] Martin.

[28:36] Oh, sing.

[28:37] Present.

[28:38] Flutter.

[28:38] Present.

[28:39] Thomas.

[28:40] Here.

[28:41] We're going to move down to 4.0.

[28:44] 3.

[28:44] Pledge of Allegiance.

[28:45] Ms. Ash, which you pleased with the honors.

[28:47] Can everyone please silence their cell phones at this time?

[28:50] And please rise for the Pledge of Allegiance.

[29:22] We're going to move down to 4.0, 4 adoption of the school board business meeting agenda may have a motion to approve the business meeting agenda.

[29:32] I move that we adopt and approve the business meeting agenda.

[29:38] Thank you, Ms. Slotter. May have a second.

[29:41] Second.

[29:42] Thank you, Kona Polson.

[29:43] Is there any discussion?

[29:46] Hearing none, Ms. Tanner, please call the roll.

[29:48] The seats.

[29:49] Hi.

[29:50] Galagera.

[29:50] Aye.

[29:51] Martin.

[29:51] Aye.

[29:52] Aye.

[29:58] Aye.

[29:58] We'll see you next time.

[30:00] Moving down to 4.05 school board members reports, we're going to start this evening what Ms. Chandler went, come on up to the podium.

[30:16] Good evening, school board members. My name is Marianne Chandler-Win, I attend Norfolk Technical Center, and this is the report for Norfolk Technical Center.

[30:27] The 2026 Virginia FCCLA State Leadership and Recognition Conference in Virginia Beach featured

[30:35] star events, workshops, and awards. FCCLA stands for a family, career, and community

[30:41] leaders of America at NCC students and culinary arts, fashion design, and early childhood

[30:47] education participated. For AM students we had two silver winners, one for classic knife cuts

[30:55] from Cody Marsigan from Norview High School, and focus on children from Abigail Pleasant,

[31:05] who attends the Lake Taylor High School, and then for PM students we have gold from fashion

[31:12] construction from KC, Dissivic, from Grambi High School, and Madison Nixon from Grambi High School,

[31:21] who won in fashion design.

[31:24] And we also have the 2026 Hosa State Leadership Conference

[31:28] in Roanoke.

[31:29] Hosa stands for a Health Occupation Students of America.

[31:32] At NTC, students and dental careers,

[31:35] clinical medical assistant, pharmacy technician,

[31:38] and practical nursing participated.

[31:40] And pharmacy science, Jonathan Moore,

[31:42] from Grammy High School, was a state finalist.

[31:45] Jaya Garis from Norview High School

[31:47] was also a state finalist.

[31:49] And dental terminology, Amiris Land, Mori High School was a state finalist, and in dental science, we won first, second, and third place, first from a Nia Clark Mori High School, second, Ava Crump, Mori High School, and third, Zepora Stevenson from Lake Taylor High School.

[32:07] Many students at NTC, one student of the quarter, one being myself for Cosmautology, my leadership in my class and participation in my leadership in my class in participation as an officer for National Technical Honor Society was one of the many reasons why I was giving this award.

[32:30] Thank you.

[32:31] Well, now we know those beautiful, as I call them, French braids. I love them. They're pretty.

[32:41] All right, we're going to move on with our reports, Miss Slotter.

[32:45] Yes. So, I had the pleasure of attending the mentoring her in minutes.

[32:53] at Booker T.

[32:58] Washington High School, where two of our board members were honored to share Buffalo

[33:05] more and Mrs. Thomas, so that was really exciting and really proud of them. And I also

[33:12] had the opportunity. If there's going to be a game, you're going to find me there because I'm

[33:16] a cheerleader once a cheerleader always a cheerleader. They wouldn't let me wear the uniform,

[33:19] I don't know, Dr. Rose, if you can do something about that, but, you know, his wife also wanted

[33:26] to do a leading uniform, so I was not alone, but I had the opportunity to attend the middle school,

[33:32] basketball tournaments with Norview, Middle and Blair Middle, and it was so exciting, and I had so much fun.

[33:40] Thank you, Ms. Slater. We're going to move on, Ms. Fesign.

[33:43] All right, well let's see, so since our last business meeting prior to the break, I was able to attend the Kent School's math and literacy night, which they had a glow theme, which was very cool.

[34:00] It took me a while to figure out because it was dark where everything was happening, but it was a really great way, an engaging way to have families and students getting together to practice math and literacy skills.

[34:14] in a way that was relevant and, and, and fun. So that was, that was really cool. And then finally we went to the same night.

[34:23] ADL also had their eighth grade community passion projects, which was, I mean,

[34:29] if there are times when you don't feel like, what is, or you feel like what's happening in this world,

[34:36] I would recommend you go attend one of our schools, talk to our students because man,

[34:41] some of these community projects and solutions that they were coming up with toward these community

[34:48] solutions really reignite faith and humanity because just just remarkable students doing

[34:57] remarkable things. And the day before we went on break, I had an amazing time at James Monroe Elementary,

[35:07] And I was able to be there twice that day for the career day and for their community event

[35:16] which was more of, they were honoring ODIU and showing support for all of the many new

[35:21] university, which we all know experienced, you know, horrible tragedy last month, but they

[35:28] also were emphasizing their partnerships, so the partnerships that we have with some of our

[35:33] higher education institutions.

[35:36] And during that event, they highlighted scholars, they highlighted staff.

[35:43] I mean, the day before vacation, I mean, the school was packed.

[35:48] And so that was really exciting to see the engagement of our students and the engagement

[35:53] of our staff.

[35:54] And so I really want to commend James Monroe Elementary as well.

[35:58] So that was it for me.

[36:00] Okay, thank you, Miss Pissine.

[36:02] Colonel Paulson.

[36:05] Good evening.

[36:06] Last meeting, I didn't mention where I was doing reading across America.

[36:12] So I got a phone call the next day and said, hey, you forgot.

[36:16] I was at the Ocean View Elementary School.

[36:21] So I think them for that opportunity.

[36:24] I went to visit Camp Young, Mary Calcott, we'll see, I got Camp Young on there again, but

[36:34] it didn't go twice, PB Young,

[36:41] and Camp Young is a neat place out there, and I ran in

[36:53] And I met the coordinator and the staff, they were all there that day, and the good

[37:00] program that goes on there.

[37:03] Went to the dedication for the baseball park at Bay Ocean View Elementary School.

[37:08] I've been to the Ocean View and each little Creek Business Associations, they're interested

[37:14] in what we're doing, and so I'm keeping up with them, but went to the future problems

[37:22] following of Virginia award ceremony that was on a Saturday at Graham B. High School, the first and second.

[37:30] In place, winners from there go to the international competition in Indianapolis later this year.

[37:42] That was kind of interesting. I did that last year also. It was really nice. The GSA regional board went to their meeting.

[37:53] And I also went to the wearable arts event that they had, where the students took clothing

[37:59] and put their art on it and then they exhibited it.

[38:03] And it was quite a production of watching these.

[38:09] It was like, what were they called, or they have

[38:16] clothing in fashion show, there you go.

[38:20] I don't go to many of them.

[38:21] But that was really interesting.

[38:27] And the biggest thing I did was I went with a veterans group of motivational speakers.

[38:34] And we went to a place called Clark County Schools in Nevada.

[38:39] They are the fifth largest district in the United States.

[38:45] But I was not a speaker.

[38:48] was a part of the support staff and to watch the children and how they reacted to these veterans

[38:55] in their story of how they improved their life and that was the point of it is who am I and

[39:02] what am I going to be and so that was a very interesting and we went to four schools in two days

[39:09] And it was interesting of that.

[39:15] So that's it for this report.

[39:19] Thank you, Colonel Falsen.

[39:20] Misty Kalajero.

[39:23] Good evening.

[39:25] As Mr. Seen mentioned, I did also attend the Academy

[39:29] for Discovery at Lakewood's middle-year program

[39:31] in their community service projects showcase.

[39:35] I will tell you we have quite a few animal lovers

[39:37] in this city, and their projects were quite frankly extraordinary. I had the ability to go and participate

[39:47] in the J. Cox Elementary Easter egg hunt on a Saturday.

[39:54] It was just organized chaos and the

[39:57] running to the field to collect the eggs was assigned to see. I attended superintendent training

[40:04] on how to evaluate the superintendent,

[40:08] and finally, like most working parents, I tried to

[40:13] balance spending time with my children and my work needs over spring break. We were able

[40:23] to go up to Charlottesville in a 10-minute student stay at the University of Virginia, and I just want

[40:30] say what an amazing education our students get.

[40:33] My daughter has been in Norfolk Public Schools since kindergarten and I'm happy to say she

[40:38] will be matriculating to the University of Virginia in the fall in the International.

[40:43] Thank you.

[40:45] All right.

[40:46] Miss Thomas.

[40:50] Miss Thomas?

[40:55] Come back up.

[40:56] You come back.

[40:56] Okay.

[40:57] Wonderful.

[40:58] First, I want to say vote.

[41:02] The last couple of weeks I've been busy entertaining and joyful to me.

[41:09] One April 2nd, it was very exciting entertaining to attend and watch our Blair Clipper's

[41:15] basketball team playing the championship game.

[41:18] They didn't win, but they had a wonderful season, so give it up to them.

[41:24] On April 3rd, I went to campus L.A. STEM Academy and had a great visit with the Principal

[41:28] Dr. James, Dr. Lovely James. Also I visited and supported

[41:34] Booker T. Washington staff when that same day they had a

[41:38] talent show, a staff talent show. I wrapped up that day with the

[41:42] pleasure of visiting St. Helena Elementary to partake in their

[41:46] annual Easter at Hunt. Thank you Principal Robertson for the

[41:50] beautiful invitation. On Saturday April 4th I had the pleasure of

[41:55] I'll continue to attend a community to each step at Jay Cox with two of my fellow board members and couple of them sitting council.

[42:04] Thank you, Principal Dr. Jane, Dr. Williams, for being president and allowing the community to take part in the awesome and fun event.

[42:12] During the week of spring break, I worked.

[42:17] Also, I visited several Eastern Ed Hunts that many of our NPS students attended.

[42:23] That was hosted by an awful police department,

[42:26] an awful redevelopment housing authority

[42:28] at all of their housing property,

[42:32] which was five, some of the five East Air Hunts.

[42:36] That came to two.

[42:39] Also yesterday, which was yesterday evening, it was a great, it was a great thing to recognize

[42:45] our 2025, 2025, 20, 25, 26, VS, H.A. high school basketball chapters, which is a

[42:53] new of you pilots at the City Council meeting last night.

[42:57] I also would like to say thank you to the Athletic Directors and the special thank you as

[43:03] to see a appreciation to our senior athletic coordinator,

[43:07] Steve Sutton Miller, you look in.

[43:09] Thank you.

[43:11] My position is more than attending meetings,

[43:14] making policies, or being in front of a camera.

[43:17] But also being available, engaged, and involved

[43:19] with our students, staff, parents, and community.

[43:23] Here at Norfolk Public Schools,

[43:25] every student and every staff matters.

[43:28] Thank you.

[43:29] Thank you, Ms. Tom, it's Dr. Mark.

[43:33] Good evening, everyone.

[43:35] I hope you all had a relaxing spring break.

[43:39] I actually have been out of town for the past two weeks.

[43:43] So I took my own personal spring break early.

[43:47] And went out west skiing with some friends.

[43:51] Although there's no snow right now.

[43:54] So we had to go find, we had to go in search of snow,

[43:57] but we found it, and it was really fun time.

[44:01] While I was out west, my oldest son is graduating from Gran B's IB program this year,

[44:09] we'll next month to be specific, and so we did some college visits, and he chose this

[44:17] college. I guess I'll announce it. I think it's public knowledge now. He'll be going to

[44:22] Colorado University Boulder, and he got into architecture program in the business school. He's

[44:27] a minor in business, and these are, it's really interesting to me because in our schools,

[44:34] we do these aptitude tests to, you know, just figure out what the students are, what

[44:37] their talents are, and so on and so forth.

[44:40] And ever since he started taking these tests, it's always directed in toward architecture, and

[44:46] then it turns out he grows up and he loves architecture, and that's when he wants to pursue.

[44:50] So, so there's some, you know, some science behind that.

[44:55] I also attended the Lockhaven Neighborhood Civic League.

[45:00] meeting on Tuesday.

[45:04] And orthodox Christian, and so we had Pasca, so Christo Sennesty. That was this weekend.

[45:13] I'm going to have to probably go to bed early for the rest of this week. I've been pretty busy, but yeah, so I hope y'all again had a nice enjoy enjoyed your spring break.

[45:24] Well, yeah. Well, at the time, it gets to me everything has been said. I hope everyone has enjoyed their spring break. I have to say it was the first time at the long time at the south side and the peninsula had the spring break at the same time, so I did absolutely nothing.

[45:40] I had the pleasure of attending, also, in my MYP community project showcase at ADL, also attended the Jay Cox Easter Egg Hunt that was, like you said, Mr. Caligera, interesting, but fun, the passion projects that can be at Rosemont.

[46:01] I do want to say I'm excited about next Thursday that Norfolk Public Schools is hosting the Virginia

[46:08] School Board Association, Thai Water Regional Forum at Norview High School, an opportunity

[46:14] for superintendent and school boards from our region to district to come together, have dialogue

[46:19] around issues in school districts. So I'm looking forward to that. And again, congratulations, Miss

[46:27] And myself, on being recognized at Booker T. Washington, congratulations, sister.

[46:34] Yes, and we were recognized for our work and the community for our women's history month.

[46:41] And so I'm just going to leave with you with this Norfolk Public Schools.

[46:46] We're going to get there because I believe that healthy families and strong communities lead to strong schools.

[46:55] All right, I'm a hand it over to you, Dr. Bro.

[47:01] Well, I have been mentioned this to a lot of people, and I can honestly say that these days I am wonderfully overwhelmed.

[47:11] That means I'm learning a lot, but it's a extremely healthy way.

[47:16] I'm grateful that I have just felt welcome supported and able to listen and ask lots of questions and people have been extremely patient with me.

[47:24] And I'm seeing significant opportunity in terms of across NPS and I would agree with many of our board members that are future definitely is bright and I believe that.

[47:36] Clearly we have some very strong people as well as really impressive programs.

[47:41] I'm also seeing these opportunities to strengthen some of our systems, to improve clarity and consistency and how we support schools.

[47:49] Currently, we have a couple of areas of focus number one.

[47:53] The city has yet, they will pass their budget soon.

[47:57] And when they do, we will assess the alignment, the gaps,

[48:01] the implications, and then we will bring forward recommendation

[48:05] once again to the board in the coming weeks.

[48:09] I mentioned systems and clarity.

[48:11] I do think that there are opportunities, as I mentioned,

[48:13] in the last board meeting, as it relates to helping our community,

[48:18] as well as all of our staff specific to a chain of command.

[48:21] We are starting a process on what will end up in a recommendation

[48:25] to the board on policy, as well as create clear communication systems

[48:29] and follow through.

[48:32] My favorite times throughout the week are visiting schools.

[48:34] And to Colonel Paulson's point, I am fearful of mentioning the schools

[48:39] because I will forget one.

[48:40] There's been so many that I've been able to visit.

[48:43] And I learned so much.

[48:45] And the opportunity to sit down with a principal

[48:47] learn about them their path but then walk the building is just an absolute joy and

[48:54] my clearly with the favorite part of my weeks. We've had these student experiences.

[48:58] Many have been mentioned, you know, Battle of the Books and YP community,

[49:03] Project and Showcase. We're not supposed to have favorites. We're not supposed to.

[49:08] Little feet. This little feet that that's something else. That's hard to beat to

[49:16] watch these incredible students year to year, feeling successful and enjoying themselves.

[49:22] It is that was just an, I can't stop thinking about that.

[49:26] That wasn't an amazing event.

[49:28] Communion engagement.

[49:29] I have found, I've had a chance to meet with the Norfolk Corporation, the GNC Board of

[49:33] Directors, ongoing communications with the Old Dominion University, and Virginia Wesley

[49:38] University.

[49:39] I have some other high-red institutions coming up next week, meeting with the WHRO leadership

[49:44] engage with the junior achievements and I attended the Booker T.E. Washington event and it

[49:49] may be very proud to watch two of our board members honored if it just felt good and

[49:54] felt good. What I'm hearing consistently is this our community wants to engage. I'm seeing

[50:04] our community want partner. I think that's opportunity for partnerships to just extremely

[50:10] right here in Norfolk, and I'm excited. And building partnerships for us, I think, will

[50:17] be key as it relates to our student improvement and also the narrative of what our schools

[50:25] are, but more importantly, what they're going to become. I'm excited. It was a tad bit jealous today.

[50:32] Watching the city give their state of city event. They did a wonderful job. I was extremely impressed

[50:40] And the narrative that they created about what's happening in Norfolk

[50:44] is it was inspirational to listen to, even as a new person.

[50:49] It made me feel excited about being here.

[50:53] I think that needs to be on our horizon.

[50:56] How do we, of course, communicate that effectively with the right crowd,

[51:02] to demonstrate not just who we are, but where we're heading?

[51:06] I think in the future of the state of a school event,

[51:09] whether we're part of the state of city or we take this on our own, I think would be the right thing to do to demonstrate the true narrative of the kinds of environments that we believe our kids deserve and are currently experiencing.

[51:24] Community colleagues, I appreciate you. Thank you very much.

[51:27] Thank you, Dr. Rose.

[51:30] We're going to move down to 4.07 highlights and celebrations.

[51:34] Ms. Tanger.

[51:37] Yes, Madam Chair, I would like to begin with recognizing the beautiful artwork here in the

[51:42] board room and in the 12th and 11th floors.

[51:45] We should give our talented art students a round of applause.

[51:52] Great work, and especially this piece of art, this is a heart, this is in here.

[51:55] This is a first that we have had, so I think it might be Grand Bay Elementary.

[52:01] We look forward to having the art every year.

[52:03] And next, we have a special literary readings from the Talented teens with the Purpose

[52:08] Ms. D. Dr. Love and her son and Jeremy Clark is going to come forward and introduce

[52:12] this group.

[52:17] Good evening, school board, school board chair Ms. Buffalo, vice chair Mr. Kalajero, board members

[52:25] and superintendent Dr. Rose.

[52:27] Thank you for the opportunity to highlight the work of teens with the Purpose.

[52:30] This organization empowers young people to develop their voices through creative expression, leadership and community engagement, through poetry, music, and mentorship, teens with a purpose support students and building confidence, resilience, and that strong sense of purpose, both in and out of the classroom.

[52:48] Norford Public Schools is fortunate to have such an impactful community partner.

[52:54] Tonight we are proud to present three talented seniors from Grambi High School,

[52:58] Meari Bel, Browna Belcher, and Cam Williams,

[53:02] who will share original poems that reflect their experiences and perspectives

[53:05] and serve as just a sampling of the creativity, passion, and powerful literacy that exist within all our schools.

[53:14] We will hear from Ms. Bell first, with her poem Pollution and Politics.

[53:20] Then Ms. Bell to represent her poem, wishing bone, and finally Mr. Williams will share

[53:25] his work, arms, and hands.

[53:28] The presentation will close with brief remarks from the founder and co-director of teens

[53:32] with purpose, Ms. Lowe.

[53:34] Thank you for this opportunity, Ms. Bell.

[53:42] Good evening, Edad.

[53:43] My name is Miraria, also known as Juni Bell, and I would be performing my poem Pollution

[53:48] and Politics.

[53:48] you can miss I'm sorry there's a buck we want to be able to hear you well

[53:55] there you go

[54:07] 30 land dirty air now dirty water families and friends

[54:14] downtown don't have any water because city officials and downtown workers that

[54:17] they hide to take charge we're about to build landfills and burn fossil fuels for a

[54:22] little bit more money that doesn't even benefit us as the people we still have

[54:28] in this waste and chemical seeping through our pipelines, daring to strike in our lifelines that continue to crash on around while abusing our resources.

[54:39] Instead of planting more oxygen so we can breathe.

[54:41] They're chopping out trees and cutting the supplies, streets and cars are flooded,

[54:45] but that's too worried about their pockets being filled while we're being build.

[54:48] We can't even get any clean water or go a day without flooding because they're so filled by the contact of this ideal that

[54:54] the people that supposed to support our struggling.

[54:59] We're stuck in time like frozen water that's ice-cuz.

[55:02] Then people down town don't want to hit no poor people that vice.

[55:05] They're taking our phones at school, but there's dirty water

[55:07] and slowly taking away lives of people and animals around us.

[55:11] We used to live so safe and sound.

[55:14] Not wearing white net screen jink would come from.

[55:16] We have public health crisis, but we're just like mice and we bring it up

[55:19] because in their minds, it's better things to do rather than save lives

[55:23] and keep these pipes clean.

[55:24] The word about our past, we can't see our car flow past

[55:27] because it's so full with water from rain

[55:29] that is damaged beyond repair.

[55:30] Just like this economy, we're slowly living it to despair.

[55:33] Do you see it?

[55:35] Because we do.

[55:36] Do you see it?

[55:37] Because this is something tragic we're going through.

[55:39] So those who are trying to talk about to use your power

[55:42] to do what it's right, don't just talk

[55:44] of your game and not back it up.

[55:45] Because those who put you in office are heavily

[55:47] depending on you.

[55:48] You need to say, actually, you need to help us through.

[55:50] Because soon, I water won't be so pretty and clear.

[55:54] Only gloomy and murky then what will we do?

[55:57] One day the pipes won't run and kids won't know what it means.

[56:00] Have a fun boy today in the sun.

[56:02] All of them know what's happened to filter their water up before point on top of their

[56:05] ice and cup.

[56:06] Is that what you want for our future?

[56:10] Not for you, or for me, but for everyone to see, to struggle and live in a world with

[56:15] full pollution heavily this fair?

[56:18] You have somewhat access to filter water and some do not.

[56:22] We need to put this worldwide crisis to a start before us to late because, once the clock starts,

[56:29] there might be our last clean water drop to drink, to raise, to run, to play, to swim and

[56:33] pools.

[56:34] Our community will soon go bankrupt but not with wealth but our water will be gone.

[56:39] Gone forever because it's not a renewable source.

[56:41] We need to act on this now, we need to become a bigger force for us, our families, friends

[56:47] and more.

[56:48] Because soon, we wouldn't mean I'd be a thing for us any more.

[56:52] Thank you.

[57:06] My name is Brianna and I'm going to be performing the wishing bone, maybe I'll be.

[57:16] A wishing bone is used to give you an opportunity.

[57:20] On the long end of the stick, you get lots of money, the girl or guy of your dreams,

[57:25] a new episode of Love Island, a new season of Bridget's Hand, and a sunset for days.

[57:31] If that doesn't count interesting to you, you can make a call to convince everyone to kill themselves because they think that you're a Messiah.

[57:38] Or, if you're rich enough, you can put up a Nazi salute and bring wash a bunch of varieties into thinking that it's a Roman salute.

[57:45] But twist, he's not Roman and we're not in Rome.

[57:50] And if all of that sounds boring to you, you can get rid of 34 counts of, well, anything, and become president with those counts.

[57:58] As long as you're not gay, black, or woman, or a combination of the three, you can be a pedophile, sexist, and a racist.

[58:06] But on the plus side, if you're someone like Shane Dawson, it's okay because things were different in 2017.

[58:13] But hey, that's just the kind of things that money can buy.

[58:17] And on the short end of the bone, which is most people's reality, a life of gun and street cats everywhere.

[58:22] A life where if you're not famous or a politician better luck next time,

[58:26] It's a dystopian that not even a book at Hyde,

[58:31] but at the end of the day, it's an opportunity.

[58:34] An opportunity to experience what people could dream of, and not to experience what

[58:38] gets shadow banned on TikTok and what people constantly have to debate over on Jubilee.

[58:43] The choice will always be yours on what you choose to do with your luck, but remember that

[58:46] there's always people like me who will never get a chance to switch to touch the wishing

[58:50] bone.

[58:51] Thank you.

[58:52] Thank you.

[59:01] My full name is Camaria Williams, and I'm grateful for his opportunity.

[59:04] I will be performing arms and hands.

[59:09] If my community was a body part, it would be the arms and hands.

[59:13] These streets, they breathe like palm stretch wide, picking up the pieces of the ones

[59:17] who are lost.

[59:19] V.A.'s hand's call is yet sophalaprad, fingers trace the cracks of abandoned homes, sake

[59:23] and soaps are now with the lossless room.

[59:26] That'll end the hand, that'll hold your hand if you need it, that'll wipe the tears of

[59:30] your face, that it gives you a hug, wrapped in warmth.

[59:33] Um, the spray paint on brick walls making glass pieces that I stare at at all.

[59:38] I want to put the man chair about one lit gun, through the code to a place where he could

[59:42] call his gun.

[59:43] Our hands they lift, they carry the main point energy in towards the never-season end,

[59:47] our hands make him music because it's the only way to make it out.

[59:50] School bully uses his hands to notch him money, a shake it out.

[59:53] Young boy about my age selling don't try to make some clout.

[59:56] It's grandparents who are dirty water from the water's brow, hands, prismists and pet polishes.

[1:00:00] At the court, a thing is a black mother-bred away to tight, a hands-a-black mother's garment, you by the shirt, because you was talking slick. Hands of my mother's hands of my home, same with the Tory-burning dreams on a foundation of Tory, fingertips the history, roots from deep. Fingers the grip, the plow, the pen, the mic, and yet as a black man, I steal for the weight of his to the tracidic tape. But my hands, they're strong, and they refuse to break. They carry my dreams that the world cannot take, transform allegacies, and turn them into fate. And a land where the struggling and the whole

[1:00:29] Both me, Suggler arms that attack you, so you won't get a touchdown.

[1:00:33] Arms creaks the heck out of loved ones because in this world you might not see them again.

[1:00:37] Hands for Shadow Botsin, Hands for Count in the Mouth, Hands of the Barbecue, Hands

[1:00:41] Pouring Grun of the Dream, My Hands on Barber Ice Cream, because we spent our last dollars on it.

[1:00:46] Hands whiten the skittles off the limbs but steal and know what bites.

[1:00:50] Hands for loves, Arms for loves.

[1:00:52] My community represents the arms and hands shaping new beginnings and creating new endings.

[1:00:58] Thank you.

[1:01:08] Welcome.

[1:01:14] First thing I want to say, I'm Deodrelev, I'm the founder and I'm the Chief Cultural

[1:01:18] Officer. I pass the torch to my son, Andrelev, and to Michelle Sims, and they are the

[1:01:26] co-directors. They grew up in the org and now they're at the helm. The second thing I want

[1:01:32] say about what you all heard, about what you all have the privilege of witnessing, is young

[1:01:42] people who normally, you would not get the opportunity to hear what they think and to

[1:01:52] know that they are listening and paying attention to this world, what is happening and

[1:01:57] They are tired of it being the way that it is and charging us as adults to do something.

[1:02:05] They are articulate, they are courageous, thoughtful, and I'm very proud of the work that

[1:02:15] you all do and your bravery and the literacy.

[1:02:20] It's just such a beautiful package and we're so honored to have the opportunity to bring

[1:02:25] this here, and I really hope whether we agree with everything they say, that isn't the point

[1:02:33] that you hear them, that you consider what they say, and that you're in a space of, we

[1:02:40] call it radical listening, radical listening, just be quiet and not judge, but hear what

[1:02:47] young people have to say. So thanks to the opportunity, before I leave the podium, I would

[1:02:54] but like to mention a few things, April is national poetry month, and teams with the purpose

[1:03:00] has the privilege of presenting the Virginia poet laureate program, which young people from

[1:03:06] all over the state have the opportunity to apply with the only organization in the state,

[1:03:12] so young people everywhere have to come through this little Norfolk born organization to get that

[1:03:23] the Hampton Road's poet laureate or the Norfolk poet laureate program, which all under

[1:03:29] our beautiful umbrella. You also, that's the only way you can have the opportunity from the

[1:03:35] whole state of Virginia to apply for national poet laureate, which Amanda Gorman did a

[1:03:40] beautiful job of, you know, Biden's commencement when he was installed as president. So we're

[1:03:51] one of our young people will have that opportunity. For 2025, a Norfolk student was the Virginia

[1:03:57] poet laureate. He represented us really, really well. And some of these poets will be applying.

[1:04:06] So this Sunday is the commencement and that's when we'll find out who is the next for 2026. Virginia

[1:04:17] and the Virginia poet laureate and so I hope Andre would like to just pass out to the board to give it to the clerk and she'll make sure we get it.

[1:04:31] Thank you to share with you is just overview on the organization, but I probably won't be at the podium next year if we have this opportunity

[1:04:43] It would be Andrea or Michelle so thank you for having us each year. Thank you for listening

[1:04:49] Can we just cut one more time for the whole episode?

[1:04:56] Thank you

[1:05:14] Miss Tanner is that the end of your report? Yes, that's in my report. Thank you

[1:05:19] Okay, we're going to go down to 4.08 citizen comments,

[1:05:22] Ms. Tanner.

[1:05:23] Yes, for today's citizen comments, we have one speaker.

[1:05:27] Today's speaker signed up for public comments

[1:05:29] before the start of today's business meeting.

[1:05:32] If you would like to provide public comments,

[1:05:34] you're required to state the agenda item or items

[1:05:36] or topic you were addressing prior to providing you

[1:05:38] public comments.

[1:05:39] Your name is Call, please come forward to the speaker's podium,

[1:05:41] state your name, and whether you have a child

[1:05:43] and no full public schools or if you're employed by the district.

[1:05:46] One person to speak at a time,

[1:05:48] If you're representing a group, say the group's name, you may ask your group members to stay

[1:05:52] in place to be recognized, speaking time is limited to three minutes.

[1:05:55] A timer is set when on a alarm that will signify the end of your speaking time.

[1:05:59] Statue position, and give facts, avoid saying anything that identifies students or personal

[1:06:05] information about individual employees, personnel, plenary, and confidential matters may

[1:06:09] be addressed directly to the school board via email at schoolware.

[1:06:13] and in psk12.com, comment should be addressed to the Board and not address to an individual

[1:06:18] member.

[1:06:19] School Board members do not respond to public comments at the time they were given any written

[1:06:23] statements or supported materials should be given to the clerk.

[1:06:27] Show them Buffalo Tammy Hunter is our first speaker for this evening.

[1:06:48] Welcome.

[1:06:51] Hello.

[1:06:52] Good evening.

[1:06:54] Psalm 23.1 assists. The Lord is my shepherd, I shall not want. He makes me delight

[1:07:01] on the grain pastor. He leads me to die still waters. He restores my soul. He leads

[1:07:07] me in the path of righteousness for his name's sake. Yay, though I walk through the valley

[1:07:13] of the shadow of death, I fear no evil. For die, or with me, that rather die staff and that

[1:07:20] for me, that the parents table before me, in the presence of my enemies, died.

[1:07:30] Surely goodness and mercy shall follow me all the days of my life.

[1:07:38] For ever, amen.

[1:07:44] I thank each and every one of you for going out, supporting your community.

[1:07:49] That is well deserved because the kids need to see poor members on the outside.

[1:07:55] I stand before you today to speak about our kids, about a bullying, harassment.

[1:08:03] My grandbaby a couple of months ago was fully at her arrest by teachers that didn't even know him, but knew him because of his appearance.

[1:08:13] I am currently being fully harassed and it is overwhelming.

[1:08:18] I need for boy members, I pass out flyers for you to look at these brochures, for you to address these brochures.

[1:08:27] I have been placed on a administrative leave in December of as several times to be transferred

[1:08:35] from the school that I'm currently at to any other school. It does not matter.

[1:08:41] I'm a hall worker. I'm a dedicated worker. Beyond my medical and my health, I still go above

[1:08:49] beyond. My fear is key is being neglected. If I'm

[1:08:56] protecting them, who protects me? When I have

[1:09:01] staff members that are turning in me and I have

[1:09:05] to press charges, I go to court April the 20th

[1:09:09] because of it. Who protects me when I

[1:09:13] protects them? You have us to sign documentation

[1:09:17] that we are mandated reporters, that we are supposed to be a force for these kids.

[1:09:25] I work with kids that have disabilities.

[1:09:27] I family members that have disabilities.

[1:09:31] If you as a administrative, boy members, parents, loved ones,

[1:09:38] if you don't stand for something, you will fall for anything.

[1:09:44] We have to learn to stand for something.

[1:09:49] Thank you.

[1:09:50] Thank you.

[1:09:52] This concludes our speakers.

[1:09:53] Thank you, Ms. Tanner.

[1:09:55] We're going to move down to 4.09 approval of the consent agenda.

[1:10:00] May I have a motion to approve the consent agenda?

[1:10:04] I need that we approve the consent agenda.

[1:10:07] A second motion by Dr. Martin and seconded by Ms. Slotter. Thank you very much. Is there any discussion?

[1:10:17] Hearing none, Ms. Tanner, please call the roll. The scene.

[1:10:21] Hi.

[1:10:21] Kelli Jero.

[1:10:22] Aye. Martin.

[1:10:24] Aye.

[1:10:24] Paulson.

[1:10:25] Aye.

[1:10:25] Slotter.

[1:10:26] I promise.

[1:10:28] Buffalo.

[1:10:29] We're going to move down to 6.0.

[1:10:31] One monthly financial report, Dr. Rose.

[1:10:35] I will call on Dr., excuse me, Mr. Straps, step to the podium, please.

[1:10:40] Thank you.

[1:10:50] Good evening, Chair Buffelow, members of the Board and Dr. Rolls.

[1:10:55] Tonight, I'm presenting the monthly financial report for Period 9, covering activity

[1:11:00] through March 31.

[1:11:03] I will briefly cover our financial position, revenue and expenditure trends, and the status

[1:11:09] of grant funds.

[1:11:11] The Division's position is stable and aligned with expectations, revenues are tracking

[1:11:16] consistently with prior years, expenditures are progressing on pace.

[1:11:24] Our total budget is 476 million.

[1:11:27] Through March, we have received 336.6 million or 70.7 percent of revenues, and expanded

[1:11:36] are in combat 361.2 million or 75.9% of budget.

[1:11:44] This creates a 24.6 million variance where expenditures exceed revenue.

[1:11:51] This is typical at this point in the fiscal year and reflects timing.

[1:11:56] Expanditures include in cumberses, recognized early, while state and city revenues continue

[1:12:03] through June.

[1:12:03] From a revenue perspective, state funding is at 67.7% with the incentive funds trailing

[1:12:13] as expected due to timing.

[1:12:16] City funds are at 72.5% and tracking will.

[1:12:21] Overall, revenue collections are consistent with this year's 2024 and 2025.

[1:12:29] And we expect full alignment by year-end.

[1:12:33] Expenditures are on track for a disstage of a year, instruction remains to primary

[1:12:38] driver, particularly salaries and benefits, with approximately 24% of instructional budget

[1:12:46] remaining, which is approximately three months.

[1:12:50] There are three areas I want to highlight.

[1:12:54] First special education, purchase services are running approximately 3.2 million over-discipline

[1:13:01] budget.

[1:13:01] This is primarily due to contracted, contractive placements.

[1:13:06] However, this is an offset within the budget and the overall budget remains balance.

[1:13:12] The second is utilities.

[1:13:14] Within operations, utilities are nearly fully committed with about 3% remaining.

[1:13:21] We are monitoring this closely, but it is manageable within the broader operational budget.

[1:13:27] The third is non-regular day school.

[1:13:29] We identified expenditures to an incorrect general line.

[1:13:34] This is a classification issue, not an over-expenditure,

[1:13:39] and corrections are underway.

[1:13:43] We're currently managing approximately 190 million in federal and state grants.

[1:13:51] Federal grants are about 70% utilized.

[1:13:53] States grants are about 92% utilized.

[1:13:58] Those grants include fruit and vegetable program,

[1:14:01] advancing computer science, adult education literacy,

[1:14:05] comprehensive literacy, some of the varences

[1:14:10] are based on program timing and some will underway.

[1:14:15] Others are in early implementation

[1:14:17] and will accelerate later this quarter.

[1:14:20] For both federal and state grants,

[1:14:22] I've contacted each grant manager directly and they have confirmed spending as a line with their approved plans.

[1:14:30] Funds will be expanded within the required timelines and investments are focused on student impact and program delivery.

[1:14:40] For state grants with near term deadlines in April and June, we are similarly confident that funds will be fully and appropriately utilized.

[1:14:50] At this time, we do not anticipate any material lapse in grant funding.

[1:15:00] When you are consistent, expenditures are on track, the current variance is timing related,

[1:15:06] and all identified issues are limited and are being actively managed.

[1:15:12] I just time I'll take any questions.

[1:15:14] School Board members, you've heard the monthly financial report.

[1:15:17] Are there any questions?

[1:15:20] Ms. Pissing?

[1:15:22] I just have a comment, and I want to thank you, Mr. Starks, for answering the questions

[1:15:27] that it was submitted ahead of time.

[1:15:29] That was helpful to hear in this presentation.

[1:15:32] So thank you.

[1:15:33] I just want to say thank you.

[1:15:36] Are there anyone else hearing none?

[1:15:39] May I have a motion to approve the monthly financial report subject to audit?

[1:15:46] I move that we approve the monthly financial report subject to audit.

[1:15:52] Thank you.

[1:15:53] Thank you.

[1:15:53] Carol Dr. Martin in a discussion.

[1:15:57] Hearing none, Ms. Tanner, please call the roll.

[1:16:00] See?

[1:16:00] Hi.

[1:16:01] To Calagero.

[1:16:02] All right.

[1:16:03] Hi.

[1:16:04] Paulson.

[1:16:05] All right.

[1:16:05] Water.

[1:16:06] I.

[1:16:06] Thomas.

[1:16:07] Buffalo.

[1:16:09] I.

[1:16:09] We're down to 7.01.

[1:16:12] No further business this meeting is adjourned.

Apr 15, 2026 Business Meetings - Norfolk Public Schools

Agenda

Transcript