Decision on schools: Wake County Board of Education meeting and work session.
As Gov. Cooper announces his statewide plan for schools on Tuesday afternoon, the Wake County Board of Education holds virtual meeting at 3 p.m. for a work session to discuss plans for the school year.
both of you and discussion of the SRD program first, uh, about that time, there may be some announcement that will help inform our discussion on the update every opening plans for school. So with the overview, a discussion of sorrow program, that is. Ah, alone Gardner and Russ Smith. So I'll kick it over to the two of you after. No, to your boat. Good afternoon. Board chair, Sutton. Thank you. And good afternoon, Superintendent. More members of the board. Thank you for this opportunity to provide an overview of R s. I program This really will be a first of a series of discussions scandal to review the S right program and setting the stage. The presentation does it pay was designed intentionally to provide a high level overview of s or program with an opportunity share with you are advised, Tom Line. It's important discussions and the processes for seeking input from our stakeholders both in our schools and in our community. Please know that moving forward with discussions scheduled at the work sessions, there will be a deeper dive into many more data points and components of the program. Including such data points is referrals, funding among other factors. That certainly no doubt will be important for your discussions as you examine the program and any potential future MOU agreements at this time and by Russ Smith, senior director of security, to facilitate the presentation. And again, thank you members of the board for this opportunity. Mr Smith. Thank you, Dr Gardner Chair, Sudden board members and Superintendent Maura. I'm very happy to be here Day to provide an overview of the school resource off officer program for the Wake County Public School System School Resource Officers, or SA Rose, replaced in all Wake County high schools in April of 1993 with the Wake County Sheriff's Office being the the agency that provided them. By 1996 the local municipalities took over the responsibilities of providing high school SA rose that were located within their jurisdiction in 2001. PSR others replaced in middle schools. It was a partnership between local municipalities, the Wake County Sheriff's Office and Wake County schools that was based on a federal grant. While the program has been in place for approximately 27 years, the first MoU was not putting the place until 2009 that 1st 1 covered the ah five year period 2009 to 2014. We updated the MOU that 2nd 1 that covered 2014 to 2017 and the 3rd 1 was updated and covered 2017 to 2020. So what is the program look like within the within the district? Um, generally, there's a middle and a high school s r o full time assigned to each school. The towns of Holly Springs and Apex have elementary SA rose that cover multiple campuses, but collectively there's approximately 75 SA rose that cover 75 schools. There's been some questions in the past and reference to funding, and I'd like give a high level view of the funding for the SA rose, as mentioned previously. There, 75 SA rose in our schools. Of those 75 officers, 39 of them are 100% funded by the local municipalities, meaning zero Wake County public school system dollars. The rest of the officers were partially funded by Wake County schools through state and local funding. So or the 2019 2020 school year Wake County public school system spent state funding of just over $1,021,000. Wake County Post school system also spent local funding just over $112,000 for the total funds spent just over $1,134,000 which actually represents a very small cost of the overall calls for the for the all the municipalities. If you were to average out the total Wake County public school system calls over those 75 officers, the average is just over about $15,000 per s are. However, as we noted before their 75 officers that are funded by municipalities. And when you spread that average out over the 75 that's what is reflected here. The state funding that was provided towards the high school s arose. We actually spend about $37,838 per one Osco s r. O in a school. We understand also that there may be some interest in the total costs of the local municipalities. I don't have that today, but I will be able to provide that to you in the future as a part of the M of you. The district collects data from law enforcement eight season. So we wanted to provide you with just a little bit of data know that has been requested before in the past, and we certainly wouldn't provide that to you. Moving forward. These numbers here on this slide represent all the S. R. O interactions that have been referred to the adult court system, the juvenile court system and all other division of diversion programs to include teen Court and others. We have included a very high level. Again, this is very high level district data covering those four years, and this represents the last three or the three years of the previous MOU, as well as the one year prior to the last three year agreement. You'll notice that for the first year of the 2017 to 2020 time period, there was an approximately approximately 41% decrease of SRE referrals following year. You'll see on approximate 10% increase for that second year, and then for the third year you'll see an approximate 13% decrease. But you also we needed note that it only covers about 3/4 of the school year due to the abrupt closure of schools last this past year. Author of note. While the racial disparities show some decrease over the course of time, we will need to continue to examine and unpack information related to gender and race, living forward to the vision and goal of the S R. A. Program the division and go. The program is to provide a safe and secure learning environment with the ultimate goal to provide a safe, inclusive and positive learning environment for all students, staff and other members of the community. So that, essentially, is our high level overview of just the program itself. Now about the transition into a recap of where we are today, uh, were were with a timeline moving forward. As you recall, the board approved a year agreement in June of 2020 to govern the program for the 2020 2021 school year. The board is indicated interest to engage in a robust dialogue, the stakeholders to contemplate further revisions to any next SRM l U that would govern the program beyond next year. A timeline for the 2020 1 2024 agreement was proposed as a part of the approval of the 2020 2021 mou at the request of board members. The timeline has been revised, will be presented here in a few minutes and includes specific proposals for collecting and reviewing stakeholder feedback. I want to gonna go over the initial proposed timeline to show what where the changes are. The initial proposed timeline was provided to the board in April 2020 and was included in presentation to the board in June 2020. For the current one year agreement that we have in place, we were to solicit feedback on the current Emma view from public in law enforcement by November 1st 2020. We were then going to obtain feedback from the board throughout and also no later than December 1st of 2020. We were then going to process, review and assess the feedback. But January 1st 2021 we were then going to provide a revised S R O M o U for review by district leadership and the board. By February 1st of 2021 we were then going to issue revised us our MOU for review by law enforcement and to a paint final public feedback By March 21st 2021 with a goal to try to finalize the revisions and seek board approval of the revised s. Romo you by May 1st of 2021. So, as I mentioned earlier, based upon feedbag from the board, we're proposing this Newtown line. We like to solicit stakeholder feedback on the current s. Romo, you be a survey accessible from August the first to September. The burst of 2020 purpose is to obtain baseline data that will help shape a shape focus groups moving forward, we would provide board members with referral data on the S R O program, as previously requested no later than August 18th of 2020. This would be a much deeper dive into the data referenced earlier in the presentation. At that time, we would start to review, analyze and mind survey feedback to identify key themes, topics and questions for discussion and focus groups. We would then convene and facilitate those focus focus groups, just elicit the further feedback and try to have that completed by November 1st of 2020. We would then move on to provide status update to the board and a snapshot of feedback from surveys and focus groups by December 15th 2020. We would convene at least one board work session by February of 16 2021 to further unpack and analyzed data from the survey and focus groups, and identify areas of the MOU in native revision. Also, it's very important at this point, the following question would need to be answered. There's a Wake County public school system believe that we should continue the SRE program depending upon the direction set forth by the board. We would then provide a draft of S Romo you revisions to the board for review by March, the first of 2021. Then we were proposed issuing it revised its Romo you to law enforcement agencies and stakeholders for final feedback by April 1st of 2021. And so with the board on additional Feedback Stakeholders by May 1st of 2021 and then finalize the revisions and seek board approval of revised. That's Romo. You buy made 18th of 2021. I'd like to point out that some of the key points to the new proposed timeline first for this new timeline, we're moving up the deadline for obtaining feedback from stakeholders through the window with survey by two months, specifically addresses the board's request for changes to the timeline to capitalize on current request from members of the school community to provide valuable input regarding the current S. Romo. You obtaining the general feedback here, the survey staff will have the opportunity to thoroughly review that feedback to identify key issues in areas for further dialogue that we think are best suited to focus groups. There's a to month space between the deadline for collecting survey feedback and the deadline for convening focus groups, and this was done intentionally. I want to ensure that we have ample time to schedule and convene focus group meetings. You hear from a diverse array of perspectives. I am. This two month timeframe will allow staff an opportunity to use the data retrieved through the survey to Taylor Focus Group discussions to obtain additional information about the issues that emerged as key issues from the survey feedback. So we also wanted to take a little bit of a deeper down into the proposed process for the community feedback own the program as mentioned earlier. We're gonna utilize Doing face provides stakeholders with an opportunity to provide feedback that went from such subsequent faces of the review process. Two phases Phase one would be a survey offered online and made available to identify stakeholders to be completed by September 1 2020. Base to the kind Conduct multiple virtual focus groups to to gather feedback to be completed by November 1 2020. We're proposing that Phase one survey be open for 30 days. The survey link will be accessible to the following grapes. Of course. Wake County Public school system, Parents and guardians, Wake County Public school system students, Wake County Public school system principles as well as, um, community groups. Various community groups that have shown interest in providing feedback on the Soro program. For example, our cell of cell group legal aid and there may be others that we want to identify to make sure that we have an opportunity provided feedback on the program. Survey data will then be reviewed by district staff to identify groups for further dialogue among focus groups. Base two will consist of those focus groups. We're proposing that district staff we'll convene focus groups with the phone stakeholders. Wait, can we pump school system school based staff to include administrators and teachers, Wake County public school system, parents and guardians, Wake County public school system students, uh, community groups, as well as law enforcement representatives from all agencies. At this point, I'd like to kind of know have been kind of going kind of fast. I just want to kind of stop and see if this point and asked the board at the heavy thoughts or feedback on the proposed process and the timeline for the surveys. Uh, thank you for us. I want to make just a couple of comments quickly before getting into questions. Uh oh. For the benefit of the board and any of those that are tuning into our discussion. Um, this does not assume that we were having SRL program on maintaining its our program in this current. I think that's kind of touched on that Rice would make sure that that's how about that. This does not assume we will continue the S R A program as it currently uh, calmly stance. And the second thing is that we do have on agenda a proposal for a safety and security task force on so some of the work follow or processes that Russ smidgen may change slightly upon the adoption of the Safety and Security Committee, which is on our action agenda for for today. So I go to questions. Now, open up. I start with this. Kushner. Good afternoon. Share Sutton and colleagues. It's good to see you all. And thank you for that presentation. Mr Smith. I, um I appreciate the revised timeline. I think you've listened to board feed that back feedback, and I want to raise a couple issues. One is if you consider the role of our board advisory councils either as a formalized focus group or is an informal, um, way of getting some community feedback as part of the timeline. And I also was wondering if the role of the security, the contractors that we have, um, that service security staff contractors are also gonna be part of this evaluation of on security and safety. If the folks in the Yellow Jackets so a couple of great points. So, yes, the board advisory councils can certainly be a part of this gathering of information. That was one of the areas that we thought of that potentially it board members so choose We can certainly utilize that as a focus group area to facilitate those as well on then. Secondly, uh, I don't think a lot of thought was put into the security officer, since they're not sworn law enforcement and not a part of the S r A program. But they certainly can be. If that's the direction he would say, I choose for us to go well, I think it's important if we're addressing school climate, that we look at it holistically because, um, that staff can also have policing duties, not being a former law enforcement. But they certainly can also give rise to some of the concerns we've heard from students about unwelcoming school appointment. So I think we need to make sure that we're looking as broadly as we can at making our schools welcoming to students and de escalating um, criminalization of behavior that shouldn't be escalated to a criminal or a referral level. And I was struck by the Decline and team court, um, had suggestions from some students toe have more expanded use of teen court and peer review been on a school by school basis. So I hope that something that we can integrate into the task force even if you think that we can brainstorm alternatives, um, and additional ways of making sure we escalating address behaviours in a way that still is implosive and supportive in the school community. Thank you, Miss Kirshner. Miss Mahaffy, I saw your hand next. Good afternoon to you. Could you share a sudden? Good afternoon, Dr Gardner. And Mr Smith, thank you for bringing this. Um, I appreciate Mr Smith. You, um, articulating the deep dive And what the difference between phase one and phase two are gonna be as we solicit community feedback? Um, I'm hoping for phase one we can and teachers to that survey. Um, I noticed there on the phase two focus group, but I know that they have, ah, unique perspective of the rule of school resource officers as well. Um, on page six, where we're seeing the referrals over time. Um, I'm hopeful that we can get a little more delineation eventually by age or grade. Whether that student had an I e p um, or a behavior intervention plan. Um, and then, um, a little more of what other diversion means as we go forward in this conversation. Thank you. Yes, ma'am. Thank you. Thank you. Miss Mahaffey. Mr. Haggerty, Outside your hand. Next. What happened on you? Good afternoon, Mr Sudden. Uh, thank you, Mr Smith. I really appreciate the presentation, and I appreciate all the work that went into this timeline. And I think you heard from us the priority. It was that that we have a real community conversation on this and really get um, a good discussion around these issues. I have a question about the timeline, but it's not a question about the surveys. If I could, I'd like you to go back a few pages. Um, believe it is page 12 on your timeline. One of the things that I'm worried about is getting put in a position where maybe we all decide that there are changes that are needed in the program. And we take all of this feedback. We have a revised MOU to share. We've shared it with stakeholders, and then we give it toe to law enforcement agencies and they say no with this timeline. If we get to this steak where we get to this, we get to this deadline, seek board approval of revised s. Romo, you buy May 18th 2020. What happens, or how much time do we have if law enforcement doesn't agree to the changes that we'd like to make But that that's a great, great question, Mr Haggerty, So way didn't wait until we typically have utilized in the past. We actually have moved it up and into May. So you've got about six weeks. Welcome that. Maybe maybe a month of time. It doesn't sound like a whole lot. And I certainly understand that, Um, if there's no again, we would want to see consensus that we can't get consensus, we wouldn't be able to move forward with an agreement unless, you know, we agreed. Toe just kind of split it off. And I think that's been some discussion in the past. I don't think we want to do that. We want to keep it consistent across the district. So, uh, I think you know what we'll try to do is we continue Teoh. We've still got until the end of June to correct it, and that would be our timeline. We just we would just have to do use are do dealing just to do that before the end of June. Okay? I appreciate that. And I guess that will just be one of the things that we look at as we go forward in the process, is there any sort of contingency plan or fallback plan that we might need? If we can't work out an agreement, I'm hopeful that we could, and I don't want to, you know, um, be pessimistic about the negotiations or anything. I just want to make sure that we've got all bases covered. Well, once we come down that particular path, but we'll certainly keep that in mind. Certainly think about having have a plan in place in the event that we can't come to an agreement. Great. Thank you. Thank you for your work on this. And I could just respond to that also, Mr Haggerty, And as I mentioned earlier, it just does not assume that you know that we were having SRL programs. I want to make sure that we leave some space for new thinking, if you will. Because I think mou memorandum of understanding assumes that there is a partnership relationship between two entities and we're retracting a agreement to work together. But I think it's really up to the board staff on all the community feedback and input that we get. And we may, for example, articulate a new vision for how we keep our schools and environments out school communities safe. That may or may not involve the law enforcement s. So I think we have to least think about this going in, as as a, you know, do we want something like a MOU that again assumes that there is a relationship or as it's more of a, when we issue a request for proposals or bids and as we articulate a vision or program that we may put this out to law enforcement agencies or other potential organizations that maybe to do something similar and then it's up to them and it they can meet what we articulate or described as A as a. I was once again make sure that we're leaving it open to all options and and new thinking. Nothing is off the table again. We may continue with something that continues a partnership with law enforcement, or it could involve a I've been to a phasing in and phasing out. I was going up some new programs, a swell so again it's one encourage usted Teoh leave open. I think it room for new things. Mr. Said I want to thank you for that. And I just Yeah, I want to emphasize that in my questions, I wasn't trying to prejudge that we would arrive at that decision. I think your points there are very, um very important. I appreciate that. Clarification. Yes, sir. Uh, Dr Martin, I think I saw you the second where you bring it through. Yes, sir. Thank you. Okay. Thank you, sir. Doctor, I think I saw your hand. Thank you on Do appreciate this last line of discussion. And I do think, Mr Son, to your point that a lot of this work will be done in the Standing Safety and Security Committee at which, you know, we know that a lot of the heavy lifting has to be done in committee. Uh, but partly related to the survey, but it partly the committee working partly related to the survey. I think it would be important to not just survey the current program strengths and weaknesses with it, but I think it's important for us to ask what is that they were trying to do, and then once we asked that question. Then we can ask what is the most effective way to do what we're trying to do? And that's where we do need to keep that sort of objective mind, you know, isn't a NetZero program. Is it something else to say that there will not be interactions with law enforcement it But we live in a society where law enforcement is part of what we interact with. So we gotta find a way to do that interaction. We will be an escrow problem or something, like else. I don't think we need, we know until we look at it objectively. But they're the survey process. I'd like a component of it to really have this fundamentally asked, What is it that we want to do and then how best to accomplish that? I know that in part, after having a conversation with a retired sheriff, I'm who, uh, we have a very good conversation on this, and he reminded me, you know that, you know, Sheriff Baker put that's a rope program in place with much more of a counselor mentality when it started. But Aziz, this gentleman recognized it was really post 9 11 that everything shifted too much more of a punishment, an arrest mentality. So I think in our process they would also be good to look at some of the history of the program. So that's kind of a comment in a point, just hoping that we can get sort of what is that we want to do as part of the survey on the question that I have is what is the preferred mechanism for the board to, uh, offer. These are pieces of information that we really need, You know, I see in your timeline, and I appreciate the updated timeline, but you're looking at providing board members with data no later than August 18th. That's a month away, knowing the time that it takes to sort of generate things on. You know, I'm wondering what has been thought about, you know, kind of like what we do with our budget meetings and what not. Do you have ideas of a mechanism for the board to say, Hey, these are points on of information where we would like additional data and related to that. I believe it's important the board have access to some confidential levels of data. Some of the data, you know, could become pretty close to personnel records. I'm because of staff involvement, school involvement and so on. And just like our school safety committees, that information is not public record. Same time. I think it's critical for the board to be ableto review some of this information that is likely to be more confidential. So what's the process to get? You know, here's the questions that we need data about and what's the process To make sure that board will be able to review on even data that has privacy issues, that we need to be more careful about you, not Mommy was that question for Mrs Smith. I that could be or it was the capital active Gardner could be for super denim. Or, I mean, I think it's a process a related question on. And it may even be partly Mr Bloomberg question, because access to all of the information at the level of detail that I think I feel like we need is a board to review would sort of be like laying out safety plans from a school, which we can't do that that would create more of a security risk and yet we have to be able to review those. So I think there's multiple levels I was going to say. I think that we may need to create a list, sort of, ah, chart of what we're looking at. What's will be disaggregated, what will be in different formats. Four week for board review to see and then determine the setting in which it's best to review it. And from a legal perspective guy Jonathan Month are. And from a legal perspective, there's not a problem with the board having access to any and all information, however confidential. It's just what setting with that would be in a Skaff, he said, if it's confidential and that would be closed session to protect it. But but the board certainly is entitled to, and there's no legal barrier to the board seeing any and all information, however confidential. So I appreciate that, you know, like I think it's important that gets worked into the process as we go forward. Thank you, Dr Martin. Miss Johnson Hospital got to You got a pen and thank you very much. I certainly agree, Mr. Certainly the last comments he made Prior Teoh. Dr. Barton and letting us know kind of kind of your thoughts about the opportunity and purpose of the ad hoc committee. While I'm certainly glad we're gonna have it, Um, I still have quite a few questions, but before I start the questions, I do want to ask my simpler first. Maybe. Which was Do we have a response back from the question at our last board meeting around the flexibility of that funding? Will we go into this meeting knowing the flexibility question that I asked Miss more for Mr Bloomberg? So let me let me just take a stab at that. It is my understanding. But the dollars that are allocated to district to support one SA Roper High School, which is the 37. 38,000 Mr Smith has referenced, come in a category that does allow flexibility for it to be used for other things that would presume that we are. You either don't have been Soro program in the district, which is a potential outcome or its modified in some way. I do believe that we have access to use those funds for other things on, and I think there was another follow up question that, you probably are going to ask is the extent to which, whether or not we are required to have sa rose and schools and there is not a requirement to have sa rose and schools. So I think that between the two of those, it opens up options as we move forward. That used to please clarify if I miss something that is correct. It's more that that is correct. It comes from a category of funds that have been accessed over the years to support an S R O program. But from my understanding, there is some flexibility with regard to that categorization. And while it's not in ST Statue, it's been State got its for best practice with regard to S Rose in the school campus. And that's what has been the guideline. Currently think thank you. And you did answer my following questions. So I certainly appreciate you, uh, thinking ahead of me on that. I appreciate that. Um, I'm glad we actually have the answer, because I do think, you know, in this creating a committee and transparency to the communities we discussed This is that that was important for me to know, going in And you also stated before in the middle of answering that this does, in my opinion, give some clarity around how broad this committee feedback and thinking and talking could be. And I and we all certainly know from the petition from our students on the work that they've been doing to galvanize. I certainly think it's important that we hear their voices that are able to say that we're asking. And you all have gotten those answers for for us from the last board meeting as a step forward of for me goodwill and showing a faith that we are truly as a bored listening and asking questions so that we can come to the table for this larger discussion with with what we know now to be options. Because certainly I can tell you, um, as someone who attended school in North Carolina too old to have had an S r o officer, I certainly was under the impression that we were required to have a sorrow officers at the high school level. So I'm gonna guess that this is some clarity for a lot of people. Um, who have been curious about that. So thanks for thinking ahead of me and asking that question. I appreciate that the the the other questions are probably probably a little bit more detailed in you. All can determine who's gonna answer them, um, partner or miss more Or Mr Sutton. Um, but I want to say, in terms of transparency and inclusion that, you know, I will continue to bring up students. As you all know, students actually provide. Provided me the best data before we got, um Mr Smith stated that we had a group of students who we actually did get, at least in my district are response for a local law enforcement about how much money they are investing in our school resource officers. And so, you know, I will note that our students actually got 80 for me that I had never seen before. And I think it's important to acknowledge that that their voices hopefully will be at the table and certainly putting my plug inch of Mr Sutton, who, you know, have expressed a lot of interest in this committee but certainly want to ensure that my colleagues know that I think it's also important that we talked to people involved people at the on set just like we did with our strategic plan, but engaging people who were impacted. And that's our students and families who have had those Soro office referrals that are showing up in the shark. But Mr Smith just showed us because who better to share with US ideas and responses than those people who are impacted by the very system that we're talking about? So I think it's important to know that because all of us have gotten a lot of requests and seeing the petition from her students. And that's certainly one thing I think is worth lifting up his buddy talk about Mr Next about what this committee is gonna look like. Thea, Mr Haggerty already brought up. And I'll just, you know, express, um, make make maybe oil step further. But I think this is similar to what Mr Hanging he was saying, and that is being very clear with people about what we're going to do with the information collected. Um, we we have a lot of we have our standing committees and people give us feedback, and sometimes that feedback has folded into the outcomes that we have, and sometimes it's not and I think I think that there certainly back to the spirit of transparency and this being created as a result of the call of the community asking us on to really do a deep dive into this is that I do think we should have a conversation. Is this going to be a group of people who take into consideration what shared with us specifically by those people have been harmed by this system or or as a board, are we going to make our decisions based on another center factors? And we may not know that yet, but I definitely think for for all of us as we vote to create a committee, that we do have some some real conversations and thoughts about what our expectations are in mind is certainly that if we're going to get feedback that were that were legitimately going to include the feedback on and not leave the decision making to those who are going to be most impacted. Um, and you know, I say this all the time in training in my day job training boards is it's really hard for people just to just a franchise themselves, and certainly this committee will include people that could potentially be disenfranchised, like our partnership. When some of the law enforcement agencies we may really walk out of this with no sa rose or some where along that continual and so by including people, by the mere fact who were impacted by it. I think we have to be honest about Are we truly engaging stakeholders outside of law enforcement and the school system, or are we truly going to take the feedback and are open to any options that might come out of this on? I heard Mr says response to this, But I think that we have to keep being barren, clear to the public about what our intentions are and how inclusive or not we will be with the feedback. And are we really willing to include people who are most impacted by this? Um, then my last question. Um, Mr Smith, I don't I know that I didn't ask this question directly, so I don't know that it was asked prior to now, but But that is we can't ask multiple times. And I got a list of emails reminding me that this bus that have not been asked and that is what our process is for currently placing sa rose. Um, and so if you have that, you can share that now. But I certainly think that that's going to be a necessary piece of information for this committee to start with. And that is for because I don't know that as a board member, for us to be fully aware of how and who chooses which law enforcement officer particularly is placed at a school is a as our officer. What what's that process was the job description. I don't have any of that information. I certainly think it will be important for us to someone answer that question publicly to people who have been asking. But to that, the committee certainly have that in the habit of documents that the work with the work starts. But that will be substantially defined an outline for for remember, Yes, ma'am, that's a great question. Uh, and so, uh, what the process essentially looks like. Yeah, the officers are employed by the local municipality, so they identify through their processes. And so they're The processes could be different at different agencies. I don't have one specifically that can point out, Uh, the local municipality or the sheriff's office, depending upon who is making the placement would identify the officer that they think is a good fit to be in in a school. And they go through a process of certainly they've gotta be certified at some point. There is some leeway provided for the MOU that they are start ified as a as an s r o uh, with the basic guests are a certification as well as C i t. Intervention training. So, uh, I don't know that that's answering it the way that it needs to be answered. Uh, I mean, there, there, there are some parameters in place, uh, for the mou, but also moment. Mainly the process has done internally at the law enforcement agency. And certainly that would be an area that I think should be looked at in this next upcoming year. See if there's some things that we can do. Teoh. Yeah. If if the board provides that direction, then that's what we should do. Going forward. And if I If I may interject news, Johnson Hostler hope you can hear me. OK, I would I would just note that part of your question is addressed Someone an Article two of the s R. O M O U. Paragraphs 12 and three. Talk about the qualifications of Passaro's toe. Mr Six Point about training. And also in the second paragraph on a Simon of asylums. There is some parameters provided there about what background sa rose should have before they are promoted to your stressors of the on. And certainly we can provide more detail about the process itself. But I did want to direct your attention to one section of the MOU that would provide some details about that. Yeah, thank you. More. I have it in front of me. So I am aware it's there. And that's why I'm asking the question, because it doesn't really speak to what WC PSS does, which it sounds like we don't we just use those qualifications and let the local law enforcement so all that to say more. And yes, I fear mou. But Mr Smith actually answered my question and that local law enforcement each agency makes that determination so he ultimately answer what the question was which I take your point, Mr Smith. I certainly will be recommended that that that not be the only way that we have placement? Um, in our schools. I mean, I guess I am a little surprised that there is no feedback from W c p SS. I mean, qualifications air, quite frankly, easy and simple to come by because most of them are already sworn officers. Soon of the Soro is a training program which I think you all know. I don't been a trainer for them for many years. So that doesn't really, in my opinion, speak to the process in which we have adults in the building for me. I mean, if they're in our buildings there, just like our teachers and everybody else we hire and Debbie CPS is certainly even with our contractors. We know that we have expectations of people in our building that go beyond their professional qualifications, and that's really the question and that I'm asking our board to be considering in this conversation is truly with as our officers, then in my pain, clearly de BCPs Esther to have should have far more say in what's happening in our buildings, as we do with any other professional, including other contractors that we use like our custodians. We've had this conversation that that the job in schools go beyond qualifications and professional certifications. So thank you, Mr Smith, for answer my question and for doing a follow up on what I'd certainly like to see in the future can I wouldn't like to add 11 bit of a piece to that. And this is certainly not the norm. Uh, there is a lack of consistency and have us that selection process is in play. Some of the mentalities have reached out in the past to the school administration and talk with them as to what type of characteristics they might want to see in an officer and or actually to meet the officer ahead of time. Uh, maybe more than one officer to see which one might be a good fit. But that's certainly not done consistently across the board. And, uh, and for your point, I think it probably it would be a good good area for us to look at moving down the road. Thank you. And that's very helpful to know that there are agencies who who have been doing that. They certainly probably can provide some feedback on that as well as those administrators have been involved on the other side of receiving that, um, feedback. We're providing that feedback to those municipalities. Thank you, Mr Flynn. Thank you, Miss Johnson. Hacer. I will, if you will allow me out. Respond deeper to your your question regarding their closing the inclusiveness of the committee when we get to that point on the action agenda tonight. Perfect. Thank you. Um, one start wrapping this discussion up. So I've gotten his cash Knicks, and I'm just Kushner like, you've got an additional question. Then we'll move on trying next. Topics on his cash. Good afternoon to you. Hi. I just have a quick question. I First of all, I absolutely agree with Dr Martin, and I think we need to go back and look some of the history I was on the board in the nineties. When we put the sa rose, it was much more than 9 11 There was a lot going on in our schools at that time, and I do's. I want to say that I had the opportunity. I was not schooled in this area. It all very new to the board, but I didn't have the opportunity to work with two of the smartest community leaders I've ever been involved with, and that was share of John Baker and by care. Harry Webster and Sheriff John Baker was very impacted by what was going on in our schools, and he wasa, as Dr Martin said, very interested in being a part of the solution more than anything. And so I learned a lot from him. He's probably one of the biggest community leader that I think I've ever talked to. Um, and I What I ask my question, that was a comment, of course. Sign what? What I want to ask is that if we get into this as we get through this, are we going to end up or is it still about the debate or the questions? Will we end up with one size fits all schools, or will there be different things that we are able to try in different schools was getting out? Take a stab of that. I, You know, at this point, I think, uh, there's nothing that's off the table A to this point, and I don't think there's anything at this point that is predetermined, you know? So so again. We want to take this time. We've got the better part of a year to, you know, look at all options to consider all options and move forward. And I would I think where you're going is that you're right, that there's no one size fits all, uh, and that we have different situations, environments at different schools. We may look at Safeco security at a high school in a different way. That we look at it on a middle school. Uh huh. So again, I think there are a number of options on the table. We don't want to limit our thinking again. I want us to be extremely opening out, thinking on and that all options on the table at this point. Thank you. All right. Uh, Miss Cushing, did you have another sudden Thank you? I had a quick follow up given comments by Miss Johnson Holster and Dr Martin and I was wanted at Mr O Keefe and Mr Bloomberg, I know we're not required to have estar who's in our schools, but are we required to have some MoU? Our relationship with law enforcement is knowing that some of our most difficult examples of um, policing have come from responders who are not sa rose, but we're responding to incidents at our schools. And I would actually want us to consider having an MOU with law enforcement regardless, so that we have some agency and giving law enforcement our expectations of how our students and staff we're gonna be treated when they come onto a school ground. Or can we just do that in policy? There is nothing to preclude. Um, so obviously, let me start with if there is a continuation of sa Rose and I know everything is up for discussion. But if there is a continuation of s era certainly would want an MOU that spells it out. That's just sensible when it's. But if, in the absence of an mou, yes, there would still be a relationship between the school system and law enforcement and there would there would be no prohibition on if law enforcement were willing to have it. An MOU that would govern that, um, in the absence of an MOU, then there would certainly be an already is policy in place and further policy that's under review. Thank you. May I just want to make sure that we're being proactive and having relationships with our community law enforcement that spells out our expectations of how our how they will be when they come onto our campuses. Thank you, Mr Sutton. I'm cognisant of the time because I know we're waiting to get to the next time. Thank you, sir. And I just answered that I came on the board, Of course in 2000. For what I can recall, we that there was a feeling that we had that that law enforcement had a significant presence in our buildings on our campuses on that we needed an mou Teoh again to describe that relationship are prescribed that relationship that was not one in place. So it was important to have that the underpinnings of that relationship spelled out on that was when that first came on you was created and repacked. One since the to my knowledge is Mr Bloomberg said, we're not required to have one, and he Omar may speak to Criminal Justice partnership agreement. I think that at this point is the only mou, if you will, that then I think is required by statute. When when the justice partnerships were put in place here recently on. There is work that's being done to continue to crafts that Mou Morrow. Jonathan, Can you speak to that? Am I correct in that? Sure, there's something. I'm happy to speak to that. So you're correct that there is a mandate for school justice partnerships in each judicial district in the state, however, the mandate is tactically for a group of stakeholders and leading law enforcement looks from the court system, school administrators of personnel to come together and talk about the twin goals of reducing referrals of technically criminal misconduct to out of school suspension. And also referring those criminal misconduct incidents to law enforcement for further prosecution or results that tend to land students sit in some way in juvie court. There is no technical arm and under the statute that they're being MOU or agreements signed by parties to a school justice partnership. But certainly Chorpenning and others involved in School Justice Partnership initiative have come up with model documents, and it's certainly been deep to best practice by the administrative offices, the courts to have some documents that discusses the relationship among all of its parties on Tim, his Kushner's point that could certainly be one police where the relationship between law enforcement and school system respected of any Soro program or s Romo is discussed. So I do think there'll be a point in this in this work in this process and discussion that will take a deeper dive to into that that partnership as well. And that could be a place where much of much of this eventually resides in that partnership. A swell. So thank you. Thank you all. All right. All right. Mr Smith, that Gardner. Is there anything else on this topic before Local? I think we're good chair, Sutton. Thank you. For this time. We appreciate the time that you get us Discuss this when we continue to look for to the discussions, Mr Smith. Thank you. You okay? All right, then. That moves us to our next topic on the agenda update on the reopening plans for our schools. Mr. Gordon, I'm sure you'll stay put, but I will. I start with a Super 10 and more Turn over to you and then let, uh, drop in there happening. All board members, we are providing you an update today and I'll go ahead and preface this update with us to just sort of consider, as we're listening to the information and the timeline moving forward, knowing that our next board meeting is not until the first week of August, perhaps whether or not there might be space or need for an additional session prior to them for the board as a work session again and to provide our public greater opportunity toe, listen in also, that's just something that you guys permission today. Um, so we are providing an update around a number of subjects and topics revolving the reopening. While we know at this point now that Governor Cooper has issued a statewide direction that school district's open in Plan B, meaning we cannot use plan A plants, he does still remain an option at this point. Right now, we're focusing our efforts on what Plan B would look like And, um, of course, the work around our virtual academy. But I would issue just a quick reminder that, uh, if there are any benefits to Plan B and they are hard to find, um, one would be that it is relatively easy to pivot in either direction if needed, so we will continue to keep all of those options in mind as we provide you with an update on different things in the planning part and our work today. Thank you, Gardner. Thank you, Board chair Sudden. So pretending more members of the board again for this opportunity to come back to you to provide enough data around I work associate with reopening schools for the new school year. It has just been a little over weeks. Then she was the board approved moving forward with Framework Plans, a B institute. And prior to that time, the core planning team and numerous work groups are working extremely hard to unpack all the planning considerations that had to be factored into planning within the context of health guidelines and exploring all options possible for the different plans, particularly for a Plan B following the board's action to approve that spring works for the three plans. Things have been working literally day and night to develop out the details and answer the myriad of questions that surface each day. As part of this work, I just want to take a moment to express my gratitude for the work that's being done to support the reopening I appreciate the intentionality, the dedication and the purpose for this with the team and how they're exercising the thought processes behind each decision and each component of the planning. All of this has been grounded and targeted, trying to get our students and our families are school based staff in our community. The answers they want in need about are reopening. Admittedly, at times there feel like they're way more questions than we have answers, which certainly adds to the uncertainties that arise every day. But you can be assured that teams across this district are committed to building out all of this with regard to the Plan B as well as Plan A, N C. And provide the needed support to our schools and community. Today, a lot of information will be shared with you regarding some of the details are beginning to be built out. Got in Plan B. I appreciate the presenters who will be shared that information with you today and the teams who have worked tirelessly with these respective areas that will be highlighted. So if you will join me in looking at the desired outcomes by the end of this presentation by the end of our time together for this session. An overview of the curriculum, instruction and assessment resource is that was for teachers and students. In the reopening for 2 2020 2021 will be shared with you. You will also have received insight into the scheduling details when comparing Plan B blended instruction plans, say fully online instruction and our Wake County Virtual Academy, an update on our Wake County public school virtual academy structure and the next steps to follow, as well as received information about our chair care child care programming. An element of our program that we know is a critical component is the support of Plan B blended instruction. At this time. I'm glad to invite Drew Cook, assistant superintendent academics to join our presentation, and he will share on the highlight of the work and the information that you're about to receive. Good afternoon share, sudden superintendent more and members of the board. We do appreciate the opportunity again today to share an update on a few of the many critically important components of our district. Three opening plans, like you are school staff and our families. We certainly feel the increasing sense of urgency with each passing hour and day. Despite the challenges associated with constantly evolving circumstances and ships and the guidelines and parameters that we are all working within, we fully recognize that it is critical that key decisions were made and communicated as quickly as possible, obviously so that our schools and families can plan for what is best for their students based on individual needs and or preferences, while by no means what would be able to provide all the answers to all the questions Today we do believe that we continue to make significant progress in that regard, even since we were last with you a week and 1/2 ago was, Dr Gordon indicated in our last presentation and discussion today, I will attempt to highlight some of the areas where important decisions are being made, recommended or even considered to be clear. At no point in this presentation has been the case previously, and as will likely be the case, probably forest long as the covet 19 pandemic is significantly impacting our work. At no point will you hear us make the case that any of the decisions that we're making a recommending come close to resembling the ideal state for teaching and learning under what we would consider to be normal circumstances. That said, We do believe, however, that what we are sharing represents the very best, most feasible path forward for our students at this time, based on what we know also for our schools and our families, given the options that are currently available on and as always, we will continue working to find that delicate balance between consistency and flexibility when and where needed. So as has been the case in our work sessions recently, we do have a lot of new content and information to share and discuss this afternoon. But first we wanted to take just a moment to orient you briefly to the organizational structure, or at least a part of it that were working within to give you some context on how decisions and recommendations are being made and how district wide resource is and supports are being developed and who is involved in those processes about this point. You've heard references made several times over the last few weeks to the core reopening team, made up of course, of 12 to 15 representatives and liaisons across multiple central services departments. The Tiered Instruction Committee is one of several working committees attached to that core group, which, like other committees and subcommittees, is made up of representatives from multiple central services departments and schools. As this committee's work has grown and evolved over the last month, so too has the development of various attached subcommittees within this area, each of which is focused on a particular aspect of reopening with areas of focus ranging, as you can see here from the virtual academy to summer learning to co curricular activities and athletics, just to name a few, the reopening updates that will be sharing with you over the next hour or two. It will be coming primarily from these three areas, which will include curriculum and learning infrastructure and schedules and, of course, the Virtual Academy. So this live provides just a brief overview then, of the topics that our team will be covering during this segment of the agenda will start first by sharing some information on curriculum and instructional supports two schools. I'll note that since receiving the DHHS and DPR guidelines for reopening almost exactly a month ago now, we've been a lot of our time with you sharing and discussing lots of information on plans and potential plans for scheduling an instructional delivery infrastructure across the plant A, B and C options. And of course, today we will continue those important discussions during this time. The behind the scenes we've had a dedicated team of folks that have quietly but methodically been working around the clock to design and develop what is quickly a growing inventory of curriculum. Resource is instructional materials and reference. Resource is to support the work of our teachers and schools in meeting the needs of each of our 160,000 plus students. Part of what you'll receive an update on today will include information on curriculum, instruction, assessment and also special education and as much information on this work that will be sharing in the next few minutes. It is just the tip of the iceberg in terms of the world that are, teams are engaged in an effort to as much as we can lighten the load on our teachers and schools, while at the same time helping to ensure a baseline for what core instruction looks like for all of our students across the district, regardless of which learning environment they happen to be in. Additionally, will also, of course, spend some time again providing some updated information on our plans for instructional scheduling framework and the Wake County Public School System Virtual Academy. That will include more details and parameters for Plan B, both in person and online and also again Plan C and the Virtual Academy. These topics are rightfully squarely in the middle of everyone's radar right now, given the governor's announcement a few minutes ago. So we will do our very best to provide some relevant information that will be helpful in answering some of the important questions that our families and school staff have as they seek to make important decisions in their planning and preparation for the 2021 school year. So with that overview, a bit of context at this time I'll turn it over to Michelle Tucker, director of K 12 mathematics and member of the curriculum Learning subcommittee who will take us into the presentation. Miss Tucker Peppercorn. Thank you. Thank you, Superintendent. More board chair Sutton and fellow board members for giving me an opportunity to be here today. Teoh, represent this vast team that Mr Cook alluded to that is behind the scenes, working vigorously to make sure that teachers have the support that they need to get the school year started. Um, as we look at the curriculum and learning subgroup, you'll see that there are, you know, even smaller groups that air stemming off of that to accomplish the work that has to happen ahead of us. And although there will be additional information coming forward around roles and expectations for staff across the different learning environments, as well as the professional learning that's going to be needed to support staff today, we're really gonna focus in on core instruction in supplemental and intensive support and service. Excuse me and services Aziz. We talk about the support that's being provided. As we take a look at the information that we're going to share today. We're gonna focus, really in on what are we developing to support teachers? We know that they are in an unprecedented time right now as they seek to meet the needs of the students across the different learning environments. And so, at the district staff, we are working with one word in mind and that is support. How do we support our teachers to make sure that we're meeting the needs of students? And so today we're gonna walk through, but with curriculum instruction and assessment, and some various resource is that we are creating to support teachers as they support students in the classroom. Specifically will take a look at the first resource on the next slide around the idea that we recognize that, at least at the current moment we have students who were going to be across three different learning and governments in person blended in the virtual academy are key. Here is that we want to make sure that students have consistent experiences around standards and learning outcomes, regardless of whether they are currently in person and sitting in the classroom with the teacher within Plan B, whether they're engaging in online activities during the two weeks so that home with Plan B, or whether they are exclusively online and participating and learning through the virtual academy and pacing will be about most importance here as we have students who flex in and out of the building at different times through first semester, but possibly throughout the school year and so each of the content areas are preparing a paces, suggested pacing guides who support teachers as they have to think creatively about how they're going to function within peel. Tease on who might provide in person learning who might be providing online learning, for example, but that we are ensuring that all students are focused on the same learning outcome in standards. Enter the degree possible. Using the provided curriculum from the district level. There was an example. If we have students across these three environments, and for this particular week we were to be working on addition and subtraction. We want all students focused on that learning outcome, whether they're engaging in person and Plan B, whether that's online or through the virtual academy. We also recognize that the next resource that we have the potential to have a gas that are going to exist as state students transition back into the school year when we consider how we ended the 1920 school year and so each of the content areas for math science, social studies in English language arts have created what we're calling Vertical bridge document, where we examine where we finished the school year at in March and recognize that the various are varying degrees of engagement from March until June and recognize that there are potential there that there could be some learning loss or gaps and students mastery. And so we've identified what those standards are, and then we have vertically aligned them to the next grade level, of course, so that we're communicating with teachers who are receiving those students where there may be potential gaps. The take it a step further. We are then identifying past where those gas are, but then taking a look into specific units and actually identifying a step further on prioritizing those standards to determine what may be additional levels of support that the teacher would benefit from as they seek to determine what students need. So I want Teoh communicate upfront that this next document that you see here is an elementary math example, and it will look different across our content areas on and levels, but that some level of support will be provided consistently. But let's take a look here just so that you can understand the love of support that's being provided. I'm a first grade teacher there. In the beginning, Teoh getting ready to teach Unit two. On addition and subtraction, we have recognized that there are four standards that kindergarten students ended the last year on and may have potential for gaps there. So those four standards are standards that may not have the opportunity for students Toe have mastered as a inter first grade. And so depending on the importance of those standards and how they connect to that content, additional resource is have been provided. It could be an example of formative assessment items, for example, that a teacher can use to determine a student's entry point because we recognize that some students will have loss and others will be ready to move on to the next topic or content. There may also leave the extent of creating a mini lesson where we confront load that information to students before they begin the next unit of study. They're excited about this resource and think it will be a valuable tool as teachers determine what students needs our A Z, begin the 2021 school year and also feel in some of the potential lost. I'm from the previous school year still further. We know that as we provide additional online instruction for the school year. We want to make sure that we are providing Resource is to support teachers in that area as well. And we're creating and kind of doing the research behind the scenes about the effective components of an online lesson well and have created both teacher facing and student facing lesson plan templates that will be provided teachers, where we also identify the digital tools that will help in facilitation of those different components of the lesson as well. But speaking of digital tools, we have also heard from the community from the teachers, from the students and the parents that sometimes digital tools can be too much and we can have too many of them and too many options. And so we're working as a district came to narrow that field of the suggested improved digital resource is so that we're encouraging teachers to use and thereby asking students and families to engage with, and we're also going to take it a step further where we can provide the models at the district level of what effective implementation of the two of these tools would look like. So, for example, if we are suggesting that teachers jam Board, um, as an interactive white board tool, then wherein are existent. Existing curriculum resource is, might we provide an example of that but that teachers can see how it might effectively be implemented. But there were gonna transition and talk a little bit about instruction and how we're going to support instruction both in person and online. And what we want to stay grounded in here is that regardless of the learning environment and whether we're in Plan B or C, well, whether we completely have everyone enrolled in the virtual academy, that we stay grounded in what effective instruction looks like. So we want to make sure that we continue to include the foresees. We want to make sure that we are culturally responsive in the lessons that we're developing and providing, and that as teachers we stay grounded and what expected what research says about in fact, effective instructional practices. However, we do have to recognize that there's going to be a shift in how it might facilitate some of that instruction. So, for example, if I'm in person and I have to adhere to social distancing and safety guidelines, we has appealed to. You're going to have to Can I think about how am I gonna change my facilitation when I consider that Or if I'm providing an online lesson to students, how am I gonna have to shift facilitation or what digital tools might I use that are going to promote those effective instructional practices in a virtual environment? The key here is that what we do at the end of the day as it relates to instruction, will be the experience that students and families away from this. But we will continue to review and support the idea of high quality instruction, regardless of the learning environment in which were asking students to engage next. We also again, you know, coming back to the idea of providing instructional support for teacher. So we know that, you know, as school as we know it, we are shif