State Board of Education holds monthly meeting
The North Carolina State Board of Education holds its regular monthly meeting.
being, however, to allow appropriate consideration of the slate of items we face. We amended our original calendar date for a two day July meeting. Morris meeting will include voting on any item needing action or members are reminded that it's our duty to avoid conflicts of interest in the appearance of conflicts. Of interest is we end with the work of this board. Any member of the board? No, with any conflict of interest or any appearance of conflict with respect, any matters coming before us at this meeting. So please state them for the record. If during the course of the meeting you become aware of an actual or apparent conflict of interest, please bring the matter to the attention of the chair. Will then be your duty to abstain from participating in discussion on the matter and from voting on the matter before seeking a motion to approve the agenda. I would like to return a closing comments at the end of the June 4th 2020 meeting. In my comments concerning the State Information system procurement, I incorrectly stated that the June meeting was the first meeting that the board had received a report on this item back. The board had received reports the previous two months. I don't want to acknowledge that error and extend my apology to the many staff members who have been working on this procurement for many months prior to it coming before the board and to thank you for the meaning. More months of work ahead of us on this important procurement word. Members. You've seen the agenda for over a week and had the opportunity to review it. And I asked if there any requests for changes to the agenda. It's not a request. Emotion for approval. This chairman? Yes. When they are all I make a motion that we approved. A dinner is presented motion by Mr Hall for approval of the agenda. Is there a second? Second that gets by name. Find a candidate. Dr Townsend Smith. We called Roll. Capture the boat. Yes, sir. Mr Bucks. There? Yes, Dr Rocks and dying. Yes. Miss Cabinets? Yes, Mr Keenan. Yeah. Thank you. Mr Hall? Yes. Dr. Tick to Rogers. Not protecting Rogers. Yeah. Thank you. Miss White. Yes, Mr Chest Een. Yes, Mr Ford? Yes, Lieutenant Governor last year. Donkey? Yeah. Jared Davis. Yes. If you name this. Thank you. We haven't attended. I also like this time. Teoh. Welcome. Superintendent Dr Tony Jackson is our new superintendent adviser. We will formally recognize and welcome Dr Jackson tomorrow. But we want it falls at this moment and extend our congratulations to you, Dr Jackson, on your election. Is it Superintendent, adviser? And we welcome your expertise and advice in this meeting and in meetings ahead. Look forward to your remarks tomorrow. Thinking about a year ago, seniors Mr Miles Cyrus and Mr Grew Web graduated from our states K 12 education system. Stood before us using their voice to appeal to the board about the importance of student participation State board meetings to inform our decision when they appeared before us. Dig it. Boys had been absent from our table for some time. Following that meeting, the superintendent initiated process designated to him under statute and make recommendations for the senior and junior student advisors to assume the student advisor role this cat school whose appointment expired last month, and Mr Coke Chamberlain That provided invaluable in size to the board on many issues, including, but not limited to considerations related to code. In 19. We appreciate and continue to need their perspectives each month. Today will have an opportunity to hear student perspectives about schools and there individual experiences in our K 12 education system. I'm reminded of a statement from Mr Webb stood before us an urged us always ask dude as they are, the reason why we serve in the primary beneficiaries of the decisions that we made. When we listen to our students, we become students ourselves, learning about the impact of our decision. We appreciate the strategic planning committees work, extending opportunities for students speak to the board today. It's also worth noting that while it's things that every minute is consumed with the urgent effects of endemic, we continue undeterred in our strategic work, taking action to a race in equities and racism in our system. And we do so today by listening to our student. We will now proceed to today's many work. A note to committee chairs audience that all voting on consent in any item requiring action will become completed tomorrow. Be a Roco. I now recognize Mr James Ford, chair of the Strategic Planning Committee. Mr. Ford, thank you so much, Mr Chair, I have James for chair of the Strategic Planning Committee alongside my esteemed colleague is Jill Cam. It's, um and I consider it an esteemed pleasure to be able to introduce to you all, um, as the chair and so eloquently stated the opportunity for us to become students, uh, for the roles to be reversed, even if for a moment we're going to be hearing from, uh, one educator, consummate educator from out of weight any public schools? I'm in a creek high school, Mr Matt Xiaodong. I have to say I have the privilege of knowing met personally. And he is, uh, really, I think, an exemplary educator and one who I think demonstrates the best features of what we're looking for. But what makes his approach so great is the incorporation of student voice and those who are often heard from it. So we will have the the pleasure of hearing from some of his students today if they talk about their experiences in his class. And so with that, I will turn the floor over to Mr Shadowing. Thank you so much. A swells. Your students were joined. James. Thank you so much for those kind words. All that more back to you, sir. I'm constantly amazed our state before we get started. I want to especially thank Dr Townsend Smith, Freebird McKinney for facilitating our participation today and lifting up Chairman Davis Vice Chairman Duncan Superintendent Johnson, Board members, Advisors Thank you for this opportunity to share the work and respect outstanding young people with you today. We've had the unique privilege to collaborate with educators, community partners across North Carolina to create a culturally responsive force that centers equity civic action in our classroom. Actually speaking with you today was one of our stated civic action goals created at the outset. Of course, we're now calling art history and civics. Before you hear from the students, I'd like to share with you some context for the creation of in 2017. I was teaching African American literature, and I saw that students worm or engaged with the historical facts surrounding the middle passage enslavement in the reconstruction than the literary texts about those events, we discovered that students were simply not about these events or if they were, the information was quickly lost over or worse, sugar coated in order to avoid potentially uncomfortable moments in their classroom. To remedy this, I used more and more nonfiction and informational texts and began to get comfortable in those uncomfortable moments. This brought me to Bryan Stevenson's Just Mercy. As soon as I read it, I knew my students would love it. I immediately set out to research Stevenson's work with equal Justice initiative. Incidentally, the E. J. I had recently announced it would soon be opening their National Memorial for Peace and Justice, which honored the victims of racial terror lynchings in America. E. J. I had also created community remembrance projects that research circumstances gathered soil at sites of I learned that there was one confirmed case of a lynching in Wake County, Mr George Taylor, on November 5th 19 when I enrolled our class in this project, E. J. I inform me that two other Wake County schools have recently reached out to them. It's Boris Middle School in Raleigh Charter High School. So began a collaboration with those schools that continues to this day as a part of the Community Remembrance Project. Students research 100 year old newspaper artifacts from the NC state students gathered first person narratives from community members that work led us to the site of Taylor's. The current landowner invited us to the property to do the soil collection, but they later rescinded that offer in order to distance themselves from this event. Instead of giving up students brainstorm, they failed forward. They saw the obstacle as the way instead of being in the way. And they designed what we now call the citizens promise. A combination of an anti racist action pledge, plus an individual soil donation from members of our community as a symbolic gesture that demonstrate their taking ownership of our counties. The date we have gathered nearly 600 citizens promises from priority members, businesses, civic and faith based organizations and schools. Culmination of this project was to deliver that soil to the Equal Justice Initiative in Montgomery, Alabama, I took two groups of students down to Montgomery, where we visited the Civil Rights Memorial Freedom Rides Museum. We went to Dr King's Dexter Avenue batteries. We went to the E J eyes like missing museum and the National Memorial for Justice, and that soil was finally delivered. People Justice Initiative right now has become a part of their museums. Throughout this work, students enacted a truth telling campaign modeled on Nelson Mandela, South South African Truth and Reconciliation. In doing so, students delivered presentations to our Wake County Board of Education, Wake County Board of Commissioners at the North Carolina Museum. A pissed. They collaborated with Rollie Little Theater for their production of Blood at the Root and lead a post show discussion. Sessions with students and law enforcement officials there were helped inspire Mr Lin Council, an 86 year old survivor of a racial terror lynching attempt by local police. Officers in 19 finally shared his story. When we were at the National Memorial for Peace and Justice, we looked force at all of the panels from all of the Carolina, which brought us to the panel that had the most entrance panel for New Hanover County. All of its entries have the same date, November 10th 18 98. After a solemn moment, one of my students asked what happened when I answered that it was the racial mashing massacre and who of Wilmington 18 98? They responded with a simple question. What's that? That's when we knew we needed a new course. We had to delve into the history of our state and our nation that while it might be uncomfortable to do so, it is vitally necessary. We began to design a course where we research what he called quote hard history of our state, but always paired it with a civic action project like what we had done with J. I. Those projects would turn the student's passion and energy towards affecting positive change in part. So with the support of our principal and W. C. P S s curriculum leadership in January of 2020 in hard history and civic engagement, we studied the lasting impact of American Indian removal. We studied North Carolina's history of forced eugenic sterilization, and we did a deep dive on the race racial massacre with Wilmington of 89 Of course, Covitz. At our work short, we were not able to complete force in the way that we had planned. We had planned on touring Wilmington with documentarians who produced Wilmington on fire. We had planned to go to Cherokee County to visit with tribal elders and high school. We plan to go down to Jones Street to lawmakers to discuss how eugenics was legislated in our state, even though that to pass, we continue to seek out opportunities to engage our Recently, Gerald Givens, the president of the Rally Apex and Double reached out to our class and asked for these students to put something together that represented their take on what is happening in our country. Right. They produced an amazing video called We Are Done. That video is now being used by Mr Givens In his town hall sessions with law enforcement officials. He uses their video to uses their video so that chiefs of police around Wake County Route state hear the voice of our young, how current events impact them and where they students think we need to go. Simply stated, I have never seen students to be more engaged than in the work this as we're now looking at updating social studies standards and focusing on our efforts as educators on equity, I am so excited that you get to hear directly from our students. How impactful this kind of learning. So first, I'd like to introduce Mr Shima Person. She is a 2018 graduate of Middle Creek High School. She was a member of that first African American literature class to research tailors to travel to Montgomery. It is with great pride and excitement that I share with you that she is currently studying at UNC Greensboro, our borough become a high school history. So while thinking about the African American literature course that I had spring 2018 I realized that, you know, I had never really had such a high level of engagement in any of my classes in Wake County. Um, I did my senior project on what we're doing in this class. I went to the Lake County School Board and I found literally every way I could talk about this plus and my other classes. And so, with graduation approaching quickly, I couldn't help but feel a little sad because the class is coming to in. But but also because it really took 13 years for me to learn about history literature that was a whitewash or sugarcoated. And so I felt like this was the first time that I was truly learning something and not just, like remembering, get bored, taste. So with all that in mind, like Mr Sheldon said, I decided to pursue a degree in education, and so not only did this class, help me decide my career path, but also encouraged me to use my voice and speak out when I see inequality. And so I'm so thankful that I had the opportunity to take this class and have Mr Shelled own as a teacher. Yet I feel like more socially conscious information should be taught, like indep and core classes like history in English and not just elected like African American leadership. Because, you see, before I graduated, African American Lit was offer one semester of the entire school year, which means that few students had the opportunity to engage in courts look like this. You know, many students were not given the opportunity to learn this type of type of information, and I think that's why so many people walk around with these biases that shaped their view of society. And they get about the individuals who are left out, but also why they were left out. And so, of course, this might cost some uncomfortableness. But it's what's needed for new learning. And so I feel like it's like having the same eyeglass prescription for 13 years and then having to change it. You any experience a little discomfort to, you know, get your eyes accustomed to the new prescription. And so, as a future teacher and a person of color, I feel like coursework about marginalized groups and having why educators changed the way they're teaching this information like Mr Shall Don't Date Like I felt like he came from a place of ally ship understanding, and it was like he came into the class like, Okay, I know I'm this ball white guy teaching this class, but I'm comfortable with having this uncomfortable conversation with you guys and also having war people cooler in teaching positions because I think it gives students the opportunity to see things through a new lanes. A new perspective, um, helps him understand the biases and privileges that they hold increase engagement but also give students of color a sense of comfort within a classic they wouldn't have felt if a non personal color was teaching it. And so to elaborate more. I just feel as though if we have more black and brown representation, they're being more black and brown students taking honors and AP classes. And so to be specific, according to anti report cards and a 2018 2019 school year at Middle Creek. More than set may be present. Students were white within an AP classroom. And so I feel like some of our students that are talking today can kind of talk about how it feels to be the only person in your race sitting in a classroom and no one wants to fill out of please. So I think having representation would change that. Maggie Tsushima that seemed like a gratuitous calling out of my bald head. But I love you just the same. So next we have Mr Yancey career. Dancy graduated from Middle Creek in 2019. He was a member of the class to take the initial research into George Taylor's lynching. Developed citizens promise. In fact, Yancey collaborated with Mr Joe Whole Legend History of Integration and Raleigh, who designed the logo for the citizens. Promise he is now studying Graphic Design and C State University. Turn it over to dancing. How you doing? Everybody. And I'm sorry I don't have the camera. Uh, what I want to talk about today was recently I heard American history is gonna be shortened from two semesters semester and I'll be starting from 17 63. And I was very impactful, too, because I think that is a big leap backward in terms of knowledge that need for good reflection in the future. Not only are they missing bite over history such as early American wars with the Native Americans, the influence of religion on America and I'm slavery in the black slave trade in America. Frequently colonialism on. They're missing out a lot on that. That is big knowledge as big knowledge. And it is big knowledge in U. S. History and honestly, his can't miss kids cant miss you this information, Mrs Information because all right, I'm sorry. Kids can't Mrs Information vital information for people to learn and to reflect on because in order to progress in the past, motor for kids have good perception and good knowledge abuse from the future. They have to know about everything that happened as and then. Honestly, the curriculum for the American history isn't really good as it we've been fighting for a couple of years. Have reform into the curriculum. So kids learn more, learn more the real things that happened in America because it issue sugarcoated it is white, watched and so taking out certain parts, taking out everything creek colonialism all the way up to 7 17 64 will only be sure anything. The knowledge that his would be learning in American history and then shortening that class 21 semester when wouldn't only be more unfortunate for the kids. Considering that other information will be no, I'm down, Dump down. They won't have really much time to analyze fully process the big events in American history, which I do feel like kids deserve to be able to do because it gets in the right mindset and it gets when work perspectives to make decisions on their own and kids. Everybody knows that history repeats itself, so his nor in its history. They know what to do about it. They know how, what, how it affected us in the past and they understand what then do the process it and go on in the future. All right, you can see thank you. Next is Miss Kay with heat. She was of American literature. End our new hard history and civics A. Served as a spokesperson for our last news interviews on gas and educator conferences, and she will soon be published. Dr. Sally Michaels Upcoming book Teaching Beautiful Black. Just as a reminder, Kayla will be eligible to run for president. Take it away. Hello. My name is Kayla Keaton. Thank you so much for having us here today. So one day in my middle school social studies class, we were discussing the civil rights movement. And a classmate said black people got their rights 50 years ago. What else do they want? I remember thinking that my teachers response was pretty J. However, looking back, I'm now realizing that I do not know the answer. Either I bring this up because in my courses with Mr Schell don't. And the 44 days since George Floyd I've done extensive research outside of the North Carolina's social studies curriculum. And this is loaded content that should have been spread over many years. I noticed the curriculum likes to focus on the Revolutionary War, the Industrial Revolution, civil war, both world wars and the civil rights movement. And while this work always gets harder, the content areas stay largely the same. Our textbooks may include some of the topics were discussing today, but we don't read them cover to cover and not even college boards. AP US History accurately depicts It's black, indigenous and people of color. I just recently learned about the 18 98 woman to massacre about the loophole in the 13th Amendment, which permits slavery if convicted of a crime, and the eugenics program even the contributions of NASA scientist Katherine Johnson, among other things. And it's only natural that I questioned it. These weren't deemed weren't enough then what exactly have I learned over 12 years? I understand this may not be intentional, but it is questionable. Students of color deserved to see the accomplishments, contributions and struggles of our communities accurately reflected in the classes we sit in every year. Right now, we're left to go behind the curriculum and do extra work. My own social media is full of students of all races, seeking and sharing information regarding race relations without the guidance or supervision of teachers, to unpack what we're discovering and furthermore, when we graduate and become citizens of color, miss understanding our own history impacts the way we will live in a world that still sees race, and DNC said. Our country is constantly repeating history because we don't learn, stop making the same mistakes. Students are told to treat everyone the same, but we're not taught the full extent of what happens when racist humor, comments and ideas are taken too far. How they affect our society and how they harm real people. There's a noticeable disconnect between students in our history because of these gaps. And in my opinion, it's the reason why social media is littered with incredibly racist and sensitive content. On any given day, we could no longer a four sugarcoated information because that directed contradicts what we see on social media. Now it's almost impossible to help what is going on every day, and we need to make sense of the world instead of regurgitating backs, names and dates. After over 400 years, we need to recognize riel American history in based on the fact that we're having this conversation today, I think our stay is the perfect place, and now is the perfect time. Start changing. Thank you. Under, she will be eligible for the presidency in 2040. So finally we have Abby Rogers use a member of this past graduating class of 2020. Like Bela, Abby has bridged African American and our new heart history course and has been a fantastic spokesperson for our class meeting mediums and set. She is highly engaged with national and global youth activist specifically and environmentalism women's rights. She is set to it Turn it over. Thanks so much for that introduction. Um, And before I talk about the importance of incorporating more black history in your curriculum, I want to emphasize just kind of my whiteness and that I don't want to speak on behalf of other students, but really just a share my own experience and how I personally benefited from this type of curriculum. Um, I think that for a really long time I was used to being comfortable in my classroom and in my community as well. I never had the experience of having my voice spoken over or my history not, um, shared. Um, and I bet Okay, High School, which is a majority white school in the middle of the suburbs. I'm literally just like exemplar, exemplar early average like Super Basic and I had become so obvious of oblivious of my own implicit biases in my own whiteness that I didn't ever stop to question how that had been impacting other students that were around me in my school and how also the color of my skin was just a privilege in itself, and none of this was intentional. I've never I just sat in a classroom thinking that my presence would negatively be impacting somebody else's. But when you're raised in an environment that doesn't experience racism, you don't understand how you're contributing to the problem and growing up. I exclusively attended by county public schools. I went to Middle Creek Elementary for kindergarten and stayed in the public school system until I graduated Middle Creek High School this past June, Um, and until my junior year, I was really reluctant to become engaged in conversations about race and white supremacy on and all of these topics that are really difficult to talk about but are also so necessary to talk about considering the current political climate that we're in and just the current news real. I mean, um, when you're starting to talk about Converse, about the events that are happening right now in the world, such as the shootings off George Floyd and all of the other, it senses a police brutality recently, Um, as a white person, it's really difficult to kind of communicate your feelings about that when you're not educated about the history of mass incarceration, Jim Crow and slavery and all of those topics are covered and specifically Mr Shotguns class, but also could easily be incorporated into the curriculum. Um, and I think that tape, by taking these classes, it really specifically has prepared me to not only become a better advocate on behalf of the black community, but also as a white person to just kind of learn how to take a step back and learn that my privilege is very prevalent. And, um, that my privilege makes me come from a place of not basically not ever being able to understand the black experience, um, and what it means to be black in America. And I think that's really important to understand, especially now when you're conversing with your peers who are people of color who do come from marginalized experiences. It's really important to be educated about that and kind of be mindful of, um, really just our differences, um, so that we can move forward and progress in a society where everybody heals just safe and comfortable to speak about who they are and, um, what they're doing. Thank you guys. So, members of the board, it is a tremendous understatement to say that I am out of these kids. I often times feel woefully inadequate as their teacher. When I hear them say these things and you'd with things that they've done last, it is truly my pleasure. So at this point, we'd like to open it up for questions. Members. Hi, this is Mariah Morris, and I was wondering if I could make a comment. This is not a question, but comment. I just want to thank each student and Mr Sheldon for having the courage and the mindset toe come speak about your experiences in our public schools and share this positive experience with everyone around the state listening as teacher of the year. I just want to thank you, Mr Sheldon, for growing yourself and pushing yourself and finding curriculum that has so deeply touched and reached your student into the students who share dollar amazing rock stars. And you are already becoming our next generation of leaders and that we thank you. Thank you. Miss Morris. Mr. Ford is J Bay. Please go ahead. Uh, Mr Boxing, First of all, I just want to thank, uh, everyone for the presentations and what I would say. It's kind of a humbling few minutes hearing about not only your experiences in this class, but perhaps things that you don't feel like you received from the 13 years of education in the system. And so I feel humbled by that and challenged by that. The second observation is just how much to me you embody the adage that when you when you challenge students, they raise to that level of expectation. And I think this is a challenging, class challenging subject matter, challenging to you to bring not only your perspectives, but to be open to other perspectives. And it's clear that if the impact of this course has been significant, largely because of your ability to raise to that level of discourse, and it's not just impressive, it's it's exciting to see that play out. I'd love to direct a question if I could to Mr Sailed own about the level of support he feels Not just she would need for these kind, of course, is obviously done. An incredible job constructing a course which has had the kind of impact its ad. But when you think about your colleagues the kind of support you feel or would be important so we could see opportunities like this, uh, more common occurrence in the system. Thank you so much, Mr um, Yeah, I try to model for my students that I've had to be come a learner all over again. Kind of like what they mentioned what they missed in their experiences in the classroom. I surely missed when I was a stew. And I think as teachers, we tend to teach what we were taught, how we were taught it. And I had to go and learn all this stuff first myself in order to be a conduit for that for my students. Luckily, I have some amazing colleagues in my building around my county that I could lean on and they turned me on to Great resource is projects. So I felt tremendously supported in my county, especially one of the pictures you saw there was Kashima sharing her experience with our board of Ed. And I cannot hype up the Wake County Public School Systems curriculum office. Enough because we literally had not let left the building before. Superintendent for instruction, curriculum and instruction really ran after us and said, I want to come and talk with your kids and they were in our classroom the next week. It was the first time I had ever seen this. He had district level officials in our room with a pad of paper and a pen. They didn't do any presentation. They didn't do any speaking. They sat down and they just the kids told them a what they wanted to know and the impact of what learning about this has had on them. So I have felt nothing but supported within my county and within my building. My principal was first to kind of push it forward, put his support behind it on and then as we rolled it out, I that support has stayed in place building level. But if we were going to do this, push it out wider, which is our ultimate goal. We are going to need more PD and we're going to need more Resource is available to teachers because I will tell you it was very difficult for me to do that cell phone. I had to go and get it. There wasn't much that was just laying out from I had to go see it out. So? So if we were to see this go wider throughout the morning throughout the state, I would have to be very intentional in preparing our teachers. Appreciate the answer, Mr Ford. Thanks for letting me break in. Mr. Ford, this is Olivia. ID like Teoh. Certainly. How about the hospital? A comment and a question. Congratulations to the teacher and the students for the great work you're doing. It's must be stimulating classrooms and stimulating discussions. And the research must be provocative. My question to you, though, is heard you mention, um, rather quickly doing some investigation into the place of the American Indian in our history. I would like to know how far you plan to take that in future classes. The research, the investigation, the oral histories, um, hoping that you will treat it a bit more than a bit. Thank you. You're exactly right. It is oftentimes treated as just a bit. And that would certainly not be our intention. I'll focus. Moving forward with this class would be to teach specifically about a tribes that or Carolina. I think people have to learn about their own backyard before they go wandering down the street and learn something else. So you want to start there and then we want to go. That's through the taken students to Montgomery. That was the very first time that I've ever taken students on an overnight field trip, and I was terrified at first, and now I'm I see the power getting kids out of the classroom. That was one of the things that we truly hope to do. Um, this past semester will not. But I want to go visible, go to Cherokee High School and speak with students their about their experience. I love to visit with tribal elders to learn directly from their experience. I do not need to stand in place and speak for somebody else. I would so much rather for my students directly from the source. But the to your question specifically in this class, I would like to look at what has been the lasting impact of removal on our state and all the way to today. How has that are indigenous communities and thank you very much, Mr Ford. Just a follow up comment. Sure, as you prepare your lessons around those, those are important points in his straight I. As an educator myself and having taught social studies years ago, I think it's very, very important that you present the full history. It's not just the removal, but the reasons behind the removal. Because there is there there. There must be a full treatment to the story. That removal was very sad, desperate, agonising and remnants do persist today, but the students need to know that behind where we were as a nation, Hoover qualities at the time and and what wrong did all of that? So it's giving a 360 degree treatment off those issues. That's what I wouldn't what I would hope in what I would encourage you, um, to do as you think, through your focus on the Native American in American history. Thank you, Mr Ford. Mr. Ford. My pleasure. And I didn't know if anyone had any Mr Settle any common they're before I proceed to the next one. No, I do, we noted. And I would also add that I always want to present a full scope. Also is that not to focus purely on on victimization and suffering that went on. But I like the the resistance that went on as well. But there was a good deal of that. You know, we would definitely get into the full scope of, you know, accent in the North Carolina born president, disregarding what the Supreme Court at the time told him not to do the removal. And he went ahead and did it anyway. I mean, I would give the full scope behind that, but again, it would always leave that lead us back to the president and again having the students then try to create a project that affect some kind of positive change in our community to their local your estate live. I've learned through doing this that I can't just stand in front of the room and highlight all of this very unsettling history and then send the kids onto math labs. They have to have a pathway. They have to have a channel to do something with all of the emotions that are naturally stirred up by this kind of learning. I want to give them and their a path for them to take that in eternity. Positive change. So the ultimate end to all of that would be looking at where removal has got enough today and what impact and what? Thank you very much. Good luck to vice chair, miss, uh, Miss Camps. Thank you, Mr Ford. Um, you know, we we, uh this has been so exciting to hear about, of course, and your experiences in it and how it has changed each of you. My question, though, I'd like to focus a little bit on your K eight experience and ask you whether looking back, where do you see change needing to occur in that part of school lives? I can take this question. So for me, a large part of my che from a experience it was really focused on when I heard this. Like I mentioned in my sent Asian, those six content areas and it just felt like I could almost predict what I was going toe learn every year because we to stay within those same time periods with the same people in the same events. And the only in that I felt would really change every year was a pneumonic device or an acronym to help me remember for the tests. And so for K through A I really understand, um no explaining system. Racism to kindergartners doesn't work, but I think it needs to start younger Is that when you get older and you go out into the world and you see social media and you're getting all this stuff, you're not trying to to place it into a timeline that's already been set up for you and figure out where all his new things air fitting for yourself is. I think the perfect place to start doing that is probably in middle school. I think for me, that's when I started noticing my race a whole lot more and know that my past minutes did as well. Um, it's just being, such as even if you stay within those content areas, you provide different perspectives. For example, um, you know, the Civil War? I didn't really go into reconstruction all that much into upper middle score knife or ninth grade. I didn't know super in detail to until this past semester, and that's when I learned about about, you know, grandfather causes and how voting rights were denied to black Americans through loopholes in the legal system and how the Jim Crow era really kicked off. I didn't fully understand that until high school. When I read is learning about the Civil War early on. So it's just riding those multiple perspectives, even if you stay in the content areas about how certain decisions impacted different groups and how I think that's the perfect way to fit in what we're trying to get at you. Excellent. Um, do we have any further queries before Alan Duncan? Yes, sir. I missed that, Mr Baxter. Well, first of all, let me thank everyone for a memorable presentation. And while we have our students that I thought I would take advantage of that fact by asking this question is so relates to what they've been saying to us in your what are your thoughts about how we make our history curriculum as engaging is relevant and interesting as we can for all of our students as we move forward, based on your experience, Take this. Honestly, a lot of history is hard hitting, and it's hard to hear, but I feel like the most uncomfortable history. It doesn't have the necessary interesting, because it was bad things but I was saying is more intriguing. Kids like to learn about the real pretty stuff that happened in U. S. History, and they like to learn in a very interesting what I feel like it's been too long. Where since middle school learn normal American history just regurgitated back into our faces. And it comes to where, yes, we need to incorporate more of the real America have, like a really events were never taught. That might be uncomfortable, but learning about these things and giving these students more understanding about what they're learning. And when they start putting reception, you start getting more interest. And so that's the best. Thank you. And I just And I just wanted to add that, like, even in Mr Showdown, because we barely used technology. We always, you know, read things and the fact that he basically gave us a motive from people who were not heard and people who were forgot about. I think that that's what made the class so much more interesting. Add one more thing. Is it just what being that Mr Sheldon did that I think he did very well with you, Defied what we considered as a test. So in African American literature, most at a music video by childish Gambino. That was two years ago. This is America. We watched a documentary about 98. He brings in guest speakers or for this class. He fell into breaking speakers every other Friday or so to speak on their perspectives directly to us, and we would have that him in connection with our history. It was never hurt, even after American literature. It was never read a book. Let's read on essay and in this talk about it, it waas. This is its music, its poetry, its plays. It's all these different mediums that we use throughout our history that mixes it up, but it still has. That same message of this is the black experience, that this is the Native American experience or whatever we're looking at. And so it's looking at multiple videos. It's looking at documentaries. It's going out and doing our field trips. And so it's completely getting out of the mindset that you have to read something. You can watch something you can speak to an expert yourself, and so I think that's the way we all really got interested in because we saw it differently than any of the class. It wasn't a textbook. Biggest class class at all. Thank you. Excellent board members given up our agenda. I wanna take a moment. Personal privilege. The one say thank you. Um, you know, as they say, as a social studies teacher by trade, I'm always envious. Every time I hear Mr Shot, Dawn and his students speak because that is exactly are supposed to be done. It it does make you miss the classroom. I'd be remiss if I didn't say that. You are clearly the most important, most precious resource we have in the state. I say the unequivocally you are, like the most important important people on this call. So I want to thank you for sharing your wisdom and your insights with us. Um, and animal. And what I take away from this is that ultimately not just in history classes, but I would say across content across courses, uh, you know, there's a desire on the part of young people to learn the whole thing, right? The good, the bad, the ugly, the indifferent We have to make that our business. So I wanna thank you for teaching us today and thank you for your time and your work. It's been our pleasure. Thank you all again. So I really appreciate the opportunity. And I just put my email address in the chat. Some of the students have summer jobs, and I'm actually teaching summer school, so we're gonna have to back out of the meeting at this point. But we want the conversation to continue. So please reach out. Send any questions, and I will definitely make sure students get way. Love to continue this. Thank you all again. Thank you so much. Pleasures have a great rest of some. You up, uh, moving on our It was our first discussion item about our action frame. Um, you know, a Szmyd you want? No. The chair requested that we make our strategic plan actionable last November. Following are planning and work session there. And so you know myself, Miss Cam. It's as well as others. Planning Committee members have been working diligently on doing that on fleshing out, but it's an action framework. Uh, that operationalize is many of the goals and objectives were identified as a part of our plan. Eso we decided the best course of action in order to do that was to engage some stakeholders in that process to literally open up and to hear back from them what they would consider to be good ideas. Good. You know, tipped bullets, actual action items for our strategic planning. And so we we have engaged in addition to our committee members, individuals like you see them listed up this Kendall Mayor Mariah's our turn and see Miss Christina Spirits from the Office for Equity Affairs, Wake County Public school system. Mr. Jason Terrell, Phone. Profound. Gentlemen in Charlotte. Mr. Teach, Mr Rios from UNC Charlotte, Monsieur Spinning Robbins from Cumberland County schools. Mr. T Shirt straw from Guilford County schools. Miss Alice House and Welcher, Public Impact and Mission Maya Haynes from the West Side. Think checkers Charlotte in an effort to make sure that we're really, uh, vetting what we're doing in front of our state coders and getting critical and insightful feedback. And so I wanted before we kind of go into this kind, offer the opportunity my coach and offer any other insights into the kind of our thought process when attempting to build out the plan of action framework. This campus. Do you have anything you want to add before we dive in? You have. Thank you, Mr Ford. Um, no. First I just like to say that since the board adopted, I am, we have we have been working very hard. Specify exactly what needs to happen and what needs to change in order to achieve these goals. The have been to the last several weeks have have added a sense of urgency. I think we've all been using that word as we've been together, talking about what happens next. And I was when we when we met with these all these stakeholders who gave us and put over the last couple of weeks, their urgency was apparent to me. It was almost like many of them had just been waiting for someone to ask them what have their experience had taught them was needed in terms of change in our world. And the idea is just came pouring out. And it was it was just a wonderful experience, and I think that we've got some really powerful ideas a Z part of this framework help us really take action to move forward and affect the change we know we need. Thank you, Miss Cam. It's four members were looking at this document. You could see that it's significantly longer than the original sort of strategic plan we gave you. And that's because we thought diligently on a micro level about what specific things could be done aligned to the objectives. However, we have sort of stage these out and prioritize them. The things that you see highlighted, um, particularly in the, uh, green. I'm not mistaken. Here are the, uh, things that are in alignment with our Leandro with With With Leandro responsibly andro. And actually, uh, not to talk to Smith. Could you, uh, you know, Michael just happen a little bit. Kind of, ah. Provides a brief overview narration of the way we have the structure. Yes or no problem. Good morning. Everyone hope everyone is doing well this morning. As you know, in 2019 we set out three specific goals that we were going to meet in our strategic plan, followed by specific objectives and sometimes components within those within those buckets. So following the chairs charged, um, we had Teoh be intentional about what initiatives we thought would get us to where we needed to go. And while the list is many, we felt that part prioritizing in aligning with what we set out in the report for the 2021 action piece in Leandro was the best course of action to pursue with this work because trying to do everything everything over, you know, over this course of a year is not achievable. So we're taking small bites. Teoh, have the board consider which pieces we can start attacking immediately. So, as Mr Ford on DMA s, Jill stated earlier, under the respective goal, you have initiatives in the tan and then the things that we thought that we could attack immediately and fulfill those by the end of this 2020 Warren school year is outlined in grain. Also, this group gave us feedback on on irons that they thought should potentially be deleted as deleted as objectives. And we noticed that as well and as a reminder for the board. We stated that our strategic plan it was a living and breathing document and that we would have just accordingly. So, um, for example, that's when I get around this piece out today. Let's look at UM, let's look undergo one objective to some pieces that we know it aligns with with the Leak Leandro plan that could get us to you, improve in school climate measures or cost schools and gray levels. Some of the initiatives that were outlined were providing each grave from Kate. If I with a dedicated mental health professional or require ratio mental health professionals to be no less than a set ratio, that's those are some type examples that are outlined in this plan. So from our perspective, what we urged the board to do is t dig deep over the last over this next month so that we can get this peace approved and get toe work on some of the initiatives that are here. What you'll also notice is that some of the ideas that are outlined in here some we have already started. It was just reinforced from the group on discussion as they provided additional insights to us. Do you need anything else with that? Mr Poor do not, but I do want to take a moment to pause here. A board members, perhaps ask any questions about what they're viewing at present, Mr Forward, That's made Bristol's men. Yes, sir. So I'm excited to note at N B. A Strategic Plan action framework, we have the addition of the fast food completion, the free application for federal student aid as being included into graduation graduation data verification report that every high school in North Carolina leads including that is a field in the G d V or will allow us two for the first time in a so long. But I have been in educators to identify which of our students are being supported by their North Carolina public high schools in the completion of that's very important document, that fast form that opens up the doors to financial aid into scholarships and grants that make higher education possible. And even more important, is that we will be able to disaggregate that data by a number of different demographics, said that we can moving forward on ways to close the gaps between which subgroups are and are not completing the fast food. So what I'm appreciative of is that in a strategic plan action framework like this, we have very big picture issues, but we also have a number of very actionable stents that we can take with very little cost to help move us forward. So I'm grateful that you guys have done such amazing work on this plan. Thank you. Thank you for highlighting that Mr Bristol Smith on the any of the comments or questions, Mr Ford. And if I could ask, I do have a question. Absolutely. Thank you so much. Um, I know just enough about fast, but to be dangerous. So tell me a little bit more about it. And who at the school level works to him? Mitt, this. Make sure this process happens the right way. I know that's rewarding. No, that's fine. And to be perfectly honest, the only thing I could be able to do is enter the quest. The first question, uh, which is it's a form that ultimately allows us to explore the possibility of of acquiring student loans, right to be up to attend post secondary institutions. And so, in terms of the structure and who handles at the school level, I would not be qualified to answer that particular question. But perhaps someone else actually works, uh, up in the school environment of closer to students as they navigate their process could box rocks and done. This is Matt Smith again, and I think so. One of the things that I'm so excited about is that with the leadership of the mock future in See, Folks, we now have 99 of the 100 traditional L. E. A's in North Carolina that have signed a data sharing agreement between the N. C S C A A and their L A. So that every single high school in those 99 traditional L. E A's we have one that is not signed. But the other 99 have. We will be able to have a school advocate, someone at the school that can monitor fast for completion and ensure that those students that are applying actually complete the process, which can sometimes be complicated and sometimes gets random triggers and audits where they require follow up information. In Prior to this year, we have not been able in North Carolina to say that every single L E eight every single high school will have a an advocate who can help to make sure the kids complete that fastball form. Eso were in on the tradition, Lee a side we're in very good shape there. On the charter school side, we've seen with the leadership of Dave Machado, Price and a number of other charter school headmasters and let school leaders. We've seen an increasing number of charter school high schools have also signed that data sharing agreement. So we're in very trajectory in our state is that we are very close to having every single high school have one or more counselors, principals or assistant principals or designated official like a career coach. You can make sure that students who were going through that pass foot process are able. Teoh have somebody at the school level, even if they don't have somebody at home who's he's able to navigate it to make sure they complete that. And so that's really exciting for me because it's a much more broad level of support in North Carolina for her graduating seniors than we've ever had before. And I want to emphasize that that data sharing agreement is that is full of privacy guard rails and so at the school level. None of those advocates have income, information or any kind of information that in any way compromises the the natural privacy that we wouldn't want our families tohave. It simply prevented presents and dashboard that allows the school advocate to see the status of the fast food process. And when there is a hiccup or hitch in process that they're able to step in into, to smooth that out to make sure that that pasta gets completed. So we do know that that 90% of students that complete the Fassa actually go to college, and that kind of statistic is really important. So I hope that answers your question. Thank you, Mr Ford. That's a very good start. Thank you so much. At least it helps me kind of get a my head of wrapped around with steps already taken. And, um, that we are seeking somebody at a school level to navigate the process that I would imagine school counselors and need to be very deeply involved in that. The steps. Thank you, Mr Ford and Mr Krista Smith. My pleasure. So, you know, I I am cognizant of the time I wanted Teoh. Make sure that we didn't have any unanswered questions or comments before proceeded. It should be Mr Bucks in just two comments or moving for two observations from moving forward, or maybe three to include my appreciation to you and miss can. It's Dr Townsend Smith for this work, which big leap forward for us as a board, given the alignment with the Leandro pillars or elements seven elements I just wanted toe make two observations. One is that the Onley element of the seven that we don't explicitly aligned to here is the one regarding high quality school leaders principles. And I think it's in some ways implicit with number of the different objectives and action steps. But it might be worth having something explicit at some point in the document that recognizes the role principles play in achieving these objectives, probably especially as relates to supporting teachers. So that's one. The second is, uh, I just I see the the comment about decreasing remediation rates and my concern about deleting that is, it's It's probably the best proxy for whether we're meeting the Leandro requirement in the Supreme Court opinion that we're preparing students for post secondary access there. In fact, if we're dropping remediation rates, more students are prepared to enter credit bearing courses in our community colleges and public and private universities. That's probably the best metric that we could show that K 12 system is preparing people to succeed in post secondary education, where at least one of the best and clear is that we have so two comments for your consideration. Thank you for that, Mr Buxton. And, um so, for the record were, let the record reflect that we will circle back and add sort of something explicitly about principle leadership there. Um, that's a valid point. And just as a clarification for objective five, the response there was that it ultimately didn't look like an objective standard loan objective. But rather we would not do away with decreasing the number of students taking remedial courses, but instead, just incorporate that as a metric itself. So, um, just want to make sure. Yeah. There you go. All right. Well, if there are no further questions or comment, it's on the action framework. Um, proceed to the next item on our agenda and, uh, for the briefly want to context set. Just say, uh, listen, you know, I you know, I'm gonna editorialize by saying I don't think that there has been in recent memory, um, or at proposed time to sort of detail are explicit commitment to, uh, achieving equity and whole child, which are central features of our With that being said, we wanted to prioritise that in a way that waas material a Z many of you many of you are No. We've already adopted a resolution for the whole check. Um, that works. And we wanted to work to continue in the same spirit of those resident resolutions by offering some explicit guidelines and expectations for how we hope to achieve equity as well. November. Planning a work session, we adopted a resolution regarding our commitment to feed our Children. Um, what we felt as a strategic planning committee that what was really missing, particularly in this moment, was an explicit declaration of our commitment to equity, which we are no, is what leads students exits. You have heard from some amazing students today, and you know, they've given us diverse opinions and really important insights. Uh, we think it's important to capture our commitment to them in the form of a resolution. And thus what you have before you is a copy of the equity resolution that we have drafted on behalf of the State Board of education, which details our commitment to this idea. And so if if it's all right for you and our preface by saying it's a little bit lengthy, I'd like to read it out loud. You will have a copy of it. Our equity and education resolution from the North Carolina State Board Education. And it reads as follows. Whereas the North Carolina State Board of Education values the over 1.5 million public school Children in its trust at the state's most precious resource is girded by the North Carolina Constitution, which declares that people have a right to the privilege of education and that it is the duty of the state to guard maintained that right. With Article nine specifically detailing our legal obligation to ensure equity demanding quote, equal opportunity shall be provided for all students, end quote. Whereas the State Board of Education is charged with providing a sound basic education for every student, which includes determining and maintaining the broad strategic priorities of before the public school units of P s use in our state and where's nor cannot of constitution establishes the North Canton State Board education as a body whose duty is to make all needed rules and regulations as its supervises and administers the free public school system subject to laws enacted by the General Assembly. And whereas the North Carolina State Board of Education recognizes that historical ongoing systems of an equitable and inadequate resource allocation, punitive disciplinary practices, lack of access to and supports for teachers of color, unequal access to educational opportunities and supports implicit, explicit and implicit and explicit biases and segregation perpetuate inequities in the outcomes of students. And whereas the board acknowledges that equity is the necessary and critical component to education, that helps ensure the privilege of a sound basic education for every child. And whereas in 2019 the board adopted equity and Whole Child as the guiding principles for the strategic plan of our state, as essential to ensuring the needs of each and every child are met, defining educational equity for our state as the belief from practice of ensuring that every student is treated in a fair and just manner, providing the necessary allocation of resources for the success of every student and eliminating discriminatory barriers to full participation and opportunities for every student. And whereas research shows that the physical and emotional, physical, emotional and social health of students is inextricably linked to their academic achievement, while barriers to success for many Children includes a stomach, racism, poverty, poor health environments, nutritional deficiencies, limited access to services and infrastructure needed to support the long term health and safety that will ensure the access to a quality public education, resulting in rigorous academic attainment for every student. And whereas the board acknowledges that other state and local agencies, along with educators, parents and other community, uh, and the community are important partners, each having a significant role in meeting the needs of Children by eliminating opportunity and access gaps, each sharing a common goal, supporting the health and academic achievement of every student. And whereas every student requires a safe and nurturing learning environment to be empowered to use their voice, achieve their full potential to participating in a successful academic path, decide to produce graduates who pursue a lifelong interest in learning who are doing equitable state school system, which contributes to helping students develop the mental fortitude to become productive, empathetic citizens impacting world change. And whereas the schools are part and reflection of the local community equity considerations focused attention on pre K to 12 to the brigade jet 12 child, emphasizing the relationship between educational attainment and social and emotional learning by providing a child, whereas recognized as in that race, is that a ton of equity equity is equality of opportunity. And there is an imperative duty to construct anti racist systems. And whereas Austin's thrive when equity is grounded in every aspect of the school environment, including but not limited to admittance or exposure to rigorous coursework, the advanced Placement courses funding this aggregated in transparent data teacher recruitment and retention, school leadership, class content, instructional time, student support, school climate, early learning facilities and diverse classrooms in schools. And whereas an equity framework helps to respond social and health pandemics as well as natural disasters and assesses saying that all local education agencies commit to engaging in equitable practices under the federally approved North Carolina equity plan on the State Board of Education Policy and Strategic plan now, therefore be it resolved that the North Carolina State Board of Education embraces that week as its framework to have the greatest impact on all students. Academic success rounded inappropriate supports for student social and emotional learning and well being and resolved that the board will review and appropriately revised its policies using an equity lens. Committing to work with the superintendent of public instruction to create and maintain an equity officer to ensure consistency, continuity with the essential guiding principle inside and outside the agency. And resolve that the board would ensure culturally affirming environments in schools by urging district's that changed the racist names of the schools. Ensure that students see themselves reflected in the curriculum and desegregate schools when wherever possible to create intergroup contact with different racial and ethnic populations. And resolve that the North Carolina State Board of Education encourages public school units to remind a T. GIC plans to the broad goals the board has established for North Carolina, starting with accepting and using equity as the framework to create collaborative school community relationships. To improve students learning to meet the constitutional mandate to provide a sound basic education by offering equitable opportunities, and resolved that the board members direct secretary of the State Board of Education to enter a signed copy of this resolution into the official minutes of the North Carolina State Board of Education. I would like to say, I think I deserve a round of applause from making it all the way through that resolution. So I appreciate your attentiveness, and I will pause to offer any reflections to comment before I turn it over to our check. James, this is Alan Duncan, and this is a very, very well done statement. Um, and I'm very appreciative of the obvious high level of work. It's going into it, and I don't want to get into works. Nothing but there. Two or three places that sort of jumped out at me that can share with you. Just your thoughts, absolutely. In the fourth, where, after caught the word punitive disciplinary practices was used. I think disciplinary practices generally associate with some level punishment for a rules infraction. I think what we're really trying to get at their disparate disciplinary practices, that is, it's undeniable that that the data shows that students of color are disciplined for the exact same expense that a more severe level than not a color. Um, and so there are desperate disciplinary practices about which the equity Lynch needs to focus. So that's one thought, Um, the second thought goes down to the third resolved clause, which says, Change the racist names of schools. And I say this from a district where we went through the process. For example, we had a cock middle school in the neighborhood surrounding it is known in our city of the Aycock neighborhood. So we went through the process of examining the name in that context and went to a very respectful process, held a number of public meetings and came to a place where that name Waas changed. Uh and well, both agreed with it and some opposed it. But all felt like the process was appropriate and fair, so in respectful so that I think that mattered and when I say a respectful, respectful to what the history is, Um, in some instances, there can be in an equity lens on, and I just use a hypothetical. You could have eight schools in the county, and they're named after the eight, uh, richest people in the county, all of whom are fine people, all of whom are white. But that wouldn't necessarily reflect inequity. Lens on the accomplishments of the very people in the county would not necessarily mean their races, but it might mean that the county does need self examination from an equity standpoint. In terms of naming the schools, I'm wondering if we shoul