agenda - durham public schools...2020/01/09 · agenda durham public schools board of education...
TRANSCRIPT
AGENDA Durham Public Schools Board of Education
Work Session January 9, 2020
Fuller Administration Building 511 Cleveland Street, Durham, NC 27701
5:00 PM
5 min.
5 min. 5 min.
10 min.
10 min.
15 min. 15 min.
1 hr. 5 min.
1. Call to Order
2. Moment of Silence
3. Agenda Review and Approval
4. General Public Comment
5. Consent Itemsa. Rebound – Contract for Consultant
Services
6. Academic Servicesa. Strategic Plan Addendum Strategiesb. Priority 4 Update
7. Summary of Follow-Up Items
8. Closed Session
• Consider confidential personnel matters protected under G.S. 143-318.11(a)(6) and G.S. 115C-319.
• Consult with the attorney to preserve the attorney-client privilege information pursuant to G.S. G.S. 143-318.11(a), including to discuss pending litigation filed at Andrew Sciacca, Jr., et al. v. Durham County Board of Education, et al., Durham County Superior Court, 19 CVS 4843.
• Approve Closed Session Minutes dated December 12, 2019.
9. Adjournment
Mission Statement Our mission is to embrace, educate, and empower
every student to innovate, serve, and lead.
Date: January 9, 2020
Durham Public Schools Board of Education
PRECIS
Agenda Item: Rebound – Contract for Consultant Services
Staff Liaison Present: Mr. James G. Futrell Phone#: 919-560-2000 x.21725 Dr. LaVerne Mattocks-Perry
Main Points: Durham Public Schools has continued a partnership with Rebound Alternatives for Youth for the 2019-2020 school year. Changes for the 2019 – 2020 school year have included DPS contributing classroom and office space at Holton/PLC, one full time exceptional children’s teacher, contracted services for conflict resolution, and an increase of $110,000.00 for the Rebound consultant services fee. The administration requests approval for the total amount of $170,000.00 (Title IV) for the 2019-2020 Rebound contract for consultant services.
Fiscal Implications: 2019 – 2020 DPS Rebound Operating Expenses
Proposed Operations and Programming
2018-2019 DPS Contribution
2019-2020 DPS Contribution
DPS Bus Transportation $28,000.00 $14,000.00
1 DPS Full Time Teacher $83,800.00 $83,800.00
1 DPS Exceptional Children’s Teacher $0.00 $83,800.00
DPS Child Nutrition Meals $0.00 $0.00
25 Elna B. Spaulding Conflict Resolutions 0.00 $7,500.00
Rebound Contract for Services Fee for 3 Rebound Staff
$60,000.00 $170,000.00
Total $171,800.00 $359,100.00
• Purpose
Information/Discussion Action Consent
Reviewed by: Finance _PL 12/20/19_____ Attorney _________
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Date: January 9, 2020
Durham Public Schools Board of Education
PRECIS Agenda Item: Addendum Strategies to the 2018-2023 Strategic Plan
Staff Liaison Present: Dr. Nakia Hardy Phone#: (919) 560-3874
Main Points:
● Original intent of the strategic plan was to always treat it as a livingdocument to address changes in DPS and the Durham Community.
● Allows the continued use of the original document without modifying goalsand benchmarks.
Fiscal Implications:
● None
Purpose
Information/Discussion Action Consent
Reviewed by: Finance __________ Attorney _________
STRATEGIC PLAN ADDENDUM
DR. NAKIA HARDY
4
STRATEGIC PLAN ADDENDUM
JANUARY 2020 - FULLER BUILDING, DURHAM, NC
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Strategic Plan 2023
Priorities Goals
Benchmarks
Strategies
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PLAN PRIORITIES
Increase Academic Achievement
Provide a Safe School Environment that Supports the Whole Child
Attract and Retain Outstanding Educators and Staff
Strengthen School, Family, and Community Engagement
Ensure Fiscal and Operational Responsibility
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ADDENDUM PURPOSE
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PURPOSE
• Original intent of the strategic plan was to always treatit as a living document to address needs in DPS andthe Durham Community
• Allows the continued use of the original documentwithout modifying goals and benchmarks
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NEW STRATEGY TOPICS
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STRATEGIES• Advanced Academics• Career and Technical Education• ESL / LEP• Multilingual Resource Center• Pre-Kindergarten (Pre-K)• Professional School Counselors• School Boundaries and Student Assignment• Special Education
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PRIORITY 1
PRIORITY 2
PRIORITY 3
ADVANCEDACADEMICS
CTEESL / LEP
MULTILINGUAL RESOURCE CENTER
PRE-KSCHOOL
COUNSELORS
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PRIORITY 2
PRIORITY 4
PRIORITY 5
SCHOOL BOUNDARIES
AND STUDENT
ASSIGNMENT
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PRIORITY 1
PRIORITY 2
PRIORITY 3
PRIORITY 5
SPECIAL EDUCATION
14
QUESTIONS AND DISCUSSION
15
ADDENDUM
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ADVANCED ACADEMICS• Promote higher levels of academic and socio-emotional
attainment for all students by ensuring middle and highschool AIG specialists have time in their weeklyschedules for talent development opportunities
• Extend advanced learning strategies/practices throughalignment of the district’s MTSS model to includeadvanced learners
• Ensure all DPS middle and high school students haveequitable access to a minimum level of advancedlearning opportunities
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Career and Technical Education• Increase Career Development Coordinator positions to
create an internal Work-Based Learning system topromote and support student engagement with futurecareers
•
• Develop and implement systems, structures andprocesses at the district and school level to ensure allstudents participate in Work-Based Learningawareness, exposure, and experience activities
•
• Develop and implement a professional learning plan forall high school staff on best-practices to support Work-Based Learning experiences
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ESL / LEP• Provide sheltered programs in elementary and middle
schools to increase support for newcomer students whohave been in US schools 0-2 years
• Provide professional learning to ensure staff are equippedwith strategies for English Learners
• Provide professional learning to schools on best-practices inscheduling to meet English-learner needs
• Provide supplemental resources that are culturally andlinguistically relevant
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MULTILINGUAL RESOURCE CENTER• Improve language access supports across schools and
the district by ensuring adequate Spanish-languagestaffing levels
• Improve language access across schools and thedistrict by hiring interpreters/translators who speaklanguages other than English or Spanish
• Improve language access supports across schools andthe district by sponsoring staff who are interested inbecoming interpreters/translators
• Increase counseling resources and trauma-informedcommunity resources
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PRE K• Provide pre-K teachers professional learning on kindergarten
standards in literacy and math to strengthen pre-K preparationfor kindergarten
• Provide pre-K teachers with professional learning and coachingon best-practices to support literacy and math development
• Ensure inter-rater reliability among pre-K teachers on theassessment tool to ensure validity of data
• Provide pre-K teachers EC school-age professional learning(FBA, BIP, data collection, strategies for children with AU, IEPdevelopment, behavior intervention strategies, ECATS, etc.)
• Provide social-emotional learning strategies for culture andclimate and trauma-informed strategies
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PROFESSIONAL SCHOOL COUNSELORS
• Improve the ratio of school counselors to students toalign with the standards recommended by the AmericanSchool Counselor Association (ASCA)
• Increase to 80% the percentage of time schoolcounselors spend on direct services toward academic,career and social-emotional development
• Employ at least one 12-month counselor at each middleand high school to ensure students are appropriatelyscheduled in courses that lead to on-cohort graduation
22
School Boundaries and Student Assignment• Evaluate priorities around redistricting, site-based
solutions, and/or new school construction• Develop capital improvement plan and strategies for
K-3 class size implementation• Evaluate existing DPS system of school choice,
student assignment policies and school boundaries /magnet priority zones across elementary, middle andhigh school levels
• Develop integrated plan, grounded in equity, thatbalances programming, policies and geographicboundaries
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SPECIAL EDUCATION• Recruit and retain high-quality certified EC and EC pre-K teachers by
providing incentives in hard to staff areas• Implement systems, structures and processes to ensure all students
with disabilities receive instruction and support aligned with researchand/or evidence based practices
• Develop and implement a professional learning plan for district andschool-based leaders to ensure consistent implementation of local,state and federal laws and policies governing programs and servicesfor students with disabilities
• Develop and implement a professional learning plan for EC teachersto ensure quality and compliant IEP development, understanding andimplementation of best instructional practices and progress monitoring
• Increase positions to create an EC/EC pre-K organizational structuredesigned to maximize behavioral and instructional support to schools
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Date: January 9, 2020
Durham Public Schools Board Work Session
PRECIS
Agenda Item: Strategic Plan - Priority 4 Update
Staff Liaison Present: Dr. Nakia Hardy Phone: 919-560-3874 William “Chip” Sudderth 919-560-2602
Main Points:
• The administration will provide an update on Priority 4: Strengthen School, Family, andCommunity Engagement of the Strategic Plan.
Fiscal Implications:
• N/A
• Purpose
Information/Discussion Action Consent
Reviewed by: Finance __________ Attorney _________
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STRATEGIC PLAN BOARD UPDATE PRIORITY 4: Strengthen School, Family, and
Community Engagement
January 9, 2020 - FULLER BUILDING, DURHAM, NC
228
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Priority 4: Strengthen School, Family, and Community EngagementWilliam Sudderth, Chief Communications OfficerDr. Nakia Hardy, Deputy Superintendent
4A
By 2023, DPS will improve the perception of each school based on the following four questions in the Teacher Working Conditions Survey:• The community we serve is supportive of this school.• The school maintains clear, two-way communication with the
community.• There is an atmosphere of trust and mutual respect in this
school.• Overall, my school is a good place to work and learn
Melissa WatsonDirector, School Relations
Kimberly HagerSr. Executive Director, Human
Resources
Janet Del PinalCoordinator, School Programs
Ondrea AustinGreg Mitchell
Karen ShankleMika Twietmeyer
4BBy 2023, DPS will strengthen family, school, and community engagement by demonstrating a 20 percent increase in the total level of parent and family participation in school programming, either by increased levels of participation in existing programs or by increasing the number of programs.
Dr. Dietrich DannerExecutive Director,
Professional Learning/Federal Programs
Dr. Deborah PitmanAssistant Superintendent,
Specialized Services
Mercedes Jaramillo-McCurleyDarneise MasseyJermaine PorterAlthia ScrivenTracey Super
4CBy 2023, every school will have a community partner that is committed to providing meaningful programs and services to meet the diverse needs of students.
Dr. Patricia HollingsworthDirector, Marketing &
Community Engagement, Public Affairs
Gregory JonesFamily Engagement Coordinator, Title I
Ondrea AustinEliza MathewAlthia Scriven
Michael Vadala
TEAM MEMBERS
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PRIORITY – GOALS – STRATEGIES
430
By 2023, DPS will improve the perception of each school based on the following four questions in the Teacher Working Conditions Survey:• The community we serve is supportive of this school.• The school maintains clear, two-way communication with the community.• There is an atmosphere of trust and mutual respect in this school.• Overall, my school is a good place to work and learn.
By 2023, DPS will strengthen family, school, and community engagement by demonstrating a 20 percent increase in the total level of parent and family participation in school programming, either by increased levels of participation in existing programs or by increasing the number of programs.
By 2023, every school will have a community partner that is committed to providing meaningful programs and services to meet the diverse needs of students.
PRIORITY 4: STRENGTHEN SCHOOL, FAMILY, AND
COMMUNITY ENGAGEMENT
4A
4B
4C31
By 2023, DPS will improve the perception of each school based on the following four questions in the Teacher Working Conditions survey:• The community we serve is supportive of this school.• The school maintains clear, two-way communication with the community.• There is an atmosphere of trust and mutual respect in this school.• Overall, my school is a good place to work and learn
PRIORITY 4: STRENGTHEN SCHOOL, FAMILY, AND COMMUNITY ENGAGEMENT
82.0%
84.0%
86.0%
88.0%
90.0%
75.0%80.0%85.0%90.0%95.0%
Annual BenchmarksCommunity
Support
% Agreement with "Thecommunity we serve issupportive of this school."
87%89%91%93%95%
80%85%90%95%
100%
Annual Benchmarks
Two-Way Communication
% Agreement with "Theschool maintains clear,two-way communicationwith the community."
82%84%86%88%90%
75%80%85%90%95%
Annual Benchmarks
Overall, a Good Place to Work
% Agreement with"Overall, my school is agood place to work andlearn."
72%74%76%78%80%
65%70%75%80%85%
Annual Benchmarks
Atmosphere of Trust and
Mutual Respect
% Agreement with "Thereis an atmosphere of trustand mutual respect in thisschool."
4A
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By 2023, DPS will improve the perception of each school based on the following four questions in the Teacher Working Conditions survey:The community we serve is supportive of this school.The school maintains clear, two-way communication with the community.There is an atmosphere of trust and mutual respect in this school.Overall, my school is a good place to work and learn
PRIORITY 4: STRENGTHEN SCHOOL, FAMILY, AND COMMUNITY ENGAGEMENT
4A
Strategy 1Establish formal relationships and collaborative structures to engage stakeholders.
Strategy 2Facilitate open dialogue with stakeholders about challenges and solutions.
Strategy 3Engage parents and the larger community in ongoing dialogue about the changes needed to prepare more students for success in high school, college, careers, and citizenship.
Diversify methods of two-way communication and monitor their effectiveness (i.e. social media, school events, etc.)Strategy 4
Strategy 5Regularly survey students, families, and school communities
Strategy 6Build a culture of collaboration and shared decision making.
Strategy 7Focus on continued professional development for teachers
Ensure teachers have the time, tools, and trust they need to improve teaching and learning.Strategy 8 33
Goal 4A: Strategies to improve the perception of each school
In Place In Progress Next Steps• Expanded community outreach
regarding school boundaries,Latinx parent initiative, and WeAre Kings initiative
• Enrollment Work Group YardSign Initiative
• Expanded use of social media atschool level
• Held “Say Yes to DPS”• Community Schools• 3-2-1 Work-Based Learning• Developed methods of capturing
success stories and identifyinginfluencers
• Development of community-widesurvey on perception of DPS
• Alignment with DPS Foundation onmarketing initiatives
• Enrollment Study with Duke Centerfor Advanced Hindsight
• Identify which schools are currentlysurveying parent population
• New Superintendent’s Staff AdvisoryCouncil and RedesignedSuperintendent’s Teacher AdvisoryCouncil
• Expansion of Teacher of the Yearevent to recognize more DPSemployees
• Training principals and APs onschool marketing
• Implement community-widesurvey
• Broader use ofSchoolMessenger to maximizecommunication options
• App Development• Welcome/Information Center• Develop internal ambassadors
to arm them with the positivesof DPS to share with theircommunity.
834
By 2023, DPS will strengthen family, school, and community engagement by demonstrating a 20 percent increase in parent and family participation in school programs.
PRIORITY 4: STRENGTHEN SCHOOL, FAMILY, AND COMMUNITY ENGAGEMENT
School Year Benchmark
2018-2019 Establish baseline data/Baseline = 80%
2019-2020 Increase district-wide parent/family engagement by 3%
2020-2021 Increase district-wide parent/family engagement by 5%
2021-2022 Increase district-wide parent/family engagement by 6%
2022-2023 Increase district-wide parent/family engagement by 6%
4B
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DPS DEFINITION OF FAMILY ENGAGEMENT
“In Durham Public Schools, family engagement is a shared responsibility in which schools, families,
community agencies, and organizations are building and fostering relationships in meaningful ways where all
stakeholders are committed to their children’s learning and development.”
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By 2023, DPS will strengthen family, school, and community engagement by demonstrating a 20 percent increase in parent and family participation in school programs.
PRIORITY 4: STRENGTHEN SCHOOL, FAMILY, AND COMMUNITY ENGAGEMENT
4BStrategy 1Utilize the Family Academy to support all schools in offering meaningful family engagement activities. Strategy 2Increase multilingual communications with all stakeholders to promote family engagement opportunities for DPS families.
Strategy 3Partner with community organizations to sponsor family engagement activities.
Establish at least three routine methods of obtaining usable student, parent and family, and community feedback regarding their perceptions of academic progress in DPS such as stakeholder collaborative meetings, online surveys, and polling.
Strategy 4
Demonstrate a 10-percent improvement in public perception of DPS as demonstrated in survey data, focus group responses to specific issues and number of positive publications.
Strategy 5
Utilize an annual parent survey to gather input regarding parent/family participation in school programs.Strategy 6
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Goal 4B: Strategies to strengthen family, school, and community engagement
In Place In Progress Next Steps• School Improvement Teams (Title I and non-Title I)
trained on evidence-based practices on family engagement
• Principals surveyed in April 2019; self-reported 80% families are engaged in their schools.
• Board policy 1310/4002: Parental & Family Involvement and Engagement approved
• Family Academy supports schools in offering meaningful family engagement activities; Thirty-four (64%) schools served requested 2 or more classes); Bilingual translation of all material
• Multilingual Resource Center in place
• District Parent Advisory Committee is comprised of representatives across Title I schools
• Multiple methods of communication utilized (School Messenger, Twitter, Peachjar)
• Coordination of family engagement support and professional learning
• Family Engagement Framework and tools
• Family Engagement Survey (Audience: Title I/Non-Title I parents)
• Duke Center for Advanced Hindsight (Parent Enrollment Study)
• Implement family engagement survey (Spring 2020)
• Develop community engagement web platform (“Bang the Table”) for Student Assignment
• Standardize Family Academy as the universal platform for all family engagement programming across departments
• Increase use of Family Academy programs in non-Title I schools
• Collaborate with Goal 4C Team to develop community and family engagement sponsorships 38
By 2023, every school will have a community partner that is committed to providing meaningful programs and services to meet the diverse needs of students.
PRIORITY 4: STRENGTHEN SCHOOL, FAMILY, AND COMMUNITY ENGAGEMENT
School Year Benchmark
2018-2019 Establish baseline data and determine equal-increment benchmarks for 2020-22 in order to reach 100 percent by 2023.
92% by Spring Survey Results2019-2020 Meet incremental benchmark according to 2019 calculation
2020-2021 Meet incremental benchmark according to 2019 calculation
2021-2022 Meet incremental benchmark according to 2019 calculation
2022-2023 Demonstrate that 100 percent of all schools have community partners
4C
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DPS DEFINITION OF COMMUNITY PARTNER
“A community partnership is an agreement between a school and an outside group whose goal is to meet a meaningful academic, college/career readiness, or
socio-emotional need for its students.”
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By 2023, every school will have a community partner that is committed to providing meaningful programs and services to meet the diverse needs of students.
PRIORITY 4: STRENGTHEN SCHOOL, FAMILY, AND COMMUNITY ENGAGEMENT
4C
Strategy 1Complete a comprehensive needs assessment at every school to identify areas that could benefit from community partnerships.
Strategy 2Identify community partners for every school that could address the school’s needs.
Strategy 3Establish relationships between schools and community partners and utilize community services in schools.
Evaluate the effectiveness of community partnerships and update services as necessary.Strategy 4
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Goal 4C: Strategies to increase school-community partnerships
In Place In Progress Next Steps● Two partnership surveys
deployed to assesspartnership needs
● Definition of SchoolPartnership
● 3-2-1 Work-BasedLearning
● WayMakers Collaborative● DPS Foundation● Community Schools● District Partnerships
● Analysis of school-basedpartnership data to assessstrengths and needs
● Listening session withschools with highestneed for communitypartnerships
● Create a strategy forsupporting schools withthe highest need forcommunity partnerships
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QUESTIONS & DISCUSSION
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