agenda - durham public schools...2020/01/09 · agenda durham public schools board of education...

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 _________

2


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


Reviewed by: Finance __________ Attorney _________

STRATEGIC PLAN ADDENDUM

DR. NAKIA HARDY

4

STRATEGIC PLAN ADDENDUM

JANUARY 2020 - FULLER BUILDING, DURHAM, NC

5

Strategic Plan 2023

Priorities Goals

Benchmarks

Strategies

6

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

7

ADDENDUM PURPOSE

8

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

9

NEW STRATEGY TOPICS

10

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

11

PRIORITY 1

PRIORITY 2

PRIORITY 3

ADVANCEDACADEMICS

CTEESL / LEP

MULTILINGUAL RESOURCE CENTER

PRE-KSCHOOL

COUNSELORS

12

PRIORITY 2

PRIORITY 4

PRIORITY 5

SCHOOL BOUNDARIES

AND STUDENT

ASSIGNMENT

13

PRIORITY 1

PRIORITY 2

PRIORITY 3

PRIORITY 5

SPECIAL EDUCATION

14

QUESTIONS AND DISCUSSION

15

ADDENDUM

16

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

17

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

18

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

19

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

20

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

21

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

23

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

24


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


Reviewed by: Finance __________ Attorney _________

26

STRATEGIC PLAN BOARD UPDATE PRIORITY 4: Strengthen School, Family, and

Community Engagement

January 9, 2020 - FULLER BUILDING, DURHAM, NC

228

3

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

29

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

32

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


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.


School Year Benchmark

2018-2019 Establish baseline data/Baseline = 80%

2019-2020 Increase district-wide parent/family engagement by 3%




4B

35

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.”

36

By 2023, DPS will strengthen family, school, and community engagement by demonstrating a 20 percent increase in parent and family participation in school programs.


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

37

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



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

39

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.”

40



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

41

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

1642

QUESTIONS & DISCUSSION

1743

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