7. Follow-Up Items 5 min. 2 hrs. 8. Adjournment

Transcription

1 A G E N D A Durham Public Schools Board of Education Operational Services & Policy Work Session November 10, 2016 W.G. Pearson Elementary School, 3501 Fayetteville St., Durham, NC 4:30 PM 1. Call to Order 5 min. 2. Moment of Silence 5 min. 3. Agenda Review and Approval 5 min. 4. Operational Services & Policy Work Session Meeting Minutes 5 min. October 13, Public Comment 15 min. 6. Operational Services a Bell Schedule Update 15 min. b. Final Bid for W. G. Pearson Central Services 10 min. c. Merit-Based Bonus Plan for Non-Educators 20 min. d. Middle School District Improvement Monitoring Measures Growing the 20 min. Cohort: Digging Deeper into 6-8 Data e. School Messenger Process 15 min. 7. Follow-Up Items 5 min. 2 hrs. 8. Adjournment 1

2 Date: November 10, 2016 Durham Public Schools Operational Services & Policy Work Session PRECIS Agenda Item: Operational Services & Policy Work Session Minutes Staff Liaison Present: Phone # Main Points: Administration is presenting the attached draft meeting minutes for consideration and approval: October 13, 2016 Fiscal Implications: None Purpose Information Discussion Action Consent Reviewed by: Finance Attorney 2

3 MINUTES Operational Services & Policy Work Session Durham Public Schools Board of Education October 13, 2016 The Operational Services and Policy Work Session of the Durham Public Schools Board of Education held a meeting on Thursday, October 13, 2016 at 4:32 p.m. in the Board Room of the Fuller Building, 511 Cleveland Street, Durham, NC. Board Members Present Matt Sears, Chair; Xavier Cason, Vice-Chair; Steve Unruhe, Natalie Beyer, Mike Lee and Bettina Umstead. Administrators Present Dr. Bert L Homme, Superintendent; Hugh Osteen, Deputy Superintendent of Operational Services; Dr. Deborah Pitman, Assistant Superintendent of Specialized Services; Aaron Beaulieu, Chief Finance Officer and Jon Long, Executive Director of Construction & Capital Planning. Attorney Present Ken Soo Call to Order/Moment of Silence Mr. Sears called the meeting to order and a moment of silence was observed. Agenda Review and Approval Mr. Unruhe made a motion to add Zero Based Budget Committee to the agenda as item 6D for discussion; seconded by Ms. Beyer; motion passed unanimously. Ms. Beyer made a motion to add closed session as item 10 on the agenda to discuss confidential personnel matters; seconded by Mr. Cason; motion passed unanimously. Board members unanimously agreed to add a swearing in ceremony for Ms. Bettina Umstead as item 4A to the agenda; followed by a review of the minutes as item 4B. Swearing in Ceremony A swearing in ceremony for new board member, Ms. Umstead, was administered by Judge William Marsh III. Minutes Review Ms. Beyer made a motion to approve the minutes as presented; seconded by Mr. Lee. The motion was adopted. General Public Comment Mr. Joe Gonzalez - Representing the PSTA for Durham School of the Arts - asked the administration to consider a study on sibling preference in regards to disparity starting time options. 3

4 Ms. Mika Twietmeyer - Riverside science teacher, expressed concerns about custodial services reductions. Mr. John Davis - Teacher at Hope Valley; expressed concerns about cuts to custodial services at Hope Valley. Budget Resolution (FY ) Mr. Beaulieu stated that the Budget Resolution document is required by North Carolina General Statues, Article 31, 115C-425. He indicated that each local school administrative unit operates under an annual balanced budget resolution adopted and administered in accordance with this article. Mr. Beaulieu provided an overview of the budget which included funding from six sources: state, local, federal, capital outlay, child nutrition, and grants/community education. Mr. Beaulieu also explained that in order to balance the budget the Board would be approving the use of fund balance. He indicated that $7,677,109 in the local fund and $2,080,000 in capital outlay fund would be the amount of fund balance appropriated. Board members had a discussion. Ms. Beyer made a motion to place this item on the consent agenda; seconded by Mr. Cason; motion passed unanimously Budget Priorities/Guiding Principles Mr. Beaulieu reviewed a list of budget priorities and guiding principles that are used to formulate the budget. He indicated that this information is an instrumental document that will be helpful for the zero-based committee as they formulate the budget. Board members had a discussion and recommended the following revisions to the list of budget priorities and guiding principles: DPS is dedicated to the principles of social justice and equity. Review all operational expenditures to maximize efficiency and potential savings and continued emphasis on energy efficiency. Implement a salary study to determine fairness and equity in the pay levels of all positions across the district and compare within the larger community. Mr. Lee made a motion to place this item on the action agenda with noted revisions; seconded by Ms. Beyer; motion passed unanimously. FY Budget Calendar Mr. Beaulieu presented the budget calendar that included the timeline by which financial activities will be completed. Board members expressed concerns about the timeline of the draft budget calendar and made recommendations to revise the draft calendar for the proper wording to relay the intent. Mr. Unruhe made a motion to place this item on the action agenda with revisions; seconded by Ms. Beyer; motion passed unanimously. 4

5 Zero Based Budget Committee MOU Mr. Unruhe shared a draft MOU of the Zero Based Budget Committee (ZBBC). He stated that there were questions from the ZBBC about how the committee would interact with the upcoming budget. Mr. Unruhe indicated that the draft MOU should address some of those questions. Board members reviewed the MOU and had a discussion. Ms. Beyer recommended edits to paragraph 5 to read as follows: Given the time constraints for building a budget, DPS will be using the principles of zero based budgeting to draft future budgets. Mr. Lee made a motion to adopt the MOU with the recommended edits; seconded by Ms. Beyer; passed unanimously. Githens Middle School & School for Creative Studies - Bids for Gym Bleacher Replacement Mr. Long stated that bond funds will be utilized for the replacement of the bleacher systems at Githens Middle School and School of Creative Studies. He indicated that bids were received from two qualified bidders. The lowest responsive, responsible bidder is Learning Environments for $161,000. Board members had a discussion. Ms. Beyer made a motion to approve this item; seconded by Mr. Lee; motion passed unanimously. Policy 9000 Series The North Carolina School Board Association (NCSBA) recently provided revisions impacting Policy 9000 Series. Mr. Long presented the following subset policies: Policy Prequalification of Bidders for Construction Projects. Board members had a discussion. Mr. Lee made a motion to place this item on the consent agenda; seconded by Mr. Cason; motion passed unanimously. Policy Bidding for Construction Work. Board members had a discussion. Mr. Lee made a motion to place this item on the agenda for consent with the removal of reference to Policy 9125; seconded by Ms. Beyer; motion passed unanimously. N.C. School Boards Association Policy Revisions & Updates The North Carolina School Board Association (NCSBA) recently provided revisions impacting Policy 9000 Series. Dr. Pitman presented the following subset policies: Policy Hearings Before the Board - Board members had a discussion. Mr. Unruhe made a motion to place this item on the agenda for consent; seconded by Ms. Beyer; motion passed unanimously. Policy Consultants to the Board - Board members had a discussion. Dr. Pitman shared that most of this information is included in the 9000 Policy series as a cross reference. Board members unanimously agreed not to adopt this policy at this time. Policy Board Attorney. - Board members had a discussion. Mr. Lee made a motion to place this item on the consent agenda; second by Ms. Umstead; motion passed unanimously. 5

6 Policy Liaison with School Boards Association - Board members had a discussion and unanimously agreed not to adopt Policy 2650 at this time. Policy Code of Ethics for School Board Members - Board members had a discussion. Dr. Pitman indicated that this policy was previously approved but NCSBA recommended some minor revisions. Board members had a discussion. Mr. Unruhe made a motion to place this item on the consent agenda; seconded by Ms. Umstead; motion passed unanimously. Policy Board Member Opportunities for Development - After a brief discussion, Ms. Umstead made a motion to place this item on the consent agenda; seconded by Ms. Beyer; motion passed unanimously. Policy Board Meetings - After a brief discussion, Ms. Umstead made a motion to place this item on the consent agenda; seconded by Ms. Beyer; motion passed unanimously. Policy Quorum - After a brief discussion, Ms. Umstead made a motion to place this item on the consent agenda; seconded by Ms. Beyer; motion passed unanimously. Policy Board Policies - After a brief discussion, Ms. Umstead made a motion to place this item on the consent agenda; seconded by Mr. Sears; motion passed unanimously. Policy 5027/ Weapons & Explosives Prohibited - Board members had a discussion. A recommendation was made to remove the language regarding mace, pepper spray and other personal defense sprays from page 1A. Mr. Lee made a motion to place this item on the consent agenda; seconded by Mr. Cason; motion passed 5-1 with Ms. Beyer opposing. There being no further business, Mr. Sears adjourned the work session at 6:50 p.m. and the board moved to closed session. Committee Chair Hugh Osteen, Deputy Superintendent of Operational Services 6

7 Date: November 10, 2016 Durham Public Schools Operational Services & Policy Work Session PRECIS Agenda Item: Bell Schedule Update Staff Liaison Present: Hugh Osteen Phone#: Scott Denton Main Points: Administration has been monitoring feedback on the implementation of new bell schedules for the year. Feedback on the changes is mixed and heavily tied to the impact on personal schedules. The advantages and disadvantages reported thus far from a sampling of our faculty, students, staff and parents is attached. Administration does not recommend changes to bell schedules at this time but will continue to seek feedback. Administration submits this item for information. Fiscal Implications: N/A Purpose Information/Discussion Action Consent Reviewed by: Finance Attorney 7

8 November 2016 Beginning with the school year, Durham Public Schools implemented changes to bell schedules that affected nearly all high schools and a majority of elementary schools. The summary below lists successes and challenges compiled based on solicited and unsolicited feedback from faculty, staff, students and parents. It is too early to know if changes in bell schedules have affected student achievement. Successes Implementation went very smoothly from a logistical perspective; there were some first day traffic issues, but those issues were not vastly different from the first day in prior years. Transportation reduced double runs at schools from 33 in 2015/16 to 16 in 2016/17. Elementary students and staff appear to have adjusted well to an earlier start time, although feedback has been mixed. There have been very few transportation calls related to students waiting in the dark for buses. Challenges With a 4 p.m. dismissal, there is less time for activities/sports/jobs after school; also, athletes miss more class time with a later dismissal. For active students, homework has to be done later in the evening making bed time after 10 p.m. in many cases. Self-contained EC classrooms report issues with childcare before and after school; these students require constant supervision. Primarily affects high school EC students. No early release for high school exams. NOAH occurrences have increased this year; elementary students present challenges with 2 nd tier high school runs. Early dismissing schools are often hard to reach after 3:30 p.m. With elementary schools dismissing at different times, the NOAH communications tend to last throughout the afternoon. Breakfast participation has decreased at all schools, presumably due to the change in starting times. Some high school students commented that they like the later start time, but do not like getting out of school later in the afternoon. Some after school programs, particularly at elementary schools, cannot utilize transportation. Many elementary schools dismiss at 2:15 p.m.; buses are not available under 4:45 p.m. High school students are unable to care for younger siblings that are out of school much earlier in the day. Parents have expressed to transportation staff that finding/affording child care after school is an issue. Community education is closing before school care programs due to under enrollment (down 533 students or -46.5%); affects parents and staff at 21 school sites. Wait lists created for after school programs (up 218 students or 17.5%) with staff shortages. Additional Notable Comments It is still too early to determine whether the change has had a positive or negative impact; we need to allow the change to run its course to see if it is beneficial. Have we engaged our socio-economically challenged families to see what the impact is on that population? In all honesty very few students, parents and teachers like it. However does it even make a difference with us ing you? My daughter is finally able to function like a normal teenager. She loves the new schedule and the additional sleep is great for her. 8

9 Date: November 10, 2016 Durham Public Schools Operational Services & Policy Work Session PRECIS Agenda Item: Final Bid for W.G. Pearson Central Services Staff Liaison Present: Hugh Osteen Phone#: Main Points: The board previously approved the bid from Student U to buy W.G. Pearson Central Services as the starting bid in the upset bid process. The bid was for $1 million. The bid was advertised in accordance with state statue and there were no upset bids. Administration submits the Student U bid for approval as final. Student U will be allowed to assign their offer to Self-Help Ventures Funds. Fiscal Implications: Proceeds will go towards capital needs. Purpose Information/Discussion Action Consent Reviewed by: Finance Attorney 9

10 AGREEMENT FOR PURCHASE AND SALE OF REAL PROPERTY (Commercial) THIS AGREEMENT, including any and all addenda attached hereto ( Agreement ), is by and between STUDENT U, a North Carolina nonprofit corporation ( Buyer ), and Durham Public Schools ( Seller ). FOR AND IN CONSIDERATION OF THE MUTUAL PROMISES SET FORTH HEREIN AND OTHER GOOD AND VALUABLE CONSIDERATION, THE RECEIPT AND SUFFICIENCY OF WHICH ARE HEREBY ACKNOWLEDGED, THE PARTIES HERETO AGREE AS FOLLOWS: Section 1. Terms and Definitions: The terms listed below shall have the respective meaning given them as set forth adjacent to each term. (a) (b) Property shall mean that property located at 600 E. Umstead Street, including a building of approximately 54,000 square feet on 5.9 acres (Parcel #118113), 606 E. Umstead Street, consisting of a.24 acre vacant lot (Parcel #118152), and 1202 Lincoln Street, consisting of a.24 acre vacant lot (Parcel #118135), all in Durham, North Carolina, as more specifically described on Exhibit A attached hereto and incorporated herewith by reference, together with all buildings and improvements thereon and all fixtures and appurtenances thereto and all personal property, if any, itemized on Exhibit B. Purchase Price shall mean the sum of One Million and No/100 Dollars ($1,000,000.00), payable on the following terms: (i) Earnest Money shall mean Fifty Thousand and No/100 Dollars ($50,000.00). Upon this Agreement becoming a contract in accordance with Section 14, the Earnest Money shall be promptly deposited in escrow with Seller, to be applied as part payment of the Purchase Price of the Property at Closing, or disbursed as agreed upon under the provisions of Section 10 herein. Any interest earned thereon shall be applied as part payment of the Purchase Price of the Property at Closing or disbursed as agreed upon under the provision of Section 10 herein. Notwithstanding anything contained herein to the contrary, the Earnest Money shall be fully refundable to Buyer until the end of the Examination Period pursuant to Section 6(e). (ii) Cash, balance of Purchase Price, at Closing in the amount of Nine Hundred Fifty Thousand and No/100 Dollars ($950,000.00). (c) (d) Closing shall mean the date and time of recording of the deed. Closing shall occur within sixty (60) days after the end of the Examination Period. Contract Date means the date this Agreement has been fully executed by both Buyer and Seller. (e) Examination Period shall mean the period beginning on the Contract Date and extending through February 1, Time is of the essence as to the Examination Period. (f) Seller s Notice Address shall be as follows: Mr. Hugh Osteen, Sr. Deputy Superintendent of Operations Durham Public Schools 511 Cleveland Street Durham, NC except as same may be changed pursuant to Section 12. (g) Buyer s Notice Address shall be as follows: Alexandra Zagbayou, Executive Director Student U 3116 Academy Rd Durham, NC except as same may be changed pursuant to Section

11 (h) Additional terms of this Agreement are set forth on Exhibit B attached hereto and incorporated herein by reference. Section 2. Sale of Property and Payment of Purchase Price: Seller agrees to sell and Buyer agrees to buy the Property for the Purchase Price. Section 3. Proration of Expenses and Payment of Costs: Seller and Buyer agree that all property taxes (on a calendar year basis), leases, rents, mortgage payments and utilities or any other assumed liabilities as detailed on attached Exhibit B, if any, shall be prorated as of the date of Closing. Seller shall pay for preparation of a deed and all other documents necessary to perform Seller s obligations under this Agreement, excise tax (revenue stamps), any deferred or rollback taxes, and other conveyance fees or taxes required by law. Buyer shall pay recording costs, costs of any title search, title insurance, survey, and the cost of any inspections or investigations undertaken by Buyer under this Agreement. Each party shall pay its own attorney s fees. Section 4. Deliveries: Seller agrees to use best efforts to deliver to Buyer as soon as reasonably possible after the Contract Date copies of all information relating to the Property in possession of or available to Seller, including but not limited to: title insurance policies, surveys and copies of all presently effective warranties or service contracts related to the Property. Seller authorizes (1) any attorney presently or previously representing Seller to release and disclose any title insurance policy in such attorney's file to Buyer and both Buyer's and Seller's agents and attorneys; and (2) the Property s title insurer or its agent to release and disclose all materials in the Property's title insurer's (or title insurer's agent's) file to Buyer and both Buyer's and Seller's agents and attorneys. If Buyer does not consummate the Closing for any reason other than Seller default, then Buyer shall return to Seller all materials delivered by Seller to Buyer pursuant to this Section 4 (or Section 6, if applicable), if any, and shall, upon Seller's request, provide to Seller copies of (subject to the ownership and copyright interests of the preparer thereof) any and all studies, reports, surveys and other information relating directly to the Property prepared by or at the request of Buyer, its employees and agents, and shall deliver to Seller, upon the release of the Earnest Money, copies of all of the foregoing without any warranty or representation by Buyer as to the contents, accuracy or correctness thereof. Section 5. Evidence of Title: Seller agrees to convey fee simple marketable and insurable title to the Property free and clear of all liens, encumbrances and defects of title other than: (a) zoning ordinances affecting the Property, (b) Lease as described in Exhibit B (if applicable) and (c) matters of record existing at the Contract Date that are not objected to by Buyer prior to the end of the Examination Period ( Permitted Exceptions ); provided that Seller shall be required to satisfy, at or prior to Closing, any encumbrances that may be satisfied by the payment of a fixed sum of money, such as deeds of trust, mortgages or statutory liens. Seller shall not enter into or record any instrument that affects the Property (or any personal property listed on Exhibit B) after the Contract Date without the prior written consent of Buyer, which consent shall not be unreasonably withheld, conditioned or delayed. Section 6. Conditions: This Agreement and the rights and obligations of the parties under this Agreement are hereby made expressly conditioned upon fulfillment (or waiver by Buyer, whether explicit or implied) of the following conditions: (a) Remediation. Prior to Closing, Seller shall have completed the Remediation described in Section 2 of Exhibit B. (b) Title Examination: After the Contract Date, Buyer shall, at Buyer s expense, cause a title examination to be made of the Property before the end of the Examination Period. In the event that such title examination shall show that Seller s title is not fee simple marketable and insurable, subject only to Permitted Exceptions, then Buyer shall promptly notify Seller in writing of all such title defects and exceptions, in no case later than the end of the Examination Period, and Seller shall have thirty (30) days to cure said noticed defects. If Seller does not cure the defects or objections within thirty (30) days of notice thereof, then Buyer may terminate this Agreement and receive a return of Earnest Money (notwithstanding that the Examination Period may have expired). Title to the Property shall be insurable at regular rates, subject only to standard exceptions and Permitted Exceptions. If Buyer chooses to purchase title insurance, the insuring company must be licensed to do business in the state in which the Property is located. (c) Same Condition: Except as provided for in Exhibit B, if the Property is not in substantially the same condition at Closing as of the date of the offer, reasonable wear and tear excepted, then the Buyer may (i) terminate this Agreement and receive a return of the Earnest Money or (ii) proceed to Closing whereupon Buyer shall be entitled to receive, in addition to the Property, any of the Seller's insurance proceeds payable on account of the damage or destruction applicable to the Property. (d) Inspections: Buyer, its agents or representatives, at Buyer s expense and at reasonable times during normal business hours, shall have the right to enter upon the Property for the purpose of inspecting, examining, performing soil boring and other testing, conducting timber cruises, and surveying the Property. Buyer shall conduct all such on-site inspections, examinations, soil boring and other testing, timber cruises and surveying of the Property in a good and workmanlike manner, shall repair any damage to the Property caused by Buyer's entry and on-site inspections and shall conduct same in a manner that does not unreasonably interfere with Seller's or any tenant's use and enjoyment of the Property. In that respect, Buyer shall make reasonable efforts to undertake onsite inspections outside of the hours any tenant's business is open to the public and shall give prior notice to any tenants of any entry onto any tenant's portion of the Property for the purpose of conducting inspections. Upon Seller's request, Buyer shall provide to Seller 11

12 evidence of general liability insurance. Buyer shall also have a right to review and inspect all contracts or other agreements affecting or related directly to the Property and shall be entitled to review such books and records of Seller that relate directly to the operation and maintenance of the Property, provided, however, that Buyer shall not disclose any information regarding this Property (or any tenant therein) unless required by law and the same shall be regarded as confidential, to any person, except to its attorneys, accountants, lenders and other professional advisors, in which case Buyer shall obtain their agreement to maintain such confidentiality. Buyer assumes all responsibility for the acts of itself, its agents or representatives in exercising its rights under this Section 6(d) and agrees to indemnify and hold Seller harmless from any damages resulting therefrom. This indemnification obligation of Buyer shall survive the Closing or earlier termination of this Agreement. Buyer shall, at Buyer s expense, promptly repair any damage to the Property caused by Buyer's entry and on-site inspections. Except as provided in Section 6(b) above, Buyer shall have from the Contract Date through the end of the Examination Period to perform the above inspections, examinations and testing. IF BUYER CHOOSES NOT TO PURCHASE THE PROPERTY, FOR ANY REASON OR NO REASON, AND PROVIDES WRITTEN NOTICE TO SELLER THEREOF PRIOR TO THE EXPIRATION OF THE EXAMINATION PERIOD, THEN THIS AGREEMENT SHALL TERMINATE, AND BUYER SHALL RECEIVE A RETURN OF ALL EARNEST MONEY. Section 7. Leases: Seller affirmatively represents and warrants that there are no oral or written Leases affecting the Property; provided, Seller and Buyer may enter into the Leaseback as described in Exhibit B. Section 8. Environmental: Seller represents and warrants that it has no actual knowledge of the presence or disposal, except as in accordance with applicable law, within the buildings or on the Property of hazardous or toxic waste or substances, which are defined as those substances, materials, and wastes, including, but not limited to, those substances, materials and wastes listed in the United States Department of Transportation Hazardous Materials Table (49 CFR Part ) or by the Environmental Protection Agency as hazardous substances (40 CFR Part 302.4) and amendments thereto, or such substances, materials and wastes, which are or become regulated under any applicable local, state or federal law, including, without limitation, any material, waste or substance which is (i) petroleum, (ii) asbestos, (iii) polychlorinated biphenyls, (iv) designated as a Hazardous Substance pursuant to Section 311 of the Clean Water Act of 1977 (33 U.S.C. 1321) or listed pursuant to Section 307 of the Clean Water Act of 1977 (33 U.S.C. 1317), (v) defined as a hazardous waste pursuant to Section 1004 of the Resource Conservation and Recovery Act of 1976 (42 U.S.C. 6903) or (vi) defined as a hazardous substance pursuant to Section 101 of the Comprehensive Environmental Response, Compensation and Liability Act of 1980 (42 U.S.C. 9601). Seller has no actual knowledge of any contamination of the Property from such substances as may have been disposed of or stored on neighboring tracts. Section 9. Risk of Loss/Damage/Repair: Until Closing, the risk of loss or damage to the Property, except as otherwise provided herein, shall be borne by Seller. Except as to maintaining the Property in its same condition, Seller shall have no responsibility for the repair of the Property, including any improvements, except as set forth in Exhibit B and as may otherwise be agreed to in writing. Section 10. Earnest Money Disbursement: In the event that any of the conditions hereto are not satisfied, or in the event of a breach of this Agreement by Seller, then the Earnest Money shall be returned to Buyer, but such return shall not affect any other remedies available to Buyer for such breach, including the right of specific performance. In the event this offer is accepted and Buyer breaches this Agreement, then Seller s sole and exclusive remedy shall be to terminate this agreement whereupon the Earnest Money shall be forfeited as Seller s full liquidated damages as a result of such default. Section 11. Closing: At Closing, Seller shall deliver to Buyer a general warranty deed unless otherwise specified on Exhibit B and other documents customarily executed or delivered by a seller in similar transactions, including without limitation, a bill of sale for any personalty listed on Exhibit B, an owner s affidavit, lien waiver forms and a non-foreign status affidavit (pursuant to the Foreign Investment in Real Property Tax Act), and Buyer shall pay to Seller the Purchase Price. At Closing, the Earnest Money shall be applied as part of the Purchase Price. The Closing shall be held at the office of Buyer s attorney or such other place as the parties hereto may mutually agree. Possession shall be delivered at Closing, unless otherwise agreed herein. Section 12. Notices: Unless otherwise provided herein, all notices and other communications which may be or are required to be given or made by any party to the other in connection herewith shall be in writing and shall be deemed to have been properly given and received on the date delivered in person or deposited in the United States mail, registered or certified, return receipt requested, to the addresses set out in Section 1(f) as to Seller and in Section 1(g) as to Buyer, or at such other addresses as specified by written notice delivered in accordance herewith. Section 13. Entire Agreement: This Agreement constitutes the sole and entire agreement among the parties hereto and no modification of this Agreement shall be binding unless in writing and signed by all parties hereto. Section 14. Enforceability: This Agreement shall become a contract when signed by both Buyer and Seller and such signing is communicated to both parties; it being expressly agreed that the notice described in Section 12 is not required for effective communication for the purposes of this Section 14. This Agreement shall be binding upon and inure to the benefit of the parties, their heirs, successors and assigns and their personal representatives. 12

13 Section 15. Adverse Information and Compliance with Laws: (a) Seller Knowledge: Seller has no actual knowledge of (i) condemnation(s) affecting or contemplated with respect to the Property; (ii) actions, suits or proceedings pending or threatened against the Property; (iii) changes contemplated in any applicable laws, ordinances or restrictions affecting the Property; or (iv) governmental special assessments, either pending or confirmed, for sidewalk, paving, water, sewer, or other improvements on or adjoining the Property, and no pending or confirmed owners association special assessments, except as follows: None. For purposes of this Agreement, a confirmed special assessment is defined as an assessment that has been approved by a governmental agency or an owners association for the purpose(s) stated, whether or not it is fully payable at time of closing. A pending special assessment is defined as an assessment that is under formal consideration by a governing body. Seller shall pay all owners association assessments and all governmental assessments confirmed as of the time of Closing, if any, and Buyer shall take title subject to all pending assessments disclosed by Seller herein, if any. (b) Compliance: To Seller s actual knowledge, (i) Seller has complied with all applicable laws, ordinances, regulations, statutes, rules and restrictions pertaining to or affecting the Property; (ii) performance of the Agreement will not result in the breach of, constitute any default under or result in the imposition of any lien or encumbrance upon the Property under any agreement or other instrument to which Seller is a party or by which Seller or the Property is bound; and (iii) there are no legal actions, suits or other legal or administrative proceedings pending or threatened against the Property, and Seller is not aware of any facts which might result in any such action, suit or other proceeding. Section 16. Survival of Representations and Warranties: All representations, warranties, covenants and agreements made by the parties hereto shall survive the Closing and delivery of the deed. Seller shall, at or within six (6) months after the Closing, and without further consideration, execute, acknowledge and deliver to Buyer such other documents and instruments, and take such other action as Buyer may reasonably request or as may be necessary to more effectively transfer to Buyer the Property described herein in accordance with this Agreement. Section 17. Applicable Law: This Agreement shall be construed under the laws of the state in which the Property is located. Section 18. Assignment: This Agreement is freely assignable unless otherwise expressly provided on Exhibit B. Section 19. Memorandum of Contract: Upon request by either party, the parties hereto shall execute a memorandum of contract in recordable form setting forth such provisions hereof (other than the Purchase Price and other sums due) as either party may wish to incorporate. Such memorandum of contract shall contain a statement that it automatically terminates and the Property is released from any effect thereby as of a specific date to be stated in the memorandum (which specific date shall be no later than the date of Closing). The cost of recording such memorandum of contract shall be borne by the party requesting execution of same. Section 20. Authority: Each signatory to this Agreement represents and warrants that he or she has full authority to sign this Agreement and such instruments as may be necessary to effectuate any transaction contemplated by this Agreement on behalf of the party for whom he or she signs and that his or her signature binds such party. Section 21. Brokers: Except as expressly provided herein, Buyer and Seller agree to indemnify and hold each other harmless from any and all claims of brokers, consultants or real estate agents by, through or under the indemnifying party for fees or commissions arising out of the sale of the Property to Buyer. Buyer and Seller represent and warrant to each other that they have not employed nor engaged any brokers, consultants or real estate agents to be involved in this transaction. SIGNATURE PAGE FOLLOWS 13

14 BUYER: STUDENT U By: Name: Title: Date: SELLER: DURHAM PUBLIC SCHOOLS By: Name: Title: Date: The undersigned hereby acknowledges receipt of the Earnest Money set forth herein and agrees to hold said Earnest Money in accordance with the terms hereof. [NAME OF FIRM] Date: [] By: [] 14

15 EXHIBIT A PROPERTY [LEGAL DESCRIPTION TO BE PROVIDED BY DPS] 15

16 EXHIBIT B ADDITIONAL TERMS 1. Personal Property. The following items of personal property shall remain in the building and will become the property of Buyer at Closing: (i) (ii) (iii) (iv) (v) (vi) Internet and telecom hardware (except as pertains to proprietary information, to be determined by parties walkthrough) Fire extinguishers AED Student desks and chairs currently located on the third floor Tables, student desks and chairs currently located on the first floor (to be determined by parties walkthrough) Furniture currently located in the Student U offices in rooms 205, 206, 207, 208, 209, 210, and 211 (to be determined by parties walkthrough) Seller shall remove the following items from the building prior to Closing, but shall not be obligated to repair the walls and floors exposed as a result of such removal: (a) (b) Classroom television sets Student lockers 2. Remediation. Seller shall perform the following repairs and remediation prior to Closing: (i) (ii) Complete first floor asbestos removal Patch holes in front and back parking lots on the Property 3. Right to Assign. Buyer retains the right to assign this agreement and all rights and responsibilities under this Agreement to Self-Help Ventures Fund, a North Carolina nonprofit corporation, or any of affiliate thereof ( Self-Help ), at any time prior to Closing, upon written notice to and without consent of Seller. 4. Leaseback. Seller shall have the option to enter into a leaseback agreement, in a form acceptable to Buyer in Buyer s reasonable discretion, with Buyer (the Leaseback ) so that Seller may continue its operations on the Property until June 30, 2017, including the terms described below: (i) (ii) (iii) (iv) (v) (vi) Seller shall maintain the buildings, appurtenances and grounds of the Property in accordance with the standards currently maintained by Seller, including, without limitation, cleaning, security, repair of vandalism, carpentry, grounds care, roof repair, repair of sprinkler system, burglar alarm and fire alarm reestablishment and maintenance and such other normal maintenance and repair work as may be necessary and desirable and generally performed by managers of similarly situated property, and Seller may contract with qualified independent contractors for such maintenance and repair of the Property, provided Seller shall notify Buyer in writing of any such contracts prior to. Buyer shall pay all utilities for the term of the Leaseback. Seller shall inform the Buyer of the facts necessitating repairs outside the scope of normal routine repairs in writing as promptly as possible. Buyer shall be responsible for all repairs outside the scope of routine maintenance. Seller shall obtain and maintain throughout the term of the Leaseback (i) workers' compensation and all other insurance necessary for compliance with all legal requirements; and (ii) comprehensive general liability with limits not less than One Million and No/100 Dollars ($1,000,000.00) per occurrence. Buyer shall maintain comprehensive general liability with limits not less than One Million and No/100 Dollars ($1,000,000.00) per occurrence. Seller shall be liable for and shall indemnify and hold harmless Buyer for any loss, damage, liability, cost or expense (including reasonable attorneys' fees) proximately caused by the negligence or willful misconduct of Seller in the performance of its obligations under the Leaseback and this Agreement. 16

17 Date: November 10, 2016 Durham Public Schools Operational Services & Policy Work Session PRECIS Agenda Item: Merit-Based Bonus Plan for Non-Educators Staff Liaison Present: Thomas Crabtree Phone # Aaron Beaulieu Main Points: Under HB 1030, school systems in North Carolina are being provided with state funding for non-educators, central office and non-certified personnel for the purpose of a meritbased pay bonus. The funds must be distributed based on merit and not simply across the board. A plan is required to be submitted to NCDPI by December 1, The administration recommends that Durham Public Schools focus be on employees making $35,000 annually or less. The attached document details how this plan will work and impact staff. Pay will be in the form of a one-time bonus which is not recurring and will not be subject to retirement. The date of payment will be February 28, Employees must have a Meets Expectation evaluation or higher. The amount of bonus will be $590. Administration submits this plan for action. Fiscal Implications: In addition to $469,318 from the state, other funding of approximately $274,000 will be required. Purpose Information/Discussion Action Consent Reviewed by: Finance _AB Attorney 17

18 Durham Public Schools Merit-Based Bonus for Non-Educators A one-time, merit-based bonus will be granted for employees employed in a state-funded position. The amount for use is $469,318. Per legislation, the merit-based bonus shall not be used for across-the-board allocation. The amount of the bonus will be based on performance levels for eligible employees. Employees with a permanent (full time/part time) status are eligible, including those permanent full-time employees who work a 9, 10, or 11-month schedule. Teachers are not eligible to receive the merit-based bonus. Performance Employees with a completed Fiscal Year (FY) performance plan, with an overall performance evaluation rating of Meets or Exceeds expectations are eligible. Employees must have at least six (6) months of cumulative employment under a performance plan in order to be eligible to receive a performance evaluation rating. Employees without a performance evaluation rating are not eligible. Please be reminded that the completion deadline for the Annual Performance evaluation was September 13, Extensions will not be granted without demonstrated extenuating circumstances. Disciplinary Actions Employees with an active disciplinary action on October 1, 2016 are not eligible. New Hires Employees hired on or before January 1, 2016 and who have a FY performance plan with a performance evaluation rating of Meets or Exceeds expectations are eligible. Transfers When an employee transfers (lateral, demotion, reassignment, or promotion) within schools or departments, the existing manager/supervisor shall assess performance and document progress and/or ratings prior to the transfer. If the transfer occurs within thirty (30) calendar days of the end of the interim review or annual performance evaluation, then a copy of the completed and signed interim review or the completed and signed annual performance evaluation shall be sent to the receiving manager/supervisor. If the transfer occurs more than thirty (30) calendar days prior to the interim review or annual performance evaluation, the existing manager/supervisor shall provide written performance information (i.e., documentation in the system of record or ) specific to the employee s achievement of established goals and values to the receiving manager/supervisor. 1 18

19 Merit-Based Bonus for Non-Educators November 10, 2016 Page 2 It is imperative that managers/supervisors assess performance and document ratings in a timely manner to ensure that employees are properly assessed in the event of a transfer. If it is determined that there was insufficient time to evaluate an employee prior to the transfer, managers/supervisors should work with their assigned performance management administrator to determine the appropriate action(s). It should be noted that managers failing to follow such guidelines according to policy and/or egregiously delaying review of an employee, should be held accountable and such actions or lack thereof, should be reflected in their individual performance evaluation. Leave of Absence Employees on LOA (regardless of type) must have at least six (6) months of cumulative work under a performance plan in order to be eligible to receive a performance evaluation rating. If an employee is on LOA during the time of the annual performance evaluation period, managers/supervisors must rate the employee upon return from LOA during the performance period. The Office of State Budget and Management (OSBM) will reserve monies for employees returning from LOA who meet the aforementioned performance requirements, if the employee returns from LOA on or before June 30, 2017 (fiscal year end). Break in Service Employees who separate from State service with a break in service, are not eligible. Example: An employee was actively employed since June 2015 but separated March 25, This employee was under a performance plan for at least six (6) months. If the same employee is reinstated to state government on May 2, 2016, he or she would not be eligible for the meritbased bonus due to the break in service. Separations The merit-based bonus does not apply to employees separated from State service prior to the last day of the pay period in which payment is disbursed. See the attachment for the number of employees by category who could receive the bonus and the state and locals costs involved. Payment will be made on February 28,

20 3 20

21 Date: November 10, 2016 Operational Services and Policy Work Session PRECIS Agenda Item: Middle School District Improvement Monitoring Measures Growing the Cohort: Digging Deeper into 6-8 Data Staff Liaison Present: Dr. Stacey Wilson-Norman Phone: (919) Jacqueline Ellis (919) Christopher Bennett (919) Main Points: The middle school District Improvement Monitoring Measures (DIMM) system provides an analysis of the i-ready data and helps to establish a baseline for: o cohort trends, o subgroup performance, o rapid gains schools and o best practices. The DIMM will assist in providing a common framework for understanding both district and individual school performance in order to focus our improvement efforts for students in grades 4-8 with a focus on middle schools. As a part of the review, we will discuss student growth, best practices and notable trends. Additionally, we will highlight schools exceeding expectations and identify areas of improvement. Fiscal Implications: No fiscal implications exist at this time. This presentation is for the purposes of information/discussion. Purpose Information/Discussion Action Consent Reviewed by: Finance Attorney 21

22 Operational Services and Policy Work Session November 10, 2016 Middle School District Improvement Monitoring Measures GROWING THE COHORT: Digging Deeper into 6-8 Data Dr. Stacey Wilson-Norman, Deputy Superintendent for Academic Services Jacqueline Ellis Assistant Superintendent Christopher Bennett Director, Middle School Teaching, Learning, and Leadership 22

23 District Improvement Monitoring Measures (DIMM) Middle School Monitoring Update Selected Data Sets 1. i-ready Data and EOG 2. Cohort Trends 3. Subgroup Performance 4. Rapid Gain Schools 5. Best Practices 1 23

24 DIMM K-8 Methodology Are students on track and academically prepared? (Benchmark Attainment) What is the readiness of incoming 3 rd -5 th grade students? What is readiness of incoming 6 th -8 th grade level students? What are the patterns in performance of cohorts grade levels? Academic Status Are students growing in 3-8 reading and math over time? (GROWTH) How have schools performed with subgroups? How have schools moved more students on track for CCR? Subgroup Performance What do the schools experiencing consistent improvement do differently? Who are the rapid support schools and what best practices are in place to support improvement? 2 Rapid Growth Schools 24

25 i-ready Assessment Target Audience 4-8 reading assessment tool used to inform instruction 3-8 mathematics assessment tool Assessment Cycle Teachers assess students online in groups 3 times per year (BOY, MOY and EOY) Assessment Components Conducted online, adaptive and takes about minutes per subject area 3 25

26 Assessment Instrument Information Diagnostic Reading Assessment 4-8 Mathematics Assessment 3-8 Scores Reporting Assesses reading and mathematics to the subdomain Foundational Skills Numbers and Operations Below Level District Level Adaptive and provides differentiated instructional supports Vocabulary Comprehension: Informational Measurement and Data Algebra and Algebraic Thinking On Level School Level Classroom Level Provides real-time, actionable data Comprehension: Literary Text Geometry Above Level Parent Level 4 26

27 How iready Diagnostic Adaptive Structure Works: Adapts, or adjusts, until it finds exactly the level at which students need to receive instruction When students answer questions correctly, i-ready gives them more challenging questions When students answer questions incorrectly, i-ready gives them less challenging questions In the end, i-ready pinpoints which skills each student has mastered and which skills need additional support 5 27

28 BEGINNING OF THE YEAR DATA (BOY) 6 28

29 Catch-up Keep-up Move-up Above Level Keep-Up Growth Move-Up Growth On Level Below Level Catch-Up Growth 7 29

30 Fall Distribution by Tier Percent of students on grade level (Tier 1) and below grade level (Tier 2 and Tier 3) on the fall Diagnostic assessment. Math 41% 23% % of Students On or Above Level % of Students One Level Below 36% % of Students More Than One Level Below N=12003 i-ready RTI tiers used here correspond to the Standard View, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below. 8 30

31 Fall Distribution by Grade and Tier Percent of students by tier at each grade. Math Diagnostic Student Placement 42% 36% 34% 35% 50% 54% 40% 34% 38% 46% 30% 24% 12% 24% 32% 27% 21% 22% N=2400 N=2389 N=2130 N=1577 N=1736 N=1771 On or Above Level One Level Below More Than One Level Below Math: National Percent of Students Placing On or Above Level in the Fall, Standard View K % 16% 18% 22% 30% 35% 37% 30% 32% 9 i-ready RTI tiers used here correspond to the standard view, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; 31 Tier 3 (Red): > 1 Level below.

32 Middle Schools-iReady BOY Grade Level Math Proficiency % On Grade Level by School Little River Lakewood Montessori Rogers-Herr Brogden Carrington Shepard Lowe s Grove Lucas Neal Githens <25 26%-50% 51%-75% 76% 10 32

33 Scale Score Mathematics-Standard View Average Scale Score 6 th Math 470 Average Scale Score 7 th Grade Math 473 Average 8 th Scale Score Grade Math 483 Cohort Overall at 3-4 th Grade Level Cohort Overall at 4 th Grade Level Cohort Overall at 4 th Grade Level i-ready Math is statistically aligned to aligned Quintile Framework like the EOGs and EVAAS 11 33

34 Comparison of Quintiles: range vs range Geometry Identify intersecting, parallel, skew and perpendicular lines Classify plane figures Measurement Determine Perimeter Use models to find volume for prisms, cylinders and calculate volume Operation and Numbers Round and divide whole numbers single and without remainders Use powers of ten to multiply and divide whole numbers and decimals 12 34

35 Change in % if Emerging Students are moved to Grade Level - Math Brogden +27 Carrington +31 Githens +25 School Lakewood Montessori +29 Little River +36 Lowe s Grove +32 Lucas +32 Neal +32 Rogers Herr - 31 School for Creative Studies - 28 Shepard +35 Emerging Students: Students who are one level away 13 35

36 Needs Analysis by Grade A summary of strongest and weakest performance by grade and domain Grade Strongest Domain(s) Weakest Domain(s) 3 Measurement and Data Geometry 4 Algebra and Algebraic Thinking Number and Operations 5 Measurement and Data Geometry 6 Measurement and Data Geometry 7 Number and Operations Geometry 8 Number and Operations Geometry View your Needs Analysis by Grade report under the Reports Tab in i-ready

37 Fall Distribution by Tier Percent of students on grade level (Tier 1) and below grade level (Tier 2 and Tier 3) on the fall Diagnostic assessment. Reading % of Students On or Above Level 48% 27% % of Students One Level Below 25% % of Students More Than One Level Below N= i-ready RTI tiers used here correspond to the Standard View, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below. 37

38 Fall Distribution by Grade and Tier Percent of students by tier at each grade. Reading Diagnostic Student Placement 34% 68% 45% 53% 58% 55% 42% 27% 19% 13% 14% 14% 18% 24% 28% 28% 29% 30% N=146 N=2477 N=2196 N=1689 N=1729 N=1784 On or Above Level One Level Below More Than One Level Below Reading: National Percent of Students Placing On or Above Level in the Fall, Standard View K % 24% 34% 46% 28% 31% 35% 37% 39% 16 i-ready RTI tiers used here correspond to the standard view, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below. 38

39 Middle Schools-i-Ready BOY Grade Level Reading Proficiency % on Grade Level by Schools *DSA Lakewood Montessori Little River Brogden Neal Lowe s Grove Shepard Githens Carrington Lucas School for Creative Studies <25 26%-50% 51%-75% 76%-100% 17 39

40 Scale Score Reading-Standard View Average Scale Score 6 th Reading 553 Average Scale Score 7 th Grade Reading 561 Average 8 th Scale Score Grade Reading 574 Cohort Overall at 4 th Grade Level Cohort Overall at 4 th Grade Level Cohort Overall at 4 th Grade Level Reading Scale scores are aligned to Lexiles: 4 th grade- 430L-830L 5 th Grade 620L to 950L 18 40

41 Beginning of Year Emerging View Grade Range Grade Level 3-4 Grade Range Grade 4 Grade Range Grade

42 Change in % if Emerging Students are moved to Grade Level-Reading Schools Brogden +12 Carrington +15 Durham School of the Arts +11 Githens +16 Lakewood Montessori +10 Little River +24 Lowe s Grove +18 Neal +16 School for Creative Studies +7 Shepard +18 Lucas +16 Rogers-Herr Emerging Students: Students who are one level away 20 42

43 Needs Analysis by Grade A summary of strongest and weakest performance by grade and domain. Grade Strongest Domain(s) Weakest Domain(s) 3 Vocabulary Phonics* 4 Comprehension: Literature Phonics* 5 Comprehension: Literature Phonics* 6 Comprehension: Literature Comprehension: Informational Text 7 Vocabulary Comprehension: Informational Text 8 Vocabulary Comprehension: Informational Text View your Needs Analysis by Grade report under the Reports Tab in i-ready

44 Trends and Patterns Across Schools Sixth Rogers- Herr DSA Seventh Githens School of Creative Studies Eighth Lucas Shepard Lowe s Grove A few patterns were highlighted within schools. A deeper dive will be conducted with each principal 22 44

45 SUBGROUP OUTCOMES 23 45

46 i-;./;l.ready and EOG Subgroup Analysis i-ready Subgroups EOG Subgroups EOG Subgroup performance composites were analyzed to determine patterns of performance across grade levels and schools 24 46

47 Fall Distribution by Tier Percent of students on grade level (Tier 1) and below grade level (Tier 2 and Tier 3) on the fall Diagnostic assessment. (ELL Students) Math 3% 23% % of Students On or Above Level % of Students One Level Below 74% % of Students More Than One Level Below N=1470 i-ready RTI tiers used here correspond to the Standard View, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below

48 Fall Distribution by Grade and Tier Percent of students by tier at each grade. (ELL students) Math Diagnostic Student Placement 61% 74% 77% 87% 90% 91% 35% 23% 21% 10% 8% 8% 4% 3% 2% 3% 2% 1% N=588 N=285 N=159 N=115 N=156 N=167 On or Above Level One Level Below More Than One Level Below Math: National Percent of Students Placing On or Above Level in the Fall, Standard View K % 16% 18% 22% 30% 35% 37% 30% 32% 26 i-ready RTI tiers used here correspond to the standard view, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below. 48

49 Fall Distribution by Tier Percent of students on grade level (Tier 1) and below grade level (Tier 2 and Tier 3) on the fall Diagnostic assessment. (SPED Students) Math 10% % of Students On or Above Level 24% % of Students One Level Below 66% % of Students More Than One Level Below N=2511 i-ready RTI tiers used here correspond to the Standard View, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below

50 Fall Distribution by Grade and Tier Percent of students by tier at each grade. (SPED students) Math Diagnostic Student Placement 64% 60% 61% 61% 76% 78% 31% 28% 26% 27% 16% 14% 5% 12% 13% 12% 8% 8% N=405 N=475 N=445 N=378 N=430 N=378 On or Above Level One Level Below More Than One Level Below Math: National Percent of Students Placing On or Above Level in the Fall, Standard View K % 16% 18% 22% 30% 35% 37% 30% 32% 28 i-ready RTI tiers used here correspond to the standard view, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below

51 Fall Distribution by Tier Percent of students on grade level (Tier 1) and below grade level (Tier 2 and Tier 3) on the fall Diagnostic assessment. (SPED students) Reading 74% 11% 15% % of Students On or Above Level % of Students One Level Below % of Students More Than One Level Below N=2227 i-ready RTI tiers used here correspond to the Standard View, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below. 51

52 Fall Distribution by Grade and Tier Percent of students by tier at each grade. (SPED students) Reading Diagnostic Student Placement 58% 79% 73% 77% 82% 81% 32% 18% 15% 12% 7% 8% 10% 13% 11% 12% 11% 4% N=28 N=489 N=455 N=402 N=423 N=373 On or Above Level One Level Below More Than One Level Below Reading: National Percent of Students Placing On or Above Level in the Fall, Standard View K % 24% 34% 46% 28% 31% 35% 37% 39% 30 i-ready RTI tiers used here correspond to the standard view, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below

53 Fall Distribution by Tier Percent of students on grade level (Tier 1) and below grade level (Tier 2 and Tier 3) on the fall Diagnostic assessment. (ELL students) Reading 1% 92% 7% % of Students On or Above Level % of Students One Level Below % of Students More Than One Level Below N= i-ready RTI tiers used here correspond to the Standard View, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below

54 Fall Distribution by Grade and Tier Percent of students by tier at each grade. (ELL students) Reading Diagnostic Student Placement 86% 81% 95% 98% 99% 97% 11% 18% 3% 0% 3% 2% 1% 0% 1% 1% 2% N=35 N=287 N=155 N=114 N=148 N=173 On or Above Level One Level Below More Than One Level Below Reading: National Percent of Students Placing On or Above Level in the Fall, Standard View K % 24% 34% 46% 28% 31% 35% 37% 39% 32 i-ready RTI tiers used here correspond to the standard view, and are defined as the following: Tier 1 (Green): On Level (Early/Mid/Late) or Above; Tier 2 (Yellow): 1 Level below; Tier 3 (Red): > 1 Level below. 54

55 EOG Composite Rapid Gains Schools over 3 years Students with Disabilities +5 Gain Schools Brogden and Lakewood Middle Limited English Proficient + 5 Gain Schools EOG Composite Academically Gifted + 5 Gain Schools DSA Rogers Herr Lakewood 33 55

56 EOG Subgroup Performance: Ethnicity over 3 years Black Hispanic Subgroups by Ethnicity White EOG subgroup data was analyzed over three years to determine patterns and positive changes in performance across schools and grade levels 56 34

57 mclass Subgroup Performance: Ethnicity, Black Lowe s Grove Hispanic DSA Lakewood Middle Rogers Herr White DSA Brodgen Lakewood Middle 35 57

58 STUDENT MOVEMENT ACROSS LEVELS 36 58

59 Projections and Outcomes 59 37

60 Math Cohort Results Math results were also mixed Two cohorts saw an increase in CCR percentage over the three-year period However, just one cohort saw a decrease in students making the lowest possible score Two cohorts saw double-digit increases in the percentage of students making the lowest possible score Modified from Analysis of Alex Modesto

61 Reading Cohort Results Two of the four cohorts experienced an increase in College and Career Readiness in Reading during the three-year analysis period These two cohorts also saw an improvement for the lowest achieving students, with the 2013/14 fourth-graders experiencing a 7-point decrease in students scoring a 1 by the time they reached sixth grade Modified from Analysis of Alex Modesto

62 RAPID GAIN SCHOOLS 40 62

63 Rapid Gain Schools Durham School of the Arts (6, 7, 8) *Lakewood Montessori Middle Additionally, we have Rapid Gain middle school teachers and grade levels

64 Teacher Experience School % 0-3 Experience % 4-10 Experience % 10+ Experience % Teacher Turnover Rate Brogden Middle The School for Creative Studies George L Carrington Middle Durham School of the Arts James E Shepard Middle Lakeview School Lakewood Montessori Middle Lucas Middle Lowe's Grove Middle Neal Middle Sherwood Githens Middle Rogers-Herr Middle Durham Public Schools

65 EMERGING PRACTICES 43 65

66 Best Practices Interviews and Focus Groups 1. Rapid Gain Schools and teachers will be interviewed to include administration and teachers 2. Best practices summary will be developed and shared at the January work session 3. Round Table discussions will be conducted with each principal to take a deeper dive into the data 44 66

67 Focus On Middle Schools- Planning for Instruction Middle School Teacher Institute Leadership and Learning Network Targeted Tutorial Support Math and Science Job-embedded coaching On-going data analysis and support Evidenced-based Interventions 45 67

68 DISCUSSION 46 68

69 27 69