Kattina Abram

The primary discussion centered on the introduction and details of the Blue and Gold Institute (BGI), a non-traditional structured academic intervention and re-engagement program grounded in Georgia alternative education program standards. Key goals of the BGI include increasing engagement for full-time virtual students, providing credit recovery, offering online initial credit opportunities, and ensuring certified staff support. The program integrates rigorous instruction, individualized graduation planning, and various supports, functioning as an inclusive component of the career high school. The plan also involves integrating the Decater Virtual Academy onto the Decar High School campus. Discussions also addressed the necessity of the program due to data indicating rising needs in attendance, behavior, and credit completion among 10th-grade students, as well as the enrollment process, which involves family elections, referral reviews, and student services reviews. Furthermore, details regarding staffing shifts, including retirements and the reassignment of personnel, were presented, alongside discussions on space availability for accommodating students and ensuring flexible pathways for students involved in activities like elite sports or those requiring homebound services for medical reasons.

The session included discussions regarding policy IEDA concerning recess and unstructured break time, with input suggesting potential enumeration of minimum break times. The board also reviewed policy IKDB regarding the divisive concept complaint resolution process, which is strictly aligned with state law. A new policy, ICFA, on curriculum guides and course outlines, was discussed concerning its alignment with existing curriculum development policies and clarity for parents regarding curriculum visibility. Additionally, the new policy IFCD concerning school volunteers was reviewed, specifically addressing the requirement for volunteers to pay for annual background checks, and a commitment was made to investigate the budget impact of covering this cost. Finally, proposed revisions to policy KM regarding school visitors, informed by safety protocols, were introduced.

The session involved procedural discussions, including exiting an executive session held for discussing legal matters without taking votes. The primary focus of the pre-work session was the annual review of superintendent and board communication norms, particularly for the benefit of a new board member. Key discussion points centered on governance roles, specifically clarifying procedures for disclosing and acting upon conflicts of interest, including when recusals from voting are required. Board members also discussed norms regarding constituent communication, balancing direct communication with maintaining a formal chain of command, and ensuring board responses reflect the collective voice rather than individual perspectives, especially concerning policy questions.

The board meeting focused on the STAR Mid-Year Growth Report, detailing student performance data from Fall to Winter assessments across various subject areas and grade levels (PreK-12). Key discussions involved Early Literacy (PreK-3rd), where nearly 69% of students demonstrated typical or better growth, and STAR Reading/Math for 2nd-5th, 6th-8th, and 9th-12th grades, generally showing growth consistency with the prior year, often around 66% to 71% showing typical or better results. Specific subgroup performance disparities were noted across reading and math assessments. Next steps proposed include aligning leaders on growth-focused priorities, utilizing winter STAR data to focus support on specific grade levels and content areas, moving more students to high growth through targeted instruction, and ensuring interventions are monitored in short cycles.

The proceedings included an executive session to discuss legal and personnel matters, followed by a pre-work session focused on reviewing existing financial management policies (D policies) that had not been updated since the 2022-2023 school year. Key policies discussed included budgetary control (DCK), fund balance (BL), federal funds (BFC), gifts and bequests (BFK), fraud prevention (BIE), and salary deductions (DJCB). Board members requested examples of similar policies from other systems for comparison, particularly concerning DCK, and inquired about required statutes referenced in the federal funds policy (BFC) regarding procurement activities. Furthermore, a significant portion of the session addressed the K2 building utilization and the ongoing 'keep open strategy.' Discussions involved defining the problem statement and scope, confirming guard rails (such as no impact on the 26-27 school year), establishing shared success criteria (focusing on student benefit, equity, culture, resource wisdom, and feasibility), and outlining the committee structure for further analysis. Levers to be studied within the keep open strategy include preK placement back into neighborhood schools, maximizing tuition seats, and reviewing program and space utilization.