Yes, I got it. >> >> Good evening and welcome to the June 23rd, 2026 Winston-Salem Forsyth County Board of Education meeting. I am Deanna Kaplan, the board chair, and I appreciate your attendance and I say good evening to our viewers on cable two. Please rise as we start the meeting with the pledge of allegiance and remain standing as you're able for the invocation given by board member Susan Miller. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> The most popular quote associated with the 4th of July, which is upcoming, comes directly from the Declaration of Independence. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness. And with that, we'll say happy birthday to America. Happy 250th 50th birthday. So, now we'll have a moment of silence in remember in remembrance of a student from Middle Fork School and a teacher from Bolton School. Thank you very much. >> Thank you, Board Member Miller. Our first order of business tonight is the agenda review. Do I have a motion to approve the agenda as written? >> So moved. >> Do I have a second? >> Second. >> So, I have a motion by Board Member Crowley, a second by Board Member Watts. Any discussion? Hearing none, all in favor? Thank you, that is unanimous. We are moving on to our special recognitions. First, Bonnie Eisner, the executive director of the Education Foundation, will give us an All In for Our Schools update. >> >> Good evening, everyone. Um I'm so excited to be here this evening. I mean, I feel like every time I've come throughout the school year, it's really I felt like it's been incumbent upon those of us in the community to be so positive and supporting everyone in our education system and to close the year out on such a high note has just been really kind of extraordinary. If you go to this first slide, which I know you all have seen time and time again, but I like to hold this slide really close to me because we started all this on September 17th. So, we've all been living with that for a lot longer, but in terms of the community's response, we began on September 17th and I don't think any of us could have conceived in such a short time, not even a full year, what this community has been able to accomplish with their incredible generosity and support of our public schools. And before I continue, I do want to point out that Chairwoman Deanna Kaplan has been an incredible support behind the scenes, in front of the scenes, late-night phone calls, all sorts of just incredible ways that she really She was just such a great support. I know in in a time that was tough for our community, in a time that it was tough for me as a new leader of the Education Foundation, to have her support and to go to so many meetings side by side with her was really just invaluable. So, I just wanted to say that publicly. I know you all have received um the final closeout report. The exciting thing is, because that was printed a few weeks ago, I even have numbers to report that are better than what you'll see in there. And for anybody who wants a closeout report, I brought extras, so people in the audience can have them as well. But when we look first at our initial response to the financial crisis was to really shore up some of the critical needs that the school system had at the time. The Education Foundation managed the classroom supply fund and we ended up exceeding our goal by over $126,000. So, that gives us money to support supplies in the 26-27 school year after we paid out to the support the supplies this school year. Um the Winston-Salem Foundation, their student success fund, they've distributed over 600 or sorry, $869,000 for various support efforts this year in the school system and Bookmarks purchased over 4,100 books for media centers across the school system. But, the greatest impact Oh. >> >> Yes. Thank you to our community for all of that support. But, really the greatest impact is what you see on this slide, which was the challenge from the county and how that made just an incredible impact on paying Yeah. Yeah. On paying um external creditors. And so, currently it stands at uh $12.4 million. The actual current balance in the futures fund is over $500,000 and the Winston-Salem Foundation is waiting on a couple of more gifts from some corporate donors who want to wait for the start of their new fiscal year, which will be in July. So, there will be a final payment that will go out to ESS before the end of July. Now, next steps. Although um the All In for Our Schools campaign may be coming to an end, the Education Foundation's role and support of our school system will continue and will continue strongly because we've really created just incredible momentum. And so, we are now announcing the All In for Our Schools fund that was will continue in perpetuity to support the public schools and will be really focused on teacher excellence, principal leaders, resources needed, and overall innovation in our schools. And we're excited about the opportunity to continue to work with the school system. We'll be announcing funds that will be deploying with the schools in the 2026-2027 school year. And we just look forward to continuing to work side-by-side with Dr. Phipps and with other school leaders to really make a difference in our community. So, with that, I'm just excited. I'm glad you all have the reports. If anyone has any questions, I'm happy to answer any at this time. But otherwise, good. >> >> Thank you. And thanks for all you have done to make such a difference in our schools. Next, Dr. Tameeka Barnes-Jones, our Chief of Schools, will recognize Alexis McCoy, Athletic Director of Winston-Salem Forsyth County Schools. Alexis has been named the North Carolina High School Athletic Association State Athletic Director of the Year. Yay! >> >> So, good evening, board members and Superintendent Phipps. I am honored to recognize our district um Director of Athletics, Alexis McCoy. Come on out. She has been named >> >> Yeah. This is exciting. So, Alexis is probably hating this, but I'm going to read a little bit about her. Uh so, he she has been named the North Carolina High School Athletic Association um Athletic Director of the Year. Alexis began her career in Winston-Salem Forsyth County Schools in 1999 as a teacher and coach, later serving as Assistant Athletic Director before stepping into this role. In her first year as the sole director, she has led with excellence, becoming the first woman in our district to hold this position, and now earning recognition at the state level. Under her leadership, our athletics program is strong and well-coordinated. Not only does she run a tight ship with our athletics, but Alexis also coordinates our district graduation efforts. This year's ceremonies ran smoothly, which is a direct reflection of her planning and leadership. As Chief of Schools, it has truly been a joy to work alongside Alexis. We are grateful for her commitment to our student athletes and to our district. So, again, please join me in congratulating and celebrating Alexis McCoy. >> >> The line of cars at Clemmons Middle School was a sight to behold as folks waited in line for free food. Dining Winston-Salem Forsyth County Schools provides free, nutritious meals to all children ages 18 and under during the summer break and will continue to do so until July 30th. Winston-Salem Forsyth County Schools cable two photojournalist Kevin Wren shares how this is truly a labor of love for everyone at Winston-Salem Forsyth County Schools. Please enjoy the spotlight video. >> How are you? >> We always knew that there was an opportunity in the summer to feed the kids. This summer we decided to get everyone involved in planning and executing. We've got managers in the kitchen making the food. We've got managers out here passing out the food. >> We are giving them boxes. Each box has a worth of five days of meal, breakfast and lunch. >> Last week we did 33,000 meals handed out to the kids and we just know how many lives we're touching. >> They consist of five breakfasts and the five lunches anywhere from whole fruits, vegetables, different pastries, chicken, pizza, all these wonderful nutritious meals that we do provide during the school year. >> A lot of our families are came last week and they're coming back. So it's good to see that there is a need and we are able to serve these families. >> This is a passion project for everyone. Usually you work summer, you know, sometimes it's a job, you know, but this this summer we've really been inspired by just the outpouring, the positive messages from people that just they might not be able to make it without this food and it really touches you to be able to say, "Hey, it may not be the most glamorous job, but it 100% is making an impact on the community." >> Knowing that uh we are feeding the kids of our community, it's just um we're very passionate about what we do and we're very excited to be able to offer this this summer. >> It's hard not to smile when you see the impact and the amount of cars coming in and just everyone just thrilled with what's going on. >> That was great. Um we're going to move on to our superintendent update. Um Dr. Phipps will give us an update. >> Thank you, Madam Chair. I wanted to share uh just a bit of information and I've got a a slide that I'll run through. Our debt and fiscal year year-end update is information that I want to to be able to share with you after we do our closeout. So, we had an opportunity to look at our budget to actual for June. We've still got a few days left to do closeout. I think our date was the 15th of June that we saw today. So, we are in a really good place. Uh we're hopeful that we'll be able to have some very exciting and positive news to share with you uh on a fund balance front and also uh debt not just reduction but elimination to some degree and we'll have that for you when we're together again, but we're excited about that. Want to let our parents know that we have kindergarten registration open. We encourage families to take care of that early. This helps us because it allows us to know what our student enrollment looks like in kindergarten and we don't really know what that's going to be until our families show up. So, the earlier we have those families enrolled, the better we can start to plan for the numbers in our schools. Immunization requirements exist in North Carolina. I'd encourage families to take a look at the link. Uh this is available on the presentation that you'll have access to but also on our website to get an idea of the vaccine and health assessment clinics that we're going to have in August and September to help you with that. Uh we are operating on a 4-10 schedule. Uh school buildings and offices are closed for the most part on Fridays. This will be in effect until July the 24th. And wanted to mention that our audit advisory committee has met I think four times now. Uh we're doing quite a bit of work. Right now they're working on an RFPs forms that have been returned for audit services to be able to have some upcoming recommendations for our board. So, we're in summer, but to the work continues at a very rapid rate. Thank you. >> Thank you very much for that update. We are moving on to public comments. Um please remember the district civility policy 1170. Public comments are on agenda items only. You have 3 minutes to speak. We have one speaker today, Alan Daniel. >> Approval of the personnel report. Beginning June 24th of last year, there were 10 items on the agenda consent agenda, including the approval of contracts. The problem with that is that when the when an item is on the consent agenda, as you know, there is no discussion. It's just it's passed. And tonight, the consent agenda consists of 19 items, 12 of which are contracts. The current budget number of which is $2.2 million. Some of them are multi-year contracts. I didn't include the multi-year part. And one of the biggest contract is the food service contract for which there is no number. It's just a per meal number. So, we don't really know how big that contract is. But, I just do not think it's appropriate to just I understand they've been discussed in committee, but you all have said yourselves that you often are rushed through and don't get the time to discuss as adequately as some of these items should be. And so, they they're just approved, but all the committee meetings do is approve them to be presented to the full board. The approval at that meeting is not the approval of the contract. That comes tonight with no discussion. And the other thing I would like to share with you is while it is great and wonderful what the community has done in the past 9 months to rally behind the school system, that has not come without a price. There are small nonprofits in this district who serve recovering women with children who don't have a place to live, people who are addicted and do not have a place to go because the shelters won't let them. The food banks are suffering because they don't have food that they used to have to hand out. All these organizations budgets are suffering because there's only so much in the well. And between Helene and Winston-Salem Forsyth County Schools taking $45 million out of the well, it's run dry. So, I just want you to keep that in mind as you celebrate what the community has done for the school system. Thank >> Thank you. We are moving on to discussion items. First, Dr. Paul Wilkins, our chief academic officer, will discuss the 2026-2027 Greater Winston-Salem Inc. contract. >> Good evening, members of the board, Superintendent Phipps. We are thankful for our continued engagement and partnership with our community, with Greater Winston-Salem Inc. And I just want to especially thank Mark Owens and Nick Creed for coming tonight to just update you on some of the partnership and the numbers specifically around both our Senior Academy and our graduation, um and and our work around a CTE work with Aspire, with the world of work, and helping our students get internships. One of the pieces that I really value about the work and the collaboration with Greater Winston-Salem is its on-direct student support in the way of helping with job training, stability, and helping students with opportunities beyond high school. And so, I just would like to invite them up to share about some of the great work and the numbers specifically impacting students. So, I'm going to turn it over to Mark Owens, CEO of Greater Winston-Salem. >> Thank you so much for having me. Everybody else got a standing ovation, so I feel so great about it. No, just kidding. Thank you so much for having me tonight. Uh the standing ovation goes to our teachers and of course our students. It's an honor to present to you an update on this partnership. First, I'd like to recognize Terry Cummings, our VP of talent and workforce. She is taking her son to college this week, so she is not able to be here with us tonight. I would also like to thank team members Alicia Hilton, who's a retired principal, as well as Tina Long, who work in this space. So, our career readiness partnership, if you may recall, we've worked with the school system for over 25 years now. And in 2020, we had a little bit of a pivot right before COVID of talking about what our role was in terms of dropout prevention and third grade reading and we as third grade reading came in house we pivoted to career readiness to help our young people get ready for the future that is ahead of them that we know graduation is not the finish line but instead the starting point. And so we've been able to work on some really great partnerships that I'm going to walk through on this plan here and these are deliverables that tie directly into the contract that we provide uh with you in conjunction. First I'd like to just really highlight um two different things. We call career ready youth is what our overall strategy is and that career ready youth we break into two sections which is our aspire program which is our career readiness and internship program and then our senior academy which is our dropout prevention. So our we really focus on promoting career literacy, helping students know what informed decisions about their futures hold and we can talk we do that through our world of work and our direct uh relationship with our classrooms as well as increase employability skills. We do that through our internship program, our career readiness certificate now as well as again our dropout prevention that we talked about as a starting point. So first is our world of work. Many of you I think maybe everybody has come to our world of work event that's at the Coliseum which takes significant effort from the school system from transportation, especially Kim Forbes. Thank you Kim for all of your great work on this. These are some photos. We have videos that we've been able to produce together on this as well at the Coliseum. We are working with and gotten some support from our county uh to be able to continue this program but we're looking at changing a venue as the Coliseum as you are aware is an expensive place to hold that and there are other options so we're looking at some considerations to continue that, make it even uh more enhanced but what I want to really highlight is you can walk in there and you can learn about being a police officer, you can learn about doing construction, you can learn about being in regenerative medicine, you can learn about being a lawyer, anything that is available to you. We had over 75 companies participating to show the our young people, specifically our 10th graders, what's ahead. And as they get ready to enroll in CTE, this is a wonderful place for them to see something, spark that interest, and say, "Hey, I want to make sure this is part of my plan for graduation and ahead." So, as we look into increasing enrollment in our CTE students, we know they are graduating at 99%. So, more students that we can get involved in our career and technical education, the better. But, as we noticed at our world of work and as we were getting into our internships, our our students needed just a little extra help getting ready to go into those workplaces. And so, we created our work-ready credential, which is a 12-hour curriculum that we co- created with Kim and the CTE team. And there's five work-ready modules, career readiness, guest speakers that come in. We do resume writing sessions. We have mock interview sessions where the students get to have mock interviews. We also have a dress for success part of that program. And then a capstone where we celebrate these these young people that are getting ready to go into the workforce. And they get a badge that says they are work-ready certified. And since 2021, over 350 students have created or completed this training. You can see some photos from that with our partner at Goodwill of Northwest North Carolina. We have created a hybrid model now to be able to scale capacity and take it to more students. So, some of those will be able to be taken virtually with access via electron the internet that we have also set up with partnerships with the county for accessibility at our libraries of to make sure everyone has access. And then in person as well, when you really need to do do mock interview and things as you learn in person. It's currently available in our 13 schools and it's become a requirement in Parkland's IB program and now is a requirement in the advanced manufacturing pre-apprenticeship program that's getting started as well. And then senior academy. So senior academy, we've been working uh since 2007, our numbers go back. The 2,445 students have been served in our senior academy with 97% graduation uh rate overall. These are students that have been identified by guidance counselors as high risk for dropout. We average around 120 to 140 students a year. They're paired one-on-one with mentors in our community that meet with them on a regular basis to help them just have that accountability to get ready to go to that next step. And that individual coaching and allotment uh really helps, as you can see with the rate at 97%, get students that once at risk ready to graduate and get into that next step. What we've been able to do the last uh year or two is we've been able to also tie that into the work ready part of that. So not just talking about finishing, but what's ahead. And so two things that we've added or we call it behind the scenes. We have two different field trips. One is in the fall where we go to Novant Health and we have a career panel to talk about health care options. And Novant has hired students from this program in the last couple years, which has been really exciting. So not just about doctors and nurses, but all the jobs that go around health care. That's our fall behind the scenes. And then in the spring, we went to Truliant Federal Credit Union and their ops center, which is, you know, is tied to the mall. And we also partner with Texas Roadhouse and JCPenney. And the students that complete this program and get to the end also have a $100 credit to JCPenney to shop for business attire with their mentor and volunteers. And we've added in the last 2 years a direct acceptance to Forsyth Tech. So, these students that finish Forsyth Tech greets them with a direct acceptance in a individualized plan to help them get enrolled in Forsyth Tech to continue that process. So, your commitment has been incredible to help us support. You can see here uh the progression as we continue to scale. I do want to just call attention that the funding comes from two different areas, but also that your contract here is is coupled with private investment from our community as well. So, your contract allotment is about 40% of what we spend towards this program to really help us go forward. So, you're spurring that and seeding that so our private businesses can also engage in this work and continue to help fund it. And that's helping, you know, pay our students uh for internships. We pay for their their certificates. We pay for their $100 at JCPenney and their coaching. Uh this money is invested back into this the team, the curriculum, and the most of all our young people that we're honored to serve. And why does this matter beyond the fact that we want our students to be ready for the next step? Our companies are asking for it. Our companies that are here looking to expand, that are looking to locate here, it's all about talent. We had two companies today that actually talked about it from the UK and from South Africa. And they told us why part of the main reasons, especially the one from South Africa, said our school system was why they wanted to be here. That they knew there were graduates coming out ready to be able to have a great career and that company located here for that. So, the partnership that we have, we believe is really helping change lives and and shape futures. So, with your support, we'd love to be able to expand this. That's what this project is about, continue it, and be able to use that hybrid model for more students to have access. So, we're so honored and thankful for this opportunity to come back. We have numbers. We like to back it up. It's deliverable. And anytime you'd like to talk to the students that go through the program, I think you'll hear some great stories from that as well. So, thank you for the opportunity. Happy to try to answer any questions that you may have, Madam Chair. >> Any questions? Okay, Mark, thank you. Thank you very much. Next item on discussion, Dr. Tamisha Barnes Jones, our Chief of Schools, will discuss the beginner teacher support plan. >> I forgot my glasses, so that's why she was up here with I can see up close, but not far away. Let me borrow yours, Steve. All right. So, again, the good evening. I am standing before you very briefly just to give you a an update on our beginner teacher support plan. Um so, according to State Board policy, every district has to have a beginner teacher support program and a beginner teacher support program plan that is approved by our local board and NCDPI. We have to submit that plan to the state by August the 30th. So, I just want to give you a few updates um to our plan. These updates align to new State Board guidelines for beginner teacher support program plans. Um so, the first update is the requirement to ensure that first-year BTs are given a survey, those that complete an EPP or education prep program, as well as the principal of the school where they are hired. That comes directly from the state. That survey the the data goes back to the state. And I think our job is to to um ensure that every BT feels it out. And so, we get a report. When they don't fill it out, then we kind of harass them to make sure that they do so that we meet the the um guidelines. The other update is that teachers with fewer than 3 years of experience, regardless of their license or type, they have to participate um in our beginner teacher support program. I want to say that we've been doing that as a district, um but But the state has put it as a requirement, so we've outlined it in our beginning teacher support program plan. Um just to give you a few other updates that you'll see in the plan. Um information pertaining to coaching. So we used to have district BT coaches. We removed that from the plan cuz we no longer have that. Um again, we put in the uh the EPP survey as a requirement. We also updated incentives for mentors um to reflect that they can mentor up to four teachers. That in the other plan was not outlined. We've outlined it in this updated plan. We put in information about our lead mentor. So we now have lead mentors in all of our schools that have BTs. Since we no longer have district BT coaches, we leverage our lead mentors to be a liaison between the school and the district, providing them PD that they turn key at the schoolhouse to support the BTs in their building. And then we updated administrators' roles and responsibilities kind of really explicit on what our administrators have to do and provide at the school level, including a school level um BT support plan that they turn in. Last year we had 100% uh submit them, and that's our goal again is to get 100% uh really effective um school level plans. And so our recommendation is that you take some time to read through our plan. It's very strong. We have a really strong uh program. And then we'll bring it back to you at the July 28th board meeting for approval so that we can meet our August 30th deadline. And I'm happy to answer any questions. >> Any questions? Yes. I just want to thank you for the in-depthness of this, and it was really good, especially because I was a beginning teacher uh thousands of years ago. And I >> >> found my own mentor, and I see that that's not available anymore. But anyway, just what you've written out here is very precise and in-depth, and I want to appreciate I want to show my appreciation for that. Thank you. >> Any other questions? All right. >> Thank you very much. >> Thanks. Moving on, uh, Dr. Effie McMillan, our chief of staff and strategic planning, will give us a 2026-2028 strategic plan update. >> Good evening, uh, Chair Kaplan, Vice Chair Bohannon, Dr. Phipps, and board. I'm excited to be in front of you again today. Do I just click, Kevin? Like so. Okay, perfect. I'll go ahead and jump in. So, as as you recall, on May 26th, the board approved the overarching goals. Those are the three goals that are focused on students, culture, family, and community engagement. Um, and that are anchoring our plan. Also approved were the four pillars of engagement with those aligned strategies. The four pillars, if you recall, is, uh, student engagement, staff engagement, family and community engagement, and support systems. Support systems falls a lot with our operational, um, efficiency. And what I'm bringing forward to you tonight are measures. Um, smart goals and measures of success, as we talked about at the last conversation for the final piece of of this plan. Those measures do align with those pillars of engagement, all the strategies that have been included in what was approved on May 26th. It is important to note that the set of proposed measures that you see before you tonight started as, uh, really as a starting point. They were not arbitrarily written, uh, by myself alone, but it was from the months of engagement and just long-term conversations that have been happening and data that may have been available, or data that people were asking for in various conversations on how are you going to measure some of the things that were being proposed to be in the plan. So, over the last, I would say about 7 days, um we don't work on Friday, so let's count couple of those days off. 11 sessions were held um these past couple of weeks, and input was gathered on just a starting point of of measures. Um there was a review of historical data, which you see in the presentation this evening. Um and looking at the state's plan to see where we align or do not align. Um and so, that's how the targets were created for the next 2 years. As you'll recall, our plan is for the next 2 years, a 2-year 2026-2028 plan. Just as a reminder, um once the board approves the smart goals, our measures of success, so you may hear me use that those two terms interchangeably. These will be added to solidify our plans and help shape next steps. The strategic plan should be understood, this is for everyone, to be the district's highest level commitment, uh focused attention, and public reporting. So, keeping that in mind, stakeholder feedback suggested limited focus on a few goals, um few areas, while we acknowledge that core functions that happen across the districts, whether it's departments or within schools, will continue, and those data points will continue to be monitored. Um after our discussion this evening, if the board chooses to vote in favor of these measures, um and targets, planning and communication can begin across the organization, and then to the community at large. The communication can happen with the community at large. Um if the board chooses not to move forward this evening, um due to some desired changes that like you would like to see before a final vote, uh further further revision will take place and can be brought back um to the board. Um just as we move through the presentation this evening, uh I'm going to give an overview of the measures that are recommended for each pillar. Um, and then I'm happy to answer as many questions as I possibly can. I won't say I have all the answers, um, but I will answer as many as I possibly can. So, I want us to start with pillar one, which is focused on student engagement. There are four proposed measures of success or smart goals. The first one that you see represents our district-wide composite proficiency rate, and not the proficiency of a single test score. So, the proficiency is for end-of-grade test, which is test given, um, grades 3 through 8, which would include reading, math, science, and science is only given for grades 5 through 8. Um, the second measure is, um, schools that meet and exceed growth. What you see is the historical data shows the breakout of the percent of schools that either met or exceeded, um, the state, the way they have theirs done is it's combined. We could combine ours or separate. I will just say that we may have a percentage of 48% met, 25% exceeded, but those numbers could fluctuate. We may have a lot more that succeeded, and that percent might be lesser with met, um, just because of what those outcomes may be. So, we may want to look at combining those two numbers and having a single percentage that we focus on that says, "This is the percent of our schools that met or exceeded, um, growth expectations." The next one is, the third one that you see there is focused on our graduation rate. Um, that is a measure, um, >> >> that aligns with the state. Um, this would be based on four-year cohort, and you can see what our historical data has looked like over, um, the last several years. I would be remiss if I didn't say the historical data that you see, it was asked for pre-COVID and post-COVID. So, 2 years pre-COVID and then 2 years post-COVID. 25-26 data is not available yet and so that's why you do not see that, um, present, um, in these data sources that are are available. Next relates to staff engagement. Um, where you see the red is the language that was changed based on feedback. The first one focuses on being able to capture at every layer of the organization, um, what our staff is how our staff is actually experiencing the school system. Currently, we have teacher working condition survey, which was given this year and it's only given every 2 years. On the opposite year, FCAE typically administers a survey, um, but the survey goes to pretty much the same group of people and it's a limited, um, group that is assessed. So, the teacher working conditions, uh, licensed people within the school building, so certified, non-certified teachers, um, it may be support staff, instructional support staff, but it doesn't include like teacher assistants or other classified positions and it does not capture, um, members of the staff that is from other parts of of the organization. So, I just wanted to put that out as a caveat. So, it says it's establish a baseline. We would need to establish a baseline because we don't currently have a tool that captures across-the-board experiences and so we would need to develop a tool, um, to be able to do that. A survey or or or another type of instrument to capture, um, those feelings about how they're how staff is reporting being valued, supported, and opportunities to give input. The next one is started out really as uh, retention of staff due to lagging data that we received from the state. It was adjusted, so we have a better metric. The other piece that's important to know is that everybody knows uh some of the challenges this year. So, if we think about the reduction in force, um that happened, the sunsetting of ESSER dollars, which also um you know, dollars from ESSER were used to fund positions. We It's recommended that we would do a reset for the 26-20 26-27 school year to give us the baseline, and then um aim for five five percentage points over the next 2 years. The last one on this one is crossed out. It is crossed out because across multiple groups that I spoke with, out of those 11 groups, there was some difference of opinion, but a lot was raised about um the need to really focus on culture and climate in the district, and that professional development does happen, whether it's happening at the school or whether it's being offered at the district level. Um some of what came up for individuals as it relates to professional development is is concern that if we had this as one of our main goals in our strategic plan, would it just be a check-the-box and people going to lots of training that might not be applicable to their current role. And so, they wanted to make sure that if the board decided that this was important, that that is not how it actually um is actualized around the work that is done. It was also acknowledged um I I am so excited to say that across the groups, I have never during my time here uh hosted and facilitated engagement sessions. And I had a an electrician on the call and other people that was from maintenance. So, it was just so it was great to hear and they had lots to say about each of these. And this was one that was particularly important because they were thinking about their certifications, but they may not need it at the pace as another group. So, I just wanted to to throw that in. That was really exciting. Family and community engagement, you'll notice that it is crossed out. And so, what I lifted up in every single conversation is that school districts can't do it alone. And that was evident this year with how the community, our families really stepped up and supported us. Um and so, the challenge here that came up across conversations was that they felt like a goal was important, but how would it actually be measured? Um and some concern was raised around when we send out surveys or we're seeking input from family, particularly from families, that it's not always representative of the entire school community. Um and they were worried about the representation of voice in our decision-making or um just the kind of the validity and reliability of what may be captured from this type of survey. In lieu of doing a measure, one of the things that was recommended, so I'm trying to give you a little bit of context, too, was that instead of doing having a smart goal, that what we needed to start doing is taking having clear attendance for district um offered sessions. Schools, they tend to do the attendance, but for us to start capturing that and establish a baseline or how much we are actually engaging families at different types of events. Maybe have some type of standard survey for every event that happens so we can actually measure what the engagement the benefit of the engagement was. So there were some ideas that came out of those conversations that would support us with capturing information around family and community engagement but may not need to live as a smart goal. Last but not least, and then I'll uh start wrapping up and open it up for questions. Um so for the first two, the third one was crossed out and I'll explain why in just a moment. Um for the first one, we know I think through so many engagements and things that we've done even over the last couple of years, safety often times comes up as a number one um either concern or something that our community our families really value. Um if that's like really top of mind and important for them. And so there was conversation about really gauging this. Um but it was felt that it was important that it needed to be measured. Um right now we do not have a current tool that we would use. In the past, we have used Panorama. This will be the second year without Panorama the Panorama survey. Um I think we have some instruments that we've used in the past where we could have as a starting point to put something together that is truly our own, establish our baseline and then build from there. And for the next one, I'm going to skip it for a second. I'm going to come back to that one. But for the last the very last one on this slide, it was crossed out. It was all about standard operating procedures. It initially emerged just because of the financial crisis and the things that were coming out of the audit. Um further conversation, there was some mixed feelings about keeping it or not keeping it. The concern was how do you measure it when various departments have multiple standard operating procedures. And so, how do you really account for all that might be in place and then measure? And so, um they felt like this may not be a focus this year um as we really refine our practices and things moving forward. So, last but not least, cuz I've said a lot and I'm probably talking really, really fast. >> >> Um but last but not least, this was the one that grap- I I'll be honest with you, I even grappled with the most. So, across I know in board conversation, there has been lots of concern around our market share and we did a board workshop session in January and there's been internal conversations and then talking with the public and stakeholders who participated on market share and concern about declining enrollment. And so, I did grapple with this a lot just based on what I was hearing in terms of feedback from um community community members. So, just as we look at enrollment trends, the historical data that you see there is all market share numbers. But if we really start to dig into enrollment numbers, our annual daily membership trends, we're seeing a loss year over year. And that is evident in the market share numbers that we're seeing. So, what emerged were these two ways that we could potentially um measure, um stabilizing our enrollment and working towards increasing our enrollment. You'll see three percentage points or 3% for each of those and that is even a challenge in itself. That may be a high mark to to meet um because there are challenges that are beyond our control um that we have to account for. So, some of those challenges include declining birth rate is one. Um we do have competition within our district across our county, whether it's charter school, home school, private school, and we know that more competition will come. And even with the vouchers, where funding is reallocated to private school. So, those things come up as challenges that are beyond our control. We also, um, know the challenge can be with growth or decline in actual, uh, the population of school-age children. So, even though our population is growing in Forsyth County, that doesn't necessarily mean that the number of children that would be school age are growing. We could have a, um, you know, we don't know what may happen down the road. We could have a major industry come and families pour in and we have an increase in the number of kids that we could serve, and then it would be our responsibility to make sure we have great things to offer and attract them to our school system. But, that fluctuates, um, from year to year over time. So, that's not a constant that we can, um, that that's just not a constant, and that presents a challenge for us. And so, option one of the two that you see here, I'm going to refer to my notes, is really asking us on focus on slowing or stopping the loss that we're experiencing right now, and potentially moving towards growth by 2028. Um, and so, with that three percent percentage, three percentage points, we could look at market share. I didn't give any recommendations, cuz I wanted to hear from the board on this one. Do we want to try to grow three percentage points from that 75%? Or look at 2026, 2027 as a baseline. Um, we could look at, uh, three percent decline. So, that would be retaining 97% of our kids over the next two years. So, what that would mean is that we wouldn't lose greater than one greater than greater than or equal to 1% maybe in year one uh greater than or less than equal to 2% maybe in year two to get to three percentage points and then option two kind of sets a limit so within um I will say for option two board members what came up in conversation was that this year was an anomaly when we look at our historical data on average it's been about 1% decline for ADM. This year was a little more significant and so some of the conversation that was raised in some of the different stakeholder groups was why not reset for 26-27 see where we are and then from there uh our work would be staying within 3% of that baseline so not going below losing more than 3% um but staying within that range and then aiming to add students to it. So those are the proposed goals pending your decision this evening um these would be some of the next steps. So if the board is in support of these measures even if there are tweaks that you want to see um a public facing version and scorecard would be developed from the decision this evening um through the conversations with stakeholders I've gotten lots of feedback about what will help with the successful rollout or would inhibit success and so um those would be taken to account to help really shape things. As I promised before a calendar for goal updates to the board that would come to you on a consistent basis and bringing that calendar back to you in August um and then opportunities for community engagement so we don't want it to just to with us we want to take it to the broader community for everybody to understand the work that we're doing um and to build buy-in, to strengthen trust, um and to keep elevating the great work that we do every single day for our district. So, with that, I will stop and see what questions you have. >> Board member Watts. Uh thank you for the the work that's already been done and come and you for that. Um and I'm I may just need some clarity on the first question about two. >> Okay. >> Since we do a lot with our EOGs and EOCs and all those corner all those data, AP scores, etc., where will that lie in the plan? >> So, that's a great question. So, the big goals would be what you would bring what we would actually bring, but we can show all the other pieces. So, as you're talking about like the other content areas, AP, all of that will be a part of the departmental work that will continue to be tracked and monitored and we can bring that alongside proficiency cuz we can show how our students are moving towards academic progress. >> Okay. And the second question is as we build this, how can we get more community involvement and more community engagement from many many voices in our community? >> Yeah, the challenge sometimes when when school ends, um and then employees who may be 10 months, uh it's a little more challenging to get people involved. And here's what I will say with the >> I was I was referring to, excuse me, your community people, your your your grassroots people, those those folks. I'm sorry. >> Yes. So, work has already started. So, we've had partnerships before um this current year. Here's I'm going to say this is one thing that has been just phenomenal. Um the partners that we have have really stepped up and supported us in great ways and connected us to other partners. And so one of the ways that our community partners are helping us right now is they literally created a survey for principals to know where the gaps are in terms of things that they need, where are they getting support, and we're getting calls every day. So that's helping to be able to intentionally direct supports where where they would need to go. Um there's lots of collaboration that is happening and so we have a good network and then those tentacles are spreading. Um last I guess it was last Sunday no, Sunday before last at Forsyth Strong that was held at Emmanuel Baptist Church. There was over a thousand people there and they represent different organizations across the entire community and they're invested in our school system and their their executive team is all on board to help us with supporting community channels kept connecting with families and things like that. So I think we already have some great things happening and we just continue to build on that. >> One more before I yield to Susan Susan Miller. Thank you for for being at Emmanuel Baptist Church representing the school district. You did a fantastic job with that new launch of Forsyth Strong. So thank you. >> Thank you. >> Board member Crowley. >> Thank you. Um in looking at the measure of success for student enrollment, um I think it's imperative that that one of the measures needs to be market share based because that neutralizes the birth rate or the decline or increase in in the county population. Um you know, market share is what it is regardless of how many students are in in the system. So I think that has to be an indicator for us or a goal. Um and then student enrollment rather than just coming up with an Well, it's written here. It says reduce student enrollment decline. Can we Can we not say increase student enrollment by 3%? But I feel like the three percentage points needs to be tied to something. Like if the Like maybe it's tied instead of 3% tied to whatever the growth rate of the county is. >> Mhm. >> Um that as the county's growing, we're we're also trying to, you know, grow our enrollment. But but the market share one is key. >> Okay. >> We We have to have a goal in that area. >> Can I ask Could just Can I ask a question just to clarify while we're having this discussion? And so one of the things we have not done in several years is what they call a is a predictive enrollment study. And that predictive enrollment study is actually happening right now. Um and basically it helps us to understand land use, where there's going to be growth, and they do give us a projection of student enrollment over the next 10 years. Now, I will say within about 5 years that that information is outdated and you would need to do start the study again. So I I'll admit that. Um but it is something that we have not done in quite a few years. So the last one that was done, it is outdated. And to board member Crowley, to your point, we won't get those results back until probably near closer to the end of July. Um and with this one, it could be if we want to do market share or tie it to data that comes out of that survey, we may say this would be the proposed measure and do a to be determined. We can always adjust the the numbers to revise it. And that's with any of the other targets, too. Like because we don't have our state testing data back, we try to stay conservative based on all the feedback while also maybe stretching us a little bit. Um, so they may need to be adjusted, but are we measuring the right thing is what's really critical. So, to your point, that could be what another key piece that would be helpful with finalizing that particular metric. >> I agree. I like the idea of keeping it flexible depending on what the information saying. >> Yep. >> Board member Miller. My question is along those same lines, how did you decide or what did you base that 3% on? >> So, it was a range of feedback um from some stakeholders. I will say the challenge with stakeholders uh not the challenge with them, but some of the feedback was difficulty with determining what a good target would be. And so, if group said we need to be aiming for six or eight, or some group said really one, I tried to take all their feedback and maybe find a sweet spot in the middle. Um, somewhere that would give us something to aim for and stretch us, but not be and what I heard from the board is not to be unrealistic and put a number out there that would be extremely difficult for us to attain and then if we don't meet that goal because it just wasn't realistic in the first place, that's not a good reflection on us as a school system. >> But at that same time, I think it's hard to say it's realistic when we really haven't based it on anything because on the feedback, we don't know where they got those numbers from either. It could have just been a number that came into their head. >> So, some of the So, they did see the historical data in terms of the market share data. So, they did have the that information when I was engaging with stakeholders across the different groups. Because of some of the conversations that were held, I went back and looked at some additional numbers, too. Um, and so, I was able to It It's dependent on the group of how the conversation, some of the things that they might have understood or didn't know or had questions about. But they had the data that you see up here is data that they had in front of them as we were talking through. Is this the right measure? Um the question was was something missing? Did language need to shift? There's something that needed more clarity or was there something that needed to be added that was not a part of what was being presented. >> Okay. And the second question, thank you for that answer. Um >> What are some of the ideas that you've heard as far as stabilizing or maintaining our enrollment? >> Yeah. >> I I think if there's not a plan in place yet, but what are some of the ideas that are coming forward? >> So I think that's a really great question. And so some of the conversation has been around um understanding why people are leaving. And so intentional outreach to those who may have left that have either chosen charter, home school, or private. And so there has been some work starting to happen around that. Um also the other piece was starting to talk about how do we do a better job of marketing what we do and that we are doing well and the great things that are happening in our schools. How do we lift that up in ways that maybe have not been done before and to reach families that we have not reached before. So that's a couple of things. Um there's conversation that's been happening around just our programs. How we review those programs. Um which programs are really truly having an impact and attracting people to our schools versus ones that may not be. And so if there are schools where applications maybe for magnet program is not been high historically hasn't been high in the last few years. Um what do we we need to get to the root cause of that and determine is it you know infrastructure is it resourcing um what is it that would be needed to lift that program out program up that would appeal to our community um especially if it has not appealed over the last couple of years. So those are just a few things that have come up in conversations around work around market share. >> Okay, thank you. Any other questions? Oh yes, board member Barr. >> Dr. Melendez, let me say this. First of all, I like the way you processed this entire thing. This is excellent. Can you go back to the first I guess the pillar number one? And this is where I really love your loved your process and how you've laid things out. I think some of us have been a part of the board before when we looked at the uh or the target goals they were always called um aspirational types of things and I used to have a problem with the aspirational >> lofty >> Thank you. Lofty, we're aspiring for. But when I look at uh you know about 2028 50% of Winston will meet or exceed grade level proficiency. I think there's that's realistic. I think I think the community can really get a hold of that. So excellent job the way you processed this. Now I do have one concern, >> Yes. >> Okay. >> Can we go to uh family engagement? >> Yes. >> You probably knew I was going there, correct? >> It's fine because it that's been uh I would love to hear feedback on on this one in particular. >> only the only feedback I have is what I've said before. I have a difficult time with family and community engagement not being a a major part of this because of in own story. And I'm sure many of us um um remember the Upward Bound program and and Addie Holmes. I mean, she really she really I think uh Garry Richie remembers that and Travonya probably remembers that and some other some other folks. But that Upward Bound program was outstanding. And it did not it did not isolate parents family engagement from the schools. Somehow Addie Holmes was able to integrate that and a lot of us who grew up in um um demographics that some people would think were difficult, she was able to she was able to help us get out of that that environment. And a lot of us are leaders in the community. So when I see that we're not going to do something with family and community engagement, that does that does concern me. You know, I would like for us to go back and and look at that. And maybe reach out to Addie Holmes and say, "How could we add this um cause this to be a part of our strategic plan?" That's that's very important. >> I think I I I I I don't disagree with you at all um of trying to have a goal. What we would not have is any historical data that would be clear and consistent across the board. So if we looked at um possibly a measure that where families respond about um they had access to opportunities to engage in their child's learning at their school and participate in other things. That could be one way cuz we could look at attendance. Um we could look at a survey to see um you know, the impact of um impact of that engagement opportunity that they had. I know currently that if you're a title one school, there's funding that has to be allocated for family and community engagement and there are things that are happening there, too. So, I think we definitely could if we want to look start maybe start with families have access to opportunities to learn and engage um in their child's learning. We could start there and then build data from that point and then it can evolve over time. I feel like after this 2-year plan and what we learn we continue to build and grow as as our needs and things change and what's important to us as a system. >> Yeah. Yeah, just and once again, I know you're not saying this, let's just make sure once this is developed and created that it's not just at a level of surveys and and all those things, but there's a depth to to that upper bound program and a breadth that just really helped a lot of us um folks that that struggled. So, and Mr. Watts may want to add his thoughts on that, but the program worked. >> >> Thank you, brother Barr. >> To support my thoughts. If you're not going to support my thoughts, forget it. >> No. No. No, because again, part of our school improvement plans are to identify in a way to have parents engaged and involved in your in your school improvement plan and to involve them in school. So, again, I think that's a a great opportunity for us to really look at at the school level, how can we have our parents access Again, you're thinking about a kindergarten pre-K parent coming into the building, how does he or she feel about getting access to the building? You're thinking about a freshman going to high school, what how do parents find out about information getting into their high school experience? So, I think that's a it's a worthwhile goal and I'm okay with not even having data at the beginning until we can formulate what that goal looks like and then build on it. >> Okay. And I will say in some of the feedback we need a clear definition and framework around family and community engagement, which we currently do not have and so that is a body of work that will happen. Um and then multiple departments and all schools are doing so many things trying to, you know, figure that and capture capture that is what came up in the conversation on how would you really measure it and it be a good measure for the district. So I definitely I definitely hear you on that. >> Yeah, thank you. >> Okay. >> And then there's another one. Can you and I think Leah mentioned something about this about the market sharing. What was that? I think I you know, when I see by 2028 reduce student enrollment decline by 3% points. I would not want to start a goal with something that with the words reduce and decline. It should be something positive. Um >> It's increase. >> Yeah, increase. >> Will increase by 3% points. >> Right and somehow tied into the market share. I don't know what the total market share that we have in Forsyth County. You know, would we increase that by 3%, 4%, 5% etc. Yeah. >> So just >> Just just kind of talking. It just seems as a district right now because we do have charter schools, we do have private schools, we have um the voucher system, all of those different things that as a district, and I've said this before, we really need to take on kind of loosen up this educational model where all the kids were going to come to us, we can guarantee kids are with us. That that's changed. That has changed and I think it's going to even increase change even more. So somehow we need to kind of shift away from this state educational system but kind of have a business marketing frame of mind. What do we need to do to get our kids back into into the public schools. Mhm. >> Thank you. >> I agree. Thank you. >> Board member Crowley. >> Okay. And on that note, I think Okay, if we have 47 47,500 students and that's 70 roughly 76% of the market share, that means there's about 62,600 students out there. >> Of which 15,165 are not coming to us. And I think the goal should be driven more of how do we get to that 15,165 and maybe it's each year we try to bring over a percentage of them. >> So, can I ask this question? If we worded it will increase and Dr. Phipps, I'd love if you if you have a thought about this too while we're talking. Uh increase uh market share by this percent. It could be I don't know that we need to start out large. So, maybe within two to three percentage points. We'll have the study back in the next couple of months. >> Mhm. >> Um so, we will have some more indication. We will have some more data points we can bring to you and we can adjust that number. But, if that is the measure that the board says is really important and that we need to have included as a part of what we are monitoring, having intentional plans around and executing over the next two years. That would be really important because we can always adjust and revise numbers and we should do that because whatever the number comes out at the end of next year, we may have exceeded what we and we may need to adjust. Or we might didn't quite make it and we need to understand why we didn't and we may need to adjust. So, if we can have that flexibility, that would be great. But, we want to make sure we're measuring the right things and it's the things that the board can get behind and support. >> Great. >> Okay. Thank you. >> Thanks. Thank you. >> Thanks so much. >> Dr. McMillan. Um next, Dr. Phipps, our superintendent, will discuss the Hill Group contract. >> Yes, thank you. I would like to bring before you a contract. As you know, the current agreement that we have with the Hill Consulting Group expires at the end of this month. And with the Dr. Forbes being in the interim role, assisting with the audit, which is going to be complicated just because of what this year has been like, and they've been a true asset. They were in the audit process we had last year and certainly would be moving forward. We have a restart audit, identifying efficiencies and savings, and assisting with Tyler implementation, standard operating procedures, and associated feedback. I'd like to propose that we accept this contract that would carry us from July to December. And the understanding with them has always been if we feel like we're at a point where we stand on our feet on our own and don't need that support, then they'll graciously bow out and we owe them nothing beyond the time that they've served. But I would certainly ask you to consider that. >> Any questions? Okay. Thank you. We are now going to move on to our consent agenda items. We have 19 to consider tonight. First, consider approval of the 2026-2028 Winston-Salem Forsyth County Schools and Winston-Salem multi-year symphony agreement. And this was briefed at the April 28, 2026 Finance Committee meeting and the June 3, 2026 Finance Committee meeting. Next, consider approval of the addendum to the Artspace lease agreement briefed at the June 9, 2026 Buildings and Grounds Committee meeting. Next, consider approval of the 2026-2027 contract with Imagine Learning Edgenuity briefed at the June 9, 2026 Board of Education meeting. Next, consider approval of the school-based mental health plan briefed at the June 9th, 2026 Board of Education meeting. Consider approval of the 2026-2028 CTE local plan briefed at the June 9th, 2026 Board of Education meeting. Consider approval of the contracted pupil transportation contract Everdriven briefed at the April 14th, 2026 Building and Grounds Committee meeting. Consider approval of the contracted pupil transportation contract First Alt briefed at the April 14th, 2026 Building and Grounds Committee meeting. Consider approval of transportation Edulog briefed at the April 14th, 2026 Buildings and Grounds Committee meeting. Consider Consider approval of the FMX contract renewal and updated services briefed at the April 14th, 2026 Building and Grounds Committee meeting. Consider approval of the Food Service Management Contract Renewal and Addendum briefed at the April 14th, 2026 Building and Grounds Committee meeting. Consider approval of the Child Nutrition Temporary Agency Staffing Services Renewal Contract. This was briefed at the April 14th, 2026 Building and Grounds Committee meeting. Consider approval of the Education Resource Group LLC contracts for Carver High School. Consider approval of the Education Resource Group LLC contracts for Clements Middle School. Consider approval of the Public Impact contract for Forest Park Elementary School. Consider approval of the April 14th, 2026 Board meeting minutes. Consider approval of the April 28th, 2026 Board meeting minutes. Consider approval of the May 12th, 2026 board meeting minutes. Consider approval of the May 21st, 2026 special called board meeting minutes. And consider approval of the general personnel report. Do I have a motion to approve the slate of consent agenda? >> So moved. >> Thank you. All in favor. Thank you. That passes unanimously. Moving on to action items, we have 13 action items to consider tonight. First, consider approval of the strategic plan with goals. Do I have a motion? >> So moved. >> So I have a motion by board member Watts. Do I have a second? >> Second. >> Board member Brown-Gaither has a second. Any discussion? >> Quick question. >> Yes. >> We're approving the goals, not the entire strategic plan, right? Cuz this says approve the strategic plan with goals, but we're actually approving the strategic plan's goals. >> Mhm. >> Is that correct? >> Dr. McMillan, would you like to comment? >> It would be the goals tonight because the other parts of the plan have already been approved. >> Right, but we we don't have who's responsible, you know, we don't have what the deliverables are and who's responsible for for delivering them. Like we don't have it we don't have the action steps. >> So once these Yeah, so once these pieces are approved, that's when departments and all of that would make their plan. Um we can definitely share any of that information with you. >> typically part of a a complete strategic plan is the whole plan. I just want to make sure we're not approving a whole plan and we don't have a whole plan. >> If you want those pieces added, we can we can work on getting those pieces pulled We can get those pieces put together and get those to you for a final approval. We can do that. It just depends on what you want. >> never seen a strategic plan without those pieces is my point. So, that's why I'm clarifying what exactly are we approving tonight because it's not a complete plan until it has the action steps, who's responsible, what date that that should be delivered. You know, all the nitty-gritty. >> Right. So, tonight's discussion was basically on the smart goals and how we're going to develop the smart goals. So, I think what Board Member Crowley's point is that perhaps once we get that part that completed, the other part will come back to the board so we can see the action steps, who's responsible, and the deadlines. >> Yes, we Yes, absolutely. Yeah. >> Okay. So, I So, if we're approving the smart goals, then >> The smart goals, not the strategic plan. >> Okay. So, we have a motion and we have a second. We've had discussion. All in favor? Okay, that passes unanimously. >> >> Next, consider approval of the contract with the Hill Group. Do I have a motion? So moved. >> Second. >> So, I have a motion by Board Member Miller, a second by Board Member Crowley. Any discussion? Hearing none, all in favor? That passes unanimously. Next, consider approval of the new policy Chief Finance Officer briefed at the June 9th, 2026 Policy Committee meeting. Do I have a motion? >> So moved. >> So, I have a motion by Board Member Do you have a second? I have a second by Vice Chair Bohannon. Any discussion? Hearing none, all in favor? That passes unanimously. Next, consider approval of the new policy fiscal goals briefed at the June 9th, 2026 Policy Committee. Do I have a motion? >> Move to approve. >> Do you have a second? >> Second. >> So I have a motion by board member Crowley and a second by board member Miller. Any discussion? Hearing none, all in favor? Thank you, that is unanimous. Next, consider approval of the new finance policy budget resolution and amendments briefed at the June 9th, 2026 policy committee. Do I have a motion? >> So moved. >> I have a motion by board member Miller. Do I have a second? >> Second. >> Have a second by board member Barr. Any discussion? Hearing none, all in favor? Thank you, that passes unanimous. unanimously. Next, consider approval of the new policy fiscal management standards briefed at the June 9th, 2026 policy committee. Do I have a motion? >> So moved. >> Second. >> So I have a motion by board member Barr, a second by board member Crowley. Any discussion? Hearing none, all in favor? Thank you, that passes unanimously. Next, consider approval of new policy budget planning and adoption briefed at the June 9th, 2026 policy committee meeting. Do I have a motion? >> So moved. >> I have a motion by board member Miller. Do I have a second? >> Second. >> Second by board member Crowley. Any discussion? Hearing none, all in favor? Thank you, that is unanimous. Next, consider approval of the contract with Kernersville Police Department briefed at the June 9th, 2026 building and grounds committee. Do I have a motion? >> So >> Second. >> So I have a motion by board member Brown Gaither and I have a second by board member Watts. Okay. Any discussion? Hearing none, all in favor? Thank you, that is unanimous. Next, consider approval of the contract with the Forsyth County Sheriff's Office and this is briefed at the June 9th, 2026 Building and Grounds Committee. Do I have a motion? >> Moved to approve. >> Second. >> I have a motion by board member Crowley. I have a second by board member Miller. Any discussion? >> Discussion. >> Yes. >> So, I know we decided that this year would have to stay with the current contract, but are we still going to make sure we look at other agencies or the city of Winston-Salem to see where we stand for the next school year? >> Uh Superintendent Pitts, would you like to answer that? >> Yes, to your direction. If if that's what you'd like me to look at, we will work that out in an appropriate timeline so that we get that feedback and know who potential partners might be. >> Thank you. Any other questions? So, I have a motion and I have a second. I've had discussion. All in favor. Opposed? Motion passes 8 to 1. Next, consider approval of the contract with North State Security. Excuse me. Briefed at the June 9th, 2026 Building and Grounds Committee meeting. Do I have a motion? >> I move. >> Second. >> So, I have a motion by board member Cohoon. I have a second by board member Crowley. Any discussion? Hearing none, all in favor. >> >> Okay. That passes unanimously. Next, consider approval of the 2026-2027 budget resolution briefed at the June 23rd, 2026 Finance Committee meeting. Do I have a motion? >> Moved to approve. >> I have a motion by board member Crowley. Do I have a second? >> Second. >> I have a second by board member Watts. Any discussion? Hearing none, all in favor. Thank you. That is unanimous. Next, consider approval of the Syllogist at Sunpack subscription briefed at the June 23rd, 2026 Finance Committee meeting. Do I have a motion? >> Moved to approve. Second. >> So, I have a motion by board member Barr, a second by board member Crowley. Any discussion? Hearing none, all in favor? Thank you, that is unanimous. And lastly, consider approval of the budget amendment and transfer number 19 brief to the June 2023rd 2026 finance committee meeting. >> So moved. >> I second. >> I have a motion by board member Barr, I have a second by board member Kuhn. Any discussion? Hearing none, all in favor? Thank you, that is unanimous as well. Um July 28th will be our next regular meeting of the Board of Education. I hope you all have a great summer. So, before we begin our public comment period, let me say to our cable TV viewers, thank you for watching. This will conclude our broadcast. We are moving on to our public >> Thank you for joining us on your school channel, cable two. >>