Durham Public Schools Strategic Plan 2023-2028

S T R AT E G I C P L A N 2023-2028

SEIZING OPPORTUNIT Y DURHAM IS A COMMUNITY RIFE WITH OPPORTUNITY. Forged by a rich history, strengthened by its diversity, and positioned as a center of rapid economic growth in our state, Durham has a bright future.

Durham Public Schools has a significant role in realizing this future for our community. The district is following the same upward trajectory by unlocking historic growth through prioritizing academic excellence and nourishing the whole child, all in the face of persistent inequities exacerbated by the COVID-19 global pandemic.

Resolute in our commitment to providing the best possible education for every student, we are excited to launch our next strategic plan. This plan was born from a comprehensive and collaborative planning process involving extensive community input and reflects the needs and aspirations of our students, families, educators, and community. It will guide our district as we enter our next phase of growth.

This plan provides a roadmap for the next five years, outlining key priorities and ambitious goals that will guide our decision making and resource mobilization to address the shifting needs of our students and community. It reaffirms our commitment to equity and access, embraces innovation and creativity as drivers of excellence, and draws on the assets of our city, county, and state.

As we embark on the next step in Durham Public Schools’ evolution, we invite all members of our community to join us in working towards this vision.

38.5% 34.3% 19.4% 5.6% 2.2%

SERVING

31,333 STUDENTS

BLACK/AFRICAN AMERICAN HISPANIC/LATINO WHITE MULTI RACIAL ASIAN/PACIFIC ISLANDER

56 CAMPUSES 31 ELEMENTARY 9 MIDDLE 1 K-8 2 SECONDARY (6-12)

54.8%

OF STUDENTS RECEIVE FREE AND REDUCED PRICE LUNCH

5,054

EMPLOYEES

INCREASED THE PERCENTAGE OF SCHOOLS

MEETING OR EXCEEDING GROWTH

10 HIGH SCHOOL 1 ALTERNATIVE 1 HOSPITAL 1 VIRTUAL ACADEMY

EVERY YEAR OVER THE PAST 5 YEARS

54%

OF STUDENTS PARTICIPATE IN CAREER AND TECHNICAL EDUCATION 2

OVER $66 MILLION

IN SCHOLARSHIPS OFFERED TO SENIORS IN 2022

CORE BELIEFS EQUITY

SHARED RESPONSIBILITY

HIGH EXPECTATIONS

Our students and schools deserve equitable access to the resources and opportunities they need to succeed. Durham Public Schools and the community must distribute those resources in a manner that eliminates inequities.

Durham Public Schools must be intentional in acting collaboratively and involving all stakeholders, ensuring that our community utilizes its collective resources to support every child. The Durham community shares responsibility with DPS for the success of our children.

Durham Public Schools will challenge every stakeholder, especially our students and educators, to embrace a growth mindset: the belief that every child can be academically successful. It is our expectation that all of our students will excel globally and reach their highest potential.

A CHILDCENTERED APPROACH Our students deserve an education that is caring, culturally responsive, and embraces the whole child. Durham Public Schools will address the social, emotional, and academic needs of each student.

MISSION

VISION

Durham Public Schools embraces, educates, and empowers every student to innovate, serve, and lead.

Durham Public Schools: Igniting Limitless Potential

THEORY OF ACTION If the Durham community shares responsibility in the investment of every child using a holistic approach, then we will ensure that resources and opportunities are informed by equity and that we are intentional about setting high expectations for all stakeholders in their role in educating the whole child, as we support and increase the capacity of administrators, teachers, staff, and parents so that they are equipped to support and develop efficacy in instruction and student learning.

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STRATEGIC PLAN 2023-2028 PR I O R ITY 1 Foster Academic Excellence

GOAL 1A: By 2028, 90 percent of DPS students and schools will meet or exceed standards for year-to-year academic growth as measured by the state model.

GOAL 1B: By 2028, at least 70 percent of DPS students will achieve grade-level proficiency with a focus on Black, Hispanic, Students with Disabilities (SWD) and Limited English Proficient (LEP) students as measured by End-of-Grade and Endof-Course testing.

GOAL 1C: By 2028, the DPS four-year cohort graduation rate for students who start with DPS in ninth grade will be at least 90 percent.

GOAL 1D: By 2028, 85 percent of DPS students will demonstrate Career and College Readiness as measured by the ACT/WorkKeys composite proficiency.

GOAL 1E: By 2028, at least 70% of ELs will meet their annual progress targets.

GOAL 1F: By 2028, at least 90% of schools (w/SWD subgroup) will exceed GROWTH standards as measured by the state model.

P R I OR I TY 2 Provide a Safe and Healthy School Environment that Supports the Whole Child

PR I O R I T Y 3 Recruit, Support, and Retain an Exemplary Staff

GOAL 2A: By 2024, DPS will develop measures of fidelity for implementation of a research-based cultural framework and social-emotional learning curriculum.

By 2028, 100 percent of Durham Public Schools will implement a research-based cultural framework and social emotional learning curriculum with fidelity.

GOAL 2B: By 2028, DPS will reduce the percentage of Black students, students with disabilities, and Hispanic students suspended in the district to 5 percent or lower.

GOAL 2C: By 2028, DPS will have an overall student attendance rate of at least 95 percent or higher.

GOAL 2D: By 2028, at least 95 percent of DPS students will participate in annual student surveys (e.g. student climate survey, Panorama survey) and identify their school community as "a good place to attend and learn" and that they "feel like they belong."

GOAL 3A: By 2028, DPS will decrease the turnover rate of all DPS employees by 5 percent with a focus on teachers, instructional assistants, and bus drivers.

GOAL 3B: By 2028, DPS will increase the fill rate of all DPS positions by at least 5 percent with a focus on hard-to-staff instructional and classified positions.

GOAL 3C: By 2028, the percentage of DPS educators and staff who identify as Hispanic or Black will each increase by at least 5 percent.

GOAL 3D: By 2028, at least 90 percent of DPS educators and staff will agree that their school/department is a “good place to work and learn” based on NCDPI's Teacher Working Conditions survey and annual Employee Engagement Survey.

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AT A GLANCE P R I O R ITY 4 Cultivate Meaningful and Authentic Community Engagement

GOAL 4A: By 2025, DPS will assess processes and establish standards for enhancing consistent, understandable, accessible, and culturally responsive messaging for internal and external stakeholders.

GOAL 4B: By spring 2024, DPS will develop and implement tools to listen to and determine family needs. By 2025, DPS will use these findings to support schools in designing effective, meaningful family engagement programming. By 2026, 100 percent of schools will implement and evaluate such programming.

GOAL 4C: By spring 2024, DPS will design and implement a robust process for identifying, connecting with, approving, and onboarding community organizations as partners. Then by 2027, all schools will have one or more high impact community partnership to support increasing positive student outcomes.

P R I O R ITY 5

GOAL 5A: By 2028, DPS will provide healthy, safe, technologically current, and environmentally conscious facilities for 100 percent of DPS properties.

Conduct Business, Administrative, and Operational Functions Responsibly and Equitably

GOAL 5B: By 2028, 90 percent of DPS students who ride district buses will have on-time arrival to and from schools.

GOAL 5C: By 2028, DPS will increase K-12 Student Enrollment to achieve 100 percent utilization of seat capacity at all school levels (approximately 35,000 students).

GOAL 5D: By 2028, DPS will fully integrate business modernization, including payroll, HR, IT, and finance systems, to align district strategic objectives and business, administrative, and operational needs.

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PRIORITY 1

Foster Academic Excellence

Increase student performance on key academic indicators with a focus on ensuring equitable learning opportunities for all students.

GOALS GOAL 1A By 2028, 90 percent of DPS students and schools will meet or exceed standards for year-to-year academic growth as measured by the state model.

GOAL 1B By 2028, at least 70 percent of DPS students will achieve grade-level proficiency with a focus on Black, Hispanic, Students with Disabilities (SWD), and Limited English Proficiency (LEP) students as measured by End-of-Grade and End-of-Course testing.

GOAL 1C By 2028, the DPS four-year cohort graduation rate for students who start with DPS in ninth grade will be at least 90 percent.

GOAL 1D By 2028, 85 percent of DPS students will demonstrate Career and College Readiness as measured by the ACT/WorkKeys composite proficiency.

GOAL 1E By 2028, at least 70 percent of ELs will meet their annual progress targets.

GOAL 1F By 2028, at least 90 percent (w/SWD subgroup) will exceed GROWTH standards as measured by the state model.

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STRATEGIES Curriculum | Provide schools with training and support to maximize fidelity of implementation of adopted core instructional resources from Pre-K-12.

Opportunity Gaps | Develop and scale data-driven, research-based best practices for instruction— including accelerated student learning strategies and culturally responsive curriculum—to increase subgroup performance and address opportunity gaps. (e.g., high-impact tutoring, professional development in acceleration, summer bridge programs, etc.)

Early Childhood | Improve Pre-K to Kindergarten curriculum alignment and increase enrollment in district affiliated, high-quality Pre-K seats.

Career and College Readiness | Increase access to, enrollment in, and completion of advanced courses, including Honors, AP, IB, and Dual Enrollment courses for high school and high school courses in middle school as well as CTE Pathways and courses that result in an industry credential.

Personalized, Experiential Learning | Develop and implement innovative strategies that promote deeper, self-paced, technology-enhanced, and experiential learning and support schools in identifying and adopting these opportunities for students.

Multi-Tiered Systems of Support | Utilize differentiated core instruction and schoolwide tiered support systems to address the academic, behavior, social-emotional/mental health needs of all students.

Exceptional Children | Provide teachers and students the support necessary to increase the percentage of time where students with disabilities are included in core general education classes.

Professional Learning | Develop a professional learning plan for all teachers to support with specific strategies that address math and literacy content knowledge and student-centered instruction, especially for Black and Hispanic students, students with disabilities, and Limited English Proficiency (LEP) students.

English Language Learners | Strengthen support for English Language Learners by providing instructional staff with professional learning that promotes cultural understanding and instructional strategies that support English Learners at all language proficiency levels.

Equity Audit | Perform an Equity Audit to assess how district policies, practices, and programs impact student opportunity gaps.

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Provide a Safe and Healthy School Environment that Supports the Whole Child

PRIORITY 2

Strengthen the vital social and emotional supports necessary for student success.

GOALS GOAL 2A By 2024, DPS will develop measures of fidelity for implementation of a research-based cultural framework and social-emotional learning curriculum. By 2028, 100 percent of Durham Public Schools will implement a research-based cultural framework and social emotional learning curriculum with fidelity.

GOAL 2B By 2028, DPS will reduce the percentage of Black students, students with disabilities, and Hispanic students suspended in the district to 5 percent or lower.

GOAL 2C By 2028, DPS will have an overall student attendance rate of at least 95 percent or higher.

GOAL 2D By 2028, at least 95 percent of DPS students will participate in annual student surveys (e.g. student climate survey, Panorama survey) and identify their school community as "a good place to attend and learn" and that they "feel like they belong."

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STRATEGIES Restorative Practices and Exclusionary Discipline | Provide all school administrators and educators annual professional learning and supports for school-based staff around building positive school culture and healthy school climate, reducing the use of exclusionary disciplinary practices, and increasing daily attendance.

Inclusion and Intersectionality | Provide differentiated professional learning and curricular support to all educators to ensure that all students are included and feel safe, supported, recognized, and celebrated within their school and have the opportunity to learn about, discuss, and confront issues of equity and justice in school.

Extracurriculars | Ensure that every DPS middle and high school has extracurricular opportunities in athletics, arts, culture, wellness, and STEM. Discipline | Analyze disaggregated school-level and offense-specific disciplinary consequences to strengthen equitable application of district disciplinary policy.

Student Voice | Create regular opportunities to amplify student voice by seeking and acting on student input, including providing all administrators and educators with annual training to make meaning of student survey data.

Mental Health and SEL | Provide all school administrators and educators annual professional learning on mental health, social emotional learning, and trauma informed instruction aligned to student survey data.

Student Wellness | Integrate developmentally appropriate systems, structures, and processes that promote student health and wellness at the school and district level as aligned with board policy, including strengthening implementation of the ten components of the Whole School, Whole Community, Whole Child model.

Cultural Frameworks | Strengthen implementation of cultural frameworks through integration with existing school improvement processes, professional learning, and empowering school-level Student Services staff as leaders of implementation.

Social Emotional Learning Curriculum | Apply curriculum adoption best practices to develop and implement Social-Emotional Learning curriculum with fidelity at schools district-wide.

Attendance | Create a culture of attendance at schools by building staff capacity to support students with attendance challenges, implementing positive approaches to attendance interventions, identifying and removing barriers to attendance, and strengthening collaboration with families and local agencies to support students at greater risk of chronic absenteeism.

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10

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Recruit, Support, and Retain an Exemplary Staff

PRIORITY 3

Employ a highly qualified, caring, and student-centered employee in every DPS position.

GOALS GOAL 3A By 2028, DPS will decrease the turnover rate of all DPS employees by 5 percent with a focus on teachers, instructional assistants, and bus drivers.

GOAL 3B By 2028, DPS will increase the fill rate of all DPS positions by at least 5 percent with a focus on hard-to-staff instructional and classified positions.

GOAL 3C By 2028, the percentage of DPS educators and staff who identify as Hispanic or Black will each increase by at least 5 percent.

GOAL 3D By 2028, at least 90 percent of DPS educators and staff will agree that their school/department is a “good place to work and learn” based on NCDPI's Teacher Working Conditions survey and annual Employee Engagement Survey.

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STRATEGIES Grow Your Own | Expand district “Grow Your Own” programs that leverage the assets within Durham to identify and support staff, students, and community members interested in a career in education, with a focus on Hispanic and Black candidates.

Retention | Develop and implement innovative incentives to recruit and retain effective employees (e.g. professional development, financial incentives, etc.), especially those who identify as Hispanic or Black.

Career Development | Design and implement a tiered professional incentive program for employees to increase retention within the district.

Leadership Development | Identify and develop future school and district leaders through targeted professional development and the creation of a Professional Learning Network, with a focus on recruiting Hispanic and Black candidates.

Compensation | Review compensation of certified and classified positions to ensure market competitiveness and equity within district positions.

Recruitment | Strengthen existing and identify new and innovative partnerships with traditional and alternative educator preparation programs, especially those which produce Hispanic and Black candidates.

New Teacher Support | Strengthen onboarding, customized professional development, and mentorship programs for new teachers.

Affinity Groups | Develop and support school and district level affinity groups for historically marginalized or underrepresented populations.

Staff Wellness | Develop and celebrate, at regular intervals, integrated school and district level approaches that promote employee health and wellness.

Staff Interviews | Conduct and analyze exit and stay interviews to identify and address employee needs and areas of growth for the district and its schools.

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Cultivate Meaningful and Authentic Community Engagement

PRIORITY 4

Increase dialogue, feedback, collaboration, and partnerships between DPS and the Durham community.

GOALS GOAL 4A By 2025, DPS will assess school and district processes to establish standards for enhancing consistent, understandable, accessible, and culturally responsive messaging for internal and external stakeholders.

GOAL 4B By spring 2024, DPS will develop and implement tools to listen to and determine family needs. By 2025, DPS will use these findings to support schools in designing effective, meaningful family engagement programming. By 2026, 100 percent of schools will implement and evaluate such programming.

GOAL 4C By spring 2024, DPS will design and implement a robust process for identifying, connecting with, approving, and onboarding community organizations as partners. Then by 2027, all schools will have one or more high impact community partnerships that support increasing positive student outcomes.

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STRATEGIES Customer Service | Develop standard operating processes to create a culture of excellent customer service.

Communication | Establish and implement a plan to "meet families where they are" including assessing the effectiveness of communication systems at the school level using data to inform appropriate strategies and resources to strengthen school and family/community relations.

Ambassadorship | Expand ambassador programs to support and facilitate collaborative engagement, including Parent, Student, and Community Ambassadors.

Branding | Define DPS’s identity as the premier option for students, staff, and families to learn, grow, and work, and provide marketing support that increases school, family, and community engagement.

Language Support | Improve language access support in schools and the district by ensuring adequate Spanish-language staffing levels and expanding support for families who speak languages other than Spanish.

Engaging Families | Strengthen processes and systems that support the whole family/child from enrollment through graduation, with an intentional focus on differentiating supports to address the diverse needs of the community. (e.g., Family Academy, Establishing a Comprehensive Engagement Center, Annual Parent Summits, School-level family engagement opportunities, collaborative community hubs).

Professional Learning | Offer professional development for school leaders, teachers, staff, and families on effective family and community engagement.

Community Partners | Support schools and families in identifying and connecting with community partners and local agencies to meet student needs. DPS will implement a process for defining, engaging, supporting and analyzing the impact of community partners.

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PRIORITY 5

Conduct Business, Administrative, and Operational Functions Responsibly and Equitably

Strengthen service to students, families, and the Durham community through responsible stewardship and equitable distribution of capital, financial, technological, and human resources.

GOALS GOAL 5A By 2028, DPS will provide healthy, safe, technologically current, and environmentally conscious facilities for 100 percent of DPS properties.

GOAL 5B By 2028, 90 percent of DPS students who ride district buses will have on-time arrival to and from schools.

GOAL 5C By 2028, DPS will increase K-12 Student Enrollment to achieve 100 percent utilization of seat capacity at all school levels (approximately 35,000 students).

GOAL 5D By 2028, fully integrate business modernization, including payroll, HR, IT, and finance systems, to align district strategic objectives and business, administrative, and operational needs.

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STRATEGIES Strategic Marketing | Develop a strategic marketing plan that highlights how business operations support student achievement through proper financial management, safe reliable transportation, nutritious and culturally diverse meals, and safe, clean, and educationally appropriate learning and working environments, which can be used as material for DPS’ larger student enrollment marketing plan.

Sustainability | Expand initiatives to increase the sustainability of district facilities and operations (e.g. upgrading energy efficient systems, increasing available alternative energy sources, expanding recycling/ composting programs.)

School Safety | Perform a district wide school safety audit that evaluates district facilities, policies, and practices to ensure students, families, staff feel safe across all district facilities.

Nutrition | Provide healthy, culturally responsive breakfast and lunch options accommodating multiple dietary needs or preferences district wide.

Professional Learning | Collaborate with the DPS Professional Learning Department, as well as community colleges, trade schools, and universities, to create professional learning modules for all business and operations staff, to increase knowledge and skills necessary for carrying out current job duties, as well as DPS succession planning.

Business Operation Assessments | Establish a cycle of comprehensive district-wide reviews of systems to assess financial, human, technological, and capital resources, and leverage findings to improve productivity.

Data Driven Decision Making | Leverage technology and data analytics to continuously collect, evaluate, and improve operational productivity within all business divisions, departments, and units.

Transportation | Develop, implement, and continuously improve a system to assess bus routes to improve efficiency, maximize staffing, and improve on-time service for all students who need transportation to and from school.

Capital Improvements | Annually review and update the district's Capital Improvement Plan to maintain accurate and up-to-date reporting around the allocation of the 2022 bond and the development of and communication around future bond measures.

Specialized Spaces | Review and upgrade specialized learning spaces (including classrooms, media centers, and common areas) to facilitate learning, foster collaboration, and support innovation).

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PRI ORITY 1:

Foster Academic Excellence

2023-28 STRATEGIC PLAN BENCHMARKS Goal ID

2023-24 Benchmark

2024-25 Benchmark

2025-26 Benchmark

2026-27 Benchmark

2027-28 Goal

1A

87.2

87.9

88.6

89.3

90.0

49.2 All 42.1 Black 41.4 Hispanic 27.5 LEP 28.2 SWD

54.4 All 49.1 Black 48.6 Hispanic 38.1 LEP 38.7 SWD

59.6 All 56.1 Black 55.8 Hispanic 48.7 LEP 49.1 SWD

64.8 All 63.1 Black 63.0 Hispanic 59.3 LEP 59.6 SWD

70.0 All 70.0 Black 70.0 Hispanic 70.0 LEP 70 SWD

85.2

86.4

87.6

88.8

90.0

1D

53.6

61.4

69.3

77.1

85.0

1E

27.3

38.0

48.6

59.3

70.0

34.0

48.0

62.0

76.0

90.0

Goal ID

2023-24 Benchmark

2024-25 Benchmark

2025-26 Benchmark

2026-27 Benchmark

2027-28 Goal

2A

88.0

91.0

94.0

97.0

100.0

2B

9.44 Black 4.35 Hispanic*

8.33 Black --

7.22 Black --

6.11 Black --

5.0 Black --

2C

89.2

90.6

92.1

93.5

95.0

2D

87.3 A&L* 61.9 BEL**

89.2 A&L 70.2 BEL

91.1 A&L 78.5 BEL

93.1 A&L 86.8 BEL

95.0 A&L 95.0 BEL

Academic Growth

1B

Grade Level Proficiency

1C Graduation Readiness English Learners

1F

Exemplary Staff

PRIOR IT Y 3: and Retain an

Recruit, Support,

PRI ORI T Y 2:

Provide a Safe and Healthy School Environment

Students w/ Disabilities

Cultural Framework

Suspension

Attendance Student Climate

* A&L denotes data for schools labeled as "a good place to attend and learn" (see page 8, Goal 2D). ** BEL denotes data for schools where students "feel like they belong" (see page 8, Goal 2D).

Goal ID

2023-24 Benchmark

2024-25 Benchmark

2025-26 Benchmark

2026-27 Benchmark

2027-28 Goal

3A

13.6

12.6

11.6

10.6

9.6

3B

77.98

78.98

79.98

80.98

81.98

3C

7.4 Hispanic 53.7 Black

8.4 Hispanic 54.7 Black

9.4 Hispanic 55.7 Black

10.4 Hispanic 56.7 Black

11.4 Hispanic 57.7 Black

3D

83.4

85.1

86.7

88.4

90.0

Turnover Rate

Hard-to-Staff Rate

DPS Staffing

Good Place to Work

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PRI ORIT Y 5:

Conduct Business, Administrative, and Operational Functions Responsibly and Equitably

P RI ORI T Y 4:

Cultivate Meaningful and Authentic Community Engagement

The benchmarks on the adjacent pages indicate the interim steps Durham Public Schools will take to reach its projected goals in 2028. These benchmarks will serve as a measure to monitor the district's progression in attaining each goal.

Goal ID

2023-24 Benchmark

2024-25 Benchmark

4A Messaging

--

Complete

4B Listening Tools and Family Programming

Use of tools to listen and determine family needs

4C Partnerships

Maintain 100%*

2025-26 Benchmark

2026-27 Benchmark

2027-28 Goal

Findings used 100% of schools to design family implement engagement programming programming Maintain 100%

Maintain 100%

Maintain 100%**

* DPS will design and implement a robust process for identifying, connecting with, approving, and onboarding community organizations as partners. ** All schools will have one or more high-impact community partnerships that will support in increasing positive student outcomes.

Goal ID

2023-24 Benchmark

2024-25 Benchmark

2025-26 Benchmark

2026-27 Benchmark

2027-28 Goal

5A Facilities

Annual update provided

Annual update provided

Annual update provided

Annual update provided

100.0

5B On-time Bus Arrival

83.6

85.2

86.8

88.4

90.0

5C Student Enrollment

31,340

31,790

32,860

33,930

35,000

5D Business Modernization

Annual update provided

Annual update provided

Annual update provided

Annual update provided

Complete

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COM M U N I T Y- D R I VE N | R E SE A RCH- INFOR M ED Durham Public Schools partnered with RTI International throughout the 2022-23 school year to facilitate the development of a communitydriven strategic plan. As part of this process, a steering committee of 50 community stakeholders, including students, teachers, administrators, staff, parents, and district and community leaders considered student outcome data, staff feedback, community questionnaire and focus group input, and current research-based best practices to develop a plan that reflects the needs of its diverse and passionate community. This vision for DPS honors the hard work done to date while exploring new avenues to ignite the limitless potential of all DPS students.

S T E E R I N G

C O M M I T T E E

RUBEN AHUKANNA, Teacher Assistant, Merrick-Moore Elementary DR. OLU ARIYO, Director of College Recruitment and High School

DR. ALVERA LESANE, Assistant Superintendent for Human Resources, DPS

PAUL LESIEUR, Chief Finance Officer, DPS PAUL MIJUMBI, Director of IT Operations, DPS DR. LAVERNE MATTOCKS-PERRY, Senior Executive Director for

Partnerships, Durham Technical Community College JESSICA AUSTIN, Principal, Lowe's Grove Middle OPICI BECTON-RICHMOND, Teacher, C.C. Spaulding Elementary DR. KRISTIN BELL, Executive Director of Exceptional Children, DPS SHEILA BROCKERS-WHITE, Teacher, City of Medicine Academy DR. KELVIN BULLOCK, Executive Director of Equity and Professional Development, DPS MICHELLE BURTON, Durham Association of Educators EMILY CHAVEZ, Vice Chair, Durham Public Schools Board of Education WALLACE CHERRY, Bus Driver, DPS DOUGLASS COLEMAN, Program Director, BOOST, Duke University DAVID COUSINS, Teacher, School for Creative Studies JOSE CRUZ, Teacher, Shephard Magnet Middle CHLOE DANIEL, Student Representative, Durham School of the Arts YOSHEKA GAISIE, Teacher, Ignite Online Academy TANYA GIOVANNI, ESQ., Chief of Staff, DPS MAGAN GONZALEZ-SMITH, Executive Director, DPS Foundation TY GULLEY-HARRIS, Student Representative, Neal Middle DR. NAKIA HARDY, Deputy Superintendent, DPS LAURIE HENRY, Teacher, Riverside High KAFI HILL, Social Worker, Durham Performance Learning Center SUNNY HIRALDO, Teacher Assistant, Southwest Elementary EVA HOWARD, Executive Director of Safety and Security, DPS DONALD JONES, Principal, Lakewood Montessori Middle ANTONIO JONES, Chairman, Durham Committee on the Affairs of Black People JEFF KOWEEK, Senior Executive Director of Employee Relations, DPS

Student Support Services, DPS ANAYELI MOGOYAN, Spanish Language Interpreter, DPS DR. JULIUS MONK, Deputy Superintendent of Operations, DPS DR. PASCAL MUBENGA, Superintendent, DPS PATRICIA OBREGON, Community Organizer MILLICENT ROGERS, Durham Public Schools Board of Education NICHOLAS ROTOSKY, Principal, Southwest Elementary DR. ALBERT ROYSTER, Executive Director of Research and Accountability, DPS DR. STACY STEWART, Chief of Schools, DPS DEPRINA STOVALL, Child Nutrition, DPS WILLIAM "CHIP" SUDDERTH, Chief Communications Officer, DPS CRYSTAL TAYLOR-SIMON, Principal, Middle College High HUMBERTO TREJO, Parent JEREMY TUCKER, Director of Arts, DPS BETTINA UMSTEAD, Chair, Durham Public Schools Board of Education BEATRIZ VAZQUEZ, Parent KARMISHA WALLACE, Durham Assistant City Manager TOMEKA WARD SATTERFIELD, Director of Student Wellness and Advocacy, DPS DR. JEROME WASHINGTON, Pastor, Mount Vernon Baptist Church CLIFTON WILLIAMS, Director of Maintenance and Environmental Services, DPS STEPHANIE WILLIAMS, Director of Fiscal Operations, DPS

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