April 9 and 16, 2026 School Board Meetings

April 9 and April 16, 2026 School Board Meetings

April 9, 2026, School Board Meeting

My schedule and my time got way overloaded in April, consequently these are abbreviated versions of my regular board meeting newsletters.

The first item was Introduction of the FY 2026-2036 Capital Investment Plan (CIP). The Abstract of the report is loaded with timely information.

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The second item was the Board of Education’s FY 2026-27 Local Operating Budget Request. Again, please see the Abstract for details.

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The third item was the CHCCS Digital Learning Plan Initial Draft. This plan is a significant upgrade of previous versions of the district’s Digital Learning Plan (DLP). I strongly recommend reviewing the entire plan HERE.

Here is a summary of some comments I made at the board meeting.

Digital Learning Plan Comments – April 9, 2026

Dr. Bales, Mr. McArthur, Ms. Atwater,

Thank you for the Digital Learning Plan Update presentation. Thank you for the responsiveness, time, effort and planning that has gone into getting here. The coalition group that met three times in day-long sessions, and responded to several draft iterations of this plan, was clearly “listened to” as the plan was developed. I appreciate too the purpose, contents, organization, and spirit of the Digital Learning Plan (v 3).

I’m not going to review every highlight of the plan (I’m aware that we have a packed agenda tonight), however, to me, some of the information is worthy of note tonight. All of this is expanded upon in the actual draft plan itself.

The plan’s primary purpose is described as, “The Digital Learning Plan establishes a shared, districtwide framework for when and how technology can support teaching, learning, and equity, ensuring it is used intentionally and not as a replacement for teacher-student interaction. Its purpose is to bring clarity and consistency to digital learning decisions by centering instruction, developmental appropriateness, and meaningful learning experiences. The plan is designed to guide practice, professional learning, and resource decisions without prescribing specific tools, emphasizing purposeful use and limiting unnecessary screen time. We are committed to the safety and well-being of students when using digital tools.”

It continues with What We Mean by Digital Learning in CHCCS:

“In Chapel Hill–Carrboro City Schools, digital learning means using technology intentionally to support strong instruction, deepen student understanding, and expand access to learning. Technology is a tool in service of instructional goals, not a driver of them.

Digital learning in CHCCS is:

• Purposeful and aligned to curriculum and instructional priorities

• Developmentally appropriate across grade levels

• Balanced with non-digital learning experiences and human connection

• Grounded in safety, privacy, and responsible use

• Designed to reduce fragmentation and promote coherence for students

Digital learning in CHCCS is not:

• Screen time without an intended purpose

• A replacement for teacher expertise or human interaction

• A collection of disconnected tools

• A one-size-fits-all model across classrooms

Our commitment is to ensure that technology enhances learning only when it adds value and that students experience consistent, meaningful, and age-appropriate digital learning across all schools.

There follows a short section titled, What Balance Means in CHCCS Classrooms.

“Balance means using hands-on and/or paper-based materials with the support of technology when it strengthens learning. It is not about equal time on and off devices. It is about thoughtful instructional decisions. In practice, balancing use means:

• Technology is used with a clear purpose, not by default

• Hands-on learning, discussion, collaboration, and direct instruction remain central to what is best for students.

• Students experience digital and non-digital learning across the day and week

• Digital devices are tool options for creation, feedback, and access, not passive consumption

• Teachers adjust use based on age, content, and student needs

• Continuous monitoring of best practices and tools that support students now, and not when they may have been first adopted

• Ensuring the impact of digital learning is safe and has a positive impact on one’s wellness.

Balanced digital learning protects student focus, supports well-being, and keeps relationships at the center of instruction.

Related to the slide titled Why this Work is Needed, in the CHCCS Digital Learning Plan (Version 3) Executive Summary it states, “The plan recognizes that the best teaching and learning occurs through strong teacher-student relationships and active engagement. Technology can, when appropriately used, be a part of the student experience but should be a supplement to core curricular and instructional practices.”

The slide titled Summer - Fall 2026 Priority Actions is especially noteworthy.

1. Increase restrictions on YouTube access and update district web filtering settings to better align with instructional use.

2. Publish a public facing centralized list of approved digital resources with time recommendations and purpose.

3. Require use of GoGuardian Teacher in all 2nd through 12th grade classrooms to support student device monitoring and digital safety.

4. Publish a district professional learning calendar focused on digital learning planning strategies and digital literacy best practices.

5. Begin planning for the phase-out of the iPad renewal cycle in lower elementary grades. Develop a strategy to reduce technology expenditures across all grade levels through a streamlined instructional technology portfolio.

This is expanded upon or better summarized in the plan itself as, “In Year 1, the district will take immediate steps to better align digital learning with instructional priorities. This includes streamlining instructional technology to reduce redundancy, evaluating the use of iPads for grades K-1 for sustainability and instructional fit, and refining web filtering and YouTube access to support learning and minimize distraction. These actions reflect our commitment to refining district-wide coherence, responsible use of resources, and a more focused digital learning experience for students and staff.

I’ll stop, for now, with this quote from the plan:

“Through this plan, Chapel Hill–Carrboro City Schools commits to using technology as a supportive tool for learning, not a driver of it. By establishing clear expectations, thoughtful guardrails, and shared ownership, the district seeks to ensure digital learning consistently supports instructional excellence, student well-being, and equitable opportunities for all learners.”

This digital learning plan is not perfect; however, it’s a very clear statement of our focus on using technology effectively. It clearly places technology in service to enhancing student learning and well-being, and not being the driver. I appreciate the work done to date by both the professional staff, and the coalition group.

The next agenda item was titled Student Membership Forecast: 2025-26 through 2035-36 for Chapel Hill-Carrboro City Schools. This was a presentation by Dr. Nathan Dollar, Carolina Demography. The reader is advised to review the presentation HERE.

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The next agenda item was titled Overview of State & District Staffing Allocations.

Chapel Hill-Carrboro City Schools develops staffing allotments based on projected student enrollment, state funding formulas, and district priorities. While the state provides baseline staffing allocations, the district supplements these allotments to align with local priorities and support the instructional program.

This presentation outlines the differences between state-funding positions and the district-allotted positions across elementary, middle, and high school levels. It also provides context for how these differences affect overall staffing levels and shape the district’s personnel profile.

As previously noted, personnel costs represent over 80% of the district’s total budget. Understanding the relationship between state funding and district staffing decisions is critical for long-term financial planning.

A similar presentation was previously presented to the Finance, Facilities and Operations Committee on March 10, 2026, and was requested to be shared with the full Board of Education and the public.

Click HERE to view the presentation slide deck.

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The final agenda item was Recommendation for Approval of Reduction in Force (RIF) Plan. Click HERE to review the plan. This RIF is a major step in matching the size and responsibilities of the central office administration with the student enrollment numbers in the district. As always, feel free to contact me if you have comments or questions.

April 16, 2026 Board Meeting

This meeting was largely focused on approving items reviewed in the April 9 meeting. In addition to those topics, the following items were approved: selected vendor for districtwide Food Service Management, the recommended SY 2027-2028 calendar for the traditional schools, amendments to the 2025–2026 traditional Academic Calendar, and extending the procedural deadlines established in Policy Code 7440 (Assignment/Reassignments/Transfers) for the 2026–2027 and 2027-2028 academic years.

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So these are busy times with a lot going on. In May we will focus on monitoring the state government actions, or inactions, as well as monitoring our budget requests to our county commissioners. We STILL don’t have a state budget. We’ll also focus on school closure possibilities, with the initial report due later today (May 7) and a Public Hearing on May 21, 2026. Any official board action on school closure(s) will occur at or after the regularly scheduled board meeting on June 4, 2026.

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