Durham Public Schools leadership introduced a restructured approach for reporting progress on the district’s Strategic Plan priority 1, shifting to a continuous‑improvement cycle that rates implementation on a five‑point scale and ties strategy ownership to measurable evidence.

Assistant Superintendent Chanel Sidbury outlined the new reporting format (what are we doing, is it working, where to improve, what we will do next) and explained implementation levels from 1 (not started) to 5 (sustained and impactful). The report covers curriculum, opportunity gaps, early childhood, career and college readiness, experiential learning, MTSS, exceptional children, professional learning, English‑learner supports and an equity audit. Early data presented shows K–2 literacy cohort gains, progress in Math 1 and Biology, but an 8.6 percentage‑point drop in Math 3 performance that the district identified as a systemwide concern requiring targeted action.

Finance staff briefed the board on enrollment declines, charter pass‑through impacts and other fiscal risks—ranging from potential state funding shifts to increases in energy costs—that together leave the district planning for hard choices. Staff outlined near-term measures (contract reviews, hiring freeze, procurement scrutiny) and a community engagement timeline for budget input, including a 'thought exchange' open to the public, a January review and a March target for a recommended budget submission to the county.

Board members asked for additional qualitative measures, a calendar for recurring strategic updates at the start of agendas, and clearer links between the strategic plan and budget allocations. Administration committed to returning with school‑by‑school implementation data in spring and to present capital and technology plans for board review before final budget decisions.