[00:00:05]
          IN, I'D LIKE TO CALL THE OCTOBER 12TH TWENTY ONE SCHOOL BOARD WORK SESSION TO ORDER. 
          [A. Meeting Opening]
FIRST, WE HAVE AN UPDATE ON BULLYING PREVENTION FROM DRS. 
          [B. Bully Prevention Update]
RUCKER, HONSINGER AND WYNNE. 
          A.R.T. SCHOOL BOARD MEMBERS I HAVE WITH ME THIS AFTERNOON, DR. 
          CONNIE HONSINGER, TRAUMA INFORMED EDUCATION SPECIALIST, AND DR. 
          LAUREN WYNNE, SCHOOL COUNSELING COORDINATOR. 
          WE WILL BE PROVIDING AN UPDATE ON OUR BULLY PREVENTION PROGRAM FOR CHESTERFIELD COUNTY PUBLIC SCHOOLS. 
          THE AGENDA IS TO PROVIDE AN OPPORTUNITY FOR YOU TO UNDERSTAND THE NEED AND THE CHARGE THAT WAS GIVEN TO US AS A SCHOOL DIVISION THIS YEAR PROVIDE A DEFINITION OF WHAT BULLYING IS IN OUR SCHOOL DIVISION, A HISTORY OF PROMOTE RESPECT, WHICH IS THE PROGRAM THAT WE USE IN OUR DIVISION, CURRENT STATUS AND NEXT STEPS. 
          WHAT YOU SEE IN FRONT OF YOU IS A SNAPSHOT OF A PROGRAM THAT WE HAVE CREATED FOR OUR SCHOOL PRINCIPALS AND OUR SCHOOL COUNSELORS. 
          AND THIS SNAPSHOT INCLUDES ALL OF THE PROGRAMS AND OPPORTUNITIES THAT WE HAVE FOR OUR SCHOOLS TO ACTUALLY ENSURE THAT OUR STUDENTS ARE SOCIALLY, EMOTIONALLY WELL. 
          SO WHAT DOES THAT ACTUALLY MEAN? IT MEANS THAT WE'VE BEEN DOING A LOT OF THINGS AND IT NEEDED TO BE ON ONE DOCUMENT. 
          AND SO WHEN WE MET WITH OUR PRINCIPALS AND AT THE BEGINNING OF THE YEAR, IN AUGUST, WE ACTUALLY CAPTURED ALL OF THIS IN A DOCUMENT TO ENSURE THAT THEY UNDERSTOOD WHAT PRE-K THROUGH 12 SUPPORT LOOK LIKE FOR OUR STUDENTS. 
          AND THIS IS JUST A PICTURE OF WHAT EACH OF THE SCHOOL LEVELS HAVE IN THEIR IN THEIR ACTUAL SCHOOLS TO MAKE SURE THAT THIS IS IMPLEMENTED WITH FIDELITY, DR. 
          DAUGHERTY TOLD US AT THE BEGINNING OF THE YEAR THAT WE WOULD BE WELCOMING BACK A NUMBER OF STUDENTS WHO ARE VERY DIFFERENT THAN WHERE THEY WERE WHEN THEY WERE LAST WITH US BEFORE THE PANDEMIC BEGAN. 
          AND WITH THAT CHARGE, THIS WAS THE NEED THAT WE NEEDED TO MEET THEM WHERE THEY WERE TO ENSURE THAT THEY FELT SAFE AND SECURE WHEN THEY WALKED INTO OUR BUILDINGS EVERY DAY. 
          AND SO AGAIN, THIS DOCUMENT HAS BEEN SHARED WITH OUR PRINCIPALS, SCHOOL COUNSELORS, SCHOOL PSYCHOLOGISTS AND SCHOOL SOCIAL WORKERS TO ENSURE THAT EVERYONE KNEW WHAT WAS AVAILABLE TO THEM AND HOW TO PROVIDE SUPPORT TO OUR STUDENTS SOCIAL AND EMOTIONAL NEEDS. 
          THE CCPS DEFINITION OF BULLYING AS IT AS POLICY 4010 STATES ANY AGGRESSIVE AND UNWANTED BEHAVIOR THAT IS INTENDED TO HARM, INTIMIDATE OR HUMILIATE THE VICTIM INVOLVES A REAL OR PERCEIVED POWER IMBALANCE BETWEEN THE AGGRESSORS AND VICTIM AND IS REPEATED OVER TIME OR CAUSES SEVERE EMOTIONAL TRAUMA. 
          THIS DEFINITION IS VERY IMPORTANT TO UNDERSTAND. 
          WE MAKE SURE THAT WE SAY WE TALK ABOUT THIS DEFINITION QUITE OFTEN IN OUR SCHOOLS, BUT IT'S ALSO IMPORTANT FOR OUR SCHOOL COMMUNITY TO UNDERSTAND HOW WE'VE DEFINED BULLYING IN OUR SCHOOL DIVISION. THE HISTORY OF PROMOTE RESPECT, WHICH IS OUR PROGRAM, GOES ALL THE WAY BACK TO 2011-2012. 
          AND THAT'S WHEN THE TASK FORCE WAS FORMED IN A RESPONSE TO BULLYING CONCERNS WITHIN OUR DIVISION AND IMPLEMENTATION OF THE PROGRAM STATE MANDATE OCCURRED IN 2013-14 AND THEN THERE WERE MINOR ADJUSTMENTS THAT WERE MADE FROM 2015 TO 2018, MAKING SURE THAT WE GETTING FEEDBACK AND TRAINING NEW HIRES TO ENSURE THAT THEY UNDERSTOOD HOW TO PROCEED WITH SUPPORTING STUDENTS IF THEY WERE BEING BULLIED. 
          IN 2018-19, IT WAS THEN INCLUDED IN OUR SCHOOL IMPROVEMENT PLAN IS GOAL TWO OF IMAGINE TOMORROW AND THEN THIS YEAR WE UPDATED AN ELECTRONIC REPORTING TOOL AND TRAINING MATERIALS SO THAT WE ARE CONSTITUENTS ACROSS THE DIVISION IN HOW OUR CONSTITUENTS AND STUDENTS ARE ABLE TO REPORT BULLYING WITHIN SCHOOLS, AND WE WILL TALK ABOUT THAT A LITTLE LATER. GOOD AFTERNOON. 
          SO PROMOTE RESPECT, AS YOU HEARD, IS OUR ANTI-BULLYING PROGRAM IS FOR PRE-K THROUGH 12 WILL EXTEND ALSO THROUGH NIGHT SCHOOL VIRTUAL SCHOOL. 
          IT INVOLVES EVERYONE SUPPORTING ALL OF OUR STUDENTS. 
          WE CHOSE TO CALL IT PROMOTE RESPECT YEARS AGO, WE INITIATED THE TASK FORCE BECAUSE WE REALLY WANTED TO EMPHASIZE THAT WE WERE TEACHING, MODELING AND REINFORCING RESPECTFUL BEHAVIORS, NOT JUST ADDRESSING DISRESPECTFUL, UNKIND OR BULLYING BEHAVIORS. 
          SO WE ALSO WANTED TO MAKE SURE THAT WE WERE FOLLOWING THE STATE MODEL GUIDANCE POLICY AND ACCORDING TO ELEMENTS IN THAT POLICY, WE KNOW THAT BULLYING MUST BE INCLUDED IN THE CODE OF CONDUCT, WHICH IT IS. 
          YOU JUST HEARD THE DEFINITION. 
          THERE ARE ALSO SPECIFIC CODES RELATED TO BULLYING OFFENSES. 
          STAFF IS EDUCATED ANNUALLY SO THAT THEY KNOW HOW TO RECOGNIZE AND RESPOND AND SUPPORT STUDENTS. OUR STUDENTS ARE EDUCATED ANNUALLY THROUGH A VARIETY OF METHODS AND LESSONS. 
          [00:05:03]
WE PROMOTE AND FACILITATE THE REPORTING OF INCIDENTS, AND LAUREN WILL TALK TO YOU A LITTLE BIT ABOUT WHAT WE DID THIS YEAR TO MAKE THAT MORE CONSISTENT AND IMPLEMENTED WITH FIDELITY ACROSS OUR DIVISION. 
          WE INVESTIGATE AND FOLLOW UP ON ALL INCIDENTS THOROUGHLY, WHICH WAS ALSO KEY AND HAVING A CONSISTENT REPORTING SYSTEM AND HAVING IDENTIFIED LEADS THAT RESPOND TO THOSE. 
          WE FOLLOW AN INVESTIGATION PROTOCOL THAT ALWAYS STARTS WITH STUDENT SAFETY, ENSURING SAFETY THAT STUDENTS FEEL SAFE AND WELCOMED IN OUR ENVIRONMENTS. 
          WE ALSO HAVE PARENT NOTIFICATION WHEN THERE IS AN INVESTIGATION OF BULLYING, NOTIFYING THOSE WHO HAVE PARENTS OF POTENTIAL TARGETS AND THOSE WHO ARE THE PARENTS OF THE POTENTIAL AGGRESSORS. 
          AND THEN WE ALSO DO SOME DATA COLLECTION AND MONITORING TO IMPROVE OUR EFFORTS AND TO ENSURE THAT WE'RE ADDRESSING IT APPROPRIATELY IN EACH ONE OF OUR SCHOOLS. 
          SO THAT REALLY STARTS WITH OUR POSITIVE BEHAVIOR SUPPORTS IN SCHOOLS. 
          ALL SCHOOLS HAVE WHAT WE CALL A TIER ONE TEAM OR A PBIS TEAM, AND THAT'S THE TEAM THAT REALLY LOOKS AT ALL OF THE DATA AND INFORMATION RELATED TO ACADEMICS, BEHAVIOR, ATTENDANCE. SO THEY'VE KIND OF GOT THEIR EYE ON, YOU KNOW, THAT CLOSELY MONITORING SYSTEM OF DATA COLLECTION IN THEIR SPECIFIC SCHOOLS. 
          WE ALSO KNOW THAT PART OF BULLYING PREVENTION IS REALLY IN THE WORD PREVENTION THAT WE DON'T WANT TO JUST CATCH THINGS ON THE BACK END AND ADDRESS THEM THROUGH CONSEQUENCES OF PUNISHMENT. WE WANT TO SET SCHOOLS AND SYSTEMS UP SO THAT WE'RE PROMOTING RESPECT. 
          WE'RE TEACHING AND MODELING AND REINFORCING THOSE BEHAVIORS. 
          PART OF THAT IS THROUGH OUR RESTORATIVE PRACTICES, AND I WOULD ALSO SAY TRAUMA SENSITIVE APPROACH THAT WE WANT TO SET STUDENTS UP FOR SUCCESS BY OUTLINING REALLY CLEAR, SPECIFIC GUIDELINES FOR BEHAVIOR. 
          OUR EXPECTATIONS AND PART OF THAT IS REALLY BUILDING THOSE CLASSROOM COMMUNITIES THAT WE KNOW THAT THE RESEARCH SUGGESTS THAT WHEN WE HAVE CLOSE COMMUNITIES THAT ARE BUILT IN OUR CLASSROOMS, THAT STUDENTS TEND TO BE MORE KIND TO ONE ANOTHER AND UNDERSTANDING AND EMPATHETIC. SO THROUGH RESTORATIVE PRACTICES, WHAT THAT LOOKS LIKE AT THE ELEMENTARY LEVEL, IT CAN BE CLASS MEETINGS AND IN THE MIDDLE AND HIGH SCHOOL, WE REFER TO IT MORE IN TERMS OF PROACTIVE CIRCLES THAT WE ALL GET TO KNOW EACH OTHER AND WE ADDRESS ISSUES WITHIN THAT COMMUNITY THAT CAN BE VERY SUPPORTIVE. 
          SO ONE OF THE THINGS WE WANTED TO DO THIS YEAR WAS SORT OF REBOOT THIS PROGRAM BECAUSE WE KNEW THAT WE ALWAYS HAVE A LOT OF NEW STAFF IN EVERY BUILDING. 
          DIFFERENT PEOPLE BECOME IN CHARGE OF LEADING THE EFFORTS IN THE SCHOOLS. 
          AND SO WHAT WE DID WAS WE ASKED SCHOOLS TO IDENTIFY TWO LEADS IN EVERY BUILDING THAT WOULD GET THE SPECIFIC TRAINING AND THEN SORT OF MONITOR AND LEAD THE EFFORT IN THEIR SCHOOLS. WE PROVIDED UPDATES, UPDATED TRAINING, WE UPDATED THE RESOURCES. 
          WE DEVELOPED THIS CONSISTENT REPORTING SYSTEM, WHICH LAUREN, WE'LL TALK ABOUT MORE AND WE ALSO REDESIGN THE REDESIGN OF CNET SORT OF LOOKED AT THE RESOURCES AND MADE THEM MORE ACCESSIBLE IN A LITTLE BIT MORE UNDERSTANDABLE WAY TO LOCATE THEM. 
          AND THEN THE OTHER THING WE KNEW WAS THAT SCHOOLS HAVE A LOT ON THEM RIGHT NOW, YOU KNOW, THERE'S A LOT OF THINGS GOING ON. 
          AND SO WE WANTED EVERYTHING TO BE AVAILABLE ON ONE SPECIFIC SHEET. 
          SO WE LINKED ALL OF THE RESOURCES, ALL OF THE SPECIFIC PIECES THAT NEEDED TO BE. 
          WE NEEDED TO ENSURE THEY WERE BEING DONE WITHIN EACH SCHOOL. 
          SO THOSE LEADS HAVE BEEN TRAINED. 
          THEY HAVE THIS CHECKLIST AND ALL OF THE RESOURCES ARE LOCATED IN ONE SPOT TRAINING RESOURCES, RESOURCES FOR FAMILIES, RESOURCES FOR THE SCHOOL TEAMS TO USE. 
          THANK YOU. SO WE KNOW THAT BULLYING IS HURTFUL? WE KNOW THAT IT IS UNKIND, BUT IT IS ESSENTIALLY  UNEMPOWERING OR DISEMPOWERING. 
          AND SO A BIG PART OF PROMOTE RESPECT IS ABOUT EMPOWERING OUR COMMUNITY, WHETHER IT'S OUR STUDENTS UNDERSTANDING OF WHAT RESPECT IS AND ALL THE DIFFERENT PARTS OF OUR SCHOOL BUILDING AND AS THEY'RE USING TECHNOLOGY. 
          BUT WE ALSO WANT THE IMPORTANT ADULTS IN THEIR LIVES TO KNOW WHAT THIS PROGRAM IS ALL ABOUT, BECAUSE THAT WILL HELP THE TEACHERS ACT DECISIVELY AND KINDLY. 
          THAT WILL HELP PARENTS KNOW HOW TO ASK FOR HELP. 
          EFFICIENTLY, RIGHT? WHEN YOUR CHILD IS IN PAIN, YOU JUST WANT TO FIND A WAY TO SOLVE THAT PROBLEM AS QUICKLY AS YOU POSSIBLY CAN. 
          AND THAT STARTS NOT ONLY WITH KIDS KNOWING WHAT TO DO, BUT ALSO WE NEED FOR OUR STAFF TO BE ABLE TO RESPOND WELL. 
          AND IT'S PART OF THE REBOOT THIS YEAR. 
          WE REORGANIZED WHERE RESOURCES COULD BE FOUND AND CREATED AN INFOGRAPHIC WHICH HAS ALL OF THE INSTRUCTIONS STEP BY STEP OF WHAT TO DO. 
          THIS IS WHAT BULLYING IS. 
          THIS IS HOW IT CONNECTS TO OUR STATE MANDATE. 
          THIS IS WHAT WE DO HERE AND THIS. 
          [00:10:02]
THESE ARE RESOURCES TO HELP YOU HELP STUDENTS AND FAMILIES WHO ARE IN NEED. 
          AND OUR THE MAJORITY OF OUR STAFF KNOW THIS BECAUSE THEY'VE BEEN WITH US AND WE TALK ABOUT THIS EVERY YEAR, BUT WE DO HAVE NEW STAFF MEMBERS EVERY YEAR. 
          AND THEN LAST YEAR WAS A WEIRD YEAR FOR ALL KINDS OF REASONS, SO WE JUST WANTED TO MAKE SURE IT WAS CLEAR AS A BELL FOR PEOPLE. 
          ONE THING THAT WE UPDATED WAS HOW PEOPLE COULD REPORT CONCERNS ABOUT BULLYING OR DISRESPECT. AND OF COURSE, IT'S BROADER THAN JUST BULLYING. 
          ULTIMATELY, WE DECIDE AS PART OF THE INVESTIGATION WHETHER IT'S BULLYING OR NOT BULLYING. 
          BUT WE WANTED TO HAVE ONE PLACE WHERE PEOPLE COULD SUBMIT CONCERNS THAT WOULD BE ADDRESSED EFFICIENTLY AND EFFECTIVELY. 
          WE DID SOME SAMPLING OVER THE LAST MANY MONTHS OF WHO'S DOING WHAT, WHERE LIKE HOW ARE PEOPLE RECEIVING BULLYING CONCERN REPORTS. 
          AND WE FIGURED OUT THAT THE SCHOOLS THAT WERE DOING THIS WORK REALLY WELL AND CONSISTENTLY AND BEING ABLE TO TRACK THEMES THAT CAME UP IN BULLYING REPORTS WERE THE ONES WHO WERE USING AN ONLINE FORM, WHICH NOWADAYS IS NOT HARD TO CREATE. 
          SO WE WORKED WITH OUR TECHNOLOGY SUPPORT PROFESSIONALS AND OUR INSTRUCTIONAL DESIGNERS, AND WE CAME UP WITH A WAY FOR TO HAVE A SPOT FOR PEOPLE TO SUBMIT WHAT THEY NEEDED HELP WITH. AND WE BELIEVE IT'S ALREADY HAPPENING. 
          PEOPLE ARE RESPONDING USING THIS REPORT FORM. 
          I WILL SAY THAT OUR FAMILIES AND OUR STUDENTS AND AND OTHER PROFESSIONALS CAN STILL WALK A REPORT IN. THEY CAN STILL CALL A REPORT IN. 
          THEY CAN STILL SEND AN EMAIL. 
          BUT ULTIMATELY, ALL REPORTS WILL END UP BEING SUBMITTED ONTO THIS FORM SO THAT WE CAN TRACK EVERYTHING THAT RELATES TO POTENTIAL BULLYING. 
          SO WE PARTNERED WITH COMMUNICATIONS, AND THERE ARE MULTIPLE PLACES WHERE PEOPLE CAN ACCESS WHERE TO MAKE A REPORT. 
          THEY CAN GO TO THE CENTRAL OFFICE CCPS WEBSITE AND MAKE A REPORT ON THE PROMOTE RESPECT PAGE OR. 
          AND THIS IS THIS IS ALREADY UPDATED, SO I HAVE NEW NEWS TO DELIVER. 
          WE WERE ABLE TO GET ONE ON EVERY SCHOOL'S WEBSITE, AND A WEEK AGO YOU HAD TO GO TO ONE SPOT AND GO TO ANOTHER SPOT AND GET TO ANOTHER SPOT, WHICH WE FELT WAS COMPLICATED, ESPECIALLY WHEN PEOPLE ARE FEELING STRESSED OUT. 
          SO NOW I WILL TELL YOU THAT THE TOP BAR OF EVERY LOCAL SCHOOL WEBSITE HAS A SPOT THAT SAYS, REPORT BULLYING. 
          IT'S EASY, IT'S THERE, WE'VE CHECKED ALL THE WEBSITES, IT HAPPENS CENTRALLY, BUT IT AFFECTS ALL OF OUR SCHOOLS LOCALLY. 
          SO WE INVITE ALL OF OUR CONSTITUENTS TO USE THAT AS A WAY TO LET PEOPLE KNOW WHEN THEY NEED HELP. AN ADDITIONAL RESOURCE THAT HELPS US KNOW ABOUT POTENTIAL BULLYING IN OUR COMMUNITY IS GAGGLE. 
          SO GAGGLE IS A TYPE OF TECHNOLOGY THAT SCANS FILES THERE IN STUDENT'S GOOGLE SUITE ACCOUNTS AND IT WILL ALERT US IF IT EVER HAS A CONCERN, IT BEING ARTIFICIAL INTELLIGENCE, AIDED BY PEOPLE ON THE GAGGLES SIDE WHO LOOK FOR CLUES THAT THERE MIGHT BE A SAFETY CONCERN ABOUT A STUDENT, THAT THEY THEN ALERT US SO THEY'LL ALERT A HANDFUL OF CENTRAL OFFICE PROFESSIONALS. 
          AND THERE ARE ALSO SCHOOL BASED PROFESSIONALS WHO RESPOND TO THE ALERTS. 
          ONE OF THE TYPES OF ALERTS THAT COMES UP ON GAGGLE WOULD BE POTENTIAL BULLYING OR HARASSMENT. IT'S NOT A COMMON GAGGLE ALERT, BUT IT IS ANOTHER WAY THAT WE CAN ACCESS INFORMATION ABOUT POTENTIAL BULLYING AND INVESTIGATE. 
          SO I TALKED EARLIER ABOUT EMPOWERING STAFF MEMBERS. 
          THE OTHER GROUP THAT WE WANT TO BE SURE, FEEL EMPOWERED AROUND BULLYING PREVENTION ARE OUR FAMILIES. WE MADE A SIMILAR INFOGRAPHIC WITH LINKS ASSOCIATED THAT EXPLAIN WHAT BULLYING IS, HOW IT RELATES TO THE STATE MANDATE AND HOW THEY CAN REPORT IT. 
          WE DID THAT IN ENGLISH AND SPANISH, AND WE ANTICIPATE HAVING IT TRANSLATED SHORTLY INTO OUR OTHER FIVE TOP LANGUAGES. 
          SO WE'RE TRYING TO MAKE THIS AVAILABLE TO AS MANY FAMILIES AS WE POSSIBLY CAN. 
          AND THEN WE'RE ALSO WORKING WITH SCHOOLS TO HAVE THAT COMMUNICATED OUT THAT PARENT EDUCATION ABOUT WHAT IS PROMOTE RESPECT. 
          HOW DOES IT RELATE TO SAFETY? HOW DOES IT RELATE TO BULLYING PREVENTION SENT THROUGH LOCAL SCHOOL COMMUNICATIONS WITH FAMILIES? SO WE'VE DONE ALL KINDS OF DIFFERENT LITTLE THINGS TO TWEAK SOMETHING THAT'S BEEN AROUND FOR A WHILE, TO MAKE IT BETTER, TO MAKE IT SAFER, TO MAKE IT MORE RESPONSIVE. 
          THE THINGS THAT ARE IN ITALICS ARE THE PLACES WHERE WE EMPHASIZED MORE CHANGE THIS YEAR, HOPING TO CONTINUE TO EVOLVE AND GET BETTER AROUND PREVENTING BULLYING AND RESPONDING TO IT WELL. AND AGAIN, HOT OFF THE PRESS, THEY'VE ALL BEEN TRANSLATED TO THE TOP FIVE 
          [00:15:10]
LANGUAGES. DR. 
          WYNNE DIDN'T KNOW THAT, BUT WE DO HAVE THEM TRANSLATING ALL TOP FIVE LANGUAGES, SO OUR NEXT STEPS IS ENSURING CONSISTENT INFORMATION ON ALL OUR COMMUNICATION PLATFORMS, AS DR. 
          WYNNE MENTIONED, TO EXAMINE THE IMPACT, ENSURING THAT REMOVING FROM COMPLIANCE TO BEST PRACTICE, USING THE PBIS MODEL, ENSURING THAT IT'S A PART OF OUR GOAL TO FREE OUR STRATEGIC FOR OUR SCHOOL IMPROVEMENT PLANS. 
          HAVING ONGOING PROFESSIONAL DEVELOPMENT FOR OUR LOCAL PROMOTE RESPECT LEADS. 
          SO, AS DR. WYNNE MENTIONED, OR THERE IS DR. 
          HONSINGER WE HAVE LEADS IN EVERY BUILDING WHO'S TAKING THIS, TAKING THE BULL BY THE HORNS AND MAKING SURE THIS IS HAPPENING WITH FIDELITY IN THEIR BUILDINGS. 
          SO WE'RE GOING TO CONTINUE TO PROVIDE THAT PROFESSIONAL DEVELOPMENT AND KUDOS TO DR. 
          HONSINGER AND DR. 
          WYNNE FOR ENSURING THAT THEY WERE ALL TRAINED ALREADY AND THEN CONTINUE TO COMMUNICATE WITH FAMILIES. AND THAT'S OUR AGENDA. 
          YOU ALL HAVE ANY QUESTIONS? WELL, THANK YOU. BOARD MEMBERS IS THERE ANY DISCUSSION? MS. HAINES. I'M SO EXCITED ABOUT THAT FORUM, JUST THANK YOU SO MUCH. 
          I HAVE HAD LOTS OF REQUESTS FROM FAMILIES ABOUT AN EASY, ACCESSIBLE TOOL, SO IT'S YOU DIDN'T EVEN KNOW THAT BECAUSE I HAVE IT'S LIKE ONE OF MY ISSUES THAT I THINK WE DIDN'T GET TO A LOT OF ISSUES BECAUSE OF COVID. 
          BUT WHEN I SAW THIS PRESENTATION, I WAS LIKE, YES, YOU DID IT EVEN WITHOUT INPUT. 
          THE ONE QUESTION I THINK THIS MIGHT BE ANSWERED WITH A PROFESSIONAL DEVELOPMENT, BUT I HEAR SOMETIMES THAT, YOU KNOW, PBI, PBIS OR USING THE LENS OF TRAUMA INFORMED PRACTICES OR SORT OF PRACTICES MEANS EXCUSING OR IGNORING INAPPROPRIATE BEHAVIOR. 
          AND MAYBE IF YOU COULD JUST CAN SPEAK TO THAT AND HOW YOU'RE COMMUNICATING, YOU KNOW THAT THAT'S ACTUALLY NOT THE CASE. 
          ONE OF THE THINGS WE'VE DONE IS REALLY TRY TO HELP PEOPLE UNDERSTAND THAT CONCEPT AS WE'VE COMBINED OUR PBIS TRAINING AND TRAUMA INFORMED CARE TRAINING TOGETHER. 
          SO WE SHOW HOW USING, FOR EXAMPLE, THESE CORE CLASSROOM PRACTICES OF HAVING CLEAR AND CONSISTENT EXPECTATIONS, ROUTINES, PROCEDURES, POSITIVE PRAISE, PRE CORRECTION, YOU KNOW, THOSE KINDS OF THINGS AND WHY THOSE ELEMENTS ARE ALL TRAUMA SENSITIVE. 
          SO WE ESSENTIALLY ARE SETTING STUDENTS UP FOR SUCCESS. 
          WE'RE CREATING THESE POSITIVE ENVIRONMENTS WHERE STUDENTS KNOW WHAT THE EXPECTATIONS ARE. 
          THEY'RE PRAISED FOR FOLLOWING THEM RATHER THAN WAITING UNTIL STUDENTS DOING IT WRONG OR MAYBE DOING INAPPROPRIATE BEHAVIORS AND THEN HAVING A MORE PUNITIVE, CORRECTIVE, COERCIVE KIND OF ENVIRONMENT. SO WE TRY TO PAIR THOSE TRAININGS TO REALLY HELP STAFF UNDERSTAND. 
          AND I CAN TELL YOU THAT DURING THE PANDEMIC, A LOT OF OUR STAFF ACCESS THOSE TRAININGS. 
          WE HAD 70 AND 80 PEOPLE AT A TIME ATTENDING OUR VIRTUAL TRAINING, SO THAT'S REALLY KIND OF BEEN A COOL ELEMENT THAT'S COME OUT OF THE PANDEMIC BECAUSE WE'VE HAD ACCESS TO A LOT MORE STAFF TO BE ABLE TO TRAIN SO. 
          AND WOULD YOU SAY THAT WE'RE, YOU KNOW, GIVEN THE INCREASED NEED, I THINK WE'VE IF YOU READ EDUCATION WEEK OR ANY NUMBER OF JOURNALS THAT YOU KNOW OR TALK AROUND THE COUNTRY, PEOPLE ARE TALKING ABOUT THE INCREASED NEED FOR SOCIAL EMOTIONAL SUPPORT. 
          DO YOU THINK THAT WE ARE APPROPRIATELY STAFFED IN SCHOOLS CURRENTLY TO MEET THAT NEED? OR DO WE NEED MORE HELP? WELL, I'M ALWAYS GOING TO SAY WE'LL TAKE MORE HELP. 
          I THINK, YOU KNOW, THERE'S SOME HIGH NEEDS IN SCHOOLS, YOU KNOW, AND WHEN STRESS LEVELS RISE AND ROUTINES ARE DISRUPTED, THEN WE SEE MORE KIDS THAT ARE DYSREGULATED AND WHO NEED MORE INTENSIVE SUPPORTS. 
          WE HAVE REALLY GOOD, YOU KNOW, SUPPORTS IN SCHOOLS. 
          BUT I THINK CERTAINLY MANY SCHOOL COUNSELORS, PSYCHOLOGISTS AND SOCIAL WORKERS WOULD SAY BE GREAT IF WE HAD MORE, SO WOULD ALWAYS SAY MORE. 
          THANKS FOR ALL YOU DO FOR OUR STUDENTS. 
          ALL RIGHT, WELL, THANK YOU GUYS VERY MUCH, APPRECIATE IT. 
          THANK YOU. THANK YOU VERY MUCH. 
          NEXT, WE HAVE A REVIEW OF THE DRAFT CALENDARS FOR 202 THROUGH 2025. 
          [C. 2022-25 Traditional Calendars Draft Review]
DR. DAUGHERTY AND DR. POPE. 
          ALL RIGHT, THANK YOU. 
          I'M HERE FOR BACK UP SUPPORT. 
          THANK YOU HERE. 
          GOOD AFTERNOON BOARD MEMBERS CHAIRMAN, BOARD MEMBERS DR. 
          DAUGHERTY. IT IS MY PLEASURE TO SHARE WITH YOU TODAY, THREE YEARS WORTH OF DRAFT CALENDARS FOR THE TRADITIONAL SCHOOL YEAR. 
          THE ITEMS THAT I HOPE TO COVER ARE LISTED ON THE SLIDE HERE, SO LET'S JUST GO AHEAD AND DIG IN. THE FIRST ONE IS FEATURED HIGHLIGHTS JUST ZOOMING OUT A LITTLE BIT. 
          CONTINUED FEATURES THAT EVERYONE WILL BE FAMILIAR WITH IS THE TWO WEEK PRE LABOR DAY START. THE STAGGERED FIRST DAY STARTS THE PREVIOUS HOLIDAYS THAT WE'VE INCLUDED. 
          [00:20:01]
WE'VE ALSO ENSURED THAT OUR WINTER AND SPRING BREAK NOT ONLY ARE THE SAME LENGTH, BUT ALIGN TO OTHER LARGE REGION ONE PARTNERS AND THE SCHOOL DIVISIONS. 
          AND THEN WE ALSO HAVE PROMINENTLY DISPLAYED THE NUMBER OF TEACHER WORKDAYS, NEW TEACHER, RETURNING TEACHERS TO SHOW THAT THAT IS EVEN ACROSS ALL THREE CALENDARS. 
          WHAT IS NEW IN THE CALENDARS WILL BE REVEALING TODAY. 
          WE HAVE TO SAY THERE'S MORE VARIATION IN CALENDARS ACROSS REGION ONE. 
          WE HAVE SCHOOL SYSTEMS IN REGION ONE THAT ARE NOW ON YEAR ROUND CALENDARS. 
          WE HAVE SCHOOL SYSTEMS THAT ARE STILL SAYING STAYING POST LABOR DAY AND WE HAVE A SCHOOL SYSTEM THAT'S GOING TO PHASE IN WITH A TWO WEEK AND A ONE WEEK PRE LABOR DAY START OVER THE NEXT TWO YEARS. 
          SO JUST WITH A LOT OF VARIATION, IT IS. 
          IT'S A LITTLE HARDER THAN IT USED TO BE FOR EVERYBODY TO STAY COMPLETELY IN SYNC, BUT I THINK WE'VE DONE THAT WITH THOSE MAJOR BREAKS. 
          I WILL ALSO SAY THAT HERE IN CHESTERFIELD COUNTY PUBLIC SCHOOLS, WE FEEL LIKE WE WILL SERVE OUR FAMILIES BETTER IF WE ARE OPEN DURING SOME OF THE DAYS OF WINTER BREAK. 
          SO WE'RE GOING TO TALK ABOUT HOW WE CAN MANAGE THAT. 
          AND THEN WE'VE SAID QUITE OFTEN AT THIS MICROPHONE MASLOW'S BEFORE BLOOMS, AND SOMETIMES YOU HAVE TO SAY, WELL, WHAT DOES THAT REALLY MEAN IN ACTION? SO ONE OF THE THINGS THAT WE'VE INTENTIONALLY DONE ACROSS ALL OF THESE CALENDARS IS BUILD EXTRA DAYS INTO THE FIRST QUARTER OF THE SCHOOL YEAR TO GIVE TEACHERS A LITTLE BREATHING ROOM TO ALLOW THEM TO BUILD RELATIONSHIPS, SET EXPECTATIONS, ESTABLISH ROUTINES AND NOT FEEL LIKE THEY'RE FALLING BEHIND AND COVERING THEIR CONTENT. 
          AND THEN FINALLY, SOMETHING NEW. 
          YOU'RE GOING TO SEE THAT THE LAST DAY FOR OUR TEACHERS AND OUR STUDENTS IS ACTUALLY THE SAME NOW, AND IT HAS NOT BEEN PREVIOUSLY. 
          TYPICALLY, WHEN I COME IN FRONT OF YOU AND WE TALK ABOUT CALENDAR, I ALWAYS TRY TO REMIND EVERYONE THAT THERE IS VIRGINIA CODE THAT WE FOLLOW WHEN WE BUILD CALENDARS THAT WE DON'T JUST DO IT RANDOMLY. 
          ONE OF THE KEY PIECES OF CODE THAT I ALWAYS REMIND IS THAT WE HAVE A CHOICE IN BUILDING THE CALENDAR. WE CAN BUILD THAT ONE HUNDRED AND EIGHTY DAY CALENDAR, OR WE CAN ASSURE THE VIRGINIA DEPARTMENT OF EDUCATION THAT WE ARE MEETING NINE HUNDRED AND NINETY TEACHING HOURS, AND THAT IS DIVIDED UP A LITTLE DIFFERENTLY FOR ELEMENTARY, MIDDLE AND HIGH SCHOOL. AND THE CALENDARS YOU WILL BE REVIEWING TODAY ARE ONE HUNDRED AND SEVENTY EIGHT DAY CALENDARS, WHICH IS WHAT WE'RE USED TO, WHICH MEANS THAT WE ARE CONSTANTLY COUNTING HOURS TO BE SURE THAT WE'RE MEETING THAT CODIFIED REQUIREMENT. 
          AS WE DO WHEN WE BUILD CALENDARS, WE SEEK A LOT OF FEEDBACK AND I WILL SAY WE'VE GOTTEN A LOT OF FEEDBACK ALREADY AS OF THIS PRESENTATION, WE'RE ON THE FOURTH BULLET DOWN ON THIS FEEDBACK LIST. WE STILL HAVE COMMUNITY FEEDBACK TO GATHER AND WE HAVE BEEN MAKING ADJUSTMENTS AFTER WE'VE MET WITH EACH GROUP. 
          HOPEFULLY, WE'LL BE IN A POSITION TO COME BACK TO YOU IN NOVEMBER AND FEEL GOOD ABOUT CALENDAR APPROVAL. THAT'S THE GOAL. 
          AND THEN HERE YOU HAVE LINKED THE THREE CALENDARS ON THE LEFT ARE GOING TO LOOK VERY FAMILIAR TO ANYONE WHO'S EVER LOOKED AT OUR OUR SCHOOL CALENDARS RECENTLY. 
          WE HAVE ADDED A FEW FEATURES WE ADDED AT ABOVE EACH MONTH THE TEACHER DAY COUNT AND THE STUDENT DAY COUNT, SO THAT YOU CAN SEE THAT PROMINENTLY ON THE FRONT, AS WELL AS THE DAY COUNT ON THE FRONT OF THE CALENDAR FOR EACH QUARTER. 
          WE ALSO REALIZED THAT WE HAD A LOT OF INFORMATION ON OUR CALENDAR THAT WAS PERTINENT TO STAFF, BUT NOT NECESSARILY INFORMATION THAT FAMILIES MIGHT CARE ABOUT. 
          LIKE WHEN DO NEW TEACHERS REPORT? IS IT A CLERICAL DAY OR A PD DAY FOR TEACHERS? I THINK MOST FAMILIES, THEY THEY PRINT IT, THEY PUT IT UP IN THEIR KITCHEN SOMEWHERE AND THEY LOOK AT THE FRONT SIDE AND A LOT OF THAT INFORMATION ON THE BACK IS PROBABLY NOT AS IMPORTANT TO THEM. SO THIS YEAR, WE'VE TRIED TO DO A CLEANER VERSION WITH LESS VERBIAGE AND PRETTY MUCH JUST THE THINGS THAT FAMILIES WOULD CARE ABOUT. 
          AND WE'VE LOADED THOSE ON THE RIGHT JUST TRYING TO BE A LITTLE BIT MORE SERVICE ORIENTED. 
          A SIDE BY SIDE COMPARISON OF THE THREE CALENDARS THAT WERE JUST LINKED ON THE PREVIOUS SLIDE RIGHT HERE FOR YOUR REVIEW. 
          BIG DATES, NEW TEACHERS REPORTING, RETURNING TEACHERS REPORTING, FIRST DAY OF SCHOOL AND THERE YOU'LL NOTE THAT THE STUDENT AND TEACHER LAST DAY IS THE SAME DATE ON EACH OF THESE CALENDARS. WE DO HAVE THE PRE LABOR DAY START FOR EACH CALENDAR AND THAT DOES EVEN OUT NICELY FOR THE STUDENTS, EACH EXPERIENCING AN 11 WEEK SUMMER. 
          IF YOU'RE FAMILIAR WITH OUR PAST CALENDARS, THERE'S TYPICALLY BEEN A MAKE UP TIME STATEMENT AT THE BOTTOM, WE'RE SIMPLIFYING THAT NOW BECAUSE WE HAVE SOMETHING CALLED UNSCHEDULED REMOTE LEARNING DAYS THAT THE VDOE HAS SAID WE CAN CONSIDER SCHOOL DIVISIONS ACROSS THE STATE. 
          THAT'S NEW TERRITORY FOR US. 
          I DON'T WANT TO STAND HERE AND SAY THAT WE DON'T WANT ANY SNOW DAYS. 
          [00:25:02]
WE LOVE INCLEMENT WEATHER. 
          EVERYONE GETS EXCITED, BUT YOU ALWAYS HAVE TO CONSIDER WHAT DOES THAT MEAN IN THAT NINE 90 HOUR COUNT? AND SO ONE OF THE THINGS WE JUST WANT TO REMIND FOLKS OF, WE DO HAVE THAT NEW OPPORTUNITY FOR AN UNSCHEDULED REMOTE LEARNING DAY. 
          WE WILL SEE HOW THAT PLAYS OUT. 
          BUT AS WE ALL KNOW, THE SUPERINTENDENT DOES DETERMINE MAKE UP TIME. 
          AND OF COURSE, THE BOARD HAS THE RIGHT TO MODIFY THE CALENDAR. 
          SO WE'RE NOT GOING TO DESIGNATE DATES AS WE HAVE IN THE PAST. 
          WE'RE GOING TO WE'RE GOING TO SEE HOW THAT OTHER OPTION PLAYS OUT. 
          WHAT WE HEAR REPEATEDLY AND MOST OFTEN FROM OUR TEACHERS IS THAT IT'S SUPER IMPORTANT THAT THE EVEN AND ODD DAYS ARE VERY BALANCED. 
          AND SO IN TRYING TO MAP THAT OUT, YOU CAN SEE HERE THE COUNT HAS BEEN DONE. 
          AND IT'S NOT JUST IMPORTANT FOR THE SEMESTER, BUT WE'VE HEARD CLEARLY THAT IT'S IMPORTANT FOR QUARTERLY CLASSES AS WELL SOME OF THOSE ELECTIVES. 
          SO IT'S VERY EVEN AT THIS POINT, BUT YOU'LL NOTICE THAT TO MAKE IT THAT EVEN THERE IS A YELLOW AREA AT THE BOTTOM OF EACH COLUMN WHERE WE HAVE HAD TO DESIGNATE A FEW ODD DAYS AS EVEN DAYS TO GET THAT NICE BALANCE. 
          AND OF COURSE, THAT'S GOING TO REQUIRE DILIGENT MESSAGING SO THAT OUR STUDENTS KNOW ON THOSE DAYS TRANSPORTATION KNOWS OUR DATABASE SERVICES KNOWS WHICH ATTENDANCE ROSTER TO QUEUE UP FOR TEACHERS TO TAKE ATTENDANCE, ET CETERA. 
          BUT WE'RE WILLING TO GIVE THAT A TRY BECAUSE WE'VE HEARD FROM OUR TEACHERS HOW IMPORTANT THAT IS. ANOTHER LITTLE NOTE, JUST TO DRAW SPECIAL ATTENTION TO THE HALF PINK TRIANGLE ON EACH CALENDAR THAT DOES MARK AN EARLY RELEASE DATE FOR OUR STUDENTS IN THE AFTERNOONS, TEACHERS WOULD BE WORKING ON CLOSING OUT GRADES FROM THE PRECEDING QUARTER. 
          SO WHEN YOU LOOK ACROSS THE THREE CALENDARS FOR QUARTERS ONE, TWO AND THREE, THE PINK, THE PINK TRIANGLE, WE TRIED AS OFTEN AS POSSIBLE TO HAVE THOSE FALL ON FRIDAYS OR MONDAYS AND IN SEVEN OUT OF NINE INSTANCES IT DID WORK OUT THAT WAY. 
          I THINK THAT MIGHT BE EASIER FOR PARENT PLANNING FOR THOSE EARLY RELEASE DAYS. 
          AND OF COURSE, THE EARLY RELEASE DAY IS ALSO THE BEGINNING OF THE NEXT QUARTER, AND ALL OF THAT'S PRINTED ON THE BACK AS WELL. 
          ANOTHER REALLY IMPORTANT PIECE OF INFORMATION FOR OUR FAMILIES WITH PLANNING ARE WHEN ARE THE MAJOR ATTENDANCE BREAKS? SO WE'VE LISTED THOSE HERE AND WE'VE PUT POSSIBLE GRADUATION WEEK. 
          AND I HAVE TO JUST SAY THE ONLY REASON IT SAYS POSSIBLE IS, FIRST OF ALL, WE WOULD NEVER SECURE A VENUE WITHOUT BOARD APPROVAL OF THE CALENDAR. 
          AND THEN SECONDLY, WHEN YOU START LOOKING AS FAR OUT AS TWENTY FOUR TWENTY FIVE, SOMETIMES THE VENUES WANT TO HOLD OFF JUST A LITTLE BIT IN LOCKING IN THOSE CONTRACTS, BUT GOOD DATES FOR FAMILIES TO TO MARK ON THEIR CALENDARS. 
          AND THEN FINALLY, WITH THIS LAST PIECE, AS I ALREADY REFERENCED, WE WE'RE GOING TO TRY TO KEEP OUR SCHOOL SYSTEM OPEN A LITTLE BIT MORE DURING WINTER BREAK SO THAT FAMILIES WHO NEED TO REACH US WILL BE ABLE TO REACH SOMEONE. 
          SO THAT WOULD AFFECT OUR TWO HUNDRED AND SIXTY DAY EMPLOYEES. 
          THOSE ARE OUR YEAR ROUND EMPLOYEES. 
          SO TO ALLEVIATE CONCERN BECAUSE WE KNOW THEY'LL BE WATCHING THIS PRESENTATION AS WELL. 
          WE FELT THAT IT WAS REALLY IMPORTANT TO GO AHEAD AND ACKNOWLEDGE UP FRONT THAT WE HAVE 12 MONTH EMPLOYEES WHO OFTEN WANT OR NEED TO HAVE WINTER BREAK OFF. 
          MAYBE IT'S FOR A CHILD CARE REASON, FOR EXAMPLE. 
          SO WE WANT THEM TO STILL BE ABLE TO TAKE ADVANTAGE OF TAKING THAT TIME IF THEY NEED IT. 
          BUT WE ALSO WANT THEM TO HAVE THE FLEXIBILITY THAT IF THEY WOULD LIKE TO COME IN AND WORK SOME OF THOSE DAYS DURING WINTER BREAK, THEY WOULD HAVE VACATION THAT THEY COULD THEN USE FLEXIBLY DURING THE YEAR AT ANOTHER TIME. 
          SO TO COMPENSATE FOR THE DAYS THAT WE'RE GOING TO BE OPEN FOR WINTER BREAK. 
          WE WILL BE PROPOSING TWO HOURS PER PAY CYCLE, WHICH IS SIX DAYS OF VACATION. 
          AND TO MAKE THAT CLEARER FOR OUR TWO HUNDRED AND SIXTY DAY EMPLOYEES, WE'VE LINKED THEIR WORK CALENDARS HERE. 
          OUR HUMAN RESOURCES DEPARTMENT HAS DONE AN INCREDIBLE JOB WITH THESE WORK CALENDARS. 
          IT'S THEY SO SPECIFICALLY TELL EMPLOYEES WHEN THEY SHOULD BE REPORTING TO WORK, AND WE WANTED OUR TWO HUNDRED AND SIXTY DAY CALENDAR EMPLOYEES TO SEE THAT JUST LIKE THIS YEAR, THEY HAVE A TWO HUNDRED AND SIXTY DAY CALENDAR AND TWO HUNDRED AND FORTY FOUR DAYS ARE WORK DAYS AND 16 DAYS ARE PAID HOLIDAYS, AND IF YOU CLICK ON THOSE LINKS, YOU WOULD SEE EXACTLY WHICH DAYS ARE DESIGNATED AS HOLIDAYS. 
          SO HOPEFULLY THAT WILL HELP THEM UNDERSTAND A LITTLE BIT MORE IN THAT REGARD. 
          SO I THINK THAT TAKES US TO THE END. 
          AND IF YOU HAVE ANY QUESTIONS THAT I CAN ANSWER OR DR. 
          DAUGHERTY, HE DID SAY HE WAS MY BACKUP. 
          ALL RIGHT, THANK YOU. 
          BOARD MEMBERS, DOES ANYBODY HAVE ANY QUESTIONS? MS. HEFFRON. THANK YOU. SO I'LL JUST I GUESS I'LL START WHERE YOU ENDED. 
          [00:30:01]
SO ABOUT THE 12 MONTH EMPLOYEE SCHEDULES IS THERE. 
          DOES THAT INCLUDE PRINCIPALS IN THE SCHOOL BUILDINGS? THERE GOES. NOW WE'RE JUST FIGHTING OVER. 
          SO OUR GOAL, IT'S ALL 12 MONTH EMPLOYEES, BUT WE WERE DESIGNATING OUR DISTRICT STAFF. 
          NOW ALL 12 MONTHS EMPLOYEES GET THE DAYS. 
          RIGHT AND WE HAVE SO THE BEST EXAMPLE I GIVE YOU AS A PRINCIPAL WHEN I WAS A PRINCIPAL OVER THE BREAKS, YOU REALLY WANT TO SOMETIMES COME INTO THE BUILDING. 
          SO THE PENALTY THAT WE HAD PRIOR YEARS IS I COULD COME IN TO WORK TWO OR THREE DAYS, BUT I WAS REALLY PENALIZING MYSELF. 
          AND THIS WAY, IF I COME INTO WORK, I DON'T BURN UP ANY OF MY VACATION TIME. 
          SO THE POINT IS THEY THEY CAN TAKE THE VACATION TIME. 
          WE'RE NOT REALLY LOOKING AT OUR SCHOOLS BEING OPEN IN THAT SENSE, BUT THEY CAN BE IF THEY'RE THERE AND THEY'LL LET US KNOW AND THEY'LL LET THEIR PUBLIC KNOW. 
          SO IF THE 12 MONTH STAFF IS IN THE BUILDING, THEY'RE THERE, THEN THEY'RE GOING TO LET THEIR PARENTS KNOW. 
          OUR DISTRICT STAFF, WHO USUALLY TAKES 99 PERCENT OF THE CALLS, WILL BE OPEN, AND IT DOESN'T MEAN THEY'LL BE 200 PEOPLE WORKING. 
          BUT THERE COULD BE, THERE WILL BE SEVERAL PEOPLE ON, EXCUSE ME, SEVERAL PEOPLE WORKING IN THE OFFICES TO TAKE PHONE CALLS AND TO DIRECT THEM TO THE NEEDED AREA. 
          AN EMERGENCY COMES UP CRISIS, I MEAN, THINGS HAPPEN OVER THE HOLIDAYS. 
          AND YOU WANT THEM TO BE ABLE TO DIRECT THAT AREA THERE. 
          I THINK WE'LL BE SURPRISED HOW MANY PEOPLE DO WANT TO COME IN DURING THAT TIME BECAUSE IT IS A GREAT TIME TO GET CAUGHT UP. 
          AND I KNOW AS A PRINCIPLE I TOOK ADVANTAGE OF IT AS MUCH AS I COULD. 
          AND THAT'S YOUR KIND OF LEADING INTO MY SECOND QUESTION IS HOW ARE WE GOING TO ENSURE THAT EMPLOYEES WHO WISH TO TAKE VACATION TIME DURING THE BREAK ARE ABLE TO DO SO AND MAINTAIN THE STAFFING THAT WE NEEDED IN THE DIVISION? WELL, MOST THE THE OFFICES BEING OPEN ARE RARELY I MEAN, WHAT YOU'RE LOOKING AT IS ANSWERING THE PHONE OR IF SOMEONE COMES IN. 
          I MEAN, A LOT OF US ARE AROUND AS IT IS AND THERE MAY BE DOCUMENTS NEED TO BE SIGNED. 
          NEVERTHELESS, CAN YOU COME IN AND SIGN THE DOCUMENTS OR BUT WE WANT TO MAKE SURE THE PHONES ARE MANNED AND THAT'S REALLY WHAT YOU DO. 
          I MEAN, OVER THE HOLIDAY, THERE'S NOT A GREAT DEAL OF BUSINESS THAT OCCURS BECAUSE OF THAT HOLIDAY SEASON, AND A LOT OF PEOPLE ARE CLOSED. 
          BUT I KNOW THAT THERE ARE TIME THAT I TAKE CALLS THROUGHOUT THE TIME ANYWAY, SO WE WANT TO MAKE SURE THAT THERE ARE PEOPLE THAT CAN DIRECT TO THE NEEDED SOURCES. 
          SO YOU'RE YOU'RE ANSWERING THE PHONE, I'LL CALL YOU, I'LL CALL YOU OVER WINTER BREAK AND YOU DO IT ANYWAY. I DO ANYWAY. 
          SURE. I MEAN, FAIR ENOUGH. 
          I DON'T THINK THIS APPLIES TO ME, BY THE WAY. 
          I THINK BECAUSE I'M TWENTY FOUR SEVEN. 
          YOU ARE. BUT WE WANT TO MAKE SURE THAT, YOU KNOW, IF I'M A PARENT, I'M A, YOU KNOW, THERE ARE TIMES WE GET SHIPMENTS IN AND THEY'LL COST THEM. 
          AND SO WE WANT TO MAKE SURE THAT THERE'S AVAILABLE STAFF AND WE WE FEEL THAT'S GOING TO BE THAT'S NOT GOING TO BE A PROBLEM FOR US. 
          GREAT. AND THEN GOING BACKWARDS FROM THAT THEN TO GO AHEAD AND LOOK AT THE ACADEMIC CALENDAR. SO I WAS LOOKING THROUGH THE GOVERNOR'S TASK FORCE ON CULTURALLY INCLUSIVE MEALS AND CALENDARS. 
          AND WHEN WE'RE TALKING ABOUT STAKEHOLDER FEEDBACK GATHERING, THERE'S SOME SUGGESTIONS FOR BEST PRACTICES WHICH WOULD BE FORMING A CULTURALLY INCLUSIVE SCHOOL CALENDAR COMMITTEE TO ADDRESS THE MOST SUITABLE WAYS TO BROADEN RELIGIOUS OBSERVATIONS BASED ON STUDENTS' NEEDS. THERE'S A WHOLE I MEAN, THIS IS GREAT. 
          THIS IS A GREAT RESOURCE. 
          I WOULD LIKE TO WE'RE GOING REALLY FAR INTO THE FUTURE WITH THIS CALENDAR, AND I KNOW THAT THIS JUST CAME OUT. 
          WE DO HAVE FLEXIBILITY TO INCORPORATE ANY OF THESE. 
          THE EXAMPLE IS THESE THESE BEST PRACTICES... 
          I'M GOING TO GET AHEAD OF YOU NOW. 
          .. OK... SO TO HELP YOU OUT, YOU VOTE ON THE CALENDAR. 
          YOU ALSO HAVE THE RIGHT TO ADJUST THE CALENDAR AS A BOARD. 
          WHAT WE'RE TRYING TO DO IS WHAT ARE BASICALLY OUR EMPLOYEES AND OUR COMMUNITY HAVE ASKED FOR. CAN YOU GIVE US A LONG RANGE CALENDAR PLAN? THAT'S WHAT WE'RE TRYING TO DO, LISTENING TO ALL OF THE WE'VE HAD YEARS TO LISTEN TO EVERYBODY IN ONE SENSE. 
          SO NEXT YEAR, AS WE ARE ENTERING IN THE 22-23 SCHOOL YEAR, YOU COULD COME AS A BOARD AND SAY WE'D LIKE TO ADJUST THE TWENTY THREE-TWENTY FOUR CALENDAR FOR THIS REASON. 
          AND THEN WE WOULD GO THROUGH THAT PROCESS THAT GOING THROUGH WHAT WE'RE DOING NOW, GOING THROUGH EVERYONE HERE IN THE COMMUNITY, COMING BACK TO VOTE. 
          YOU HAVE THE RIGHT TO ADJUST THE CALENDAR IN ANY TIME YOU YOU WENT TO AS LONG AS WE STAY UNDER THE GUIDELINES OF THE VIRGINIA LAW, I SAID DELAWARE, VIRGINIA LAW. 
          WE STILL HAVE LIKE OUR PROCESS, ALLOWS US OPPORTUNITIES TO FINE TUNE ALONG THE WAY. 
          YEAR TO YEAR, WE CAN KIND OF TWEAK IT HERE AND THERE AND RESPOND TO COMMUNITY FEEDBACK 
          [00:35:01]
... AS YOU LOOKED AT EXAMPLE 24-25, AND NEXT YEAR YOU SAID, YOU KNOW, WE'VE NOTICED THIS AND IN CONVERSATION WE LIKE THIS TO BE ADJUSTED AND WE WOULD GO THROUGH THE PROCESS AGAIN. 
          AND JUST ON AN OBSERVATION AND I KNOW THAT WE, YOU KNOW, THE CULTURALLY INCLUSIVE CALENDAR IS IMPORTANT TO ALL OF US. 
          I THINK THAT WE NEED SOME STRONGER MESSAGING TO THE SCHOOLS AND TO TO PLANNERS TO BE MORE AWARE OF CULTURALLY SIGNIFICANT DAYS WHEN THEY'RE SCHEDULING THINGS LIKE HOMECOMINGS OR PROM. 
          BIG EVENTS, TEST, YOU KNOW, STANDARDIZED TESTING. 
          SO IF WE COULD MAYBE HELP OUR BUILDING LEVEL ADMINISTRATORS WITH PLANNING, WITH MAYBE A CALENDAR THAT CAN CAN HELP THEM BUILD THEIR SCHOOL CALENDAR IN A MORE WITH MORE AND MORE INTENTIONAL WAY? I THINK THAT COULD BE REALLY HELPFUL FOR A LOT OF OUR FAMILIES AS THEY NAVIGATE. I THINK A LOT OF OUR EVENTS, WE JUST HAVE TO BE SENSITIVE ON YEARBOOK PHOTO OPPORTUNITY AND THINGS THAT ARE GOING ON. 
          YOU KNOW, THE CALENDAR IS ONE THING, BUT, YOU KNOW, EXAMPLE YOU SAY, HOMECOMING OR OTHER DANCES OR EVENTS THAT ARE GOING ON. 
          THEY ARE AWARE OF THE LARGER CALENDAR, NOT THE SCHOOL CALENDAR, BUT THE COMMUNITY CALENDAR. YEAH. 
          THANK YOU. MM HMM. 
          MS. COKER. I JUST HAVE A COUPLE OF QUESTIONS. 
          CAN YOU ELABORATE ON THE PART OF COMMUNITY FEEDBACK? HOW ARE YOU GOING ABOUT TO GET THAT DURING, I GUESS, TODAY THROUGH THE TWENTY FOURTH? YES. SO SEAN SMITH AND I HAVE SPOKEN ABOUT THAT, AND HE WILL INCLUDE IT IN THE FRIDAY FAMILY MESSAGE, A SOLICITATION OF FAMILIES AS WELL AS PUT THAT ON OUR WEBSITE. 
          AND I THINK WE'VE USED THE WORD SURVEY IN THE PAST, BUT REALLY IT'S VERY OPEN. 
          IT'S WHATEVER FEEDBACK YOU'D LIKE TO GIVE US AND FAMILIES CAN WRITE IN AND WE REVIEW THE SUBMISSIONS. YOUR CLERK HAPPENS TO GO THROUGH THEM AND I THINK DISSEMINATE INFORMATION FOR YOU ALL TO REVIEW AS WELL AS I RECEIVE COPIES OF IT AS WELL TO LOOK FOR PATTERNS AND WHAT WE'RE HEARING. AND IF THERE ARE ANY ADJUSTMENTS THAT ARE FURTHER POSSIBLE TO REALLY RESPOND TO WHAT WE'RE HEARING. 
          SO WE GAVE THE DATE RANGE OF WHEN THAT WOULD BE OPEN SO THAT FAMILIES CAN TAKE ADVANTAGE OF THAT AS A WAY TO HAVE THEIR VOICES HEARD. 
          SO FOR OUR FAMILIES TO PAY ATTENTION TO OUR FRIDAY FAMILY UPDATE FOR THAT INFORMATION, YES, AS WELL AS THE WEBSITE, YEAH, THE CCPS PAGE. 
          AND THEN I DID HAVE A QUESTION ON THE WINTER BREAK LOOKING AT 22-23, 23-24 AND JUST LOOKING AT THE DAYS FOR THE 23-24. 
          CURIOUS AS TO WHY IT DIDN'T START ON THAT MONDAY THE 18TH. 
          INSTEAD, IT STARTS ON THE TWENTY SECOND WHERE YOUR PREVIOUS AND THE YEAR AFTER IT STARTS ON THEM. THERE WAS A REASON FOR THAT. 
          WELL, I THINK ONE OF THE THINGS WE LOOKED AT IS A LOT OF FAMILIES WANT TO TRAVEL AND BE SITUATED BEFORE THE TWENTY FIFTH AND WITH THE TWENTY FIFTH ON THAT 23-24 CALENDAR BEING ON A MONDAY. 
          WE ANTICIPATED THERE WOULD BE A DESIRE TO TRAVEL. 
          WE HAD SOME EXTRA HOLIDAY FLEXIBILITY FOR WINTER BREAK THAT WE COULD USE BECAUSE OF SOME CHANGES THAT WE MADE DOWN FURTHER IN THE CALENDAR. 
          SO IT'S ALWAYS, YOU KNOW, I ALWAYS SAY WITH CALENDAR, I CAN, I CAN GIVE YOU ANYTHING. 
          I JUST CAN'T GIVE YOU EVERYTHING. 
          AND SO WHEN WE HAD THAT EXTRA DAY THAT WE COULD WORK IN, WE THOUGHT THAT MAYBE FOR TRAVEL PURPOSES AND ABSENCES OF STAFF AS WELL AS STUDENTS BECAUSE, YOU KNOW, HONESTLY, WE TRY TO SAVE MONEY WHEN WE TRAVEL. 
          AND SOMETIMES IF YOU BOOK A LITTLE EARLIER, YOU CAN SAVE A LITTLE BIT OF MONEY. 
          WE WERE TRYING TO ANTICIPATE A HIGH SUBSTITUTE OR A HIGH ABSENCE DAY. 
          SO IS THERE A REASON IT'S NOT THE 18TH? I'M JUST CURIOUS WHY IT GOES INTO THE FIRST WEEK OF JANUARY ALL THE WAY THROUGH JANUARY. 
          WELL, THE WINTER BREAKS ARE ALIGNED TO OTHER REGIONAL WINTER BREAKS BECAUSE WE HAVE 35 PERCENT OF OUR EMPLOYEES THAT LIVE OUTSIDE OF CHESTERFIELD AND WE HAVE TO CONSIDER AS WELL ABSENCES THAT ARE CAUSED WHEN OUR BREAK IS OFF AN ENTIRE WEEK. 
          OK. YEAH. YEP. 
          SPRING AND WINTER BREAKS ARE ALIGNED. 
          EXCUSE ME. THIS IS THIS COUNTY IS ALIGNED TO OUR NEIGHBORS, TO THE NORTH OF US. 
          AND THAT'S WHAT WE TRY TO DO. 
          WE, ESPECIALLY FOR THIS YEAR'S CALENDAR, THEY'RE GOING TO BE WORKING TO TRY TO GET TO A THE SAME STARTING TIME AS WE ARE. 
          SO THAT'S HOW WE MARKED IT HERE. 
          I WOULD JUST HAVE ONE QUESTION, I THINK DR. 
          DAUGHERTY KIND OF HIT ON IT, AND I KNOW THAT YOU DID WITH US, WITH US ADJUSTING THOSE DAYS IN THE WINTER THAT WOULD JUST BE TRADITIONALLY BE OFF DAYS FOR STAFF, FOR ALL OF OUR 
          [00:40:03]
12 MONTH STAFF. 
          DOES THIS CALENDAR BRING US MORE CLOSELY TO ALIGN WITH OUR COUNTY COUNTERPARTS? WE'VE ASKED THIS. YOU KNOW, WE'VE BEEN ASKED MULTIPLE TIMES TO OVER THE YEARS TO TRY TO KEEP WORK AS HARD AS WE COULD TO BRING US IN LINE WITH WHAT THEY'RE DOING. 
          AND SO I DO SEE THIS AS A GREAT FIRST STEP. 
          SO IT WAS THAT PART OF THE INTENTION AS WELL. 
          YES. I THINK THE MOMENT I GOT HERE, THE FIRST QUESTION WAS HOW DO YOU ALIGN OUR CALENDARS? AND THAT'S BEEN A QUESTION QUITE A BIT, I THINK FROM WHERE WE WERE SEVERAL YEARS AGO TO NOW, WE ARE WORKING CLOSELY, VERY CLOSELY WITH THE COUNTY AND FOR THE REASONING OF THE WAS GIVEN FOR THE TIME FRAME EARLIER OF THE TIME. 
          BEING COMPLETELY OFF TO NOW IS ABOUT 180 DEGREES DIFFERENT. 
          AND SO IT DOES MAKE SENSE FOR US TO BE OPEN BECAUSE WE DO RECEIVE QUITE A FEW PHONE CALLS DURING THAT TIME. A LOT OF PEOPLE ARE, YOU KNOW, HE'D SAY, BUT PEOPLE ARE WORKING DURING THAT TIME BECAUSE OF IT AND IT IT ALLOWS US TO BENEFIT OUR OUR CALENDAR ALIGNMENTS AND ALSO BENEFIT OUR STAFF. 
          SO IF IF YOU AS AN EMPLOYEE, A 12 MONTH EMPLOYEE, DECIDE TO TAKE THOSE THOSE DAYS OFF, WE'VE PROVIDED THAT TIME. 
          IF YOU WANTED TO WORK, THEN YOU COULD BANK THE TIME INTO SOME, SOME OTHER TIME DURING THE SUMMER TO TAKE SOME VACATION TIME. 
          SO IT DOES ALIGN US UP, BUT WE WE WANTED TO. 
          I THINK THERE'S A BENEFIT IN ALIGNING CALENDARS AS MUCH AS POSSIBLE. 
          WE'RE NEVER GOING TO BE LOCKSTEP WITH EVERY DAY. 
          BUT I THINK IT IS BENEFICIAL FOR US AS WE ARE DOING A LOT OF CHANGES TO WITH SALARIES, WITH DAYS, WORKING WITH BENEFITS AND EVERYTHING TO MAKE SURE THAT WE'RE ALIGNED. 
          WELL, THANK YOU. REALLY APPRECIATE YOU GUYS WORK ON. 
          ANY OTHER DISCUSSION? THANK YOU. NEXT, WE HAVE A PRESENTATION ON THE WEST 360 AREA MOSELEY ELEMENTARY SCHOOL, 
          [D. W360 Area / Moseley ES School Attendance Zone Study Area]
THE ATTENDED ZONE. 
          THIS IS GOING TO BE A STUDY AND IT'LL BE PRESENTED FROM MS. ALLEN AND MR. DAVIS. GOOD AFTERNOON, CHAIRMAN HARTER, MEMBERS OF THE BOARD, DR. 
          DAUGHERTY, WE ARE VERY EXCITED ABOUT THE CONSTRUCTION GOING ON AT MOSELEY ELEMENTARY SCHOOL AND ONE OF THE MOST IMPORTANT TASKS WITH THE COMPLETION OF THIS PROJECT, WHICH IS THE FIRST PROJECT TO PROVIDE ADDITIONAL CAPACITY SINCE WE OPENED OLD 100 ELEMENTARY SCHOOL IS THE ESTABLISHMENT OF OUR ATTENDANCE ZONE, WHICH WILL HAVE IMPACT ON SOME OF THE OVERCROWDED SCHOOLS OUT THERE. 
          SO TANYA ALLEN, WHO IS OUR SENIOR PLANNING ADMINISTRATOR, HAS DEVELOPED A TREMENDOUS AMOUNT OF INFORMATION AND SOME STUDY AREAS FOR YOU TO CONSIDER AS YOU MOVE FORWARD INTO THIS PROCESS. AND SHE'S ALSO GOING TO DISCUSS THE PROCESS ITSELF. 
          SO I'M GOING TO STEP ASIDE AND LET MS. ALLEN TAKE THE REST OF THE PRESENTATION. 
          GOOD AFTERNOON BOARD MEMBERS. 
          WE APPRECIATE THE OPPORTUNITY TO SHARE WITH YOU WHAT WE HAVE STUDIED AND WHAT WE'VE COMPILED FOR THE MOSELEY ELEMENTARY SCHOOL ATTENDANCE ZONE AREA. 
          SO I WILL GET INTO OUR PRESENTATION HERE. 
          THE MAP SECTION PROVIDED HERE SHOWS CURRENT ATTENDANCE ZONES FOR ELEMENTARY SCHOOLS CURRENTLY OPERATING IN THE WESTERN 360 AREA, AND IT ALSO SHOWS THE LOCATION OF NEW MOSLEY ELEMENTARY SCHOOL THAT WILL OPEN FOR STUDENTS IN FALL 2022. 
          YOU'LL NOTICE GRANGE HALL THE DARK BLUE EXTENDS FROM THE WESTERN COUNTY BORDER, ALIGNS WITH OLD HUNDRED ELEMENTARY SCHOOL ZONE REPRESENTED IN GREEN AND EXTENDS EAST TO MEET AND CONNECT INTO A SECTION OF SPRING RUN ZONE, REPRESENTED IN RED. 
          WINTERPOCK ZONE ARE THE TWO LIGHT BLUE ISLANDS WITH THE NORTHERNMOST ISLAND CONSISTING PRIMARILY OF THE MAGNOLIA GREEN DEVELOPMENT AND THE SOUTHERNMOST ISLAND CONSISTING PRIMARILY OF THE HARPERS MILL DEVELOPMENT. 
          WOOLRIDGE ZONE IS THE LAVENDER SHADE AND REFLECTS THE CHANGES APPROVED FOR THAT ZONE WHEN REDISTRICTING WAS IMPLEMENTED IN THE 2019 SCHOOL YEAR TO ESTABLISH AN ATTENDANCE ZONE FOR 200, ELEMENTARY AND OTHER NEARBY ELEMENTARY ZONES WERE ADJUSTED ALSO AT THAT TIME. 
          HISTORICAL AND CURRENT SCHOOL ENROLLMENT FOR GRADES K TO FIVE IS PROVIDED HERE TO SHOW THE CHANGE IN ENROLLMENT SINCE THE 2015 SCHOOL YEAR. 
          YOU'LL NOTICE THE INCREASE IN STUDENTS OVER TIME AT EACH SCHOOL, WITH A FEW EXCEPTIONS. 
          ENROLLMENT AT EACH SCHOOL DROPPED IN THE 2020 SCHOOL YEAR DUE TO THE IMPACT OF COVID. 
          HOWEVER, AS PROJECTED ENROLLMENT NUMBERS FOR THE CURRENT 2021 SCHOOL YEAR HAVE REBOUNDED 
          [00:45:05]
AND EXCEEDED 2019 SCHOOL YEAR ENROLLMENTS. 
          ENROLLMENT AT WOOLRIDGE ELEMENTARY DROPPED SLIGHTLY IN THE 2019 SCHOOL YEAR AS A RESULT OF ITS IMPACT IN THE OLD HUNDRED REDISTRICTING PLAN. 
          I'LL ALSO POINT OUT HERE THAT THE ENROLLMENT NUMBERS SHOWN HERE IN THIS SLIDE AND THROUGHOUT THE PRESENTATION ARE A SNAPSHOT OF OUR ANNUAL SEPTEMBER 30TH ENROLLMENT THAT'S PROVIDED TO US BY OUR STUDENT DATABASE SERVICES TEAM EACH YEAR THAT WE GEO CODE AND USE FOR SPATIAL ANALYSIS THROUGHOUT THE YEAR. 
          DURING THE SCHOOL BOARD'S JUNE 2020 WORK SESSION, SCHOOL DIVISION PLANNING STAFF PRESENTED REDISTRICTING GUIDELINES AND A SUGGESTED PROCESS. 
          ESTABLISHING AN ATTENDANCE ZONE FOR A NEW SCHOOL IS ONE OF THE CONDITIONS LISTED FOR REASONS TO INITIATE A REDISTRICTING STUDY. 
          IT IS NOTED IN THIS DOCUMENT AS WELL THAT FACTORS CONSIDERED DURING REDISTRICTING STUDIES OFTEN COMPETE AND THAT IT MAY BE DIFFICULT TO ACHIEVE EACH IN A SINGLE PLAN. 
          SOME OF THE FACTORS CONSIDERED INCLUDE REVIEWING HISTORICAL, CURRENT AND PROJECTED ENROLLMENT AND REVIEWING IMPACT OF FUTURE RESIDENTIAL DEVELOPMENT FOLLOWING GEOGRAPHY AND NATURAL OR MANMADE BOUNDARIES TO ESTABLISH AND MAINTAIN CONTIGUOUS ZONES, MEANING NO ISLANDS MINIMIZING THE SPLIT OF SUBDIVISIONS WHERE POSSIBLE, MAXIMIZING OPERATIONAL EFFICIENCY AND REVIEWING DEMOGRAPHIC DATA TO PROMOTE DIVERSITY. 
          AND SO I'LL NOTE THAT REVIEWING DEMOGRAPHIC DATA COULD INCLUDE ETHNIC AND RACIAL DATA ANALYSIS OF FREE AND REDUCED MEAL DATA BY FOOD AND NUTRITION SERVICES AND RELEVANT CENSUS DATA. DURING THE REVIEW AND ANALYSIS OF THIS AREA, WHEN OLD HUNDRED ATTENDANCE ZONE STUDY WAS UNDERWAY DURING THE TWENTY TWENTY TWENTY SEVENTEEN SCHOOL YEAR, THE INITIAL STUDY AREA, WHICH IS SHOWN HERE AS THE HATCHED AREA NORTH OF HULL STREET ROAD AND ENCOMPASSING THE NORTHERNMOST WINTERPOCK ISLAND. 
          THE INITIAL STUDY AREA IMPACTED GRANGE HALL AND WINTERPOCK SCHOOL ZONES AND THE PRELIMINARY BOUNDARIES ALIGNED WITH OLD 100 ZONE TO THE NORTH, WOOLRIDGE ELEMENTARY ZONE TO THE EAST, WHOLE STREET ROAD ALONG THE SOUTH AND EXTENDING ITS WESTERN BOUNDARY EXTENDING TO ALIGN WITH PARCELS OF MAGNOLIA GREEN TO THE WEST. 
          THE SAME INITIAL STUDY AREA IS SHOWN HERE WITH TWO YELLOW STARS THAT REPRESENT THE GENERAL VICINITY OF POTENTIAL LOCATIONS FOR ADDITIONAL ELEMENTARY SCHOOL FACILITIES TO ADD CAPACITY IN THIS AREA OF THE COUNTY AS RECOMMENDED IN THE NEXT ROUND OF CIP PROJECTS. 
          THIS ALSO SHOWS THE CHANGE IN NUMBER OF STUDENTS LIVING IN THIS GEOGRAPHICAL AREA SINCE THE 2015 SCHOOL YEAR. 
          AND WE NOTE THAT THAT NUMBER HAS MORE THAN DOUBLED IN THE SIX YEAR PERIOD, WITH CURRENT SCHOOL YEAR DATA SHOWING THAT THERE ARE JUST UNDER 1200 STUDENTS LIVING IN THE AREA, WHICH EXCEEDS THE CAPACITY OF THE NEW ELEMENTARY SCHOOL. 
          THE NUMBERS SHOWN HERE AGAIN ARE BASED ON THIS YEAR'S SEPTEMBER 30TH, GEO CODED STUDENT COUNT OF CHILDREN LIVING IN THE AREA. 
          SO WITH THE ONE THOUSAND ONE HUNDRED AND EIGHTY EIGHT STUDENTS IDENTIFIED IN MOSELEY'S INITIAL STUDY AREA, THERE WOULD BE THREE HUNDRED AND EIGHTY FIVE REMAINING IN GRANGE HALL AND SEVEN HUNDRED AND THIRTY TWO REMAINING IN WINTERPOCK. 
          USING THOSE SAME HISTORICAL ACCOUNTS OF STUDENTS LIVING IN THE AREA AND LOOKING AT A FEW DIFFERENT TYPES OF PROJECTION METHODS, THE COHORT METHOD THAT WE USE FOR SCHOOL ENROLLMENT PROJECTIONS TRENDED WITH ACTUAL STUDENT COUNTS, APPLYING A RUNNING AVERAGE OF THE YEAR OVER YEAR CHANGE AND USING A LINEAR REGRESSION FORMULA. 
          THE RESULTS SHOW THAT THE NUMBER OF CHILDREN LIVING IN THIS AREA IN 2022, WHEN MOSELEY OPENS, COULD RANGE BETWEEN ONE THOUSAND TWO HUNDRED FORTY FIVE AND ONE THOUSAND TWO HUNDRED NINETY NINE CHILDREN EXCEEDING SCHOOL CAPACITY WITH PROJECTED CONTINUED GROWTH OVER TIME. 
          I'LL NOTE ALSO THAT THIS SLIDE ALSO PROVIDES PROJECTIONS PROVIDED TO US BY THE STRATUS MODEL COUNTY STRATUS MODEL, AND THOSE PROJECTIONS ARE FOR THE 2024 AND 2025 SCHOOL YEARS, 
          [00:50:01]
SHOWING LOWER NUMBERS THAN WHAT WE HAVE GENERATED WITH THE OTHER METHODS THAT I MENTIONED. SO THIS INITIAL STUDY AREA WE PULLED IN THE COUNTIES APPROVED HOUSING PIPELINE DATA THAT'S PROVIDED TO US BY THE COUNTY PLANNING DEPARTMENT. 
          AND SO THE MOST RECENT UPDATE THAT WE HAVE IS FOR THE TIME PERIOD COVERING JULY TO DECEMBER OF 2020. 
          AND IN THIS INITIAL STUDY AREA, THERE ARE APPROXIMATELY 72 HUNDRED DWELLING UNITS THAT HAVE BEEN APPROVED. 
          THE TOTAL NUMBER THAT HAVE BEEN BUILT AGAIN AS OF DECEMBER 2020 WAS APPROXIMATELY 2900, LEAVING ABOUT 4300 REMAINING IN THE PIPELINE TO BE CONSTRUCTED. 
          WE NOTE THAT IN DECEMBER OF 2020, WITH THE COUNTIES ACQUISITION OF THE UPPER MAGNOLIA GREEN PARCELS, THAT THERE COULD BE SOME CHANGE IN THE BUILDOUT OF THE UPPER MAGNOLIA GREEN GEOGRAPHY AND THE NUMBER OF DWELLING UNITS IN THAT AREA COULD PERHAPS CHANGE WITH REZONING. SINCE THE DATA COLLECTED FOR THE INITIAL STUDY AREA SHOW THAT THE SCHOOL WOULD BE OVER CAPACITY IF OPERATING TODAY. 
          THE STUDY AREA WAS REVISITED AND REVISED TO REFLECT THE SMALLER GEOGRAPHY SHOWN WITH THE HATCH LINES IN THIS MAP IMAGE. 
          THIS REVISED STUDY AREA PROPOSES TO IMPACT GRANGE HALL, WINTERPOCK AND ALSO SMALL SECTIONS OF THE WOOLRIDGE ATTENDANCE ZONE TO INCLUDE THE NEW APARTMENT COMPLEX, THE LIVINGSTON, AND A PARCEL NEAR THE INTERSECTION OF OTTERDALE AND WOOLRIDGE ROADS SLATED FOR DEVELOPMENT OF AN AGE RESTRICTED COMMUNITY. 
          THE POTENTIAL NORTHERN BOUNDARY WOULD INCLUDE PARCELS ALONG DUVALL ROAD. 
          THE EASTERN BOUNDARY WOULD ALIGN WITH PORTIONS OF WOOLRIDGE AND OTTERDALE ROADS. 
          THE SOUTHERN BOUNDARY WOULD STILL FOLLOW HULL STREET ROAD, BUT THE WESTERN BOUNDARY WOULD EXTEND TO INCLUDE PARCELS ALONG SKIN QUARTER AND DUVAL ROADS. 
          LOOKING AT THE NUMBER OF STUDENTS LIVING IN THE REVISED STUDY AREA OVER TIME SHOWS THAT THOSE NUMBERS HAVE GROWN FROM TWO HUNDRED AND FIFTY ONE SINCE THE TWENTY FIFTEEN SCHOOL YEAR TO EIGHT HUNDRED AND NINE STUDENTS THIS CURRENT YEAR. 
          AND AGAIN, LOOKING AT THE CURRENT SEPTEMBER 30TH SNAPSHOT OF GEO CODED STUDENTS, WITH MOSELY HAVING EIGHT HUNDRED NINE STUDENTS, GRANGE HALL WOULD BE LEFT WITH SEVEN HUNDRED AND EIGHTY SEVEN. 
          WINTERPOCK REMAINS THE SAME IN BOTH SCENARIOS, WITH SEVEN HUNDRED AND THIRTY TWO, AND WOOLRIDGE WOULD HAVE EIGHT HUNDRED AND TWENTY NINE STUDENTS. 
          THESE NUMBERS AGAIN ARE BEFORE CONSIDERATION OF ANY GROWTH. 
          THEY ARE THE SEPTEMBER 30TH SNAPSHOT. 
          SO AFTER CONSIDERATION OF POSSIBLE STUDENT GROWTH FOR THE NEXT FEW YEARS, PROJECTION RESULTS SHOW THAT THERE COULD BE BETWEEN EIGHT HUNDRED AND SIXTY ONE AND NINE HUNDRED AND SIXTEEN STUDENTS LIVING IN THIS REVISED STUDY AREA IN FALL 2022, WITH THE SCHOOL POSSIBLY OPENING AROUND BETWEEN NINETY TWO AND NINETY SEVEN PERCENT OF CAPACITY. 
          SO WHEN WE LOOK AT THE APPROVED HOUSING PIPELINE DATA FOR THE REVISED STUDY AREA, THIS SCENARIO REMOVES THE UPPER MAGNOLIA GREEN GEOGRAPHY. 
          AND SO THE UNITS THAT ARE THAT WERE IDENTIFIED IN THAT AREA IN THE PREVIOUS SLIDE ARE NOT INCLUDED HERE. 
          BUT FOR THE SAME TIME PERIOD, JULY TO DECEMBER OF TWENTY TWENTY, THE TOTAL APPROVED UNITS ARE APPROXIMATELY FORTY TWO HUNDRED, WITH TOTAL BUILT UNITS OF ABOUT 2300, LEAVING ABOUT 1900 UNITS REMAINING TO BE CONSTRUCTED IN THE PIPELINE IN THIS REVISED AREA. 
          SO WE ACKNOWLEDGE THAT APPROVED PROJECTS THAT ARE IN THE AHPD BUILD OUT OVER TIME, WE KNOW THAT WE WON'T SEE THEM ALL AT ONE TIME AND WE WON'T SEE STUDENTS FROM THOSE UNITS AT ONE TIME OR AT THE SAME TIME EITHER. 
          THIS SLIDE SHOWS APPROVED AND PENDING RESIDENTIAL REZONING PROJECTS NEAR THE MOSELEY ELEMENTARY SCHOOL AREA TO PROVIDE A BROADER VIEW OF POTENTIAL IMPACT OF OTHER RESIDENTIAL PROJECTS IN THAT AREA OVER TIME. 
          AND SO WE HAVE SOME NOTES WITH THIS SLIDE AS WELL. 
          [00:55:04]
WE'VE LEARNED FROM THE COUNTY THAT APPROVED RESIDENTIAL REZONING PROJECTS THAT HAVE NOT YET RECEIVED SITE PLAN OR SUBDIVISION APPROVAL ARE NOT INCLUDED IN THE AHPD. 
          SO THE POLYGON'S THAT YOU SEE IN THE LIGHT PURPLE HERE ARE NOT PART OF THE DATA. 
          THE NUMBERS THAT ARE PROVIDED FOR UPDATES THAT WE RECEIVED FOR JULY TO DECEMBER OF 2020. 
          THE NUMBERS IN ITALICS REPRESENT THE APPROVED NUMBER OF DWELLING UNITS FOR APPROVED REZONING PROJECTS, AND THE NUMBERS IN PARENTHESES REPRESENT A PROPOSED NUMBER OF DWELLING UNITS FOR PENDING APPLICATIONS. 
          THOSE THAT HAVE NOT YET BEEN APPROVED BUT ARE IN PROCESS AT THIS TIME OR BEING REVIEWED, AND THOSE NUMBERS COULD CHANGE IF THE APPLICATION IS REVISED BEFORE IT'S REVIEWED BY THE PLANNING COMMISSION AND BOARD OF SUPERVISORS. 
          SO AGAIN, WE ACKNOWLEDGE THAT PROJECTS BUILD OUT OVER TIME, AND WE UNDERSTAND THAT WE WON'T SEE IMPACT IMMEDIATELY. 
          HOWEVER, HAVING SOME IDEA OF PHASING FOR COMPLETION OF HOUSING UNITS COULD PROVIDE ANOTHER LAYER OF ANALYSIS FOR LONG TERM PLANNING PURPOSES. 
          THIS SLIDE SHOWS THE NUMBER OF RESIDENTIAL CERTIFICATES OF OCCUPANCY FOR HOUSING COMPLETIONS YEAR OVER YEAR SINCE 2016 AND THE CONTINUOUS GROWTH OF THOSE IN THE INITIAL AND REVISED STUDY AREAS. 
          HAVING SOME TIME PHASING FOR ANTICIPATED COMPLETION OF HOUSING UNITS WOULD BE HELPFUL IN DETERMINING WHEN THE CHANGE YEAR OVER YEAR MAY SLOW DOWN. 
          I MENTIONED THAT WE RECEIVE AHPD DATA FROM THE COUNTY, AND THE MOST RECENT DATA THAT WE HAVE DOESN'T PROVIDE A COMPLETION ANTICIPATED COMPLETION TIME FOR THOSE PROJECTS. 
          AS I MENTIONED EARLIER IN THE PRESENTATION, ONE OF THE FACTORS FOR CONSIDERATION IN REDISTRICTING STUDIES IS A REVIEW OF DEMOGRAPHIC DATA AND CENSUS DATA. 
          THIS MAP WAS COMPILED USING DATA FROM THE AMERICAN COMMUNITY SURVEYS 2019 FIVE YEAR ESTIMATE OF MEDIAN HOUSEHOLD INCOME BY CENSUS TRACTS THROUGHOUT THE COUNTY. 
          WHILE CENSUS TRACTS DO NOT ALIGN WITH ATTENDANCE ZONE LINES, CURRENT ELEMENTARY SCHOOL ZONES ARE SHOWN WITH THE BOLD BLACK LINES. 
          WHILE THERE ARE SOME AREAS OF THE COUNTY WHERE THERE IS MORE OF A MIX OF HOUSEHOLD INCOME LEVELS BY CATEGORIES, THE AREA WE ARE STUDYING TO ESTABLISH AN ATTENDANCE ZONE FOR MOSELEY IS SHOWN TO HAVE A SINGLE MEDIAN HOUSEHOLD INCOME LEVEL IN DARK GREEN. 
          ANOTHER SET OF DEMOGRAPHIC DATA EXPLORED FOR THIS STUDY IS THE RACIAL AND ETHNIC BREAKDOWN OF STUDENTS COUNTYWIDE AT THE ELEMENTARY LEVEL. 
          ZOOMING IN SPECIFICALLY TO THE WESTERN THREE SIXTY AREA AND THE GRANGE HALL AND WINTERPOCK ELEMENTARY ZONES IN THE SECOND PANE OF INFORMATION. 
          AND THEN FINALLY, IN THE LAST TWO SECTIONS LOOKING AT THE INITIAL AND REVISED STUDY AREAS . COUNTYWIDE AT THE ELEMENTARY LEVEL, WHITE STUDENTS REPRESENT ALMOST FORTY FIVE PERCENT OF THE STUDENT POPULATION, WITH NONWHITE STUDENTS MAKING UP ABOUT 55 PERCENT. 
          WHEN LOOKING AT THE WESTERN THREE SIXTY AREA AND THE GEOGRAPHY THAT INCLUDES GRANGE HALL AND WINTERPOCK ATTENDANCE ZONES. 
          WHITE STUDENTS REPRESENT APPROXIMATELY 70 PERCENT OF STUDENTS OF THE STUDENT POPULATION, AND NONWHITE STUDENTS MAKE UP ABOUT THE OTHER 30 PERCENT IN THE INITIAL STUDY AREA. 
          THEE PERCENTAGE OF WHITE AND NONWHITE STUDENTS IS STILL ALMOST 70 PERCENT AND 30 PERCENT, RESPECTIVELY. AND WITH THE REVISED STUDY AREA, THE BREAKDOWN IS CLOSER TO SIXTY FIVE PERCENT WHITE AND THIRTY FIVE PERCENT NONWHITE. 
          ALSO, IN TERMS OF LOOKING AT WAYS TO PROMOTE DIVERSITY WITHIN A POTENTIAL ZONE FOR MOSELEY ELEMENTARY SCHOOL, THE INCORPORATION OF THE APARTMENT COMPLEX FROM THE WOOLRIDGE ZONE, AS WELL AS PULLING IN SOME OF THE LARGER PARCELS IN THE GRANGE HALL ZONE THAT ARE NOT PART OF RECORDED SUBDIVISIONS WITHIN THE MAGNOLIA GREEN DEVELOPMENT IN WINTERPOCK. 
          PULLING IN THOSE AREAS WOULD ALLOW THE SCHOOL TO SERVE STUDENTS FROM SOMEWHAT DIVERSE AREAS AND NOT ONLY FROM THE MAGNOLIA GREEN DEVELOPMENT. 
          AND THAT'S WHAT WE HAVE WOULD BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE. 
          THANK YOU, BOARD MEMBERS, ANY DISCUSSION OR QUESTIONS? MS. BAILEY, I JUST HAVE ONE. 
          YOU MENTIONED THAT THE MOSELEY SCHOOL WAS, I GUESS, PROJECTED TO OPEN IT BETWEEN NINETY 
          [01:00:05]
TWO AND NINETY SEVEN PERCENT CAPACITY. 
          WHAT IS THE IDEAL CAPACITY FOR IT TO OPEN AT GIVING GROWTH AND EXPECTATION OF GROWTH? WHAT ARE WE SHOOT FOR IN TERMS OF A CAPACITY FOR A NEW SCHOOL? I THINK CAPACITY LEVELS IN GENERAL, MAYBE THE IDEAL CAPACITY WE'VE TALKED ABOUT IT INTERNALLY AND I DON'T KNOW THAT WE HAVE AN ESTABLISHED IDEAL CAPACITY, BUT MAYBE BETWEEN NINETY TWO AND NINETY FIVE PERCENT. 
          OK. YEAH, THANK YOU. 
          HEFFRON. 
          YEAH, THAT THAT CAUGHT MY ATTENTION TOO, IS THAT PROGRAM CAPACITY THAT YOU'RE BASING THAT ? THAT IS PROGRAM CAPACITY, AND WITH OUR NEW SCHOOLS, WE ASSUME WITH THE OPENING OF A NEW FACILITY THAT THE DESIGN CAPACITY AND PROGRAM CAPACITY WOULD BE ABOUT THE SAME UNTIL THERE, YOU KNOW, THE SCHOOL IS OPEN AND OPERATING AND THERE'S THE NEED FOR CHANGES IN TERMS OF PROGRAMS THAT MAY SERVE STUDENTS THERE. 
          AND THEN JUST ONE QUESTION THAT I COMMUNITY MEMBER HAD BROUGHT UP AND IT WAS I THOUGHT THIS WAS A GOOD, A GOOD POINT. 
          WHAT IS THE TIMELINE? HOW ALIGNED IS THE TIMELINE FOR THE MOSTLY ELEMENTARY SCHOOL PROJECT WITH THE OTTERDALE ROAD IMPROVEMENTS, IS THAT IT WILL HAVE AN INCREASE IN TRAFFIC IN THAT AREA, AND I KNOW THAT THOSE IMPROVEMENTS ARE KIND OF MOVING ALONG. 
          DO WE HAVE ANY DO THEY ALIGN OR.. 
          JOSH MAY HAVE SOME INFORMATION ON THAT, I'LL STEP ASIDE. 
          CERTAINLY SAW SOME OF THOSE COMMENTS AS THEY ROLLED IN, AND I'VE TOUCHED BASE WITH JESSE SMITH IN THE COUNTY. THERE'S SOME PRETTY GOOD DOCUMENTATION OF THE OTTERDALE ROAD IMPROVEMENT PROJECTS. 
          THERE'S A IT'S A DRAINAGE ISSUE, AS WE WELL KNOW WITH FLOODING, AND THERE'S THREE INDIVIDUAL CROSSINGS THAT WILL BE UPGRADED SIGNIFICANTLY. 
          AND THE GOAL FOR THOSE PROJECTS TO BE COMPLETED IS AROUND THE END OF THE SUMMER OF 2024, WHICH IS ALIGNING WITH WHEN WE WOULD LIKE TO OPEN THAT NEXT MIDDLE SCHOOL. 
          SO THAT'D BE A TWO YEAR OVERLAP FROM OPENING MOSELEY ELEMENTARY SCHOOL TO THE COMPLETION OF THOSE PROJECTS, AND SOME DETOURS HAVE BEEN IDENTIFIED. 
          JESSE HAS CERTAINLY PLEDGED THAT WE'LL GET TOGETHER WITH OUR TRANSPORTATION STAFF TO LOOK AT THE IMPACT OF THOSE DETOURS. 
          I'M NOT GOING TO STAND HERE AND SAY THAT THEY'RE INSIGNIFICANT BECAUSE THEY WILL ADD TO OUR TRAVEL TIME FOR THOSE COMMUNITIES, BUT I BELIEVE THEY WILL HOPEFULLY BE DOABLE AND FEASIBLE. MS. HAINES. AND THANK YOU FOR INCLUDING THE REDISTRICTING KIND OF GUIDELINES, BECAUSE I THINK IT HELPS PUT THIS IN PERSPECTIVE LIKE A GREATER PERSPECTIVE, NOT JUST THE MATOACA DISTRICT, BUT WHEN OTHER DISTRICTS START TO REDISTRICT. 
          WE KNEW THAT WE HAVE KIND OF A SET OF STANDARD GUIDELINES. 
          I ALSO WANTED TO POINT OUT THAT THERE WAS AN AUGUST 11TH, 2020 MEMO THAT WAS PASSED BY THIS BOARD, WHICH RECOMMENDED THAT THE SCHOOL BOARD VOTE TO INITIATE A REDISTRICTING STUDY TO BE DONE IN FALL 2020 TO ALLOW FOR AMPLE TIME FOR DATA COLLECTION, RESEARCH, COORDINATION AND ENGAGEMENT WITH AN APPROVED PHASE PLAN TO BE FULLY IMPLEMENTED BY FALL 2022.  I'M SURE COVID PROBABLY DELAYED THAT STUDY, BUT GIVEN THAT WE ARE NOW MOVING FORWARD WITH REDISTRICTING, I WAS WONDERING WHEN WE MIGHT GET AN UPDATE ON THAT PHASED IMPLEMENTATION PLAN FOR THE WHOLE COUNTY? SO WE CAN PROVIDE AN UPDATE TO THE BOARD ON. 
          WHEN ON POTENTIAL TIMING OF OTHER REDISTRICTING PROJECTS IN TERMS OF ADJUSTING SCHOOL BOUNDARIES, BUT WITH THE COMPREHENSIVE ELEMENTARY SCHOOL PLAN THAT HAS BEEN IMPLEMENTED WITH OPENING THE NEW PRE-K FACILITY IN CHESTER AND WITH EXPANDING CENTER BASE GIFTED PROGRAMS IN ADDITIONAL SCHOOLS IN THE COUNTY, THAT HAS THAT WAS PART OF OUR COMPREHENSIVE PLAN TO REALLY LOOK AT MAXIMIZING CAPACITY IN OUR SCHOOLS. 
          SO AGAIN, WE WILL COME BACK TO THE BOARD AND PROVIDE AN UPDATE ON WHEN WE WOULD ANTICIPATE MOVING FORWARD WITH THE ADDITIONAL ATTENDANCE ZONE CHANGES. 
          AWESOME. AND THEN MY OTHER QUESTION, WHICH I FIND A LITTLE BIT SHOCKING AND OTHERS HAVE POINTED OUT AS WELL. 
          THE TWO ISLANDS. 
          ARE THERE ANY OTHER ISLANDS IN THE COUNTY THAT WE SHOULD BE AWARE OF? THE SLIDE ON PAGE TWO THAT SHOWED THE LITTLE BLUE ISLANDS. 
          SO THE OTHER ISLANDS THAT WE HAVE ARE IN THE OR WITH THE MANCHESTER HIGH SCHOOL 
          [01:05:04]
ATTENDANCE ZONE. 
          THERE ARE NO OTHER ISLANDS AT THE ELEMENTARY LEVEL OR AT THE MIDDLE SCHOOL LEVEL. 
          SO IT'S THE [INAUDIBLE] HIGH SCHOOL ISLANDS THAT WE HAVE. 
          SO WE WOULD ADDRESS THOSE. 
          WE WOULD ADDRESS THOSE WITH THE STUDY FOR HIGH SCHOOL REDISTRICTING. 
          YES. EXCELLENT. 
          THANK YOU. ANY OTHER QUESTIONS? WELL, THANK YOU, I INTEND TOMORROW TO TAKE A LOT OF QUESTIONS, WE DO HAVE A MEETING TOMORROW EVENING FOR FAMILIES TO COME OUT AND ASK QUESTIONS ABOUT THAT, AND THAT IS GOING TO BE AT THE CAREER AND TECHNICAL CENTER ON HULL STREET, AND I BELIEVE IT'S AT 6:30. 
          AND NOW THIS, YOU KNOW, THIS COULD BE AN OPPORTUNITY FOR PUBLIC TO REALLY TAKE A LOOK AT THIS AND PROVIDE US SOME FEEDBACK. 
          SO THANK YOU SO MUCH FOR YOUR FOR YOUR WORK UP TO THIS POINT AND THERE'S GOING TO BE MORE TO DO. THANK YOU. 
          SO JUST TO FOLLOW UP MS. HAINES HAD A QUESTION ABOUT REDISTRICTING. 
          I THINK ONE OF THE THINGS TO REMEMBER IS THAT WHEN WE ARE SO OVERCROWDED IN OUR SCHOOLS THAT I THINK THE FUTURE OF THE CONSTRUCTION PROJECTS ARE GOING TO REALLY HELP US DETERMINE THE REDISTRICTING PHILOSOPHY OF THIS BOARD WHEN YOU THINK ABOUT TWO MIDDLE SCHOOLS COMING. WELL, ONE NEW MIDDLE SCHOOL WHEN WE BUILT MIDDLE SCHOOL IN TWENTY FOUR AND IF WE ARE FORTUNATE ENOUGH TO PASS THE BOND, THE BOND REFERENDUM TO BUILD. 
          I'LL SAY THAT AGAIN TO BUILD IN NOVEMBER 22. 
          YOU'RE LOOKING AT AN ADDITIONAL MIDDLE SCHOOL. 
          YOU'RE LOOKING AT ADDITIONAL CAMPUS MODEL UP UPPER MAGNOLIA. 
          AS YOU NOTICED IN THE PRESENTATION FROM A TONYA THAT WE HAD TWO SCHOOLS BASICALLY THAT AREN'T EVEN ON THE PROJECT OF UPPER MAGNOLIA CAMPUS AND THEN NEAR OLD 100 AGAIN. 
          IF YOU WERE TO TAKE A CLOSE LOOK AT THE THE AMOUNT OF BUILDING, THERE'S ALMOST 7000 HOMES IN JUST THAT PROJECTION THAT SHE DEMONSTRATED IN THE PURPLE THROUGHOUT THE AREA. 
          SO THE OPPORTUNITY TO LOOK AT THE LAND UNIT NEXT TO OLD HUNDRED THE LAND THE COUNTY'S BEEN REALLY WORKING HARD WITH US WITH THE CAMPUS MODEL, MAGNOLIA ELEMENTARY, MIDDLE AND HIGH. I THINK WE WILL BE AN ACCELERATED MOOD TO BUILD TO MAKE SURE THAT WE HAVE ADDITIONAL TO AT LEAST TWO NEW ELEMENTARY SCHOOLS, THE ADDITION OF THE TWO NEW MIDDLE SCHOOLS AND A HIGH SCHOOL THAT MAGNOLIA BECAUSE THE GROWTH IS NOT DECREASING, IT IS INCREASING, AS WE'VE ALL NOTICED. 
          I AGREE AND I THINK THAT FOR ANYONE THAT'S LISTENING AT HOME TO ALSO REALIZES THAT WE WOULD NEVER REDISTRICT ESPECIALLY HIGH SCHOOLS JUST FOR REALLY ANY OTHER FACTOR BESIDES FOR CAPACITY. 
          NOWHERE TO MOVE. SO RIGHT NOW, THERE REALLY IS NOWHERE TO MOVE STUDENTS TO. 
          AND THAT WOULD REALLY BE THE ONLY THING THAT AS WE MOVE FORWARD AND BUILD ADDITIONAL SCHOOLS, THAT WOULD BE THAT WOULD BE ON THE [INAUDIBLE] THE EXCITEMENT IS WITH THE NEW MIDDLE SCHOOL AND THE REBUILD MIDDLE SCHOOL, WE WILL HAVE A CHANCE TO LOOK AT SOME REDISTRICTING AND PROJECT THAT PLANNING FOR THE CENTRAL MIDDLE SCHOOL THAT WILL OCCUR WITH THE PASSING OF THE BOND. 
          AND I THINK WE CAN ANTICIPATE, YOU KNOW, LOOKING AT DOWN THE ROAD FIVE TO SIX YEARS AS WE GET THESE BUILDING PROJECTS COMPLETED. 
          MR. CHAIR ALSO WE ASKED FOR ADDITIONAL TIME IF WE HAD IT BEFORE THE 5:30, IT WAS TO TALK ABOUT TRANSPORTATION AND JOSH SHOULD COME UP AND GIVE SOME GIVE EVERYONE SOME FEEDBACK ON OUR HIRING PLANS. SO YOU ACTUALLY DISCUSSED THE PROCESS WITH YOU AS WELL BECAUSE IT'S A DAUNTING PROCESS. I TOLD SOMEBODY IT MAY BE EASIER TO BECOME A PLASTIC SURGEON IN THE STATE THAN TO BE A BUS DRIVER. 
          AND SO JOSH DAVE IS HERE TO PRESENT. 
          THANK YOU, JOSH. 
          THANK YOU, SIR, AND AGAIN, MEMBERS OF THE BOARD, YOU MAY RECALL BACK IN AUGUST, WHEN WE HAD OUR RETREAT, I SPOKE OF THE LARGEST RISK TO OUR OPERATIONS WAS IN FACT, OUR TRANSPORTATION SYSTEM AND AND UNFORTUNATELY, THAT PREDICTIONS COME TRUE WITH OUR DIFFICULTIES IN RECRUITING AND RETAINING DRIVERS OVER THE LAST FEW YEARS. 
          WE ENTERED THIS YEAR WITH A HUGE DEFICIT AND IT'S SOMETHING THAT KEEPS ME AWAKE AT NIGHT AND WE ARE DOING OUR BEST TO COMMUNICATE WITH OUR FAMILIES. 
          IS THEY'RE FEELING THE PAIN? IT'S IT'S NOT ONLY A CHESTERFIELD ISSUE, IT'S IT'S ACROSS THE BOARD, BOTH LOCALLY, THROUGHOUT THE STATE AND NATIONALLY. 
          HOWEVER, IT DOESN'T MEAN WE'RE GOING TO STAND TO IDLE. 
          WE ARE GOING TO DO THE BEST WE CAN TO IMPROVE THIS SYSTEM. 
          AND YOU AND THE COUNTY, YOU CHOSE TO INCREASE WAGES AND OFFER BONUSES, AND WE ARE SEEING THAT REALLY PAY OFF WITH A WHOLE LOT OF APPLICANTS. 
          SO BEFORE I TALK ABOUT THE APPLICANTS, I DO WANT TO ACKNOWLEDGE THAT WE ARE SEEKING TO BE 
          [01:10:01]
MORE EFFICIENT WITH THE RESOURCES THAT WE HAVE AS WE'VE LEARNED ABOUT HOW MANY STUDENTS ARE ACTUALLY RIDING THE BUS. 
          DR. FRYE AND HIS TEAM HAVE ACTIVELY BEEN REORGANIZING SOME OF THEIR ROUTES AND IN THE LAST COUPLE OF WEEKS WE'VE SEEN SOME PROGRESS. 
          AND BUT AGAIN, YOU CAN ONLY GET BUT SO MUCH OUT OF THE RESOURCES THAT WE DO HAVE. 
          SO I'M GLAD THAT THEY'RE SEEKING TO BECOME MORE EFFICIENT. 
          THEY'RE TAKING THE BUSSES TO WHERE THE STUDENTS ARE AND DOING THEIR BEST TO GET THEM ALL TO SCHOOL ON TIME IN THE MORNING FOR INSTRUCTION. 
          SO WE START BY ADVERTISING AND THE STATEMENTS THAT WERE MADE TO THE PRESS ABOUT THE INCREASED WAGES AND THE WE DIDN'T EVEN HAVE TO ADVERTISE FOR THAT LAST JOB FAIR. 
          WE HAD TWO SUCCESSFUL JOB FAIRS IN THE SUMMER, BRINGING IN 60 OR 70 CANDIDATES WITH ABOUT DOUBLE FOR THE JOB FAIR THAT OCCURRED IN LATE SEPTEMBER. 
          AND WE'VE HAD MANY, MANY OTHER APPLICATIONS COME IN AND IT'S BEEN A HUGE PARTNERSHIP. 
          NOT ONLY OF COURSE, WITH TRANSPORTATION, BUT OUR HUMAN RESOURCES TEAM HAS JUST DONE A DYNAMITE JOB OF OF BRINGING IN THE APPLICANTS, CONDUCTING INTERVIEWS AND GETTING THROUGH THEM SOME VERY CRITICAL PROCESSES. 
          AND I'M GOING TO DISCUSS A COUPLE OF THOSE PROCESSES THEN ALONG WITH THE TRAINING PROCESS, ONCE THE CANDIDATES COME TO TRANSPORTATION. 
          SO WE'VE HAD OVER 600 APPLICATIONS. 
          THAT'S GREAT NEWS. 
          AND ONE OF THE FIRST THINGS THAT HUMAN RESOURCES DOES IS THEY WILL GET THOSE CANDIDATES TO ALLOW US TO CHECK THEIR DMV RECORDS. 
          WE WANT GOOD DRIVERS, SAFE DRIVERS THAT HAVE GOOD RECORDS AND THEN THEY GO AND MOVE TO THE INTERVIEW PROCESS. 
          THEY'VE INTERVIEWED FIVE HUNDRED AND THIRTEEN CANDIDATES. 
          THEY'VE ACTUALLY GOT 42 MORE THAT ARE PENDING THAT THEY'VE TRIED TO GET IN TOUCH WITH. 
          AND SO AFTER THAT INTERVIEW TAKES PLACE AND WE BEGIN WHAT'S CALLED THE ONBOARDING PROCESS, THERE'S A COUPLE OF LARGE HURDLES BEFORE THEY CAN ENTER TRAINING. 
          THE FIRST IS A BACKGROUND CHECK. 
          WE NEED EMPLOYEES, OF COURSE, THAT ARE SUITABLE TO WORK WITH STUDENTS AND IF THEY'VE COMMITTED A FELONY OR OTHER ACTS, THAT WOULD DISQUALIFY THEM, WE'RE GOING TO UNDERSTAND THAT BEFORE ONBOARDING THEM ANY FURTHER. 
          AND AS AN ILLUSTRATION, DR. 
          HOUGH HAS SAID ABOUT A THIRD OF THESE CANDIDATES WILL NEVER EVEN COME TO DO THEIR FINGERPRINTS AFTER THEY DO MULTIPLE CALLS AND EMAILS, AND THAT'S AFTER THAT INTERVIEW PROCESS. AND THEN AFTER THE ONES THAT DO 20 TO 30 PERCENT HAVE DELAYS FROM THE STATE POLICE BECAUSE THEY HAVE SOME KIND OF BLEMISH ON THEIR RECORD. 
          NOT OF ALL THOSE. 
          NOT ALL THOSE THINGS ARE DISQUALIFYING A MISDEMEANOR TRESPASSING CONVICTION 30 YEARS AGO OR A BAD CHECK 20 YEARS AGO. 
          THOSE ARE THINGS THAT WE CAN WORK WITH AND WE GET REFERENCE CHECKS TO. 
          SO WE WANT TO SEE WHERE PEOPLE ARE. 
          BUT AS AN EXAMPLE, RIGHT NOW WE HAVE 137 CANDIDATES WHOSE BACKGROUND CHECK IS PENDING. 
          BY THAT, THEY'RE STILL WAITING TO COME GET THEIR APPOINTMENT. 
          OR WE HAVEN'T HEARD FROM THE STATE POLICE YET OR WE ARE TRYING TO ASCERTAIN, YOU KNOW WHAT THE STATE POLICE HAVE TOLD US AND WHETHER THEY CAN MOVE FORWARD. 
          SO THAT'S A SIGNIFICANT NUMBER. 
          ONCE THEY HAVE CLEARED THE BACKGROUND, THEY MOVE ON TO BEING SCHEDULED FOR MEDICAL. 
          THAT INCLUDES THE TB TEST, A FULL PHYSICAL AND THAT WHICH IS IN ACCORDANCE WITH THE VDOE EXPECTATIONS AND WE DO A DRUG SCREEN. 
          DRUG SCREENS ARE GOING TO REMAIN A PART OF SAFETY SENSITIVE POSITIONS, REGARDLESS OF THE CHANGE IN LAWS IN OUR STATE AND SOME OTHER LAWS IN OTHER STATES. 
          AND SO AS AN EXAMPLE, WE HAVE 127 CANDIDATES THAT ARE STILL PENDING MEDICAL. 
          IN OTHER WORDS, THEY HAVEN'T. 
          THEY'VE EITHER BEEN SCHEDULED, BUT THEY HAVEN'T BEEN THERE YET OR WE HAVEN'T HAD THEIR RESULTS CLARIFIED. 
          WHETHER IT'S THE PHYSICAL ITSELF, SOMETIMES A SLEEP STUDY MIGHT BE REQUIRED. 
          SOMETIMES WE NEED TO VERIFY THAT THEIR DIABETES IS UNDER CONTROL AND OF COURSE, WE NEED THAT DRUG SCREEN. 
          SO THE GOOD NEWS IS A LOT OF CANDIDATES HAVE MADE IT THROUGH THAT PROCESS, ESPECIALLY IN THE LAST TWO WEEKS. 
          YOU KNOW, THOSE THINGS DON'T HAPPEN INSTANTLY, BUT WE'VE HAD HR PASS TO US FOR FOR THE TRAINING PROCESS AND FURTHER ONBOARDING AND HOPEFULLY TURNING INTO BUS DRIVERS 112 CANDIDATES SINCE THE ANNOUNCEMENT WAS MADE ON THE CHANGE OF WAGES. 
          WE'VE GOT 27 NEW BUS DRIVERS THAT HAVE MADE IT ALL THE WAY. 
          AND SO THOSE NUMBERS HAVE BEEN INCREASING OVER THE LAST FEW WEEKS AND OBVIOUSLY WE NEED THEM TO INCREASE EVEN MUCH MORE. 
          BUT THE BIGGEST HURDLE ONCE THEY COME TO US IS GETTING THAT LEARNER'S PERMIT. 
          WE'RE GOING TO TRAIN THEM IN THAT CLASSROOM AND ASK THEM TO STUDY THEIR DMV MATERIALS. 
          AND DURING THAT FIRST WEEK, THEY TAKE THEIR FIRST ATTEMPT AT GETTING THAT LEARNER'S PERMIT. AND WE HAVEN'T HAD A REALLY LARGE PERCENTAGE PASS ON THAT FIRST TIME, BUT THEY DO GET UP TO THREE TRIES. 
          [01:15:02]
IT'S ACTUALLY FOUR WRITTEN EXAMS. THERE'S A GENERAL KNOWLEDGE EXAM THAT'S REQUIRED OF ALL CDL'S HOLDERS. 
          WHETHER YOU'RE GOING TO DRIVE A BUS OR DRIVE A BOX TRUCK OR DRIVE A TANKER TRUCK, THEY'VE GOT TO LEARN ALL THAT STUFF. 
          AND THEN THEY HAVE THREE EXAMS THAT INCLUDE PASSENGER TRANSPORTATION, SCHOOL BUS KNOWLEDGE AND AIR BRAKES. 
          SO ALL FOUR OF THOSE, ONCE THEY'RE PASSED, THEY MOVE ON TO US TO BE ENTER BEHIND THE WHEEL TRAINING. SO I MENTIONED THE 27 THAT ARE COMPLETE. 
          WE'VE GOT 24 THAT HAVE PASSED THE CLP AND ARE EITHER IN OUR BEHIND THE WHEEL TRAINING CLASS NOW OR ARE PENDING IN SOME WAY. 
          THEY HAVEN'T RECEIVED THE DOCUMENT FROM DMV OR THEY MIGHT HAVE TO STILL GO AND ACTUALLY THE DMV AND PROVIDE WHAT IT'S CALLED LEGAL PRESENCE REALLY SHOW DMV THAT THEY'RE A RESIDENT OF THE STATE AND ARE ELIGIBLE TO GET THE LICENSE AND THE DRUG SCREEN IS REMAINING FOR A FEW OF THOSE. 
          WE WILL TAKE THEM IN ONCE THEY'VE PASSED MEDICAL WITH THE DRUG SCREEN PENDING BECAUSE SO FEW OF THEM DO FAIL THAT TEST. 
          SO YOU THINK ABOUT THE NUMBER 112, OK, TWENTY SEVEN, TWENTY FOUR, THERE'S A BIG GAP THERE. AND SO AGAIN, TWENTY EIGHT ENTERED LAST WEEK. 
          THIRTY FIVE ENTERED THIS WEEK AND WE'VE GOT 20 ALREADY BOOKED FOR THE NEXT TWO WEEKS. 
          SO THAT'S A A PRETTY GOOD CHUNK RIGHT THERE OF CANDIDATES THAT, YOU KNOW, WE REALLY NEED THEM TO GET OVER THAT NEXT HURDLE SO THEY CAN GET TO THE BEHIND THE WHEEL TRAINING. 
          BUT I ALSO WANT TO ADD SOME ADDITIONAL HOPEFUL INFORMATION. 
          THESE ARE THE CANDIDATES THAT HAVE THE LONGEST PATH TO TAKE. 
          ONCE THEY GET THROUGH THE BACKGROUND AND THE MEDICAL TESTING AND THE DRUG SCREEN, WE HAVE NOTED THAT WE HAVE 50 ACTIVE CANDIDATES THAT HAVE A CDL LICENSE, EITHER A CLASS B, WHICH WITH THE ENDORSEMENTS FOR SCHOOL BUS, IT'S ABOUT HALF OF HALF OF THOSE 50 OR HAVE THE CLASS B, THE OTHER HALF HAVE THE CLASS A AND HAVE EXPERIENCE. 
          DRIVING A LARGE VEHICLE STILL WILL HAVE TO DO SOME TRAINING TO EARN THE CLASS B LICENSE. 
          BUT THIS GROUP, I GET IMPATIENT WHEN I LOOK AT THAT GROUP. 
          SIX OF THEM HAVE COME THROUGH AND FINISHED, BUT AGAIN, 50 STILL REMAIN. 
          FOUR HAVE CLEARED MEDICAL AND BACKGROUND AND ARE GETTING READY TO ENTER TRAINING, SO THEY SHOULD BE RELATIVELY QUICK. 
          BUT ABOUT 20 STILL HAVEN'T CLEARED BACKGROUND IN ABOUT 20 STILL HAVEN'T CLEARED MEDICAL, SO THOSE ARE A COUPLE OF FISTFULS OF FAIRLY SIGNIFICANT NUMBERS THAT YOU KNOW, WE I DON'T EXPECT THEM ALL TO CLEAR THOSE TWO HURDLES, BUT IF THEY DO, WE'RE GOING TO BE ABLE TO GET THEM THROUGH OUR TRAINING PROGRAM RELATIVELY QUICKLY. 
          AND THAT'S JUST A BIT OF INFORMATION ABOUT THE PROCESS. 
          THERE'S A LOT OF STEPS ALONG THE WAY IN THE FINAL. 
          AND THE THING I HOLD MY BREATH IS, IS THAT CDL EXAM. 
          THEY DO THE BEHIND THE WHEEL TRAINING. 
          THEN THEY DEMONSTRATE ONE ON ONE THEIR ABILITY TO HANDLE THE BUS, THE SKILLS TEST AND TO DO THE FREE TRIP INSPECTION THAT THAT'S AGAIN, MORE OF A PHYSICAL THING, AS OPPOSED TO THE WRITTEN TEST THAT THEY DID EARLIER. 
          ONE OF THE THINGS WE'VE LEARNED IN THE LAST WEEK IS THAT WRITTEN TEST CAN BE OFFERED TO OUR CANDIDATES IN OTHER LANGUAGES. 
          WE REACHED OUT TO DMV AND WE CAN DO THAT WITH THE COMPUTERS THAT WE HAVE SET UP FOR DOING THE CLP. THEY'VE GOT A DROP DOWN AND SAID, GIVE IT TO US IN SPANISH. 
          AND SO THAT'S ACCEPTABLE TO US. 
          AND IF IN A CANDIDATE IS MORE COMFORTABLE DOING THAT WRITTEN EXAM IN SPANISH, LET'S GIVE THEM THAT OPPORTUNITY. 
          OF COURSE, THEY STILL NEED TO KNOW ENGLISH WELL ENOUGH TO DO THEIR JOB COMPETENTLY. 
          AND AND THAT'S PART OF WHAT WE WILL EVALUATE. 
          SO JUST A FEW OF THE FACTORS, A BIT OF THE DATA IN TERMS OF WHAT WE GOT GOING ON. 
          IT'S TAKEN A WHILE FOR THE BALL TO REALLY START ROLLING AND AGAIN REALLY APPRECIATE THE EFFORTS OF OUR HUMAN RESOURCES TEAM. 
          OUR TRAINING TEAM IS WORKING VERY, VERY HARD. 
          THAT'S THREE LEAD TRAINERS THAT WORK IN TRANSPORTATION EVERY DAY AND CAN GIVE THAT FINAL CDL EXAM. WE'VE GOT EIGHT AUXILIARY TRAINERS THAT ALSO PARTICIPATE IN BEHIND THE WHEEL TRAINING AND OTHER DRIVERS THAT SERVE AS MENTORS. 
          DR. DAUGHERTY SAID, YOU KNOW, ONCE THEY GET INTO TRAINING, LET'S HIRE THEM SO THEY HAVE BEEN HIRED. THEY'RE WORKING 30 HOURS A WEEK. 
          SO SOME OF THEM, EVEN THOUGH THEY MAY HAVE NOT BEEN SUCCESSFUL WITH THEIR CLP EXAM THE FIRST TIME, ARE OUT ASSISTING US EITHER RIDING BUSSES AS AIDES OR WORKING IN AREA OFFICES, ANSWERING PHONES. 
          YOU'RE CERTAINLY AWARE THAT WE'VE STRUGGLED TO ANSWER OUR PHONE SOMETIMES, SO WE'VE GOT THESE FOLKS ON BOARD. WE WANT TO GET THEM THROUGH THE PIPELINE AND HAVE THEM AS INDEPENDENT DRIVERS, AS MS. COKER PUT IT. TELL US HOW MANY HAVE HIT THE ROAD AND WE WANT TO CONTINUE TO SEE MANY OF THEM HITTING THE ROAD HERE IN THE NEXT FEW WEEKS. 
          SO I'D BE HAPPY TO TAKE ANY FURTHER COMMENTS OR QUESTIONS. 
          THANK YOU. MS. BAILEY. THANK YOU FOR THAT INFORMATION. 
          AND I JUST WANT TO EXTEND MY APPRECIATION TO EVERYTHING THAT YOU'VE DONE, EVERYTHING THAT DR. HOUGH HAS DONE IN H.R.. 
          I JUST LEARNED THAT THIS WAS NOT AN AREA THAT HR TYPICALLY HANDLED THE TRANSPORTATION USUALLY ON BOARD AT THEIR OWN WITH THE INTERVIEW PROCESS AND EVERYTHING. 
          [01:20:02]
AND THEN THIS WAS HANDED OFF TO HER WHOLE DEPARTMENT, WHO HAS NOW CARRIED THIS BURDEN AND HAS DONE A PHENOMENAL JOB OF TRYING TO ONBOARD. 
          IT SOUNDS LIKE A HERCULEAN TASK TO DO QUICKLY FROM EVERYTHING THAT YOU'VE JUST EXPLAINED. 
          I ALSO, I JUST FEEL A HUGE NEED TO DO A SHOUT OUT TO THE AREA THREE MANAGER I ALREADY MENTIONED IT TO YOU, MR. DAVIS, BUT JACQUELINE ROACH AT YOUR AREA THREE MANAGER HAS COMMUNICATED AMAZINGLY WELL WITH HER PARENTS AND WITH ME IN THE EMAILS THAT I'VE BEEN GETTING WITH THE GRANGE HALL COMMUNITY, WHO HAS THE LONGEST ROUTES AND WE'RE EXPERIENCING A LOT OF DIFFICULTIES. 
          AND SHE HAS REALLY STEPPED UP AND HELPED SO MANY FAMILIES WITH THE COMMUNICATION AND ACTUALLY TROUBLESHOOTING THE ROUTES AND CHANGING ROUTES AND THINGS TO MAKE THEIR THEIR DELAYS LESS AND SO HUGE APPRECIATION TO HER FOR THAT. 
          I WOULD LIKE TO HAVE YOU TO SPEAK REALLY QUICKLY TO ONE AREA, AND THAT IS THE BONUS STRUCTURE. THERE'S BEEN SOME MISINFORMATION AND SOME CHATTER OF CONFUSION. 
          AND CAN YOU JUST EXPLAIN TO ANYONE THAT'S LISTENING EXACTLY THE BONUS STRUCTURE FOR OUR BUS DRIVERS SO THAT THEY UNDERSTAND HOW THEY'RE GETTING IT AND WHEN THEY'RE GETTING IT? THAT'S ANOTHER THING THAT WE'VE TRIED TO COMMUNICATE EFFECTIVELY THIS WEEK, AND SO SOME WRITTEN COMMUNICATIONS HAS GONE OUT, AND I BELIEVE I CAN RECITE EFFECTIVELY THAT THAT $3000 BONUS WILL BE PAID IN SIX INSTALLMENTS OF $500 EACH, AND THE FIRST ONE WOULD BE FOR ANY CONTRACTED CDL HOLDER IN TRANSPORTATION. 
          THAT'S ON THE BOOKS WITH A CONTRACT ON NOVEMBER THE 1ST. 
          SO THAT RANGES FROM A BRAND NEW CANDIDATE THAT EARNED THEIR CDL THIS WEEK AND IS ON THAT ROAD ON NOVEMBER 1ST TO SOMEBODY THAT'S BEEN DRIVING FOR US FOR 30 YEARS. 
          THEN THE SCHEDULE WOULD CONTINUE. 
          THEY WOULD BE PAID. I'M SORRY, LET ME MAKE SURE THAT THAT'S CLARIFIED. 
          THEY WOULD RECEIVE THE NOVEMBER 1ST. 
          ELIGIBILITY IS PAID ON NOVEMBER 30TH. 
          YES, AND THEN DECEMBER 1ST IS THE NEXT MILESTONE FOR INSTALLMENT TWO. 
          THAT'S AN EARLIER PAYDAY. 
          IT'S AROUND THE 17TH OR 19TH, I CAN'T RECITE THAT ONE WITH GREAT ACCURACY. 
          AND THEN IN JANUARY WOULD BE THE 3RD WITH JANUARY 31ST BEING THE PAY DATE. 
          AND THEN SIMILARLY, THERE'D BE A ONE MONTH BREAK AND THEN THERE WOULD BE BONUSES ALSO ASSOCIATED WITH MARCH 1ST PAID AT THE END OF THE MONTH, APRIL 1ST, PAID AT THE END OF THE MONTH AND MAY 1ST, PAID AT THE END OF THE MONTH. 
          SO WE LOOK FORWARD TO HAVING REWARDING OUR VALUABLE EMPLOYEES THAT STAY WITH US AND THOSE THAT JOIN THE TEAM. OKAY. 
          THANK YOU FOR EXPLAINING THAT BECAUSE I HAVE HEARD SOME CONFUSION ABOUT THAT, BUT I SAW YOUR COMMUNICATIONS. 
          BUT NOT EVERYBODY GETS IT, BUT I APPRECIATE THE BONUS STRUCTURE BEING EXPLAINED. 
          THANK YOU FOR ALL YOUR HARD WORK. 
          MS. COKER. I JUST WANTED TO ECHO THE THANK YOU FOR ONE GOING OVER THE PROCESS. 
          I THINK HAVING THAT COMMUNICATED OUT TO OUR FAMILIES WILL HELP THEM UNDERSTAND WHERE WE ARE AND OBVIOUSLY LETTING THEM KNOW WHERE WE ARE IN THE PIPELINE WITH GETTING THOSE BUS DRIVERS HITTING THE ROAD. 
          EXCUSE ME. THEY'LL BE ABLE TO KIND OF FORESEE, YOU KNOW, WHERE IMPROVEMENTS WILL. 
          WE'LL START TO HIT THEIR AREA. 
          SO THANK YOU AND THANK YOU TO HR FOR HELPING OUT AND GETTING ALL OF OUR INFORMATION GATHERED AND THE INTERVIEWS DONE SO THANK YOU VERY MUCH. 
          MS. HAINES, I JUST WANTED TO POINT OUT, BECAUSE IT OCCASIONALLY COMES TO MY ATTENTION AND IT CAME UP AT A CITIZENS BUDGET ADVISORY COMMITTEE. 
          ONE OF OUR MEMBERS SAID, YOU KNOW, WHY DON'T WE OUTSOURCE SO THAT WE CAN QUICKLY FILL THE SPOTS AND IMMEDIATELY ONE OF OUR MEMBERS, WHO IS A RETIRED PRINCIPAL, SPOKE UP THAT WE DON'T JUST HIRE BUS DRIVERS, THAT WE HIRE STAFF THAT ARE INTERACTING WITH KIDS AND BECAUSE WE WORK WITH KIDS EVERY DAY. 
          OUR STAFF KNOWS WHAT TO LOOK FOR. 
          SO WE HAVE SORT OF WE DON'T NECESSARILY HAVE THE SAME GOAL AS A PRIVATE COMPANY THAT IS LOOKING FOR A BUS DRIVER. WE'RE LOOKING FOR A BUS DRIVER AND SOMEBODY WHO CAN MANAGE AN ISSUE WITH, YOU KNOW, TWO KIDS WHO ARE HAVING A FIGHT. 
          SO IT'S A VERY DIFFERENT AND I JUST LOVE THAT SHE WAS SO PASSIONATE ABOUT, YOU KNOW, AND THOROUGHLY CONVINCED THE PERSON WHO, YOU KNOW, IT'S IT'S A DIFFERENT INDUSTRY BEING A SCHOOL BUS DRIVER THAN A FEDEX BUS DRIVER. 
          SO THANK YOU FOR SPOTTING THESE GREAT DRIVERS AND GETTING THEM IN BUSSES SAFELY. 
          I JUST WANT TO ECHO EVERYONE'S THANKS FOR THIS, AND I KNOW A LOT OF TIMES YOU DON'T GET A BIRD'S EYE VIEW OF WHAT'S GOING ON BEHIND THE SCENES. 
          AND YOU KNOW, WHEN WE BEGIN TO HAVE TRANSPORTATION ISSUES, I MEAN, WE WERE ECHOING, WHAT 
          [01:25:01]
DO WE NEED TO DO? YOU KNOW, LET'S GO. 
          LET'S TRY TO FIX THESE PROBLEMS AND EVERYONE WORKING TOGETHER IS REALLY STEPPED UP AND WE'RE NOT THERE TOTALLY YET. 
          BUT THERE'S A LOT OF PROGRESS BEING MADE AND VERY THANKFUL FOR EVERYONE THAT'S BEEN INVOLVED WITH THIS. THANK YOU SIR, I WILL REMARK ABOUT MS. BAILEY AND MS. ROCHE THOSE COMMENTS ARE VERY WELL ACCEPTED AND APPRECIATED. 
          WHEN I SEE THESE EMAILS THAT COME IN EITHER TO US OR TO ONE OF YOU, I JUST WISH I WANT TO ANSWER IT RIGHT AWAY. 
          BUT I'M NOT THE GUY THAT HAS THE DETAILS LIKE MS. ROCHE AND BLESS HER HEART, SHE'S WORKING FROM SIX O'CLOCK IN THE MORNING TO SIX O'CLOCK IN THE EVENING, AND THEN SHE ANSWERS THOSE EMAILS, TOO. 
          SO JUST FABULOUS WORK BY THE PEOPLE THAT REALLY HAVE THE BEST KNOWLEDGE AND AND WILL CONTINUE TO RESPOND AS BEST WE CAN AND AS QUICKLY AS WE CAN. 
          SOMETIMES THE ANSWERS PENNED A LITTLE BIT AND AND I KNOW YOU'VE ASKED A QUESTIONS A COUPLE OF TIMES, WHAT DO I DO AS A BOARD MEMBER WHEN I GET THESE NOTES? AND I JUST WANT TO ALSO SAY THAT THE OTHER AREA MANAGERS JUST HAVE NOT COME ON MY RADAR AS MUCH AS MS. ROCHE HAS, AND I'M SURE THEY'RE ALL DOING A PHENOMENAL JOB IN EVERYTHING THEY CAN TO WORK WITH OUR FAMILIES. 
          WE ARE A CUSTOMER SERVICE BUSINESS AND AND I FEEL THAT THOSE AREA MANAGERS ARE THE FACE OF OUR CUSTOMER SERVICE WITH THEIR FAMILIES DURING A VERY PROBLEMATIC TIME PERIOD. 
          AND SO THEY ARE WORKING THROUGH PROBLEMS WITH OUR FAMILIES, FOR US, FOR ALL OF US. 
          AND I JUST REALLY APPRECIATE THEIR CUSTOMER SERVICE, GET IT DONE ATTITUDE AND MS. ROCHE IS JUST A SHINING EXAMPLE OF THAT. 
          THANK YOU. ALL RIGHT. 
          THANK YOU. BOARD MEMBERS IS THERE ANY ANNOUNCEMENTS OR COMMENTS? 
          [E. Announcements, Communications, and School Board Comments]
OK, THE NEXT SCHOOL BOARD BUSINESS MEETING WILL BE HELD THIS EVENING, OCTOBER 12TH, AT 6: 30 P.M. IF THERE'S NO FURTHER PUBLIC BUSINESS, WE ENTER. 
          [F. Adjournment into Closed Session]
WE NEED A MOTION TO ENTER INTO CLOSED SESSION, WHICH WILL BE HELD IN THE PUBLIC MEETING ROOMS CONFERENCE ROOM. 
          MADAM DEPUTY CLERK, WOULD YOU PLEASE ANNOUNCE ITEMS FOR TODAY'S CLOSED SESSION? IT IS MY UNDERSTANDING THAT THE SCHOOL BOARD DESIRES TO ENTER INTO A CLOSED SESSION IN ACCORDANCE WITH SECTION 2.2-3711.A OF THE CODE OF VIRGINIA, THE VIRGINIA FREEDOM OF INFORMATION ACT, AND SPECIFICALLY UNDER SUBSECTION ONE. 
          THE DISCUSSION AND CONSIDERATION OF PERSONNEL MATTERS AND TO THE DISCUSSION AND CONSIDERATION OF STUDENT DISCIPLINARY MATTERS AND MATTERS THAT WOULD INVOLVE THE DISCLOSURE OF STUDENT RECORDS. 
          BOARD MEMBERS, YOU'VE JUST HEARD THE ITEMS REQUESTED TO BE DISCUSSED IN CLOSED SESSION. 
          DO I HAVE A MOTION IN THAT REGARD? SO MOVED. 
          IS THERE A SECOND? SECOND. 
          MADAM DEPUTY CLERK, WOULD YOU PLEASE CALL ROLE ON THE MOTION? MS. HEFFRON, AYE, MS. BAILEY, AYE, MS. HAINES, AYE, MS. COKER, AYE, MR. HARTER, AYE, WE ARE NOW IN CLOSED SESSION. 
          SO MOVED. 
          IS THERE A SECOND? THE BOARD IS NOW IN OPEN SESSION, MADAM DEPUTY CLERK, WOULD YOU PLEASE READ THE RESOLUTION CERTIFYING THE CLOSED SESSION? NOW, THEREFORE, BE IT RESOLVED THAT THE SCHOOL BOARD HEREBY CERTIFIES THAT TO THE BEST OF EACH MEMBER'S KNOWLEDGE, ONE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS BY VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THIS CERTIFICATION RESOLUTION APPLIES AND TO ONLY SUCH PUBLIC BUSINESS MATTERS, AS WERE IDENTIFIED IN THE MOTION CONVENING. 
          THE CLOSED MEETING WERE HEARD, DISCUSSED OR CONSIDERED BY THE SCHOOL BOARD. 
          IS THERE A MOTION TO ADOPT THE RESOLUTION? SO MOVED. IS THERE A SECOND? SECOND. 
          MADAM DEPUTY, WOULD YOU PLEASE CALL ROLE ON THE MOTION? MS. HEFFRON, AYE, MS. BAILEY, AYE, MS. HAINES, AYE, MS. COKER, AYE, MR. HARTER, AYE, THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE FIRST STUDENT MATTER IN CASE NUMBER 2021-22/1? IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. 
          IS THERE A SECOND? SECOND. 
          MADAM DEPUTY, WOULD YOU PLEASE CALL ROLE ON THE MOTION? MS. HEFFRON, AYE, MS. BAILEY, AYE, MS. HAINES, AYE, MS. COKER, AYE, MR. HARTER, AYE. THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE NEXT STUDENT MATTER? IN CASE NUMBER 2021-22/2, IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND, OKAY, MADAM DEPUTY, WOULD YOU PLEASE CALL ROLL ON THE MOTION? MS. HEFFRON, AYE, MS. BAILEY, AYE, MS. HAINES AYE, MS. COKER, AYE,  MR. HARTER, AYE. THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE NEXT STUDENT MATTER? IN CASE NUMBER 2021-22/3 IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE 
          [01:30:04]
UPHELD. IS THERE A SECOND? SECOND. MADAM DEPUTY, WOULD YOU PLEASE CALL ROLL ON THE MOTION? MS. HEFFRON, AYE, MS. BAILEY, AYE, MS. HAINES, AYE, MS. COKER, AYE, MR. HARTER, AYE. THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE NEXT STUDENT MATTER? IN CASE NUMBER 2021-22/4 IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? SECOND, MADAM DEPUTY, WOULD YOU PLEASE CALL ROLL ON THE MOTION MS. HEFFRON, AYE, MS. BAILEY, AYE, MS. HAINES, AYE, MS. COKER, AYE, MR. HARTER, AYE. THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE NEXT STUDENT MATTER? IN CASE NUMBER 2021-22/5, IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? SECOND, MADAM DEPUTY, WOULD YOU PLEASE CALL ROLL ON THE MOTION? MS. HEFFRON, AYE, MS. BAILEY, AYE, MS. HAINES, AYE, MS. COKER, AYE, MR. HARTER, AYES, THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE REMAINING STUDENT MATTERS? IN CASE NUMBERS, 2021-22/09RE 2021-22/10RE 2021-22/11RE 2021-22/12RE 2021-22/13RE AND 2021-22/14RE. 
          IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. 
          IS THERE A SECOND? SECOND. 
          MADAM DEPUTY, WOULD YOU PLEASE CALL ROLL ON THE MOTION MS. HEFFRON, AYE, MS. BAILEY, AYE, MS. HAINES, AYE, MS. COKER, AYE, MR. HARTER, AYE. 
          THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE FIRST PERSONNEL MATTER? IN CASE NUMBER 2021-22/04-HR, IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? SECOND. MADAM DEPUTY, WOULD YOU PLEASE CALL ROLL ON THE MOTION? MS. HEFFRON, AYE, MS. BAILEY, AYE, MS. HAINES, AYE, MS. COKER, AYE, MR. HARTER, AYE, THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2021-22/01-GR. 
          IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. 
          IS THERE A SECOND? SECOND. 
          MADAM DEPUTY, WOULD YOU PLEASE CALL ROLL ON THE MOTION? MS. HEFFRON, AYE,  MS. BAILEY, AYE, MS. HAINES AYE, MS. COKER, AYE, MR. HARTER, AYE. THE MOTION CARRIES.
* This transcript was compiled from uncorrected Closed Captioning.