[A. Meeting Opening] [00:00:05] GOOD AFTERNOON. I'D LIKE TO CALL THE APRIL 12, 2022 SCHOOL BOARD WORK SESSION TO ORDER. [B. Literacy Plan 2022-2025] FIRST, WE HAVE A PRESENTATION ON THE LITERACY PLAN FOR 2022 THROUGH 2025 FROM DR. POPE AND DR. PERKINS. AFTERNOON BOARD CHAIR, VICE CHAIR, MEMBERS AND DR. DAUGHERTY, IT IS MY PLEASURE TO BRING TO YOU THIS AFTERNOON A PRESENTATION ON OUR 22-25 LITERACY PLAN FOR CHESTERFIELD COUNTY PUBLIC SCHOOLS. I CANNOT REMEMBER A TIME IN MY TENURE AS CAO WHEN I'VE BEEN MORE EXCITED ABOUT A BOARD WORK SESSION TOPIC. I AM A CAREER ENGLISH LANGUAGE ARTS TEACHER AND I ALWAYS HAVE FIRMLY BELIEVED THAT STRONG LITERACY SKILLS ARE THE UNDERPINNING OF ALL ACADEMIC SUCCESSES. YOU CAN SEE HERE ON OUR NEXT SLIDE THE TOPICS FOR OUR PRESENTATION. HOLD ON. WE'RE GETTING THERE. AND AS WELL THERE IS A LINK FOR OUR PUBLIC TO THE LITERACY PLAN. THIS IS THE OVERARCHING PLAN AND I THINK YOU HAVE A COPY AS WELL. AND MY PARENTS ALWAYS TAUGHT ME THAT IT'S GOOD MANNERS TO BEGIN WITH THANK YOU. SO I WOULD LIKE TO, BEFORE WE DIG INTO THIS PRESENTATION, TO DRAW YOUR ATTENTION TO A LONG LISTING OF 150 PLUS CO-CREATORS, MANY HERE JUST BY JOB TITLE, WHO REALLY CONTRIBUTED TO THIS WORK. ADDITIONALLY, WITH US HERE IN THE AUDIENCE THIS EVENING, IF I COULD POINT OUT, KAREN HOOVER, OUR ELEMENTARY LITERACY CURRICULUM SPECIALIST. GIVE US A WAVE KAREN, THANK YOU. WE HAVE EMILY STAINS, OUR COORDINATOR OF CURRICULUM AND DEVELOPMENT. WE HAVE APRIL LENNOX, OUR INSTRUCTIONAL SPECIALIST FOR SPECIAL EDUCATION AND DYSLEXIA ADVISOR. AND WE HAVE DR. TERRI PERKINS, WHO WILL JOIN US SHORTLY IN THIS PRESENTATION. SHE IS OUR DIRECTOR OF CURRICULUM DEVELOPMENT. I WOULD ALSO LIKE TO POINT OUT AND ACKNOWLEDGE CAROLINE CANNING. SHE'S OUR SECONDARY CURRICULUM LITERACY SPECIALIST, AND SHE CANNOT BE HERE WITH US TONIGHT BECAUSE SHE AND HER FAMILY WELCOMED A BEAUTIFUL BABY GIRL OVER SPRING BREAK INTO THEIR FAMILY. SO WE'RE GOING TO GIVE HER A PASS. WE'RE GOING TO EXCUSE HER FROM ATTENDING THIS EVENING. I WOULD ALSO LIKE TO THANK YOU AS A BOARD FROM THE INITIAL MOMENTS THAT YOU WERE ELECTED. YOU WERE VERY QUICK TO EXPRESS INTEREST IN LITERACY, AND WE HAD SOME OTHER LITTLE THINGS COME UP. BUT WE'RE FINALLY HERE AND WE'RE VERY HAPPY TO BE AT THIS POINT. WE HAD A LOT OF PEOPLE, AS YOU CAN SEE ON THIS SLIDE IN THE ROOM WORKING ON THIS. WE HAD THE RIGHT PEOPLE AND WE HAD OPPORTUNITY GIVEN WITH 30 PLUS WRITTEN AND VERBAL FEEDBACK OPPORTUNITIES AS WELL AS MANY WORK SESSIONS. SO WHEN YOU TALK ABOUT COLLABORATION, I FEEL LIKE THE EVIDENCE THAT YOU'RE LOOKING AT THIS PLAN IN FRONT OF YOU CERTAINLY TOOK ADVANTAGE OF ALL THE RIGHT MINDS IN THE ROOM. AFTER YOU SAY THANK YOU, IT'S PROBABLY ALSO A GOOD IDEA TO COVER THE WHY. SO WHY DOES CHESTERFIELD COUNTY PUBLIC SCHOOLS NEED AN UPDATED LITERACY PLAN? THE ANSWER TO THAT QUESTION CAN BE FOUND IN THE INTRODUCTION OF THE PLAN ITSELF. IN THE INTRODUCTION, WE STATE, SINCE ADOPTING OUR 2018 LITERACY PLAN, SIGNIFICANT CHANGES IN EDUCATION AND OUR WORLD HAVE OCCURRED. EVIDENCE BASED BEST PRACTICES IN LITERACY INSTRUCTION HAVE FURTHER EVOLVED. CCPS HAS ADOPTED A CURRICULUM, A CURRENT STRATEGIC PLAN, AND PERHAPS MOST SIGNIFICANTLY OF ALL, THE PANDEMIC AFFECTED TEACHING AND LEARNING AND FAR REACHING WAYS. WITH ALL OF THESE CHANGES, WE FIND THAT THE SCIENCE OF READING PRINCIPLES AND AS THE VDOE SAYS, THE SCIENCE BASED READING RESEARCH HAS GIVEN US A COMPELLING REASON TO UPDATE OUR LITERACY PLAN IN ORDER TO ENSURE THAT WE HAVE A STRONG BRIDGE VERY PURPOSEFULLY STRETCHING ACROSS PRE-K THROUGH 12TH GRADE IN LITERACY INSTRUCTION ACROSS CHESTERFIELD COUNTY PUBLIC SCHOOLS. THE TRICKY PART OF THIS PLAN IS THAT WE NEEDED TO DESIGN A PLAN THAT WOULD NOT ONLY LAST, BUT WOULD ALSO ADAPT. SO HOW DO YOU HAVE BOTH? WELL, FIRST, THE PLAN NEEDS TO LAST BECAUSE IT HAS TO BE SOLIDLY ALIGNED TO VIRGINIA LITERACY ACT HOUSE BILL 319. WE HAVE TO REQUIRE IN THAT ACT BY 2024-25 THAT ALL DIVISIONS WILL SUBMIT A LITERACY PLAN TO VDOE. I CAN'T TELL YOU EXACTLY WHAT THEY'RE GOING TO ASK US TO SUBMIT. I AM SURE WHAT YOU'RE LOOKING AT RIGHT NOW WILL BE ONE COMPONENT OF THAT SUBMISSION, BUT YOU'LL HEAR DR. PERKINS REFERENCE IMPLEMENTATION GUIDES, WHICH ARE REALLY THE TEACHER [00:05:01] DRIVEN GUIDES TO MOVE THIS PLAN FROM PAPER TO ACTION. THAT MAY BE SOMETHING ELSE THAT WE HAVE TO SUBMIT. WE MAY ALSO HAVE TO SUBMIT THE RESOURCES THAT WE'RE PROVIDING BECAUSE, AGAIN, TO MOVE A PLAN FROM PAPER TO ACTION, TEACHERS NEED TRAINING, WE NEED RESOURCES, ETC.. SO WE'RE GOING TO COVER AS DR. PERKINS STEPS UP NEXT MANY OF THOSE COMPONENTS THAT ARE JUST BROADLY SKETCHED OUT FOR YOU IN THE PLAN THAT YOU HAVE IN FRONT OF YOU. SO MOVING FORWARD, LET ME GET OUT OF THE WAY. DR. PERKINS LED THE YEOMAN'S EFFORT ON THIS WORK, SO I'D LIKE HER TO HAVE THE PRIVILEGE OF SPEAKING TO YOU ABOUT IT. GOOD AFTERNOON AND THANK YOU FOR THE CHANCE TO TALK ABOUT OUR PROPOSED NEW LITERACY PLAN. AS DR. POPE EXPLAINED, WE HAD A LARGE GROUP OF TALENTED EDUCATORS WHO DEVELOPED THIS VERSION OF THE LITERACY PLAN, AND IT INCLUDES SEVERAL COMPONENTS. THE PLAN STRUCTURE IS SIGNIFICANT IN TERMS OF WHAT WE HEARD THAT OUR COLLEAGUES BELIEVED WE NEEDED TO CONVEY. IT'S HARD TO SOMETIMES TELL A NEW DIRECTION YOU WANT TO GO UNLESS YOU TALK A LITTLE BIT ABOUT THE OLD AND DEFINE THE TERMS AND THE STRUCTURES THAT WHERE WE'RE GOING AND WHAT WE'RE GOING TO USE NOW. SO THE PLAN STARTS WITH PRELIMINARY CONTENT IN THE INTRODUCTION. FROM THERE, WE STATE OUR BELIEFS ABOUT LITERACY, INCLUDING LITERACY NOT ONLY AS AN ACHIEVABLE GOAL FOR EVERY CHILD, BUT AS A FUNDAMENTAL RIGHT. THE FIVE PLAN ELEMENTS ARE NEXT IN THE PLAN DOCUMENT, EACH WITH AN OBJECTIVE AND SUPPORTING ACTION STEPS. AND FINALLY, WE INCLUDE A GLOSSARY FOR CLARITY AND THE REFERENCE SECTION NOT ONLY TO PROPERLY CITE SOURCES, BUT TO GIVE THE READER SOME OF THE MANY PLACES ONE COULD GO TO LOOK AT THE CURRENT RESEARCH. FOR EACH OF THE FIVE ELEMENTS WE'LL ALSO STATE THE OBJECTIVE AND SUMMARIZE THE ACTION STEPS AROUND THE TERM OF COMMITMENT. THAT'S THE ONE THING WE HEARD OVER AND OVER IS THAT WE NEEDED TO COMMIT TO IMPROVE LITERACY OUTCOMES THAT MIGHT BE HELPING OUR EDUCATORS LEARN MORE ABOUT EVIDENCE BASED PRACTICES. IT MIGHT BE COMMITTING ADDITIONAL FUNDS TO PROCURE RESOURCES TO ASSIST THE SCHOOLS. IT MIGHT BE COMMITTING OUR ENTIRE COMMUNITY TO A RENEWED FOCUS ON LITERACY. TAKEN TOGETHER AND IMPLEMENTED OVER TIME, BUT WITH A SENSE OF URGENCY TO BEGIN RIGHT AWAY, WE BELIEVE OUR COMMITMENTS WILL PRODUCE THE LITERACY, ACHIEVEMENT AND GROWTH OUTCOMES THAT OUR STUDENTS DESERVE. AS I EXPLAIN EACH PLAN ELEMENT, I'M ALSO GOING TO BE HIGHLIGHTING THE INTERCONNECTEDNESS. YOU'VE SEEN THIS GRAPHIC ON THE LAST COUPLE OF SLIDES, AND ITS DESIGN IS VERY INTENTIONAL. WE KNOW THAT EACH OF THESE PLANNED ELEMENTS ARE CONNECTED TO THE OTHERS. OUR OBJECTIVE AND THE NINE ACTION STEPS FOR DATA ANALYSIS. THE FIRST ELEMENT MAKE A COMMITMENT TO USING DATA TO DRIVE INSTRUCTION. DATA HELPS US ENSURE THAT STUDENTS DO NOT REMAIN TOO LONG IN A READING GROUP IF THEY'VE PROGRESSED AND NEED TO BE CHALLENGED AND TAKE THE NEXT STEP IN THEIR LITERACY LEARNING JOURNEY. AND IT HELPS US TO KNOW HOW TO ADDRESS A STUDENT'S SPECIFIC LITERACY STRUGGLES. THIS PLAN ELEMENT HOLDS US ACCOUNTABLE TO USE MULTIPLE RELIABLE SOURCES OF DATA IN ORDER TO SUPPORT OUR STUDENTS ACHIEVEMENT AND GROWTH, WE NEED TO FREQUENTLY MONITOR THE PROGRESS OF EVERY STUDENT WITH APPROPRIATE, FORMATIVE AND SUMMATIVE TOOLS THAT ALIGN TO THE RIGHT COMPONENT OF LITERACY. USING DATA NATURALLY CONNECTS TO CURRICULUM AND INSTRUCTION. OUR OBJECTIVE IN THE NINE ACTION STEPS IN CURRICULUM AND INSTRUCTION MAKE A COMMITMENT TO USING HIGH QUALITY RESOURCES FOR THE CURRICULUM AND EVIDENCE BASED INSTRUCTIONAL PRACTICES. WE OUTLINE IN THIS SECTION THE TYPES OF RESOURCES REVIEWED, RECOMMENDED, APPROVED, ADOPTED RESOURCES THAT WILL UTILIZE IN OUR CLASSROOMS. VDOE IS SOON COMING OUT WITH A RECOMMENDED LIST OF RESOURCES AS WELL. ALONG WITH THE NEED FOR DIFFERENTIATED ENGAGING LITERACY INSTRUCTION IS TRANSLATING THE SCIENCE BASED READING RESEARCH INTO PRACTICE. I'D LIKE TO TAKE A QUICK MINUTE TO MENTION SOME OF THAT BY RELAYING SOME DATA AT THE RECENT VIRGINIA BOARD OF EDUCATION MEETING, WE HEARD A LOT ABOUT VDOE'S EMPHASIS ON EVIDENCE BASED PRACTICES, AND A FEATURED GUEST AT THAT BOE MEETING WAS THE SUPERINTENDENT OF PUBLIC INSTRUCTION IN MISSISSIPPI, DR. CAREY WRIGHT, WITH A KEEN ALIGNMENT TO SCIENCE BASED READING RESEARCH IN MISSISSIPPI THEY MADE HUGE GAINS IN THE LAST FEW YEARS. IN 2019, 85.6% OF THEIR THIRD GRADERS PASSED THEIR STATE TEST TO COMPARE 71% OF VIRGINIA STUDENTS IN 2019 PASSED THE THIRD GRADE SOL. FOR THREE YEARS RUNNING, MISSISSIPPI HAS BEEN RANKED NUMBER TWO IN THE NATION BY THE EDUCATION WEEK QUALITY COUNTS ANNUAL REPORT FOR IMPROVEMENT OF LITERACY OUTCOMES. [00:10:06] THAT HAS BEEN IN 19, 20, AND 21. BUT TO HELP TEACHERS UNDERSTAND THOSE EVIDENCE BASED PRACTICES, IT BRINGS US TO THE NEXT ELEMENT, WHICH IS PROFESSIONAL LEARNING OUR OBJECTIVES. AND THE FIVE ACTION STEPS FOR PROFESSIONAL LEARNING MAKE A COMMITMENT TO SUPPORTING TEACHERS, BUILDING LEADERS AND DISTRICT LEVEL PERSONNEL IN OUR COLLECTIVE LEARNING IN ORDER TO IMPROVE LITERACY. IN THIS SECTION, WE ARTICULATE CHARACTERISTICS OF EFFECTIVE ADULT LEARNING, AND WE ALSO STATE GOALS ABOUT SUPPORTING TEACHERS AND LEADERS AS WE ALL CONTINUE TO LEARN MORE ABOUT SCIENCE BASED READING RESEARCH. AND ALL REALLY DOES MEAN ALL LITERACY DOESN'T JUST HAPPEN IN AN ELEMENTARY LITERACY BLOCK OR IN AN ENGLISH CLASSROOM. AND THAT LEADS US TO OUR NEXT ELEMENT. OUR OBJECTIVE AND THE EIGHT ACTION STEPS FOR LITERACY IN ALL AREAS MAKES A COMMITMENT TO SHOWING ALL TEACHERS HOW LITERACY LIVES IN THEIR WORLD, EVEN IF THEY ARE NOT EXPLICITLY TEACHING LANGUAGE ARTS. HERE WE COMMIT TO DISCIPLINARY LITERACY. THAT IS THE SPECIFICS OF READING, WRITING AND COMMUNICATING IN ANY GIVEN DISCIPLINE SO AS TO INFUSE WRITING AND PERFORMANCE ASSESSMENTS MORE INTENTIONALLY IN MORE AREAS, AND EVEN TO LEVERAGE SPEECH AND DEBATE TOOLS OR THE ARTS TO GIVE STUDENTS OPPORTUNITIES TO GROW THEIR LITERACY SKILLS ALL THROUGHOUT THEIR DAY. LITERACY CAN LIVE IN SO MANY PLACES IN OUR SCHOOL DAY, BUT WE ALSO WANT TO BE SURE THAT LITERACY LEARNING DOESN'T END WHEN THE LAST BELL RINGS. AND SO THAT CONNECTS TO THE LAST ELEMENT OF THIS PLAN, WHICH IS STAKEHOLDER ENGAGEMENT. OUR OBJECTIVES, AND THE EIGHT ACTION STEPS FOR STAKEHOLDER ENGAGEMENT MAKE A COMMITMENT TO INVOLVING FAMILIES, LIBRARIES, COMMUNITY PARTNERS, COMMUNITY MEMBERS TO ENGAGE IN LITERACY IMPROVEMENT ALONG WITH US. YOU'LL SEE IN THESE STEPS NOT JUST THE HOLDING OF LITERACY EVENTS. AND WE DO THINK THOSE CAN BE ESSENTIAL WAYS TO ENGAGE OUR FAMILIES, BUT ALSO TO SHARE STUDENT ACHIEVEMENT DATA AND INFORMATION WITH FAMILIES IN WAYS THEY CAN UNDERSTAND. HOW CAN FAMILIES BE PARTNERS IF THEY DON'T KNOW OR UNDERSTAND WHERE THEIR CHILDREN ARE IN THE LITERACY PROGRESSION. FOR FAMILIES TO HELP BUILD A LOVE OF READING AND WRITING, THEY NEED TO HAVE ACCESS TO BOOKS AND MATERIALS. SO WE COMMIT TO MAKING SURE THERE ARE MANY ON THIS JOURNEY WITH US FOR THE SAKE OF THE STUDENTS WE SERVE AND CARE ABOUT. LASTLY, AS DR. POPE MENTIONED, WE MAKE NOTE THAT TO THE WORKING PRACTITIONER IN THE FIELD, THIS PLAN MAY APPEAR TOO BROAD. WE UNDERSTAND THAT. WE TOOK THAT FEEDBACK AND STARTED A DOCUMENT THAT WILL ACCOMPANY THE 2022-25 LITERACY PLAN. THIS IMPLEMENTATION GUIDE WILL PROVIDE SCHOOLS AND DIVISION LEVEL DEPARTMENTS WITH RESOURCES, LINKS, PODCASTS, DEEPER EXPLANATIONS, LINKS TO SOME OF OUR APPROVED RESOURCES. BUT UNDERSTAND THAT THESE SUPPORTING DOCUMENTS WILL NOT BE STATIC. THEY ARE GOING TO BE DYNAMIC AND EVER CHANGING. THE CURRENT VDOE WORK ONGOING RESEARCH IN THE FIELD. PROCUREMENT OF RESOURCES AND PROFESSIONAL LEARNING OPPORTUNITIES WILL BE JUST SOME OF THE WAYS THAT THE LANDSCAPE WILL CONTINUE TO CHANGE, AND WE'LL CONTINUE TO UPDATE THIS IMPLEMENTATION GUIDE. SO THOSE KINDS OF THINGS MAY CHANGE, BUT OUR COMMITMENT SHOULD NOT. WE ARE EXCITED TO BE EMBARKING ON THIS MEANINGFUL AND IMPORTANT WORK AND WE'D BE HAPPY TO TAKE ANY QUESTIONS YOU HAVE. THANK YOU, DR. POPE AND DR. PERKINS. BOARD MEMBERS IS THERE ANY DISCUSSION? MS. HAINES. SO I WANT TO BEGIN BY SAYING THAT THIS PLAN GIVES ME SO MUCH HOPE. SO THANK YOU FOR ALL THE WORK AND ALSO ACKNOWLEDGE THAT WHEN YOU'RE PROBABLY FAMILIAR, WHENEVER THERE'S ANYTHING ABOUT EVIDENCE BASED READING, I USUALLY HAVE 40 QUESTIONS COMMENTS FROM DECODING DYSLEXIA OF VIRGINIA. AND THIS TIME I REALLY ONLY GOT ONE BIG COMMENT FROM THEM. SO THAT'S A HUGE CHANGE. AND TO BE NOTED, AND IT'S POINT SIX ON PAGE 11 THAT IT NEEDS MORE ELABORATION IN THE IMPLEMENTATION PLAN. SO I REALIZE THIS IS COMING AND SPECIFICALLY THAT IT DETAIL THE PROCESS TO PROVIDE A FAPE THROUGH AN IEP WHEN APPROPRIATE SO THAT A STRUGGLING STUDENT THAT NEEDS MORE SUPPORT IS REFERRED FOR AN IEP WITHOUT DELAY JUST TO HELP UNDERSTAND THAT PROCESS. THEN MY QUESTIONS WHICH DON'T NEED AN ANSWER RIGHT NOW. THE FIRST ONE IS WHAT IS THE BUDGET IMPACT? BECAUSE CONTENT RICH, HIGH QUALITY MATERIALS COME WITH A PRICE TAG AND DATA ANALYSIS. MAYBE WE NEED MORE SUPPORT FOR OUR DATA DEPARTMENT. [00:15:03] SO AT SOME POINT WE'D LOVE TO KNOW THE BUDGET IMPACT. VERY IMPORTANT INVESTMENT. I THINK WE ALL AGREE THE TIMELINE FOR THE IMPLEMENTATION PLAN, SINCE THAT REALLY WILL BE THE MEAT OF HOW WE ENSURE THAT THIS IS IMPLEMENTED WITH FIDELITY AND IF WE'RE GOING TO BE REACHING OUT TO VDOE FOR SUPPORT AS WE CREATE THAT PLAN. AND THEN THE LAST THING IS THAT I LOVE PAGE 18. JUST I REALLY APPRECIATE ALL THE WORK YOU HAVE DONE TO ENGAGE STAFF AND ARE GIVING A SHOUT OUT THAT ENGAGEMENT WITH THE COMMUNITY IS COMING. AND I WANTED TO POINT OUT THAT BOTH DECODING DYSLEXIA OF VIRGINIA AND ALSO THE VIRGINIA PTA WERE VERY INSTRUMENTAL IN HELPING DELEGATE CARRIE COYNER PASS HB 319, THE VIRGINIA LITERACY ACT, WHICH WILL MOVE THE STATE TO AN UNIVERSAL EVIDENCE BASED LITERACY INSTRUCTION. SO I WOULD LOVE TO SEE CCPS ENGAGE BY DECODING DYSLEXIA AND THE PTA SINCE THEY HAVE BEEN IMPORTANT STAKEHOLDERS. SO GREAT JOB. SO EXCITED. YEAH. MAYBE MY FAVORITE WORK SESSION TOO. THANKS. MS. COKER. MS. BAILEY. THANK YOU. I JUST WOULD LIKE TO ALSO ACKNOWLEDGE ALL THE HARD WORK AND EFFORT THAT'S GONE INTO THIS. AND DR. DAUGHERTY HAS ALWAYS HAD A HUGE EMPHASIS ON LITERACY, AND HAS VERY MUCH SUPPORTED IT SINCE MY STARTING ON THIS BOARD WITH EVERYTHING FROM THE BOOKMOBILES AND BOOK VENDING MACHINES, LITERACY, AND HAS BEEN A HUGE PRIORITY. I DO WANT TO JUST MAKE A COMMENT ABOUT ONE EMPHASIS THAT YOU'VE MADE, AND THAT IS ON THE PROFESSIONAL LEARNING, BECAUSE IF THAT DOES NOT OCCUR WITH OUR TEACHERS, THEN THIS DOES JUST REMAIN A DOCUMENT. AND SO THE PROFESSIONAL LEARNING AND THE DEVELOPMENT OF THE TEACHERS AND TO BRINGING THEM INTO THE SCIENCE OF READING IS GOING TO BE EXTREMELY IMPORTANT. AND FOR THAT TO OCCUR REQUIRES TIME, TIME THAT TEACHERS NEED TO BE GIVEN TO HAVE THAT PROFESSIONAL DEVELOPMENT AND THAT TRAINING. AND THE IMPLEMENTATION GUIDE, ALTHOUGH IT LOOKS LIKE IT'S GOING TO BE PHENOMENAL, ALL ITS LINKS AND PODCASTS AND THINGS. AGAIN, IT'S TIME OUTSIDE OF A TEACHER'S DAY BECAUSE WHEN THEY'RE IN THE CLASSROOM AND WORKING WITH THE STUDENTS, AS WE ALL KNOW, THEY CANNOT BE ENGAGED IN THIS IMPLEMENTATION GUIDE. SO GOING FORWARD WITH YOUR PLANNING FOR PROFESSIONAL LEARNING THIS SUMMER, I'M SURE YOU GUYS ARE MILES AHEAD THINKING ABOUT THIS STUFF ALREADY, BUT THEY NEED TO BE GIVEN THE TIME TO DEVELOP THE SKILLS TO IMPLEMENT ALL OF THE GOOD WORK THAT'S BEEN DONE IN THIS. AND SO I JUST WANT TO EMPHASIZE THAT AND TO MS. HAINES'S POINT WITH PROFESSIONAL DEVELOPMENT COMES FINANCIAL BURDEN. AND THERE IS BUDGETARY CONSIDERATIONS. AND I WOULD WANT US TO FULLY FUND TRAINING OF TEACHERS. SO IF IT REQUIRES SENDING THEM TO CONFERENCES OR TO WORKSHOPS OR GIVING THEM SUB DAYS TO WORK THROUGH THE IMPLEMENTATION GUIDE THOSE THINGS THAT REQUIRE FINANCIAL BACKING, WE NEED TO BE COGNIZANT OF THAT AND MAKE SURE THAT THAT OCCURS AS WELL. BUT OTHER EVERYTHING IN HERE IS PHENOMENAL AND THE ONLY, THE ONES THAT ARE GOING TO BENEFIT FROM THIS ARE GOING TO BE ALL OF CHESTERFIELD COUNTY STUDENTS. AND THAT MAKES ME VERY HAPPY. THANK YOU. THANK YOU. MS. HEFFRON. THANK YOU. YEAH, THIS WAS A LOT. THIS WAS A LOT. I JUST HAVE A COUPLE OF QUESTIONS ABOUT BENCHMARKING AND DATA TRACKING. I KNOW A LOT OF THIS IS NOW COMING. WE'RE SEEING THIS COMING FROM THE STATE. HAS THE STATE COME OUT WITH ANY SORT OF GUIDELINES FOR BENCHMARKING AND HOW WE'RE GOING TO WHAT SORT OF GUIDELINES WE'RE LOOKING FOR? BECAUSE A LOT OF THESE GOALS, I MEAN, WE WANT CRITICAL AND CREATIVE THINKERS. WE WANT PEOPLE WHO ARE ADEPT PROBLEM SOLVERS. HOW DO WE MEASURE THAT? HOW DOES THAT? WHAT DOES SUCCESS LOOK LIKE? HOW DO WE SAY THAT THIS WAS SUCCESSFUL? I THINK THAT'S A GREAT QUESTION AND MAYBE CONNECTS TO MS. HAINES' COMMENT ABOUT WORKING CLOSELY WITH DOE AND OTHER ORGANIZATIONS. VDOE, FOR INSTANCE, IS AIMING TO REWORK THE PALS ASSESSMENT, WHICH, AS YOU KNOW, IS A VERY IMPORTANT EARLY LITERACY BENCHMARK. AND THEY'VE BEEN PALS OFFICE AT UVA HAS BEEN A GREAT PARTNER FOR DOE TO SAY WHAT WITHIN THE PALS ASSESSMENT IS REALLY NOT GIVING US THE RIGHT KIND OF INFORMATION. AND WHAT IS YOU KNOW, WE DON'T NEED TO THROW OUT THE BABY WITH THE BATHWATER, BUT THAT'S SORT OF BEING REWORKED. I THINK WE'RE ALSO ANXIOUS TO SEE THE VDOE'S, GROWTH ASSESSMENTS THAT ARE BECAUSE THAT'S A BEGINNING, MIDDLE, AND END OF YEAR TESTS THAT WILL TAKE PLACE IN READING 3 THROUGH 8. AND SO THAT'S A PRETTY IMPORTANT BENCHMARK AS WELL. THEY STARTED THAT INITIATIVE THIS PAST YEAR, BUT ONLY WITH A BEGINNING. AND NOW WE'RE LOOKING AT THE STANDARDS OF LEARNING TESTS ABOUT TO START IN NEXT WEEK. [00:20:03] AT THE END OF THE YEAR, WE REALLY NEED THAT MIDDLE BENCHMARK ALSO. AND AGAIN, THERE ARE SOME OTHER TOOLS SOMETIMES ASSOCIATED WITH OF HIGH QUALITY PRODUCT THAT WE USE AS A CURRICULAR RESOURCE. LEXIA LEARNING HAS BEEN A GREAT RESOURCE FOR TEACHERS AND THEY HAVE SOME CHECK POINTS THAT TEACHERS CAN USE. AND I THINK IT'S GOING TO BE IMPORTANT FOR US TO KNOW WHERE THAT DATA IS COMING FROM. WE AGREE. THANK YOU VERY MUCH, BOTH OF YOU. THIS IS A GREAT OPPORTUNITY FOR US AND LOOKING FORWARD TO GETTING UPDATES AS WE GO ALONG THROUGH THE NEW LITERACY PLAN. SO THANK YOU ALL VERY MUCH. AND ONE MORE THING. MS. HAINES. MS. BAILEY'S COMMENT ABOUT THE IMPORTANCE OF TIME REMINDED ME THAT, YOU KNOW, WE HAD GOTTEN RID OF HALF DAYS TO GIVE TEACHERS MORE TIME THIS YEAR. AND CERTAINLY PEOPLE HAVE REACHED OUT TO ME AND ASKED IF WE'RE GOING TO DO THAT IN THE FUTURE. SO I'M JUST THROWING THAT OUT THERE, YOU KNOW, BECAUSE IT SEEMS LIKE THERE WAS A LOT OF SUPPORT FOR THAT FROM THE COMMUNITY, FROM TEACHERS. SO. NEXT, WE HAVE AN UPDATE ON THE DROPOUT PREVENTION PLAN FROM MS. [C. Dropout Prevention Plan Update] HARMON. GOOD AFTERNOON, SCHOOL BOARD MEMBERS. GOOD AFTERNOON, DR. DAUGHERTY. I'M HERE TODAY TO TALK TO YOU GUYS ABOUT OUR STUDENT RE-ENGAGEMENT EFFORTS. SINCE THE LAST TIME I PRESENTED TO YOU ON AUGUST AND AUGUST OF 2021. SO IT'S BEEN EIGHT SHORT MONTHS SINCE WE'VE BEEN DOING THIS WORK. 100% ON TIME GRADUATION IS OUR GOAL. I DON'T HAVE TO TELL ANYONE IN THIS ROOM THAT THAT IS OUR GOAL FOR EVERY SINGLE PERSON IN CHESTERFIELD COUNTY PUBLIC SCHOOLS. IT IS NOT SOMETHING THAT, OF COURSE, STARTS AT THE HIGH SCHOOL LEVEL. IT IS SOMETHING THAT STARTS IN PRE-K. ON-TIME GRADUATION IS A PART OF EVERY SCHOOL'S INNOVATION AND IMPROVEMENT PLAN. SCHOOLS, HIGH SCHOOLS SPECIFICALLY NEED SUPPORT TO ADDRESS OUR DROPOUT ISSUES FOR OUR STUDENTS THAT HAVE UNENGAGED, HAVE DROPPED OUT FROM SCHOOL AND WITHDRAWN. AND THAT SUPPORT RANGES FROM THE MECHANICAL ASPECT, LIKE REVIEWING STUDENT RECORD KEEPING FOR DATA ACCURACY TO ACTUAL PROGRAM IMPLEMENTATION. THAT SUPPORT ALSO LOOKS LIKE RESEARCHING WHERE STUDENTS HAVE GONE. WE CAN REDUCE THE NUMBER OF STUDENTS WHO ARE CATEGORIZED AS UNCONFIRMED BY DETERMINING THE CORRECT WHEREABOUTS OF THOSE STUDENTS. AND THEN OUR TEAM ASSISTS DATA MANAGERS DOING THE COHORT CORRECTIONS WHEN WE FIND THE STUDENTS, THAT INFORMATION MUST BE THEN SUBMITTED TO THE VIRGINIA DEPARTMENT OF EDUCATION. THAT PROCESS OF DEALING WITH THE DEPARTMENT OF EDUCATION IS CUMBERSOME AND TEDIOUS, BUT THE WORK IS IMPORTANT SO THAT WE CAN MAKE SURE WE ARE HONORING WHAT'S HAPPENING IN THE LIVES OF OUR STUDENTS. OUR TEAM MEMBERS ARE ALSO ASSISTING IN GATHERING THAT DOCUMENTATION. AS I MENTIONED JUST A MINUTE AGO. WE HAVE HIRED FIVE NEW FOLKS, OUR STUDENT RE-ENGAGEMENT CASE MANAGERS THAT STARTED IN AUGUST. I'VE INVITED THEM TO JOIN US TODAY. AND SO I'VE INVITED DEREK. EXCUSE ME. DEREK YOUNG IS HERE TODAY. HE IS SERVING MONACAN HIGH SCHOOL, CLOVER HILL HIGH SCHOOL AND MANCHESTER HIGH SCHOOL. BRIAN WALTERS IS JOINING US TODAY SERVING MATOACA HIGH SCHOOL AND THOMAS DALE. AND WE ALSO HAVE V. MARIE BENSON SERVING MEADOWBROOK HIGH SCHOOL. SHE IS HERE TODAY. OUR TWO OTHER CASE MANAGERS, YASMIN ACEVEDO, WHO SERVES LC BYRD AND KENDRA HUGHES, WHO SERVES CARVER, COSBY, MIDLOTHIAN AND JAMES RIVER, COULD NOT JOIN US THIS AFTERNOON. MY EXPECTATIONS FOR MYSELF AND FOR MY TEAM IS TO OFFER THE HIGHEST QUALITY OF CUSTOMER SERVICE. IF I CAN'T HELP YOU, I WILL FIGURE OUT SOMEONE WHO CAN. IF THEY CAN'T HELP YOU, THEY WILL FIND SOMEONE WHO CAN. AND WE CREATE AN ATMOSPHERE WHERE YOU CAN CALL US AT ANY TIME AND WE WILL HELP OR FIND SOMEBODY TO DO THAT WORK FOR YOU. WE RECOGNIZE THAT THESE ARE NOT NUMBERS ON A PAGE. THESE ARE PEOPLE THESE ARE UNIQUE INDIVIDUALS WITH UNIQUE SITUATIONS AND WE ARE HERE TO SERVE THEM. PARTNERSHIP WITH THE HIGH SCHOOLS IS OUR WORD. THAT IS WHAT WE DO. WE CANNOT DO THIS WORK ALONE WITHOUT THE SCHOOLS. OUR CASE MANAGERS ARE ACTIVE MEMBERS OF THE STUDENT SUPPORT TEAMS, THE INDIVIDUAL EDUCATION PROGRAM TEAMS, THE ON TIME GRADUATION TEAMS, ATTENDANCE TEAMS. THEY COMMUNICATE WITH THE COUNSELORS, ADMINISTRATORS, SOCIAL WORKERS, DATA MANAGERS, ATTENDANCE CLERKS, OFFICE MANAGERS, FREQUENTLY AND CONSTANTLY. OUR CASE MANAGERS ARE INTEGRAL TO THE COMMUNITY AS THEY ARE PARTNERSHIPS, HELPING THE SCHOOLS TO DO THIS WORK THAT THEY HAVE SHOULDERED SO LONG ON THEIR OWN, THEY ARE DOING [00:25:01] THIS LEGWORK. OUR CASE MANAGERS ARE CONDUCTING HOME VISITS. THEY LEAVE DOOR HANGERS AT THE FRONT DOOR. IT IS OUR EXPECTATION THAT CASE MANAGERS STAY WITH THE STUDENTS UNTIL THEY HAVE COMPLETED THEIR PROGRAM OR THEY ASK US TO LEAVE THEM ALONE. EITHER WAY, THEY HAVE BEEN VERY, VERY BUSY CALLING ON THE NEIGHBORHOOD SCHOOL DIVISIONS TO FIND STUDENTS. THEY FOLLOW UP WITH DUPLICATED TESTING ID NUMBERS TO REDUCE UNCONFIRMED COUNTS AND REPORT THAT INFORMATION BACK TO OUR DATA MANAGERS AT THE COMPREHENSIVE SCHOOLS AND THEN AGAIN SUBMIT THOSE CORRECTIONS TO THE VDOE. I SHARED THIS SLIDE WITH YOU ALL BACK IN AUGUST, BUT THE 2021 DATA WAS NOT AVAILABLE AT THAT TIME. IN WORKING TO IMPROVE OUR GRADUATION RATES, PLEASE RECALL THAT ONE CRITICAL CONNECTING COMPONENT IS THE DROPOUT AND THE UNCONFIRMED DATA THAT COMES TOGETHER TO CREATE THAT DROPOUT RATE. ALSO, RECALL THAT OUR DROPOUT RATE AND OUR GRADUATION RATES DO NOT TOTAL 100% AS THERE ARE STUDENTS BY THEIR LEVEL OF SERVICES THAT ARE ABLE TO GRADUATE IN EITHER FIVE OR SIX YEARS BECAUSE OF THAT. AS A REMINDER, A STUDENT IS CLASSIFIED AS UNCONFIRMED. IF THEY WITHDREW FROM A CHESTERFIELD COUNTY PUBLIC SCHOOL AND THEY SAID THAT THEY WERE GOING TO ANOTHER SCHOOL DIVISION WITHIN VIRGINIA, IF THAT STUDENT NEVER ENROLLED IN VIRGINIA SCHOOL, BUT THEY SAID THEY WERE GOING TO, THEN WE HAVE THAT CLASSIFICATION OF UNCONFIRMED. AS I SAID PREVIOUSLY, OUR CASE MANAGERS ARE DOING THIS WORK OF TRACKING DOWN WHERE DID THESE STUDENTS GO? SOMETIMES THE STUDENT DID NOT ENROLL, BUT THE NEW SCHOOL DIVISION. EXCUSE ME. SOMETIMES THE SCHOOL STUDENT DID ENROLL IN A NEW VIRGINIA SCHOOL DIVISION, BUT THEY GAVE THEM A NEW STATE TESTING ID NUMBER. WE HAVE POURED THROUGH LOTS OF DOCUMENTS TO FIND THESE STUDENTS. WE WORK WITH DATABASE SERVICES AND THEIR TEAM TO MERGE THOSE TO NUMBERS SO THAT THE STUDENT IS NO LONGER CATEGORIZED AS UNCONFIRMED. SOMETIMES THE STUDENT MOVED OUT OF STATE, SO WE HAVE TO MAKE THAT DATA CORRECTION, WHICH COMES WITH ITS OWN CLASSIFICATION. SOMETIMES THE STUDENT REALLY DID DROP OUT AND OUR CASE, MANAGERS WORK WITH THE FAMILY IN ORDER TO FIND A WAY TO GET THEM TO BE RE-ENGAGED. AGAIN, OUR CASE MANAGERS ARE DOING THIS WORK ALONGSIDE THE HIGH SCHOOLS TO FIND STUDENTS. WE NEED THE HIGH SCHOOLS TO SHARE THEIR EXPERIENCES WITH THE STUDENT AND THE FAMILIES TO POINT US IN THE RIGHT DIRECTION. WE ARE LEVERAGING THOSE LONG STANDING RELATIONSHIPS THAT COMPREHENSIVE SCHOOLS HAVE WITH THEIR COMMUNITY, AND OUR CASE MANAGERS EVEN GO SO FAR AS TO USE SOCIAL MEDIA TO FIND STUDENTS IF NECESSARY. OUR CURRENT WORK THAT WE STARTED IN AUGUST, OUR CASE MANAGERS ARE LOOKING AT STUDENTS FROM COHORTS 2020, 2021 AND ALSO, OF COURSE, 2022. WE TOOK THAT TIME TO DIG INTO THOSE UNCONFIRMED STUDENTS THAT WERE REPORTED TO US AND ALSO DROP OUT STUDENTS. IT WAS A MAJOR TASK FOR US TO CLEAN UP THIS DATA. A HUGE AMOUNT OF WORK IS DEFINITELY AN UNDERSTATEMENT FROM THESE AMAZING FIVE EMPLOYEES, AND THE TIME THAT THEY'VE TAKEN TO MAKE RELATIONSHIPS WITH ALL OF THE FOLKS AT THEIR COMPREHENSIVE SCHOOLS, CANNOT BE UNDERSTATED. WHAT WE'RE DOING NOW IS, AGAIN, LOOKING AT ALL COHORTS, EVEN THE ACTIVE COHORTS. BUT OF COURSE, BACK IN AUGUST, OUR COHORTS FROM 23, 24, 25, WE HAD FEWER NUMBERS DURING THAT TIME. SO WE TOOK THIS TIME TO CLEAN UP OUR OTHER DATA. AS A NEW TEAM WE SAID THAT WE NEEDED TO TRACK OUR EFFORTS AND TO TRACK OUR PROGRESS AS A TEAM TOGETHER, WE CREATED A WAY TO DO THIS. WE WORKED WITH THE OFFICE OF RESEARCH WITH DR. PATTY FOX AND DR. GINA DARBY TO COLLECT THIS INFORMATION. THE DATA ON THIS SLIDE REPRESENTS ACTIVITY FROM ALL COHORTS 2020, 21, 22, 23, 24 AND 25. AS A TEAM, WE GENERATED THIS MONITORING SYSTEM AND I HAVE THIS GIANT SPREADSHEET THAT ALLOWS OUR CASE MANAGERS TO TRACK THEIR STUDENTS AND REPORT THEIR PROGRESS. DR. FOX THEN DOES A SUMMARY REPORT WHEN I ASKED FOR IT EVERY ABOUT 7 TO 8 WEEKS, AND OUR CASE MANAGERS CLASSIFY THEIR COMMUNICATIONS INTO THE FOLLOWING CATEGORIES. WE HAVE OUTREACH, ASSESSMENT, REFERRAL, ENROLLED, MONITOR COMPLETED, POST PROGRAM, INACTIVE, AND THEN CORRECTED. THROUGH THIS PARTNERSHIP WITH OUR SCHOOLS, OUR CASE MANAGERS GET VERY INVOLVED IN THE LIVES OF OUR STUDENTS. THEY ARE CONSTANTLY CALLING, CONSTANTLY TEXTING, CHECKING IN, ENCOURAGING THEM, BEING THEIR PERSONAL CHEERLEADER, MAKING SURE THAT THEY'RE STAYING ON TRACK AFTER WE'VE RE-ENGAGED THEM OR KEEPING TOUCH BASE WITH THEM AFTER THEY'VE SAID, HMM, MAYBE I'LL COME BACK NEXT WEEK, MAYBE NEXT MONTH. BUT THEY'RE STILL CONTINUING TO REACH OUT. THEY HELP THE STUDENTS AND THEIR FAMILIES NAVIGATE THROUGH THE SYSTEM, INCLUDING OUR FOLKS HAVE GONE WITH THEM TO GET A DRIVER'S LICENSE OR COMPLETING LIVES WITH FORMS BECAUSE THEY HAVE CHANGED RESIDENCES. MAYBE SINCE THEY'RE NO LONGER, THEY'RE OLDER THAN 18 YEARS OLD AND NOT LIVING AT HOME, BUT LIVING WITH A RELATIVE BUT THEY NEED TO BE ENROLLED IN SCHOOLS. [00:30:03] OUR CASE MANAGERS ARE HOLDING THEIR HAND AND WALKING THEM THROUGH EVERY PART OF THAT PROCESS. AND TO BE PERFECTLY HONEST, I THINK THAT THE NUMBER OF CONTACTS THAT YOU SEE ON THIS SLIDE IS MUCH GREATER IN REALITY THAN WHAT'S REFLECTED HERE, BECAUSE OUR CASE MANAGERS DON'T ALWAYS PUT DOWN EVERY SINGLE CONTACT. FOR INSTANCE, THEY MIGHT TEXT A STUDENT FIVE TIMES A WEEK, BUT ONLY PUT THE ONE. SO WHAT WE SEE HERE IS THAT WE HAVE REACHED OUT TO 804 INDIVIDUAL STUDENTS AS OF MARCH 28TH WITH 2,922 CONTACTS BEING MADE BY FIVE INDIVIDUALS OVER THE LAST EIGHT MONTHS. SOMETHING TO HIGHLIGHT HERE IS THAT WE HAVE EIGHT FOLKS WHO HAVE COMPLETED THEIR DIPLOMA OR GED IN THESE EIGHT MONTHS AND WE ARE REALLY PROUD OF THAT. THREE HAVE FINISHED THEIR DIPLOMA REQUIREMENTS THROUGH PACE TWO THROUGH ADULT GED, AND THREE OF THEIR DIPLOMA REQUIREMENTS SATISFYING THEIR SOL TESTING AS WELL. AGAIN, EIGHT MONTHS OF WORK. THIS GRAPHIC HAS BEEN OUR CORNERSTONE AS WE HAVE GONE THROUGH SINCE THE VERY BEGINNING THAT THIS GRAPHIC WAS CREATED WITH DR. DAUGHERTY AND DR. HIGH. DR. MERRIMAN, DR. WHITE, ERNIE LONGWORTH AND MYSELF. WE ALL WORKED ON THIS TOGETHER TO FIGURE OUT WHAT WAS PREVENTION AND WHAT WAS RE-ENGAGEMENT GOING TO LOOK LIKE. BECAUSE THE WORK OF MY TEAM IS FOCUSED ON RE-ENGAGEMENT, NOT WORKING WITH STUDENTS WHO ARE CURRENTLY ENROLLED IN SCHOOLS. BUT THE WORK THAT WE DO, WE HAVE TO PARTNER WITH HAND IN HAND. WE OFFER STUDENTS GOING BACK TO SCHOOL, IF THAT IS WHAT'S IMPORTANT, SHOWING UP FOR NIGHT SCHOOL, WHETHER IN-PERSON OR VIRTUAL, GED THROUGH CARVER, OR CCPS ADULT GED, WHICH IS A PROGRAM THAT I ALSO SUPERVISE. AND WE ARE NOW OFFERING CLASSES IN SPANISH AND TESTING IN SPANISH. WE'RE VERY HAPPY ABOUT THAT. SACRED HEART IS A PRIVATE ORGANIZATION THAT WE SOMETIMES REFER STUDENTS TO. WE HELP THESE STUDENTS BY ENROLLING THEM IN WHATEVER PROGRAM THAT WE NEED TO GET THEM IN. THESE ARE NOT JUST NUMBERS ON A PAGE, BUT THESE ARE PEOPLE THAT WE ARE HERE TO SERVE. WE ARE REALLY CREATING A BETTER TOMORROW FOR THESE STUDENTS. AND THIS IS NOT JUST WORDS ON A PAGE OF OUR STRATEGIC PLAN. THIS IS THE WORK THAT WE ARE ALL COMMITTED TO DO. OUR CASE MANAGERS ARE EXTREMELY CREATIVE, EXTREMELY CREATIVE IN GETTING STUDENTS INTO THE PROGRAM, SOMETIMES WORKING ON HYBRID OPTIONS THAT WE HAVE AVAILABLE. CURRENTLY THROUGH OUR ADULT GED PROGRAM WE HAVE 55 INDIVIDUALS THAT WE'VE REFERRED TO HAVE FINISHED THEIR GED THROUGH OUR ADULT PROGRAMING, FIVE STUDENTS WE'VE ENROLLED WITH CARVER AND 35 WE HAVE RE ENROLLED THOSE STUDENTS BACK INTO THEIR HOME SCHOOL. THROUGH THE PACE PROGRAM THAT WE'RE VERY HAPPY WORKING WITH CCPS ONLINE, WITH THEIR TEAM THAT WE'RE WORKING WITH. THREE STUDENTS HAVE FINISHED THOSE REQUIREMENTS. 66 STUDENTS ARE ENROLLED, AND WE'VE LEARNED THAT IN THE FUTURE, ONLY TO ENROLL STUDENTS IN TWO CLASSES AT A TIME. WE HAVE LEARNED AS WE MOVE ALONG. AS WE CONTINUE TO MOVE FORWARD AND CONTINUE TO DO THIS WORK IN THE FUTURE, WE'RE GOING TO STAY FOCUSED ON OUR MAIN TASK AT HAND. OUR MAIN TASK AT HAND IS REENGAGING STUDENTS WHO HAVE DROPPED OUT OF SCHOOL TO MAINTAIN THAT DATA, ACCURACY AND MAINTENANCE. OUR SUMMER WORK CONTINUES TO BE OUR PACE SUPPORT FOR STUDENTS WHO ARE STILL WORKING SUMMER SCHOOL TRACKING AS MOST COUNSELORS ARE OUT FOR THE SUMMER TO CONTINUE DOING OUR OWN INTERNAL DATA ANALYSIS. AND AS WE MOVE FORWARD TO FOCUS ON HOW WE CAN HELP STUDENTS WHO ARE UNDER CREDIT AND THUS WORK MORE TOWARDS A PREVENTION LENS. AS I WAS ASKED TO ALSO TAKE SOME TIME TO TALK ABOUT WHAT WE ARE DOING FROM A DROPOUT PREVENTION STANDPOINT, RECALL THAT DROPOUT PREVENTION IS ARE ALL OF OUR JOBS. THERE IS A TEAM LED AT THE CENTRAL LEVEL THAT WAS CREATED WITH DR. TINKHANI WHITE AND DR. BELINDA MERRIMAN. NOW DR. BELINDA MERRIMAN IS WORKING ON THAT, LEADING THAT TEAM. WE MEET WITH PRINCIPALS TO DISCUSS NEEDS, TRENDS, SUPPORTS AND OTHER CENTRAL OFFICE MEMBERS TO TALK ABOUT WHAT WE NEED TO DO TO LOOK AT DROPOUT PREVENTION. TIER 1 INSTRUCTION, THAT IS DROPOUT PREVENTION. BY HAVING OUR STUDENTS ENGAGED AND HAVING OUR STUDENTS IN A SITUATION WHERE THEY ARE LEARNING AND ENGAGED IN SCHOOL, WE ARE PREVENTING DROPOUTS RIGHT THERE. AND AS I SAID BEFORE, EVERY SINGLE EMPLOYEE IN CHESTERFIELD COUNTY PUBLIC SCHOOLS IS A PART OF OUR DROPOUT PREVENTION TEAM. ONE OF OUR DEPARTMENTS THAT YOU COULD LOOK TO DIRECTLY IS OUR HUMAN RESOURCES TEAM, WHO ARE HIRING THE BEST TEACHERS FOR OUR STUDENTS. THEY ARE DROPOUT PREVENTION AND THEY DIDN'T EVEN KNOW IT, RIGHT? DIDN'T EVEN KNOW IT. STUDENT SUPPORT TEAMS ARE A PART OF OUR DROPOUT PREVENTION PROGRAM AND THEN CONTENT RECOVERY AND ALSO CREDIT RECOVERY. CONTENT RECOVERY IS A SCHOOL BASED STUDENTS WHO HAVE PERHAPS FAILED THE FIRST MARKING PERIOD OR THE FIRST SEMESTER TO KEEP STUDENTS ENGAGED, TO GO BACK AND DO SOME OF THAT WORK, TO SHOW THEIR MASTERY OF LEARNING FOR THAT FIRST PART OF THE SCHOOL. [00:35:05] AND THEN CREDIT RECOVERY IS AN OPTION THROUGH CCPS, ONLINE, THROUGH PACE FOR A STUDENT WHO'S ALREADY TAKEN A CLASS BUT NEEDS TO TAKE IT AGAIN. I WANTED TO TAKE JUST A MOMENT AND SHARE WITH YOU. I HAVE STORY AFTER STORY AFTER STORY OF BEAUTIFUL MOMENTS THAT WE HAVE WITH WORKING WITH STUDENTS. BUT I WANTED TO SHARE THIS STUDENT SUCCESS STORY WITH YOU FOR JUST REAL QUICK AND I'VE CHANGED THE NAME. MADISON IS 20 YEARS OLD, SPEAKS LITTLE TO NO ENGLISH AND DROPPED OUT OF SCHOOL IN 2020. SHE ONLY NEEDED SIX CREDITS AND FIVE SOL'S. SHE WAS OUR FIRST STUDENT RE-ENGAGEMENT THIS IS BRYAN'S STUDENT ACTUALLY MET HER AT THOMAS DALE TO RE ENROLL BUT SHE HAD NO PAPERWORK AND HER GRANDMOTHER REFUSED TO SIGN OFF ON HER LIVES WITH FORM BECAUSE SHE DID NOT THINK THAT SHE COULD FINISH HIGH SCHOOL. AFTER SOME RESEARCH, WE FOUND OUT THAT SHE WAS NOW LIVING IN THE MEADOWBROOK AREA. I DIDN'T THINK SHE WOULD FOLLOW THROUGH, BUT SHE GATHERED THE NECESSARY PAPERWORK AND THEN MET ME THERE TO REENROLL. AFTER SHE RE-ENROLLED, WE SET UP HER PACE CLASSES. IT HAS BEEN A CHALLENGE FOR HER, BUT SHE PASSED HER FIRST THREE CLASSES WITH FLYING COLORS. SHE HAS BEEN ABLE TO BALANCE HER CLASS SCHEDULE, WORK WITH HER WORK SCHEDULE. SHE IS ON TRACK TO GRADUATE THIS SPRING. AND THEN MY FINAL THING I WANT TO LEAVE YOU WITH HERE TODAY IS TALKING ABOUT AGAIN, I'VE CHANGED THE STUDENT'S NAME, IS JOHN. JOHN DROPPED OUT OF SCHOOL LAST YEAR DURING THE PANDEMIC WHILE ATTENDING VIRTUAL CLASSES. DURING MY INITIAL CONVERSATION WITH JOHN'S MOTHER, SHE REPORTED THAT JOHN SEEMED DEPRESSED AND HAS NOT BEEN THE SAME SINCE THE PANDEMIC STARTED, BUT THAT SHE WANTED HIM TO FINISH SCHOOL AND GRADUATED. I SPOKE TO JOHN A FEW DAYS LATER WHEN HE CALLED ME PER MOM'S REQUEST. JOHN IS A GOOD STUDENT WITH EXCELLENT GRADES AND HAS COMPLETED ALL SOL'S AND GRADUATION REQUIREMENTS EXCEPT FOR THE ENGLISH 12 AND HISTORY. JOHN WAS AWARE OF THE IMPORTANCE OF OBTAINING HIS DIPLOMA AND GRADUATING. AFTER OUR CONVERSATION, HE AGREED TO RE ENROLL AND MEET ME AT MEADOWBROOK TO PICK UP A CHROMEBOOK AND DISCUSS PACE COURSES. JOHN COMPLETED BOTH PACE COURSES NEEDED GRADUATE IN JANUARY. HIS DIPLOMA HAS BEEN ORDERED. THANK YOU FOR YOUR TIME TODAY. I APPRECIATE IT. I HOPE WE'VE GIVEN YOU THE INFORMATION THAT YOU ALL NEED. THANK YOU SO MUCH, MS. HARMON. BOARD MEMBERS IS THERE ANY DISCUSSION? MR. HARTER? YES. THANK YOU, MADAM CHAIR. THIS PROGRAM IS VERY IMPORTANT. YOU KNOW, THAT'S OUR NUMBER ONE GOAL, IS TO MAKE SURE THAT WE INSTILL IN CHILDREN, THAT PEOPLE CARE ABOUT THEM AND THE PEOPLE ENCOURAGE THEM TO PUSH THEMSELVES AND ACHIEVE THINGS THAT THEY MAY HAVE THOUGHT WASN'T ACHIEVABLE FOR THEM. SO I THINK THAT WHAT YOU GUYS ARE DOING AND WHAT YOU'VE DONE IN JUST EIGHT MONTHS IS INCREDIBLE. I THINK IT'S GOES WITHOUT SAYING THAT PROBABLY ME AND THE REST OF THE BOARD MEMBERS REALLY SEE THE VALUE IN THIS. SO THANK YOU FOR EVERYTHING THAT YOU AND YOUR TEAM HAVE DONE SO FAR AND CAN'T WAIT TO SEE WHAT OTHER GREAT PROGRESS YOU GUYS MAKE ON THIS. BAILEY. I DO NOT HAVE THE PLEASURE OF KNOWING ALL YOUR GRADUATION COACHES, BUT I DO KNOW, BRYAN, I HAD, I FEEL VERY HONORED TO BE IN HIS PRESENCE. I GOT TO WORK WITH BRYAN AS A TEACHER, AND I DON'T KNOW HOW YOU GOT HIM, BUT I CAN THINK OF NO ONE MORE PERFECT FOR THIS ROLE THAN BRYAN WALTERS AND THAT STORY COMING FROM YOUR STUDENT THAT YOU CHASED DOWN. HE'S BRYAN'S TENACIOUS, SO I AM CERTAIN THAT ANYONE THAT'S UNDER HIS UMBRELLA, HE'S GOING TO DO EVERYTHING POSSIBLE. WHAT A TREMENDOUS JOB YOU'VE GOT, BRYAN. IT'S WELL SUITED FOR YOU. I KNOW. AND THE PEOPLE YOU GET TO WORK WITH ARE GOING TO BE VERY FORTUNATE TO HAVE MET HIM. AND I'M SURE THE OTHER COACHES, IF YOU'RE JUST LIKE BRYAN, YOU'RE WONDERFUL PEOPLE AS WELL. SO THIS IS AGAIN, I WOULD, LIKE MR. HARTER HAS SAID A PHENOMENAL PROGRAM AND THE FACT THAT WE GET TO STAND IN THE GAP FOR THOSE KIDS THAT SOMETIMES FALL THROUGH, THAT'S A GREAT JOY THAT YOU GET TO HAVE. SO THANK YOU FOR EVERYTHING. GOOD LUCK, BRYAN. MS. HAINES. THANKS FOR TALKING ABOUT THE IMPORTANCE OF THE PREVENTION WORK. AND YOU'RE SO RIGHT WORKING HARD AS A BOARD TO RETAIN QUALITY TEACHERS THAT'S HOW WE IT'S A BIG PART OF IT. RIGHT. ON THAT NOTE, I GUESS THE ONLY THING THAT I'VE BEEN THINKING ABOUT IS KNOWING THE IMPACT OF VIRTUAL LEARNING ON MATH AND SCIENCE LEARNING. RIGHT. THAT WAS PARTICULARLY DIFFICULT FOR KIDS TO GRASP MATHEMATICS CONTENT VIRTUALLY. AND THEN ALSO KNOWING THAT MATH TEACHERS THAT WE STRUGGLE RIGHT TO RECRUIT THEM AND KNOWING THAT ALGEBRA ONE SCORES, RIGHT, ARE CONNECTED, THEY ARE IN THE RESEARCH THEY ARE A PREDICTOR OF WHETHER OR NOT YOU DROP OUT OR GRADUATE AND SORT OF LIKE THINKING DOWN THE [00:40:06] PIPELINE. I THINK COVID MEANS THAT WE'RE GOING TO HAVE TO INVEST EVEN MORE. MAYBE IT'S THE CONTENT RECOVERY. YOU KNOW, THE CREDIT RECOVERY PART IS PART OF HOW WE'RE GOING TO ADDRESS THAT. BUT IT'S I THINK IT'S STARTING EVEN WITH BECAUSE I HAVE A DAUGHTER STRUGGLING RIGHT A FRESHMAN AT VCU AND SHE WAS UNABLE TO TO LEARN MATH VIRTUALLY. AND THAT SO JUST KEEPS ME UP AT NIGHT THINKING ABOUT THE IMPACT OF THAT ON KIDS WHO MAYBE DON'T HAVE THAT ACCESS TO TUTORING. AND I MEAN, SHE'S STRUGGLING. SHE'S GOING TO MAKE IT. BUT IT'S YEAH, I THINK COVID IS GOING TO MAKE US THINK DIFFERENTLY ABOUT WHAT WE NEED IN THIS AREA. SO THANKS FOR BEING ON IT. THANK YOU. AND ALL THE WORK. AWESOME. I JUST HAD A COUPLE OF QUESTIONS ABOUT KIND OF WHERE WE STAND RIGHT NOW. AND I'M LOOKING AT SLIDE FOUR. [INAUDIBLE]. OUR GRADUATION RATES WENT UP. SO. YAY! WHAT ARE WE DOING RIGHT? WHAT DID WE DO RIGHT IN 2021 TO GET THAT BIG JUMP, IN YOUR OPINION? IT WAS ABOUT HALF A PERCENT. I DON'T THINK I'M THE RIGHT PERSON TO ANSWER THAT QUESTION ABOUT WHAT WE DID RIGHT. AND I THINK WE'D HAVE TO LOOK AT THAT IN A MORE HOLISTIC APPROACH. YOU KNOW, LIKE REALLY WHAT WERE THE CHANGES FOR THAT YEAR? AND WE'D HAVE TO DIG DEEPER. I'M SORRY, I DON'T HAVE A GOOD ANSWER FOR YOU RIGHT NOW. MADAM CHAIR. IF I COULD ASK BELINDA TO COME UP. YES, PLEASE. I GUESS THERE'S [INAUDIBLE] HOPE IS THAT WE WORK YOU OUT OF A JOB, RIGHT? WE GET 100% GRADUATION AND NONE OF Y'ALL HAVE JOBS ANYMORE. [LAUGHTER] I THINK REALISTICALLY, DURING COVID, WE WERE ABLE TO REALLY MAKE SOME ONE ON ONE CONVERSATIONS WITH KIDS. WE WERE ABLE TO TRULY TAP INTO SOME OF OUR MORE INTENSIVE REMEDIATION EFFORTS, ESPECIALLY WHEN IT CAME TO END OF COURSE TEST CYCLES. WE KIND OF CAPITALIZED UPON THAT FIRST LAVC PIECE THAT WE GOT THROUGH COVID IN THAT WE SLOWLY TIERED OUT OUR KIDS AND ABLE TO GET THEM THROUGH EVERY SINGLE ONE OF THEIR GRADUATION REQUIREMENTS IN A MUCH MORE TIMELY FASHION, WHICH I THINK REALLY HELPED GET KIDS FORGE THAT FINISH LINE AT GRADUATION. I THINK THAT'S GOING TO CONTINUE TO BE PAYING OFF AS WE MOVE FORWARD IN THE COMING YEARS. SO WE UTILIZE THAT TIME WHILE UNFORTUNATELY WE WERE OFF, BUT DID ALLOW SOME A LOT OF ONE ON ONE CONVERSATIONS WITH COUNSELORS AND TEACHERS WITH STUDENTS. AND I GUESS MY OTHER QUESTION WOULD BE, WHERE DO WE STAND NOW? LIKE IN THE CURRENT YEAR, WHERE, HOW ARE WE LOOKING AS FAR AS STUDENTS THAT ARE DISENGAGING? IN TERMS OF GRADUATION RATE OR IN KIDS, IN TERMS OF WHO ARE POSSIBLY FALLING DO YOU HAVE THOSE NUMBERS? I DON'T I DON'T HAVE THOSE NUMBERS OFF THE TOP OF MY HEAD. I HAVEN'T PULLED LIKE A PERCENTAGE OR ANYTHING LIKE THAT. CONVERSATION WE'RE HAVING. [INAUDIBLE] A CONSISTENT CONVERSATION THAT THE CASE MANAGERS ARE HAVING WITH SCHOOLS. IT IS ALWAYS ON OUR RADAR OF HOW ARE WE MAKING SURE THAT KIDS DON'T GET TO THAT DISENGAGE PIECE? BECAUSE WE ALSO RECOGNIZE BY THE TIME THEY'RE REALLY GETTING TO REBECCA'S PIECE, WE'VE LOST THEM MANY, MANY YEARS PREVIOUSLY. SO WE'RE TALKING THROUGH OUT. HOW DO WE KEEP THEM ENGAGED? HOW ARE WE KEEPING THEM MOVING FORWARD? IT IS LOOKING AT WHAT IS OUR CURRICULUM. IT'S LOOKING AT WHAT IS LITERACY. IT'S LOOKING AT ALL OF THOSE PIECES COMBINED. AND HOW DO WE MAKE SURE KIDS ARE REMAINING ENGAGED IN SCHOOL? YOU KNOW, I THINK THE WORK THAT CTE IS DOING, WORK BASED LEARNING, IS GOING TO BE KEY IN GETTING A LOT OF KIDS ENTRUSTED TO HELPING KIDS TAP INTO THEIR INTERESTS THROUGH SOME NEW PATHWAY WORK THAT WE'LL BE DOING AT THE HIGH SCHOOL LEVEL. I THINK THERE'S A LOT OF PIECES THAT ARE COMING INTO PLAY TO HELP MAKE SURE KIDS SEE THEMSELVES AND SEE WHY SCHOOL'S IMPORTANT. AND I GUESS THAT'S A GOOD WAY FOR MY LAST QUESTION. WHEN WE HAVE, I'M LOOKING AT YOUR SLIDE NUMBER FIVE AND YOUR IN TOTAL NUMBERS OF CONTACTS AND STUDENTS WHO HAVE BEEN CONTACTED IN YOUR TOTAL CASELOAD. AND YOU MENTIONED IT VERY QUICKLY, BUT I THINK I MISSED IT. HOW FAR BACK ARE WE GOING TO TO REENGAGE THESE STUDENTS AT WHAT POINT AND IS THERE A DROP OFF POINT IF A STUDENT DIDN'T IF A STUDENT DROPPED OUT IN EIGHTH GRADE? RIGHT. I MEAN, ARE WE GOING ALL THE WAY, HOW FAR BACK ARE WE GOING? SO WHAT WE'RE CURRENTLY PULLING IS WE STARTED THIS WORK BY PULLING COHORT DATA. SO WE LOOKED AT NOT WHEN A STUDENT DROPPED OUT, BUT WHAT PART OF THE COHORT DATA THEY ARE BECAUSE WE'RE OUR MOST IMPACTFUL WORK CAN BE RIGHT NOW, IS WITH THE CURRENT COHORT OF 2022. AND SO WHAT WE'RE FOCUSED ON WAS THAT. BUT WHEN WE STARTED IN AUGUST, OUR CASE MANAGERS HAD STARTED, BUT THE STUDENTS HADN'T. AND SO WE DID TAKE SOME TIME TO LOOK AT OUR COHORT 2020 DATA AND OUR COHORT 2021 DATA. ALSO LOOKING AT COVID, ANY STUDENTS WHO HAD DROPPED OUT DURING THAT TIME TO SEE IF WE COULD SCOOP ANY UP JUST BECAUSE OF COVID DIRECTLY. AND WE DID SCOOP SOME UP HERE AND THERE THAT WE WERE ABLE TO GATHER UP. SO WE WERE FOCUSED PRIMARILY ON THAT 2022 WHEN WE CAME BACK IN AUGUST. AND SINCE THEN, WHEN WE PULLED THE COHORT DATA FOR 23, 24 AND 25, THOSE NUMBERS WERE [00:45:05] VERY, VERY SMALL. SO FOR INSTANCE, LIKE FOR THE 25 COHORT DATA WE HAD, LESS THAN TEN STUDENTS HAD DROPPED OUT FROM THE 25 OR THAT'S NOT EVEN ACCURATE SO 24 BECAUSE 25 HADN'T EVEN STARTED SCHOOL YET. SO EXCUSE ME ABOUT THAT. AND SO WE HAD LESS THAN TEN FROM THE 2024 DATA COHORT RATHER. SO THEN WHAT WE DID IS WE LOOKED AT NOW OUR CASE MANAGERS HAVE BEEN WORKING WITH STUDENTS WHO HAVE DROPPED OUT THIS SCHOOL YEAR. SO WE KNEW STUDENTS WHO HAD DROPPED OUT PRIOR TO AUGUST 9TH AND NOW WE ARE WORKING DIRECTLY WITH STUDENTS WHO ARE CURRENTLY DROPPING OUT. SO FOR INSTANCE, WE HAD A STUDENT DROP OUT OF SCHOOL AND THAT THE DAY HE WAS WITHDRAWN FROM SCHOOL HE WAS PUT ON A REPORT. MY CASE MANAGER IS PULLING THAT REPORT WEEKLY AND IT JUST SO HAPPENED THAT DAY SHE REPORT IT. SHE PULLED THAT REPORT. SHE CALLED HIM THE VERY NEXT DAY. SHE WAS LIKE, HEY, YOU JUST DROPPED OUT OF SCHOOL YESTERDAY. HE WAS LIKE, YEAH, YOU KNOW? AND SO THEN SHE WAS ABLE TO REENGAGE HIM ALMOST IMMEDIATELY. AND SO AND THAT'S WHERE WE'RE WORKING TOWARDS OF WORKING ME OUT OF A JOB, RIGHT. AND WORKING MY CASE MANAGERS INTO A DIFFERENT ROLE OF MORE PREVENTION IS SO THAT WHEN WE'RE LOOKING AT STUDENTS AND THAT ATTENDANCE PIECE IS SO VERY IMPORTANT, THAT RIGHT NOW THAT'S STILL THE WORK OF OUR COMPREHENSIVE SCHOOLS, IS TO PAY ATTENTION TO STUDENTS WHO ARE AT RISK, WHO STILL ARE ENROLLED IN SCHOOL BUT ARE STARTING TO FALTER JUST A TAD. AND SO THAT'S WHAT WE'RE DOING RIGHT NOW. DID I ANSWER YOUR QUESTION? OKAY. ALL RIGHT. AND FOR CLARIFICATION, IS IT STILL I REMEMBER FROM MY DAYS, 15 DAYS OF NONATTENDANCE AND YOU'RE WITHDRAWN FROM THE ROLL. SO IT'S ON DAY 16, THEY'RE CONSIDERED DROPPED OUT. CORRECT. DIDN'T KNOW IF YOU ALL KNEW THAT THOUGHT I'D MENTION THAT. SO 15 CONSECUTIVE. 15 CONSECUTIVE SCHOOL DAYS OF NON-ATTENDANCE AND THEY'RE CONSIDERED DROPPED OUT AT THAT POINT. THEY'RE WITHDRAWN FROM SCHOOL AND THEN THAT'S CONSIDERED A WITHDRAWAL CODE OF LIKE NON-ATTENDANCE AND THEN SOMEONE FIGURES OUT WHY ARE THEY WITHDRAWN AND NOT COMING. YEAH. AND SO THAT'S WHERE THE PARTNERSHIP COMES INTO PLAY AS MY CASE MANAGERS TALK WITH THE ADMINISTRATORS AND THE COUNSELORS FIRST. RIGHT. WE'RE NOT GOING TO JUST DO A COLD CALL TO THE FAMILY. THEY TALK TO THE COUNSELORS AND ADMINISTRATORS FIRST AND SAY, WHAT'S GOING ON WITH THE STUDENT? GIVE US THE HISTORY, GIVE US THE BACKGROUND SO WE CAN KNOW WHAT TO OFFER THE STUDENT AND HOW BEST TO APPROACH THE STUDENT AND WHAT'S GOING TO WORK FOR THE STUDENT. AND WHAT HAVE WE ALREADY TRIED AND WHAT HAVEN'T WE TRIED YET TO KNOW HOW WE CAN DO THAT? YEAH. THANK YOU. OKAY. MS. HAINES. SO KIND OF ALONG THE SAME LINES. YOU MENTIONED ATTENDANCE DATA. HOW IS THAT LOOKING THIS YEAR COMPARED TO LAST YEAR AT THE HIGH SCHOOL LEVEL? UNFORTUNATELY, REALISTICALLY, CHRONIC ABSENTEEISM IS HIGHER IN ALL OF OUR SCHOOLS, NO MATTER WHICH SCHOOL IT IS AT THIS POINT. OUR SCHOOLS ARE CONSISTENTLY GOING IN TO CLEAN UP DATA BECAUSE WE RECOGNIZE IF A STUDENT WAS QUARANTINED, WE OFTENTIMES DIDN'T GET THAT INFORMATION. SO YOU HAVE TO KEEP IN MIND THAT WHAT'S VIEWED AS CHRONIC ABSENTEEISM IS THAT A, STUDENTS MISSED A CERTAIN PERCENTAGE OF THE SCHOOL. IT'S ABOUT 10% OF THE SCHOOL DAY, IF I REMEMBER CORRECTLY. BUT THEY HAVE TO HAVE BEEN IN THE SCHOOL 50% OF THAT YEAR. AND WHAT HAPPENED IS THAT MANY OF OUR STUDENTS, WE'VE BEEN TELLING THEM, IF YOU HAVE THE SNIFFLES, IF YOU HAVE A COUGH, IF YOU DON'T FEEL WELL, DON'T COME INTO SCHOOL. SO BUT FOR MANY OF OUR STUDENTS, THEY DIDN'T NECESSARILY HAVE THAT OPEN COMMUNICATION WITH US AS TO THAT, THAT'S WHY THEY WERE STAYING HOME. SO SCHOOLS ARE CONSISTENTLY TRYING TO GO BACK AND VERIFYING THOSE PIECES, MARKING THEM AS Q'S OR QUARANTINED. BUT THAT DID IMPACT OUR DAY AND DAY OUT ATTENDANCE AT OUR SCHOOLS. WE HONESTLY ASKED STUDENTS AND FAMILIES TO STAY HOME IF WE THOUGHT AT ANY POINT IN TIME YOU COULD POSSIBLY BE POSITIVE FOR COVID. THAT IMPACTS ATTENDANCE WHEN WE'RE ACTIVELY WORKING TO KEEP KIDS FROM COMING IN WHEN THEY'RE SICK, WHEREAS IN THE PAST, STUDENTS WOULD OFTENTIMES COME IN ILL. SO THAT DOES HAVE AN IMPACT ON WHAT'S SEEN AS CHRONIC ABSENTEEISM OR EVERY DAY ATTENDANCE RATES AT ALL OF OUR SCHOOLS. AND THAT'S TRUE PRE-K THROUGH 12TH GRADE, UNFORTUNATELY, THIS YEAR. AND THAT'S TRUE AND ALSO UNFORTUNATE ACROSS THE STATE. WHEN I'VE TALKED TO COLLEAGUES, THEY'RE ALSO RUNNING INTO THAT SAME SIMILAR SITUATION. WE ACTIVELY ASKED STUDENTS TO STAY HOME. SO. VERY GOOD. THANK YOU BOTH VERY MUCH. THIS IS SUCH A GREAT INITIATIVE THAT DR. DAUGHERTY BROUGHT TO US AND SO PROUD OF ALL THE WORK THAT YOU'RE DOING AND CAN'T WAIT TO SEE WHAT YOU DO IN THE NEXT EIGHT MONTHS. THANK YOU. MADAM CHAIR. MAY I? YES, ABSOLUTELY. REBECCA, THANK YOU. AND THE CHART THAT SHE SHOWED THAT WAS WELL GRAFTED OUT. THAT WAS NOT MY CHART. MINE WAS ON A SCRATCH ON A BOARD. THEY ACTUALLY CLEANED IT UP. BUT WHEN SHE STARTED OFF TALKING ABOUT ALL OF THE PEOPLE AND I THINK BOTH PRESENTATIONS HAVE TALKED ABOUT A LOT OF COLLABORATION, BUT TO THE ENGAGEMENT COACHES, CASE MANAGERS, I JUST WANT TO SAY THANK YOU. EVERY TIME I SAY YOU KNOW, I THANK YOU. AND REALLY IMPORTANT THAT WE CONTINUE TO FOCUS ON THE STUDENTS. WE KNOW THAT ANYONE WHO'S DROPPED OUT, IT'S GOING TO AFFECT THE SOCIETY, IT'S GOING TO AFFECT THE JOB MARKET, IT'S GOING TO AFFECT THE ECONOMY. [00:50:02] AND AS WE TELL EVERY GRADUATE, WHEN THEY WALK ACROSS THE STAGE, GET A JOB, WHEN YOU GET A JOB AND WITHOUT A DIPLOMA, THE JOBS ARE GOING TO BE FEW AND FAR BETWEEN. SO THESE GUYS ARE DOING PHENOMENAL WORK. I CAN'T WAIT TO SEE THE DATA THIS YEAR AND I JUST KNOW THAT WE'RE REACHING KIDS, WE'RE TOUCHING AND WE KNOW THAT THE PARENTS SEE THAT AS WELL BECAUSE THEY'RE FRUSTRATED WITH THEIR TEENAGERS WHEN THEY DROP OUT OF SCHOOL, THEY DON'T KNOW WHAT TO DO. SO THEY'RE DOING A GREAT JOB AND JUST KEEP UP THE GREAT WORK AND THANK YOU. THANK YOU. AND THANK YOU FOR SHARING THOSE STORIES TOO. NEXT, WE HAVE AN UPDATE ON GIFTED EDUCATION, DR. [D. Gifted Education Update] FOHL. GOOD AFTERNOON, CHAIR, VICE CHAIR, MEMBERS OF THE BOARD, DR. DAUGHERTY. IT'S GREAT TO BE HERE JUST TO SHARE A LITTLE GLIMPSE OF GIFTED EDUCATION IN OUR DISTRICT. I HAVE CENTERED THIS PRESENTATION ON FOUR ESSENTIAL IDEAS. WE'VE SUPPORTED AMIDST SOME CHALLENGES THAT WE'VE HAD. WE'VE CULTIVATED TALENT IN ALL OF OUR STUDENTS. WE'VE FOUND AND IDENTIFIED GIFTED LEARNERS. AND WE'RE MOVING FORWARD. AND SO THOSE ARE THE THEMES THAT I'M GOING TO SPEAK ON THIS AFTERNOON WITH YOU. YOU KNOW, IT'S NO SECRET THAT OUR FAMILIES, OUR STUDENTS, OUR COMMUNITIES HAVE FACED CHALLENGES OVER THE LAST COUPLE OF YEARS. AND THE OFFICE OF GIFTED EDUCATION HAS REALLY WORKED COLLABORATIVELY WITH VARIOUS PARTS OF OUR DIVISION TO REALLY SUPPORTED THOSE CHALLENGES AND BEING PROACTIVE, TRYING TO ANTICIPATE THE CHALLENGES THAT OUR STUDENTS WILL COME TO SCHOOL WITH. SOME OF THE THINGS THAT WE DID WAS SIMPLY TO INCREASE OUR ACCESS TO OUR SCHOOLS, TO SUPPORT OUR SCHOOLS AND OUR COUNSELING TEAMS. EVEN MEETING WITH PARENTS AND STUDENTS WHEN WE WERE SEEING THAT UNDERACHIEVEMENT WAS STARTING TO HAPPEN BECAUSE OF THE SOCIO EMOTIONAL NEEDS. A LOT OF THAT WAS HAPPENING AT MIDDLE SCHOOL. WE ALSO REVAMPED OUR WEBSITE TO MAKE IT TRANSPARENT FOR OUR FAMILIES THAT SO THEY CAN FIND THE INFORMATION THEY NEED. AND IN FACT, THE GIFTED ADVISORY COMMITTEE AT THEIR LAST MEETING JUST REVISED, JUST LOOKED OVER AND REVIEWED THOSE REVISIONS AND PROVIDED SOME MORE SUGGESTIONS TO MAKE IT A MORE USER FRIENDLY EXPERIENCE FOR OUR COMMUNITIES. WE'VE REVAMPED THE WAY WE VIEW PROFESSIONAL LEARNING EXPERIENCES AND MADE IT INTO WHAT I CALL LIKE DIGESTIBLE CHUNKS SO THAT TEACHERS COME AND INVEST A SMALL PORTION OF TIME. THEY LEARN SOMETHING THAT IS ESSENTIAL FOR INSTRUCTING OF ALL STUDENTS, AND THEN THEY CAN IMPLEMENT IT. THE VERY NEXT DAY IN THEIR CLASSROOM, THEY LEAVE THE PROFESSIONAL LEARNING EXPERIENCE WITH SOMETHING THAT THEY CAN DO. THAT WAS VERY IMPORTANT FOR US BECAUSE OUR TEACHERS TIME IS VALUABLE AND WE WANTED THAT TO BE A MEANINGFUL EXPERIENCE. AND THE GREAT THING ABOUT IT IS THOSE ARE COHESIVE EXPERIENCES. SO THEY'RE JUST NOT, YOU KNOW, SHOTS AND FLASHES IN THE PAN. THEY BUILD SO THAT OUR TEACHERS CAN COME BACK AND LEARN MORE AS TIME ALLOWS THEM TO DO. THAT SUPPORT OF JUST OUR TEACHERS AND OUR SCHOOLS AND OUR FAMILIES WAS SO CRITICAL AS WE ARE COMING BACK TO THAT. AND ALSO THE CURRICULAR RESOURCES THAT WE PROVIDED, AGAIN, OPEN TO ALL STUDENTS SO THAT THEY WOULD ALIGN WITH THE CURRICULUM AND THAT TEACHERS COULD IMPLEMENT THOSE RESOURCES TO REALLY MAKE SURE THAT WE CAN MEET KIDS WHERE THEY WERE. WE ALSO HAVE A MISSION TO REALLY CULTIVATE TALENT IN ALL STUDENTS IN OUR DIVISION. WE SERVE GIFTED STUDENTS, BUT WE ALSO WANT TO USE THE REACH OF THE GIFTED OFFICE TO IMPACT INSTRUCTION FOR ALL LEARNERS. AND THIS IS ANOTHER WAY THAT WE DO THAT. WE HAVE INSPIRE PROGRAMS, WHICH ARE OFFERINGS FOR OUR SCHOOLS. AND PRINCIPALS MAY CHOOSE TO IMPLEMENT THESE PROGRAMS IN THEIR BUILDINGS. THEY'RE DESIGNED FOR KINDERGARTEN, FIRST GRADE AND SECOND GRADE, AND THEY ARE VERTICALLY ALIGNED SO THEY CAN BUILD ON EACH OTHER. AND THEY COMPLEMENT THE CURRICULUM. THEY'RE NOT SOMETHING EXTRA. THEY'RE AN ADDITIONAL TOOL IN THE TOOLBOX THAT OUR TEACHERS CAN USE TO ENHANCE INSTRUCTION DELIVERED TO THE STUDENTS IN THEIR CARE. THESE PROGRAMS RIGHT NOW REACH OVER 3500 KIDS ACROSS 31 SCHOOLS THAT WE HAVE AND 183 CLASSROOMS. AND THAT IS JUST THE BEGINNING. AND WE'RE REALLY EXCITED TO SEE THOSE INITIATIVES REALLY TAKE ROOT IN OUR SCHOOLS AND SEE SOME FRUIT FROM THAT. ANOTHER THING THAT WE OBVIOUSLY DO AS THE GIFTED EDUCATION OFFICE IS WE FIND AND WE IDENTIFY GIFTED LEARNERS. AND THIS SLIDE HIGHLIGHTS FOUR THINGS THAT THE FOLLOWING SLIDES WILL SUMMARIZE FOR YOU. WE DO HAVE EFFECTIVE UNIVERSAL SCREENERS THAT I'LL TALK ABOUT, AND THEN THERE ARE SOME SLIDES WITH SOME STATE REPORT DATA ON GIFTED REFERRALS AND GIFTED UNIDENTIFIED STUDENTS AND THEN SOME MAGGIE L. WALKER SCHOOL DATA TO SHARE WITH THE BOARD AS WELL. ONE OF THE THINGS I DID WANT TO HIGHLIGHT THAT IS A TRUE ASSET IN CHESTERFIELD COUNTY PUBLIC SCHOOLS IS WE HAVE STRATEGICALLY PLACED UNIVERSAL SCREENERS THAT ARE VARIED. THEY'RE NOT ALL TESTS AND IT'S DESIGNED TO CAPTURE KIDS AND REALLY REFER THEM FOR GIFTED [00:55:05] IDENTIFICATION SO THAT THEY ARE NOT MISSED. THE GREAT THING ABOUT THE UNIVERSAL SCREENERS IS THEY ALSO PROVIDE VALUABLE DATA THAT IS UNIQUE IN THE FIELD FOR OUR SCHOOLS TO MAKE EDUCATIONAL DECISIONS. IT'S NOT ACHIEVEMENT DATA, BUT IT IS A DATA ON THE STUDENT'S POTENTIAL. WE HAVE, FOR EXAMPLE, THE NAGLIERI IN GRADE FIVE. 37% OF OUR REFERRALS THAT WE RECEIVE THIS YEAR WERE AUTOMATIC REFERRALS AS A RESULT OF THAT. SO 37 OF THE STUDENTS THAT WE EVALUATED WOULDN'T HAVE BEEN REFERRED UNLESS WE HAD THE SCREENER. AND 78% OF THOSE REFERRALS WERE IDENTIFIED AS GIFTED. THAT IS A HUGE EFFECTIVENESS RATE FOR THAT SCREENER. COGAT 58% OF OUR SECOND GRADE REFERRALS WERE FROM THAT UNIVERSAL SCREENER. THOSE WERE STUDENTS THAT WERE BROUGHT TO THE TABLE THAT WOULD NOT HAVE OTHERWISE BEEN REFERRED. AND 54% OF THOSE REFERRALS WERE IDENTIFIED FOR SERVICES IN OUR COUNTY. WE HAD A FIRST GRADE SCREENER AS WELL, AND THAT IS A TEACHER INVENTORY. AND 25% OF THE REFERRALS WERE OR 25% OF STUDENTS THAT WERE REFERRED WERE DONE THROUGH THAT. AND WE'RE STILL EVALUATING THAT DATA, BUT I DID WANT TO SHARE THAT BECAUSE THAT'S A CRITICAL PART OF HOW WE'RE REALLY TRYING TO PROVIDE OUR SCHOOLS WITH INFORMATION AND ALSO IDENTIFY AND FIND STUDENTS IN OUR DIVISION. THIS SLIDE GIVES AN OVERVIEW OF THE STATE REPORT DATA THAT WE HAVE SUBMITTED TO THE VDOE REGARDING THE GIFTED REFERRALS OVER TIME. AND IT'S LONGITUDINAL DATA AND IT'S IMPORTANT TO SEE, JUST GENERALLY SPEAKING, THAT IN THE MIDST OF A PANDEMIC AND THE CHALLENGES FACING OUR STUDENTS, STUDENTS WERE STILL BEING REFERRED. AND THAT'S IMPORTANT BECAUSE OUR SCHOOLS, OUR TEACHERS, OUR FAMILIES WERE FACED WITH MANY CHALLENGES. AND IT IMPACTED EDUCATION. WHEN WE LOOK AT OUR IDENTIFIED GIFTED STUDENTS OVER TIME OVER A STATE REPORT DATA, AGAIN YOU WILL SEE THAT WE ARE MAKING WE MADE GROWTH ALBEIT SMALL BUT WE ARE IDENTIFYING MORE STUDENTS FOR OUR PROGRAMS IN A MORE DIVERSE POPULATION OF STUDENTS FOR OUR PROGRAMS. ANOTHER THING I'D LIKE TO HIGHLIGHT FOR THE BOARD IS THE PROGRESS THAT WE HAVE MADE IN BRINGING GIFTED PROGRAMING CLOSER TO WHERE KIDS LIVE. THEY DON'T HAVE TO RIDE A BUS FOR AN HOUR AND 15 MINUTES TO GET GIFTED SERVICES. YOU KNOW, THE HIGHLIGHT HERE IS THE GROWTH THAT WE HAVE DONE IN THE PAST THREE YEARS MATCHES THE GROWTH OF THE PAST 31 YEARS. WE HAVE BROUGHT PROGRAMING CLOSER TO STUDENTS, EVEN IN A PANDEMIC. WE HAVE OPENED UP TWO NEW MIDDLE SCHOOL SITES AND TWO NEW ELEMENTARY OF THREE NEW ELEMENTARY SITES IN THE LAST TWO YEARS AND DID IT THROUGH VIRTUAL OPEN HOUSES AND THINGS LIKE THAT. BUT I DID WANT TO PRESENT THAT TIMELINE AS WELL TO SHOW THE IMMENSE GROWTH THAT WE HAVE DONE IN REALLY BRINGING ACCESS TO STUDENTS AND GIFTED PROGRAMING. ALSO, I WANTED TO HIGHLIGHT OUR MAGGIE WALKER SELECTION OVER THE PAST SEVERAL YEARS. JUST FOR REVIEW, WE'LL NOTICE TRENDS IN THE DATA OVER TIME REGARDING THE STUDENTS THAT ARE SELECTED FOR THAT OPPORTUNITY AT MAGGIE L. WALKER GOVERNOR'S SCHOOL. AND THEN FINALLY, JUST TO CLOSE, REALLY LOOKING TO THE FUTURE AND MOVING FORWARD, WHERE WE'RE REALLY LOOKING AT FINDING WE KNOW FROM JUST THE LAST COUPLE OF YEARS THAT WHAT HAS REALLY BEEN REFINED AND WORKS. SO WE'RE GOING TO CONTINUE THOSE MEANINGFUL AND COHESIVE PROFESSIONAL LEARNING OPPORTUNITIES IN SMALLER CHUNKS FOR OUR TEACHERS SO THAT THEY ARE MEANINGFUL AND THEY CAN USE SOMETHING. WE'RE GOING TO PROVIDE THOSE ADDITIONAL CURRICULAR SUPPORTS THROUGH COLLABORATION WITH OUR COLLEAGUES IN CENTRAL OFFICE IN THE DIVISION, YOU KNOW, SPEAKING TO CBG SITE ADJUSTMENTS, WE'RE NOT ANTICIPATING ANY OF THOSE AT THIS TIME UNTIL ADDITIONAL ELEMENTARY AND MIDDLE SCHOOLS ARE BEING BUILT. AND THEN WE WILL LOOK AT THOSE AS WELL. ALSO, AS WE NOTICED THIS YEAR THAT WE HAD SOME LOWER THAN ANTICIPATED CBG PROGRAM PARTICIPATION NUMBERS THAT LED TO MULTI-AGE CLASSROOMS AT SEVERAL OF OUR SITES. AND SOME OF OUR SCHOOL ADMINISTRATORS MAY ALSO NEED TO PURSUE THAT OPTION DUE TO LOWER THAN ANTICIPATED PARTICIPATION NUMBERS AND THE STAFFING SHORTAGES THAT MAY EXIST AS WE MOVE FORWARD. THE THING WITH MULTI-AGE CLASSROOMS IS TALKING TO MY COLLEAGUES IN THE STATE, THAT IS SOMETHING THAT WAS DONE EVEN BEFORE THE PANDEMIC IN LARGER AND SMALLER DIVISIONS, BECAUSE THEY FOUND THAT THOSE LEARNING OPPORTUNITIES ARE ACTUALLY ENHANCED LEARNING OPPORTUNITIES FOR STUDENTS TO GROW AND AS A RESEARCH SUPPORTED METHOD TO DO SO. AND IN FACT, THAT IS WHAT I'VE PREPARED THIS AFTERNOON FOR THE BOARD. [01:00:03] IF THERE ARE ANY QUESTIONS, I'M HAPPY TO ENTERTAIN THOSE. THANK YOU. DR. FOHL. BOARD MEMBERS, IS THERE ANY DISCUSSION? HI. YEAH, I JUST LIKE YOU TO JUST TAKE A SECOND AND SPEAK TO THE GIFTED COHORT OF TEACHERS THAT ARE GETTING ENDORSED FOR TEACHING GIFTED AND THE GROWTH OF THAT PROGRAM. AND WHETHER THE CBG AND SBG PROGRAMS ARE FULLY STAFFED WITH EITHER GIFTED, ENDORSED TEACHERS OR TEACHERS THAT ARE WORKING TOWARDS THAT ENDORSEMENT. BECAUSE I KNOW AS WE'VE EXPANDED OUR CBG SITES, THAT WAS A CONCERN FOR THE COMMUNITY. AND I KNOW YOU'VE DONE GREAT WORK IN THIS AREA, SO JUST LIKE YOU TO TALK FOR A SECOND ABOUT THAT. SURE. ANY TEACHER WHO IS HIRED TO TEACH IN ONE OF OUR CENTER BASED PROGRAM CLASSROOMS IS REQUIRED TO GET THEIR ENDORSEMENT. I BELIEVE IT'S TWO OR THREE YEARS UPON EMPLOYMENT BECAUSE THEY ARE TEACHING GIFTED LEARNERS, THEY ARE REQUIRED TO HAVE THAT GIFTED ENDORSEMENT. CHESTERFIELD COUNTY OFFERS AN ENDORSEMENT OPPORTUNITY FOR THOSE TEACHERS. LAST YEAR OUR COHORT WAS APPROXIMATELY 35 TEACHERS AND THIS YEAR IT WAS AROUND 16. AND SO THOSE TEACHERS WILL AUTOMATICALLY GO IN THERE OR THEY HAVE EXPRESSED THE INTEREST, ESPECIALLY THIS YEAR. WE HAD SOME THAT SAID I WILL GET IT NEXT YEAR BECAUSE OF STUDENTS RETURNING BACK FROM VIRTUAL INSTRUCTION. ALSO, WE TRY TO ENCOURAGE SCHOOLS THAT DO NOT HAVE A GIFTED ENDORSED TEACHER IN THEIR BUILDING TO ENCOURAGE TEACHERS TO APPLY FOR THAT OPPORTUNITY. AND WE DO HAVE SOME TEACHERS IN THE COHORT NOW AND IN THE LAST COHORT FROM LAST YEAR WHO WENT THROUGH THE PROGRAM AND HAVE THEIR GIFTED ENDORSEMENT. AND SO NOW THERE IS A GIFTED ENDORSED TEACHER IN THAT BUILDING TO ACT AS A RESOURCE FOR OTHER TEACHERS IF THEY NEED TO. MS. HAINES. THANK YOU FOR ALL THE WORK THAT YOU'VE DONE AND I JUST THINK WE'RE VERY CUTTING EDGE WITH ALL THE SCREENERS AND BEING REALLY PROACTIVE. I WANTED TO MENTION THAT AT THE LAST MEETING WE HAD A MEMBER THAT ASKED THE QUESTION IF STAFF HAD EVER SHARED WITH THE SCHOOL BOARD THE DATA SCHOOL BY SCHOOL ON WHO'S IDENTIFIED AS GIFTED. RIGHT, SO THAT THIS BOARD COULD FULLY UNDERSTAND THE ISSUES. AND THAT REMINDED ME OF WHEN I WAS ON THE EQUITY AND GIFTED COMMITTEE, RIGHT, BECAUSE OUR COMMITTEE HAD ASKED FOR THAT DATA. AND I REMEMBER HAVING A SCHOOL THAT WAS LIKE HAD 900 KIDS AND I WENT BACK IN AND LOOKED AT MY NOTES, I DON'T KNOW, 2017, WE HAD OUT OF 413 BLACK AND AFRICAN-AMERICAN STUDENTS, ZERO WERE IDENTIFIED AS GIFTED. IN FACT, IN THE ENTIRE SCHOOL OF ROUGHLY 900 STUDENTS, THERE WAS NOT ONE DEMOGRAPHIC NOT WHITE, NOT AMERICAN-INDIAN, ALASKA NATIVE, NOT ASIAN, NOT BLACK, AFRICAN, NOT HISPANIC, THAT HAD 15 OR MORE STUDENTS IDENTIFIED. AND THERE WAS ANOTHER SCHOOL THAT WAS SMALLER THAN 900, AND THEY HAD 100 STUDENTS IDENTIFIED AS GIFTED. AND THE REASON I BRING THIS UP IS THAT I THINK IT'S IMPORTANT. IF YOU SHARE THE DATA, THEN WE CAN MAKE A POWERFUL ARGUMENT TO DO MORE OF WHAT YOU'RE DOING. RIGHT, LIKE THE INSPIRE AND THEN TALENT DEVELOPMENT. IT'S AMAZING WORK. AND I THINK WHEN YOU SHARE THE DATA, THEN THE PUBLIC BETTER UNDERSTANDS, LIKE, THIS IS WHY IT'S SO CRITICAL. RIGHT? I THINK SOMETIMES THE PUBLIC DOESN'T UNDERSTAND OR IT'S HARDER TO UNDERSTAND WHY WE'RE DOING THIS WORK IF WE ARE NOT KIND OF SHARING THE STRUGGLE THAT WE'RE UP AGAINST. AND I THINK IF WE INCREASED MORE TALENT DEVELOPMENT, THEN WE COULD GET TO THE PLACE WHERE YOUR ZIP CODE WOULD NOT DEFINE WHETHER OR NOT YOU WERE MORE OR LESS LIKELY TO BE IDENTIFIED AS GIFTED. SO I LOVE YOUR IDEA OF GIFTED ENDORSED IN EVERY SCHOOLS BECAUSE THAT'S HOW WE GET THERE. AND I GUESS I WOULD LIKE TO SEE MORE RESOURCES GO TO YOUR DEPARTMENT. SO THERE YOU GO. WELL, THANK YOU AGAIN VERY MUCH FOR THE PRESENTATION THIS AFTERNOON. THANK YOU. AND I THINK BEFORE WE CONCLUDE, DR. DAUGHERTY HAS AN UPDATE FOR US ON HOPE ACADEMY. I'M EXPECTING A WHITE PAPER NOW FROM GEORGE IN THE NEXT COUPLE OF DAYS ON [INAUDIBLE] [LAUGHTER] THANK YOU. THANK YOU. THANK YOU, MS. HAINES. I APPRECIATE THAT. JUST TO GIVE YOU WE HAD SOME TIME AND GIVE YOU SOME UPDATES AND YOU'RE GOING TO HAVE TO [INAUDIBLE] THANK YOU. [01:05:04] SO THE RECOVERY HIGH SCHOOL PROGRAM. REMEMBER, IT'S A PROGRAM. WE ARE FOLLOWING THE ASSOCIATION OF RECOVERY SCHOOLS GUIDELINES. WE'VE SPENT OVER TWO YEARS IN THIS AREA. I DO WANT TO THANK DELEGATE COYNER FOR GETTING THE LEGISLATION TO FOR US TO GO INTO THIS ENDEAVOR. AND WE ARE WAITING FOR THE STATE TO FINALIZE THE STATE BUDGET FOR THE FUNDING THAT COME FROM THIS. THE YOU KNOW, THERE'S ALWAYS A LOT OF WORDING WHEN YOU'RE TALKING ABOUT RECOVERY HIGH SCHOOL. WE HAVE AND I APPRECIATE DR. MERRIMAN. DR. HIGH, DR. RUCKER. THEY'VE BEEN EXTREMELY INVOLVED WITH THIS AND CARRYING THE LOAD. IF WE TALK ABOUT WE'RE GOING TO HELP ALL CHILDREN, THEN THIS IS PART OF THE ALL CHILDREN PHILOSOPHY. AND THERE ARE CHILDREN THAT COME OUT OF TREATMENT THAT HAVE NOWHERE TO GO. AND WE KNOW THIS THAT STUDENTS COMING OUT OF TREATMENT AND GO BACK INTO THE REGULAR SETTING, HAVE A VERY DIFFICULT TIME OF SUCCESS AND OTHER THINGS OCCUR. SO WE WERE VERY EXCITED ABOUT BEING A LEADER IN THE REGION AND IN THE STATE. THE STATE WILL MONITOR US CLOSELY BECAUSE THEY'VE ALREADY HAD INTEREST FROM OTHER REGIONS IN THE STATE TO TRY THIS OPPORTUNITY. SO WE DO HAVE A SPOTLIGHT ON US AND WE'RE EXCITED TO SHOW THAT WE ARE CAPABLE OF HELPING STUDENTS IN ALL MANNERS OF LIFE. NEXT SLIDE, PLEASE. SO WE HAVE A VERY SIMPLE MISSION AND WE WANT YOU AS A CHILD TO BE SUCCESSFUL ACADEMICALLY, EMOTIONALLY AND WITH SOCIAL SUPPORT THAT YOU'LL SEE IT IN OUR GUIDELINES, THE OPPORTUNITY THAT WE GET YOU A DIPLOMA AND WE CAN REENGAGE YOU INTO YOUR SCHOOL SETTING OR YOU GRADUATE WITH US. THEY ARE STILL PART OF THEIR HIGH SCHOOL WHEREVER THEY COME FROM. THE WONDERFUL OPPORTUNITY HERE IS THAT WE WILL WORK WITH YOU, WITH ACADEMICS. WE WILL PROVIDE YOU COUNSELING, AND WE WILL WALK YOU TO THE FINISH LINE WHERE YOU CAN GO TO COLLEGE, YOU CAN GET A JOB, YOU CAN DO BOTH. AND THAT'S WHAT WE WANT TO MODEL FOR OUR STUDENTS BECAUSE YOU MAKE A MISTAKE IN LIFE DOESN'T MEAN THAT THE HOPE AND VISIONS ARE CLOSED. AND THAT'S A GOAL FOR US. I ALWAYS USE THE TERM A SENSE OF HOPE AND A VISION FOR THE FUTURE. I THINK THAT'S THE MOST IMPORTANT THING WE CAN DO. OUR YOUNG MEN AND WOMEN HAVE GONE THROUGH A LOT OVER THE PAST SEVERAL YEARS, AND SOMETIMES YOU DO NOT SEE THAT SENSE OF HOPE IN OUR YOUNG MEN AND WOMEN. AND THAT'S WHAT THIS IS FOR. OUR GOALS ARE SIMPLE. WE WANT YOU TO COMPLETE THE COUNSELING. WE WANT YOU TO GET A HIGH SCHOOL DIPLOMA. WE WANT YOU TO GRADUATE AT YOUR HOME SCHOOL IF YOU WANT. WE'VE SPOKEN WITH ALL OF THE REGIONAL SUPERINTENDENTS AND THEY'RE SUPPORTIVE. AND WE WANT YOU TO KNOW THAT YOU CAN GET A JOB AND HAVE A CAREER IF YOU SO DESIRE. AND THAT WILL BE THE KEY OF OUR COUNSELING AND GETTING THEM INVOLVED INTO THE COMMUNITY AS FAST AS POSSIBLE. WE WILL SERVE ALL OF OUR STUDENTS IN CHESTERFIELD COUNTY, BUT ALSO IN THE REGION. WE ARE ASKING NO FUNDING FROM ANY SCHOOL DIVISION. THIS WILL BE A STATE FUNDED OPPORTUNITY. WE HAVE ALREADY BEEN APPROVED FOR ALL CURRICULUM GUIDELINES, THANKS TO DR. POPE AND HER TEAM. WE, ANY COURSE THAT'S OFFERED IN THE STATE WE'RE ALLOWED TO TEACH IT. AND WE'LL GO THROUGH IT TO OUR CCPS ONLINE AND ALSO OUR ONLINE LEARNING PROGRAMS. WE HAVE FLEXIBLE SCHEDULES. STUDENTS WILL RECEIVE COUNSELING DAILY, EITHER IN GROUP AND OR INDIVIDUAL. AND THE FLEXIBILITY, AS YOU'LL SEE IN A MINUTE WITH OUR CALENDAR OR SCHEDULE FOR A DAILY OPPORTUNITIES, CAN FLUCTUATE BETWEEN THE NEEDS OF THE STUDENT AND WHAT THE STUDENTS ARE INVOLVED WITH. AND THEY WILL FOLLOW OUR CALENDAR. BUT WE ALSO HAVE A SUMMER COMPONENT BECAUSE THE STAFF WILL BE 12 MONTH EMPLOYED. NEXT SLIDE. SO THIS IS A LITTLE PIECE OF WE'RE GOING TO BE AT THE HALL STREET CAMPUS, GRADES 9 TO 12 RIGHT NOW. I'VE ALREADY HAD PEOPLE ASK ME ABOUT MIDDLE SCHOOL. I'M JUST TRYING TO GET IT STARTED RIGHT NOW. WE NEED LET'S DO THIS OPENING WILL BE AUGUST 22ND OF THIS YEAR. AS LONG AS THE FUNDING IS AVAILABLE, OUR HOURS ARE 8:30 TO 3. WE HOPE TO GROW THE MAX OF 25 STUDENTS AT THE TIME. THAT ALLOWS US AN OPPORTUNITY FOR SUCCESS WITH OUR STUDENTS. AND TRANSPORTATION WILL BE PROVIDED OR A STIPEND WILL BE PROVIDED ON HOW THE STUDENTS WANT TO GET TO SCHOOL. TRANSPORTATION. IT WILL BE CCPS TRANSPORTATION THROUGH OUR SILVER FLEET OR TRANSPORTATION BY PARENT WITH A STIPEND WOULD BE PROVIDED OR IF A STUDENT DOES DRIVE WITH PERMISSION FROM THE PARENT, WE WILL PROVIDE THEM A STIPEND AS WELL THROUGH A MILEAGE PROGRAM. [01:10:05] ENROLLMENT PROCESS. IT'S AN ONLINE INTEREST FORM. AND THEN WE WILL HAVE AN INTAKE. THE INTAKE WILL ALLOW US OPPORTUNITY TO GET INFORMATION FROM THEIR PHYSICIAN AND OR IF THEY DID COME OUT OF A TREATMENT CENTER, THOSE PROCESSES WILL GO THROUGH. [INAUDIBLE] STEPHANIE HAS DONE A WONDERFUL JOB OF KEEPING ME STRAIGHT ON THE LEGAL SIDE OF THIS AND MAKING SURE WE'RE JUST NOT GOING TO OPEN AND LET'S GO. BUT THERE ARE A LOT OF PEOPLE INVOLVED BECAUSE WE BELIEVE IN HELPING STUDENTS AND SO THEY'VE BEEN GREAT TO WORK WITH AND WE APPRECIATE THAT. STUDENTS WILL SIGN A CONTRACT WITH THE PARENTS BECAUSE THERE ARE CERTAIN THINGS THAT THEY'LL BE REQUIRED TO DO. FAMILY COUNSELING IS REQUIRED, TESTING WILL BE REQUIRED, AND YOU SHOWING UP WILL BE REQUIRED. WE ARE NOT GOING TO HOLD A SEAT FOR SOMEONE WHO DOESN'T WANT US TO HELP THEM. WE CAN SEND THEM BACK TO THEIR SCHOOL AND BRING SOMEONE ELSE IN. THIS IS JUST A DRAFT OF ONE SCHEDULE THAT COULD OCCUR. AS YOU CAN SEE, THERE'S COUNSELING, THERE'S INDIVIDUAL SESSIONS, THERE'S ACADEMIC TIME MONDAY THROUGH THURSDAY. ON FRIDAY, THEY WOULD GO OUT INTO THEIR INTERNSHIP WORK DAY. THAT'S A PARTNERSHIP THAT WE ALREADY HAVE ESTABLISHED WITH OUR BUSINESS COMMUNITY. SO THEY GET THE BEST OF BOTH WORLDS, THEIR ACADEMICS AND WORK OR INTERNSHIPS. THEY MAY BE INVOLVED IN PROJECTS WITH COMMUNITIES, BUT THEY'LL BE INVOLVED IN SOME TYPE OF BUSINESS. THIS COULD CHANGE SOMEWHAT. STUDENTS MAY COME AND SAY, I HAVE AN OPPORTUNITY, I HAVE A JOB. I WANT TO CONTINUE THAT OPPORTUNITY. SO THEY MAY COME IN THE MORNING AND THEN THE AFTERNOON GO, BUT THEY MAY COME FIVE DAYS A WEEK IN THE MORNING AND GO. BUT WE'RE GOING TO BE FLEXIBLE WITH THESE STUDENTS, BUT THEY STILL HAVE TO GO THROUGH ALL THE GUIDELINES THAT WE SET FOR COUNSELING AND ACADEMICS. OUR STAFFING, WE'LL HAVE A PROGRAM COORDINATOR, AN OFFICE MANAGER, A TEACHER AND A SCHOOL COUNSELOR. THIS FUNDING WILL OCCUR AND BE OBTAINED FROM THE STATE FUNDING. WE HAVE HAD A GREAT OPPORTUNITY TO WORK WITH THE COUNTY AND BEHAVIORAL SERVICES AND THEY WILL BE PROVIDING US WITH THE COUNSELORS, THE CONDITIONS, SUPPORT STAFF, AS WELL AS GRANTS THAT THEY HAVE FROM THE STATE. FINALLY WE ARE WAITING THE LEGISLATION WAS APPROVED FOR US, SO WE FELT GOOD ABOUT MOVING FORWARD. FUNDING ALLOCATION, JUST WAITING FOR THE FINAL BUDGET TO BE SIGNED BY THE GOVERNOR. WE WILL NOT MOVE FORWARD WITHOUT THAT FUNDING. THIS IS A NO COST TO THE SCHOOL SYSTEM OPPORTUNITY. WE ARE REQUIRED TO REPORT TO THE GENERAL ASSEMBLY. THEY'RE VERY ANXIOUS ABOUT OUR SUCCESS AND HOW WE ARE HELPING STUDENTS. THIS WILL ALSO ALLOW US TO RECEIVE ADDITIONAL FUNDING AS WELL AS COUNCIL OTHER SCHOOL DIVISIONS INTO THIS FIELD. WE'RE WORKING WITH THE STATE AND THE COUNTY BEHAVIORAL HEALTH SERVICES ON SOME FUNDING, AND WE HAVE ALREADY BEEN WORKING WITH THE CHESTERFIELD EDUCATION FOUNDATION AND PRIVATE ORGANIZATIONS TO ALSO OBTAIN FUNDING FOR ADDITIONAL SUPPORT. ARE THERE ANY QUESTIONS? THANK YOU VERY MUCH, DR. DAUGHERTY. BOARD MEMBERS ANY QUESTIONS? MS. BAILEY. YES, I HAVE ONE. HOW WILL YOU HANDLE IF THERE'S A WAITLIST, MORE THAN 25 APPLICANTS? AND IF THERE'S MORE THAN 25 APPLICANTS THAT MEET THE CRITERIA? IS IT A LOTTERY OR IS IT FIRST COME, FIRST SERVE? I MEAN, WHAT'S YOUR PLAN FOR? I COULD SEE 50, 60 KIDS FROM A REGION QUALIFYING FOR THIS PROGRAM. I'M JUST WONDERING HOW YOU'RE GOING TO DEAL WITH THAT? WE ARE GOING TO GO WITH FIRST COME, FIRST SERVE ONCE WE PUBLISH OUT AND WE WILL PUBLISH IT ONE TIME. WE WILL GO THROUGH EACH OF THE APPLICATIONS. THERE WILL BE APPLICATIONS THAT WILL NOT QUALIFY. WE WILL TIME STAMP EVERYTHING AND THEN WE WILL MOVE FORWARD. IF THERE IS A WAIT LIST. WE WILL DO OUR BEST TO WORK THROUGH THAT AND WE WANT TO BE VERY CAREFUL OF HOW LARGE WE GET THE FIRST YEAR. BUT KNOWING MY STAFF, THEY WILL PROBABLY WANT TO EXTEND AND PUSH FORWARD. BUT WE WANT TO MAKE SURE OUR PROCESS AND THIS IS WHAT'S TAKEN US A GREAT DEAL OF TIME, THE PROCESS OF APPLYING AND GOING THROUGH THE INTAKE TO GET IN BECAUSE ONCE, WE BRING YOU IN, THEN LET'S START. AND THE GOAL IS TO HAVE A NUMBER OF STUDENTS READY TO START ON THE FIRST DAY OF SCHOOL. SO IF THE FUNDING IS APPROVED JULY 1ST, I MEAN, AS SOON AS IT'S APPROVED, WE WILL ADVERTISE THE POSITIONS. WE'VE ALREADY HAD PEOPLE INTERESTED IN THE POSITIONS. HOW DO YOU SHOW THE JOB DESCRIPTIONS? BUT THEY'RE INTERESTED. WE'VE HAD PEOPLE INTERESTED ON WHEN IT'S GOING TO START, HOW THEY CAN HELP. BUT THE OPPORTUNITY IS TO GO OUT. [01:15:01] AND I DON'T WANT TO SAY RECRUIT, BUT MAKE SURE PEOPLE KNOW ABOUT IT. AND WORKING WITH THE MEDICAL PROFESSION, THE COUNSELING CENTERS, A LOT OF PEOPLE, THOUGHT WE'D ALREADY STARTED AND THEY'RE JUST WAITING NOW FOR US TO OPEN THE DOORS. RIGHT. THAT'S WHAT I WAS CONCERNED ABOUT, A WAITLIST AND LETTING THE PUBLIC KNOW HOW THAT WAS GOING TO HANDLE THEM. THIS JUST BRINGS TEARS TO MY EYES. I THINK THIS IS WONDERFUL. THIS JUST LIKE REBECCA HARMON AND THE DROPOUT PREVENTION PROGRAMS THIS IS SAVING CHILDREN. SAVING CHILDREN AND AND DR. D, MORE THAN ANYTHING, I RESPECT YOU FOR EVERYTHING, THE LITERACY PROGRAMS AND EVERYTHING THAT YOU THE DROPOUT PREVENTIONS. BUT THIS ONE WAS TRULY YOUR BABY. AND YOU HAVE BROUGHT THIS HOME. AND I'M SO EXCITED TO SEE IT TO GET STARTED. AND I THANK YOU FOR THAT. I DO HAVE JUST ONE QUESTION. CAN YOU DESCRIBE THE REGION? WHERE ARE THEY COMING FROM? THANKS FOR THAT. APPRECIATE IT. RICHMOND CITY, HENRICO, HANOVER, POWELLTON. GOOCHLAND. LET ME GO THROUGH HERE. PRINCE GEORGE, HOPEWELL, COLONIAL HEIGHTS, PETERSBURG, SURRY. THERE'S 14 IN OUR REGION. I HAVE A. YES. YES, MS. HEFFRON. SO DR. DAUGHERTY SO KIND OF ON THAT. HOW WE'RE GOING TO IDENTIFY PARTICIPANTS. CAN STUDENTS, POTENTIAL STUDENTS SELF IDENTIFY OR IS THERE A REFERRAL PROCESS? YES MA'AM. THAT'S A GREAT QUESTION. WE FOLLOWED THE GUIDELINES FROM THE RECOVERY HIGH SCHOOL PROGRAMS AROUND THE COUNTRY, AND THEY DO HAVE TO COME OUT OF A TREATMENT CENTER OR HAVE IT. USUALLY THE TREATMENT CENTERS ALLOW FOR 20 TO 30 DAYS OF DRUG FREE ENVIRONMENT. WE CANNOT BE THE TREATMENT CENTER. WE HAVE TO BE THE RECOVERY OF FOR COUNSELING TO MOVE THEM FORWARD. AND IF A DOCTOR CAN SIGN OFF THAT THEY'VE BEEN THEY'VE MONITORED THAT FOR 20 OR 30 DAYS, THEN AND WE HAD DISCUSSED THAT AS WELL. BUT AN INDIVIDUAL PERSON COULD NOT SELF-IDENTIFY BECAUSE WE DO THERE IS ACCOUNTABILITY ON OUR PART AND WE WANT TO MAKE SURE THAT THEY'VE BEEN ABLE TO GET TO THAT POINT. SO WHAT WOULD THE TYPICAL LENGTH OF THE PROGRAM LOOK LIKE FOR A STUDENT? AND I KNOW WE'RE GOING TO START IT'S GOING TO, YOU KNOW, RUN THE SCHOOL YEAR. BUT IF A STUDENT COMES IN AND WOULD A STUDENT BE ABLE TO WE'RE OPEN ALL SUMMER? BUT I MEAN, WOULD A STUDENT COME IN FOR 90 DAYS? OR. AS LONG AS THEY WANT? OUR GOAL IS WE'D LIKE THEM TO STAY THE ENTIRE TIME UNTIL THEY FINISH GRADUATION. SO THEY'LL BE ROLLING ADMISSIONS WHEN A SEAT OPENS UP. AND WE OPEN UP ANOTHER ONE. WE CALL, THE OPPORTUNITY IS THEY CAN COMPLETE THEIR COURSEWORK ACTUALLY IN A FASTER RATE THAN THEY COULD AT SCHOOL. AND SO THE OPPORTUNITY IS YOU COULD HAVE A STUDENT WHO WAS SUFFERING, HAVING A DIFFICULT TIME, AND THEN THEY WERE COMING IN AND THEY WERE OVER AGE, BUT UNDER CREDIT. AND OUR STAFF DOES A PHENOMENAL JOB OF WORKING WITH YOUNG MEN OR YOUNG WOMEN WHO ARE OVER AGE AND UNDER CREDIT. SO WE WOULD GET THEM TO THAT POINT. AND SO WHAT THE AGREEMENT IS, WE WILL FOLLOW THEIR COURSE SET UP FROM THEIR SCHOOL. SO WHATEVER THEIR COURSES WERE LINED TO TAKE, WE WOULD FOLLOW THEM AND GET THEM TO THE FINISH LINE, THEN NOTIFY THE SCHOOL THAT THEY'RE ELIGIBLE TO GRADUATE WITH THEM IF IT'S NEAR THE END OF THE GRADUATION TIME, THAT'S GREAT. IF THEY WANT A DIPLOMA AHEAD OF TIME, THEN WE CAN TAKE CARE OF THAT AS WELL. SO WE ARE WORKING. THE REQUIREMENT OF THE SCHOOL DIVISIONS AROUND US IS TO SEND US YOUR CHILDREN. WE'LL KEEP IN CONSTANT CONTACT WITH YOU BECAUSE WE HAVE TO GIVE THEM THEIR ENROLLMENT BECAUSE THEY ARE STILL UNDER THE GUIDELINES AND RULES OF THE COUNTY IF THEY'RE FROM POWELLTON OR GOOCHLAND, AND THEN WHEN THEY FINISH, THEY CAN GO BACK COMPLETED. WE'VE CERTIFIED THAT THEY'VE COMPLETED THEIR REQUIREMENTS FOR THE STATE AND THEY CAN GET THEIR DIPLOMA. SO THEY CAN. THEY WANT TO STAY THE ENTIRE TIME. WE WOULD LOVE THAT IF THEY FEEL THAT THEY'RE READY TO GO BACK TO SCHOOL, BECAUSE IF THEY WERE SUPPOSED TO BE A 12TH GRADER AND THEY WERE MARKED AS A 10TH GRADER, AND THEY'VE BEEN ABLE TO CATCH UP AND THEY WANT TO GRADUATE WITH THEIR CLASS AND THEY CAN, YOU KNOW, WE CAN'T STOP YOU FROM LEAVING. THAT'S THE ONE THING WE HAVE TO REMEMBER. IF YOU COME IN THREE WEEKS AND SAY, I WANT TO GO BACK TO MY SCHOOL, WE HAVE TO NOTIFY THE SCHOOL THEY'RE COMING BACK. IT OPENS UP A SEAT. OUR GOAL IS THAT OUR STAFF ARE CARING. THEY'RE GOING TO BE EXPERTS IN THE FIELD. AND THESE STUDENTS FEEL THAT THEY WANT TO COME BECAUSE THEY KNOW THEY'RE GOING TO BE SUCCESSFUL. AND IF WE DO THAT, WELL, WE'LL HAVE A LOT OF SUCCESS. [01:20:05] I HAVE TO SAY, THIS IS I KNOW WE TALKED ABOUT THE SUBSTANCE USE DISORDER WAS IN CRISIS BEFORE THE PANDEMIC. AND NOW I THINK THAT WE ARE HEADING INTO, UNFORTUNATELY, GOING TO HAVE A VERY LARGE DEMAND FOR THESE SERVICES. AND I'M VERY GRATEFUL FOR YOUR VISION TO BRING THIS TO THE COUNTY. AND I'M ESPECIALLY GRATEFUL FOR THE SUPPORT THAT WE HAVE FROM OUR COMMUNITY TO DO THIS AND DON'T EVEN KNOW WHO THE KIDS WHO WILL BE THERE. BUT I'M ALREADY PROUD OF THEM AND THEIR FAMILIES FOR BEING BRAVE AND WANTING TO SUCCEED AT ALL COSTS. SO THANK YOU SO MUCH FOR GIVING THAT SPACE FOR THEM TO DO THAT. MS. HAINES. I GUESS MY ONLY REQUEST IS IF YOU CAN GET THE GENERAL ASSEMBLY TO FUND 50 INSTEAD OF 25. YES. I THINK THE. THE NEED IS STAGGERING. I KNOW YOU KNOW THAT IT JUST THE NEED IS STAGGERING. I THINK THAT'S THE KEY. THAT WAS THE ONE NICE THING FROM THE GENERAL ASSEMBLY WAS THAT THEY WANTED A REPORT IN DECEMBER BECAUSE I THINK THEY WILL SEE THE NEED AND I THINK THAT WOULD BE BENEFICIAL TO US. THANK YOU VERY MUCH FOR THAT UPDATE. NEXT WE HAVE ANNOUNCEMENTS, COMMUNICATIONS AND SCHOOL BOARD COMMENTS. SCHOOL BOARD MEMBERS ARE THERE ANY ANNOUNCEMENTS OR COMMENTS? THE NEXT SCHOOL BOARD BUSINESS MEETING WILL BE HELD THIS EVENING, APRIL 12, 2022, AT 6:30 P.M.. IF THERE'S NO FURTHER PUBLIC BUSINESS, WE WILL ENTER INTO CLOSED SESSION, WHICH [F. Adjournment into Closed Session] WILL BE HELD IN THE PUBLIC MEETING ROOMS, CONFERENCE ROOM. MADAM CLERK, PLEASE ANNOUNCE THE 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 DISCIPLINARY MATTERS. MEMBERS OF THE BOARD, YOU HAVE 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 CLERK, WILL YOU PLEASE CALL ROLL ON THE MOTION? DEBBIE BAILEY. AYE. RYAN HARTER. AYE. KATHRYN HAINES. AYE. DOT HEFFRON. AYE. ANN COKER. AYE. WE ARE NOW IN CLOSED SESSION. DO I HAVE A MOTION TO RECONVENE? IN OPEN SESSION. SO MOVED. IS THERE A SECOND? SECOND. THE BOARD IS NOW IN OPEN SESSION. MADAM CLERK, WOULD YOU PLEASE READ THE RESOLUTION CERTIFYING THE CLOSED SESSION? 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 THE CERTIFICATION RESOLUTION APPLIES AND TWO ONLY SUCH 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 CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? DEBBIE BAILEY. AYE. RYAN HARTER. AYE. KATHRYN HAINES. AYE. DOT HEFFRON. AYE. ANN COKER. AYE. THE MOTION CARRIES. IS THERE A MOTION REGARDING THE FIRST PERSONNEL MATTER? IN CASE NUMBER 2021-22/21 HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION. DEBBIE BAILEY. AYE. RYAN HARTER. AYE. KATHRYN HAINES. AYE. DOT HEFFRON. AYE. ANN COKER. AYE. THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2021-22/22 H.R. IT IS RECOMMENDED THAT THE SUPERINTENDENTS RECOMMENDATION BE UPHELD. IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION. DEBBIE BAILEY. AYE. RYAN HARTER. AYE. KATHRYN HAINES. AYE. DOT HEFFRON. AYE. ANN COKER. AYE. THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER. IN CASE NUMBER 2021-22/23 H.R. IT IS RECOMMENDED THAT THE SUPERINTENDENTS RECOMMENDATION BE UPHELD. IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? DEBBIE BAILEY. AYE. RYAN HARTER. AYE. KATHRYN HAINES. AYE. DOT HEFFRON. AYE. ANN COKER. AYE. THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT PERSONAL MATTER IN CASE NUMBER 2021-22/24 HR. [01:25:02] IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? DEBBIE BAILEY. AYE. RYAN HARTER. AYE. KATHRYN HAINES. AYE. DOT HEFFRON. AYE. ANN COKER. AYE. THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER? IN CASE NUMBER 2021-22/25 HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? DEBBIE BAILEY. AYE. RYAN HARTER. AYE. KATHRYN HAINES. AYE. DOT HEFFRON. AYE. ANN COKER. AYE. THE MOTION CARRIES. * This transcript was compiled from uncorrected Closed Captioning.