May 10, 2022 May 10, 2022 - Work Session - 4 p.m.

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GOOD AFTERNOON.

I'D LIKE TO CALL THE MAY 10TH, 2022 SCHOOL BOARD WORK SESSION TO ORDER.

[A. Meeting Opening]

[B. SHAB Committee Report]

UN AND MS..

VILLATORO. SORRY IF I MISPRONOUNCED HILL.

HELLO. GOOD AFTERNOON.

I'M DR. YUEN.

THE OTHER PERSON YOU MENTIONED IS NOT HERE TODAY DUE TO A PERSONAL CONFLICT.

SO I'LL BE THE ONE GIVING THE THE UPDATE.

SO I JUST WANTED TO INTRODUCE MYSELF.

I HAVE MET SOME OF YOU, BUT NOT ALL OF YOU.

I AM THE CURRENT CHAIRPERSON OF SHAB.

MY BACKGROUND IS I'M A PEDIATRICIAN AND ADOLESCENT MEDICINE PHYSICIAN AND I ALSO HAVE A BACKGROUND IN PUBLIC HEALTH AND CLINICAL ETHICS AND I'VE ACTUALLY STARTED SUBBING SOME AT THE SCHOOL.

SO IT'S GIVEN ME SOME SORT OF PERSONAL INSIGHT INTO INTO THIS STUFF WE'VE BEEN TALKING ABOUT THROUGH OUR COMMITTEE.

OKAY. SO AS YOU HAVE PROBABLY PREVIOUSLY HEARD, SHABAAB PRIDES ITSELF ON ATTEMPTING TO ALWAYS VIEW ISSUES THROUGH AN EQUITY LENS.

WE FEEL THAT THIS IS IMPORTANT TO HELP ACHIEVE HEALTH EQUITY FOR OUR STUDENTS.

AN EQUITY LENS CAN HELP US PRIORITIZE WHERE WE SHOULD PLACE RESOURCES AND HOW TO FOCUS OUR EFFORTS, KNOWING THAT SOME STUDENT POPULATIONS WILL HAVE GREATER NEED AND GREATER BARRIERS TO GOOD HEALTH, AND THAT THESE POPULATIONS MAY NEED ADDITIONAL RESOURCES.

SO SPECIFICALLY, WE PAY ATTENTION TO THE NUMBER AS WELL AS THE PERCENTAGE OF KIDS WITH CHRONIC HEALTH CONDITIONS, THE RACIAL AND ETHNIC COMPOSITION OF SCHOOLS, THE AMOUNT OF KIDS GETTING A FREE OR REDUCED LUNCH.

AND OBVIOUSLY THAT THAT TERM IS IN TIMES WHERE NOT EVERYBODY IS GETTING FREE OR REDUCED LUNCH.

SO NON-COVID YEARS THE SIZE OF THE ESL AND SPECIAL EDUCATION POPULATIONS, THE ACADEMIC PERFORMANCE AT DIFFERENT SCHOOLS, AND THEIR TITLE ONE STATUS.

SO IN TERMS OF WHAT WE'VE BEEN WORKING ON THIS YEAR, A LARGE AMOUNT OF OUR TIME OVER THE LAST YEAR HAS BEEN FOCUSED ON LOOKING AT THE WELLNESS POLICY 4190. WE'VE BEEN LOOKING AT DIFFERENT PIECES OF IT AT DIFFERENT MEETINGS THROUGHOUT THE YEAR.

WE WILL BE FINALIZING A REVIEW OF IT AT OUR UPCOMING MEETING NEXT WEEK, AND SO WE'LL HAVE FINAL WRITTEN RECOMMENDATIONS AT THAT TIME.

BUT OUR MAJOR AREAS OF FOCUS HAVE BEEN PHYSICAL ACTIVITY AND NUTRITION.

AND IN THE FUTURE, WE ALSO PLAN TO FOCUS ON ACCESS TO MENTAL HEALTH PROFESSIONALS AND SERVICES AND AN EVIDENCE BASED FAMILY LIFE EDUCATION PROGRAM.

SO IN TERMS OF PHYSICAL ACTIVITY, SO ONE OF THE MAIN THINGS THAT WE'VE BEEN TALKING ABOUT IN OUR COMMITTEE IS THAT PHYSICAL ACTIVITY IMPROVES NOT ONLY PHYSICAL HEALTH, BUT MENTAL HEALTH AND ACADEMIC SUCCESS AS WELL.

AND I THINK THAT'S SOMETHING THAT WE'VE ALL.

WE LIKE THE COUNTRY HAVE LEARNED DURING THE PANDEMIC, IS THAT ALL OF THESE PIECES ARE CONNECTED, PHYSICAL ACTIVITY AND MENTAL HEALTH AND WELLBEING.

AND ACADEMICS ARE NOT THINGS THAT CAN BE SEEN IN ISOLATION, BUT THEY'RE REALLY INTERCONNECTED.

AND I THINK ONE RESULT OF THE COVID PANDEMIC HAS BEEN AN INCREASED FOCUS ON SOCIAL EMOTIONAL LEARNING AND AN INCREASED AWARENESS OF THE EFFECT OF MENTAL HEALTH ON EDUCATION.

WE HAVE PROBABLY ALL SEEN, EITHER IN OUR OWN CHILDREN OR STUDENTS, A NUMBER OF OF OF KIDS WHO HAVE BEEN AFFECTED.

WE'VE HEARD THAT BEHAVIOR PROBLEMS ARE DIFFERENT OVER THE PAST COUPLE OF YEARS.

THE MENTAL HEALTH PROVIDERS ON THE SHABAAB COMMITTEE HAVE BEEN COMMENTING ON HOW OVERWHELMED THEY FEEL BY THE NUMBER OF PATIENTS THEY'RE SEEING, AS WELL AS THE SEVERITY OF THE PROBLEMS THOSE KIDS HAVE.

THE LAST MEETING, ONE OF THE PROVIDERS MENTIONED THAT HE'S SEEING THREE TIMES AS MANY PATIENTS WITH THREE TIMES THE PATHOLOGY EACH.

SO THOSE THOSE PEOPLE ARE JUST COMPLETELY OVERWHELMED THE LAST COUPLE OF YEARS.

AND SUICIDE RATES HAVE ALSO GONE UP SIGNIFICANTLY.

AND RESEARCH HAS SHOWN US TIME AND AGAIN THAT ONE OF THE BEST WAYS WE CAN HELP IS BY PROMOTING PHYSICAL ACTIVITY, PARTICULARLY WITHIN THE SCHOOL SETTING.

OUR COMMITTEE LOOKED AT SOME JOURNAL ARTICLES.

THERE WAS A VERY RECENT META ANALYSIS, SO A REVIEW OF A NUMBER OF OTHER ARTICLES THAT DOCUMENTS THAT SCHOOL RELATED PHYSICAL ACTIVITY HAS A POSITIVE EFFECT ON A NUMBER OF MENTAL HEALTH OUTCOMES.

I HAVE A I CAN SEND OUT A LINK TO THAT ARTICLE FOR ANYBODY WHO IS INTERESTED IN THE NITTY GRITTY DETAILS.

SHAB ALSO RECEIVED A NUMBER OF PRESENTATIONS ON PHYSICAL ACTIVITY, INCLUDING INFORMATION FROM THE SURVEY OF SCHOOL PRINCIPALS A COUPLE OF YEARS AGO AND PRESENTATIONS ON NATIONAL TRENDS AND BEST PRACTICES REGARDING RECESS.

SO OUR VERY STRONG RECOMMENDATION AT THIS TIME IS TO INCREASE THE DAILY RECESS IN ELEMENTARY SCHOOLS TO 220 MINUTE TIME PERIODS, IDEALLY OUTSIDE, WEATHER PERMITTING. SO WE UNDERSTAND THAT THIS IS ONLY AN EXTRA 5 MINUTES PER RECESS PERIOD.

BUT THE AMOUNT OF TIME THAT SPENT IN TRANSITION, ESPECIALLY FOR THOSE YOUNGER KIDS, IT EATS UP A LOT OF THE ACTUAL PHYSICAL ACTIVITY TIME.

[00:05:08]

AND IF IT'S TAKING A FEW MINUTES TO GET OUTSIDE AND A FEW MINUTES BACK IN OUT OF A 15 MINUTE RECESS PERIOD, THERE MAY BE PLAYING FOR 9 MINUTES.

SO AN ADDITIONAL 5 MINUTES IS ACTUALLY A PRETTY, PRETTY BIG EXTRA CHUNK.

OUR SECOND RECOMMENDATION REGARDING PHYSICAL ACTIVITY IS TO ENSURE THAT RECESS IS NEVER TAKEN AWAY AS A PUNISHMENT.

PEOPLE IN OUR COMMITTEE HAD SPOKEN ABOUT A NUMBER OF TIMES THAT THEY HAD HEARD ABOUT ANECDOTALLY THAT RECESS IS BEING USED EITHER AS A AS A PUNITIVE TOOL.

YOU ARE MISBEHAVING AND THEREFORE YOU HAVE TO STAY INSIDE FOR RECESS.

OR IT SOUNDS LIKE IT'S FAIRLY COMMON THAT STUDENTS ARE ASKED TO MAKE UP WORK DURING THE RECESS PERIOD.

THEY HAVE TO STAY INSIDE UNTIL THEY CAN FINISH THEIR WORK AND THEN THEY CAN GO OUTSIDE.

AND THAT'S SOMETHING I ACTUALLY SAW WHEN I WAS SUBBING LAST WEEK, WHICH.

FINISHING ACADEMIC WORK IS OBVIOUSLY IMPORTANT.

BUT I WE TALKED AS A COMMITTEE A LOT ABOUT HOW RECESS NEEDS TO BE SEEN AS IMPORTANT AND IT'S IN ITS OWN RIGHT AND NOT SOMETHING THAT CAN BE DONE WHEN YOU'RE FINISHED.

IT'S NOT EXACTLY THE SAME THING AS YOU GO HOME AND YOU DO YOUR HOMEWORK AND THEN YOU PLAY RECESS IN SCHOOL.

IS IT TIME FOR KIDS TO HAVE A MENTAL BREAK AND GET PHYSICAL ACTIVITY THAT ACTUALLY HELPS THEM SUCCEED BETTER ACADEMICALLY AS WELL AS IN TERMS OF MENTAL HEALTH? SO WE WOULD LIKE TO SEE SEE THAT THAT NOT HAPPENING IN THE SCHOOLS.

AND OUR LAST RECOMMENDATION IN TERMS OF PHYSICAL ACTIVITY IS TO INCORPORATE PHYSICAL ACTIVITY AS MUCH AS POSSIBLE INTO THE CLASSROOM SETTING, SUCH AS ACTIVITIES THAT CAN INVOLVE MOVEMENT OR SEATING OPTIONS THAT ALLOW MOVEMENT.

MOVING ON TO SCHOOL NUTRITION.

I THINK ANOTHER THING THAT THE PANDEMIC HAS SHOWN US IS THE ROLE THAT SCHOOL NUTRITION PLAYS FOR OUR FAMILIES AND STUDENTS, AS WE'RE ALL PROBABLY AWARE.

SCHOOL MEALS PLAY A BIG ROLE IN IN THE NUTRITION THAT SOME OF OUR STUDENTS RECEIVE.

SOME KIDS DON'T HAVE ACCESS TO HEALTHY MEALS OUTSIDE OF SCHOOL, BREAKFAST AND LUNCH.

SO IT'S REALLY CRITICAL THAT THOSE THOSE MEALS ARE PROVIDING AS MUCH AS THEY CAN TO THOSE KIDS.

THE SCHOOL NUTRITION SERVICES GAVE SHAB AN UPDATE ABOUT THE EXPANDED MEAL ACCESS THAT'S BEEN AVAILABLE OVER THE PAST COUPLE OF YEARS DURING THE PUBLIC HEALTH EMERGENCY.

AND BASED ON ALL OF THAT INFORMATION, SHAB HAD A FEW RECOMMENDATIONS THAT WE WOULD LIKE TO MAKE.

ONE WAS THAT THE MEAL VIEWER INFORMATION BE UPDATED WITH AN INGREDIENT LIST FOR ALL THE FOODS THAT ARE PROVIDED.

AND THE REASON FOR THAT IS THAT FAMILIES WITH KIDS THAT HAVE EITHER ALLERGIES, FOOD ALLERGIES, FOOD INTOLERANCE, TOLERANCES OR RELIGIOUS REASONS FOR AVOIDING CERTAIN FOODS NEED TO BE ABLE TO DECIDE EXACTLY WHAT IS SAFE AND WHAT IS NOT SAFE FOR THEIR KIDS.

SO WITHOUT AN INGREDIENT LIST, THEY MAY NOT KNOW IF IF WHEY IS A IT'S AN INGREDIENT WAY DOWN ON THE LIST AND SOMETHING THAT LOOKS LIKE IT WOULDN'T HAVE IT HAVE IT IN THAT FOOD.

THE FAMILY NEEDS TO BE ABLE TO ACTUALLY TELL FOR SURE IF THAT THAT FOOD CONTAINS AN ALLERGEN FOR THE FOR THE KIDS OR NOT.

AND SIMILARLY, WE WOULD LIKE TO RECOMMEND THE USE OF FOOD PERMISSION SLIPS, INCLUDING INGREDIENT LISTS WHEN FOOD IS USED IN K THROUGH EIGHT CLASSROOMS AGAIN SO THAT PARENTS AND FAMILIES CAN HAVE ACCESS TO THE INFORMATION THAT WOULD HELP THEM DECIDE WHETHER OR NOT THOSE FOODS ARE SAFE FOR KIDS, PARTICULARLY THOSE KIDS THAT HAVE FOOD ALLERGIES OR SENSITIVITIES.

WE DID NOT RECOMMEND THAT AT THE HIGH SCHOOL SETTING BECAUSE WE FELT THAT HIGH SCHOOL KIDS ARE PRETTY INDEPENDENT IN MAKING THEIR FOOD CHOICES, AND IT DIDN'T SEEM AS RELEVANT TO FORCE PARENTS TO GIVE PERMISSION FOR THAT.

OR WHEN KIDS ARE PRETTY INDEPENDENT, MAYBE BUYING THEIR OWN FOOD VENDING MACHINES AND THINGS LIKE THAT.

SO LESS LESS RELEVANT AT THAT SETTING.

BUT WE FELT IT WAS IMPORTANT AT THE K THROUGH EIGHT LEVEL.

OUR THIRD RECOMMENDATION IN TERMS OF SCHOOL NUTRITION IS TO AVOID USING FOOD AS A REWARD WHENEVER POSSIBLE.

AND THERE WERE A NUMBER OF PEOPLE ON OUR COMMITTEE THAT DISCUSSED THAT.

WE FELT VERY STRONGLY ABOUT THIS.

WE HEARD STORIES ABOUT SETTINGS WHERE CANDY TREATS ARE BEING PROVIDED AS AN INCENTIVE FOR KIDS TO PAY ATTENTION TO A LESSON.

AND THEN AT THE END, THEY CAN RECEIVE THEIR X, Y OR Z CANDY.

AND A NUMBER OF COMMITTEE MEMBERS FELT THAT THAT THAT SORT OF FOOD BEING USED AS A REWARD OR AS A BRIBE IN THE LARGER SCHEME IS PART OF WHAT CAN LEAD DOWN THE ROAD TO AN UNHEALTHY RELATIONSHIP WITH FOOD, AS FOOD IS SEEN AS SORT OF A POSITIVE THING OR A REWARDING THING, THAT THAT EMOTIONAL RELATIONSHIP WITH FOOD IS NOT THE HEALTHIEST ONE IN THE LONG RUN.

SOME OF OUR MEMBERS HAVE WORKED WITH EATING DISORDERS, AND THERE ARE MANY PEDIATRICIANS AND FAMILY HEALTH PROVIDERS WHO HAVE SEEN THE THE CONSEQUENCES OF UNHEALTHY RELATIONSHIPS WITH FOOD IN KIDS, INCLUDING OBESITY, OR ON THE OTHER END OF THE SPECTRUM, EXTREME CONTROL OVER FOOD AS WE SEE IN EATING DISORDERS.

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WE UNDERSTAND THAT THERE ARE TIMES WHERE FOOD IS USED AS A CELEBRATION AND THAT THAT'S NOT WHAT WE'RE TALKING ABOUT, OR WE'RE ALSO NOT TALKING ABOUT SORT OF EXTENUATING CIRCUMSTANCES WHERE SCHOOL PSYCHOLOGISTS OR IN SPECIAL SETTINGS THAT FOOD IS SORT OF USED IN THOSE IN THOSE SETTINGS WE'RE TALKING ABOUT THROUGH THE DAY TO DAY IN THE CLASSROOM. EVERY DAY YOU GET YOUR SKITTLES AT THE END OF THE MATH LESSON BECAUSE YOU PAID ATTENTION.

THAT'S WHAT WE WOULD WE WOULD LIKE TO RECOMMEND NOT HAPPEN ANYMORE.

AND THEN WE WOULD LIKE TO RECOMMEND CONTINUE TO LOOK INTO THE NUTRITIONAL QUALITY OF SCHOOL MEALS AS WE'VE RECOMMENDED IN THE PAST AND CONTINUE TO SUPPORT WE CONTINUE TO SUPPORT EXPANDED ACCESS TO FREE MEALS FOR STUDENTS THROUGH THE FEDERAL PROGRAMS. WE UNDERSTAND, OBVIOUSLY, THAT THAT'S LIKELY TO CHANGE OVER THE NEXT YEAR, MAYBE SOME PERIOD OF TIME.

IN TERMS OF MENTAL HEALTH SUPPORT.

I HAD MENTIONED THIS PREVIOUSLY DURING WHEN I WAS TALKING ABOUT PHYSICAL ACTIVITY, AND CHUBB HAS MADE RECOMMENDATIONS IN THIS AREA IN THE PAST.

BUT AS I MENTIONED, I THINK THE PANDEMIC HAS REALLY RENEWED OUR INTEREST IN IN MENTAL HEALTH AND ACCESS TO MENTAL HEALTH SUPPORTS AND SERVICES.

AND ONE SIGNIFICANT WAY THAT WE CAN DO THIS TO SUPPORT STUDENTS SOCIAL AND EMOTIONAL HEALTH IS THROUGH PROVIDING ACTIVITIES FOR PHYSICAL ACTIVITY DURING THE SCHOOL DAY.

SO THOSE LONGER RECESS PERIODS AND NOT NOT TAKING AWAY RESOURCES RECESS AS A AS A PUNISHMENT SINCE WE KNOW THAT THE RECESS IN ITSELF ACTUALLY HELPS IMPROVE THE BEHAVIORS THAT WE THAT WE WANT TO SEE.

RESEARCH HAS SHOWN THAT PHYSICAL ACTIVITY IMPROVES VARIOUS ASPECTS OF MENTAL HEALTH, INCLUDING RESILIENCY, OVERALL MENTAL WELL-BEING AND LEADS TO A DECREASE IN ANXIETY, WHICH ARE ALL.

I THINK THOSE ARE THREE THINGS THAT ARE PARTICULARLY IMPORTANT GIVEN THE EFFECTS OF THE PANDEMIC THAT WE'VE THAT WE'VE BEEN SEEING IN KIDS IN SCHOOLS.

SO WE WOULD LIKE TO RECOMMEND THAT THE SCHOOL DISTRICT PRIORITIZE RESOURCES FOR BOTH STUDENTS AND STAFF TO HELP WITH SOCIAL AND EMOTIONAL HEALTH.

AND TO ACCOMPLISH THIS, WE WOULD RECOMMEND HIRING ADDITIONAL PROFESSIONALS SUCH AS COUNSELORS, SOCIAL WORKERS AND SCHOOL PSYCHOLOGISTS.

FAMILY LIFE. EDUCATION IS SORT OF SOMETHING WE HAVE PENDING.

WE HAD BEEN ANTICIPATING THE RELEASE OF THE NEW CELLS IN THIS AREA AND WE UNDERSTAND THOSE ARE NOT AVAILABLE YET.

AND SHAB HAD BEEN ASKED TO BE A PUBLIC BODY THAT PROVIDES SOME GUIDANCE AND FEEDBACK ON THE FAMILY LIFE EDUCATION PROGRAM.

WE HEARD A COUPLE OF PRESENTATIONS, INCLUDING ONE BY THE FAMILYLIFE NURSE EDUCATORS, TO SORT OF GIVE US THE BACKGROUND AND PREPARE US FOR THAT.

AND SINCE WE WEREN'T ABLE TO REVIEW THE CELLS THIS YEAR DURING OUR MEETINGS, WHAT WE DECIDED TO DO WAS TO FORM A FAMILY LIFE SUBCOMMITTEE SO THAT WE ARE ABLE TO GIVE TIMELY FEEDBACK DURING THE PUBLIC COMMENT PERIOD WHENEVER THAT INFORMATION DOES BECOME PUBLIC.

THE OTHER TOPICS THAT WE HAVE ADDRESSED THIS YEAR WITH A LITTLE BIT LESS ATTENTION, ARE ENVIRONMENTAL HEALTH CONCERNS RELATED TO CROWDING, OVERCROWDING AND USE OF TRAILERS AND THE STATUS OF THE HVAC SYSTEMS. THOSE ARE THINGS THAT WE CONTINUE TO INFORM OURSELVES ABOUT.

WE ARE GETTING A PRESENTATION ABOUT THE HVAC UPDATES THAT MAY BE HAPPENING AT OUR UPCOMING MEETINGS.

SO THAT'S SOMETHING THAT WE WILL LIKELY CONTINUE TO FOCUS ON IN THE FOLLOWING SCHOOL YEAR.

AND I THINK THAT'S ALL I HAVE.

THANK YOU VERY MUCH FOR THE PRESENTATION.

BOARD MEMBERS IS THERE ANY DISCUSSION? MISS HEFFRON. THANK YOU.

FIRST, I WANT TO THANK YOU FOR YOUR PRESENTATION, AND I ALSO WANT TO THANK YOU FOR YOUR WORK ON THE COMMITTEE.

AND I WANT TO THANK YOU FOR SUBSTITUTING IN OUR CLASSROOMS. BUT IT WAS IMPORTANT. IT WAS INFORMATIVE, I THINK, FOR ME, I'M SURE.

YEAH. YOU GET A WHOLE NEW VIEW FROM THE CLASSROOM AND WE APPRECIATE THAT.

THANK YOU. I WOULD LIKE TO REQUEST THAT YOU WOULD SHARE THAT ARTICLE THAT YOU MENTIONED.

I WOULD LOVE TO LOOK INTO THAT.

AND I'VE GOT LOTS OF NOTES HERE FOR US TO FOLLOW UP ON YOUR RECOMMENDATIONS.

AND I APPRECIATE YOUR TIME AND YOUR WORK.

THANK YOU. THANK YOU.

MS.. BAILEY, I JUST HAVE A QUICK COMMENT, NOT NECESSARILY A QUESTION, BUT AS A TEACHER WHO I SAT HERE AND I LISTENED, OH, I WAS A BAD TEACHER.

I USED CANDY AS REWARD ALL THE TIME.

AND SO I'M JUST WONDERING WHAT ALTERNATIVES, BECAUSE NOT EVERY CHILD IS INTRINSICALLY MOTIVATED AND SOME WERE VERY EXTRA PHYSICALLY MOTIVATED FOR THAT SKITTLE OR THAT TOOTSIE ROLL OR WHATEVER.

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THEY NEED THINGS IN THEIR BAG OF TRICKS TO MOTIVATE SOME STUDENTS.

AND UNFORTUNATELY, FOOD IS CHEAP.

AND I WOULD MAKE A LITERALLY MONTHLY SAM'S CLUB RUN TO BUY THOSE GIGANTIC ONE BAGS OF CANDY.

I'M UNDERSTANDING NOW THAT'S PROBABLY NOT THE HEALTHIEST THING I COULD HAVE DONE FOR 34 YEARS FOR OUR STUDENTS.

I JUST WOULD LIKE MAYBE YOU OUGHT TO BRAINSTORM ALTERNATIVES FOR TEACHERS TO USE INSTEAD OF CANDY, BECAUSE BY JUST TELLING THEM NO, THEY'RE LIKE, OKAY, BUT NOW WHAT DO I DO? BECAUSE IT DOES WORK.

SADLY, IT DOES WORK.

I WOULD HAVE KIDS SIT UP.

ARE YOU THROWING CANDY? YOU KNOW, LET ME AND EVERYBODY JUMPING OUT OF THE SEAT TO RAISE THEIR HAND FOR TO RESPOND OR PARTICIPATE OR WHATEVER.

SO I'M JUST MYSELF BRAINSTORMING HERE THE LEAST EXPENSIVE BECAUSE TEACHERS BUY THESE THINGS OUT OF THEIR POCKETS OFTEN WAYS TO USE THESE MOTIVATIONAL TOYS.

YEAH. SO THAT WOULD BE WONDERFUL FOR YOUR COMMITTEE TO COME UP WITH LIKE A DON'T BUT DO.

SURE. YEAH, I THINK I'M JUST ME PERSONALLY OFF THE TOP OF MY HEAD.

I THINK SOME OF THE THINGS THAT I'VE SEEN HAPPEN IN SCHOOLS THAT DON'T INVOLVE FOOD AS A REWARD ARE THINGS THAT ARE FREE.

MY KIDS SCHOOL USES A POINT SYSTEM AND YOU CAN COLLECT POINTS OVER TIME AND CASH THEM IN TO DO A SHOW AND TELL OR GET TO PICK THE KIDS. BOP I DON'T KNOW, ALL THESE YOUTUBE THINGS, WHATEVER.

THAT'S THE MUSIC FOR THEIR BREAK TIME DURING DURING THE SNACK OR THINGS THINGS LIKE THAT THAT ARE REWARDS BUT THAT DON'T DON'T REQUIRE FOOD AND DON'T ACTUALLY REQUIRE ANY ANY PURCHASES. GRANTED, NOT ALL NOT ALL KIDS ARE GOING TO BE MOTIVATED BY THAT.

AND I USING A TOKEN ECONOMY.

I MEAN, THAT'S WHAT WE CALL IT WHEN YOU ACCUMULATE POINTS AND THEN CASH THEM IN FOR SOMETHING AS IF THEY WERE REAL MONEY, THAT FORCES KIDS TO HAVE A LITTLE BIT OF A LONGER TIMELINE TO GET A REWARD.

AND SO IT'S NOT IT'S NOT THE IMMEDIATE I BEHAVED.

I GET CANDY, I BEHAVED, I GET CANDY.

BUT THAT'S ALSO THE ASSOCIATION WE WANT TO BREAK, RIGHT? LIKE, I'M GOOD.

THEREFORE, I EAT CANDY.

I'M GOOD. THEREFORE I EAT CANDY.

AND THAT'S THAT'S WHERE THE UNHEALTHY RELATIONSHIP WITH FOOD COMES.

SO I THINK I THINK THINKING OF THINGS LIKE THAT, THAT'S A GOOD FEEDBACK FOR OUR COMMITTEE.

AND I'LL, I'LL BRING IT UP AT OUR NEXT MEETING TRYING TO COME UP WITH SOME OTHER IDEAS, BUT THINGS LIKE THAT THAT ARE NON, THEY'RE NOT NON INTANGIBLE REWARDS THAT ARE MORE SORT OF MORE ATTENTION.

YOU GET TO BRING IN A STUFFED ANIMAL AND BE THE ONE WHO'S SHOWING OFF, WHICH COST YOU 42 POINTS OR WHATEVER IT IS.

THANKS, DR.

UN. I JUST WANTED AGAIN TO THANK YOU FOR YOUR INCREDIBLE TIME AND ALL THE MEMBERS OF THE HEALTH ADVISORY BOARD COMMITTEE.

AND IT'S INTERESTING TONIGHT, ACTUALLY, LATER ON IN THE MEETING, WE'RE GOING TO TALK A LITTLE BIT ABOUT SCHOOL BOARDS AND POLICYMAKING THAT THAT IS OUR OUR JOB.

AND THERE'S A NUMBER OF WAYS THAT WE REVISE POLICY.

AND SO IT'S KIND OF, YOU KNOW, IT'S A GOOD TIMING THAT YOU ARE SHOWCASING ONE WAY THAT A POLICY MIGHT BE LOOKED AT AND REVISED.

SOMETIMES IT'S STAFF THAT MIGHT DO A LOT OF THE REVISING.

SOMETIMES IT'S THE SCHOOL BOARD ITSELF.

IT COULD BE LEGAL COUNSEL.

AND FOR FOR THIS POLICY, IT'S REALLY THE INCREDIBLE EXPERTIZE, WHICH INCLUDES MULTIPLE PHYSICIANS AND NURSES AND NUTRITIONISTS AND ON AND ON THE SCHOOL HEALTH ADVISORY BOARD THAT IS REALLY DIGGING IN AND SHARING THEIR EXPERTIZE AND PROVIDING RECOMMENDATIONS.

SO I REALLY I APPRECIATE THAT I'M NOT A PHYSICIAN OR A DIETITIAN, SO I APPRECIATE THAT.

THANK YOU. MR. HARTER. THANK YOU, MADAM CHAIR.

THANK YOU. TO YOU.

TO YOU. AND TO THE ENTIRE COMMITTEE FOR ALL THE WORK THAT YOU GUYS HAVE DONE.

I JUST WANTED TO MAKE SURE THAT I DID SEE THIS CORRECTLY.

SO. ARE YOU RECOMMENDING 220 MINUTE PERIODS? YES. AND CURRENTLY NOW, DO WE HAVE ANY SCHOOLS THAT ARE DOING 220 MINUTE PERIODS? YES. ANECDOTALLY, THERE'S AT LEAST ONE.

I CAN'T REMEMBER WHICH WHICH ELEMENTARY SCHOOL IT IS, BUT THERE IS AT LEAST ONE.

AND THAT'S THAT'S SOMETHING THAT WE TALKED ABOUT DURING OUR COMMITTEE, AS ARE THE.

AND WE UNDERSTAND THAT THE MINUTES ARE ALLOCATED IN A CERTAIN WAY AND THAT THEY HAVE TO BE IN CHUNKS THAT ARE X NUMBER OF MINUTES LONG.

AND, YOU KNOW, MANAGING THE SCHEDULING OF ALL OF THAT IS VERY WHOEVER MAKES THAT SCHEDULE IS PROBABLY UNDERPAID, BUT THERE IS AT LEAST ONE ELEMENTARY SCHOOL DOING IT.

SO THERE ARE ENOUGH MINUTES IN THE DAY TO MAKE IT HAPPEN, FROM OUR UNDERSTANDING.

OKAY. ALL RIGHT.

THANK YOU. SURE. THANK YOU VERY MUCH.

I DID WANT TO DO, I GUESS, ONE CLARIFICATION.

YOU MENTIONED IN THE SCHOOL NUTRITION PIECE ABOUT OBVIOUSLY EXTENDING FREE LUNCHES IF WE CAN, AND WE'VE BEEN ABLE TO DO THAT WITH THE FEDERAL ASSISTANCE.

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SO JUST TO MAKE THAT ANNOUNCEMENT TO THAT, THAT'S SOMETHING FOR OUR FAMILIES TO UNDERSTAND AND AND KNOW THAT THAT WILL BE NOT AVAILABLE AFTER JULY.

THAT WAS OUR UNDERSTANDING, TOO, ALTHOUGH.

IT SEEMS LIKE NOTHING IS EVER PERMANENT.

AND EVERYTHING IS ALWAYS IN FLUX.

SO. RIGHT.

BUT YEAH, LIKE LIKELY AND GLAD WE'VE BEEN ABLE TO DO THAT OVER THIS TIME PERIOD FOR SURE.

SO AGAIN, THANK YOU VERY MUCH FOR ALL YOUR YOUR HARD WORK IN THE COMMITTEE'S HARD WORK.

THANK YOU. SURE. NEXT WE HAVE A PRESENTATION ON THE CARVER COLLEGE AND CAREER ACADEMY ACCREDITATION PLAN FROM DR.

[C. Carver College and Career Academy Accreditation Plan]

GOOD AFTERNOON, MADAM CHAIR.

BOARD MEMBERS. DR.

DOHERTY. MR. ROBERTS.

MY NAME IS STEVEN HAAKE. I'M THE PRINCIPAL OF CARVER ACADEMY HERE TO PROVIDE AN UPDATE ON OUR ALTERNATIVE ACCREDITATION PLAN.

I START WITH A LITTLE BACKGROUND.

VIRGINIA BOARD OF EDUCATION OFFERS ALTERNATIVE SCHOOLS THE OPPORTUNITY TO COME UP WITH AN ALTERNATIVE ACCREDITATION PLAN THAT HAS ALLOWED US A AN OPPORTUNITY TO MODIFY FORMULAS TOWARDS ACCREDITATION STANDARDS WHILE AT THE SAME TIME STILL HITTING THE SAME BENCHMARKS OTHER SCHOOLS WOULD HAVE TO.

SO WE'RE STILL HITTING ON STUDENT ACHIEVEMENT, ACHIEVEMENT GAPS AND STUDENT ENGAGEMENT.

PLANS ARE VETTED BY THE VIRGINIA DEPARTMENT OF EDUCATION AND ULTIMATELY VOTED UPON.

BUT I'M SORRY, THEY'RE VETTED BY VIDO AND ULTIMATELY VOTED UPON BY THE VIRGINIA DEPARTMENT BOARD OF EDUCATION WHEN APPROVED PLANS ARE IN PLACE FOR THREE YEARS UNTIL THERE'S A SUBSTANTIAL CHANGE AT EITHER THE STATE OR FEDERAL LEVEL FOR ACCREDITATION OR THE CURRENT BOARD OF EDUCATION CHANGES THEIR FOCUS ON THE MODELS.

CARVER ACADEMY HAS BEEN AN ALTERNATIVE ACCREDITATION PLAN SINCE 2011, AND DURING THIS TIME WE'VE BENEFITED FROM MODIFICATIONS SUCH AS EXCLUDING CERTAIN STUDENTS FROM COHORT DATA.

MODIFICATION OF OUR LEVEL ONE AND LEVEL TWO.

BENCHMARKS FOR STUDENT ACHIEVEMENT AND BONUS POINTS FOR STUDENT PROGRESS.

THIS FALL, ALL SCHOOLS ACROSS VIRGINIA THAT WERE ON ALTERNATIVE ACCREDITATION PLANS WERE ASKED TO SUBMIT UPDATED PLANS WITH A NEW FOCUS IN THREE DIFFERENT AREAS.

THE FIRST ONE IS A FOCUS ON ACCREDITATION THROUGH DOCUMENTED SCHOOL IMPROVEMENT RATHER THAN MODIFIED STANDARDS.

THE SECOND ONE IS EXPANDING THE DEFINITION OF STUDENT ENGAGEMENT AND WHAT IS ALLOWABLE TO COUNT A STUDENT PRESENT IN CLASS OR NOT.

AND THE LAST ONE IS MODIFYING REQUIREMENTS TO ACHIEVE STUDENT SCHOOL IMPROVEMENT BASED ON OUR TEN, WHICH IS A TERM THAT WE USE FOR REDUCTION AND FAILURE RATE OF 10%.

WE'RE ALLOWED TO MODIFY THEIR.

SO SOME OF THE KEY CHANGES IN OUR PLAN INCLUDE ALL STUDENTS NOW MUST BE COUNTED IN THE COHORT DATA, WITH THE EXCEPTION OF STUDENTS ENTERING A VIRGINIA PUBLIC SCHOOL FOR THE FIRST TIME BEYOND THE AGE OF COMPULSORY ATTENDANCE.

THE BONUS POINTS THAT WE'VE USED IN THE PAST BASED ON INDIVIDUAL STUDENT PERFORMANCE CAN NOW NOT BE INCLUDED FOR THAT.

AND THE MODIFICATIONS OF LEVEL ONE AND LEVEL TWO STANDARDS FOR STUDENT ACHIEVEMENT AND ACHIEVEMENT GAPS ARE NOT PERMITTED.

THE MODIFICATION THE BIG MODIFICATION NOW IS THE THRESHOLD FOR AN IMPROVEMENT THAT IS NOW ALLOWABLE IF IT HAS NOT BEEN IN THE PAST.

THE BIG PART TO TALK ABOUT IS THE IMPACT OF THESE CHANGES.

THE FIRST PART IS IT'S A HUGE WIN.

WHEN WE LOOK AT STUDENT ENGAGEMENT AND EXPANDING THE DEFINITION OF ATTENDANCE.

THIS IS ONE OF THE WINS THAT WE'VE GOTTEN FROM VIRTUAL LEARNING AND SEEING SOME RESEARCH THAT WE CAN STILL IMPACT STUDENTS WHEN THEY'RE NOT IN THE BUILDING.

ONE OF THE BIG CHALLENGES THAT WE SEE IS NOT BEING ABLE TO EXCLUDE STUDENTS FROM A DATA COHORT.

THIS COMES INTO PLAY BECAUSE CARVER ACADEMY HOSTS TWO PROGRAMS THAT ARE NOT DIPLOMA SEEKING PROGRAMS. THE FIRST ONE IS OUR ICF GED PROGRAM.

THIS SUPPORTS STUDENTS BETWEEN THE AGE OF 16 AND 18 WHO FROM SOME CIRCUMSTANCE, THE NORMAL PATH OF HIGH SCHOOL IS NOT THE BEST CHOICE FOR THEM OR THEIR FAMILY.

EVEN THE SUCCESSFUL STUDENTS WHO TEST OUT FOR THEIR GED STILL UNDER THE GRADUATION COMPLETION INDEX WILL BE COUNTED AS A DROPOUT.

THE OTHER ONE IS OUR FAST TRACK PROGRAM.

THIS IS A SMALL PROGRAM THAT WE USE TO ENGAGE STUDENTS LIFE, STUDENTS WHO COME TO THIS COUNTRY AS A LEVEL ONE ESL STUDENT AND GREW UP IN A COUNTRY WHERE THERE WAS NOT COMPULSORY ATTENDANCE.

SO OFTENTIMES WE HAVE STUDENTS WHO MAY HAVE ATTENDED SCHOOL IN THEIR HOME COUNTRY THROUGH THE THIRD GRADE, THEN ENTER THE WORKFORCE.

NOW THEY MOVE TO THE STATE OF VIRGINIA AT THE AGE OF 17, AND WE'RE REQUIRED TO PROVIDE AN EDUCATION FOR THEM RATHER THAN PUT THEM ON A DIPLOMA TRACK.

WE PUT THEM IN A ONE YEAR PROGRAM THAT ALLOWS THEM TO WORK ON LANGUAGE ACQUISITION, WORK ON NAVIGATING THE COUNTRY, AND LOOK AT EDUCATIONAL OPPORTUNITIES

[00:25:09]

THE OTHER BIG FOCUS THAT WE HAVE IS WITHOUT THE ABILITY TO MODIFY LEVEL ONE AND LEVEL TWO BENCHMARKS FOR STUDENT ACHIEVEMENT.

OUR FOCUS REALLY CHANGES AS A SCHOOL TO LOOK SOLELY ON SCHOOL IMPROVEMENT RATHER THAN MODIFIED.

MODIFIED TARGETS.

THAT IS THE SUMMARY OF OUR PLAN.

BEFORE I OPEN IT UP AND ADDRESS ANY QUESTIONS, I REALLY WANT TO MAKE IT CLEAR THAT NO MATTER WHAT OUR ACCREDITATION PLAN EVER SAYS AND THEY CHANGE QUITE OFTEN.

THIS IS THE THIRD ONE THAT I'VE BEEN A PART OF AND I'VE BEEN PRINCIPAL FOR LESS THAN THREE YEARS, AND THEY'RE SUPPOSED TO LAST THREE YEARS.

OUR MISSION WILL NEVER CHANGE.

OUR MISSION IS TO BEST MEET THE NEEDS OF OUR STUDENTS AND FAMILIES OF CARVER ACADEMY, CHESTERFIELD COUNTY PUBLIC SCHOOLS AND CHESTERFIELD COUNTY.

THAT WILL CONTINUE TO BE OUR MISSION NO MATTER WHAT OUR PLAN SAYS.

SO AT THIS TIME, I'M HAPPY TO ANSWER ANY QUESTIONS ABOUT OUR PLAN.

THANK YOU, DR. HACKETT.

BOARD MEMBERS, IS THERE ANY DISCUSSION? BAILEY QUESTION.

YES, THE CHANGES IN THE ACCREDITATION PLAN ARE DEVELOPED BY VIDO, SO THEY ARE DEVELOPED LOCALLY WITH GUIDANCE FROM VOA.

SO WE WORK WITH THE DEPARTMENT OF SCHOOL IMPROVEMENT TO DEVELOP OUR PLAN.

IT'S THEN VETTED BY IN A NORMAL YEAR, VETTED BY THE SCHOOL BOARD PRIOR TO GOING TO VOA AND THEN VOA VETS.

IT PROVIDES FEEDBACK AND THEN IT GOES TO THE BOARD OF EDUCATION FOR APPROVAL.

BUT WHO CHANGED THE ACCREDITATION? THE PLAN THAT LIKE GETTY, NO LONGER COUNTS AS COUNTS AS A DROPOUT OR SO, THEY'VE ALWAYS COUNTED THAT WAY.

WE WERE JUST ABLE WE WERE ABLE TO EXCLUDE THEM IN PAST PLANS.

YES. WHO CHANGED THAT? DEPARTMENT OF EDUCATION WAS.

AND YOU SAID YOU'VE GONE THROUGH THREE OF THESE CHANGES IN THREE YEARS.

THIS IS THE THIRD ONE THEY CHANGED.

OFTEN THESE NEW CHANGES WERE THEY DEVELOPED PRIOR TO THE NEW ADMINISTRATION IN THE GOVERNOR'S MANSION.

I'M JUST CURIOUS WHERE THESE CHANGES CAME FROM, STARTED BEFORE AND AFTER WE STARTED THIS PROCESS.

IN SEPTEMBER AND WENT THROUGH SEVERAL ROUNDS OF FEEDBACK WITH THE LAST BEING IN JANUARY.

DO YOU THINK THERE'S AN OPPORTUNITY TO MAKE CHANGE AGAIN VERY QUICKLY? BASED ON MY THREE YEARS, I'M COUNTING ON HAVING TO DO ANOTHER ONE.

YES, I FIGURED.

OKAY. THANK YOU. YEP.

ZAC EFRON. THANK YOU.

OK JUST STILL TRYING TO ABSORB ALL OF THAT.

WHAT PERCENTAGE OF THE CURRENT STUDENT? POPULATION IS GOING TO BE.

AFFECTED BY THIS. LIKE, HOW IS THIS GOING TO CHANGE? LIKE WHAT PERCENTAGE? SO WE HAVE A CAP, A ROUGH CAP OF 300 STUDENTS.

48 OF THOSE SEATS ARE RESERVED FOR GED, AND GED IS A ROTATING PROGRAM.

SO ALTHOUGH WE HAVE 48 SEATS, MORE THAN 48 STUDENTS MAY COME THROUGH IN A YEAR.

WE HAVE A WIDE RANGE OF STUDENT SUCCESS IN GED.

FOR EXAMPLE, IF A STUDENT ENTERS THE PROGRAM, THERE'S A LIFE CHANGING, LIFE CHANGING EVENT.

HALFWAY THROUGH THEIR SENIOR YEAR, THEY'VE BEEN THROUGH ALL THE COURSEWORK.

THEY'RE PROBABLY GOING TO KNOCK OUT THE GED IN A COUPLE OF WEEKS.

WE ALSO HAVE STUDENTS WHO HAVE BEEN THROUGH BARELY ANY HIGH SCHOOL COURSEWORK AND THEY'VE SPENT WITH US UP TO THREE YEARS AS LONG AS WE'VE HAD A GED STUDENT WITH US.

SO OUR CONTINUAL CAP IS 48, BUT IT REALLY DEPENDS ON THE YEAR.

THIS YEAR WE'RE LOOKING AT ABOUT 16 STUDENTS.

WE'RE CURRENTLY AT 16, FOUR ARE GETTING READY TO TEST FOR THEIR GED.

SO WE'RE LOOKING AT A TARGET OF 24 THIS SCHOOL YEAR THAT WILL HAVE EARNED THEIR GED RECOGNIZED AS PART OF OUR GRADUATION.

BUT WHEN WE LOOK AT THE DATA SET, THEY'LL COUNT TOWARDS US NEGATIVELY.

HOW DOES THIS.

TRYING TO ARTICULATE IT.

SO HOW DOES THIS ALTERNATIVE ACCREDITATION PLAN IMPROVE STUDENT OUTCOMES? SO IT'S GOING TO PUT THE FOCUS ON CONTINUAL IMPROVEMENT, WHICH IS A CHALLENGE AT A SCHOOL WHERE WE DON'T HAVE A FEEDER PATTERN.

YOU KNOW, WHEN WE BUILD UP A STUDENT, WE FIND SUCCESS FOR THE STUDENT, WE MOVE THEM ON TO THAT NEXT PART.

WE'RE GOING BACK TO THE MIDDLE SCHOOL AND WE'RE SAYING, HEY, POINT OUT ANOTHER STUDENT WHO NEEDS THAT SUPPORT SO WE CAN DO THE SAME WORK THERE.

SO THAT'S ONE OF THE CHALLENGES WHERE CONTINUAL IMPROVEMENT, WHEN YOU CAN WORK WITH A FEEDER PATTERN FROM K THROUGH 12 THAT LOOKS A LITTLE BIT DIFFERENT WHEN OUR FEEDER PATTERN CHANGES EVERY YEAR DEPENDING ON DIVISION NEEDS.

I. APPRECIATE YOUR WILLINGNESS TO STEP UP TO THE CHALLENGE AND.

[00:30:01]

I APPRECIATE THAT.

THE SCENES. THERE HAVE BEEN MULTIPLE TIMES WHERE STAFF ON BEHALF OF THE BOARD HAS WRITTEN A LETTER TO THE GOVERNOR TO WEIGH IN ON WHAT WE WOULD LIKE TO SEE HAPPEN.

SO IT SOUNDS LIKE MAYBE THIS IS A TIME WHERE, YOU KNOW, I ALWAYS BELIEVE IN DO SOMETHING, SINCE IT SOUNDS LIKE WE HAVE A LOT OF OPINION UP HERE THAT, YOU KNOW, WE'RE GETTING DINGED FOR DOING THE RIGHT THINGS.

SO MAYBE IT WILL JUST BE READ AND FILED AWAY.

BUT MAYBE STAFF COULD PREPARE A LETTER ON BEHALF OF THE BOARD TO SEND HAPPY TO DO SO.

AND I THINK IT'S SOMETHING THAT DOESN'T GENERATE A LOT OF ATTENTION BECAUSE IF YOU LOOK AT THE NUMBERS ACROSS DIVISION WIDE, IT'S NOT BIG.

BUT WHEN YOU BRING IT DOWN TO OUR POPULATION OF 300, IT'S A SUBSTANTIAL NUMBER WHEN WE LOOK AT THAT.

YEAH, CERTAINLY IT HAS BEEN MY EXPERIENCE WHEN TALKING TO PEOPLE ABOUT FAST TRACK, THEY HAVE NO IDEA.

THEY DON'T KNOW THAT THAT EXISTS.

THEY DON'T UNDERSTAND WHY.

THEN YOU EXPLAIN IT AND THEY THINK, OH, SO MAYBE A LETTER IS ALL THEY NEED.

YOU NEVER KNOW. JUST AS I SAID, I THINK WHAT I WOULD BE VERY CONCERNED ABOUT IS THE DESIRE TO MAYBE STEER A CHILD AWAY FROM A GED BECAUSE IT'S GOING TO DING THE SCHOOL.

AND AND I KNOW YOU WOULDN'T DO THAT.

BUT BECAUSE WE ALL ARE GOING TO MAKE THE DECISION WHAT'S BEST FOR THE STUDENTS.

BUT THAT.

THAT PLAN RIGHT THERE WOULD INCENTIVIZE YOU NOT TO DO THAT.

AND THAT'S WHAT'S WRONG WITH IT IS IS WE WANT TO DO WHAT'S BEST FOR THE STUDENTS AND NOT NECESSARILY THE ACCREDITATION OF THE OF THE SCHOOL.

AND GETTING A GED IS NOT DROPPING OUT.

AND THAT AND THAT SENDS A NEGATIVE MESSAGE.

I'M VERY UPSET ABOUT THAT PARTICULAR PIECE OF THAT PLAN.

I DON'T THINK IT SHOULD BE VIEWED AS A FAILURE AT ALL TO ACHIEVE A GED AT YOUR SCHOOL.

SO REALLY UPSET WITH THIS.

SO I THINK WE NEED TO DO SOMETHING THAT WOULD MAYBE TRY TO IMPLEMENT SOME CHANGE ALONG THOSE LINES.

I APPRECIATE THAT.

THANKS. THANK YOU, DR.

HACKETT, BEING ABLE TO WORK WITH YOU CLOSELY.

I KNOW YOU'RE DOING A PHENOMENAL JOB FOR CARVER ACADEMY, AND I REALLY APPRECIATE THAT.

AND I ECHO THE SAME SENTIMENTS THAT IF WE CAN HELP, IT MAY MEAN ANOTHER APPLICATION AND ANOTHER PROCESS FOR YOU, BUT IF IT YIELDS SOME GOOD RESULTS, THEN I'M ALL FOR IT TOO. WE'RE GETTING VERY GOOD AT GOING THROUGH THE PROCESS, UNFORTUNATELY.

SO THANK YOU VERY MUCH.

THANK YOU. NEXT, WE HAVE AN UPDATE ON THE FY 2023 BUDGET.

[D. FY2023 Budget Update]

ANYTHING NEW? IF YOU'RE LOOKING FOR GOOD NEWS, THE WRONG PERSON IS HERE.

SORRY, MADAM CHAIR.

MEMBERS OF THE BOARD, DR.

DOHERTY. OTHERS. THANK YOU FOR THE OPPORTUNITY TO PROVIDE YOU AN UPDATE ON THE FY 23 BUDGET.

AS YOU KNOW, THIS PROCESS STARTED IN JANUARY AND HERE I STAND IN MAY.

AND UNFORTUNATELY, I HAVE TO TELL YOU, WE STILL MUST CALL THIS A WORK IN PROCESS.

WE STARTED THIS, AS I SAID, IN JANUARY.

IT STARTED EVEN BEFORE THAT WITH STAFF.

WE CAME INTO THIS PROCESS WITH THE SUPERINTENDENT OUTLINING ESSENTIALLY THREE KEY PRIORITIES IN THIS YEAR'S BUDGET.

THOSE HAVE REMAINED CONSISTENT THROUGHOUT TIME, INVESTING IN OUR WORKFORCE, WHICH HAS BEEN AND CONTINUES TO BE AROUND COMPENSATION FOR OUR EMPLOYEES, TEACHERS AND OTHERS INVESTING IN OUR STUDENT NEEDS, WHICH WAS REALLY MOSTLY ABOUT ADDRESSING THE GROWTH AND THE EVOLVING POPULATION NEEDS OF OUR CHILDREN AND INVESTING IN THE INFRASTRUCTURE, WHICH WAS ABOUT ENSURING OUR INFRASTRUCTURE WAS GIVING THE CARE AND SUPPORT IT NEEDS TO HOUSE ALL THE AMAZING THINGS THAT ARE HAPPENING IN OUR DISTRICT.

ALL VERY WORTHWHILE GOALS.

THE BIG PIECE THAT WE MUST COMMENT ON HERE AND WHY THIS IS STILL A WORK IN PROGRESS IS WHAT IS HAPPENING AT THE STATE LEVEL, AND THIS IS THE PRIMARY REMAINING ITEM IN THE BUDGET AT THIS POINT.

AS WE STAND HERE TODAY, THE HOUSE AND SENATE HAVE YET TO REACH A COMPROMISE AND AS A RESULT, WE DO NOT KNOW OUR PROJECTED REVENUE FOR FY 23.

THERE ARE MEANINGFUL DIFFERENCES BETWEEN THE HOUSE AND THE SENATE PLANS, AND THEY'RE IN THE PROCESS NOW OF HOPEFULLY NEGOTIATING THOSE TO A RAPID CONCLUSION SO WE CAN WRAP THIS PROCESS UP.

ULTIMATELY, THAT UNDERSTANDING WHERE THAT HOUSE AND SENATE WILL ULTIMATELY COMPROMISE AS CRITICAL TO OUR FINALIZATION OF THE FY 23 BUDGET, AND ESPECIALLY CRITICAL TO FUND THE AVAILABLE TO ENSURE THE FUNDS ARE AVAILABLE TO SUPPORT OUR SALARY STUDIES, ESPECIALLY SALARY STUDY TWO, WHICH IS ADDRESSES ALL THOSE THAT WEREN'T ADDRESSED IN THE SCHOOL BASED

[00:35:08]

AND AS WE AWAIT THOSE DECISIONS IN RICHMOND, I WANT TO ENSURE THE BOARD IS AWARE THAT THERE ARE REALLY SOME SIGNIFICANTLY IMPORTANT TIMING CONSIDERATIONS.

WHEN THE GOVERNOR DOES SIGN A BUDGET, WE STAFF WILL NOT IMMEDIATELY KNOW THAT IMPACT ON CHESTERFIELD COUNTY.

WE RELY ON SOMETHING THAT WE REFER TO AS THE TOOL THAT THE STATE PUTS OUT, WHICH REALLY ALLOWS US TO KNOW WHAT THE REVENUE IMPACTS WILL BE TO CHESTERFIELD COUNTY PUBLIC SCHOOLS BASED ON THE GOVERNOR'S BUDGET.

THAT ALL SOUNDS GOOD. THE IMPORTANT THING TO REMEMBER, THOUGH, IS BY CODE, THE STATE ACTUALLY HAS 15 DAYS FROM WHEN THE BUDGET IS COMPLETE TO PROVIDE THAT TOOL TO US.

THEY ARE AWARE OF THE CRUNCH THAT IS SO WE'RE HOPEFUL THAT WHEN THE BUDGET IS FINALLY DELIVERED, THAT TOOL WILL BE DELIVERED SOON AFTER.

BUT THERE IS NO REQUIREMENT FOR THEM TO PROVIDE THAT EARLIER THAN THOSE 15 DAYS.

WHAT THIS LEADS TO IS A NUMBER OF SCENARIOS AS WE LOOK AT THE REST OF FY 22 INTO FY 23 IN ORDER TO REACH A CONCLUSION ON THIS BUDGET.

SO IN AN IDEAL SCENARIO, WE WOULD HAVE BEEN IN SCENARIO A, WE WOULD HAVE BEEN ABLE TO COME TO THE BOARD TODAY WITH THE UPDATED STATE EXPECTATIONS.

AND WE WOULD HAVE DONE A NUMBER OF THINGS.

WE WOULD HAVE ADOPTED WHAT THE BOARD OF SUPERVISORS APPROVED ABOUT A MONTH AGO.

WE WOULD HAVE PROPOSED ADDITIONAL AMENDMENTS BASED ON THOSE FINAL STATE FIGURES, WHICH WOULD HAVE INCLUDED WHATEVER IMPACTS THAT BUDGET MAY HAVE HAD.

AND ULTIMATELY, WE WOULD HAVE SENT THAT TO THE BOARD OF SUPERVISORS, IDEALLY FOR THEIR APPROVAL IN THE MAY MEETING TIMES FOR THAT HAVE PASSED, UNFORTUNATELY, AND I WILL NOT BE COMING TO THE BUSINESS MEETING TONIGHT WITH ALL THOSE THINGS LINED UP AND WE MUST LOOK AT SOME OF THESE OTHER SCENARIOS LATER IN THE GAME.

THERE WAS A POINT IN TIME WHERE SCENARIO B WAS PLAUSIBLE, WHERE WE COULD HAVE DELIVERED A, THE STATE WOULD HAVE DELIVERED THEIR BUDGET BY THAT FIRST WEEK OR SO OF MAY.

WE COULD HAVE STILL HIT BEFORE JUNE AND HAD A SPECIAL MEETING AND MET THAT.

UNFORTUNATELY, WE'RE NOT IN A SITUATION WHERE THAT IS PLAUSIBLE EITHER.

SO WHAT THAT LEAVES US WITH IS I'LL SAY WE'RE HOPEFUL THAT SCENARIO C ON THIS PAGE IS WHAT WE ARE DRIVING TOWARDS HOPEFUL THOSE A LITTLE BIT OF FINGERS CROSSED ON THAT, NOT KNOWING WHAT'S GOING ON IN RICHMOND, GIVEN THE TIME TO ACTUALLY WAIT FOR THAT CALC TOOL AND PREP, WE'RE ESTIMATING THAT WE'LL NEED SOME DECISIONS OUT OF RICHMOND IN AROUND THE 24TH, 25TH OF MAY IN ORDER TO HIT THAT JUNE 7TH SCHOOL BOARD MEETING.

IN THAT SCENARIO, WE WOULD RETURN ON JUNE 7TH AND WE WOULD ADOPT REQUESTS, AMENDMENTS TO THE BOARD, AND THEN SEND THE AMENDMENTS TO THE BOARD OF SUPERVISORS FOR APPROVAL IN THEIR JUNE 29TH MEETING.

AND WE ALL WOULD BE GOOD.

THERE IS A LAST SCENARIO THAT NONE OF US WANT TO SEE IS ULTIMATELY THE STATE IS NOT REQUIRED TO ADOPT THE BUDGET UNTIL JUNE 30TH.

IN THAT SCENARIO, WE WOULD COME IN ON JUNE 7TH, WE WOULD ADOPT THE BOARD OF SUPERVISORS BUDGET.

SO WE HAD A BUDGET ENTERING THE START OF THE FISCAL YEAR AND THEN WE WOULD RECOMMEND AMENDMENTS AND WHATEVER NEEDS THAT WOULD COME FROM THAT, QUITE FRANKLY, AS SOON AS PRACTICABLE AFTER THE STATE BUDGET IS CONCLUDED, WHETHER THAT BE THE TEN OR 15 DAYS AFTER THAT, WHICH WE WOULD NEED A NORMAL PREP OR IN A MEETING AFTER JULY ONE.

SO I'LL STAND HERE TODAY AND CROSS MY FINGERS THAT WE'LL GET AN ANSWER IN THE NEXT WEEK OR SO.

THERE HAD BEEN SOME RUMBLINGS THAT THAT WAS POSSIBLE.

NEXT WEEK WE'RE GOING TO CROSS OUR FINGERS THAT STILL COMES TO FRUITION.

AND WE WERE ABLE TO HIT THAT JUNE DATE.

BUT AS OF NOW, AS I STAND HERE, UNFORTUNATELY, I'M STILL JUST CROSSING MY FINGERS.

SO TAKING YOU BACK TO STEPS AS WE GO THROUGH THIS, I WANT TO REMIND THE BOARD OF WHERE WE ARE IN THIS PROCESS.

IF YOU RECALL, THE SUPERINTENDENT'S PROPOSED BUDGET INCLUDED A FUNDING GAP OF ABOUT $23 MILLION WHEN THIS WAS PROPOSED IN JANUARY.

THE SCHOOL BOARD HAS WORKED WITH THE BOARD OF SUPERVISORS, MADE SOME OTHER DECISIONS AND THE AMENDMENTS THAT WE APPROVED IN FEBRUARY.

WOW. THAT WAS STILL A WHILE AGO.

IN FEBRUARY THAT WAS SENT TO THE SCHOOL BOARD, STILL CONTAINED ABOUT AN EIGHT AND ONE HALF MILLION DOLLAR BUDGET GAP.

THE BOARD OF SUPERVISORS HAS GONE THROUGH THEIR PROCESS SINCE THEN, AND ON APRIL 6TH THEY ADOPTED A BUDGET ON THEIR SIDE.

WHAT I AM INCLUDING HERE IS WORD FOR WORD WHAT WAS PRESENTED BY THE BOARD OF SUPERVISORS, PRESENTED TO THE BOARD OF SUPERVISORS BY THEIR STAFF.

WITH RESPECT TO THE SCHOOL UPDATES AND WHAT YOU CAN SEE HERE, THEY AT THAT POINT, OBVIOUSLY, THERE IS NO ADDITIONAL INFORMATION ON THIS DATE.

AND THEY APPROVED A BUDGET THAT INCLUDED AN EIGHT AND A HALF MILLION DOLLAR REDUCTION IN EXPENDITURES TO MATCH THE MATCH THE BUDGET AT THE TIME.

THERE ARE A COUPLE OF OTHER BULLETS IN HERE THAT ARE REALLY IMPORTANT AND I WANT TO HIGHLIGHT ONE OF THEM IS WHAT IS IT THE FOURTH ONE DOWN IN THAT THEY DECLARED THAT THEY

[00:40:09]

THAT HAS SOME REALLY IMPORTANT IMPLICATIONS GOING FORWARD AND I'LL HIT ON THOSE IN A SECOND.

THE OTHER THING THAT WAS NOTED IN HERE WAS AS WE WENT TO OUR PLAN AND WE REDUCED FROM 2324 MILLION GAP TO EIGHT, WE HAD TO PULL SOME ITEMS OUT. THEY HAD MENTIONED HERE ONE TIME ITEMS DISCUSSED AS PART OF YEAR END.

THEY'VE MADE SOME OFFERS TO POTENTIALLY HELP US SORT OF RECOUP SOME OF THOSE FUNDS THROUGH ONE TIME PURCHASES.

OBVIOUSLY, WE WOULD PREFER ONGOING SOURCES OF REVENUE, BUT TO THE EXTENT THAT THEY ARE ABLE TO HELP WITH A FACILITIES NEED OR WHAT HAVE YOU IN ONE TIME, WE'LL CERTAINLY TAKE THEM UP ON THAT OFFER AS WE AS WE LEARN HOW OUR BUDGET IS ULTIMATELY GOING TO GOING TO LAND.

IN DECLARING THE SUPPORT FOR SALARY STUDY ONE IN ADVANCE OF THE FINAL STATE BUDGET BUDGET.

THIS HAS ENABLED US REALLY TO IMPLEMENT PHASE TWO OF THAT STUDY AS WE PROPOSED IT BEFORE.

WHAT THIS WILL DO, IT WILL INCREASE TEACHER PAY BY 8.6 TO 8.8% AFTER STEP ZERO AND RAISE OUR PAY FOR THE INTRODUCTORY STEP ZERO BACHELOR TEACHER TO JUST UNDER $49,500, WHICH WE'RE REALLY EXCITED TO ANNOUNCE THAT.

AND WHAT THAT MEANS IS DR.

HUFF AND THE H&R HR STAFF HAVE BEEN WORKING REALLY DILIGENTLY ON PREPARING TEACHER AND SCHOOL ADMINISTRATOR CONTRACTS, AND WE'RE EXPECTED TO START TO DISTRIBUTE THOSE CONTRACTS THIS WEEK STARTING TOMORROW, AND BE ABLE TO HAVE THOSE DISTRIBUTED IN A SERIES OF WAYS MAY 11TH, 12TH AND 13TH.

ULTIMATELY, THOSE TEACHERS AND ADMINISTRATORS WILL HAVE THEIR CONTRACTS IN HAND AT ROUGHLY, QUITE HONESTLY, THE SAME TIME IN THE CALENDAR YEAR AS THEY WERE IN A NORMAL YEAR.

IT MAY FEEL A LITTLE LATER TO TEACHERS AS WE'RE SCHOOL IS ENDING EARLIER THIS YEAR, BUT IN A FISCAL CALENDAR WE'RE HITTING ABOUT THE SAME TIME FOR THOSE PEOPLE.

SO THAT IS ACTUALLY SOME REALLY GOOD NEWS.

AND I WANT TO CONTINUE TO HIGHLIGHT HOW IMPORTANT THAT PIECE OF THE PUZZLE IS.

UNFORTUNATELY, IT IS ONLY A PIECE, A HUGELY IMPORTANT PIECE, BUT ONE PIECE.

AND AGAIN, JUST TO REITERATE THE NEXT SEVERAL PAGES, I WON'T SPEND A LOT OF TIME ON, BUT WE HAVE INCLUDED FOR YOUR REFERENCE AND FOR THE PUBLIC'S CONSIDERATION, OUR FY 23 TEACHER AND SCHOOL ADMINISTRATOR PAY SCALES.

AGAIN, THIS RESULTS, AS IT SAYS HERE, BETWEEN 8.6 AND 8.8% INCREASE FOR TEACHERS AFTER SEP ZERO AND THE BASE PAY FOR THAT STEP ZERO BACHELOR LEVEL WILL INCREASE TO 49,481 AS A RESULT OF THIS THIS PROPOSAL.

AS I SAID, THE NEXT SEVERAL PAGES ARE PAY SCALES.

I WON'T SPEND A LOT OF TIME ON THESE OTHER THAN TO HIGHLIGHT THAT THE TEACHER SCALES ARE THEIR ASSISTANT PRINCIPAL SCALES, THEIR ASSOCIATE PRINCIPAL SCALES.

AND FINALLY, THE PRINCIPAL SCALES ARE ON PAGE 13 OF THIS MATERIAL FOR REFERENCE.

THE OTHER THING I'M EXCITED TO ANNOUNCE TODAY IS THAT WE ARE ABLE TO MAINTAIN OUR VERY COMPETITIVE SUBSTITUTE PAY RATE OF $101.50 PER DAY.

AND WE'RE ALSO COMMITTED TO CONTINUING WHAT HAS BEEN A SUCCESSFUL PROGRAM OF OUR TWO X PAY OR $203 PER DAY RATE ON THOSE FRIDAYS AND OTHER HIGH DEMAND DAYS.

THAT'S BEEN REALLY CRITICAL TO ENSURE THAT SUBS IN OUR CLASSROOMS ARE THERE AND PRESENT, AND WE DON'T WANT TO TAKE A STEP BACK ON THAT.

SO WE'RE HAPPY TO ANNOUNCE TODAY THAT WE ARE IN ANY SCENARIO, WE'RE GOING TO CONTINUE THAT PROGRAM TO ENSURE THOSE SUBS ARE IN OUR IN OUR CLASSROOM.

SO NOW THE BIG ONE, THE ONE YOU'RE PROBABLY WONDERING ABOUT THAT IS STILL TO BE DETERMINED IS OUR SALARY STUDY, TOO.

THIS WAS INTENDED TO ADDRESS THE PAY COMPRESSION AND MARKET COMPETITIVENESS OF THOSE POSITIONS, NOT INCLUDED IN THAT FIRST SALARY STUDY.

WE WANT TO ENSURE THAT THOSE ADJUSTMENTS TO SALARY THAT WE MAKE ARE ULTIMATELY AFFORDED BY THE YET TO BE DETERMINED REVENUE PICTURE, WITH THE GOAL OF ADDRESSING AS MUCH COMPRESSION AND MOVE AS CLOSE TO MARKET AS IS ULTIMATELY AFFORDED.

WE DO ANTICIPATE A MULTIYEAR IMPLEMENTATION PLAN FOR IMPACTED EMPLOYEES, VERY SIMILAR TO WHAT WE DID FOR THE TEACHERS.

AND THAT HAS TAKEN WE'RE IN YEAR TWO OF WHAT WAS SUPPOSED TO BE A THREE YEAR PLAN FOR TEACHERS.

WE ANTICIPATE THIS ULTIMATELY TAKING MULTIYEAR TO COMPLETE AS WELL.

WE WILL NOTICE PROVIDE NOTICES OF ASSIGNMENT FOR THOSE NON-TEACHING POSITIONS WILL BE SENT AS THE STATE BUDGET IS FINALIZED FOR THESE POSITIONS.

WORK ASSIGNMENTS WITH SALARY INFORMATION FOR THE 2223 SCHOOL YEAR WILL BE SENT AFTER THAT BUDGET IS RECEIVED AND PRIORITIZED.

AND LASTLY, I WILL REITERATE, IF SHE DOESN'T MIND MS..

COKER COMMENTS AT THE END OF LAST MONTH'S BOARD MEETING THAT WE ARE VERY MUCH COMMITTED TO EACH AND EVERY POSITION IN THESE STUDY.

THEY'RE COMING. WE'RE JUST WAITING FOR THE STATE IN ORDER TO MAKE SURE THAT WE ARE ABLE TO OFFER ABSOLUTELY THE BEST POSSIBLE STEP ONE OF THAT SALARY STUDY TO AS WE AS WE

[00:45:05]

WE ARE COMMITTED TO BOTH THOSE SALARY STUDIES AND WE'RE BEGINNING TO ROLL OUT THOSE TEACHER CONTRACTS AS SOON AS TOMORROW TO BE FINALIZED BY THE END OF THIS WEEK.

AND WE HOPE TO BEGIN TO HEAR ANSWERS FROM THE STATE SIDE SOON, AND WE WILL BE PREPARED TO ANSWER QUESTIONS FOR THEM, THE BOARD, PUBLIC, ETC.

JUST AS SOON AS WE'RE ABLE TO GET THAT INFORMATION FROM THE STATE AND PROCESS THEM AND HOPEFULLY BE BACK HERE IN JUNE WITH THE BUDGET AND SOME AMENDMENTS FOR THE BOARD TO CONSIDER. WITH THAT, I'LL PAUSE FOR QUESTIONS FROM THE BOARD.

THANK YOU. THANK YOU, MR. MEISTER. BOARD MEMBERS IS THERE ANY DISCUSSION? I'LL ASK A QUESTION, YOU KNOW, IF ANY OTHER.

THANK YOU. DO WE KNOW HAVE ANY OTHER COUNTIES DONE ANYTHING LIKE WE'VE DONE WITH FRIDAY'S AND HARD TO FILL DAYS? WE'RE DOING DOUBLE PAY AND THE SUBSTITUTING ROOM.

NOT THAT I'M AWARE OF, BUT I'LL.

DEFER TO OTHERS IN THE ROOM IF THEY.

I KNOW SOME SEE.

OKAY. I DON'T KNOW. THANK YOU.

OUT OF STATE AND OUT OF AREA.

IF YOU COULDN'T HEAR THAT ONLINE.

THANK YOU. THIS BAILEY.

I WILL JUST MAKE THE COMMENT FOR ANYONE THAT IS LISTENING OUT THERE IN THE VIRTUAL WORLD.

PLEASE CALL YOUR DELEGATES IN THE HOUSE AND YOUR SENATORS IN THE SENATE AND THE GENERAL ASSEMBLY AND TELL THEM TO GET THEIR ACTS TOGETHER AND GET THIS BUDGET FINALIZED. THEY REALLY LITERALLY IT'S NOT JUST SCHOOLS.

IT'S EVERYBODY IN PUBLIC SERVICE.

EVERY LOCALITY IS GOING TO STRUGGLE IF THEY DO NOT GET THIS BUDGET APPROVED.

AND IT'S NOT JUST ABOUT THE TIMING IN TERMS OF CONTRACTS.

IT'S PREPARING.

WE HAVE RECOVERY HIGH SCHOOL THAT IS JUST SITTING AND WAITING TO HAPPEN CANNOT MOVE FORWARD WITH HIRING BECAUSE WE DON'T HAVE THE FUNDS APPROVED FINALIZED BY THE STATE.

I MEAN, YOU HAVE POLICE OFFICERS AND FIREFIGHTERS.

OUR TEACHERS ARE GOING TO BE TAKEN CARE OF.

BUT THE STAFF BEHIND THOSE TEACHERS ARE PEOPLE ARE JUST WAITING IN LIMBO.

AND WHILE THEY'RE WAITING, THEY'RE GETTING JOB OFFERS FROM OTHER AREAS OF OF EMPLOYMENT THAT THEY CAN GO TO BECAUSE THEY DON'T HAVE A CONTRACT WITH US.

AND THEY'RE AND THEY HAVE NO IDEA WHAT THEIR SALARY IS GOING TO BE, AND THEY CANNOT WAIT MUCH LONGER.

SO THOSE FOLKS AT THE STATE, BECAUSE THEY'RE FIGHTING OVER WHO'S GOING TO GET A POLITICAL WIN, THEY NEED TO RECOGNIZE THAT THEIR PUBLIC SERVANTS ARE GOING TO SUFFER AND ARE GOING AND OUR STUDENTS ARE GOING TO BE THE END RESULT OF THAT SUFFERING, BECAUSE IT WILL IMPACT THE WAY WE PREPARE FOR OUR SCHOOL YEAR.

NEXT YEAR, IT'S GOING TO IMPACT THE PLANS FOR RECOVERY HIGH SCHOOL.

AND THERE'S A GREATER PICTURE HERE THAN JUST WHO'S GOING TO GET THIS POLITICAL WIN OVER THIS BUDGET.

SO IF ANYBODY JUST HEARD THAT OUT THERE, WRITE THEM.

TELL THEM HOW UPSET YOU ARE.

I HAVE. THANK YOU.

I DO HAVE A I GUESS JUST A COMMENT.

IF THE TIMING COMES BACK AFTER OPTION C, WE COULD DO A SPECIAL MEETING BETWEEN JUNE 7TH AND JUNE 29TH IF NEED BE. SO IF IT DOES COME A LITTLE BIT LATER, THEN I GUESS THE 24TH.

THAT WOULD BE AN OPTION FOR US AS WELL.

YEAH, ABSOLUTELY. A SPECIAL MEETING IS ALWAYS PART OF THE PART OF THE PLAN C AND A HALF.

WE'LL SEE HOW IT. WE'LL SEE WHERE IT LANDS.

YEAH, ABSOLUTELY. AND I'M SORRY.

GO AHEAD. SO I WOULD JUST SAY YES, WHAT MS..

BAILEY SAID, AND I THINK WE'VE SAID THIS BEFORE, SO IT BEARS REPEATING.

AND PLEASE, BECAUSE IT IS MORE FAVORABLE TO SCHOOLS, IF WE COULD PASS THE SENATE VERSION OR CLOSER TO THE SENATE VERSION, BECAUSE THE ACHIEVEMENT GAPS THAT ARE A RESULT OF COVID ARE REAL.

AND WE NEED AN INVESTMENT THAT VIRGINIA HAS NOT YET SEEN BEFORE IN EDUCATION.

SO THAT'S WHAT I WOULD ADD.

THANK YOU VERY MUCH. THANK YOU.

CAN I ASK MR. SMITH TO COME UP AND EXPLAIN THE DIFFERENCES IN THE BUDGET FOR THE PUBLIC TO HEAR AND LET US HAVE A LITTLE SCHOOLHOUSE ON THIS PLACE? THANK YOU FOR THE OPPORTUNITY.

THE THE THE BIG EMPHASIS RIGHT NOW, HONESTLY, IS THERE'S A LITTLE BIT IN EACH THE HOUSE AND SENATE BUDGETS.

I THINK THE POSITIVE NEWS IS ARE MOVING TOWARDS EDUCATION.

WE SEE SOME SUBSTANTIVE DIFFERENCES WHEN IT COMES TO SCHOOL CONSTRUCTION.

[00:50:01]

THE HOUSE HAS A DIFFERENT FINANCING PROGRAM TO WHICH WE PROBABLY WOULDN'T QUALIFY.

SO THEY POTENTIALLY WILL MEET IN THE MIDDLE THERE, TOO, WHICH STILL BODES WELL FOR US.

HOW THEY HANDLE THE SUPPORT CAP IS A DIFFERENCE THERE AS WELL.

THE SENATE PUTS IN CASH ESSENTIALLY ON THAT SIDE.

THE HOUSE BEGINS TO KIND OF WHITTLE DOWN SOME OF THE INVESTMENTS THERE TO AGAIN, I THINK THEY'LL MEET KIND OF IN THE MIDDLE THERE, WHICH IS POSITIVE FOR US AS WELL.

SO THOSE ARE JUST TWO EXAMPLES OF THINGS WE SEE ON BOTH SIDES, THINGS THAT WE MAY LIKE AND ONE AND MAY WISH FOR THE OTHER TO THE POSITIVE THINGS ARE MEETING KIND OF IN THE MIDDLE WHEN IT COMES TO THAT.

THE OTHER BIG PIECE OBVIOUSLY IS TEACHER SALARIES.

THEY BOTH HAVE DIFFERENT VERSIONS WITH REGARDS TO THE PERCENT THEY PUT IN THE SENATE, PUTS IN A BONUS PERCENTAGE AND THE HOUSE LOOKS AT A DIFFERENT FINANCING MECHANISM THERE, TOO. SO WE'RE WE'RE CLOSELY RELYING UPON HOPEFULLY THAT THE 5% FOR EACH YEAR.

AND SO AGAIN, I THINK, YOU KNOW, THE THE BIG PICTURE PIECE FOR NEGOTIATING, THEY'VE GOT TO REALLY KIND OF ACKNOWLEDGE AT THE VERY FRONT END HOW THEY'RE GOING TO DEAL WITH A COUPLE SIGNIFICANT REVENUE SOURCES THAT ARE LOOKING AT THE GROCERY TAX, SOME OTHER TAXES.

THEY'VE GOT TO RECONCILE THOSE PIECES FIRST IN ORDER TO KIND OF SEE HOW THEY FALL, WHAT'S LEFT IN EDUCATION.

THE LAST PIECE TO THINK ABOUT IS RECOVERY HIGH SCHOOL.

THE HOUSE HAS MONEY IN BOTH FISCAL YEARS THERE TO THE SENATE ONLY HAS MONEY IN ONE YEAR.

THAT'S ANOTHER EXAMPLE WHERE THERE'S CAVEATS IN THE BUDGET LANGUAGE.

THE SENATE EMPHASIS REALLY IS THE FACT THEY PUT IN ONE YEAR FUNDING WITH A REQUIREMENT TO HAVE IN A REPORT ESSENTIALLY TO KIND OF COME BACK AND AND HOPEFULLY TO KIND OF REINVEST IN THAT PROGRAM. NOT NECESSARILY A BAD MECHANISM THEY'VE DONE, BUT CERTAINLY AS WE SEE THE MONEY COME FORWARD TO, AS BOB TALKED ABOUT, THE TOOLS, THINGS LIKE THAT, TOO, WE'RE GOING TO LOOK AT AS TO UNDERSTAND THE BUDGET LANGUAGE THAT COMES WITH IT, THE REQUIREMENTS THAT COME WITH THAT AS WELL.

AND WE SEE THAT A LOT WHEN IT COMES TO TEACHER SALARIES.

SO WE'LL WANT TO TAKE THE TIME TO LOOK AT THAT, TOO.

SO ONE OF THE THINGS I THINK THAT BOB MEISTER IS TALKING ABOUT, TOO, IS GOING TO BE CAUTIOUS BECAUSE WE KNOW IT RELIES UPON PEOPLE'S PAYCHECKS.

SO WE'RE GOING TO LOOK CLOSELY, OBVIOUSLY, LOOKING AT THE CALC TOOL TO SEE EXACTLY THE IMPACTS IT HAS ON OUR SCHOOL DIVISION.

HOPEFULLY. THAT'S HELPFUL.

THANK YOU FOR THAT. YOU'RE WELCOME.

THANK YOU, SEAN. NEXT, WE HAVE A PRESENTATION ON PATHWAYS TO TOMORROW FROM DR.

[E. Pathways to Tomorrow]

MACKLIN. MR. MACKLIN GAVE YOU UPGRADE.

HE DOESN'T GET THAT UPGRADE.

HE DIDN'T WORK FOR THAT UPGRADE.

HE DIDN'T GET THAT UPGRADE. GOOD AFTERNOON, MS..

COKER. MS.. HEFFRON SCHOOL BOARD MEMBERS AND DR.

DOHERTY, WE'RE HERE JUST TO DO A QUICK UPDATE.

I'LL BE THE ONE PRIMARILY SPEAKING DURING THIS PIECE, AND MR. MACKLIN IS HERE TO PROVIDE SUPPORT IN CASE THERE ARE QUESTIONS IF NEEDED.

THEY'RE MORE SPECIFIC TO CTE.

SO IF YOU GUYS REMEMBER, YOU'VE SEEN SOME OF THESE PIECES BEFORE BECAUSE WE'VE BEEN HERE BEFORE HAVING SOME OF THESE CONVERSATIONS.

OUR GOAL AT THE HIGH SCHOOL LEVEL, THE SECONDARY LEVEL IS HOW ARE WE LOOKING AT THE PATHWAYS FOR OUR STUDENTS, MAKING SURE THAT WE ARE GIVING THEM THE THE COLLEGE CAREER READINESS COURSEWORK THAT THEY NEED TO BE SUCCESSFUL UPON GRADUATION AND RECOGNIZING THAT THAT STARTS MUCH EARLIER THAN NINTH, 10TH, 11TH GRADE, THAT'S CERTAINLY STARTS IN MIDDLE SCHOOL OR EARLIER THAN THAT.

WE ALSO PREVIOUSLY BEEN TALKING ABOUT SPECIALTY CENTERS OR HIGH SCHOOL PATHWAYS.

WHAT ARE THE WAYS WE WANT TO BE GOING ABOUT THAT? WE TALKED ABOUT THE CENTER OF INNOVATION PREVIOUSLY IN THE NEXT STEPS.

IF YOU REMEMBER WHEN WE MET WITH YOU GUYS IN SEPTEMBER, THOSE ARE KIND OF WHAT WE SPECIFICALLY SAID WE'D BE LOOKING AT IN THE COMING YEARS, WHICH WOULD BE LOOKING AT OUR SPECIALTY CENTERS. ARE THERE ANY NEED TO MODERNIZE, DUPLICATE, REPLACE? ANY GROWTH OF NEW SPECIALTY CENTERS ALONG THE WAY? COMPREHENSIVE HIGH SCHOOLS? THE PATHWAYS, WHICH IS WHAT I JUST SPOKE OF, LIKE HOW DO WE ALIGN OUR COURSEWORK TO SPECIFIC CAREERS? SO STUDENTS ARE AWARE AND FAMILIES ARE AWARE OF WHAT COURSES THEY WOULD NEED IN ORDER TO BE SUCCESSFUL IN A PARTICULAR COURSE OR CAREER, AND THEN SEE OUR TECHNICAL CENTER NEW PROGRAMING ALIGNED SPECIFICALLY TO TARGETED WORKFORCE GROWTH AND NEED.

THAT'S ALSO LOOKING AT ACADEMIC PROGRAMING AND IMPLEMENTATION PLANS.

WHERE ARE WE NOW? IF YOU REMEMBER IN THE FALL, WE SPOKE BRIEFLY ABOUT THE DEMOGRAPHICS THAT WE HAD AT OUR TECH CENTERS AND OUR SPECIALTY CENTERS.

THIS TIME AROUND, WE WOULD LIKE TO TALK SPECIFICALLY ABOUT SOME STUDENTS AND PARENTS SURVEY DATA THAT WE'VE GATHERED.

WE SENT THAT OUT IN THE WINTER OF THIS SCHOOL YEAR TO STUDENTS GRADES SIX, THREE, 11 AND THEIR FAMILIES.

THAT WAS DONE IN JANUARY.

WE HAD OVER 11,000 STUDENTS RESPOND AND A LITTLE OVER SEVEN, ALMOST 1800 PARENTS RESPOND TO THAT SURVEY.

AND WITH THAT SURVEY DATA, ONE OF THE THINGS WE SPECIFICALLY ASKED, BECAUSE WE DO FIRMLY BELIEVE THAT WE'RE PUTTING THAT WE SHOULD BE PUTTING IN COURSEWORK THAT HELPS OUR STUDENTS GET TO THE CAREERS THAT THEY AND THEIR FAMILIES ARE INTERESTED IN THEM HAVING.

SO WE ASKED WHAT WOULD BE THE TOP CAREER INTEREST, THE TOP CAREER CLUSTERS FOR THOSE.

AND IF YOU NOTICE, FOR BOTH SETS OF PARENTS AND STUDENTS, BECAUSE PARENTS ARE HERE IN, MAROON STUDENTS ARE IN, I'LL CALL IT GOLD AND NOT ORANGE LIKE HOKIES.

SCIENCE, TECHNOLOGY, ENGINEERING AND MATH WAS THE TOP ONE FOR OUR PARENTS ARTS AV TECH AND COMMUNICATION WAS OUR SECOND ONE FOR PARENTS.

AND THEN HEALTH SCIENCE WAS THE THIRD ONE FOR PARENTS AND FOR STUDENTS.

IT WAS FLIPPED SLIGHTLY WITH ARTS ABBY TECH BEING NUMBER ONE, SCIENCE, TECHNOLOGY, ENGLISH AND MATH BEING NUMBER TWO AND THEN MOVING INTO SOME BUSINESS MANAGEMENT PIECES FOR

[00:55:07]

SO WHEN WE START LOOKING AT THIS IN SOME OF THE FURTHER SLIDES, IT'LL BE BROKEN OUT BY HIGH SCHOOL AND THEN THE MIDDLE SCHOOLS ARE GROUPED IN WITH THEIR FEEDER PATTERN AND WE DID THAT SPECIFICALLY.

SO THAT WAY THE MIDDLE SCHOOL AND HIGH SCHOOL PRINCIPALS, PRINCIPALS COULD BE LOOKING AT A CONSISTENT, COHESIVE PATTERN OF WHAT TYPE OF COURSEWORK WE SHOULD BE OFFERING.

HERE IT IS. SIMILAR INFORMATION JUST KIND OF FLIPPED AROUND A BIT HERE ON THE LEFT.

IT'S A CAREER CLUSTER IS BASED UPON THE ALPHABET.

WE WANTED TO MAKE SURE YOU COULD SEE WITH ALL OF THE PIECES WORK BECAUSE SOME OF THE ENDS WERE CUT OFF IN THAT PREVIOUS SLIDE AND ALSO GROUPING IT SPECIFICALLY TOWARDS STUDENT VERSUS PARENT FOR EACH OF THOSE 17 CLUSTERS.

ONE OF THE THINGS THAT WE THOUGHT WERE INTERESTING IS THAT REALISTICALLY THE TOP FOUR WERE ABOUT THE SAME FOR MOST.

UNTIL YOU GET TO NUMBER FOUR HERE FOR PARENTS, WHICH INFORMATION TECHNOLOGY WAS NUMBER FOUR FOR PARENTS, BUT FOR OUR STUDENTS, THAT DROPPED ALL THE WAY DOWN TO 13.

SO THAT REALLY IS A CONVERSATION PIECE THAT WE THAT WE SHOULD BE HAVING ABOUT DO OUR KIDS AND PARENTS.

THE INFORMATION TECHNOLOGY IS DIFFERENT.

PARENTS IN THE WORKFORCE MIGHT HAVE DIFFERENT THOUGHTS ON WHAT INFORMATION AND TECHNOLOGY IS, AND STUDENTS MIGHT NOT KNOW IT YET, OR THEY MIGHT SEE THAT IMPLEMENTED OR INTEGRATED INTO EACH OF THOSE PIECES ALREADY.

SO THEY DON'T SEE IT AS A SEPARATE PIECE.

SO THAT'S SOME DIGGING THAT WE NEED TO BE DOING SO WE CAN MAKE SURE WE'RE OFFERING THE APPROPRIATE WORK, APPROPRIATE COURSEWORK FOR OUR STUDENTS.

HERE IT IS BROKEN APART BY SCHOOLS.

AS I SAID ALREADY, WE DID WANT TO MAKE SURE THAT EACH INDIVIDUAL SCHOOL COULD BE LOOKING AT IT BASED UPON THEIR FEEDER PATTERN.

THE AREAS IN GREEN ARE JUST THOSE TOP THREE AND ONCE AGAIN SEEING A LOT OF CONSISTENCY AMONG THE DIVISIONS, SOME CHANGES HERE AND THERE, BUT OVERALL, SOME PRETTY STRONG CONSISTENCY BOTH BETWEEN PARENTS AND STUDENTS AND ACROSS THE DIVISION AND WHICH ACTUALLY DOES MAKE IT A BIT EASIER FOR MR. MACKLIN AND MYSELF AND FOR THE HIGH SCHOOL PRINCIPALS, MIDDLE SCHOOL PRINCIPALS, WHEN WE'RE REALLY LOOKING AT WHAT COURSES THEN WOULD HELP OUR STUDENTS ACHIEVE THEIR CAREER GOALS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS, WE CAN DO THAT WORK, RECOGNIZING THAT THAT WILL BENEFIT ALL OF OUR STUDENTS, NOT JUST ONE FEEDER PATTERN.

SO REALLY SEEING THAT THAT'S IMMERSED THROUGHOUT.

ANOTHER QUESTION THAT WE DID ASK, BECAUSE WE REALLY DID WANT TO RECOGNIZE AND UNDERSTAND WHAT OUR STUDENTS AND OUR PARENTS THINK ABOUT GOING TO A FOUR YEAR COLLEGE VERSUS NOT GOING TO A FOUR YEAR COLLEGE.

AND IF YOU NOTICE HERE, OUR MIDDLE SCHOOL STUDENTS VERSUS OUR HIGH SCHOOL STUDENTS, MIDDLE SCHOOL GOING INTO HIGH SCHOOL REALLY HAD AN INCREASE OF STUDENTS THINKING THAT A FOUR YEAR COLLEGE WAS BEST FOR THEM, WHEREAS FOR THE PARENTS IT KIND OF DID THE OPPOSITE.

BUT THEY SEEMED TO MEET ALMOST TOGETHER IN THE MIDDLE.

SO I REALLY DO THINK THAT MEANS THAT WE SHOULD BE CONTINUING TO EDUCATE OUR MIDDLE SCHOOL, HIGH SCHOOL FAMILIES AND STUDENTS ABOUT WHICH TYPE OF CAREERS, WHICH TYPE OF SCHOOLING WORKS BEST FOR YOUR STUDENT.

I THINK THE GOAL IS HOPEFULLY THIS IS HELPING ALL OF OUR FAMILIES RECOGNIZE THERE'S NOT ONE SIZE FITS ALL.

YOU KNOW, I KNOW AT THE CAREER SIGNING DAY THAT WE WERE AT LAST WEEK, A FANTASTIC EVENT SHOWCASING WHAT OUR STUDENTS ARE DOING DIRECTLY OUT OF HIGH SCHOOL WITHOUT THE NEED OF GOING TO COLLEGE. SOME ARE GOING ON TO THE SECONDARY TRADE SCHOOLS.

BUT THIS DOES HELP US RECOGNIZE WHERE OUR PARENTS AND OUR STUDENTS ARE EXPECTING THEIR STUDENTS TO BE GOING.

IF YOU GUYS REMEMBER, WE ARE HOPING TO TURN OVER OUR SEATS AT HALL ADMIN OFFICES FULLY TO STUDENTS, INCREASING THOSE CAREER AND TECHNICAL EDUCATION THROUGH THE CENTER FOR INNOVATION THERE AND WE'RE HOPING THAT WILL BE OPENING IN THE MID TWENTIES IS WHAT I WILL PROBABLY SAY AT THIS POINT.

AND OUR GOAL FOR OUR NEXT STEPS IS THAT WE REALLY WANT TO CONTINUE COLLABORATING, WORKING SPECIFICALLY WITH OUR SCHOOL PRINCIPALS, ESPECIALLY CENTER COORDINATORS, ON WHAT ADDITIONAL APPROACHES SHOULD WE BE DOING TO MEET THE NEEDS OF OUR STUDENTS AND FAMILIES LOOKING SPECIFICALLY AT COURSES, PROGRAMS AND PATHWAYS ALSO TO MEET THE NEEDS OF OUR STUDENTS, OUR COMMUNITY AND THEIR WORKFORCE.

WORKING WITH CURRICULUM AND DEVELOPMENT AND SUPPORT, WE RECOGNIZE THAT WE WILL BE ABLE TO START PUTTING IN COURSEWORK FOR SCHOOL YEAR 2324 IN THE NEXT FEW WEEKS.

THAT'S SOMETHING THAT WE'RE HAVING MEETING ON ALREADY TO START DIGGING INTO THIS AND TO BE THINKING THROUGH.

DOES OUR CURRENT PROGRAM OF STUDIES MEET WHAT WE NEED OR DO WE NEED TO DIG IN DEEPER AND FIND ADDITIONAL COURSES AND GET THOSE READY TO GO? SO THAT WAY, AS SOON AS WE ARE ABLE TO BRING THEM TO YOU GUYS FOR APPROVAL IN THE FALL, THAT WE'D BE ABLE TO DO SO.

SO THAT'S THAT'S OUR CURRENT SET OF INFORMATION.

OR ARE THERE ANY QUESTIONS? THANK YOU. BOARD MEMBERS IS THERE ANY DISCUSSION? MR. HARTER WELL, I'LL ALWAYS CHIME IN ON THE CURRENT TECHNICAL EDUCATION AND BECAUSE I REALLY DO TRULY SEE THE BENEFIT.

I'VE BEEN A PART OF THE CTE COMMITTEE NOW FOR ALMOST THREE YEARS, BUT I'VE ALSO SEEN ONE OF MY CHILDREN IS ABOUT TO GRADUATE THROUGH A PROGRAM AND THEN GO ON TO UNIVERSITY, FOLLOWING IN THE FOOTSTEPS OF OF WHAT HE'S LEARNED IN THAT PROGRAM.

AND THEN ACTUALLY TWO OF MY OTHER CHILDREN ARE GOING TO BE ATTENDING NEXT YEAR.

SO I REALLY BELIEVE THAT WE AS A DISTRICT ARE GOING IN THE RIGHT DIRECTION BY PROVIDING THESE PATHWAYS TO STUDENTS, AND NOT EVERY SINGLE ONE LEADS TO A

[01:00:01]

AND I JUST REALLY THINK IT'S GREAT, AND I APPRECIATE YOU GUYS FOR ALL THE WORK THAT YOU'RE DOING.

AND I'M HAPPY TO SUPPORT ANY WAY I CAN.

MR. BAILEY, THIS IS JUST CURIOSITY MORE THAN ANYTHING ELSE WITH ALL OF THIS DATA.

I'M WONDERING, WHICH DO YOU PRIORITIZE PARENTAL RESPONSE OR THE STUDENT'S RESPONSE? IT PROBABLY DEPENDS UPON WHICH GROUP OF PEOPLE I'M TALKING TO AT THE TIME NOW.

I THINK THAT'S PROBABLY AN HONEST ANSWER.

DON'T GIVE ME THE TROUBLE. I THINK REALISTICALLY, THE BENEFIT OF IT IS, IS THAT WE SEE THAT THERE'S A LOT OF COHESIVE, THERE'S A LOT OF AREAS WHERE THERE'S WHERE THERE'S MEETING IN THEM. AND I THINK WE DIG IN DEEPER.

I THINK WE PULL IN SOME STUDENT GROUPS, WE HAVE SOME INDIVIDUAL CONVERSATIONS, WE PULL IN SOME PARENT GROUPS, HAVE SOME INDIVIDUAL CONVERSATIONS, DIG IN DEEPER, TEASE IT APART.

I THINK THIS IS THE START OF IT.

I THINK OUR GOAL SHOULD BE THAT WE'RE CONTINUING TO ASK FOR DATA, CONTINUING TO ASK FOR THEIR FEEDBACK IN THE COMING YEARS.

THIS IS NOT A ONE AND DONE.

IT'S SOMETHING THAT I KNOW WE'VE TALKED ABOUT ALREADY AND TALKED ABOUT.

RESEARCH NEEDS TO RESEARCH AND EVOLVE ABOUT HOW DO WE DO THIS AGAIN IN TWO YEARS, MAYBE WHEN WE HAVE SOME KIDS WHO MATURED, SOME OTHER KIDS COMING IN, SOME NEW PARENTS, PERHAPS NOT DURING THEIR TIME OF COVID, A FEW MORE PARENTS AND OTHERS WOULD BE WILLING TO SIT DOWN AND DO THE SURVEY MORE.

WE'D LOVE TO GET ADDITIONAL ONES IN THERE, BUT REALISTICALLY, I THINK WE LOOK AT ALL OF THEM AND WE TRY TO TEASE THAT APART AS BEST WE CAN.

THAT'S PROBABLY A NON ANSWER TO A QUESTION THAT I KNOW IS FINE.

ALL THE ABOVE, RIGHT? ALSO, IS THERE ANY INFORMATION IN ALL THAT DATA, DATA THAT YOU COLLECTED IN THOSE SURVEYS THAT INDICATED THAT WE ARE NOT OFFERING A CAREER PATHWAY THAT IS DESIRABLE? IS THERE ANY BECAUSE I KNOW WE OFFER SO MUCH, BUT WAS THERE ANYTHING THAT WE DON'T OFFER THAT THE STUDENTS AND PARENTS REALLY WANT IT? NOT ONLY AS A SUBSET.

WHEN YOU START TEASING THIS APART, YOU GET INTO SMALLER AND SMALLER GROUPS.

AND THAT'S WHERE THE TEXAN AND ESPECIALLY SENATORS KIND OF KIND OF WORK FROM A STANDPOINT OF IF WE DON'T HAVE ENOUGH STUDENTS IN A SCHOOL TO SURVIVE A PROGRAM, THAT'S WHAT THE TEXAN IS FOR, WHERE WE CAN HOUSE YOU AND PULL FROM MULTIPLE SOURCES.

WE SEE SOME OF THOSE ELEMENTS WE'RE ALWAYS SEEING PUSHING AND LANES OF HEALTH SCIENCES.

I THINK THE BIGGEST THING WE LEARN OUT OF THIS IS WHAT DO STUDENTS THINK OF AND KNOW CAREERS AND CLUSTERS AS VERSUS PARENTS THEY CAN KNOW.

AND WE MAY HAVE A VOCABULARY DIFFERENCE THAT WE NEED TO CORRECT.

AND THAT'S THE WORK WE WANT TO DO TO SEE HOW CLOSELY WE CAN GET THOSE WHEN WE'RE CALLING TERMS BY UNIFORMITY BETWEEN PARENTS AND STUDENTS.

I THINK THAT'S THE BIGGEST DISPARITY THAT WE NOTICED IN THIS INITIAL SURVEY.

THANK YOU. SAFFRON.

SO AND I LOVE THIS, THIS SLIDE LIKE I'M JUST SITTING ON THIS SLIDE BECAUSE IT'S LIKE, JUST SIT HERE AND JUST LOOK AT THIS FOR DAYS.

IT REALLY IS GREAT.

I JUST WAS WONDERING, WAS THIS SURVEY DISTRIBUTED TO THE ENTIRE SCHOOL OR WAS IT JUST THE STUDENTS IN THE COMPREHENSIVE PROGRAM OR DID THIS INCLUDE SPECIALTY CENTER STUDENTS? IT WAS ALL STUDENTS AT THE SCHOOL, BOTH MIDDLE AND HIGH SCHOOLS.

OKAY, GREAT. 6 TO 11, RIGHT? GOOD. THANKS. I'M JUST.

I MEAN, THERE ARE A FEW THAT LOOK LIKE THEY'RE A LITTLE BIT HIGHER.

AND THAT MAY HAVE JUST BEEN BECAUSE STUDENTS HAVE ALREADY EXPRESSED THEIR INTEREST IN THOSE FIELDS.

RIGHT. AND SO THEY'RE IN THE CENTER.

BUT YEAH, NO, THIS IS GREAT.

I THINK SOME OF THE QUESTION GETS TO ARE WE OFFERING COURSES THAT STUDENTS WANT? SO WHEN WE ASK, YOU KNOW, WHEN WE ASK A BIRD, IT'S NOT A FAIR QUESTION.

WE SAY WHEN WE ASK A CLOVERHILL WHAT COURSES YOU'RE OFFERING THAT SUPPORTS STEM AND HOW THE KIDS SEE THEMSELVES.

END OF THAT WHEN THIS IS A CLEAR NEED BY STUDENTS AND CLOSE AND FOR PARENTS ASKING THAT CONVERSATION ABOUT COURSE OFFERINGS AND HOW THEY ALIGN, IT'S REALLY AN IMPORTANT DIALOG TO ENTER INTO WITH SCHOOLS, TO UNDERSTAND THEIR STUDENT WANTS AND NEEDS AND BE RESPONSIVE TO OUR CUSTOMERS, OUR STUDENTS AND PARENTS.

V.S. SO I SHARE MR. RYDER'S PASSION FOR CTE.

AND FINALLY, I'VE BEEN PATIENT.

MY RISING JUNIOR IS GOING TO JOIN THE CTE PROGRAM, SO I CAN'T WAIT.

SO TO A COMMENT ON MS..

BAILEY'S, WHAT HIDDEN NICHES OUT THERE THAT MAYBE WE DON'T OFFER? I'M GOING TO SAY BECAUSE I SAW THE LOW INTEREST IN GOVERNMENT AND PUBLIC ADMINISTRATION THAT IT SHOULD BE THAT BECAUSE I KNOW THAT WE HAVE A LOT OF STUDENTS OUT THERE THAT PROBABLY WANT TO BE FUTURE SCHOOL BOARD MEMBERS.

SO IF WE CAN WORK ON THAT PROGRAM, I LOVE GO FIND THEM.

I LOVE THAT YOU'RE GETTING STUDENT FEEDBACK.

IT JUST IT'S GREAT STUFF.

I WAS THINKING ABOUT ONE THING AND THAT IS, YOU KNOW, TO BE HONEST, I THINK I EXPECTED A LITTLE BIT MORE IN TODAY'S PRESENTATION.

[01:05:02]

AND I THINK WHEN I WAS LOOKING AT THE MACI WEBSITE, THAT REALLY MADE ME THINK ABOUT ONE OF THE REASONS WHY I REALLY WANTED TO SEE MORE BECAUSE IT SAYS, YOU KNOW, QUOTE, WORK STEM MEETS CRITICAL THINKING.

AND IT JUST SEEMS THAT KNOWING THAT STEM IS GOING TO BE SUCH A PART OF OUR FUTURE OFFERING, YOU KNOW, WHAT MATH MACI HAS TO A WIDER AUDIENCE IS JUST SO CRITICAL.

I MEAN, EVEN IF WE THINK OF UNDERSERVED STUDENTS, IT'S PREDOMINANTLY MALE.

SO WE'RE MISSING A GENDER IN THAT IN OUR STUDENT DEMOGRAPHICS OF THAT PROGRAM.

SO I GUESS I WOULD JUST AND I KNOW SOME OTHER COUNTIES ONLY HAVE ONE MATH MAGNET PROGRAM, BUT, YOU KNOW, IF YOU LOOK AT HOW LARGE WE ARE.

SO FOR EXAMPLE, ENRICO IS ABOUT 240, 245 SQUARE MILES AND CHESTERFIELD IS 437 SQUARE MILES.

SO I THINK AT SOME POINT WE HAVE TO YEAH, WE HAVE TO GO A LITTLE BIT FURTHER TO OFFER MORE ACCESS TO MORE STUDENTS AND AND GET MORE PEOPLE INTO.

RIGHT, LIKE WHAT THE PERKINS LOAN HAS SAID, THE NONTRADITIONAL CAREERS, ETC..

SO I GUESS IF YOU COULD HELP ME UNDERSTAND WHY THIS PRESENTATION DOESN'T INCLUDE A TIMELINE, BECAUSE I'M SURE YOU HAVE A GOOD REASON.

AND YOU KNOW WHY I DON'T SEE MORE RECOMMENDATIONS.

IT'S PROBABLY COMING. JUST IF YOU COULD TALK MORE ABOUT WHY IT'S MAYBE SHORTER THAN I EXPECTED, GIVEN THE THE MODERNIZE, DUPLICATE REPLACE, LIKE EXPAND ACCESS LANGUAGE, I'M SURE IF I MAY RESPOND TO THAT ONE.

I THINK IF THE BOARD MEMBERS WE'VE TALKED ABOUT THIS MULTIPLE TIMES, MULTIPLE TIMES.

AND THE POINT THAT I WILL BRING UP AGAIN IS, ONE, THERE'S NO ROOM AT THE END RIGHT NOW FOR US TO MOVE OR CHANGE.

WE DO HAVE A PLAN WHICH WE HAVE SHARED WITH THE BOARD TWICE ON THE CTE PROGRAMING THAT WE WERE GOING TO.

ONCE WE ARE MOVED INTO THE NEW OFFICES, THAT WE HAVE FIVE NEW PROGRAMS COMING IN WHICH WILL BE STATE OF THE ART AND WILL MEET THE NEEDS NOT ONLY OF OUR STUDENTS BUT OF OUR OF OUR BUSINESS COMMUNITY, THAT WE HAVE TO HAVE PEOPLE GO TO JOBS.

WE JUST CAN'T HAVE FUN STUFF AND PEOPLE WANT TO TAKE A CLASS AND THEN THEY GO OUT AND THERE'S NOT A JOB AVAILABLE.

AND SO WE WANT TO MAKE SURE WE ARE IN TUNE WITH THE WITH THE BUSINESS COMMUNITY AS WELL.

WE HAVE SAID THAT ONCE WE HAVE A NEW HIGH SCHOOL, WE CAN LOOK TO EXPLORE INTO CHANGING SOME OF THE PROGRAMING.

SO I THINK WE HAVE WHEN I SAY THERE IS NO ROOM AT THE END, WE'RE 97% FULL.

AND SO AT THE HIGH SCHOOL LEVEL, WHEN YOU LOOK AT THE OF AVAILABILITY AND SO WE ARE IN PURSUIT, WE HAVE A PLAN.

I THINK IT'S A FANTASTIC PLAN.

DO YOU THINK THAT'S A FANTASTIC PLAN? WELL, WE HAVE TO GET THE NEW DEAL.

WE BUT THEY'RE STILL BEHIND US.

BUT BUT WE THINK IT DOES MEET A LOT OF THE CHALLENGES AHEAD OF IT FOR OUR STUDENTS IN THE FUTURE, AS WELL AS MOVING.

WHEN WE THINK OF A SPECIALTY CENTER, WE THINK OF A SCHOOL OVER HERE AND THEN WE'RE GOING TO SEND 40 KIDS.

50 KIDS? WELL, WE'RE THINKING A MUCH BIGGER OPPORTUNITY HERE WHEN YOU OPEN UP DAILY, 200 MORE SEATS AT AT HALL STREET, PLUS ADDITIONAL SEATS AT COURTHOUSE WITH A.

VERY INTENSE CHANGE OF OUR SEATS TO MAKE US A LOT BETTER WHEN WE WHEN WE PUSH OUT 2400 CERTIFICATES LAST YEAR AND WE'RE GOING TO PUSH OUT MORE THIS YEAR.

WHEN YOU THINK OF OUR STUDENTS LEAVING AND BEING ABLE TO DO BASICALLY WHAT THEY WANT TO DO IN LIFE.

AS WELL AS IF THEY WANT TO CONTINUE THEIR COLLEGE EDUCATION OR GO FOR A ASSOCIATE'S DEGREE.

SO I THINK WE DO HAVE A VERY STRONG PLAN.

I BASICALLY INFORMED THE TEAM THAT WHAT WE WANTED TO DO IS REMIND PEOPLE WHERE WE ARE.

BUT TO PUT A TIMELINE IN IS WE DON'T HAVE A TIMELINE ON THE MOVES.

AND SO TO SAY WE'RE GOING TO BE READY IN 25, 2025, WHICH WE THOUGHT WE WOULD BE, THAT MAY NOT BE THE CASE AS WE GET TIMELINES FROM WE HAVE TO PASS A BOND, WE HAVE TO GET A NEW OFFICE SITE AND THEN WE CAN MOVE.

AND WE WE HAVE THE TEMPLATE READY TO PUT A TIMELINE TOGETHER, BUT WE DON'T WANT TO COME BACK TO THE BOARD EVERY THREE OR FOUR MONTHS AND CHANGE THE TIMELINE. THANK YOU, MADAM CHAIR.

[01:10:01]

JUST A GOOD REMINDER OF WHAT OUR CONSTRAINTS ARE AT THIS TIME, WHICH WOULD BE THE BOND REFERENDUM AND OBVIOUSLY MOVING SOME SPACES.

SO THANK YOU FOR THAT PRESENTATION.

ANY OTHER. YEAH.

I THINK IT'S IMPORTANT TO REMEMBER.

MORE MEMBERS ONE ON ONE WITH STAFF.

WE TALK ABOUT THIS STUFF A LOT, BUT FOR THE COMMUNITY YOU MIGHT WONDER, WHY ARE WE WAITING? AND FOR THOSE OF US WHO ARE BUILDING POLITICAL MOMENTUM FOR THE BOND REFERENDUM IN NOVEMBER, I THINK LIKE PUT UP A SLIDE THAT SAYS, YOU KNOW, ON HOLD UNTIL BOND REFERENDUM PASSED AND NEW HIGH SCHOOL IS BUILT, ETC., JUST SO PEOPLE KIND OF REALLY UNDERSTAND WHAT OUR LIMITATIONS ARE BECAUSE WE GOT TO GET THAT BOND REFERENDUM PASSED IN NOVEMBER.

SO. THANK YOU VERY MUCH.

COURSE. THANK YOU. NEXT, WE HAVE ANNOUNCEMENTS, COMMUNICATIONS AND SCHOOL BOARD COMMENTS.

[F. Announcements, Communications, and School Board Comments]

IF THERE'S NO FURTHER PUBLIC BUSINESS, WE NEED TO ENTER INTO CLOSED SESSION, WHICH WILL BE HELD IN THE PUBLIC MEETING ROOMS.

[G. Adjournment into Closed Session]

THIS IS MY UNDERSTANDING THAT THE SCHOOL BOARD DESIRES TO ENTER INTO A CLOSED SESSION IN ACCORDANCE WITH SECTION 2.2 3711A 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 HERE A SECOND SECOND.

MADAM CLERK, WILL YOU PLEASE CALL? ROLL ON THE MOTION.

DEBBIE BAILEY HI.

BRIAN HARTER HI.

CATHERINE HAINES HI.

DOT HEFFRON HI.

IAN KUCHAR HI.

WE ARE NOW IN CLOSED SESSION.

DO I HAVE A MOTION TO RECONVENE? AN OPEN SESSION.

SO MOVED. IS THERE A SECOND? SECOND? THE BOARD IS NOW AN OPEN SESSION.

MADAM 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 THE CERTIFICATION RESOLUTION APPLIES AND TO ONLY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED IN THE MOTION CONVENING, THE CLOSED MEETING WERE 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.

RYAN HARTER. KATHRYN HAINES.

HI, DOT HEFFRON I AND COKER II.

THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE FIRST PERSONNEL MATTER IN CASE NUMBER 2021, 22, 27, H.R.

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. RYAN HARTER.

HI. CATHERINE HAINES.

HI, HEFFRON.

HI. AND COKER I THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2021, 22, 28, H.R.

IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? MADAM CLERK, WOULD YOU PLEASE CALL? ROLL ON THE MOTION.

DEBBIE BAILEY. RYAN HARTER.

CATHERINE HAINES.

HI HEFFRON.

IAN COKER I THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2021, 22, 29 H.R.

IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD AS THERE A SECOND.

SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION.

DEBBIE BAILEY. RYAN HARTER KATHRYN HAINES.

HI, DOT HEFFRON I AND COKER I.

THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2021 2230 HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? SECOND, MADAM CLERK, WOULD YOU PLEASE CALL ROLE IN THE MOTION? DEBBIE BAILEY.

HI, BRIAN HARTER.

CATHERINE HAINES.

HI, HEFFRON AND COKER.

HI. THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2021, 2231 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.

[01:15:02]

RYAN HARTER HI.

CATHERINE HAINES HI.

HEFFRON I AM COKER I THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2020 122 SLASH 39, H.R.

IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? SECOND, MADAM CLERK, WOULD YOU PLEASE CALL ROLE IN THE MOTION? DEBBIE BAILEY. HI, RYAN HARTER HI.

CATHERINE HAINES HI.

DOT HEFFRON AND COKER I THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2021 2240 H.R.

IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? SECOND, MADAM CLERK, WOULD YOU PLEASE CALL ROLE IN THE MOTION? DEBBIE BAILEY. RYAN HARTER KATHRYN HAINES.

I HEFFRON I AM COKER I THE MOTION CARRIES.

* This transcript was compiled from uncorrected Closed Captioning.