[A. Adjournment into Closed Session]
[00:00:03]
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 1) THE EVALUATION OF THE PERFORMANCE OF A SPECIFIC EMPLOYEE, THE SALARY OF A SPECIFIC EMPLOYEE AND CONSIDERATION OF PERSONNEL DISCIPLINARY MATTERS, AND 2) THE DISCUSSION AND CONSIDERATION OF STUDENT DISCIPLINARY MATTERS AND MATTERS THAT WOULD INVOLVE THE DISCLOSURE OF STUDENT RECORDS.
MEMBERS OF THE BOARD YOU HAVE JUST HEARD THE ITEMS REQUESTED TO BE DISCUSSED IN CLOSED SESSION.
[B. Closed Session]
DO I HAVE A MOTION IN THAT REGARD? SO MOVE. IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION.DO I HAVE A MOTION TO RECONVENE AN OPEN SESSION? SO MOVE. IS THERE A SECOND? SECOND. THE BOARD IS NOW IN OPEN SESSION.
[C. Meeting Opening - 4:00 p.m.]
MADAM CLERK, WOULD YOU PLEASE READ THE RESOLUTION CERTIFYING THE CLOSED SESSION.NOW, THEREFORE BE IT RESOLVED THAT THE SCHOOL BOARD HEREBY CERTIFY THAT TO THE BEST OF EACH MEMBER'S KNOWLEDGE, 1) 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 2) ONLY SUCH BUSINESS MATTERS AS WERE IDENTIFIED IN THE MOTION CONVENING THE CLOSED MEETING WERE HEARD, DISCUSSED OR CONSIDERED BY THE BOARD.
IS THERE A MOTION TO ADOPT THE RESOLUTION.
SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION.
IS THERE A MOTION REGARDING THE FIRST PERSONNEL MATTER IN CASE NUMBER 2022-23/11HR.
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.
IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION.
IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2022-23/13HR.
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.
IS THERE A MOTION REGARDING THE STUDENT DISCIPLINARY MATTER IN CASE NUMBER 2022-23/2.
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.
IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.
MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION.
I'D LIKE TO CALL THE OCTOBER 11, 2022 SCHOOL BOARD WORK SESSION TO ORDER.
[D. College Board]
FIRST, WE HAVE A PRESENTATION FROM THE COLLEGE BOARD, DR.GOOD AFTERNOON, MS. COKER, MS. HEFFRON ,SCHOOL BOARD MEMBERS AND DR.
DAUGHERTY. I'M HERE WITH VALERIE KEATING, WHO IS A DIRECTOR OF K-12 STATE AND DISTRICT PARTNERSHIPS FROM THE COLLEGE BOARD, AND SHE'S HERE TO GIVE AN UPDATE REGARDING THE SAT SUITE AND ADVANCED COURSEWORK IN CHESTERFIELD COUNTY SCHOOLS.
THANK YOU VERY MUCH. AND THANK YOU VERY MUCH FOR HAVING ME.
LIKE BELINDA SHARED, I'M VALERIE KEATING.
I'M A DIRECTOR IN THE STATE AND DISTRICT PARTNERSHIPS DIVISION OF THE COLLEGE BOARD.
[00:05:02]
I LIVE IN VIRGINIA AND SUPPORT VIRGINIA.I JUST TRAVELED ABOUT 18 MILES UP 288 OR MAYBE DOWN 288.
GETTING THE RIGHT DIRECTION FOR ME.
SO I'M RIGHT AROUND THE CORNER AND I'VE BEEN SO PLEASED TO BE ABLE TO SUPPORT CHESTERFIELD COUNTY PUBLIC SCHOOLS, REALLY IN THE JUST INCREDIBLE OPPORTUNITY THAT CHESTERFIELD STARTED OFFERING FOR STUDENTS IN THE 2019-2020 SCHOOL YEAR.
SO WHAT YOU SEE HERE IS A QUICK SNAPSHOT AND REMINDER OF THE PLANS FOR FULL SUITE, FULL SAT SUITE OF ASSESSMENTS, IMPLEMENTATION AND CHESTERFIELD COUNTY PUBLIC SCHOOLS.
IN FALL OF 2019, ALL STUDENTS IN GRADES EIGHT THROUGH 11 TOOK A PSAT TEST.
WE ALL KNOW THAT WE STARTED THE 2019-2020 SCHOOL YEAR VERY DIFFERENTLY THAN HOW WE ENDED IT.
AND SO OF COURSE, THE PLANNED MARCH 25TH, 2020 ADMINISTRATION OF THE SAT SCHOOL DAY FOR THOSE JUNIORS DID NOT HAPPEN DUE TO THE SCHOOL CLOSURES.
THE NEXT SCHOOL YEAR, IN 2020-2021, THERE WAS AN SAT SCHOOL DAY OFFERED, AND THEN LAST SCHOOL YEAR WAS REALLY THE FIRST SCHOOL YEAR OF FULL SUITE IMPLEMENTATION IN CHESTERFIELD.
SO IN FALL 2021, GRADES EIGHT THROUGH 11 TOOK A PSAT TEST.
AND THEN THIS PAST MARCH, JUNIORS TOOK AN SAT AT SCHOOL.
THIS SNAPSHOT, THIS GRAPHIC IS FROM THE DISTRICT INTEGRATED SUMMARY REPORT.
ON HERE ARE REALLY THE NUMBERS AND GRAPHICS BEHIND EVERYTHING THAT I SUMMARIZED.
TO THE LEFT OF THE SCREEN, WHERE YOU SEE 2018, 2019, 2020, YOU'LL SEE THE PURPLE BARS CAPTURE WHEN SAT 8/9 WAS INTRODUCED IN CHESTERFIELD COUNTY PUBLIC SCHOOLS.
THEN THE RIGHT SIDE OF THE SCREEN IS WHERE WE SEE IMPACT FROM SCHOOL CLOSURES DUE TO COVID 19.
2020. SO LAST SCHOOL YEAR IS AGAIN WHERE WE RETURNED TO THAT FULL SUITE IMPLEMENTATION.
AND SO YOU CAN SEE THE TESTING NUMBERS, THE TEST TAKERS FOR PSAT ASSESSMENTS, SAT AND AP.
IN THE FALL OF 2015, THAT IS WHEN THE PSAT 8/9 WAS FIRST INTRODUCED, AND IT WAS WHEN THE SAT SUITE OF ASSESSMENTS WAS IMPLEMENTED FOR THE FIRST TIME ACROSS THE COUNTRY.
THE SUITE OF ASSESSMENTS PROVIDES A COLLEGE AND CAREER READINESS BENCHMARK FOR STUDENTS, AND STUDENTS CAN GET THAT MEASUREMENT AND SET THE COLLEGE AND CAREER READINESS BENCHMARK BASELINE IN THE EIGHTH GRADE OR NINTH GRADE ON A GRADE LEVEL APPROPRIATE TEST.
THEN SCHOOL DISTRICTS AND SOME STATES ACROSS THE COUNTRY USE THE PSAT ASSESSMENTS TO MEASURE PROGRESS YEAR OVER YEAR ON STUDENTS MEETING THOSE COLLEGE AND CAREER READINESS BENCHMARKS, AND THEN PROVIDING THE SAT FOR THAT POWERFUL CONNECTION TO COLLEGE.
THESE ARE ALL OF THE BENEFITS OF THE SAT SUITE OF ASSESSMENT, BENEFITS FOR EDUCATORS LIKE ESTABLISHING A BASELINE AND PROVIDING THAT CHECK IN THAT YEARLY CHECK IN ON PROGRESS TOWARDS COLLEGE AND CAREER READINESS.
IN VIRGINIA, THE SAT AND PSAT SUB SCORES ARE ALIGNED TO OUR VIRGINIA SOLS.
AND SO THAT'S WHERE YOU SEE THE SECOND BOX THAT REFLECTS THE WORK THAT STUDENTS DO IN SCHOOLS.
WHEN OUR TEACHERS AND OUR EDUCATORS USE THE K-12 REPORT FROM THIS ASSESSMENT, THEY ARE ABLE TO INFORM INSTRUCTION, MAKE INSTRUCTIONAL PLANS, AND THEN IT IS ALIGNED TO OUR VIRGINIA SOLS.
FOR STUDENTS, IT'S A POWERFUL CONNECTION TO SCHOLARSHIPS AND RECOGNITION PROGRAMS. ALSO, IT HELPS SCHOOL DIVISIONS AND STUDENTS AND THEIR CARING ADULTS IN THEIR LIVES TO IMPROVE ACCESS TO OR OPEN ACCESS TO ADVANCED ACADEMICS THROUGH AP POTENTIAL, AND IT SUPPORTS THEIR COLLEGE AND CAREER PLANNING.
THE SAT SUITE OF ASSESSMENTS I MENTIONED ARE ALIGNED AND THEIR SCORE SCALES ARE ALIGNED SUCH THAT WHEN A STUDENT TAKES A PSAT 8/9 AND THEN THEY GET THEIR SCORES BACK, THEY CAN READ THAT SCORE AND SAY, IF I HAD TAKEN THE SAT, THIS IS WHAT I WOULD HAVE SCORED ON THAT TEST.
THIS IS HOW SCHOOLS MEASURE PROGRESS YEAR OVER YEAR.
WE EXPECT TO SEE A 20 TO 30 POINT INCREASE YEAR OVER YEAR.
[00:10:01]
CHESTERFIELD IS SHOWING EXACTLY THAT.AND IT IS NOT NECESSARILY BECAUSE THE 11TH GRADERS TAKE THE SAME TEST THAT THE EIGHTH GRADERS DID.
SO OF COURSE, AN 11TH GRADER WOULD DO BETTER.
I MENTIONED SCHOLARSHIPS AND THE POWERFUL CONNECTION TO THE SCHOLARSHIPS, THE NATIONAL RECOGNITION PROGRAMS, BUT THEN ALSO COLLEGE AND CAREER READINESS FOR STUDENTS, THE BIG FUTURE SCHOLARSHIPS.
I CAPTURED THE SUMMARY OF WINNERS FOR CHESTERFIELD STUDENTS BY COHORT OVER THE LAST COUPLE OF YEARS SINCE THE SCHOLARSHIPS LAUNCHED. THE WAY THAT STUDENTS OPT IN FOR THIS IS WHEN THEY ARE A JUNIOR AND THEY HAVE A COLLEGE BOARD ACCOUNT, THEY ARE ELIGIBLE FOR THESE SCHOLARSHIPS.
AND CHESTERFIELD HAS HAD A NUMBER OF WINNERS IN THE CLASSES.
THE CLASS OF 2023, THOSE SCHOLARSHIPS ARE STILL OPEN FOR STUDENTS.
THE LEADERSHIP REQUESTED THAT I ALSO INCLUDE A SNAPSHOT OF AP PARTICIPATION AND PERFORMANCE.
AND SO THIS GRAPHIC IS AGAIN FROM THE DISTRICT INTEGRATED SUMMARY, AND IT CAPTURES THE EXAMS AND QUALIFYING SCORES IN AP OVER THE LAST FIVE YEARS.
YOU WILL SEE A DECLINE IN EXAMS IN 2020 AND 2021 AND THEN SOME RECOVERY IN 2022.
IT'S NOTABLE. SO IN 2020, THAT WAS THE YEAR THAT ALL AP EXAMS WERE DIGITAL AND AT HOME DUE TO NATIONWIDE SCHOOL CLOSURES. IN 2021, THE COLLEGE BOARD SUPPORTED SCHOOLS AND SCHOOL DISTRICTS AND STATES ACROSS THE NATION WITH FIVE AP ADMINISTRATIONS AND FLEXIBLE OPTIONS TO OFFER PAPER OR DIGITAL EXAMS THAT COULD BE OFFERED AT HOME.
THAT THOSE DECISIONS COULD BE MADE AT THE SCHOOL OR DISTRICT LEVEL.
AND THEN LAST SCHOOL YEAR IT WAS A RETURN TO WHAT WE KNOW IS THAT TRADITIONAL AP TESTING THE FIRST TWO WEEKS IN MAY, PAPER AND PENCIL TESTING WITH ONE ADDITION, AND THAT WAS THAT THE AP PROGRAM IS NOW PILOTING.
AND I WOULD SAY IN OFFERING DIGITAL EXAMS IN THE WAY THAT WE INTENDED TO, OFFERING RESEARCH INFORMED AND COMMUNITY INFORMED PILOT, NOT STANDING IT UP WITH NINE WEEKS NOTICE IN THE START OF A PANDEMIC.
RIGHT. PART OF THE DISTRICT INTEGRATED SUMMARY IS WE CAPTURE THE RESULTS BY AP PARTICIPATION AND PERFORMANCE BY SUBJECT.
AND SO I ALWAYS HIGHLIGHT THE TOP TEN AP EXAMS FOR DIVISION LEADERSHIP.
AND JUST TO REALLY POSE THE QUESTION AND SAY, DOES THIS LOOK LIKE WHAT YOU WOULD EXPECT IT TO IN LINE WITH THE DIVISION'S GOALS, STRATEGIC PLANS, THINGS FOR? WOULD YOU WANT TO HIGHLIGHT CERTAIN MAYBE STEM COURSES IF THAT'S IN THE STRATEGIC PLAN? I HAVE AN EYE FOR COMPUTER SCIENCE PRINCIPLES AND ALSO AP SEMINAR.
AND THE REASON WHY IS BECAUSE COMPUTER SCIENCE PRINCIPLES IS THAT INVITATION TO THAT SUBJECT AREA.
AND THEN ALSO AP SEMINAR, BECAUSE IT'S THE NEWEST AP CLASS.
I PROVIDED THE QUALIFYING SCORES IN THE LAST COLUMN HERE AND WANTED TO NOTE ALSO THAT PARTICIPATION IS VERY IMPORTANT ON THE AP EXAMS. THE COLLEGE BOARD ALSO HAS A LARGE RESEARCH DIVISION AND WE RELEASED RESEARCH ABOUT A YEAR AGO THAT SHOWED THE BENEFITS FOR STUDENTS EVEN WHEN THEY SCORE ONE OR TWO ON AN AP EXAM.
ON BENEFITS FOR STUDENTS, THEY'RE MORE LIKELY TO ENROLL IN COLLEGE.
THEY DO BETTER IN THEIR FUTURE YEAR COLLEGE COURSES AS WELL.
I'M GOING TO TURN IT OVER TO BELINDA FOR ENROLLMENT UPDATES.
CAN I ASK, CAN I PUT YOU ON THE SPOT? OH, SURE, OF COURSE. WE HAD TALKED PREVIOUSLY ABOUT THE AP COMPUTER SCIENCE PRINCIPLES AND SOME OF OUR SCORES.
THE SAME THING WITH RESEARCH AND SEMINAR.
DO YOU HAVE ANY QUICK DATA THAT YOU COULD SHARE OR JUST THAT WE'RE DOING GREAT? I HAVE THE STATEWIDE DATA AND THEN I ALSO HAVE CHESTERFIELD.
YEAH, SURE. SO THAT WAS A GREAT PITCH, BELINDA.
IT'S NOT A CODING COURSE, IT'S NOT PROGRAMING.
ALSO, I SHARED EARLIER, I'M FROM VIRGINIA, I LIVE IN VIRGINIA.
I ONLY SUPPORT VIRGINIA AND VIRGINIA STUDENTS DO REALLY WELL ON BOTH THE AP COMPUTER SCIENCE PRINCIPLES AND THE AP SEMINAR EXAMS. 70% OF AP CSP, THE COMPUTER SCIENCE PRINCIPLES EXAMS TAKEN BY VIRGINIA STUDENTS LAST MAY, EARNED A QUALIFYING SCORE.
[00:15:07]
POLICY OR GIVE LANGUAGE FOR GIVING CREDIT FOR SCORES OF EVEN A THREE.AND THEN ABOUT 88% OF OUR AP SEMINAR EXAMS LAST YEAR IN N VIRGINIA EARNED A QUALIFYING SCORE.
BOTH OF THOSE COURSES ALSO CAN BE OFFERED EARLIER IN HIGH SCHOOL, AND WE HAVE RESEARCH THAT SHOWS THAT WHEN STUDENTS TAKE, ESPECIALLY SEMINAR BECAUSE IT IS SKILLS BASED COURSE IN CONTENT AGNOSTIC, THAT THEY DO BETTER IN THEIR FUTURE YEAR AP CLASSES.
AND SO FOR THAT REASON, I GOT REALLY EXCITED WHEN I SAW HOW WELL VIRGINIA STUDENTS ARE DOING, BECAUSE TO ME THAT MEANS THAT BEFORE THEY EVEN START THEIR JUNIOR YEAR OF HIGH SCHOOL, THEY COULD HAVE SOME COLLEGE CREDITS ALREADY IN THE BANK FOR THEM, WHICH IS A SAVINGS AS WELL.
OH, ALSO CHESTERFIELD SCORED VERY, VERY WELL ON AP SEMINAR EXAMS. I THINK IT WAS 96% OF AP SEMINAR EXAMS EARNED A QUALIFYING SCORE LAST YEAR.
I NEED TO PUT AN ASTERISKS ON THAT NUMBER.
THAT IS A VERY HIGH QUALIFYING SCORE RATE AND I'M VERY PROUD OF THOSE STUDENTS.
THERE WERE ONLY 28 EXAMS TAKEN LAST YEAR, SO I NEEDED TO ADD THAT TO THAT.
THAT'S RIGHT. THANKS, BELINDA.
THANK YOU VERY MUCH FOR COMING AND SHARING SOME OF THAT DATA SET.
ONE OF THE THINGS I WANTED TO TOUCH ON ALSO THAT SHE SPOKE OF WAS THE AP POTENTIAL PIECE, BECAUSE AS HOPEFULLY WE ALL KNOW, THE STRATEGIC PLAN DOES SPECIFICALLY STATE THAT OUR STUDENTS WILL BE TAKING AN AP IB OR DE COURSE AND EARNING A QUALIFYING SCORE BEFORE THEY GRADUATE.
AND ONE OF THE THINGS THAT OUR HIGH SCHOOL PRINCIPALS ARE WORKING WITH SCHOOL COUNSELORS WITH, THEY ARE UTILIZING THAT AP POTENTIAL PIECE EARLY ON IN THAT HIGH SCHOOL COUNSELING CONVERSATION WITH STUDENTS TO HELP STUDENTS DETERMINE WHAT ARE SOME OF THOSE AP COURSEWORK THAT MIGHT BE BEST FOR THEM VERSUS JUST ASSUMING THAT ALL STUDENTS WOULD BE GOOD FOR ONE PARTICULAR AP COURSE? AND I THINK THAT'S WHAT VALERIE DID A GREAT JOB TOUCHING ON, IS THAT LIKE COMPUTER SCIENCE PRINCIPLES, IT'S A GREAT COURSE FOR MANY STUDENTS WHO WOULDN'T THINK THAT PERHAPS COMPUTER SCIENCE IS FOR THEM, BUT IT'S A REALLY IMPORTANT COURSE.
SEMINAR AND RESEARCH, ANOTHER THING THAT WE'RE STARTING TO BRING ON IN MORE HIGH SCHOOLS.
ALSO, JUST LET YOU GUYS KNOW WE ALSO ALLOW MOST OF OUR AP HUMAN GEO CLASSES ARE FRESHMAN LEVEL CLASSES, SO WE DO HAVE STUDENTS WHO ARE ENTERING OUR HIGH SCHOOLS TAKING THAT AP COURSE. AND AS SHE SAID, SOMETIMES IT MIGHT NOT GET A THREE OR FOUR OR FIVE ON THAT FIRST GO, BUT THAT DOES ALLOW THEM TO FEEL SOME SUCCESS AND RECOGNIZE THAT THEY'RE ABLE TO TAKE THAT COURSEWORK AND THEN THEY PERHAPS CHOOSE TO GO ON AND TAKE SOME ADDITIONAL COLLEGE CREDITS WHILE THEY'RE IN WITH US.
SO FOR DUAL ENROLLMENT, ONE OF THE THINGS I JUST WANTED TO TOUCH ON, AND THE REASON WHY WE WANTED TO KIND OF LUMP THEM TOGETHER IS THAT AS WE KNOW WITH THE STRATEGIC PLAN, AS I SAID, THOSE ARE ALL VIEWED AS COURSES THAT ALLOW COLLEGE LEVEL RIGOR IN COLLEGE LEVEL CREDIT.
SO WE ALWAYS WANT TO TALK ABOUT THOSE TOGETHER.
WE HAVE 96 TEACHERS CURRENTLY IN OUR COUNTY THAT ARE CREDENTIALED TO TEACH DUAL ENROLLMENT.
REMEMBER, DUAL ENROLLMENT IS DIFFERENT THAN ADVANCED PLACEMENT COURSES.
FOR THE DUAL ENROLLMENT THEY HAVE TO HAVE A MASTER'S DEGREE PLUS 18 CREDIT HOURS IN THE CONTENT AREA THAT THE COMMUNITY COLLEGE VETS PRIOR TO ALLOWING THEM TO TEACH.
SO THAT'S A LITTLE BIT DIFFERENT VERSUS A.P.
THE VAST MAJORITY OF THEM ARE ENGLISH COMPOSITION.
AND THAT'S FAIRLY EVENLY DISTRIBUTED IN GRADES 11 AND 12.
ONCE AGAIN, DUAL ENROLLMENT DIFFERENT THAN ADVANCED PLACEMENT AND THE FACT THAT THEY HAVE TO BE 16 AND HAVE PASSED A PLACEMENT TEST IN ORDER TO TAKE THESE COURSES UNLESS THEY'RE WAVERED IN BY SPECIFIC PERMISSION FROM THE COMMUNITY COLLEGE.
SO TO SEE THAT GROWTH EVEN DURING THAT TIME IS SOMETHING THAT I THINK WE SHOULD BE PROUD OF.
AND ACTUALLY ENTERING SCHOOL YEAR 21-22, WE ENDED UP WITH 2,441 UNDUPLICATED STUDENTS TAKING IT.
ALL TOGETHER, WE HAD APPROXIMATELY 12,000 CREDITS PER SEMESTER GIVEN OUT FOR DUAL ENROLLMENT COURSEWORK FOR OUR CORE TYPE COURSES, NOT COUNTING OUR CTE. SO THOSE ARE REALLY PRETTY EXCITING NUMBERS BECAUSE THOSE ARE STUDENTS WHO ARE DIPPING THEIR TOE IN COLLEGE CREDIT.
[00:20:01]
THEY'RE GETTING AN IDEA OF WHAT THEY'RE GOING TO BE SUCCESSFUL IN OR NOT.AND AS I SHOWED, WE DO HAVE SOME INCREASES WHICH WE ARE PROUD OF.
AND AS I SAID, WE ALWAYS TALK ABOUT IT TOGETHER BECAUSE SOMETIMES THERE WILL BE AN INCREASE IN DUAL ENROLLMENT AND A DECREASE PERHAPS IN AN AP COURSE IN A IN A SCHOOL AND VICE VERSA BECAUSE THEY TEND TO WORK TOGETHER.
AND THEN THE NUMBER OF CREDITS STUDENTS EARNED AT THE END OF FOUR YEARS.
FOR OUR DUAL ENROLLMENT COURSEWORK WE HAD DURING OUR SCHOOL YEAR 2021, WE HAD OVER 1,100 STUDENTS GRADUATING WITH AT LEAST A LITTLE BIT LESS THAN 15 CREDITS.
FOR DUAL ENROLLMENT COURSEWORK WE HAD 443 BETWEEN 15 AND 29 CREDITS IN DUAL ENROLLMENT.
WE HAD 75 WITH 30 TO 45 AND 14 WITH OVER 45 CREDITS IN DUAL ENROLLMENT, WHICH IS DIFFERENT, OF COURSE, THAN OUR STUDENTS WHO ARE ALSO COMING FORWARD WITH OUR ADVANCED PLACEMENT COURSEWORK, WHO THEN CAN MOVE FORWARD TO GET THAT COLLEGE CREDIT ALSO.
SO ALL NUMBERS THAT WE SHOULD BE PROUD OF OUR STUDENTS WHO ARE TACKLING THAT.
WE'RE ALSO SEEING INCREASES IN THE NUMBER OF STUDENTS WHO ARE CHOOSING TO PICK UP EITHER THE IB DIPLOMA OR IB COURSEWORK SINGULARLY BECAUSE THEY CAN FIT IT WITHIN THEIR SCHEDULES AND IT'S COURSEWORK THAT INTERESTS THEM.
SO WE REALLY ARE SEEING SOME INCREASES IN NUMBERS ACROSS ALL THREE OF THOSE COLLEGE ACCREDITED TYPE COURSEWORK AND THOSE RIGOR, WHICH IS SOMETHING THAT WE ALL ARE PROUD OF BECAUSE WE REALLY WANT TO MAKE SURE OUR STUDENTS HAVE ACCESS TO THE MATERIAL THAT THEY NEED TO HAVE ACCESS TO.
THANK YOU GUYS. ARE THERE ANY QUESTIONS? THANK YOU VERY MUCH.
BOARD MEMBERS, IS THERE ANY DISCUSSION? MS. BAILEY, I JUST HAVE A COMMENT AND A QUESTION.
FIRST OF ALL, THE SAT PROGRAM THAT DR.
DAUGHTERY IS THE SOLE FORCE BEHIND BRINGING TO CHESTERFIELD COUNTY.
AND I THINK IT'S A PHENOMENAL INITIATIVE THAT HE BROUGHT TO OUR COUNTY.
AS FAR AS THE DE AND THE AP COURSEWORK, DR.
MERRIMAN, DO WE CURRENTLY HAVE ENOUGH? I SAW THE NUMBER THAT WE HAVE, BUT IN RELATIONSHIP TO STUDENT DEMAND FOR THOSE COURSES, FOR AN AP OR A DUAL ENROLLMENT COURSE, DO WE HAVE ENOUGH CREDENTIALED TEACHERS TO FILL THE STUDENT DEMAND? THAT WOULD BE MY FIRST QUESTION.
AND WE'VE HAD THESE CONVERSATIONS PREVIOUSLY, IS THE FACT THAT IF YOU HAVE TO BE CREDENTIALED, WE HAVE UNFORTUNATELY HAD A DUAL ENROLLMENT TEACHER PERHAPS LEAVE THE FOURTH WEEK OF AUGUST AND SUDDENLY WE HAVE TO MANEUVER IN ORDER TO GET THEM SOMEONE ELSE IN.
THAT IS PART OF THE REASON WHY, THANKS TO DR.
DAUGHERTY, WE HAVE THAT DISTANCE LEARNING PIECE WHERE WE HAVE SYNCHRONOUS INSTRUCTION.
AND EVERY YEAR WE'RE LOOKING AT TWEAKING AND EXPANDING THAT.
THE OTHER THING THAT WE'RE DOING RIGHT NOW IS THAT WE ACTUALLY, DR.
POPE AND HER TEAM WILL BRING FORWARD TO YOU IN NOVEMBER OR THIS MONTH.
THEY'RE BRINGING FORWARD TO YOU AT SOME POINT THE ADDITIONS TO THE PROGRAM OF STUDIES.
IT'S JUST NOT WHERE WE ARE. WE ARE CONSISTENTLY LOOKING AT COHORTS, THOUGH, ALSO WORKING WITH RADFORD TO GET ADDITIONAL MATH TEACHERS ABLE TO BE CREDENTIALED TO TEACH DUAL ENROLLMENT. UNIVERSITY OF RICHMOND.
I'M WORKING WITH THEM FOR ENGLISH TEACHERS TO BE ADDING IN THOSE CREDENTIALS.
AND THEN ONE OF THE THINGS THAT I THINK WE'RE SO FORTUNATE HERE IN CHESTERFIELD IS THAT THROUGH SOME OF OUR ADDITIONAL PROFESSIONAL DEVELOPMENT FUNDING, WE'RE ABLE TO SEND TEACHERS WHO WANT TO GO TO ADVANCED PLACEMENT TRAINING DURING THE SUMMERS, AND WE WERE ABLE TO SEND A SIGNIFICANT NUMBER THIS SUMMER, ESPECIALLY BECAUSE SO MANY OF THEM WERE VIRTUAL. SO IF A PRINCIPAL CAME TO ME AND SAID THIS TEACHER'S NEW, THEY'RE GOING TO BE TEACHING AN ADVANCED PLACEMENT COURSE OR IT'S BEEN FIVE YEARS, I NEED TO GET A KIND OF REVIEW OR THEY'RE HAVING A CURRICULUM CHANGE, WE WERE ABLE TO SEND THEM IN ORDER TO HAVE THEM ACCESS THAT CONTENT AND BE PREPARED TO TEACH THE COURSEWORK.
SO YEAH, THAT WAS MY NEXT QUESTION THEN IS DO WE FUND PD AND TRAINING FOR TEACHERS TO GET CREDENTIALED? YES. SO IT'S NOT OUT OF THEIR OWN POCKET.
AND THEN BASICALLY, I WOULD HATE TO HEAR OR HAVE A PHONE CALL FROM ANYONE THAT SAID MY CHILD REALLY WANTED TO TAKE A DE COURSE OR AN AP COURSE AT SUCH AND SUCH SCHOOL, BUT THEY DON'T HAVE A TEACHER THERE CREDENTIALED TO TEACH IT.
THAT'S THE PHONE CALL I DON'T EVER WANT TO HAVE.
[00:25:03]
I AGREE. IT'S NOT WHAT WE EVER WANT TO HAVE.SO SOMETIMES STUDENTS DO MAKE CHOICES.
SO THERE ARE SOME TIMES THAT THEY MIGHT HAVE TO MAKE SOME CHOICES ON THAT REGARD.
BUT YOU FEEL THERE'S ADEQUATE FUNDING FOR THE TRAINING AND FOR THE AP CREDENTIALING.
RADFORD'S FANTASTIC TO WORK WITH.
SO OFTENTIMES WHAT TEACHERS HAVE IS THEY HAVE THE MASTER'S, THEY DON'T HAVE THAT ADDITIONAL CONTENT, RIGHT? AND WE HELP THEM GET THAT PIECE TO GET THEM OVER THAT HUMP TO THE CREDENTIALING FOR DUAL ENROLLMENT.
OK, THANK YOU VERY MUCH. YOU'RE WELCOME.
BAILEY, THE OTHERS ON THE BOARD AND PEOPLE LISTENING.
THE STATE UNDER DIRECTIVE THREE FROM THE GOVERNOR, THEY ARE WORKING TO THE CREDENTIALING FOR DUAL ENROLLMENT, WORKING WITH THE COLLEGES, AND I THINK THERE WILL BE SOME CHANGES COMING FOR NEXT YEAR THAT SHOULD HELP US WITH ANY MORE TEACHERS CREDENTIALED.
MERRIMAN SAID THIS IS LEARNING.
WE ACTUALLY PUT THAT IN PLACE FOR DUAL ENROLLMENT AND AP COURSES AND THEN THE OTHER OPPORTUNITY IS LOOKING AT THE COURSEWORK THAT WE FEEL THE STUDENTS NEED.
I REALLY LIKE THE SEMINAR PROGRAM.
IT GET MORE PEOPLE USED TO THE PROGRAM.
I KNOW THERE WAS EVEN TALK AT ONE TIME OF OFFERING IT TO EIGHTH GRADERS IN SOME AREAS, BUT I THINK THEY LANDED AT NINTH GRADE, AN OPPORTUNITY FOR THAT INTRODUCTION TO AP WORLD. I JUST HAVE TO SAY I MADE A NOTE AS A PARENT TO THINK OF THAT IN THE NEXT COUPLE OF YEARS FOR MY STUDENTS.
ANY OTHER QUESTIONS? YEAH. I HAVE TO ALSO GIVE A KUDOS TO THE ONLINE PIECE.
I NOTICED THE PERCENT. SO I GUESS I HAVE THREE QUESTIONS.
THE QUALIFYING SCORE PERCENTAGE HAVE DECREASED AND I'M SURE COVID HAS A LOT TO DO WITH THAT.
BUT I WAS CURIOUS IF YOU HAD ANY OTHER THOUGHTS ON THAT IS ONE.
TWO IS ARE WE ADEQUATELY STAFFED, COUNSELOR WISE, BECAUSE I THINK YOU REFERENCED THE IMPORTANCE OF THESE ONE ON ONE CONVERSATIONS USING THIS AP POTENTIAL THAT REALLY DOES FALL ON HAVING ENOUGH COUNSELORS AND SCHOOLS? SO GIVEN THE PUSH TO INCREASE AP, IB, DE COURSEWORK, DO WE NEED TO LOOK AT JUST HAVING BETTER STUDENT COUNSELOR RATIOS SO THAT WE HAVE THE PEOPLE THAT CAN? IT REALLY DOES TAKE THOSE CONVERSATIONS SOMETIMES, ESPECIALLY TO IDENTIFY KIDS THAT DON'T SEE THEMSELVES AS THAT KIND OF KID.
AND THEN MY THIRD QUESTION IS, THIS IS MORE FOR PEOPLE LISTENING, SINCE I HAVE A COLLEGE BOARD EXPERT HERE, SOMETIMES I WILL GET SOME PUSHBACK, COMMUNITY PUSHBACK ON MY SUPPORT FOR SAT BECAUSE THEY'LL SAY, YOU KNOW, THEY'VE READ ARTICLES IN US NEWS OR WHATEVER THAT A LOT OF COLLEGES ARE DROPPING SAT FOR ADMISSION.
SO I GUESS WHAT WOULD YOU SAY TO THOSE PARENTS? DO YOU THINK THAT IS A TREND OR THAT WAS JUST SOMETHING THAT HAPPENED DURING COVID BECAUSE IT REALLY WAS A BARRIER BECAUSE TESTS WERE NOT ACCESSIBLE? YOU START ON THREE? HOW ABOUT THAT? YEAH.
SO WHAT THE QUESTION WAS ABOUT, SAT SCORES AND THE VALUE OF SAT, AND I HEARD.
YES, THAT HAS ABSOLUTELY BEEN IN THE NEWS LATELY.
AND I DON'T KNOW THAT EVERYBODY REALLY UNDERSTANDS OR KNOWS.
SO THE COLLEGE BOARD IS A MEMBERSHIP ORGANIZATION.
AND IN MAY, APRIL, MARCH OF 2020, WE WENT TO OUR HIGHER ED MEMBERS AND ENCOURAGED THEM TO BE FLEXIBLE WITH OPPORTUNITIES. WE KNEW THAT WE WERE IN A DIFFERENT WORLD, CERTAINLY FOR THE CLASS OF 2020, BUT THEN ALSO THE CLASS OF 2021 WAS THE CLASS THAT WAS MOST LARGELY IMPACTED
[00:30:09]
BY THE SCHOOL CLOSURES, BECAUSE IF YOU THINK ABOUT IT AND YOU KNOW THIS, THEY WERE JUNIORS AND THAT'S WHEN TYPICALLY A STUDENT WILL TAKE THEIR FIRST SAT.WHAT WE HAVE FOUND IS THAT MORE THAN 80% OF STUDENTS WANT THE OPPORTUNITY TO TAKE AN SAT, SEE HOW THEY DID, AND THEN DECIDE WHETHER OR NOT TO SEND THE SCORE OVER.
AND YOU HAVE TAKEN AWAY THE BARRIER OF NOT ONLY THE FEE AND THE FUNDING FOR IT, BUT ALSO THE CONFLICT OF HAVING TO GO ON A SATURDAY AND FINDING A TESTING CENTER IN CHESTERFIELD. WHAT COLLEGES WILL DO IS, EVEN IF IT IS NOT USED FOR ADMISSION, AN SAT SCORE IS OFTEN REQUIRED FOR MERIT AID AND ALSO PLACEMENT, AND SO IT WILL BENEFIT THE STUDENT TO HAVE THAT SCORE AS WELL.
AND THEN AGAIN, CONNECTING STUDENT WITH THE CAREER INSIGHTS AND ALL OF THE SCHOLARSHIPS.
THERE ARE MORE THAN 800 SCHOLARSHIPS THAT STILL REQUIRE AN SAT SCORE AND THEN ALSO THE NATIONAL RECOGNITION PROGRAMS. AND SO IT'S AN INCREDIBLE OPPORTUNITY AGAIN FOR STUDENTS TO BE SEEN, BUT THEN HAVE THAT CONNECTION TO COLLEGE AND COLLEGE RECRUITING.
IT IS NOT JUST A COUNSELOR CONVERSATION, THOUGH.
WHEN I TAUGHT CHEMISTRY AND BIOLOGY, I HAD THOSE AP POTENTIAL SHEETS OUT ON MY DESK AND WHEN I WAS HAVING CONVERSATIONS WITH STUDENTS ABOUT WHERE THEY WANTED TO GO AND WHAT THEY WANTED TO DO, WE WERE LOOKING AT THOSE DATA SHEETS.
SO IT'S NOT JUST A COUNSELING CONVERSATION, IT'S AN ADMIN CONVERSATION.
IF THEY HAVE A KID IN THEIR OFFICE, FOR SOME REASON IT'S A TEACHER CONVERSATION.
SO THEREFORE IT REALLY NEEDS TO BE ALL, EVERYONE AT THE SCHOOL.
I MEAN, THE CONVERSATIONS THAT, YOU KNOW I THINK I COULD SEE YOU DOING THIS.
HAVE YOU THOUGHT ABOUT THIS TO HELP MOVE KIDS FORWARD INTO THE PROGRAMING? SO, YES, UNLIMITED MONEY TREE, BRING IT ALL ON AT THE HIGH SCHOOL LEVEL.
THERE'S NOT. SO I FEEL LIKE WE'RE PRETTY GOOD.
AND THEN FOR SCORES, LET ME KIND OF GO BACK TO THAT.
ONE OF THE THINGS THAT I WANT EVERYONE TO KEEP IN MIND ALSO IS THAT WE'VE CONTINUED TO PUSH STUDENTS TO TAKE THE AP COURSE AND THEN ALSO ADVOCATING FOR STUDENTS TO GIVE IT A TRY TO TAKE THE TEST.
SO OUR GOAL IS TO REALLY HAVE KIDS TEST WITHIN THEIR COURSE.
BECAUSE OF THAT WE'RE GOING TO SEE SOME FLUCTUATIONS.
YOU'VE DEFINITELY SEEN A DROP IN NUMBERS OF STUDENTS WHO ARE TAKING THE AP IN GENERAL, BUT OUR SCHOOLS HAVE REMAINED RELATIVELY STABLE CONSIDERING WE HIT COVID RIGHT AROUND THIS SPACE, RIGHT AROUND HERE IN 2019-2020.
STRATEGIC PLAN, BIG PUSH GETTING KIDS INTO THAT AP WORLD.
BOTH OF THOSE, ONCE AGAIN, IF THEY'RE DOING FIRST TIME TEST TAKING AS A FRESHMAN, YOU KNOW, I THINK WE HAD A 60% QUALIFYING SCORE IN AP HUMAN GEO, WHICH IS GREAT, AND THAT REALLY SPEAKS TOWARDS OUR NINTH GRADE TEACHERS WHO ARE WORKING SO HARD TO SCAFFOLD THE MATERIAL.
BUT WE'RE GOING TO SEE SOME FLUCTUATIONS IN SCORE EVERY TIME WE START TO DO THAT.
POPE'S TEAM. THEY'RE REALLY WILLING TO DIG IN AND TALK THROUGH WHAT DO WE NEED TO MAKE SURE THAT IN THE CURRICULUM PEDAGOGICALLY, ARE WE DOING WHAT WE NEED TO BE DOING TO SUPPORTING STUDENTS AS WE KIND OF ASK THEM TO STEP INTO SOME UPPER LEVEL WORK.
MADAM CHAIR, JUST A COUPLE THINGS.
IN THE LAST FIVE OR SIX YEARS ESPECIALLY, IT HAS DONE A REALLY GOOD JOB NOT ONLY CONNECTED WITH KHAN ACADEMY, BUT CONNECTING WITH CAREER OPPORTUNITIES AND SUGGESTING STUDENTS, HEY, HAVE YOU THOUGHT ABOUT THESE OPPORTUNITIES? IF YOU TAKE A LITTLE BIT OF TIME, IT'S AMAZING WHAT THE PROCESS WILL TAKE YOU DOWN BECAUSE EVERYONE WHO TAKES THE TEST IS NOW A MEMBER AND THEY HAVE THEY HAVE A DRAFT.
ALSO, YOU KNOW, OUR GOAL WAS TO GET EVERY CHILD IN HIGH SCHOOL A RIGOROUS COURSE.
WELL, WE'RE AN ANOMALY BECAUSE IT'S STILL ABOUT 8%, USUALLY SCHOOLS WILL DO ABOUT EIGHT, 8 TO 9%.
[00:35:08]
I KNOW THAT WAS THE NUMBER A COUPLE OF YEARS AGO.WE DON'T FORCE YOU TO COME AND TAKE THE TEST.
WE DON'T FORCE YOU TO TAKE AP.
WE TRY TO PUSH YOU TO TAKE AP OR WE WANT YOU TO TAKE THE SAT.
BUT WE KNOW THAT THERE ARE STUDENTS THAT WON'T DO IT.
BUT WE ALSO HAVE A REALLY GOOD PROBLEM THAT WE HAVE IS THAT WE HAVE A COMPETING FACTORS RIGHT NOW.
WE HAVE STUDENTS TAKING IB COURSES, TAKING AP COURSES, TAKING DUAL ENROLLMENT COURSES.
AND WHEN YOU LOOK AT THAT NUMBER, IT'S JUST NOT ONE SET OF NUMBER.
IT'S THIS LARGE VOLUME OF STUDENTS.
I MEAN, WE HAD A 63% PASS RATE THIS YEAR WITH OUR AP, AND THAT WAS HIGHER THAN I THOUGHT IT WOULD BE JUST BECAUSE OF US STILL REBOUNDING. BUT OUR TEACHERS DID A GREAT JOB WITH THE CURRICULUM AND OUR STUDENTS DID A REALLY GOOD JOB WITH THE EXAMS. I DO JUST WANT TO QUICKLY REMIND EVERYONE OUT THERE IN THE INTERNET WORLD, OUR 10TH AND 11TH GRADERS ARE TAKING PSATS TOMORROW.
OCTOBER 12TH, IS THE NATIONAL PSAT DAY.
SO A GOOD CHUNK OF OUR STUDENTS ARE TAKING IT.
SOME NINTH GRADERS WILL BE TAKING IT.
SOME SCHOOLS CHOSE TO TEST NINTH GRADERS ON OTHER DAYS.
THAT'S A WIDER SPAN WHERE THEY CAN TEST.
BUT WE DO HAVE HALF OF OUR HIGH SCHOOL STUDENTS TOMORROW ARE GOING AHEAD AND THEY'RE PARTICIPATING IN SOME OF THESE TESTS, WHICH THEN WE'LL BE ABLE TO USE BOTH AS THAT DATA SOURCE AND THEY'LL BE ABLE TO USE AS YOU CONTINUE TO PREP FOR WHATEVER COLLEGE OR CAREER CHOICES THEY MAKE.
CAN I ADD ONE THING THAT YOU JUST NEVER.
SO THAT MEANS FALL 2023, THE PSAT IN CHESTERFIELD WILL BE GIVEN DIGITALLY AND SPRING 2020 FOR THE SAT WILL BE TAKEN DIGITALLY DOMESTIC, RIGHT. BUT WITH THE DIGITAL SAT SUITE OF ASSESSMENTS, EVERY STUDENT WILL GET CAREER INSIGHTS AS A PART OF THEIR SCORE REPORTS AND SCORE REPORTING AND THE INFORMATION THAT COMES BACK AFTER THEY TAKE A TEST.
AND SO THAT'S BEEN A BIG FOCUS OF THE MOVE TO DIGITAL, NOT JUST PUTTING A TEST ONLINE, BUT PROVIDING BETTER CONNECTIONS TO CAREERS AND CAREER INSIGHTS BASED ON ACHIEVEMENTS AND SKILLS AND STUDENT INTEREST AS WELL.
I COULD SPEND ALL NIGHT TALKING ABOUT IT AND ALSO APPLAUDING YOU.
THANK YOU. I JUST HAVE A QUESTION ABOUT OUR INTERNATIONAL BACCALAUREATE STUDENTS AND HOW MANY STUDENTS DO WE HAVE PARTICIPATE IN THAT PROGRAM? DO WE HAPPEN TO HAVE A BALLPARK? PUT MY GLASSES BACK ON SO I CAN SEE MY NUMBERS HERE.
I WILL SAY KEEP IN MIND THAT THE SPECIALTY CENTERS ARE SPECIALTY CENTERS.
BUT BOTH OF THOSE CENTERS ALSO ALLOW STUDENTS TO PICK AND CHOOSE COURSEWORK IF THEY'RE NOT WITHIN THE SPECIALTY CENTER, IF IT'S A COURSE THAT INTERESTS THEM AND IT'S NOT A SECOND LEVEL OF A COURSE, IF THAT MAKES SENSE.
SO THE GOAL, ONCE AGAIN, IS TO ALLOW STUDENTS WHO WANT TO DIP THEIR TOE IN, TO DIP THEIR TOE IN.
SO I'M TRYING TO SEE IF I HAVE THE ACTUAL FULL NUMBER OF OF IB STUDENTS WHO TOOK THAT.
AND I THOUGHT I DID, BUT I DON'T.
WOULD YOU MIND IF I SENT THAT TO YOU? BECAUSE I DON'T THINK I HAVE THAT RIGHT NOW.
AND DOES ONE SCHOOL HAVE MORE PARTICIPATION THAN OTHERS? THOSE ARE SET UP BY INDIVIDUAL COURSES.
THE DATA I HAVE ON MY COMPUTER.
SO AS I SAID, I APOLOGIZE I DIDN'T PRINT THAT.
AND WE'RE WORKING WITH BOTH OF THEM TO HOW DO WE CONTINUE TO INCREASE THOSE NUMBERS? WE'VE HAD NEW COORDINATORS WITH BOTH OF THOSE PROGRAMS WITHIN THE PAST YEAR AND ACTUALLY DR.
COLEMAN, WHO WORKS VERY CLOSELY WITH SPECIALTY TEST CENTERS, IS WORKING WITH THEM, MEETING WITH THEM IN THE NEXT WEEK OR TWO TO DIG INTO HOW DO WE CONTINUE TO ALLOW STUDENTS TO GET IN THAT AND HOW DO WE MAKE SURE THAT WE HAVE SOME CONSISTENT CURRICULUM ACROSS BOTH OF THOSE CAMPUSES TO MAKE SURE THAT ALL THE KIDS HAVE THOSE OPTIONS.
BUT WE HAVE SEEN INCREASES IN IB IN BOTH CENTERS.
ALL RIGHT. THANK YOU. THANK YOU.
AND I'M SORRY. AND THIS IS GOING TO TAKE UP A LOT OF TIME AND I APOLOGIZE IN ADVANCE.
WHAT PERCENTAGE OF CCPS STUDENTS ARE ADMITTED TO FOUR YEAR SCHOOLS? THAT IS NOT A DATA SET I HAVE OFF THE TOP OF MY HEAD.
IT'S ABOUT 50% OF SENIORS ARE TAKING THE SAT.
SO I'M JUST WONDERING OF THOSE 50% OF SENIORS THAT ARE TAKING THE SAT, HOW MANY OF THEM ARE DECIDING TO GO ON TO A SECONDARY, GO ON TO COLLEGE EDUCATION? AND THEN WE HAVE ABOUT, AS DR.
DAUGHTERY MENTIONED, ABOUT A 63% PASS RATE FOR THE AP TEST TAKERS.
AND IT'S ABOUT 100 BUCKS TO TAKE THAT TEST.
SO IT'S A SIGNIFICANT INVESTMENT.
AND I UNDERSTAND THAT WE'RE KIND OF SETTING THE STAGE OF LIKE, YOU KNOW, YOU CAN DO THIS, RIGHT?
[00:40:05]
IT'S KIND OF PUSHING OUR STUDENTS INTO THAT LEVEL OF RIGOR.DO YOU HAVE, AND THIS IS GOING TO BE ANOTHER ONE YOU MIGHT HAVE TO WRITE DOWN FOR LATER, BUT I WOULD BE REALLY INTERESTED TO KNOW THE DATA, THE STATISTICS OF HOW MANY STUDENTS WHO DO SCORE A ONE OR A TWO ON AN AP EXAM GO ON TO SUCCEED WITH THREE, FOUR, LIKE FIVE OR SIX.
[LAUGHTER] SO I JUST KIND OF WOULD BE INTERESTED TO SEE REALLY WHAT THE ACTUAL RESULTS OF THAT ARE? AND THEN MY OTHER QUESTION WOULD BE, ARE THE 96 TEACHERS WHO ARE QUALIFIED TO TEACH DUAL ENROLLMENT COURSES EQUALLY DISTRIBUTED AMONG ALL OF OUR SCHOOLS, AND IF NOT, WHAT THAT DISBURSEMENT LOOKS LIKE? AND IS THERE A QUALITY ASSURANCE COMPONENT TO ADVANCED PLACEMENT COURSES WHERE A TEACHER WHO MAY HAVE, IF A LARGE NUMBER OF STUDENTS DO NOT HAVE QUALIFYING SCORES, IS THERE PROFESSIONAL DEVELOPMENT THAT'S OFFERED FOR THOSE TEACHERS? AND YOU TALKED A LITTLE BIT ABOUT PDR FOR DEVELOPMENT OF TEACHERS, BUT JUST, YOU KNOW, HOW ARE WE EQUIPPING TEACHERS TO MAKE SURE THAT THEIR STUDENTS HAVE AS MUCH SUCCESS ON THOSE TESTS AS POSSIBLE? AND THERE'S A BUNCH OF OTHER SCRIBBLES, BUT I'LL LET THEM GO FOR NOW.
ANOTHER ONE. I MIGHT LOSE TRACK OF WHAT I NEED TO ANSWER.
SO ONE OF THE THINGS YOU ASKED US TO START DIGGING INTO IS THE NUMBERS.
YOU START AT ONE OR TWO AND DO THEY MOVE ON TO THREE, FOUR AND FIVE.
SO THAT'S SOMETHING WE COULD DIG INTO. THAT WOULD BE A MUCH DEEPER RESEARCH PROJECT THAT I TASK SOMEONE ELSE'S DEPARTMENT TO DIG INTO, BECAUSE THAT WOULD BE CROSS-REFERENCING, MAKING SURE THAT WE'RE LOOKING AT THE SAME STUDENT ACROSS THEIR TREND WHICH IS NOT, I'LL BE HONEST, THAT'S NOT MY SKILL SET.
I'VE MOVED INTO OTHER SKILL SETS.
FOR DUAL ENROLLMENT CREDENTIAL TEACHERS, WE DO HAVE ONE SCHOOL.
COSBY HIGH SCHOOL HAS THE MOST.
THE OTHER ONES ARE PRETTY EVENLY DISTRIBUTED.
AND AS I SAID, WE ARE WORKING TO INCREASE THOSE CREDENTIALS AMONGST THE OTHER SCHOOLS TOO.
SO OUR GOAL IS TO CONTINUE TO INCREASE THAT THROUGH THE VETTING, THROUGH THE COHORTS THAT WE'RE DOING AND THEN THROUGH QUALITY ASSURANCE WITH AP. I WILL SAY STAFF MEMBERS WHO TEACH AP HAVE TO TURN IN AND HAVE A COURSE AUDIT DONE BY AP.
THE OTHER PIECE IS THAT PRINCIPALS DO LOOK AT SCORES AND IF THEY SEE THERE'S A CONSISTENT ISSUE, JUST LIKE WITH ANY OF THEIR TEACHERS, IF THERE'S A TEACHER WHO'S STRUGGLING, NO MATTER WHAT COURSE THEY'RE TEACHING, OUR GOAL IS TO GO IN AND HELP GIVE THEM SUPPORT, WHETHER THEY'RE TEACHING OUR STUDENTS WHO ARE STRUGGLING DAY TO DAY OR OUR STUDENTS ARE THE MOST ADVANCED.
SO WE'RE GOING TO GO INTO ANY OF THOSE CLASSROOMS TO HELP THEM.
YOU MIGHT HAVE ASKED ONE BEFORE THOSE, AND IF SO, I MISSED IT.
I APOLOGIZE. IF I DID, I'LL EMAIL IT TO YOU.
I KNOW WHERE TO FIND YOU. [LAUGHTER] THANK YOU VERY MUCH.
THANK YOU FOR THE PRESENTATION.
THANK YOU. NEXT, WE HAVE A REPORT FROM AUDIT AND FINANCE COMMITTEE.
[E. CCPS Audit & Finance Committee Report]
MS. RIKKOLA. MADAM CHAIR. MADAM VICE CHAIR.WANTED TO TAKE A SECOND TO SAY IT'S MY PLEASURE TO SERVE AS THE AUDIT AND FINANCE COMMITTEE STAFF LIAISON AND TAKE A SECOND TO INTRODUCE THE CITIZEN CHAIR OF THAT COMMITTEE, MS. VICKI RIKKOLA, WHO IS BEHIND ME, WHO WILL PROVIDE YOUR ANNUAL UPDATE FOR THE AUDIT FINANCE COMMITTEE.
THANK YOU, BOB. GOOD AFTERNOON.
MY PRESENTATION IS GOING TO BE MUCH SHORTER AND NOT NEARLY AS INTERESTING, BUT BEAR WITH ME.
MY NAME IS VICKI RIKKOLA AND I'M THE CURRENT CHAIR OF THE AUDIT AND FINANCE COMMITTEE.
JUST TO REMIND THE COMMITTEE, JUST TO REMIND THE BOARD THAT OUR COMMITTEE WAS FORMED BACK IN 2018 WITH THE GOAL TO ASSIST THE BOARD IN ITS OVERSIGHT RESPONSIBILITIES FOR BUDGETING, FINANCIAL REPORTING, INTERNAL CONTROL SYSTEMS AND AUDIT PROCESSES.
I'M HAPPY TO REPORT THAT CURRENTLY WE'RE FULLY STAFFED WITH FIVE DISTRICTS BEING REPRESENTED.
THIS IS JUST A LIST OF THE ACTIVITY THAT WE'VE HAD OVER THE PAST TWO YEARS.
I WILL NOT GO OVER ANY INDIVIDUAL ITEM.
IF YOU'RE CURIOUS, THERE'S A LITTLE SUMMARY PROVIDED IN THE FULL REPORT FOR YOUR PLEASURE.
THE COMMITTEE AGREES WITH ALL THE RECOMMENDATIONS AND WE DO NOT HAVE ANY CONCERNS AT THIS TIME.
[00:45:05]
THIS YEAR WE HAVE THREE.THE FIRST ONE IS FULL SUPPORT FOR THE ERP PROJECT.
I'M SURE ALL THE BOARD MEMBERS ARE VERY FAMILIAR WITH THIS VERY IMPORTANT INITIATIVE AND WE WOULD LIKE TO RECOMMEND THAT ALL NECESSARY SUPPORT BE PROVIDED FOR THE SUCCESSFUL IMPLEMENTATION THAT INCLUDES BUT IS NOT LIMITED TO THE DEDICATED STAFF THAT'S GOING TO BE REQUIRED FOR ONBOARDING THE SYSTEM, BUT WOULD ALSO LIKE TO HIGHLIGHT THE NEED TO HAVE A FORWARD LOOKING APPROACH IN THE EVALUATION OF THE PROVIDERS AND VARIOUS SYSTEMS SO THAT ONCE WE DO PICK THE PROVIDER IN THE SYSTEM, IT DOES NOT ONLY SERVICE FOR THE NEXT FIVE YEARS TO ADDRESS THE NEEDS THAT WE CURRENTLY HAVE, BUT IT CAN SERVE US IN SEVEN, TEN, 15 YEARS AND ADDRESS THE FUTURE NEEDS THAT THE COUNTY MIGHT HAVE.
OUR SECOND RECOMMENDATION IS FULL SUPPORT OF SALARY STUDIES.
WE READ A LOT OF REPORTS, LOOK AT DIFFERENT DATA POINTS ANALYSIS.
BUT ONE PARTICULAR DATA POINT TROUBLES THE COMMITTEE EVERY YEAR, AND THAT IS THAT CHESTERFIELD HAS MAINTAINED THE LOWEST PER PUPIL EXPENDITURE OUT OF THE TEN MOST POPULATED JURISDICTIONS IN VIRGINIA.
AND WE THINK THAT WE DESERVE BETTER AND OUR STUDENTS DESERVE BETTER SUPPORT, JUST LIKE OTHER STUDENTS ACROSS THE THE STATE AND ACROSS THE COUNTRY. EVERYBODY KNOWS THAT THE TEACHER SHORTAGES HAVE BEEN WELL PUBLICIZED, NOT JUST IN THE GREATER REGION OF RICHMOND AREA, BUT THROUGHOUT THE STATE AND THROUGHOUT THE COUNTRY, REALLY.
SO NOW IT IS MORE IMPORTANT THAN EVER TO INCREASE THE SPENDING FOR COMPENSATION.
AND EVEN IF WE FULLY IMPLEMENT SALARY STUDIES TODAY, WE'RE GOING TO BE PLAYING CATCH UP.
JUST OVER THE LAST YEAR, THE INFLATION HAS REACHED THE UNPRECEDENTED LEVELS WITHIN THE LABOR MARKET, IN PARTICULAR, THE FRIDAY JOBS REPORT ONLY SHOWS THAT NOW THINGS ARE ONLY GETTING WORSE AND THE MARKET IS GETTING TIGHTER.
SO ONCE AGAIN, WE BELIEVE THAT FULL IMPLEMENTATION WILL BE A FIRST STEP TO HOPEFULLY NOT ONLY ATTRACT NEW TALENT TO CHESTERFIELD, BUT TO KEEP THE TALENT THAT WE HAVE AND MAKE SURE THEY DON'T GO ANYWHERE ELSE.
WE HAVE NEW FACILITIES THAT NEED TO BE BUILT.
WE HAVE EXISTING FACILITIES THAT NEED REPAIR AND BOND REFERENDUM IMPLEMENTATION IS REALLY THE MOST COST EFFECTIVE APPROACH TO FUND THESE INITIATIVES.
AND THAT CONCLUDES MY PREPARED REMARKS.
AND I'LL ENTERTAIN ANY QUESTIONS IF ANYBODY HAS ANY.
THANK YOU VERY MUCH MS. RIKKOLA. I'LL JUST START BY SAYING THAT IT'S BEEN A PLEASURE TO BE A PART OF THE AUDIT AND FINANCE COMMITTEE THESE PAST TWO YEARS, AND I THINK YOUR LEADERSHIP IS TO BE COMMENDED AS WELL.
SO, APPRECIATE THAT VERY MUCH.
THANK YOU. BOARD MEMBER, ANY OTHER QUESTIONS.
MS. HAINES. UM, I MIGHT BE PUTTING YOU ON THE SPOT A LITTLE BIT SO YOU CAN SAY THAT YOU NEED TO TAKE THIS BACK TO YOUR COMMITTEE IF YOU'RE NOT SURE WHAT YOUR ANSWER IS.
BUT I'M CURIOUS IF YOU HAD A RECOMMENDATION FOR AN AREA IN WHICH YOU'D LIKE TO SEE AN AUDIT.
WHAT DO YOU THINK YOUR COMMITTEE WOULD SAY? YOU KNOW, ACTUALLY, IT'S A GREAT QUESTION.
AND WE DID DISCUSS THIS JUST A FEW MEETINGS AGO.
AND I THINK ONE OF THE, ACTUALLY A FEW OF THE MEMBERS NOTED, THAT WE WOULD LIKE A LITTLE BIT MORE INFORMATION ON THE FUTURE ENROLLMENT RATES AND HOW THAT'S BEING EVALUATED ON THE COUNTY LEVEL.
SO THAT CAN ACCOUNT FOR REALLY JUST THE SHEER INCREASE IN ENROLLMENT NUMBERS, BUT ALSO CAN HELP UNDERSTAND THE POCKETS AND AREAS OF WEAKNESS, INFRASTRUCTURE WISE, THAT NEED TO BE ADDRESSED.
CAN'T PUT ME ON THE SPOT FROM BACK HERE.
[LAUGHTER] I WOULD JUST LIKE TO ECHO MS. COKER'S GRATITUDE FOR YOUR WORK AND FOR SEAN AND THE OTHER COMMITTEE MEMBERS, AND I, TOO, HAVE ENJOYED WORKING WITH YOU ALL.
THIS IS KIND OF A SLEEPER COMMITTEE, BUT YOU ALL GET A LOT OF WORK DONE.
[LAUGHTER] YES. BUT NO, THANK YOU SO MUCH FOR YOUR WORK.
[00:50:03]
THANK YOU. NEXT, WE HAVE A PRESENTATION ON ACCREDITATION.[F. Accreditation]
MS. SIMS. GOOD AFTERNOON, EVERYONE.MRS. COKER, MEMBERS OF THE SCHOOL BOARD AND DR.
DAUGHERTY. TONIGHT'S PRESENTATION WILL PROVIDE AN OVERVIEW OF STATE ACCREDITATION, IMPLICATIONS OF ACCREDITATION STATUS/RATINGS, INFORMATION ON THE ACCREDITATION STATUS OF CCPS SCHOOLS AND NEWLY RELEASED INFORMATION ON THE GRADUATION RATE FOR 21-22. THIS PARTICULAR CHART, TITLED TESTING YEAR VERSUS ACCREDITATION YEAR, HIGHLIGHTS THE DIFFERENCE BETWEEN A TESTING YEAR AND AN ACCREDITATION YEAR.
THE BEST WAY TO REMEMBER THIS IS WE TEST AND THEN PROGRESS OR PERFORMANCE ON A TEST REALLY INFORMS YOUR ACCREDITATION STATUS FOR THE NEXT YEAR. AND AS YOU CAN SEE, AS WE'VE LOOKED AT SEVERAL YEARS OF DATA SO FAR WITH DR.
MERRIMAN AND, EXCUSE ME, COLLEGE BOARD, WE SAW THE IMPLICATIONS OF TESTING DURING 2019-20 AND 20-21, WHEN ACCREDITATION WAS WAIVED FOR THE STATE DUE TO PRIOR TESTING YEARS AND COVID.
AND NOW WE'LL LOOK AT AN ACCREDITATION OVERVIEW.
THIS SLIDE HERE HIGHLIGHTS THE MAIN TENETS OF ACCREDITATION, AND THEY ARE 1), SCHOOL QUALITY INDICATORS AND CHESTERFIELD, WE HAVE NICKNAMED THE THREE SCHOOL QUALITY INDICATORS THAT FALL IN THIS CIRCLE.
WE'VE GIVEN THAT THE ACRONYM OF AGE AND AGE STANDS FOR ACADEMIC ACHIEVEMENT, ACHIEVEMENT GAPS OR SUBGROUPS, AND THEN ENGAGEMENT - LEARNER ENGAGEMENT. UNDERPERFORMANCE LEVELS, WHICH WOULD BE THE SECOND TENET.
A SCHOOL CAN EARN A LEVEL OF 1, 2, 3 OR TOO SMALL.
FOR THE 1, 2 AND 3 THINK OF A STOPLIGHT.
THOSE LEVELS WOULD BE SYNONYMOUS WITH A STOPLIGHT.
AND THEN THE ACCREDITATION STATUS WOULD BE THE THIRD TENET OF ACCREDITATION.
WE HAVE, EXCUSE ME, ACCREDITED, ACCREDITED WITH CONDITIONS AND ACCREDITATION DENIED.
THE NEXT FOUR SLIDES WILL PROVIDE MORE DETAILED INFORMATION ABOUT THE THREE TENANTS.
I MENTIONED AGE A FEW MINUTES AGO, AND THIS IS WHAT AGE ENCOMPASSES.
SO A SCHOOL WOULD GET A RATING UNDER THE A, UNDER THE G AND UNDER THE E.
AND YOU SEE THE EIGHT SUBGROUPS NOTED AT THE BOTTOM.
AND THEN FOR ENGAGEMENT, THE E - CHRONIC ABSENTEEISM COUNTS AT EACH LEVEL.
BUT FOR HIGH SCHOOL, ONLY THE LAST THREE BULLETS COUNT.
THE THIRD TENET UNDER THE ACCREDITATION OVERVIEW WOULD BE PERFORMANCE LEVELS.
AND AGAIN, WE HAVE THREE LEVELS.
LEVEL TWO MEANS THERE ARE SOME PRECAUTIONARY THINGS THAT THE STATE WANTS US TO WORK ON.
YOU DID MEET THE BENCHMARK, BUT YOU'RE CLOSE TO MEETING IT.
AND THEN LEVEL THREE, WHEN YOU THINK OF A STOPLIGHT THAT'S KIND OF, HEY, SLOW DOWN.
THERE ARE SOME THINGS WE REALLY NEED TO TAKE A LOOK AT.
AND UNDER EACH OF THE PERFORMANCE LEVELS, YOU'LL SEE THE ACTION REQUIRED.
AND I HAVE TO TELL YOU ALL, AS OF THIS NOVEMBER, I WILL HAVE BEEN IN CHESTERFIELD COUNTY FOR ONE YEAR AND I SINCERELY APPLAUD THE EFFORTS OF CHESTERFIELD COUNTY SCHOOLS IN MONITORING THE SCHOOL IMPROVEMENT PROCESS, AS WELL AS THE RESOURCES THAT ARE PROVIDED FOR A SCHOOL AT ANY LEVEL.
SO AS YOU CAN SEE, I WON'T GO OVER LEVEL ONE AND TWO, BUT WHEN YOU GET TO THREE, IF ANY SCHOOL HAS A LEVEL THREE ON ANY OF THOSE MAIN SCHOOL QUALITY INDICATORS, THEN THAT SCHOOL HAS TO DEVELOP A CORRECTIVE ACTION PLAN AND THEN IMPLEMENT IT WITH FIDELITY.
AND USUALLY THAT IMPLEMENTATION CAN OCCUR WITH THE STATE OR WITH THE SCHOOL DIVISION.
WE DEFINITELY WANT ACCREDITED AND WE CAN LIVE WITH AND WE CAN WORK WITH ACCREDITED WITH CONDITIONS, BUT WE WILL DO EVERYTHING IN OUR POWER TO ENSURE THAT OUR STUDENTS AND OUR STAFF AND OUR COMMUNITY THAT WE DON'T HAVE TO CONTEND WITH THEIR ACCREDITATION DENIED IT.
[00:55:05]
WE WILL WORK DILIGENTLY TO KEEP SCHOOL IMPROVEMENT IN THE FOREFRONT SO THAT THAT DOES NOT HAPPEN.AND THE DEFINITIONS OR DESCRIPTORS OR HOW SCHOOL WOULD BE IN THAT LEVEL ARE NOTED ON THE RIGHT.
SO THIS IS HOW IT ALL COMES TOGETHER.
SO I MENTIONED THE THREE TENETS OF ACCREDITATION AND YOU CAN SEE THOSE IN THE KEY AT THE TOP LEFT.
SO IN BLUE YOU HAVE THE THREE SCHOOL QUALITY INDICATORS, THE ACRONYM AGE.
SO YOU SEE ACADEMIC ACHIEVEMENT, ACHIEVEMENT GAPS AND ENGAGEMENT.
SO THE STUDENT ENGAGEMENT AND OUTCOMES, WE NICKNAMED ENGAGEMENT.
SO THOSE ARE THE AREAS THAT GET A PERFORMANCE RATING.
WE DON'T HAVE A RED ON HERE, BUT THERE COULD BE A RED ON THIS REPORT.
SO YOU CAN SEE UNDER ACADEMIC ACHIEVEMENT, MOST OF THOSE RATINGS ARE LEVEL ONE.
UNDER ACHIEVEMENT GAPS THEY HAVE A LEVEL ONE AND A LEVEL TWO.
AND THEN UNDER ENGAGEMENT, THEY HAVE A LEVEL TWO AND A LEVEL ONE.
SO THE ESSENCE OF ALL OF THIS IS EACH SCHOOL QUALITY INDICATOR IS GIVEN A PERFORMANCE LEVEL.
AND THE OVERALL PERFORMANCE LEVELS DETERMINE THE SCHOOL'S ACCREDITATION RATING.
AND I FAILED TO MENTION THAT THIS IS A HIGH SCHOOL REPORT.
AT THE ELEMENTARY AND MIDDLE SCHOOLS, THEY WON'T HAVE THOSE LAST TWO BOXES.
NOW LOOKING AT CCPS ACCREDITATIONS OVERALL, ACTUALLY, I SHOULD SAY, LOOKING AT OUR TESTING SNAPSHOTS OVERALL AND LOOKING AT TESTING FROM SPRING 21 TO 2022, WE HAD A 10% GAIN IN MATH, IN ENGLISH, READING AND WRITING, WE HAD A 7% GAIN AND IN SCIENCE WE HAD A 4% GAIN.
AND THIS CHART DOES HIGHLIGHT PROFICIENCY RATE INCREASES.
BUT ONE OF THE THINGS THAT WE'RE NOTICING AS WE LOOK AT SUBGROUP PERFORMANCE AND HOW WE'RE DOING COMPARED TO THE STATE, WE ARE WITHIN ABOUT FIVE PERCENTAGE POINTS OF THE STATE AND ALMOST EVERY AREA IN A FEW AREAS WE PARALLEL STATE PERFORMANCE AND A VERY FEW WERE HIGHER THAN THE STATE.
AND NOW FOR ACCREDITATION STATUS.
FOR LAST YEAR OR FOR ACCREDITATION STATUS TESTING LAST YEAR, ACCREDITATION STATUS THIS YEAR, OUT OF OUR 62 SCHOOLS, WE HAVE 60 THAT ARE ACCREDITED AND WE HAVE TWO THAT ARE CREDITED WITH CONDITIONS.
NEXT SLIDE. HERE ARE SOME MORE INFORMATION BASED ON PERFORMANCE LEVELS.
OUT OF OUR 62 SCHOOLS, 24 SCHOOLS HAD ALL GREEN PERFORMANCE LEVELS.
SO OF COURSE THEY WERE ACCREDITED.
WE GO TO THE SCHOOL, WE LOOK AT SPECIFIC OR REQUIRED ELEMENTS LIKE TEACHER LESSON PLANS OR WALKTHROUGH DATA, AND THEN SOME CENTRAL OFFICE TEAM MEMBERS ALONG WITH THE TEAM MEMBERS FROM THE SCHOOL WE LOOK AT AND WE MAY GIVE RECOMMENDATIONS OR COMMENDATIONS, BUT WITH ANY FINDINGS WE HAVE TO ENSURE THAT THE SCHOOL IS INCLUDING THOSE FINDINGS IN THEIR SCHOOL INNOVATION AND IMPROVEMENT PLANS.
AND ALL OF THIS HAS TO BE DONE BY JANUARY 31ST.
THAT'S WHEN DR. DAUGHERTY HAS TO SIGN THE CERTIFICATION THAT THIS HAS BEEN DONE.
AND WE'RE READY AND IT'LL BE DONE.
WE'RE REALLY EXCITED ABOUT THE PROCESS.
NOT EXCITED THAT WE HAVE TO DO IT, BUT WE'RE VERY EXCITED THAT WE HAVE A PROCESS IN PLACE.
AND THEN THE STATE AND THE OFFICE OF SCHOOL QUALITY NOT ONLY MONITORS SCHOOLS THAT ARE IN ACADEMIC REVIEW, THEY ALSO MONITOR ANY SCHOOLS WHO GET A LEVEL TWO YELLOW OR A LEVEL THREE ANYWHERE IN ANY TESTING CATEGORY.
[01:00:01]
SO WE HAVE 35 SCHOOLS WHO HAVE A YELLOW OR A RED IN ANY TESTING CATEGORY.AND I PUT IN PARENTHESES THAT WITHIN THOSE LAST TWO BOXES, WE DO HAVE SOME OF THE SCHOOLS IN ACADEMIC REVIEW WHO ALSO FALL IN THOSE BOXES AS WELL.
AND THAT TOO REQUIRES CERTIFICATION.
AND AGAIN, DR. DAUGHERTY HAS TO SIGN OFF ON THAT TO SAY THAT WE FOLLOW PROTOCOL.
AND NOW I'D JUST LIKE TO GIVE YOU SOME INFORMATION ON ONE TIME GRADUATION.
CCPS' DATA IS IN THE MIDDLE AND THE STATE DATA IS ON THE RIGHT.
AND I'LL BRING US BACK TO WHAT I MENTIONED EARLIER ABOUT 2019, 20 AND 2021.
SO AS WE SEEK TO LOOK AT OUR DATA, WE GO BACK TO 2018-19 AND COMPARE THAT TO 20-21.
AND WE HAD A LITTLE LESS THAN A 1% INCREASE, OF WHICH WE'RE VERY PROUD OF THAT, TOO.
AND I CAN TELL YOU IT IS A HEAVY FOCUS IN CHESTERFIELD COUNTY PUBLIC SCHOOLS, AND I WOULD DEFINITELY ENCOURAGE EACH OF YOU TO LOOK FOR REALLY GOOD THINGS THAT SCHOOLS ARE DOING TO IMPROVE THOSE RATES.
DR. HIGH LAST MONTH TALKED ABOUT THE THREE FOCUS AREAS FOR THE DIVISION OF SCHOOL LEADERSHIP AND SUPPORT SERVICES, AND THOSE ARE SCHOOL LEADERSHIP, CONTINUOUS SCHOOL IMPROVEMENT AND PROFESSIONAL LEARNING.
AND I HAVE TO SAY THAT WE, OUR GOAL IS TO MAKE SURE THAT WE ARE IN SCHOOLS AND WE'RE HAVING THOSE COLLABORATIVE CONVERSATIONS WITH EVERYONE.
SO WE ARE BEATING, WE ARE TALKING, WE ARE COLLABORATING, WE'RE PROVIDING RESOURCES, WE'RE ALIGNING OUR RESOURCES ACROSS THE DIVISION IN OTHER DEPARTMENTS. AND IT'S REALLY AN EXCITING PLACE TO BE AND TO SEE US COMING TOGETHER, TO HAVE SOME REALLY GOOD CONVERSATIONS.
AND JUST AS WE LOOK AT THE OVERVIEW OF WHAT TONIGHT'S PRESENTATION ENTAIL, I JUST WANTED TO CHECK AND SEE IF YOU HAD ANY QUESTIONS OR COMMENTS.
THANK YOU VERY MUCH MS. SIMS. YOU'RE WELCOME.
BOARD MEMBERS, IS THERE ANY DISCUSSION? THINK YOU DID A FABULOUS JOB.
[G. School Innovation and Improvement Process & Plan Update]
NEXT, WE HAVE AN UPDATE ON SCHOOL INNOVATION AND IMPROVEMENT PROCESS AND PLAN.DOCTOR HIGH. GOOD EVENING, MS. COKER, SCHOOL BOARD MEMBERS.
SO HERE YOU'LL SEE THE THE OVERVIEW OF THE TOPICS WE WILL DISCUSS.
WE'LL TALK ABOUT THE VIDEO CONTINUOUS SCHOOL IMPROVEMENT PROCESS AND MODEL.
WE'LL HIGHLIGHT THE CCSP SIIP GOAL FOCUS AREAS.
SO THIS SLIDE SHOWS OUR STRATEGIC PLAN GOALS AND THE SCHOOL DIVISION OF LEADERSHIP AND SUPPORT SERVICES HAVE BEEN FOCUSED AS, MS. SIMS SAID, ON SCHOOL LEADERSHIP DEVELOPMENT, CONTINUOUS IMPROVEMENT AND PROFESSIONAL LEARNING.
AND ALL OF THESE AND ALL THE WORK THAT WE DO ALIGN TO OUR STRATEGIC PLAN.
SO HERE, WHY DO WE SAY CONTINUOUS IMPROVEMENT? THIS IS AN OPPORTUNITY FOR SCHOOLS AND THE DIVISION TO HAVE AN ONGOING COMMITMENT TO QUALITY IMPROVEMENTS AND TO SHOW EVIDENCE BASED, INTEGRATED INTO THE DAILY WORK OF OUR INDIVIDUALS. HERE YOU'LL SEE SOME SLIDES THAT REALLY FOCUS ON WHAT WE DO DURING THIS CONTINUOUS IMPROVEMENT PROCESS.
WE WANT TO FIRST ENGAGE OUR SCHOOL BASED TEAMS AND OUR PROCESS FOR CONTINUOUS IMPROVEMENT.
WE'RE MAKING SURE THAT WE MEET ALL OF THE STATE, LOCAL AND FEDERAL REGULATIONS.
[01:05:03]
AND THEN LASTLY, WE WANT TO MAKE SURE THAT WE'RE ALIGNING OUR PROCESS TO ENSURE THAT STUDENTS MEET SUCCESS AND THAT THEY'RE GREAT OUTCOMES FOR OUR STUDENTS.THERE ARE THREE COMPONENTS TO THE CONTINUOUS IMPROVEMENT PROCESS.
FIRST, THE CNA OR THE COMPREHENSIVE NEEDS ASSESSMENT.
THIS PROVIDES SCHOOLS WITH A PROCESS TO ASSIST WITH THE USE OF DATA AND TO IDENTIFY THE AREAS OF STRENGTHS AND THE AREAS OF IMPROVEMENT, TO LOOK FOR CHALLENGES AND SUCCESSES AS A MECHANISM TO DETERMINE THE POTENTIAL ROOT CAUSES FOR OUR PROBLEMS OF PRACTICE.
THIS IS OUR ROADMAP TO IMPROVEMENT.
WE THEN NEED TO MONITOR AND MAKE SURE THAT THERE IS IMPLEMENTATION AND IMPACT.
SO THIS IS A PROCESS FOR MONITORING, ENSURING THAT THE CURRICULUM IS ALIGNED, THAT THE EVIDENCE BASED INTERVENTIONS AND RESEARCH BASED PRACTICES ARE BEING IMPLEMENTED IN OUR CLASSROOMS. THIS WILL ALLOW US TO MONITOR AND GIVES US INSIGHT INTO THE IMPACT AS TO WHETHER STUDENTS ARE REALLY MAKING THE ACADEMIC PROGRESS AND FINDING SUCCESS.
SCHOOLS USE THE PLAN DO STUDY ACT PROCESS TO DO THIS WORK.
THEY CARRY OUT THE PLAN AND COLLECT AND BEGIN ANALYZING DATA.
THEY STUDY BY COLLECTING THROUGH DATA ANALYSIS AND SUMMARIZING WITH WHAT THEY'VE LEARNED.
YOU HEAR US OFTEN SAY THE SCHOOLS LOOK AT THIS TO ADOPT, ABANDON OR ADAPT THEIR PRACTICES.
AND THIS IS AN ITERATIVE PROCESS.
SO THE CYCLE CONTINUES AS WE GO OUT THROUGHOUT THE YEAR WITH THE SCHOOL IMPROVEMENT PLAN.
SO AS WE'VE HAD MEETINGS WITH OUR SCHOOLS AT THE BEGINNING OF THE YEAR, WE'VE ASKED THESE THREE QUESTIONS TO EVERY SCHOOL AS A WAY TO CALIBRATE OUR CONVERSATIONS AS WE MEET WITH THE STAFF.
WE ASK THEM WITH THE GOALS THAT THEY'VE SET FORTH, WHAT ARE THEY TRYING TO ACCOMPLISH, WHAT CHANGES CAN RESULT IN IMPROVEMENT, AND HOW WILL THEY KNOW THAT THESE CHANGES ARE AN IMPROVEMENT? AND WE'VE HEARD VARIOUS ANSWERS AND GREAT ANSWERS FOR HOW THEY WILL KNOW THAT THIS IS IMPROVEMENT.
SO HERE MS. SIMS TALKED ABOUT AGE.
THERE ARE THREE GOALS WHICH WAS SHARED DURING THE ACCREDITATION PRESENTATION.
WE'VE ASKED THAT THEY ALLOW OTHER LEADERS IN THEIR BUILDING.
WE'RE ALWAYS LOOKING FOR WAYS THAT WE CAN CONTINUE TO BUILD LEADERSHIP.
AND WE ASK THEM TO LOOK AT FOR AT LEAST THREE DATA SOURCES TO MAKE THAT DECISION.
THE SECOND, WHICH IS OUR GAP GROUPS.
THIS IS NOT ONLY A FOCUS IN CHESTERFIELD, BUT IS A FOCUS FOR ACROSS THE STATE.
WE KNOW WE HAVE TO CLOSE THAT GAP FOR OUR SPECIAL EDUCATION STUDENTS.
THIS GOAL ADDRESSES AREAS THAT ENGAGE BOTH STUDENTS AND FAMILIES.
THIS ENCOURAGES TEAMWORK AND COLLABORATION WITHIN SCHOOL STAFF AND CENTRAL OFFICE STAFF.
THE SIIP IS A LIVING DOCUMENT, SO IT'S LIVING AND BREATHING.
SO AS WE GO OUT TO SCHOOLS, WE CHANGE STRATEGIES.
WE LOOK AT ADDITIONAL OPPORTUNITIES THAT WE CAN PROVIDE FOR STUDENTS.
SO HOW HAVE WE BEEN PROCEEDING TO MAKE SURE THAT SCHOOLS ARE PREPARED, THE CENTRAL OFFICE IS SUPPORTING ALL OF THOSE NEEDS BECAUSE, YOU KNOW, WITH MY DEPARTMENT AS WELL AS THE DIVISION OF SCHOOL LEADERSHIP, WE TALK ABOUT BEING IN SUPPORT TO SCHOOLS? THAT'S OUR JOB IN CENTRAL OFFICE IS TO SUPPORT SCHOOLS.
SO WE STARTED OUT IN THE SPRING TALKING ABOUT FEDERAL AND STATE ACCREDITATION.
WE'VE COMMITTED TO MEETING WITH ALL 64 SCHOOLS FOR THE BEGINNING OF THE YEAR, SIIP MEETINGS.
[01:10:01]
AND FUNNY IS EARLIER THIS YEAR WE WENT, A COUPLE OF WEEKS AGO, WE KEPT WRITING BOY BEGINNING OF THE YEAR, BOY.BUT IT'S BOY, IT'S BEGINNING OF THE YEAR SIIP MEETINGS.
AND AS OF TODAY, WE HAVE COMPLETED 54 OF THE 64 SCHOOL SIIP MEETINGS.
AND THE ADDITIONAL TWO WOULD BE CVS AND MOSELEY.
AND THEN LASTLY, AS MS. SIMS SHARED, FOR THOSE SCHOOLS THAT ARE MONITORED OR AN ACADEMIC REVIEW, WE WILL BE MEETING WITH THEM MONTHLY OR BI MONTHLY.
AND SO HERE ARE A FEW PICTURES OF OUR SIIP MEETINGS.
AND THE SIIP MEETINGS INCLUDE SCHOOL TEAMS, WHICH WOULD BE PRINCIPALS, ASSISTANT LEADERS.
DR. DAUGHERTY HAS BEEN AT MANY OF THE MEETINGS.
DR. TYLUS, I'M NOW AT 53 OUT OF 54.
I TRIED NOT TO MISS ANY, BUT I MISSED ONE.
I WAS IN A CABINET MEETING AND SO I MISSED THAT ONE.
BUT I WILL BE REACHING OUT TO THAT SCHOOL TO TALK ABOUT THEIR WORK.
AND THEN DR. POPE HAS ALSO ATTENDED MANY OF THE MEETINGS.
BUT THESE MEETINGS ARE LED BY OUR SCHOOL AND SCHOOL IMPROVEMENT TEAM.
MS. SIMS LEADS THAT ALONG WITH HER SCHOOL IMPROVEMENT TEAM.
AND THEN LASTLY, BUT SURELY NOT LEAST, WE HAVE THE DIVISION OF TEACHING AND LEARNING WHO ARE AT THOSE MEETINGS PROVIDING INSTRUCTIONAL INPUT AND TALKING ABOUT THE BEST PRACTICES THAT WE'VE ROLLED OUT IN SPECIFICALLY IN LITERACY T HIS YEAR.
WE ASKED FOR FEEDBACK AS WE'VE GONE, AND HERE ARE SOME OF THE KEY THINGS THAT PEOPLE SAID.
AND WE ALWAYS WANT TO LOOK AT HOW CAN WE GET BETTER.
SO DIGGING DEEPER IS A GREAT THING.
WE LAUGH AND SAY THAT EVERY YEAR SIIP CHANGES, BUT I THINK WE FOUND OUR SWEET SPOT THIS YEAR.
BUT HERE THEY'VE SAID THAT THIS IS HELPFUL.
THEY'LL BE ABLE TO GO BACK AND WORK ON THE DOCUMENTS BEFORE IT'S DUE ON OCTOBER 30TH.
AND THAT CONCLUDES MY PRESENTATION.
ARE THERE ANY QUESTIONS FOR ME? THANK YOU VERY MUCH. DR.
HIGH. BOARD MEMBERS, IS THERE ANY DISCUSSION? MS. BAILEY. I JUST HAVE TO SAY I LIKE THE IMPROVED SLIDES [LAUGHTER].
THAT GOES UNDER SCHOOL IMPROVEMENT.
BOARD PRESENTATION IMPROVEMENT.
SO REALLY QUICK, I DON'T KNOW IF ANYONE HAS KNOWN THIS, AND I MIGHT HAVE SHARED WITH A FEW PEOPLE BEFORE, BUT ON THE PREVIOUS SLIDES FOR LIKE THE LAST FIVE YEARS, MY WIFE WAS IN ONE OF THOSE PHOTOS [LAUGHTER].
SO SHE'S ALWAYS KEEPING AN EYE ON ME.
SO, BUT HEY, I DO WANT TO JUST SAY THANK YOU TO MS. SIMMS AND DR.
IT'S REALLY GREAT TO SEE THAT WE HAVE A SOLID PLAN IN PLACE FOR US TO GET THERE.
SO THANK YOU FOR ALL THE WORK THAT YOU GUYS HAVE BEEN DOING.
AND I CAN'T BELIEVE YOU MADE ALMOST EVERY MEETING [LAUGHTER] SPEAKERS] WELL, I GUESS I JUST WANT TO POINT OUT THAT I LOVE THE TRANSPARENCY OF THE LAST TWO PRESENTATIONS.
BUT THE SPIRIT OF THIS IS NOT FINGER POINTING, BUT WE'RE DOING THE WORK.
[01:15:06]
AND IF WE'RE TRANSPARENT, THEN WE'RE GOING TO GET THERE FASTER AND BE EVEN BETTER.SO IF YOU WANT TO GET US THERE FASTER, I'D SAY GET INVOLVED.
[H. Special Education Update]
SO NEXT, WE HAVE AN UPDATE ON SPECIAL EDUCATION, DR.SCHOOL BOARD, CHAIR, VICE CHAIR, MEMBERS AND DR.
GOULD, OUR SPECIAL EDUCATION DIRECTOR WHO JOINED CCPS THIS PAST SPRING, HAS HAD A FAMILY EMERGENCY.
IN HER PLACE, MR. MARTIN DARBY, A CCPS SPECIAL EDUCATION COORDINATOR, HIRED MORE RECENTLY THAN DR.
WE ARE VERY EXCITED TO HAVE DR.
AS WE SAID ALREADY, WE'RE ALWAYS LOOKING TO IMPROVE.
BEFORE MR. DARBY COMES FORWARD, BOB MEISTER, OUR CHIEF FINANCIAL OFFICER, IS GOING TO SLIP IN AND SPEAK ABOUT THE FIRST ITEM ON THE AGENDA, AND I WILL ADVANCE THE SLIDE DECK HOPEFULLY FOR HIM.
THANK YOU, DR. POPE, MEMBERS OF THE BOARD.
BEFORE YOU HEAR FROM MR. DARBY ABOUT SPECIAL EDUCATION PRIORITIES, I DID WANT TO PROVIDE A LITTLE BIT OF FINANCIAL CONTEXT TO THE DISCUSSION.
STARTING HERE ON PAGE THREE, YOU CAN SEE THE SPENDING IN AGGREGATE OVER THE LAST HANDFUL OF YEARS.
THE 21-22, THE LAST TWO COMPLETED FISCAL YEARS, IN AROUND 100.
SO IT'S GROWN IN OUR CURRENT BUDGETED AMOUNT IN FY 23 OF ABOUT 12 AND A HALF PERCENT, OR $113 MILLION IS EXPECTED TO BE SPENT IN AGGREGATE ON SPECIAL EDUCATION SERVICES.
CONTEXT, AGAIN, IS REALLY IMPORTANT.
THE OTHER 30 IS STATE OR FEDERAL.
SO KEEP THAT IN MIND AS YOU THINK ABOUT WHERE SOME OF THE REGULATIONS, ETC.
COME FROM AND WHERE THE FUNDING FOR THOSE ULTIMATELY LANDS.
THE OTHER REALLY IMPORTANT PIECE OF CONTEXT IS HOW MUCH IS THIS PER STUDENT? IF YOU LOOK AT THE SLIDE HERE, THIS LOOKS AT OUR BUDGETED AMOUNT.
THE BLUE NUMBERS HERE ARE GENERAL ED SERVICES.
THE GREEN IS SPECIAL ED SERVICES FOR RIGHT AROUND $24,000 PER SPECIAL ED STUDENT ON AVERAGE.
OBVIOUSLY SOME ARE A LOT HIGHER, SOME ARE A LOT LOWER.
ET CETERA. SPECIAL ED IS AROUND $11,500.
IF YOU SPLIT THAT BAR, GENERAL ED IS ABOUT $12,7(00) FOR THAT TOTAL OF ABOUT $24,000.
AGAIN, ON AVERAGE BEING KEY HERE PER STUDENT.
SOME ARE A LOT HIGHER, SOME ARE LOWER THAN THAT.
SO I WANTED TO MAKE SURE THAT THE BOARD WAS AWARE OF THOSE FINANCIAL CONTEXT.
BEFORE I HAND IT OVER TO MR. DARBY TO SPEAK MORE ON THE SPECIAL ED PRIORITIES.
GOOD AFTERNOON. THANK YOU, DR.
POPE, FOR THE INTRODUCTION. I APPRECIATE IT.
UPON ARRIVING AT CHESTERFIELD, DR.
GOULD MET WITH THE DIVISION LEVEL TEAM, REVIEWED CURRENT STAFFING AND MADE RECOMMENDATIONS FOR A MODEL THAT WILL ALIGN WITH VIRGINIA SPECIAL EDUCATION STAFF AND REQUIREMENTS TO REFLECT THE NEEDS OF OUR STUDENTS WITHIN THE BUILDING.
ONE OF OUR FOCUSES IS, OF COURSE, BUILDING UP OUR TEACHERS AND OUR LEADERS.
IN AUGUST, OUR TEAM MET WITH NEW TEACHERS AND STARTED THE PROCESS OF PROVIDING THEM WITH TOOLS AND RESOURCES TO SUPPORT THEM, FURTHER SUPPORT OUR STUDENTS IN THE SCHOOL SETTING . FROM THE START OF THE SCHOOL YEAR, OUR TEAM HAS BEEN ACTIVELY WORKING IN SCHOOLS, SUPPORTING THE DESIGN AND IMPLEMENTATION OF SPECIAL DESIGN INSTRUCTION AS WELL AS TRANSITION SERVICES.
[01:20:09]
CONTINUING ON SUPPORTING OUR TEACHERS.IT IS VERY, VERY GREAT AND WE WANT TO MAKE SURE THAT WE ARE SUPPORTING OUR STAFF AT GETTING THE RESOURCES THAT THEY CAN ENTER THESE MEETINGS AND SPEAK PROPERLY AND SUPPORT OUR FAMILIES.
WE HAVE WORKED TO ESTABLISH PROFESSIONAL DEVELOPMENT AS PART OF OUR TIME OF MONTHLY MEETINGS WITH OUR COORDINATORS WITH SPECIAL EDUCATION TO COVER THESE COMPLIANCE REQUIREMENTS AND REVIEW OUR CURRENT PRACTICES.
THESE STAFF ARE DIRECTLY SUPPORTED BY MENTORS AND OURSPECIAL EDUCATION SPECIALIST.
WE'RE WORKING TO INSTILL CONFIDENCE IN OUR SCHOOL BASED LEADERS SO THAT THEY CAN BEST SUPPORT OUR STUDENTS AND PARENTS PROVIDING FREE AND APPROPRIATE PUBLIC EDUCATION, AS WELL AS ADDRESSING ANY SPECIAL EDUCATION CONCERN.
THIS IS A KEY THING FOR US TO LOOK AT AS WE ARE PLANNING NOT JUST A STUDENT'S SNAPSHOT FOR THAT YEAR, BUT AS WE'RE PLANNING FOR THEIR FUTURE, THEIR TIME WITH US, AND THEIR TIME BEYOND THE TIME, 12TH GRADE.
WE'VE TAKEN THE FIRST STEPS TO SUPPORT INCLUSION BY PURCHASING CURRICULUM THAT ALIGNS WITH HEAD START AND VPI PROGRAMS SO THAT OUR CHILD EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM CAN MEET THE SAME CRITERIA AS OUR GENERAL EDUCATION COUNTERPARTS.
THIS CONSISTS OF 33 DIFFERENT AREAS THAT INCLUDE REVIEWS OF SPECIAL EDUCATION FILES FOR STUDENTS, TO MEET COMPLIANCE, AS WELL AS REVIEW OF OUR CURRENT SPECIAL EDUCATION POLICIES.
I'M NOW AVAILABLE FOR ANY QUESTIONS YOU MAY HAVE.
GREAT. THANK YOU. THANK YOU BOTH FOR THAT PRESENTATION.
BOARD MEMBERS, IS THERE ANY DISCUSSION? MS. BAILEY.
I JUST WANT TO COMMEND YOU FOR STEPPING IN.
IT'S VERY DIFFICULT TO DO SOMEONE ELSE'S PRESENTATION.
I ACTUALLY SAW THAT PRESENTATION IN THE SEAC MEETING WHEN DR.
GOULD DELIVERED IT. SO I KNOW THAT THAT WAS NOT WRITTEN BY YOU, AND THAT'S A DIFFICULT THING.
I'M SURE YOU PARTICIPATED IN FORMING IT, BUT IT'S HARD TO STEP IN.
AND VPI IS A HUGE, I THINK, A GREAT, GREAT IDEA.
SO THAT I'M EXCITED ABOUT AND I'M EXCITED ABOUT BECAUSE AGAIN, DR.
DAUGHERTY'S EARLY CHILDHOOD INITIATIVE AND STARTING CECLA HAS REALLY, I THINK, GOING TO BE SETTING THESE CHILDREN ON THE RIGHT FOOT AND DOING THAT IN AN INCLUSIVE MANNER IS WONDERFUL.
AND THANK YOU FOR STEPPING IN FOR DR.
GOULD. YES, MA'AM. I SHARE YOUR SENTIMENT FOR EARLY CHILDHOOD.
I THINK EARLY INTERVENTION MAKES A WORLD OF DIFFERENCE.
THANKS. AND THIS MIGHT BE MORE UP BOB'S LANE.
AM I UNDERSTANDING THAT THAT PORTION OF THE SPENDING IS OVER THE PER PUPIL ALLOCATION
[01:25:04]
THE $113 MILLION IN THE BUDGET IS FOR SPECIFICALLY THE SPECIAL ED SERVICES.THAT IS THE $12,000 OR $11,700 PORTION OF THE $24K ON THE NEXT PAGE.
DOES THAT MAKE SENSE? YES, IT DOES.
[LAUGHTER] PERFECT. I JUST WANTED TO ACKNOWLEDGE BECAUSE, YOU KNOW, FOR US TO BE SPENDING $113 MILLION PROJECTED ON SPECIAL EDUCATION AND ROUGHLY $24,000 PER PUPIL ON AVERAGE, I THINK THAT KIND OF SPEAKS TO WHERE WE'RE REALLY AT AS A DIVISION.
THIS MAY BE SOMETHING YOU GUYS MAY HAVE THE ANSWER TO OR NOT, BUT LIKE HOW YOU SAID YOU'RE RELATIVELY YOUNG WITH YOUR YOUR CSES, ARE YOU GUYS SHORT YET ON CSES? AND IF SO, I MEAN.
YES. I CANNOT GIVE YOU AN EXACT NUMBER, BUT I KNOW WE HAVE HAD TURNOVER AND WE WORK TO SUPPORT THE TEAM, SUPPORT THEM, AND I THINK DR. GOULD'S FOCUS, AND WE SHARE THE SAME SENTIMENT AS OUR TEAM, IS WE WANT TO GIVE THEM THE SUPPORT RESOURCES SO THAT WE FEEL CONFIDENT AND WE CAN KEEP WELL TRAINED STAFF HERE WITH US SUPPORTING OUR STUDENTS AND FAMILIES.
SO I HAVE TWO FEW QUESTIONS I'LL SAY.
SO THE FIRST ONE IS, IT'S MY UNDERSTANDING THAT CSES, WHICH ARE INCREDIBLY IMPORTANT, DO NOT RECEIVE ANY STATE OR FEDERAL FUNDING, THAT THEY'RE 100% LOCALLY FUNDED.
CAN I? THIS IS STILL WORK SESSION.
SO CONVERSATIONALLY, I JUST KNOW THAT DR.
GOULD TOLD ME THAT SHE LOVED THE FACT WE HAD CSES WHERE SHE CAME FROM, THE PERSON THAT RAN THE SPECIAL ED DEPARTMENTS IN EACH SCHOOL WAS THE ASSISTANT PRINCIPAL, NOT A CSE, AND THAT IT WAS JUST A REALLY NICE FEATURE THAT CHESTERFIELD COUNTY OFFERS THIS FOR OUR SPECIAL EDUCATION STAFF TO HAVE A DEDICATED PERSON AS A AS A CSE.
NO, AND TO BE HONEST, I WAS SHOCKED THAT THE STATE OR FEDS ARE NOT HELPING WITH WHAT SEEMS TO BE.
AND YEAH, SO IT SEEMS LIKE IT, YEA.
SOUNDS LIKE YOU GUYS HAVE THE ANSWER.
BUT YES, IT'S TRUE THAT THE CSES ARE NOT PART OF THE SO. YEAH. AND THEN MY OTHER QUESTION IS LOOKING AT SLIDE SIX, WHERE IT SAYS TO REVIEW THE CURRENT CCPS SPECIAL EDUCATION STAFFING MODEL.
SO I'M CURIOUS WHEN THAT REVIEW WILL BE DONE.
IF I HAD SOMETHING THAT I HEAR A LOT FROM THE COMMITTEE, THAT I WOULD LIKE TO BE ADDED.
IT'S THAT SPECIAL EDUCATION INSTRUCTIONAL AIDES ARE HARDER TO FILL THAN OTHER IAS AND SO SHOULD GET A SALARY INCREASE AND POTENTIALLY, YOU KNOW, TARGET IT TO THE NEED OF THE POSITION.
SO YOU KNOW A SPECIAL EDUCATION AIDE THAT WORKS WITH A CHILDREN, SORRY, EXCUSE ME, A CHILD THAT USES A LOT OF DIFFERENT PIECES OF EQUIPMENT.
RIGHT. LIKE A GATE TRAINER, AND DIFFERENT ADAPTIVE SERVICES, WOULD EARN MORE THAN A SPECIAL EDUCATION AIDE THAT, YOU KNOW, HAD FEWER RESPONSIBILITIES.
SO JUST KIND OF THROWING THAT OUT.
AND THEN WHEN CAN WE EXPECT A REPORT BACK TO THE BOARD? BECAUSE OBVIOUSLY THE REVIEW WILL COME WITH BUDGET IMPLICATIONS.
AND SO IT'S OBVIOUSLY SOMETHING THAT SINCE WE ARE STRONG SUPPORTERS OF SPECIAL EDUCATION.
RIGHT. WE TALK ABOUT DIVERSITY A LOT AND THIS IS A BIG PART OF OUR DIVERSITY.
SO IT SOUNDS LIKE WE NEED THIS INFORMATION BEFORE BUDGET SESSION OR ALONG WITH BUDGET SESSION.
YES, I DON'T HAVE AN EXACT TIMELINE FOR WHEN THAT WOULD BE READY.
IT WAS ONE OF THE VERY FIRST THINGS THAT DR.
GOULD AND I SPOKE ABOUT WHEN SHE CAME ON BOARD.
AND SHE HAS INVESTED MANY, MANY HOURS OF HER FIRST MONTHS HERE LOOKING AT HOW WE STAFF, OUR STAFFING FORMULAS AND WHAT OTHER APPROACHES WE MAY WANT TO CONSIDER. SO WE OFTEN THINK OF ENROLLMENT AS A DRIVER IN A STAFFING FORMULA.
SHE ALSO BROUGHT IN THE IDEA OF A CASE MANAGEMENT AS A SECOND FILTER TO SEE IF WE FELT LIKE WE WERE ADEQUATELY STAFFING OUR SCHOOLS TO DO THE INCREDIBLY IMPORTANT WORK THAT THEY HAVE TO DO. WE HAVE DRAFTED THAT AND SHARED THAT WITH MR. MEISTER AND HIS TEAM.
[01:30:01]
WE'VE ACTUALLY HAD MEETINGS WHERE WE'VE DISCUSSED AND GRAPPLED AND HAD CONVERSATION ABOUT IT.SO I BELIEVE AT THIS POINT WE HAVE PROVIDED INFORMATION FOR THEIR CONSIDERATION AND WE WILL CONTINUE NOW THROUGH OUR BUDGET REVIEWS IN OCTOBER TO REALLY DIG INTO THAT. SO WE'RE ON THE WAY.
IT DOES HAVE BUDGET IMPLICATIONS.
SO BASICALLY WE'LL SEE A FUTURE BOARD PRESENTATION IS WHAT I'M HEARING? DID WE HIT EVERYONE? THANK YOU VERY MUCH. I WILL JUST ECHO IN TALKING WITH SEVERAL PRINCIPALS.
THEY HAVE SAID HIGH PRAISES FOR DR.
GOULD AND THE TEAM COMING IN AND DOING THAT WORK AND CHECKING ON WHAT IS NEEDED IN THEIR SCHOOLS.
SO IT IS BEING SEEN AND BEING SHARED.
[I. Announcements, Communications, and School Board Comments]
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, OCTOBER 11TH, 2022, AT 6:30 P.M.
IF THERE'S NO FURTHER BUSINESS, WE NEED A MOTION TO ADJOURN.
SO MOVED. MADAM CLERK, WILL YOU PLEASE CALL ROLL ON THE MOTION.
THE OCTOBER 11TH, 2022 SCHOOL BOARD WORK SESSION IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.