[A. Meeting Opening]
[00:00:03]
GOOD AFTERNOON. I'D LIKE TO CALL THE NOVEMBER 7TH, 2022 SCHOOL BOARD WORK SESSION TO ORDER.
[B. School Safety and Security Update]
FIRST, WE HAVE AN UPDATE ON SCHOOL SAFETY AND SECURITY FOR MR. DAVIS. GOOD AFTERNOON, MADAM CHAIR, MEMBERS OF THE BOARD, DR.DAUGHERTY. SCHOOL SAFETY IS SUCH AN IMPORTANT TOPIC.
WE HAVE MANY, MANY STRATEGIES THAT WE USE.
WE JUST WANT TO REVIEW SOME OF THOSE AND WHAT YOU MIGHT EXPECT IN THE UPCOMING BUDGET SEASON.
BUT WE HAVE TO CONTINUOUSLY REVIEW THE SUBJECT.
THINGS ARE CHANGING IN SOCIETY.
WE SEE DIFFERENT BEHAVIORS SOMETIMES IN OUR SCHOOL, AMONGST STAFF, AMONGST STUDENTS.
SO WE REALLY HAVE TO BE ON OUR TOES AT ALL TIME TO CONTINUALLY REVIEW AND WHAT ARE WE LEARNING? WHAT CAN WE DO TO PREVENT ANYTHING THAT COULD HURT ANY ANY OF OUR STUDENTS? WE HEAR ABOUT THESE LARGE INCIDENCES, BUT IT'S THE SMALL ONES THAT THAT ARE MUCH MORE LIKELY.
BUT IT COULD BE VERY, VERY IMPORTANT TO THE LIVELIHOOD, AGAIN OF OUR STUDENTS AND STAFF.
BUT WE WANT TO LOOK AT TECHNOLOGY AT ALL TIMES AND CONTINUE TO LEARN FROM OTHER DISTRICTS.
YOU SEE A COUPLE OF WHAT I'LL CALL HARDWARE STRATEGIES AT THE TOP AND THEN PEOPLE BECAUSE WE ARE PEOPLE BUSINESS, BUT ADVANCED PHYSICAL SECURITY EQUIPMENT, OUR CAMERAS, ACCESS CONTROL POINTS, ABILITY TO MONITOR DOORS, KEY SYSTEMS, OUR PHONE APPS, THOSE ARE ALL VERY IMPORTANT AND THINGS THAT WE HAVE STRIVEN TO ACCOMPLISH AND ADD TO OUR REPERTOIRE HERE IN THE LAST SEVERAL YEARS VERY WELL. AND OUR SECURITY TRAINING IS VERY IMPORTANT AS WE MOVE TOWARDS THE PEOPLE ELEMENT.
IT'S IT'S WORKING WITH STAFF, IT'S WORKING WITH OUR STUDENTS, WHETHER IT'S DRILLS FOR AN UNFORESEEN EVENT OR JUST THE DAILY AWARENESS THAT WE WANT OUR STAFF TO HAVE WHEN THEY'RE USING OUR DOORS AND COMING IN AND OUT OF BUILDINGS.
AND THEN OF COURSE, THE DEDICATED SECURITY PERSONNEL WILL TALK SOME BIT ABOUT THE NUMBER OF STAFF MEMBERS THAT WE DO HAVE TODAY AND SOME DIRECTIONS THAT WE MIGHT WANT TO GO IN THE FUTURE. HERE'S JUST SOME PHOTOS OF THOSE EQUIPMENT PIECES.
AND I AND I'M GOING TO NOTE, SINCE IT'S NOT LISTED HERE, THE VESTIBULES THEMSELVES, THE ENTRANCES TO OUR BUILDINGS, WE DO HAVE SOME ACTIVE PROJECTS AT SIX OF OUR SCHOOLS TO UPGRADE THOSE VESTIBULES TO ENSURE THAT THE CHANNEL OF OUR VISITORS GOES DIRECTLY TO THE FRONT OFFICE, TO A STAFF MEMBER AND OTHER PROJECTS HAVE BEEN PROPOSED AT ADDITIONAL SCHOOLS WITH PERHAPS YEAR END FUNDING.
BUT AGAIN, EACH OF THE TECHNOLOGIES, WHETHER IT'S THE CAMERAS, THE ACCESS CONTROL WITH OUR BADGES, BURGLAR ALARMS, APPS AND SO FORTH, ARE ALL VERY IMPORTANT COMPONENTS. BUT WHO DO WE WANT TO TRAIN AND BE AWARE? EVERYBODY, EVERYBODY.
I MENTIONED STUDENTS DOING DRILLS.
WE KNOW THAT THEY HAVE SEVERAL AMOUNTS OF DRILLS DURING THE YEAR TO, YOU KNOW, NOT TERRIFY THEM, BUT TO JUST MAKE THEM AWARE THAT THEY MIGHT HAVE TO TAKE CERTAIN ACTIONS AT CERTAIN TIMES. BUT THROUGHOUT THAT LIST OF STAFF THAT YOU SEE HERE, WHETHER IT'S THE TOP OF SCHOOL ADMIN, DOWN TO SENIOR STAFF IN CENTRAL STAFF, BUS DRIVERS, FACILITIES, SECURITY AWARENESS, IT'S AN EVERYDAY MISSION AND WE ARE GOING TO CONTINUE TO FIND WAYS TO TRAIN THESE STAFF MEMBERS IN REGARDS TO PUTTING PLANS TOGETHER, HAVING GOOD AWARENESS AND GOING THROUGH SOME EXERCISES FROM TIME TO TIME.
SO IN REGARDS TO OUR STAFFING AT THE CENTRAL LEVEL, WE HAVE A MANAGER, MR. GLENN PIKE. YOU'RE ALL VERY AWARE OF HIM.
HE HAS AN ASSISTANT MANAGER, MR. PALMER. WE HAVE AN AUTOMATED SECURITY SPECIALIST, HIS LADY THAT DOES ALL THE BADGES.
10,000 PLUS MS. MARIAH. VERY BIG JOB AND IT'S QUITE DAUNTING.
AND WE ALSO HAVE TWO CAMERA TECHNICIANS THAT HAVE BEEN RECENTLY ASSIGNED TO MR. PIKE BECAUSE HE'S REALLY HANDLING SO MUCH OF THE WORK THAT ARE REQUESTED FROM THE SCHOOLS.
AND TO HAVE THOSE GENTLEMEN WORKING FOR HIM IS VERY IMPORTANT.
AND THE SIZE OF THIS TEAM MIGHT CHANGE AS WE MOVE INTO THE BUDGET SEASON.
AND WE'LL TALK ABOUT SOME POSSIBLE CHANGES TO THAT TEAM AS WE MOVE ON.
BUT IT'S ALSO IMPORTANT TO KNOW NOT JUST THAT CENTRAL OFFICE LEVEL OF SUPPORT, BUT WHAT DO WE HAVE AT THE SCHOOLS, AT THE SCHOOLS WHERE WE'RE WHERE WE'RE REALLY TRYING TO TAKE CARE OF PEOPLE? WE HAVE AN SRO PROGRAM, A GREAT PARTNERSHIP WITH CHESTERFIELD POLICE, TO ENSURE THAT WE HAVE UNIFORMED POLICE OFFICERS ON THE GROUND AT BOTH OUR HIGH AND MIDDLE SCHOOLS.
AND WE ALSO HAVE SOME PART TIME CHILD SAFETY OFFICER POSITIONS THAT SUPPORT OUR ELEMENTARY SCHOOLS.
[00:05:05]
AS YOU CAN SEE THAT THERE'S 15 AT THE HIGH SCHOOL LEVEL, FOUR AT THE MIDDLE SCHOOL LEVEL, AND THEY ARE ASSIGNED TO SCHOOL LEADERSHIP, BUT THEY CAN REPORT DIRECTLY TO THE BUILDING PRINCIPALS.BUT MR. PIKE IS IN CHARGE OF HELPING SELECT THEM.
BUT MUCH MORE IMPORTANT, TO TRAIN AND EQUIP THEM TO DO THEIR TO DO THEIR WORK.
WHEN YOU GET TO THE BUDGET SEASON AND WE'RE NOT GOING TO SHARE EXACT NUMBERS AND COST FIGURES WITH YOU TODAY, BUT THE THE FACT THAT WE PROBABLY WILL BE SHARING THAT THOSE NUMBERS WILL BE RECOMMENDED TO GO UP, SOME MORE DETAILS ABOUT THAT.
SO BECAUSE IT'S AT THE THE KEY, THESE ARE THE FOLKS THAT ARE ON THE GROUND IN ADDITION TO THE POLICE THAT WORK FOR US AND GOT THE GOOD CHUNKS OF THE JOB DESCRIPTION. I'M NOT GOING TO RECITE IT ALL TO YOU.
BUT A FEW IMPORTANT WORDS HIGHLY VISIBLE THROUGHOUT THE ENTIRE SCHOOL, RANGING FROM THE FRONT DOOR TO THE BACK DOOR AND FRANKLY, ANYWHERE IN BETWEEN TO INCLUDE RESTROOMS AND STAIRWELLS.
THEY'RE LOOKING TO PREVENT THINGS.
THEY WANT TO DEVELOP STRONG RELATIONSHIPS WITH OUR STUDENTS AND STAFF AS A RESOURCE THAT CAN REACT QUICKLY AND MOVE QUICKLY IN CASE SOMETHING IS BEGINNING TO EMERGE AS A THREAT AND, YOU KNOW, INTERCEPTED AND STOP IT, IF AT ALL POSSIBLE.
WE WANT TO CONTINUE TO COMPLETE ALL OF THE STRUCTURAL WORK PROJECT.
I MENTIONED THE VESTIBULES THAT ARE UNDERWAY.
SO WE'LL TALK TO YOU IN THE BUDGET PROCESS ABOUT BEGINNING THAT CYCLE.
AND I KNOW ONE OF THE THINGS THAT WE'RE SEEING IN THIS THIRD GENERATION CAMERA EQUIPMENT IS VERY, VERY SHARP PHOTOGRAPHY AND IMAGES THAT AREN'T NECESSARILY AVAILABLE AT SOME OF THE OLDER SCHOOLS THAT WHERE IT WAS FIRST INSTALLED.
AND THAT WILL CONTINUE ALSO WITH ANY OF OUR DOOR EQUIPMENT AND KEYLESS ENTRY IF NECESSARY.
AND OF COURSE, THE BIG BUDGET CONSIDERATION WILL BE OUR OUR FOLKS THAT ARE ON THE GROUND.
AND SO IF WE WERE TO EXPAND THE SSO PROGRAM MOVING RECALL 15 AT THE HIGH SCHOOLS FOR THE MIDDLE SCHOOLS, THE POTENTIAL TO PLACE THEM ALSO AT THE ELEMENTARY SCHOOL LEVEL, MAYBE ONE OR MAYBE A DIFFERENT NUMBER.
ONE OF THE ADDITIONAL THINGS THAT WE NEED TO DO IS LOOK AT THE CENTRAL OFFICE.
THE ROLE OF GLENN'S CURRENT TITLE IS MANAGER.
SHOULD THAT BE CHANGED? UPGRADED AS WE ADD ADDITIONAL RESOURCES TO HIS PURVIEW, ADDITIONAL MANAGERS AND SUPPORT FOLKS THAT CAN WORK WITH NOT ONLY THE CAMERA TECHNICIANS BUT ALSO OUR FACILITIES DEPARTMENT TO BE OUT IN THE FIELD AND TAKE CARE OF ALL THIS HARDWARE THAT WE'VE BEEN ADDING.
THERE IS A MAINTENANCE OF PIECE OF THAT.
AND WHEN IT HICCUPS THAT WE GET IT OPERATING WELL QUICKLY.
WE CAN'T AFFORD FOR THIS TO BE DOWN.
SO THIS WOULD BE A LITTLE BIT OF A TRADE OFF WHERE WE COULD GAIN SOME EFFICIENCIES IN ADDITION TO ADD AS WE ADD THOSE RESOURCES AND AS WE ADD TO THE CENTRAL STAFF, ONE OF THE THINGS THAT THEY WOULD DO VERY MUCH IS TO CONTINUE TO FOCUS ON THAT TRAINING MISSION OUT OF BUILDINGS.
[00:10:10]
WE'RE NOT LOOKING FOR PEOPLE TO SIT IN CENTRAL OFFICE AND MANAGE SECURITY.WE'RE LOOKING FOR PEOPLE TO REPRESENT CENTRAL OFFICE, WORK AT BUILDINGS, WORK WITH PRINCIPALS AND STAFF MEMBERS TO ENSURE THAT THEY UNDERSTAND EVERYTHING FROM THE POSSIBLE THREATS THAT ARE OUT THERE TO ALL OF OUR METHODS OF KEEPING FOLKS SAFE.
SO TO SUMMARIZE, WE'RE REVIEWING WE'RE USING NEW TECHNOLOGY.
AND I'D BE HAPPY TO TAKE ANY QUESTIONS OR LISTEN TO FEEDBACK FROM THE BOARD.
THANK YOU. MR. DAVIS BOARD MEMBERS, IS THERE ANY DISCUSSION? GO AHEAD. THANK YOU, MADAM CHAIR.
THANK YOU, MR. DAVIS, FOR GIVING US THAT UPDATE.
DO WE FEEL LIKE AND I UNDERSTAND THAT A LOT OF IT HAS TO DO WITH THEIR MANNING OVER THERE.
AND IF SOMETHING ELSE TAKES PRIORITY, SOMETIMES THEY HAVE TO PULL THEM AWAY.
BUT HAVE WE HAD A NUMBER OF SITUATIONS? I WOULD SAY IF YOU JUST THINK BACK OVER THE LAST YEAR WHERE SOME OF THE POLICE OFFICERS THAT WE'VE HAD AT SOME OF THE SCHOOLS HAVE HAD TO ACTUALLY DEPART TO GO DEAL WITH REAL WORLD SITUATIONS, THAT DOES OCCUR.
AND ONE OF THE THINGS THAT I KNOW MR. PIKE WORKS VERY CLOSELY WITH THE MANAGER AND SERGEANT IN CHARGE OF ALL THE SROS IS TO TO TRY TO ENSURE THAT THEIR MAJOR TRAINING EVENTS WOULD TAKE PLACE WHILE WE DON'T HAVE KIDS IN SCHOOL, BECAUSE IT SEEMED THAT THEY USED TO KIND OF FOLLOW THEIR OLD BATTLE RHYTHM, YOU MIGHT SAY, THROUGHOUT THE CALENDAR YEAR AND TAKE TIME OFF.
AND THEY WERE AWAY FROM US AND WE ARE SEEING THAT HAPPEN LESS FREQUENTLY.
BUT IT IS DISAPPOINTING EVERY TIME I READ OF AN INCIDENT AND SAYS, WELL, THE SRO WASN'T IN THE BUILDING AND BUT AND SOMETIMES IT SEEMS TO OCCUR MORE FREQUENTLY THAN WE WOULD LIKE IT TO. AND AGAIN, THAT'S JUST WE'VE GOT TO COMMUNICATE.
AND PERHAPS ONE OF THE THINGS I'VE DISCUSSED WITH GLEN IS DO THEY HAVE BACKUPS? DO THEY HAVE THE FLOATERS THAT CAN COVER OUR BUILDINGS, ESPECIALLY WHERE WE HAVE A LOT OF ACTION? I THINK THAT'S JUST ONE OF THE POINTS THAT REALLY DRIVE HOME AND REINFORCE THE NEED FOR SOS OF SOMETHING THAT'S SEPARATE, WHERE THEY DON'T HAVE A RESPONSE TO SOMETHING THAT'S GOING ON OUTSIDE OF THE SCHOOL.
AND WE HAD THE CONSISTENCY AT THE SCHOOLS.
AND THEN JUST THE LAST THING IS HOW OFTEN DO STAFF AT EACH SCHOOL GET TRAINED ON OUR RESPONSES AS FAR AS THE DIFFERENT SITUATIONS THAT COULD COME UP AT A SCHOOL, HOW OFTEN DO WE NORMALLY CONDUCT TRAINING? WELL, EACH SCHOOL DOES HAVE AN EMERGENCY RESPONSE PLAN WHICH DESIGNATES CERTAIN ACTIVITIES WHICH WILL TAKE PLACE AT DIFFERENT TIMES THROUGHOUT THE YEAR.
SO I'D HAVE A DIFFICULT TIME RECITING THEM ALL, IF YOU'D LIKE, MR. PIKE. I'M SURE HE CAN COME UP IN THE KNOW, BUT IT'S SOMETHING THAT WE THINK WE NEED TO DO MORE WHEN WE'RE TALKING ABOUT TRAINING.
WE CAN CERTAINLY DO MORE AND DO BETTER.
[INAUDIBLE] YOU HAVE FOUR MIDDLE SCHOOL SECURITY OFFICER POSITIONS.
COULD YOU IDENTIFY WHERE THOSE OFFICERS ARE STATIONED? I BELIEVE WE'VE GOT A COUPLE AT FALLING CREEK.
THOSE ARE THE ONES THAT'S THE ONE THAT [INAUDIBLE] THANK YOU, SIR. THANK YOU.
I HAD ANOTHER QUESTION, BUT IT'S GONE NOW.
THANK YOU. WELL, I JUST HAVE A COMMENT.
AS YOU WELL KNOW, BUDGET CONSTRAINTS USUALLY DICTATE AND DETERMINE THOSE TYPES OF THINGS.
I THINK MR. PIKE CERTAINLY NEEDS MORE STAFF AS WELL AS WE'RE GETTING MORE AND MORE SCHOOL SAFETY AND SECURITY MEASURES IN PLACE, IT BECOMES A BIGGER AND BIGGER DEPARTMENT AND OBVIOUSLY YOU'LL NEED MORE PEOPLE.
BUT SCHOOL SAFETY AND ALL OF THE THINGS THAT COME WITH IT, IT'S KIND OF LIKE INSURANCE.
YOU HAVE TO HAVE IT, BUT YOU HOPE YOU NEVER NEED IT.
AND THAT'S KIND OF WHERE WE ARE.
WE HAVE TO HAVE THE SECURITY MEASURES IN PLACE, BUT WE HOPE WE NEVER NEED THEM.
[00:15:01]
NOT THE GOOD WORD.BUT I DON'T KNOW THAT WE CAN TRADE AWAY THE SECURITY AND SAFETY OF OUR STUDENTS.
THANK YOU. I KNOW WE HAVEN'T MOVED INTO BUDGET TIME YET AND WE DON'T HAVE NUMBERS YET, BUT ONE THING THAT I WAS THINKING OF WHEN I SAW THE PRESENTATION WAS MS..
BAILEY'S REQUEST TO GLEN PIKE IN THE JUNE BOARD MEETING.
I THINK IT WAS LIKE, WHAT ARE YOUR TOP THREE? JUST KNOWING THAT WE DO HAVE TO PRIORITIZE.
THE NEW RADIO SYSTEM SO THAT WE CAN COMMUNICATE DIRECTLY WITH LAW ENFORCEMENT STAFF.
I AS A FORMER MIDWIFE, I DRILLED EVERY SINGLE YEAR MULTIPLE TIMES.
SO. I TOTALLY UNDERSTAND THE IMPORTANCE OF MORE STAFF TO SUPPORT MORE TRAINING.
AND THEN HE DIDN'T MENTION THIS, BUT A PERSONAL ASK OF MINE TO MAKE SURE THAT THE RAVE APP WORKS IN EVERY SINGLE SCHOOL, BECAUSE I DO THINK IT IS AN INCREDIBLE TOOL AND I KNOW IT DOESN'T WORK.
AND EVERY SCHOOL AND WE HAVE AN ONGOING PROJECT THAT.
YES, NO, I KNOW, BUT WHATEVER.
BUT IT'S NOT OVERNIGHT EITHER.
YEAH. AND SO AS SOON AS THIS FIRST GROUP GETS DONE, WE WILL DETERMINE IF THERE ARE FURTHER HOLES.
AND THE OTHER THING THAT I BECAUSE I AM OFTEN OUT IN THE COMMUNITY AND ASKING ON RECENTLY IT CAME UP ON OUR A CITIZEN'S BUDGET ADVISORY COMMITTEE.
I THINK THAT SOME SCHOOLS HAVE SIGNIFICANT DESIGN CHALLENGES AND PERIMETER CHALLENGES.
AND SO BUILDINGS THAT HAVE DESIGN AND PERIMETER CHALLENGES, THEY'RE MORE LIKELY TO UNDERSTAND THE NEED FOR MORE SSOS AND THEN IN OTHER BUILDINGS THAT WERE DESIGNED BETTER, THEIR SECURITY SAFETY REQUESTS TEND TO DEAL MORE WITH MENTAL HEALTH, UNDERSTANDING THAT WHEN YOU KNOW YOU HAVE A KID, IF THEY DON'T HAVE THE MENTAL HEALTH SUPPORT THAT THEY NEED, THEY'RE NOT GOING TO BE ABLE TO STOP THAT KID BEFORE THEY ARE A SECURITY RISK.
RIGHT. AND THE OTHER REQUESTS THAT I HEARD OFTEN WAS MORE SUBS FOR TEACHERS, BECAUSE IF A TEACHER IS COVERING ANOTHER TEACHER'S CLASS, THEN SHE'S GOING TO MISS THOSE WARNING SIGNS, RIGHT? I MEAN, WE DO AS PARENTS ALL THE TIME.
SO I JUST WANT TO BE SENSITIVE THAT I THINK PRINCIPALS AND GLEN PIKE KNOW OUR SECURITY ISSUES BEST AND WANT TO MAKE SURE THAT IT'S NOT GOING TO BE THE SAME THING AT EVERY SCHOOL.
AND SO WE NEED TO KEEP POLITICS OUT OF IT AND NOT WELL, IF THAT SCHOOL HAS IT, THEN I NEED THAT.
BUT JUST UNDERSTANDING THAT OUR OUR BUILDINGS ARE VERY DIFFERENT.
AND I THINK THE DESIGN CHALLENGES SOME OF THE BUILDINGS, WHAT REALLY JUST A NUMBER OF SPACES THAT ARE DEAD, SPACES THAT ARE EASY TO STINK OFTEN NOT NOT EVERY BUILDING HAS THOSE.
AND HOPEFULLY WE WILL NOT BUILD BUILDINGS LIKE THAT ANYMORE GOING FORWARD.
AND THEN MY FINAL REQUEST IS I THINK IT WOULD BE GREAT TO MAYBE DO IF WE HAVEN'T AN SRO LISTENING SESSION WITH A COUNTY BECAUSE THEY ALSO UNDERSTAND OUR BUILDINGS AND MAYBE HAVE A PERSPECTIVE THAT MAYBE THE COUNTY DOESN'T HAVE.
SO JUST KIND OF JUST FINDING THE RIGHT FUNDING BALANCE WITH THE COUNTY AND MAYBE MORE MENTAL HEALTH SUPPORT, MORE BUDGET SUPPORT FOR MORE OFFICERS, MAYBE A LISTENING SESSION TO BETTER UNDERSTAND SOME OF OUR NEEDS COULD HELP WITH THAT.
JUST AN IDEA IF IT HASN'T HAPPENED.
I WAS READING ABOUT SOME OF THE STRUGGLES IN OTHER LOCALITIES.
AND THIS I DON'T THINK IT WAS HIS ACTUALLY, IT WAS IN MY NEWSPAPER ABOUT THE DEBATE IN REGARDS TO BETWEEN TWO BOARDS AND BRINGING IN THE ADDITIONAL SECURITY STAFF.
AND SO I DON'T THINK WE HAVE TOO MANY NARROW GATES FOR OUR STAFF TO COME THROUGH.
I THINK THE IDEA OF LISTENING TO SOME OF THEM IN A UNIFIED MANNER MAKES A LOT OF SENSE.
[00:20:02]
AND SO IT'S IT'S.MS.. BAILEY MENTIONED WHICH INSURANCE DO YOU GET AND HOW MUCH DO YOU SPEND ON EACH COLUMN? SAY TWO. AND ONE THING THAT I DIDN'T REALIZE, AND THIS WOULD NOT BE OUR PURVIEW, BUT I MY UNDERSTANDING IS THAT THE TRAINING SESSION FOR SROS IS DURING THE SCHOOL YEAR.
SO IT DOESN'T PULL PEOPLE OUT OF SCHOOLS.
WE PREFER TO HAVE THEM IN THE BUILDING AS OFTEN AS POSSIBLE.
WELL, THANK YOU VERY MUCH, MR. DAVIS. YOU'VE DEFINITELY GIVEN US SOME INFORMATION THAT WE WILL TAKE DURING OUR BUDGET SEASON, BUT I KNOW THAT SECURITY IS NUMBER ONE.
WE LOOK FORWARD TO THOSE NEXT STEPS.
ABSOLUTELY. AND I DO HAVE ONE REALLY QUICK QUESTION.
THE VESTIBULES THAT ARE BEING WORKED ON, WHICH SCHOOLS ARE THOSE BEING CONSTRUCTED ON RIGHT NOW? LET'S SEE. I KNOW COSBY'S UNDERWAY.
MEADOWBROOK IS UNDERWAY, MANCHESTER, CLOVER HILL, MANCHESTER AND A COUPLE OF MIDDLE SCHOOLS.
GREAT. THANK YOU. NICE LIST OF SOME ONES TO FOLLOW ON, ESPECIALLY AT THE ELEMENTARY LEVEL.
THANK YOU. NEXT, WE HAVE A PRESENTATION ON TEACHER SUPPORTS FROM DR.
[C. Teacher Supports]
POPE AND DR. HIGH.I WOULD LIKE TO BEGIN THIS PRESENTATION BY PAUSING TO INTRODUCE DR.
MISSY HILL. I ASKED HER TO BE WITH US TODAY.
NOT ONLY DOES DR. HILL SUPPORT AN AVERAGE OF 400 NEW TEACHERS PER YEAR, SHE ALSO PUT TOGETHER OR REFINED MUCH OF THE SUPPORT STRUCTURES YOU WILL LEARN ABOUT IN THIS SLIDE DECK. NEW TEACHER.
I'M GOING TO ALLOW HER SOME TIME TO GET THAT TOGETHER.
IT'S COOL. NEW EDUCATOR ORIENTATION, OR AS WE SOMETIMES CALL IT, NEO, IS AVAILABLE TO BOTH YEAR ROUND SCHOOLS AND TRADITIONAL CALENDAR SCHOOLS.
NEW EDUCATORS NOT ONLY ATTEND FACE TO FACE PROFESSIONAL LEARNING, BUT ALSO ACCESS ASYNCHRONOUS PROFESSIONAL LEARNING SESSIONS FOR ANY TIME, ANYWHERE LEARNING A NEW TEACHER INDUCTION PROGRAM.
SOMETIMES WE CALL THAT NTIP IS ALSO AVAILABLE THROUGH A CANVAS COURSE THAT HOLDS ALL OF THE RESOURCES SO TEACHERS CAN QUICKLY FIND WHAT THEY NEED THROUGHOUT THE YEAR.
SOME OF THE LIVE SESSIONS THAT OCCUR ARE THINGS LIKE TOPICS ON CURRICULUM AND INSTRUCTION, EQUITY FOR MULTI-LINGUAL LEARNERS, MANAGING THE CLASSROOM, BUILDING RELATIONSHIPS AND COMMUNITY.
UNDERSTANDING THE CCPS RAPID IDENTITY DASHBOARD AND CANVAS SUPPORTS ASYNCHRONOUS SECTIONS.
THE SESSIONS ARE ALSO THINGS RELATED TO CAMPUS UNDERSTANDING, OBSERVATIONS, GOAL SETTING, SUMMATIVE REPORTING AND IMPACT YOU, WHICH IS OUR PROFESSIONAL LEARNING PLATFORM. NEW TEACHERS COVER POLICIES 30 30, 31, 30, 40, AND 7200 FOR EXAMPLE.
OK YOU WANT TO LOOK AT THAT SLIDE FOR JUST A SECOND BECAUSE I'M A SLIDE BEHIND.
WE'RE GOING TO GET THIS TOGETHER TODAY, I PROMISE.
HIGH IS GOING TO COME UP AND TALK TO YOU FOR A FEW MINUTES.
SO BEYOND THE INITIAL CENTRAL OFFICE PD SUPPORT, AS DR.
POPE HAS JUST MENTIONED, OUR NEW TEACHERS BENEFIT FROM SCHOOL LEVEL SUPPORTS.
ON THESE TWO DAYS, OUR MENTOR COORDINATORS DISCUSS TOUGH TOPICS SUCH AS THE FACULTY HANDBOOK, WHO'S WHO IN SCHOOLS, WHAT'S WHERE IN THE SCHOOLS, EXPECTATIONS FOR COMMUNICATION WITH FAMILIES, THE SCHOOL BASED PBIS MODEL AND MORE.
ON THESE TWO DAYS, MENTORS AND MENTEES ARE OFTEN MEETING EACH OTHER FOR THE FIRST TIME.
[00:25:02]
ADDED THIS YEAR PRIOR TO THIS YEAR.THE ADDITION OF THIS STIPEND FOR THOSE SUPPORTING THESE CRITICAL POSITIONS INDICATES JUST HOW MUCH WE VALUE THE MENTOR AND NEW TEACHER SUPPORT FOR OUR ANNUAL AND LONG TERM SUBSTITUTES. IN THE SECOND COLUMN YOU'LL SEE.
FOR THE NEW TEACHERS AND OUR BUILDINGS, WHETHER HAVING A MENTOR, A COLLEAGUE OR BUDDY, YOU CAN SEE THE SUPPORTS OFFERED HERE.
THE SUPPORTS OFFERED ARE BASED ON THE NEW TEACHERS EDUCATION EXPERIENCE.
ALL NEW TEACHERS RECEIVE ONGOING AND FORMAL CHECK INS.
TEACHERS WITH ZERO FULL YEARS OF EXPERIENCE, ANNUAL SUBS AND LONG TERM SUBS RECEIVE A YEAR LONG SUPPORT THAT ALSO INCLUDES THE FORM OF MONTHLY CHECK INS AND PEER OBSERVATIONS. EARLY CAREER TEACHERS RECEIVE ONE SEMESTER OF SUPPORT THAT INCLUDES PEER OBSERVATIONS AND FORMAL MONTHLY CHECK INS.
AND THEN OUR VETERAN TEACHERS WHO'VE BEEN WITH US MORE THAN FIVE YEARS WHO ARE NEW TO CCPS, RECEIVED ONE SEMESTER OF SUPPORT THAT ALSO INCLUDES SOME FORMAL CHECK INS AT THE SCHOOLS, MENTOR COORDINATORS, PLAN MEETINGS TO SHARE INFORMATION AND PROVIDE PROFESSIONAL LEARNING AS IT BECOMES NEEDED THROUGHOUT THE SCHOOL YEAR.
MENTOR COORDINATORS DO RECEIVE A SAMPLE CALENDAR OF POTENTIAL TOPICS FROM MONTHLY MEETINGS, BUT THEY HAVE THE AUTONOMY TO ADJUST THE SAMPLE AS THEY SEE FIT FOR THEIR SCHOOL NEEDS. DR.
AND I WANT TO GO TO THE NEXT ONE TO SEE HOW WE'RE KEEPING THIS INTERESTING FOR YOU.
SHE'S TALKING ABOUT THE SCHOOL LEVEL.
I'M TALKING ABOUT THE CENTRAL LEVEL JUST TO KEEP IT MIXED UP.
WE REALLY WANT TO ROUND OUT BY JUST REMINDING EVERYONE THAT CENTRALLY, JUST LIKE IN OUR SCHOOLS, THE SUPPORT CONTINUES YEAR ROUND, WELL BEYOND THAT FIRST NEO WEEK OF ORIENTATION.
NEEDS ASSESSMENT ISSUE, USUALLY THE SECOND OR THIRD WEEK OF THE SCHOOL YEAR TO REALLY DIG INTO WHAT DO YOU NEED? IT'S A FIRST PART OF A CONVERSATION.
WE DO HAVE AN ADVISORY BOARD AND THE NTIP ADVISORY BOARD IS MADE UP OF INSTRUCTIONAL DESIGNERS, CENTRAL SPECIALISTS, ADMINISTRATORS AND TEACHERS AT THE ELEMENTARY, MIDDLE AND HIGH SCHOOL LEVELS.
THIS MAY BE A LITTLE DIFFICULT TO READ, BUT HOPEFULLY VISUALLY YOU GET THE IDEA THAT EACH OF THE COLUMNS AT THE TOP INDICATES THE AUDIENCE WHERE WE'RE OFFERING OPPORTUNITIES FOR OUR PARTICIPANTS.
SO ON THE FAR LEFT, YOU SEE THE AUDIENCE.
THIS IS A REALLY BIG GROUP, RIGHT? YOU'VE GOT YOUR MENTOR COORDINATORS, YOUR COLLEAGUES, YOUR BUDDIES, THE NEW EDUCATORS AND ALL OF THE PD THAT'S OFFERED IN THAT FIRST COLUMN.
AND THEN AS YOU READ KIND OF FROM LEFT TO RIGHT, WHAT I HOPE YOU GET THE SENSE OF, EVEN THOUGH YOU MIGHT NOT BE ABLE TO READ THE SPECIFICS, IS THAT WE'RE CONSTANTLY OFFERING SYNCHRONOUS, ASYNCHRONOUS LIVE FACE TO FACE AND RECORDED OPPORTUNITIES SO THAT WE'RE DELIVERING THAT JUST IN TIME.
I THINK PROBABLY PEOPLE ARE ASKING, WELL, HOW CAN A NEW TEACHER GO TO ALL OF THOSE THINGS AND STILL GET THROUGH THAT FIRST YEAR? WE WE RECOGNIZE THAT THESE ARE OPTIONAL OPPORTUNITIES, BUT WE HAVE AN INCREDIBLE PARTICIPATION RATE HERE IN CHESTERFIELD BEYOND A NEO WEEK WHERE WE HAVE 4 TO 500 NEW EMPLOYEES ANNUALLY, WE AVERAGE IN THE ASYNCHRONOUS OPPORTUNITIES 100 TO 250 PARTICIPANTS IN A YEAR. SO IF YOU LOOK AT THOSE OPPORTUNITIES AND WHEN WE HAVE THE FACE TO FACE, OBVIOUSLY THAT'S HARDER FOR TEACHERS BECAUSE IT'S A SET TIME ON A SET DATE, BUT WE OFTEN AVERAGE 25 TO 45 PARTICIPANTS FOR THOSE EVENTS AND OF COURSE THEY'RE RECORDED.
SO IF YOU CAN'T MAKE IT THAT PARTICULAR DAY, IT CAN BE REPEATED OR YOU CAN WATCH THE RECORDING.
SO WITH ALL OF THAT SUPPORT, WE CAN ALWAYS STILL GET BETTER, RIGHT? SO ONE OF THE THINGS THAT DR.
HILL IS JUST A STRONG BELIEVER IN IS THAT ART OF REFLECTION, ASKING WHAT'S GOING WELL, WHAT COULD WE DO BETTER? CENTRAL OFFICE DOES COLLECT INFORMATION ABOUT PARTICIPATION IN NTIP.
SCHOOLS REPORT THEIR HIRES AND THEIR MENTOR ASSIGNMENTS.
[00:30:03]
THE YEAR CONTINUES.INFORMATION ABOUT MENTORING SUPPORTS.
DR. HILL SENDS OUT WEEKLY INFORMATION.
SO JUST ENSURING THAT ALL OF OUR TEACHERS, NO MATTER WHERE THEY'RE AT, THEY KNOW ABOUT THESE OPPORTUNITIES, THEY'RE ENCOURAGED TO PARTICIPATE AND THAT WE MAKE THE FORMATS AS USER FRIENDLY AS POSSIBLE IN WHAT WE KNOW CAN SOMETIMES BE A TOUGH FIRST YEAR.
SO HOPEFULLY YOU'VE LEARNED A LITTLE BIT MORE ABOUT THE SUPPORTS THAT WE OFFER.
AGAIN, ALWAYS LOOKING TO GET BETTER.
POPE. BOARD MEMBERS, IS THERE ANY DISCUSSION? MS. BAILEY. IT'S ONE OF MY FAVORITE TOPICS.
I JUST LOVE TALKING ABOUT TRAINING TEACHERS.
HILL FOR ALL HER WORK BECAUSE IT IS AMAZING.
I HAVE TO SHARE THE STORY WITH HER THAT I SHARED WITH DR.
SO MY NEW TEACHER TRAINING WAS NOT EVEN AN HOUR.
AND I THEN WHEN I THINK ABOUT TEACHERS GETTING AN ENTIRE WEEK, IT'S AMAZING AND IT'S IT'S SO VALUABLE AND IT'S SO NECESSARY IN EVERYTHING THAT WE THROW AT TEACHERS NOW FROM CANVAS TO RAPID IDENTITY TO TO JUST TO EVEN HOW TO TAKE ATTENDANCE.
NOW, IT'S NO LONGER THE OLD ATTENDANCE ROLL BOOK WHERE YOU CHECK, YOU KNOW, IT'S A LOT.
AND SO IT'S A TECHNOLOGY PIECE.
IT'S HUGE TO TEACHING AS WELL AS JUST LEARNING HOW TO TEACH.
AND THEN I WANT TO THANK YOU GUYS FOR THE STIPEND FOR THE ANNUAL SUBS, BECAUSE I DO THINK THAT THE MORE WE ADD ON TO TEACHERS PLATES, THE LESS DEDICATED TIME THEY CAN SPEND TO THINGS.
AND I THINK IT WAS A VALUABLE USE OF OUR FUNDS TO PAY THE ANNUAL SUBS MENTORS.
AND THEN I JUST HAVE THIS ONE LITTLE IT'S A SMALL SUGGESTION.
AND DR. MURRAY SITTING BACK THERE WAS MY PRINCIPAL WHEN THIS OCCURRED.
HE ASSIGNED ME AS A MENTOR TO A NEW TEACHER, AND THIS NEW TEACHER WAS PHENOMENAL.
AND I HAD BEEN TEACHING FOR LIKE 25 YEARS AT THE TIME OR MORE.
AND WE ENDED I ENDED UP ENTERING TO PRESENT AT THE AMERICAN MIDDLE SCHOOL ASSOCIATION NATIONAL CONFERENCE, AND I TITLED THE PRESENTATION OLD DOGS CAN LEARN NEW TRICKS AND WE GOT SELECTED TO PRESENT AND DR.
MURRAY SENT US. SO MY BRAND NEW TEACHER AND I WENT BECAUSE IT WAS BASED ON THE PREMISE.
AND I THINK IF WE CAN SOME WAY EMBED IN THIS TEACHER MENTOR TRAINING THING THAT JUST IN YOUR FORMS, I KNOW AS A MENTOR YOU HAVE TO CONSTANTLY FILL OUT FORMS THAT THEY HAVE.
WHAT DID YOU TEACH YOUR MENTOR? WHAT DID YOU LEARN FROM YOUR MENTEE? JUST SOMETHING THAT'S INTENTIONAL.
SO IT'S DO YOU ALREADY HAVE THAT IN THERE? OKAY, GOOD. BECAUSE IT'S JUST IT'S YOU DON'T WANT IT TO JUST BE ACCIDENTAL AND HAPPENSTANCE BECAUSE IT CERTAINLY OCCURRED WITH ME THAT YEAR.
ARE WE OFFERING ANY SUPPORT FOR THE.
I GUESS WE WOULD. WHAT SUPPORTS ARE WE OFFERING? I KNOW WE'RE OFFERING SUPPORT.
SO WHAT ARE WE OFFERING FOR THOSE INCOMING TEACHERS WHO ARE HERE PROVISIONALLY AND WHO ARE KIND OF IN THAT SECOND YEAR OF LEARNING ON THE JOB? SO ALL OF THE STRUCTURES THAT WE REVIEWED IN THIS PRESENTATION EXTEND NOT ONLY TO OUR NEW TEACHERS WHO COME IN FULLY LICENSED, BUT TO OUR PROVISIONAL AND TO THOSE SEEKING A PROVISIONAL. IT'S AN OPEN DOOR.
THEY CAN ALL PARTICIPATE THROUGH ALL THOSE DIFFERENT FORMATS THAT WE SHARED.
SO HOPEFULLY IT'S CONVENIENT AND THEY WILL FIND ADVANTAGE IN PARTICIPATING.
THANK YOU, GUYS. NEXT, WE HAVE A PRESENTATION ON STUDENT SUPPORT SERVICES FOR ESL.
[D. Student Support Services * ESL]
[00:35:02]
DR. HAYES.DAUGHERTY, AND MEMBERS OF THE BOARD.
I AM DR. CHANDRA HAYES, THE DIRECTOR OF EQUITY AND STUDENT SUPPORT SERVICES.
AND I'M HERE TONIGHT WITH MS. TARA JENKINS, WHO IS A COORDINATOR OF ESL AND TITLE THREE.
SO WE WILL BE GOING THROUGH THIS PRESENTATION TOGETHER.
SO WHILE THIS IS AN UPDATE FOR THE 2022-2023 SCHOOL YEAR, THESE ARE THE THINGS THAT WE'RE GOING TO SPEAK ABOUT TONIGHT ARE ONGOING THAT WE ARE DOING YEAR AFTER YEAR WITH SOME MODIFICATIONS, OF COURSE.
BUT THE THINGS THAT WE'RE DOING TO SUPPORT OUR ELS IN CHESTERFIELD COUNTY.
WE'RE GOING TO TALK A LITTLE BIT ABOUT THE INCREASE IN ENROLLMENT AND HOW WE MEET THOSE NEEDS FOR OUR DIVERSE STUDENTS, HOW WE IDENTIFY AND PLACE OUR STUDENTS SOME INSTRUCTION AND ASSESSMENT, HOW THOSE TITLE THREE FUNDS ARE USED AND WHAT'S NEXT.
HOW DO WE WORK OUTSIDE OF OUR BUILDING WALLS TO SUPPORT OUR STUDENTS? SO AS YOU CAN SEE HERE IS A LITTLE BIT OF A BREAKDOWN OF THE DIFFERENT STUDENTS OR DIFFERENT COUNTRIES AND LANGUAGES WE HAVE HERE IN CHESTERFIELD COUNTY.
WE HAVE STUDENTS THAT ARE BORN IN OVER 112 COUNTRIES.
BUT YOU WILL SEE THE MAJORITY OF THOSE ARE OUR SPANISH SPEAKING STUDENTS.
AND IF YOU LOOK AT OUR GRAPH, THERE IS KIND OF SMALL, BUT I'LL JUST KIND OF SUM IT UP AND SAY, IN THE PAST SIX YEARS, OUR EL POPULATION HAS INCREASED BY 70%, WHICH IS PRETTY SIGNIFICANT. YEAH.
OH YES. OUR EL POPULATION HAS INCREASED BY 70 7-0% IN THE PAST SIX YEARS.
I'M SORRY, I'M FROM THE COUNTRY SO SOMETIMES 70 SOUNDS LIKE 17.
SO WHAT STUDENTS ARE IDENTIFIED THERE ARE SEVERAL DIFFERENT LEVELS OF LANGUAGE PROFICIENCY FROM WITH ONE BEING ENTERING ALL THE WAY UP TO FIVE AND SIX ARE BRIDGING AND REACHING.
AND IT'S IMPORTANT TO NOTE THAT LEVELS FIVE AND SIX ARE STUDENTS.
THEY REPRESENT STUDENTS IN OUR POPULATION THAT ARE BEING THEY ARE NO LONGER OR THEIR FORMER ELS, BUT THEY ARE JUST BEING MONITORED AT THIS POINT TO MAKE SURE THAT THEY ARE MEETING THOSE ACADEMIC STANDARDS.
IT SHOWS YOU THE DIFFERENCE FROM HOW OUR LEVELS IN WHICH OUR ELS ARE IDENTIFIED BETWEEN OCTOBER OF 2020 AND OCTOBER OF 2022. SO YOU'LL SEE IN 2020, 915 OF OUR ELS WERE IN LEVEL ONE, THAT BEGINNING LEVEL, THAT FOUNDATIONAL LEVEL WHERE THEY NEED THE MOST SUPPORT. AND AS OF THIS YEAR, 1999 STUDENTS FALL INTO THAT CATEGORY.
SO IT REALLY TRULY SPEAKS TO THE NEED THAT WE HAVE FOR OUR STUDENTS WHO ARE LEARNING TO, YOU KNOW, TRYING TO ACQUIRE THE ENGLISH LANGUAGE HERE IN CHESTERFIELD COUNTY.
SO I'LL TURN OVER THE NEXT SLIDE.
AND SO CHESTERFIELD COUNTY PUBLIC SCHOOLS HAS DONE A WONDERFUL JOB AND REALLY LOOKING AT THE FACT THAT EVERY SINGLE ENGLISH LEARNER IS UNIQUE IN THEIR NEEDS AND THEIR LEARNING, WHILE WE SEE SIX PHASES OF LANGUAGE PROFICIENCY THAT DOES NOT NECESSARILY REPRESENT THE YEARS THAT IT TAKES FOR LANGUAGE ACQUISITION.
AND SO WE LOOK AT WHAT OUR STUDENTS ARE GOING TO NEED TO LEARN ENGLISH LANGUAGE, BUT ALSO WHAT ARE THEY GOING TO NEED TO BE ACADEMICALLY SUCCESSFUL? ENGLISH LEARNERS ARE HELD ACCOUNTABLE TO THE SAME STANDARDS AS EVERY OTHER STUDENT AND THEIR NON EL PEERS.
AND SO WE LOOK AT OUR STAFFING REQUIREMENTS IN COMPARISON WITH THE STATE.
STANDARDS OF QUALITY THE STATE DEEMS EFFECTIVE.
20 ESL TEACHERS TO 1000 ENGLISH LEARNERS, WHICH AVERAGES ABOUT 50 TO 1 RATIO.
AND WE LOOK AT THE NEEDS LEVELS AND THEN EXACTLY OUR DIFFERENT AREAS OF POPULATION, HOW THOSE POPULATIONS ARE GROWING, INCREASING THROUGHOUT THE YEARS.
SO WE HAVE A LEVEL 1 TO 2 DIFFERENTIATED STAFFING OF ONE TEACHER FOR EVERY 25 ENGLISH LEARNERS, AND THEN FOR OUR LEVEL THREE AND FOURS, THAT STAFFING MODEL INCREASES SLIGHTLY TO 1 TO 40.
IT'S STILL UNDERNEATH OR BELOW THE STATE STANDARDS OF QUALITY.
I'M VERY PROUD TO SERVE IN THE DIVISION WHERE WE LOOK AT THE INDIVIDUAL NEEDS OF STUDENTS AND WE KNOW AS OUR STUDENTS GROW, THE NEED GROWS.
EVERY STUDENT HAS A DIFFERENT PATHWAY AND WE HAVE TO MAKE SURE WE OFFER ALL MEANS ALL.
[00:40:04]
AND SO OUR STAFFING MODELS REPRESENT THAT THERE IS A STANDARDIZED ENTRANCE PROCEDURE AND CRITERIA FOR IDENTIFYING WHO OUR ENGLISH LEARNERS ARE.IF A LANGUAGE OTHER THAN ENGLISH IS LISTED IN THE THREE, ANY OF THE THREE QUESTIONS THE STATE AND THEIR FEDERALLY MANDATED QUESTIONS, THEN THEY ARE CONSIDERED A POTENTIAL ENGLISH LEARNER AND THEY ARE SEEN BY THE ESL WELCOME CENTER TO RECEIVE A LANGUAGE ACQUISITION ASSESSMENT.
ONCE THEIR DETERMINATION OF LANGUAGE PROFICIENCY DEEMS THAT THEY ARE INDEED AN ENGLISH LEARNER, SERVICES ARE OFFERED AND PROVIDED AT EVERY SINGLE K 12 ELEMENTARY THROUGH HIGH SCHOOL SCHOOL IN CHESTERFIELD COUNTY PUBLIC SCHOOLS.
WE ALSO MAKE SURE THAT THEY ARE PLACED IN THEIR PROGRAM SUCCESSFULLY.
THAT MIGHT BE POTENTIAL OWLS OR PRESUMPTIVE ENGLISH LEARNERS.
WE HAVE IDENTIFIED SO FAR 1551 STUDENTS THAT HAVE COME THROUGH OUR WELCOME CENTER, SCREENED AND PLACED OR ENTERED INTO THE WELCOME TO THE PROGRAM WITH 901 STUDENTS.
OUT OF THOSE STUDENTS, 650 WERE KINDERGARTNERS.
SO WHEN WE LOOK AT SUPPORTING OUR STUDENTS, OUR STUDENTS, WE WANT TO MAKE SURE THAT WE NOT ONLY SUPPORT OUR STUDENTS, BUT THAT INCLUDES OUR IMMIGRANT CHILDREN AND YOUTH TO MAKE SURE THAT THEY ARE ATTAINING ENGLISH PROFICIENCY AT THE SAME RATE AND TO THE SAME LEVEL AS THEIR NON IDENTIFIED PEERS.
WE ASSESS THEIR ENGLISH LANGUAGE PROFICIENCY ANNUALLY.
SO THEY ARE NOT EXEMPT FROM OTHER TESTING THAT IS THERE.
BUT THEY ALSO HAVE OTHER AREAS THAT HELP US IDENTIFY WITH WHERE THEY ARE.
LIEP MODEL, WHICH STANDS FOR LANGUAGE INSTRUCTION, EDUCATION PROGRAM, AND THE FIRST COLUMN THERE.
WE WANT TO MAKE SURE WE'RE MEASURING THE EFFECTIVENESS OF THE PROGRAMS THAT WE HAVE IS NOT JUST ENOUGH TO DO THEM, BUT ARE THEY MAKING A DIFFERENCE AND MAKING SOME CHANGE? ARE WE SEEING GROWTH? SO WE LOOK AT OUR ESL CURRICULUM AND FOR OUR LANGUAGE DEVELOPMENT, WE TALK ABOUT COLLABORATIVE INSTRUCTION.
IT'S NOT JUST THIS IS AN ESL TEACHER ISSUE.
THIS IS ALL CHILDREN, ALL STUDENTS, ALL TEACHERS.
IN TERMS OF PROFESSIONAL DEVELOPMENT AND PROFESSIONAL LEARNING.
WE WANT TO MAKE SURE THAT WE CAPTURE ALL OF OUR STAKEHOLDERS.
THAT INCLUDES OUR ADMINISTRATORS, OUR ESL TEACHERS, OUR CONTENT TEACHERS, SPECIAL EDUCATION AND OUR SCHOOL COUNSELORS AS THEY ARE ALL VITAL IN MAKING SURE THAT OUR STUDENTS ARE SUCCESSFUL.
AND THEN FINALLY, IN THE LAST COLUMN, WE WANT TO MAKE SURE WE HAVE THAT FAMILY ENGAGEMENT PIECE.
IT'S NOT ENOUGH TO JUST DO THE WORK IN SCHOOLS.
WE ALSO WANT TO MAKE SURE THAT OUR FAMILIES ARE INVOLVED IN THAT PROCESS TO SUPPORT.
SO WE'RE ALL WORKING TOGETHER.
WE DO THAT THROUGH EL LANGUAGE DEVELOPMENT, COLLEGE AND CAREER READINESS.
LAST MONTH WE HAD TWO PROGRAMS ON OCTOBER 17TH, OCTOBER 20TH, FOR OUR FAMILIES TO BE MADE AWARE OF THE SAME THINGS THAT ARE, LIKE I SAID, NON EL IDENTIFIED FAMILIES ARE MADE AWARE OF ABOUT HOW TO PREPARE FOR COLLEGE, HOW TO MOVE FORWARD IN THAT CAREER.
WE TALK ABOUT CHRONIC ABSENTEEISM, WHICH IS A VERY, VERY IMPORTANT THING RIGHT NOW.
AND SO HAVING THAT CONVERSATION TO TALK ABOUT CHRONIC ABSENTEEISM, WE NEED THEM TO BE HERE.
WHAT HAPPENS IF THEY MISS 15 CONSECUTIVE DAYS?
[00:45:01]
THEY'RE DROPPED. AND SO IF THEY MUST BE AWAY, WHAT ARE SOME PLANS WE CAN PUT IN PLACE TO MAKE SURE STUDENTS ARE ENGAGING IN THE CURRICULUM WHILE THEY'RE GONE OR DOING ENRICHMENT ACTIVITIES? SO WE MAKE SURE THAT THAT FAMILY ENGAGEMENT PIECE IS JUST AS ROBUST AS WHAT WE DO WITHIN THE SCHOOLS.SOME OF OUR PROGRAMMATIC SUPPORTS, WE HAVE PRAXIS PREP FOR OUR DUAL ENROLLMENT TEACHERS.
WE PROVIDE SERVICES FOR OUR DULY IDENTIFIED STUDENT.
STUDENTS THAT MAY FALL UNDER THE SPECIAL EDUCATION AND THE ESL REALM.
WE WANT TO MAKE SURE AGAIN WE HAVE EXTENSIVE PD AND TRAINING FOR OUR TEACHERS AND THAT'S DONE THROUGH OUR LEADERSHIP ACADEMY, SOME COLLABORATION OR CO TEACHING WORKSHOPS, NEW TEACHER ORIENTATION.
MS. JENKINS DID A PRESENTATION FOR ALL OF THE NEW TEACHERS DOWN AT MATOACA THIS SUMMER, AND IT WAS WONDERFUL BECAUSE THEY HAD A CHANCE TO HEAR, EVEN THOUGH I MAY NOT BE THE ESL TEACHER, IT IS MY RESPONSIBILITY TO TAKE OWNERSHIP FOR THE SUCCESS OF THE STUDENTS.
AND WE ALSO WANT TO MAKE SURE THAT EVERYONE IS AWARE OF THE ACADEMIC COURSE PATHWAYS.
WHAT CAN STUDENTS TAKE? WHERE CAN THEY GO? HOW CAN THEY BE INVOLVED IN THESE OTHER ADDITIONAL PROGRAMS THAT WE HAVE AND OPPORTUNITIES THAT WE HAVE HERE IN CHESTERFIELD COUNTY? AND SO WE ARE REALLY DIVING IN AND TAKING A DEEPER LOOK AT THE ROLE OF PARENTS FOR OUR ENGLISH LEARNERS.
WE UNDERSTAND THE IMPORTANCE OF PARENTS AS EDUCATIONAL PARTNERS AND STAKEHOLDERS, AND SO MAKING SURE THAT OUR FAMILIES ARE PARENTS WHO MAY HAVE A LANGUAGE OTHER THAN ENGLISH, WHO MAY HAVE A CULTURAL, EDUCATIONAL BACKGROUND THAT REPRESENTS MORE INTERNATIONAL STANDARDS VERSUS WHAT IS APPROPRIATE DEEMED APPROPRIATE OR EXPECTED FROM PARENTS AND US SCHOOL SYSTEMS. AND SO WITH THAT, WE HAVE USED OUR TITLE THREE FUNDS TO HIRE TWO FULL TIME SPANISH FAMILY ENGAGEMENT SPECIALISTS.
AND WE ALSO HAVE A PART TIME ARABIC FAMILY ENGAGEMENT SPECIALIST.
AND THEIR SOLE FOCUS IS TO EMPOWER OUR PARENTS TO MAKE SURE THEY ARE AWARE OF THEIR RESPONSIBILITIES AS PARENTS, FOR THEIR STUDENTS AND AS PARTNERS WITH THE SCHOOL SYSTEMS. AND SO SOME OF THE THINGS THAT OUR FAMILY ENGAGEMENT TEAM PRIORITIZE IS ADULT ENGLISH LEARNING PROGRAMS. AGAIN, MAKING SURE THAT IF PARENTS CAN ALSO LEARN THE LANGUAGE, THEY WILL BE MORE EQUIPPED AND FEEL MORE EMPOWERED TO HAVE THOSE EDUCATIONAL CONVERSATIONS WITH SCHOOLS.
AS DR. HAYS MENTIONED, OUR COLLEGE AWARENESS WORKSHOP WAS A GREAT SUCCESS.
WE HAD OVER 200 FAMILIES ATTEND AND THEIR STUDENTS AS WELL HAD THAT ONE ON ONE TIME WITH COUNSELORS TO ASK THOSE QUESTIONS THAT THEY MAY NOT ALWAYS FEEL COMFORTABLE IN THE SCHOOL SETTING, DOING.
ARABIC AND SPANISH FAMILY LITERACY PROGRAMS. WE STARTED THAT ACTUALLY DURING THE PANDEMIC YEAR WHEN WE FIRST CAME BACK INTO SCHOOLS AND IT WAS A HUGE SUCCESS AND IT CONTINUES TO GROW AND THRIVE.
WE'RE LOOKING TO SEE WHY WE HAVE ARABIC AND SPANISH.
SO BRINGING IN COMMUNITY STAKEHOLDERS TO HEAR AND LEARN ABOUT ESL PROGRAMS AT CHESTERFIELD COUNTY PUBLIC SCHOOLS AND THEN OUR SCHOOL BASED EL FAMILY SUPPORT IS IT'S CRITICAL.
IT'S CRUCIAL. AND SO WE DO HAVE PARENTS AS EDUCATIONAL STAKEHOLDERS.
SO THEY KIND OF GET A CALENDAR ALMOST OF WHAT TO EXPECT THROUGHOUT THE YEAR.
WHAT DOES IT MEAN TO GO TO PARENT CONFERENCES? AND THEN, OF COURSE, UNDERSTANDING THE US EDUCATION AS A WHOLE, FROM KINDERGARTEN TO GRADUATION AND BEYOND.
SO I MENTIONED BRIEFLY TITLE THREE FUNDS.
YOU'VE HEARD OF SOME OF THE PROGRAMS, AND SOME OF THOSE PROGRAMS ARE FUNDED BY TITLE THREE, AND THAT IS OUR FEDERAL GRANT THAT IS AWARDED TO PROVIDE SUPPLEMENTAL SUPPORT TO ALL OF THE FABULOUS THINGS THAT WE ALREADY DO AS LOCALLY AS A DIVISION.
THE TITLE THREE FUNDING IS SPLIT INTO TWO DIFFERENT FUNDING STREAMS. ONE IS THE MAIN HUB, WHICH IS A LIMITED ENGLISH PROFICIENCY FUNDING.
AND THEN ALSO YOU HAVE YOUR IMMIGRANT YOUTH FUNDING.
AS YOU CAN SEE, THERE ARE SOME LIST OF JUST A FEW WAYS IN WHICH SUPPLEMENTAL FUNDS CAN BE USED.
[00:50:03]
OKAY, WELL THEN WHAT ADDITIONAL WHAT ADDITIONALLY CAN WE DO TO SUPPORT ENGLISH LEARNERS? SO, FOR EXAMPLE, WHEN YOU LOOK AT ELECTRONIC OR WEB BASED PROGRAMS SUCH AS LEXY OR NEAR POD, SO OUR WE WORK CLOSELY WITH THOSE COMPANIES TO SAY, OKAY, WELL THEN WHAT IS YOUR ENGLISH LEARNER PROGRAM LOOK LIKE? AND IS IT SOMETHING THAT'S GOING TO HELP ENHANCE INSTRUCTION? AND IF SO, HOW CAN WE GET IT? HOW CAN WE GET OUR TEACHERS ACCESS TO IT? PROFESSIONAL DEVELOPMENT IS ONGOING.WE HAVE A ROBUST SIGN UP PROGRAM THAT WE OFFER THROUGHOUT THE YEAR AND INCLUDING STIPENDS BECAUSE OUR TEACHERS COME NOT DURING THE SCHOOL DAY, BUT AFTER SCHOOL AND ON THE WEEKENDS TO LEARN CRITICAL STRATEGIES WITH INSTRUCTION FOR ENGLISH LEARNERS AND THEN FLIPPING OVER TO OUR IMMIGRANT YOUTH NEWCOMER, PARENT OUTREACH, SUPPORTING DIVISION PERSONNEL. HOW DO WE REACH? WE HAVE A UNIQUE, A UNIQUE STUDENT POPULATION SUCH AS REFUGEES, STUDENTS WHO HAVE SIGNIFICANT, INTERRUPTED OR LIMITED FORMAL EDUCATION.
SO OVERALL, WE WANT TO MAKE SURE THAT HERE IN CHESTERFIELD COUNTY, WE ARE SERVING EACH AND EVERY ENGLISH LEARNER ALWAYS IN ALL WAYS, AND WE'RE GOING TO CONTINUE TO DO THAT THROUGH IDENTIFYING STUDENTS, MAKING SURE THEY'RE PLACED APPROPRIATELY, HAVING A ROBUST INSTRUCTIONAL MODEL AND MAKING SURE WE'RE USING OUR TITLE THREE FUNDS IN A WAY THAT BEST SUPPORTS THE NEEDS OF OUR STUDENTS.
THANK YOU. THANK YOU VERY MUCH.
BOARD MEMBERS, IS THERE ANY DISCUSSION? AND MS.. SAINTS. YOU MENTIONED THEM, BUT I JUST THINK IT'S WORTH REPEATING THE FACT THAT ELS ARE NOT EXEMPT FROM SOLS.
SO OBVIOUSLY EVERY CHILD HAS TO BE ACADEMICALLY SUCCESSFUL AND SOLS ARE A BIG PART OF ACCREDITATION, BUT THE STATE ONLY HELPS US FUND AT A 1 TO 50 RATIO.
SO IT'S IT'S JUST YET ANOTHER AREA WHERE WE'RE WORKING REALLY HARD TO MAKE SURE THAT EVERY STUDENT IS ACADEMICALLY SUCCESSFUL AND ARE COBBLING TOGETHER THE SUPPORT TO DO THAT.
SO THANK YOU FOR ALL YOUR HARD WORK.
THANK YOU. I THANK YOU FOR THE PRESENTATION, AND I THINK THAT'S JUST SOMETHING TO HIT HOME FOR EVERYONE TO HEAR, IS THAT THE STATE FUNDS AT A 50 TO 1 RATIO. AND WHEN WE GO ABOVE AND BEYOND THAT AND I THINK WE'VE SEEN 25 TO 1, WE KNOW THAT THAT RATIO SHOULD PROBABLY EVEN BE SMALLER, TO BE HONEST.
THEY'RE ALSO HAVE THE BARRIER OF A SECOND LANGUAGE.
AND SO, YOU KNOW, THAT IS SOMETHING THAT I DON'T THINK EVERYONE ALWAYS UNDERSTANDS IS THAT AS A LOCALITY, WE PICK UP THE REST OF THAT BECAUSE WE KNOW IT'S IMPORTANT TO HAVE MORE THAN 50 TO 1 FOR OUR STUDENTS.
SO JUST ANOTHER ADVOCACY PIECE THERE, AND I THINK THAT THAT'S SOMETHING WORTH NOTING.
AND I HOPE THAT, YOU KNOW, PEOPLE KIND OF TAKE NOTE OF THAT.
ALSO, THE TITLE THREE FUNDS THAT ARE USED TO HELP SUPPLEMENT.
YOU KNOW, A LOT OF TIMES I HEAR THAT FEDERAL GOVERNMENT GIVES SO MUCH FUNDS FOR PUBLIC EDUCATION.
DO YOU KNOW A BALLPARK ABOUT WHAT WE REALLY GET IN TITLE THREE FUNDS? YES. AND SO FOR THE LIMITED ENGLISH PROFICIENCY STRAND OF FUNDING, IT'S $584,344.95.
FOR OUR IMMIGRANT YOUTH, WE HAVE RECEIVED OR THIS YEAR IS $74,772.55, WHICH GIVES US A TOTAL FOR $659,117.50. I AM PROUD TO SAY LAST YEAR WE HAVE LOST OUR IMMIGRANT YOUTH FUNDING BECAUSE THAT IS SOMETHING A SMALL MARGIN OF JUST A DECREASE OF 20 STUDENTS CAN CAUSE YOU TO LOSE THAT FUNDING.
SO THAT'S WHY WE EMPHASIZE OUR SCHOOLS DOING REALLY IDENTIFYING POTENTIAL ENGLISH LEARNERS.
WHAT OTHER COMMUNITY PARTNERS ARE HELPING? I KNOW THE MANCHESTER YMCA HAS WELCOMED CENTER.
[00:55:09]
YES. SO WE HAVE A LOT OF COMMUNITY PARTNERSHIPS.AND SO WE FIND OUT FROM THEM WHAT ARE THEY OFFERING? AND WE IDENTIFY FAMILIES AND STUDENTS THAT WILL BENEFIT FROM IT.
SO FOR EXAMPLE, WITH MANCHESTER, WHAT A WONDERFUL OPPORTUNITY FOR OUR ARABIC COMMUNITY SERVICES, AND THAT JUST REALLY HELPS THEM TO SEE THE SCHOOL DIVISION IN A DIFFERENT LIGHT, KNOW THAT WE ARE CONSIDERING THE WHOLE CHILD AND NOT JUST INSTRUCTION, BUT WHAT IT REALLY MEANS.
WHAT ARE THE EXPERIENCES THAT MAKE IT SO WONDERFUL TO LIVE HERE? WE'VE ALSO PARTNERED WITH THE OFFICE OF REFUGEES TO ENSURE THAT OUR AFGHAN REFUGEE POPULATION HAS A SMOOTH TRANSITION AS THEY ARE COMING NOT ONLY FROM AFGHAN AREAS, BUT ALSO WE ARE SEEING A RISE IN OUR FAMILIES COMING FROM WHEN THEY FIRST ARRIVED.
SO JUST REALLY PARTNERING WITH OUR NONPROFIT PROFIT ORGANIZATIONS TO MAKE SURE THAT THEY ARE AWARE OF WHAT WE ARE DOING, BUT ALSO WHAT CAN THEY HELP US WITH AND THOSE EXTRA CURRICULAR AREAS.
YOU KNOW, I THINK BACK TO WHAT MR. HARTER SAID ABOUT LOOKING AT THE RATIO THAT WE HAVE.
IF YOU GO BACK TO YOUR SLIDE NUMBER FIVE, WHERE YOU SHOW THE INCREASE IN STUDENT POPULATION IN THE DIFFERENT LEVELS, LEVEL ONE AND TWO, AND THEN THE FACT THAT OF OUR 4500 STUDENTS THAT WERE STATED THAT THEY HAD ANOTHER LANGUAGE, 900 OF THOSE WERE SHOWN TO ACTUALLY NEED SERVICES AND 650 OF THOSE ARE KINDERGARTNERS.
SO THOSE ARE YOUR CLASSROOMS THAT NEED EVEN SMALLER TEACHER STUDENT RATIO.
SO IT'S JUST IT'S VERY TELLING WHEN YOU PUT NUMBERS TO IT.
SO APPRECIATE THE PRESENTATION.
QUICK QUESTION. YOU JUST SPARKED IT.
ARE WE FULLY STAFFED? TELL THE PUBLIC. TELL THE PUBLIC IF WE'RE FULLY STAFFED IN THERE.
YES. I WILL SAY OUR SCHOOLS HAVE DONE A WONDERFUL JOB IN STAFFING AND PRIORITIZING STAFFING.
WE DO HAVE VERY FEW VACANCIES, BUT I WOULD LIKE TO ALSO MENTION THAT AS BECAUSE AS OUR STUDENT POPULATION GROWS, WE HAVE BEEN ABLE TO FUND ADDITIONAL POSITIONS.
SO RIGHT NOW WE ARE TRYING TO STAFF THAT AND WE ARE PRIORITIZING OUR HIGH SCHOOLS AT THIS MOMENT BECAUSE NEWLY ARRIVING NINTH GRADERS, THAT ALSO REPRESENTS SOMETIMES OVERAGE ISSUES OR AGAIN, SIGNIFICANT, LIMITED OR INTERRUPTED FORMAL EDUCATION.
SO, YES, SCHOOLS HAVE DONE A WONDERFUL JOB IN HIRING, BUT WE NEED MORE.
THANK YOU. THANK YOU. SEE, NEXT, WE HAVE A PRESENTATION ON RETURN ON INVESTMENT FROM DR.
[E. Return on Investment]
FOX. HI.DAUGHERTY, AND MEMBERS OF THE BOARD.
I'M LOOKING AT THIS TO MAKE SURE I KNOW HOW TO ADVANCE IT.
IN THIS PRESENTATION, I WILL SHARE HOW THE WORK WAS DEFINED.
WHO IS DOING THE WORK? INFORMATION ON THE CURRENT STATUS OF VARIOUS PROJECTS AND WHAT OUR NEXT STEPS ARE.
AND I WILL START BY DEFINING THE WORK.
THE GOAL OF THE RETURN ON THE INVESTMENT WORK IS TO DETERMINE THE IMPACT OF RECURRING ESSER EXPENSES IN ORDER TO SUPPORT BUDGET DECISIONS AS ESSER MONIES EXPIRE. SO MANY GROUPS HAVE CONTRIBUTED TO THIS WORK, WHICH BEGAN WITH THE FORMATION OF THE ROI COMMITTEE IN MARCH OF THIS YEAR, AT THE BEHEST OF MR. BOB MEISTER, THE CHIEF OF BUSINESS AND FINANCE DIVISION.
THIS CORE TEAM MET REGULARLY DURING THE SPRING TO DEVELOP THE FRAMEWORK FOR OUR EVALUATION PROCESS.
THIS TEAM CONTINUES TO MEET REGULARLY TO REVIEW OUR WORK.
WE ARE THANKFUL FOR THE INSIGHT OFFERED BY THESE GROUPS, AS WELL AS THE OPPORTUNITY TO SHARE OUR WORK, TO SUPPORT OTHERS WITH OUR BASIC FRAMEWORK ESTABLISHED. THE ROY COMMITTEE MET WITH THE DEPUTY SUPERINTENDENT AND THE DIVISION CHIEFS TO REVIEW PROGRAMS IDENTIFIED FOR EVALUATION AND TO IDENTIFY A
[01:00:09]
PROJECT LEAD FOR EACH EVALUATION.FOLLOWING THAT APRIL MEETING, THE PROGRAM EVALUATION TEAMS BEGAN TO FORM.
EACH TEAM IS LED BY THE PROJECT LEAD AND A MEMBER OF THE RESEARCH AND EVALUATION OFFICE.
ADDITIONAL MEMBERS SERVE ON EACH TEAM AS IDENTIFIED BY THE PROJECT LEAD.
AT TIMES, THIS HAS INCLUDED VARIOUS DIVISION AND SCHOOL LEVEL COLLABORATORS.
WE ARE STRIVING TO CAPTURE THE VOICE OF THE SCHOOLS WITHOUT PLACING UNDUE BURDEN ON SCHOOL STAFF.
THE INITIAL TASK OF EACH OF THESE EVALUATION TEAMS, WHICH TO DOCUMENT THE ALIGNMENT TO THE STRATEGIC PLAN, THE NEED FOR AND GOALS OF THE PROGRAM, AS WELL AS THE READINESS FOR EVALUATION, WHICH INCLUDED INFORMATION ABOUT HOW THE PROGRAM WAS IMPLEMENTED AND IDENTIFICATION OF APPROPRIATE AND AVAILABLE OUTCOME DATA.
WE NOW TURN TO THE CURRENT STATUS OF THE NUMEROUS PROJECTS THAT WE ARE WORKING ON.
AS INDICATED, THE INITIAL REVIEW FOR EACH PROGRAM LOOKED AT ALIGNMENT NEEDS.
WE HAVE VERY FEW PROGRAMS IN THIS FIRST CATEGORY, WHICH IS THOSE PROGRAMS WHERE THE EVALUATION IS IN PROGRESS AND ALL FOUR CRITERIA WERE EITHER IN PLACE OR COULD BE IDENTIFIED EARLY.
OUR EXAMPLE IS THE RE-ENGAGEMENT CASE MANAGER.
MANY MORE OF OUR PROGRAMS FALL INTO THE PLANNING OR THE DATA COLLECTION PHASE.
THE PRELIMINARY WORK FOR THESE TEAMS IS TO FINALIZE ANSWERS TO THE CRITICAL QUESTIONS IN ORDER TO HAVE THE EVALUATION COMPLETED IN TIME TO INFORM THE FISCAL YEAR 25 BUDGET . LISTED HERE ARE SOME EXAMPLES OF PROGRAMS IN THIS CATEGORY.
PLEASE NOTE THAT THIS DOES NOT MEAN THAT THERE IS NO NEED TO EVALUATE THE PROGRAM.
RATHER, THE NEED FOR EVALUATION.
EVALUATION FALLS OUTSIDE THE SCOPE OF THE RETURN ON INVESTMENT PROJECT.
SOME OF THESE PROGRAMS HAVE ALREADY BEEN MOVED INTO THE BUDGET.
AN EXAMPLE OF THIS WOULD BE THE TEACHING STAFF AT CHESTERFIELD VIRTUAL SCHOOL.
OTHERS WERE DETERMINED TO BE ONE TIME EXPENSES, SUCH AS BUILDING UPGRADES.
THE NEXT STEPS FOR OUR TEAMS ARE TO CONTINUE TO MEET REGULARLY TO REVIEW.
AND THEN ALSO THE EVALUATION TEAMS CONTINUE TO MEET REGULARLY.
IT SHOULD BE NOTED THAT THE TIMELINE FOR EACH EVALUATION IS BOTH INDIVIDUAL AND FLEXIBLE AND CONSTANTLY CHANGING, BUT THE GOAL IS TO BE ABLE TO INFORM THE 20 FISCAL YEAR 25 BUDGET DISCUSSIONS FOR ALL PROJECTS.
SO I HOPE YOU LOOK FORWARD TO THAT.
AND I THANK YOU FOR THE OPPORTUNITY TO SHARE OUR WORK WITH YOU.
THANK YOU. DR. FOX BOARD MEMBERS, ANY DISCUSSION? COMMON SAINTS. MY QUESTION IS ALWAYS LIKE, DO YOU HAVE THE SUPPORT THAT YOU NEED? STAFF WISE, I WOULDN'T THOUGHT I LOVE THAT MERCK IS INVOLVED.
DOES THAT MEAN THAT THERE COULD BE SOME GRAD STUDENT HELP THAT WOULD BE MORE AFFORDABLE THAN EXPANDING YOUR OFFICE IN A VERY TIGHT BUDGET SPACE? OR JUST WANT TO MAKE SURE THAT YOU HAVE THE STUFF THAT YOU NEED? SO SO IN REFERENCE TO MERCK, I WOULD SAY MERCK AND THEN THE NETWORK AND THEN ALSO DR.
BOB MEISTERS NETWORK WAS ALL ABOUT CREATING THE PROCESS.
AND EACH OF US HAD THE DISCUSSION AS WE WERE WALKING THROUGH.
WHAT IS YOUR APPROACH, WHAT IS YOUR APPROACH? HAVE YOU THOUGHT ABOUT? SO THAT WE REALLY KIND OF CAME TOGETHER AND IT WAS IT WAS VERY SORT OF UPLIFTING THAT, HEY, WE WERE THINKING OF THE SAME THINGS THAT OTHER DIVISIONS WERE AND OTHER TEAMS WHO WERE TACKLING THIS.
BUT WE DON'T HAVE ANY MERCK PERSONNEL ACTUALLY WORKING ON THIS PROJECT WITH US.
THAT IS THAT IT'S NOT SORT OF IN THEIR SCOPE IN TERMS OF CAN WE ACCOMPLISH IT? DO WE HAVE THE STAFF? WELL, I WOULD ECHO EVERYBODY AND SAY MORE STAFF WOULD BE GREAT.
[01:05:01]
WE HAVE BEEN VERY STRATEGIC ABOUT DEFINING THE TASKS AND SEPARATING THE TASKS, IDENTIFYING REALLY STRONG PROJECT LEADS.I WOULD SAY ALL OF OUR PROJECT LEADS ARE SUPER STRONG IN BRINGING THE SUBJECT MATTER EXPERTISE TO THE AND A LOT OF IT IS REALLY ABOUT DATA COLLECTION AND DEFINING OUTCOMES THAT ARE PROGRAM SPECIFIC, THAT ARE ALSO AVAILABLE WITHOUT AGAIN, PUTTING UNDUE BURDEN OR STRESS ON SCHOOL, BECAUSE WE JUST THAT'S NOT WHERE WE ARE THIS YEAR.
NO, I AGREE. I LOVE IT AND AGREED TO NOT CAUSING STRESS.
BUT AGAIN IN TIGHT BUDGET I THINK HAVING SOME PROOF THAT SOMETHING'S WORKING OR NOT.
I GUESS ONE OF THE QUESTIONS I HAD IS BECAUSE I KNOW, FOR EXAMPLE, LIKE THE THE HIGH THE BONUS FOR HIGH NEED SCHOOLS, THAT THERE'S SOME DEBATE THAT MAYBE IT'S NOT NECESSARILY THAT IT DOESN'T WORK, BUT YOU HAVE TO HAVE THE RIGHT AMOUNT TOO.
SO HOW HOW IS THAT LOOKED AT RIGHT.
SO MAYBE IT COULD SHOW THAT THAT DOESN'T WORK, BUT IT'S NOT BECAUSE THEY NEVER WORK, BUT THAT WHAT WE WERE ABLE TO OFFER IS AN INCENTIVE WITH A VERY TIGHT BUDGET JUST WAS NOT ENOUGH.
AND I WOULD AGREE WITH YOU AND DR.
HUFF IS ON THAT TEAM. SO SHE SHE COULD SPEAK TO THAT WORK PROBABLY A LITTLE BIT MORE.
DR. HUFF AND DR. EKHOLM, BUT DEFINITELY TRYING TO LOOK AT IT FROM DIFFERENT PERSPECTIVES.
I JUST LIKE ONE OF THE ONES THAT THAT I HAVE BEEN WORKING ON WITH DR.
MURRAY IS THE RE ENGAGEMENT CASE MANAGERS.
AND THERE'S JUST SO MANY DIFFERENT ASPECTS TO LOOK AT.
IT'S NOT ONLY DOES THIS STUDENT GRADUATE AND HAVE WE GOTTEN THIS STUDENT REENGAGED IN SCHOOL, BUT ALSO THERE'S A THERE'S A SOCIETAL COST TO A STUDENT NOT BEING, YOU KNOW, TO BEING A DROPOUT. AND SO THAT BRINGING THAT PERSPECTIVE IN, SO TRYING TO CREATE ALL OF THOSE DIFFERENT PERSPECTIVES AND CREATE THE WHOLE STORY HAS BEEN CHALLENGING, BUT ALSO REWARDING THINGS FOR TAKING THE TIME TO DO IT BECAUSE WE KNOW WE'RE VALUABLE.
IT'LL HELP THE PUBLIC UNDERSTAND.
WELL, I FIND THIS WORK FASCINATING BECAUSE FOR SOMEONE WHO'S USUALLY JUST ALL INTO THE FIELDS AND NOT INTO THE DATA, IF IT FEELS RIGHT, IT FEELS RIGHT. AND I DON'T HAVE ANY ACTUAL FACTS TO BACK UP HOW I FEEL.
SO TO KNOW THAT SOMEONE ACTUALLY OPERATES IN THEIR MIND LIKE THIS IS FASCINATING.
SO I'M EXCITED TO SEE YOUR RESULTS BECAUSE IT IS PRUDENT OBVIOUSLY FOR US TO FUND WHAT WORKS.
AND THAT'S WHAT WE'RE GOING FOR HERE IS LET'S FUND WHAT WORKED AND NOT FUND WHAT DOESN'T WORK.
SO I'M LOOKING FORWARD TO YOU COMING BACK AND SHOWING US WHAT WHAT WORKED.
FOR SOMEONE THAT IS IN THE NUMBERS, I CAN'T WAIT TO SEE HOW THINGS ARE SHAKING OUT IN THAT WAY.
IT'LL GIVE US WHAT WE NEED MOVING FORWARD IN OUR BUDGET SEASONS.
[F. Superintendent Evaluation Framework]
ALL RIGHT. DIFFERENT VIEW.GOOD AFTERNOON, FELLOW BOARD MEMBERS AND DR.
DAUGHTERY. IT'S MY PLEASURE TO DISCUSS WITH YOU AND PRESENT TO THE PUBLIC THE WORK THAT WE HAVE DONE TO ESTABLISH A MORE COMPREHENSIVE SUPERINTENDENT EVALUATION PROCESS. AND I WOULD LIKE TO TAKE THIS OPPORTUNITY TO THANK YOU ALL FOR ALL OF YOUR WORK AND GETTING THIS TOGETHER AND THE SPECIAL SHOUT OUT TO MISS HAINES FOR ALL OF YOUR WORK AS WELL.
THE EVALUATION OF THE SUPERINTENDENT.
THE FRAMEWORK CONSISTS OF THE FOLLOWING COMPONENTS.
PERFORMANCE OBJECTIVES, LEADERSHIP EVALUATION SURVEY, 360 SURVEY, AND A CLIMATE SURVEY.
SO LET'S GO OVER THE PERFORMANCE OBJECTIVES.
OUR PERFORMANCE OBJECTIVES WERE ALIGNED WITH CCPS'S STRATEGIC PLAN, IMAGINE TOMORROW.
I'LL GO OVER THESE OBJECTIVES IN MORE DETAIL LATER IN THE PRESENTATION.
THE METRICS THAT WE ASSIGNED TO EACH PERFORMANCE OBJECTIVES WERE SET BASED ON STATE DATA FOR OUR DIVISION AND THE GOALS THAT WE HAVE SET FOR OUR SCHOOL DIVISION TO ACHIEVE.
CCPSS IS ALWAYS LOOKING TO IMPROVE AND MAKE SURE THAT WE ARE GETTING BETTER.
PERFORMANCE OBJECTIVES AND METRICS CAN ALSO BE AMENDED ANNUALLY IF THE BOARD SO CHOOSES.
[01:10:01]
NEXT IS THE LEADERSHIP EVALUATION SURVEY.THE LEADERSHIP TOOL USED FROM THE STATE WAS THE VDOE'S GUIDELINES FOR UNIFORM PERFORMANCE STANDARDS AND EVALUATION CRITERIA FOR SUPERINTENDENTS, AND IT IS ADMINISTERED TO THE BOARD MEMBERS AND THE SUPERINTENDENTS CABINET MEMBERS AND IS ALSO TAKEN ANONYMOUSLY.
AT THE SAME TIME, THE RESULTS OF THE LEADERSHIP EVALUATION SURVEY COMPLETED BY CABINET ARE NOT REVIEWED UNTIL THE END OF THE EVALUATION PROCESS, AND THE RESULTS DO NOT INFLUENCE THE OVERALL EVALUATION RATING, BUT DO HELP TO INFORM THE PROFESSIONAL DEVELOPMENT PLAN FOR THE SUPERINTENDENT.
NEXT IS THE THREE 60 EVALUATION SURVEY.
THE SURVEY, TOO, WAS ANONYMOUS.
IT WAS VERY SIMPLE TO COMPLETE AND ONLY ASK THREE QUESTIONS.
WHAT IS THE SUPERINTENDENT'S GREATEST STRENGTH? WHAT IS THE SUPERINTENDENT'S GREATEST AREA FOR GROWTH? AND HOW WOULD YOU RATE THE SUPERINTENDENT'S PERFORMANCE OVERALL? AGAIN, THESE RESULTS FOR THIS SURVEY DO NOT INFLUENCE THE OVERALL RATING, BUT IT DID HELP TO INFORM THE PROFESSIONAL DEVELOPMENT PLAN FOR THE SUPERINTENDENT.
SO HERE'S THE LAYOUT FOR THE SUPERINTENDENT'S EVALUATION FRAMEWORK.
SORRY IF IT'S A LITTLE TINY TO READ.
THAT COVERED THESE AREAS OF PERFORMANCE OBJECTIVES, LEADERSHIP SURVEY AND 360 SURVEY AS WELL AS GIVES THE RATING SCALE AND THE WEIGHT FOR THE EVALUATION. SO FOR OUR 2022-2023 PERFORMANCE OBJECTIVES FOR THE SUPERINTENDENT, IT COMES STRAIGHT FROM OUR IMAGINE TOMORROW OBJECTIVES 1.1, 1.3 AND 2.3.
SO I'LL GO OVER THE THE FIRST FOUR THEIR UNDER-PERFORMANCE OBJECTIVES.
SO THE FIRST ONE SAYS CCPS STUDENTS WILL DEMONSTRATE ON APPROVED ESOL ASSESSMENTS IN ENGLISH PERFORMANCE OF AT LEAST 80% IN MATH, PERFORMANCE OF AT LEAST 75%.
NUMBER THREE, GRADUATION RATES MUST BE INCREASED OR MAINTAINED IN THE DIVISION AND MUST BE INCREASED IN REPORTING GROUPS, BLACK, HISPANIC, FREE AND REDUCED LUNCH AND SPED.
AND THEN OUR FOURTH OBJECTIVE HERE IS RELATED TO CLIMATE SURVEY, AND THIS COMPONENT WILL BE EVALUATED USING OUR BUILDINGS RANK SCHOOL CULTURE SURVEY, AND IT WILL REACH OUT TO OUR STUDENTS, STAFF AND TO OUR PARENTS.
SO GOING THROUGH THIS EXERCISE, IT HAS ALLOWED THE BOARD AND THE SUPERINTENDENT TO CREATE A PROCESS THAT NOT ONLY ALIGNS TO OUR POLICY 2040, WHICH INCLUDES THE SUPERINTENDENT'S EVALUATION FRAMEWORK THAT I JUST SHARED, BUT ALSO WITH THE SUPERINTENDENT'S CONTRACT, SO THAT WE ARE DEFINING CLEAR EXPECTATIONS, A FOCUSED BOARD, AND A PERFORMANCE THAT ALIGNS WITH OUR IMAGINED TOMORROW OBJECTIVES AND OUR BOARD PRIORITIES.
HAVING THESE AREAS CLEARLY DEFINED WILL SET CCPS, THE BOARD AND THE SUPERINTENDENT UP FOR SUCCESS.
THANK YOU, BOARD MEMBERS AND DR.
DAUGHTERY, AND LET ME KNOW IF YOU HAVE ANY QUESTIONS OR COMMENTS.
I KNOW WE ALL HAD SOME SOME INPUT ON THIS, BUT I FEEL LIKE THIS IS SOMETHING THAT OTHER BOARDS DID NOT HAVE IN PLACE PRIOR, A REAL EVALUATION SYSTEM TO FOLLOW.
BUT YOU SPEARHEADED THIS AND TOOK IT ON.
HE TOOK THE WORDS OUT OF MY MOUTH.
YES. I APPRECIATE THAT YOU GAVE MS..
HAYNES A SHOUT OUT THERE, BUT IT REALLY WAS.
I THINK THE MAJORITY OF THE LIFT OF THIS WAS FROM BOTH OF YOU.
SO YOU TAKE SOME CREDIT TO MS..
COKER AND REALLY LEADING AND ABOVE THE TWO OF YOU, BOTH REALLY SPEARHEADING THIS EFFORT AND TO THE STAFF THAT SUPPORTED THIS ENDEAVOR.
WE APPRECIATE YOUR TIME AND KIND OF HELPING SHERPA US THROUGH THIS PROCESS.
WE APPRECIATE YOUR EXPERTISE AND TO BOTH OF YOU FOR YOUR LEADERSHIP IN THIS ENDEAVOR.
[01:15:02]
I COULDN'T HAVE DONE IT WITH YOU.YOU COULDN'T HAVE DONE IT WITHOUT ME.
WE COULDN'T HAVE DONE IT WITHOUT THE REST OF THE BOARD.
IT JUST WE ALL HAVE DIFFERENT STRENGTHS AND WEAKNESSES.
AND I WAS JUST EXCITED THAT, YOU KNOW, BECAUSE TERROR HAS A LOT OF WORK.
BUT YOU SAID, LET'S DO THIS AND IT'S IMPORTANT WORK.
YEAH. AND I THINK YOU I THINK IT WILL SET FUTURE BOARDS UP TO WITH A GOOD PROCESS IN PLACE.
NOW I'LL BE BACK UP THERE TO CONTINUE.
RIGHT. NEXT, WE HAVE ANNOUNCEMENTS, COMMUNICATIONS AND SCHOOL BOARD COMMENTS.
[G. Announcements, Communications, and School Board Comments]
SCHOOL BOARD MEMBERS. ARE THERE ANY ANNOUNCEMENTS OR COMMENTS? OKAY. THE NEXT SCHOOL BOARD BUSINESS MEETING WILL BE HELD THIS EVENING, NOVEMBER 7TH, 2022, AT 6:30 P.M..[H. Adjournment into Closed Session]
IF THERE'S NO FURTHER PUBLIC BUSINESS, WE NEED TO ENTER INTO CLOSED SESSION, WHICH WILL BE HELD IN THE PUBLIC MEETING ROOMS, CONFERENCE ROOM.MADAM CLERK, PLEASE ANNOUNCE THE ITEMS FOR TODAY'S CLOSED SESSION.
IT IS MY UNDERSTANDING THAT THE SCHOOL BOARD DESIRES TO ENTER INTO A CLOSED SESSION IN ACCORDANCE WITH SECTION 2.2-3711.A OF THE CODE OF VIRGINIA, THE VIRGINIA FREEDOM OF INFORMATION ACT, AND SPECIFICALLY UNDER SUBSECTION ONE.
THE DISCUSSION AND CONSIDERATION OF PERSONNEL MATTERS INTO 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.
DO I HAVE A MOTION IN THAT REGARD? SO MOVED. IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL? ROLL ON THE MOTION.
SESSION.
* This transcript was compiled from uncorrected Closed Captioning.