[00:00:01]
>> GOOD AFTERNOON. I'D LIKE TO CALL THE APRIL 11TH,
[A. Meeting Opening]
2023 SCHOOL BOARD WORK SESSION TO ORDER.FIRST, WE HAVE A PRESENTATION ON STUDENT RE-ENGAGEMENT CASE MANAGERS FROM MRS. HARMON.
[B. Student Re-engagements Case Managers]
I'M HERE TO TALK TO YOU TODAY ABOUT OUR STUDENT RE-ENGAGEMENT EFFORTS THAT ARE SUPPORTING OUR DIVISION WIDE GOAL OF LOWERING THE DROPOUT RATES.
YOU MIGHT RECALL THAT I PRESENTED TO YOU IN AUGUST OF 2021 BEFORE WE HAD EVEN GOTTEN STARTED TO LET YOU KNOW ABOUT OUR PLANS.
AT THAT TEAM TIME, OUR TEAM WAS NEWLY HIRED.
IN APRIL 22, I PRESENTED TO YOU AGAIN ON THE PROGRESS WE HAD MADE IN A FEW SHORT MONTHS.
I'M HERE TODAY TO GIVE YOU AN UPDATE, 100 PERCENT ON-TIME GRADUATION IS A DIVISION WIDE GOAL FOR EVERY SCHOOL AND EVERY INDIVIDUAL IN CCPS.
IT IS NOT SOMETHING THAT STARTS AT THE HIGH-SCHOOL LEVEL.
ON-TIME GRADUATION IS A PART OF EVERY SCHOOL'S INNOVATION AND IMPROVEMENT PLAN.
SCHOOLS NEED SUPPORT TO ADDRESS SOME KEY ISSUES THAT SUPPORT RANGES FROM MECHANICAL ASPECTS, LIKE REVIEWING STUDENT RECORD KEEPING FOR DATA ACCURACY TO ACTUAL PROGRAMS. THAT SUPPORT ALSO LOOKS LIKE RESEARCHING WHERE STUDENTS HAVE GONE.
WE CAN REDUCE THE NUMBER OF UNCONFIRMED STUDENTS BY DETERMINING THE CORRECT WHEREABOUTS OF STUDENTS.
THEN OUR TEAMS ASSIST THE DATA MANAGER IN DOING COHORT CORRECTIONS WHEN WE FIND THE STUDENT, INFORMATION MUST BE SUBMITTED TO THE DOE.
THE PROCESS IS QUITE CUMBERSOME AND TEDIOUS.
OUR TEAM ALSO ASSIST IN GATHERING THE DOCUMENTATION NEEDED TO MAKE THOSE CORRECTIONS TO THE VDOE.
LAST YEAR I INTRODUCED MY TEAM TO YOU AND WE'VE HAD TWO CHANGES IN 2021.
YOU'LL SEE A FEW NEW FACES THIS YEAR.
SPENCER BIRDS SUPPORTS LC BIRD.
V MURRAY BENSON IS STILL SUPPORTING MEADOWBROOK.
KENDRA HUGHES REPRESENTS CARVER COSBY, MID LOTHIAN, AND JAMES RIVER.
BRIAN WALTERS SUPPORTS METALLICA AND THOMAS DALE AND CAROL BLAND IS NEW THIS YEAR.
SHE SUPPORTS MANNEQUIN, CLOVER HILL AND MANCHESTER.
THE EXPECTATION FOR MYSELF AND FOR MY TEAM IS THAT WE OFFER A CHICK-FIL-A LEVEL SERVICE, CUSTOMER SERVICE TO FOLKS.
WE RECOGNIZE THAT THESE ARE NOT NUMBERS ON A PAGE, BUT THESE ARE UNIQUE PEOPLE AND WE ARE HERE TO SERVE THEM.
PARTNERSHIP WITH THE HIGH-SCHOOLS IS THE KEY.
OUR CASE MANAGERS ARE ACTIVE MEMBERS OF SST TEAMS, IEP TEAMS, ON-TIME GRADUATION TEAMS, ATTENDANCE TEAMS, THE COMMUNICATION WITH COUNSELORS, ADMINISTRATORS, SOCIAL WORKERS, DATA MANAGERS, ATTENDANCE CLERK IS FREQUENT AND CONSTANT.
OUR CASE MANAGERS CANNOT AND WILL NOT OPERATE INDEPENDENTLY.
THEY MUST BE CONNECTED IN A PARTNERSHIP TO THE SCHOOLS TO DO THIS WORK.
IN THAT PICTURE YOU SEE SPENCER TURNER.
IT WAS SCHOOL SPIRIT WEEK AT BIRD AND HE HAD ONLY BEEN HIRED THERE FOR JUST A MINUTE.
THEY BROUGHT HIM IN AND GOT THEM ON BOARD, AND HE WENT AHEAD AND PURCHASED THE MATCHING PJS FOR SPIRIT WEEK.
OUR CASE MANAGERS ARE ALLEVIATING SCHOOL LEADERSHIP TEAMS FROM LEGWORK.
OUR CASE MANAGERS ARE CONDUCTING HOME VISITS, LEAVE DOOR HANGERS, MAKE PHONE CALLS, TEXTS, MORE PHONE CALLS, MORE HOME VISITS.
THE EXPECTATION IS THAT CASE MANAGERS STAY WITH STUDENTS UNTIL THEY HAVE COMPLETED THEIR PROGRAM OR THE STUDENT KINDLY ASK US TO LEAVE THEM ALONE.
THEY HAVE BEEN BUSY CALLING NEIGHBORHOOD SCHOOL DIVISIONS TO FIND STUDENTS.
THEY FOLLOW UP ON DUPLICATED STUDENT TESTING IDENTIFICATION NUMBERS TO REDUCE UNCONFIRMED COUNTS AND SUPPORT THE DATA MANAGERS THAT THE COMPREHENSIVE SCHOOLS TO SUBMIT THE CORRECTED INFORMATION TO VDOE AS I SAID BEFORE.
A COUNSELOR FROM MONICAN HIGH-SCHOOL ACTUALLY TOOK THE TIME OUT OF HER DAY TO WRITE ME THIS EMAIL IN NOVEMBER.
SHE SAID, I JUST WANTED TO REACH OUT AND SAY WHAT AN AMAZING JOB CAROL HAS DONE WITH MY KIDS THIS YEAR.
I FEEL LIKE SHE IS HUSTLED MORE AND OFFERED MORE SUPPORT FOR MY CASELOAD AND THE FIRST MARKING PERIOD THAN I HAVE GOTTEN IN THE PAST SIX YEARS, I AM SO THANKFUL FOR EVERYTHING THAT SHE DOES.
BY CONTINUING TO WORK WITH OUR STUDENTS DURING THE SUMMER, WE WERE EXCITED TO BE ABLE TO PARTICIPATE IN SUMMER GRADUATION THIS YEAR, HELPING NINE STUDENTS CROSS THE STAGE.
MY TEAM HAS BEEN RESEARCHING AND IMPLEMENTING BEST PRACTICES FOR THEIR NEWLY DEVELOPED ROLES.
OTHERS IN CHESTERFIELD COUNTY HAVE DONE THIS WORK BEFORE OF RE-ENGAGING STUDENTS, BUT NOT ON THIS SCALE AND NOT WITH THIS LEVEL OF INTEGRATION.
WE HAVE STOOD ON THE SHOULDERS OF GIANTS TO FIND OUR WAY FORWARD.
THE CASE MANAGERS HAVE ATTENDED TWO DIFFERENT NATIONAL CONFERENCES, ATTENDED WEBINARS, READ, SHARED, AND DISCUSSED COUNTLESS ARTICLES OVER COUNTLESS ROUNDS OF CHIPS AND QUESO.
THERE'S THAT WORD AGAIN WITH CASE MANAGERS AND OTHER LOCALITIES TO DO OUR WORK TOGETHER, WE HAVE LEARNED THAT CASE MANAGERS ARE BECOMING STANDARD ACROSS SCHOOL DIVISIONS IN VIRGINIA AND STANDARD ACROSS THE NATION TO SUPPORT STUDENTS AND IMPROVE DROPOUT RATES.
[00:05:05]
WE HAVE LEARNED THAT MY TEAM IS THE BEST AT WHAT THEY ARE DOING AND THAT THEY COULD PRESENT AT ANY OF THESE CONFERENCES AND WRITE ANY OF THESE ARTICLES THEMSELVES.WHAT ARE THESE BEST PRACTICES? BEST PRACTICES FOCUS ON HAVING STRONG RELATIONSHIPS WITH STUDENTS AND SCHOOLS TO WORK AS A TEAM.
BEST PRACTICES INCLUDE COPIOUS RECORD-KEEPING AND DATA MONITORING.
BEST PRACTICES INCLUDE HAVING PROGRAMS READY TO GO THAT FIT THE NEEDS OF THE STUDENTS.
BEST PRACTICES INCLUDE SUPPORTING STUDENTS THROUGH A LENS OF TRAUMA INFORMED CARE, BEING A FIRM BUT SAFE PLACE FOR STUDENTS.
I WANTED TO TAKE A MINUTE AND TALK ABOUT THAT LAST BULLET POINT ROOT CAUSES.
LAST YEAR I STOOD BEFORE YOU AND SAID THAT WE WERE GOING TO RUN OUR OWN DATA ABOUT WHY STUDENTS ON OUR CASE LOADS HAVE DROPPED OUT OF SCHOOL.
OUR DATA SHOWED NO OVERARCHING CAUSE WHERE WE COULD FOCUS GREATER EFFORTS TO HAVE HIGHER EFFECTIVENESS OF OUR WORK.
OUR INFORMAL RESEARCH ALIGNS WITH FORMAL NATIONAL RESEARCH THAT SHOWS THERE IS NOT ONE ISSUE MORE THAN ANOTHER, WHY STUDENTS DROP OUT OF SCHOOL.
IT CAN BE VERY TEMPTING TO FALL INTO THE TRAP OF HOPING THAT ONE PROGRAM OR ONE INTERVENTION WILL PREVENT STUDENTS FROM DROPPING OUT OF SCHOOL.
ONTO THE DATA. YOU SAW THIS DATA LAST YEAR AT THIS TIME AND IT'S BEEN UPDATED TO REFLECT THE COHORT FROM 2022 THAT JUST GRADUATED.
STUDENTS THAT ARE CODED AS DROPOUT, ENCODED AS UNCONFIRMED ARE COMBINED INTO THE DROPOUT RATE.
PLEASE RECALL THAT THE DROPOUT RATE AND THE GRADUATION RATE DO NOT TOTAL 100 PERCENT AS SOME STUDENTS ARE NOT INCLUDED IF THEIR LEVEL OF SERVICES INDICATE THAT THEY ARE ABLE TO GRADUATE IN EITHER FIVE OR SIX YEARS.
AS A REMINDER, A STUDENT IS CLASSIFIED AS UNCONFIRMED IF THEY WITHDREW FROM CHESTERFIELD COUNTY PUBLIC SCHOOLS, SAID THAT THEY WERE GOING TO ANOTHER SCHOOL DIVISION IN VIRGINIA.
IF THAT STUDENT NEVER ENROLLED IN A VIRGINIA SCHOOL, BUT SAID THAT THEY WERE GOING TO, THEN THEY ARE UNCONFIRMED.
AS I SAID PREVIOUSLY, OUR CASE MANAGERS ARE DOING THIS WORK ALONG WITH THE TEAM OF THE HIGH-SCHOOL OF TRACKING DOWN EXACTLY WHERE THESE STUDENTS WENT.
WE NEED THE HIGH SCHOOLS TO SHARE THEIR EXPERIENCES WITH THE STUDENTS AND THE FAMILY TO POINT US IN THE RIGHT DIRECTION.
OUR CASE MANAGERS EVEN GO SO FAR AS TO USE SOCIAL MEDIA TO FIND STUDENTS.
IN OUR CURRENT WORK STARTING IN AUGUST 2021, CASE MANAGERS LOOKED AT STUDENTS FROM THE INACTIVE COHORTS 2020 AND 2021, AND THE ACTIVE COHORTS 2022.
WE TOOK THIS TIME TO DIG INTO THE UNCONFIRMED AND THE DROPOUTS.
A MAJOR TASK WAS TO CLEAN UP OUR UNCONFIRMED STUDENTS.
TO DESCRIBE THIS AS A HUGE AMOUNT OF WORK IS AN UNDERSTATEMENT.
ONCE WE ARE ABLE TO CONFIRM WHERE A STUDENT HAS GONE, WE CAN SUBMIT ALL THAT DATA CORRECTIONS TO VDOE.
WE TOOK SOME TIME TO WORK WITH STUDENTS IN INACTIVE COHORTS TO SUPPORT STUDENTS THAT MIGHT HAVE DISENGAGED BECAUSE OF COVID.
WE ARE OF COURSE, WORKING WITH STUDENTS IN THE ACTIVE COHORTS.
CURRENTLY, WE HAVE MOVED AWAY FROM WORKING WITH STUDENTS FROM INACTIVE COHORTS.
OUR GREATEST PUSH RIGHT NOW IS FOR THE 2023 COHORT FOR STUDENTS WHO SHOULD BE GRADUATING THIS SPRING.
SPRING IS A VERY BUSY TIME OF YEAR FOR CASE MANAGERS.
AGAIN, EACH STUDENT IS SO DIFFERENT IN THEIR NEEDS AND THE SUPPORT THEY REQUIRE.
HERE'S WHAT ALL THAT HARD WORK AND BEST PRACTICES LOOKS LIKE ON PAPER.
THE DATA REPRESENTS ACTIVITY FROM ALL COHORTS STARTING WITH 2020 THROUGH 2026, WHO ARE CURRENT NINTH GRADERS.
AS A TEAM, WE GENERATED A MONITORING SYSTEM THAT COULD NOT HAVE BEEN DONE WITHOUT THE HELP OF DR. PATTY FOX AND DR. JENNA DARBY, AND THE RESEARCH AND EVALUATION OFFICE.
THIS GIANT SPREADSHEET ALLOWS OUR CASE MANAGERS TO TRACK STUDENTS AND REPORT PROGRESS.
DR. FOX THEN DOES A SUMMARY REPORT WHEN I ASKED HER POLITELY FOR IT.
AT THE END OF EVERY MARKING PERIOD, OUR CASE MANAGERS CLASSIFY THEIR COMMUNICATION INTO THOSE CATEGORIES THAT YOU SEE.
THROUGH A PARTNERSHIP WITH THE SCHOOLS, OUR CASE MANAGERS GET VERY INVOLVED IN THE LIVES OF OUR STUDENTS, HELPING THEM NAVIGATE THROUGH THE SYSTEM, INCLUDING GETTING A DRIVER'S LICENSE OR COMPLETING A LIVES WITH FORMS SINCE THEY'RE 18 AND NO LONGER LIVE AT HOME.
TO BE PERFECTLY HONEST, I THINK THAT THE NUMBER OF CONTEXTS THAT IS ON THE SCREEN IS ACTUALLY MUCH MORE THAN WHAT IS ACTUALLY PUBLISHED.
CASE MANAGERS DO NOT ALWAYS PUT IN EVERY SINGLE CONTACT ONCE A STUDENT IS ENROLLED, THEY MIGHT TALK TO A STUDENT MULTIPLE TIMES IN A DAY BUT ONLY DOCUMENT THAT CONTACT FOR ONCE THAT DAY.
AT OUR LAST MEETING, YOU ASKED ABOUT OUR FOCUS AND OUR FOCUS IS ON THE CURRENT AND ACTIVE COHORTS 2023, PRIMARILY.
FOR THIS YEAR, WE ONLY CONTACTED FOUR STUDENTS FROM 2020, 20 STUDENTS FROM 2021 AND WE DID CONTACT 93 STUDENTS FROM THE 2022 COHORTS, THOSE WERE ACTIVE COHORTS.
FROM THIS CURRENT COHORT, WE ARE WORKING WITH 349 STUDENTS.
THERE WAS A CONVERSATION ABOUT OUR NINTH-GRADE STUDENTS THAT WE'VE BEEN WORKING WITH.
SO FAR WE'VE BEEN IN CONTACT WITH 56 NINTH-GRADE STUDENTS WHO ARE CODED IN SOME WAY AS AN INACTIVE OR DROPOUT.
[00:10:02]
THAT IS AN INCREASE FROM 38 AT THE END OF THE FIRST SEMESTER.OF COURSE, NOT ALL OF THOSE STUDENTS ARE DROPOUTS SOME OF THEM WE HAD TO DO DATA CORRECTIONS FOR THEM.
GOOD NEWS. AS OF MARCH 27TH, WE'VE HAD MORE SINCE MARCH 27TH.
WE'VE HAD 20 STUDENTS SO FAR THAT HAVE COMPLETED THEIR DIPLOMA REQUIREMENTS OR THEIR GED REQUIREMENTS.
TEN STUDENTS GOT THEIR HIGH SCHOOL DIPLOMA AND 10 STUDENTS RECEIVE THEIR GED.
I AM SO INCREDIBLY PROUD OF THIS GROUP OF PEOPLE AND THEIR COMMITMENT TO OUR STUDENTS.
I HAVE SAID THIS BEFORE AND I WILL SAY IT AGAIN IT IS NOT THE PROGRAMS THAT WE BUILD, BUT IT IS THE PEOPLE WHO RUN THESE PROGRAMS THAT MAKE ALL THE DIFFERENCE.
THANK YOU, DR. D. FOR TRUSTING ME TO LEAD THESE FINE PEOPLE TO DO THIS IMPORTANT WORK IS A PLEASURE TO SUPPORT THEM AS THEY ADVOCATE FOR OUR STUDENTS.
HERE YOU SEE A BREAKDOWN, OF WHAT OUR CASE MANAGERS COBBLED TOGETHER FOR EACH UNIQUE STUDENT.
WE DON'T ALL HAVE ONE TRACK FOR EACH STUDENT.
I AM CONSTANTLY AMAZED BY THE PLANS THAT THEY PUT TOGETHER TO SUPPORT STUDENTS.
MOVING FORWARD OUR FOCUS REMAINS ON OUR ACTIVE COHORTS, ESPECIALLY THE ONES GRADUATING THIS YEAR.
KENDRA HUGHES HAS ADDED ALL OF THE DATES TO OUR CALENDARS FOR SPRING RECORD COLLECTIONS SO THAT WE CAN MAKE SURE THAT WE STAY ON TOP OF DATA CORRECTIONS AND THE TOOL WHEN IT OPENS UP IN THE SPRING.
LAST SUMMER WE SUCCESSFULLY ENGAGED WITH THE FINE FOLKS AT CCPS ONLINE TO KEEP OUR STUDENTS WORKING ON THEIR CLASSES AND PASTE THROUGH THE SUMMER.
WE'RE GOING TO DO THAT AGAIN AND HOPEFULLY OFFER A FEW MORE CLASSES THAN WE HAVE IN THE PAST.
WE ARE ABLE TO OFFER THOSE CLASSES BECAUSE OF ESSAYER FUNDING.
SCHOOL COUNSELORS DON'T WORK OVER THE SUMMER, BUT OUR CASE MANAGERS DO.
THEY KEEP CONNECTED TO STUDENTS WHO ARE ENROLLED IN SUMMER SCHOOL AND FOLLOWING UP ON THEIR PROGRESS.
LAST YEAR I TALKED A LITTLE BIT ABOUT THAT WE MIGHT DABBLE IN PREVENTION, BUT WE QUICKLY SAW THAT THAT IS NOT POSSIBLE.
YOU MIGHT REMEMBER SEEING THIS GRAPHIC BEFORE, IT WAS PUT TOGETHER IN MAY 2021 WITH THE INPUT OF DR. D, DR. HIGH, DR. MERRYMAN, DR. WHITE EARNING LONGEWORTH, AND MYSELF.
IT WILL BE ONE OF MY FAVORITE MEMORIES OF SEEING DR. Z.
WITH A WHITEBOARD MARKER IN HIS HAND, MAKING SURE THAT WE GOT ALL THE DETAILS JUST RIGHT.
MY CASE MANAGERS DESPERATELY WANT TO WORK WITH STUDENTS TO DO PREVENTION.
THEY SEE WHERE THERE IS SO MUCH TIME AND ENERGY THAT NEEDS TO BE INVESTED THERE, BUT THE NUMBER OF STUDENTS DROPPING OUT IS OVERWHELMING TO SCHOOLS AND TO THE CASE MANAGERS.
WE HAVE TO STICK TO OUR PLAN AND CONTINUE TO STAY FOCUSED ON RE-ENGAGEMENT EFFORTS.
MY CASE MANAGERS ARE ECHOING THE FRUSTRATION THAT THEY FEEL IN THE HIGH SCHOOLS WITH STUDENTS WHO ARE OVER AGE AND UNDER CREDIT.
ON THE PREVIOUS SLIDE, YOU SAW THE OPTIONS THAT WE HAVE FOR RE-ENGAGING STUDENTS.
WE WILL EVEN ENGAGE STUDENTS BY HELPING THEM TO ENROLL IN A NON-CCPS PROGRAM IF THAT HELPS THAT PERSON CREATE A BETTER TOMORROW FOR THEMSELVES.
WE REALLY ARE LIVING OUR STRATEGIC PLAN AND NOT JUST GIVING LIP SERVICE.
I MUST TAKE A MOMENT TO REITERATE THE IMPORTANCE OF OUR MISSION AS A SCHOOL DIVISION.
DROPOUT PREVENTION STILL LIVES VERY MUCH LIVES WITH THE SCHOOLS.
ALL PK THROUGH 12 SCHOOL AND STAFF MEMBERS ARE PART OF DROPOUT PREVENTION.
OUR ENTIRE STRATEGIC PLAN, IMAGINE TOMORROW IS DROPOUT PREVENTION.
HIGH-QUALITY LEARNING EXPERIENCES AND SAFE LEARNING ENVIRONMENTS.
THE LIST YOU SEE ABOVE IS NOT EXHAUSTIVE BY ANY MEANS BUT GOES TO SHOW HOW LITERALLY EVERYTHING WE DO WORKS TOWARDS OUR GOAL OF 100 PERCENT ON-TIME GRADUATION FOR EVERY STUDENT.
FINALLY, I WANTED TO CLOSE WITH WHY THIS WORK IS SO IMPORTANT.
THE COST AND BENEFITS OF AN EXCELLENT EDUCATION FOR ALL OF AMERICA'S CHILDREN WAS WRITTEN IN 2006, AND IN PART READS, "AN INDIVIDUAL'S EDUCATIONAL ATTAINMENT IS ONE OF THE MOST IMPORTANT DETERMINANTS OF THEIR LIFE CHANCES IN TERMS OF EMPLOYMENT, INCOME, HEALTH STATUS, HOUSING, AND MANY OTHER AMENITIES." FROM THAT SAME REPORT, WE GET THIS STATISTIC THAT INDIVIDUALS WHO DO NOT GRADUATE FROM HIGH SCHOOL WILL PAY LESS IN TAXES TO SUPPORT THEIR COMMUNITY.
I THINK THAT ALMOST TWO DECADES LATER, THAT NUMBER WOULD BE SIGNIFICANTLY HIGHER NOW.
THAT SAME REPORT ESTIMATES THAT INDIVIDUALS WHO DO NOT GRADUATE FROM HIGH SCHOOL COST THE PUBLIC HEALTH SYSTEM APPROXIMATELY $40,000 MORE OVER THEIR LIFETIME.
A 2011 ARTICLE SHOWED THAT AMERICANS WITH LESS THAN A HIGH SCHOOL EDUCATION WERE FOUR TIMES AS LIKELY TO RATE THEIR HEALTH AS POOR RELATIVE TO THEIR COUNTERPARTS WITH POST-SECONDARY EDUCATION.
A REPORT FROM 2016 SHOWS THAT ALMOST THREE-QUARTERS OF ENTRY-LEVEL JOBS REQUIRE AT LEAST A HIGH SCHOOL DIPLOMA.
THE MAJORITY OF MY PRESENTATION TODAY WAS FOCUSED ON RE-ENGAGING STUDENTS WHO HAVE DROPPED OUT OF SCHOOL.
WE WORK TOGETHER WITH STAFF MEMBERS WHO ARE ENGAGED IN DROPOUT PREVENTION TO SUPPORT OUR STUDENTS.
[00:15:02]
I THANK YOU TODAY FOR YOUR TIME AND FOR YOUR ATTENTION.>> THANK YOU VERY MUCH. MRS. HARMON.
BOARD MEMBERS, IS THERE ANY DISCUSSION? MS. HEFFRON?
>> I WOULD JUST, KEEP DOING WHAT YOU'RE DOING.
THANK YOU FOR ALL THE WORK THAT YOU AND YOUR TEAM DO.
IT'S IMPORTANT WORK AND WE APPRECIATE YOU SUPPORTING ALL OF OUR KIDS.
YOU END IT WITH THE WHY INSTEAD OF STARTING WITH THE WHY.
YOU START IT WITH ALL THE DATA AND TALKING ABOUT RETURN ON INVESTMENT AND WHY IT'S IMPORTANT THAT WE SPEND OUR FUNDS ON THIS PROGRAM.
IF IT SAYS ONE CHILD, IT'S IMPORTANT AS FAR AS I'M CONCERNED.
THANK YOU FOR WHAT YOU DO AND THANK YOU TO ALL OF YOUR COACHES OUT THERE THAT I KNOW HAVE A GREAT HEART FOR THIS JOB.
REMEMBER, IF YOU DON'T SAVE THEM ALL, IF YOU SAVE ONE, THAT WAS A GOOD DAY. THANKS.
>> THANK YOU. STARTING ENDING WITH A WHY WAS A PURPOSEFUL CHOICE BECAUSE I DIDN'T WANT THEM TO GET LOST.
I THOUGHT ABOUT STARTING WITH IT.
>> THANK YOU VERY MUCH. THANK YOU FOR ALL OF YOUR HARD WORK.
GREATLY APPRECIATE IT. NEXT, WE HAVE A PRESENTATION ON COMMUNITIES AND SCHOOLS FOR MS. HALL.
[C. Communities In Schools]
>> THAT WAS PERFECT TO FOLLOW.
WE COLLABORATE SO MUCH WITH THEM. THAT'S GREAT.
THANK YOU. WELL, HELLO EVERYONE.
THANKS FOR HAVING ME HERE TODAY.
I WANTED TO START WITH A BIG THANK YOU TO YOU ALL.
COMMUNITIES AND SCHOOLS, AS YOU ALL KNOW, IS THE LARGEST AND MOST EFFECTIVE DROPOUT PREVENTION PROGRAM IN THE COUNTRY.
BUT IT DOES NOT WORK WITHOUT THE SUPPORT OF YOU.
ALL RIGHT. WE HAVE TO HAVE A STRONG PARTNERSHIP WITH OUR SCHOOL BOARD.
SHOUT OUT TO TOM FOR SERVING ON OUR BOARD AND DISTRICT LEADERSHIP, OF COURSE, AS WELL AS AT THE SCHOOL LEVEL WITH OUR PRINCIPALS AND THE STAFF THERE.
I REALLY JUST APPRECIATE YOU-ALL WALKING ALONGSIDE US FOR NOW, ALMOST 30 YEARS.
WE WILL BE CELEBRATING NEXT YEAR IN A BIG WAY. GET READY.
AT THIS POINT, YOU GUYS ARE REALLY VERY FAMILIAR WITH OUR MISSION.
WHAT I WANTED TO FOCUS ON THIS AFTERNOON WAS MAYBE HIGHLIGHTING SOME THINGS YOU DON'T KNOW OR AREN'T AS FAMILIAR WITH AND THEN REALLY SHARING SOME OF THE EXCITING THINGS THAT ARE COMING THIS NEXT YEAR.
AS YOU ALL KNOW, THE MISSION OF COMMUNITIES AND SCHOOLS IS TO SURROUND STUDENTS WITH A COMMUNITY OF SUPPORT, EMPOWERING THEM TO STAY IN SCHOOL AND ACHIEVE IN LIFE.
WE ARE A NON-PROFIT THAT EXISTS ALL OVER THE COUNTRY BUT WORKS DIRECTLY IN HIGH-NEEDS SCHOOLS TO IDENTIFY THOSE CHALLENGES THAT STUDENTS ARE FACING BOTH IN SCHOOL AND WHEN THEY'RE OUT OF SCHOOL.
REALLY FIGURING OUT HOW WE CAN PROVIDE INTERVENTIONS AND CONNECT OUTSIDE RESOURCES TO ADDRESS THOSE CHALLENGES.
THOSE SUPPORTS INCLUDE EVERYTHING FROM ACADEMIC ASSISTANCE AND TUTORS TO PROVIDING BASIC NEEDS LIKE CLOTHING AND SCHOOL SUPPLIES.
IT'S CONNECTING MENTORS, AND IT'S GOING DEEPER AROUND STUDENT ENGAGEMENT AND SOME OF THOSE ISSUES THAT ARE HAPPENING PERHAPS AT HOME.
I'M HOPING THIS VIDEO IS GOING TO PLAY, BUT IT MIGHT NOT.
DO YOU KNOW IF IT WORKED WHEN WE TRIED IT BEFORE? OH NO. LET'S SEE. I LOVE THIS BECAUSE I FEEL LIKE CIS WEAR SO MANY HATS THAT THIS IS SUCH A STRONG ANALOGY. SEE IF IT WORKS.
WHEN WE THINK ABOUT THE NEEDS THAT ARE GOING ON WITH OUR STUDENTS AND FAMILIES, ALL OF THESE DIFFERENT BRICKS REPRESENT THOSE RESOURCES THAT ARE HELPING, TEACHERS, ADMIN, ATTENDANCE TEAM, NURSES, THE VOLUNTEERS, ALL THE PARTNERS IN THE COMMUNITY.
WHAT CIS IS REALLY ABLE TO COME AND DO IS LINK UP ALL THOSE BRICKS, WE'RE ABLE TO BE THE, IF MY TIMING WERE BETTER.
IT WOULD HAPPEN, RIGHT AS THE MOVEMENT IS HAPPENING OF THE CEMENT THAT COMES BETWEEN ALL OF THOSE BRICKS.
I LOVE THAT ANALOGY BECAUSE I THINK IT REALLY HIGHLIGHTS WHEN YOU'RE AT A CIS SCHOOL, YOU SEE THE COHESION OF ALL OF THOSE DIFFERENT RESOURCES WORKING TOGETHER.
I'LL SEND YOU GUYS THAT LATER.
IT'S A PRETTY GOOD ONE. A LITTLE BIT ABOUT THE CIS MODEL AND ACTION.
AS YOU ALL KNOW, EACH OF OUR SCHOOLS HAS A SITE COORDINATOR WHO WORKS THERE FULL TIME EVERY DAY GETTING TO KNOW THE NEEDS BOTH OF THE SCHOOL AS A WHOLE, BUT THOSE INDIVIDUAL STUDENTS, CREATING NEEDS ASSESSMENTS TO GO INTO THE PLAN FOR THAT YEAR AND THEN MAKING SURE THEY'RE CONNECTING APPROPRIATE RESOURCES AND PROGRAMS AND INTERVENTIONS.
I WANTED TO GO THROUGH A FEW OF THESE BECAUSE I THINK VERY OFTEN COMMUNITIES AND SCHOOLS GETS KNOWN FOR THOSE TIER 1.
THOSE THINGS THAT ARE FLASHY AND FUN AT THE SCHOOL.
WE DO A LOT OF THAT STUFF, BUT THERE'S DEEPER LEVEL THINGS AS WELL.
YOU CAN SEE ON THERE SOME OF THE EXAMPLES AT THOSE DIFFERENT LEVELS.
ONE EXAMPLE I WANTED TO SHARE AROUND A TIER 1 IS RECENT ESL NIGHTS THAT WE'VE BEEN DOING.
[00:20:02]
LOOKING AT THE DATA, 22 PERCENT OF THE POPULATIONS THAT ARE CIS SCHOOLS ARE ESL.NOT JUST RECOGNIZE AS A DIFFERENT BACKGROUND, BUT SPECIFICALLY ARE OUR ENGLISH LANGUAGE LEARNERS.
WE WORK REALLY CLOSELY WITH THE CCPS STAFF TO MAKE SURE THAT WE'RE MEETING THEIR NEEDS AND WRAPPING AROUND THOSE FAMILIES.
THIS YEAR AT A NUMBER OF OUR SCHOOLS, WE'VE BEEN HOSTING ESL FAMILY ENGAGEMENT NIGHTS.
THOSE HAVE BEEN OPPORTUNITIES TO BRING FAMILIES TOGETHER AND REALLY HELP BUILD UNDERSTANDING ABOUT WHAT IS GOING TO SCHOOL IN THE UNITED STATES LOOK LIKE.
WHAT DOES THAT LOOK LIKE AROUND ATTENDANCE AND MENTAL HEALTH AND TRAUMA INFORMED CARE? WHAT ARE THE OPPORTUNITIES AND RESOURCES AROUND EVERYTHING HAPPENING IN OUR COMMUNITY? HOW DO THEY THINK ABOUT TRANSITIONING TO THE NEXT SCHOOL, WHETHER THAT'S MIDDLE SCHOOL OR HIGH SCHOOL.
WE'RE REALLY DOING ALL THAT WORK, BUT WE'RE ALSO TAKING THE TIME TO STRENGTHEN THOSE RELATIONSHIPS WITH OUR SITE COORDINATORS, WITH THE OTHER STAFF AT THOSE SCHOOLS.
BUT ALSO WE'RE HELPING THOSE FAMILIES TO BUILD THEIR OWN SOCIAL CAPITAL AND THEIR OWN NETWORK.
THOSE HAVE BEEN INCREDIBLY WELL ATTENDED AND I THINK SPEAK TO THE ENGAGEMENT THAT THOSE FAMILIES WANT TO HAVE IN OUR SCHOOLS AND JUST NEED THE DOOR OPEN TO THEM.
AT THE TIER 2 LEVEL, AGAIN, YOU CAN SEE A NUMBER OF THE EXAMPLES OF THINGS THERE, BUT I WANTED TO HIGHLIGHT A REALLY POSITIVE ONE.
WE REALLY TALK ABOUT HAVING AN ASSET-BASED LENS TO OUR WORK.
AT ONE OF OUR ELEMENTARY SCHOOLS THIS YEAR.
OUR SITE COORDINATOR HAS HELPED TO LAUNCH LEADERSHIP LEAGUE.
THIS IS THEIR STUDENT COUNCIL.
IT WAS DEFUNCT FOR A NUMBER OF YEARS.
OUR CIS SITE COORDINATOR AND THE COUNSELING TEAM DECIDED TO RELAUNCH WITH A FOCUS ON BUILDING LEADERSHIP SKILLS AND AROUND SERVICE PROJECTS.
WE TALK SO MUCH ABOUT THAT OUR STUDENTS HAVE SO MUCH THAT THEY CAN CONTRIBUTE.
THEY HAVE SO MUCH VALUE AND WORTH THEY CAN PUT FORWARD.
IT'S NOT ALWAYS ABOUT WHAT THINGS ARE NEEDED.
THIS YEAR THEY'VE DONE SOME REALLY COOL THINGS.
FIRST OF ALL, THEY'VE BEEN CONNECTING WITH ONE OF OUR OTHER CIS SITES AT MEADOWBROOK TO HAVE AN EXCHANGE, A NEAR PEER MENTORING PROGRAM WHERE THEY'RE ASKING ALL THOSE QUESTIONS THEY HAVE ABOUT WHAT IS IT LIKE TO GO TO HIGH SCHOOL AND WHAT ARE YOU THINKING ABOUT FOR AFTERWARDS? REALLY CREATING THAT SHARED OPPORTUNITY ON BOTH ENDS.
THEY PUT TOGETHER VALENTINE'S TREATS FOR ALL THE STAFF AT THEIR SCHOOL.
THEY DID A CANNED FOOD DRIVE AND COLLECTED OVER 1,500 FOOD ITEMS. DURING BLACK HISTORY MONTH, THEY DID A POSTER PROJECT WHERE INSTEAD OF JUST HIGHLIGHTING MAYBE SOME OF THE FOLKS THAT WE MORE TRADITIONALLY READ ABOUT IN A BOOK.
THEY TALKED ABOUT WHAT THEIR INTERESTS LEVEL OR INTERESTS AND PASSIONS WERE AND FOUND MEMBERS OF THAT COMMUNITY TO HIGHLIGHT.
ONE OF THE ONES I LOVED IS THAT A KIDDO HAD TALKED ABOUT AN INTEREST IN LEGOS.
HE LOVE LEGOS AND THEY FOUND AN AFRICAN-AMERICAN WHO WAS A LEGO MASTER BUILDER.
THAT'S WHO HE DID HIS POSTER ABOUT, NOT SOMEBODY WE'VE HEARD OF BEFORE, BUT THAT'S SO COOL.
THAT GROUP HAS REALLY GIVEN THOSE STUDENTS OPPORTUNITIES TO BUILD CONNECTIONS AND ALSO TO CONTRIBUTE.
THEN TIER 3, THAT INTENSIVE INDIVIDUALIZED SERVICES THAT WE PROVIDE.
OUR SITE COORDINATORS WORK INDIVIDUALLY WITH ABOUT 50 STUDENTS AT THAT DEEPEST LEVEL, WE KNOW THEY'RE SERVING SO MANY MORE THAN THAT.
BUT AT THAT VERY DEEP CASE MANAGEMENT LEVEL, IT'S ABOUT 50 PER SCHOOL.
THEY COME TO THEM THROUGH A NUMBER OF WAYS.
WE'RE WORKING VERY CLOSE WITH SST AND LEADERS ON THE SCHOOL TO IDENTIFY DATA AND REALLY STARTING TO LOOK AT WHERE THEIR ATTENDANCE CHALLENGES, WHERE THEIR BEHAVIOR CHALLENGES TO FOCUS THOSE KIDS.
WE'RE ALSO GETTING STUDENTS IN THOSE TIER 1 AND TIER 2 SUPPORTS.
IF THERE'S A FAMILY ENGAGEMENT NIGHT AND THAT TRUST IS BEING BUILT AT THAT LEVEL.
THAT FAMILY MIGHT CONFIDE ABOUT OTHER CHALLENGES THAT ARE GOING ON AT HOME, AND THAT STUDENT MIGHT BE MOVED INTO CASE MANAGEMENT.
WE ALSO DO GOAL-SETTING, SPECIFICALLY WITH THOSE STUDENTS AROUND THE ABC, SO AROUND ATTENDANCE BEHAVIOR AND COURSE PROGRESS OR ACADEMICS.
REALLY IN THAT GOAL SETTING, IT'S IDENTIFYING WHAT ARE THOSE INTERVENTIONS THAT ARE GOING TO BE NEEDED.
THEN MOST IMPORTANTLY, PROGRESS MONITORING AND ADJUSTING.
ONE OF THE THINGS THAT I REALLY LOVE IS THAT WE HAVE THAT CONTINUOUS MINDSET THAT WE'RE ALWAYS CHANGING AND ADJUSTING.
THEN OF COURSE, THE OUTCOMES WHICH MAYBE THAT WE SHARE HERE AROUND ATTENDANCE, BEHAVIOR, ACADEMICS, AND THEN THAT PROMOTION RATE.
I BROUGHT SOME TODAY, BUT YOU GUYS ARE REALLY FAR FROM ME, BUT WE JUST PUT OUT OUR IMPACT REPORT FROM LAST YEAR, SO I'LL MAKE SURE YOU ALL GET THAT AND IT'S LINKED HERE AS WELL.
BUT JUST REALLY EXCITING TO SEE NOT ONLY THE DATA, BUT TO YOUR POINT, ALL THOSE NARRATIVES, ALL THOSE STORIES THAT ONE CHILD OR HOPEFULLY THOUSAND CHILDREN THAT WE'RE HELPING IN THOSE DEEPER WAYS.
SHIFTING GEARS, I WANTED TO LOOK AHEAD A LITTLE BIT TO THIS NEXT YEAR.
FOR THE LAST FEW YEARS, OUR FOCUS HAS REALLY BEEN ON EXPANSION.
WHEN I STARTED AT THE END OF THE 2017-2018 YEAR, WE WERE IN SIX SCHOOLS.
WE WERE SERVING 4,465 STUDENTS.
WE WERE HIGHLY RELIANT ON CCPS FOR FUNDING.
OVER 90 PERCENT OF OUR FUNDING CAME FROM YOU ALL AT THAT POINT.
THE CHARGE REALLY FROM THE SCHOOL BOARD AT THAT TIME AND FOR MY BOARD OF DIRECTORS WAS THAT THERE ARE SO MANY STUDENTS IN NEED.
WE HAVE TO SERVE MORE STUDENTS.
WE HAVE TO STEP UP IN A BIGGER WAY AROUND FUNDRAISING SO THAT WE CAN DO THAT AND REALLY HAVE MORE OF A SHARED MODEL WITH CCPS.
[00:25:03]
I'M EXCITED THAT WE REALLY TOOK THAT CHARGE VERY SERIOUSLY.AS OF RIGHT NOW, WE ARE IN 11 SCHOOLS AND WE'RE SERVING NEARLY 11,000 STUDENTS.
A PRETTY BIG INCREASE, BUT WE'RE NOT STOPPING THERE.
THIS YEAR OUR BOARD AND STAFF WENT THROUGH A STRATEGIC PLANNING PROCESS.
WE TALKED A LOT ABOUT THE FACT THAT WE'VE LOOKED AT EXPANSION IN THE PAST REALLY AS AT A SCHOOL.
THAT'S IMPORTANT. WE NEED TO BE SERVING MORE STUDENTS.
BUT WE ALSO NEED TO MAKE SURE WE ARE REALLY FOCUSED ON THE SCHOOLS WE'RE IN AND DEEPENING THAT IMPACT AS MUCH AS WE CAN.
WE'VE BEEN REALLY GROWING OUR DONORS AND FUNDERS PARTLY BY SHOWING THEM THIS DEMONSTRATED OUTCOMES I SHOWED YOU, BUT ALSO REALLY LEVERAGING THE PARTNERSHIP THAT WE HAVE WITH THE SCHOOL SYSTEM.
THERE ARE SO MANY CORPORATE PARTNERS THAT WANT TO SEE BUY-IN FROM SCHOOLS.
THERE'S GOVERNMENT PARTNERS THAT WANT TO SEE BUY-IN FROM PRIVATE.
THE MORE THAT WE CAN BRING ALL THESE PARTNERS TOGETHER, THE BETTER LUCK WE HAVE.
REALLY THAT COMMITMENT FROM YOU-ALL WAS CRITICAL, WHEN WE GO AFTER THOSE FOLKS.
THIS NEW STRATEGIC PLAN OF BOTH EXPANDING OUT TO NEW SCHOOLS AND INCREASING OUR DEPTH HAS REALLY RESONATED WITH PEOPLE.
I'M THRILLED TO SAY THAT GOING INTO NEXT SCHOOL YEAR, WE WILL BE IN 13 SCHOOLS.
WE ARE ADDING HENING ELEMENTARY, WHICH I WAS IN ALL DAY INTERVIEWS FOR, SO FEELING GOOD ABOUT THAT.
CARVER MIDDLE WE'LL BE SERVING NEARLY 13,000 STUDENTS.
WE'RE ALSO ADDING SECOND SITE COORDINATORS AT OUR LARGEST SCHOOL.
AT BIRD, MEADOWBROOK, AND FALLING CREEK MIDDLE, WE'RE HIRING A FAMILY ENGAGEMENT COORDINATOR WHO'S GOING TO BE CONNECTING AND SUPPORTING ALL OUR SITES, AS WELL AS TAPPING INTO THE VARIOUS DEPARTMENTS WITHIN CCPS THAT DO FAMILY ENGAGEMENT.
WE'LL BE HIRING A DATA AND PROGRAM EVALUATION PERSON.
WE'VE ALWAYS PRIDED OURSELVES ON BEING VERY DATA-DRIVEN, BUT THIS IS GOING TO ALLOW SOMEBODY'S FULL CAPACITY TO GET TO WHICH INTERVENTIONS ARE MOST EFFECTIVE AND HOW DO WE MAKE SURE WE'RE FOCUSED ON THOSE? I'M EXCITED TO SAY THAT NEXT YEAR THAT INVESTMENT FROM CCPS THAT USED TO BE OVER 90, WILL REPRESENT ABOUT 36 PERCENT.
WE ARE REALLY EXCITED AND PROUD THAT WE'RE SERVING MORE KIDS, LEVERAGING THE PARTNERSHIP WITH YOU ALL SO WELL.
JUST WE COULDN'T DO WITHOUT YOU.
THANK YOU FOR YOUR SUPPORT AND YOUR ADVOCACY.
I'M ALWAYS HERE IF YOU ALL WANT TO TALK OR RUN IDEAS BY ME. THANK YOU.
>> THANK YOU VERY MUCH, MS. HALL.
BOARD MEMBERS, IS THERE ANY DISCUSSION? MS. HAINES?
>> FOR THE TIER 3 SERVICES, MENTAL HEALTH SUPPORT, LOVE THAT BECAUSE I THINK IT'S AN AREA WHERE WE DESPERATELY NEED MORE SUPPORT.
I'D LOVE TO HEAR A LITTLE BIT MORE ABOUT WHAT THAT ENTAILS.
>> YEAH. A NUMBER OF OUR STAFF ARE TRAINED IN THAT SPACE.
THEY NATURALLY BRING A LOT OF THAT TO THE ROLE.
I THINK THOSE CHECK-IN AND CHECK-OUTS WITH KIDS REALLY UNDERSTANDING WHAT'S GOING ON AT HOME AND TO BE ABLE TO BE A SOUNDING BOARD FOR PROCESSING SOME OF THAT.
WE'VE DONE WORK AROUND CALMED DOWN SPACES IN OUR SCHOOLS AND BUILDING TECHNIQUES ON THAT.
A LOT OF THAT IS THAT DAY-TO-DAY.
BUT I THINK THAT CHECK-IN IN THAT RELATIONSHIP BUILDING IS ONE OF THE MOST IMPORTANT AND ALSO HELPING MAKE SURE FAMILIES ARE ENGAGED IN THAT CONVERSATION AS WELL.
WE ALSO HAVE A VERY CLOSE RELATIONSHIP WITH CHESTERFIELD MENTAL HEALTH AND OTHER PROVIDERS.
WHEN IT GETS PAST A POINT THAT IT CAN BE REALLY HANDLED DURING THE SCHOOL DAY OR IN THAT TIME-FRAME.
WE HAVE PARTNERS THAT IT ISN'T JUST A HERE'S A PHONE NUMBER, BUT IT IS A VERY INTENTIONAL AND STRATEGIC HANDOFF AND CONTINUED CONVERSATION. YEAH, THANKS.
>> THANK SO MUCH ASHLEY. IT'S NICE TO SEE YOU.
I'M JUST GOING TO DO A LITTLE TESTIFY.
[LAUGHTER] IT WILL WORK THAT CIS CHESTERFIELD DOES IS PHENOMENAL.
THE EXPANSION, IT WAS A WORLD.
[LAUGHTER] IT'S WORKING AND THE NUMBER OF KIDS THAT WE'RE SERVING AND FAMILIES THAT WE'RE SERVING.
IT'S NEEDED AND THERE'S STILL ROOM TO GROW.
I THINK THAT YOU ARE BEING MODEST AND NOT RECOGNIZING THE NATIONAL RECOGNITION THAT'S CIS CHESTERFIELD HAS RECEIVED.
I DON'T KNOW IF EVERYBODY WAS THERE LAST FALL WHERE THE NATIONAL CIS PRESIDENT CAME IN, AND SAID WE WERE DOING GOOD WORK.
>> THEN I HAVE ONE LAST PLUG, IF ANYBODY HAS ANY SPARE MOMENTS IN THEIR SCHEDULE.
I HAVE PERSONALLY FOUND THE MENTORING VERY FULFILLING.
THERE'S NOTHING MORE LOW PRESSURE THAN JUST NEEDING TO BE A CARING ADULT.
IT'S A GREAT WAY TO SPEND YOUR TIME AND YOU JUST PUT BACK TO THE KIDS THAT NEED US.
THANKS SO MUCH FOR ALL YOU DO AND FOR THE TEAM.
>> THANK YOU. I APPRECIATE IT.
THANKS FOR SERVING AS A MENTOR.
>> THANK YOU VERY MUCH. I DO HAVE ONE QUICK QUESTION.
[00:30:03]
>> HOW DO YOU DECIDE WHAT SCHOOL IS NEXT?
>> THAT'S SUCH A GREAT QUESTION.
I DON'T KNOW IF YOU ALL REMEMBER A COUPLE OF YEARS AGO, WE PUT TOGETHER A FIVE-YEAR EXPANSION PLAN AND THERE WAS A REAL TINY LITTLE TABLE THAN THAT.
THAT WAS A SNIP IT OF A MUCH LARGER.
WE CALL IT THE EXPANSION MATRIX, WHICH MAKES IT SOUND VERY FANCY.
BUT BASICALLY WE HAVE A LIST OF ALL THE CCPA SCHOOLS, AND WE BREAK DOWN DATA IN A COUPLE OF CATEGORIES.
THE FIRST IS AROUND POVERTY AND DEMOGRAPHICS.
WELL THAT ISN'T THE ONLY DRIVER OF A NEED FOR CIS, WE KNOW HOW CONNECTED POVERTY IS TO EVERYTHING ELSE.
THAT IS A BIG ONE. WE ALSO LOOK AT THE AREAS WHERE WE'RE SPECIFICALLY WORKING TO GET OUTCOMES SO ATTENDANCE, BEHAVIOR AND COURSE PROGRESS ACADEMICS.
YOU MIGHT HAVE A SCHOOL THAT MIGHT BE LOW SOCIOECONOMIC, BUT THEY ARE THRIVING IN ALL THOSE AREAS THAT, MIGHT NOT BE THE PRIORITY LOOKING AT THAT SECOND PIECE.
THEN WE LOOK AT EMERGING TRENDS THAT ARE HAPPENING.
IS SOMETHING REALLY CHANGING ABOUT THAT PARTICULAR SCHOOL'S POPULATION? HAVE WE SEEN A HUGE UPTAKE IN A PARTICULAR CHALLENGING AREA? WE LOOK AT IF WE HAVE PRINCIPAL BUY-IN.
I'M VERY EXCITED TO SAY THAT THAT IS NOT A PROBLEM.
PRINCIPLES ARE KNOCKING DOWN AT OUR DOOR TO COME.
THAT FEELS REALLY GOOD, BUT THEY ARE CRUCIAL AND CRITICAL TO US BEING SUCCESSFUL.
THEN WE'VE REALLY FOCUSED THE LAST COUPLE OF YEARS ON FEEDER PATTERNS.
AS AN EXAMPLE, THIS MOVE INTO HENNING IS GOING TO FEED RIGHT INTO MANCHESTER MIDDLE, WHICH WE EXPANDED TO LAST YEAR, AND A FALLING CREEK MIDDLE, WHICH WE'VE BEEN IN A FEW YEARS, AND THEN TO MEADOWBROOK WHERE WE'VE BEEN FOR AWHILE.
FOR MANY YEARS, OUR EXPANSION WAS A LITTLE SCATTERSHOT.
WE WOULD HAVE A GREAT RELATIONSHIP WITH THE KID AND A FAMILY, AND THEN THEY WOULD GO TO THE NIGHT, THEY'D MATRICULATE AND WE WOULDN'T BE ABLE TO HAVE THAT.
WE'RE REALLY TRYING TO BACKFILL AND FRONT FILL IN THOSE FEEDER PATTERN SCHOOLS.
I WILL SAY WE WORK VERY CLOSELY WITH DR. HAYES AND TYLER, ALL THE TEAM HERE AT CCPS TO MAKE SURE THEY OFTEN KNOW THINGS THAT WE DON'T EVEN KNOW JUST LOOKING AT THE DATA.
IS THERE A RESOURCE GOING THERE WE DON'T KNOW ABOUT OR THINGS LIKE THAT? WE REALLY TRIED TO ALSO MAKE SURE THE THING WE'RE THINKING FROM THE DATA MAKES SENSE FOR THEIR STRATEGIC PLAN TOO.
GREAT QUESTION. SORRY, THAT WAS PROBABLY WAY LONGER AN ANSWER THAN YOU WANTED.
>> NO. THAT'S PERFECT. THANK YOU VERY MUCH.
THANK YOU FOR ALL THAT YOU DO.
>>> NEXT WE HAVE AN UPDATE ON STUDENT SUPPORT SERVICES FROM DR. HAYES.
[D. Student Support Services]
>> GOOD AFTERNOON, BOARD MEMBERS, CHAIR, VICE CHAIR DR. DOHERTY.
I'M GLAD TO BE HERE THIS AFTERNOON TO SHARE AN UPDATE WITH YOU ALL ABOUT THE DEPARTMENT OF EQUITY AND STUDENT SUPPORT SERVICES.
WE ARE A DEPARTMENT WITH SEVEN DIFFERENT AVENUES OF SUPPORTING SCHOOLS TO MAKE SURE THAT STUDENTS GET THE SUPPORT THAT THEY NEED TO REACH THEIR GREATEST ACADEMIC POTENTIAL.
THIS AFTERNOON I'M GOING TO BRIEFLY GO THROUGH EACH OF THOSE DEPARTMENTS TO JUST GIVE YOU AN UPDATE OF WHERE WE ARE AND SOME OF THE THINGS THAT WE'VE DONE THIS YEAR.
I'LL START WITH SCHOOL COUNSELING AND OUR MENTAL HEALTH SUPPORT SPECIALIST.
THE TWO AVENUES THAT WE TRY TO WORK THROUGH OUR PREVENTION AND BEING RESPONSIVE THROUGH PREVENTION.
OUR SCHOOL COUNSELORS AND MENTAL HEALTH SUPPORT SPECIALISTS HELP SCHOOLS WITH SETTING UP ADVISORY LESSONS DURING MORNING CIRCLES.
WE ALSO DO FAMILY ENGAGEMENT SUPPORT WITH OUR PREK AND OUR ESL PROGRAMS. BUT OF COURSE, WE KNOW THAT WE CANNOT PREVENT EVERYTHING THAT HAPPENS IN SCHOOL, SO WE ALSO HAVE TO BE RESPONSIVE.
SOME OF THOSE PROGRAMS WE USE OUR GAGGLE, WHICH IS A 24/7 RESOURCE THAT SCANS GOOGLE DRIVES AND EMAILS AND THINGS LIKE THAT FOR CONTENT THAT MAY BE CONCERNING OR INAPPROPRIATE SO SCHOOLS CAN RESPOND OR A TEAM CAN RESPOND.
OF COURSE, TRAGEDIES HAPPEN AND WHEN THEY HAPPEN WITH STUDENTS OR STAFF WITHIN OUR SCHOOLS, WE IMPLORE OUR CRITICAL INCIDENT TEAM TO GO OUT AND TO HELP SUPPORT SCHOOLS AND STUDENTS THROUGH THAT PROCESS.
WE ALSO UTILIZE THERAPEUTIC DAY TREATMENT, AND CURRENTLY HAVE FOUR PROVIDERS SERVING 37 SCHOOLS WHERE STUDENTS WHO'VE BEEN IDENTIFIED AS HAVING SOME BEHAVIORAL CHALLENGES, MAYBE SOCIAL, EMOTIONAL, OR OTHER SOME DISABILITIES CAN BE APPROVED FOR THAT PROCESS.
IT'S ALL PAID FOR THROUGH MEDICAID.
THAT HAS BEEN A GREAT RESOURCE.
THIS YEAR WE SIGNED A MOU WITH CHESTERFIELD COUNTY POLICE DEPARTMENT TO HAVE A THERAPY DOG COME INTO OUR SCHOOLS.
SO MANY OF YOU MAY HAVE SEEN MAGIC RUNNING AROUND SUPPORTING STUDENTS, AND THAT HAS BEEN A WONDERFUL RESOURCE THIS YEAR.
SOME OF OUR DISTRICT-WIDE PROGRAMMING THAT WE HAVE, YOU'LL SEE HERE IT'S BROKEN DOWN BY DIFFERENT LEVELS.
WE HAVE THE ASTERISK DENOTES PROGRAMS THAT ARE SUPPORTED DIRECTLY THROUGH SCHOOL COUNSELING AND MENTAL HEALTH.
[00:35:02]
FOR ELEMENTARY, ONE OF THE KEY PROGRAMS IS STARTING WITH HELLO.IT'S A DIGITAL PROGRAM THAT INCLUDES AN INTERACTIVE STORYBOOK, IT USES VIDEOS, DIFFERENT PROJECTS TO HELP STUDENTS BUILD EMPATHY, CREATE HEALTHY RELATIONSHIPS, AND JUST TO LEARN ABOUT AWARENESS AROUND WITH THEIR PEERS.
WITH MIDDLE AND HIGH SCHOOL, WE HAVE THE SAME PROGRAMS RUNNING THROUGHOUT BOTH LEVELS.
OUR SOURCES OF STRENGTH START WITH HELLO, MAJOR CLARITY, SIGNS OF SUICIDE.
MOST RECENTLY, ON MARCH 20TH, WE COMPLETED THE FINAL PHASE OF TRAINING FOR SOURCES OF STRENGTH WHERE WE HAD OVER 60 MEMBERS OF CCPS SECONDARY TEAMS. THEY ARE TO LEARN ABOUT THE PROGRAM AND HOW TO BECOME TRAINERS TO TAKE IT BACK TO THEIR SCHOOL TO UTILIZE THAT PROGRAM.
THAT'S UP AND RUNNING AND WE'RE EXCITED TO FINISH THAT FINAL ROLLOUT.
OUR NEXT DEPARTMENT IS THE OFFICE OF EQUITY.
THE OFFICE OF EQUITY WORKS WITH SEVERAL STAKEHOLDERS FROM A VARIETY OF AREAS TO APPLY THAT EQUITY LENS WITH EACH UNDERTAKING.
THERE ARE THREE DIFFERENT COMMITTEES THAT WE UTILIZE TO DO THIS WORK.
THE FIRST OF THOSE GROUPS IS THE EQUITY ADVISORY COMMITTEE, WHICH WAS FORMED IN 2017.
IT'S MADE UP OF COMMUNITY MEMBERS, PARENTS, CCPS STAFF MEMBERS.
THEY FOCUS ON REALLY GIVING OUR STUDENTS AND OUR COMMUNITY ACCESS TO OPPORTUNITY.
WE LOOK AT DISCIPLINARY PRACTICES, ENGAGING STAKEHOLDERS, AND DOING WORK AROUND PROFESSIONAL DEVELOPMENT.
THIS YEAR IN JANUARY, WE ACTUALLY ADDED HIGH-SCHOOL STUDENTS TO THAT COMMITTEE, WHICH HAS BEEN WONDERFUL TO HAVE THAT ADDITIONAL VOICE BEING HEARD WHEN WE'RE TALKING ABOUT EQUITY.
OUR SECOND GROUP IS OUR EQUITY LEADS.
OUR EQUITY LEADS SERVE AS LIAISONS BETWEEN THE SCHOOLS OF DIFFERENT DEPARTMENTS AND THE OFFICE OF EQUITY.
IT'S A TWO-WAY COMMUNICATION, SO THAT WE'RE MAKING SURE WE HAVE CROSS DIVISIONAL COLLABORATION.
ONE THING IS NOT HAPPENING IN ONE SCHOOL AND NOT HAPPENING IN ANOTHER SCHOOL.
THEY REALLY JUST AGAIN, WORK TO PROMOTE ACCESS AND OPPORTUNITY, AND TO REALLY THINK ABOUT DIFFERENT BARRIERS THAT MAY BE OCCURRING IN DIFFERENT SCHOOLS, AND SO WE CAN CULTIVATE THAT CLIMATE OF WORKING TOGETHER AND MAKING SURE THAT WE HAVE INCLUSIVE PRACTICES ACROSS THE BOARD.
THEN OUR LAST GROUP IS THE EQUITY DESIGN TEAM THAT WAS FORMED IN 2020.
THEY LOOK AT STRUCTURAL, INSTITUTIONAL, AND INDIVIDUAL ROOT CAUSES FOR INEQUITIES WITHIN THE SYSTEM.
WE HAVE REPRESENTATION FROM THE SCHOOL CENTRAL OFFICE ADMINISTRATORS, AND WE REALLY JUST TRY TO HAVE THOSE INTENTIONAL COLLABORATIVE EFFORTS TO ENSURE EQUITY THROUGHOUT THE DIVISION.
AS I MENTIONED PREVIOUSLY, WE DO SOME ACTIVITIES AROUND PROFESSIONAL DEVELOPMENT, PROFESSIONAL LEARNING SUPPORT.
THIS WORK THAT WE DO IS NOT JUST ONE PERSON OR ONE DEPARTMENT.
WE'RE TRYING TO GET THIS MESSAGE ACROSS THE PROFESSIONAL SUPPORT FOR OUR STAFF.
SOME OF THAT IS DONE THROUGH OUR CULTURAL COMPETENCY MODEL.
THAT MODEL REALLY INCREASES PERSONAL AWARENESS TO HELP GROW OUR UNDERSTANDING AROUND DIFFERENT CULTURES AND THE DIMENSIONS OF CULTURE THAT WE HAVE HERE IN CHESTERFIELD COUNTY.
WE DO EQUITABLE CONSIDERATIONS FOR INCLUSIVE PROGRAMMING WITHIN OUR SCHOOLS.
THIS REALLY IS TO HELP SCHOOLS ELIMINATE EXCLUSIONARY PRACTICES AS THEY'RE LOOKING, FOR EXAMPLE, TO SET UP EVENTS AT THEIR SCHOOL, MAKING SURE THAT THEY ARE AWARE OF DIFFERENT OBSERVANCES THAT FAMILY MEMBERS OR COMMUNITY MEMBERS MAY HAVE SO THAT THEY CAN WORK AROUND THOSE DATES TO MAKE SURE THAT EVERYONE CAN BE INCLUDED IN THOSE EVENTS.
MOST RECENTLY IN JULY 1ST, 2022, A NEW PERFORMANCE STANDARD WAS UPDATED CULTURALLY RESPONSIVE TEACHING AND EQUITABLE PRACTICES.
IT WAS ADDED TO THE PERFORMANCE STANDARDS FOR TEACHERS AND PRINCIPALS.
THIS OFFICE IS WORKING TO HELP BRING A RESOURCE OR GIVE A RESOURCE TO SCHOOLS SO THAT THEY'LL KNOW WHAT THIS SHOULD LOOK LIKE IN THE CLASSROOM.
AS AN ADMINISTRATOR, WHAT SHOULD THEY BE LOOKING FOR WHEN THEY GO INTO A CLASSROOM TO SEE HOW THAT TEACHING IS SUPPORTING THAT EQUITABLE PRACTICES THAT WE HAVE HERE IN CHESTERFIELD COUNTY.
IN JANUARY, THIS INFORMATION WAS PRESENTED TO OUR PRINCIPLES AND BUILDING LEADERS SO THAT THEY HAD AN IDEA AND A RESOURCE.
WHEN THEY WENT BACK TO THEIR BUILDINGS, THEY CAN HELP THEIR ASSISTANT PRINCIPALS WITH WHAT TO LOOK FOR AND HELP THEIR TEACHERS AS THEY ARE PREPARING THEIR LESSONS.
ONE OF OUR PARTNERSHIPS WITH VCIC, VIRGINIA CENTER FOR INCLUSIVE COMMUNITIES, THAT PARTNERSHIP WORKS TO DEVELOP AND CUSTOMIZE PROFESSIONAL LEARNING OR STUDENT WORKSHOPS FOR SCHOOLS.
ONCE THOSE WORKSHOPS AND THOSE PROCESSES AND PROFESSIONAL LEARNINGS WERE REVIEWED BY THE EQUITY DEPARTMENT, PRINCIPLES RECEIVED A MEMO OUTLINING THE VARIOUS COURSE OFFERINGS THAT THEY COULD CHOOSE FROM,
[00:40:03]
AND THEN HOW THEY COULD SUBMIT A REQUEST FOR VCIC TO COME INTO THEIR SCHOOLS.JUST TODAY, OUR VCIC IS WORKING WITH FALLING CREEK MIDDLE SCHOOL ON ONE OF THOSE WORKSHOPS FOR THE STAFF.
AS YOU KNOW, ONE OF OUR INITIATIVES THROUGH THE EQUITY DEPARTMENT IS MIRROR ME AS THE TEACHER DIVERSITY INITIATIVE.
IT HELPS SUPPORT STUDENTS ON THEIR PATHWAY TO LICENSURE AND THEN TO CONNECT THEM BACK TO CHESTERFIELD COUNTY AS EDUCATORS.
WE PARTNER WITH VCU VIA ISSUE AND CHESTERFIELD EDUCATION FOUNDATION.
WE JUST WRAPPED THE LITTLE COHORT ONE IS COMPLETE AND WE JUST WRAPPED UP THE PROCESS OF SELECTING COHORT TWO.
COHORT ONE HAD 11 STUDENTS AND WE'RE EXCITED THAT IT IS GROWING COHORT 2, WHICH JUST KNOW, I NOTIFIED ON MARCH 31ST THAT WE HAVE 15 STUDENTS THAT WILL BE PARTICIPATING IN THIS UPCOMING COHORT, AND WE HAVE MORE REPRESENTATION ACROSS HIGH SCHOOLS.
THIS YEAR WE WENT 5-8 HIGH SCHOOLS HAVE NOW HAD STUDENTS SUBMIT FOR THIS PROGRAM, SO WE'RE SUPER-EXCITED WITH THAT, AND FROM COHORT 1, WE HAVE TWO STUDENTS THAT HAVE NOW BEEN HIRED AS TEACHERS HERE IN CHESTERFIELD COUNTY.
MS. NAUSEA JONES GRADUATED FROM VIRGINIA STATE AND IS NOW A SPECIAL EDUCATION TEACHER AT CURTIS ELEMENTARY, AND NEXT YEAR, THIS MERLIN RODRIGUEZ LUEGO WILL BE GRADUATING FROM VIRGINIA COMMONWEALTH UNIVERSITY AND SHE WILL BE TEACHING AT BEULAH ELEMENTARY SO WE'RE SUPER EXCITED ABOUT THAT.
IN THE FALL, I PROVIDED SOME UPDATES ABOUT OUR ESL DEPARTMENT.
SO I'LL JUST GIVE YOU A BRIEF UPDATE ON THAT.
WE ARE EXCITED THAT WE HAVE JUST COMPLETED OUT A WAY TO ACCESS TESTING BECAUSE WE WANT TO HOLD OUR STUDENTS TO THE SAME STANDARDS OF ACHIEVEMENT, AND THAT THOSE TESTS HAVE FOUR DIFFERENT DOMAINS OF READING, WRITING, LISTENING, AND SPEAKING.
THAT WINDOW CLOSE AND WE COMPLETED ALL OF OUR TESTING AND PRELIMINARY SCORES WILL BEGAN ARRIVING IN MAY.
SOME OF THE THINGS WE DO WITH THAT ESL DEPARTMENT THAT'S REALLY IMPORTANT IS THAT FAMILY ENGAGEMENT.
WE HAVE A FAMILY ENGAGEMENT SPECIALIST.
WE WORK TO PROMOTE LANGUAGE LINES SO WE CAN GET THAT REAL TIME TRANSLATION FOR OUR FAMILIES THAT ARE COMING INTO OUR SCHOOLS SO THAT NO ONE IS TURNED AWAY, AND WE'RE WORKING TO MAKE SURE THAT ALL DOCUMENTS THAT ARE CONNECTED OR OWNED BY CCPS ARE TRANSLATED.
THIS FALL WE DID [NOISE] A REVIEW THROUGH THE TECHNOLOGY DEPARTMENT TO FIGURE OUT THE TOP FIVE LANGUAGES OF EACH SCHOOLS, AND THEN WE PROVIDED THAT TO PRINCIPAL SO THAT THEY COULD BE AWARE TO KNOW WHICH LANGUAGES THEY NEEDED SUPPORT WITHIN THEIR SCHOOL.
WE ARE CURRENTLY WORKING WITH SCHOOLS TO ASSIST IN THE BUILDING OF OUR MASTERS OR THEIR MASTER SCHEDULES TO MAKE SURE THAT THE SERVICE MINUTES ARE PROVIDED ACCURATELY FOR STUDENTS.
WE HAVE NEWCOMER OUTREACH PROGRAMS, COLLEGE AWARENESS WORKSHOPS, AND MOST RECENTLY, ON THE 27TH OF MARCH, WE PARTICIPATED IN THE LEARNING WITH YOU SESSION THAT WAS HELD BY THE FACE DEPARTMENT WAS A AWESOME TURNOUT, AND WE REALLY JUST TALKED TO FAMILIES ABOUT THE PROGRAMS THAT WE OFFER TRANSLATION AND THE NUMBER OF PEOPLE THAT WERE ASKING QUESTIONS ABOUT HOW THEY COULD BECOME CERTIFIED INTERPRETERS BECAUSE WE KNOW THERE'S A NEED SO THAT WAS AMAZING.
SO WE WERE ABLE TO PROVIDE THEM WITH SOME RESOURCES AND HOPEFULLY THEY'LL BRING THAT SKILL SET BACK TO CHESTERFIELD COUNTY.
EARLY CHILDHOOD EDUCATION PROGRAM IS DESIGNED TO HELP STUDENTS GAVE ME GAIN A FIRM EDUCATIONAL FOUNDATION BEFORE ENTERING KINDERGARTEN.
EARLY CHILDHOOD ALSO OFFER SCREENERS FOR HEALTH AND BEHAVIORAL ISSUES THAT ARE LINKED TO HOPEFULLY HELP IMPROVE THOSE SOCIAL SKILLS FOR OUR STUDENTS.
CURRENTLY, WE HAVE 732 STUDENTS ENROLLED IN PRE-K PROGRAMS WITH 196 AND HEADSTART FOR 32 AND VP9 108 IN TITLE 1.
EARLIER THIS YEAR, THE APPLICATION OPEN FOR HEADSTART AND WE HAVE OVER 800 APPLICATIONS IN THUS FAR AND THERE'S CONTINUING TO COME IN AND PLACEMENTS WE'LL BEGIN IN EARLY MAY, AND THAT'S KIND OF A ROLLING PROCESS AS FAMILIES EXCEPT THERE'LL BE PLACED IF THEY DECLINE, THEN WE'LL GO BACK TO THE LIST AND PULL MORE STUDENTS IN AND FOR THOSE THAT DON'T QUALIFY FOR HEADSTART, THEN WE LOOK TO PLACE THEM IN OUR VP OUT PROGRAMS. SOME OF THE PROGRAMMING, WHAT WE DO ARE THE CURRICULUM THAT WE USE IT OUR PAST CURRICULUM.
IT REALLY HELPS WITH SOCIAL AND EMOTIONAL DEVELOPMENT OF OUR PRE-K STUDENTS TO HELP THEM WITH SKILLS SUCH AS LEARNING HOW TO SHARE, HELPING OTHERS, AND THEN JUST GIVING THEM THAT CONNECTEDNESS TO SCHOOLS SINCE THEY ARE SO YOUNG, GETTING THEM ACCLIMATED TO THE SCHOOL ENVIRONMENT.
WE ALSO DO COMMUNITY OUTREACH.
ON MARCH THE 11TH, THE HEADSTART OFFICE HOSTED A CHESTERFIELD FAIR OFFER OUR HISTORIC FAMILIES AND WE HAVE PEOPLE COME TO JUST LEARN ABOUT WHAT WE DO HERE IN THE DIVISION, BUT ALSO CHESTERFIELD LIFE AND SAFETY WHERE THEY'RE CAPITAL AREA HEALTH NETWORK WAS
[00:45:03]
THERE AND THERE WAS AN AMAZING TURNOUT FROM FAMILIES THAT ARE CURRENTLY IN OUR HEAD START PROGRAMS, BUT ALSO FAMILIES THAT WILL BE MOVING INTO SOME OF OUR EARLY CHILDHOOD PROGRAMS IN THE FALL.NEXT DEPARTMENT IS STUDENT HEALTH SERVICES.
THE MISSION OF STUDENT HEALTH SERVICES IS TO KEEP STUDENTS SAFE AND HEALTHY AND READY TO LEARN.
OUR SCHOOL NURSE'S AID AND THE PHYSICAL AND MENTAL AND SOCIAL AND EMOTIONAL HEALTH OF OUR STUDENTS.
WE HAVE A COORDINATOR FOR NURSE SUPERVISORS AND WE HAVE 69 NURSES.
WE HAVE A NURSE IN EACH OF OUR SCHOOLS HERE IN CHESTERFIELD COUNTY, AND NOT ONLY DO THEY DO AN AMAZING JOB, THEY'RE ALSO HIGHLY QUALIFIED.
WE CURRENTLY HAVE 13 NURSES THAT ARE NATIONALLY BOARD-CERTIFIED.
WE HAVE 19 MORE THAT ARE SCHEDULED OR TO TAKE THE EXAM BY AUGUST, AND CURRENTLY, FOUR OF THOSE 19 HAVE PASS THOSE EXAMS. I'M EXCITED ABOUT THAT AND WE I'M LOOKING FORWARD TO MORE NURSES PASSING AND GETTING THAT CERTIFICATION AS WE MOVE FORWARD.
TWO OF THE MAJOR THINGS THAT ARE PROGRAMS THAT ARE CONDUCTED THROUGH OUR HEALTH SERVICES OR OUR HEARING AND VISION SCREENINGS.
THIS YEAR, THEY'VE CONDUCTED OVER 36,000 MANDATORY SCREENINGS WITH OUR STUDENTS HERE IN CHESTERFIELD COUNTY.
WE ALSO PARTNER WITH CONNECTS THIS THIS IS A PROGRAM TO REMOVE THE BARRIER VISION FOR MY CHILDREN SO THAT THEY CAN BE SUCCESSFUL.
I'M CURRENTLY AS OF FEBRUARY, THEY WERE FIFTH OVER 15,000 SCREENINGS WITH OVER 500 STUDENTS RECEIVING GLASSES THROUGH THAT PROGRAM.
OUR NEXT DEPARTMENT IS OUR SOCIAL WORKERS AND OUR MCKINNEY VENTO OFFICE.
WE HAVE 31 FULL-TIME SOCIAL WORKERS SERVING OUR SCHOOLS.
THAT INCLUDES EARLY CHILDHOOD AND OUR ALTERNATIVE PROGRAMS. WE HAVE TWO ATTENDANCE SOCIAL WORKERS.
THEY ARE RESPONSIBLE FOR CONNECTING HOMESCHOOL AND THE COMMUNITY FOR THE SUPPORTS OF OUR STUDENTS.
THEY HELPED WITH ATTENDANCE, ACADEMIC ACHIEVEMENT.
THERE ARE ALSO TRAINED MENTAL HEALTH SUPPORT PROFESSIONALS AND THEY HELP WITH THREAT ASSESSMENTS, SST TEAMS, RESTORATIVE CIRCLES, CRITICAL INCIDENT AND CRISIS INTERVENTION AND RESPONSE ARE MCKINNEY VENTO PROGRAM IS GROWING UNFORTUNATELY, BUT WE ARE HERE TO SUPPORT THOSE STUDENTS CURRENTLY, WE HAVE AS OF TODAY, THIS UPDATED, IT WAS 879 STUDENTS ENROLLED IN OUR PROGRAM, WITH OUR LARGEST NUMBERS BEING IN ELEMENTARY SCHOOL.
WE HAVE 435 STUDENTS ELEMENTARY, 190 IN MIDDLE-SCHOOL, AND 254 STUDENTS IN HIGH SCHOOLS ENROLLED IN MCKINNEY VENTO, AND 94 OF THE STUDENTS IN THAT PROGRAM OR DESIGNATE IT AS UNACCOMPANIED YOUTH.
SOME OF THE THINGS THAT THE MCKINNEY VENTO OFFICE DOES.
THEY PROVIDE ENRICHMENT BAGS, BACKPACKS FOR OUR FAMILIES.
THEY DO AT THANKSGIVING AND WINTER, BASKETS WITH FOOD AND ITEMS TO SUPPORT OUR FAMILIES THROUGH THOSE HOLIDAYS.
THEY PARTICIPATE IN THE SPANISH RADIO STATION TO GET INFORMATION OUT.
WE'VE SUPPORTED SIX FAMILIES TO THE HOUSING FIRST, AND SO THEY NOW HAVE PERMANENT HOMES AND ARE NO LONGER CLASSIFIED OR IDENTIFIED AS BEING HOMELESS.
IN MAY, WE WILL HAVE A FAMILY STYLE DINNER PARTNERING WITH ST. MARK'S CHURCH, AND THAT WILL SUPPORT OVER 30 OF OUR MCKINNEY VENTO FAMILIES, AND CURRENTLY ONE OF OUR NEW INITIATIVE IS TRYING TO GET A LAUNDRY SERVICE FOR OUR FAMILIES.
WERE THEY THE COMPANY WILL COME PICK UP THE LAUNDRY, TAKE IT TO GET IT CLEANED, AND THEN BRING IT BACK TO THE FAMILIES.
THAT IS ANOTHER BARRIER THAT REMOVES THE STRUGGLES THAT STUDENTS HAVE COMING TO SCHOOL AND FEELING CLEAN AND HEALTHY, AND OUR FINAL DEPARTMENT IS OUR SCHOOL PSYCHOLOGISTS.
WE HAVE 33 FULL-TIME SCHOOL PSYCHOLOGISTS THAT SUPPORT OUR SCHOOLS, INCLUDING EARLY CHILDHOOD.
WE HAVE TWO PART-TIME PSYCHOLOGISTS AND THREE SCHOOL PSYCHOLOGY INTERNS.
WE ALSO HAVE NON FULL-TIME DIAGNOSTICIANS THAT SERVE OUT 40 ELEMENTARY SCHOOLS.
I SCHOOL PSYCHOLOGISTS OPERATE WITH 10 DOMAINS THAT INCLUDE MENTAL AND BEHAVIORAL HEALTH SCHOOL-WIDE PRACTICES TO PROMOTE LEARNING, FAMILY AND SCHOOL COLLABORATION, AS WELL AS ACADEMIC INTERVENTION AND INSTRUCTIONAL SUPPORTS.
SCHOOL PSYCHOLOGISTS ARE HIGHLY QUALIFIED.
THEY RECEIVED SPECIALIZED INSTRUCTION AND GRADUATE PREPARATIONS TO DO THIS WORK.
THEY TYPICALLY COMPLETE A SPECIALIST LEVEL DEGREE OR AT LEAST 60 GRADUATE SEMESTER HOURS OR HALF A YEAR LONG, 1,200 HOUR SUPERVISED INTERNSHIP.
SOME OF THE WORK THAT THEY DO, THEY AID IN HELPING DETERMINE ELIGIBILITY FOR SPECIAL EDUCATION SERVICES.
THEY PROVIDE GROUP COUNSELING SUPPORT.
THEY HELP WITH PROGRAMS SUCH AS SIGNS OF SUICIDE.
THEY ALSO HELP WITH THE CONDUCTING OF THREAT ASSESSMENTS, BUILDING A FUNCTIONAL BEHAVIORAL ASSESSMENTS AND BEHAVIORAL INTERVENTION PLANS.
[00:50:05]
THAT IS WHO WE ARE WITH VERY LARGE DEPARTMENT, BUT I'M PROUD OF THE WORK THAT WE'RE DOING TO SUPPORT THE NEEDS OF OUR STUDENTS WHO ARE INTERESTED.>> THANK YOU VERY MUCH DR. HAYES, BOARD MEMBERS, IS THERE ANY DISCUSSION?
THE SECTION ON SCHOOL COUNSELING AND MENTAL HEALTH SERVICES, I THINK SOME MORE JUST TO OFFER SOME PERSPECTIVE ON THE KNEE THAT WE HAVE RIGHT NOW.
IT'S HARD BECAUSE OF THE DATA, WE CAN'T NECESSARILY SHARE CHESTERFIELD DATA.
BUT AT THE TEAM MENTAL HEALTH SUMMIT THAT CHESTERFIELD COUNTY AND OUR SCHOOL STAFF WAS INVOLVED WITH WEEKS AGO, THERE WAS A PRESENTATION BY THE VIRGINIA DEPARTMENT OF CRIMINAL JUSTICE SERVICES AND THEY POINTED OUT THE ALARMING INCREASE IN DATA FOR STUDENTS.
FOR EXAMPLE 2022, WITHIN THE PAST 12 MONTHS 12.7% OF STUDENTS SERIOUSLY CONSIDERED SUICIDE IN THE STATE OF VIRGINIA, AND THEY ALL SIT THROUGH THE SCHOOL CLIMATE SURVEY THAT THEY ADMINISTER AND THEY ALSO HAVE A VIRGINIA SCHOOL SAFETY SURVEY, AND THE MOST RECENT THREAT ASSESSMENT DATA IS NOT OUT YET.
BUT WHAT I'VE HEARD IS THAT IT'S GOING TO BE THE WORST YET.
AS I SAY ALL THIS, AT SOME POINT, WE HAVE TO BUILD THE POLITICAL WILL TO PROVIDE ADDITIONAL SUPPORT.
I LEARNED AT A RECENT MEETING, THE SCHOOL HEALTH ADVISORY BOARD ASKED FOR ADDITIONAL INFORMATION FROM STAFF, AND THEY LEARNED THAT THE RATIOS, I THINK THAT WAS IN DECEMBER.
THE STAFFING RATIOS WERE 1-2000 PER SCHOOL SOCIAL WORKER, SO 1-2000 STUDENTS.
AND 1-1880 FOR SCHOOL PSYCHOLOGISTS.
BEST-PRACTICES ARE 1-250 FOR SCHOOL SOCIAL WORKERS AND 1-500.
WHEN I HEAR THAT, I THINK I'M JUST SO IMPRESSED.
THAT IS AN INCREDIBLE AMOUNT OF WORK WITH THOSE KINDS OF RATIOS.
GIVEN THAT AS WE'RE EXPANDING SCHOOLS THAT ARE PRETTY, WE ALL KNOW FAST RATE WITH ALL THE NEW DEVELOPMENT AND GROWTH.
HOW ARE WE KEEPING UP WITH THE NEEDS? BECAUSE EACH SCHOOL NEEDS ADDITIONAL MENTAL HEALTH SUPPORTS.
SO DO WE GET ADDITIONAL FUNDING FOR THAT EXPANSION? WOULD BE ONE AND THEN TWO, HOW DO WE MOVE? GENERALLY, WE WAIT ON THE GENERAL ASSEMBLY TO GIVE US MORE SUPPORT AND PROVIDE SOQS ETC.
WE DON'T HAVE SOQS FOR PSYCHOLOGISTS AND SOCIAL WORKERS.
DO WE COME UP WITH A BEST PRACTICE NTCPS TO ACKNOWLEDGE THAT? MAYBE THE GENERAL ASSEMBLY MIGHT TAKE TOO LONG TO SUPPORT US AND WE NEED TO MAKE A PLAN.
IT'S GOING TO BE A MULTIYEAR PLAN.
OBVIOUSLY, WE CAN'T GET TO WHEN WE'RE AT, BASICALLY 1-2000 RATIOS.
WE'RE NOT GOING TO GET TO EVEN 1-1000 FOR A LONG TIME.
BUT DO WE SET THE COURSE FOR THIS IS THE RATIO THAT TCPS WOULD LIKE TO ADOPT AND HOW DO WE GET THERE? THEN OBVIOUSLY THE COUNTY WOULD BE, I THINK OUR NUMBER ONE PARTNER AND HOW DO WE HELP US GET THERE? BUT IF WE DON'T LAY OUT THE PLAN, THEN MAYBE IF WE LAID OUT A PLAN IT HELP COUNTY SEE LIKE THIS IS WHERE WE NEED TO GO BECAUSE THE GENERAL ASSEMBLY MIGHT NOT COME UP WITH SOQS FOR ANOTHER 5-10 YEARS.
>> THANK YOU. I THINK ONE OF THE THINGS WE TRIED TO DO AS A DEPARTMENT IS REALLY BE INTENTIONAL AND STRATEGIC ABOUT THE WORK THAT WE'RE DOING.
ACTUALLY, WE TALK ALL THE TIME.
REALLY, WE HAVE A MEETING ONCE A MONTH, BUT REALLY OUR SOCIAL WORKERS, SCHOOL PSYCHOLOGISTS, AND MENTAL HEALTH SUPPORT SPECIALIST TALK FREQUENTLY TO DETERMINE HOW WE CAN BEST SUPPORT THE NEEDS OF OUR STUDENTS AND THAT'S WHY WE WERE SO EXCITED TO FINISH THEIR ROLLOUT WITH SOURCES OF STRENGTH.
BECAUSE GOING BACK TO THOSE NUMBERS THAT YOU STATED EARLIER, WITH THE STUDENTS THAT HAVE THOUGHT ABOUT COMMITTING SUICIDE, REALLY BUILDING THOSE TEAMS UP WITHIN SCHOOLS, AND NOT JUST THE MENTAL HEALTH SUPPORT SPECIALISTS, BUT STUDENTS AND TEACHERS AND FACULTY MEMBERS TO SUPPORT STUDENTS FROM EVERY AVENUE THAT WE CAN TO HOPEFULLY DO SOME OF
[00:55:02]
THEIR WORK WITH THE RESOURCES THAT WE HAVE.HOPEFULLY WE WILL START TO SEE SOME PROGRESS AS WE ROLLOUT INTO THOSE SECONDARY SCHOOLS.
>> I'M HOPING WHEN THAT NEWS DATE THAT IT COMES OUT THAT WILL MAYBE BE THE PUSH FOR THE GENERAL ASSEMBLY TO HAVE MORE RESOURCES THAT WILL COME TO US.
THEN MY OTHER QUICK QUESTION, JUST BECAUSE I'M HEARING MORE FROM PARENTS LATELY, IT WAS ACTUALLY AN ISSUE BEFORE COVID AND THEN COVID HAPPENED AND PEOPLE FORGOT AND NOW I'M HEARING IT AGAIN BECAUSE THINGS ARE COMING BACK MORE TOWARDS NORMAL.
PEOPLE ARE NOTICING WHAT THEY NOTICED FOUR YEARS AGO, THE INEQUITABLE BOWL FIELD TRIPS ACROSS THE COUNTY.
NO STAFF IS TALKING ABOUT IT, BUT MAYBE THAT'S ALSO SOMETHING THAT THE EQUITY LEADS WOULD LOOK AT.
KIND OF WHAT I'M HEARING IS A REQUEST THAT MAYBE AN ELEMENTARY SCHOOL, ALL KIDS GET TO GO ON A FIELD TRIP, BUT IT TAKES ADVANTAGE OF THE FACT THAT VIRGINIA HAS INCREDIBLE HISTORY, SO LET'S DIVE INTO IT AND GO EXPERIENCE IT LIVE.
BECAUSE THE COMMENTS THAT I GET ALL THESE SCHOOL GETS TO GO TO JAMESTOWN AND THE SCHOOL DOES NOTHING, OR THE SCHOOL GOES TO DC.
IT'S NOT GOING TO BE THE SAME ACROSS ALL, BUT HOW DO WE ENTER THAT EVERY SCHOOL HAS A CHANCE TO GO AND EXPLORE IN-PERSON VIRGINIA'S INCREDIBLE RICH HISTORY?
>> MADAM CHAIR, IF I MAY. AS I'VE SAID TO A BOARD MEMBERS AUTHORITY WHEN YOU GET EMAILS OR THAT CONCERN, YOU SHOULD ADDRESS THEM TO THE DISTRICT OFFICE.
SO I HAVE HAD NOT ONE PARENT CALL ME ABOUT NOT GOING ON A FIELD TRIP OR BEING INEQUITABLE.
MS. HAINES MUST GET ALL THE EMAILS BECAUSE I DON'T PULL MY STAFF TO GET THEM.
THEY CAN ALSO TALK TO THEIR PRINCIPAL [INAUDIBLE], BUT I KNOW THAT THERE HAVE BEEN FIELD TRIPS GO OUT.
I HAVE NOT HEARD SINCE I'VE BEEN THIS YEAR ABOUT ANY INEQUITY OF FIELD TRIPS.
I WOULD APPRECIATE YOU SENDING ME THOSE EMAILS THAT WE CAN ADDRESS THOSE PARENTS.
BUT THEIR SCHOOLS DO HAVE FUNDING BECAUSE WE PROVIDED EQUITABLE FUNDING, AS YOU REMEMBER, ALMOST FOUR YEARS AGO TO PROVIDE FOR FIELD TRIPS.
TO RULE NUMBER 1 IS, INSTEAD OF CALLING A BOARD MEMBER, THEY SHOULD TALK TO THEIR PRINCIPLE AND THEIR TEACHERS BECAUSE THAT'S WHERE IT GOES.
WE'RE NOT GOING TO FORCE THE SCHOOL TO DO ANYTHING ABOUT THIS AND I THINK THE BOARD NEEDS TO REFER OTHERS TO US AND LET US DEAL WITH THEM.
I'M IN CONVERSATION WITH DR. MURRAY AND SHARED ALL THE EMAILS AND MY UNDERSTANDING IS PRINCIPLES ARE GOING TO BE DISCUSSING THIS ISSUE, SO I'M NOT HIDING ANYTHING.
>> MADAM CHAIR AND DR. GARY, YOU'RE EXACTLY RIGHT AS FAR AS FORCING THE SCHOOL.
MS. HAINES, I JUST WANTED TO POINT OUT AS SOMEONE WHO SPONSORED MULTIPLE FIELD TRIPS OVER 34 YEARS.
IT'S NOT ALWAYS ABOUT RESOURCES IN TERMS OF FINANCIAL.
IT'S ABOUT TEACHER BY HAND AND TEACHER AVAILABILITY AND TEACHER INTEREST AND IF THERE IS NOT STAFF THERE THAT IS WILLING TO ENGAGE IN THAT TYPE OF ACTIVITY, THEN YOU CAN'T FORCE A TEACHER TO TAKE KIDS ON A FIELD TRIP, AND SO THERE'S A LOT MORE INVOLVED IN PLANNING A FIELD TRIP THAN JUST SAYING, HERE'S THE MONEY TO GO AND IT ISN'T NECESSARILY DRIVEN BY FINANCES.
BUT I DO ALSO HAVE ONE MORE COMMENT, TA JUST BECAUSE I SERVE ON CIAC AND ON THE CIAC COMMITTEE.
YOU MENTIONED IN THEIR PROFESSIONAL LEARNING FOR CULTURAL COMPETENCIES AND INCLUSIVE COMMUNITIES TOO LET'S NOT FORGET OUR STUDENTS WITH SPECIAL NEEDS TO BE INCLUDED IN THAT DISCUSSION AND TO MAKE SURE THAT THE EQUITABLE OPPORTUNITIES EXIST FOR THEM AS WELL.
BECAUSE CIAC HAS EXPRESSED CONCERN, SCHOOL DANCES AND OTHER OPPORTUNITIES TO MAKE THESE INCLUSIVE FOR ALL OF OUR STUDENTS AND OUR SPECIAL NEEDS STUDENTS TO BE PART OF THAT DISCUSSION.
I'M SURE THEY ARE. I JUST FELT LIKE I NEEDED TO STATE THAT.
>> WE DO HAVE A MEETING ONCE A MONTH WITH THE STUDENT SUPPORT SERVICES DEPARTMENT AND OUR SPECIAL EDUCATION DEPARTMENT TO MAKE SURE WE ARE HEARING THOSE NEEDS AND TRYING TO WORK IN A COLLABORATIVE FASHION FOR ALL STUDENTS.
I JUST FELT LIKE I WANTED TO BE ABLE TO GO BACK AND TELL CIAC I SAID THIS. [LAUGHTER].
>> I'LL BE THERE TO WITNESS WITH YOU.
>> THANK YOU VERY MUCH. NEXT, WE HAVE A PRESENTATION ON THE LOCK ZONE, FROM MS. SNYDER.
[E. Naloxone]
[01:00:19]
>> GOOD AFTERNOON. GOOD TO TALK TO YOU A LITTLE BIT TODAY ABOUT OPIOIDS AND THE BENEFITS OF HAVING STOCK NALOXONE IN SCHOOLS.
OPIOIDS ARE A CLASS OF DRUGS THAT ARE DERIVED FROM THE POPPY PLANT AND THEY'RE MOST OFTEN USE FOR PAIN RELIEF.
WE KNOW THEM MOST OFTEN BY THEIR NAMES SUCH AS ILLEGAL DRUG HEROIN, SYNTHETIC OPIOIDS SUCH AS FENTANYL, AND PRESCRIPTION PAIN RELIEVERS SUCH AS OXYCODONE, PERCOCET, MORPHINE, AND THOSE KIND OF DRUGS.
OPIOIDS WERE DECLARED A NATIONWIDE PUBLIC HEALTH EMERGENCY IN 2017.
BY 2020, AN ESTIMATED 2.7 MILLION PEOPLE AGED 12 AND OLDER IN THE UNITED STATES HAD AN OPIOID USE DISORDER.
THAT INCLUDES 2.3 MILLION PEOPLE WITH A PRESCRIPTION OPIOID DISORDER.
OVERDOSE DEATHS INVOLVING OPIOIDS HAVE DRAMATICALLY INCREASED OVER THE PREVIOUS DECADE TO OVER 80,000 DEATHS IN 2021.
OPIOIDS ACT AS A CENTRAL NERVOUS SYSTEM DEPRESSANT, WHICH MEANS THEY CAN CAUSE BREATHING AND HEART RATE TO SLOW DOWN AND EVENTUALLY STOP.
THE CAUSE OF DEATH MOST FREQUENTLY CITED IN AN OPIOID OVERDOSE IS LACK OF OXYGEN.
YOU CAN SEE HERE THE TRENDS SPECIFIC TO CHESTERFIELD COUNTY.
SINCE 2013, FATAL DRUG OVERDOSE HAS BEEN THE LEADING CAUSE OF UNNATURAL DEATHS IN VIRGINIA.
THIS INCLUDES ALL OTHER FORMS OF UNNATURAL DEATH, SUCH AS HOMICIDE, SUICIDE, AND MOTOR VEHICLE ACCIDENTS.
THE OPIOIDS HAVE REALLY BEEN THE DRIVING FORCE BEHIND THIS LARGE INCREASE.
FROM 2018-2021, THERE WERE ACTUALLY 10 DEATHS FOR THE AGE GROUP OF 15-19 THAT WERE ATTRIBUTED TO OVERDOSE.
YOU CAN SEE HERE, SAME THING WITH OUR EMERGENCY ROOM TRENDS, THEY'VE MORE THAN DOUBLED IN THE LAST SIX YEARS.
CURRENTLY, OUR EMS AND FIRST RESPONDERS DO CARRY NARCAN, WHICH IS USED TO TREAT OPIOID OVERDOSES.
NALOXONE IS MOST COMMONLY KNOWN AS ITS BRAND NAME NARCAN.
IT IS THE TREATMENT FOR AN OPIOID OVERDOSE.
IT'S A PRESCRIPTION MEDICINE THAT REVERSES THE EFFECTS.
IT QUICKLY RESTORES BREATHING IN A PERSON THAT IS OVERDOSING.
IT'S BEEN FDA APPROVED SINCE THE 1970S AND IS REALLY CONSIDERED A VERY SAFE MEDICATION.
IT'S EVEN APPROVED FOR THE USE OF PEDIATRIC PATIENTS AS YOUNG AS NEONATES.
I'M SORRY, MY GLASSES ARE MAKING ME, SEE DOUBLE.
ACTUALLY JUST APPROVED FOR THE USE AS AN OVER-THE-COUNTER MEDICATION AND SHOULD BE APPROVED ACTUALLY ON SHELVES LATER THIS SUMMER.
THAT'S REALLY TO IMPROVE THE AVAILABILITY IN THE GENERAL COMMUNITY.
IT ONLY ACTS ON THE EFFECTS OF OPIOIDS.
SO IF SOMEBODY DOES NOT HAVE AN OPIOID IN THEIR SYSTEM AND THEY'RE GIVING IT TO THEM, IT DOESN'T HAVE ANY SIDE EFFECTS.
IT IS GIVEN THROUGH A PRE-DOSED NASAL SPRAY.
THE COMMONWEALTH OF VIRGINIA HAS A STATEWIDE STANDING ORDER FOR NALOXONE, REALLY PROTECTS ANYBODY THAT HAS BEEN TRAINED TO GIVE THE MEDICATION AND IS ACTING IN GOOD FAITH TO GIVE THE MEDICATION TO SOMEONE THAT THEY BELIEVE TO BE EXPERIENCING AN OVERDOSE.
''REVIVE'' IS THE TRAINING THAT IS AVAILABLE.
IT REALLY REVIEWS SIGNS AND SYMPTOMS OF AN OPIOID OVERDOSE AND HOW TO RESPOND TO THAT, HOW TO USE THE NALOXONE.
NURSES, CLINIC ASSISTANTS, AND PRINCIPAL DESIGNEES COULD BE TRAINED TO GIVE THE MEDICATION, SIMILAR TO OUR OTHER STOCK MEDICATIONS THAT WE HAVE IN SCHOOLS.
SUPPLY; WE ARE CURRENTLY WORKING THROUGH OUR MOU WITH VDH'S PHARMACY TO RECEIVE OUR SUPPLY FREE OF CHARGE.
TO PAY OUT-OF-POCKET WOULD COST $75-150 PER TWIN PACK.
IT'S GOOD FOR ABOUT TWO TO THREE YEARS ON THE SHELF.
AGAIN, BENEFITS OF HAVING STOCK NALOXONE IN SCHOOLS REALLY JUST HELPS PROVIDE A SAFE AND SUPPORTIVE LEARNING ENVIRONMENT.
OPIOIDS WE KNOW ARE READILY AVAILABLE THROUGHOUT OUR ENTIRE COMMUNITY.
WE'VE SEEN SUCH INCREASES OVER THE PAST DECADE.
INCREASED POTENCY WHERE WE'RE EXPERIENCING OVERDOSES THAT ARE REQUIRING MULTIPLE DOSES OF NALOXONE TO REVERSE THE EFFECTS.
ALSO, THE NEW CAMPAIGN IS ONE ''PILL CAN KILL'' BECAUSE IT'S NOT JUST LONG-TERM OPIOID USERS.
THEY'RE BEING MARKETED IN THESE BRIGHTLY-COLORED PACKAGES.
THEY'RE ENTICING THE YOUNG PEOPLE.
WITH THE INCREASED POTENCY, JUST ONE DOSE WE'RE SEEING OVERDOSES.
IT'S SIMILAR TO OUR OTHER STOCK MEDICATIONS AND IT'LL BE AVAILABLE FOR YOU GUYS TO REVIEW.
[01:05:06]
>> THANK YOU VERY MUCH, MS. SNYDER.
BOARD MEMBERS, IS THERE ANY DISCUSSION, MR. HARTER?
>> I WOULD JUST WANT TO SAY THAT THANK GOODNESS, BECAUSE IT REALLY IS SCARY THE THINGS THAT WE SEE EVERYWHERE GOING ON.
I KNOW I'VE HAD THIS DISCUSSION WITH DR. CARLOS BEFORE.
THE QUESTIONS WAS IS THERE SOMETHING IN THE WORKS? IS THIS GOING TO BE COMING? AND I THINK I'VE NEVER REALIZED ONLY OVER THE LAST FEW, I WOULD SAY PROBABLY MONTHS TO A YEAR FOR A NUMBER OF PEOPLE I'VE SPOKE TO HAVE LOST A CHILD BECAUSE OF AN OPIOID OVERDOSE.
THE THOUGHT WAS, WHEN WOULD WE POSSIBLY HAVE THIS? I GUESS AS WE START TO GO THROUGH TRAINING? WILL EVERYONE IN THE SCHOOL BE TRAINED TO ADMINISTER IT OR IS IT JUST GOING TO BE A NURSE?
>> IT WOULD BE AVAILABLE LIKE OUR OTHER STOCK MEDICATIONS.
THE NURSES WILL BE ABLE TO TRAIN ANYBODY THAT THE PRINCIPAL DESIGNATES.
>> LIKE AN EPIPEN, LIKE OUR STOCK ALBUTEROL AND THERE'LL BE A STANDARD TRAINING, MEDICATION SKILLS CHECKLISTS LIKE WE HAVE FOR OTHER MEDICATIONS AS WELL.
>> GREAT. THANK YOU SO MUCH FOR THE WORK ON THIS.
>> HOW MUCH WILL BE KEPT ON HAND AT EACH SCHOOL? WHAT IS THE THOUGHT THERE?
>> WHEN I'VE REACHED OUT TO OTHER COUNTIES THAT ALREADY HAVE MOVED IN THIS DIRECTION, THEY'RE KEEPING MULTIPLE DOSES AT THE HIGH-SCHOOL LEVEL WHERE THEY FEEL THERE WAS A GREATER RISK, BUT IT WILL BE AVAILABLE AT ALL GRADE LEVELS.
>> IT'S MY QUESTION. JUST TO REITERATE THAT THIS IS GOING TO BE IN EVERY SCHOOL.
WE TALKED ABOUT THIS BEFORE, BUT THAT HOW IT'S FASCINATING TO ME UNLIKE AN EPIPEN THAT CAN HAVE SIDE-EFFECTS, THAT THE ADMINISTRATION OF THIS HAS NO EFFECT ON SOMEONE WHO IS NOT IN A CRISIS SITUATION.
IT'S A VERY TARGETED, VERY SPECIFIC RESPONSE.
>> YES, IT'S SPECIFICALLY ONLY BINDS THE OPIOID RECEPTORS IN THE BRAIN.
IF THERE'S ANY OTHER SUBSTANCE, IT DOES NOT HAVE AN EFFECT.
THE GREATEST SIDE EFFECT, AND IT DEPENDS ON THE PERSON'S HISTORY, AND PHYSICAL DEPENDENCY ON THE MEDICATION OR DRUG IS THEY COULD EXPERIENCE WITHDRAWAL SYMPTOMS WHILE THEY'RE BEING REVIVED.
>> THANK YOU VERY MUCH. [NOISE] NEXT, WE HAVE AN UPDATE ON ESTHER FROM MR. MEISTER.
[F. ESSER Update]
[NOISE]>> MADAM CHAIR, VICE CHAIR DR. DOHERTY.
THANK YOU, MEMBERS, OF THE BOARD FOR THE OPPORTUNITY TO COME TALK TO YOU A LITTLE BIT ABOUT ESSER AND WHAT WE'VE BEEN DOING RECENTLY.
JUST TO SET THE STAGE HERE A LITTLE BIT.
WE TRIED TO COME TO BASICALLY ONCE A QUARTER TO GIVE YOU AN UPDATE.
A LOT OF THESE SLIDES WILL LOOK RELATIVELY FAMILIAR.
THEY'RE UPDATED FOR THE MOST RECENT DATA.
THOUGH WHAT WE'RE SHOWING HERE TODAY IS THROUGH DECEMBER 31ST, 2022.
TAKES A LITTLE WHILE TO GATHER AND PULL THIS TOGETHER.
IT SEEMS LIKE WE'RE A LITTLE LATE, BUT AFTER YOU GO THROUGH ALL THE PROCESS, IT'S SOONER THAN YOU THINK.
BUT WE'RE HERE, AS I SAID, REALLY TO ENSURE THAT WE'RE SPENDING THE MONEY IN THE WAY THAT WE ARE INTENDED TO PROVIDING VISIBILITY TO THE BOARD, TO THE COUNTY, TO THE PUBLIC, ETC, FOR THIS AND REALLY LOOKING TO DO SEVERAL OF THE THINGS WE'VE BEEN SAYING ALL ALONG WITH THE ESSER FUNDS, ENSURING THE SAFETY OF OUR BUILDINGS AND OUR ENVIRONMENTS.
ENSURING IN-PERSON AND VIRTUAL INSTRUCTION ARE MAINTAINED.
DIFFERENTIAL SERVICES AND ADDRESSING UNFINISHED LEARNING CONTINUES TO BE THE THEME HERE.
YOU'LL SEE THAT AS WE GO THROUGH OUR MATERIAL HERE THAT THAT HASN'T CHANGED OVER TIME.
AS WE THINK ABOUT OVERALL FEDERAL RELIEF FUNDS, I'LL SPEND THE BULK OF THE TIME HERE TALKING ABOUT ESSER WHICH ARE BOLDED AT THE TOP HERE.
BUT YOU CAN SEE OVER $110 MILLION HAVE BEEN FUNDED DIRECTLY TO THE SCHOOLS AS A RESULT OF THESE VARIOUS FEDERAL PROGRAMS. WE'LL TALK ABOUT SOME OF THESE OTHER DOLLARS AS WELL.
BUT PRIMARILY WE'RE TALKING ABOUT THE ESSER I,II AND III THAT SIT AT THE TOP OF THESE CHARTS.
AS WE LOOK AT EACH OF THESE VARIOUS GRANTS.
YOU'VE SEEN THESE SLIDES BEFORE.
I DON'T NEED TO REITERATE EVERYTHING ON HERE, BUT I WILL HIT THE ONE LINE THAT SAYS TERM OF THE AWARD.
YOU'LL NOTICE ESSER I THAT HAS EXPIRED AS OF THIS POINT, WE HAVE FULLY EXPENDED THOSE FUNDS AND WE'LL SHOW YOU ONCE AGAIN WHERE THOSE HAVE BEEN SPENT.
THAT'S NOT A CHANGE FROM WHAT WE TALKED TO YOU A QUARTER AGO, BUT THOSE EXPIRED ON SEPTEMBER 30TH, 2022.
ESSER II EXPIRES SEPTEMBER 30TH, 2023.
WE'RE NEARING THE FINISH LINE FOR THAT.
WE HAVE THE REST OF THIS SCHOOL YEAR AND ESSENTIALLY SUMMER FOR THAT SET OF FUNDS, AND ESSER III IS SEPTEMBER 30TH, 2024.
[01:10:01]
NEXT SCHOOL YEAR, LARGELY BEING THE FINAL YEAR FOR THE ESSER III FUNDS.AS WE APPROACH, WHAT I'LL TALK ABOUT LATER AS THE FINANCIAL CLIFF FOR THESE VARIOUS FUNDS.
AGAIN, LOOKING AT JUST THOSE ESSER I,II AND III WE HAD JUST UNDER 80 MILLION ALLOCATED TO US.
YOU CAN SEE AT THIS POINT AS OF DECEMBER 31ST, 2022/31, WE SPENT JUST UNDER HALF.
I THINK THIS IS ACTUALLY 46 PERCENT.
YOU CAN SEE ESSER I FULLY SPENT, ESSER II BIT OVER HALF, 54 PERCENT OR SO, AND ESSER III BIT OVER 1/3, 36, 37 PERCENT SPENT ABOUT 36.8 MILLION.
THAT'S LARGELY THE NUMBER I'LL TALK ABOUT OVER THE COURSE OF THIS DISCUSSION.
NEEDLESS TO SAY, SINCE THIS IS DECEMBER 31ST, 2022, WE HAVE SPENT MORE THAN THIS TO DATE AS WE GO FORWARD, BUT WE'LL ANCHOR TO DECEMBER 31ST, 2022 FOR THE SAKE OF THIS PRESENTATION, AND I'LL WALK THROUGH EACH OF THESE LINES IN TURN AS WE GO THROUGH.
IF WE THINK ABOUT THE DOLLARS SPENT HERE, ONLINE LEARNING AND VIRTUAL ACADEMY, ABOUT 7.5 MILLION HERE.
THE BULK OF THAT BEING THE VIRTUAL LEARNING ACADEMY STAFF AND FACILITIES FOR THE ONLINE INSTRUCTION AND A LITTLE BIT FOR FACILITATORS THAT ARE JUST NOW STARTING TO BE USED IN SCHOOLS THIS YEAR.
IF THE FOCUS GROUP, IF YOU RECALL THAT PROGRAM, TECHNOLOGY 3.9 MILLION PRIMARILY TECHNOLOGY TO PUT IN THE TEACHER AND STUDENTS HANDS, CHROMEBOOKS, LAPTOPS, ADDITIONAL CLASSROOM TECHNOLOGY BEING THE PRIMARY BULK THERE.
SPECIAL EDUCATION ABOUT 400,000.
PRIMARILY IN PRIVATE SCHOOL PLACEMENT AND REMEDIATION ACTIVITIES.
TO DATE, I WILL NOTE ON SPECIAL ED, WE'LL GET TO IT A LITTLE BIT LATER.
THIS ISN'T A VERY BIG NUMBER BECAUSE THERE ARE OTHER SOURCES OF FUNDS DIRECTLY TARGETING SPECIAL EDUCATION, AND WE'LL TALK ABOUT THOSE AS WE GO FORWARD.
SUMMER SCHOOL, AND YOU SEE THIS IS A RELATIVELY SMALL NUMBER AS WELL, JUST OVER 700,000.
IF YOU REMEMBER EARLIER, WE TALKED ABOUT THIS BEING A BIG FOCUS FOR ESPECIALLY ESSER II AND III.
AS WE'VE GONE FORWARD LAST SUMMER, WE WERE FORTUNATE TO HAVE EXTRA FUNDS PROVIDED BY THE STATE WHICH LARGELY COVERED OUR SUMMER SCHOOL ACTIVITIES.
WE DON'T EVEN SEE THAT HAPPENING GOING FORWARD.
WHAT YOU'LL SEE IS ALLOCATION OF ABOUT TWO MILLION FOR EACH OF THE NEXT TWO SUMMERS OUT OF ESSER II AND ESSER III.
WE FULLY EXPECT SUMMER SCHOOL FUNDING OUT OF ESSER II RAMP UP.
NOW IF THE STATE FUNDING HAS DIP BACK DOWN TO WHAT I'LL CALL NORMAL LEVELS.
WE LOVE FOR IT TO RETURN TO THE LEVELS DURING COVID.
BUT IN ANTICIPATION OF THAT NOT HAPPENING, WE'RE HOLDING A COUPLE OF MILLION A YEAR FOR THE NEXT COUPLE OF YEARS FOR SUMMER SCHOOL.
INSTRUCTION, A BIG NUMBER THERE, ABOUT 14.5 MILLION TO DATE.
I WON'T WALK THROUGH EACH OF THESE ESL SUPPORT FULL-TIME SUBSTITUTES, SOFTWARE TUTORING BEING A BIG NUMBER IN HERE AS WELL.
A LOT OF THE ITEMS THAT YOU'D EXPECT US TO BE DOING IN THESE AREAS WE CONTINUE TO DO.
YOU DO NOTICE THAT THERE'S ONE OF OUR HIGH-NEEDS STIPEND HAS HIT ABOUT 1.5 MILLION IN THAT BUCKET AS WELL.
STUDENTS SUPPORT COUNSELORS, PSYCHOLOGISTS, RE-ENGAGEMENT, SPECIALIST, STUDENT HEALTH.
I DON'T NEED TO SPEND A LOT MORE TIME ON THIS.
YOU HEARD A LOT ABOUT THAT EARLIER IN THE DISCUSSION FROM ACTUALLY THE LAST SEVERAL PRESENTATIONS HAVE HIT ON THESE TOPICS.
WE'RE CONTINUING TO INVEST ESSER RESOURCES INTO HERE, AND THIS WILL BE A BIG ITEM AS WE GO TO THE CLIFF TO MAKE SURE THAT THESE ITEMS, ESPECIALLY GIVEN THE RECENT CONVERSATIONS ARE PRIORITIZED AS WE GO FORWARD.
ADMIN, SECURITY FOOD ABOUT THREE MILLION.
YOU CAN SEE MORE THAN 2/3 OF THAT IS REALLY BEEN ON TRAFFIC CONTROL.
THESE ARE THE ADDITIONAL POLICE OFFICERS AND OVERTIME OUTSIDE OF BUILDINGS HELPING WITH THAT TRAFFIC CONTROL.
THAT IS IMPORTANT TO NOTE AS WE GET TO THE CLIFF THAT THIS IS FUNDING THAT WILL EXPIRE AS OUR CURRENT TRENDS GO, WE HAVE ENOUGH TO GET THROUGH MOST OF NEXT YEAR.
WE MAY NEED TO REALLOCATE A FEW DOLLARS TO GET THROUGH ALL OF NEXT YEAR.
NEXT YEAR BEING FY24 FOR OUR CURRENT TRENDS HERE, BUT WE CONTINUE TO SEE INCREASED NEEDS AND ASK FOR THAT ACTIVITY.
THAT'S SOMETHING WE'LL HAVE TO KEEP AN EYE ON.
LASTLY, FACILITIES AND OPERATIONS, BULK OF THAT AND BUILDING IMPROVEMENTS SPEND TO DATE AND PPE AND SUPPLIES WAS A BIG COMPONENT OF THIS EARLY.
IT ONLY LOOKS LIKE A RELATIVELY SMALL NUMBER GIVEN EVERYTHING IN HERE, BUT A MILLION DOLLARS OF WIPES AND CLEANING SUPPLIES IS A LOT OF WIPES AND CLEANING SUPPLIES, SO WE'LL KEEP THAT IN MIND AS WELL.
OF THE REMAINING 43 MILLION I'LL TALK ABOUT ESSER II A LITTLE BIT MORE SPECIFICALLY ON THE NEXT SLIDE.
BUT YOU CAN SEE THE 43 MILLION THAT WE HAVE REMAINING HERE AND HOW IT'S SPLIT OUT.
I WON'T WALK THROUGH EACH OF THESE, BUT 2.5 MILLION FOR ONLINE LEARNING.
SOME ADDITIONAL TECHNOLOGY SUPPORT, PRIMARILY CLASSROOM TECHNOLOGIES, WHAT WE'RE TARGETING THERE, I SEE THE REMAINING OF OUR SPECIAL EDUCATION FUNDS, THE BIG NUMBER THERE, THE 22.5 MILLION RELATED TO INSTRUCTION CONTINUES TO BE A FOCUS OF THESE FUNDS, THE HIGH-NEEDS TYPE STIPEND FOR THE SECOND HALF OF THIS YEAR AND NEXT YEAR MAKE UP THAT 4.5 MILLION.
YOU SEE THERE ADDITIONAL TUTORING TO THE TUNE OF ABOUT $2.8 MILLION, THE FULL-TIME SUBSTITUTES, YOU'LL HEAR THAT AS WE TALK ABOUT THE CLIFF, WE HAVE ONE IN EACH SCHOOL.
THAT ARE FUNDED THROUGH ESSER THAT WILL CONTINUE THROUGH NEXT FISCAL YEAR AS WELL.
LITERACY 3.4 MILLION TO REALLY HELP PURCHASE
[01:15:03]
ADDITIONAL LITERACY SUPPORT FOR THE NEW LITERACY CURRICULUM THAT'S COMING OUT IS A BIG PIECE OF THAT, AS WELL AS ADDITIONAL MATH INSTRUCTION, ETC.YOU SEE CONTINUING SUPPORT FOR THOSE STUDENTS, SUPPORT ACTIVITIES INCLUDING THINGS LIKE THE COUNSELORS, PSYCHOLOGISTS, OR ENGAGEMENT SPECIALISTS THAT YOU'VE HEARD A LITTLE BIT ABOUT EARLIER TODAY AS WELL.
MOVING DOWN FACILITIES AND OPERATIONS, 5.8 MILLION REMAINING THERE A LITTLE BIT MORE IN PPE AND SUPPLIES AS WE CONTINUE.
THERE'S SOME STAFFING IN THERE IN TERMS OF CUSTODIAL SUPPORT AS WELL AS ONGOING BUILDING IMPROVEMENT COST, AND WE'LL TALK ABOUT A LOT OF THAT ON THE NEXT SLIDE AS WE GET INTO ESSER II SPECIFICALLY.
AS I MENTIONED, THIS IS THE GROUP OF FUNDS THAT EXPIRES IN SEPTEMBER OF THIS YEAR.
WE'RE ON A RELATIVELY SHORT TIMELINE ON HERE.
I THOUGHT IT WAS IMPORTANT TO GIVE THE BOARD AND THE PUBLIC A LITTLE BIT OF DETAIL ON HOW WE EXPECT TO SPEND THE REMAINING 12.2 MILLION.
WE SPENT 12.2 SO WE'VE REMAINING 10.6 AS OF DECEMBER 31ST, 2022.
YOU'LL NOTICE AS OF MARCH 15TH, THE LAST TIME I PULLED THIS DATA THAT 10.6 IS ALREADY 14.8.
WE'RE CONTINUING TO SPEND AT A PRETTY RAPID CLIP.
BUT AGAIN, I'LL TAKE US BACK TO DECEMBER 31ST, 2022 FOR THE CONSISTENCY AND THE REST OF THIS DISCUSSION.
ONLINE LEARNING AND VIRTUAL ACADEMY, ABOUT 420,000 REMAINING.
THESE ARE FOR THE 15 CLASS FACILITATORS OR FOCUS FACILITATORS THAT ARE LARGELY ON STAFF TODAY.
A LITTLE BIT IN TECHNOLOGY FOR SOME ADDITIONAL TEACHER LAPTOPS.
SPECIAL EDUCATION, I MENTIONED TRAINING, CLASSROOM LEARNING, AND I SUSPECT SOME OF THIS MAY BE TARGETED TO SOME SPEECH PATHOLOGISTS AS WELL AS WE GO FORWARD SUMMER SCHOOL.
THERE'S THE TWO MILLION THAT I MENTIONED BEFORE BETWEEN SUMMER OF 23 AND SUMMER OF 24.
SUMMER OF 23 IS EXPECTED TO HIT ESSER II.
YOU'LL SEE A SIMILAR NUMBER ON ESSER III AS WE GO FORWARD.
INSTRUCTION, YOU SEE A LOT OF THIS IS REALLY BAKED, IF YOU WILL, THE HARDEST STAFF STIPEND, THE SECOND ONE THIS YEAR WILL GO ON THIS WHEN IT GETS PAID IN, GIVE OR TAKE MAY A LITTLE BIT OF EXTRA TUTORING.
ABOUT 300,000 CONTINUES TO SIT ON HERE.
THE REST OF THE ANNUAL SUBS SALARIES FOR THIS SCHOOL YEAR, AS WELL AS A LITTLE BIT IN INTERCESSION IN ADDITIONAL BOOKS THAT THE LIBRARY STAFF AND FACE TEAM HAVE BEEN LOOKING TO PURCHASE.
STUDENTS SUPPORT NO DOLLARS HERE, THAT'LL ALL BE ON ESSER III SO DON'T WORRY ABOUT THAT ZERO, IT'S BEING FUNDED ON ESSER III.
TRANSPORTATION, A LITTLE BIT OF TABLET AND ID SUPPLIES, ADMIN SECURITY, AGAIN, MOSTLY THAT TRAFFIC CONTROL.
YOU'LL SEE THE BULK OF THAT 500 BEING TARGETED TOWARDS THAT TRAFFIC CONTROL, AND LASTLY, FACILITIES AND OPERATIONS CLOSE TO 2.7.
THE VAST MAJORITY OF THAT ARE FOCUSED ON THE UV LIGHTING PROJECT THAT IS CURRENTLY WELL UNDERWAY, AND MR. GARCIA, MR. DAVIS, ARE WELL ON TOP OF ENSURING THAT MONEY GETS SPENT, AND THAT'S VERY MUCH IN PROCESS.
SO 10.6 MILLION SEEMS LIKE A LOT OF MONEY TO SPEND BETWEEN DECEMBER 31ST, 2022 AND SEPTEMBER.
BUT AS YOU CAN SEE AS WE GO DOWN THIS LIST, A LOT OF IT IS IN ITEMS THAT ARE VERY MUCH IN PROCESS.
THEY'RE PAYING PEOPLE THAT ARE ALREADY HERE.
THEY'RE PAYING FOR THINGS LIKE THE UV THAT HAVE ALREADY BEEN PROCURED AND IS IN PROCESS OF BEING PRODUCED.
I MENTIONED SPECIAL EDUCATION.
YOU CAN SEE HERE ABOUT 4.3 MILLION IN TOTAL, ABOUT JUST UNDER 900,000 ACROSS THOSE SR BUCKETS THAT WE'VE TALKED ABOUT BEFORE.
BUT YOU CAN SEE AN ADDITIONAL CLOSE TO A 3.5 MILLION IN OTHER FEDERAL RELIEF FUNDS SPECIFICALLY TARGETED TOWARD SPECIAL EDUCATION HAVE BEEN PROVIDED HERE TO CLOSE TO 4.3 MILLION.
WE STILL HAVE ABOUT 2.8 MILLION OF THOSE TO SPEND, OBVIOUSLY, IT'S A LITTLE BIT LOWER NOW AS WE'VE GONE INTO MARCH, A LITTLE BIT UNNECESSARY.
SEE THE BULK OF IT IS IN THIS IDEA PART B 611 ARP FLOW-THROUGH. THAT'S A MOUTHFUL.
BUT ABOUT TWO MILLION THERE, SPEECH SERVICES, SUMMER PROGRAMMING, TUTORING, INSTRUCTIONAL MATERIAL, ASSESSMENTS, PSYCHOLOGICAL REFERRALS, ETC.
DR. GOULD, MYSELF, OTHERS ARE REALLY ON TOP OF THIS TO MAKE SURE THAT A LOT OF THESE THINGS HAPPEN AND WE USE THESE FUNDS AS APPROPRIATE BEFORE THE END OF SEPTEMBER AS WE MOVE FORWARD.
YOU HEARD ME QUICKLY FLASH THE SHEET.
OTHER FUNDS THAT ARE STILL ONGOING, YOU SEE A LITTLE BIT STILL REMAINING IN RECRUITMENT AND RETENTION FUNDS THAT HAVE BEEN ALLOCATED.
THOSE ARE MOSTLY, I'LL SAY SPENT, BUT WE JUST HAVEN'T SPENT THEM YET IN TERMS OF GETTING THE DOLLARS OUT TO TEACHERS, ALL BUT ALLOCATED, AND WILL BE SPENT WELL BEFORE THE SEPTEMBER 24 DEADLINE.
THE OTHER BIG NUMBER ON HERE, 1.6 MILLION FOR SR2 BEFORE AND AFTER SCHOOL.
YOU'VE HEARD DR. POPE AND OTHERS TALK ABOUT STRIDE TUTORING, THE ONLINE TUTORING OPPORTUNITY.
THAT'S THE PRIMARY FUNDING SOURCE FOR THAT AS WE GO FORWARD.
WHAT MR. CARSON LIKES TO REFER TO AS ESSER FUNDS, SEATTLE CSLFRF, LARGELY THE HVAC REPAIRS WORK GOING ON THERE, YOU CAN SEE OUT OF THE TOTAL 12 MILLION IN CHANGE THAT WERE ALLOCATED THERE,
[01:20:02]
WE HAVE ONLY ABOUT 4.4 MILLION, SO WE CONTINUE TO WORK THROUGH THOSE FUNDS RELATIVELY RAPIDLY.THE LAST ONE TO DRAW YOUR ATTENTION TO HERE IS ADDITIONAL FUNDS THAT THE COUNTY PROVIDED OUT OF THEIR ARP FUNDS TO AID WITH THE CONSTRUCTION.
WE'RE USING IT TOWARDS AM DAVIS AS WE GO TO LESSEN SOME OF THE NEEDS ON THE REFERENDUM AND WHAT'S NEEDED THERE AS WE ARE CONTINUING TO WORK TOWARDS BUILDING THOSE REFERENDUM PROJECTS, BUT THAT'S AN ADDITIONAL SOURCE OF FEDERAL FUNDS THAT WILL COME TO THE SCHOOLS AND HELP OR BENEFIT OUR CONSTRUCTION PROGRAM.
NOW, THE LEAST FUN PART OF THIS IS STARTING TO TALK ABOUT THE CLIFF.
THESE ARE ALL GREAT THINGS THAT WE'RE DOING NOW THAT WE EXPECT TO CONTINUE TO DO NEXT YEAR, ALTHOUGH THERE IS AN END UNFORTUNATELY, TO THESE ESSER FUNDS SO I NEED TO MAKE SURE THAT THE BOARD, THE PUBLIC IS AWARE OF THESE AND THERE WILL BE SOME DIFFICULT DECISIONS THAT THIS BOARD WILL NEED TO MAKE IN THE NEAR FUTURE.
YOU CAN SEE HOW I BROKE THIS OUT. THERE'S ABOUT $8 MILLION.
IF YOU THINK ABOUT THIS, THIS IS REALLY FY $25 IS WHAT I TRIED TO PUT THIS IN, IN TERMS OF THE FUNDS THAT WE WILL NEED TO ESSENTIALLY FIND IF WE WISH TO KEEP ALL THESE THINGS IN FY25, ABOUT EIGHT MILLION FOR POSITIONS, ANNUAL SUBS, COURSE FACILITATORS, BILINGUAL LAYER ZONES, THE DAY PORTERS, AND PRIMARILY MIDDLE SCHOOLS.
YOU HEARD A LOT OF GREAT STORIES ABOUT THE RE-ENGAGEMENT SPECIALISTS TODAY, THEY ARE ON THIS LIST.
MAKING SURE WE KEEP THAT IN MIND, PSYCHOLOGISTS, SOCIAL WORKERS, AND A FEW OTHER POSITIONS.
I MENTIONED THE HIGH-NEEDS TYPE AND A COUPLE OF TIMES HERE, IN ORDER TO DO THAT IN FY $25, THAT'S ABOUT 3.5 MILLION FOR THE BOARD TO CONSIDER FOR THE FY25 BUDGET, SHOULD THAT PROVE TO BE SUCCESSFUL.
OTHER BONUSES THAT ARE CURRENTLY SITTING ON SR INCLUDE THE IA BONUSES OF CLOSE TO ONE-AND-A-HALF MILLION BUS DRIVERS, AND FOOD SERVICE AND CUSTODIAL AT ABOUT HALF MILLION.
I WILL NOTE WITHIN THIS BUCKET THAT 900,000 IN BUS DRIVERS IS THE ONLY ITEM ON HERE THAT WE'VE PROPOSED TO INCLUDE IN THE FY24 BUDGET.
NOT TO OPEN THAT CAN OF WORMS, WE'RE STILL WAITING ON THE STATE FOR THAT ANSWER TO THE CASE, BUT THAT'S ONE THAT WE ARE TRYING TO GET IN SOONER RATHER THAN LATER, WE'LL SEE WHERE THE WHOLE BUDGET PROCESS FOR FY24 ENDS, AND I HATE TO EVEN MENTION THAT KNOWING THE QUESTIONS THAT COULD COME FROM THAT.
OTHER ITEMS ON HERE, I MENTIONED SUMMER SCHOOL A COUPLE OF TIMES WE'VE INCREASED THE POOL OF FUNDS FOR SUMMER SCHOOL, OVER BUT ABOUT TWO MILLION IN THE NEXT TWO SUMMERS, SUMMER OF IT WOULD BE, I GUESS 23, FOR 25 IS WHERE WE WOULD NEED TO MAKE SOME DIFFERENT DECISIONS OR FIND ADDITIONAL MONEY FOR SUMMER SCHOOL, SHOULD WE NEED TO KEEP THAT OR FIND, QUITE FRANKLY, EXTRA MONEY FROM THE STATE.
IT'D BE AWESOME IF THEY WENT BACK TO THAT 2021, OR SO LEVEL OF FUNDING AND WE CAN CONTINUE TO LOBBY FOR THAT.
INSTRUCTIONAL SOFTWARE, I MENTIONED TRAFFIC CONTROL, ADDITIONAL MERV FILTERS.
WE'VE BEEN PUTTING IN MERV FILTERS.
WE HAVE BUDGET FOR FILTERS, THE MERV 13 FILTERS COST MARK.
WE NEED TO MAKE SURE THAT WE ARE CONSIDERING THAT AS WE GO FORWARD AND NOT TAKING A STEP BACK, AND A LITTLE BIT FOR THE FACILITIES, AND ON THE GO NEWSLETTER ALSO FUNDED FROM ESSER FUNDING.
AS WE TALK ABOUT WHAT THE CLIFF IS, IT'S IMPORTANT THAT I TALK ABOUT THE WORK THAT WE'RE DOING TO HELP THE BOARD AND HELP THE PUBLIC MAKE SOME OF THESE DECISIONS.
MANY KUDOS TO DR. FOX WHO IS STILL HERE, THAT'S AWESOME, ON THE WORK THAT HER AND HER TEAM HAVE BEEN DOING TO HELP US PAINT A STORY ON HOW WE CAN EVALUATE THESE VARIOUS ACTIVITIES.
THEY'RE REALLY LOOKING AT IMPLEMENTATION AND THE IMPACT.
AS SHE SAID BEFORE, AND I'LL SAY HERE, FIGURING OUT THE IMPACT AND BEING ABLE TO PUT THAT INTO A QUANTIFIABLE FORM IS NOT AN EASY TASK AND IT'S DEFINITELY VERY DIFFERENT FOR SOMETHING LIKE A DAY PORTER VERSUS A RE-ENGAGEMENT SPECIALIST, IS REALLY DIFFICULT TO COMPARE THOSE THINGS.
WE'LL DO WHAT WE CAN TO PROVIDE AS MUCH COLOR AS POSSIBLE ON THE DATA, HOW THESE PEOPLE WERE USED, HOW THESE ITEMS THAT WE HAVE BEEN PURCHASING, HOW EFFECTIVE THEY'VE BEEN.
BUT THIS IS GOING TO BE A DIFFICULT PROCESS AND WE'RE GOING TO WORK WITH YOU OVER THE NEXT SEVERAL MONTHS BEFORE WE GET INTO NEXT YEAR'S BUDGET TO BEGIN THE PROCESS OF STARTING TO FLASH OUT WHAT THAT RETURN ON INVESTMENT LOOKS LIKE, AND YOU'LL HEAR MORE FROM ME AND MORE FROM DR. FOX ON THAT OVER THE NEXT SEVERAL MONTHS AS WE GET INTO NEXT YEAR'S BUDGET PROCESS.
I'LL END WITH THAT. REMEMBER, WE CONTINUE TO USE THIS MONEY TO REALLY SUPPORT OUR SCHOOLS, TO SUPPORT OUR STUDENTS, AND ENSURING WE'RE GIVING THEM THE ABSOLUTE BEST ENVIRONMENT WE CAN GIVEN THE SITUATION.
BOARD MEMBERS, IS THERE ANY DISCUSSION? MS. BAILEY.
>> THE ESSER CLIFF IS WHAT I WAS TOLD WHEN I GOT A BLACK LAB.
DON'T EVER LET IT DO SOMETHING YOU DON'T WANT TO LET IT DO THE REST OF ITS LIFE.
LIKE YOU LET IT ON THE COUCH, IT'S GOING TO ALWAYS GET ON THE COUCH.
YOU START ALL THESE PROGRAMS, THESE SERVICES, AND THINGS FOR SCHOOLS THAT BENEFIT STUDENTS AND THEN WE MIGHT HAVE TO TAKE THEM AWAY.
IT'S VERY SAD AND DIFFICULT, I WOULD IMAGINE.
[01:25:03]
THE RETURN ON INVESTMENT PIECE.DR. FOX, GOOD LUCK ON THAT [LAUGHTER] I JUST DON'T KNOW HOW YOU CAN COME TO A DECISION ON THE QUALITY OF WHICH ONE IS BETTER AND WHEN SOME OF THAT DATA IS GOING TO BE IMPOSSIBLE TO QUANTITATE.
I CAN'T WAIT TO SEE SOME OF THOSE RESULTS.
FOR THE MOST PART, SCHOOLS ARE USED TO HAVING THESE THINGS.
THEY ARE ARE USED TO HAVING THEIR DAY PORTERS AND THE GRADUATION COACHES.
I MEAN, THE COACHES FOR DROPOUT PREVENTION.
INSTEAD OF LOOKING AT WHAT TO CUT, I WOULD SUGGEST WE REALLY WORK HARD ON RAISING MORE FUNDS AND GETTING THESE THINGS FUNDED BECAUSE MY DOGS ARE NOT GETTING OFF THE COUCH.
>> IT'S IMPORTANT TO NOTE THAT WE HAVE INCLUDED ALL OF THESE THINGS IN OUR LONGER-TERM FIVE-YEAR PLANS TO BUILD THEM IN.
THAT BEING SAID, THE RUBBER HITS THE ROAD IN ANY GIVEN BUDGET CYCLE AS TO WHAT ACTUALLY GETS FUNDED AND THAT'LL BE A REALLY IMPORTANT PRIORITIZATION DISCUSSION AS WE GET INTO NEXT JANUARY, FEBRUARY.
>> UNTIL THAT POINT, THE EARLIER WE CAN START HAVING THESE CONVERSATIONS, THE BETTER. MS. HAINES.
>> YEAH. I AGREE WITH MS. BAILEY AND I GUESS I'M A REALIST AND IT'S REALLY HARD TO DO.
I THINK THAT WHAT IT LOOKS LIKE IS WHILE A PROGRAM THAT SAVES ONE CHILD, YES, WE WANT TO SAVE THAT ONE CHILD, BUT IF THE FUNDING DOESN'T COME, WHICH WE HAVE SEEN AS A BOARD, THAT HAS NOT, THAT'S WHY WE HAVE SCHOOL COUNSELOR, A SCHOOL PSYCHOLOGIST AND SOCIAL WORKER RATIOS OF 1: 2,000, THAT ULTIMATELY WE USE DR. FOX AND HER TEAM TO LOOK AT A PROGRAM AS $10,000 AND SAVES 100 KIDS OR $10,000 AND SAVES TWO KIDS AND IT'S REALLY HARD.
IT'S HARD THAT WE AS THE PUBLIC FACE, OFTEN HAVE TO BE "THE BAD GUYS." I THINK THAT DOING IT IN A DATABASE THOUGHTFUL MANNER HOPEFULLY MAKES IT MORE PALATABLE FOR ALL OF US BECAUSE ULTIMATELY, WE WANT TO MAXIMIZE OUR ROI GIVEN LIMITED FUNDS.
I APPRECIATE THE EFFORTS AND I WILL STILL PRAY FOR MORE FUNDING I BET.
>> TO THAT POINT, THIS IS PRETTY SIGNIFICANT HEADS UP.
WE'VE GOT 20 MILLION COMING DOWN IN PROJECTS TO SUSTAIN THAT NEED TO BE SUSTAINED.
THEN WE KNOW THAT THERE'S AN ASSUMPTION OF GROWTH AND THE ECONOMY, I'M SURE IS GOING TO CONTINUE TO BEAT US DOWN WITH INFLATION.
BUT THIS IS SOMETHING THAT WE CAN ANTICIPATE.
THIS IS NOT A NECESSITY THAT'S GOING TO BE SPRUNG ON ANYONE, THIS IS WHAT WE'RE SEEING AND YOU'VE BEEN TALKING ABOUT THIS CLIFF [LAUGHTER] FOR THE LAST THREE YEARS.
WE KNOW THAT THIS IS COMING AND WE KNOW ANECDOTALLY THAT THESE PROGRAMS ARE ADDING VALUE FOR OUR FAMILIES, FOR OUR STUDENTS AND I THINK THAT WHEN WE ARE ABLE TO QUANTIFY THAT, THEN THAT'S WHERE WE'RE GOING TO BE ABLE TO SAY THESE ARE ESSENTIAL MUST HAVE PROGRAMS.
>> WE HAVE BEEN TRYING TO TALK ABOUT THESE AS PILOTS.
THAT DOESN'T HELP THE LAB UNDERSTAND THAT HE SHOULDN'T BE ON THE COUCH.
[LAUGHTER] TO BRING THIS BACK TO THAT.
BUT PART OF THAT IS REALLY ENSURING THAT THE LEADERS OF THESE PROGRAMS ARE DOING EVERYTHING THEY CAN TO SUPPORT DR. FOX, MYSELF TO MAKE SURE THAT WE REALLY UNDERSTAND THE VALUE THAT WE'RE GETTING OUT OF THESE TO HELP, QUITE FRANKLY MAKE THE CASE THAT WE NEED TO MAKE.
>> NEXT WE HAVE ANNOUNCEMENTS,
[G. Announcements, Communications, and School Board Comments]
COMMUNICATIONS, AND SCHOOL BOARD COMMENTS.SCHOOL BOARD MEMBERS, ARE THERE ANY ANNOUNCEMENTS OR COMMENTS? MS. HAINES?
>> YES. I HAVE AN ITEM THAT I WOULD LIKE TO SEE BROUGHT FOR A FUTURE BOARD MEETING AS AN ACTION ITEM.
I'M BRINGING IT NOW BECAUSE EID IS NEXT FRIDAY, APRIL 21ST.
THE CONTEXT COMMUNITY MEMBERS HAVE REACHED OUT TO ME,
[01:30:02]
THE BOARD APPROVED AT ONE OF OUR FIRST MEETINGS THE CALENDAR THAT WOULD BE REFLECTIVE OF MULTIPLE HOLIDAYS TO IMPROVE STUDENT ATTENDANCE, AND THAT INCLUDED ADDING JEWISH AND MUSLIM HOLIDAYS TO THE CALENDAR, AND APPARENTLY LAST YEAR, THERE WERE SOME STRUGGLE WITH GETTING THE DATE CORRECT AND THAT'S TO BE UNDERSTOOD.THIS YEAR, THE DATE IS ALSO OFF.
IT'S THREE PART. ONE, I'M CURIOUS TO UNDERSTAND THE PROCESS THAT HELPED US TO DETERMINE THE BETAS, TO UNDERSTAND WHERE WE HAVE ROOM FOR IMPROVEMENT.
I HAVE A SUGGESTION HOW OTHER COUNTIES HAVE HANDLED IT IS USED AN ASTERIX UNDERSTANDING THAT EID IS BASED ON THE MOON AND IT'S A FLOATING DATE.
WHEN THE CALENDARS ARE APPROVED, THERE'S A LITTLE STAR THAT SAYS COULD BE CHANGED.
ONE THING IS THAT IF IT'S EXPECTED TO BE ON A SATURDAY, THEN YOU CAN HOLD FRIDAY JUST IN CASE A DATE MOVES.
THEN THE THIRD PIECE IS THAT I WOULD LIKE TO SEE, HOPEFULLY AT SOONER BOARD MEETING BECAUSE I KNOW OUR FAMILIES APPRECIATE CALENDAR, UPDATES AS SOON AS POSSIBLE THAT THIS BE BROUGHT TO US IN A MOTION TO AMEND THE CALENDAR FOR NEXT YEAR, ALONG WITH ANY OTHER AMENDMENTS THAT WE SHOULD BE CONSIDERING THIS AS.
I'D LIKE TO SEE THE AMENDMENT FOR EID, BUT THERE MIGHT BE OTHER BOARD MEMBERS THAT HAVE SUGGESTIONS AS WELL.
>> THANK YOU, MANAGER. THE DATE WAS NOT INCORRECTLY IN THE CALENDAR.
IF YOU GO TO THE RELIGIOUS SITES, THE 22ND WAS THE OFFICIAL DATE.
THIS HOLIDAY IS A UNIQUE HOLIDAY BECAUSE IT'S ON THE FULL MOON AND THERE ARE THREE INDICATORS OF THIS.
SOME OF THIS FAITH USE IT THAT YOU CAN SEE THE FULL MOON OVER MECCA.
SOME, WHERE YOU ARE, AND SOME ARE WHERE THERE'S A DESIGNATED AREA BY THE IMAM.
ON THE STUDY OF THIS, AND WE SPENT A LOT OF TIME ON THE CALENDAR, THAT DATE IS NOT WRONG.
IT IS WHERE A PERSON OF THE FAITH, A MUSLIM FAITH, DECIDES THEY ARE GOING TO VIEW THE FULL MOON, AND SO THAT WAS NOT A MISTAKE.
THAT WAS ACTUALLY, AND I WAS WITH THE MUSLIM COMMUNITY LAST NIGHT AND IT WAS NOT BROUGHT UP TO ME.
WE DID HONOR THAT AND IF IT WOULD HAVE BEEN AN ISSUE, WE'D HAD MOVED IT.
IT'S A VERY CHALLENGING HOLIDAY.
I KNOW ONE SCHOOL DISTRICT PUT AN ASTERISK BY IT, BUT SOME OF THE COMMUNITY, THE MUSLIM COMMUNITY DOES NOT RECOGNIZE IT ON THE 21ST.
THEY RECOGNIZE IT ON THE 22ND BECAUSE IT'S WHERE THE MOON COMES UP AT MECCA, WHERE YOU SEE IT, AND IF IT'S NOT, IF IT'S A CLOUDY DAY, THE DAY MOVES BECAUSE YOU HAVE TO SEE THE MOON.
YOU HAVE TO SEE IT. I'M JUST SAYING THE BOARD CAN DO WHAT IT WOULD LIKE TO DO, BUT WE DID DO A LOT OF RESEARCH IN THIS AREA WITH THE TEAM, AND THAT WAS A DAY THAT WAS MARKED FOR US IN THE CALENDAR OF THE RELIGIOUS CALENDARS.
>> I HAVE A QUESTION. IS THE DATE THAT WE HAVE IT ON OUR CALENDAR WHEN YOU CAN SEE THE FULL MOON IN CHESTERFIELD OR IN MECCA? JUST CURIOUS BECAUSE I'M JUST WILLING TO BE EDUCATED ON THAT.
>> WE DIDN'T PICK IT. IF YOU GO TO INTERNET AND ASKS WHEN IT IS, IT SAYS THAT THE 22ND.
>> LAST NIGHT I CHECKED IT AGAIN.
[OVERLAPPING] BUT THERE ARE PEOPLE THAT WILL HONOR IT ON THE 21ST.
>> IT WILL MOVE BETWEEN THE 21ST AND 22ND, AND WE DON'T MIND HONORING EITHER ONE.
BUT THE ISSUE IS IF IT DOESN'T MATCH UP ON THE 21ST, THEN THE 22ND OCCURS.
>> EVERYTHING THAT YOU SAID IS TRUE, AND WHAT I HAVE HEARD FROM REPRESENTATIVES OF THE ISLAMIC CENTER OF VIRGINIA, WHICH IS LOCATED IN BONAIRE IS THAT NOW THE DATE THAT IS BEING OBSERVED IS THE 21ST, AND MY UNDERSTANDING IS THAT ENRICO LOOKED AT THE DATA AGAIN TWO MONTHS AGO, AND SO PERHAPS THAT IS THE, IF YOU HAVE AN ASTERIX, THEN YOU HAVE THE CHANCE TO CONSULT WITH ISLAMIC CENTER OF VIRGINIA A MONTH OR TWO JUST TO MAKE SURE THAT WE ARE ON BOARD WITH WHAT THE LARGER ORGANIZATION AND CHESTERFIELD COUNTY IS, BECAUSE IT'S OUR STUDENTS.
[01:35:05]
ISLAMIC CENTER OF VIRGINIA, WHAT ARE THEY SAYING? BECAUSE THAT WOULD HELP OUR STUDENTS.IT'S NOT NECESSARILY WHAT PEOPLE IN MECCA ARE SAYING OR TEXAS, BUT WHAT DOES ISLAMIC CENTER? IF THERE WAS AN ASTERIX, THEN PICK A DATE.
TWO MONTHS BEFORE THE PROPOSED DATE, WE JUST CHECK IN AND SAY, HEY, ARE WE GOOD? IT IS A SUGGESTION.
I'M UNDERSTANDING THAT IT IS A DIFFICULT, AS YOU SAID, HOLIDAY TO CAPTURE AND DAYS ARE OFTEN REVISED ROUGHLY TWO MONTHS BEFORE, AND I THINK CONSULTING WITH THE ISLAMIC CENTER OF VIRGINIA, WHICH WE'RE IN CHESTERFIELD, COULD HELP US MAYBE PINPOINT A MORE ACCURATE DATE, ACKNOWLEDGING IT IS HARD.
>> I THINK I GUESS TO RECAP THAT CONVERSATION, WE CAN LOOK TO POSSIBLY, I GUESS, MAKE A PROCEDURAL CHANGE OF WHEN WE LOOK AT THE CALENDAR AND MAKE SURE THAT IT IS A COUPLE OF MONTHS PRIOR TO.
>> NEXT YEAR, IT'S LOCATED IN JUNE.
>> IT'S WHERE IN THE 16TH AND 17TH.
I THINK IT'S SOMETHING THAT WE CAN KEEP AN EYE ON.
BUT NEXT YEAR IS JUNE 16TH, ENDING ON THE 17TH.
>> WHEN IT'S IN A SCHOOL YEAR, WE CAN MAKE THAT AS PART OF OUR CALENDAR PROCEDURE.
DR. POPE, I HOPE I'M NOT SPEAKING OUT OF TURN? [LAUGHTER]
>> I SEE AN EMAIL AT LEAST ONCE A MONTH, SO WE CAN KEEP UP WITH IT.
>> WHILE WE'RE ON THE TOPIC? [LAUGHTER] I THINK THAT I'VE CHECKED WITH STAFF AND IT DOESN'T SEEM TO BE AN IMPEDIMENT FOR US TO CONSIDER MOVING.
WE HAVE A HOLIDAY IN DECEMBER OF 2024, DECEMBER 20TH.
THAT IS A FRIDAY BEFORE THE WINTER BREAK.
IT'S AN ADDITIONAL DAY OFF FROM THE TWO-WEEK WINTER BREAK, WHICH IS NOT TRADITIONALLY THE WAY OUR CALENDAR LOOKS, AND I HAVE HEARD FROM COMMUNITY MEMBERS THAT BECAUSE WE'VE TRADITIONALLY OBSERVED WITH THE STAFF AND STUDENT HOLIDAY, THE HOLIDAY OF ROSH HASHANAH AND YOM KIPPUR.
BECAUSE THAT HOLIDAY FALLS ON A WEEKEND, THE REQUEST WAS THAT WE MOVED THAT DECEMBER 20TH DATE TO ACCOMMODATE FAMILIES ON THE ROSH HASHANAH HOLIDAY IN FALL OF 2024.
I WOULD ASK THAT WE COULD LOOK AT REVISING THAT CALENDAR AS WELL.
DR. POPE IS FURIOUSLY SCRIBBLING OVER THERE, SO THANK YOU.
>> THIS COULD BE SOMETHING THAT WE COULD BRING TO MAY'S BOARD MEETING.
I'M GETTING THE NOD OUT THERE.
ANYTHING ELSE, BOARD MEMBERS? THE NEXT SCHOOL BOARD BUSINESS MEETING WILL BE HELD THIS EVENING, APRIL 11TH, 2023, AT 06:30 PM.
IF THERE'S NO FURTHER BUSINESS, WE WOULD NEED TO ENTER INTO CLOSE SESSION WHICH WILL BE
[H. Adjournment into Closed Session]
HELD IN THE SUPERINTENDENT CONFERENCE ROOM.>> SORRY, PMR CONFERENCE ROOM.
THOUGHT AS I WAS READING THAT.
MADAM CLERK, PLEASE ANNOUNCE THE ITEMS FOR TODAY'S CLOSED SESSION.
>> IT IS MY UNDERSTANDING THAT SCHOOL BOARD DESIRES TO ENTER INTO 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 DISCUSSION AND CONSIDERATION OF PERSONNEL DISCIPLINARY MATTERS.
TWO, THE DISCUSSION AND CONSIDERATION OF STUDENT DISCIPLINARY MATTERS AND MATTERS THAT WOULD INVOLVE THE DISCLOSURE OF STUDENT RECORDS.
EIGHT, CONSULTATION WITH LEGAL COUNSEL REGARDING SPECIFIC LEGAL MATTERS REQUIRING THE PROVISION OF LEGAL ADVICE, AND 19, DISCUSSION OF PLANS SPECIFIC TO SCHOOL, CYBERSECURITY.
>> MEMBERS OF THE BOARD, YOU'VE JUST HEARD THE ITEMS REQUESTED TO BE DISCUSSED IN CLOSED SESSION.
DO I HAVE A MOTION IN THAT REGARD?
>> MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION.
>> WE ARE NOW IN CLOSED SESSION.
* This transcript was compiled from uncorrected Closed Captioning.