[00:00:05]
>> GOOD AFTERNOON. I'D LIKE TO CALL THE APRIL 9,
[A. Meeting Opening]
2024 SCHOOL BOARD WORK SESSION TO ORDER.FIRST, WE HAVE AN UPDATE ON SCHOOL IMPROVEMENT FROM MS. SIMS.
[B. School Improvement Update]
>> GOOD AFTERNOON, EVERYONE. HOW ARE YOU? GOOD. FIRST I'D LIKE TO SAY HELLO TO MS. [INAUDIBLE], MRS. [INAUDIBLE], MEMBERS OF THE SCHOOL BOARD, AND DR. DAUGHERTY.
EDWARD DEMING, KNOWN FOR THE CREATION OF THE PLAN-DO-STUDY-ACT MODEL STATED, "EACH SYSTEM IS DESIGNED TO GET THE RESULTS THAT IT GETS".
WITH THIS QUOTE IN MIND, IT IS OUR CONTINUED WORK IN CHESTERFIELD TO ENSURE THAT WE HAVE THE MOST EFFECTIVE SYSTEMS AND PROCESSES IN PLACE TO STEWARD THE BEST RESOURCES, SUPPORTS, AND PROCESSES TO SUPPORT CONTINUOUS IMPROVEMENT AT EACH OF OUR SCHOOLS.
TONIGHT'S PRESENTATION WILL FOCUS ON THE FOLLOWING.
AN OVERVIEW OF THE DEPARTMENT OF SCHOOL IMPROVEMENT AND HOW OUR RESOURCES SUPPORT OUR SCHOOLS AND OUR SCHOOL SYSTEM.
WE'LL SHARE VDOE, NEW AND REVISED SCHOOL IMPROVEMENT MODELS TO INCLUDE THE REVISED CONTINUOUS SCHOOL IMPROVEMENT PROCESS.
THE NEW VDOE FRAMEWORK OF SUPPORT WILL HIGHLIGHT THE IMPORTANCE OF THE SCHOOL IMPROVEMENT PLAN, OUR RE-IMAGINED SIIP MEETING PROCESS, AND PROVIDE AN OVERVIEW OF SUPPORT TO SCHOOLS, AND THEN SHARE SUCCESSES AND NEXT STEPS.
THIS IS THE REVISED VIRGINIA CONTINUOUS IMPROVEMENT PROCESS.
I WON'T GO OVER EVERYTHING, I JUST WANT YOU TO BE AWARE THAT THE GREATEST REVISION COMES IN NUMBER 6 IN THE PROCESS CYCLE, AND THAT IS EVALUATE.
WE WANT TO ENSURE THAT ALL SCHOOLS HAVE THE OPPORTUNITY TO EVALUATE, AND REFLECT, AND PLAN, DO, STUDY, AND ACT ON THAT INFORMATION TO MAKE SURE WE'RE MAKING THE BEST POSSIBLE DECISIONS.
THAT'S SOMETHING WE KNOW AS A STATE THAT WE WANT TO CONTINUE TO EMPHASIZE.
SOME OF YOU MAY ASK, WELL, HOW DO WE DEFINE CONTINUOUS IMPROVEMENT? WE USE THE DEFINITION OF CONTINUOUS IMPROVEMENT THAT IS PUT FORTH IN THE BOOK LEARNING TO IMPROVE, WHICH IS A CARNEGIE INSTITUTE BOOK, AND IT'S PUT OUT BY THEM.
WE HAVE WORKED WITH SOME MEMBERS OF THAT INSTITUTE TO REALLY BE ABLE TO ASSIST WITH OUR CONTINUOUS IMPROVEMENT MODEL.
THIS DEFINITION HERE SERVES THAT PURPOSE.
THE GREATEST PART OF THIS DEFINITION IS THAT OF QUALITY IMPROVEMENT EFFORTS ARE ITERATIVE, EVIDENCE-BASED, AND INTEGRATED INTO THE DAILY WORK OF WHAT WE DO.
IT'S NOT A SINGLE EPISODE OR A SINGLE EVENT.
THE NEW VIRGINIA FRAMEWORK, AND THIS HAS JUST COME TO US, I THINK IT'S BEEN OUT FOR ABOUT MAYBE A LITTLE OVER A MONTH.
THIS NEW FRAMEWORK REALLY IS TRYING TO TAKE OUR DEPARTMENT OF ED FROM BEING COMPLIANCE-CENTERED, TO LOOK AT SCHOOL IMPROVEMENT IN THAT CONTINUOUS CYCLE.
WITH THAT IN MIND, THIS NEW FRAMEWORK REALLY DOES HAVE FOUR PROMINENT DOMAINS.
THOSE DOMAINS ARE ACADEMIC SUPPORTS, PROFESSIONAL LEARNING, STAFFING SUPPORTS, AND SCHOOL CLIMATE SUPPORTS.
THE PURPOSE OF THIS IS TO ENSURE THAT EACH DIVISION'S STRATEGIC PLAN ALIGNS WITH THIS MODEL, AS WELL AS EACH OF OUR SCHOOL IMPROVEMENT PLANS.
WHAT IS THE SCHOOL INNOVATION AND IMPROVEMENT PLAN, AND WHY IS IT IMPORTANT? WELL, IT SERVES AS A VEHICLE FOR ALL THAT WE DO TO IMPROVE OUR SCHOOLS.
IT'S IMPORTANT BECAUSE PER THE STANDARD, THE QUALITY OF THE CODE OF VIRGINIA, IT'S A MANDATED PIECE.
RIGHT NOW FOR THE 64 SCHOOLS IN CHESTERFIELD, WE ARE IN YEAR 2 OF A THREE-YEAR PLAN.
EACH YEAR, SCHOOLS COME BACK AND THEY REVISE THAT MODEL AS APPROPRIATE.
FOR THE SCHOOL INNOVATION AND IMPROVEMENT PLAN, OR THE SIIP, AS WE CALL IT.
EACH OF THE PLANS ENCOMPASS THE AREAS THAT ARE LISTED HERE.
THERE ARE THREE GOALS THAT EACH OF THE PLANS CARRY FORTH, AND THEY ARE AROUND THE SCHOOL QUALITY REPORT INDICATORS, WHICH INCLUDE ACADEMIC ACHIEVEMENT, ACHIEVEMENT GAPS, AND STUDENT ENGAGEMENT OUTCOMES.
WE WANT TO MAKE SURE THAT EVERYTHING THAT WE DO WITH
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OUR SCHOOL IMPROVEMENT PLAN IS ALIGNED TO WHAT VIRGINIA REQUIRES, AS WELL AS ALIGNED TO OUR STRATEGIC PLAN.WITHIN THAT PLAN, SCHOOLS HAVE THOSE THREE GOALS, FOLLOWED BY ACTION STEPS.
THEY HAVE AN IMPLEMENTATION PROGRESS PIECE.
WHERE THEY HAVE TO EVALUATE WHERE THEY ARE QUARTERLY, THEY HAVE TO SHOW US WHAT'S THE EVIDENCE OF IMPACT BASED ON THEIR IMPLEMENTATION FIDELITY.
WE LOOK AT STAFF WHO ARE RESPONSIBLE FOR CARRYING FORTH THE WORK SO THAT IT'S NOT ALL ON AN ADMINISTRATOR OR A TEACHER.
THEN WE HAVE A MONITORING TIMELINE TO ENSURE THAT WE ARE ACTUALLY ASSESSING AND EVALUATING AND LEARNING FROM WHAT WE'RE SEEING IN TERMS OF OUTCOMES.
HOW SCHOOLS IDENTIFY THE FOCUS AREAS CAN BE IN ANY OF THESE THREE CATEGORIES.
USING SCHOOL LEVEL EXAMPLES THAT THEY'VE CREATED OR SCHOOL LEVEL DATA PIECES, STATE LEVEL PIECES, AND MANY OF THOSE ARE REQUIRED IN SOME OF THE SCHOOL IMPROVEMENT PLANS, AND THEN FEDERAL LEVEL EXAMPLES OR REQUIREMENTS.
IT'S A COMBINATION OF ALL OF THOSE THREE.
THIS IS WHERE WE REALLY WANT TO START OUR HIGHLIGHT, AND THAT HAS TO DO WITH OUR RE-IMAGINED SIIP MEETING STRUCTURE.
IN THE PAST, WHEN WE WENT TO MEET WITH SCHOOLS, WE WOULD GO TO A SCHOOL AND WE WOULD SPEND ABOUT AN HOUR TRYING TO GO OVER ALL THREE GOALS, AND IT WAS HARD TO HONOR THE SCHOOL'S WORK WITHIN THAT HOUR.
ONE OF THE THINGS THAT WE DECIDED TO DO WAS TO REFRAME THE WAY WE WERE LOOKING AT THE SCHOOL IMPROVEMENT PROCESS OR MEETING STRUCTURE.
WE PILOTED A PROCESS AT THREE OF OUR SCHOOLS LAST YEAR.
AND THEY REALLY LIKED IT, GAVE US GREAT FEEDBACK.
SO WE BROUGHT THAT MODEL INTO THIS YEAR'S, AND WE USE THIS MODEL PRIMARILY WITH THE 10 SCHOOLS THAT RECEIVED THE MOST SUPPORT.
THIS CHART SHOWS 64 SCHOOLS, 10 RECEIVED THE MOST EXTENSIVE SUPPORT, AND THAT MY DEPARTMENT ASSISTS IN LEADING THAT AND WORKING CLOSELY WITH DEPARTMENT OF SCHOOL LEADERSHIP AND WITH OUR LEVEL DIRECTORS.
THEN FOR THE 54 SCHOOLS, OUR LEVEL DIRECTORS LEAD THOSE MEETINGS.
YOU CAN SEE COMPARATIVE INFORMATION REGARDING HOW THOSE TWO MEETINGS RUN.
FOR OUR RE-IMAGINED SIIP MEETINGS, THEY START OUT AS WHOLE GROUP MEETINGS WHERE WE'RE ALL IN A ROOM AND A PRINCIPAL WILL SAY, HERE'S SOME HIGHLIGHTS, HERE ARE OUR CONTINUED CHALLENGES.
THEN EVERYONE ON THAT TEAM, AND USUALLY IT'S ABOUT 15-20 PEOPLE IN A ROOM, AND MANY OF THOSE ARE SCHOOL DIVISION MEMBERS WHO ARE THERE TO SUPPORT.
WE DIVIDE UP BASED ON THOSE THREE GOALS.
THEN WE HAVE THREE SMALL TEAMS WHO GO INTO ANOTHER ROOM OR A LOCATION, AND WE ARE ABLE TO SIT WITH THE SCHOOL FOR 45 MINUTES TO AN HOUR, TO REALLY DELVE INTO EACH OF THEIR SCHOOL IMPROVEMENT GOALS.
WHAT HAS BEEN THE MOST WONDERFUL THING FOR ME IS THAT WE HAVE RESOURCE STAFF THERE TO SUPPORT THEM.
DR. POPE'S TEAM, OUR SPECIAL EDUCATION TEAM, AND DR. ORTIZ'S TEAM AND WHOMEVER WE NEED IN THE ROOM, THEY'RE THERE TO REALLY BE ABLE TO ANSWER QUESTIONS AND TO GUIDE THE SCHOOL IN THE DIRECTION OF THE SUPPORTS THEY MAY NEED.
FOLLOWING THAT, WE ALL COME BACK, WE HAVE INDIVIDUAL SHARE OUTS.
THAT'S REALLY INTERESTING BECAUSE THEN WE START TO SEE PATTERNS ACROSS THE SCHOOL, AND WE'RE ABLE TO GLEAN SOME INFORMATION FROM THAT.
AFTER WE ALL MEET, THEN WE MEET WITH THE PRINCIPAL TO GIVE A DEBRIEFING TO THE PRINCIPAL OF WHAT'S HAPPENED AND ANY QUESTIONS THEY MAY HAVE.
THEN WE FOLLOW UP WITH A WRITTEN REPORT TO THE SCHOOL, SO THAT THEY KNOW WHAT THEIR NEXT STEPS AND REFLECTIONS ARE BEFORE WE COME BACK TO THE NEXT MEETING.
I DIDN'T SAY THAT FOR OUR 10 SCHOOLS, WE MEET WITH THOSE SCHOOLS EVERY SIX WEEKS, WHICH REALLY HELPS THEM IN STAYING ON TRACK AND IT HELPS US TO ENSURE THAT WE'RE DOING WHAT WE COMMITTED TO DO AS WELL.
THIS IS WHAT SUPPORTS THE SCHOOLS LOOK LIKE.
I WON'T READ ALL OF THIS, BUT YOU CAN SEE FROM PICTURES THAT THERE ARE LOTS OF PEOPLE WHO ARE INVOLVED.
FIRST BLOCK JUST GIVES YOU THE HIGHLIGHTS OF OUR RE-IMAGINED MEETINGS AND WHO COMES.
SECOND COLUMN JUST TALKS ABOUT THE DIFFERENT LEADERS WHO COME TO OUR MEETINGS.
DR. DAUGHERTY, DR. TYLUS, DR. HIGH, DR. POPE.
WE HAVE LOTS OF PEOPLE WHO COME OUT AND SUPPORT THOSE EFFORTS.
THEN THE LAST ROW, WHICH I THINK IS HUMONGOUS AND SUCH A BLESSING IS THE SPECIALISTS WHO ATTEND THOSE MEETINGS TO PROVIDE ONE-ON-ONE SUPPORT TO SCHOOLS.
IN-HOUSE, AS A RESULT OF OUR RE-IMAGINED STRUCTURE, WE ARE ABLE TO PROVIDE TARGETED PROFESSIONAL LEARNING IN-HOUSE.
WE'RE ALSO ABLE TO DIRECT SCHOOLS TO EXTERNAL PROFESSIONAL LEARNING OPPORTUNITIES THAT MATCH THEIR SCHOOL IMPROVEMENT GOALS.
WE'RE ALSO ABLE TO DEVELOP SOME NETWORKS.
IN WORKING WITH OTHER OUTSIDE AGENCIES, WE CONTINUE TO LEARN A LOT ABOUT SCHOOL IMPROVEMENT AND HOW WE CAN BRING THOSE PRACTICES AND STRUCTURES INTO OUR OWN BUILDING.
[00:10:01]
I REALLY LIKE THIS QUOTE."IF WE ARE GROWING, WE ARE ALWAYS GOING TO BE OUT OF OUR COMFORT ZONE".
WE'VE EXPERIENCED THAT AND WE STILL CONTINUE TO EXPERIENCE THAT.
BUT THESE ARE SOME OF THE MESSAGES THAT WE'VE GOTTEN BACK FROM STAFF MEMBERS, AND SCHOOLS, AND TEACHERS, AND PRINCIPALS, JUST SHARING ABOUT HOW THEY LIKE THE PROCESS.
IT'S NOT 100% WHERE WE WANT IT TO BE, BUT WE KNOW WE HAVE ALL GROWN AS A RESULT OF WHERE WE ARE NOW.
THEN NEXT STEPS AND THIS INFORMATION COMES FROM SCHOOLS.
IT COMES FROM MY TEAM, THE DEPARTMENT OF SCHOOL IMPROVEMENT.
IT COMES FROM OUR INSTRUCTIONAL LEADERSHIP TEAM.
AND THESE ARE JUST AREAS THAT WE KNOW WE NEED TO CONTINUE TO FOCUS ON AND ENSURE THAT WE'RE ALIGNING OUR EFFORTS TO BEST MEET THE NEWS NEEDS OF THE SCHOOL.
I CAN TELL YOU ONE OF THE BIGGEST AREAS WE HEAR ABOUT QUITE OFTEN IS THAT OF THE INSTRUCTIONAL CALENDAR.
SCHOOLS ARE REALLY ASKING FOR MORE TIME FOR PROFESSIONAL LEARNING, TO REALLY DELVE INTO THEIR GOALS AND TO LEARN TOGETHER AND TO REALLY TAKE THOSE SUPPORTS AND PUT THEM INTO ACTION.
AND LAST BUT NOT LEAST, WHAT WE KNOW TODAY DOES NOT MAKE TOMORROW WRONG AND MAKES TOMORROW BETTER.
AND THAT'S A QUOTE BY CAROL COMMODORE.
AT THIS TIME, DO YOU HAVE ANY QUESTIONS OR COMMENTS THAT YOU'D LIKE TO SHARE? AND I DO HAVE MY PARTNER IN CRIME HERE WITH ME, DOCTOR ERICA JUVEY, WHO IS THE COORDINATOR OF SCHOOL IMPROVEMENT AND MTSS.
>> THANK YOU. MS. SIMS. BOARD MEMBERS IN THIS DISCUSSION, ANY QUESTIONS?
>> YOU HAD MENTIONED THE 10 SCHOOLS THAT REQUIRE MORE SUPPORT.
DO YOU HAVE A LIST OF THOSE 10 SCHOOLS?
>> I DO. I CAN PROVIDE THOSE TO YOU.
>> THE NEXT QUESTION WOULD BE, REGARDING THOSE 10 SCHOOLS, WHAT METRIC WE'RE USING TO DETERMINE THAT THEY NEEDED MORE RESOURCES?
>> WE LOOK AT A LOT OF THINGS.
WE LOOK AT STATE DATA, WE LOOK AT FEDERAL DATA THAT COMES TO US OR THE SCHOOLS FEDERALLY IDENTIFIED SCHOOLS.
IT'S A COMBINATION OF MEETING WITH OUR LEVEL DIRECTORS AND DOCTOR HIGH AND TALKING TO SOME OF OUR CONTENT SPECIALISTS TO DETERMINE WHAT THOSE NEXT STEPS ARE.
>> ANY OTHER DISCUSSION? ANY QUESTIONS? MS. HUDGINS.
>> EXCUSE ME. THANK YOU FOR THIS. THIS IS GREAT.
AND SHOUT OUT TO MY FRIEND, DOCTOR JUVEY, VERY NICE TO SEE YOU. WE GO WAY BACK.
LITTLE QUICK QUESTION. SO WHAT CAUGHT ME WAS IN YOUR WALL OF SHARING OUR SUCCESS.
THE CENTER ONE SAYS, THANK YOU FOR INVITING ME TO ATTEND ANOTHER SCHOOLS SIIP MEETING.
THIS HAS HELPED ME GREATLY IN UNDERSTANDING THE PROCESS AND SYSTEMS WE NEED IN PLACE.
AND SO THAT'S A BIG DEAL WHEN YOU CAN SEE WHAT OTHER PEOPLE ARE DOING IN OTHER PLACES.
SO TELL ME A LITTLE BIT MORE ABOUT THAT.
>> ABSOLUTELY. I'LL JUST HIGHLIGHT AN ELEMENTARY SCHOOL.
SALEM CHURCH ELEMENTARY SCHOOL IS ONE OF OUR SCHOOLS AND THEY ARE DOING PHENOMENAL WORK.
WE'VE BEEN SO IMPRESSED BY THE PROCESSES, STRUCTURES, AND SYSTEMS THAT THEY HAVE IN PLACE AS WE'RE WORKING WITH OTHER SCHOOLS, AND THEY ASK OF US, DO YOU HAVE SCHOOLS THAT WE CAN VISIT OR LEARN MORE FROM? WE'VE HAD AN OPPORTUNITY TO SEND THREE OTHER SCHOOLS TO WATCH THEM IN ACTION AT THEIR SIT MEETING.
THEY GET TO PARTICIPATE IN THE MEETING, THEY GET TO SEE THE DATA, THEY GET TO ASK QUESTIONS.
THEY BECOME NETWORKS TO ONE ANOTHER.
AND I CAN TELL YOU THE THREE SCHOOLS THAT HAVE VISITED OTHER SCHOOLS, WE SAW IMMEDIATE PROGRESS IN THEIR NEXT SET OF SIX WEEKS MEETINGS.
WE HAVE ANOTHER MEETING COMING UP THIS FRIDAY WHERE WE HAVE TWO SCHOOLS WHO HAVE ASKED IF THEY COULD ATTEND TWO MORE SCHOOLS.
SO THEY'LL BE COMING TO ANOTHER SCHOOL TO SEE THE PROCESSING SYSTEMS AND SUPPORTS THAT ARE IN PLACE.
AND WE ARE JUST AS HOPEFUL THAT WE'RE GOING TO SEE THE SAME RESULT OF THOSE SCHOOLS GROWING AS WELL SO IT'S REALLY NICE TO SEE THE SHARING PIECE.
THAT WAS A HUGE PIECE FOR US THAT WE DIDN'T EXPECT, BUT IT'S BEEN REALLY GOOD.
THE THING THAT I NOTICED MOVING FROM ONE SCHOOL WHERE DOCTOR JUVEY WAS MY FIRST BOSS, TO FROM HANOVER COUNTY TO CHESTERFIELD.
IF YOU'RE ONLY IN ONE SCHOOL, YOU THINK THIS IS HOW WE SCHOOL.
>> THIS IS IT.. THEN WHEN YOU MOVE TO AT LEAST ONE MORE, YOU'RE WAIT A MINUTE, WAIT.
THERE ARE THINGS THAT CAN BE DIFFERENT, AND SO THAT IS THE BREAKING DOWN OF THOSE SILOS WHICH IS ALWAYS HELPFUL. SO WELL DONE.
>> DOCTOR SIMS I'M SORRY. I HAVE ONE QUESTION.
I KNOW THAT WE SAID THE SCHOOLS THAT WERE SUPPORTING 64 SCHOOLS, HOW ARE WE SUPPORTING THE OTHER SCHOOLS IN THE DIVISION?
>> THE OTHER SCHOOLS ARE SUPPORTED PRIMARILY,
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IF YOU GO TO PAGE 9, SLIDE 9.ON SLIDE NINE, LEVEL DIRECTORS UNDER THE 54 SCHOOLS, THEY MEET WITH THE SCHOOLS FOR QUARTERLY.
THOSE MEETINGS ARE SET UP WITH THE LEVEL DIRECTORS.
THE LEVEL DIRECTORS ALSO MAKE SURE THAT WE'RE HOLDING MEETINGS AT SCHOOLS, WHICH IS SOMETHING THAT SCHOOLS HAVE ASKED US TO DO.
PLEASE DON'T SEND US TO A PUBLIC PLACE, LET US MEET IN OUR SCHOOLS TO DO THIS.
THEN THE LEVEL DIRECTORS ALSO, AFTER THEY MEET WITH THE SCHOOL TEAMS, THEY GIVE THEM FEEDBACK ON AN AGREED UPON FORM THAT WE USE.
EVERYONE IS GETTING FEEDBACK, REFLECTIONS, AND NEXT STEPS THAT SCHOOLS CAN WORK ON THROUGH THIS ENTIRE PROCESS.
I WAS ADDING THOSE TOGETHER TO GET THE 64 SCHOOLS.
THAT'S NOT ALL OF OUR SCHOOLS.
>> WELL, WE HAVE PROGRAMS TOO.
>> ARE WE SUPPORTING LIKE CBS?
>> CBS IS ONE OF OUR SCHOOLS, YES.
>> RIGHT. BUT FOR EXAMPLE, LIKE CHESTERFIELD EARLY LEARNING CENTERS, CECLA.
CECLA IS MORE OF A PROGRAM AND NOT NECESSARILY AN ACCREDITED SCHOOL.
WE PRIMARILY WORK WITH SCHOOLS WHO GET SOME TYPE OF ACCREDITATION RATING FROM THE STATE.
>> DO WE HAVE PROFESSIONAL DEVELOPMENT SUPPORTS FOR THOSE SCHOOLS AS WELL?
>> YES. WHILE THEY'RE [INAUDIBLE] HERE, OUR LEVEL DIRECTORS SUPPORT THEM AT THE SAME LEVEL.
>> GREAT. I WANTED TO MAKE SURE THAT WE WERE SUPPORTING ALL OF OUR, IF NOT WITHIN THIS FRAMEWORK THAT WE HAD AN UMBRELLA THAT WOULD.
>> WELL, THAT'S A GOOD IDEA FOR US TO ADD TO THIS TOO, SO WE CAN INCLUDE OUR BIG PROGRAMS AS WELL.
WE'LL DEFINITELY TAKE THAT INTO CONSIDERATION.
>> THANKS FOR YOUR TIME. ALL RIGHT.
SO NEXT WE HAVE A PRESENTATION ON STUDENT SUPPORT SYSTEMS FROM DOCTOR ORTIZ.
[C. Student Support Services]
I'M SORRY, SUPPORT SERVICES FROM DOCTOR ORTIZ.GOOD AFTERNOON TO MY FEARLESS SUPERINTENDENT AND DISTINGUISHED MEMBERS OF THE BOARD.
UNDER THE LEADERSHIP OF OUR CHIEF DOCTOR HIGH, THE DEPARTMENT OF STUDENT SUPPORT SERVICES AND EQUITY IS A PART OF THE DIVISION TEAM THAT WORKS TO CREATE A SUPPORTIVE ENVIRONMENT FOR ALL OF OUR STUDENTS IN CCPS.
OUR PROGRAMMING KEEPS A TARGET ON PREVENTION, EDUCATION AND EARLY INTERVENTION.
>> YOU WANT TO GO BACK? WHAT DID I MISS?
>> RIGHT HERE. PERFECT. THANK YOU FOR BEING MY CLICKER, MS. SIMS. THIS TEAM OFTEN SERVES AS FIRST RESPONDERS BECAUSE OF THE RISING NEEDS FOR STUDENTS TO ACCESS SCHOOL BASED MENTAL HEALTH SUPPORT.
THIS TEAM THAT YOU SEE ON THE SCREEN HERE, NO PICTURES OF THEM, BUT THEIR NAMES, EMBODIES A SERVICE AND SUPPORT SPIRIT, AND I'M PROUD TO LEAD SUCH A COMPETENT AND CARING TEAM.
THIS TEAM TRULY HAS A DEEP AND BROAD REACH WITHIN THE DIVISION.
THIS PRESENTATION IS AN OVERVIEW OF THE WORK OF OUR DEPARTMENT.
FIRST OF ALL, WE HAVE OUR SCHOOL COUNSELORS.
OUR SCHOOL COUNSELORS SUPPORT STUDENTS DIRECTLY THROUGH ACADEMIC PLANNING AND GOAL SETTING, CREATING CLASSROOM LESSONS, OR WORKING WITH TEACHERS TO CREATE CLASSROOM LESSONS THAT MAXIMIZE STUDENT SUCCESS, AND SMALL GROUP INTERVENTIONS TO SUPPORT STUDENTS AS THEY TRANSITION THROUGH THEIR GRADES.
IN ELEMENTARY AND SECONDARY, COUNSELORS WORK WITH STUDENTS TO EXPLORE AND ALSO BEGIN PLANNING THEIR NEXT STEPS TO ENSURE THAT THEY ARE LIFE READY.
AS YOU CAN SEE, WE HAVE OVER 230 COUNSELORS IN OUR DIVISION.
ON THIS SLIDE, YOU SEE OUR MENTAL HEALTH SUPPORT TEAM.
WE HAVE MENTAL HEALTH SUPPORT SPECIALISTS AND INTERVENTIONISTS.
WE KNOW THAT GOOD MENTAL HEALTH IS CRITICAL TO OUR STUDENTS SUCCESS IN SCHOOL AND LIFE.
THAT MENTAL HEALTH IS NOT SIMPLY THE ABSENCE OF MENTAL ILLNESS, BUT ALSO ENCOMPASSES WELLNESS, PROMOTION, SOCIAL, EMOTIONAL, AND BEHAVIORAL HEALTH AND THE ABILITY TO COPE WITH SCHOOL AND LIFE'S CHALLENGES.
OUR MENTAL HEALTH TEAM HAS A HUGE FOCUS ON PREVENTION AND NOT JUST USED AS A RESPONSE.
OKAY, HERE YOU'RE INTRODUCED TO OUR SCHOOL SOCIAL WORKERS.
AS PART OF A MULTIDISCIPLINARY TEAM OF STAFF, TEACHERS AND PARENTS, SCHOOL SOCIAL WORKERS COLLABORATE WITH OUR FAMILIES, SCHOOL STAFF, AND COMMUNITY AGENCIES TO PROVIDE COMPREHENSIVE SUPPORT AND RESOURCES.
OUR SOCIAL WORKERS ALSO ARE PART OF A SCHOOL SUPPORT TEAMS THAT ARE WORKING TO ADDRESS CHRONIC ABSENTEEISM IN EVERY BUILDING IN OUR DIVISION.
OUR SCHOOL SOCIAL WORKERS SERVE AS A BRIDGE TO RESOURCES FOR OUR FAMILIES,
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SUCH AS PARENTING CLASSES, MENTAL HEALTH SERVICES, AND RESOURCES FOR FOOD AND CLOTHING.YOU'LL SEE IN ADDITION TO OUR SCHOOL BASED SOCIAL WORKERS, WE ALSO HAVE OUR ATTENDANT SOCIAL WORKERS AND OUR MCKINNEY VENTO STAFF.
THESE FOLKS ARE ALL ACTIVE IN SCHOOL BASED CONVERSATIONS AND THEY UTILIZE THEIR EXPERTISE IN COLLABORATION WITH SCHOOL BASED TEAMS AND ADMINISTRATORS TO SUPPORT STUDENTS WITHIN THE BUILDING.
I ALSO WANT TO LIFT UP SOME OF THE DATA ON THIS SLIDE.
AS YOU CAN SEE, WITHIN OUR DIVISION, WE HAVE 730 RIGHT NOW.
SO A LITTLE OVER 700 FAMILIES THAT HAVE SELF IDENTIFIED UNDER MCKINNEY VENTO, WHICH IS OUR DISPLACED AND HOMELESS POPULATION.
THANK YOU. DIVISION ATTENDANCE SUPPORT.
WE KNOW THAT THERE IS VERY MUCH INTENTIONALITY WITHIN THE DIVISION WITHIN SCHOOLS REGARDING CHRONIC ABSENTEEISM AND SO OUR TEAM LEADS THAT EFFORT AND SUPPORT.
OUR ATTENDANCE SUPPORT TEAM USES A THREE PRONGED APPROACH TO REDUCE ABSENTEEISM AND THAT'S WORKING WITH FAMILIES, TEACHERS AND STAFF, AND WITH STUDENTS.
GOAL ONE IS ALWAYS TO BUILD RELATIONSHIPS, SET EXPECTATIONS, AND ESTABLISH SOLID TWO WAY COMMUNICATION.
OUR TEAM ALSO MAKES REFERRALS AND FOLLOWS TEAM PROCESSES SUCH AS WHAT HAPPENS WHEN A STUDENT NEEDS SUPPORT OR COMMUNICATION PRIOR TO FIVE DAYS OUT, WHAT HAPPENS AFTER THEY'VE MISSED FIVE DAYS OUT OF SCHOOL, AND WHAT SUPPORT MAY BE ACTIVATED AFTER THEY'VE MISSED 10 DAYS OR 15? THEY ALSO REFER TO COMMUNITY RESOURCES.
THANK YOU. OKAY, OUR SCHOOL PSYCHOLOGISTS HELP OUR STUDENTS.
THEY ARE PART OF THE TEAM AS WELL, TO SUCCEED ACADEMICALLY, SOCIALLY, AND EMOTIONALLY.
THEY COLLABORATE WITH EDUCATORS, PARENTS, AND OTHER PROFESSIONALS TO CREATE A SAFE, HEALTHY, AND SUPPORTIVE LEARNING ENVIRONMENT FOR OUR STUDENTS.
OUR SCHOOL PSYCHOLOGISTS ALSO SPEND A HUGE CHUNK OF THEIR TIME ASSESSING STUDENTS TO DETERMINE THEIR ELIGIBILITY FOR SPECIAL EDUCATION.
THEY ALSO PROVIDE INDIVIDUAL AND GROUP COUNSELING TO HELP RESOLVE PERSONAL OR INTERPERSONAL PROBLEMS THAT INTERFERE WITH SCHOOL PERFORMANCE.
ANOTHER MEMBER OF THAT TEAM, IN ADDITION TO OUR SCHOOL PSYCHOLOGISTS, WE HAVE EDUCATIONAL DIAGNOSTICIANS, AND THEY DO A LOT OF THE ASSESSMENTS AS WELL.
THEN I NOTED ON HERE OUR SCHOOL PSYCHOLOGY INTERNS.
AND THE REASON THAT IS SO IMPORTANT IS BECAUSE CHESTERFIELD DOES A STELLAR JOB OF BUILDING THE PIPELINE FOR SCHOOL PSYCHOLOGISTS.
THERE ARE NOT A LOT OF FOLKS THAT GRADUATE AT ALL, AND SO WE REALLY WORK HARD TO COURT OUR INTERNS AND KEEP THEM RIGHT HERE, GROW THEM RIGHT HERE IN CHESTERFIELD.
EXCELLENT. OUR STUDENT HEALTH SERVICES, AS YOU CAN SEE, OUR SCHOOL HEALTH TEAM IS COMPRISED OF ONE COORDINATOR, FOUR NURSE SUPERVISORS, AND 69 REGISTERED NURSES.
THAT MEANS EVERY ONE OF OUR SCHOOLS HAS A NURSE.
AND THEN MOST OF OUR SCHOOLS, WITH THE EXCEPTION OF A FEW VACANCIES, ALSO HAS A CLINIC ASSISTANT.
YOU'LL SEE SOME OF THE SERVICES PROVIDED BY SCHOOL NURSES.
IT'S A VERY LONG LIST, BUT THEY ARE ALSO A MEMBER OF THE STUDENT SUPPORT TEAM.
EACH ONE OF THOSE MEMBERS THAT I'VE INTRODUCED SO FAR, THOSE TEAM MEMBERS ALSO SERVE AS PART OF THE CRITICAL INCIDENT TEAM IN CHESTERFIELD.
WHAT HAPPENS WITH CRITICAL INCIDENT IS THAT THEY PROVIDE GUIDANCE TO SCHOOLS.
SO MEMBERS FROM OUR TEAM SUPPORT THE DIVISION IN COORDINATING SUPPORT BASED ON THE NEEDS OF THE SCHOOL COMMUNITY WHEN THERE IS A CRITICAL INCIDENT.
OKAY, GREAT, THANK YOU. AND NOW WE HAVE OUR, BECAUSE STUDENT SUPPORT SERVICES, HOW DO WE SUPPORT THE STUDENTS? AND PART OF THAT IS THROUGH OUR ENGLISH AS A SECOND LANGUAGE PROGRAMMING.
AS YOU CAN SEE, WE HAVE CLOSE TO 8,000 ENGLISH LANGUAGE LEARNERS.
ONE THING THAT I THINK WE DISCUSSED PREVIOUSLY IS THAT IS THE SIZE OF MANY OF OUR DIVISIONS NEARBY ADDED TOGETHER.
AND SO WE ARE SERVING THOSE STUDENTS.
EACH ONE OF OUR FAMILIES THAT ENROLLS COMPLETES A HOME SURVEY.
AS YOU CAN SEE, WE HAVE OVER 100 LANGUAGES THAT ARE SPOKEN HERE IN OUR DIVISION.
THEN FUN FACT TO NOTE IS THAT MOST OF OUR STUDENTS WERE BORN HERE IN THE UNITED STATES.
OKAY. LOOKING AT OUR WORK WITH OUR EL STUDENTS, IT'S IMPORTANT TO NOTE THAT CHESTERFIELD HAS DONE A STELLAR JOB OF MAKING SURE THAT OUR STUDENTS HAVE TEACHERS IN FRONT OF THEM, AND SO THERE IS A RATIO FROM THE STATE THAT COMES OUT, AND WE ARE CERTAINLY EXCEEDING THAT.
ANOTHER THING TO CONSIDER WHEN WE TALK ABOUT OUR ENGLISH LANGUAGE PROGRAMS IS THAT A FEW YEARS AGO, THERE WERE CATCHMENT PROGRAMS FOR OUR EL STUDENTS, AND SO THEY HAD TO BE BUST TO ANOTHER LOCATION POSSIBLY.
SO RIGHT NOW, EVERY SCHOOL SERVES EVERY STUDENT.
[00:25:03]
THAT'S IMPORTANT WHEN WE TALK ABOUT EQUITY AND ACCESS FOR SURE.WHICH LEADS RIGHT INTO THE WORK OF EQUITY, WHICH IS THE WORK THAT WE LIVE HERE IN CHESTERFIELD.
AND WHILE WE HAVE AN EQUITY COORDINATOR, WE TRULY LOOK THROUGH THE LENS OF EQUITY AND EVERYTHING THAT WE DO. BLESS YOU.
DOCTOR D SAYS ALL MEAN ALL AND THAT IS OUR INTENTION.
AS A DIVISION, WE WANT TO ENSURE THAT ALL OF OUR STUDENTS IN ALL FIVE OF OUR MAGISTERIAL DISTRICTS HAVE ACCESS AND OPPORTUNITIES.
AND SO OUR COORDINATOR TRULY KEEPS HER EYE ON THE WORK HAPPENING IN BUILDINGS TO REVIEW POLICIES AND PRACTICES.
AND WHEN THERE'S AN OPPORTUNITY FOR PROFESSIONAL LEARNING THAT'S NEEDED, THEN THAT'S SOMEWHERE THAT SHE LEANS IN AND MAKE SOME OF THOSE CONNECTIONS AS WELL.
ANOTHER TASK RELATED TO EQUITY THIS YEAR WAS TO PROVIDE A SUMMARY REPORT TO THE BOARD.
SO YOU ALL WILL BE RECEIVING THAT SOON.
IT'S IN RESPONSE TO THE EQUITY COMMITTEE'S RECOMMENDATIONS FROM 2017.
WE'RE CLOSING THAT REPORT AND LOOKING FORWARD TO OUR NEXT PRESENTATION TO THE BOARD.
IN SUMMARY, THE PURPOSE OF THE DEPARTMENT OF STUDENT SUPPORT SERVICES IN EQUITY IS TO REMOVE BARRIERS TO LEARNING AND IMPROVE STUDENT OUTCOMES.
>> THANK YOU, DOCTOR ORTIZ. BOARD MEMBERS, ANY QUESTIONS? MS. CHATTERS.
>> ON YOUR, I THINK IT WAS THE FIRST OR THE SECOND SLIDE, YOU HAD TALKED ABOUT THE SCHOOL COUNSELOR RATIO.
JUST SO THAT WE CAN HIGHLIGHT THAT, THE STATE IS SAYING 1: 1,000 BUT WE ARE AT 1: 50, CORRECT?
>> SO I DID QUICK MATH, I GOT 278.
>> SO THE STATE RATIO IS 1:325 BUT WE'RE LOWER THAN THAT, RIGHT? WE'RE AT ONE 1:250 OR IS THAT WHERE WE'RE AT?
>> WE WANT TO BE BETTER THAN THAT.
YEAH, WE WANT TO BE BETTER THAN THAT.
>> THE OPPORTUNITY IS THAT FIRST OF ALL, WE'VE BEEN CORRECTING THE 0.5S AT THE SECONDARY, AND THIS BUDGET CORRECTS THE ELEMENTARY.
WE'RE JUST A TAD UNDER 300, WE WANT TO KEEP LOWERING IT.
ONCE WE RECTIFY THE 0.5S AT THE ELEMENTARIES WITH THIS BUDGET, THEN GO BACK AND EVALUATE IN WHERE DO WE NEED TO COMPRESS.
I THINK WE ALL AGREE 1:250, EVEN 1:200, WITH SOME OF THE ISSUES THAT GO ON, THAT OUR COUNSELORS DEAL WITH, IT'S PROBABLY A GOOD NUMBER.
IT'S JUST, AGAIN, HOW DO WE SUPPORT IT AND HOW DO WE DEAL WITH IT? BECAUSE OUR COUNSELORS ARE DEALING WITH A LOT OF THINGS; THEY'RE DEALING WITH NOT ONLY SCHOOL ISSUES, MENTAL HEALTH ISSUES, EVERYTHING ELSE AND THIS ENTIRE TEAM HAS DONE A GREAT JOB OF HELPING OUR TEACHERS UNDERSTAND SOME OF THESE OTHER ISSUES.
YOU'RE NOT GOING TO FIND OTHER WORKERS OUT THERE BECAUSE THEY'RE JUST NOT OUT THERE, SO OUR COUNSELORS ARE PICKING UP MORE OF THE LOAD.
SO THE MORE WE CAN REDUCE THE NUMBER OF STUDENTS THEY HAVE, SEVERAL THINGS HAPPEN, AS WE ALL KNOW, COMMON SENSE.
ONE, IT'S BETTER FOR THE STUDENTS, IT'S BETTER FOR THE STAFF, IT HELPS THE COUNSELORS ACTUALLY MANAGE STUDENTS BETTER AND WORK WITH STUDENTS MORE, AND IT'S GOING TO, IN THE LONG RUN, HELP OUR KIDS AS THEY GO ALL THE WAY THROUGH THE SYSTEM, KNOWING THAT THEY HAVE SUPPORT.
THAT'S THE ULTIMATE GOAL AND THAT'S WHY WE KEEP GOING AFTER EACH OF THESE ISSUES WITH COUNSELORS AND IN THE BUDGET.
I HATE TO SAY IT'S A SLOWER PROCESS, BUT THAT'S HOW OUR BUDGET IS WORKING.
>> SO TO THAT POINT, WE DON'T HAVE DEDICATED SCHOOL COUNSELORS AT EVERY SCHOOL, OR DO WE?
>> WE DO HAVE COUNSELORS AND EVERYTHING THAT THE SUPERINTENDENT SAID WAS ACCURATE.
I WANTED TO ADD ON SOMETHING I THINK BASED ON WHAT YOU ASKED.
THE SPECIALIZED SUPPORT POSITIONS, THEY'RE THE 1:1,000 AND THAT'S THAT'S WHAT COMES FROM THE STATE.
SO THAT'S OUR SOCIAL WORKERS, THAT'S OUR SCHOOL PSYCHOLOGIST. [OVERLAPPING]
>> SO THAT'S 1:1,000 SUPPORT. [OVERLAPPING]
>> I KNOW I SAW 1,000 SOMEWHERE.
THEN THE OTHER QUESTION I HAD WAS REGARDING OUR PSYCHOLOGIST, I SAW THAT ON YOUR SLIDE YOU SAID WE HAVE 33 AT TWO SCHOOLS.
ARE YOU SAYING WE DON'T HAVE A DEDICATED PSYCHOLOGIST AT EVERY SCHOOL?
>> THAT IS CORRECT. THEY SHARE. [OVERLAPPING]
>> BECAUSE THEY'RE SHARING. YES, THAT IS CORRECT. [OVERLAPPING]
>> AND THE SAME THING WITH OUR SOCIAL WORKERS AS WELL?
NOT YOUR PROBLEM, BUT A PROBLEM THAT HOPEFULLY THE BUDGET CAN FIX, IS THAT WE CAN GET A DEDICATED SCHOOL COUNSELOR AND A DEDICATED SCHOOL PSYCHOLOGIST WHERE IT'S NEEDED.
BECAUSE THE ISSUES THAT WE'RE FACING ARE MORE THAN JUST WHAT CAN BE SHARED BETWEEN ONE COUNSELOR BECAUSE OUR SCHOOLS ARE ROBUST AND IT'S NOT FAIR TO BURDEN THAT ONE PERSON WITH 600 AT THIS SCHOOL AND ANOTHER 600 AT THAT SCHOOL, AND YOU HAVE TO MANAGE ALL THOSE CASES.
HOPEFULLY, WE GET THE MONEY WE NEED FOR THAT, I JUST WANTED TO ECHO THAT.
[00:30:01]
YOUR BILINGUAL PSYCHOLOGISTS OR SCHOOL COUNSELORS, DO WE HAVE ANYBODY THAT'S BILINGUAL SERVING IN YOUR STUDENT SERVICES SUPPORT, BESIDES THE ONES THAT ARE HELPING WITH OUR EL STUDENTS? [OVERLAPPING]>> THAT IS IN MY DEPARTMENT THAT'S BILINGUAL?
>> LIKE SPANISH-SPEAKING SOCIAL WORKERS.
I'M SAYING SOME OF THOSE, BUT WITHIN OUR DEPARTMENT, WE DO HAVE SOME BILINGUAL PEOPLE IN DIFFERENT SPACES.
>> THAT WAS MY QUESTION. THANK YOU.
ON THE SAME SLIDE THERE, 10, SO TWO SCHOOL PSYCHOLOGY INTERNS FROM THE COLLEGE OF WILLIAM & MARY AND JAMES MADISON UNIVERSITY, AND THEN GO DOWN TO THE LAST PARAGRAPH THERE: PIPELINE FOR RECRUITMENT - CURRENT INTERNS HAVE BEEN HIRED, WHICH IS FANTASTIC.
WHAT PROGRAM OR WHAT RELATIONSHIP DO WE HAVE TO BUILD ON THAT WITH THOSE TWO UNIVERSITIES AND OR OTHER LOCAL UNIVERSITIES THAT WE WOULD BE ABLE TO MAKE THAT EVEN A LARGER NUMBER OVER THE TIME TO COME? HAS THERE BEEN CONVERSATION IN REGARDS TO THAT?
>> YES. I WOULD SAY HR HAS CERTAINLY LEANED IN AND ALLOWED US TO GO OUTSIDE OF THE TRADITIONAL BOX FOR HIRING AND EVEN ONBOARDING PEOPLE EARLY.
BUT ALSO OUR COORDINATOR, LAURA EARLY, IS PHENOMENAL.
SHE'S ON THE STATE BOARD, SHE HAS SOME CONNECTIONS NATIONALLY, SO WE DO WORK VERY CLOSELY WITH THE COLLEGES AND UNIVERSITIES.
IT TRULY IS A PIPELINE, AND THEY ONLY COME OUT ONCE A YEAR, WHEREAS OTHER EDUCATORS CAN COME OUT IN DECEMBER OR SUMMER, OUR PSYCHOLOGISTS ONLY COME OUT ONE TIME.
>> WHAT CAUSED THESE TWO FOLKS TO WANT TO JOIN CCPS?
WE BRING THEM IN, WE ONBOARD THEM, WE KEEP THEM CLOSE TO THE WORK, AND WE GIVE THEM HANDS-ON EXPERIENCES AND THE TOOLS THAT THEY NEED.
IT TRULY IS THE TEAM AND THE BUILDING THAT THEY'RE IN.
SO IT'S NOT JUST STUDENT SUPPORT SERVICES, BUT OFTENTIMES, THE BUILDING THAT THEY'RE IN.
WHAT I'M LEANING IN TOWARDS THAT IS IF THIS IS WORKING, AND WE'RE GETTING THEIR FEEDBACK, I JUST WANT TO MAKE SURE WE'RE HARNESSING THAT AND THEN GOING BACK TO THE UNIVERSITIES TO ESSENTIALLY REPEAT THE PATTERN IN HOPES THAT MAYBE THIS TIME NEXT YEAR YOU'RE PRESENTING AND SAYING, WELL, WE HAVE FIVE, WE HAVE SEVEN, TO HELP GET THOSE NUMBERS UP FOR SUCH A NEEDED POSITION.
THAT REALLY IS A VERY SMALL PERCENTAGE OF COLLEGE GRADUATES AND WHAT THEY'RE FOCUSING THEIR DISCIPLINE IN AS FAR AS THEIR EDUCATION.
I APPRECIATE WHAT'S BEING DONE, I'M JUST ASKING, COULD WE GO BACK AND CAN WE MAKE THAT BETTER?
>> SINCE WE'RE ON THIS SLIDE, JUST A QUICK QUESTION, IT'S ACTUALLY ON SLIDE 10, AND THEN ALSO ON SLIDE 7, WHERE IT TALKS ABOUT ROTATING COVERAGE FOR CHESTERFIELD VIRTUAL SCHOOL AND BELLWOOD ELEMENTARY.
CAN YOU EXPLAIN WHAT THAT MEANS A LITTLE BIT MORE?
>> YES. SOMETIMES WHEN WE HAVE FOLKS THAT ARE MAYBE ON EXTENDED LEAVE OR SOMETHING ALONG THOSE LINES, WE MAY NEED TO HAVE SOMEONE TAKE ON SOME ADDITIONAL DUTIES IN SERVING CERTAIN STUDENTS OR WHATEVER SCHOOL IS LEFT UNCOVERED, SO IN THAT CASE, THOSE WERE THE TWO THAT NEEDED SOME ADDITIONAL SUPPORT.
>> ANY OTHER DISCUSSION? LISA, DID YOU WANT TO SAY ANYTHING?
>> HELLO. THANK YOU FOR THIS, THIS IS VERY EDUCATIONAL.
WE ALL KNOW THAT ABSENTEEISM IS A VERY BIG PROBLEM AND WE'VE SPOKEN ABOUT IT A COUPLE OF TIMES AND WE ARE LOOKING FOR MANY WAYS TO FIX IT.
I JUST WANTED TO SAY OUT LOUD, AND I KNOW THAT YOU GUYS PROBABLY ARE ALWAYS ON THIS, BUT SOMETIMES IT'S EASY FOR US TO LOOK AT NUMBERS AND TO LOOK AT WHOLE SCHOOLS AND WHOLE DIVISIONS.
AND I WANT US TO ALL REMEMBER THAT IN ORDER TO GET A STUDENT TO COME TO A SCHOOL, TO A CLASSROOM, IT'S A RELATIONSHIP AND IT IS A PERSON.
AND WHEN SOMEBODY HAS MISSED A COUPLE OF DAYS FOR WHATEVER REASON, WHEN THEY ENTER THE ROOM, WHEN WE ARE ALL SO HAPPY YOU'RE HERE, VERSUS GLAD YOU COULD MAKE IT, AND THAT SHAME.
I JUST WANT ALL OF US TO REMEMBER THEY'RE PEOPLE AND IT DOESN'T MATTER HOW OLD THEY ARE AND JUST TO KEEP THAT IN MIND, BECAUSE WHEN SOMEONE FEELS WELCOME, THEY'RE GOING TO COME NEXT TIME.
I'M NOT SAYING IT'S THAT SIMPLE, BUT A LOT OF IT IS THAT SIMPLE, SO THANK YOU FOR WHAT YOU'RE DOING.
>> DR. ORTIZ, I JUST HAVE ONE QUICK QUESTION.
I WAS JUST LOOKING AT OUR ENGLISH LANGUAGE LEARNERS AND THE FAMILIES, THE LANGUAGES THAT ARE SPOKEN AT HOME, SECOND BEING ARABIC AND THIRD BEING CHINESE.
IN THE FUTURE, WHEN WE LOOK AT THIS, I WOULD REALLY BE INTERESTED TO SEE HOW WE CAN SUPPORT THOSE FAMILIES AND THE PERCENTAGES OF THOSE FAMILIES THAT WE SERVE IN THE COUNTY TO SEE,
[00:35:08]
OTHER THAN THE SERVICES THAT WE PROVIDE AS INDIVIDUAL TRANSLATION SERVICES, IF THERE'S SOMETHING WE CAN DO BROADER THAT WOULD BE MORE EFFECTIVE.>> ABSOLUTELY, AND I'LL BRING SOME OF THAT BACK IN OUR FUTURE PRESENTATION.
THANK YOU SO MUCH FOR YOUR TIME. THANK YOU FOR A WONDERFUL PRESENTATION.
>> NEXT WE HAVE AN UPDATE ON COMMUNITIES AND SCHOOLS FROM MR. SMITH,
[D. Communities in Schools Update]
AND I'M ASSUMING MS. HALL? [LAUGHTER]>> MADAM CHAIRMAN, BOARD MEMBERS OF AUTHORITY.
YOUR NEXT PRESENTATION IS FROM COMMUNITIES AND SCHOOLS ASHLEY HALL AND THEN EILEEN MORISSET.
AS YOU KNOW WELL, COMMUNITIES AND SCHOOLS IS A SPECIAL RELATIONSHIP WE HAVE A PARTNERSHIP THAT'S BEEN WELL AT 30 YEARS NOW IN OUR SCHOOL DIVISION.
WHY YOU'RE HERE TONIGHT IS UPDATE FROM ASHLEY AND SOME EMPHASIS FROM EILEEN ABOUT THE WORK THEIR BOARD IS DOING.
IT'S AN ORGANIZATION THAT WE PARTNER WITH EACH AND EVERY YEAR BUT ALSO IT'S SOMETHING I KNOW OUR COMMUNITY INVESTS IN AND WE SEE MEASURABLE GOALS THAT ARE MET EACH AND EVERY YEAR AND WE'RE EXCITED TO HAVE AN UPDATE FROM ASHLEY. ASHLEY.
>> HOT OFF THE PRESS, WE'VE GOT SOME IMPACT REPORTS TO SHARE SO YOU GUYS ARE THE FIRST ONES TO SEE THEM.
I KNOW VERY EXCITING. GOOD AFTERNOON.
I'M ALWAYS EXCITED TO BE ABLE TO SHARE UPDATES, LET YOU GUYS KNOW WHAT'S GOING ON IN IMPACT BUT ESPECIALLY WITH THIS MEETING BEING IN THE MIDST OF OUR 30TH YEAR, IT'S DOUBLY EXCITING.
TODAY, I'M PLEASED TO BE JOINED BY MY BOARD CHAIR, EILEEN MORISSET SO SHE'LL COME UP IN JUST A COUPLE OF MINUTES.
AS YOU ALL KNOW, OH WAIT. THERE WE GO.
AS YOU ALL KNOW, OUR MISSION IS TO SURROUND STUDENTS WITH A COMMUNITY OF SUPPORT, EMPOWERING THEM TO STAY IN SCHOOL AND ACHIEVE IN LIFE.
WE'VE HAD A LOT OF GREAT CONVERSATIONS SO I WON'T GO INTO THE DEPTHS.
BUT YOU KNOW THAT WE WORK DIRECTLY IN HIGH NEED SCHOOLS TO IDENTIFY CHALLENGES AND BARRIERS THAT STUDENTS ARE FACING IN CLASS AND AT HOME AND COORDINATE WITH THE FOLKS INSIDE THOSE BUILDINGS, ALL THE STAFF, AS WELL AS OUTSIDE COMMUNITY PARTNERS TO IMPLEMENT PROGRAMS AND BRING RESOURCES INTO THE SCHOOLS.
WE ARE A NONPROFIT AND AS YOU KNOW, WHILE WE'RE PART OF THIS BIG NETWORK ACROSS THE COUNTRY, EVERYTHING WE'RE DOING IS FOCUSED HERE IN CHESTERFIELD COUNTY.
I WAS THINKING ABOUT WHAT I WANTED TO SHARE TODAY AND THAT'S VERY SMALL, SO I'LL MAKE SURE OR DO YOU GUYS HAVE A COPY IN FRONT OF YOU? OKAY. I WANTED TO SHARE THIS.
WE'VE TALKED A LOT ABOUT THE DIFFERENT TIERS OF SUPPORT WE PROVIDE AROUND THE FIVE BASICS.
I WANTED TO SHARE THIS SPECIFICALLY TODAY BECAUSE OF OUR OTHER FOLKS WHO ARE SPEAKING, HEARING ABOUT SCHOOL IMPROVEMENT PLANS, HEARING ABOUT STUDENT SUPPORT SERVICES.
I LIKE THIS MODEL OF CIS BECAUSE IT ALIGNS SO CLOSELY TO THOSE EXISTING RESOURCES, AND ARE MEANT TO WORK WITH THEM AND BE A VALUE ADD.
IF YOU LOOK THERE, EVERYTHING THAT WE'RE DOING IS IN COLLABORATION WITH SCHOOL ADMIN, THE SCHOOL SUPPORT TEAMS, AND OTHER SCHOOL STAFF BEGINNING WITH THAT ANNUAL NEEDS ASSESSMENT THAT WE DO.
IN MAY, WE CONDUCT THAT ASSESSMENT, GET A GOOD SENSE OF WHAT THE STRENGTHS ARE IN A SCHOOL AND WHERE THERE ARE OPPORTUNITIES.
OUR SITE COORDINATORS SPEND THOSE NEXT COUPLE OF MONTHS BUILDING A SITE PLAN FOR THE WHOLE NEXT YEAR.
THE IDEA IS THEY'RE DOING THAT IN PARTNERSHIP WITH THE PRINCIPAL TO MAKE SURE IT ALIGNS TO THE SHIP.
THEY'RE NOT OVER HERE CREATING SOMETHING THAT DOESN'T ALIGN TO THOSE BIGGER GOALS THAT THE SCHOOL HAS.
THEN THEY SPEND THE NEXT YEAR REALLY IMPLEMENTING THOSE STRATEGIES.
THAT'S EVERYTHING FROM BASIC NEEDS, SOCIAL EMOTIONAL LEARNING, THAT'S ENRICHMENT, IT'S ACADEMIC ASSISTANCE.
THIS WAS SPOKEN TO A LITTLE BIT.
WE HAVE INCREDIBLE COUNSELORS, WE HAVE INCREDIBLE SOCIAL WORKERS, PSYCHOLOGISTS BUT THOSE NUMBERS ARE TOUGH.
THE CAPACITY IS LIMITED AND THERE'S SO MANY NEEDS NOW, ESPECIALLY AS WE KNOW HOW POVERTY AND THE GROWTH OF THAT IS IMPACTING OUR STUDENTS AND THE NEEDS GOING ON AT OUR SCHOOLS.
THE PARTNERSHIP WITH CIS IS REALLY UNIQUE BECAUSE IT ALLOWS US TO HAVE THAT REALLY DEEP ADDITIONAL REACH TO STUDENTS AND FAMILIES AND OUR SITE COORDINATORS OFTEN DON'T HAVE A LOT OF THE OTHER DEMANDS MADE OF MORE TRADITIONAL SCHOOL STAFF.
WE ALSO ARE ALLOWED OR HAVE THE ABILITY TO BRING IN PARTNERS IN REALLY NEW AND CREATIVE WAYS AND EILEEN WILL TALK ABOUT THAT A LITTLE BIT TOO.
THEN THE REST OF THE MODEL GETS THROUGH HOW WE MONITOR AND ADJUST OUR SERVICES.
WE CAN VERY QUICKLY SEE WHAT IS WORKING AND NOT WORKING WITH OUR STUDENTS AND CHANGE COURSE IF WE NEED TO, AND THEN OF COURSE, EVALUATING AT THE END.
WHAT I LOVE ABOUT THIS MODEL TOO IS THAT WHILE IT IS THE MODEL FOR OUR FULL SCHOOL, IT IS ALSO THE MODEL WE USE ON EVERY INDIVIDUAL CASE MANAGED STUDENT WE'RE WORKING WITH GOES THROUGH THAT WHOLE PROCESS.
PART OF THAT IT NEEDS ASSESSMENT WITH THEM AND PLANNING IS THAT THOSE STUDENTS AND THEIR FAMILIES ARE PIRED OF IDENTIFYING WHAT GOALS THEY WANT TO WORK ON THAT YEAR WITH OUR SITE COORDINATOR.
WE'RE REALLY, REALLY PROUD OF THE RESULTS OF OUR WORK.
LAST YEAR, WE SAW SIGNIFICANT INCREASES IN OUR CASE MANAGED STUDENTS CONNECTED TO ATTENDANCE BEHAVIOR, SOCIAL EMOTIONAL LEARNING, AND ACADEMICS AND
[00:40:02]
94 CASE MANAGED STUDENTS WERE PROMOTED OR GRADUATED.BUT I THINK THE QUESTION ALWAYS ON OUR MINDS IS HOW DO WE PROVIDE THIS FOR MORE OF OUR STUDENTS.
YOU KNOW BETTER THAN ACTUALLY ANYONE PROBABLY ABOUT THE GROWING NEEDS IN OUR COMMUNITY AND ESPECIALLY ABOUT THE RISING POVERTY LEVELS ACROSS CHESTERFIELD.
AT OUR CIS SCHOOLS, MORE THAN 85% OF OUR STUDENTS ARE ECONOMICALLY DISADVANTAGED.
AT THE BOARD LEVEL OF COMMUNITIES AND SCHOOLS OF CHESTERFIELD, WE TALK A LOT ABOUT GROWTH AND ALSO CONTINUING TO MEET THE NEEDS OF EVEN MORE STUDENTS.
WE DO THIS WITH A REALLY STRONG FOCUS ON SUSTAINABILITY.
THE LAST THING WE WANT TO DO IS OUT OF SCHOOL AND THEN LEAVE A SCHOOL SO THAT'S REALLY STRONG FOR US.
IN 2017 AND 2018 BEFORE WE EVEN STARTED OUR EXPANSION STRATEGY, WE WERE IN SIX SCHOOLS SERVING ABOUT 4,500 STUDENTS.
I'M PROUD TO SAY NOW WE HAVE EXPANDED TO SERVE ALMOST 13,000 STUDENTS IN 13 SCHOOLS, WHICH I THINK IS AWESOME.
ALSO THIS YEAR WE'VE EVEN ADDED SECOND SITE COORDINATORS AT OUR THREE LARGEST SCHOOLS AND THAT'S TO FOLLOW BEST PRACTICES AROUND CAPACITY.
WE CAN'T STOP HERE WE'RE WORKING HARD TO LEVERAGE NEW FUNDING OPPORTUNITIES AND NEW PARTNERSHIPS TO CONTINUE THE EXPANSION IN THE COMING YEARS.
AS WE HEAR MORE AND MORE STORIES FROM ASHLEY, IT REALLY MAKES US WANT TO BE BETTER BOARD MEMBERS AND TO EVEN HELP MORE STUDENTS OUT THERE IN THE COMMUNITY.
AS YOU'VE HEARD ABOUT OUR 30TH YEAR, WHICH IS, I THINK, PHENOMENAL, THAT'S 30 YEARS OF WORKING RIGHT ALONGSIDE OF THE PUBLIC SCHOOLS IN CHESTERFIELD COUNTY.
I THINK THAT'S PRETTY AWESOME.
YOU HAVE BEEN INTEGRAL TO THE SUCCESS OF CIS.
IN ADDITION TO THE DAY TO DAY PARTNERSHIP, YOU HAVE BEEN A CRITICAL FINANCIAL PARTNER.
IN 2017 AND 2018, YOU REPRESENTED WELL OVER 70% OF OUR BUDGET AND WHEN WE CAME IN TO PRESENT, YOU CHALLENGED US TO GET IT TO MORE OF A 50, 50 SPLIT IN TERMS OF FUNDING.
I'M PROUD TO SAY THAT THIS YEAR, CHESTERFIELD COUNTY IS INVESTING THE MOST EVER IN CIS, BUT IT ONLY REPRESENTS 38% OF OUR BUDGET SO WE'VE TAKEN THE CHALLENGE IN MOVING FORWARD HERE.
YOUR BUY IN AND COMMITMENT ALLOWS US TO SHOW OUTSIDE FUNDERS THAT WE ARE WORKING TOGETHER AND THAT YOU TRULY RECOGNIZE THE VALUE ADD OF CIS SO WE LOOK FORWARD TO THIS CONTINUING.
SO, POWER OF CIS, FOR ALL, ASHLEY TALKED ABOUT THE OUTCOMES FOR OUR STUDENTS AND THE POWER OF THOSE RELATIONSHIPS, WHICH I LIKE THAT YOU BROUGHT THAT UP, CREATED BETWEEN OUR STAFF AND FAMILIES.
I WANT TO SHARE A LITTLE BIT MORE ABOUT THE IMPACT OF CIS THAT WE OFTEN DON'T TALK ABOUT.
LAST YEAR, CIS WAS ABLE TO BRING IN OVER A HALF A MILLION DOLLARS OF IN KIND DONATIONS.
THESE ARE LIKE SCHOOL SUPPLIES, EMERGENCY ASSISTANCE, FOOD AND HYGIENE ITEMS, STUDENT INCENTIVES AND ENRICHMENT ACTIVITIES.
WE HAD OVER 1,000 VOLUNTEER HOURS LOGGED AND WE CONNECTED MORE THAN 100 STUDENTS WITH MENTORS.
SO FAR THIS YEAR, WE'VE HAD OVER $860,000 INVESTED FROM INDIVIDUAL DONORS, LOCAL FOUNDATIONS AND CORPORATIONS, AND NATIONAL FUNDERS TO SUPPORT OUR CRITICAL INTERVENTIONS AND PROGRAMMING.
ON OUR BOARD ALONE, WE HAVE DIVERSE REPRESENTATION FROM MANY SECTORS, WITH COMPANIES AND ORGANIZATIONS LIKE DOMINION, GENWORTH, META, THE YMCA, SOCIAL SERVICES, ATLANTA CONSTRUCTORS, THE ATTORNEY GENERAL'S OFFICE, TOWN BANK, AND MORE.
OUR 26 BOARD MEMBERS ARE ACTIVELY ENGAGED, INVESTING IN AND BUILDING THE REACH OF OUR CIS ORGANIZATION.
WHEN WE INVITE THEM TO OUR SCHOOLS TO LEARN ABOUT THE CHALLENGES AND PROVIDE THEM OPPORTUNITIES TO GIVE BACK, THEY SHOW UP IN BIG WAYS.
THE IMPACT OF CIS IS EVEN MORE VISIBLE WHEN WE LEVERAGE THIS ONE TIME FUNDING OPPORTUNITIES TO TACKLE UNIQUE PROJECTS.
SOME OF THESE PROJECTS HAVE BEEN LARGE SCALE, SUCH AS BUILDING AN OUTDOOR CLASSROOM AT SALEM MIDDLE, MINDFULNESS SPACES IN EVERY CIS SITE, AND AN OUTDOOR STEM LAB IN BELLWOOD.
OTHERS HAVE BEEN SMALLER, BUT ALLOW CIS TO PILOT NEW WAYS TO SUPPORT OUR SCHOOLS, STUDENTS AND STAFF.
EXAMPLES INCLUDE CALM DOWN KITS FOR OUR ELEMENTARY SCHOOLS AND A STUDENT PARENT BOOK CLUB AT ONE OF OUR MIDDLE SCHOOLS.
STILL, OTHERS HELP US CONNECT COMMUNITY PARTNER SKILLS TO OUR MISSIONS SUCH AS A CONSTRUCTION COMPANY BUILDING THE SET FOR ONE OF OUR SCHOOLS, MUSICALS, AND ONE OF OUR COUNTY PARTNERS, PLANNING A JOB SHADOW DAY WITH OUR WORKFORCE BRIDGE STUDENTS.
THESE ARE JUST SOME OF OUR CIS FOR ALL HIGHLIGHTS.
EILEEN SHARED SOME OF THOSE BIG STORIES, BUT TO YOUR POINT, IT'S ABOUT RELATIONSHIPS.
I WANTED TO SHARE A LITTLE BIT OF A SMALLER ONE.
IT'S ABOUT A STUDENT OF OURS, WE'LL CALL HIM ANTHONY.
ANTHONY CAME ON OUR RADAR IN SIXTH GRADE BECAUSE HE WAS FAILING NEARLY ALL OF HIS CLASSES AND HE WAS STARTING TO GET INTO TROUBLE.
OUR SITE COORDINATOR STARTED WORKING WITH HIM, BUILDING THAT RELATIONSHIP, GETTING TO KNOW WHY HE WASN'T COMING.
WHAT WERE THE CHALLENGES THAT HE WAS FACING? WELL, WE QUICKLY REALIZED SOME OF THAT WAS RELATED TO SOME BASIC NEEDS SUPPORT THAT WERE LACKING.
SO WE WERE ABLE TO GET HIM SOME HELP WITH WEEKEND SCHOOL BAGS,
[00:45:04]
SOME ADDITIONAL SCHOOL SUPPLIES, SOME LITTLE ONGOING THINGS LIKE THAT.ONE AREA WHERE ANTHONY WAS REALLY STRUGGLING, AND THIS WAS IN HIS WORDS, WAS AROUND ANGER MANAGEMENT.
OUR SITE COORDINATOR GOT HIM CONNECTED WITH ONE OF HIS PARTNER SMALL GROUPS, BOYS TO MEN, AND THEY'RE A SOCIAL EMOTIONAL MENTORING GROUP, AND HE REALLY, REALLY SHINED THERE.
BEING IN A SAFE SPACE WHERE HE REALLY GOT TO LEARN HOW TO PROCESS HIS FEELINGS, WORK THROUGH HIS ANGER, THAT WAS REALLY POWERFUL FOR HIM.
THROUGH ONGOING ONE-ON-ONE CHECK-INS, OUR SITE COORDINATOR ALSO LEARNED THAT ANTHONY WAS REALLY PASSIONATE ABOUT SOCCER.
BUT HIS GRADES WEREN'T THERE AND HE WASN'T REALLY GETTING SUPPORT FROM HIS PARENTS UNTIL HE FIXED THAT, SO HE WASN'T PLAYING.
THAT BECAME A TOOL FOR MOTIVATION OF HOW TO GET HIM THERE AND GET HIM WORKING HARD.
FAST FORWARD, THREE YEARS OF WORKING WITH ANTHONY, HE'S NOW AN EIGHTH GRADER.
HE'S TAKEN ON A LEADERSHIP ROLE IN THE MENTORING PROGRAM THAT HE'S STILL A PART OF.
NOT ONLY DID HE GET HIS GRADES UP ENOUGH TO JOIN THE SOCCER TEAM, HE IS NOW THE CAPTAIN.
HE'S LOOKED AT AS A LEADER IN THE SCHOOL AND THE TEACHERS ACTUALLY OFTEN COME TO HIM TO SPEAK TO OTHER STUDENTS AROUND MOTIVATION.
HE WENT FROM SOMEONE WHO HATED COMING TO SCHOOL TO SOMEONE WHO HATES MISSING IT.
I'M REALLY PROUD OF THOSE NUMBERS THAT WE SHARED EARLIER, BUT I'M MUCH MORE EXCITED WHEN I HEAR A STORY LIKE ANTHONY'S BECAUSE I KNOW WE HAVE THOUSANDS MORE LIKE THAT.
I JUST WANT TO THANK ALL OF YOU FOR WALKING ALONGSIDE US FOR THE LAST 30 YEARS AND HOPEFULLY MANY, MANY MORE.
THANKS FOR THE OPPORTUNITY TO BE HERE.
BOARD MEMBERS TODAY, ANY QUESTIONS, COMMENTS? MS. CHATTERS?
>> I HAVE THE SAME QUESTION I ASKED IN DR. SIMPSON'S, DR. ORTIZ.
DO YOU KNOW WHAT THE 13 SCHOOLS ARE THAT YOU'RE CURRENTLY AT? YOU SAID BELLWOOD, BIRD, MEADOWBROOK, AND FALLING CREEK WERE LISTED.
>> I'M NOT GOING TO RIDE THE MALL TOO.
FOR OUR 13 SCHOOLS, IT'S BELLWOOD, BENSLEY, ETRICK, FALLING CREEK, HENNING.
THIS IS LIKE BEING ON THE SPOT FOR A QUIZ.
FALLING CREEK MIDDLE, SALEM CHURCH, MANCHESTER MIDDLE, BIRD, MEADOWBROOK, CARVER, CHOCOLEY.
I MISS CHOCOLEY. DID I MISS ANYBODY ELSE? I SAID ETRICK.
I THINK I GOT ALL 13, AND OUR HOPES ARE TO EXPAND TO TWO MORE THIS NEXT YEAR.
>> THEN THAT WAS THE NEXT QUESTION.
GLAD YOU MENTIONED THE NEXT TWO, THE NEEDS ASSESSMENT THAT YOU'RE DOING.
YOU'RE USING SOME METRIC TO DETERMINE HOW THE NEXT PLACEMENT OR THE NEXT SCHOOL THAT GETS CIS.
CAN YOU DISCUSS HOW THAT WORKS?
>> GREAT QUESTION. WE'VE GOT A BIG SPREADSHEET THAT WE KEEP THROUGHOUT THE YEAR, AND IT'S BROKEN INTO THREE CATEGORIES.
THE FIRST IS AROUND DEMOGRAPHIC DATA.
WE'RE LOOKING AT POVERTY STATISTICS, UNEMPLOYMENT, SOME OF THOSE FACTORS THAT WE KNOW ARE DEEPLY INFLUENCING A LOT OF OTHER AREAS FOR KIDS.
THE SECOND AREA IS SPECIFICALLY IN THOSE OUTCOME MEASURES WE TALKED ABOUT, SO ATTENDANCE BEHAVIOR, ACADEMICS, SOCIAL, EMOTIONAL LEARNING.
WE WANT TO MAKE SURE THAT A SCHOOL HAS A NEED IN THOSE AREAS.
IT'S NOT JUST ECONOMIC DRIVEN, IT'S ALSO DRIVEN BY THE FACT THAT WE WANT THE SERVICES THAT WE'RE IMPLEMENTING TO SHOW IMPROVEMENTS.
THEN THE THIRD THING THAT WE'VE REALLY BEEN FOCUSED ON THROUGHOUT THIS EXPANSION PLAN IS ON FEEDER PATTERNS AND MAKING SURE THAT WE'RE WALKING ALONGSIDE THOSE FAMILIES FROM K, OR EVEN PRE-K IN SOME CASES THROUGH 12TH GRADE.
WE HAVE FOUND THAT THAT IS REALLY POWERFUL, NOT ONLY THAT THE STUDENTS UNDERSTAND THAT THAT RESOURCE IS THERE IN THE LONG TERM, BUT ALSO FOR OUR SITE COORDINATORS TO BE ABLE TO MAKE THOSE REALLY WARM HANDOFFS WHEN A KID GOES FROM AN ELEMENTARY TO A MIDDLE, A MENTOR CAN FOLLOW THEM, OR THEY MIGHT KNOW THAT THEY NEED A PARTICULAR INTERVENTION.
THOSE THINGS ARE ALL CAPTURED IN OUR DATABASE, WHICH IS REALLY, REALLY POWERFUL.
OF COURSE, HAVING THE BUY-IN OF THAT PRINCIPAL AND THAT COMMUNITY OF THAT SCHOOL IS REALLY CRITICAL.
>> I ABSOLUTELY LOVE COMMUNITY AND SCHOOLS, AND I WANTED TO TOUCH BASE ON THE BOARD RETREAT FOR BEING A PART OF THAT.
THAT'S ONE OF THE PICTURE THAT YOU HAD AND THE POWER OF CIS FOR ALL.
I KNOW I WAS ONLY THERE FOR A SHORT PERIOD OF TIME, BUT TO SEE THE BOARD MEMBERS AND ONE, THE DIVERSITY OF THE BOARD MEMBERS AND THEIR INVOLVEMENT AND THEIR COLLABORATION WITH THE CIS COORDINATORS, IT REALLY IS A DYNAMIC GROUP.
REALLY CIS IS IN REALLY GOOD HANDS.
I JUST WANTED TO SHARE JUST MY EXPERIENCE AND NEW TO BEING THE REPRESENTATIVE THIS YEAR, BUT IT'S REALLY GOING GREAT PLACES. THANK YOU.
>> THANK YOU. I APPRECIATE THAT.
I FIND THAT FOR COMMUNITY MEMBERS WHO DON'T HAVE A STUDENT ACTIVELY AT A SCHOOL, SCHOOLS CAN SOMETIMES FEEL LIKE A HARD PLACE TO FIGURE OUT HOW TO GET IN AND SUPPORT.
I THINK SO MANY OF OUR BOARD MEMBERS ARE LIKE I HAD KIDS BACK IN THE DAY, SO I USED TO BE ON PTA OR I USED TO DO X, Y, AND Z, BUT NOW I STILL WANT TO GIVE BACK, I STILL WANT TO BE PART OF THAT COMMUNITY,
[00:50:02]
BUT I'VE BEEN LOOKING FOR A WAY, SO THAT'S BEEN A NICE WAY TO ENGAGE.>> THEY'RE SHARING THAT BACK TO THEIR COMPANIES OR THE NEIGHBORHOODS OR THEIR FRIENDS TO HELP SUPPORT FROM THAT AVENUE AS WELL.
>> EXACTLY. THANK YOU GUYS SO MUCH.
>> I FORGOT TO TELL YOU BEFORE I WAS AT A RESTAURANT.
MY HUSBAND AND I HAPPENED TO TALK TO THE GUY NEXT TO US AND HE HAD JUST GONE AROUND IN THE BUS OR WHATEVER TO THE SCHOOL.
HE HAD NO KIDS AND WAS THRILLED TO BE APART.
HE WAS SEEING NEED AND HE HAD NO IDEA OF THE LEVEL OF NEED AND HE HAD A DOLLAR OR TWO TO HIS NAME. SEND HIM OUR WAY.
BUT IT WAS PHENOMENAL AND I HAD JUST MET YOU, SO I WAS LIKE, OH MY GOSH.
I LOVE YOUR SPIRIT, I LOVE EVERYTHING THAT YOU GUYS ARE DOING, AND THIS PAGE IS MY FAVORITE.
>> THANK YOU. I'LL JUST SAY THAT WAS A HARD ASSIGNMENT TO GIVE UP MISS KOKER.
>> BEING ABLE TO WITNESS FIRSTHAND THE WORK THAT CIS DOES AND THE CHANGES AND THE DIFFERENCE THAT THE PROGRAMS MAKE IN THE SCHOOL COMMUNITY IS JUST ABSOLUTELY REVOLUTIONARY.
I HOPE THAT MY SCHOOL BOARD MEMBER COLLEAGUES WILL JOIN ME IN SUPPORTING THE UNFUNDED PRIORITY OF CIS IN OUR BUDGET AND DEFINITELY PUTTING THIS PROGRAM IN ITS PROVEN VALUE, ITS TRACK RECORD, AND THE OUTSTANDING RESULTS THAT YOU AND YOUR TEAM HAVE FOR OUR STUDENTS.
IT'S GREAT TO SEE YOU EILEEN. I MISS YOU.
>> NEXT WE HAVE AN UPDATE ON THE VIRGINIA ALL IN PLAN FROM DR. POPE.
[E. VA All In Update]
>> GOOD AFTERNOON, BOARD CHAIR, VICE CHAIR, MEMBERS, AND DR. DARTY.
I AM VERY PLEASED THAT YOU ARE INTERESTED IN AN ALL IN UPDATE AS WE'RE IN THE MIDST OF YEAR 1 AND AS WE CONSIDER WHERE WE'RE GOING IN YEAR 2.
I WILL START WITH THE CAVEAT THAT MY TEAM IS MOST DIRECTLY INVOLVED WITH THE TUTORING PORTION OF THIS, BUT I HAVE FRIENDS IN THE AUDIENCE THAT I CAN PHONE IF I NEED TO IN SOME OF THE OTHER AREAS, DEPENDING ON THE DETAIL OF YOUR QUESTION.
I THOUGHT IT MIGHT BE IMPORTANT TO BEGIN.
OBVIOUSLY, HERE ARE THE TOPICS THAT WE WILL COVER AND AS WE GET STARTED TO REALLY GO BACK A LITTLE BIT IN TIME AND GIVE A LITTLE RECAP OF WHERE WE WERE BACK IN NOVEMBER OF 2023 WHEN WE FOUND OUT THAT WE, AS ALL SCHOOL DIVISIONS ACROSS THE COMMONWEALTH, WERE GOING TO BE RECIPIENTS OF ALL IN FUNDING.
AS YOU CAN SEE, LIKE THE OTHER SCHOOL DIVISIONS, WE WERE WORKING VERY FAST IN SEPTEMBER, OCTOBER, AND NOVEMBER TO REALLY FIGURE OUT THE BEST WAY TO UTILIZE THESE UNEXPECTED FUNDS.
WHAT WE DECIDED TO DO WITH THESE FUNDS WOULD WORK IN CONJUNCTION WITH THE OTHER THINGS WE ALREADY HAD PLANNED.
OBVIOUSLY, AS WAS CONTINGENT WITH THE FUND RECEIPT, WE HAD TO USE THE FUNDS IN THE AREA OF ATTENDANCE SUPPORT, LITERACY SUPPORT, AND LEARNING SUPPORT.
WITH THAT FAST FALL 2023 IMPLEMENTATION, OUR SCHOOL YEAR HAD ALREADY BEGUN.
CCPS STAFF JOINED QUICKLY TO EVALUATE WHERE WE WERE.
WHAT WE FIRST REALIZED AND RECOGNIZED WAS THAT OUR SUPERINTENDENT HAD ALREADY VERY WISELY AUTHORIZED ARPA ESSER AND A PORTION OF ARPA BEFORE AND AFTER SCHOOL, PANDEMIC FUNDING TO BE YEAR-MARKED FOR FACE TO FACE TUTORING SUPPORT FOR ALL OF OUR SCHOOLS.
I CAN STAND HERE TODAY AND TELL YOU THAT AS OF RIGHT NOW, THOSE FACE TO FACE TUTORING DOLLARS ARE STILL NOT DEPLETED, AND WE HAVE THROUGH FALL OF THIS COMING YEAR TO DEPLETE THOSE FUNDS.
WE ACTUALLY ASKED ALL OF OUR SCHOOLS IN FEBRUARY, HEY, WHO WANTS MORE MONEY? WE'RE GIVING IT OUT IN $10,000 CHUNKS HERE.
OBVIOUSLY, THE DIFFICULTY THERE IS OUR PRINCIPALS EACH HAVE TO FIND THOSE TEACHERS WHO ARE WILLING TO STAY BEFORE OR AFTER SCHOOL, OR TUTORS WHO CAN COME IN DURING THE DAY, WHICH PULL STUDENTS FROM INSTRUCTION OR OTHER ACTIVITIES.
BUT IF THEY FELT LIKE THEY COULD UTILIZE MORE DOLLARS, WE HAD THE DOLLARS AND THEY WILL CONTINUE TO SPEND THOSE DOLLARS THROUGH THE END OF THIS SCHOOL YEAR.
NOTING ALL OF THAT, I'LL ALSO ADD THAT SOME SCHOOLS HAVE ADDITIONAL FACE TO FACE TUTORING DOLLARS THROUGH 21ST CENTURY GRANT FUNDING AND TITLE 1 FUNDING.
[00:55:01]
THERE WE WERE WITH MORE MONEY AND ALREADY A STRUGGLE TO FIND THOSE FACE TO FACE TUTORS.WHAT WE DECIDED THE BEST USE WOULD BE FOR THIS FIRST YEAR, WHEN WE WERE ALREADY MIDWAY INTO THE ACADEMIC YEAR, WAS TO DESIGN A COMPLIMENTARY TUTORING SUPPORT THAT INCLUDED COACHES TO ENCOURAGE STUDENTS TO CONTINUE USING DIGITAL LEARNING PRODUCTS OUTSIDE OF THE SCHOOL DAY HOURS.
IN CCPS WE USE ALEX AND POWER UP AT THE SECONDARY LEVEL, AND WE USE DREAMBOX AND LEXIA CORE5 AT THE ELEMENTARY LEVEL.
OUR ALL IN COACHES ALSO CAN ASSIST IN SETTING STRIDE TUTORING SESSIONS UP FOR OUR STUDENTS.
AS A REMINDER, STRIDE IS A VENDOR PARTNER WHO PROVIDES LICENSED TEACHERS WHO CAN GIVE SPECIFIC SYNCHRONIZED TUTORING TO STUDENTS IN GROUPS OF 1-5 THAT CAN OCCUR DURING THE SCHOOL DAY, THAT CAN OCCUR AFTER SCHOOL, THAT CAN OCCUR ON THE WEEKENDS.
AS YOU CAN SEE ON THIS SLIDE, YOU CAN SEE A COMPARISON OF THE TWO MODELS, THE FACE TO FACE SUPPORT THAT WE CAN PROVIDE, AS WELL AS THE DIGITAL TUTORING MODEL THAT COMES WITH THE COACHES.
WHAT WE'RE TRYING TO POINT OUT HERE ON THIS SLIDE IS THAT THERE IS A PRINCIPAL RESPONSIBILITY IN THIS.
PRINCIPALS ARE HIRING, THEY'RE FINDING THE RIGHT PEOPLE THAT CAN FORM THOSE RELATIONSHIPS AND AT THE SCHOOL LEVEL, THEY'RE MONITORING THE FACE TO FACE SUPPORT.
AT THE DIGITAL TUTORING ALL IN LEVEL, WE REALLY DO A LOT OF THAT MONITORING CENTRALLY TO TAKE THAT OFF THE SCHOOLS.
WHERE ARE WE AT AT THIS POINT, BECAUSE THIS IS TO BE AN UPDATE? OUR FACE TO FACE TUTORING MODEL SPENT YEAR TO DATE.
YOU CAN SEE THE DOLLARS THAT WE'VE ALREADY INVESTED.
AS I SAID, THIS WILL CONTINUE THROUGH THE END OF THE YEAR.
WE ANTICIPATE WE'LL GET TO AT LEAST 600,000.
IT'S JUST GETTING THE TUTORS AND THE STUDENTS MATCHED UP.
FOR THE ALL IN PORTION OF OUR TUTORING MODEL WHERE WE HAVE THAT COACHING SUPPORT, YOU CAN SEE WHAT WE HAVE SPENT YEAR TO DATE AT THIS POINT.
WE HAD ORIGINALLY SET IT UP FOR 18 WEEKS.
BUT BECAUSE OF THOSE RELATIONSHIPS THAT HAVE FORMED, I CAN PROMISE YOU THAT COACHES WHO HAVE CONNECTED WITH STUDENTS, TOUCH BASE WITH THEM, ENCOURAGE THEM TO USE THEIR DIGITAL TOOLS, HELP THEM GET INTO STRIDE SESSIONS, IF THOSE STUDENTS NEED THAT HELP AFTER THESE FINAL THREE WEEKS, I CAN'T IMAGINE A COACH SAYING, WELL, IT'S MAY NOW, SO I'M NOT GOING TO REALLY BE ABLE TO HELP YOU WITH THAT.
WE ANTICIPATE AS STUDENTS STILL HAVE NEED, AS WE'RE FINISHING UP SOME OF THAT STANDARDIZED TEST PREPARATION, THAT WE'RE GOING TO BE GETTING THOSE KIDS IN THOSE STRIDE SESSIONS AND GETTING THEM INTO THAT FACE TO FACE TUTORING AS MUCH AS IS NEEDED.
JUST A COUPLE REMINDERS BECAUSE THIS IS AN UPDATE.
YOU CAN SEE HERE THE NUMBERS OF OUR ALL IN STUDENTS AND STAFF PARTICIPATING.
AGAIN, THIS IS A SUPPORT THAT VDOE DESIGNATED FOR THIRD THROUGH EIGHTH GRADE ONLY.
THE STUDENT IDENTIFICATION PARAMETERS WERE SET BY THE VDOE USING THE SOL AND THE FALL VIRGINIA GROWTH ASSESSMENT, AGAIN IN SUBJECTS THREE THROUGH EIGHT, AND IN THE SUBJECTS OF MATH AND READING.
AS AN UPDATE FOR OUR STUDENTS WHO ARE IDENTIFIED AS ELIGIBLE AND PARTICIPATING AS ALL IN STUDENTS.
YOU CAN SEE SINCE DECEMBER 6TH, WHEN WE BEGAN FOR ELEMENTARY, THE NUMBER OF STUDENTS WHO ARE UNIQUE, WHO USE THE STRIDE PROGRAM AND HOW MANY OF THEM HAVE RETURNED FOR ADDITIONAL SESSIONS.
YOU CAN ALSO SEE HERE THAT BREAKDOWN OF SESSIONS PER MATH VERSUS ENGLISH.
AGAIN, THOSE SESSIONS OFTEN HAPPEN DURING THE DAY.
THEY CAN HAPPEN IN THE EVENING, AND THEY CAN HAPPEN ON THE WEEKEND, WHENEVER WE NEED TO SCHEDULE IT FOR THE CONVENIENCE OF THE STUDENT, THE FAMILY TO MEET THOSE NEEDS.
IN MIDDLE SCHOOL, REMEMBER STRIDE WAS A VENDOR WE HAD ALREADY ESTABLISHED AND WE HAD BEEN UPDATING THE BOARD ON AT THE MIDDLE AND HIGH SCHOOL LEVELS PREVIOUSLY.
WE DIDN'T TURN STRIDE OFF LAST SUMMER.
THOSE MIDDLE SCHOOL STUDENTS WHO ARE IDENTIFIED IN OUR ALL IN PROGRAM USING THOSE VDOE SPECIFICATIONS, THEY'VE ACTUALLY HAD ACCESS SINCE JULY 1ST.
WE WENT BACK AND SAID FOR THOSE STUDENTS, HOW MANY HAVE BEEN SERVED? HOW MANY HAVE HAD RETURN SESSIONS? WHAT WERE THOSE BREAKDOWNS IN MATH AND ENGLISH, JUST TO SHARE THAT WITH YOU?
>> ANOTHER COMPONENT OF OUR ALL-IN FUNDING REQUIRES US TO SPEND FUNDS TO SUPPORT THE VIRGINIA LITERACY ACT.
OUR FRIENDS IN FINANCE HELPED ME CRUNCH SOME NUMBERS HERE,
[01:00:02]
AND YOU CAN SEE THAT THE DOLLARS ALLOCATED FROM OUR ALL-IN FUNDS HAVE GONE TOWARDS READING SPECIALIST FTES.ALSO, WE'VE HAD SUCH A HIGH INTEREST IN THE READING SPECIALIST ENDORSEMENT THAT NOT ONLY DO WE HAVE ONE COHORT GOING, BUT WE'RE GOING TO LAUNCH A SECOND COHORT THIS SUMMER.
WHILE IT WAS OUR INTENTION IN YEAR 1 TO BUY INTERVENTION MATERIALS, THAT LIST OF APPROVED MATERIALS WILL NOT BE FINALIZED BY VDOE UNTIL MAY.
YOU DON'T WANT TO BUY SOMETHING UNTIL YOU KNOW IT'S APPROVED, BUT WE'RE ON THE CUSP OF BEING ABLE TO LOOK AT THAT LIST, AND MAKE SOME GOOD DECISIONS, AND SPEND THOSE DOLLARS.
THEN THE THIRD AREA REQUIRED IN ALL-IN FUNDING IS WITH STUDENT ATTENDANCE SUPPORT.
AGAIN, MY FRIENDS IN FINANCE SHOWS HERE THAT WE'VE HIRED TWO OF THE FOUR ATTENDANCE INTERVENTION SPECIALISTS.
REMEMBER THAT DOLLAR AMOUNT LOOKS LOW BECAUSE THIS WAS A MID-YEAR PROCESS.
WE HAVEN'T HAD MANY MONTHS OF SALARY THERE YET.
NOW TO SHIFT, THAT'S WHERE WE'VE BEEN.
WHERE ARE WE GOING AS WE LOOK AT YEAR 2? BECAUSE THIS IS A THREE-YEAR FUNDING STREAM.
WE ACKNOWLEDGE WE ARE STILL IN THE MIDST OF YEAR 1.
I GAVE YOU THE HISTORY OF HOW IT ALL CAME TOGETHER AND WHAT WE ALREADY HAD IN PLACE.
WE ALSO ACKNOWLEDGE THAT WE ARE RELIEVED TO HAVE A LONGER ON-RAMP THIS TIME FOR YEAR 2.
WE KNOW THAT OUR PRINCIPALS HAVE AMAZING FEEDBACK THAT THEY CAN GIVE US.
AS I ALREADY MENTIONED, THAT POT OF MONEY THAT WE HAD PREVIOUSLY EARMARKED FOR FACE-TO-FACE TUTORING EXPIRES END OF SEPTEMBER.
WE STILL WANT TO PROVIDE A RICH MULTIPRONGED TUTORING MODEL, BUT WE NEED TO HEAR FROM OUR PRINCIPALS.
THE DOLLARS THAT WOULD BE ALLOCATED PER SCHOOL, HOW DO YOU WANT THAT? DO YOU WANT THAT IN FACE-TO-FACE DOLLARS? DO YOU WANT THAT WITH SOME COACHING SUPPORT? DO YOU WANT THAT WITH SOME STRIDE SUPPORT? REALLY, IT'S IMPORTANT THAT WE GET THROUGH THIS TESTING SEASON.
WE SEE HOW OUR STUDENTS HAVE FARED BECAUSE THEY HAVE HAD QUITE A BIT OF EXTRA SUPPORT.
THEN WE ASK, WHERE DO YOU WANT TO GO AS SCHOOL PRINCIPALS IN ELEMENTARY AND MIDDLE SCHOOL THIS COMING YEAR WITH THE ALL-IN LEARNING SUPPORT DOLLARS? THAT IS GOING TO HAPPEN JUNE 3RD AND 4TH, WE'RE GOING TO BE PUTTING HOLDS ON OUR PRINCIPALS' CALENDARS SO THAT THEY CAN POP IN HOPEFULLY AT A TIME THAT'S CONVENIENT TO GIVE US THAT FEEDBACK AND SOME ROUND TABLE DISCUSSIONS.
WE ALREADY KNOW WE HAVE SOME GOOD THOUGHTS THAT HAVE BEEN GIVEN TO US.
AS YOU CAN SEE IN THE FAR LEFT COLUMN, THESE ARE JUST SOME OF THE IDEAS THAT HAVE COME FORWARD.
I KNOW WE'LL GET MORE ON JUNE 3RD AND 4TH.
WE'LL HAVE FINANCE INVOLVED AND WE'LL DECIDE WHAT WE NEED TO DO TO MAKE THOSE REFINEMENTS FOR YEAR 2.
THE OTHER AREA WHERE WE DO ANTICIPATE SOME REFINEMENTS OR SOME ADJUSTMENTS ARE WITH THE VIRGINIA LITERACY ACT.
BECAUSE THE READING SPECIALISTS ARE PART OF THE SOQ, WE DON'T WANT THOSE TIED TO THIS PARTICULAR FUNDING STREAM.
WE ACTUALLY WANT TO USE THIS FUNDING STREAM FOR ADDITIONAL MATERIALS; PRINT MATERIALS, WANTED TO EMPHASIZE THAT, AS WELL AS THOSE INTERVENTIONS THAT WE DON'T KNOW WHAT THEY ARE YET.
BECAUSE WE REALLY HAVE TO WAIT TILL THAT LIST IS APPROVED AND DIG IN.
THOSE READING SPECIALISTS WILL BE COVERED, BUT NOT THROUGH ALL-IN FUNDS.
WE'LL DEVOTE THOSE LITERACY ACT DOLLARS PURELY TO THE RESOURCES TO HELP SUPPORT THE INSTRUCTION IN THE CLASSROOM.
THEN THAT THIRD COLUMN ON THE FAR RIGHT, STUDENT ATTENDANCE RECOVERY.
IN OUR INITIAL PLAN, WE TALKED ABOUT HIRING NINE SUPPORT POSITIONS, AND YOU CAN SEE THAT WE'RE STILL RIGHT AT THAT NUMBER OF NINE, SO NO CHANGE IS ANTICIPATED WITH OUR INITIAL PLAN FOR THAT MONEY AS WE HEAD INTO YEAR 2 AND 3.
THAT'S, I THINK EVERYTHING I WANTED TO SAY.
BUT I AM HERE AND EAGER FOR YOUR QUESTIONS.
I HAVE MY PHONE, A FRIEND READY FOR MY AUDIENCE BUDDIES IF NEEDED.
>> THANK YOU, DOCTOR. BOARD MEMBERS, ANY DISCUSSION? MS. CHATTERS.
ONE WAS THE TUTORING MONEY, CAN THAT BE USED FOR SAT AND PSAT FOR TUTORING?
THAT WOULD BE ONE PARAMETER THAT WOULD PROBABLY LIMIT WHAT YOU COULD BE ENVISIONING WITH THAT QUESTION.
>> THEN THE SECOND ONE WOULD BE, WE MIGHT HAVE MORE PEOPLE PARTICIPATE IN AFTER-SCHOOL TUTORING IF THERE WAS A WAY TO GET THEM HOME.
DOES THE TUTORING MONEY ALLOW FOR TRANSPORTATION TO THE TUTOR OR FROM THE TUTOR BACK HOME?
>> THAT HAS BEEN ASKED BY OTHER SCHOOL DIVISIONS AS WELL AS BY OUR DIVISION.
THERE IS A NOD THAT LIMITED USE OF FUNDS COULD BE CONSIDERED.
OF COURSE, EVERY SCHOOL DIVISION LOOKS AT ITS CAPACITY TO MANAGE THOSE EXTRA BUS RUNS AS WELL.
BUT I HEAR WHAT YOU'RE SAYING, AND I SUSPECT WE'LL HEAR THE SAME FROM PRINCIPALS.
WE KNOW THAT WHEN WE GET INTO AFTER-SCHOOL, WE NOT ONLY GET INTO TRANSPORTATION, WE GET INTO MEAL OR SNACK PROVISION, ETC.
[01:05:02]
ANY OF THOSE THINGS THAT WE CAN ADD ALWAYS BOOSTS HIGHER ATTENDANCE BUT I SUSPECT THAT WHAT YOU JUST MENTIONED THERE WILL COME UP WITH OUR PRINCIPALS AS A QUESTION AS WELL.>> ANY OTHER DISCUSSION? MR. PARANTO.
>> THANK YOU. DR. POPE, COULD YOU GO BACK TO SLIDE 9, PLEASE?
>> WELL, LET'S SEE IF I CAN DO THAT.
>> [LAUGHTER] ALL RIGHT. IT WAS RIGHT THERE.
>> YES, THE ELEMENTARY, ALL IN STRIDE.
>> STARTING OFF WHEN THE INITIATIVE CAME OUT WAS 851.
>> NO, WE HAVE FAR MORE STUDENTS IDENTIFIED. [OVERLAPPING]
>> THE 851 OF THOSE WHO HAVE BEEN IDENTIFIED UNDER THAT LARGE, ALL-IN NUMBER AT OUR ELEMENTARY GRADES 3, 4, AND 5 HAVE BEEN SIGNED UP AND HAVE TAKEN ADVANTAGE OF STRIDE TUTORING SESSIONS.
OF THOSE, 851, 710 HAVE GONE BACK AND IF YOU DO THE MATH AND YOU AVERAGED IT ALL OUT EVENLY, YOU'RE GOING TO SEE THAT THAT WOULD BE WHAT? SEVEN TO EIGHT SESSIONS FOR THOSE RETURNING.
ONE COULD HAVE GONE 15 TIMES AND ANOTHER ONLY TWICE BUT YOU GET THE SENSE AND WE'VE SAID IT BEFORE WHEN WE'VE GIVEN UPDATES ON STRIDE USAGE.
OUR TRENDLINE ON THAT IS GOING UP VERY SHARPLY AS MORE AND MORE FAMILIES WRITE IN ABOUT HOW MUCH THEY APPRECIATE IT, HOW AMAZING IT IS THAT ONCE YOU GET STUDENTS IN THERE AND GET THEM COMFORTABLE WITH THE USE, WE GET INCREDIBLY HIGH STAR RATINGS.
THERE'S A FIVE-STAR RATING AS THE STUDENT LEAVES THE SESSION AND FOUR-AND-A-HALF AND 4.9 STARS, AND A RETURN ON A STUDENT COMING BACK FOR MORE.
I THINK THAT SAYS IT'S HIGHLY FAVORED.
IT'S A PRODUCT THAT WE FIND VALUE IN.
>> YES. IT'LL BE INTERESTING TO SEE THE PERCENTAGE NEXT YEAR.
>> TO GAUGE THE SUCCESS OF IT.
TO SAY, HEY, WE'RE ONTO SOMETHING HERE, OR CAN WE HIT THE ABORT BUTTON, WHICH I DON'T THINK THAT'S WHAT IT'S GOING TO BE, BUT IT'LL BE INTERESTING TO SEE THAT, SO I APPRECIATE YOU AND YOUR TEAM TRACKING THAT INFORMATION.
>> IT'S SUCH A SMALL GROUP OF NUMBERS BECAUSE THESE ARE ALL UNIDENTIFIED STUDENTS.
WHEN YOU LOOK AT USE AT THE SECONDARY LEVEL; MIDDLE, AND HIGH SCHOOL, WHICH INCLUDES ALL-IN AND ANY OTHER STUDENT, USAGE THERE IS EXPLODING.
>> IT'S GOOD TO KNOW. THANK YOU.
>> REALLY QUICKLY. I JUST WANT TO MAKE SURE THAT YOU SAID IT, BUT SOMETIMES IT'S HARD FOR US TO, OR MAYBE JUST I'M PROJECTING, IT'S HARD FOR ME TO REMEMBER.
>> THAT IS, YOU'RE MY TEACHER, I'M HERE WITH FIVE OF MY FRIENDS AND WE'RE TALKING ABOUT X.
>> IT COULD BE WITH FOUR OTHER FRIENDS.
WE FIND THAT THOSE RATIOS ARE A LITTLE HIGHER, LIKE 1:3 OR 1:5, IF THE TEACHER HAS SCHEDULED THE SESSION DURING THE MATH CLASS.
I'D LIKE THESE FIVE TO SIT OVER HERE AND WORK ON A PARTICULAR TOPIC WITH A STRIDE TUTOR.
THEY OPEN THE SCREEN AND THERE'S THE TUTOR READY TO GO. [OVERLAPPING]
>> YOU CAN FEED THEM IN ADVANCE.
THIS IS THE SET OF PROBLEMS I NEED YOU TO WORK THROUGH WITH THE STUDENTS.
OR THIS IS THE TOPIC OF OUR TESTS COMING UP WHERE WE'VE DONE SOME FORMATIVE ASSESSMENTS AND WE SEE THAT THIS GROUP OF STUDENTS NEEDS A LITTLE MORE HELP.
IN THOSE CASES, IT COULD BE 1-5.
BUT IN MOST OF THE INSTANCES WITH OUR ALL-IN STRIDE STUDENTS, IT'S HEY, WOULD YOUR MOM BE WILLING FOR YOU AT SEVEN O'CLOCK ON TUESDAY EVENING, BECAUSE THAT WORKS AFTER PIANO LESSONS TO GET A LITTLE EXTRA MATH HELP, AND THE COACH CAN ACTUALLY BOOK THAT FOR THE FAMILY AND THE STUDENT CAN GO HOME, OPEN IT UP AND RIGHT THERE'S THE STUDENT.
I HAVE THE PRIVILEGE IN MY POSITION OF BEING ABLE TO REVIEW SOME OF THE SESSIONS AFTER THEY'VE OCCURRED, AND IT'S PRETTY AMAZING THE TUTORS HAVE A GREAT KNACK FOR BUILDING THAT RAPPORT VERY QUICKLY, COAXING OUT OF THE RELUCTANT LEARNER.
I'VE SEEN IT AND I THINK, WOW, THAT'S PRETTY TALENTED TO BE ABLE TO DO OVER THE SCREEN.
BUT WHAT WE LOVE ABOUT IT IS IT'S SO SPECIFIC TO EXACTLY WHAT THAT STUDENT NEEDS IN THAT MOMENT.
THERE ARE 30 OR 60-MINUTE SESSIONS.
I DON'T THINK I MENTIONED THAT, BUT YEAH, THAT'S HOW IT WORKS.
>> THAT'S PHENOMENAL. ALSO, IS THERE A LIMIT? WHAT'S THE NUMBER OF STRIDE TUTORS AVAILABLE?
>> WE'RE A LARGE SCHOOL DIVISION, SO WHENEVER WE GO THROUGH RFP OR SELECT A VENDOR, WE'RE ALWAYS WORRIED ABOUT CAPACITY.
WE HAVE NOT HAD CAPACITY ISSUES WITH STRIDE.
I WILL SAY THAT ONE OF THE FEATURES I THINK OUR FAMILIES AND OUR COACHES LOVE IS THAT YOU ACTUALLY GET TO SEE A PICTURE OF THE TUTOR, YOU GET A LITTLE BIO PARAGRAPH, AND TYPICALLY A LITTLE VIDEO YOU CAN WATCH.
YOU'RE LIKE SHOPPING ON AMAZON.
[01:10:01]
YOU'RE LIKE SCROLLING GOING, I THINK THIS ONE LOOKS LIKE ONE I CAN CONNECT WITH.YOU ALSO WILL SEE AREAS OF SPECIALTY FOR THAT TUTOR.
LIKE I HAVE EXPERIENCE WORKING WITH STUDENTS WITH DISABILITIES OR I HAVE EL EXPERIENCE.
AGAIN, JUST HELPING GET THOSE MATCHES AS SOLID AS POSSIBLE FROM THAT VERY FIRST EXPERIENCE. IT'S PRETTY COOL.
>> SORRY. I HAD ONE MORE AND SO THIS IS JUST A GOOD STORY.
BOTH OF MY CHILDREN WERE ALL THREE OF THE FOUR THAT WERE FITTING THAT 3-8 WERE IDENTIFIED.
ONE OF YOUR SLIDES YOU HAD 21,087 STUDENTS WERE IDENTIFIED, NOT THAT YOU IDENTIFIED THEM.
THAT VUE CHANGED THE STANDARD AND MADE MORE PEOPLE ELIGIBLE.
WE'RE NOT GOING TO DIVE INTO THAT.
[LAUGHTER] SO BECAUSE THE MATH TEACHER FOR MY CHILDREN WERE LIKE THEY REALLY DON'T NEED THIS, I DON'T KNOW WHY THEY WERE ASSESSED.
IT WASN'T FORCED UPON THEM TO CONTINUE.
I APPRECIATE THE FACT THAT WE COULD OPT IN OR OUT OF IT, BUT THE OTHER THING IS THE TEACHERS AT MY CHILDREN'S SCHOOL HAVE DESTIGMATIZED THE NEED FOR A TUTOR.
YOU KNOW WHAT I MEAN? BECAUSE TUTORING MAKES YOU FEEL LIKE YOU'RE NOT SMART OR YOU DON'T GET IT.
NOW IT'S LIKE WHOEVER HAS THE MOST TUTORING SESSIONS BY THE TIME THE TEST COMES, GETS LIKE AN EXTRA FIVE POINTS.
THE NEXT THING YOU KNOW, MY SON IS DOING 30 MINUTE SESSIONS AT 8:00 AT NIGHT.
I'M LIKE, WHO IS AVAILABLE TO YOU AT EIGHT O'CLOCK AT NIGHT FOR THE SCIENCE STUFF? [OVERLAPPING] AND THE PERSON IS THERE.
I'M APPRECIATIVE TO THAT BECAUSE I THINK THAT'S PART OF THE THING THAT'S KEEPING PEOPLE AWAY FROM IT.
FIRST, IF YOU DO WELL, YOU SHOULDN'T BE THERE.
THAT'S DOE'S FAULT, NOT OURS. WE'LL MOVE THAT ONE.
BUT IF YOU'RE STRUGGLING FOR THIS PARTICULAR THING, POLYNOMIALS LIKE, I DON'T REMEMBER HOW TO DO THAT.
KHAN ACADEMY IS GREAT, BUT IT'D BE GREAT IF THERE WAS SOMEBODY THERE ON THE OTHER SIDE.
I WANT TO SAY THAT WAS A GREAT TOOL SOME OF OUR TEACHERS ARE USING TO TRY TO INCENTIVIZE OUR STUDENTS WHO ARE ALREADY STRONG.
BUT YOU CAME ACROSS SOMETHING THAT IT IS GIVING YOU A LITTLE BIT OF TROUBLE AND INSTEAD OF LOOKING LIKE, OH, I DON'T KNOW WHAT I'M DOING, IT'S MORE LIKE, WELL, I'M ABOUT TO GET EXTRA FIVE POINTS BY DOING TWO TUTORING SESSIONS.
I DO UNDERSTAND IT BETTER NOW.
I DON'T FEEL LIKE I'M THE NOT SMART PERSON IN THE ROOM BECAUSE I'M DOING A TUTORING SESSION.
I APPRECIATE THE WORK THAT SOME OF OUR TEACHERS ARE DOING TO TRY TO DESTIGMATIZE NEEDING HELP BECAUSE IT'S OKAY TO ASK FOR HELP.
I JUST WANTED TO SAY THAT. THANKS.
>> MS. HUDGINS, I DID NOT ANSWER THE REST OF YOUR QUESTION RIGHT NOW.
BOB MEISTER IS CRINGING BEHIND ME BUT WE HAVE NO LIMITATION.
THERE WILL BE A TIME IN THE FUTURE, I'M SURE, RIGHT BOB, THAT THERE WILL HAVE TO BE A LIMITATION.
>> BUT AT THIS MOMENT, BECAUSE WE WERE FORTUNATE WITH THIS ALL IN FUNDING AND WE HAD OTHER DOLLARS ALREADY EARMARKED AS WELL, WE REALLY WANTED THAT TO BE THE EXPERIENCE WITHOUT ANY LIMITATIONS.
OBVIOUSLY, WE LOOK FOR IF A STUDENT HAS SIGNED UP FOR THREE SESSIONS AND HAS NOT ATTENDED, SOMETHING CAN ALWAYS COME UP FOR ONE OR TWO.
THAT WOULD BE A VERY IMPORTANT CONVERSATION TO HAVE ABOUT A RESOURCE AND THE BEST USE OF OUR RESOURCES.
BUT THAT'S JUST WHAT WE DO AS ADULTS AND WORKING WITH STUDENTS TO HELP THEM.
>> BOB, I JUST WANT TO MAKE SURE, IS YOUR BLOOD PRESSURE OKAY? [LAUGHTER]
I ALSO WANT TO SING THE PRAISES OF STRIDE TUTORING.
I THINK I MENTIONED TO YOU I HAD A RELUCTANT TO USE THE TUTORING.
I WAS EVEN AMAZED WHEN HE WAS TELLING ME, OH YEAH, I JUST SIGNED ON AND I'M GOING TO STICK ON WITH MY FRIEND WHO'S GOT THE APPOINTMENT AFTER ME.
IT WAS CRAZY. IT'S ENGAGING, THESE TUTORS ARE REALLY GETTING THESE KIDS TO COME ALONG ON THE RIDE.
IT'S NOT FORCED, THIS IS LIKE, I'M LEARNING AND THEY'RE REALLY GETTING THAT REWARD.
I HAD A COUPLE OF OTHER QUESTIONS.
I WANT TO EVEN NAME THE NUMBER OF THE SLIDE NUMBER BECAUSE I KNOW YOU'RE FLYING BLIND.
IT'S 11, IF THAT HELPS UPDATE ON ALL IN.
>> THERE WE GO. WE HAVE THE LAST BULLET, ZERO SPEND.
I'M SORRY IF I MISSED THIS NUMBER.
>> YES, I THINK WE HAVE 700,000 RIGHT NOW, SET ASIDE FROM YEAR 1 THAT WE HAVEN'T USED YET.
IT'S ALREADY VIEWABLE, BUT IT HASN'T RECEIVED FINAL APPROVAL.
THERE ARE 90 MORE VENDORS WAITING IN THE WINGS TO BE REVIEWED, SO THERE COULD BE SOMETHING GOOD THERE, TOO.
IT'S ALWAYS THAT QUESTION IN EDUCATION, HOW FAST, YOU GO SLOW TO GO FAST.
WE JUST FIRST NEED TO GET THE INITIAL APPROVAL AND THEN WE'LL GO FROM THERE WITH
[01:15:03]
THOSE ADDITIONAL VENDORS THAT MIGHT BE IN THE WINGS WAITING FOR VDOE REVIEW AS WELL.>> THIS IS A VERY ALWAYS. [OVERLAPPING]
>> YOU DON'T WANT TO MAKE A BAD DECISIONS.
VERY FAMILIAR WITH THE OPEN COURT PROCESS.
>> THIS JUNE ISSUE? YES. JUNE, JULY, AUGUST, WHENEVER [LAUGHTER] AND THEN I DON'T REMEMBER WHAT SLIDE IT WAS.
THERE WAS IN PERSON TUTORING MONEY REMAINING.
FUNDS WERE REMAINING THAT WE NEED TO SPEND.
YOU SAID NEXT FALL, DOES THAT MEAN FALL OF '24 OR '25?
>> THAT'S THIS COMING FALL WHEN WE RETURN FOR THE NEXT SCHOOL YEAR.
VERY LITTLE TIME LEFT IN THAT SRARPA BEFORE AND AFTER SCHOOL, TUTORING BUCKET [OVERLAPPING] AFTER SCHOOL.
>> IS THERE AN OPPORTUNITY TO EXTEND THIS INTO SUMMER PROGRAMMING?
>> WE CAN USE THOSE DOLLARS THIS SUMMER, ABSOLUTELY.
YES, AND WE CAN USE THEM FOR WAY TO SPEND MONEY.
>> [OVERLAPPING] DON'T WORRY WE'LL GET IT SPENT.
[LAUGHTER] BUT IT WAS IMPORTANT TO HAVE MORE THAN ENOUGH SET ASIDE FOR THE FACE TO FACE AND THEN WHATEVER IS NOT UTILIZED.
I'M SURE BOB HAS PLANNED B, C, AND D BACK THERE.
I'M NOT GOING TO MAKE EYE CONTACT WITH HIM FOR A LONG TIME. [OVERLAPPING]
>> HE WILL NEVER HAD ME PRESENT ON HIS BEHALF [LAUGHTER] AGAIN AFTER THIS SURE.
>> THAT'S RIGHT. THANK YOU, DR. POPE.
>> OKAY. THANK YOU ALL. HAVE A GOOD EVENING.
>> NEXT WE HAVE ANNOUNCEMENTS,
[F. Announcements, Communications, and School Board Comments]
COMMUNICATIONS, AND BOARD COMMENTS.ARE THERE ANY ANNOUNCEMENTS OR COMMENTS FROM BOARD MEMBERS? THE NEXT SCHOOL BOARD BUSINESS MEETING WILL BE HELD THIS EVENING, APRIL 9TH, 2024, AT 6:30 PM.
HERE IN THE PUBLIC MEETING ROOM.
IF THERE IS NO FURTHER BUSINESS,
[G. Adjournment into Closed Session]
WE WILL ENTER INTO CLOSED SESSION WHICH WILL BE HELD IN THE PMR CONFERENCE ROOM.MADAM CLERK, WOULD YOU 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 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 CONSIDERATIONS OF MATTERS THAT WOULD INVOLVE IN DISCLOSE OF STUDENT RECORDS.
>> 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. DOMINIQUE CHATTERS.
>> WE ARE NOW IN CLOSED SESSION.
BOARD MEMBERS DO I HAVE A MOTION TO RECONVENE IN OPEN SESSION?
>> THE BOARD IS NOW IN OPEN SESSION.
MADAM CLERK, WOULD YOU PLEASE READ THE RESOLUTION CERTIFYING THE CLOSED SESSION?
>> NOW THERE BE IT RESOLVED THAT THE SCHOOL BOARD HEREBY CERTIFIES THAT TO THE BEST OF EACH MEMBER'S KNOWLEDGE, ONE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS BY VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THE CERTIFICATION RESOLUTION APPLIES.
TWO, ONLY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED IN THE MOTION CONVENING THE CLOSED MEETING WERE HEARD, DISCUSSED, OR CONSIDERED BY THE SCHOOL BOARD.
>> IS THERE A MOTION TO ADOPT THE RESOLUTION?
>> MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION. DOMINIQUE CHATTERS.
EXCUSE ME. IS THERE A MOTION REGARDING THE STUDENT MATTERS.
>> IN CASE NUMBERS 2023-24/18 RE, 2023-24/19 RE, AND 2023-24/20 RE.
IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.
>> MADAM CLERK. WOULD YOU PLEASE CALL ROLL ON THE MOTION.
IS THERE A MOTION REGARDING THE FIRST PERSONNEL MATTER.
>> IN CASE NUMBER 2023-24/60-HR.
IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.
>> MADAM CLERK. WOULD YOU PLEASE CALL ROLL ON THE MOTION.
IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER.
>> IN CASE NUMBER 2023-24/02-PH.
IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.
>> MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION.
[01:20:01]
>> AYE. THE MOTION CARRIES.
* This transcript was compiled from uncorrected Closed Captioning.