[00:00:03]
          >> GOOD AFTERNOON. I'D LIKE TO CALL THE AUGUST 13TH, 
          [A. Meeting Opening]
2024 SCHOOL BOARD SUMMER WORK SESSION TO ORDER. 
          FIRST, WE HAVE AN UPDATE ON HEALTH AND DENTAL CONTRACTS FOR 2025 FROM MR. ROBIO. 
          [B. Health and Dental Contracts]
          >> GOOD AFTERNOON. YES, WE'VE GOT SOME HEALTH AND DENTAL INFORMATION FOR YOU ALL TODAY. 
          CCPS REVIEWS HEALTH AND DENTAL INSURANCE RATE RENEWAL INFORMATION ANNUALLY, USING THE GUIDANCE FROM OUR HEALTH CONSULTANT, USI. 
          AT THIS TIME, I'D ACTUALLY LIKE TO CALL UP OUR CONSULTANT CLAIRE HARLAN TO THE FRONT TO REVIEW THAT INFORMATION WITH YOU ALL TODAY. 
          WHILE SHE'S COMING UP, I JUST WANTED TO SHARE ONE OTHER PIECE OF INFORMATION WITH YOU. 
          THE RECOMMENDED RATE INFORMATION YOU'RE ABOUT TO HEAR DID FALL WITHIN BUDGET EXPECTATIONS FOR THE UPCOMING YEAR. 
          >> GOOD AFTERNOON. NICE TO BE HERE TODAY. 
          I CAN WORK FOR TECHNOLOGY. 
          WE'LL START OFF TALKING ABOUT THE MEDICAL PROGRAM AND THE PRESCRIPTION DRUG PROGRAM, EFFECTIVE JANUARY OF 2025. 
          CHESTERFIELD WILL BE ENTERING YOUR FOURTH YEAR OF THE CONTRACT WITH ANTHEM FOR THE MEDICAL AND PRESCRIPTION DRUG BENEFITS. 
          OUR PROJECTIONS RECOMMEND A 4.8% OVERALL INCREASE TO THE CURRENT BUDGET RATE FOR THE NEW PLAN YEAR. 
          THIS IS A BLEND REFLECTING A 5% INCREASE TO THE POINT OF SERVICE PLAN AND A 4.1% INCREASE TO THE HOT DEDUCTIBLE HEALTH PLAN THAT HAS THE HSA OR HEALTH SAVINGS ACCOUNT ATTACHED TO IT. 
          THIS IS ALSO A BLENDED INCREASE FOR BOTH THE GOVERNMENT AND THE SCHOOLS AND IS BASED ON CLAIMS PAID FOR THE LAST TWO YEARS ENDING APRIL 30TH, 2024. 
          AT WHICH POINT THE TOTAL ENROLLMENT IN THE PLAN FOR BOTH THE COUNTY AND THE SCHOOLS WAS 11,070 EMPLOYEES. 
          ON A STANDALONE BASIS, THE COUNTY'S INCREASE WOULD HAVE BEEN ABOUT THREE TENTHS OF 1% AND THE SCHOOL'S INCREASE WOULD HAVE BEEN 7.5%. 
          TOTAL PROJECTED EXPENSES FOR THE CALENDAR YEAR 2025, AND THIS INCLUDES BOTH THE SCHOOL BOARDS PORTION AS WELL AS THE EMPLOYEE PORTION, AS WELL AS THE GOVERNMENT'S PORTION ALL COMBINED, IS $157 MILLION. 
          WHEN WE LOOK AT PAID CLAIMS DURING THE REVIEW PERIOD ENDING APRIL 30TH, WE SEE THE CLAIMS INCREASE 7.3% COMPARED TO THE PREVIOUS 12 MONTH PERIOD. 
          THE LOSS RATIO, WHICH IS LOOKING AT YOUR NET COSTS, WHICH ARE CLAIMS AND SIX COSTS TO YOUR BUDGET REVENUE HAS INCREASED FROM 87%-88.7% FOR THE COUNTY AND FOR THE SCHOOLS FROM 95.1%-96%. 
          ALL IN BOTH ARE UNDER BUDGET, THE SCHOOLS IS RUNNING A LITTLE BIT HIGHER TO BUDGET THAN THE GOVERNMENT SIDE. 
          THE INCREASE IN CLAIMS IS PRIMARILY DRIVEN BY AN INCREASE IN THE NUMBER OF CLAIMS 50,000-200,000. 
          THAT LEVEL WOULD OBVIOUSLY BE CONSIDERED A SERIOUS CLAIM LOWER THAN YOUR REINSURANCE PROTECTION THAT WE'LL TALK ABOUT IN A MOMENT. 
          WE'RE SEEING ABOUT A 13% INCREASE IN THE NUMBER OF CLAIMANTS WHO HAD CLAIMS BETWEEN THAT LEVEL OF 50,000-200,000. 
          SOME WENT FROM 418 INDIVIDUALS TO 472 INDIVIDUALS, AND THE CLAIMS VALUE WITHIN THAT DOLLAR BRACKET INCREASED BY $6.4 MILLION. 
          YOUR MONTHLY ADMINISTRATIVE EXPENSE IS UNCHANGED AND HAS BEEN SINCE WE NEGOTIATED A NEW CONTRACT IN SINCE 2021. 
          WE NEGOTIATED THAT ON YOUR BEHALF WITH THE RECENT RFP PROCESS. 
          WE'LL SAY RECENT IT'S BEEN THREE YEARS AGO. 
          INCLUDED IN THAT ADMINISTRATIVE EXPENSE IS YOUR MEDICAL AND PRESCRIPTION DRUG FEES, THE NETWORK ACCESS FEE, THE PHARMACY REBATE CREDITS, THE SYDNEY HEALTH APP AND ANTHEM TOTAL HEALTH TOTAL YOU PROGRAM, AS WELL AS THE ANTHEM FULLY INSURED VISION PROGRAM THAT IS A PART OF YOUR CONTRACT. 
          ANTHEM DOES SHARE PRESCRIPTION DRUG REBATES WITH CHESTERFIELD THROUGH WHAT THEY CALL A MONTHLY ADMINISTRATIVE FEE CREDIT. 
          INSTEAD OF GETTING YOUR REBATES ON A LAG PROCESS, THEY ESTIMATE WHAT THE VALUE IS GOING TO BE AND THEY GIVE YOU A CREDIT EACH MONTH. 
          THE CREDIT IS INCREASING FROM $8.1 MILLION IN 2024 TO $15 MILLION IN 2025. 
          REFLECTING ON WHAT WE SEE AS A LOT OF AN INCREASED COST AND EMPHASIS ON PHARMACY. 
          THERE ARE A LOT OF MORE EXPENSIVE MEDICATIONS OUT THERE. 
          THEY TEND TO HAVE LARGER REBATES. 
          [00:05:01]
YOU GET THAT BENEFIT IN THE COST REDUCTION TO YOUR PROGRAM, AND YOU GET IT ON A MONTHLY BASIS. 
          AT THE 2024 RENEWAL, CHESTERFIELD INCREASED THE SPECIFIC STOP LOSS LIMIT $300,000-400,000. 
          NOW, WHAT THE SPECIFIC STOP LOSS LIMIT IS IS YOUR SELF FUNDED PLAN, THAT MEANS YOU PAY ALL THE CLAIMS AS THEY COME THROUGH. 
          BUT IF AN INDIVIDUAL HAS CLAIMS DURING THE PLAN YEAR THAT WAS 300,000 NOW $400,000, THEN ANTHEM PICKS UP ANY BALANCE OVER THAT AMOUNT. 
          YOU PAY A FEE FOR THAT PROTECTION AGAINST THE CATASTROPHIC CLAIMS. ANTHEM IS PROPOSING AN INCREASE TO THAT FEE OF 14.2%, WHICH IS IN THE MARKET ABOUT AN AVERAGE INCREASE BECAUSE OF THE ADDED RISK. 
          THE PER EMPLOYEE PER MONTHLY FEE WILL INCREASE 5,539-6,326. 
          I WILL COMMENT THAT THIS FEE IS CURRENTLY ILLUSTRATIVE WITHIN THIS INDUSTRY. 
          FIRMS ARE UNWILLING TO LOCK INTO A FEE UNTIL WE'RE A LITTLE BIT CLOSER TO THE RENEWAL DATE BECAUSE THEY WANT TO SEE WHAT'S THE LATEST AND GREATEST. 
          WE EXPECT THAT TO BE LOCKED IN, IF NOT BY THE END OF THIS MONTH AND VERY EARLY IN SEPTEMBER, AND BASED ON THE WAY YOUR PLAN IS RUNNING, WE'RE NOT ANTICIPATING ANY GREAT CHANGE TO WHAT THIS ILLUSTRATIVE FEE IS AT THIS POINT. 
          YOU HAD 11 PARTICIPANTS EXCEED THE $400,000 STOP LOSS IN THE RENEWAL EXPERIENCE PERIOD. 
          WE ALWAYS WILL NEGOTIATE WITH ANTHEM. 
          IF WE DON'T THINK WHAT THEY'RE DELIVERING IS A FAIR FEE, WE ARE ALWAYS WILLING TO NEGOTIATE ON YOUR BEHALF THROUGH THIS PROCESS. 
          THERE IS ONE PLAN DESIGN CHANGE THAT WILL NEED TO TAKE PLACE THIS YEAR. 
          AS YOU'LL THINK BACK AT THE VERY BEGINNING, I TOLD YOU THAT THE POINT OF SERVICE RATES ARE GOING UP 5% WHILE THE HIGH DEDUCTIBLE HEALTH PLAN IS ONLY GOING UP 4.1%. 
          THAT IS BECAUSE THE HIGH DEDUCTIBLE HEALTH PLAN BECAUSE THERE'S A HEALTH SAVINGS ACCOUNT ASSOCIATED WITH IT IS REGULATED BY THE IRS, AND IT REQUIRES A MINIMUM DEDUCTIBLE BE CHARGED TO MAKE IT A QUALIFIED PLAN FOR A HEALTH SAVINGS ACCOUNT. 
          THE MINIMUM DEDUCTIBLE IS INCREASING TO AN AMOUNT ABOVE YOUR CURRENT $3,200 OR $6,400 DEDUCTIBLE. 
          WE'RE RECOMMENDING THAT YOU INCREASE YOUR DEDUCTIBLE TO THE 3,400 FOR A SINGLE AND 6,800 FOR SOMEBODY THAT COVERS DEPENDENTS. 
          THIS WILL KEEP YOUR PLAN IN COMPLIANCE WITH THE RULES AS REQUIRED BY THE IRS. 
          YOUR ENROLLMENTS BEEN VERY STABLE. 
          TOTAL ENROLLMENT WENT UP ABOUT 1.8%. 
          THE DISTRIBUTION OF EMPLOYEES BETWEEN THE TWO PLANS CONTINUES TO BE PRETTY STABLE. 
          YOU'VE GOT 24% IN YOUR HIGH DEDUCTIBLE HEALTH PLAN, HSA PLAN, AND 76% OF YOUR ENROLLMENT IN THE POINT OF SERVICE PLAN. 
          ANTHEMS NETWORKS CONTINUE TO PROVIDE VALUE. 
          YOU NETWORK SAVINGS PERCENTAGE OFF OF CHARGES IS EQUAL TO 70.8% OF CLAIMS. IT'S A SLIGHT DECREASE FROM LAST YEAR AT 71%, BUT THE MAJORITY OF YOUR CLAIMS, OF 97, ALMOST 98% OF YOUR CLAIMS ARE INCURRED WITH IN NETWORK PARTICIPATING PROVIDERS. 
          WHEN WE LOOK AT THIS, WE RECOMMEND THAT WE RENEW WITH THE REQUIRED DEDUCTIBLE CHANGE ON THE IT DEDUCTIBLE HEALTH PLAN AND NOT CHANGE ANY OTHER BENEFITS. 
          RENEW WITH THE PRELIMINARY RATES. 
          WE'VE CALCULATED PRELIMINARY RATES REFLECTING THE 5% INCREASE TO THE POINT OF SERVICE AND THE 4.1% INCREASE TO THE DEDUCTIBLE HEALTH PLAN. 
          AS SAMMY HAS MENTIONED, THESE FALL WITHIN YOUR BUDGET PROJECTIONS. 
          THIS IS YOUR E EXAM, BUT YOU HAVE A COPY [LAUGHTER] OF THIS TO LOOK AT IT. 
          THE ORANGE BOX IS WHERE YOUR CURRENT RATES AND CONTRIBUTIONS, THEIR TOTAL RATES. 
          THEN THEY'RE SPLIT OUT BETWEEN WHAT THE SCHOOL BOARD CONTRIBUTES AS WELL AS WHAT THE EMPLOYEE CONTRIBUTES. 
          THEN THE GREEN IS WHAT WE'RE RECOMMENDED GOING FORWARD. 
          THEN YOU CAN JUST SEE ENROLLMENT AND HIGH ENROLLMENT SPLITS OUT BY PLAN AND BY BUCKET IN TERMS OF EMPLOYEE VERSUS FAMILY, ETC. 
          THE NEXT SECTION, JUST BRIEFLY TO TALK ABOUT YOUR DENTAL RENEWAL WITH DELTA DENTAL. 
          THE NEXT PLAN YEAR IN 2025 IS THE FIFTH AND FINAL YEAR OF YOUR CURRENT CONTRACT WITH DELTA DENTAL OF VIRGINIA. 
          THAT WE WILL BE WORKING WITH THE BENEFITS TEAM TO ISSUE A REQUEST FOR PROPOSAL. 
          WE'LL PROBABLY ISSUED IN LATE IN THE FIRST QUARTER OF 2025. 
          THAT WE CAN HAVE EVERYTHING COMPLETED IN TIME FOR JANUARY 2026, EFFECTIVE DATE. 
          DELTA DENTAL HAD PROVIDED A RATE CAP OF 5%, 
          [00:10:04]
MEANING YOUR RATES COULD NOT GO UP BY MORE THAN 5%. 
          HOWEVER, THEY ARE ONLY REQUESTING A 2.3% INCREASE TO THE DENTAL RATES, AND PAID CLAIMS HAVE GONE UP ABOUT 2.5% OVER THE LAST YEAR. 
          THAT WOULD BE IN OUR OPINION, A REASONABLE INCREASE TO PUT IN PLACE. 
          YOU CURRENTLY CONTRIBUTE $10 PER CONTRACT PER MONTH FOR ANYBODY ENROLLED IN DENTAL, AND THE REST OF THE COST IS PAID FOR BY THE EMPLOYEE. 
          THAT CONTRIBUTION IS FIXED, BUT BASED ON THE VALUE OF THIS CONTRIBUTION AND YOUR ENROLLMENT, WE EXPECT FOR BOTH THE GOVERNMENT AND THE SCHOOLS THE CONTRIBUTION TO BE ABOUT $1.8-2 MILLION. 
          THE TWO COMBINED COUNTY AND SCHOOLS HAS A LITTLE OVER 15,000 FOLKS ENROLLED IN THE DENTAL PLAN. 
          THEN THIS FINAL SLIDE JUST SHOWS HOW THE EMPLOYEES HAVE ENROLLED IN THE THREE PLANS. 
          THE BASIC PLAN HAS ABOUT A THIRD OF THE ENROLLMENT. 
          THE COMPREHENSIVE PLAN HAS 59%, AND THEN THE EPO PLAN HAS 9%. 
          I PAUSE AT THAT POINT AND JUST ASK IF THERE ARE ANY QUESTIONS. 
          >> THANK YOU SO MUCH, MISS HARLAN. 
          BOARD MEMBERS, ANY QUESTIONS? 
          >> THANK YOU SO MUCH FOR SHARING THIS INFORMATION. 
          I JUST HAVE A QUICK QUESTION. 
          BACK ON SLIDE 2, WHEN YOU TALK ABOUT THE INCREASE BETWEEN THE 5%, THE POS AND THEN THE HIGH DEDUCTIBLE. 
          IS THAT 4.1% INCREASE ON THE HIGH DEDUCTIBLE? IS THAT THE EXTRA, 200 PER PERSON AND 400 PER FAMILY? IS THAT WHERE THAT COMES FROM OR IS THAT IN ADDITION TO THAT? 
          >> THAT'S WHERE IT COMES FROM. 
          NORMALLY WHAT WE WOULD HAVE SEEN IS A 5% ACROSS THE BOARD BETWEEN THE TWO PLANS. 
          BUT BECAUSE WE'RE INCREASING THE DEDUCTIBLES, THAT BRINGS THE RATE INCREASE DOWN SLIGHTLY BECAUSE WE'RE SHARING A LITTLE MORE OF THE COST WITH THE EMPLOYEE. 
          >> I JUST MAKING SURE. THANKS. 
          >> GOOD QUESTION. ANYBODY ELSE? 
          >> THANK YOU SO MUCH. 
          >> YOU'LL HAVE A GOOD AFTERNOON. 
          >> NEXT, WE HAVE AN UPDATE ON THE STATE BOARD OF EDUCATION FROM DR. FOX. 
          [C. State Board of Education Update]
          >> THANK YOU. 
          >> GOOD AFTERNOON, MADAM CHAIR, DR. MURRAY, AND MEMBERS OF THE BOARD. 
          I'M HERE TODAY TO TALK ABOUT THE REVISIONS TO THE STATE ACCOUNTABILITY SYSTEM. 
          WE'RE GOING TO START BY LOOKING AT THE GOALS OF THIS WORK, WHERE WE ARE NOW, AND WHAT OUR NEXT STEPS ARE. 
          WHILE THIS DECK REFLECTS ONGOING WORK IN THIS ARENA, MOST OF THIS PRESENTATION IS BASED ON THE INFORMATION SHARED AT THE STATE BOARD MEETING IN JULY. 
          THE GOALS, THE PRIMARY GOALS OF THIS WORK WERE TO CREATE TWO SEPARATE SYSTEMS. ONE FOR ACCREDITATION AND ONE FOR PERFORMANCE WITH A NEW PERFORMANCE RATINGS PROVIDING INCREASED TRANSPARENCY ABOUT THE SUPPORTS NEEDED AT THE SCHOOL LEVEL. 
          ADDITIONALLY, THIS NEW SYSTEM WILL BE MORE CLOSELY ALIGNED WITH FEDERAL EXPECTATIONS SO THAT THERE IS ONLY ONE SYSTEM OF SUPPORT THAT SCHOOLS NEED TO ANSWER TO. 
          I THINK IT'S IMPORTANT TO START WITH THE CURRENT SYSTEM, AND WHAT YOU SEE HERE IS THE LANGUAGE IN THE CURRENT ADMINISTRATIVE CODE. 
          WHAT I WOULD EMPHASIZE HERE IS THAT THE 11 COMPLIANCE ITEMS OR INPUTS THAT ARE IN THE NEW SYSTEM CURRENTLY EXIST IN OUR SYSTEM. 
          IT'S JUST THAT WE RARELY TALK ABOUT THEM. 
          ESSENTIALLY, THIS IS AN IFN FRAMEWORK. 
          IF YOU MEET THOSE 11 COMPLIANCE ITEMS, THEN YOU GET YOUR RATING. 
          IN THE NEW SYSTEM, EACH SCHOOL WILL RECEIVE TWO SEPARATE RATINGS. 
          THE ACCREDITATION STATUS WILL BE BASED SOLELY ON THE INPUTS AND IT IS VERY SIMILAR TO THE CURRENT COMPLIANCE EXPECTATIONS. 
          I EXPECT THAT ALL CHESTERFIELD COUNTY PUBLIC SCHOOLS WILL BE FULLY ACCREDITED UNDER THIS NEW SYSTEM. 
          EACH SCHOOL WILL ALSO RECEIVE A PERFORMANCE RATING, WHICH WILL BE VERY DIFFERENT FROM THE CURRENT SYSTEM AND WE WILL SPEND MOST OF OUR TIME TOGETHER THIS AFTERNOON. 
          BASED ON THE CURRENT SYSTEM, THIS FALL, EACH SCHOOL WILL RECEIVE THEIR '24, '25 ACCREDITATION STATUS BASED ON THE '23, '24 DATA YEAR. 
          NEXT FALL WE SEE HERE, EACH SCHOOL WILL RECEIVE THEIR ACCREDITATION STATUS, BUT ALSO A PERFORMANCE RATING FOR THE 25, '26 SCHOOL YEAR BASED ON THIS CURRENT YEAR THAT WE'RE ABOUT TO ENTER FOR THE ACADEMIC YEAR. 
          WHAT ARE THE CHANGES? THIS CHART SHOWS WHAT MUST BE AND WHAT CAN BE INCLUDED IN A SCHOOL'S PERFORMANCE RATING PER THE NEW ADMINISTRATIVE CODE. 
          ITEMS WITH VALUES OR ASTERISK ARE REQUIRED TO BE INCLUDED, BUT THERE IS FLEXIBILITY IN HOW MUCH EACH ELEMENT WILL CONTRIBUTE TO THE FINAL SCORE. 
          I PROMISE WE WILL COME BACK TO THIS SLIDE IN A MOMENT TO MAKE IT MORE CLEAR. 
          [00:15:04]
OTHER ITEMS THAT I THINK ARE IMPORTANT THAT ARE COVERED IN THE ACTUAL REGULATION ARE THE STRUCTURE OF THE PERFORMANCE RATINGS. 
          EACH SCHOOL WILL RECEIVE ONE OF FOUR RATINGS, AS WELL AS HOW STUDENT GROUP PERFORMANCE WILL IMPACT A SCHOOL'S RATING. 
          ANY ISSUES WITH STUDENT PERFORMANCE FOR A PARTICULAR GROUP AT THE FEDERAL LEVEL WILL IMPACT THE STATE'S RATING. 
          THE DEFINITION OF AN ENGLISH LEARNER FOR SCORE INCLUSION AND ACCOUNTABILITY HAS BEEN CHANGED TO ALIGN WITH FEDERAL DEFINITION. 
          ALSO THE SPECIFICATION OF THE FEDERAL GRADUATION RATE AS THE PRIMARY GRADUATION RATE IS DIFFERENT IN THIS NEW SYSTEM. 
          AT THE JULY WORK SESSION, A PARTIALLY MODELED FRAMEWORK WAS SHARED. 
          AT THIS TIME, THIS IS THE BEST INDICATION OF WHAT THE NEW SYSTEM WILL LOOK LIKE, AND THE SLIDES IN THIS SECTION ARE BASED ON THAT PRESENTATION. 
          THIS GRAPHIC SHOWS THE WEIGHTING BY SCHOOL LEVEL, NOTING THAT GROWTH IS INCLUDED IN THE ELEMENTARY AND MIDDLE LEVEL, WHILE GRADUATION IS THE THIRD CATEGORY AT THE HIGH SCHOOL LEVEL. 
          THE PERCENTAGES FOR MASTERY, GROWTH AND GRADUATION ALL FALL WITHIN THOSE SPECIFIED IN THE REGULATION. 
          HERE IS THE MODIFIED VERSION OF THE PREVIOUS TABLE WHICH SHOWS HOW EACH ELEMENT WILL CONTRIBUTE TO A SCHOOL'S OVERALL RATING FOR THE 24, 25 ACADEMIC YEAR. 
          WE'RE GOING TO SPEND THE REST OF THIS PRESENTATION LOOKING AT EACH OF THESE IN A LITTLE MORE DETAIL. 
          THE MASTERY INDEX IS THE MOST HEAVILY WEIGHTED COMPONENT AT EACH LEVEL AND REFLECTS STUDENT PERFORMANCE ON ALL APPROVED STANDARDS OF LEARNING ASSESSMENTS, AS WELL AS ENGLISH LEARNER PROGRESS ON ACCESS. 
          FOR THE SOL ASSESSMENTS, DIFFERENTIAL CREDIT IS AWARDED BASED ON THE PERFORMANCE LEVEL WITH SCORES IN THE ADVANCED RANGE, RECEIVING BONUS CREDIT AND SCORES BELOW PROFICIENT RECEIVING PARTIAL CREDIT. 
          THE MASTERY INDEX FOR EACH CONTENT AREA AND THE ENGLISH LEARNER PROGRESS WILL THEN BE INCLUDED IN THE OVERALL COMPONENT ACCORDING TO THE WEIGHT SEEN HERE. 
          A LITTLE BIT DIFFERENT FOR EACH SCHOOL LEVEL BASED ON THE FACT THAT THEY HAVE DIFFERENT PIECES OF THEIR PARTS. 
          >> THE NEXT COMPONENT IS IN GROWTH. 
          IN THE NEW FRAMEWORK, WE MOVE TO YEAR OVER YEAR EXPECTED GROWTH, AND THIS WILL BE CALCULATED AND PROVIDED BY THE VIRGINIA VISUALIZATION AND ANALYTIC SOLUTION, ALSO KNOWN AS VVAS TO THOSE IN THE BUSINESS. 
          GROWTH WILL BE MEASURED IN READING AND MATH, AND OBVIOUSLY, IT'S A LITTLE MORE HEAVILY WEIGHTED IN ELEMENTARY THAN IT IS IN MIDDLE SCHOOL. 
          THIS IS THE SIMPLEST OF OUR SLIDE. 
          [LAUGHTER] WE'RE GOING TO USE THE FEDERAL GRADUATION RATE FOR THE 15% OF THE HIGH SCHOOL'S PERFORMANCE. 
          READINESS IS THE FINAL COMPONENT FOR EACH SCHOOL LEVEL AND IT HAS THE MOST VARIABILITY, SO I'M GOING TO ADDRESS THIS BY LEVEL. 
          AT THE ELEMENTARY LEVEL, READINESS WILL INCLUDE BOTH CHRONIC ABSENTEEISM AND A FIFTH GRADE PERFORMANCE TASK RELATED TO THE FIVE CS. 
          THE GOAL IS TO PILOT THE PERFORMANCE TASK THIS YEAR AND INCORPORATE IT INTO THE FRAMEWORK THE FOLLOWING YEAR. 
          MIDDLE SCHOOL WILL FOLLOW THE SAME PROCESS IN TERMS OF THE PERFORMANCE TASK, BUT IT ALSO INCLUDES ADVANCED COURSEWORK AS AN ADDITIONAL READINESS INDICATOR. 
          COMPLETION OF ADVANCED COURSEWORK IS TIED TO A PASSING SCORE ON AN END OF COURSE SOL ASSESSMENT. 
          FOR THE '24-'25 ACADEMIC YEAR, ONLY MATH SCORES WILL COUNT. 
          IN LATER YEARS, THE INTENT IS TO CODE ADDITIONAL CONTENT AREAS OF HISTORY AND SCIENCE. 
          SIMILAR TO MIDDLE SCHOOL, THERE ARE TWO ADDITIONAL MEASURES FOR HIGH SCHOOL READINESS. 
          THESE ARE AN EXTENDED GRADUATION RATE, AS WELL AS A READY FOR LIFE FRAMEWORK. 
          THIS READY FOR LIFE 3E FRAMEWORK REPLACES THE PREVIOUS COLLEGE CAREER AND CIVIC READINESS INDICATOR, AND THERE'S A LOT OF DETAILS, SO WE'RE GOING TO DIVE INTO EACH OF THOSE. 
          THE 3ES ARE EMPLOYMENT, ENROLLMENT, AND ENLISTMENT, AND AS WITH MASTERY, THIS WILL BE A WEIGHTED INDEX WITH STUDENTS ABLE TO EARN POINTS IN EACH CATEGORY. 
          OUR FIRST E IS ENROLLMENT, AND I WOULD ASK YOU AND OUR AUDIENCE TO FOCUS ON THE BOX TO THE FAR RIGHT FIRST. 
          HERE WE SEE THE BASELINE REQUIRED FOR A STUDENT TO RECEIVE POINTS FOR ENROLLMENT READINESS. 
          A CHANGE FROM THE CCCRI IS THAT STUDENTS MUST COMPLETE THE ASSOCIATED EXAM OR EARN A QUALIFYING GRADE IN ORDER TO EARN POINTS. 
          AS WE MOVE FROM RIGHT TO LEFT, RIGOR IS INCREASED USING THE TEST SCORE OR THE COURSE GRADE, AS WELL AS THE NUMBER OF COURSES REQUIRED FOR EACH STUDENT. 
          THIS CULMINATES WITH BONUS CREDIT AWARDED FOR EARNING AN ASSOCIATE'S DEGREE. 
          THE SECOND E IS EMPLOYMENT WITH POINTS TIED TO CAREER AND TECHNICAL EDUCATION DATA. 
          WE SEE A SIMILAR PROGRESSION MOVING FROM RIGHT TO LEFT FOR THE POINTS AWARDED TO THE CE COMPLETER STUDENTS WHO ALSO EARN AN INDUSTRY CREDENTIAL. 
          HOWEVER, INCREASES IN THIS CATEGORY ARE BASED ON 
          [00:20:02]
THE FIELD IN WHICH THE STUDENT EARNS THE QUALIFICATIONS, NOT ON STUDENT PERFORMANCE. 
          AS SEEN HERE, A HIGH DEMAND, HIGH WAGE FIELD SUCH AS WELDING EARNS THE HIGHEST VALUE. 
          OUR FINAL E IS ENLISTMENT WITH POINTS AWARDED BASED ON THE SCORE FOR THE ARMED FORCES QUALIFYING TEST, AND SCORES INCREASE THE MORE DIFFERENT JOBS THAT YOU'RE QUALIFIED FOR. 
          FOR ME, AN IMPORTANT DISTINCTION BETWEEN THE CCCRI FRAMEWORK AND THE 3E'S FRAMEWORK IS THAT IT IS ADDITIVE, MEANING THAT A STUDENT COULD THEORETICALLY EARN UP TO 3.25 POINTS IF THEY MET THE HIGHEST STANDARDS IN EACH OF THE ES. 
          NOW WE HAVE THE BIG PICTURE. 
          AS SEEN HERE, THE FOUR PERFORMANCE CATEGORIES WILL BE DISTINGUISHED ON TRACK, OFF TRACK, AND NEEDS INTENSIVE SUPPORT. 
          THIS SLIDE FROM THE JULY WORK SESSION SHOWS THE RATINGS OF SCHOOLS FROM ACROSS THE COMMONWEALTH BASED ON THE '22-'23 DATA. 
          THAT'S TWO YEARS. 
          AS NOTED, THIS IS PARTIAL MODELING AS NOT ALL DATA IS AVAILABLE AT THE TOP. 
          USING THIS MODEL ACROSS THE STATE, FOUR PERCENT OF SCHOOLS WOULD HAVE BEEN DISTINGUISHED, 35 PERCENT ON TRACK, 54 PERCENT OFF TRACK, AND SIX PERCENT IN NEED OF INTENSIVE SUPPORT. 
          WHAT'S NEXT? WITH THE OPENING OF VBOE IN JULY, WE ARE IN THE PROCESS OF GENERATING THE DATA FOR THE FIRST YEAR OF THE NEW PERFORMANCE AND SUPPORT FRAMEWORK. 
          WE EXPECT TO GET A REPORT BASED ON PARTIAL MODELING USING THE DATA FROM THE MOST RECENT SCHOOL YEAR SOMETIME THIS FALL. 
          THIS REPORT WILL HELP US UNDERSTAND HOW EACH SCHOOL IS PERFORMING USING THE NEW SYSTEM IN ANTICIPATION OF THEIR FIRST OFFICIAL RATING NEXT FALL. THANK YOU. 
          >> THANK YOU, DR. FOX. 
          >> YOU'RE WELCOME. 
          >> I'M STILL ON SLIDE 24. [LAUGHTER] 
          >> I'M SORRY IF I SPOKE TOO FAST. 
          WOULD YOU LIKE ME TO GET BACK AND REDO [OVERLAPPING] 
          >> NO. THERE'S SO MUCH. 
          >> THERE'S A LOT. 
          >> BOARD MEMBERS, DO YOU HAVE ANY QUESTIONS OR COMMENTS REGARDING THE SLIDE PRESENTATION? MR. PARANTO.. 
          >> THANK YOU, MADAM CHAIR. 
          DR. FOX, THANK YOU. 
          I WANT TO GO BACK TO UNDERSTANDING THE FRAMEWORK FOR ENLISTMENT ON PAGE 24, WHICH I THINK IS WHERE [OVERLAPPING] VERY GOOD. 
          I'M READING THE BOTTOM PART, MINIMUM AFQT SCORES BASED ON FOUR OF THE TAZA SUB SCORES VARY FOR DIFFERENT BRANCHES OF THE MILITARY. 
          BECAUSE THEY DO VARY, I'M NOT FOLLOWING HOW YOU BASE A HALF A POINT AND THREE QUARTERS OF A POINT AND A WHOLE POINT WHEN OUR OWN MILITARY BRANCHES SCORE DIFFERENTLY FROM ONE TO THE OTHER ON THE SAME ASVAB TEST. 
          COULD YOU GO A LITTLE BIT FURTHER INTO THAT FORCE? 
          >> I'M GOING TO SAY THAT A LOT OF THIS IS BASED ON MY UNDERSTANDING. 
          I DO KNOW THAT THE ASVAB IS A PERCENTILE BASE. 
          IF YOU'RE IN THE 31ST PERCENTILE, AND I FEEL LIKE THE BASIC YOU ARE ELIGIBLE FOR ANY JOB WITHIN THE MILITARY FOR MOST OF OUR BRANCHES IS RIGHT AROUND THAT 31, WHICH IS WHY THEY DECIDED ON THAT. 
          IF YOU WERE TO SCORE BETWEEN 31 AND 39 OR 49, THEN YOU QUALIFY FOR THESE JOBS. 
          IF YOU GET BETWEEN 50 AND 64, IF YOU'RE IN THAT PERCENTILE, THEN YOU'RE ELIGIBLE FOR DIFFERENT JOBS THAT ARE HIGHER RATED JOBS, SIMILAR TO THE CAREER FRAMEWORK OR THE EMPLOYMENT FRAMEWORK, WHERE THIS IS A HIGH DEMAND FIELD VERSUS A HIGH DEMAND HIGH WAGE FIELD. 
          WHAT THEY'RE EQUATING THAT 65 OR HIGHER TO IS A HIGH DEMAND HIGH WAGE FIELD, BUT A MILITARY OPPORTUNITY. 
          >> I APPRECIATE THAT EXPLANATION. 
          THEN WHILE I HAVE YOU BEFORE I GIVE UP MY MIC, GOING BACK TO THE FRAMEWORK IN REGARDS TO AND I APOLOGIZE, I'M NOT SURE WHAT PAGE OR WHAT SLIDE THIS WAS ON, BUT YOU WERE TALKING ABOUT FORECASTING. 
          OR THAT IT IS BASED UPON SOME DATA, BUT NOT ALL DATA AS FAR AS WHERE THE SCHOOL STOOD. 
          THANK YOU, 26. IS THERE A PROJECTION? RIGHT NOW, WHAT YOU'RE SAYING IS 54 PERCENT OF OUR SCHOOLS ARE OFF TRACK? 
          >> YES. 
          >> BASED UPON THE PARTIAL MODEL OF DATA THAT'S BEEN RENDERED? 
          >> YES. 
          >> OKAY. IS THERE ANY PROJECTION FROM YOUR STANDPOINT, LOOKING AT THE DATA AND WHAT THE REQUIREMENTS ARE NOW GOING TO BE FOR THESE PERFORMANCE LEVELS, THAT THAT NUMBER DECREASES OR INCREASES? 
          >> IF WE THINK ABOUT WHAT'S NOT INCLUDED. 
          THIS PARTIAL MODELING DOES INCLUDE THINGS LIKE WHAT EVERYBODY'S SOL SCORE WAS. 
          THE MASTERY INDEX I FEEL LIKE IS PROBABLY PRETTY SOLID IN THIS MODELING. 
          I ALSO FEEL LIKE CHRONIC ABSENTEEISM IS PRETTY SOLID IN THIS MODELING. 
          I KNOW THAT RIGHT NOW WE CURRENTLY DON'T SHARE THE ASVAB DATA WITH THE STATE. 
          [00:25:04]
THAT ELEMENT OF THE MODELING COULD NOT HAPPEN. 
          I ALSO KNOW THAT IN THE PAST, IN TERMS OF THE CTE COMPLETERS AND CREDENTIAL EARNERS, WE SHARE THAT THEY EARNED ONE, BUT NOT NECESSARILY WHAT FIELD THEY EARNED IT IN IS MY UNDERSTANDING. 
          THAT DATA HAS TO BE ONLY PARTIALLY MODELED. 
          WE CAN'T REALLY TELL WHAT IT IS. 
          THAT'S WHAT I WOULD SAY IS AND I FEEL LIKE EVEN LIKE THIS FALL, WE'LL GET A SEMI PICTURE, STILL ON PARTIALLY MODELED DATA. 
          NEXT FALL, WE'LL GET THE FIRST RATINGS BASED ON, AGAIN, A PARTIAL FRAMEWORK BECAUSE WE ARE UNABLE TO INCLUDE THINGS LIKE THE PERFORMANCE TASKS. 
          I FEEL LIKE WE ARE AT LEAST TWO YEARS AWAY FROM GETTING A SOLID FIRM. 
          THIS IS WHERE YOUR SCHOOL STAND WITH EVERYTHING INCLUDED. 
          >> FALL OF '26. 
          >> FALL OF '26. 
          >> YOU'RE SAYING WE WOULD HAVE A BETTER UNDERSTANDING. 
          >> WE'LL GET THE FINAL PICTURE. 
          >> OKAY. 
          >> THANK YOU. WE MENTIONED THE MASTERY INDEX, WE KNOW THAT WE ARE TESTING ON NEW READING AND MATH STANDARDS THIS YEAR, AND THAT ALWAYS HAS AN IMPACT ON STUDENT SCORES. 
          THAT WILL IMPACT WHAT IT LOOKS LIKE COMING NEXT YEAR. 
          >> HELLO, DR. FOX. 
          >> HELLO. 
          >> I HAVE A COUPLE. I'LL START WITH THIS ONE SINCE WE'RE ON THIS PARTICULAR SLIDE. 
          JUST FOR CLARIFICATION SO THAT EVERYONE UNDERSTANDS, THAT'S JUST THE STATE OF VIRGINIA. 
          THOSE SCHOOLS LISTED THERE ARE THE STATE OF VIRGINIA, NOT NECESSARILY BECAUSE WE ONLY HAVE 67. 
          WE DON'T KNOW WHERE WE FALL IN THAT AREA. 
          BUT MY QUESTION WOULD BE, FOR THE ONES THAT ARE OFF TRACK AND NEEDS INTENSIVE SUPPORT, DID THEY INDICATE THAT THEY WERE GOING TO PROVIDE ADDITIONAL FUNDING TO HELP GET OUR SCHOOLS, WHOEVER THEY ARE BACK ON TRACK? 
          >> NOT TO MY KNOWLEDGE, WHEN I WATCHED THE JULY BOARD MEETING, THERE WAS AN INTENTION TO SUPPORT THESE SCHOOLS, BUT THERE WAS NOT A CLEAR INTENTION AND ONE OF THE BOARD MEMBERS ASKED, WHAT DO YOU MEAN BY? THERE WEREN'T ANY CLEAR LIKE, THIS IS WHAT WE DO. 
          I'M NOT AWARE OF ANY ADDITIONAL FUNDING THAT IS COMING THIS WAY AND OR TO THE VDOE. 
          IT'S UP TO THEM, I GUESS WHAT SUPPORT THEY WILL PROVIDE AND WHAT EXACTLY THEY WILL LOOK LIKE. 
          >> MY NEXT QUESTION GOES TO SLIDE 10 AND THAT'S WHERE WE WERE TALKING ABOUT THE BOARD REGULATORY ACTIONS. 
          >> YES, SIR. 
          >> FOR CLARIFICATION, AGAIN, FOR STUDENT GROUPS, HOW DO WE DO IT BEFORE THIS? HOW WERE OUR STUDENTS GROUPED PRIOR TO THEM TELLING US TO DO IT THIS WAY? 
          >> PRIOR LIKE IN THE CURRENT SYSTEM, THERE ARE TWO INDICATORS THAT SPECIFICALLY SPEAK TO ACHIEVEMENT GAPS. 
          THERE'S ACADEMIC ACHIEVEMENT FOR ENGLISH MATH AND SCIENCE, AND THEN THERE IS ACHIEVEMENT GAPS FOR ENGLISH AND MATH. 
          WHAT WE SEE IS THAT EACH REPORTING GROUP GETS THEIR RATING. 
          IF YOU LOOK AT A SCHOOL QUALITY PROFILE RIGHT NOW, YOU WOULD SEE WHAT WE CALL THE TUBES REPORT, OF RED YELLOW AND GREEN FOR ENGLISH WITH EACH OF THOSE REPORTING GROUPS LISTED. 
          THEN YOU WOULD ALSO SEE THAT FOR MATH. 
          I DON'T KNOW WHAT THAT WILL LOOK LIKE. 
          THE ACTUAL LOOK LIKE IN THE OLD SYSTEM. 
          WHAT I KNOW IS THAT IF A SCHOOL IS IDENTIFIED FOR FEDERAL SUPPORT, THEIR OVERALL RATING WILL DROP. 
          >> FOR THE LARGER AUDIENCE, THE STUDENT GROUPS WE'RE REFERRING TO ARE AFRICAN AMERICAN STUDENTS, ENGLISH LANGUAGE STUDENTS, WHITE STUDENTS, ASIAN STUDENTS, AND THEN AS AN OTHER CATEGORY, CORRECT? 
          >> YES. 
          >> THOSE ARE THE GROUPS THAT WE WILL NO LONGER BE USING. 
          CORRECTION, IT WON'T BE IDENTIFIED BY SCHOOL. 
          INDIVIDUALLY, IT'LL JUST BE AN AGGREGATE NUMBER. 
          >> I DON'T HONESTLY KNOW WHAT IT'S GOING TO LOOK LIKE WHEN THEY ACTUALLY PUT IT OUT ON PAPER TO SAY, THAT I HAVEN'T SEEN ANYTHING OTHER THAN THE MODEL THAT WAS PRESENTED AT THE JULY MEETING. 
          MY HOPE WOULD BE THAT WE WOULD AT LEAST UNDERSTAND THE OVERALL RATING FOR EACH REPORTING GROUP BECAUSE IF WE'RE TRYING TO BE TRANSPARENT AND UNDERSTAND WHERE SCHOOLS NEED SUPPORT, I WOULD THINK THAT WOULD BE CRITICAL INFORMATION, BUT I CANNOT SPEAK TO WHAT THEY PLAN ON DOING IT. 
          >> THEN MY LAST QUESTION ON THIS SLIDE IS REGARDING THE ENGLISH LEARNERS. 
          WE WERE AT 11 SEMESTERS. 
          >> YES, FOR STATE ACCOUNTABILITY, A STUDENT WHO HAD 11 SEMESTERS, LEARNING IN AMERICAN SCHOOLS OR US SCHOOLS. 
          UP TO 11, THEIR SCORE COULD BE EXCLUDED. 
          LET'S SAY YOU HAD A THIRD GRADER, THEY WOULD BE IF THEY STARTED IN KINDERGARTEN EIGHTH SEMESTER. 
          BUT IF THEY TAKE THE TEST AND PASS IT, THEN WE COULD INCLUDE IT, 
          [00:30:01]
BUT IF THE TEST AND FAILED IT, THEN IT EXCLUDED FROM ACCREDITATION RATING. 
          GENERALLY, MOST THIRD AND FOURTH GRADERS BECAUSE UNLESS THEIR REPEATERS WOULD BE EXCLUDED FROM THAT CALCULATION FOR THE SCHOOL IF THEY DID NOT PASS. 
          >> UNDER THIS ONE, WE'RE MAKING IT THREE SEMESTERS NOW. 
          >> YES. 
          >> WE'RE TALKING ABOUT A CHILD WHO CAME FROM WHEREVER, HAS NEVER SPOKEN ENGLISH BEFORE, AND NOW WE'RE GOING TO ASSESS THEM AT THREE MONTHS OF ENGLISH. 
          >> WELL, THREE SEMESTERS. 
          >> THREE SEMESTERS, I'M SORRY. 
          >> THREE SEMESTERS OF LEARNING OF ALIGNING THE STATE SYSTEM WITH THE FEDERAL SYSTEM. 
          THE FEDERAL IS PRETTY STRICT ON THEIR GUIDELINES IN TERMS OF HOW YOU CAN ADJUST FOR ENGLISH LEARNERS, AND THE FEDERAL GUIDELINE IS THREE SEMESTERS. 
          BECAUSE WE'RE ALIGNING THAT, THEN THAT WILL BE WHAT WE USE NOW. 
          >> NOT YOU, DR. FOX. 
          >> THANK YOU. 
          >> BUT THE ENTITY THAT CAME UP WITH THIS. 
          THE ASSUMPTION IS THAT YOU CAN LEARN A FOREIGN LANGUAGE IN THREE SEMESTERS. 
          FOR THOSE OF US ON THIS BOARD WHO TOOK A FOREIGN LANGUAGE, AND IT TOOK US MORE THAN THREE SEMESTERS, WE ARE OFF TRACK. 
          >> WELL, THAT WILL BE THE SAME THERE IS THE STATE WE PARTICIPATE IN WE ACCESS TESTING FOR ENGLISH LEARNERS, EVERY SPRING OR ACTUALLY WINTER, IT'S USUALLY JANUARY, FEBRUARY, MARCH AND THERE IS, I'M GOING TO JUMP DOWN TO THE FRAMEWORK MODEL HERE. 
          YOU SEE HERE LINE 2 OF THE MASTERY INDEX. 
          WE ARE INCORPORATING THE ENGLISH LANGUAGE PROGRESS VIA WIDA IN THAT. 
          A STUDENT COULD TECHNICALLY NOT PASS THEIR SOL, BUT THEY COULD HAVE MADE ENOUGH PROGRESS YEAR OVER YEAR FOR THE WIDA TO BE COUNTED AS CREDIT THERE. 
          TWO WAYS OF LOOKING AT THAT IN TERMS OF ENGLISH LANGUAGE ACQUISITION. 
          >> THEN MY LAST QUESTION. 
          >> YES, MA'AM. 
          >> FOR THAT SECOND PERFORMANCE RATING, IT'S ACCUMULATION OF POINTS. 
          >> CORRECT. 
          >> IF WE GO TO, I GUESS IT WOULD BE BACK ON SLIDE 26. 
          >> SORRY, FOR THE LISTENING. 
          >> NO. IT'S OKAY. 
          >> FOR THE VIEWING AUDIENCE. WE BE GETTING DIZZY NOW. 
          >> YES, MA'AM. IN ORDER FOR US TO HAVE ENOUGH POINTS TO NOT BE IN THE OFF TRACK OR NEEDS INTENSIVE SUPPORT, IF YOU GO BACK ONE SLIDE, THE NEW CCCRI MODEL, WHICH IS THE 3E PLUS THE MASTERY AND OUR GRADUATION, WILL DETERMINE WHAT OUR TOTAL POINTS ARE. 
          WHATEVER THEY'RE WEIGHTED AT OR ADDING ALL THAT TOGETHER. 
          >> I'M GOING TO GO HERE FOR HIGH SCHOOL. 
          THEY CAN GET A TOTAL OF 35 POINTS. 
          REMEMBER THIS IS EACH STUDENT OR EACH HIGH SCHOOL? 
          >> EACH HIGH SCHOOL. 
          >> CAN GET A TOTAL OF 35 PERCENT. 
          IT WOULD BE LIKE WHAT PERCENTAGE OF YOUR KIDS QUALIFIED FOR OR WHATEVER YOUR READY FOR LIFE FRAMEWORK IS AND THEN WE'RE GOING TO MULTIPLY THAT BY 25 PERCENT BECAUSE THAT'S 25 PERCENT OF THE EQUATION. 
          FIVE PERCENT IS GOING TO COME FROM YOUR EXTENDED GRADUATION RATE. 
          UP TO 25 POINTS OUT OF THAT 100 WOULD COME FROM THE 3E FRAMEWORK. 
          >> THANK YOU. 
          >> YOU'RE WELCOME. 
          >> THANK YOU. THIS HAS BEEN VERY NOT ENLIGHTENING. 
          I HAVE SO MANY QUESTIONS AND I'M NOT GOING TO ASK THEM ALL. 
          [NOISE] I HOPE THAT'S NOT ME. 
          AS I'M TRYING TO MAKE SENSE OF THIS, IT'S CRAZY. 
          IT'S VERY DIFFICULT TO GET ALL OF THE COMPONENTS. 
          I REALIZE THIS IS VERY EARLY STAGES AND IT'S ROLLING OUT SLOWLY WITH BITS AND PIECES. I GET THAT. 
          IT FEELS LIKE TO ME THAT SOMEONE SOMEWHERE IS GOING TO HAVE TO DO SOME PRETTY SERIOUS MATH. 
          IT FEELS IT'S GOING TO BE A SCHOOL COUNSELOR. 
          I DON'T KNOW WHY I THINK THAT. 
          >> I WOULD SAY NO. 
          >> GOOD. 
          >> I'M GOING TO GO BACK HERE TO WHERE WE ARE. 
          IN TERMS OF THE MASTERY INDEX, THAT IS SOMETHING THAT, RIGHT NOW, MY TEAM DOES PROJECTIONS BASED ON EVERYTHING THAT WE KNOW. 
          WE CAN DEFINITELY PROJECT WHAT THE MASTERY INDEX SCORE WILL BE FOR EACH SCORE. 
          ENGLISH LANGUAGE PROGRESS, WE CAN PREDICT AS SOON AS WE GET THOSE RESULTS, WHICH IS USUALLY LATE MAY OR JUNE, SO THAT CAN BE ADDED IN. 
          GROWTH IS SOMETHING THAT WE WILL NOT BE ABLE TO PREDICT, AND WE WILL HONESTLY NEVER BE ABLE TO PREDICT. 
          GROWTH IN THE NEW SYSTEM IS BASED ON EVERY STUDENT WHO TOOK THE TEST AND THE STUDENTS WHO ARE LIKE THEM, AND SO THAT IS SOMETHING THAT WE WILL HAVE TO RELY ON THE STATE TO TELL US. 
          THAT CALCULATION I THINK IS PART OF THE TIMELINE FOR GETTING THE RESULTS, AND THAT'S GOING TO BE IN OCTOBER PROBABLY IS WHEN WE WILL UNDERSTAND WHAT THE GROWTH LOOKED AT EACH ELEMENTARY OR MIDDLE SCHOOL. 
          GRADUATION, WE CAN PRETTY MUCH. 
          WE KNOW WHO'S IN THIS FEDERAL COHORT. 
          WE CAN IDENTIFY THAT. 
          CHRONIC ABSENTEEISM IS A MOVING TARGET BECAUSE IT'S BASED ON STUDENT MEMBERSHIP, 
          [00:35:05]
BUT WE CAN COME PRETTY CLOSE TO UNDERSTANDING WHO'S BEEN ABSENT OR NOT. 
          THAT ONE'S PREDICTABLE. 
          THE 3E FRAMEWORK AT THIS POINT I THINK IS UP IN THE AIR. 
          ONE OF THE ISSUES WILL BE BECAUSE IT IS BASED ON TESTING AND SCORES EARNED. 
          WE DON'T GET THOSE TEST RESULTS BACK UNTIL WELL AFTER SCHOOL IS OVER. 
          UNDERSTANDING HOW THAT IS I THINK IT'S PREDICTABLE, BUT IT'S PROBABLY THE STATE WILL BE RUNNING THAT OFFICIAL DATA. 
          I WILL SAY WITH OUR CURRENT ESTIMATES, WE ALWAYS SAY TO THE SCHOOL, THIS IS YOUR ESTIMATE. 
          IT'S PRELIMINARY. NOTHING IS OFFICIAL UNTIL IT COMES FROM US. 
          [LAUGHTER] NOTHING. 
          I THINK THE WORK OF THE COUNSELOR THERE WILL BE UNDERSTANDING. 
          BUT FOR ME, THAT'S WORK THAT COUNSELORS ARE ALREADY DOING. 
          THEY WORK WITH EACH STUDENT TO SAY WHAT IS YOUR PATH FORWARD IN LIFE AND THEN HONORING MULTIPLE PATHWAYS THAT MAYBE IT IS. 
          MY NEPHEW IS IN THE NAVY AND HE LOVES IT AND THAT WAS HIS ONLY PATH. 
          MY OTHER ONE IS AN HONOR STUDENT OR WAS AN HONOR STUDENT AT VCU AND HE'S DOING A SURGICAL RESIDENCE, SO VERY DIFFERENT PATHS EVEN WITHIN THE SAME FAMILY. 
          EACH CHILD SHOULD BE HONORED IN THEIR WORK. 
          HOW DO COUNSELORS WORK ONE-ON-ONE WITH A CHILD TO HONOR TO MAKE SURE THAT THEY GET ACROSS THE STAGE, BUT ALSO THAT THEY HAVE ONE OF THESE ES IN THEIR POCKET ACCOUNT? 
          >> THANK YOU BECAUSE THE WHOLE TIME I'M THINKING POOR SCHOOL COUNSELORS, [OVERLAPPING] BUT THEY ACTUALLY FEEL BETTER. 
          >> I FEEL LIKE [OVERLAPPING] THIS IS NOT A LIFT ON SCHOOL COUNSELORS. 
          >> LET'S SEE. I AM CURIOUS IF THIS IS A SHORT ANSWER. 
          WHAT ARE THE PERFORMANCE TASKS FOR THE THREE CS OR ES? 
          >> WE DON'T KNOW. 
          >> WE DON'T KNOW. 
          >> IT'S THE FIVE CS, AND WE DON'T KNOW WHAT THEY ARE YET. 
          THEY ARE SCHEDULED TO BE PILOTED THIS YEAR, BUT NOBODY THAT I KNOW KNOWS ANYTHING ABOUT WHAT THAT WILL LOOK LIKE. 
          IT'LL BE FIFTH GRADE AND EIGHTH GRADE. 
          >> I WAS VERY CURIOUS ABOUT THAT. 
          >> FINAL. WELL, WE HAVE THE CRITICAL THINKING, CREATIVE THINKING, COLLABORATION, COMMUNICATION, AND CITIZENSHIP, BUT IT IS A PERFORMANCE TASK ASSOCIATED WITH THIS. 
          I JUST WANT TO KNOW WHAT IT IS. 
          >> I HAVE NO IDEA. VERY SHORT ANSWER. 
          >> YOU ARE THERE. I SEE WE'RE SHORT. 
          THE EMPLOYMENT, THE HIGH DEMAND, HIGH PAY VERSUS JUST HIGH DEMAND, AND I LOOKED EVERYWHERE. 
          YOU SAID WELDING. WHAT ARE SOME OTHER? 
          >> I SAID WELDING BECAUSE I IMMEDIATELY CONTACTED CHAD MACLIN WHEN THIS CAME OUT AND I SAID I DEFINITELY NEED TO UNDERSTAND THE DIFFERENCE BETWEEN HIGH DEMAND AND HIGH DEMAND, HIGH WAGE. 
          HIGH DEMAND IS DEFINED BY THE VOEE AS INDICATED HERE. 
          I LITERALLY CUT THE SLIDE OUT. 
          THE LINKS ARE PASTED AT THE BOTTOM FOR YOU IF YOU WANT TO GO. 
          HIGH WAGE IS SOMETHING THAT IS BEING DECIDED UPON BY VOEE AND THEIR METRICS. 
          SO THAT IS NOT A PUBLIC IN CONJUNCTION WITH, I THINK DR. MYERS, I SAY THAT SOMEONE PRESENTED AT THE LAST BOARD MEETING AND TALKED ABOUT HOW THEY DEFINED THE HIGH-WAGE FIELDS. 
          WE CAN DEFINITELY GET AN IDEA OF WHAT THOSE FIELDS ARE FOR YOU, BUT I DON'T HAVE THAT. 
          >> IT'S FINE. I JUST WONDER AT THE TOP OF YOUR HEAD. 
          THAT'S ENOUGH. THAT'S FINE. 
          THANK YOU SO MUCH. 
          I JUST HAVE TWO QUESTIONS. 
          ONE IS ON THE HIGH SCHOOL SLIDE WHERE YOU'RE TALKING AGAIN, OF COURSE, ABSENTEEISM. 
          RIGHT THERE. YES. CAN YOU EXPAND A LITTLE MORE ON THE EXTENDED-YEAR GRADUATION RATE? WHAT IS? 
          >> YES. THIS RATE IS HONORING THE DIFFERENCE BETWEEN THE FEDERAL GRADUATION RATE AND THE VIRGINIA ON-TIME GRADUATION RATE. 
          VIRGINIA ALLOWS FOR SOMETHING CALLED SLIDERS IN THAT A SPECIAL EDUCATION STUDENT OR AN ENGLISH LANGUAGE STUDENT WHO NEEDS EXTRA TIME TO GRADUATE CAN BE MOVED INTO A LATER COHORT. 
          ALSO, THIS ONE IS LOOKING AT, HEY, WE'RE GIVING YOU SIX YEARS TO GET EVERYBODY ACROSS THE STAGE. 
          THEN THE ADDITION OF THE APPLIED STUDIES DIPLOMA IS A DIPLOMA THAT IS RECOGNIZED IN THE ON-TIME GRADUATION RATE AND THE GRADUATION COMPLETION INDEX FOR SOME OF OUR SPECIAL EDUCATION STUDENTS WHO MEET ALL OF THE OTHER CREDENTIALS BUT ARE NOT PASSING THE STANDARDIZED TEST. 
          WE WILL GET CREDIT UNDER THIS MODEL FOR THOSE STUDENTS AS WELL. 
          >> THANK YOU. LAST QUESTION. 
          WHEN WILL YOU BE PROVIDING US UPDATES AS ALL OF THIS INFORMATION COMES TOGETHER? IS THIS AUGUST TIME FRAME EVERY YEAR OR WHAT IS THAT DO YOU THINK THAT LOOKS LIKE? 
          >> WE PICKED THE AUGUST TIME FRAME THIS YEAR BECAUSE WE KNEW WHAT THE STATE HAD DECIDED IN JULY AND GETTING OUT IN FRONT OF YOU AND SCHOOL LEADERSHIP IS IMPORTANT. 
          I FEEL LIKE NEXT YEAR I WON'T HAVE MUCH TO PRESENT IN AUGUST OTHER THAN OUR PREDICTIONS, 
          [00:40:01]
AND WE WON'T ACTUALLY UNDERSTAND WHAT OUR SCHOOLS ACTUAL RATINGS ARE UNTIL PROBABLY OCTOBER OR EVEN NOVEMBER. 
          >> HELLO. I HAVE MORE QUESTIONS. 
          >> YES. 
          >> I'M JUST TRYING TO WRAP MY HEAD AROUND IT AND I WANT TO MAKE SURE THAT I UNDERSTAND WHAT WE'RE TALKING ABOUT. 
          A FEDERAL IDENTIFICATION OF TARGETED OR ADDITIONAL TARGETED SUPPORT. 
          DO WE HAVE A SCHOOL THAT WOULD FALL UNDER THAT CRITERIA? 
          >> WE DO. 
          >> CAN YOU GIVE ME AN EXAMPLE OF WHAT THAT MEANS? 
          >> I THINK MY EXAMPLE THAT I KNOW I FEEL LIKE WE HAVE TWO MIDDLE SCHOOLS RIGHT NOW THAT ARE UNDER THAT. 
          THE WAY THE FEDERAL SUPPORT WORKS, AND I WOULD HONESTLY DEFER TO DR. 
          GERVAIS WHO'S OUR SCHOOL IMPROVEMENT SPECIALIST FOR THIS, BUT THE LOWEST 5% OF SCHOOLS GET PULLED OFF FOR COMPREHENSIVE SUPPORT, AND THAT'S WHAT THE STATE PROVIDES FOR THEM. 
          THEN THE REST OF THE SCHOOLS ARE LOOKED AT TO SEE, DO YOU HAVE A SUBGROUP THAT IS PERFORMING BELOW THAT LEVEL AND IF YOU HAVE A GROUP OF STUDENTS WHO IS PERFORMING BELOW THAT LEVEL. 
          IF SO THEN YOU GET THAT ADDITIONAL OR TARGETED SUPPORT AND INTERVENTION. 
          IF YOU STAY IN TARGETED SUPPORT AND INTERVENTION FOR THREE YEARS, THEN YOU BECOME ADDITIONAL TARGETED SUPPORT AND INTERVENTION. 
          THAT'S THE WAY THAT MAPS OUT. 
          I BELIEVE WE HAVE TWO MIDDLE SCHOOLS AND I WOULD HATE TO CALL ANYBODY BY NAME WITHOUT KNOWING THE ACTORS. 
          >> I UNDERSTAND THIS. 
          >> SCHOOLS ARE PENALIZED FOR SUPPORTING STUDENTS ADDITIONALLY BY THIS METRIC. 
          >> WHAT I WOULD [OVERLAPPING]. 
          >> IT JUST SOUNDS LIKE WE GET LOWER SCORES IF WE SUPPORT OUR STUDENTS WHO NEED SUPPORT UNDER THIS. 
          >> I THINK THAT NUMBER COMES OUT REGARDLESS. 
          >> I KNOW THIS ISN'T YOU. 
          >> BUT NO, I THINK WHAT IT IS IS IF YOU HAVE THAT NUMBER IS USED TO IDENTIFY A SCHOOL WHO MAYBE IS PERFORMING WELL OVERALL BUT NOT WITH A PARTICULAR GROUP OF STUDENTS. 
          WHAT WE'RE SAYING IS WE'RE HOPING THAT BY PROVIDING YOU TARGETED SUPPORT, THAT GROUP OF STUDENTS WILL RISE TO THE SAME LEVEL AS THE OTHER GROUPS. 
          I DON'T THINK IT'S BECAUSE THEY'RE HELPING THOSE STUDENTS. 
          I THINK IT'S BECAUSE THOSE STUDENTS OR THAT SCHOOL MIGHT NEED SOME SUPPORT IN GETTING THOSE STUDENTS INTO THE SAME REALM OF PERFORMANCE AS THE REST. 
          >> IT FEELS LIKE WE'RE GETTING HIT FOR TRYING. 
          CAN YOU TELL ME A LITTLE BIT MORE ABOUT WHAT ADVANCED COURSEWORK IN MIDDLE SCHOOL LOOKS LIKE? IS THAT WHEN WE'RE TALKING ABOUT ALGEBRA AND EIGHTH GRADE? 
          >> YES. THAT WOULD BE ALGEBRA OR GEOMETRY. 
          ANYTHING THAT HAS AN END-OF-COURSE REQUIRED FOR GRADUATION OR ASSOCIATED WITH GRADUATION. 
          THE EOC TESTING IS ONLY HIGH SCHOOL CREDIT COURSE. 
          HOWEVER, SOMETHING LIKE WORLD LANGUAGE, WHERE THERE IS NO EOC COURSE, THE STUDENTS WILL NOT GET CREDIT FOR THIS. 
          >> I DON'T MEAN THIS TO BE LIKE A JEOPARDY! QUESTION, BUT WHAT IS THE FEDERALLY ADJUSTED COHORT GRADUATION RATE AS A PERCENTAGE OR A NUMBER RIGHT NOW? 
          >> I WOULD SAY IT'S LOWER IS WHAT I WOULD SAY. 
          THAT'S BECAUSE, AGAIN, WE DON'T HAVE THE SLIDERS AND WE DON'T HAVE THE ADDITIONAL DIPLOMA. 
          THE FEDERAL RATE IS THE MOST RESTRICTIVE RATE. 
          WE DON'T HAVE THE SLIDERS. 
          WE DON'T HAVE THE ADDITIONAL YEARS FOR EL OR SPECIAL EDUCATION STUDENTS, AND THEN WE DON'T HAVE THE ADDITIONAL DIPLOMA FOR SPECIAL EDUCATION STUDENTS. 
          THAT'S PUBLIC KNOWLEDGE. I CAN FIND THAT FOR YOU AND FOR EVERYBODY. 
          >> THANKS. I JUST WANT TO GET MY HEAD AROUND THAT NUMBER JUST AS WE'RE SETTING OUR GOALS. 
          I KNOW THAT I MUST HAVE HEARD THIS WRONG BECAUSE AM I HEARING THAT A HIGH SCHOOL STUDENT IS CONSIDERED COLLEGE-READY ONCE THEY'VE EARNED A COLLEGE DEGREE? 
          >> AN ASSOCIATE'S DEGREE. 
          >> I JUST THOUGHT I MUST HAVE MISUNDERSTOOD. 
          >> BONUS CREDIT. THAT PERSON IS ACTUALLY 1.25 IN THE FRAMEWORK. 
          >> GOOD. CELEBRATE THE HIGH ACHIEVERS. 
          I'M EXCITED ABOUT THAT, BUT IT JUST SEEMS OKAY. [LAUGHTER] 
          >> I THINK THIS WILL BE AN ADJUSTMENT FOR OUR HIGH SCHOOLS. 
          IT'S CLEARLY VERY DIFFERENT CRITERIA THAN WE'VE BEEN OPERATING ON UNDER THE CCCRI. 
          I WILL ALSO POINT OUT THAT WHEN WE SHIFTED TO THE CCCRI WITH THE 2018 REVISIONS, WE HAD FOUR YEARS TO GET HIGH SCHOOLS OR HIGH SCHOOLERS ACROSS THE STAGE MEETING THOSE CREDENTIALS. 
          WE WERE NOT GOING TO HAVE THIS. 
          THIS GOES INTO EFFECT FOR OUR COHORT OF 2025 NEXT YEAR. 
          THEY HAVE ONE YEAR TO GARNER THESE CREDENTIALS. 
          >> ARE WE SEEING THE EARNING OF AN ASSOCIATE'S DEGREE EQUITABLY DISTRIBUTED THROUGHOUT THE HIGH SCHOOLS IN THE COUNTY OR DO WE HAVE HIGH SCHOOLS THAT MORE ARE EARNING THAT? 
          >> I CANNOT ANSWER THAT QUESTION, 
          [00:45:03]
SO I NEED TO FIND IT OUT FOR YOU. 
          >> THANK YOU. IT REALLY JUST KEEPS GOING DOWNHILL FROM HERE SORRY. 
          [LAUGHTER] TO MR. PARANTO 'S POINT, THE ASVAB SCORING IS TROUBLING. 
          I KNOW THAT THIS COMES FROM THE STATE. 
          THIS IS NOT COMING FROM YOUR DEPARTMENT. 
          I'M DISAPPOINTED THAT THE STATE BOARD CHOSE TO GO WITH THIS VALUE SYSTEM FOR OUR STUDENTS WHO CHOOSE TO ENLIST, AND I HOPE THAT AT SOME POINT, IT'S RECONSIDERED. 
          BUT I WILL LEAVE IT AT THAT, AND I APPRECIATE YOUR TIME AND YOUR WORK. THANK YOU. 
          >> THANK YOU. 
          >> I HAVE ONE MORE QUESTION. 
          I APOLOGIZE, DR. FOX. 
          AS FAR AS HIGH SCHOOLS ARE CONCERNED, SO OUR SPECIALTY CENTERS, SO IF WE HAVE A STUDENT IN MIDLOTHIAN THAT'S ATTENDING, SAY THE GOVERNOR SCIENCE ACADEMY THAT'S AT COSBY, THEIR SCORE, IS THAT ATTRIBUTED TO COSBY'S OVERALL ACADEMIC ACHIEVEMENT OR MIDLOTHIAN'S ACADEMIC ACHIEVEMENT? 
          >> SCORES FOR STUDENTS ARE BASED ON WHERE THEY ATTEND. 
          >> VERY GOOD. THANK YOU. 
          >> ONE MORE, SORRY. 
          WHAT ABOUT CODERVA? 
          >> CODERVA, I BELIEVE EVENTUALLY COMES BACK TO THE SCHOOL SYSTEM. 
          THE REGIONAL CODERVA, MAGGIE WALKER GOVERNOR'S SCHOOL AND APPOMATTOX REGIONAL GOVERNOR'S SCHOOL, THEY TEST IN THAT ENVIRONMENT, BUT THEN THE SCHOOL ITSELF DOES NOT GET AN ACCREDITATION, SO THAT COMES BACK TO THEIR HOME DISTRICT AND THEIR HOME SCHOOL. 
          >> I KNOW A LOT OF THOSE KIDS GET ASSOCIATE'S DEGREES, SO WANTED TO GET CREDIT. 
          [LAUGHTER] LET'S BE REAL. 
          THANK YOU. THANK YOU, DR. FOX. 
          >> YOU'RE WELCOME. THANK YOU FOR HAVING ME. 
          >> NEXT, WE HAVE A REVIEW OF THE STRATEGIC PLAN PROGRESS FROM DR. MURRAY. 
          [D. Strategic Plan Progress Review]
          >> THANK YOU, MADAM CHAIR. 
          ALSO JUST WANT TO TAKE A MINUTE TO THANK DR. FOX. 
          THAT IS NOT AN EASY LIFT TO TRY TO PROVIDE CLARITY AROUND SOMETHING THAT IS VERY MURKY, BUT SHE'S THE LEADER TO GET US THROUGH THAT. 
          THANK YOU FOR YOUR THOUGHTFUL QUESTIONS THERE, BUT THANK YOU FOR YOUR WORK, PATTY. 
          ALSO, I JUST WANT TO RE-EMPHASIZE TO ANY COUNSELOR THAT MAY BE LISTENING IN THAT YOU WILL NOT BE RESPONSIBLE, ESPECIALLY IF MY WIFE IS LISTENING, FOR THE CALCULATION THERE. 
          BUT I ALSO WANT TO SAY BECAUSE I THINK I WOULD BE REMISS IF I DID NOT THAT WITH POINT STRUCTURES COMES THE OPPORTUNITY TO GAME THE SYSTEM AND WE WILL NOT BE GAMERS IN THIS EFFORT. 
          WE WILL CONTINUE TO PUSH OUR KIDS TO BE THEIR BEST VERSIONS OF THEMSELVES. 
          SO JUST WANT TO BE CLEAR OF HOW OUR STAFF WILL PICK UP THIS BANNER. 
          BOARD MEMBERS, THE FOLLOWING PRESENTATION SHARES PROGRESS TO DATE ON THE CCPS STRATEGIC PLAN IMAGINE TOMORROW METRICS. 
          >> THE PLAN CONTAINS TWO GOALS AND 11 OBJECTIVES UNDER WHICH THERE ARE 32 PERFORMANCE INDICATORS. 
          IT IS DESIGNED TO SPAN SEVEN YEARS FROM THE 2018-19 SCHOOL YEAR TO THIS ONE, 2024-25. 
          THE CURRENT PLAN VERSION WAS LAST UPDATED BY THE BOARD IN OCTOBER OF '22, AND PROVIDES OUR DAILY FOCUS AS WE SEEK TO CREATE AN INFINITE LEARNER MINDSET WHILE ENCOURAGING STUDENTS AND STAFF TO EXEMPLIFY PERSONAL RESPONSIBILITY AND SUPPORTIVE RELATIONSHIPS. 
          ANNUALLY, SINCE THE PLAN'S INITIAL APPROVAL, BOARD MEMBERS REVIEW OUR PROGRESS ON THE IDENTIFIED PERFORMANCE INDICATORS UNDER EACH OBJECTIVE. 
          VARIOUS EMPLOYEE GROUPS ACROSS SIX DIVISIONS ARE RESPONSIBLE FOR REPORTING PROGRESS, AND YOU'LL HEAR FROM THOSE RESPECTIVE CHIEFS IN JUST A MOMENT. 
          AS WELL, THIS ANNUAL REVIEW EXCEEDS THE 2023-24 STANDARDS OF QUALITY COMPLIANCE DATA COLLECTION CERTIFICATIONS UNDER STANDARD 6, PLANNING AND PUBLIC INVOLVEMENT. 
          ALSO WORTH NOTING IS THAT STAFF WILL BE WORKING ON A REVISED STRATEGIC PLAN THROUGHOUT THIS YEAR, WHICH MAKES PATTY'S WORK AND WHAT SHE JUST DISCUSSED EVEN MORE INFORMATIVE TO THAT REVISION THROUGHOUT THIS SCHOOL YEAR AS THE CURRENT ITERATION IS SET TO EXPIRE. 
          >> GOOD AFTERNOON, BOARD CHAIR, VICE CHAIR, MEMBERS, AND INTERIM SUPERINTENDENT. 
          FROM THE DIVISION OF TEACHING AND LEARNING, 
          [00:50:02]
I WILL BE REVIEWING WITH YOU EIGHT PERFORMANCE UPDATES THAT FALL TO US EACH YEAR TO ANNUALLY TRACK UNDER OBJECTIVES 1.1, 1.3, AND 2.2. 
          TO BE MINDFUL OF A FEW THINGS AS WE GET STARTED WITH THIS DECK, THE CCPS BOARD DID APPROVE THE PLAN THAT HAS BEEN REVISED IN OCTOBER OF 2022, WHICH RESET OUR DATA COLLECTION AND CHANGED SOME OF OUR MEASUREMENTS. 
          WE'RE REALLY REPORTING FROM THAT YEAR FORWARD IN THIS DECK. 
          ALSO, AS PATTY BEDAZZLED YOU WITH ALL OF THAT INFORMATION, I WILL BE NOTING AS I GO THROUGH MY SLIDES WHERE MANY OF THE PERFORMANCE MEASUREMENTS WE'RE CURRENTLY REPORTING ON, WE WILL NOT BE REPORTING ON AGAIN BECAUSE OF THE CHANGES WE'RE PREDICTING. 
          AS WE GET TO THIS FIRST SLIDE, OUR FIRST MEASURE FOR OBJECTIVE 1.1 LOOKS AT EARLY LITERACY, AND SINCE THE 2022 STRATEGIC PLAN REVISIONS, WE NOW DO REPORT RACE AND ETHNICITIES AS SHOWN HERE AND AS IS AVAILABLE TO US. 
          OBJECTIVE 1.1 READS "TO MEET OR EXCEED PERFORMANCE EXPECTATIONS ON STATE ASSESSMENTS FOR ALL STUDENTS." THE PERCENTAGES NOTED HERE REPRESENT OUR STUDENTS NOT IDENTIFIED AS NEEDING READING INTERVENTION THROUGH THE ADMINISTRATION OF THE PALS ASSESSMENT. 
          PALS IS AN ACRONYM FOR THE PHONOLOGICAL AWARENESS LITERACY SCREENER, AND ITS BENCHMARKS ARE SET EXTERNALLY BY THE UNIVERSITY OF VIRGINIA PALS OFFICE AND THE UNIVERSITY OF VIRGINIA SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT IN PARTNERSHIP WITH THE VIRGINIA DEPARTMENT OF EDUCATION. 
          THE NUMBERS IN PARENTHESES NOTE OUR STUDENT COUNTS. 
          NOTEWORTHY, 2023-24 IS THE LAST YEAR OF PALS TESTING AS THE STATE IS PARTNERING WITH UVA AND SHIFTING TO A NEW TOOL TO ASSESS EARLY LEARNING LITERACY, BEGINNING IN 2024-25. 
          THAT NEW TOOL IS CALLED VALS AND THAT STANDS FOR THE VIRGINIA LANGUAGE AND LITERACY SCREENER. 
          THIS IS ONE OF TWO SLIDES FOR OBJECTIVE 1.1, AND AS NOTED, THIS SLIDE IS FOR FIRST GRADE. 
          EVERYTHING I JUST SAID ABOUT THE LAST SLIDE, AS I CLICK TO THE NEXT SLIDE, STILL STANDS TRUE, EXCEPT NOW WE'RE LOOKING AT SECOND GRADE. 
          YOU'LL NOTE AT THE BOTTOM OF THE SLIDE, WE'VE MADE A NOTATION THAT WE CAN ONLY SHARE WITH YOU THE REPORTING CATEGORIES THAT PALS PROVIDES TO US, YOU WILL SEE ON OTHER SLIDES THAT THERE WILL BE ADDITIONAL REPORTING CATEGORIES WHEN WE HAVE THAT INFORMATION. 
          STILL IN OBJECTIVE 1.1, WHICH AGAIN, IS TO MEET OR EXCEED PERFORMANCE EXPECTATIONS ON STATE ASSESSMENTS FOR ALL STUDENTS, WE SWITCHED IN 2022 WITH THE DATED STRATEGIC PLAN AND WE MOVED AWAY FROM REPORTING THE NWEA MAPS, WHICH STANDS FOR THE MEASURE OF ACADEMIC PROGRESS ASSESSMENT TO REPORT THE VIRGINIA STANDARDS OF LEARNING. 
          THE PERCENTAGES SHOWN HERE ON THIS SLIDE REPRESENT STUDENTS WHO PASSED OR DEMONSTRATED GROWTH ON THE MATHEMATICS SOL ACROSS THE ENTIRE DIVISION IN GRADES 3 THROUGH 12. 
          ALSO NOTED HERE ARE THE PRELIMINARY RESULTS WITH STATE FINAL DATA COLLECTION DUE LATER THIS FALL. 
          THAT LITTLE ASTERISK ON THE 2023-24 LINE TELLS YOU THAT THOSE NUMBERS WILL NOT BE PERMANENT AND VERIFIED BY THE STATE FOR ANOTHER MONTH OR TWO, BUT WE WILL SHARE THOSE WITH YOU WHEN WE GET THEM. 
          NOTEWORTHY HERE, THE VIRGINIA BOARD OF EDUCATION, AS DR. FOX JUST SHARED, IS LAUNCHING A NEW PERFORMANCE EVALUATION SYSTEM FOR OUR SCHOOLS, SO WE DO EXPECT IMPACT ON WHAT WE SEE ON THIS SLIDE AS WE MOVE FORWARD NEXT YEAR. 
          EVERYTHING I SAID THERE REMAINS TRUE EXCEPT NOW WE'RE GOING TO LOOK AT ENGLISH ON THE NEXT SLIDE. 
          ENGLISH FOCUSES ON BOTH READING AND WRITING. 
          A COUPLE OF NOTES, THOUGH, HERE AS YOU LOOK AT OUR STUDENTS PERFORMANCE ACROSS THE ENTIRE DIVISION, 2022-23 WAS THE LAST YEAR, THE EIGHTH GRADE WRITING TEST WAS GIVEN AS A SEPARATE TEST FROM THE READING TEST IN MIDDLE SCHOOL. 
          ALSO NOTED HERE, THERE ARE PRELIMINARY RESULTS. 
          AGAIN, WHEN WE GET THE STATE'S FINAL NUMBERS, WE WILL SHARE THOSE WITH YOU. 
          FINALLY, THE WIDA ACCESS SCORES ARE NOT CALCULATED IN AT ALL, AND NOT ONLY WILL THAT IMPACT PERFORMANCE IN OUR EL COLUMN, BUT ACROSS THE BOARD BECAUSE STUDENTS CAN FALL INTO SEVERAL CATEGORIES. 
          BEFORE YOU ASK, I WROTE IT DOWN BECAUSE I KNOW SOMETIMES OUR FAMILIES LISTENING, WE BEDAZZLE THEM WITH ACRONYMS. WIDA IS WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT. 
          PRIOR TO THAT NAME, IT WAS THE WISCONSIN, ARKANSAS, AND DELAWARE ASSESSMENT, BUT THEN THINGS CHANGED. 
          ACCESS TESTING STANDS FOR ASSESSING COMPREHENSION AND COMMUNICATION IN ENGLISH STATE-TO-STATE FOR ENGLISH LANGUAGE LEARNERS. 
          [00:55:03]
OF COURSE, I HAD TO WRITE THAT DOWN BECAUSE I DON'T KNOW IF ANYONE CAN REMEMBER THAT OTHER THAN TARA JENKINS OFF THE TOP OF HER HEAD. 
          AS WE MOVE INTO OBJECTIVE 1.3, WE'RE GOING TO LOOK AT THE 6C'S, AND MS. HUDGINS, YOU ALREADY RATTLED OFF FIVE OF THEM EARLIER, VERY IMPRESSIVE. 
          I WILL SAY THAT HERE IN CHESTERFIELD, WE ADDED A 6C INTENTIONALLY WITH OUR STRATEGIC PLAN, AND THAT IS THE CONNECTOR C THAT'S NOT LISTED AT THE STATE LEVEL. 
          OBJECTIVE 1.3 READS, "GRADUATING STUDENTS WHO ARE COLLEGE AND CAREER-READY TO ENGAGE AS PRODUCTIVE CITIZENS." THIS IS A MEASURE THAT WE TAKE FROM KINDERGARTEN THROUGH FIFTH GRADE. 
          YOU'RE SEEING A STUDENT COUNT ACROSS ALL OF OUR STUDENTS, ACROSS ALL OF THOSE GRADES, WHICH GIVES US AN END COUNT OF JUST A LITTLE OVER 28,000 STUDENTS REPRESENTED ON THIS SLIDE. 
          WHAT WE LOOK AT IS THEIR LAST REPORT CARD OF THE YEAR. 
          WE LOOK AT THE FOURTH QUARTER, AND WE LOOK AT HOW THEIR TEACHERS ASSESS THEM AS EITHER A THREE OR A FOUR ON THAT REPORT CARD IN EACH OF THESE DEFINED C'S. 
          A THREE OR A FOUR SAYS MEETS OR EXCEEDS EXPECTATIONS, PRODUCES QUALITY OR OUTSTANDING WORK. 
          WE LOOK AT THE THREES AND THE FOURS, AND AS YOU CAN SEE HERE, ACROSS ALL OF THOSE GRADE LEVELS, WE'VE TALLIED THE PERCENTAGE OF STUDENTS HITTING THAT MARK ON THAT LAST REPORT CARD. 
          AS YOU'LL REMEMBER, DR. FOX JUST MENTIONED ABOUT A PERFORMANCE TASK, DIDN'T SHE? EVENTUALLY, MAYBE NOT IN THE PILOT YEAR, BUT AS THAT PERFORMANCE TASK BECOMES A REQUIREMENT FOR ALL SCHOOL DIVISIONS, WHAT WE SEE IN FIFTH GRADE WOULD PROBABLY BE DIFFERENT THAN HOW WE'RE REPORTING OUT STUDENT PROGRESS RIGHT NOW JUST USING THAT TEACHER NOTATION ON THE REPORT CARD. 
          MOVING ON TO THE NEXT SLIDE. 
          HERE IS WHERE WE GET REALLY NERVOUS EVEN PUTTING UP ANY PREDICTIONS AND NUMBERS. 
          SOME OF THESE SLIDES, WE JUST SAY, JUST HOLD ON. 
          WE CAN'T EVEN GIVE YOU A GOOD GUESSTIMATE OF WHERE WE ARE. 
          UNDER OBJECTIVE 1.3 AGAIN, THIS SLIDE IS REPORTING THE GRADUATING CLASS, BUT IT IS ALSO REFLECTIVE OF THAT GRADUATING CLASS PERFORMANCE OVER THEIR NINTH THROUGH 12TH GRADE YEARS. 
          WE PULL IT SENIOR YEAR, BUT IT'S A CULMINATION OF NINE THROUGH 12. 
          AS NOTED HERE, 2024 DATA HAS NOT BEEN RECEIVED FROM THE STATE. 
          FOR THE BLUE COLUMNS THOUGH, THE CURRENT TARGET OF 85% FOR ACCREDITATION REFLECTS THE NUMBER OF STUDENTS WHO MEET AT LEAST ONE CRITERIA. 
          THAT'S WHAT WE WOULD WANT TO SEE WHEN WE SHARE WITH YOU THE '24 DATA. 
          WE WANT TO SEE AT LEAST AN 85% THERE. 
          THE COLUMNS TO THE RIGHT SHOW PERCENTAGES OF STUDENTS UNDER EACH OF THOSE INDICATORS, WHO OBVIOUSLY ACHIEVE THAT COMPLETER OR THAT CATEGORY, BUT PLEASE DON'T TRY TO ADD LEFT TO RIGHT AND GET 100% BECAUSE WE HAVE OVERACHIEVING STUDENTS. 
          WE HAVE STUDENTS WHO WILL EARN ADVANCED COURSE WORK AND SERVICE LEARNING OR/AND WORK BASED LEARNING. 
          A LOT OF OUR STUDENTS ARE THIS PLUS THIS KIDS. 
          THEY DO EVEN MORE. 
          DIDN'T WANT YOU TO TRY TO GET THAT MATH TO WORK OUT. 
          AS PATTY ALREADY REMINDED US, THE VIRGINIA BOARD OF EDUCATION IS IN THOSE FINAL STAGES OF CREATING A NEW PERFORMANCE AND SUPPORT FRAMEWORK. 
          THIS METRIC WILL SHIFT SIGNIFICANTLY AS WE MOVE AWAY FROM CCCRI TO THE 3E'S FRAMEWORK: EMPLOYMENT, ENLISTMENT, AND ENROLLMENT THAT SHE TALKED YOU THROUGH. 
          THE NEXT SLIDE, WE'RE GOING TO FOCUS IN AGAIN ON OBJECTIVE 1.3 TO GRADUATE STUDENTS WHO ARE COLLEGE AND CAREER-READY TO ENGAGE AS PRODUCTIVE CITIZENS, AND WE'RE GOING TO LOOK AT VIRGINIA ON-TIME GRADUATION RATE AS IT'S DEFINED NOW. 
          AS YOU CAN SEE HERE ACROSS THE REPORTING GROUPS, WE LOOK AT THE STATE IN PARENTHESES BELOW, ARE WE ABOVE OR BELOW THE STATE PERFORMANCE? THIS IS ONE WE'RE NOT COMFORTABLE GIVING YOU YET BECAUSE WE CAN'T GUESS WHAT THE STATE NUMBERS ARE. 
          BECAUSE SUMMER SCHOOL GRADUATIONS DO CALCULATE INTO THIS, WE REALLY WANT TO WAIT UNTIL WE GET CREDIT FOR ALL OF THOSE FINAL SUCCESSES THIS SUMMER, AND THEN YOU WILL SEE OUR FINAL NUMBERS FOR 2024 AS WE UPDATE YOU. 
          I'M ON MY LAST SLIDE. 
          SO SORRY TO REPORT. 
          I'M ABOUT TO HAND THIS OFF. 
          BUT HERE WE GO FOR THE FINAL OBJECTIVE, 2.2, WHICH READS TO IMPROVE STUDENT HEALTH, SOCIAL READINESS, WELL-BEING, AND CITIZENSHIP. 
          WE USE THE FITNESSGRAM ASSESSMENT TO MEASURE AS A TOOL IN GRADES 4 THROUGH 12, SO THIS IS A CULMINATION OF FOUR THROUGH 12, AND STUDENTS HAVE TO SHOW FITNESS IN FOUR OF FIVE FITNESS ZONES IN GRADES 4 THROUGH 12. 
          I BET YOU'RE WONDERING WHAT THE FIVE STANDARDS ARE. FOUR OR FIVE STANDARDS. 
          THE STANDARDS ARE AEROBIC CAPACITY, BODY COMPOSITION, MUSCULAR STRENGTH, MUSCULAR ENDURANCE, AND FLEXIBILITY. 
          HERE ARE OUR STUDENTS IN GRADES 4 THROUGH 12 WHO ARE MEETING 
          [01:00:01]
THE PERCENTAGE OR EXCEEDING FOR FOUR OF THE FIVE STANDARDS IN THOSE CATEGORIES, AND I AM THANKFUL I DO NOT TAKE THAT ASSESSMENT. 
          THAT IS, AS I SAID, MY LAST SLIDE. 
          BEFORE I HAND OFF, I BELIEVE DR. HIGH IS NEXT. 
          WHAT QUESTIONS CAN I ANSWER REGARDING THOSE MEASUREMENTS IN OUR STRATEGIC PLAN PROGRESS FOR YOU? I THINK IT LOOKS LIKE WE'RE GOING TO KEEP THIS ROLLING. 
          >> VERY GOOD. THANK YOU. DR. HIGH. 
          [NOISE] 
          >> GOOD AFTERNOON. I WILL BE SHARING WITH YOU UPDATES ON NON-PERFORMANCE MEASURES FROM THE STRATEGIC PLAN. 
          THE FIRST THREE SLIDES FOCUS ON OBJECTIVE 1.2. 
          CCPS WILL MEET OR EXCEED 98% ON-TIME PROMOTION RATE FOR ALL STUDENTS. 
          ON-TIME PROMOTION REPRESENTS STUDENTS WHO ARE IDENTIFIED TO MOVE TO A HIGHER GRADE OR HAVE EXITED GRADUATION. 
          CCPS CONTINUES TO HAVE HIGH RATES OF STUDENT SUCCESS AS DEMONSTRATED BY OUR PROMOTION RATE. 
          THE RATE FOR THE CURRENT YEAR IS PRELIMINARY AND WILL BE UPDATED IN THE FINAL REPORT SHARED WITH YOU IN THE FALL. 
          WE ARE CURRENTLY MEETING THIS OBJECTIVE FOR ALL OF OUR STUDENTS. 
          THERE ARE A FEW STUDENT GROUPS WHERE WE ARE SLIGHTLY BELOW 98%, BUT WE'RE ON THE RIGHT TRAJECTORY. 
          THIS METRIC FOCUSES ON THE PERCENT OF TEST TAKERS VIEWING SCORES WITHIN THE COLLEGE BOARD PLATFORM. 
          CONNECTING WITH COLLEGE BOARD RESOURCES WAS ADDED AS A MONITORING METRIC WITH THE OCTOBER 2022 PLAN REVISION. 
          HOWEVER, COMPARABLE DATA FOR PREVIOUS YEARS IS NOT AVAILABLE DUE TO CHANGES IN THE COLLEGE BOARD REPORTING FORMAT. 
          HERE YOU SEE THAT 30% OF OUR 10TH GRADERS AND 46% OF OUR 11TH GRADERS ACCESS THE COLLEGE BOARD PLATFORM. 
          ASSESSING THE COLLEGE BOARD ACCOUNT AND VIEWING THE RESULTS IS THE FIRST STEP TOWARD CONNECTING WITH ADDITIONAL RESOURCES. 
          AGAIN, BY 2025, 90% OF OUR CCPS STUDENTS, EARNING AN ADVANCED OR STANDARD DIPLOMA WILL BE ENROLLED IN AT LEAST ONE AP, IB, OR DE HONORS CREDIT COURSE. 
          THIS METRIC IS FOCUSED ON SENIORS AND CONSIDERS THE ENTIRETY OF THEIR ACADEMIC CAREER WHILE ENROLLED IN CHESTERFIELD COUNTY PUBLIC SCHOOLS. 
          THE OCTOBER '22 REVISION TO THE STRATEGIC PLAN EXPANDED THIS METRIC TO INCLUDE THE HONORS COURSE IN ADDITION TO THE AP, IB, AND DE. 
          THIS WAS TO EMPHASIZE THAT THERE ARE MULTIPLE PATHWAYS FOR LIFE SUCCESS FOLLOWING GRADUATION. 
          THIS METRIC IS ALSO TRENDING UP, AND THERE'S A SIGNIFICANT INCREASE FOR ALL GROUPS FROM 2023-2024. 
          MORE OF OUR STUDENTS ARE ENROLLING IN ADVANCED COURSEWORK. 
          NOW WE WILL LOOK AT OBJECTIVE 1.3. 
          THIS METRIC WAS ALSO INCLUDED FOR THE FIRST TIME IN THE 2022-23 UPDATE AS PART OF THE REVISED PLAN. 
          THESE PERCENTAGES REPRESENT CAREER PLANNING ACTIVITIES DONE THROUGH OUR MAJORCLARITY PLATFORM, WHICH INCLUDES VARIOUS CAREER PLANNING ACTIVITIES. 
          ACADEMIC CAREER PLANNING IS A CONTINUOUS PROCESS THROUGHOUT A STUDENT'S ACADEMIC CAREER. 
          STUDENTS WORK WITH SCHOOL FACULTY AND STAFF TO EXPLORE CAREER OPPORTUNITIES AND LEARN MORE ABOUT THE WORLD OF WORK. 
          CCPS STUDENTS BEGIN EXPLORING THIS PLATFORM AT GRADE 4. 
          IN MIDDLE SCHOOL, WHICH THIS METRIC FOCUSES ON, OUR MIDDLE-SCHOOL STUDENTS EXPLORE CAREER CLUSTERS, THEY TAKE INTEREST INVENTORIES, THEY CREATE AND REVISIT THEIR ACADEMIC CAREER PLANS IN THE MAJORCLARITY PLATFORM. 
          STUDENTS WORK WITH THEIR COUNSELORS TO CONNECT COURSE OPPORTUNITIES FOR THEIR ACADEMIC AND CAREER GOALS. 
          YOU CAN SEE FROM THIS DATA, THAT THERE HAS BEEN A FOCUS AT THE SEVENTH GRADE LEVEL TO INCREASE CAREER DEVELOPMENT ACTIVITIES, THEREFORE, MAKING OUR EIGHTH GRADE METRIC MORE CONSISTENT AND REINFORCING STUDENT PLANNING. 
          ALSO TO NOTE, ATTENDANCE AND TRANSIENCY ARE AMONG THE FACTORS THAT MAY AFFECT THE OVERALL PERCENTAGE OF STUDENTS WHO USE THE ACTIVITIES IN THE PLATFORM. 
          >> THE NEXT TWO SLIDES WILL PROVIDE DATA ON OBJECTIVE 1.4. 
          SCHOOL ATTENDANCE AND ABSENTEEISM IS ONE MEASURE OF STUDENT ENGAGEMENT. 
          CHRONIC ABSENTEEISM IS DEFINED AS MISSING 10% OR MORE FOR THE TOTAL MEMBERSHIP DAYS. 
          PER THE VDOE, ONLY THOSE STUDENTS WHO WERE ENROLLED IN A SCHOOL FOR AT LEAST 50% OF THE MEMBERSHIP DAYS ARE COUNTED IN THIS MEASURE. 
          THIS ENSURES THAT A STUDENT ONLY COUNTS ONCE IN A GIVEN YEAR. 
          FROM 2022-'23 TO '23, '24, THE PERCENT OF STUDENTS WHO WERE CHRONICALLY ABSENT IS DECREASING. 
          THIS IS GOING IN THE DIRECTION THAT WE WANT, 
          [01:05:03]
BUT THERE'S ALWAYS ROOM FOR IMPROVEMENT. 
          SOMETHING TO NOTE IS THAT ANY INCREASE IN STUDENT DISCIPLINE THAT RESULTS IN SUSPENSION ALSO FACTORS INTO OUR CHRONIC ABSENTEEISM. 
          OUR DIVISION AND SCHOOL LEADERS CONTINUE TO WORK CLOSELY TO DETERMINE WAYS TO ENGAGE FAMILIES AND STUDENTS TO HELP THEM UNDERSTAND THE IMPORTANCE OF BEING IN SCHOOLS. 
          WE HAVE HIRED ATTENDANCE SUPPORT SPECIALISTS FOR THIS YEAR TO WORK WITH SCHOOLS THAT ARE IN NEED OF TARGETED SUPPORT TO ASSIST IN ADDRESSING STUDENTS' ABSENTEEISM. 
          ANOTHER INDICATOR OF STUDENT ENGAGEMENT IS DISCIPLINE. 
          IN THIS CASE, THE METRIC EXAMINES DISPROPORTIONALITY IN STUDENT SUSPENSIONS. 
          THIS IS A COMPARISON OF TOTAL STUDENTS AS COMPARED TO A SPECIFIC POPULATION OF STUDENTS. 
          THE THRESHOLD FOR DISPROPORTIONALITY IS 3.0, MEANING THAT STUDENTS WITHIN THAT POPULATION ARE AT LEAST THREE TIMES MORE LIKELY THAN THEIR PEERS TO SERVE 10 OR MORE DAYS OF SUSPENSION IN A GIVEN YEAR. 
          FOR EXAMPLE, WE WILL COMPARE ALL NON-WHITE STUDENTS TO WHITE STUDENTS TO DETERMINE IF THERE IS ANY DISPROPORTIONALITY. 
          DURING THIS MOST RECENT YEAR, OUR AFRICAN-AMERICAN STUDENTS WERE MORE LIKELY THAN THEIR PEERS TO BE SUSPENDED FOR 10 OR MORE DAYS, HENCE SHOWING DISPROPORTIONALITY. 
          NOW WE DO HAVE SOME PROACTIVE MEASURES THAT WE USE TO ADDRESS THIS. 
          WE HAVE STAFF WHO ARE WORKING WITH SCHOOLS ON RESTORATIVE PRACTICE TRAINING, WHICH IS A PROMISING PRACTICE TO REDUCE DISPROPORTIONATE DISCIPLINE. 
          IT INCLUDES PROACTIVE CIRCLES, RESTORATIVE CHATS, AND RESTORATIVE CONFERENCES. 
          WE'VE ALSO ENGAGED ABOUT 32 OF OUR SCHOOLS IN COMPLETING A SERIES CALLED THE SUPPORTING CHALLENGING BEHAVIORS. 
          THIS PROVIDES SCHOOLS WITH A FRAMEWORK FOR SETTLING FOR ADVANCED TIERS TO REDUCE DISPROPORTIONATE DISCIPLINE AND REDUCE UNNECESSARY INAPPROPRIATE BEHAVIOR REFERRALS TO SPECIAL EDUCATION, AND THIS HAS BEEN IN COLLABORATION WITH OUR SPECIAL EDUCATION DEPARTMENT. 
          BY 2025, WE WILL ACHIEVE A RATING GREATER THAN OR EQUAL TO 3.0 FOR STUDENTS, PARENTS, AND STAFF THROUGH OUR BUILDING RANK SCHOOLS CULTURE SURVEY. 
          AS WITH MANY OF OUR OTHER METRICS, THIS ALSO WAS INCLUDED IN 2022 REVISION, WITH A FOCUS SHIFTING FROM THE CCPS OMNIBUS SURVEY TO THE BUILDING CULTURE DOMAIN OF BUILDING RANKS. 
          STUDENTS, PARENTS, AND STAFF, ALL RESPONDED TO SIMILAR QUESTIONS ON THE BUILDING CULTURE FOR THIS PAST YEAR. 
          ALL RESPONSES ARE MEASURED USING A 1-4 SCALE, WITH ONE, STRONGLY DISAGREE, AND FOUR, STRONGLY AGREE. 
          IN OTHER WORDS, HIGHER SCORES INDICATE MORE FAVORABLE PERCEPTIONS, AND WE'RE LOOKING AT A 3.0 OR GREATER. 
          YOU'LL SEE HERE THAT IN '23, '24, WE HAD 63.6% OF OUR STUDENTS PARTICIPATE AND GIVE A HIGHER THAN 3.0, 80.6 OF OUR PARENTS, AND 76.1 OF OUR STAFF. 
          OBJECTIVE 2.4. THE FINAL METRIC FOR SCHOOL LEADERSHIP COMPARES PROGRAM DEMOGRAPHICS FOR POPULATION DEMOGRAPHICS. 
          THIS IS DONE THROUGH THE RATE RATIO. 
          RATIOS GREATER THAN ONE INDICATE THAT A STUDENT GROUP IS OVER-REPRESENTED IN A PROGRAM, WHILE RATIOS LESS THAN ONE INDICATE UNDER-REPRESENTATION. 
          THIS SLIDE LOOKS AT STUDENTS ENROLLED IN THE CENTER-BASED GIFTED PROGRAM. 
          THE DEMOGRAPHICS OF ASIAN, MULTIPLE, AND WHITE ARE OVER-REPRESENTED, AND BLACK, HISPANIC, EL, AND STUDENTS WITH DISABILITIES ARE UNDER-REPRESENTED FOR OUR CBG PROGRAM. 
          WE'RE ALSO WORKING WITH SCHOOLS TO PROMOTE ACCESS TO THIS PROGRAM. 
          WE CULTIVATE TALENTS IN OUR STUDENTS IN K THROUGH TWO THROUGH AN INSPIRE PROGRAM OFFERINGS THAT ARE AVAILABLE TO SCHOOLS. 
          WE PROVIDE COMMUNITY ENGAGEMENT AND EDUCATIONAL EVENTS WITH GENERAL TRANSLATORS AND OTHER SUPPORT. 
          FOR MY LAST SLIDE, THIS LOOKS AT OUR RATE FOR PARTICIPATION IN ADVANCED PLACEMENT, DUAL ENROLLMENT, AND INTERNATIONAL BACCALAUREATE COURSEWORK. 
          THE DEMOGRAPHICS. HERE, ASIAN, MULTIPLE, AND WHITE ARE OVER-REPRESENTATIVE, AND BLACK, HISPANIC, AND ELS, AND STUDENTS WITH DISABILITY ARE UNDER-REPRESENTED FOR THESE ACADEMIC GROUPS. 
          HERE WE WORK WITH OUR COUNSELORS TO ENCOURAGE ENROLLMENT IN ADVANCED COURSES. 
          THERE ARE PARENT NIGHTS AND WEBINARS TO HELP INFORM STUDENTS AND FAMILIES ABOUT THE VARIOUS ACADEMIC OPPORTUNITIES. 
          FOR DUAL ENROLLMENT, BRIGHTPOINT VISIT SCHOOL SITES TO TALK WITH STUDENTS ABOUT BENEFITS OF TAKING COLLEGE COURSES IN HIGH SCHOOLS AND HOW THEY CAN SUPPORT. 
          THEN THE INTERNATIONAL BACCALAUREATE IS A SPECIALTY CENTER FOR MIDLOTHIAN AND MEADOWBROOK, AND OUR DIVISION STAFF VISIT THOSE SCHOOLS IN THE FALL TO MEET WITH EIGHTH GRADE STUDENTS TO SHARE THE OPPORTUNITIES OF THE SPECIALTY CENTERS AND TO HIGHLIGHT THOSE FOCUS AREAS. 
          [01:10:02]
THAT CONCLUDES MY PRESENTATION OR THAT PART OF IT. 
          I HAVE OTHER QUESTIONS OR DO WE MOVE ON? 
          >> YES. 
          >> THANK YOU FOR YOUR PRESENTATION. 
          GOING BACK TO SLIDES, WE'LL GO WITH 21, FOR EXAMPLE. 
          SEVEN COLUMNS THERE, 2, 3, 4, 5, 6, 7, 8, AND FOUR, SO 50% ARE NOT REGISTERING ABOVE ONE. 
          THAT'S THE DATA. WHAT IS THE PLAN OF ACTION TO INCREASE THESE NUMBERS? 
          >> FOR CBG STUDENTS? 
          >> YES. 
          >> WE ARE REALLY LOOKING AT THE INSPIRE PROGRAM THAT I TALKED ABOUT TO REALLY ENGAGE K-2 AND REALLY LOOK FOR STUDENTS WHO HAVE SKILLS THAT WOULD SHOW SOME GIFTEDNESS. 
          THAT'S ONE THING. THE REACH-OUTS TO FAMILIES TO ENCOURAGE THEM TO COME IN TO LEARN MORE ABOUT THE GIFTED PROGRAM. 
          ONE OF THE THINGS THAT THEY ALSO DO IS WHEN YOU'RE NOT IDENTIFIED AS GIFTED, THEY ARE PLACING THEM IN CLASSES IN THEIR SCHOOL THAT WILL LOOK FOR GIFTEDNESS SO THAT THEY CAN BE RE-TESTED THE NEXT YEAR FOR POSSIBLE IDENTIFICATION. 
          >> OKAY. THANK YOU. 
          >> MISS CHATTERS. 
          >> THANK YOU FOR THE PRESENTATION, DR. HIGH. 
          I JUST HAD A COUPLE. MY FIRST ONE WAS ABOUT THE ACADEMIC PLAN. 
          IS THAT MANDATORY THAT THE STUDENTS DO THAT? 
          >> THAT IS MANDATORY THAT THEY HAVE AN ACADEMIC AND CAREER PLAN. 
          >> THEY'RE SUPPOSED TO COMPLETE THAT AT WHAT GRADE LEVEL? 
          >> BY THE END OF EIGHTH GRADE, THEY SHOULD HAVE A PLAN ESTABLISHED, BUT IT CONTINUES THROUGH HIGH SCHOOL TO GRADUATION FOR THEM TO REALLY DETERMINE WHERE THEY WANT TO BE AFTER THEY LEAVE 12TH GRADE. 
          >> THEN MOVING INTO YOUR DISPROPORTIONATE DISCIPLINE RATES. 
          YOU MENTIONED THERE WAS TRAINING THAT SCHOOLS WERE TAKING. 
          CAN YOU TELL US WHICH SCHOOLS ARE TAKING THAT TRAINING OR HAVE TAKEN THAT TRAINING? 
          >> I DID GET THE NUMBER OF 32, BUT I CAN SEND YOU THE NAMES OF ALL 32 THAT HAVE PARTICIPATED IN THE CHALLENGING BEHAVIOR SERIES. 
          >> IS THERE ANY WAY TO DETERMINE WHAT TYPE OF DISCIPLINE ISSUES ARE REPRESENTED WITH THIS NUMBER? ARE WE TALKING BEHAVIOR, LANGUAGE? I'M TRYING TO FIGURE OUT WHAT IS THE COMMON THREAD BETWEEN WHY FOR TWO YEARS STRAIGHT, THE AFRICAN-AMERICAN STUDENTS ARE THREE TIMES MORE LIKELY TO BE DISCIPLINED OVER THEIR COUNTERPARTS. 
          >> I CAN'T SPEAK TO SPECIFIC REASONS FOR DISCIPLINE, BUT OF COURSE, WE'RE FOLLOWING OUR CODE OF CONDUCT TO FOLLOW THE CODES THROUGH THE SBAR THAT QUALIFY FOR SUSPENSIONS. 
          >> THIS DATA IS SUPPOSED TO TELL US THAT, FOR EXAMPLE, LET'S SAY, IT'S LANGUAGE, THAT THE AFRICAN-AMERICAN STUDENT MIGHT HAVE FOUL LANGUAGE, BUT THE WHITE STUDENT ALSO HAS FOUL LANGUAGE, BUT THE BLACK STUDENT IS PUNISHED THREE TIMES MORE OFTEN. THAT'S WHAT THIS DATA IS SHOWING. 
          >> IF FOUL LANGUAGE IS [OVERLAPPING] 
          >> IF THE DISCIPLINE ISSUE WAS FOUL LANGUAGE. 
          >> THAT'S CORRECT. 
          >> OR FIGHTING OR WHATEVER THE DISCIPLINARY [OVERLAPPING] ISSUE IS THAT WE'RE NOT ADJUDICATING IT- 
          >> THAT'S CORRECT. 
          >> FAIRLY. 
          >> THERE DEFINITELY ARE SOME REPEAT OFFENDERS. 
          >> MY NEXT QUESTION IS REGARDING THE BUILDING CULTURE SURVEY OR THAT YOU MENTIONED. 
          IS THERE A WAY THAT WE CAN GET THE RESULTS OF WHAT THE BUILDING CULTURE SURVEY SAID? 
          >> I'M GOING TO HAVE DR. FOX COME UP, BECAUSE HER TEAM [INAUDIBLE] THAT, AND WE'RE ACTUALLY LOOKING AT A NEW POTENTIAL [INAUDIBLE]. 
          >> TYPE OF SURVEY. WHEN YOU SAY YOU WANT THE RESULTS OF IT, DO YOU WANT TO KNOW WHICH SPECIFICALLY LIKE, [INAUDIBLE]. 
          >> THAT'S NOT. 
          >> WHICH SCHOOLS FELL INTO WHICH CATEGORY? I'M JUST NOT SURE WHAT YOU MEAN. 
          >> THIS IS TELLING ME THAT ONLY, FOR THE PARENT COLUMN, FOR EXAMPLE, 54 OF 67 PARENTS. 
          OR IS THAT 54 SCHOOLS OF 67? 
          >> FIFTY-FOUR OUT OF OUR 67 SCHOOLS HAD A PARENT RATING AT THE LEVEL OF 3.0 OR ABOVE. 
          >> WE DON'T KNOW HOW MANY ACTUAL PARENTS TOOK IT FOR THOSE 50. 
          BECAUSE IF ONE PARENT TOOK IT AT ONE SCHOOL, THEN THEY WOULD GET A RATING, CORRECT? OR [OVERLAPPING] IS THERE A MINIMUM THRESHOLD? 
          >> I DON'T HAVE IT DOWN HERE WITH ME, BUT I CAN SEND THAT TO YOU. 
          >> I'M JUST TRYING TO FIGURE OUT, WHAT DID THEY SAY [OVERLAPPING] FOR THE AREAS THAT THEY'RE BEING TALKED ABOUT? 
          >> PARTICIPATION IS QUITE VARIABLE. 
          YOU MIGHT HAVE A SCHOOL WITH 10 PARENTS DECIDED TO PARTICIPATE VERSUS A SCHOOL WITH 50 PARENTS DECIDED TO PARTICIPATE. 
          PARTICIPATION IS BASED ON WHO CHOOSES TO RESPOND. 
          BUT THAT IS 54 OF OUR 67 SCHOOLS HAVE THAT HIGHER RATING. 
          >> YES. I'D BE INTERESTED IN SEEING THE RESULTS OF OVERALL WHAT THE SURVEY TOLD US ABOUT THE CULTURE AT EACH OF OUR SCHOOLS, IF THAT MAKES SENSE. 
          DID I PHRASE THAT CORRECTLY? 
          >> IT DOES. 
          [01:15:01]
          >> OKAY. 
          >> YES. I CAN WORK WITH YOU ABOUT IT. 
          >> MY COUNTERPART, MR. PARANTO, ASKED THE QUESTION I WAS GOING TO ASK ABOUT CBG. 
          JUST ONE THING ABOUT CBG FOR CLARIFICATION FOR EVERYONE. 
          WE DID CHANGE HOW WE ASSESSED OUR GIFTED STUDENTS DURING THE LAST SCHOOL BOARDS ADMINISTRATION TO TRY TO ATTRACT MORE MINORITY STUDENTS INTO THE PROGRAM. 
          ALSO, I DON'T THINK THAT NUMBER TAKES INTO ACCOUNT THE NUMBER OF FAMILIES THAT SAY NO TO CBG, BECAUSE WHEN IT WAS OFFERED TO MY STUDENTS BASED ON WHERE WE HAD TO TRAVEL, THAT COULD BE AN IMPACT ON THEIR ABILITY TO PARTICIPATE IN THE PROGRAM. 
          HENCE, WE EXPANDED CBG, TO TRY TO MAKE IT MORE ACCESSIBLE. 
          BUT THE COHORTS THAT YOU'RE TALKING ABOUT IS THE ACCELERATED LEARNING. 
          FOR THOSE OF FAMILIES WHO ARE NOT FAMILIAR, IF YOUR CHILD ASSESSED, FOR EXAMPLE, MY SON ASSESSED HIGH IN MATH BUT NOT IN ALL THE AREAS TO GO TO CENTER-BASED GIFTED WHEN HE WAS IN THIRD GRADE. 
          HE WAS IN A COHORT AT HOPKINS FOR ACCELERATED MATH TO KEEP CHALLENGING HIM. 
          THAT IS SOMETHING THAT WE DO WHICH IS GREAT TO KEEP THEM ENGAGED. 
          BUT THE OTHER PART THAT YOU MENTIONED, I THINK IS REALLY IMPORTANT, IS THE EDUCATION TO THE PARENTS ABOUT WHAT CBG IS AND THE SPECIALTY PROGRAMS, BECAUSE I KNOW FOR SOME PEOPLE IN MY COMMUNITY, WE'RE NOT TRACKING SPECIALTY CENTERS. 
          WE'RE LIKE, MY HIGH SCHOOL IS THIS ONE, SO THAT'S WHERE I'M GOING TO GO. 
          BY THE TIME YOU GO TO THE OPEN HOUSE, YOU'RE IN EIGHTH GRADE, AND THAT'S A LITTLE TOO LATE, BECAUSE YOU'RE TAKING YOUR SEVENTH GRADE FINAL YEAR AND YOUR EIGHTH GRADE FIRST SEMESTER TO DO AN ASSESSMENT ON YOU AND YOU'RE A LITTLE BIT BEHIND THE POWER CURVE. 
          IF WE CAN DO A LITTLE BIT BETTER MARKETING MAYBE IN ELEMENTARY SCHOOL, BECAUSE I TOOK MY KIDS IN FIFTH GRADE AND FOURTH GRADE, SO THEY CAN HEAR IT, BECAUSE WHEN MOMMY SAYS IT IT DOESN'T MATTER. 
          BUT WHEN THE TEACHER SAYS, HEY, YOU HAVE TO DO GREAT IN THIS TO GET IN HERE, I THINK THE MESSAGING NEEDS TO START A LITTLE BIT EARLIER SO THAT WE CAN INCREASE THE NUMBER OF MINORITY STUDENTS AND STUDENTS IN GENERAL WHO WANT TO PARTICIPATE IN THOSE PROGRAMS. THAT WAS MY LAST ONE. THANK YOU. 
          >> NOT THAT EASY. [LAUGHTER] THANK YOU FOR THIS. 
          IT'S VERY INFORMATIVE. 
          I JUST HAVE A QUESTION THAT I'LL BE SHOCKED IF YOU HAVE AN ANSWER TO. 
          JUST THERE YOU GO. 
          WE HAVE THE CHRONICALLY ABSENT SLIDE, AND YOU SAID THAT THAT ALSO INCLUDES SUSPENSION IN THERE. 
          DO YOU HAVE THOSE NUMBERS PULLED APART, OR? 
          >> WHAT I SAID IS THAT SUSPENSIONS CAN IMPACT CHRONICALLY ABSENT STUDENTS. 
          IF A STUDENT IS SUSPENDED 10 TIMES, THEN THEY MAY BE SEEN AS BEING CHRONICALLY ABSENT. 
          >> I JUST WANT TO MAKE SURE I UNDERSTAND THAT. 
          IF YOU GET OUT OF SCHOOL SUSPENSION FOR 10 DAYS, YOU ARE THERE FOR CHRONICALLY ABSENT. 
          DO WE HAVE ANY WAY TO PULL SUSPENSION NUMBERS OUT? 
          >> WE COULD DO THAT. THAT IS A REPORT THAT WE COULD [OVERLAPPING] PULL. 
          >> I'M JUST CARIOUS. 
          >> WE'LL WORK WITH RESEARCHING ABOUT IT TO PULL THAT [OVERLAPPING] 
          >> THEN I WANTED TO CLARIFY SOMETHING BECAUSE I WAS NOT SURE I HEARD CORRECTLY. 
          MISS CHATTERS WAS TALKING ABOUT THE NEXT SLIDE WITH THE BLACK OR AFRICAN-AMERICAN STUDENTS WHO WERE DISPROPORTIONATELY SUSPENDED, AND IT SOUNDED LIKE SHE WAS SAYING THAT IF TWO STUDENTS DO THE SAME THING, THIS SET OF STUDENTS WILL GET SUSPENDED. 
          THAT'S WHAT I THOUGHT I UNDERSTOOD AND YOU SAID YES. 
          >> THAT'S WHAT I SAID. 
          >> THAT'S WHAT YOU SAID. 
          >> THERE SHOULD BE CONSISTENCY. 
          IF ONE STUDENT GETS SUSPENDED FOR AN ACTION, ANOTHER STUDENT REGARDLESS OF THEIR DEMOGRAPHIC SHOULD BE SUSPENDED FOR THAT SAME ACTION. 
          BUT WHAT WE'RE SAYING HERE IS THAT OUR AFRICAN-AMERICAN STUDENTS BY DATA ARE SUSPENDED THREE TIMES MORE OFTEN. 
          >> RIGHT. BUT THOSE TWO THINGS DO NOT CORRELATE. 
          THAT JUST BECAUSE THIS IS TRUE DOESN'T MEAN THIS IS TRUE. 
          I JUST WANT TO MAKE SURE THAT JUST BECAUSE THE RATE IS THREE TIMES DOESN'T MEAN THAT EVERYONE HAS DONE THE SAME THING. 
          IT SEEMS LIKE THERE'S A DISCONNECT HERE. 
          >> THAT'S CORRECT. IT COULD BE VARYING DISCIPLINE ACTIONS THAT REQUIRE OR A STUDENT WOULD GET SUSPENDED FOR. 
          >> OKAY. 
          >> THEY'RE NOT JUST ONE ACTION OR BEHAVIOR. 
          >> OKAY. I WAS NOT HAPPY WITH THAT. 
          I WAS VERY [INAUDIBLE]. 
          I'M STILL SHOCKED. THANK YOU. 
          [01:20:02]
          >> I WANT TO STAY ON SLIDE 19. 
          I APPRECIATE THE DATA. 
          THE DATA TELLS ONE STORY. 
          WHAT'S THE OTHER SIDE OF THE STORY? THE WHYS BEHIND IT. 
          WHAT ARE WE DOING TO UNDERSTAND THE WHYS IN REGARDS TO WE HAVE REPEAT THE SAME POPULATION FROM '22, '23 TO '23, '24? 
          >> FOR ME, RED FLAGS ARE GOING OFF, BELLS ARE RINGING. 
          WE HAVE AN ISSUE THAT WE HAVE A POPULATION THAT'S NOT BEING ADDRESSED IN REGARDS TO WHY. 
          WE HAVE DATA AND THE DATA IS FANTASTIC, AND I GREATLY APPRECIATE ALL THE WORK THAT GOES INTO THE DATA. 
          THE DATA IS ONE NUMBER. 
          THERE'S ANOTHER SIDE TO THIS STORY THAT I DON'T THINK WE'RE BEING TOLD, AND THAT'S THE SIDE THAT I'M INTERESTED IN, IS TO UNDERSTAND THE WHYS BEHIND IT. 
          IF I RECALL CORRECTLY, YOU HAD MENTIONED THAT THERE ARE EFFORTS TO GO INTO THAT. 
          CAN YOU SPEAK A LITTLE BIT MORE ON THAT, PLEASE? 
          >> FOR THE LAST TWO YEARS, WE HAVE LOOKED AT SCHOOLS WHOSE DISCIPLINE, NOT JUST FOR AFRICAN AMERICAN, BUT DISCIPLINE ACROSS THE SCHOOL, HAD BEEN AN INCREASE, AND WE TARGETED THOSE SCHOOLS TO SAY, WE'D LIKE FOR YOU TO DESIGNATE A TEAM THAT CAME AND WORKED WITH US OVER A FULL YEAR. 
          DURING THAT, WE PROVIDE STRATEGIES FOR HOW DO YOU ADDRESS, HOW DO WE MAKE SURE THAT THERE'S NOT BIAS? HOW DO WE MAKE SURE THAT YOU'RE GIVING STUDENTS AN OPPORTUNITY, RESTORING THEM IF THEY'VE BEEN OUT FOR A REASON, LOOKING AT HOW YOU CAN REALLY BRING THEM BACK TOGETHER TO UNDERSTAND SCHOOL. 
          WE HAVE DIFFERENT SPECIALISTS, WE HAVE BIS, WE HAVE ATTENDANCE SPECIALISTS, WE WILL BE ADDING SCHOOL QUALITY SPECIALISTS WHO REALLY LOOK AT HOW CAN WE GO OUT AND SUPPORT SCHOOLS FROM A CENTRAL OFFICE AND PROVIDE RESOURCES. 
          RIGHT NOW WE'RE PROVIDING RESOURCES AND TRAINING FROM NOT JUST THE ADMINISTRATIVE LEVEL, BUT DOWN TO THE TEACHER LEVEL AS WELL. 
          IT REALLY IS ABOUT TRAINING AND REINFORCEMENT OF HOW DO WE WORK WITH STUDENTS WHO MAY COME FROM OTHER BACKGROUNDS AND ARE BEHAVING IN WAYS THAT WE DON'T EXPECT FOR SCHOOLS, OR WE DON'T ACCEPT FOR SCHOOL. 
          >> WAS THE '22, '23 DATA THREE TIMES MORE LIKELY AS WELL? 
          >> YES. 
          >> AND REPEATED AGAIN FOR '23, '24? 
          >> THAT'S CORRECT. 
          >> WHAT WE'RE DOING IN '23, '24, ONE COULD ARGUE IS NOT WORKING? ASSUMING FOR '22, '23, TO REDUCE THAT NUMBER IN '23, '24, ONE CAN ARGUE THAT THOSE EFFORTS AREN'T SUSTAINING THE RESULT THAT WE'RE LOOKING FOR, WHICH IS A DECREASE IN THAT. 
          DO WE HAVE DATA FROM '22, '23 AFTER THESE THINGS WERE PUT INTO IMPLEMENTATION TO SHOW WHATEVER THOSE METRICS ARE GOING TO LOOK LIKE, AND THEN COMPARING THAT TO THE '23, '24 TO TRY TO UNDERSTAND WHY WE'RE STILL AT THE SAME NUMBER? 
          >> WE DEFINITELY HAVE DATA WHERE WE CAN LOOK TO SEE WHAT STUDENTS ARE BEING SUSPENDED AT INDIVIDUAL SCHOOLS THAT WOULD BE BROKEN DOWN MORE THAN JUST SAYING WHETHER IT'S DISPROPORTIONATE OR NOT. 
          THAT IS SOME DATA THAT WE HAVE COLLECTED AND WE CAN SHARE WITH YOU. 
          >> I'D VERY MUCH LIKE TO SEE THAT DATA. THANK YOU. 
          >> ONE MORE THING. WHAT ARE WE DOING MOVING FORWARD, IF IT IS TRUE THAT PEOPLE ARE BEING SAME THING DIFFERENT PUNISHMENT? WHAT IS HAPPENING FOR THAT? WE SHOULD BE CONSISTENT ACROSS THE BOARD. 
          HOW DO WE ENSURE THAT WE ARE? 
          >> WITH SUSPENSIONS, IT DOES GO TO OUR STUDENT CONDUCT OFFICE, AND SO THERE WE'D ALSO BE ABLE TO LOOK TO SEE IF THE SAME STUDENTS ARE COMING FOR THE SAME INFRACTION. 
          THAT'S ANOTHER PLACE THAT WE CAN HAVE CONVERSATIONS WITH OUR STUDENT CONDUCT DEPARTMENT OR OFFICE. 
          >> JUST TO GIVE A EXAMPLE FOR THIS RIGHT HERE. 
          WE SAT IN A MEETING WITH JAMES RIVER, LISA, AND I, REGARDING STUDENT BEHAVIOR AND SOME ISSUES THAT THEY WERE FACING. 
          ONE OF THE THINGS THAT THE PRINCIPAL MADE A RECOMMENDATION FOR THAT I SUPPORTED IS THAT THE WAY THE INFRACTIONS ARE PUT IN THE SYSTEM, DO NOT GIVE THE TEACHER OR THE ADMINISTRATOR AN OPPORTUNITY TO FULLY DELVE INTO WHAT THE ACTUAL ISSUE WAS. 
          FOR EXAMPLE, LANGUAGE. 
          FOUL LANGUAGE AND RACIAL SLURS ARE NOT THE SAME THING. 
          YOU CALL SOMEONE THE B WORD IS NOT THE EQUIVALENT TO YOU CALLING SOMEONE THE N WORD. 
          BUT THE SYSTEM DOES NOT ALLOW FOR THE ADMINISTRATOR TO BE ABLE TO BREAK THAT DOWN SO THAT WE CAN SEE, TO MR. PARANTO'S POINT, WHAT DATA POINTS ARE TELLING US. 
          ARE WE HAVING AN ISSUE WITH CULTURAL INSENSITIVITY? 
          [01:25:02]
OR ARE WE HAVING AN ISSUE WITH JUST TEENAGER BEING A TEENAGER, LOUD AND RAMBUNCTIOUS, NOT TRYING TO SIT DOWN, YOU'RE ALWAYS UP IN YOUR SEAT. 
          JUST TO CLARIFY, I DID SAY THAT STUDENTS ARE COMMITTING THE SAME INFRACTIONS AND BEING PUNISHED DIFFERENTLY, I DID SAY THAT. 
          BECAUSE IT'S UNFORTUNATELY ACCURATE. 
          WE HAVE PARENTS THAT CONTINUOUSLY REMIND US OF THE SITUATIONS THAT ARE HAPPENING TO THEIR STUDENTS IN CLASSROOMS. AND I AGREE WITH DR. HIGH ABOUT THIS. 
          THAT'S WHY I'M INTERESTED IN THIS TRAINING AND WHICH SCHOOLS ARE TAKING IT BECAUSE HOPEFULLY, IT'S THE SCHOOLS THAT HAVE THE DISPROPORTIONALITY METRIC THAT IS TOO HIGH. 
          BECAUSE UNTIL WE CAN UNDERSTAND THAT WE ALL COME FROM DIFFERENT PLACES AND HOW I COMMUNICATE AND HOW I SAY CERTAIN THINGS IS NOT DISRESPECTFUL TO OTHER PEOPLE, BUT IS VIEWED AS DISRESPECTFUL WHEN IT COMES FROM ME VERSUS WHEN IT COMES FROM SOMEONE WHO DOESN'T LOOK LIKE ME, WE HAVE TO TACKLE THOSE ISSUES. 
          I CALL THEM THE EASY TARGETS BECAUSE WE CAN HELP HOW YOU SEE THOSE INTERACTIONS. 
          I'M HOPING THAT THIS TRAINING IS DOING THAT AND THAT'S WHY I'M REALLY INTERESTED IN WHERE THESE 32 SCHOOLS ARE. 
          HOPEFULLY, ALL OF OUR SCHOOLS EVENTUALLY WILL GET A CHANCE TO TAKE THIS TRAINING, AND I HOPE TO MR. PARANTO'S POINT, TO SEE A DECREASE IN THE NUMBERS GOING FORWARD FOR '24, '25. 
          >> HI, DR. HIGH. 
          >> HELLO. 
          >> ALONG THE LINES OF THAT DISCUSSION AND AS MR. PARANTO REQUESTED THAT DATA, I WOULD REQUEST THAT YOU PULL BACK FROM, I WOULD GO AS FAR BACK AS 2018 SO THAT WE CAN LOOK AT THAT DATA AND REALLY EXAMINE. 
          OR I GUESS, JUST LOOK FOR ANY IMPACT OF THE BOARD ACTION FROM THE SUMMER OF 2021, WHICH HAD INCLUDED AN EXTRA HOOP FOR TEACHERS TO JUMP THROUGH TO GET THAT TRAINING, SO IF WE CAN JUST SEE THAT LINEAR PROGRESSION. 
          I WANT TO CELEBRATE SOMETHING. [LAUGHTER] 
          >> PLEASE. 
          >> SLIDE 16. 
          YAY. [LAUGHTER] PARTICULARLY THE ENGLISH LANGUAGE LEARNER ENGAGEMENT IN ADVANCED STUDIES, THAT'S [OVERLAPPING] 
          >> SIGNIFICANT. 
          >> FANTASTIC. IT'S FANTASTIC. 
          ALSO ON 18. 
          YAY. [LAUGHTER] ALTHOUGH I DO STILL SEE OUR NUMBERS ARE STILL SUPER HIGH FOR OUR ECONOMICALLY DISADVANTAGED STUDENTS. 
          ARE WE DOING ANYTHING SPECIFICALLY TO TARGET THAT GROUP OF STUDENTS? WHAT CAN WE DO TO SUPPORT, MAKING SURE THAT THOSE KIDS KNOW THAT SCHOOL IS A GOOD OPTION? 
          >> WE ARE DEFINITELY OUR SOCIAL WORKERS ARE SUPPORTING AND AS I SHARED EARLIER, WE HAVE HIRED NINE, AND ATTENDANCE SPECIALISTS WHO WILL BE GOING OUT TO SCHOOLS. 
          WE'VE LOOKED AT THE SCHOOLS WHO HAVE THE GREATER OR THE HIGHEST CHRONIC ABSENTEEISM AND SO THEY WILL BE SUPPORTING THEIR SCHOOLS, THAT INCLUDES CONTACTING PARENTS, ENGAGING WITH STUDENTS, WORKING WITH STAFF TO ENSURE THAT WE CREATE ENVIRONMENTS THAT ARE WELCOMING AND ENCOURAGING FOR STUDENTS TO BE. 
          >> THANK YOU. THANK YOU FOR YOUR PRESENTATION. 
          >> YES, I THINK IT'S [OVERLAPPING] 
          >> MR. STEFANI? 
          >> MR. MEISTER. 
          >> THANK YOU, MADAM CHAIR. LET ME SKIP AHEAD HERE TO BUSINESS AND FINANCE. 
          OBJECTIVE 2.5 IS THE FIRST ONE I WILL SPEAK TO TODAY. 
          THIS TALKS ABOUT ONLY USING PROGRAMS AND SERVICES THAT HAVE DEMONSTRATED POSITIVE IMPACT. 
          THE FINANCE STAFF, MY TEAM, THE REST OF THE DIVISION, REALLY LOOKS AT THAT THROUGH SEPARATE LENSES. 
          THE FIRST IS THE ANNUAL BUDGET AND THE SECOND IS THE EVALUATION PROCESS IN PARTNERSHIP WITH DR, FOX, WHO IS GETTING A LOT OF ATTENTION HERE TODAY, WHICH WE LOVE. 
          [LAUGHTER] TO TALK FIRST ABOUT THE ANNUAL BUDGET AND THINGS THAT WE DO TO ENSURE THAT WE ARE REALLY DEMONSTRATING THAT POSITIVE IMPACT IS. 
          MYSELF, KAILYN CAMPBELL, OUR BUDGET DIRECTOR, OTHER CHIEFS, DO A LINE ITEM BUDGET EVERY FALL. 
          THIS WILL KICK OFF IN THE OCTOBER TIMEFRAME TO REALLY LOOK AT EVERY DOLLAR THAT IS IN THEIR CURRENT BUDGET TO ASSESS IS THAT THE BEST AND HIGHEST USE OF THOSE FUNDS? THE OTHER PIECE OF THAT IS IF THERE ARE NEW FUNDS, NEW INITIATIVES, MANY OF THOSE COME TO THIS BOARD FOR CONSIDERATION. 
          THOSE ARE ALL BACKED UP WITH WHAT WE CALL WHITE PAPERS, WHICH DO HAVE OWNERS. 
          THEY DO HAVE EXPECTATIONS. 
          THEY ARE LOOKED AT THROUGH A PRETTY CRITICAL LENS TO ENSURE THAT ANY NEW MONIES THAT COME IN ARE REALLY POINTED TOWARDS THE HIGHEST INVESTMENTS. 
          [01:30:04]
THE SECOND PIECE OF THAT IS REALLY THE EVALUATION PROCESS. 
          FINANCE AND PARTNERSHIP WITH DR. FOX'S TEAM HAVE REALLY STARTED THIS PROCESS IN EARNEST WITH THE ESSER FUNDING THAT CAME THROUGH AS WE KNEW THAT WAS EXPIRING FUNDING. 
          WE LOOKED AT THOSE VARIOUS INITIATIVES THROUGH A LENS OF EVALUATION TO ENSURE THAT WE ARE ONE, IMPLEMENTING THOSE CORRECTLY, AND TWO, TO THE EXTENT THAT WE SAW A NEED TO CONTINUE THEM, THEY WERE DONE BASED ON AS MUCH OR AS GOOD OF RESEARCH AS POSSIBLE. 
          WE DID THAT FOR THOSE ESSER FUNDS. 
          WE DID SEE THAT THEY WERE IMPLEMENTED SUCCESSFULLY AND HAD POSITIVE OUTCOME. 
          WE REALLY WANTED TO USE THAT AS A LAUNCHING PAD FOR FURTHER EVALUATION INTO OTHER ACTIVITIES. 
          YOU'VE HEARD DR. FOX HAS A PRETTY FULL PLATE AND WE'RE TRYING TO FILL IN THE GAPS OF WHAT LITTLE TIME SHE MAY HAVE TO START TO CONTINUE TO DIVE INTO OTHER VARIOUS PROGRAMS ACROSS THE DISTRICT TO ENSURE THAT WE ARE CONTINUING TO REALLY DEMONSTRATE THAT POSITIVE IMPACT. 
          NOT JUST ON THOSE WHAT HAD BEEN ONE-TIME OR BETA ESSER FUNDS, BUT ANY NEW FUNDS THAT COME THROUGH. 
          THE SECOND PIECE OF OBJECTIVE 2.5 IS REALLY AROUND ASSESSING THAT PROGRAMS REFLECT SUSTAINABILITY AND EQUITY. 
          AGAIN, THIS IS LARGELY THROUGH THE BUDGET AND LONG-TERM PLANNING PROCESS. 
          FIRST, ON THE SUSTAINABILITY POINT, I'LL POINT YOU TO WHAT HAS BEEN BASICALLY OUR BUDGET GOALS FOR THE LAST SEVERAL YEARS. 
          THE FIRST IS AROUND COMPENSATION, THE SECOND AROUND SERVICE LEVELS, ENSURING WE'RE MEETING THE GROWTH OF THE DISTRICT AND ASSUMING THAT CONTINUES, WE EXPECT IT TO, AND ALSO THE INFLATIONARY EFFECTS. 
          THINGS COST MORE, LET'S MAKE SURE THAT WE ARE PLANNING FOR THOSE FUTURE INCREASES. 
          LASTLY, CONTINUING TO INVEST IN THOSE SERVICES THAT WE STAFF, YOU THE BOARD, DEEM CRITICAL TO ENSURE THAT WE CONTINUE TO MAKE PROGRESS IN THOSE AREAS THAT HAVE THE HIGHEST AND BEST NEEDS. 
          WE REALLY LOOK AT THAT NOT JUST THROUGH THE ONE-YEAR LENS OF AN ANNUAL BUDGET, BUT AS PART OF THAT ANNUAL PROCESS, WE LOOK AT THAT THROUGH A FIVE-YEAR PLAN. 
          THIS IS A REPEAT SLIDE FROM WHAT YOU SAW IN THE LAST BUDGET PROCESS IN ONE OF THE FEBRUARY WORK SESSIONS OF SOME OF THOSE PROJECTED ANNUAL INCREASES TO ACHIEVE SOME OF THOSE GOALS YOU SEE TO THE RIGHT THAT WE'VE LAID OUT AS LONGER-TERM OBJECTIVES WHICH INCLUDE THINGS THAT ARE RELATIVELY BENIGN. 
          LET'S MAKE SURE WE GROW WITH INFLATION AND GROWTH OF THE STUDENTS TO MAKING SURE THAT WE HIT $16 AN HOUR AS OUR LOWEST WAGE, TO HITTING $60,000 AS A STARTING SALARY FOR TEACHERS. 
          THESE WERE BIG INITIATIVES FROM THE PREVIOUS SUPERINTENDENT. 
          WE'RE CONTINUING TO PUSH THOSE AS WE GO FORWARD. 
          THE OTHER PIECE OF SUSTAINABILITY IS OBVIOUSLY OUR INFRASTRUCTURE. 
          I REPRESENT THAT THROUGH OUR CIP AND THROUGH OUR BUILDING PLAN HERE. 
          YOU CAN SEE SEVERAL PROJECTS ON HERE THAT WE'VE ALL BEEN REALLY CLOSE TO FOLLOWING CREEK MIDDLE, THE RIBBON CUTTING JUST THE OTHER DAY WAS A FANTASTIC EVENT. 
          REALLY LOOKING FORWARD TO THOSE KIDS GETTING IN THERE. 
          THE OTHER WESTERN AREA MIDDLE, DAVIS, BENSLEY, WEST AREA L, ALL THESE ARE VERY MUCH IN PROCESS AND ARE WORKING THROUGH THAT PLAN. 
          NOW WE FLIP TO THE EQUITY LENS AGAIN, THROUGH THE BUDGET MEANS. 
          WE REALLY LOOK AT THAT THROUGH EVALUATING WHERE WE'RE PUTTING OUR RESOURCES, NOT NECESSARILY JUST THE CENTRAL OFFICE, BUT AT THE BUILDINGS, THROUGH THAT EQUITY LENS, AND REALLY BASING THAT ON THE ENROLLMENT AND THE DEMOGRAPHIC MAKEUP OF EACH SCHOOL. 
          YOU SEE THE THREE PRIMARILY LENSES THAT WE DO THAT WITH HERE IN THE BOTTOM THREE BULLETS. 
          ON THAT SECOND, WHICH IS A ECONOMICALLY DISADVANTAGED PERCENTAGE, STUDENTS WITH DISABILITIES AND ENGLISH LANGUAGE LEARNERS. 
          WE ALSO TALK ABOUT DIFFERENTIATED STAFFING HERE. 
          THIS TAKES OTHER FACTORS INTO ACCOUNT, WHETHER THAT BE SCHOOL PERFORMANCE AND WHERE THEY ARE ON THOSE ASPECTS, AND INCORPORATES THAT AS PART OF THE DISCUSSION AS WELL. 
          WHAT THAT LEADS TO IS A STAFFING PER SCHOOL THAT IS VERY MUCH NOT A FLAT LINE. 
          I'M NOT HERE TO TALK ABOUT EACH OF THESE SCHOOLS INDIVIDUALLY AND WHY IS BENSLEY WHERE THEY'RE AT, AND WHY IS SPRING RUN WHERE THEY'RE AT, OR AT THE SECONDARY LEVEL, SALEM, CARVER, PROVIDENCE ON ONE END VERSUS MIDLO AND COSBY ON THE OTHER BUT REALLY TO DEMONSTRATE THAT THERE VERY MUCH IS SLOPING IN OUR BUDGETED PLANNING AND THAT WE ARE POINTING STAFF TO THOSE BUILDINGS THAT NEED IT THE MOST. 
          WITH STAFF, THERE'S ALSO MONEY. 
          WE TALKED ABOUT THIS AS PART OF VARIOUS BOARD INITIATIVES IN THE '21 ERA WHERE WE PUT IN THIS FRAMEWORK OF REALLY ALLOCATING FUNDS BOTH FROM A STANDPOINT OF EACH STUDENT GETS A CERTAIN AMOUNT, THAT'S AT $90, BUT EACH SCHOOL HAS ALSO PROVIDED ADDITIONAL FUNDING FOR EACH ECONOMICALLY DISADVANTAGED STUDENT WITH DISABILITY AND ENGLISH LANGUAGE LEARNER, REALLY TO HELP THAT PRINCIPAL WITH THEIR DISCRETIONARY FUNDING TO HELP SUPPORT THE LEARNINGS OF THEIR INDIVIDUAL SCHOOLS. 
          WITH ALL THAT SAID, I THINK THAT'S THE LAST SLIDE AND IT IS, I WILL PAUSE, MADAM CHAIR, FOR QUESTIONS. 
          >> THANK YOU, MR. MEISTER. BOARD MEMBERS, ANY QUESTIONS? 
          [01:35:05]
          >> WHILE WE'RE ON THIS SLIDE, CAN YOU REMIND ME, I KNOW THE $25 FOR THE ECONOMICALLY DISADVANTAGED STUDENTS WITH DISABILITIES AND ENGLISH LEARNERS, I REMEMBER THAT BEING THE AMOUNT THAT WE SET IN 2021. 
          BUT DOES THE BASELINE GO UP YEAR AFTER YEAR? IS THAT WHAT WE SET IN 2021 AS WELL? 
          >> IT HAS STAYED FLAT SINCE '21. 
          >> THAT'S WHAT I THOUGHT. THANK YOU FOR THAT CLARIFICATION. 
          >> THANK YOU. 
          >> THANK YOU, MR. MINISTER. 
          >> MR.. MADAM CHAIR, BOARD MEMBERS, FOR COMMUNICATION AND COMMUNITY ENGAGEMENT, THERE ARE THREE OBJECTIVES TO COVER. 
          THE FIRST ONE IS CCPS WILL INCREASE THE TOTAL FINANCIAL VALUE OF EXTERNAL PARTNERSHIPS. 
          THE WAY WE'VE QUANTIFIED THAT IS THROUGH THE IN-KIND FINANCIAL CONTRIBUTION THROUGH THE IRS. 
          THIS YEAR, FOR THE '23-'24 SCHOOL YEAR, THE VOLUNTARY HOURS LOGGED WERE 94,519 WITH AN ESTIMATED VALUE OF ALMOST OVER 3.1 MILLION. 
          YEAR-TO-YEAR, THAT'S AN INCREASE OF 4,000 HOURS, AS WELL AS AN INCREASE OF ABOUT $200,000 IN IN-KIND CONTRIBUTION FROM THAT PARTNERSHIP. 
          THE SECOND PIECE IS THE INCREASE IN COMMUNITY SATISFACTION. 
          YOU'LL NOTE IN THE ASTERISK AT THE BOTTOM. 
          THAT HAS BEEN DONE YEAR OVER YEAR BASED ON A SURVEY THE COUNTY GOVERNMENT DOES. 
          THEY'VE NOT PUBLISHED THAT SINCE 2021. 
          WE DO ANTICIPATE THEY WILL DO THAT IN 2025. 
          AT WHICH TIME WE BRING BACK TO YOU THAT DATA AND OR CHANGES TO STRATEGIC PLAN. 
          THE THIRD OBJECTIVE, IS CERTAINLY ONE, I THINK, THAT THROUGH COMMUNICATION ENGAGEMENT, WE'D LIKE TO COME TO THE BOARD WITH SOME NEW IDEAS WITH REGARDS TO HOW TO MEASURE OUR ENGAGEMENT. 
          HOWEVER, BASED ON THE STRATEGIC PLAN, THE UPDATED NUMBERS HERE SHOW THE FACEBOOK FOLLOWERS WEB PAGE VIEWS. 
          I WOULD NOTE, AS YOU SEE THE COLUMNS THERE FOR '23-'24, BASED ON THE NEW COMMUNICATION SYSTEM WE DO HAVE, WE'RE UNABLE TO QUANTIFY THE NUMBER LIKE WE'VE DONE IN YEARS PAST. 
          CERTAINLY MOVING FORWARD, IT'S SOMETHING THAT I THINK THAT WE'LL LOOK TO BRING TO THE BOARD SOME CHANGES. 
          HAPPY TO ANSWER ANY QUESTIONS. 
          >> BOARD MEMBERS, ANY QUESTIONS? 
          >> THANK YOU, MR. SETH. 
          >> THANK YOU. 
          >> GOOD AFTERNOON, MADAM CHAIR, MEMBERS OF THE BOARD, DR. MURRAY. 
          HAPPY TO CHAT A LITTLE BIT ABOUT OPERATIONS. 
          WE HAVE APPROXIMATELY 1,000 CCPS EMPLOYEES PULLING HARD TOGETHER TO SUPPORT OUR STUDENTS TO GET THEM TO SCHOOL ON TIME, TO ENSURE THEIR BUILDINGS ARE SAFE, CLEAN, AND WELL MAINTAINED. 
          AS YOU'LL SEE, WE'RE MEETING OUR OBJECTIVES. 
          WE LOOK FORWARD TO ESTABLISHING SOME NEW ONES IN THE FUTURE, BUT HAPPY TO CHAT ABOUT THEE AND DISCUSS WHERE WE'VE BEEN AND WHERE WE'RE GOING WITH YOU. 
          ONE OF THE THINGS THAT WE WANTED TO DO, THIS DATES BACK ABOUT FIVE OR SIX YEARS WAS TO IMPROVE OUR CUSTOMER SERVICE RESPONSES AT TIMES AND OUTCOMES IN THE FACILITIES DEPARTMENT. 
          THIS SLIDE TALKS ABOUT A COUPLE OF PROCESSES THAT WE USE. 
          THE FIRST OF WHICH IS THE DEPARTMENT SENDING THEIR SUPERVISORS OUT TO WALK BUILDINGS WITH SCHOOL PRINCIPALS AND THE BUILDING OPERATION SUPERVISOR AT LEAST FOUR TIMES A YEAR. 
          THEN FOR THAT SUPERVISOR TO ANALYZE THE WORK ORDERS AT EACH SCHOOL EACH QUARTER, PROVIDE INPUT TO THE PRINCIPAL ON HOW THINGS ARE GOING SCHOOL WIDE AND HOW THAT MIGHT REFLECT ON THE BOS PERFORMANCE REVIEW. 
          BUT TO SHARE SOME DATA, HERE ARE SEVEN CATEGORIES THAT ALL FALL WITHIN THE FACILITY SERVICES DEPARTMENT, AND OUR BENCHMARK SHOWN IN FY19 NEEDED IMPROVEMENT. 
          YOU CAN SEE SOME REALLY BIG NUMBERS HERE. 
          I'M HAPPY TO REPORT THAT IN FY24, WE HAVE SEEN SIGNIFICANT IMPROVEMENT IN EACH AND EVERY ONE OF THESE. 
          WE HAD ABOUT SIX YEARS WORTH OF DATA TO DISPLAY. 
          THIS IS A LITTLE EASIER TO READ WITH JUST THE LAST TWO FISCAL YEARS. 
          ELECTRICAL WAS THE ONLY ONE THAT BUMPED UP IN THE WRONG DIRECTION IN FY23, IT HAS COME DOWN. 
          BUT AGAIN, EACH OF THESE CATEGORIES ARE SIGNIFICANTLY BETTER THAN WHEN WE SET THAT BASELINE IN FY19. 
          WHAT THE DATA REFLECTS IS THE TIME FROM WHEN A WORK ORDER IS SUBMITTED BY A SCHOOL UNTIL IT'S COMPLETED AND RESOLVED. 
          IT'S NOT ACTUALLY WHEN THEY FIRST BEGIN TO WORK, BUT WHEN THEY FINISH THE JOB. 
          OUR TRANSPORTATION DEPARTMENT SEEKS TO GET ALL OF OUR KIDS TO SCHOOL ON TIME EVERY DAY, AND WE'VE SET A STANDARD OF 97%, AND I'M SHOWING SOME DATA FROM EACH OF THE LAST TWO FISCAL YEARS, 
          [01:40:03]
SHOWING THAT WE APPROACHED OUR GOAL IN '22-'23, AND WE DID ACHIEVE THE GOAL IN JANUARY AND MAY WHEN WE MEASURED IT IN 2020. 
          SO MUCH OF THIS DEPENDS ON HAVING OUR BUS DRIVER EMPLOYEES FULLY STAFFED. 
          WE'VE HAD A GREAT PARTNERSHIP WITH HR TO ACHIEVE THIS. 
          AGAIN, DR. FRY AND HIS TEAM WORK REALLY HARD WITH THOSE RESOURCES, AND I'LL CHAT A LITTLE BIT ABOUT THE BUSES HERE BECAUSE THEY'RE IMPORTANT TOO. 
          BUT WE'RE DOING WELL AND WE'LL LOOK FORWARD TO A CONTINUED DIALOGUE IN THE FUTURE ABOUT WHAT OUR FUTURE GOALS MIGHT BE. 
          WE WANT CLEAN BUILDINGS AND WE'VE ACHIEVED THAT. 
          YOU SEE 100% AND 99% IN THE CATEGORIES OF CONTRACTOR AND DAY PORTER IN REGARDS TO THE APA STANDARDS. 
          WE MEASURE OUR CLEANLINESS. 
          AT LEAST MONTHLY, WE DO IT FORMALLY ON A QUARTERLY BASIS ALSO TO GRADE AGAIN, THE PERFORMANCE OF OUR CONTRACTORS THAT WORK IN THE EVENING AND OUR DAY PORTERS THAT WORK IN CERTAIN AREAS OF THE BUILDING EVERY DAY. 
          OUR SCHOOL BUS REPLACEMENT AND MODERNIZATION PLAN IS VERY IMPORTANT. 
          WE'RE MAKING PROGRESS. 
          WE'VE STILL GOT WORK TO DO. 
          WE DID PROCURE 48 BUSES IN FY24. 
          A COUPLE OF BULLETS DOWN FROM THERE, YOU CAN SEE THAT WE WERE ABLE TO SURPLUS 51 OF THOSE OLD ONES. 
          WE USED TO HAVE 250 PLUS BUSES THAT WERE AGE 15 AND GREATER WITH THOSE HIGH MAINTENANCE EXPENSES. 
          THERE'S EMISSIONS THAT DON'T MEET THE STANDARDS THAT HAVE BEEN IN PLACE FOR A GOOD PERIOD OF TIME, AND SOMETIMES DIDN'T HAVE CLIMATE CONTROL. 
          AGAIN, WE'RE UP TO 70% OF THE BUSES WITH CLIMATE CONTROL. 
          THOSE 200 PLUS BUSES THAT REMAIN THAT ARE OLD DON'T MEET THOSE EMISSION STANDARDS. 
          THE STANDARDS THAT ARE IN PLACE FOR WHAT I CALL CLEAN DIESEL BUSES THAT WE BUY TODAY ARE SO MUCH MORE STRINGENT. 
          WE'VE ALSO PUT SOME PROPANE BUSES ON THE STREET AND A FEW ELECTRIC BUSES. 
          THEY ALSO DO VERY WELL IN TERMS OF EMISSIONS. 
          WE'RE HOPING THAT THE SUPPORT THAT WE RECEIVE BOTH FROM OUR INTERNAL OPERATING BUDGET AND THE COUNTY, THEY REALLY HELPED US OUT WITH THE SOME YEAR-END FUNDS LAST YEAR, THAT THAT WILL CONTINUE. 
          THIS WILL BE A PUSH OVER THE NEXT 4-5 YEARS. 
          ONE NOTE THAT WE DID ADD, IT'S THE THIRD BULLET FROM THE BOTTOM. 
          AS OUR ENROLLMENT GROWS, WE'RE GOING TO NEED MORE DRIVERS AND BUSES, AND I'M NOT HERE TO SAY THAT WE FAILED TO DO SOMETHING BECAUSE THIS BOARD AND PREVIOUS BOARDS HAVE DONE SO MUCH TO ENHANCE THE COMPENSATION OF OUR DRIVERS TO HELP US GET STARTED WITH THIS MODERNIZATION EFFORT. 
          BUT JUST TO KEEP IN MIND THAT AS WE ADD STUDENTS, ESPECIALLY SPECIAL NEEDS STUDENTS, WE DO NEED DRIVERS AND BUSES TO KEEP UP WITH THAT GROWTH IN THE DEFICIENT. 
          WE'LL TALK ABOUT SOME MORE OF THAT IN THE FUTURE. 
          ONE AREA OF SAFETY THAT'S BEEN IMPORTANT TO US AND THAT WE'VE HAD AS A GOAL AND WE'VE ACHIEVED THIS GOAL IS TO MODERNIZE OUR CAMERA SYSTEMS, ACCESS CONTROL, AND SCHOOL ENTRANCE RENOVATIONS. 
          ALL OF OUR SCHOOLS HAVE MODERN CAMERA SYSTEMS NOW AND NOW WE ARE IN THE REFRESH STAGE. 
          WE'RE TACKLING THE FIRST THREE HIGH SCHOOLS, TWO OF WHICH ARE ESSENTIALLY COMPLETE NOW AND A THIRD ONE WHICH WILL BE DONE DURING THIS FISCAL YEAR. 
          WE ARE APPLYING FOR A GRANT FOR BEULAH ELEMENTARY, WHICH IS THE OLDEST OF THE NEW SCHOOLS THAT HAD CAMERAS INSTALLED AT THE VERY BEGINNING WHEN THAT SCHOOL WAS BUILT. 
          WE'RE GOING TO MOVE ON TO THOSE AS WE CONTINUE TO REFRESH. 
          WE CONTINUE TO HAVE OPPORTUNITIES TO ADD ACCESS CONTROL, AND A LOT OF THAT IS ASSOCIATED WITH THE VESTIBULE PROJECTS THAT HAVE BEEN GOING ON FOR A GOOD YEAR-AND-A-HALF NOW. 
          WE ARE GOING TO HAVE A FEW OF THOSE THAT AREN'T GOING TO BE COMPLETE AS OF SEPTEMBER 19, AND WE ARE PUTTING OUR CONTRACTORS FOOT TO THE FIRE, YOU MIGHT SAY, WE'LL BE TALKING TO PROCUREMENT ABOUT SOME OF THOSE THAT PERHAPS DIDN'T MEET ALL OF THEIR GOALS. 
          BUT WE WILL HAVE ALL OF THOSE JOBS DONE PROBABLY BY THE END OF SEPTEMBER. 
          WHAT THIS SLIDE SAYS IS THE END OF THE YEAR OF 2024. 
          WE HAD A GOAL WHICH WAS ACHIEVED A FEW YEARS AGO IN REGARDS TO MEETING ASHAE STANDARDS FOR VENTILATION AND INDOOR AIR QUALITY. 
          WE DO NEED TO CONTINUE TO MODERNIZE OUR HVAC SYSTEMS, TO REPLACE THE ONES THAT ARE GOING DOWN TO REPAIR THE ONES THAT ARE STRUGGLING FROM TIME TO TIME. 
          WE'LL CONTINUE TO TALK ABOUT HVAC, BUT HOPEFULLY THIS WON'T NECESSARILY BE A GOAL THAT WE NEED TO ACHIEVE IN THE FUTURE. 
          WE JUST WANT TO MAINTAIN WHAT WE HAVE ACHED AND CONTINUE AT THAT PERFORMANCE LEVEL IN THE FUTURE. 
          BE HAPPY TO PAUSE FOR QUESTIONS BEFORE BRINGING UP DR. HUFF. 
          [01:45:01]
          >> THANK YOU, MADAM CHAIR. SEPTEMBER 19TH, IS THAT A DATE THAT ALL VESTIBULES WILL BE COMPLETED BY? 
          >> SORRY, DID I SAY SEPTEMBER 19? 
          >> THAT'S WHY I WROTE IT DOWN. 
          >> SEPTEMBER 30TH IS WHEN WE BELIEVE THAT THEY WILL BE DONE. 
          I HAD THE 19TH OF MY MIND BECAUSE AUGUSTINE 19TH IS AN IMPORTANT DATE FOR US TOO. 
          WE'RE NOT GOING TO BE DONE BY AUGUST 19TH, SPECIFICALLY FOR SCHOOLS, AND WE'RE WATCHING A FEW MORE CLOSELY THIS WEEK THAT WE'RE TRYING TO POLISH OFF, BUT MIGHT STILL HAVE SOME LOOSE ENDS WHEN WE MOVE INTO THE SCHOOL YEAR NEXT YEAR. 
          >> THE ONES THAT WON'T BE COMPLETED BY THE 19TH OF AUGUST ON MONDAY, IMPACT TO DAILY OPERATION OF THE SCHOOLS. 
          I'M THINK THAT'S BEEN ADDRESSED AND DISCUSSED AND THERE'S A WORK AROUND AS FAR AS SAFETY IS CONCERNED WITH ACCESS IN AND OUT DURING THE DAY. 
          >> THEY'LL BE OPERATING LIKE THEY HAVE IN RECENT YEARS, SO THEY JUST WON'T HAVE THIS EXTRA LAYER IN PLACE YET. 
          BUT IT IS COMING AT THE SCHOOLS TOO. 
          >> THEN YOU HAD MENTIONED IN A PREVIOUS SLIDE ABOUT THE BUSES. 
          70% OF BUSES HAVE CLIMATE CONTROL. 
          WHEN I RECALL RIDING THE BUS, THE CLIMATE CONTROL WAS IF IT WAS COLD OUT, THE WINDOWS WENT UP AND IT WAS HOT OUT, THE WINDOWS WENT DOWN. 
          YOU'RE REFERENCING AIR CONDITIONING AND HEATING. 
          I'M GLAD THAT WE'VE COME A LONG WAY SINCE THEN. 
          BUT IN REGARDS TO THAT, OF 70% OF THE BUSES HAVING CLIMATE CONTROL, IS THE 30% THE 51 BUSES WITH GREATER THAN 15 YEARS OF SERVICE THAT ARE STILL ON THE ROAD OR? 
          >> MOST OF THEM ARE IN THAT 200 THAT STILL REMAIN AGE 15. 
          >> TWO HUNDRED AND FOUR DIESEL ONES. 
          >> CORRECT. ALL OF OUR SPECIAL NEEDS BUSES HAVE CLIMATE CONTROL. 
          WE HAVE HEAT ON ALL THE BUSES, BUT NOT THE AIR CONDITIONING COMPONENT OF CLIMATE CONTROL. 
          BUT EACH AND EVERY ONE OF OUR SPECIAL NEEDS BUSES HAS THAT NOW, WE'VE ACHIEVED THAT A YEAR OR SO AGO. 
          THE REGULAR RED BUSES, A LOT OF THE SPARES. 
          MOST DRIVERS DO HAVE A GOOD BUS WITH CLIMATE CONTROL, BUT THERE ARE SOME IF THEIR BUS IS UNDER REPAIR OR GETTING ITS PM, THEN THEY HAVE TO HOP INTO WHAT I CALL THE SPARE BLUES FOR A COUPLE OF DAYS, WHICH IS NOT NECESSARILY THE MOST DESIRABLE RIDE. 
          SOME OF OUR NEWEST DRIVERS GET THOSE BUSES JUST BASED ON SENIORITY TOO. 
          >> THEN GOING BACK TO THE SEPTEMBER 30TH TIME FRAME WITH THE VESTIBULES, AND YOU HAD MENTIONED SOMETHING THAT I WAS THINKING, AND I'M GLAD YOU SAID IT WAS GOING BACK TO OUR CONTRACTORS THAT HAVE SURPASSED THE DEADLINE BY THAT POINT IN TIME. 
          HOPEFULLY THERE'S SOME SAVINGS TO THE SCHOOLS IN THAT, AND I KNOW THAT YOU'LL BE ADDRESSING THAT, AND I GREATLY APPRECIATE THAT YOU BROUGHT THAT UP, SO THANK YOU. 
          >> YES, SIR. 
          >> THANK YOU, MR. DAVIS. 
          >> THANK YOU. 
          >> WELL, GOOD AFTERNOON. 
          MISS HEFFRON, MISS COKER, MEMBERS OF THE BOARD, AND DR. MURRAY. 
          HAPPY TO REPORT ON THE HOME STRETCH OBJECTIVES OF THE STRATEGIC PLAN. 
          THE FIRST ONE IS BY 2025, ALL CCPS CANDIDATES FOR EMPLOYMENT WILL PASS A REVISED RIGOROUS SCREENING. 
          WE DO HAVE THIS SYSTEM IN PLACE. 
          OUR APPLICANT TRACKING SYSTEM HAS BEEN REVISED AND WE ARE PROVIDING PROFESSIONAL DEVELOPMENT TO HIRING MANAGERS. 
          WE DO UPDATES EACH YEAR FOR NEW PRINCIPALS, NEW ASSISTANT PRINCIPALS, AND OTHER NEW MANAGERS. 
          IT INCLUDES REVIEW OF PRIOR WORK RECORD, ANY TYPE OF DISCLOSURES, REFERENCES AND EMPLOYMENT VERIFICATIONS AS ARE REQUIRED BY LAW UNLESS WE HAPPEN TO BE SOMEONE'S FIRST EMPLOYER, WHICH SOMETIMES HAPPENS AS WELL. 
          OUR PRINCIPAL SCREENING PROCESS INCLUDES A WRITTEN PERFORMANCE ASSESSMENT AND TWO TEACHERS ON THE PRINCIPAL SELECTION PANEL. 
          OUR ASSISTANT PRINCIPAL PROCESS NOW INCLUDES TWO TEACHER MEMBERS AND A WRITTEN PERFORMANCE ASSESSMENT AS WELL, AND ADDITIONAL PERFORMANCE ASSESSMENTS FOR SELECTED POSITIONS. 
          THE WORK OF THIS OBJECTIVE RIGHT NOW IS MAKING SURE THAT WE CAN REPLICATE ALL OF THIS IN OUR NEW SOFTWARE SYSTEM. 
          THAT'S CURRENTLY THESE MODULES ARE UNDER TESTING. 
          WE'VE JUST BEGUN THE TESTING PHASE, AND THESE ARE ITEMS THAT WE'RE LOOKING TO REPLICATE IN NEW SOFTWARE. 
          THE NEXT ITEM IS DEVELOPING METRICS OF COMPLETED REQUIREMENT ELEMENTS FOR PERFORMANCE MANAGEMENT. 
          TEACHERS, ASSISTANT PRINCIPALS, AND PRINCIPALS, BY CODE HAVE CERTAIN ELEMENTS IN THEIR EVALUATION PROCESS. 
          IT INCLUDES GOAL-SETTING, TWO OBSERVATIONS, A MID YEAR REVIEW, AND THEN A SUMMATIVE REVIEW. 
          [01:50:02]
WE HAVE BEEN TRACKING THOSE ELEMENTS BY COMPLETION, AND I'M HAPPY TO REPORT THAT WE HAD ANOTHER INCREASE THIS YEAR, CLOSER TO 100%. 
          WE HAVE DEVELOPED DASHBOARDS FOR THOSE, AND SO THOSE ARE REPORTED OUT THROUGHOUT THE YEAR TO THE PRINCIPAL SUPERVISOR SO WE CAN SEE WHERE EACH LEVEL IN SCHOOL IS WITH THOSE. 
          WE WOULD EXPECT AT SOME POINT WE MAY HIT A CEILING EFFECT WITH THIS METRIC BECAUSE WE DO HAVE PEOPLE WHO BEGIN LATE, FOR EXAMPLE, AND MIGHT MISS AN ELEMENT OR MIGHT BE ON LEAVE OR HAVE A SURGERY TOWARDS THE END OF THE YEAR AND MISS AN ELEMENT. 
          >> THE NEXT OBJECTIVE IS REDUCING OUR ON-THE-JOB ACCIDENTS AND WORKERS' COMPENSATION CLAIMS BY 50%. 
          YOU CAN SEE THAT THE RATIO OF CLAIMS IS VERY SIMILAR TO LAST YEAR, AND THE RATIO IS STILL BELOW THE PRE-PANDEMIC METRIC. 
          YOU CAN SEE DURING THE PANDEMIC THAT RATIO DIPPED AS WE HAD MORE PEOPLE OUT AND FEWER PEOPLE ON SITE. 
          YOU CAN ALSO SEE IN THAT CENTER COLUMN, OUR NUMBER OF EMPLOYEES HAS INCREASED, AND YOU MIGHT RECALL THE WORK THAT WE'VE DONE WITH TRYING TO INCREASE OUR SUBSTITUTE ROLES, SO THAT HAS INCREASED OUR NUMBER OF EMPLOYEES. 
          SOME THINGS THAT WE'RE DOING IS WE'VE IMPLEMENTED THE SLIPS TRIPS AND FALLS MODULE. 
          LAST YEAR, OVER 9,100 PEOPLE TOOK THAT MODULE. 
          AS OF OUR DATA CAPTURE FOR THIS OVER 3,000 HAD ALREADY TAKEN IT FOR THIS YEAR. 
          WE'RE ALSO WORKING ON SOME CHECKLISTS. 
          WE HAVE ONE THAT WE'RE ABOUT READY TO SEND OUT THAT IF YOU WERE A TEACHER IN A CLASSROOM, IT'S JUST A CHECKLIST FOR YOU TO CHECK, REMEMBER TO CHECK YOUR CORDS AND IF THERE ARE ANY TRIPPING HAZARDS, AND JUST THINGS TO CHECK AS YOU START ENTERING YOUR ROOM FOR THE NEW YEAR OR YOU MIGHT CHANGE YOUR SETUP PART WAY THROUGH THE YEAR TO MEET YOUR STUDENTS NEEDS. 
          THE NEXT OBJECTIVE IS BY 2025 THAT OUR LICENSE EDUCATORS WILL REFLECT THE STUDENT DEMOGRAPHIC POPULATION. 
          THIS CHART HAS A LOT OF DATA ON IT. 
          THE FIRST ROW THAT YOU'RE LOOKING AT THERE IS OUR STUDENT DEMOGRAPHIC DATA, AND THAT'S FROM THE SEPTEMBER 30TH COUNT THAT'S TAKEN EACH YEAR FOR STUDENTS. 
          THIS DATA RUNS OCTOBER 1 THROUGH SEPTEMBER 30TH, SO COMING UP ON THAT TIME WHEN WE'LL CAPTURE THAT DATA AGAIN AND COMPARE OUR EMPLOYEE DATA TO OUR STUDENT DATA. 
          YOU CAN SEE THAT WE'VE MADE SOME INCREMENTAL PROGRESS, I WOULD CALL IT, BUT WE STILL HAVE A GAP BETWEEN OUR STUDENT DEMOGRAPHICS AND OUR EMPLOYEE DEMOGRAPHICS. 
          PROBABLY THE BIGGEST GAP IS SPANIC STUDENTS AND EMPLOYEES. 
          THAT'S OUR FASTEST GROWING DEMOGRAPHIC GROUP. 
          YOU CAN SEE THE PLUSES AND MINUSES AS FAR AS IF THE DEMOGRAPHIC GROUP IS MOVING UP OR DOWN IN TERMS OF PERCENT OF WHOLE. 
          OUR APPLICANT POOL IS NOT KEEPING UP WITH THE DEMOGRAPHICS OF OUR STUDENTS. 
          SOME THINGS THAT WE'RE DOING IS WE HAVE IMPLEMENTED INTERNATIONAL TEACHER EXCHANGE PROGRAMS. WE'VE WELCOMED 55 INTERNATIONAL TEACHERS FROM AROUND THE WORLD. 
          WE ALSO ARE WORKING WITH THE MIRROR ME PROGRAM THROUGH VCU AND VSU. 
          I KNOW YOU'RE FAMILIAR WITH THAT INITIATIVE. 
          WE HAVE WORKED THROUGH JOB FAIRS WITH HBCUS IN THE REGION TO INCLUDE HOWARD, HAMPTON, AND VIRGINIA STATE UNIVERSITY. 
          WE HAVE BEEN FEATURED ON SPANISH LANGUAGE RADIO. 
          WE HAVE WORKED WITH URBAN ONE THAT HAS ALSO SPONSORED A JOB FAIR WITH TARGET AUDIENCES THAT WE WOULD LIKE TO REACH. 
          WE'RE WORKING WITH OUR MEDIA TEAM, JUST IN THE LAST MONTH, WE'VE REVIEWED SOME MORE ADD MATERIALS WITH A MORE DIVERSE AUDIENCE IN MIND. 
          WE HAVE DONE HANDSHAKE WITH HANDSHAKE AS A SOFTWARE TARGETING COLLEGE STUDENTS, AND WE'VE DONE SOME CAMPAIGNS FOR HISPANIC SERVING INSTITUTIONS AND HBCUS. 
          WE'RE ALWAYS OPEN TO NEW IDEAS. 
          IF THERE ARE OTHER IDEAS, LIKE RIGHT NOW, WE'RE TRYING TO THINK ABOUT, WE'RE DOING LOTS OF CAREER SWITCHER EVENTS BECAUSE WE HAVE NEED FOR CAREER SWITCHERS, AND WE KNOW THAT CANDIDATES OF COLOR ARE FOUR TIMES MORE LIKELY TO PURSUE AN ALTERNATE ROUTE TO A TEACHER LICENSE. 
          WE'RE LOOKING AT HOW CAN WE GET THE WORD OUT ABOUT THESE CAREER SWITCHER EVENTS, AND WE HAVE ONE TOMORROW WITH ITEACH, 
          [01:55:02]
IS A VIRTUAL EVENT AT FOUR O'CLOCK. 
          WE NEVER MISS AN OPPORTUNITY TO RECRUIT. 
          BUT IF YOU DO HAVE OTHER IDEAS, WE ARE INTERESTED IN OTHER WAYS WE CAN CONTINUE TO DIVERSIFY OUR APPLICANT POOL. 
          >> THANK YOU, DR. HUFF. BOARD MEMBERS, ANY QUESTIONS OR COMMENTS? 
          >> HELLO. I WAS LOOKING AT THE LAST SLIDE YOU WERE ON, AND MY QUESTION WAS TWO PART, WHAT'S THE GOAL THAT WE'RE TRYING TO SET WHEN WE SAY WE WANT THE DEMOGRAPHICS TO REFLECT OUR STUDENTS? ARE WE TRYING TO MATCH THAT NUMBER? FOR EXAMPLE, WITH OUR ASIAN STUDENTS, IT'S 3.3%, OUR ASIAN STUDENTS CURRENTLY WE ARE AT FOR TEACHERS JUST 1.3, ARE WE TRYING TO GET TO A 3.3. IS THAT THE GOAL? 
          >> THIS GOAL WAS SET IN 2018. 
          AT THE TIME, I THINK THE GOAL MATHEMATICALLY, WOULDN'T WORK BECAUSE WE DIDN'T HAVE THAT MANY OPENINGS, BUT OF COURSE, WE HAVE HAD A NUMBER OF OPENINGS SINCE THEN. 
          YES, IT'S TO GET AS CLOSE AS POSSIBLE TO OUR STAFF AND STUDENT POPULATION REFLECTING EACH OTHER, WHICH WOULD REFLECT THE COMMUNITY. 
          I THINK SOMETIMES YOU'LL SEE THAT NUMBER LAG A LITTLE BIT BECAUSE AS A COUNTRY, JUST GENERATIONALLY, WE BECOME MORE DIVERSE EACH GENERATION. 
          BUT YOU CAN SEE IN THESE AREAS WHERE WE HAVE SIGNIFICANT GAPS, WE'RE LOOKING TO TRY TO FIND QUALIFIED TEACHERS AND VARIETY OF DEMOGRAPHIC GROUPS SO THAT OUR TEACHING FORCE REFLECTS OUR COMMUNITY AND STUDENTS CAN SEE REPRESENTATION IN THEIR SCHOOLS. 
          >> THEN MY LAST QUESTION ON THIS WAS FOR REACHING OUT TO LET'S GO WITH THE HISPANIC POPULATION FOR THE SLIDE, ARE WE TAKING SOMEONE WHO SPEAK SPANISH WITH US WHEN WE GO TO THESE PLACES OR ARE WE DOING TRANSLATION ON THE SPOT? FOR EXAMPLE, WHEN YOU GO TO RADIO PODER, ARE YOU THERE WITH SOMEONE WHO CAN SPEAK SPANISH, THAT REPRESENTS CCPS, OR ARE YOU SAYING THE WORDS AND THEN THE HOST IS TRANSLATING FOR YOU? 
          >> I THINK WE'VE DONE THAT BOTH WAYS. 
          I THINK WE'VE DONE BOTH THINGS. 
          BUT THIS SLIDE, IN PARTICULAR, WE'RE LOOKING AT LICENSED TEACHERS. 
          MOST OF THE TIME LICENSED TEACHERS HAVE TAKEN THEIR LICENSURE TEST IN ENGLISH, AND SO THEY'RE TYPICALLY BILINGUAL. 
          BUT FOR DIFFERENT EMPLOYEE GROUPS, THERE'S A DIFFERENT REQUIREMENT IN TERMS OF LANGUAGE, AND SO WE HAVE TAKEN TRANSLATORS AND WE'VE WE'VE DONE THAT BOTH WAYS. 
          >> THANK YOU. ANY OTHER QUESTIONS? THANK YOU, DR. HUFF. NEXT, WE HAVE A PRESENTATION ON 
          [E. 2023-24 Successes & The School Year Ahead]
THE 2023-24 SUCCESSES AND THE SCHOOL YEAR AHEAD WITH DR. MURRAY. 
          >> THANK YOU AGAIN, MADAM CHAIR. 
          BEFORE WE MOVE ON, I DID WANT TO CLARIFY, MR. PARANTO ASKED A QUESTION REGARDING VESTIBULES AND PROCUREMENT. 
          WHILE PROCUREMENT HISTORICALLY MAY HAVE ENTERED PENALTY CLAUSES INTO THEIR CONTRACTS, THEY DID NOT ENTER SUCH A PENALTY CLAUSE INTO THE VESTIBULE PROJECT HENCE SOME OF THE DELAYS. 
          I WANTED TO BE COMPLETELY TRANSPARENT THERE. 
          JOSH'S TEAM HAS DONE A GOOD JOB OF TRYING TO FINESSE TO THE EXTENT THAT THEY'RE POSSIBLE, OR TO THE EXTENT THAT THEY THEY COULD. 
          BUT WE WILL FINISH THOSE VESTIBULES A LITTLE LATER THAN THAN WE HAD INTENDED. 
          I THINK ALSO, I JUST WANT TO SAY, I THINK IT WAS A GREAT SLIDE TO END OUR LAST PRESENTATION ON. 
          REPRESENTATION DOES MATTER, AND COMPENSATION ATTRACTS. 
          AS WE KICK OFF OUR BUDGET SEASON HERE VERY SHORTLY, LET'S MAKE SURE WE'RE ADVOCATING FOR THAT. THANK YOU AGAIN. 
          YOU'RE IN THE HOME STRETCH, ONLY 35 MORE SLIDES BETWEEN YOU AND CLOSED SESSION. 
          A LOT OF THIS WON'T BE NEW TO YOU, BUT FOR THE PUBLIC TUNING IN, FOR MEMBERS WITH MORE THAN 64,000 STUDENTS CCPS IS THE LARGEST SCHOOL SYSTEM IN CENTRAL VIRGINIA AND AMONG THE 65 LARGEST IN THE COUNTRY. 
          ALL OF OUR SCHOOLS ARE ACCREDITED. 
          OUR DIVISION EMPLOYS NEARLY 12,000 INDIVIDUALS MAKING CCPS ONE OF THE REGION'S LARGEST EMPLOYERS. 
          WE ARE A MAJORITY MINORITY SCHOOL DIVISION BENEFITING FROM A DIVERSE COMMUNITY IN VARIOUS PERSPECTIVES, AND OUR STUDENTS SPEAK MORE THAN 100 LANGUAGES IN THEIR HOMES. 
          ACADEMICALLY AND PROGRAMMATICALLY, ABOUT 13% OF OUR STUDENTS RECEIVE SPECIAL EDUCATION SERVICES, 
          [02:00:02]
12% RECEIVING GIFTED EDUCATION SERVICES. 
          THIS PAST YEAR, OUR HIGH SCHOOL STUDENTS EARNED OVER 8700 WORKPLACE CERTIFICATIONS, AND 91% OF OUR STUDENTS GRADUATED ON TIME. 
          IN ADDITION TO 67 SCHOOLS, WE HAVE 13 HIGH SCHOOL SPECIALTY CENTERS, TWO CTE CENTERS, AND THE FIRST RECOVERY ACADEMY IN THE COMMONWEALTH, WHICH WORTH A NOTE, WAS RECOGNIZED BY THE WHITE HOUSE LAST YEAR. 
          RECOGNIZING THE IMPORTANCE OF EARLY LEARNING, WE OPERATE A REGIONAL PRE KINDERGARTEN SCHOOL, SERVING ABOUT 370 STUDENTS FROM 12 ELEMENTARY SCHOOLS WITH HOPES TO EXPAND THOSE EFFORTS. 
          TO APPLY A DEEPER PERSPECTIVE, IF CCPS WERE A BUSINESS, IT WOULD BE ONE OF THE LARGEST IN CENTRAL VIRGINIA. 
          LAST FISCAL YEAR, WE OPERATED WITH $965 MILLION IN OUR BUDGET, WHICH IS NOW CRESTED OVER $1 BILLION FOR THE FIRST TIME FOR FISCAL YEAR 25. 
          OUR BUSES TRAVEL OVER NINE MILLION MILES EACH YEAR, ENSURING OUR STUDENT SAFETY, AND LAST YEAR, OUR WONDERFUL FOOD AND NUTRITION SERVICE PROFESSIONALS SERVED OVER NINE MILLION MEALS. 
          THE NEARLY 12,000 EMPLOYEES IN CHESTERFIELD ARE MADE UP PRIMARILY IN THESE CATEGORIES, MORE THAN 5,000 TEACHERS, 1,400 INSTRUCTIONAL ASSISTANTS AND TRANSPORTATION STAFF, OVER 300 FOLKS SUPPORTING FACILITIES, AND 400 SUPPORTING FOOD SERVICES WITH 200 SCHOOL-BASED LEADERS. 
          THEN FINALLY, EACH YEAR, MEMBERS OF TEAM CHESTERFIELD AND OUR SCHOOLS RECEIVE NATIONAL RECOGNITION FOR THEIR EXCELLENCE. 
          YOU'LL HEAR A LOT MORE OF THAT IN THE PRESENTATION DECK TO FOLLOW. 
          WE HAVE OVER 3,900 STAFF MEMBERS WITH MASTER'S DEGREES, 184 WITH DOCTORAL DEGREES IN COUNTING, NEARLY 100 NATIONAL BOARD CERTIFIED TEACHERS, EIGHT NATIONAL ECEA DISTINGUISHED SCHOOLS, SEVEN NATIONAL BLUE RIBBON SCHOOLS, AND SEVEN MIDDLE SCHOOLS TO WATCH. 
          I CAN NOW PROUDLY SHARE OUR FIRST NATIONAL SCHOOL OF DISTINCTION AT TOMAHAWK CREEK MIDDLE SCHOOL, WHICH REPRESENTS ONE OF 17 IN THE COUNTRY THIS YEAR AND ONE OF ONLY SIX IN THE COMMONWEALTH. 
          THE FOLLOWING PRESENTATION WILL HIGHLIGHT BY DIVISION CHIEFS OUR SUCCESSES FROM THIS PAST SCHOOL YEAR WHILE OFFERING A PEEK INTO THE PRIORITY WORK FOR THE YEAR IN FRONT OF US. 
          I WANT TO FORMALLY THANK THE CHIEFS. 
          WHILE WHAT THEY WILL SHARE AS A TESTAMENT TO THEIR RESPECTIVE VISION AND LEADERSHIP, THEY WOULD CERTAINLY ATTRIBUTE THE SUCCESS OF THEIR DIVISION TO THE HARD WORKING TEAM THAT DO THE LIFT. 
          I'M GOING TO TURN IT OVER TO THEM. 
          >> GOOD AFTERNOON AGAIN. 
          FOR THE RECORD, WE WERE RESTRICTED IN OUR SLIDE COUNT. 
          IT WAS TOUGH ON THE TEAM TO FIGURE OUT WHAT TO SHARE BECAUSE THERE'S SO MUCH MORE THAT WE COULD SHARE, BUT WE UNDERSTAND WE NEED TO DO THAT FOR YOU. 
          FROM THE DIVISION OF TEACHING AND LEARNING, WE ARE VERY PLEASED TO HIGHLIGHT WHAT YOU'LL SEE ON THE NEXT TWO SLIDES, AND THIS IS JUST A BRIEF REPRESENTATION OF A TEAM OF CENTRAL OFFICE AND SUPPORT STAFF. 
          OUR MOTTO IS TO SERVE AND SUPPORT THE INSTRUCTIONAL STAFF IN OUR SCHOOLS EVERY DAY TO ENSURE AMAZING LEARNING EXPERIENCES AND REMARKABLE LEARNING ENVIRONMENTS. 
          SOME INDICATORS OF THAT THAT WE'RE SHARING WITH YOU TODAY, 42 ELEMENTARY SCHOOLS. 
          THAT'S A LOT OF ELEMENTARY SCHOOLS TO GET CALIBRATED AND ON BOARD WITH NEW LITERACY MATERIALS AND SUPPORT THEM. 
          IT WAS AN AMAZING FIRST YEAR, AND AGAIN, FULL CREDIT TO THE TEACHERS ON THE GROUND WHO DIDN'T GIVE UP. 
          THEY JUST KEPT GOING AND THEY FIGURED IT OUT, AND OF COURSE, THE CENTRAL SUPPORT THAT ALSO HELPED ENSURE THAT WAS A SUCCESS. 
          WE HAVE A LOT OF PROFESSIONAL LEARNING OPPORTUNITIES, AS YOU CAN SEE, AND A LOT OF PARTICIPANTS IN THOSE OPPORTUNITIES, AND I COULD HAVE REALLY INFLATED THAT NUMBER BY INCLUDING OUR ANNUAL REQUIRED MODULES. 
          I THINK YOU HEARD EARLIER OF SLIPS, TRIPS, AND FALLS, BLOODBORNE PATHOGENS AND A WHOLE ARRAY OF FUN ONES THAT WE ALL TAKE EVERY YEAR. 
          BUT WE DIDN'T EVEN INCLUDE THOSE AND LOOK AT THOSE OPPORTUNITIES TO BECOME BETTER AT THE CRAFT OF INSTRUCTION. 
          WE HAVE 705 TEACHERS THIS PAST YEAR THAT WERE SUPPORTED WITH 477 VETERAN TEACHERS AND WERE OFFERED 68 SESSIONS ON HOW TO BECOME BETTER AS THEY ENTER THE WORLD OF TEACHING. 
          OF COURSE, THANK YOU TO THIS BOARD FOR THOSE APPROVED MATHEMATICS PATHWAYS THAT WE KNOW WILL MEAN A LOT TO 
          [02:05:01]
OUR STUDENTS AND FAMILIES GIVING THEM MORE OPTIONS TO SECURE THE BEST FIT FOR THEIR MATHEMATICS PATHWAY. 
          WE HAVE CCPS ONLINE, A LOT OF STUDENTS SERVED AND A LOT OF COURSES DURING THE SUMMER AND THE SCHOOL YEAR, AS WELL AS THE PACE PROGRAM THAT'S OPERATED BY THAT TEAM WITH OVER 310 OVERAGE STUDENTS AND UNDER ACCREDITED STUDENTS THAT GOT RIGHT BACK ON TRACK FOR ON TIME GRADUATION, WHICH OF COURSE IS ONE OF THOSE STRATEGIC PLAN NUMBERS WE REPORT OUT TO YOU. 
          VERY PLEASED TO SAY THAT WE HAD OVER 42,000 SYNCHRONOUS STRIDE TUTORING SESSIONS. 
          THAT WAS A PRODUCT THAT TOOK OFF LIKE WILDFIRE. 
          IT FIRST STARTED OUT BEING VERY POPULAR WITH OUR HIGH SCHOOL GROUP. 
          ONCE THOSE ELEMENTARY SCHOOL TEAMS FIGURED IT OUT, WOW, IT SHIFTED AND THEY BECAME OUR FRONT RUNNER USERS. 
          THAT WAS GRADES 3-12. 
          THEN OUR SPECIAL EDUCATION TEAM REALLY FOCUSED ON SEVERAL THINGS. 
          ONE OF THE THINGS WAS FORMING A BEHAVIOR TEAM THAT COULD SEND AN INDIVIDUAL FROM CENTRAL OFFICE INTO A SCHOOL FOR MANY WEEKS IF THAT'S WHAT WAS REQUIRED TO WORK WITH A TEACHER, TO WORK WITH A STUDENT. 
          HIGHLY SUCCESSFUL, WE ARE ABLE TO ADD ONE MORE TO THAT TEAM FOR THIS COMING YEAR. 
          THEY WERE ABLE THROUGH THEIR WORK BEGINNING IN JANUARY. 
          THEY DIDN'T EVEN START AT THE BEGINNING OF THE YEAR WITH THIS RESTRUCTURE. 
          THEY WERE ABLE TO HELP 61 STUDENTS STAY IN THEIR LEAST RESTRICTIVE ENVIRONMENTS, WHICH MEANS THEIR HOME SCHOOL, NOT PRIVATE SCHOOL, NOT A SPECIAL PROGRAM WITHIN OUR OWN SCHOOL DIVISION, AND THAT'S ALWAYS THE GOAL, AND SOMETIMES IT JUST TAKES A LITTLE EXTRA SUPPORT. 
          THAT WAS A HUGE SUCCESS AND WE'RE GOING TO EXPAND THAT. 
          I'VE GOT TO MOVE THE SLIDE FORWARD. 
          WE ALSO RESTRUCTURED TO REALLY FOCUS ON TRANSITION SERVICES FOR OUR STUDENTS IN THE SPECIAL EDUCATION ARENA SO THAT THEY HAVE MANY MORE POST GRADUATE CAREER OPPORTUNITIES. 
          >> YOU'VE HEARD THE WORD PROCUREMENT A LITTLE BIT TODAY. 
          YOU'LL KNOW THAT SOMETIMES IT TAKES SOME EFFORT TO GET THINGS THROUGH PROCUREMENT. 
          HUGE SUCCESS FOR US THAT WE WERE ABLE TO FORMALLY COMPETE FOR WEB-BASED APPLICATIONS IN THE AREAS OF ELEMENTARY LITERACY, SOCIAL STUDIES, SCIENCE, WORLD LANGUAGE, AND ASSESSMENT ITEM BANKS TO HELP OUR TEACHERS WHEN THEY'RE CREATING TESTS AND QUIZZES, HAVE MORE ITEMS TO LOOK AT TO CONSIDER TO HELP THEM IN THAT WORK. 
          THAT'S A LONG LIST TO GET THROUGH PROCUREMENT IN ONE YEAR, SO BIG CELEBRATION THERE. 
          WE WERE ALSO ABLE TO AUDIT ALL OF OUR EXISTING DIGITAL LEARNING APPLICATIONS TO ENSURE THAT WE WERE IN COMPLIANCE WITH THE NEWEST DATA SHARING AND CYBERSECURITY REQUIREMENTS. 
          SOMETIMES YOU BUY THINGS, AND THEN THE RULES CHANGE AND THE EXPECTATIONS INCREASE, AND IT NEVER HURTS TO PAUSE AND LOOK BACK AND SAY, ARE WE IN ALIGNMENT WITH ALL OF THOSE THINGS WE'VE ALREADY PURCHASED? I AM NOT GOING TO READ, ALTHOUGH CHAD MACKLIN IS SITTING BEHIND ME AND WILL BE VERY DISAPPOINTED THAT I DO NOT READ DOWN THROUGH THAT SUB BULLETED LIST OF OUR AMAZING ACKNOWLEDGEMENTS OF CAREER AND TECHNICAL EDUCATION AT THE REGIONAL AND THE STATE LEVELS. 
          JUST AN AMAZING PROGRAM THAT I WOULD THINK EVERY BOARD MEMBER HERE WOULD BE SUPER PROUD OF BECAUSE I THINK CHESTERFIELD DOES IT LIKE NO OTHER. 
          I ACTUALLY DID TELL HIM HE HAD TO STOP UNTIL THIS PRESENTATION WAS OVER BECAUSE I COULDN'T MAKE THE FONT ANY SMALLER. 
          HE STILL HAS MORE THAT I COULD LIST THAT HAPPENED SINCE WE DID THE SLIDE. 
          SO MORE TO COME ON THAT FRONT. 
          WHAT ARE WE GOING TO DO NOW TO FOLLOW THAT UP AND TO CONTINUE MOVING THE ORGANIZATION FORWARD FROM THE DIVISION OF TEACHING AND LEARNING? WELL, YOU'VE ALREADY HEARD REFERENCE THAT OUR STRATEGIC PLAN NEEDS SOME UPDATING. 
          WE'LL BE HAPPY TO WORK WITH YOU ON THAT. 
          WE ALSO HAVE A LITERACY PLAN THAT EXPIRES IN 2025. 
          WE'VE BEEN WORKING WITH THE STATE USING THEIR TEMPLATE. 
          I SUSPECT THAT THAT UPDATE WILL SIMPLY BE MORE INFORMATION SHARING WITH EVERYBODY HOW WE'RE ALIGNED TO THE STATE'S EXPECTATIONS, INCLUDING THEIR TEMPLATE IN OUR PLAN WITH JUST A LITTLE UPDATE FOR THAT THAT'S COMING. 
          NOT ANY CHANGE IN THE BIG WORK THAT WE'RE DOING, BUT JUST REFINING AND SHARING EVEN MORE ABOUT THAT WORK. 
          YEAR 1 OF THOSE NEW MATH PATHWAYS BEGINS IN '24, '25. IT'S ALREADY UNDERWAY. 
          WE ALSO, AS I THINK DR. FOX, MENTIONED TO HAVE SOMETHING NEW CALLED ENGLISH LANGUAGE ART STANDARDS AND MATHEMATICS STANDARDS. 
          THOSE ARE TWO HUGE CONTENT AREAS TO LIFT IN ONE YEAR, SO THAT WILL TAKE A HUGE FOCUS TO SUPPORT OUR TEACHERS IN THAT. 
          THEN LET THE FUND NOT END. 
          THE VERY NEXT YEAR IN '25, '26, WHICH MEANS OUR PREPARATION BEGINS NOW, WE'RE GOING TO HAVE NEW STANDARDS IN COMPUTER SCIENCE, HISTORY AND SOCIAL SCIENCE, AND MOST LIKELY SCIENCE, ALL ANTICIPATED, WHICH MEANS WE'VE GOT TO GET GOING ON THAT BEGINNING THIS JANUARY. 
          WE ARE VERY PLEASED TO SAY THAT IN ADDITION TO OUR SPECIAL EDUCATION FOCUS ON TRANSITION SUPPORT SERVICES FOR CAREERS AFTER GRADUATION, AND LOOKING AT THOSE BEHAVIOR SUPPORT SPECIALISTS THAT ARE PUSHING INTO SCHOOLS WITH SUCH SUCCESS. 
          THE OTHER BOOK END THAT WE'VE REALLY BEEN FOCUSED ON IS EARLY CHILDHOOD SPECIAL EDUCATION. 
          BEFORE THIS '24, '25 SCHOOL YEAR, 
          [02:10:04]
WE HAVE ONE SCHOOL WITH TWO EARLY CHILDHOOD SPECIAL EDUCATION INCLUSIVE CLASSROOMS. NOW, WE ARE GOING TO HAVE IN THIS YEAR, ALREADY LAUNCHED FOUR SCHOOLS WITH SEVEN CLASSROOMS. IF DR. GOLD WAS HERE, SHE WOULD TELL YOU A REALLY BIG NUMBER THAT WE'RE ANTICIPATING FOR THE YEAR AFTER, BUT I SAID, LET'S NOT PUT THAT ON THE SLIDE YET. 
          LET'S KEEP THEM COMING BACK FOR MORE. 
          BUT THAT IS AN EMPHASIS AND SOMETHING WE'RE EXCITED ABOUT. 
          THEN FINALLY, WE HAVE SOME GRANTS THROUGH OUR SPECIAL EDUCATION DEPARTMENT THAT WE'RE GOING TO REALLY CONTINUE PUSHING OUT THOSE TRANSITION EXPERIENCES TO INCLUDE MORE WORK-BASED LEARNING. 
          FINAL SLIDE. YOU MAY HAVE HEARD OF A THING CALLED VIRGINIA LITERACY ACT AND A REQUIRED CANVAS COURSE THROUGH THE VDOE THAT MANY OF OUR TEACHERS HAVE TO COMPLETE. 
          IT'S A LOT MORE HOUR INTENSIVE THAN SOME OF OUR NORMAL MODULES THAT WE KICK OFF THE YEAR WITH. 
          WE FELT LIKE MANY OF THE NEIGHBORING SCHOOL DIVISIONS AROUND US, THAT IT DID DESERVE A LITTLE MONETARY INCENTIVIZING TO HELP OUR TEACHERS GET THROUGH THAT. 
          THAT INFORMATION WILL BE COMING OUT, I BELIEVE THIS WEEK FROM OUR HR DEPARTMENT, AND YOU CAN SEE THERE OVER 2,300 TEACHERS WILL BENEFIT FROM THAT MONETARY RECOGNITION OF THAT EXTRA THAT WE'RE ASKING OF THEM. 
          WE ALSO HAVE DEPARTMENT OF SCHOOL IMPROVEMENT. 
          WE'RE REALLY WORKING THROUGH PROGRESS MONITORING AND DEFINING OUT TIER 1, TIER 2, TIER 3 SUPPORT ACADEMICALLY AND BEHAVIORALLY SO THAT WE CAN CALIBRATE THAT ACROSS OUR ENTIRE SCHOOL DIVISION. 
          CLEAR IS KIND, AND HAVING THAT WRITING CODIFIED AND IN PRACTICE IS ALWAYS MAKING US BETTER. 
          WE ALSO HAVE, LET ME SEE, WHAT ELSE DO I WANT TO HIGHLIGHT HERE BECAUSE I KNOW I DON'T HAVE MUCH TIME. 
          PARTNERING WITH CCPS DIVISION, DEFINING THE ROLE. 
          ARTIFICIAL INTELLIGENCE, THAT'S SOMETHING PEOPLE ARE TALKING ABOUT. 
          WE KNOW STUDENTS AND TEACHERS AND OTHERS ARE ALREADY DABBLING IN THAT WORLD AND WE FELT IT WAS REALLY IMPORTANT TO GET OUT THERE WITH OUR ADULTS AND TALK ABOUT HOW CAN YOU REALIZE WORK EFFICIENCIES WITH THIS? BUT WHAT'S THE MOST IMPORTANT THING WITH OUR TEACHERS? THEIR BRAINS. WE WANT THEM DOING THE COGNITIVE LIFT. 
          HOW CAN YOU USE ANY TOOL, INCLUDING THIS ONE TO HELP YOU WITH WORK EFFICIENCY, BUT TO NOT LOSE THE POWER OF EACH OF OUR TEACHERS AND WHAT THEY BRING TO THAT CLASSROOM? I FOUND SOME REALLY GREAT PD ON IT. 
          WE'VE BEGUN SMALL AND WE WILL CONTINUE WORKING ON THAT THIS YEAR, AND OF COURSE, WE AWAIT AN INCOMING SUPERINTENDENT FOR MORE VISION IN THAT AREA. 
          ALL IN YEAR 2. 
          WE GOT THE PRINCIPAL FEEDBACK, AS WE TOLD YOU WE WOULD, AND IT WAS VERY CLEAR THAT WE WANT TO USE ALL IN YEAR 2 FUNDS TO CONTINUE SUPPORTING STRIDE, TO CONTINUE SUPPORTING FACE TO FACE TUTORING, TO PAY FOR THOSE VIRGINIA LITERACY ACT TEACHER STIPENDS. 
          THE FIRST BULLET ON THIS SLIDE, AND TO PURCHASE SUPPLEMENTAL AND INTERVENTION MATERIALS NOW THAT WE HAVE SOME OF THOSE APPROVED LISTS FROM THE VDOE. 
          THEN FINALLY, JUST A SHOUT OUT THAT WE'RE ALWAYS LOOKING EXTERNALLY TO OUR PARTNERS, INCLUDING THOSE INSTITUTIONS OF HIGHER EDUCATION TO CREATE THOSE MOUS, TO PARTNER WITH US TO HELP US AND OUR STAFF BE BETTER IN WHAT WE DO. 
          I THINK I WENT WAY OVER MY TIME. 
          I FEEL SOME HEAT COMING FROM THE BACK, SO I'M GOING TO FLIP IT OVER AND I GUESS SEAN, YOU'RE NEXT. THANK YOU. 
          >> LESSON LEARNED. WE DID LIMIT THE NUMBER OF SLIDES THAT CHIEFS COULD HAVE. 
          I DID NOT PUT A FONT LIMIT THERE FOR DR. POPE, SO DULY NOTED AND I APOLOGIZE FOR THAT IN ADVANCE FOR NEXT YEAR. 
          FOR COMMUNICATION AND COMMUNITY ENGAGEMENT, A COUPLE OF HIGHLIGHTS, SUCCESSES FOR THIS YEAR. 
          OFFICE OF FAMILY COMMUNITY ENGAGEMENT, LED BY AMA BARDI AND HER TEAM, OBVIOUSLY, THE BIG FOCUS THEY HAD THIS PAST YEAR REALLY WAS A DEPARTMENTAL RESTRUCTURE AND THE WORK THAT THEY DO. 
          REALLY FOCUSING CLOSELY ON THE FAMILY PARTNERSHIPS, THE COMMUNITY PARTNERSHIPS, AND BUSINESS PARTNERSHIPS. 
          OBVIOUSLY, THERE'S AN OVERLAPPING FOCUS WITH MULTICULTURAL PIECES. 
          FOR PRINTING SERVICES LED BY BRIAN MORRIS, THE FOCUS THERE CONTINUES TO BE ON EXPANDING THEIR PRINT OFFERINGS, BUT SIMPLY PUT OBVIOUSLY LOOKING FOR A PROCESS FOR ROUTINE PRINT ORDERS BY WHICH THOSE CAN BE FOR BUSINESS CARDS AND STATIONARY. 
          I ALSO WANT ACKNOWLEDGE THAT THIS IS A SHARED SERVICE OF THE COUNTY GOVERNMENT, ONE OF THE FEW THAT ACTUALLY WE DO FOR THE COUNTY GOVERNMENT, I'M REALLY PROUD OF THE PRODUCT THAT BRIAN AND HIS TEAM PUT FORWARD EACH AND EVERY YEAR. 
          COMMUNITIES IN SCHOOLS LED BY ASHLEY HALL, AS YOU KNOW, WELL, WE HAVE A GREAT PARTNERSHIP WITH COMMUNITIES IN SCHOOLS. 
          OBVIOUSLY, THEY HAVE A GOVERNING BOARD, WHICH WE WORK CLOSELY WITH AS WELL, WORKING WITH OUR SCHOOL BOARD AND THEIR BOARD, OBVIOUSLY EXPANDING THE PROGRAM TO TWO ADDITIONAL SCHOOLS TO MAKE THAT IMPACT EACH AND EVERY YEAR. 
          CONSTITUENT SERVICES AND STUDENT LEADERSHIP. 
          [02:15:01]
OBVIOUSLY, FOR THIS SLIDE, IS REFLECTIVE OF THE LEADERSHIP OF THEN DR. JOHN MURRAY, THE HEAD OF THAT. 
          NOW OBVIOUSLY DR. JOHN PHILLIPS IS HEADING THAT UP, BUT OBVIOUSLY THIS PAST YEAR, FOCUS ON INCREASING THE IN PERSON SEATS AND PARTICIPATION ALTERNATIVE PROGRAMS, AS WELL EXPANDING THE BHSL OPPORTUNITIES, SIMPLY THIS PAST SCHOOL YEAR, WAS FOCUSED ON THE DIVE ATHLETICS. 
          THEN DEPARTMENT OF CREATIVE AND MEDIA SERVICES LED BY JENNIE O'QUINN. 
          I MENTIONED THIS IN OUR OBJECTIVES EARLIER IN PLAN, THE MOVE, WHICH WE DID WITH OUR SCHOOLS WITH THE COMMUNICATION PLATFORM, AND THEN OBVIOUSLY EXPANDING OUR GUIDANCE COMMUNICATION COLLATERAL THAT PROVIDE TO PRINCIPALS AND SCHOOLS AND OBVIOUSLY TO YOU AS BOARD MEMBERS AS WELL. 
          THE LOOK AHEAD FOR THE OFFICE OF FAMILY COMMUNITY ENGAGEMENT, REALLY LOOKING AT THE SCALE AND SCOPE OF THE SERVICES AND ALIGNING THAT MORE CLOSELY TO THE NEEDS OF OUR FEEDER PATTERNS AS WELL AS OUR SCHOOLS, AND ALSO LOOKING THIS UPCOMING SCHOOL YEAR AT SOME METRICS WITH REGARD TO THAT IN ANTICIPATION OF A LITERACY PLAN METRICS WITH THE WORK WE HAVE THERE. 
          PRINTING SERVICES, EXPANDING THEIR OPPORTUNITIES FOR LASER ENGRAVED PLAQUES AND ACRYLIC AWARDS. 
          THAT'S BEEN A TOP REQUEST FROM SCHOOLS, KNOWING THAT WE HAVE TO GO OUTSIDE UP UNTIL NOW. 
          THEN FOR COMMUNITIES AND SCHOOLS, WORKING CLOSE WITH THE BOARD AGAIN, THE HOPE WOULD BE TO LOOK TO EXPANDED TWO ADDITIONAL SCHOOLS. 
          OBVIOUSLY, THERE'S A SHARED FUNDRAISING ASPECT BY WHICH THAT COMMUNITIES AND SCHOOLS DOES FUNDRAISE FOR THEIR OPERATIONAL ASPECTS AS WELL AS SOME ADDITIONAL POSITIONS THAT THEY DO. 
          THEN FOR CONSTITUENT SERVICES, OUR FOCUS REMAINS ON A BIG FOCUS THERE OBVIOUSLY FOR TITLE IX. 
          WE HAD EXTENSIVE TRAINING FOR OUR ADMINISTRATORS AT THE VERY END OF JULY. 
          SOME OF THE TITLE IX IS TIED UP IN THE COURT SYSTEM, BUT MAKING SURE THAT WE PROVIDE GUIDANCE TO OUR SCHOOL ADMINISTRATORS AS WE HAVE IT AND AS WE SEE CHANGES. 
          THE LAST BULLET POINT THERE IS LOOKING TO WAYS TO EXPAND OUR OFFERINGS THROUGH ALTERNATIVE PROGRAMS. THEN THROUGH DEPARTMENT OF CREATIVE AND MEDIA SERVICES, REALLY BIG FOCUS UPCOMING SCHOOL YEARS, REALLY LOOKING CLOSELY AT OUR COMMUNICATION EFFORTS WITH REGARDS TO INTERNAL AND EXTERNAL COMMUNICATION. 
          WHAT I MEAN BY THAT, FOR AN EXAMPLE, REALLY INTERNALLY IS WORKING CLOSE WITH HOW WE COMMUNICATE WITH OUR EMPLOYEES. 
          WE TALKED EARLIER ABOUT HOW WE ARE ONE OF THE LARGEST WORKFORCES IN THE AREA. 
          BUT EXPLAIN TO OUR EMPLOYEES NOT JUST THE DECISIONS THAT ARE MADE, WHETHER IT BE BY THE BOARD OR SENIOR LEADERSHIP, BUT MORE ABOUT THE IMPETUS BEHIND WHAT WAS THE THOUGHT PROCESS THAT WENT INTO THAT DECISION, SO MAKING SURE THAT THEY'RE ENGAGED IN THE PROCESS THROUGHOUT. 
          I'LL TURN OVER TO MR. MISER. 
          >> THANK YOU, SEAN. MADAM CHAIR, MEMBERS OF THE BOARD, TALKING ABOUT FINANCE SUCCESSES THIS YEAR. 
          I WANT TO START WITH OUR TWO BIG AWARDS. 
          WE'VE GOT THEM IN THE LAST SEVERAL YEARS, REALLY EXCITED TO CONTINUE THAT TRADITION OF BOTH THE ASBO AND THE GFOA DISTINGUISHED BUDGET AWARDS. 
          A LOT OF CREDIT TO MY BUDGET STAFF, BUT NOT JUST THEM, THE WHOLE STAFF REALLY CONTRIBUTES TO THAT. 
          WHEN I SAY WHOLE STAFF, I MEAN THE WHOLE DISTRICT STAFF, THEY ALL CONTRIBUTE TO THAT MATERIAL. 
          THANK YOU TO THEM ON THAT. 
          DR. MURRAY TALKED ABOUT THE BIG WIN ON THE FY25 BUDGET ALREADY. 
          WE HIT ONE BILLION DOLLARS. 
          SUPER EXCITED ABOUT THAT MILESTONE THAT WAS A RESULT OF ABOUT 63 MILLION IN INCREASED FUNDING FOR OUR PRIORITIES. 
          A LOT OF THAT WENT TO COMPENSATION THAT CONTINUES TO BE A BIG PRIORITY, AND I WOULD BE REMISSED TO SAY THAT WE GOT THERE. 
          THE STATE PROCESS WAS NOT SMOOTH. YOU GUYS KNOW THAT. 
          THAT WAS A LOT OF ADDITIONAL STRESS ON STAFF, COMMUNITY, ETC, TO MAKE SURE THAT PROCESS GOES A LITTLE BIT AS WE LOOK AHEAD, A LITTLE FINGERS CROSSED. 
          THE NEXT YEAR'S PROCESS GOES A BIT CLEANER. 
          THE THIRD BULLET HERE AROUND ENSURING FUNDING FOR OUR KEY CIP PRIORITIES, YOU SEE A HANDFUL OF PROJECTS THAT ARE EITHER RECENTLY COMPLETED OR VERY ACTIVE. 
          WE HAVE JUST RECENTLY CLOSED ABOUT 60 MILLION LITTLE UNDER THAT OF REFERENDUM FUNDING TO SUPPORT THAT JUST IN JULY. 
          WELL, TECHNICALLY, THIS YEAR, WE'LL STILL COUNT IT ON THIS SLIDE AS A SUCCESS. 
          GOOD TO CONTINUE TO PROVIDE FUNDING FOR THOSE ONGOING OPERATIONS INITIATIVES. 
          WORKDAY, THE ERP. 
          THIS WAS A LONG TIME COMING, SUPER EXCITED TO HIT THE GROUND RUNNING ON THIS. 
          THE BIG WIN, IT SEEMS LIKE A LONG TIME AGO, BUT WE FINALLY SELECTED A VENDOR FOR THE ERP PROCESS WORK DAY, AS WELL AS A CONSULTANTS ACCENTUATE THAT WE'RE WAY IN THE DEEP WOODS ON THEM RIGHT NOW BUILDING THAT OUT. 
          EXCITED FOR THAT, YOU'LL SEE THAT AS A THEME ON MY NEXT PAGE AS I FLIP IT AS WELL. 
          BUT THE ONE THING THAT I WANT TO PAUSE ON BEFORE I DO, IS I DON'T GET TO TALK A LOT ABOUT THE ACTUAL RUNNING OF THE BUSINESS THAT MY TEAM DOES, SO JUST PAUSE FOR A SECOND. 
          TO THANK THOSE STAFF WHO DO ALL THE HARD WORK BEHIND THE SCENES TO 
          [02:20:01]
ENSURE CLOSE TO A QUARTER MILLION PAYCHECKS GET PROCESSED EVERY YEAR. 
          CLOSE TO $50 PLUS MILLIONS IN GRANT REIMBURSEMENTS GET MADE. 
          STUDENT ACTIVITY FUNDS EACH AND EVERY SCHOOL HAS A ACTIVITY FUND. 
          WE'RE RESPONSIBLE FOR MAKING SURE THOSE GET AUDITED, THOSE LOOK RIGHT, ETC. 
          A LOT OF REALLY EXCITING WORK THAT HAPPENS. 
          BEHIND THE SCENES THAT HOPEFULLY YOU GUYS NEVER HEAR ABOUT, BUT REALLY IS IMPORTANT FOR EVERYONE AROUND THE DISTRICT. 
          AS WE LOOK AT THE FINANCE SIDE FOR THE YEAR AHEAD, I MENTIONED WORKDAY, I MENTIONED THE ERP SYSTEM. 
          THIS REALLY IS THE BIG NUT, IS GOING TO TAKE A LOT OF EFFORT FROM BOTH MY TEAM, DR. HUFF'S TEAM, AND WE'LL TOUCH EACH AND EVERY INDIVIDUAL ACROSS THE DISTRICT WHEN WE ROLL THIS OUT, WE'RE TARGETING SUMMER OF 2025. 
          WE'VE GOT A LOT OF WORK TO DO BETWEEN HERE AND THERE, BUT WE ARE ON TRACK GREEN STATUS RIGHT NOW, BUT THAT IS A MASSIVE LIFT. 
          WE'RE PARTNERING REALLY CLOSELY WITH THE COUNTY GOVERNMENT, THAT ONE, WE'RE IN THIS TOGETHER. 
          IT IS ONE SYSTEM. 
          YES. WE CAN BUILD OUT OUR OWN FUNCTIONALITY AS IT IS NEEDED FOR THE SCHOOL DISTRICT, BUT IT IS IMPORTANT TO NOTE THAT WE ARE LOCKSTEP WITH THE COUNTY ON THIS ONE, AND WE COULDN'T HAVE DONE THIS WITHOUT THEM. 
          I KNOW MY STAFF IS DREADING THE WORK, BUT ALSO REALLY LOOKING FORWARD TO WHAT'S ON THE OTHER SIDE OF THIS IS REALLY GOING TO CHANGE THE GAME AND HOW WE EXECUTE. 
          WE'VE GOT TO DO OUR DAY JOB. 
          NEXT YEAR, THE BUDGET CONTINUES TO BE A THING. 
          WE'RE GOING TO ROLL OUT THAT FY26 PROCESS REALLY SOON WITH KICKOFFS WITH INTERNAL STAFF IN SEPTEMBER, AND I'VE ALREADY ALLUDED TO OCTOBER EARLY IN THIS MEETING BEFORE WE GET IN FRONT OF THE SCHOOL BOARD IN JANUARY FOR THE PROCESS FOR THE FY26 BUDGET. 
          I WOULD EXPECT SIMILAR THEMES AS PREVIOUS YEARS. 
          COMPENSATION. WE CONTINUE TO NEED TO PUSH THE ENVELOPE ON THAT AND MAKING SURE WE'RE MEETING THOSE NEEDS OF OUR STUDENTS. 
          CAPITAL IMPROVEMENT PLAN CONTINUES TO BE A THING. 
          WE'LL CONTINUE TO EVOLVE OUR BUILDINGS. 
          I KNOW WE'RE GOING TO HAVE A SEVERAL NEW BIDS ON THE TABLE. 
          I THINK MR. CARSON, MR. DAVIS HAVE ONE ON THE AGENDA TONIGHT TO TALK ABOUT THE COST OF DAVIS. 
          WE'LL NEED TO CONTINUE TO LOOK AND EVALUATE THOSE AS WE GO FORWARD. 
          LASTLY, IN TERMS OF LOOK AHEAD, THERE'S GOING TO BE A LOT OF DEMANDS ON THE FINANCE STAFF, AND I'M SURE DR. HUFF WILL SAY THE HR STAFF THIS YEAR AS WELL WITH THE ROLL OUT OF THAT ERP, WHILE WE CONTINUE TO DO ALL THE THINGS THAT WE NORMALLY DO. 
          WE'RE CHANGING THE ENGINE AS THIS PLANE IS FLYING. 
          THAT'S GOING TO TAKE A LOT OF FOCUS TO ENSURE THE HUMAN CAPITAL, THE PEOPLE ON MY TEAM IN THE BACK OFFICE REALLY ARE WELL SUPPORTED, SO THAT WILL BE A LOT OF WHAT WE ARE FOCUSED ON, ON THE FINANCE SIDE. 
          >> FLIPPING TO MY FOOD SERVICE FRIENDS, TWO BIG AWARDS THAT THEY GOT, YOU'LL RECOGNIZE ONE OF THEM TONIGHT, AND ONE HAS PROBABLY MY FAVORITE NAME OF ANY OF THESE. 
          THIS IS A NATIONAL AWARD, THE USDA NATIONAL TURNIP THE BEET AWARD FOR OUR FARMERS' MARKET WORK THAT WE DO. LOVE THE NAME. 
          ALSO A VSBA FOOD FOR THOUGHT COMPETITION WINNER FOR LARGE DISTRICTS ACROSS THE STATE. 
          EXCITED ABOUT BOTH OF THOSE. 
          NINE MILLION MEALS. 
          CONTINUE TO INVEST AND REALLY LEAN INTO SOME OF THESE SPECIAL PROGRAMMINGS, FARM TO SCHOOL, FRESH FRUIT AND VEGETABLE PROGRAM, ETC., AS WE CONTINUE TO TRY AND PUT BETTER FOOD IN FRONT OF OUR KIDS EACH AND EVERY YEAR. 
          STAFF DEVELOPMENT CONTINUES TO BE A THING. 
          THIS HAS BEEN A REALLY IMPORTANT THING AS WE THINK ABOUT SUCCESSION PLANNING. 
          WE'RE ABLE TO DEVELOP OUR FOOD SERVICE ASSOCIATES INTO ASSISTANT MANAGERS INTO THE MANAGERS TO ENSURE THAT WE ARE HAVING THE BEST LEADERSHIP IN THOSE KITCHENS THAT WE CAN POSSIBLY HAVE, AND CREDIT TO BERKLEY AND HIS TEAM TO REALLY PUSHING THAT AGENDA TO NOT JUST THINK ABOUT WHAT'S THE NEXT PLATE OF FOOD WE'RE GOING TO PUT FORWARD, BUT REALLY THINKING ABOUT THE EMPLOYEES AS WELL AND ENSURING THAT THEY HAVE A CAREER PATH THAT THEY CAN FOLLOW WITHIN CCPS TO CREATE A CAREER IN FOOD SERVICE. 
          LASTLY, THANK YOU FOR THOSE WHO ATTENDED THE RIBBON CUTTING, OR SARAN WRAP, I GUESS, CUTTING OF OUR NEW WAREHOUSE. 
          THAT WAS A BIG WIN THIS YEAR. 
          WE ARE REALLY LOOKING FORWARD TO TURNING THAT KEY AND REALLY USING THAT AS WE LOOK FORWARD TO NEXT YEAR AND SOME OF THOSE EXCITING OPPORTUNITIES FOR NEXT YEAR. 
          NEXT YEAR WE'RE GOING TO CONTINUE TO DO A LOT OF THE SAME THAT WE TALKED ABOUT THIS PAST YEAR. 
          CONTINUE TO INCORPORATE MORE SCRATCH COOKING, BETTER MENU CHOICES INTO OUR MEALS. 
          CONTINUE TO LEAN INTO THOSE FRESH FRUITS AND VEGETABLES, THOSE OTHER FARM TO SCHOOL, THOSE OTHER PROGRAMS THAT REALLY HELP ENSURE THE FOOD THAT WE'RE BRINGING INTO THE BUILDINGS ARE AS GOOD AS THEY CAN BE. 
          I MENTIONED THE TRAINING AND DEVELOPMENT PROGRAM, SO AGAIN, KUDOS TO BERKLEY ON THAT. 
          BUT ENTERING THIS YEAR, WE'RE ACTUALLY WAY BETTER POSITION THAN WE HAVE BEEN EVER IN TERMS OF LOW VACANCY. 
          THANKS TO DR. HOUGH'S TEAM, AGAIN, TO HELP THERE. 
          BUT LOW VACANCY, LOW TURNOVER, WE'RE FEELING REALLY GOOD ABOUT THE HUMAN CAPITAL ON THE FOOD SERVICE TEAM RIGHT NOW. 
          WE'RE GOING TO CONTINUE TO PUSH THE CEP PROGRAM AS FAR 
          [02:25:01]
AS IT'S FISCALLY RESPONSIBLE TO DO THAT. 
          WE'RE ADDING TWO NEW SCHOOLS THIS YEAR, MONACAN AND ALBERTA SMITH. 
          EXCITED TO ROLL THAT OUT IN THOSE TWO SCHOOLS. 
          LASTLY, OUR FIRST YEAR, ACTUALLY, USING THE WAREHOUSE, WE'RE REALLY EXCITED TO DO THAT. 
          WE ANTICIPATE ABOUT 40% OR SO OF OUR PRODUCT WILL FLOW OUT OF THAT THIS YEAR. 
          THAT'LL INCREASE OVER TIME, AND SUPER EXCITED ABOUT EVERYTHING THAT'S HAPPENING IN FOOD SERVICE. 
          WITH THAT, NEXT IS DR. HOUGH. 
          >> GOOD AFTERNOON AGAIN. I'M HAPPY TO BE ABLE TO CELEBRATE SOME OF THE MILESTONES THAT WE REACHED THIS YEAR. 
          ONE IS WE HIRED 3,742 NEW HIRES, RE-HIRES, AND SUBSTITUTES SINCE JULY 1ST OF LAST YEAR. 
          I JUST WANT TO PAUSE FOR A MOMENT AND SAY THANK YOU TO THE HR TEAM AND OUR HR LEADERSHIP TEAM THAT'S HERE, BECAUSE WE TALK ABOUT THAT IN TERMS OF FORTUNE 500 COMPANY NUMBERS, BUT EVERY ONE OF THOSE HIRES IS SOMEONE WHO'S RECRUITED AND THEY'VE ANSWERED QUESTIONS ABOUT THE APPLICATION, AND THEY FINGERPRINTED THE PERSON, MADE SURE THAT THEIR TB TEST IS DONE, MADE AN OFFER, ANSWERED THEIR QUESTIONS ABOUT THE JOB. 
          MADE SURE THE SALARY WAS CORRECT, THE CALENDAR WAS CORRECT. 
          PUT THEM INTO THE SYSTEM SO THAT THEY COULD BE PAID AND HELP THEM THROUGH THEIR BENEFIT SELECTION. 
          REALLY APPRECIATE THAT WITH THAT HIGH-VOLUME HIRING. 
          WE ALSO COMPLETED 61 RECRUITING EVENTS IN THE LAST 12 MONTHS, AND THAT'S A 22% INCREASE OVER THE PREVIOUS YEAR. 
          WE'RE PROUD OF THAT BECAUSE AS MR. MEISTER MENTIONED, WE ARE ALSO SIMULTANEOUSLY TRYING TO BUILD A NEW APPLICANT TRACKING SYSTEM AS THE COMPONENT OF THE ERP. 
          CCPS WON A NATIONAL ASSOCIATION OF COUNTIES 2024 ACHIEVEMENT AWARD FOR BUS DRIVERS FOR ALL ROUTES. 
          THAT WAS A GREAT COLLABORATION. 
          I KNOW THAT THE BOARD PUT A LOT OF EFFORT INTO COMPENSATION, AND IT WAS GREAT COLLABORATION WITH TRANSPORTATION AND MR. DAVIS'S TEAM. 
          WE ALSO ACHIEVED A THREE-YEAR GOAL OF HAVING A ROSTER OF 3,100 SUBSTITUTES. 
          I'M ESPECIALLY PROUD OF THAT BECAUSE IT WAS A THREE-YEAR GOAL, AND I HOPE THE BOARD'S ESPECIALLY PROUD OF THAT TOO BECAUSE I KNOW A LOT OF WORK AND BUDGET RESOURCES WENT INTO THAT WITH KEEPING UP WITH THE RICHMOND AREA MARKET RATE FOR SUBSTITUTES AND HAVING SOMEONE WHO INTERVIEWS SUBSTITUTES REGULARLY. 
          WE HAVE AN 87% FILL RATE. 
          THAT'S ALMOST THE PRE-PANDEMIC GOAL OF 90%. 
          IT'S A 4% INCREASE OVER THE PREVIOUS YEAR, AND WHERE WE WANT TO GO FROM HERE IS OVER THE SUMMER, PEOPLE ARE HIRED INTO FULL-TIME JOBS OR THEY MIGHT NOT RE-UP TO SUB AGAIN. 
          THE NUMBER USUALLY FALLS AND THEN WE BUILD. 
          WE WANT TO HIT THAT 3,100 NUMBER EARLIER IN THE YEAR AND HIT THE 90% FILL RATE, AND THEN WE WANT TO START DOING TARGETED INITIATIVES, LIKE LOOKING AT OUR FILL RATES BY GEOGRAPHIC LOCATION, BY SUBJECT AREA. 
          WHERE CAN WE TWEAK AND HAVE SPECIALIZED CAMPAIGNS TO TRY TO MAKE SURE EVERYONE HAS A 90% FILL RATE? BUT WE'RE MAKING A LOT OF PROGRESS IN THAT AREA. 
          WE HAVE EXPANDED OUR PARTNERSHIP WITH PARTICIPATE LEARNING. 
          WE'RE HOSTING 55 EXPERIENCED LICENSED INTERNATIONAL TEACHERS FROM 12 DIFFERENT COUNTRIES. 
          THAT'S REALLY BEEN AN EXCITING INITIATIVE, WELCOMING THEM THIS SUMMER. 
          WE'VE OFFERED TRAINING MODULES FOR SUPERVISORS ON HIRING WITHIN THE LAW, FAMILY MEDICAL LEAVE ACT, PREGNANCY, DISABILITY, RELIGIOUS ACCOMMODATION, AND FAIR LABOR STANDARDS ACT, AND WE PROVIDED LIVE COMPLIANCE TRAINING SUPPORT AT PRINCIPALS' MEETINGS, QUARTERLY AP MEETINGS, AND WE OFFERED THIS FOR CENTRAL OFFICE SUPERVISORS AS WELL. 
          WE KNOW COMPLIANCE TRAINING DOESN'T EXCITE EVERYONE, BUT WHAT WE HOPE DOES EXCITE EVERYONE IS TRYING TO HAVE AS FAIR WORKPLACE AS WE CAN HAVE. 
          WE LAUNCHED MONTHLY WELLNESS NEWSLETTERS, FEATURING A VARIETY OF WELLNESS-RELATED TOPICS, AND WE'VE HAD SOME VIRTUAL WELLNESS WEBINARS THAT ARE PROVIDED BY OUR EAP PROVIDER. 
          WE IMPLEMENTED SOME ENHANCED VOLUNTARY SUPPLEMENTAL INSURANCES THIS PAST OPEN ENROLLMENT SEASON. 
          WE HAVE SOME OFFERINGS THAT WE DIDN'T HAVE BEFORE. 
          WE DID THAT IN COLLABORATION WITH THE COUNTY. 
          IT'S ACCIDENT INSURANCE, CANCER INSURANCE, CRITICAL ILLNESS, PET INSURANCE WAS A NEW ONE TO US, LEGAL PLAN AND IDENTITY THEFT PROTECTION. 
          THIS COMING SCHOOL YEAR, WE'RE EXCITED ABOUT IMPLEMENTING THE NEW PAID PARENTAL LEAVE POLICY, 
          [02:30:05]
WHICH THE BOARD PASSED THIS SUMMER, AND IT SUPPORTS EMPLOYEES THROUGH VARIOUS LIFE STAGES LIKE BONDING WITH A NEWLY BORN OR ADOPTED CHILD AND BALANCING CAREGIVING FOR ELDERLY PARENTS. 
          WE'RE REALLY EXCITED ABOUT THAT. 
          I THINK, DATA SHOWS, I THINK, ABOUT ONE IN FIVE EMPLOYERS OFFERS THIS, SO WE'RE EXCITED TO BE ABLE TO OFFER IT TO CHESTERFIELD COUNTY PUBLIC SCHOOLS' EMPLOYEES. 
          WE HAVE 18 STAFF MEMBERS WHO ARE SERVING AS PROJECT PARTICIPANTS ON THE ERP, AS MR. MEISTER MENTIONED. 
          IT IS A PRETTY BROAD INVOLVEMENT THERE, AND THEY ARE DESIGNING, TESTING, AND PREPARING TO LAUNCH VARIOUS MODULES. 
          RIGHT NOW, WE HAVE JUST ENTERED THE TESTING PHASE WITH MOST OF THESE MODULES. 
          WE'RE TESTING HUMAN CAPITAL MANAGEMENT, BENEFITS. 
          THERE'S A TALENT ACQUISITION MODULE, COMPENSATION MANAGEMENT MODULE, TALENT MANAGEMENT, DATA. 
          WE'RE COLLABORATING ON MODULES LIKE ABSENCE MANAGEMENT, TIME TRACKING, PAYROLL, APPLICATION INTEGRATION, LEARNING MANAGEMENT. 
          WE THINK THIS IS REALLY GOING TO OFFER US A LOT OF OPTIONS, LIKE RIGHT NOW, SUPPORTING TEACHERS WITH LICENSURE IS MOSTLY PAPER, AND THIS IS GOING TO OFFER US AN OPTION TO DO A LOT MORE THINGS DIGITALLY. 
          WE'RE CONTINUING TO INCREASE OUR LICENSURE SUPPORT, SPEAKING OF LICENSURE, WITH IN-PERSON, ONLINE, AND ONBOARDING EVENTS. 
          WE HAD OVER 30 LAST YEAR, AND WE'RE INCREASING THE NUMBER OF ITEACH COMPLETERS, AND WE WANT TO IMPLEMENT THE NEW STATE LEGISLATION RELATED TO LOCAL LICENSURE. 
          WE'RE WAITING ON SOME FORMS AND REGS TO COME OUT FOR THAT. 
          WE'RE CONTINUING OUR HIRING EVENTS WITH A SPECIFIC FOCUS ON OUR SUBSTITUTE ROLES, OUR ANNUAL SUBSTITUTES, AND OUR INSTRUCTIONAL ASSISTANTS, FOLKS WHO ARE ALREADY IN OUR CLASSROOMS, WHO LIKE WORKING WITH OUR KIDS, WHO WE MIGHT BE ABLE TO WORK WITH TOWARDS A LICENSURE PATHWAY, AND WE HAD AN EVENT LAST NIGHT AT COSBY HIGH SCHOOL IN-PERSON WITH ITEACH. 
          WE HAVE ANOTHER ONE TOMORROW THAT'S VIRTUAL, FOUR O'CLOCK, WITH ITEACH. 
          WE ARE SPONSORING A COHORT IN COLLABORATION WITH FEDERAL PROGRAMS AND TRYING TO GET MORE TEACHERS LICENSED, AND THAT'S GOING TO BE AN ITEACH COHORT IN MATH, ENGLISH LEARNER CERTIFICATION, SPECIAL EDUCATION, AND ELEMENTARY. 
          WE SENT OUT REMINDERS ON THAT AGAIN TODAY. 
          WE HAVE A NUMBER OF PEOPLE INTERESTED IN ENROLLING AND MORE INFORMATION WILL BE AVAILABLE TOMORROW IN A VIRTUAL EVENT AT FOUR. 
          IF ANYBODY'S INTERESTED IN WATCHING, YOU CAN CONTACT OUR RECRUITING OFFICE. 
          WE'RE PILOTING A PAID APPRENTICESHIP MODULE WITH VCU, GRANT FUNDING, THE DEPARTMENT OF LABOR, AND SEVERAL OTHER SCHOOL DIVISIONS. 
          THIS IS AN ASSOCIATES TO BACHELOR'S TEACHING CERTIFICATION. 
          WE'RE CONTINUING TO DIGITIZE OUR PERSONNEL RECORDS. 
          WE'VE COMPLETED ALL THE CENTRAL RECORDS, 25 SCHOOLS, AND WE HAVE ANOTHER 14 SCHOOLS WHO ARE READY TO BE DIGITIZED THIS YEAR. 
          WE'RE CONTINUING TO REFINE OUR TEMPORARY WORK ASSIGNMENT PROCESS, AND WE THINK THAT OUR NEW ERP IS REALLY GOING TO HELP A LOT WITH THAT AS WELL. 
          WE'RE ENHANCING WELLNESS AND BENEFITS BY OFFERING SOME REFRESHED EMPLOYEE DISCOUNT PAGES AND SOME IN-PERSON WELLNESS INFORMATION SESSIONS. 
          I'LL TURN IT OVER TO MY COLLEAGUE, MR. DAVIS. 
          >> GOOD AFTERNOON AGAIN. 
          WE HIRED A LOT OF BUS DRIVERS IN THE LAST THREE YEARS. 
          I'M VERY GRATEFUL FOR BRINGING THOSE FOLKS IN. 
          WE'RE WORKING HARD ON TRYING TO HAVE A BETTER RETENTION STATISTICS SO THAT WE DON'T HAVE TO CONTINUE TO GO FULL SPEED, BUT WE'VE MET OUR GOAL. 
          WE'RE STAFFED. WE'RE READY FOR THE START OF THE SCHOOL YEAR. 
          EVERY ROUTE HAS A DRIVER ASSIGNED TO IT. 
          AS I MENTIONED EARLIER, WE'VE MET OR EXCEEDED THE 97% ON-TIME MORNING BUS ROUTES. 
          THAT WAS, AGAIN, LAST YEAR. 
          CONSTRUCTION. THAT'S SO EXCITING. 
          TWELVE NEW BUILDINGS PLUS THE RENOVATED [INAUDIBLE] SINCE 2018. 
          WE COMPLETED FALLING CREEK MIDDLE THIS PAST YEAR. 
          WE'RE GOING TO HAVE SOME SPECIAL PHOTOS TO SHARE THIS EVENING AT THE BUSINESS SESSION TO CELEBRATE THAT A LITTLE BIT MORE. 
          LOOKING FORWARD TO MORE, THAT'S COMING UP ON SUBSEQUENT SLIDE. 
          WE'VE FINISHED OUR DESIGN AND BID PACKAGES FOR BOTH THE REPLACEMENT OF 
          [02:35:04]
BENSLEY ELEMENTARY AND THE NEW WESTERN AREA ELEMENTARY SCHOOLS. 
          BENSLEY IS GOING TO MOVE. 
          IT HAS BEEN MOVED INTO THE OLD FALLING CREEK MIDDLE SCHOOL. 
          THAT'S BEEN A MAJOR TRANSITION THAT WE ACCOMPLISHED AS THE LAST SCHOOL YEAR ENDED AND WE WORKED THROUGH THIS SUMMER. 
          LAST YEAR WE DID OPEN MEGA TRAILERS AT HOPKINS ROAD ELEMENTARY AND MOSELEY ELEMENTARY. 
          MAJOR MAINTENANCE HAS CONTINUED TO PERK ALONG WITH MANY IMPORTANT PROJECTS ASSOCIATED WITH HVAC SYSTEMS, ROOFING SYSTEMS, ELECTRICAL THAT WERE NEARING THE END OF THEIR USEFUL LIFE. 
          THESE ARE CAPITAL-INTENSIVE PROJECTS THAT OUR CONTRACTORS HAVE REALLY COME THROUGH IN THESE CIRCUMSTANCES, AND WE'RE GOING TO CONTINUE TO DO THAT OBVIOUSLY IN THE FUTURE, BUT I'M PROUD OF THE WORK THAT WAS DONE LAST YEAR. 
          SECURITY PROJECTS. 
          THE CAMERAS WERE COMPLETED AT THE LAST 16 ELEMENTARY SCHOOLS. 
          WE BEGAN THE UPGRADES AT THE THREE HIGH SCHOOLS THAT HAD THE OLDEST CAMERA SYSTEM. 
          THAT BEGAN DURING THE LAST YEAR. 
          AGAIN, WE MAINTAIN SAFE AND CLEAN BUILDINGS, ACHIEVED APPA LEVEL 2 FOR CLEANLINESS. 
          OUR FACILITIES DEPARTMENT IMPLEMENTED A NEW MANAGEMENT SYSTEM THAT HANDLES WORK ORDERS AND INVENTORY, AND MUCH MORE. 
          WE OPENED SYNTHETIC TURF FIELDS AT BOTH BIRD HIGH AND MONACAN HIGH. 
          AS WE LOOK FORWARD TO THE UPCOMING YEAR, WE'RE GOING TO CUT TWO RIBBONS AND HAVE THREE GROUNDBREAKINGS. 
          WE'RE LOOKING FORWARD TO THOSE RIBBON CUTTINGS NEXT SUMMER AT THE WESTERN AREA MIDDLE, THAT NEW CAPACITY THAT WE'VE NEEDED FOR MANY YEARS, AND THE REPLACEMENT OF DAVIS ELEMENTARY, WHICH IS MAKING TREMENDOUS PROGRESS. 
          I'M GOING TO GO SEE THAT AGAIN TOMORROW MORNING. 
          THOSE SCHOOLS THAT WE'RE FINISHING, WE'RE GOING TO COME TO YOU WITH REDISTRICTING PLANS. 
          THE DAVIS ELEMENTARY ONE WILL PROBABLY BE RATHER SMALL THAT MIGHT ONLY AFFECT ONE OTHER SCHOOL. 
          THE WESTERN AREA MIDDLE WILL AFFECT MULTIPLE SCHOOLS, AND THAT'S A NEW SCHOOL. 
          WE'RE GOING TO BE DRAWING FROM THE OVERCROWDED SCHOOLS IN THE WESTERN AREA OF THE COUNTY, AND THAT WILL BE AN IMPORTANT PROCESS AS WE WORK WITH OUR EXISTING STAFF, THE NEW SUPERINTENDENT, AND THEN BRING SOME RECOMMENDATIONS AND OPTIONS TO YOU IN NOVEMBER FOR, HOPEFULLY, SOME DECISIONS VERY EARLY IN 2025. 
          WHEN WE OPEN THE WESTERN AREA MIDDLE SCHOOL, IT PROVIDES US AN OPPORTUNITY TO PUT ALL OF THE MIDDLE SCHOOLS ON BELL SCHEDULE TIER 1. 
          TOMAHAWK CREEK MIDDLE HAS BEEN ON TIER 2, WHICH HAD SOME PROS AND CONS. 
          BUT THE DIFFICULTY OF HAVING TOMAHAWK CREEK MIDDLE, GRANGE HALL ELEMENTARY, AND COSBY HIGH ALL ON TIER 2 DID NOT PROVIDE THE BEST CIRCUMSTANCES FOR SOME OF OUR FAMILIES WITH THE CHILDREN SPREAD OVER MULTIPLE SCHOOLS AND OUR BUS SYSTEM. 
          WHEN WE MAKE THAT MOVE, THERE WILL BE A RIPPLE EFFECT THAT WILL INVOLVE OTHER SCHOOLS, PRIMARILY, AT THE ELEMENTARY LEVEL THAT MAY HAVE TO BE SHIFTED BETWEEN THE TIERS 1, 2, AND 3. 
          WE WILL COME TO YOU EARLY IN THE FALL WITH POTENTIAL OPTIONS FOR THAT. 
          THIS IS SOMETHING THAT WE NEED TO DECIDE FAIRLY EARLY IN THE SCHOOL YEAR SO THAT OUR FAMILIES WILL BE READY FOR THE FOLLOWING SCHOOL YEAR. 
          I MENTIONED THE GROUNDBREAKING. 
          BENSLEY ELEMENTARY, YOU'RE GOING TO GET AN ACTION TONIGHT TO HIRE A CONTRACTOR AND APPROVE A CONTRACT. 
          YOU'RE GOING TO GET THE SAME THING AT WESTERN AREA ELEMENTARY IN A MONTH. 
          WE'RE LOOKING FORWARD TO THOSE BIDS, AND WE'RE LOOKING FORWARD TO THE BIDS FOR THE HIGH SCHOOL, AND PERHAPS BREAKING GROUND AS EARLY AS MARCH 2025. 
          >> WE HAVE OTHER MEGA TRAILER PROJECTS THAT WE ARE WRAPPING UP AND PUTTING A BOW ONE FOR THIS SCHOOL YEAR. 
          THE WOOLRIDGE ELEMENTARY, CLOVER HILL AND SWIFT CREEK JOBS ARE GOING THROUGH SOME FINAL PUNCH LISTS, THINGS SUCH AS FIRE EXTINGUISHERS AND SO FORTH THAT REALLY NEED TO BE IN PLACE, BUT THOSE LOOK GREAT AND THEY'RE REALLY READY TO GO. 
          THE MOST CHALLENGING JOB THAT WE'VE HAD HAS BEEN TO TAKE AWAY THE OLD MEGA TRAILERS AT AM DAVIS THAT HOUSED OUR VIRTUAL SCHOOL AND LEASE EXCUSE ME, WE'RE NOT LEASING NEW ONES. 
          THESE ARE ONES THAT WE'RE BRINGING FROM FALLING CREEK MIDDLE THAT WEREN'T IN THE BEST CONDITION AFTER THREE YEARS. 
          THEY'RE IN POSITION. 
          WE'RE STILL DOING A LOT OF TRADES WORK. 
          WE'RE WAITING FOR DOMINION POWER. 
          WE HAD REPRESENTATIVES FROM ONE OF THEIR SUBCONTRACTORS ON SITE YESTERDAY. 
          WE DO HAVE A PLAN B, WHICH WOULD BE TO HAVE 
          [02:40:03]
THOSE TEACHERS TEACH FROM ANOTHER SITE THE FIRST TWO WEEKS OF SCHOOL. 
          THE ADMIN TEAM WOULD FIND SOME SPACE ALONG WITH BENSLEY AT THE OLD FALLING CREEK MIDDLE. 
          BUT WE EXPECT ALL THAT WORK TO BE COMPLETE BY THE END OF LABOR DAY WEEKEND SO THAT CVS CAN STAND UP AND HAVE A NEW HOME THAT'S SUITABLE FOR THAT STAFF AND BE READY TO BRING IN STUDENTS ALSO WHEN NECESSARY FOR TESTING. 
          THEN WE HAVE THE NEW CENTRAL OFFICE BUILDING IN A NOT SO CENTRAL LOCATION, BUT IT'S GOING TO BE JUST A VERY NICE NEW OFFICE FACILITY. 
          SOME OF YOU HAVE BEEN OVER TO SEE AS IT'S BEEN COMING TOGETHER, AND THAT ACTIVITY WILL TAKE PLACE IN THE VERY EARLY MONTHS OF 2025, BUT IT IS A BIG LOGISTICAL OPERATION. 
          IT WILL OCCUR IN STAGES AS WE SEEK TO FILL UP A GOOD CHUNK OF THAT FIFTH FLOOR, ALL OF THE FOURTH FLOOR AND ABOUT HALF OF THE FIRST FLOOR, THAT BUILDING, WHICH IS OWNED BY TIMMONS. 
          BRINGING TOGETHER THE STAFF THAT'S CURRENTLY AT KRAUSE ROAD AND AT CTC HALL, WILL JUST PAY HUGE DIVIDENDS IN REGARDS TO OUR ABILITY TO OPERATE EFFICIENTLY. 
          MANY CHALLENGES. 
          I DIDN'T LIST TRANSPORTATION. 
          I'M GOING TO SHARE ONE LITTLE TWEAK THAT WE'VE GOT FOR TRANSPORTATION. 
          YOU HEAR ABOUT OVERCAPACITY BUSES, CROWDED BUSES AT THE START OF THE SCHOOL YEAR, IT'S ESPECIALLY DIFFICULT FOR US TO PREDICT THE LOADS AT THE HIGH SCHOOL LEVEL. 
          LOTS OF STUDENTS WANT TO DRIVE THEMSELVES, PLAY FOOTBALL IN THE FALL AND DON'T HAVE SPORTS. 
          WE REALLY STRUGGLE TO KNOW EXACTLY HOW MANY STUDENTS ARE GOING TO BE ON THOSE BUSES. 
          WE DO HAVE A PLAN IN PLACE WHICH HAS TO START ON DAY 1. 
          WE USED TO BE GRANTED 30 DAYS AT THE START OF THE SCHOOL YEAR TO ALLOW STUDENTS, WHICH IS VERY UNSAFE, STAND IN THE AISLE OR SIT IN THE AISLE OR RIDE, THREE TO A SEAT WHEN IT REALLY ISN'T RIGHT. 
          STARTING ON DAY 1, WE'RE GOING TO HAVE A PROCESS WHERE WE'LL HAVE SOME BACKUP BUSES THAT WILL BE READY TO SWOOP IN EITHER ON THE WAY TO SCHOOL OR IN THE AFTERNOON AT DISMISSAL TO PROVIDE ADDITIONAL CAPACITY AS NEEDED. 
          WE'RE WORKING ON SOME MESSAGING THAT WILL BE USED AT THE TIME WHEN IT OCCURS. 
          WHEN WE'VE GOT AN OVERCROWDED BUS AND WE CAN'T PUT ANY MORE STUDENTS. 
          WE'RE GOING TO OBVIOUSLY HAVE TO MESSAGE THOSE FAMILIES AND LET THEM KNOW THAT THAT SECOND BUS IS ON THE WAY. 
          WE DON'T EXPECT THIS TO BE DOZENS OF BUSES EVERY DAY. 
          BUT SOME OF YOU MAY RECALL THAT WE GET SOME MEDIA ATTENTION IF THERE'S KIDS SITTING ON THE FLOOR. 
          WE KNOW THAT THOSE PICTURES WOULD BE TAKEN IF WE DON'T TAKE THE APPROPRIATE ACTION. 
          WE'RE CHATTING WITH SEAN STAFF RIGHT NOW. 
          HE SENT ME AN EMAIL AND SUGGESTED THAT WE BRIEF THE BOARD. 
          THAT'S WHY I'M SHARING THAT WITH YOU RIGHT NOW. 
          WE'RE GOING TO DO OUR BEST TO PREDICT THOSE LOADS, BUT IT'S HARD TO KNOW, AND WE'RE OBVIOUSLY GOING TO BRING EVERY CHILD TO SCHOOL THAT WANTS A BUS RIDE. 
          IF WE NEED TO CALL IN ONE OF THOSE BACKUP BUSES, AND IT'LL OBVIOUSLY BE A LITTLE BIT DELAYED, WE'LL COMMUNICATE WELL AND MAKE IT HAPPEN. 
          THAT'S ALL I HAVE. LET'S SEE IF WE COMING UP NEXT. 
          SCHOOL LEADERSHIP, DR. [INAUDIBLE]. 
          >> I'M GOING TO STICK TO THE FOUR SLIDES AND TO BE BRIEF. 
          OF COURSE, THERE ARE MANY SUCCESSES THAT COULD BE SHARED FROM THE DIVISION OF SCHOOL LEADERSHIP AND SUPPORT SERVICES. 
          OUR SCHOOLS ARE LED BY IMPACTFUL AND WE DO AMAZING WORK TO SUPPORT OUR STUDENTS. 
          THE NEXT TWO SLIDES ARE REALLY GOING TO LOOK AT OUR PROGRAMMING AND RECOGNITION OF LEADERS. 
          WE'LL START WITH OUR ELEMENTARY AND OUR MIDDLE SCHOOL SUCCESSES. 
          WE HAVE SIX LEADERS THAT WERE RECOGNIZED, EITHER STATEWIDE OR NATIONALLY. 
          I WON'T READ THEM TO YOU. 
          DO WANT TO HIGHLIGHT THAT BAILEY BRIDGE, ROBIOUS, AND SWIFT CREEK HAVE BEEN RE-DESIGNATED AS SCHOOLS TO WATCH AT THE MIDDLE SCHOOL LEVEL. 
          ALSO WANT TO RECOGNIZE THAT OUR DUAL LANGUAGE IMMERSION PROGRAMS EARNED RECOGNITION AND OUR PRINCIPALS NATIONALLY AND INTERNATIONALLY PRESENTED. 
          ONE THING WE'RE REALLY PROUD OF IS ELIZABETH SCOTT ELEMENTARY 1, THE 2023 NATIONAL ESEA DISTINGUISHED SCHOOL. 
          LOOKING AT OUR HIGH SCHOOL AND OUR DIVISION WIDE. 
          THE FIRST TWO BULLETS REALLY FOCUS ON OUR CHESTERFIELD RECOVERY ACADEMY. 
          AS YOU KNOW WE WERE THE FIRST. 
          WE ARE THE FIRST CHESTER TO HAVE A RECOVERY ACADEMY, AND OUR COORDINATOR, JUSTIN SAVOY, WENT TO THE WHITE HOUSE WITH TWO STUDENTS FOR THE NATIONAL RECOVERY SUMMIT AT THE WHITE HOUSE. 
          IN OUR HIGH SCHOOLS, WE DO HAVE LOTS OF STUDENTS WHO GET RECOGNITION. 
          WE'VE LISTED THREE HERE FOR YOUR INFORMATION. 
          THERE ARE MANY MORE THAT COULD HAVE BEEN RECOGNIZED WHERE WE PUT THESE THREE DOWN. 
          FROM A DIVISION WIDE STANDPOINT. 
          ALL SCHOOLS ARE FULLY ACCREDITED. 
          [02:45:02]
WE HAVE THREE AREAS THAT WE HAVE INTENTIONAL FOCUS ON, AND THAT'S WITH ADDRESSING CHALLENGING BEHAVIORS, LOOKING AT ATTENDANCE AND CHRONIC ABSENTEEISM AND MENTAL HEALTH. 
          THROUGHOUT THIS YEAR, WE'VE SPENT TIME WITH PROFESSIONAL LEARNING AND PROVIDING STRATEGIES TO SCHOOLS TO HELP THEM ADDRESS THESE THREE FOCUS AREAS. 
          FOR THE UPCOMING YEAR AS THE SCHOOL DIVISION OF SCHOOL LEADERSHIP AND STUDENT SUPPORT SERVICES LOOKED FOR THE 24-25 SCHOOL YEAR. 
          WE HAVE NINE NEW PRINCIPALS AND ROLES IN CCPS, FOUR AT OUR ELEMENTARY LEVEL, FOUR AT THE MIDDLE SCHOOL, AND ONE AT THE HIGH SCHOOL LEVEL WHO WE WILL BE SUPPORTING THIS YEAR. 
          ACROSS ALL OF OUR LEVELS, OUR SCHOOLS WILL BE FOCUSING ON IMPLEMENTING THE NEW STANDARDS OF LEARNING. 
          I KNOW YOU HEARD ABOUT THAT FROM DR. POPE, SO I WON'T GO INTO THAT. 
          ACROSS ALL OF OUR SCHOOLS, WE WILL ALSO FOCUS ON STRENGTHENING OUR PROFESSIONAL LEARNING COMMUNITIES TO IMPROVE AND ENRICH STUDENT LEARNING EXPERIENCES. 
          THEN OUR LAST SLIDE FOR THIS COMING YEAR. 
          IT'S FOCUSED MORE AT A DIVISION LEVEL. 
          WE WILL WORK CLOSELY WITH ALL OF OUR PRINCIPALS TO IMPLEMENT ANY CHANGES THAT HAPPEN WITH THE ACCREDITATION PROCESS AND ACCOUNTABILITY. 
          WE ARE ADAPTING OUR SCHOOL IMPROVEMENT PROCESS TO ALIGN WITH THE FOUR DOMAINS OF THE VDOE VIRGINIA SUPPORT FRAMEWORK, WHICH ARE ACADEMIC, PROFESSIONAL LEARNING, STAFFING, AND SCHOOL CLIMATE SUPPORTS. 
          WE WILL BE DESIGNING A PROFESSIONAL LEARNING PLAN. 
          TO ALIGN WITH OUR SCHOOL INNOVATION AND IMPROVEMENT GOALS. 
          WE WILL BE ADDING SCHOOL QUALITY SPECIALISTS TO SUPPORT OUR SCHOOLS THAT NEED ADDITIONAL TARGETED SUPPORT. 
          THEY'LL BE LOOKING AT DATA ANALYSIS, EVIDENCE BASED INTERVENTIONS AND STRATEGIES, AND ALSO PROGRESS MONITORING. 
          WE WILL HAVE OUR ATTENDANCE INTERVENTION SPECIALISTS WHO WILL WORK WITH OUR SCHOOLS TO IMPROVE STUDENT ATTENDANCE AND REDUCE CHRONIC ABSENTEEISM BY ADDRESSING BARRIERS TO REGULAR SCHOOL ATTENDANCE. 
          WE WILL BE EXTENDING OUR SOCIAL EMOTIONAL PROGRAMMING TO FIVE OF OUR HIGH SCHOOLS IN ADDITION TO IMPLEMENTING THEM IN OUR CURRENT ELEMENTARY AND MIDDLE SCHOOLS. 
          WE WILL CONTINUE WITH OUR IMPLEMENTATION OF OUR SIX CCPS LEADERSHIP PLAYS, WHICH OUTLINE A COMMON LANGUAGE BETWEEN DIVISION AND SCHOOL BASED LEADERS TO COLLECTIVELY IMPROVE STUDENT OUTCOMES. 
          THANK YOU FOR YOUR TIME AND TECHNOLOGIES NEXT UNLESS THERE'S QUESTIONS. 
          >> BOARD MEMBERS, WE ARE CALLING IN FROM THE BULLPEN. 
          TIM IS OUT SICK, SO BE NICE TO LOURDES. 
          >> GOOD AFTERNOON, MADAM CHAIR. 
          MADAM VICE CHAIR AND MEMBERS OF THE BOARD. 
          I'M VERY THANKFUL TO BE HERE IN FRONT OF YOU AND YOU ALLOWING THE DIVISION OF TECHNOLOGY SERVICES TO SPEAK TO YOU TODAY. 
          DR. TILLMAN IS A SICK TODAY. 
          I'M LOURDES LUNDSFORD THE DIRECTOR OF INFORMATION SECURITY. 
          I WILL PRESENT DR. TILLMAN NOTES. 
          IN THE PREVIOUS YEAR, DTS WAS FOCUSED ON INCREASED AVAILABILITY, EFFICIENCY, AND OUTREACH. 
          WE STARTED TWO STAKEHOLDERS GROUPS. 
          THE FIRST ONE, THE TECHNOLOGY AMBASSADOR AND ADVISORY GROUP, AND THE SECOND ONE, THE EXECUTIVE STEERING AND ADVISORY COMMITTEE. 
          BY CREATING THIS BOTH GROUPS, WE HOPE TO SEE THESE GROUPS TO PROVIDE INPUT INTO OUR DECISION MAKING AND TO GIVE A VOICE TO OUR COMMUNITY IN THIS NEW SCHOOL YEAR. 
          LAST YEAR, WE WERE ABLE TO INCREASE THE EFFECTIVENESS OF CELL PHONE RECEPTION IN THE SCHOOL BUILDINGS. 
          THAT WAS A GREAT ACHIEVEMENT. 
          ALTHOUGH IT HAS NOT BEEN PERFECT SOLUTION, BUT WE CONTINUED TO WORK WITH PROVIDERS AND UTILIZE COST EFFECTIVE TOOLS THAT INCREASE CELL PHONE RECEPTION FOR ADULT USERS AND THE GENERAL PUBLIC IN OUR BUILDINGS. 
          ADDITIONALLY, WE WORK IN OUR CLASSROOMS TO CONTINUE TO REPLACE OLDER TECHNOLOGY AND PROVIDE COST SAVINGS FEATURES AROUND PRINTING. 
          AUDIO ENHANCEMENTS AND AUDIO LIFT PRODUCTS, AS WELL AS INTERCOM SYSTEMS, WERE INSTALLED IN FIVE SCHOOLS, AND WE CONTINUE TO BE INSTALLED IN NEW SCHOOLS. 
          IN THE INFORMATION SECURITY DEPARTMENT, WE WERE TASKED LAST YEAR WITH A NEW FUNCTION AROUND RECORDS MANAGEMENT. 
          WE HIRE A NEW OFFICER FOR DTS AND ARE WORKING TO DEVELOP A RECORDS MANAGEMENT DISTRICT WHY DIGITAL STRATEGIC. 
          [02:50:03]
WE WILL FOCUS ON COLLECTING INFORMATION DIGITALLY AND DISPOSING OF RECORDS PROPERLY ACCORDING TO THE VIRGINIA OF LIBRARY STANDARDS AND REQUIREMENTS. 
          IN INFORMATION SECURITY, WE ALSO WORKED VERY HARD TO IMPROVE EXTERNAL VENDOR ACCESS IN A SECURE MANNER WITH A STREAMLINED PROCESS, AND WE HAVE BEEN WORKING TO HARNESS OUR MULTI FACTOR AUTHENTICATION PROCESS FOR ELEVATOR PRIVILEGED USERS. 
          AS IN THE TECHNOLOGY SERVICES DEPARTMENT, WE ARE CONCENTRATED ON REPORTING OUR EFFORTS AND RECEIVING STAKEHOLDER FEEDBACK. 
          AS WE LOOK FORWARD TO THE COMING SCHOOL YEAR, WE ARE EXCITED TO HAVE MULTIPLE PROJECTS AND INITIATIVES ON THE ROSTER THAT WILL INCREASE OUR EFFICIENCY, EFFECTIVENESS, AND USER EXPERIENCE. 
          IN TECHNOLOGY SERVICES, WE WILL REPLACE AND EXPAND OLDER WI-FI ACCESS POINTS. 
          WE WILL CONTINUE TO WORK TOWARDS EXPANDING NETWORK ACCESS TO ATHLETIC FIELDS, AND WE WILL CONTINUE TO REPLACE OLDER PHONE, INTERCOM AND ALERT SYSTEMS. ADDITIONALLY, WE WILL UPGRADE NETWORK CONNECTIVITY SKI AT EACH OF OUR HIGH SCHOOLS TO REDUCE BOTTLENECKS. 
          IN MY LAST SLIDE, BUT NOT LEAST. 
          IN INFORMATION SECURITY THE YEAR AHEAD WE WILL HELP US TO CONTINUE TO GROW OUR SECURITY PROGRAM. 
          WE HAVE PLANS TO IMPLEMENT BEST PRACTICES. 
          UPGRADE OUR DATE DASHBOARD PROGRAM TO IMPROVE SECURITY FUNCTIONS, AS I MENTIONED BEFORE, WE WILL BE HEAVILY CONCENTRATE ON RECORDS MANAGEMENT AND BEST PRACTICE. 
          LAST, BUT NOT LEAST, WE HOPE TO ENGAGE A MANAGED SERVICES PROVIDER THAT WILL HELP US MONITOR OUR SECURITY ENVIRONMENT IN THE CCPS ECOSYSTEM ON A 24/7 BASIS. 
          THIS WILL PROVIDE A PEACE OF MIND TO ALL OUR STAFF, TO EVERYBODY, AND IT WILL PROVIDE EXPERT INDUSTRY SKILLS THAT WILL HELP CONTINUE TO PROTECT NOT ONLY OUR STUDENTS DATA, BUT ALL OUR USERS IN OUR CCPS ENVIRONMENT. 
          THANK YOU VERY MUCH, AND I'LL BE VERY HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE, OR IF NOT, I WILL TAKE THEM TO DR. TILLMAN FOR FURTHER ASSISTANCE. 
          >> ONE QUESTION IN REGARDS TO WHICH I KNOW A LOT OF OUR ATHLETIC COMMUNITY ON THE FIELDS. 
          ONE OF THE CONCERNS IS NOT ABLE TO ACCESS THE DATA. 
          THE PHONES AREN'T WORKING. IN THE SLIDE FOR THIS COMING SCHOOL YEAR, THAT WILL BE ADDRESSED, IS THAT CORRECT? 
          >> YES. THAT'S CORRECT. 
          >> THAT'S AT EVERY HIGH SCHOOL, MIDDLE SCHOOL, ELEMENTARY, OR IS THE FOCUS ON HIGH SCHOOL? 
          >> I BELIEVE IT'S BASICALLY ON THE HIGH SCHOOL. 
          >> HIGH SCHOOL SIDE. THANK YOU. APPRECIATE IT. 
          >> THANK YOU, MS. LOURDES. 
          >> I APPRECIATE IT. THANK YOU VERY MUCH. 
          >> WHAT A WONDERFUL PROBLEM TO HAVE. 
          TOO MANY SUCCESSES TO FIT IN ONE PRESENTATION. 
          BOARD MEMBERS, NEXT, WE HAVE ANNOUNCEMENTS, 
          [F. Announcements, Communications, and School Board Comments]
COMMUNICATIONS, AND SCHOOL BOARD COMMENTS. 
          ANY COMMENTS? MA'AM, GO AHEAD. 
          >> I JUST WANTED TO ASK FOR PRAYERS FOR THE FIRST BAPTIST CENTRALIA FAMILY FOR THE PASSING OF PASTOR SHANNON. 
          HE'S ONE OF OUR FAITH BASED LEADERS. 
          I KNOW THAT ARRANGEMENTS WILL BE POSTED FOR ANYBODY WHO WANTS TO SHOW THEIR RESPECTS FOR THAT. 
          SECONDLY, I JUST WANTED TO SAY THANK YOU TO THE ALTERNATIVE PROGRAMS TEAM. 
          I DID A PODCAST WITH THEM THIS MORNING. 
          IT WAS AWESOME AND I DIDN'T KNOW ALL THE THINGS THAT WE WERE DOING WITH ALTERNATIVE PROGRAMS. I'M LOOKING FORWARD TO HEARING MORE ABOUT THAT AS WELL. 
          THEN THE LAST ONE IS ABOUT SALEM CHURCH MIDDLE SCHOOL, GOT RECOGNIZED ON VPM AND MPR TODAY ABOUT THEIR CLUB EQUITY PROGRAM. 
          THEY'RE DOING CLUBS DURING THE SCHOOL DAY TO TRY TO GIVE KIDS AN OPPORTUNITY TO PARTICIPATE BECAUSE TRANSPORTATION ISSUES AND THINGS OF THAT NATURE. 
          THEY WERE FEATURED ON VPM. 
          REALLY COOL. THAT'S IT. 
          >> THANK YOU FOR SHARING. MEMBERS, IF THERE'S NO OTHER ANNOUNCEMENTS OR COMMENTS. 
          THE NEXT SCHOOL BOARD BUSINESS MEETING WILL BE HELD THIS EVENING, 
          [02:55:04]
AUGUST 13TH, 2024, AT 6:30 PM HERE IN THE PUBLIC MEETING ROOM. 
          IF THERE'S NO FURTHER PUBLIC BUSINESS, 
          [G. Adjournment into Closed Session]
WE'LL NEED TO 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 A CLOSED SESSION IN ACCORDANCE WITH SECTION 2.2-3711. 
          A OF THE CODE OF VIRGINIA, THE VIRGINIA FREEDOM OF INFORMATION ACT AND SPECIFICALLY UNDER SUBSECTION ONE, THE DISCUSSION AND CONSIDERATION OF PERSONNEL DISCIPLINARY MATTERS, AND TWO, THE DISCUSSION AND CONSIDERATION OF MATTERS THAT WOULD INVOLVE THE DISCLOSURE OF STUDENT RECORDS. 
          >> MEMBERS OF THE BOARD, YOU'VE HEARD THE ITEMS REQUESTED TO BE DISCUSSED IN CLOSED SESSION. 
          DO YOU HAVE A MOTION IN THAT REGARD? 
          >> SO MOVED. 
          >> DO WE HAVE A SECOND? 
          >> SECOND. 
          >> MADAM CLERK, WOULD YOU CALL ROLE ON THE MOTION? 
          >> DOMINIQUE CHATTERS? 
          >> AYE. 
          >> STEVEN PARANTO. 
          >> AYE. 
          >> LISA HUDGINS. 
          >> AYE. 
          >> ANN COKER. 
          >> AYE. 
          >> DOT HEFFRON. 
          >> AYE. 
          >> WE ARE NOW IN CLOSED SESSION.
* This transcript was compiled from uncorrected Closed Captioning.