Oct 08, 2024 October 8, 2024 - Work Session - 4:00 p.m.

GOOD AFTERNOON. I'D LIKE TO CALL THE OCTOBER 8TH, 2024 SCHOOL BOARD WORK SESSION TO ORDER.

[B. SHAB Annual Report]

[00:00:06]

EWAN AND MISS SNEED.

DR. SNEED? DR. SNEED.

ALL RIGHT. HI, EVERYBODY.

I'M DR. EWAN, AND MY COLLEAGUE DR.

SNEED IS HERE WITH ME AS WELL.

I'M THE CURRENT CHAIRPERSON OF THE SCHOOL HEALTH ADVISORY BOARD, AND DR.

SNEED IS THE VICE CHAIR.

WE WOULD LIKE TO THANK YOU FOR THE OPPORTUNITY TO SERVE ON SHAB AND FOR THE OPPORTUNITY TO PRESENT TO YOU TODAY.

SO SHAB IS COMPRISED OF COMMUNITY MEMBERS WITH EXPERTISE IN VARIOUS FIELDS RELATING TO SCHOOL HEALTH.

OUR MANDATE IS TO PROVIDE ADVICE TO THE SCHOOL BOARD ABOUT TOPICS RELATING TO SCHOOL HEALTH.

IN THE PAST, WE'VE WORKED ON TOPICS SUCH AS SOCIAL EMOTIONAL LEARNING AND THE SUPPORTS NEEDED FOR THAT NURSING STAFFING IN SCHOOLS.

UPDATES TO THE WELLNESS POLICY, AND FOR THE PAST 2 OR 3 YEARS, WE HAVE BEEN WORKING PRETTY INTENSIVELY ON MENTAL HEALTH.

DESPITE THE DIVERSITY OF PERSONAL AND PROFESSIONAL BACKGROUNDS AMONG THE MEMBERS, WE ALL AGREE ON ONE THING WE NEED AN INCREASED MENTAL HEALTH STAFFING IN OUR SCHOOLS. OVER THE PAST 2 TO 3 YEARS, WE HAVE RECEIVED SEVERAL PRESENTATIONS FROM REPRESENTATIVES FROM CCPS MENTAL HEALTH STAFF, INCLUDING SCHOOL PSYCHOLOGISTS AND SOCIAL WORKERS, AND WITH THEIR GUIDANCE, WE HAD MADE THE FOLLOWING RECOMMENDATIONS SIX ADDITIONAL SCHOOL SOCIAL WORKER POSITIONS.

TWO ADDITIONAL ATTENDANT SOCIAL WORKER POSITIONS.

SIX ADDITIONAL SCHOOL PSYCHOLOGY POSITIONS.

SIX ADDITIONAL EDUCATIONAL DIAGNOSTICIANS ONE ADDITIONAL SCHOOL NURSE THAT'S TO COVER THE NEEDS OF STUDENTS WHO ARE NOT PHYSICALLY HOUSED IN ONE BUILDING, LIKE VIRTUAL STUDENTS, AND BUDGETING FOR ADDITIONAL STAFFING AS NEW SCHOOLS ARE PLANNED AND BUILT AND I'M NOW GOING TO TURN THE PRESENTATION OVER TO DR.

SNEED, WHO'S GOING TO TALK ABOUT THE KIND OF THE BACKGROUND AND RATIONALE FOR THOSE RECOMMENDATIONS.

ALL RIGHT. I'D LIKE TO PROVIDE SOME CONTEXT AND RATIONALE FOR THE SCHOOL HEALTH ADVISORY BOARD'S REPEATED ADVOCACY FOR INCREASED STAFFING OF PERSONNEL WITH ADVANCED AND FOCUSED TRAINING, SPECIFICALLY IN YOUTH MENTAL HEALTH, CHILD AND ADOLESCENT RATES OF MENTAL HEALTH CONCERNS HAVE BEEN RISING STEADILY AND ACROSS GEOGRAPHIC REGIONS OVER THE PAST DECADE, PARTICULARLY SYMPTOMS OF ANXIETY, DEPRESSION, SUICIDAL IDEATION, SUICIDAL BEHAVIORS, AND EVEN DEATH BY SUICIDE.

THIS PREEXISTING RISE IN MENTAL HEALTH CONCERNS WAS SHARPLY ACCELERATED DURING THE PANDEMIC IN THE CONTEXT OF ENORMOUS ADVERSITY AND DISRUPTION, RESULTING IN DRAMATIC INCREASES IN EMERGENCY ROOM VISITS FOR YOUTH, MENTAL HEALTH EMERGENCIES, SELF-INJURY, AND SUICIDE ATTEMPTS.

IN RESPONSE TO THIS CRISIS, THE AMERICAN ACADEMY OF PEDIATRICS, ALONG WITH OTHER PEDIATRIC HEALTH EXPERTS, ISSUED A DECLARATION OF A NATIONAL EMERGENCY IN CHILD AND ADOLESCENT MENTAL HEALTH.

THIS DECLARATION CALLED ON POLICYMAKERS AT ALL LEVELS OF GOVERNMENT TO MOUNT A RAPID RESPONSE.

THE DECLARATION SPECIFICALLY URGED INCREASED FUNDING OF EFFECTIVE MODELS OF SCHOOL BASED MENTAL HEALTH CARE, AND COMMUNITIES WERE STRONGLY URGED TO STRENGTHEN EFFORTS TO REDUCE RISK OF SUICIDE THROUGH PREVENTION PROGRAMS, INCLUDING THOSE IN SCHOOLS.

CLOSER TO HOME, THE ALARMING MENTAL HEALTH CRISIS SEEN NATIONALLY DID NOT SPARE STUDENTS HERE IN VIRGINIA, WHICH SAW SUBSTANTIAL RATES OF STUDENTS FEELING ANXIETY, UNCONTROLLABLE WORRY AND SUSTAINED FEELINGS OF SADNESS OR HOPELESSNESS.

ALARMINGLY, 10% OF MIDDLE SCHOOLERS AND 13% OF HIGH SCHOOLERS REPORTED HAVING SERIOUSLY CONSIDERED ATTEMPTING SUICIDE, WHILE 3% OF MIDDLE SCHOOLERS AND 4% OF HIGH SCHOOLERS REPORTED HAVING ATTEMPTED SUICIDE AT LEAST ONCE.

IN ADDITION TO THE DEPTH OF SUFFERING FOR STUDENTS AND THEIR FAMILIES, IMAGINE THE COMPLICATIONS OF TEACHING IN CLASSROOMS IN WHICH 1 IN 10 STUDENTS HAS SERIOUSLY CONSIDERED ATTEMPTING SUICIDE, AND MOST OF YOUR CLASSROOMS WOULD INCLUDE A STUDENT WHO ADMITS TO ATTEMPTING SUICIDE AT LEAST ONCE.

I WISH THAT I COULD REPORT THAT THE NATIONAL YOUTH MENTAL HEALTH TRENDS HAVE ABATED OVER THE PAST TWO YEARS, BUT UNFORTUNATELY, NOT ONLY HAVE THE TEN YEAR TREND FROM 2013 TO 2023 SHOWN THOSE WORSENING RATES FOR POOR MENTAL HEALTH AND SUICIDAL THOUGHTS.

BUT A STATISTICAL ANALYSIS OF THE TWO YEAR CHANGE FROM 2021 TO 2023 FOUND NO SIGNIFICANT CHANGE IN THE PERCENTAGE OF HIGH SCHOOL STUDENTS WHO SERIOUSLY CONSIDERED SUICIDE MADE A SUICIDE PLAN AND ATTEMPTED SUICIDE EVEN BEFORE THE PANDEMIC EMERGENCY. SUICIDE HAD BECOME THE SECOND LEADING CAUSE OF DEATH NATIONALLY FOR AGES 10 TO 24.

[00:05:03]

A 2023 RANKING COMPARING STATES IN TERMS OF MENTAL HEALTH RANKED VIRGINIA 48TH IN OVERALL YOUTH MENTAL HEALTH, LARGELY DUE TO A HIGHER PREVALENCE OF YOUTH MENTAL ILLNESS, EXACERBATED BY LOWER ACCESS TO CARE WHEN COMPARED TO OTHER STATES.

IT IS ESSENTIAL TO UNDERSTAND THE IMPLICATIONS OF THESE SUSTAINED MENTAL HEALTH CONCERNS FOR THE FUNCTIONING OF THE SCHOOL SYSTEM AS A WHOLE.

THE KINDS OF MENTAL HEALTH DISTRESS WE ARE SEEING IN STUDENTS DOES NOT SIMPLY RESULT IN SUBJECTIVE, RELATIVE SADNESS OR WORRY IN THE MINDS OF INDIVIDUAL STUDENTS.

THE INTENSITY AND THE PREVALENCE OF DISTRESS DEMANDS OUR ATTENTION, BUT IT ALSO HAS IMPLICATIONS FOR RELATED AREAS OF SCHOOL FUNCTIONING, SUCH AS ABSENTEEISM, ACADEMIC PERFORMANCE, EVEN SAFETY AND VIOLENCE PREVENTION.

AS A SPECIFIC EXAMPLE, WE CAN LOOK TO THE PROBLEM OF VIRGINIA TEACHER VACANCIES, AS HIGHLIGHTED BY THE REPORT TO THE GOVERNOR AND GENERAL ASSEMBLY OF VIRGINIA.

THAT REPORT HIGHLIGHTED A SHARP INCREASE IN TEACHERS LEAVING THE WORKFORCE, A PROBLEM COMPOUNDED BY A SIMULTANEOUS DROP IN NEW TEACHERS ENTERING THE WORKFORCE.

WHEN ASKED ABOUT THE PRIMARY REASONS FOR JOB DISSATISFACTION, THE MOST COMMONLY ENDORSED SERIOUS PROBLEM CITED WAS A MORE CHALLENGING STUDENT POPULATION, INCLUDING BEHAVIOR ISSUES, WHICH WAS CITED BY 56% OF RESPONDENTS.

IT IS IN THE CONTEXT OF THIS SUSTAINED AND CONSEQUENTIAL YOUTH MENTAL HEALTH CRISIS THAT THE CLEAR AND REPEATED CONSENSUS OPINION OF THE SCHOOL HEALTH ADVISORY BOARD HAS BEEN TO ADVOCATE FOR SCHOOL MENTAL HEALTH STAFFING RATIOS ADEQUATE TO THE ESSENTIAL NEEDS OF STUDENTS AND FOR THE WIDER FUNCTIONING OF THE SCHOOL SYSTEM AS A WHOLE.

I'LL NOW RETURN TO YOUR ATTENTION TO OUR CHAIR, DR.

LINDSAY EWAN, WHO WILL REVIEW THE STATE OF STAFFING FOR PROFESSIONALS WITH MENTAL HEALTH TRAINING WITHIN CHESTERFIELD SCHOOLS.

SO CURRENTLY, THE VIRGINIA CODE REQUIRES A MAXIMUM RATIO OF 325 STUDENTS PER SCHOOL COUNSELOR.

ALTHOUGH THE JOINT LEGISLATIVE AUDIT AND REVIEW COMMITTEE, JLARC, HAS A RECOMMENDATION OF A LOWER STAFFING RATIO OF 1 TO 185 LOWER, MEANING FEWER STUDENTS PER SCHOOL COUNSELOR, SO A MORE ADVANTAGEOUS RATIO TO THE STUDENTS.

OUR CURRENT RATIO STANDS AT APPROXIMATELY 1 TO 325, SO IN LINE WITH THE VIRGINIA CODE, BUT LESS STAFFING THAN IS RECOMMENDED BY JLARC. IN TERMS OF SCHOOL PSYCHOLOGIST STAFFING, I WANTED TO POINT OUT THAT SCHOOL PSYCHOLOGISTS PLAY AN IMPORTANT ROLE IN IDENTIFYING.

MENTAL HEALTH CONCERNS AND INITIATING APPROPRIATE INTERVENTIONS.

THIS IS A GRAPH THAT REPRESENTS THE STAFFING RATIOS IN CCPS COMPARED TO THE BEST PRACTICE RECOMMENDATIONS AND OTHER LARGE SCHOOL DISTRICTS WITHIN VIRGINIA.

THE CCPS TARGET BAR REPRESENTS THE RATIO THAT WOULD EXIST IF ALL OF OUR OPEN POSITIONS WERE FILLED.

THE LIGHT BLUE BAR IS OUR CURRENT BAR, AND THE DARK BLUE BAR IS THE BAR THAT REPRESENTS THE BEST PRACTICES AS RECOMMENDED BY NATIONAL ASSOCIATIONS OF SCHOOL PSYCHOLOGISTS.

AS YOU CAN SEE, THERE'S QUITE A GAP BETWEEN OUR CURRENT STAFFING OR OUR TARGET STAFFING AND THE RECOMMENDATIONS THAT ARE PUT FORTH BY EXPERT COMMITTEES.

WE'RE ALSO UNDERSTAFFED COMPARED TO OUR SIMILARLY SIZED SCHOOL DISTRICTS SUCH AS HENRICO AND FAIRFAX.

THERE'S A SIMILAR PICTURE WITH REGARD TO SOCIAL WORKER STAFFING.

AGAIN, THERE'S A RECOMMENDATION OF NO MORE THAN 1 TO 250 STUDENTS.

WITH REGARD TO SOCIAL WORKERS, OUR STAFFING, YOU CAN SEE, IS ALMOST EIGHT TIMES LOWER THAN THAT.

ONE SOCIAL WORKER HERE HAS APPROXIMATELY 2000 STUDENTS WITHIN THEIR CASELOAD.

OUR STAFFING IS ALSO LOWER AGAIN THAN HENRICO AND FAIRFAX, AND QUITE A BIT LOWER THAN THE RECOMMENDATIONS THAT WERE PUT FORTH BY THE ASSOCIATION OF SOCIAL WORKERS. SO LET'S IMAGINE WHAT THAT MEANS.

IF YOU'RE A SCHOOL PSYCHOLOGIST, YOU'VE GOT SOMEWHERE AROUND 1800 STUDENTS THAT YOU'RE RESPONSIBLE FOR.

THOSE BLUE DOTS ARE YOUR STUDENTS.

SO YOU'RE ONE PERSON AND YOU'RE RESPONSIBLE FOR ALL OF THOSE LIVES AND ALL OF THEIR MENTAL HEALTH AND ANY CONCERNS THAT MIGHT ARISE, WHICH MAYBE THAT'S OKAY IF THEY'RE ALL IN GREAT HEALTH AND GREAT MENTAL HEALTH.

BUT WHAT IF THEY HAVE SOME MENTAL HEALTH CONCERNS? THE YELLOW DOTS NOW REPRESENT STUDENTS IN YOUR CASELOAD THAT HAVE A MENTAL HEALTH DIAGNOSIS.

SO THAT MIGHT BE ADHD, IT MIGHT BE ANXIETY, IT MIGHT BE DEPRESSION, IT MIGHT BE SOMETHING OTHER THAN THAT.

THOSE KIDS OBVIOUSLY ARE GOING TO TAKE MORE OF YOUR TIME, BE HIGHER, NEED HIGHER RISK FOR OTHER BAD OUTCOMES.

BUT THAT'S NOT THE ONLY THING THAT WOULD MAKE YOUR JOB HARDER.

[00:10:02]

SNEED POINTED OUT, THAT WAS ONE OF THE THINGS THAT THE TEACHERS RELIABLY POINTED OUT AS A REASON FOR LEAVING THEIR POSITIONS WAS BEHAVIOR CONCERNS.

IT TAKES A LOT OF THE TEACHERS' TIME AND IT MAKES THEIR JOB VERY DIFFICULT.

SO IF THOSE KIDS CAN BE RECOGNIZED EARLIER AND INTERVENED WITH BY THE SCHOOL PSYCHOLOGIST, THAT'S TO THE STUDENT'S ADVANTAGE.

SO THE SCHOOL PSYCHOLOGIST STILL HAS 1800 STUDENTS, AND NOW THE YELLOW DOTS ARE THE ONES THAT ARE TAKING UP A LOT MORE OF YOUR TIME, AND THEN PROBABLY THE MOST SEVERE THING THAT THEY DEAL WITH IS KIDS WHO ARE HAVING SUICIDAL IDEATION.

LIKE DOCTORS NEED MENTIONED, A SIGNIFICANT PERCENTAGE OF OUR MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS ARE HAVING SUICIDAL IDEATION, AND THIS ISN'T LIKE, OH GEE, I WISH I WERE DEAD. THIS IS ACTUALLY SERIOUSLY CONSIDERING SUICIDE.

MY LIFE IS SO DIFFICULT RIGHT NOW THAT I JUST DON'T THINK I CAN DO THIS ANYMORE.

SO YOUR ONE PSYCHOLOGIST, YOU'VE GOT YOUR 1800 STUDENTS, AND THOSE RED DOTS ARE THE ONES THAT HAVE ACTUALLY CONSIDERED SUICIDE.

SO THOSE ARE SOME OF THE REASONS THAT WE WOULD RECOMMEND INCREASING THE STAFFING FOR SCHOOL PSYCHOLOGISTS, AS WELL AS SCHOOL SOCIAL WORKERS, INCREASING NURSING STAFFING TO PROVIDE NURSING STAFFING FOR THE NEW SCHOOLS, BECAUSE THAT CAN BE A FIRST POINT OF CONTACT FOR MANY OF THE STUDENTS.

WHEN NEW SCHOOLS ARE PLANNED, WE RECOMMEND THAT THERE BE BUDGETING CONSIDERATIONS GIVEN TO MAKING SURE THAT SCHOOL, SOCIAL WORK, SCHOOL PSYCHOLOGISTS AND SCHOOL NURSING COVERAGE CAN BE ACCOUNTED FOR, AND WE RECOMMEND THAT SCHOOL SOCIAL WORKERS, SCHOOL PSYCHOLOGISTS AND SCHOOL NURSING TEAMS BE INVITED TO PARTICIPATE IN THE PLANNING FOR THESE STUDENT SUPPORT SERVICES IN THOSE NEW BUILDINGS.

SO THANK YOU VERY MUCH FOR YOUR TIME TODAY.

WE'RE HAPPY TO ANSWER ANY QUESTIONS YOU MIGHT HAVE.

BOARD MEMBERS, ANY QUESTIONS? I HAVE A FEW QUESTIONS, IF YOU DON'T MIND.

OH, SORRY. GO AHEAD LISA.

THANK YOU. I DIDN'T RECOGNIZE YOU GUYS OVER THERE.

WE ARE ON THE SAME COMMITTEE AND.

HELLO. WELL DONE.

THANK YOU FOR REPRESENTING US SO WELL.

THIS IS FANTASTIC AND SOBERING.

SO I'M TRYING TO PARSE WHAT I WANT TO SAY IS A LITTLE DIFFICULT.

WE APPRECIATE WHAT YOU'RE BRINGING TO US, AND I KNOW THAT AS I LOOK AT THE CHARTS OF US WHERE WE ARE AND EVEN WITH THOSE AROUND US IT'S QUITE A DIFFERENCE.

WHAT WOULD I THINK? WHAT IS YOUR RECOMMENDATION? I SAW SIX MORE.

IS THAT WASN'T THAT PASSED OR IT WAS VERY IN THE VERY BEGINNING.

SO THOSE THOSE NUMBERS, THIS SIX AND THE EXTRA POSITIONS, THOSE NUMBERS CAME FROM A PRESENTATION WE RECEIVED FROM LEADERS WITHIN THE CCPS PSYCHOLOGY AND SOCIAL WORK DEPARTMENTS, AND THAT'S WHAT THEY THOUGHT WOULD BE THE MOST HELPFUL.

THAT DOES NOT GET US TO A RATIO OF, YOU KNOW, THE 1 TO 500 OR THE 1 TO 250, BUT IT, YOU KNOW, IT'S BABY STEPS, IT'S AN IMPROVEMENT, AND THAT IS WHAT THEY THOUGHT WOULD MAKE A MEANINGFUL DIFFERENCE BUT BE ACHIEVABLE AS A STEP TOWARDS IMPROVEMENT.

YEAH, AND JUST WANT TO EMPHASIZE IT'S PROBABLY CLEAR THAT WE'RE ADVOCATING FOR, YOU KNOW, A GOAL OF ACHIEVING COMPARABLE TO SIMILAR COUNTIES AND PREFERABLY TO RECOMMENDED STAFFING LEVELS AND MAYBE MORE IN LIGHT OF THE CURRENT SITUATION.

I JUST WANT TO EMPHASIZE THAT PEOPLE ARE SPECIFICALLY TRAINED IN MENTAL HEALTH.

THEY CAN DO A WIDE RANGE OF THINGS THAT CAN SOMETIMES, YOU KNOW, SOMETIMES THEY'RE THE STITCH IN TIME SAVES NINE.

THERE'S ALSO COMPLICATED PROBLEMS THAT REALLY DO REQUIRE EXTENSIVE TRAINING, AND IT'S VERY USEFUL TO HAVE THEM ON THE TEAM TO ADDRESS A LOT OF PROBLEMS THAT CAN IMPROVE SCHOOL FUNCTIONING OVERALL.

THANK YOU. THANK YOU, I APPRECIATE IT.

THANKS. I KNOW YOU USED DATA FROM HENRICO AND FAIRFAX FOR STAFFING. DO YOU HAVE ANY DATA FOR STUDENT OUTCOMES IN THAT? NOT SPECIFIC TO THOSE COUNTIES? NO. IN TERMS OF RATES OF.

RIGHT IF THE INCREASED STAFFING HAD IMPROVED STUDENT OUTCOMES.

I DON'T HAVE ANY DATA SPECIFIC TO THOSE COUNTIES, BUT IN GENERAL, IT'S KNOWN THAT ACCESS TO MENTAL HEALTH CORRELATES TO MENTAL HEALTH OUTCOMES, BUT SPECIFICALLY TO THOSE COUNTIES, NO, I DON'T HAVE THAT DATA.

OKAY. SURE, AND THAT'S MY UNDERSTANDING, AND I'M HOPING A STAFF MEMBER CAN CORRECT ME IF I'M WRONG, BUT THE ROLE OF A SCHOOL PSYCHOLOGIST IS NOT NECESSARILY AS A CLINICIAN, AND THE SAME WITH THE SCHOOL SOCIAL WORKER IS NOT NECESSARILY AS A CLINICIAN, AND I THINK IN THESE CIRCUMSTANCES, WHAT WE'RE LOOKING FOR IS MAYBE MORE COUNSELING RESOURCES.

SO LIKE, I MEAN, I CAN SPEAK AS A I HAVE A MASTER'S DEGREE IN EDUCATION WITH A SPECIALTY IN SCHOOL PSYCHOLOGY.

SO I'M FAMILIAR WITH THEIR TRAINING TRACK, AND SO THERE ARE A LOT OF DIFFERENT USES FOR PEOPLE WHO HAVE THAT TRAINING BACKGROUND.

[00:15:05]

THEY CAN COLLABORATE BETWEEN THE SCHOOLS AND COME UP WITH A BEHAVIOR PLAN IN LIGHT OF A DIAGNOSIS.

I DON'T THINK WE'RE SUGGESTING THAT SCHOOLS BE THE PRIMARY SOURCE OF ONGOING OUTPATIENT PSYCHOTHERAPY, BUT SCHOOLS ARE WHERE THE KIDS ARE.

SO THERE'S AN IMPORTANT ROLE FOR PEOPLE WHO HAVE TRAINING IN MENTAL HEALTH TO IDENTIFY PROBLEMS, TO DO EDUCATIONAL DIAGNOSIS OF BEHAVIORS, FOR INSTANCE, IN A CLASSROOM OBSERVE DISRUPTIVE BEHAVIORS AND HELP TO COLLABORATE ON A TEAM.

THERE'S JUST A WIDE RANGE OF COLLABORATIVE APPROACHES THAT A SCHOOL PSYCHOLOGIST CAN TAKE, AND SIMILARLY FOR A SCHOOL PSYCHOLOGIST, I MEAN, FOR A SCHOOL SOCIAL WORKER, PARDON ME. SCHOOL PSYCHOLOGISTS ADDITIONALLY HAVE EXTENSIVE TRAINING IN TEST ADMINISTRATION AND UNDERSTANDING OF TEST METRICS, AND SOME OF THE DATA SCIENCE OF THAT.

I APPRECIATE YOU CLARIFYING THAT.

YEAH, BECAUSE THAT'S WHAT I WAS KIND OF GOING DOWN.

THIS IDEA OF LIKE WE WERE LOOKING AT THAT WOULD BE WHERE STUDENTS WOULD RECEIVE THE SERVICES, AND WHILE IN A PERFECT WORLD YOU KNOW, WE WOULD BE ABLE TO I THINK ONE OF THE THINGS THAT'S COMPLICATED IN VIRGINIA IS THAT THE INFORMATION I WAS HIGHLIGHTING THAT IN AN IDEAL SITUATION, THERE WOULD BE READY RESOURCES IN THE COMMUNITY FOR SCHOOLS TO HAVE REFERRAL OUT PROGRAM, YOU KNOW, IDENTIFICATION AND REFERRAL.

PART OF WHERE YOU CAN GET STUCK IS TRYING TO MAKE A CLASSROOM WORK WHILE YOU'RE WAITING FOR YOUR STUDENTS TO FIND THAT THERAPIST, AND YOU KNOW, WHILE YOU'RE YOU'RE TRYING TO MAKE SURE THAT THEY DON'T FALL BEHIND EDUCATIONALLY, IN ADDITION TO, YOU KNOW, OTHER PROBLEMS THAT YOU HOPE THAT THEY'LL FIND A CLINICIAN AND COMMUNITY, AND AS A PEDIATRICIAN, I THINK ONE OF THE CONCERNS IS THAT THE KIDS THAT ARE AT THE HIGHEST RISK ARE OFTEN THE KIDS THAT HAVE THE LEAST ACCESS TO CARE.

THEY'RE THE KIDS WHO ARE MAYBE ON MEDICAID, MAYBE IT'S A SINGLE PARENT HOME.

MAYBE IT'S SOMEONE WHO'S WORKING AN HOURLY WAGE WHO CAN'T AFFORD TO GET HER KID INTO THERAPY.

SO THE SCHOOL PSYCHOLOGIST IS KIND OF A SAFETY NET FOR THOSE REALLY, REALLY HIGH RISK KIDS.

BUT IF THE SCHOOL PSYCHOLOGIST IS DEALING WITH ALL REALLY, REALLY HIGH RISK KIDS AND SHE'S GOT 1800 OF THEM, THAT IS TOO MUCH TO ASK OF ONE PERSON.

SO I THINK JUST PERSONAL COMMENTARY.

I THINK THAT THE ACCESS TO THE RESOURCES IN THE COMMUNITY OVERALL IS A BARRIER FOR MOST PEOPLE WHO NEED IT, REGARDLESS OF RESOURCES, YOU KNOW, FAMILY RESOURCES.

IT'S DEFINITELY HITTING A CRISIS POINT, AND I CAN JUST SPEAK, YOU KNOW, INDIVIDUALLY, AS A CLINICAL PSYCHOLOGIST WHO WORKS WITH KIDS SOMETIMES, YOU KNOW, IF YOU CAN'T SOLVE ALL THE PROBLEMS, HAVING A KID WHO CAN WORK IN A SCHOOL WHERE THERE'S A TEAM THAT HAS MADE SCHOOL A PLACE WHERE THEY CAN FUNCTION, CAN MAKE A TREMENDOUS DIFFERENCE IN THE OUTCOMES, EVEN IF YOU'RE NOT PROVIDING TRADITIONAL OUTPATIENT PSYCHOTHERAPY, YOU KNOW, USING ALL OF THAT TRAINING IN BEHAVIORAL INTERVENTION AND COLLABORATION THAT SOME OF THESE MENTAL HEALTH PROFESSIONALS CAN PROVIDE CAN MAKE A BIG DIFFERENCE TO A KID, EVEN IN THE ABSENCE OF THE KIND OF RESOURCES OUTSIDE OF THE SCHOOLS THAT WE'D LIKE TO SEE.

ANY OTHER QUESTIONS? BOARD MEMBERS, THANK YOU FOR YOUR YOUR WORK ON THIS, AND THANK YOU FOR YOUR THOUGHTFUL PRESENTATION.

WE APPRECIATE YOU. THANK YOU SO MUCH.

[C. CCPS Audit & Finance Committee Report]

DR. GILES. OKAY.

GOOD AFTERNOON.

SCHOOL BOARD CHAIR, VICE CHAIR, SCHOOL BOARD MEMBERS, SUPERINTENDENT MURRAY.

THANK YOU GUYS FOR HAVING US HERE TODAY.

MY NAME IS TAJUANA GILES, AND I'M WITH THE AUDIT AND FINANCE COMMITTEE, AND SO WE WANTED TO JUST SHARE SOME UPDATES THAT WE HAD FROM OUR LAST MEETING.

SO WE WANTED TO INTRODUCE OUR TEAM DR.

PERKINS, MYSELF, STEPHEN MILLERPITTS FROM THE BERMUDA DISTRICT IS OUR CHAIR, RON DECKER FROM THE MATOACA DISTRICT, AND LAUREN MALLORY FROM THE DALE DISTRICT. SO A LITTLE BIT ABOUT THE COMMITTEE, A LITTLE HISTORY ABOUT THE COMMITTEE, AND PURSUANT TO CCPS MEMORANDUM NUMBER 1618. THE AUDIT AND FINANCE COMMITTEE WAS ESTABLISHED BY THE SCHOOL BOARD ON OCTOBER THE 9TH, 2018.

THE PURPOSE OF THE AUDIT AND FINANCE COMMITTEE IS TO ASSIST THE BOARD IN OVERSIGHT RESPONSIBILITIES FOR BUDGETING, FINANCIAL REPORTING, INTERNAL CONTROL SYSTEMS AND AUDIT PROCESSES, INTERNAL AND EXTERNAL.

SO WE WANTED TO SHARE SOME UPDATES ON OUR COMMITTEE RECOMMENDATIONS.

SO FOR FURTHER SUPPORT FOR THE ERP PROJECT, THE AUDIT AND FINANCE COMMITTEE RECOMMENDS THAT ALL NECESSARY SUPPORT BE PROVIDED FOR THE

[00:20:04]

THIS INCLUDES, BUT NOT LIMITED TO, THE DEDICATION, THE DEDICATED STAFF THAT WILL BE ESSENTIAL TO PROPERLY ONBOARD THE SYSTEM AND TO UTILIZE THE FEATURES IN THE MOST EFFICIENT WAY.

SO SUPPORT NEW INVENTORY AND ASSET MANAGEMENT SYSTEM.

FULL SUPPORT OF THE ERP PROJECT.

THE AUDIT AND FINANCE COMMITTEE SUPPORTS ENSURING THAT THE ERP PROJECT INTEGRATES AND SUPPORTS.

A COMPREHENSIVE INVENTORY AND ASSET MANAGEMENT SYSTEM FULLY INTEGRATED TO COLLABORATE WITH OTHER DEPARTMENTS IN CHESTERFIELD COUNTY PUBLIC SCHOOLS.

THE AUDIT AND FINANCE COMMITTEE BELIEVES THAT THIS WILL AID IN THE ACCOUNTABILITY OF EQUIPMENT THAT IS RELATED TO TECHNOLOGY AND HARDWARE, SO MORE RESOURCES FOR TEACHERS IN SCHOOLS.

THE AUDIT AND FINANCE COMMITTEE WISHES TO PUBLICLY SUPPORT CHESTERFIELD COUNTY PUBLIC SCHOOLS BY ENSURING THAT OUR TEACHERS AND EMPLOYEES' PAY REMAINS EQUITABLE WITH THE INFLATION, AND ATTRACTS THE BEST AND THE BRIGHTEST TO OUR COMMUNITIES.

CHESTERFIELD COUNTY POPULATION ARE EXPANDING AND OUR INSTITUTIONS AND INFRASTRUCTURES MUST MATCH THE GROWTH, AND SO THESE ARE SOME ACTIVITIES OF THE COMMITTEE DURING THE 23-24 SCHOOL YEAR AND JUST SOME HIGHLIGHTS OF SOME OF THE THINGS THAT WE'VE DONE.

THE ERP PROJECT UPDATES, WE WERE PRESENTED WITH THE PROJECT TIMELINE AND PERIODICALLY UPDATED ON THE IMPLEMENTATION FOR THE 24 SCHOOL YEAR, THE AUDIT PLAN AND ACTIVITY UPDATE.

WE WERE PRESENTED WITH THE 24 AUDIT PLAN AND PROVIDED PERIODIC REPORTS ON THE FY 22 CONTINUOUS AUDITING RESULTS, SCHOOL HARDWARE, SCHOOLS HARDWARE MANAGEMENT, AND THE SRP VALIDATION INVESTMENT REPORT, AND I WON'T READ THAT.

SO ACTIVITIES FROM THE COMMITTEE.

ADDITIONAL ACTIVITIES FROM THE COMMITTEE FOR 23-24, SIX WAS A SUCCESSFUL YEAR AHEAD.

WE WERE BRIEFED BY ROBERT MEISTER, THE CHIEF FINANCIAL OFFICER, ON THE SUCCESS FROM PREVIOUS YEAR AND A SNAPSHOT OF THE YEAR AHEAD.

THE 24 BUDGET UPDATE AND FISCAL YEAR 25 PROPOSED BUDGET.

WE RECEIVED SEVERAL PRESENTATIONS FROM FINANCE STAFF REGARDING THE STATUS OF THE BUDGET AND CIP UPDATE, WHICH HIGHLIGHTED THE NEED AND PLANS FOR SECURING ADDITIONAL FUNDING TO SUPPORT SCHOOL CONSTRUCTION PROJECTS.

WE ALSO WAS BRIEFED ON THE FY 25 PROPOSED BUDGET.

COMMITTEE RECOMMENDATIONS.

CONTINUOUS SUPPORT OF THE ERP PROJECT.

THE AUDIT AND FINANCE COMMITTEE RECOMMENDS THAT ALL NECESSARY SUPPORT BE PROVIDED FOR THE SUCCESSFUL IMPLEMENTATION OF THE ERP PROJECT.

THIS INCLUDES, BUT IS NOT LIMITED TO DEDICATED STAFF.

DEDICATED STAFF THAT WILL BE ESSENTIAL TO PROPERLY ONBOARD THE SYSTEM AND UTILIZE THE FEATURES IN THE MOST EFFICIENT WAY.

INVESTMENT IN TEACHERS AND SCHOOLS.

THE AUDIT AND FINANCE COMMITTEE RECOMMENDS THAT SCHOOL BOARD THAT THE SCHOOL BOARD IDENTIFY FUNDING AND RESOURCES TO ADDRESS SAFETY THROUGHOUT CHESTERFIELD COUNTY PUBLIC SCHOOLS.

THERE HAS BEEN A RECENT UPTICK IN CONCERNS REGARDING SCHOOL VIOLENCE AND THE OVERALL SAFETY OF STUDENTS AND TEACHING THROUGHOUT CHESTERFIELD COUNTY.

THE AUDIT AND FINANCE COMMITTEE BELIEVES THAT THIS SHOULD BE ADDRESSED BEFORE WE BECOME REACTIVE TO UNSAVORY EVENTS.

THE SCHOOL BOARD SHOULD WORK WITH THE AUDIT AND FINANCE COMMITTEE AND OTHER COMMUNITY PARTNERS TO FIND FISCALLY RESPONSIBLE SOLUTIONS AND REMEDIES TO ADDRESS THE SAFETY THROUGHOUT CHESTERFIELD COUNTY PUBLIC SCHOOLS.

DEFINE FURTHER AFC AND OTHER COMMITTEE RESPONSIBILITIES.

THE AUDIT AND FINANCE COMMITTEE APPRECIATES THE OPPORTUNITY TO SERVE CHESTERFIELD COUNTY PUBLIC SCHOOLS AND PROVIDE FEEDBACK.

OFTENTIMES, WE ARE LOOKING FOR WAYS FOR THE COMMITTEE TO BETTER ASSIST THE SCHOOL BOARD IN AREAS THAT WE RECEIVE REPORTING, HOWEVER, WITHOUT EXPLICIT AUTHORITY AND OR DEFINED, AND SO THAT'S ONE OF OUR ASK, IS THAT ROLE FOR THE AUDIT AND FINANCE COMMITTEE MEMBERS BE DEFINED, AND ADDITIONAL ASK IS WE KNOW THAT THE SCHOOL BOARD IS LOOKING FOR AT SOME

[00:25:05]

WE WOULD LOVE TO BE A PART OF THAT PROBLEM SOLVING PROCESS ALONG WITH THE SCHOOL BOARD.

THAT'S ALL. SO IF THERE'S ANY QUESTIONS.

BOARD MEMBERS. ANY QUESTIONS? NO QUESTIONS. JUST THANK YOU FOR YOUR REPORT, AND THANK YOU FOR YOUR WORK.

ON THE AUDIT AND FINANCE COMMITTEE.

I KNOW WE RECEIVE A LOT OF INFORMATION DURING THAT, THAT COMMITTEE, AND I REALLY APPRECIATE THE DIALOG THAT THE COMMITTEE MEMBERS PROVIDE AT EACH ONE OF THOSE MEETINGS. SO THANK YOU VERY MUCH.

THANK YOU. LIKEWISE.

THANK YOU VERY MUCH FOR ALL YOUR WORK AND FOR YOUR PRESENTATION.

THANK YOU. NEXT, WE HAVE AN UPDATE ON SCHOOL SAFETY FROM MR.

[D. School Safety Update]

MURRAY. THANKS FOR THIS OPPORTUNITY TO PROVIDE AN UPDATE ON SAFETY AND SECURITY WITHIN CHESTERFIELD SCHOOLS.

I'M GOING TO BE SPEAKING SPECIFICALLY TONIGHT ABOUT SCHOOL SECURITY OFFICERS, SECURITY CAMERAS, VESTIBULES, DOOR WINDOW FILM AND WEAPONS DETECTION.

SINCE JULY OF THIS YEAR, WE HAVE BEEN ABLE TO PROVIDE 73 POSITIONS AT 67 BUILDINGS FOR SCHOOL SECURITY OFFICERS. 50 PLUS WERE HIRED AND TRAINED SINCE JULY, THE FIRST OF THIS YEAR.

WE WERE ABLE TO RECRUIT FROM A VERY TALENTED POOL OF APPLICANTS THIS GO AROUND, AND WE HAVE SOME IMPRESSIVE QUALIFICATIONS THAT I'M ACTUALLY QUITE PROUD TO BE ABLE TO SAY WE HAVE WITHIN OUR SECURITY DEPARTMENT, WE'VE GOT NUMEROUS SUCCESS STORIES THAT WE WANT TO TALK THAT JUST TO BRING TO YOUR ATTENTION.

THERE'S BEEN A LOT OF POSITIVE RECEPTION OF THESE OFFICERS, AND WE'VE MADE GREAT STRIDES IN NUMEROUS ACTS TO ENSURE STUDENT SAFETY.

JUST TO COVER IT, THESE OFFICERS ARE ALSO ELIGIBLE FOR GAME CHANGER AWARDS.

SO THAT'S SOMETHING FOR EVERYONE TO BE AWARE OF AS WELL.

SECURITY CAMERAS, ALL 67 SCHOOLS HAVE ACTIVE SYSTEMS. OVER 8200 CAMERAS HAVE BEEN DEPLOYED.

REPLACEMENT SYSTEMS HAVE BEEN COMPLETED AT MONACAN HIGH SCHOOL AND MEADOWBROOK HIGH SCHOOL AS WELL.

THE NEXT PROJECTS ARE BIRD HIGH SCHOOL, CARVER CAREER AND COLLEGE ACADEMY, AND BEULAH ELEMENTARY SCHOOL.

BEULAH HAS APPLIED FOR A GRANT FOR THIS WORK.

OVER 500 STAFF ARE TRAINED TO USE THESE SYSTEMS, AND THESE SYSTEMS ARE IN THE PROCESS OF LINKING TO POLICE SYSTEMS AS WELL.

WE ALSO HAVE IMPLEMENTED MOBILE CAMERA SYSTEM IMPLEMENTATION, FLEXIBLE CAPABILITY, LARGE PARKING LOT ATHLETIC EVENTS.

MANCHESTER, BIRD, CLOVER HILL AND JAMES RIVER ARE THE CURRENT PLACES WHERE WE HAVE THEM DEPLOYED.

THEY'RE BEING USED TO GREAT EFFECT.

VESTIBULES. SECURE VESTIBULES AT MULTIPLE LOCATIONS BY ADDING A SECOND SET OF ACCESS CONTROL DOORS AT PRIMARY BUILDING ENTRANCES, DIRECT VISITORS TO SCHOOL OFFICES TO SIGN IN AND RECEIVE PROPER CREDENTIALS TO ENTER EACH BUILDING.

SO THAT HAS THAT'S SOMETHING THAT'S IMPROVED SAFETY AND SECURITY IN THOSE BUILDINGS.

THE FINAL THREE SCHOOLS GRANGE HALL ELEMENTARY SCHOOL, BON AIR ELEMENTARY AND CHALKLEY ELEMENTARY SCHOOL HAVE ARE IN THE WORKS OR ARE UPCOMING THE DOOR WINDOW FILM FEDERAL BIPARTISAN SAFER COMMUNITIES ACT HAS ALLOWED FOR A GREAT DEAL OF FINANCING WITH REGARD TO THAT STRONGER CONNECTIONS GRANT THROUGH VDOE AS WELL. 3M SAFEGUARD S80 FILM IS WHAT'S BEING APPLIED TO THESE DOORS AND WINDOWS.

IT INCREASES PERSONAL SAFETY FROM FLYING A BROKEN GLASS.

IT DETERS SMASH AND GRAB BURGLARIES.

IT INCREASES.

IT HAS INCREASED PROTECTION FROM WINDSTORMS, BLASTS AND EARTHQUAKES, AND THAT IS SCHEDULED TO BE COMPLETED BY THANKSGIVING.

WEAPONS DETECTION.

SENIOR LEADERSHIP HAS VISITED NEIGHBORING DISTRICTS.

WE HAVE FOUND THROUGH THOSE VISITS THAT WE WOULD NEED MULTIPLE LANES IN MULTIPLE LOCATIONS AT SECONDARY SCHOOLS TO ACHIEVE OUR GOAL.

SIGNIFICANT STAFFING SUPPORT TO MONITOR SYSTEMS, IDENTIFY STUDENTS THAT PING AND THEN SEARCH BAGS, AND

[00:30:03]

ANSWER ANY QUESTIONS.

THANKS SO MUCH. BOARD MEMBERS, DO YOU HAVE ANY QUESTIONS? THANK YOU FOR THE PRESENTATION.

I HAD A QUESTION REGARDING OUR PLAYGROUNDS AND OUR TRAILERS THAT ARE NOT NECESSARILY BEHIND THE BRICK AND MORTAR AREA.

ARE WE LOOKING AT OPTIONS TO ENHANCE SECURITY FOR THOSE AREAS AS WELL? THAT'S AN ABSOLUTE PRIORITY.

WE'RE ANALYZING OPTIONS TO INCREASE THAT SECURITY.

YES, MA'AM. MR. PARONTO. THANK YOU.

MR. ADAMS, IN REGARDS TO THE VESTIBULES THE FINAL THREE SCHOOLS YOU HAD MENTIONED ARE IN THE WORKS OR UPCOMING.

WE WERE TOLD IN AUGUST THAT ALL VESTIBULES WOULD BE COMPLETED BY SEPTEMBER, AND HERE WE ARE IN OCTOBER, AND IT DOESN'T SOUND LIKE WE'RE CLOSE TO BEING DONE.

SO WHERE ARE WE EXACTLY WITH THESE THREE SCHOOLS? DO WE HAVE DATES YET? I DO NOT HAVE DATES FOR EACH COMPLETION FOR EACH ONE OF THOSE SCHOOLS, BUT I'VE BEEN ASSURED BY THE CONSTRUCTION COMPANY THAT THESE WILL BE COMPLETED BY NOVEMBER, THE END OF NOVEMBER.

SO END OF NOVEMBER? ALL THREE? YES, SIR.

MR. PARANTO, IF I MAY, GRANGE HALL AND CHALKELY ARE MOVING TOWARD SUBSTANTIAL COMPLETION.

SO THEY HAVE THE STOREFRONTS IN AND THEN BON AIR THE WORK.

THE BULK OF IT SHOULD BE COMPLETE THIS WEEKEND.

WE'VE SENT A CREW IN EACH OF THE LAST THREE WEEKENDS TO ADDRESS THOSE FINAL THREE SITES.

I BELIEVE I MENTIONED THIS A FEW WORK SESSIONS BACK.

THAT PART OF OUR ROADBLOCK HERE WAS THAT THERE WAS NO PENALTY CLAUSE FROM PROCUREMENT WITH THESE PARTICULAR CONTRACTS. SO WE REALLY WERE AT THE MERCY OF THOSE PROVIDING THE CONSTRUCTION SERVICE IN THIS REGARD.

SO I THINK LESSON LEARNED FOR MORE THAN JUST SCHOOL STAFF ON THAT ONE.

THAT WAS MY NEXT QUESTION, WAS A LESSON LEARNED.

SO WE DON'T--I TRY TO READ YOUR MIND AS MUCH AS I CAN.

YEAH I APPRECIATE THAT, AND THEN ALSO THE DOOR WINDOW FILM, THAT'S SCHEDULED TO BE COMPLETED BY THANKSGIVING AT EVERY SCHOOL? YES, SIR. HAVE WE STARTED? OH, YES, SIR. OKAY, SO WE'VE STARTED.

WE HAVE A LIST, AND BY THE PROJECTION IS BY THE END OF BY THANKSGIVING, EVERY SCHOOL WILL HAVE THESE THESE 3M SAFEGUARD S80 FILMS UP AND--YES, SIR. OKAY. THANK YOU.

MISS COKER. YEAH, IN THAT REGARD, IT'S ALL WINDOWS ALL DOORS THAT THE FILM? ALL WINDOWS, ALL DOORS.

IT'S ALL ENTRYWAY WINDOWS, WINDOWS AND DOORS AND THE WINDOW AREAS IMMEDIATELY SURROUNDING THE ENTRANCE.

GOT IT. THANK YOU.

YES, MA'AM. OKAY, THAT WAS MY QUESTION.

OKAY. THANK YOU, AND ANOTHER QUESTION THAT I HAVE ABOUT THE SAFETY FILM.

WHAT IMPACT DOES THAT HAVE ON THE EXISTING? A LOT OF OUR SCHOOLS HAVE USED A WINDOW.

IT'S DESIGNED TO LOOK LIKE A, YOU KNOW, A WRAP, BUT IT'S ALSO PROVIDES MY UNDERSTANDING IS IT PROVIDES SOME SAFETY COVER WITH A ONE WAY FEATURE.

HOW DOES THAT IMPACT THE EXISTING WRAPS THAT WE HAVE? I'M VERY HAPPY TO SAY THAT WRAPPING GOES ON THE OUTSIDE OF THE WINDOW, AND THIS APPLICATION OF THIS PROTECTIVE FILM GOES ON THE INSIDE OF THE WINDOW.

PERFECT. THANK YOU.

YES, MA'AM. ANY OTHER QUESTIONS? YES. MR. PARANTO. GOING BACK TO THE MOBILE CAMERA SYSTEM THAT WE HAVE AT THREE HIGH SCHOOLS.

WHAT IS THE PLAN? BECAUSE WE HIGHLIGHT ATHLETIC EVENTS.

ARE WE LOOKING TO HAVE THESE AT ALL SECONDARY SCHOOLS, REGARDLESS OF EVENTS? AT THIS TIME, WE HAVE THEM DEPLOYED TO FOUR SEPARATE SCHOOLS.

THEY ARE THERE UNTIL WE DECIDE THAT THEY DON'T NEED TO BE THERE ANYMORE.

SO THEY'RE CURRENTLY WORKING AND CAPTURING VIDEO AS WE SPEAK.

THE PLAN TO ROLL OUT ADDITIONAL MOBILE CAMERA SETUPS IS CONTINGENT UPON FURTHER ANALYSIS WITH SENIOR LEADERSHIP AND OF COURSE, FURTHER FUNDING.

NOW, THE FUNDING PART FOR THESE CAMERAS IS THAT 100% ON CCPS.

DO WE HAVE ANY PARTNERSHIP WITH CCPD? RIGHT NOW, WE DON'T HAVE A PARTNERSHIP WITH CCPD FOR THE CAMERAS THAT ARE ON OUR CAMPUSES.

OKAY, SO THESE UNITS THAT WE SEE HERE WITH THE.

[00:35:03]

WITH THE SOLAR PANELS AND WHATNOT.

SO WE OWN THOSE.

IS THAT CORRECT, OR ARE WE LEASING THOSE? WE ARE LEASING THEM. LEASING THEM? YES, SIR. OKAY. THAT PROVIDES US THE OPPORTUNITY TO HAVE UPDATES PROVIDED, AND THEY WILL COME OUT AND MOVE THOSE UNITS AT OUR REQUEST AS WELL, TO PUT THEM IN DIFFERENT SPOTS WHERE WE WANT THEM. WHAT'S THE TURNAROUND TIME ON THAT FOR MOVING THEM WHEN YOU SUBMIT? WE'VE BEEN TOLD WE HAVEN'T DONE IT YET, BUT WE'VE BEEN TOLD THAT IT'S AROUND A DAY.

OKAY. YEAH.

SO I MEAN, A LITTLE BIT OF ADVANCE PLANNING.

WE CAN HAVE THEM WHEREVER WE NEED THEM.

OKAY. HOW FAR OUT DO THEY GO? I MEAN, I SEE THE SAMPLE PICTURE THAT THEY HAVE.

YES, SIR. I'VE ACTUALLY SEEN THEM IN ACTION.

I CAN TELL YOU THEY HAVE AN IMPRESSIVE RANGE.

I WAS VERY PLEASED TO SEE THAT.

THE ONE THAT WE HAVE AT BIRD HIGH SCHOOL, IT WAS PLACED CLOSER TO THE SCHOOL INITIALLY, AND WE WERE ABLE TO DETERMINE MAKE MODEL OF CAR AND LICENSE PLATE AS FAR AWAY AS THE ENTRANCE TO THE TECH CENTER.

OKAY. THEY'RE VERY, VERY GOOD, AND THEY'RE ALSO NIGHT CAPABLE.

THAT WAS MY NEXT QUESTION. WHAT ABOUT THE BECAUSE YOU HAVE ATHLETIC EVENTS I'M THINKING FOOTBALL GAMES, AND SO WHEN NIGHT FALLS THEY OBVIOUSLY ARE NOT IMPACTED BY THAT, AND YOUR VISIBILITY IS JUST AS CLEAR AS IT IS DURING THE DAY.

I DON'T THINK THE RESOLUTION IS GOING TO BE AS CLEAR, BUT IT'S VERY CLEAR, AND THE CAMERAS AUTOMATICALLY ADJUST FROM COLOR TO NIGHT VISION, ESSENTIALLY NIGHTTIME CAPABILITY WITH THE REDUCTION IN LIGHT, AND ARE THESE STRICTLY RECORDING CAMERAS? DO THEY HAVE ANY TECHNOLOGY ASSOCIATED WITH THEM IN REGARDS TO WEAPONS DETECTION OR ANYTHING OF THE LIKE? WE DON'T HAVE ANY WEAPONS DETECTION CAPABILITY ON THESE CAMERAS, BUT THEY ARE CAPABLE OF BEING MONITORED.

LIVE WHENEVER WE WANT TO.

OKAY, ON THAT TOPIC, MR. PARONTO? I THINK IT'S IMPORTANT FOR THE PUBLIC TO KNOW THAT WE DO HAVE CAMERAS IN OUR PARKING LOTS.

THESE MOBILE UNITS WERE OUTSOURCED DUE TO AGING OR OBSOLETE PARKING LOT CAMERA SYSTEMS. SO, YOU KNOW, I APPRECIATE THAT EXPLANATION, AND LOOKING AT OUR CURRENT STATE AND WHAT WE'RE CURRENTLY GOING THROUGH, I KNOW THAT'S GOING TO BE A QUESTION TONIGHT THAT WILL PROBABLY BE ASKED NUMEROUS TIMES IN REGARDS TO OUR CAPABILITY, AND SO HAVING THINGS LIKE THIS THAT ARE MOBILE WE CAN MOVE AROUND IS GREAT.

BUT WHAT ARE THEY ACTUALLY PROVIDING BESIDES THE ABILITY TO TAP IN LIVE LIKE YOU SAID AND WATCH SOMETHING OR, YOU KNOW, RECORDED, WHICH IS GREAT.

BUT ANY OPPORTUNITY WE HAVE TO ENHANCE OBVIOUSLY.

DO THESE SYSTEMS HAVE THAT CAPABILITY? WELL, THE CURRENT STATE OF THE ART IN WEAPONS DETECTION TECHNOLOGY.

WITH REGARD TO VIDEO CAN BE DEPLOYED ON ANY UP TO DATE VIDEO SYSTEM AT ENTERPRISE LEVEL.

SO WHILE IT'S POSSIBLE WE HAVEN'T STUDIED THAT YET, WE HAVE LOOKED INTO CERTAIN VENDORS WITH REGARD TO THAT FOR CAMERA SYSTEMS AT LARGE, FOR THE SYSTEM. BUT I BELIEVE THAT, YOU KNOW, I WILL GET BACK TO YOU ON THAT WITH THE SPECIFICS, BUT THERE'S NO REASON WHY IT COULDN'T ALSO BE INCORPORATED.

IT'S SIMPLY SOFTWARE.

THANK YOU, AND FINALLY AND THEN I'LL LET YOU GO.

AS FAR AS I'M CONCERNED.

SO THE SCHOOL SAFETY OFFICERS, I'VE VISITED OUR OUR SCHOOLS IN THE MATOACA DISTRICT, I'VE SPOKEN WITH PRINCIPALS AND VERY HIGHLY REGARDED AT THE SCHOOL SAFETY OFFICERS. I WAS AT ONE SCHOOL DURING DISMISSAL, AND THE SSO IS IN THE HALLWAYS, AND THE KIDS WERE COMING BY AND GIVING THEM HIGH FIVES, AND IT JUST HAD THAT FEEL GOOD.

HEY, THIS IS WORKING.

YES, SIR. RIGHT. THEY'RE RECOGNIZED AS A FIGURE OF AUTHORITY, BUT ALSO, YOU KNOW, THERE TO HELP THE KIDS AND, YOU KNOW, UNDERSTANDING WHY THEY'RE THERE, WHICH WAS ONE OF MY CONCERNS IS DO OUR ESPECIALLY IN OUR ELEMENTARY SCHOOL, YOU KNOW, DO THEY UNDERSTAND WHY THIS PERSON IS THERE AND WHAT THEY PROVIDE, YOU KNOW, BEING IN THE HALLWAY AND I THINK THAT WE'RE HITTING THOSE MARKS, AND SO I APPRECIATE YOU AND YOUR TEAM AND THE TRAINING THAT'S GOING ON WITH THOSE, AND I THINK IT'S A GREAT ADDITION TO CCPS.

SO WITH THAT THANK YOU.

I HAVE A QUICK QUESTION OF CLARIFICATION.

ARE ALL AREAS OF PARKING LOTS COVERED WITH CAMERAS BACK TO CAMERAS? ARE ALL THE AREAS? YEAH, IT'S COVERED RIGHT.

WE HAVE, WITH REGARD TO THESE PORTABLE CAMERAS, THEY ARE CAPABLE OF COVERING THE ENTIRE PARKING LOT AREA AS THEY ARE TASKED.

YOU KNOW, THERE'S THREE HEADS AND THEY CAN BE TASKED WITH MULTIPLE VIEWS.

I GUESS I WAS THINKING MORE.

I'M ASSUMING TO YOUR POINT, WE OTHER SCHOOLS THAT DON'T THESE THIS IS JUST IN FOUR SCHOOLS.

OTHER SCHOOLS HAVE CAMERAS.

DO THOSE CAMERAS HAVE CAPABILITY TO SEE EVERYTHING? I THINK THAT'S MY QUESTION.

THE MOST UPDATED CAMERA SYSTEMS THAT WE HAVE ARE ABLE TO SEE INTO THE PARKING LOT.

[00:40:04]

THANK YOU. THANK YOU, MR. ADAMS. THANK YOU.

WELCOME TO YOUR NEW ROLE.

THANK YOU VERY MUCH. NEXT WE HAVE AN UPDATE.

[E. Gifted Education Update]

FOHL. THANK YOU.

THANK YOU. GOOD AFTERNOON, MADAM CHAIR.

VICE CHAIR, MEMBERS OF THE BOARD, DR.

MURRAY. IT'S GREAT TO COME BEFORE YOU TODAY TO SHARE A LITTLE BIT ABOUT GIFTED EDUCATION AND OPPORTUNITIES FOR OUR ADVANCED LEARNERS IN CHESTERFIELD COUNTY PUBLIC SCHOOLS.

TODAY I'LL JUST STRUCTURE MY PRESENTATION TO YOU AROUND THESE THREE AREAS.

THE PROGRAM AND SERVICES THAT WE OFFER.

THE TEACHING AND LEARNING IMPACTS, AND THEN THE FUTURE WORK THAT WE HAVE.

SO THE PROGRAMS AND SERVICES THAT WE OFFER, WE REALLY TRY TO CENTER THAT AROUND A GROWTH MINDSET APPROACH.

SO THAT INCLUDES TALENT DEVELOPMENT SERVICES FOR STUDENTS IN EARLY ELEMENTARY, ESPECIALLY IN THE EARLY GRADES, WE HAVE A STATUS OF MONITOR STATUS, WHERE WHEREBY IF STUDENTS ARE EVALUATED AND THEY DON'T MEET THE ELIGIBILITY CRITERIA, THEY'RE ACTUALLY ON OUR RADAR.

FOR TWO YEARS, WE PLACED THEM IN SCHOOL BASED GIFTED SERVICES, AND THEN THEY'RE RETESTED AFTER TWO YEARS TO MONITOR THAT GROWTH.

WE HAVE SCHOOL BASED GIFTED SERVICES THAT REALLY LOOK AT THE DIFFERENTIATED INSTRUCTION IN THE STUDENT'S AREAS OF STRENGTH.

A FULL TIME PROGRAM WITH OUR CENTER BASED GIFTED SERVICES, AND THEN OTHER ADVANCED ACADEMIC OPPORTUNITIES LIKE OUR A REGIONAL GOVERNOR'S SCHOOLS AND THOSE OUTSIDE THE GIFTED OFFICE LIKE OUR ACCELERATED MATH PATHWAYS AND OUR SCIENCE PATHWAYS AS WELL.

THIS SCHOOL YEAR, WE ARE REACHING ABOUT OVER 4000 STUDENTS WITH OUR TALENT DEVELOPMENT PROGRAMS. WE COINED THOSE AS OUR INSPIRE PROGRAMS. THAT'S REACHING 22 ELEMENTARY SCHOOLS AND 195 CLASSROOMS, AND THOSE ARE LESSONS THAT ARE DESIGNED IN KINDERGARTEN, FIRST GRADE, AND SECOND GRADE TO REALLY CULTIVATE CRITICAL AND CREATIVE THINKING AND COMPLEMENT THE CURRICULUM.

SO IT'S NOT SOMETHING EXTRA, BUT RATHER THE TEACHERS INTEGRATE THOSE INTO THEIR CURRICULUM AS THEY GO THROUGH.

WE ALSO HAVE ABOUT 9400 STUDENTS RECEIVING OUR GIFTED SERVICES.

THE NUMBER IS ABOUT OVER 6800 PARTICIPATE IN SCHOOL BASED GIFTED SERVICES, AND THAT IS STUDENTS WHO ARE IDENTIFIED GIFTED AND ALSO THOSE STUDENTS WHO ARE ON MONITOR STATUS. WE HAVE ABOUT 2300 PARTICIPATING IN CENTER BASED GIFTED SERVICES AND 345 IN OUR REGIONAL GOVERNOR'S SCHOOLS.

THIS DATA TABLE SHOWS OUR IDENTIFIED GIFTED STUDENTS OVER TIME, BROKEN DOWN BY VARIOUS GROUPS OF STUDENTS.

YOU'LL NOTICE AT THE TOP OF EVERY COLUMN THERE IS THE NUMBER OF STUDENTS THERE, AND THEN WE HAVE A BREAKDOWN BY ETHNICITY AS WELL AS, YOU KNOW, ECONOMIC STATUS AND OTHER CATEGORIES THAT WE LOOK AT THE DATA.

WE CAN SEE THAT WE ARE CURRENTLY NOW EXPERIENCING A GROWTH, AND IN OUR IDENTIFIED GIFTED STUDENTS RECOVERING FROM SOME OF THE NEGATIVE IMPACTS OF THE PANDEMIC ON OUR STUDENTS, AS WE SAW IN 2021 AND 2022 AND THOSE DIPS.

SO IT'S VERY ENCOURAGING TO SEE THAT THE IDENTIFICATION PROCESS THAT WE OVERHAULED SEVERAL YEARS AGO IS NOW MAKING THAT REBOUND, AND WE'RE SEEING THE FRUITS OF THAT LABOR IN OUR SCHOOLS.

THE BREAKDOWN OF OUR APPOMATTOX REGIONAL GOVERNOR'S SCHOOL.

THIS CHART SHOWS BASICALLY THE APPLICATIONS AND THEN THE NUMBER OF ACCEPTED STUDENTS IN EACH YEAR 2022, 2023 AND 2024. THE NUMBER AT THE TOP OF EACH COLUMN.

FOR EXAMPLE, IN 2022, WE HAD 98 APPLICATIONS FOR APPOMATTOX REGIONAL GOVERNOR'S SCHOOL, AND THE BREAKDOWN OF THAT 98 APPLICATIONS IS IN THAT COLUMN BELOW.

SO YOU CAN SEE THE PERCENTAGE OF APPLICATIONS THAT WERE MALE OR FEMALE OR BROKEN DOWN BY ETHNICITY IN THAT COLUMN.

THE COLUMN NEXT TO IT IS THE ACCEPTED, AND THAT YEAR WE HAD 43 STUDENTS ACCEPTED, AND SO THE BREAKDOWN OF STUDENTS THAT WERE ACCEPTED OF THE 43, THAT IS THE BREAKDOWN OF THAT SCHOOL YEAR, AND THE REASON I WANTED TO PRESENT THIS TO THE BOARD WAS TO HIGHLIGHT SOME OF THE INCREASED RECRUITMENT EFFORTS OF OUR MIDDLE SCHOOLS AND TO REALLY APPLAUD THEM FOR THEIR EFFORTS AS THEY REACH OUR STUDENTS.

YOU CAN SEE IN 23 AND 24 ESPECIALLY, WE SEE THAT STUDENTS ARE CURRENTLY BEING, YOU KNOW, BEING RECRUITED AND THAT OUR ACCEPTANCE RATES ALSO REFLECT MORE ACCURATELY THE NUMBER OF APPLICATIONS THAT WE'RE RECEIVING.

WHEN WE LOOK AT MAGGIE WALKER GOVERNOR'S SCHOOL AGAIN, WE WILL SEE THE SAME CHART WHERE WE HAVE THE NUMBER OF APPLICATIONS AND THE NUMBER OF STUDENTS WHO WERE ACCEPTED EACH SCHOOL YEAR IN 2022.

WE DID SEE A DIP IN OUR APPLICATIONS FOR OUR GOVERNOR'S SCHOOLS, BUT THOSE ARE ALSO REBOUNDING, AND WE'RE SEEING THAT THESE PROGRAMS ARE BEING TAKEN ADVANTAGE OF BY

[00:45:06]

IT'S AN INCREASED ACCESS TO THIS OPPORTUNITY FOR OUR STUDENTS, WHETHER IT'S A REGIONAL GOVERNOR'S SCHOOL OR IN OUR GIFTED EDUCATION PROGRAMS. THE OTHER PART OF THE PRESENTATION FOR YOU TODAY IS HOW THE OFFICE OF GIFTED EDUCATION IS REALLY TRYING TO IMPACT TEACHING AND LEARNING WITH OUR DIVISION, AND THE GOAL ISN'T JUST WITH GIFTED EDUCATION CURRICULUM.

WE REALLY WANT TO PREPARE STUDENTS FOR ADVANCED ACADEMIC LEARNING OPPORTUNITIES, REGARDLESS OF THEIR GIFTED IDENTIFICATION, AND SO SOME OF THE WORK THAT WE HAVE UNDERTAKEN WAS WHEN WE WERE ROLLING OUT THE LITERACY PROGRAM, OPEN COURT, WE NOTICED THAT OUR TEACHERS REALLY WERE LOOKING FOR A RESOURCE TO HELP THEM DIFFERENTIATE THAT EXPERIENCE FOR THEIR CHILDREN, THE VARIOUS LEARNERS IN THEIR CLASSROOM, AND SO THE OFFICE OF GIFTED EDUCATION CREATED A SET OF RESOURCE SLIDES THAT THOSE TEACHERS COULD USE DURING THEIR WORKSHOP TIME TO CHALLENGE STUDENTS WHO NEEDED THE CHALLENGE AND TO HELP OTHERS THROUGH STUDENTS, THROUGH SMALL GROUP INSTRUCTION AND THROUGH STATIONS USING THAT RESOURCE.

THOSE SLIDES WERE CREATED FOR EVERY GRADE LEVEL, FOR EVERY UNIT IN OPEN COURT LAST YEAR TO SUPPORT OUR TEACHERS IN THAT LIFT AND THAT IN THAT WORKSHOP TIME, WE ALSO PROVIDE PROFESSIONAL LEARNING OPPORTUNITIES.

WE ALWAYS KICK OFF EVERY SUMMER WITH A DIVISION WIDE EVENT.

IT'S KIND OF A CONFERENCE STYLE PD.

THIS YEAR WE CALLED IT GIFTED FEST AND IT'S A GREAT TIME FOR OUR TEACHERS TO COME TOGETHER AND LEARN FROM EACH OTHER.

THERE IS SO MUCH GOOD STUFF GOING ON IN OUR CLASSROOMS THAT OUR TEACHERS ARE DOING SO WELL, AND IT'S SO EXCITING TO SEE THEM COME TOGETHER AND SHARE WITH EACH OTHER, AND THEY WALK AWAY ENERGIZED BECAUSE THEY HAVE SUCH A GREAT IDEA.

IT'S LIKE A GIGANTIC DIVISION WIDE PLC WHERE EVERYBODY GETS TO TALK ABOUT THEIR WHAT COOL STUFF THEY'VE DONE.

ANOTHER COOL THING THAT I WANTED TO HIGHLIGHT WAS JUST THE COLLABORATION THAT'S BEGINNING TO DEVELOP BETWEEN OUR SPECIALTY CENTERS AND ELEMENTARY STUDENTS.

THIS WAS CAME AS A RESULT OF THE ENGINEERING SPECIALTY CENTER AT BIRD HIGH SCHOOL.

THEY REACHED OUT AND REALLY WANTED TO FIND A WAY TO REACH OUT TO ELEMENTARY SCHOOL STUDENTS, AND SO THOSE HIGH SCHOOL STUDENTS DEVELOPED LESSONS AND THEN VISITED SOME ELEMENTARY SCHOOLS AND TAUGHT THEM LEGO LESSONS, AND SO NOT ONLY DID THE ELEMENTARY SCHOOL STUDENTS BENEFIT, BUT SO DID THE HIGH SCHOOL KIDS.

IT WAS AN AMAZING EXPERIENCE THAT LEGO EVEN CAME TO VISIT TO SEE THAT ACTION AT WORK, AND IT WAS A BEGINNING OF A GREAT PARTNERSHIP WITH OUR SPECIALTY CENTERS. ANOTHER THING IS JUST THE TWICE EXCEPTIONAL BOOK STUDY THAT WE HELD LAST YEAR.

WE HAD AROUND 50 TEACHERS PARTICIPATE IN THIS BOOK STUDY.

THIS AGAIN GREW OUT OF A NEED.

OUR TEACHERS WERE LOOKING FOR RESOURCES AND TRAINING ON HOW TO TEACH TWICE EXCEPTIONAL STUDENTS.

STUDENTS WITH AN IEP OR 504, BUT WHO ARE IDENTIFIED AS GIFTED, AND SO WE HOSTED THIS VIRTUAL BOOK STUDY, AND AT THE LAST ONE, THE AUTHOR OF THE BOOK ACTUALLY CAME AND VISITED THE GROUP, AND THEY HEARD OF OUR BOOK STUDY, AND SO SHE WANTED TO COME AND SPEAK TO THAT GROUP, AND FINALLY, TO EMPOWER OUR TEACHERS.

WE ARE REALLY EXCITED ABOUT THAT GIFTED ENDORSEMENT PARTNERSHIP THAT WE HAVE WITH THE UNIVERSITY OF RICHMOND.

THAT GETS OUR TEACHERS INTO A PROGRAM WHERE THEY END UP WITH A GIFTED ENDORSEMENT AT THE END OF ONE YEAR, AND THAT IS PREPAID BY THE DIVISION, AND THEY PARTICIPATE, AND AT THE END OF THAT YEAR THEY APPLY FOR THEIR GIFTED ENDORSEMENT.

SO THESE ARE JUST SOME WAYS THAT WE ARE REALLY INFLUENCING INSTRUCTION IN OUR SCHOOLS.

THE LAST THING I WANTED TO FOCUS ON IS JUST SOME FUTURE WORK THAT WE HAVE AHEAD, AND I HAVE YEARS HERE BECAUSE IT IS LONG TERM WORK.

WE LIKE TO LAY OUT A PLAN AND TAKE BABY STEPS SO THAT WE CAN ACCOMPLISH THAT PLAN.

WE HAVE A SHORT GAME AND A LONG GAME.

WE REALLY WANT TO LOOK AT REDESIGNING THE TALENT DEVELOPMENT PROGRAMS TO REFRESH THEM.

AS OUR STUDENTS HAVE CHANGED AND OUR CURRICULUM HAS CHANGED, WE REALLY WANT TO MAKE SURE THAT THOSE ARE MEANINGFUL EXPERIENCES THAT ARE READY TO ROLL OUT IN ALL OF OUR ELEMENTARY SCHOOLS. WE WANT TO CONTINUE THE GOOD WORK OF BUILDING CONSISTENCY WITHIN OUR GIFTED PROGRAMS. SEVERAL YEARS AGO, WE SET OUT TO COLLABORATE WITH TEACHERS ADMINISTRATORS TO DEVELOP A CBG PROGRAM GUIDE SO THAT CLEARLY OUTLINED THE EXPECTATIONS OF CBG HALLMARK CURRICULUM EXPERIENCES FOR CBG AND OTHER THINGS PROGRAM COMPONENTS THAT CLEARLY SHOWED OUR ADMINISTRATORS AND TEACHERS WHAT TO EXPECT FROM THAT EXPERIENCE, SO THAT THEN THAT RESOURCE CAN BE USED TO GUIDE SUPPORT CONVERSATIONS BETWEEN OUR TEAM AND THE GIFTED OFFICE AND THE SCHOOL BASED TEAM.

AS A RESULT, IT CREATED SOME GREATER CONSISTENCY IN CBG ACROSS THE SCHOOLS.

WE STILL PRESIDED THAT AUTONOMY OR WE STILL PROVIDE THAT SENSE OF AUTONOMY FOR OUR SCHOOLS.

BUT EVERY CBG PROGRAM WOULD HAVE A SET AMOUNT OF COMPONENTS FROM THAT.

WE REALLY WANT TO FROM THAT LESSON LEARN.

[00:50:02]

THAT IS, THAT IS A LARGER TASK BECAUSE WE HAVE AT LEAST ONE, YOU KNOW, WE HAVE ONE GIFTED CLUSTER TEACHER IN EVERY GRADE, IN EVERY SCHOOL IN ELEMENTARY, AND THEN WE GET INTO MIDDLE AND HIGH SCHOOL, AND SO WE HAVE A LOT MORE TEACHERS INVOLVED, AND SO WE REALLY WANT TO BEGIN THAT WORK TO ALSO BRING PEOPLE TOGETHER TO REALLY DEVELOP A PROGRAM GUIDE OF SORTS FOR OUR SCHOOL BASED GIFTED SERVICES.

SO AGAIN, THAT THOSE EXPECTATIONS OF PROGRAMS CAN BE COMMUNICATED CONSISTENTLY TO OUR ADMINISTRATORS AND WE CAN USE THOSE TO GUIDE THOSE SUPPORT CONVERSATIONS.

ADDITIONALLY, WE WOULD LIKE TO TAP INTO THE PASSIONS AND INTERESTS OF OUR KIDS AND REALLY CULTIVATE THEM OUTSIDE OF THE CLASSROOM.

SO WE'RE LOOKING AT EXPLORING THE POSSIBILITY OF AN ENRICHMENT PROGRAM.

WHAT IT LOOKS LIKE COULD BE A SATURDAY OR A SUMMER ENRICHMENT OPPORTUNITY.

WE OR IT COULD BE A SCHOOL BASED A SCHOOL BASED SET OF LESSONS WHERE THOSE COULD BE USED AS ENRICHMENT.

WE ARE STILL BRAINSTORMING THOSE IDEAS, BUT THAT'S SOMETHING THAT WE REALLY WANT TO OFFER FOR OUR SCHOOLS.

ADDITIONALLY, AS WE GROW AS A DIVISION AND AS WE BUILD NEW SCHOOLS, WE ARE ACTIVELY COLLABORATING WITH PLANNING FACILITIES AND TRANSPORTATION TO REALLY ADJUST OUR CBG FEEDER PATTERNS SO THAT STUDENTS CAN EITHER ATTEND THEIR HOME SCHOOL FOR CBG OR ATTEND A SCHOOL THAT'S CLOSE TO HOME FOR CBG, AND SO OBVIOUSLY, AS WE BUILD NEW SCHOOLS, THOSE CONVERSATIONS ARE TAKING PLACE AND ARE PART OF THOSE PROPOSALS IN THE FUTURE.

SO I DID WANT TO LET YOU ALL KNOW THAT IS ACTIVELY ON THE RADAR AS WE BUILD NEW SCHOOLS AND OPEN THEM UP IN THE COMING YEAR, AND THEN FINALLY, THE GIFTED EDUCATION ADVISORY COMMITTEE IS ALSO HARD AT WORK DEVELOPING BUDGET RECOMMENDATIONS FOR THE SCHOOL SUPERINTENDENT AND SCHOOL BOARD FOR THE UPCOMING BUDGET YEAR.

THEN FINALLY, I JUST WANTED TO INCLUDE THIS SLIDE TO HIGHLIGHT SOME OF THOSE THINGS WHERE WE HAVE MORE THAN DOUBLED THE NUMBER OF CBG SITES IN OUR COUNTY OVER THE LAST SIX YEARS.

WE STARTED OFF WITH TWO SITES BACK IN THE DAY, AND THEN WE HAD FOUR ELEMENTARY AND FOUR MIDDLE SCHOOL SITES FOR A VERY LONG TIME, STARTING IN 2008, AND NOW WE HAVE MORE THAN DOUBLED THAT, AND THE HOPE IS WE CAN CONTINUE TO GROW AND EXPAND REALLY SERVE OUR KIDS WITH GOOD QUALITY, GIFTED PROGRAMING IN CHESTERFIELD COUNTY. SO THAT'S ALL I HAVE TO SHARE TODAY WITH THE BOARD.

IF THERE'S ANY QUESTIONS, I'M HAPPY TO ENTERTAIN THOSE.

THANKS, DR. FOHL.

BOARD MEMBERS, ANY QUESTIONS? MISS CHATTERS? HI DR. FOHL.

AS A PERSON FOR THE SCHOOL BOARD WHO SITS ON THIS COMMITTEE.

I APPRECIATE THE WORK THAT THIS GROUP IS DOING AND TRYING TO MAKE SURE THAT WE'RE PROVIDING THE RIGHT LEVEL OF RESOURCE TO ALL OF OUR KIDS AT THE POINT OF NEED, SO I APPRECIATE THAT.

I DO HAVE A FEW QUESTIONS.

IT MIGHT TAKE A SECOND.

OKAY. SO ONE OF THEM WAS ABOUT A TRANSITION PROGRAM.

I KNOW I MENTIONED IT BEFORE ABOUT SOMETHING THAT WILL HELP THE PARENTS AND THE STUDENTS GET PREPARED TO GO INTO A CBG.

WE CURRENTLY DON'T HAVE A STANDARD THING THAT WE'RE DOING TO HELP THEM UNDERSTAND THE EXPECTATIONS.

SO I WAS HOPING THAT COULD BE ADDED TO YOUR ALREADY LARGE TO DO LIST OF GETTING SOME KIND OF PROGRAM INVOLVED, MAYBE A SUMMER ONE DAY IN THE SUMMER OR SOMETHING WHERE ME AS A NEW PARENT AND MY CHILD COMING INTO THE CBG CAN GET A WALKTHROUGH OR SOMETHING, BECAUSE RIGHT NOW WE DON'T DO THAT CONSISTENTLY ACROSS ALL OF OUR CBGS.

SO THAT'S BASICALLY A COMMENT.

YOU MENTIONED OUR GIFTED ENDORSED TEACHERS.

DO WE HAVE A TIMELINE ON WHEN WE'LL BE 100% GIFTED, ENDORSED FOR ALL OF OUR TEACHERS THAT ARE DOING CENTER BASED GIFTED? IT'S HARD TO ESTABLISH A TIMELINE SIMPLY BECAUSE OF TEACHER TURNOVER, AND SO LIKE WHEN WE DO GET A LIKE THE TEACHERS TRAINED SOMETIMES TEACHERS DECIDE TO SWITCH GRADE LEVELS OR SWITCH SCHOOLS AND SOMETIMES NEW NEW HIRES ARE ALSO PUT IN OR COME IN.

SO AS FAR AS THE EXISTING TEACHERS, THEY EITHER MUST HAVE THEIR GIFT ENDORSEMENT UPON HIRE, OR THEY MUST GET IT WITHIN THREE YEARS OF THEIR ASSIGNMENT IN THE PROGRAM THAT IS PROVIDING THE PLAN.

SO IF THEY CONTINUE TO TEACH CBG AND THEY DO NOT HAVE THEIR GIFT ENDORSEMENT.

THEY HAVE THREE YEARS TO DO IT.

OKAY. THANK YOU, AND THEN ARE WE ALREADY WORKING WITH OUR HR DEPARTMENT WHEN WE'RE HIRING FOR TEACHERS TO BECAUSE THERE WAS A STAFFING CONCERN REGARDING CBG TEACHERS AT A MIDDLE SCHOOL VERSUS THEIR REGULAR STAFF.

RIGHT, AND SO THE CONVERSATION I WANTED TO UNDERSTAND OR IF YOU CAN EXPLAIN IS HOW ARE YOU WORKING WITH HR TO MAKE SURE THAT WE'RE STAFFING OUR CBG SCHOOLS CORRECTLY ACROSS THE BOARD VERSUS A PRINCIPAL TRYING TO MAKE IT HAPPEN OUT OF HIDE WITH WHAT THEY ALREADY HAVE IN-HOUSE TO TEACH A CBG CLASS.

SO PART OF THE PURPOSE OF THE GIFTED ENDORSEMENT COHORT IS TO REALLY BUILD THAT PIPELINE FOR CBG TEACHERS BUT HIRING AND STAFFING

[00:55:06]

DURING THAT TIME. BUT AS FAR AS OUR ABILITY TO INFLUENCE INFLUENCE THAT WE DO SIT IN WITH ON AN INTERVIEW PANEL TO OFFER THAT GIFTED EDUCATION PERSPECTIVE TO GUIDE THOSE HIRING POSITIONS, WE ALSO ARE REMINDING IN CONVERSATIONS OF THE REQUIREMENT OF THE GIFTED ENDORSEMENT AND ONE OF THE CONVERSATIONS THAT IS HAD WITH PROSPECTIVE CANDIDATES, IF THEY DO NOT HAVE THEIR GIFTED ENDORSEMENT, IS NOTIFYING THEM OF THAT REQUIREMENT, AND THAT THEY UNDERSTAND THAT THEY WOULD HAVE TO OBTAIN IT WITHIN THREE YEARS.

SO IT IS VERY CLEAR TO THEM THAT IS A REQUIREMENT FOR THAT POSITION WHEN THEY ARE LOOKING FOR A CBG EMPLOYMENT.

OKAY, AND THE LAST THING IS JUST A KUDOS.

I REMEMBER YOU DISCUSSED THAT ONE OF OUR MEETINGS ABOUT THE TRAINING THAT YOU DO FOR NEW TEACHERS, BECAUSE WE TALKED ABOUT MANAGING A GIFTED CLASSROOM IS VERY DIFFERENT THAN MANAGING A NON GIFTED CLASSROOM.

THOSE CHILDREN ARE UNIQUE SET OF CHALLENGES THAT THEY PRESENT TO TEACHERS.

SO I JUST WANTED EVERYONE TO KNOW THAT YOU DO OFFER AN OPPORTUNITY TO HELP ADJUST, HELP THE TEACHERS ADJUST WHO ARE NOT GIFTED, ENDORSED SPECIFICALLY BECAUSE I WAS WORRIED ABOUT, YOU KNOW, JUST PUTTING A PERSON IN A CLASSROOM AND THEY'RE NOT READY TO HANDLE THE LEVEL OF QUESTIONS AND INTERROGATIONS THAT THEY'RE GOING TO GET FROM OUR REALLY EXCEPTIONAL CHILDREN, BECAUSE I WOULD NOT BE ABLE TO HANDLE THE TYPES OF QUESTIONS THAT THEY GET.

SO I JUST WANTED TO LET YOU KNOW THAT OR THE COMMUNITY KNOW THAT SOME OF THE TEACHERS WHO ARE NOT GIFTED ENDORSED ARE AT LEAST GETTING SOME CLASSROOM MANAGEMENT SKILLS AND TRAINING FROM OUR GIFTED OFFICES BEFORE WE PUT THEM IN THAT CLASSROOM TO MANAGE THAT.

SO I APPRECIATE THAT.

THAT'S ALL I HAD. THANK YOU.

NO PROBLEM. MY TEAM REALLY MAKES AN INTENTIONAL EFFORT AT THAT, AND SO THANK YOU I WILL PASS THAT ALONG.

SO I HAVE BACK ON SLIDE SIX AND SEVEN.

I JUST NOTICED THE KIND OF SHOCKING DISPARITY BETWEEN THE MALE AND FEMALE ACCEPTANCE RATE OR JUST BOTH APPLICATIONS AND ACCEPTANCE RATES AT APPOMATTOX.

WHAT IS THAT ABOUT? DO WE KNOW? I COULD ONLY SPECULATE.

I DON'T HAVE ANY HARD DATA BECAUSE THE APPLICATIONS ARE STUDENT INTEREST BASED, AND SO I WOULD ONLY BE SPECULATING AS TO WHY WE HAVE THE DISCREPANCY. I WILL SAY THAT WE DO ACTIVELY RECRUIT TO EVERYONE AND PRESENT THOSE OPPORTUNITIES TO OUR STUDENTS.

IN FACT, BOTH OF THE GOVERNOR'S SCHOOLS HAVE OFFERED VISITATION DAYS FOR OUR COUNSELORS SO THAT THE COUNSELORS THAT DO THE RECRUITING CAN GO THERE AND, LIKE, SEE THE SCHOOL FIRSTHAND SO THAT THEY CAN SHARE THAT WITH THE STUDENTS AS WELL BUT AS FAR AS THE DISPARITY THERE, I SINCE THE APPLICATIONS ARE INTEREST BASED I, I WOULD ONLY BE SPECULATING AS TO WHY.

OKAY. I NOTICED THAT MAGGIE WALKER DOES NOT HAVE SUCH A DISPARITY, AND THAT MAKES ME WONDER WHAT THE MALE FEMALE RATIO IS ACROSS OUR GIFTED STUDENTS, AND I NOTICE IT'S NOT ANYWHERE.

SO I'M JUST I DON'T KNOW IF THAT'S A NUMBER THAT WE LOOK AT.

THAT IS A NUMBER I CAN OBTAIN FOR YOU AND SEND IT TO YOU.

ABSOLUTELY. COOL.

THANK YOU. APPRECIATE IT.

MISS HUTCHINS, I JUST WOULD ADD, I, AS THE REPRESENTATIVE FOR APPOMATTOX.

I THINK IT'S A SITUATION THAT WE HAVE SEEN BEFORE IN OUR CTE PROGRAMMING WHERE YOU MAY HAVE A NONTRADITIONAL MAJOR, FOR LACK OF A BETTER TERM.

YOU KNOW, WE MAY HAVE A DANCE MAJOR THAT MAY DRAW TRADITIONALLY MORE FEMALE APPLICANTS, OR WE MAY HAVE IT'S AN ARTS AND TECHNOLOGY BASED SCHOOL.

THOUGH THEY HAVE EXPANDED, I DO WANT EVERYBODY TO KNOW, I'M VERY EXCITED ABOUT THE THERE'S A NEW MUSIC PRODUCTION MUSIC TECHNOLOGY PROGRAM.

SO A LOT OF PROGRAMS THAT CAN APPEAL TO A WIDE RANGE OF CHILDREN.

I CANNOT TELL YOU HOW I'M SO CALMED DOWN RIGHT NOW THAT IS FANTASTIC NEWS BECAUSE YES.

THANK YOU, I CAN BREATHE.

IT'S CENTRAL VIRGINIA'S FAME.

IT'S FANTASTIC. I HAD FORGOTTEN.

I HAD FORGOTTEN ABOUT THAT.

THANK YOU VERY MUCH, DR. FOHL.

[F. Announcements, Communications, and School Board Comments]

I WOULD ENCOURAGE EVERYONE TO ATTEND EARLY.

I TOOK MY CHILDREN, MY TWO TEENAGERS, WHEN THEY WERE IN FIFTH GRADE TO GO LOOK AT IT, AND WE WENT EVERY YEAR BECAUSE LISTENING TO MOM SAY IT VERSUS THE HEARING.

[01:00:07]

IT HITS SO MUCH DIFFERENTLY, AND THEN WHAT GRADES THEY'RE LOOKING AT IS IMPORTANT, TOO.

THEY NEED TO KNOW THAT THEY NEED TO BUCKLE DOWN.

YOU KNOW, AFTER YOU GET ADJUSTED IN SIXTH GRADE, THEY NEED TO BUCKLE DOWN IN SEVENTH GRADE BECAUSE THEY'RE TAKING THE LAST SEMESTER OF SEVENTH GRADE AND THE FIRST SEMESTER, FIRST NINE WEEKS OF EIGHTH GRADE WHEN THEY'RE REVIEWING THOSE APPLICATIONS.

SO I THINK IT'S TO GO EARLY, GO OFTEN, AND TAKE ADVANTAGE OF LOOKING AT WHAT WE HAVE TO OFFER.

OUR SPECIALTY CENTERS ARE FANTASTIC, AND THE ONLY THING I HAD IS, DO WE HAVE A CTE WHERE WE GET TO DO THAT? BECAUSE I HAVEN'T SEEN THAT YET.

AN OPEN HOUSE FOR CTC.

I DIDN'T SEE THAT.

CAN WE GET ONE OF THOSE? BECAUSE THAT WOULD BE COOL, TOO.

EVERYBODY TURNED AROUND.

LIKE, WHAT IS SHE ASKING ABOUT? IT WOULD BE COOL TO FOR THEM TO GO THROUGH THERE AND SEE IT BEFORE THEY HIT JUNIOR AND SENIOR YEAR.

FOR THOSE OF US WHO OPPORTUNITY TODAY AT THE TECH CENTER.

SO THEY'RE ABLE TO GO AND VISIT THEIR 10TH GRADE A YEAR BEFORE THEY APPLIED EARLY FOR THEIR 11TH GRADE YEAR.

ADDITIONALLY, THEY ALSO DO SOME CAMPS FOR RISING ELEMENTARY AND MIDDLE SCHOOL STUDENTS, SO THAT WAY THEY CAN ALSO GET EXPOSED TO THAT SUMMER EXPERIENCES.

I HEARD YOU, DR. BERMAN. THANK YOU.

SO IT'S OFFERED TO OUR 10TH GRADERS, AND THEN THERE'S A CAMP FOR OUR RISING ELEMENTARY AND MIDDLE SCHOOLERS.

IF WE CAN GET THEM ON THE ROTATION LIKE WE DO FOR SPECIALTY CENTERS, I THINK IT WOULD PUT SOME PARENTS FEARS AT EASE.

THE QUESTIONS I'M GETTING IS MY CHILD REALLY WANTS TO BE IN HEALTHCARE, BUT IF THEY DON'T GET INTO MONACAN, THEN WHAT HAPPENS? WELL, WE HAVE ALL THESE PROGRAMS AT THE CTC THAT THEY DON'T GET A CHANCE TO SEE TO ASSUAGE THEIR CONCERNS ABOUT NOT GETTING INTO MONACAN OR NOT GETTING INTO COSBY.

SO I JUST WANTED TO PLUG OUR CTC.

SO IF THERE'S A WAY TO ADD THEM A LITTLE SOONER INTO THE ROTATION, THAT'D BE GREAT.

THAT'S ALL I HAD. THANK YOU.

THANK YOU, MISS CHATTERS. ANY OTHER BOARD MEMBER ANNOUNCEMENTS? COMMENTS? THE NEXT SCHOOL BOARD BUSINESS MEETING WILL BE HELD THIS EVENING, OCTOBER 8TH, 2024 AT 6:30 P.M.

HERE IN THE PUBLIC MEETING ROOM.

[G. Adjournment into Closed Session]

MADAM CLERK, WOULD YOU PLEASE ANNOUNCE TODAY'S ITEMS FOR THE CLOSED SESSION? IT IS MY UNDERSTANDING THAT THE SCHOOL BOARD DESIRES TO ENTER IN 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 AND DISCIPLINARY MATTERS, AND TWO THE DISCUSSION AND CONSIDERATION OF STUDENT DISCIPLINARY MATTERS AND MATTERS THAT WOULD INVOLVE THE DISCLOSURE OF STUDENT RECORDS.

MEMBERS OF THE BOARD, YOU JUST HEARD THE ITEMS REQUESTED TO BE DISCUSSED IN CLOSED SESSION.

DO I HAVE A MOTION IN THAT REGARD? I MAKE A MOTION TO ENTER INTO CLOSED SESSION.

IS THERE A SECOND? SECOND.

MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? WE ARE NOW IN CLOSED SESSION.

MAKE A MOTION TO RECONVENE IN OPEN SESSION.

IS THERE A SECOND? SECOND.

THE BOARD IS NOW IN OPEN SESSION.

MADAM CLERK, WOULD YOU PLEASE READ THE RESOLUTION CERTIFYING THE CLOSED SESSION? NOW, THEREFORE, BE IT RESOLVED THAT THE SCHOOL BOARD HEREBY CERTIFIES THAT TO THE BEST OF EACH MEMBER'S KNOWLEDGE, ONE ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN MEETING REQUIREMENTS BY VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THIS CERTIFICATION RESOLUTION APPLIES, AND TWO ONLY SUCH PUBLIC BUSINESS MATTERS AS WERE IDENTIFIED IN THE MOTION CONVENING THE CLOSED MEETING WERE HEARD, DISCUSSED, OR CONSIDERED BY THE SCHOOL BOARD.

IS THERE A MOTION TO ADOPT THE RESOLUTION? MAKE A MOTION TO ADOPT THE RESOLUTION.

IS THERE A SECOND? SECOND.

MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE FIRST STUDENT MATTER.

IN CASE NUMBER 2024-25/3, IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT STUDENT MATTER? IN CASE NUMBER 2024-25/4 IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? SECOND.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT STUDENT MATTER? IN CASE NUMBER 2024-25/5 IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION?

[01:05:04]

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE REMAINING STUDENT MATTERS IN CASE NUMBERS 2024-25/15 RE 16 RE 17 RE 18 RE 19 RE AND 20 RE.

IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATIONS BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE FIRST PERSONNEL MATTER? IN CASE NUMBER 2024-25/9-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER? CASE NUMBER 2024-25/10-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER? IN CASE NUMBER 2024-25/11-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2024-25/12-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER? IN CASE NUMBER 2025-20.

SORRY, 2024-25/13-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 202425/14-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER IN CASE NUMBER 2024-25/15-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER? IN CASE NUMBER 202425/16-HR, IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER? CASE NUMBER 2024-25/17-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES.

IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER? IN CASE NUMBER 2024-25/18-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD.

IS THERE A SECOND? I SECOND THE MOTION.

MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? THE MOTION CARRIES.

* This transcript was compiled from uncorrected Closed Captioning.