[A. Meeting Opening]
          [00:00:03]
          GOOD AFTERNOON. I'D LIKE TO CALL THE MARCH 11TH,
2025 SCHOOL BOARD WORK SESSION TO ORDER. 
          FIRST, WE HAVE AN UPDATE ON ESL FROM DR. SPURLOCK AND MRS. 
          [B. ESL Update]
JENKINS. 
          THANK YOU. GOOD AFTERNOON, CHAIR COKER, VICE CHAIR HUDGINS,
MEMBERS OF THE SCHOOL BOARD, DR. 
          MURRAY, DR. HIGH. WE ARE PLEASED TO SHARE AN UPDATE ON THE STATUS OF ENGLISH AS A SECOND
LANGUAGE, BETTER KNOWN AS ESL PROGRAMING HERE IN CPS. I AM JOINED BY ESL COORDINATOR TARA JENKINS
AND WE WILL COLLABORATIVELY PROVIDE THIS UPDATE TODAY. OUR VISION IS CLEAR AND POWERFUL, EVERY ENGLISH LEARNER ALWAYS AND IN ALL WAYS. 
          THIS VISION REFLECTS OUR COMMITMENT TO ENSURING THAT EVERY ENGLISH LEARNER RECEIVES THE
BEST POSSIBLE EDUCATIONAL EXPERIENCE AND THAT WE SUPPORT THEM HOLISTICALLY, NOT JUST IN LANGUAGE DEVELOPMENT,
BUT IN THEIR OVERALL ACADEMIC AND SOCIAL GROWTH. 
          TODAY'S UPDATE WILL COVER SEVERAL KEY TOPICS TO ENSURE YOU HAVE A FULL UNDERSTANDING OF
HOW WE ARE MEETING THE NEEDS OF OUR ENGLISH LEARNERS, HERE IS OUR AGENDA AS SHOWN ON THIS SLIDE. WE'D LIKE TO FIRST REVIEW THE FEDERAL
DEFINITION OF ENGLISH LEARNER AND HIGHLIGHT KEY POINTS WITHIN THE DEFINITION,
BECAUSE UNDERSTANDING THE OFFICIAL CRITERIA HELPS GUIDE EDUCATIONAL POLICIES, TEACHING STRATEGIES, AND STUDENT SUPPORT PROGRAMS. BY UNDERSTANDING THIS FEDERAL DEFINITION, WE SET THE FOUNDATION FOR BETTER SUPPORTING OUR
ENGLISH LEARNERS AND SCHOOLS, ENSURING THEY RECEIVE THE NECESSARY RESOURCES TO THRIVE ACADEMICALLY WHILE ACQUIRING
ENGLISH LANGUAGE SKILLS. 
          SO, AS SHOWN ON OUR SLIDE HERE, I JUST WANT TO HIGHLIGHT A COUPLE OF THINGS ON THE
PREVIOUS SLIDE. 
          OUR FEDERAL DEFINITION OF AN ENGLISH LEARNER. 
          THERE ARE LOTS OF WORDS HERE AND THEY ALL MATTER,
BUT WE'LL LIFT UP IT IS A STUDENT WHO IS AGE 3 THROUGH 21, WHOSE NATIVE LANGUAGE IS A LANGUAGE OTHER THAN ENGLISH,
AND WHO COMES FROM AN ENVIRONMENT WHERE LANGUAGE OTHER THAN ENGLISH IS DOMINANT AND WHOSE DIFFICULTIES WITH SPEAKING, READING,
WRITING, OR UNDERSTANDING THE ENGLISH LANGUAGE MAY BE SUFFICIENT TO DENY THE ABILITY TO MEET THE STATE'S PROFICIENT LEVEL OF ACHIEVEMENT ON THE STATE ASSESSMENTS,
THE ABILITY TO ACHIEVE SUCCESSFULLY IN THE CLASSROOM WHERE THE LANGUAGE OF INSTRUCTION IS ENGLISH. SO WE'LL JUMP RIGHT IN WITH AN OVERVIEW OF PROGRAMING. 
          SO BASED ON THE DEFINITION OF ENGLISH LEARNERS,
YOU MAY BE CURIOUS ABOUT WHO ACTUALLY MAKES UP OUR EL STUDENT POPULATION. 
          OUR ENGLISH LEARNERS OR OUR EL POPULATION CONTINUES TO GROW IN CCPS. 
          OUR DIVISION'S CURRENT LANDSCAPE CONTINUES TO HIGHLIGHT THE BEAUTIFUL DIVERSITY AND SCOPE
OF THIS STUDENT GROUP. 
          AS OF THE MOST RECENT FALL, SRC DATA, THAT'S STUDENT RECORD COLLECTION DATA,
WE HAVE OVER 10,000 ENGLISH LEARNERS ENROLLED IN CCPS. THIS NUMBER INCLUDES BOTH CURRENT ENGLISH LEARNERS AND THOSE WHO HAVE
REACHED LEVEL FIVE PLUS PROFICIENCY, MEANING THEY HAVE ACHIEVED FLUENCY BUT ARE STILL CONSIDERED PART OF THE LARGER ENGLISH
LEARNER COMMUNITY. 
          OUR ENGLISH LEARNER POPULATION REPRESENTS OVER 100 DIFFERENT LANGUAGES,
WHICH SPEAKS TO THE INCREDIBLE DIVERSITY OF OUR STUDENT BODY. 
          OUR TOP SIX LANGUAGES INCLUDE SPANISH, ARABIC,
MANDARIN, VIETNAMESE, KHMER, AND GUJARATI. 
          IN ADDITION TO THE VARIETY OF THE LANGUAGES SPOKEN,
WE ALSO HAVE STUDENTS FROM OVER 100 DIFFERENT COUNTRIES. 
          THIS INTERNATIONAL REPRESENTATION FURTHER ENRICHES OUR COMMUNITY AND REMINDS US OF THE
GLOBAL NATURE OF OUR SCHOOL SYSTEM HERE IN CCPS. 
          ON THE REMAINING SLIDES, MISS JENKINS WILL DESCRIBE DETAILS OF THE IDENTIFICATION PROCESS
AS WELL AS THE ESL PROGRAMMATIC SUPPORTS IN PLACE TO SUPPORT EVERY ENGLISH LEARNER. THANK YOU,
DR. 
          SPURLOCK. AS WE CONSIDER THE DEFINITION OF ENGLISH LEARNERS,
THE NUMBER OF OUR STUDENT POPULATION CONTINUES TO 
          [00:05:01]
GROW. AND AS ITS RISE, IT IS ESSENTIAL FOR US TO HAVE CLEAR AND EFFECTIVE CRITERIA TO
ENSURE THAT ALL STAKEHOLDERS ACROSS THE DIVISION CAN MAKE INFORMED DECISIONS ABOUT HOW BEST TO SUPPORT OUR STUDENTS. 
          FEDERAL REQUIREMENTS INVOLVE AN ENGLISH LEARNER CRITERIA,
INCLUDING THE FOLLOWING COMPONENTS SUCH AS OUR IDENTIFICATION PROCESS, PARENT NOTIFICATION, EXITING EL STATUS, AND FORMER ELS. 
          IT'S IMPORTANT THAT WE UNDERSTAND THAT FEDERAL MANDATES REQUIRE FOR ALL STUDENTS WHO HAVE
AN INDICATOR OF A LANGUAGE OTHER THAN ENGLISH, BE IDENTIFIED WITHIN A CERTAIN AMOUNT OF TIME FRAMES,
THAT INCLUDES THE PARENT NOTIFICATION. 
          WHEN PLACING STUDENTS IN THE PROGRAM, THEY ARE IN THE PROGRAM UNTIL THEY MEET THE CRITERIA
FOR EXITING EL STATUS, WHICH IS FROM A WIDA ACCESS SCORE OF 4.4 OR HIGHER,
AND THEN WHEN THEY EXIT, THERE IS A PLAN IN PLACE TO SUPPORT STUDENTS FOR FOUR FULL YEARS IN THEIR MONITORED STATUS. THIS IS A DEEPER LOOK AT WHAT OUR STANDARDIZED ENTRANCE
PROCEDURES AND CRITERIA INVOLVE THROUGH THE WELCOME CENTER. OUR GOAL IS TO ENSURE ALL STUDENTS ARE ASSESSED WITHIN
30 CALENDAR DAYS, AT THE BEGINNING OF THE SCHOOL YEAR, AND WITHIN 14 CALENDAR DAYS THEREAFTER. 
          STANDARDIZED PROCEDURES AGAIN INCLUDE OUR SCREENING,
WHICH IS STATE APPROVED, OUR PROGRAM PLACEMENT, AND PARENT NOTIFICATION. MOST OF THE WORK IS HANDLED BY OUR INTAKE PERSONNEL,
WHICH INCLUDES OUR INTAKE AND TRANSITION SUPPORT SPECIALIST, AN ASSESSMENT LIAISON, AND THE WORK OF OUR TEMPORARY WORK EMPLOYEES. 
          YEAR TO DATE ENTRY DATA FOR THIS YEAR IS PRESUMPTIVE ELS IDENTIFIED FOR SCREENING SO THESE
ARE STUDENTS THAT WILL NEED THE SCREENING BASED ON THEIR RESPONSE TO THE HOME LANGUAGE SURVEY. WE ARE AT 3,094 STUDENTS. 
          OUT OF THAT NUMBER, 1,034 STUDENTS WERE KINDERGARTNERS. 
          AND THEN THOSE THAT WERE IDENTIFIED AND PLACED IN ENGLISH LEARNER PROGRAMS WAS 2,704. 
          AT THIS TIME, IT IS IMPORTANT TO NOTE THAT WE HAVE ALREADY EXCEEDED OUR SCHOOL YEAR 24 23- 24 SORRY, STUDENT DATA NUMBER. SO WE ARE TRENDING IN A DIRECTION TO WHERE MORE STUDENTS
ARE ENROLLING. 
          THOSE PROJECTIONS CONTINUE TO RISE AND WE'RE PREPARED TO MEET THE NEED. 
          AS I MENTIONED INCLUDING THE SCREENER, THE ASSESSMENT FOR OUR YEARLY ANNUAL PROFICIENCY
TEST IS MANDATED BY THE FEDERAL MANDATES FOR ENGLISH LEARNER EXIT CRITERIA. WIDA ACCESS WAS CHOSEN BY THE VDOE AND SERVES
AS OUR ONLY ASSESSMENT TO MONITOR THE GROWTH OF ENGLISH LEARNER PROFICIENCY WITHIN OUR STUDENTS IN THE ENGLISH
LEARNER POPULATION. 
          THE WIDA ACCESS ASSESSMENT IS CONDUCTED AND IT MEASURES FOUR DOMAINS OF ENGLISH
PROFICIENCY WHICH INCLUDES LISTENING, SPEAKING, READING, AND WRITING. IT HELPS US TO BETTER UNDERSTAND STUDENTS DEVELOPMENT AND
IDENTIFY AREAS IN WHERE THEY MIGHT NEED ADDITIONAL SUPPORT. 
          THE EL PROFICIENCY GROWTH RATE, WE DID NOTICE AND EXPERIENCE A DECLINE,
AS MOST DIVISIONS DID THROUGHOUT THE STATE DUE TO THE PANDEMIC. 
          HOWEVER, WE ARE STEADILY GROWING IN THE POSITIVE DIRECTION TO MEET AND ALIGN WITH VDOE
BENCHMARKS. 
          FOR THIS YEAR WIDA ASSESSMENT PROFICIENCY DATA WAS ALSO ADDED TO THE PERFORMANCE FRAMEWORK
FOR ALL SCHOOLS. 
          THIS IS THE FIRST TIME THAT PROFICIENCY DATA POINTS WILL BE USED IN THE SCHOOL PERFORMANCE
FRAMEWORK. 
          IT IS TEN POINTS WITHIN THE MASTERY INDEX, AND IT'S IMPORTANT TO NOTE THAT ON AVERAGE,
RESEARCH SHOWS US AND HISTORICAL DATA SHOWS US THAT 50% OF STUDENTS ARE MEETING PROGRESS INDICATORS IS NORMAL,
THAT IS AVERAGE. 
          HOWEVER, WHEN YOU LOOK AT A TEN POINT SCALING SYSTEM,
THAT MEANS WE CAN EXPECT SCHOOLS TO PERFORM IN ABOUT A HALF RATE FIVE POINTS, POSSIBLY MORE, POSSIBLY LESS. BUT WHEN YOU LOOK AT THE VDOE ALIGNMENT FOR THE BENCHMARK,
WE ARE TRENDING IN ALIGNMENT WITH THE REST OF THE DIVISIONS. 
          SCHOOLS MUST ENSURE EQUAL OPPORTUNITIES FOR ELS TO MEANINGFULLY,
MEANINGFULLY PARTICIPATE IN CURRICULAR PROGRAMS, CO-CURRICULAR PROGRAMS, AND EXTRACURRICULAR PROGRAMS AND ACTIVITIES. 
          IN ALL AREAS WE HAVE TO CONSIDER OUR STUDENTS AND THEIR UNIQUE NEEDS. 
          SO FIRST WE BEGIN WITH OUR PROFICIENCY LEVELS. 
          AGAIN, WE UNDERSTAND THE LEVEL ONE EMERGING BILINGUAL STUDENT WILL HAVE DIFFERENT NEEDS
THAN A STUDENT WHO IS CLOSE TO EXITING AND HAS ADVANCED PROFICIENCY. 
          DIVERSE SUBGROUPS. WITHIN OUR SUBGROUP POPULATION OF ENGLISH LEARNERS WE HAVE STUDENTS
WITH FORMAL EDUCATION, 
          [00:10:07]
BUT WE ALSO HAVE STUDENTS THAT HAVE LIMITED OR INTERRUPTED FORMAL EDUCATION. 
          WE HAVE LONG TERM ENGLISH LEARNERS WHO FOR MANY REASONS,
MIGHT HAVE HIT A PLATEAU IN THEIR ENGLISH PROFICIENCY GROWTH. 
          AND THEN DUAL IDENTIFIED ENGLISH LEARNERS, WHICH CAPTURE ENGLISH LEARNERS THAT MIGHT ALSO
HAVE AN INDICATOR OF DISABILITIES AND ARE CLASSIFIED FOR SPECIAL EDUCATION SERVICES, OR STUDENTS WHO HAVE BEEN IDENTIFIED AS GIFTED LEARNERS
AND ARE CLASSIFIED FOR THOSE PROGRAMS AS WELL. 
          AND THEN ESL STAFFING, THE STATE DID ADOPT NEW SOQS TO CAPTURE THE DIFFERENTIATED NEED
REPRESENTED IN OUR POPULATION. THOSE NUMBERS ALSO CAPTURE SOMETHING NEW,
WHICH IS OUR LEVEL FIVE. 
          SO NOW THE CRITERIA INCLUDE SUPPORTING THROUGH STAFFING THE NEEDS OF OUR MONITORED
STUDENTS. 
          I WOULD LIKE TO SAY THAT THIS IS SOMETHING WE REALIZED AS A DIVISION,
AND IN FY 20, WE ADOPTED OUR OWN DIFFERENTIATED STAFFING MODEL, WHICH HAS HELPED US GREATLY TO PREPARE FOR NOW THAT IT IS A MANDATE. 
          AS OF FY 26, OUR PROJECTED NEED WILL BE 320 ESL TEACHERS K-12. 
          LANGUAGE ACQUISITION MUST HAVE STRATEGIC APPROACHES TO EFFECTIVE INSTRUCTION,
AND SO LANGUAGE INSTRUCTION EDUCATION PROGRAMS HAVE MODELS THAT WERE APPROVED BY THE STATE. AND THESE THREE CAPTURE THE MODELS THAT WE
USE WITHIN OUR DIVISION. 
          WE HAVE OUR NEWCOMER INSTRUCTIONAL MODELS, WHICH REALLY HONES IN ON OUR NEWLY ARRIVING
STUDENTS WHO HAVE A LEVEL ONE OR LOWER FOR PROFICIENCY, AND THEN ALSO HAVE BEEN IN US SCHOOLS FOR LESS THAN THREE YEARS. 
          WE ALSO HAVE OUR ESL ELD, THIS IS MORE OF A LANGUAGE INSTRUCTIONAL MODEL WHERE STUDENTS
MIGHT RECEIVE SMALL GROUP OR 1 TO 1 INSTRUCTION. IT IS NOT IDENTICAL TO THE CURRICULUM OF OUR CONTENT AREAS. 
          HOWEVER, IT IS ALIGNED TO ENSURE THAT WE ARE FOCUSING ON THE ACADEMIC LANGUAGE AND NOT
JUST THE BASIC CONVERSATIONAL LANGUAGE. 
          AND THEN FINALLY IN OUR CONTENT COURSE INTEGRATED SUPPORTS MODEL,
THAT IS WHERE YOU WILL SEE A MORE COLLABORATIVE APPROACH, WHETHER IT IS THROUGH CO-TEACHING OR WHETHER IT'S THROUGH THE USE OF DUAL ENDORSED
TEACHERS WHERE THEY HAVE THEIR ENDORSEMENT, LET'S SAY, IN SCIENCE. AND THEY ARE ALSO ENDORSED IN ESL TO PROVIDE A HOLISTIC APPROACH TO
LANGUAGE, AGAIN FOCUSING ON ACADEMIC LANGUAGE. PROGRAMMATIC SUPPORTS ARE ONGOING,
AND IT'S SOMETHING THAT WE MUST CONSIDER TO EVALUATE STRATEGICALLY SO THAT WE UNDERSTAND WHAT IS
EFFECTIVE AND WHAT IS NOT. 
          IT INCLUDES LEAP OR LANGUAGE INSTRUCTION, EDUCATION IMPROVEMENT MEASURES,
MEASURING THE EFFECTIVENESS OF OUR INSTRUCTION THAT'S HAPPENING IN OUR CLASSROOMS DAILY, OUR ESL CURRICULUM, COLLABORATIVE INSTRUCTION,
AND EVEN SMALL GROUP INSTRUCTION. 
          PROFESSIONAL LEARNING IS ALSO AN AREA THAT WE WILL CONTINUE TO EXPLORE. 
          WE DO OFFER ROBUST PROFESSIONAL LEARNING OPPORTUNITIES BOTH INTERNALLY AND BRINGING IN
EXTERNAL STAKEHOLDERS. 
          HOWEVER, WE ARE LOOKING TO SEE WHAT THE NEEDS OF OUR DIVISION CAPTURE AS WE LOOK AT
SPECIFIC AUDIENCES. 
          ADMINISTRATORS MIGHT NEED SOMETHING DIFFERENT THAN ESL TEACHERS. 
          THE SPECIAL EDUCATION TEACHERS MIGHT NEED SOMETHING DIFFERENT THAN SCHOOL COUNSELORS,
SO MEETING THEIR NEEDS, SO THAT WAY THEY CAN MAKE THEIR BEST EFFORTS WITH SUPPORTING ENGLISH LEARNERS. 
          AND THEN FINALLY, FAMILY ENGAGEMENT. WE UNDERSTAND OUR FAMILIES ARE ARE A VERY IMPORTANT
STAKEHOLDER IN THE EDUCATIONAL JOURNEY. 
          AND SO WE DO HAVE EFFORTS TO INCREASE EDUCATIONAL AWARENESS FOR OUR FAMILIES AS WELL AS
THEY ARE EXPERIENCING NOT JUST US SCHOOLS, BUT WHAT SCHOOLING IS LIKE IN CHESTERFIELD COUNTY. 
          I WOULD LIKE TO EXPLORE A LITTLE BIT DEEPER SOME OF THOSE PROGRAMMATIC SUPPORTS. 
          TO ENSURE COMPLIANCE FOR FEDERAL REQUIREMENTS WE DO HAVE A COMPREHENSIVE PLAN. 
          SOME OF THE COMPONENTS OF THAT PLAN WAS IN RESPONSE TO OUR STATE CORRECTIVE ACTION PLAN,
WHICH WE SUCCESSFULLY CLOSED IN THE FALL OF THIS YEAR. 
          BUT IT WAS TO LOOK AT AN EXTENSIVE L MODULE,
WHICH WAS BUILT IN SYNERGY TO CAPTURE DIRECT SERVICE MINUTES PROVIDED BY ESL TEACHERS. 
          SO NOW, NOT ONLY DO WE JUST PLACE A STUDENT IN A PROGRAM,
BUT WE ARE ALSO MONITORING HOW THAT INSTRUCTION IS DELIVERED. 
          HOW MUCH TIME DOES A STUDENT RECEIVES IN LANGUAGE INSTRUCTION AND HOW IS IT EFFECTIVE AND
EQUITABLE THROUGHOUT OUR DIVISION? 
          [00:15:01]
WE'VE ALSO TOOK A DEEPER DIVE OR A DEEPER LOOK INTO THE RECRUITMENT AND RETAINMENT EFFORTS
OF ESL TEACHERS, AGAIN, EXPLORING PRAXIS PREP COHORTS WITH PARTNERSHIPS AT DIFFERENT UNIVERSITIES,
PARTICIPATE LEARNING PARTNERSHIPS, AGAIN INCREASING OUR STAFFING CAPACITY SO THAT WE'RE ABLE TO MEET THE NEED IN THE
CLASSROOM. 
          SERVICING FOR OUR DUAL IDENTIFIED STUDENTS AND A ROBUST INTERNATIONAL TRANSCRIPT
EVALUATION. 
          WE'VE BEEN WORKING ON GUIDANCE AND PROTOCOLS TO SUPPORT OUR SCHOOL COUNSELORS,
ESPECIALLY IN HIGH SCHOOL, TO ENSURE THAT WE ARE HONORING CREDENTIALING FOR OUR STUDENTS THAT ARRIVE TO US SCHOOLS
AND THAT WE TAKE WE UNDERSTAND WHAT SCHOOLING WAS LIKE AND HOW CREDITS WERE AWARDED IN THEIR HOME LANGUAGE AND HOME LANGUAGE IN THEIR HOME COUNTRIES. 
          EXTENSIVE PROFESSIONAL LEARNING FOR TRAINING. 
          WE HAVE SHELTERED INSTRUCTION OBSERVATION PROTOCOL,
FAVORABLY KNOWN AS SIOP, THAT IS OUR LEADING EFFORTS FOR INSTRUCTIONAL PRACTICES AND COACHING TEACHERS. HOWEVER, WE'RE LOOKING BEYOND THAT AGAIN TO FOCUS ON THE
UNIQUE NEEDS OF THE AUDIENCE AND OUR STAKEHOLDERS IN THE DIVISION. 
          FAMILY ENGAGEMENT SUPPORT, WHILE SUPPLEMENTAL,
IT IS CRITICAL TO ENSURE OUR FAMILIES STAY ENGAGED WITH OUR EDUCATION SYSTEM. 
          AND SO OUR FAMILIES GET TO ENGAGE WITH WORKSHOPS AND FACILITATED SEMINARS,
AND IT COULD BE A PLETHORA OF EVENTS FROM RESOURCES THAT ARE AVAILABLE INTO THEIR COMMUNITY,
BUT ALSO A DEEPER LOOK AT WHAT'S HAPPENING IN THE FOUR WALLS OF SCHOOL. 
          AND SO SEMINARS SUCH AS COLLEGE AWARENESS FOR ESL FAMILIES,
CTE AND SPECIALTY CENTER AWARENESS, HELPING THEM UNDERSTAND THAT IT'S NOT THE SAME AS VOCATIONAL,
BUT THERE ARE REALLY RICH OPPORTUNITIES THAT ARE ALSO AVAILABLE, AND RIGHTFULLY SO FOR OUR ENGLISH LEARNER POPULATIONS. 
          HOWEVER, WE ALSO LOOK AT OUR PARTNERSHIPS WITH OTHER STAKEHOLDERS EXTERNAL STAKEHOLDERS
SUCH AS CHESTERFIELD COUNTY GOVERNMENT, BUT ALSO INTERNAL STAKEHOLDERS SUCH AS OUR FAMILY AND COMMUNITY ENGAGEMENT TEAM WITHIN
CCPS, AND MAKING SURE OUR BRIDGE STAYS CONNECTING THE FAMILY TO THE SCHOOLS. 
          AND SO WE OFFER A VARIETY OF OFFERINGS FOR SCHOOL BASED FAMILY SUPPORT,
INCLUDING OUR FAMILY VIRTUAL ROOM, OPPORTUNITIES FOR OUR PARENTS TO ENGAGE WITH STAKEHOLDERS IN THEIR BUILDINGS,
SUCH AS THE PRINCIPALS. 
          HOW OFTEN DO PARENTS REALLY GET THAT ONE ON ONE TIME WITH THAT DEDICATED FOCUS TO THEIR
NEEDS . 
          AND SO WONDERFUL OPPORTUNITIES, AND WE CONTINUE TO GROW IT. 
          WHILE THOSE ARE SUPPLEMENTAL NEEDS, WE DO UNDERSTAND THAT OUR FEDERAL REQUIREMENT TO
COMMUNICATION SUPPORTS IS SUSTAINED AND EFFECTIVE THROUGH THE USE OF INTERPRETER STAFFING THAT WE HAVE INTERNALLY. 
          BUT WE ALSO USE THIRD PARTY VENDORS, WHICH OFFERS 24/7 ON DEMAND INTERPRETER SERVICES,
BOTH AUDIO AND VIDEO. 
          WE ARE DOING AN EXTENSIVE REVIEW OF TRANSLATIONS THAT ARE AVAILABLE IN OUR SCHOOLS,
LOOKING AT THE DOCUMENTS THAT EVERY SCHOOL MUST NEED AND THAT WE HAVE IT AVAILABLE AT LEAST IN OUR TOP FIVE LANGUAGES AT ALL TIMES. 
          AND THEN EXPANDING OUR SCOPE OF SERVICES TO INCLUDE ITEMS SUCH AS EVENT INTERPRETING. 
          THE WORK OF ENGLISH LEARNER PROGRAMS IS SUPPORTED THROUGH FEDERALLY FUNDED FEDERAL FUNDS,
INCLUDING OUR TITLE THREE FEDERAL FUNDS. 
          THAT OFFERS TWO STREAMS OF FUNDING, A LIMITED ENGLISH PROFICIENCY FUNDING,
AND IMMIGRANT YOUTH AGAIN, THE FUNDS MUST BE SUPPLEMENTAL BY NATURE, AND IT IS TARGETING SPECIFICALLY THE NEEDS OF
ENGLISH LEARNERS, WHETHER IT IS FAMILY ENGAGEMENT OR LANGUAGE TUTORING OR INSTRUCTIONAL COACHING. 
          AND SO WE THE NEEDS ASSESSMENTS AND ONGOING CONVERSATIONS WITH SCHOOLS,
WE ARE ANALYZING WHAT IS THE BEST USE OF FUNDING. 
          WHILE WE HAVE ACCESS TO THAT AND MAKING SURE IT REALLY TARGETS THE NEEDS OF OUR STUDENTS. 
          SO I DO THANK YOU FOR YOUR TIME THIS EVENING AND HEARING AN UPDATE ON ESL PROGRAMS,
AND I WOULD LIKE TO GIVE YOU THE OPPORTUNITY FOR RESPONSES OR QUESTIONS. 
          THANK YOU. THANK YOU BOTH VERY MUCH. BOARD MEMBERS,
IS THERE ANY DISCUSSION? MISS CHATTERS. THANK YOU FOR THE PRESENTATION LADIES. 
          I DID HAVE A QUESTION AND IT IS ON SLIDE 15,
WE TALKED ABOUT THE EVENT INTERPRETING. 
          YES. WHAT DREW MY ATTENTION IS THE CLOSED CAPTIONING. 
          I HAVE ASKED FOR CLOSED CAPTIONING FOR THESE MEETINGS FOR A FEW YEARS NOW SO IF YOU GET
THERE BEFORE WE DO, PLEASE SHARE THE RESOURCE. I BELIEVE THE COUNTY GOVERNMENT WOULD BE INTERESTED AS WELL,
AND PERHAPS THAT MIGHT NOT BE A CCSPS ONLY BILL. 
          [00:20:06]
IT MIGHT JUST BE A COUNTY BILL SO THAT THEIR MEETINGS ARE ALSO AVAILABLE FOR TRANSLATION
SERVICES, OR AT LEAST CLOSED CAPTIONING FOR OUR HEARING IMPAIRED AND THINGS OF THAT NATURE. SO JUST
KUDOS FOR GIVING A HOLISTIC APPROACH TO HOW WE'RE ABLE TO COMMUNICATE WITH OUR FAMILIES. 
          THANK YOU. MISS HEFFRON. THANK YOU. I JUST HAD A COUPLE OF QUESTIONS ABOUT THE RISING
NUMBER OF ELS IN OUR COMMUNITY AND IN THE DIVISION OVERALL. I DID SOME QUICK MATH IT'S PROBABLY WRONG. 
          BUT I HAD THE 10,400 STUDENTS, IT'S ROUGHLY 16,
15% OF OUR TOTAL STUDENT POPULATION. 
          SO I KNOW THAT'S GONE UP BECAUSE IT WAS I THINK WE WERE AT LIKE 11 OR 12% THE LAST TIME. 
          YES. IT'S BEEN A STEADY INCREASE OVER HISTORICALLY EVERY YEAR,
WHICH IS FANTASTIC BECAUSE I CHESTERFIELD IS A GREAT PLACE TO BE AND I LOVE HEARING THAT PEOPLE ARE COMING HERE. DO YOU HAVE AND I BOB'S RIGHT THERE. 
          SO TITLE THREE FUNDS. DO WE HAVE ANY IDEA OF THAT AS A PERCENTAGE OF THE TOTAL OPERATING
BUDGET OR IN DOLLARS? SO IN DOLLARS, OUR TITLE THREE FUNDS REPRESENT SUPPLEMENTAL FUNDS,
SO THEY'RE NOT A PART OF OUR OPERATING. 
          HOWEVER, THE WHOLE THE WHOLE GRANT IS $775,000 APPROXIMATELY. 
          YOU GOT A THUMBS UP FROM BOB. YEP. AND WHEN WE LOOK AT THOSE TWO FUNDING STREAMS,
IT'S IMPORTANT TO UNDERSTAND THAT THE LIMITED ENGLISH PROFICIENT, WHICH CAPTURES ALL ESL THAT HAS THE BULK OF THE FUNDS AT $734,000,
AND THEN FOR OUR TARGETED IMMIGRANT YOUTH, AND AGAIN, THAT IS THEIR TIME IN US SCHOOLS,
NOT NECESSARILY INDICATIVE OF LANGUAGE AND NOT INDICATIVE OF ESL STATUS. IT'S JUST THEIR TIME IN US SCHOOLS. 
          AND THAT REPRESENTS THE SMALLEST PART OF THE FUNDING STREAM,
WHICH IS $41,000. 
          SO NOT THAT MUCH, BUT IT IS A VERY NUANCED EFFORT,
MOST OF THOSE FUNDS TYPICALLY SUPPORT OUR FAMILIES. 
          THANK YOU. AND IT WAS EARLIER IN YOUR PRESENTATION WHEN YOU DISCUSSED THE PERFORMANCE
FRAMEWORK. 
          AND THAT, THAT I GUESS THE TOTAL NUMBER OF POINTS AVAILABLE ARE 10. 
          BUT IF A, IF A STUDENT PERFORMED AT THE 50% PROFICIENCY,
THAT WOULD ONLY GIVE THEM 5 POINTS. 
          SO WHEN YOU LOOK AT IT, THE, THE AMOUNT THAT A STUDENT CAN GROW,
THAT'S NOT REALLY WHAT'S NECESSARILY CAPTURED. GROWTH IS A DIFFERENTIATED RUBRIC. AND SO WHILE A LEVEL ONE STUDENT COULD BE
EXPECTED TO GROW A FULL POINT IN THEIR FIRST YEAR, A LEVEL THREE STUDENT IS ONLY EXPECTED TO GROW 0.4. 
          AND SO IT'S NOT REALLY APPLES TO APPLES WITH THE MATH. 
          BUT WHEN WE'RE LOOKING AT THAT 10 POINTS, THAT IS TRULY OUT OF YOUR WHOLE POPULATION OF
ENGLISH LEARNERS WHO ARE TAKING THE TEST AND HAVE A PREVIOUS YEAR SCORE AS WELL TO COMPARE IT TO,
HOW MANY OF THEM MADE THEIR UNIQUE GROWTH, WHETHER IT WAS A FULL POINT OR WHETHER IT WAS 0.2,
THAT WOULD IF THEY DID MAKE THAT GROWTH, THEY COUNT AS YES, THAT GOES INTO THE BUCKET AS A POINT. 
          SO AND THEN LOOKING AT THE THE INDICATOR FOR PERCENTAGE WHERE WE COME IN WITH THE 50%,
THAT IS SOMETHING THAT WE HAVE FOLLOWED VDOE INDICATORS FOR BENCHMARKS WITH PROFICIENCY GROWTH AND THERE WAS A SEVEN
YEAR TABLE THAT WE WERE TRACKING TO SEE WHERE WE WOULD FALL IN LINE, MORE OF AN ALIGNMENT WITH THE STATE AS A WHOLE,
NOT NECESSARILY LOOKING AT A TARGET OF 100% IF THIS IS THE FIRST TIME WE'RE HEARING THOSE TYPE OF NUMBERS ASSOCIATED WITH
MONITORING WHETHER A DIVISION IS MEETING OR EXCEEDING STUDENT PROFICIENCY EXPECTATIONS. AND SO FOR MANY OF OUR SCHOOLS,
47%, WELL, IF THEY SCORED 50% OR HIGHER, THEY WERE MEETING OR EXCEEDING. 
          NOW WITH THESE INDICATORS, THAT'S NO LONGER THE CASE. 
          AND WE DO HAVE WE'VE HAD VERY AUTHENTIC CONVERSATIONS WITH SCHOOLS TO PREPARE THEM. 
          ONE THING I ALWAYS LIKE TO REMIND IS WE ARE DOING WHAT'S BEST FOR OUR STUDENTS,
AND THAT IS PROVIDING RICH, RIGOROUS INSTRUCTION IN A MEANINGFUL WAY AND HELPING THEM TO MEET THEIR LANGUAGE
PROFICIENCY. 
          IF WE DO THAT RIGHT, EVERYTHING ELSE WILL FALL INTO LINE. 
          AMEN. THANK YOU. MISS HUDGINS. OKAY. THANK YOU GUYS. 
          [00:25:03]
THIS WAS REALLY INFORMATIVE. I DO HAVE JUST ONE. 
          I HAVE SEVERAL QUESTIONS, BUT I'M NOT GOING TO ASK THEM ALL. JUST HAVE ONE QUESTION I
THINK I KNOW THE ANSWER TO, BUT MAYBE NOT. 
          SO AS MRS. HEFFRON ALLUDED TO, OUR NUMBERS ARE RISING. 
          YES. WHAT HAPPENS IF THEY RISE IN THE MIDDLE OF THE YEAR AND WE HAVE X NUMBER OF TEACHERS, AND SUDDENLY WE NEED Y NUMBER OF TEACHERS? WHAT HAPPENS? AND SO WHILE SOQS ARE DIVISION WIDE, WE DO A LOT OF EXTENSIVE WORK IN THE PREVIOUS YEARS
TO HELP SCHOOLS TO BE STAFFED WITH GROWTH IN MIND, BECAUSE WE KNOW THAT IT'S NOT A THEY'LL BE HERE
BY SEPTEMBER. 
          IT'S A YEAR LONG PROCESS, AND WE HAVE TO BE READY TO RECEIVE. 
          BECAUSE WE STAFF FOR GROWTH AS MUCH AS POSSIBLE WE HAVE REALLY LIMITED TIMES WHEN WE HAVE
HAD THAT, THAT TYPE OF SCENARIO. HOWEVER, IN PREVIOUS TIMES WHEN WE HAVE,
WE LOOK AT THE NEED. 
          WE LOOK TO SEE IF THERE ARE SCHOOLS THAT HAVE ALSO EXPERIENCED A DECLINE AT THE SAME TIME. 
          AND IN THAT WAY, INSTRUCTIONAL STAFFING CAN FOLLOW THE STUDENTS. 
          BUT EVERY ONCE IN A WHILE WE GET AN UNUSUAL INFLUX IN A PARTICULAR POCKET. 
          WE WORK, OF COURSE, WITH OUR BUDGET TEAM TO SEE HOW WE CAN MEET AND SUPPORT THE STAFF,
AND WE TRY TO DO THAT. 
          AGAIN THAT'S WHERE THE SERVICE MINUTES ARE HELPFUL. 
          IT HELPS OUR PRINCIPALS AND OUR TEACHERS TO UNDERSTAND WHILE WHILE WE HAVE THESE STUDENTS
AND THEY'RE COMING IN, ARE WE ABLE TO MEET THE MINUTES OF SERVICE. AND THAT'S THAT KIND OF INDICATOR. 
          SO SINCE WE'VE HAD THAT IN PLACE, SCHOOLS HAVE BEEN ABLE TO HAVE EVEN MORE CONVERSATIONS
WITHOUT BEING REACTIVE. 
          WE'RE IN A PROACTIVE TIME, WHICH IS AMAZING. SO IF WE'RE SEEING THOSE TRENDS AND WE'RE
LOOKING AT THE SERVICE MINUTES, WE KNOW PRETTY MUCH IN ADVANCE IF WE THINK WE'RE GOING TO HAVE AN ISSUE. 
          THAT WAS A GREAT ANSWER. I DID NOT EXPECT THAT. 
          THANK YOU. AND THANK YOU FOR BEING PROACTIVE IN THAT BECAUSE WE WOULD GET CAUGHT FLAT
FOOTED. 
          SO YES. THANK YOU. ABSOLUTELY. I JUST HAVE A COUPLE QUESTIONS KIND OF IN LINE WITH MISS
HUDGINS QUESTION QUESTION, BUT SPECIFIC TO INTERPRETERS AND THE SERVICES THAT WE'RE PROVIDING AT THE SCHOOL LEVEL AS
WE PREPARE FOR NEXT BUDGETS AND FUTURE BUDGETS, DO YOU HAVE ENOUGH IN THE AREA OF INTERPRETERS AND
RESOURCES FROM TRANSLATING? I DON'T THINK ANYONE WOULD ARGUE THAT TO HAVE AN IN-PERSON INTERPRETER READILY AVAILABLE
IS AT OUR BEST. 
          YOU KNOW, THAT'S WHEN AUTHENTIC CONVERSATIONS ARE REALLY HAPPENING IN A PLACE THAT IS
EASE, IT CONSIDERS THE ENVIRONMENT, BUT IT'S NOT NECESSARILY SUSTAINABLE. 
          AND SO THIRD PARTY VENDORS THROUGH THE AUDIO AND REMOTE HAVE OPENED THE DOORS FOR US TO
HAVE SUSTAINED ACCESS TO MEANINGFUL COMMUNICATION WITH WITH OUR FAMILIES. WE DO STILL RUN INTO AREAS WHERE AN IN-PERSON
INTERPRETER IS THE BEST APPROACH, AND THAT IS WE UNFORTUNATELY DO HAVE TO SOMETIMES TURN DOWN APPOINTMENTS OR
RESCHEDULE APPOINTMENTS DUE TO THE LIMITED STAFFING, SOME SCHOOLS HAVE MET THE NEED IF THEY HAVE A
HIGHER POPULATION, THEY HAVE ADVOCATED AND THEY HAVE RECEIVED STAFFING FOR INTERPRETERS. 
          AND AGAIN, WHEN I SAY INTERPRETERS, I'M TALKING ABOUT PERSONNEL WHO IS HIRED FOR THAT
ROLE. 
          THEY HAVE THE CREDENTIALING THAT CLASSIFIES THEM AS A CERTIFIED INTERPRETER. 
          AND THAT'S ALSO FOR TRANSLATION AS WELL, THAT'S A DIFFERENT TYPE OF CERTIFICATION. 
          AND SO WE HAVE THAT IN LIMITED AREAS IN OUR SCHOOLS WHERE THE NEED IS THE GREATEST. 
          BUT I DO THINK THOSE ARE AREAS THAT WE CAN ALWAYS EXPAND AND GROW IF THE OPPORTUNITY
PRESENTS ITSELF. 
          OKAY. THANK YOU. AND LAST I THINK IT'S ON THE SLIDE PREVIOUS SOME OF THE FAMILY
ENGAGEMENT. 
          THE VIRTUAL FAMILY ROOM, YOU SAID THAT'S ONE ON ONE WITH LIKE PRINCIPALS OR DIFFERENT
STAFF AT THE SCHOOL. 
          IT CAN BE ONE ON ONE. IT COULD BE A SMALL GROUP. 
          IT COULD BE WE'VE HAD SOMETIMES UP TO 50 PEOPLE JOIN IN. 
          AND AND IT'S A WONDERFUL OPPORTUNITY. WE'RE ABLE TO REALLY TALK WITH OUR SCHOOLS
BEFOREHAND BUT ALSO TALK WITH PARENTS. 
          SO SOMETIMES WE KNOW WHAT OUR SCHOOLS WANT TO SAY,
BUT WE DON'T NECESSARILY KNOW WHAT OUR PARENTS WANT TO SAY AND WHERE THEIR CONCERNS ARE. 
          AND SO BASED AGAIN, ON THAT PROACTIVE APPROACH,
WE'RE ABLE TO MAKE THESE MEETINGS MEANINGFUL. 
          THEY CAN BE EVERYTHING FROM A DEEP DIVE INTO PARENT VIEW AND WHY IT'S IMPORTANT TO
UNDERSTANDING HOW CTE DOES NOT REPLACE A HIGH SCHOOL 
          [00:30:02]
DIPLOMA. AND THEN EVERY ONCE IN A WHILE WE GET,
YOU KNOW, THIS PARENT HAS A VERY UNIQUE NEED AND WE WILL MAKE THAT HAPPEN WITH THE PRINCIPAL OR WHOEVER THE STAKEHOLDER IS THAT NEEDS TO BE IN THE ROOM. THAT'S GREAT. 
          THAT'S A AWESOME SERVICE. YEAH. THANK YOU. THANK YOU BOTH. 
          THANK YOU. NEXT WE HAVE AN UPDATE ON THE RECOVERY 
          [C. Recovery Academy Update]
ACADEMY FROM MR. SAVOY. 
          GOOD AFTERNOON EVERYONE. I AM JUSTIN SAVOY, PROGRAM COORDINATOR FOR CHESTERFIELD RECOVERY
ACADEMY, HERE TO GIVE OUR ANNUAL UPDATE. SO JUST FOR REVIEW,
OUR JOURNEY STARTED BACK IN JUNE OF 2022. 
          WE WERE OFFICIALLY RECOGNIZED IN THE STATE LEGISLATURE FOR OUR FUNDING. 
          OUR RIBBON CUTTING WAS AUGUST THE 2ND AND THEN OUR FIRST DAY OF SCHOOL WAS SEPTEMBER THE
8TH OF 2022 AND WE HAVE BEEN RUNNING EVER SINCE. 
          WE ARE ABOUT TO COMPLETE OUR THIRD SCHOOL YEAR AND WE ARE EXCITED. 
          SO WHEN IT COMES TO FUNDING OUR MOST RECENT LEGISLATION,
HOUSE BILL 6001, PROVIDES US HALF $1 MILLION PER FISCAL YEAR. 
          IT GOES TOWARDS TRANSPORTATION, PERSONNEL AND OTHER COSTS,
BUT THEN WE ALSO HAVE FUNDING THAT COMES FROM THE DEPARTMENT OF BEHAVIORAL HEALTH THAT PROVIDES FOR OUR CLINICAL STAFF, FOR THREE CLINICIANS,
TWO PEERS, BUT ALSO PROVIDES FOR OUR DRUG SCREENINGS, TRAININGS, AND THEN OUTSIDE RESOURCES SUCH AS LIKE MUSIC THERAPY OR EQUINE THERAPY. 
          FOR OUR STUDENTS IN ENROLLMENT WE ARE ON THE RISE. 
          WE ARE AT 31 STUDENTS, WHICH IS THE HIGHEST EVER ENROLLMENT WE'VE EVER HAD;
13 FROM CHESTERFIELD, 6 FROM CITY OF RICHMOND AND HENRICO, 2 FROM HANOVER,
1 FROM NEW KENT, PETERSBURG, CHARLES CITY, AND POWHATAN. FOR OUR CURRENT POSITIONS MYSELF,
WE HAVE OUR SENIOR CLINICIAN, TWO CLINICIANS, THE ONES WE ARE HIRING FOR, WE JUST COMPLETED TWO INTERVIEWS AND SO WE'RE READY TO GET
THEM STARTED, OUR PEER RECOVERY SPECIALISTS, TWO ACADEMIC FACILITATORS AND INSTRUCTIONAL ASSISTANT AND
AN OFFICE MANAGER. 
          SO WE'RE DEFINITELY GROWING BECAUSE ON OUR FIRST DAY IN SEPTEMBER 2022,
IT WAS JUST MYSELF, OUR LEAD FACILITATOR AND OUR OFFICE MANAGER. SO WE HAVE GROWN TREMENDOUSLY. 
          WE STILL WORK WITH THE COMMUNITY SERVICES BOARD. 
          THEY PROVIDE THE CLINICAL SUPERVISION FOR OUR CLINICAL STAFF. 
          THEY ALSO ASSIST ON OUR CLINICAL ASSESSMENTS,
PROVIDING UPDATES, WORK FOR GROUP SESSIONS, INDIVIDUAL SESSIONS FOR OUR STUDENTS AND PROVIDING COMMUNITY RESOURCES. VCU RAMS IN
RECOVERY STILL COMES IN. 
          EVERY FRIDAY, THEY MEET WITH OUR STUDENTS ABOUT HOW TO BE SOBER IN HIGH SCHOOL AND THE
WORLD AFTERWARDS. 
          IT'S ALWAYS GREAT TO HAVE THOSE THAT ARE CLOSER IN AGE TO THEM COMPARED TO US. 
          YOU KNOW, WE DON'T KNOW ANYTHING BECAUSE WE'RE ADULTS,
OBVIOUSLY, BUT TO HAVE SOMEONE THAT'S NOT TOO FAR REMOVED FROM HIGH SCHOOL HAVE BEEN A BENEFIT FOR OUR STUDENTS. WE CURRENTLY HAVE A STUDENT AT VCU,
SHE IS IN RAM RECOVERY. 
          SHE GRADUATED LAST SPRING, AND SO NEXT SCHOOL YEAR SHE CAN COME BACK AND ACTUALLY MEET
WITH OUR STUDENTS. 
          WE STILL WORK WITH RECOVERY CORPS NEXT TO PROVIDE A PEER NAVIGATOR ON OUR CAMPUS. 
          THEY ACTUALLY PROVIDE HER SALARY, BENEFITS AND TRAINING,
WHICH HAS BEEN A HUGE RESOURCE. 
          SHE ACTUALLY ASSISTS WITH OUR CLINICAL TEAM. THEY PROVIDE GROUP AND INDIVIDUAL CHECK INS,
BUT ALSO WITH HER POSITION, SHE CAN MEET WITH OUR STUDENTS OUTSIDE AND GO TO AA OR NA MEETINGS WITH THEM OR THE VCU
RAMS IN RECOVERY WITH THEIR MEETINGS AS WELL. 
          FOR HIGHLIGHTED EVENTS ON FEBRUARY 20TH, I'M EXCITED BECAUSE WE HAD OUR FIRST EVER STATE
MEETING FOR RECOVERY SCHOOLS IN VIRGINIA. 
          WE WERE ALL ABLE TO ATTEND, SO OURSELVES, CHESTERFIELD,
LOUDOUN COUNTY, WAYNESBORO, AND VIRGINIA BEACH. 
          WE PROVIDE UPDATES FOR IMPLEMENTATION OR THOSE WHO ARE CURRENTLY IN PROGRESS AND WE GOT TO
MEET OUR DOE REPRESENTATIVE, MISS CHRISTINE STONE, REPRESENTATIVE FROM THE DEPARTMENT OF BEHAVIORAL HEALTH,
AS WELL. 
          AND SO WE WILL NOW HAVE MONTHLY MEETINGS UNTIL THE END OF THE FULL YEAR. 
          AND THEN GOING FROM THERE, WE WILL HAVE QUARTERLY MEETINGS. 
          ON FEBRUARY 25TH IT WAS EXCITING, WE GOT TO FINALLY FILM WITH THE BBC AMERICA OR BRITISH
BROADCASTING CORPORATION FOR THEIR FENTANYL CRISIS DOCUMENTARY. SO A FEW OF OUR STUDENTS ACTUALLY PROVIDED THEIR
STORIES, GAVE WORDS OF WISDOM FOR THOSE WHO ARE IN THEIR OWN SHOES,
AND THEN HOW TO PROCEED ON BEING SOBER. 
          SO THAT IS A HUGE ACHIEVEMENT FOR OUR PROGRAM,
FOR OUR STUDENTS TO ACTUALLY SHARE THEIR STORIES, BECAUSE A LOT OF TIMES THEY KIND OF TRY TO HIDE IT,
BUT ACTUALLY TO BE OUT THERE FOR THE WORLD TO KNOW WHAT IT'S LIKE TO BE A TEEN IN RECOVERY IS A HUGE ACCOMPLISHMENT FOR THEM. ALSO DURING FEBRUARY,
I PROVIDED MY ASSISTANCE ON A PANEL TO HELP UPDATE THE CURRICULUM REVIEW FRAMEWORK FOR THE OPIOID EDUCATION. AND SO THIS GOES UNDER CTE FOR UNDER ALL THEIR HEALTH
SCIENCE COURSES. 
          IT INTRODUCES THE OPIOID CRISIS FROM THE BEGINNING UNTIL NOW WHEN IT COMES TO TREATMENT. 
          [00:35:01]
AND SO THAT WOULD BE THE STANDARD FOR THE NEXT FIVE YEARS. 
          BACK IN SEPTEMBER WE HAD A RIBBON CUTTING FOR SCOTTS CORNER,
WHICH IS A NICE LITTLE AREA WITH OUR STAIRS. 
          IT WAS PROVIDED WITH TO END THE STIGMA FOUNDATION. 
          THEY PROVIDE ALL THE FURNITURE, BUT ALSO PAY FOR THE MURAL THAT WAS DONE BY LIAM,
WHO IS ALSO IN RAM RECOVERY HIMSELF AND PROVIDES OUR KIDS A MEANINGFUL LIKE A MINDFULNESS CORNER FOR THEM TO GO RELAX. THEY DO CHECK INS WITH THE TEACHER OR CHECK IN WITH THE
CLINICIAN. 
          SOMETIMES IT'S JUST AN AREA FOR THEM TO SEPARATE FROM EVERYONE ELSE AND LIKE,
RECENTER. 
          BACK IN DECEMBER, WE HAD OUR THIRD SAFETY EVENT. 
          SO WHAT WE DO, WE PREPARE OUR STUDENTS TO BE SAFE OVER THE WINTER BREAK BECAUSE IT'S TWO
WEEKS WITHOUT BEING AT SCHOOL. 
          HOWEVER, WE PROVIDE THEM THE COPING SKILLS AND TRAINING TECHNIQUES THEY NEED,
JUST IN CASE ANYTHING WERE TO HAPPEN, HOW TO DEVELOP A SAFETY PLAN, WHO TO REACH OUT TO IN THE COMMUNITY,
BUT ALSO HOW TO PROVIDE NARCAN JUST IN CASE AROUND SOMEONE THAT OVERDOSES. 
          UPCOMING EVENTS MAY 16TH WE HAVE OUR COMPLETION CEREMONY. 
          WE WILL RECOGNIZE OUR SENIORS WHO ARE GRADUATING,
BUT ALSO STUDENTS WHO COMPLETE THEIR YEAR AT CRA. 
          AND SO THIS YEAR, WE'RE ON TRACK FOR FIVE SENIORS TO GRADUATE,
TWO POTENTIALS, BUT UP TO NOW, FIVE SENIORS. AND YOU WILL BE RECEIVING YOUR EVITES NEXT MONTH SO GO AHEAD AND COUNT YOU
ON. 
          FOR OUR FUTURE GOALS FOR THIS SCHOOL YEAR, I HAD THE GOAL FOR 25 STUDENTS. 
          WE HAVE MET THAT GOAL AND EXCEEDED IT ALSO FOR 25% REPRESENTATION FOR OUR REGION. 
          WE ALSO HAVE EXCEEDED IT, WE ARE NOW AT 53%. AND THEN FOR PROGRAM RECOGNITION,
WE ARE IN PROCESS OF ACCREDITATION TO THE ASSOCIATION OF RECOVERY SCHOOLS. 
          RIGHT NOW I'M IN THE DOCUMENTATION PHASE. HOWEVER WE HAVE AN ON SITE VISIT FOR OCTOBER,
SO I'M JUST CURRENTLY WAITING ON ACTUAL DATES. 
          AND THEN ALSO JUST CONTINUING TO BUILD OUR PARTNERSHIP THROUGHOUT THE REGION AS WELL. SO
I'M LOOKING AT THE ADDITIONAL COUNTIES THAT WE HAVE NOT RECEIVED STUDENTS FROM. 
          HAVE ANY QUESTIONS FOR ME? THANK YOU VERY MUCH FOR THAT UPDATE. 
          BOARD MEMBERS, IS THERE ANY DISCUSSION? [INAUDIBLE] THANK YOU. 
          I JUST WANTED TO YOU MENTIONED THE BBC PROGRAM AND HOW THE DOCUMENTARY AND HOW YOU KNOW,
THAT THE STUDENTS PUT THEMSELVES OUT THERE, AND I THINK THAT IT'S A TESTIMONY TO THE WORK THAT YOU AND YOUR TEAM DO TO DESTIGMATIZE
RECOVERY AND TO HELP THESE STUDENTS FEEL LIKE THEY BELONG AND THAT THEY'RE IMPORTANT. AND I JUST REALLY APPRECIATE THE WORK THAT YOU'RE DOING
FOR OUR WHOLE REGION, NOT JUST CHESTERFIELD, BUT THANK YOU FOR EVERYTHING THAT YOU AND YOUR TEAM DO. THANK YOU.
A LOT OF TIMES WHEN IT COMES TO RECOVERY, OR JUST YOUTH IN GENERAL, IT'S ALWAYS TREATED LIKE THE DIRTY SECRET, BUT NOW IT'S FINALLY COMING OUT THAT IT'S A
PART OF ALL OF OUR COMMUNITY, AND ACTUALLY SHARING THEIR STORIES ACTUALLY HELPED MORE PEOPLE SEEK HELP. 
          I WANT TO ECHO WHAT AGAIN, MISS HEFFRON SAID,
THANK YOU FOR THIS. 
          THANK YOU FOR WHAT YOU'RE DOING. IT IS IMPORTANT,
IT IS IMPORTANT WORK AND IT IS COURAGEOUS WORK. 
          I THINK SPEAKING TRUTH TO PEOPLE WHO NEED TO HEAR IT REQUIRES EXTREME COURAGE AND IN MY IN MY EXPERIENCE. SO YOU ARE BEING COURAGEOUS AND YOUR COLLEAGUES AND
THEN YOU ARE YOU ARE SHADOWING THAT AND SHARING THAT WITH OUR STUDENTS. 
          AND THEY ARE ALSO BEING COURAGEOUS. AND SO YOU'RE MAKING A DIFFERENCE IN WAYS THAT YOU
PROBABLY WILL NEVER KNOW. 
          IT IS INCREDIBLE. SO THANK YOU. THANK YOU FOR WHAT YOU'RE DOING. 
          YES. THANK YOU VERY MUCH FOR THE UPDATE. IT ACTUALLY JUST FEELS LIKE IT WAS YESTERDAY FOR
THAT RIBBON CUTTING. 
          BUT IT'S WONDERFUL TO SEE HOW THIS PROGRAM IS FLOURISHING AND YOU'RE DOING A FABULOUS JOB, YOU AND YOUR COLLEAGUES. SO THANK YOU VERY MUCH. 
          APPRECIATE IT. OKAY. AND NEXT WE HAVE A PRESENTATION ON PROVIDING NEW TEACHER SUPPORT FROM
DR. 
          [D. New Teacher Support]
HILL. 
          OKAY. 
          GOOD AFTERNOON. MY NAME IS MISSY HILL. AS CCPSS NEW TEACHER SUPPORT SPECIALIST,
I AM HONORED TO SHARE INFORMATION ABOUT OUR NEW TEACHER SUPPORT PROVIDED THROUGH THE NEW TEACHER INDUCTION PROGRAM, WHICH WE LOVINGLY CALL NTIP. 
          FOR THE 2024-25 SCHOOL YEAR NTIP PROVIDES SUPPORT FOR APPROXIMATELY 150 ANNUAL
SUBSTITUTES, 300 Y EAR ONE TEACHERS, AND ABOUT 300 EDUCATORS WHO HAVE JOINED OUR DIVISION,
AND THEY MAY BE SERVING AS ANNUAL SUBSTITUTE YEAR ONE OR A VETERAN TEACHER. WE ALSO PROVIDE SUPPORT FOR THE MANY CCPS EDUCATORS WHO SUPPORT THEM
THROUGH MENTORSHIP. 
          [00:40:04]
SUPPORT BEGINS IN AUGUST WITH ANNUAL SUB INSTITUTE AND NEW EDUCATOR ORIENTATION FOR OUR
TRADITIONAL CALENDAR SCHOOLS, BUT IT BEGINS IN JULY FOR BELLWOOD ELEMENTARY SCHOOL. 
          THROUGHOUT THE YEAR, SUPPORT CONTINUES THROUGH MENTORSHIP AND YEAR LONG PROGRAMING AT THE
SCHOOL AND THE COUNTY LEVEL. 
          THROUGHOUT THE YEAR NTIPS PROGRAMING IS TRACKED TO ALLOW US TO MONITOR AND ADJUST AS
NEEDED. 
          ANNUAL SUB INSTITUTE WAS FIRST OFFERED IN AUGUST 2024,
AND IT WAS BUILT IN RESPONSE TO THE FEEDBACK FROM THE PRIOR YEAR'S SCHOOL LEADERS, MENTOR COORDINATORS, AND ANNUAL SUBSTITUTES. ANNUAL SUB I NSTITUTE WAS DEVELOPED WITH AN
UNDERSTANDING THAT MANY OF OUR ANNUAL SUBS DID NOT HAVE A TRADITIONAL PATHWAY INTO THE CLASSROOM, SO NTIP INVITED NEW AND RETURNING ANNUAL SUBSTITUTES WHO WERE FILLING A
TEACHING VACANCY TO JOIN US FOR A HALF DAY OF PROFESSIONAL LEARNING. 
          AND ON THAT, IT WAS ON THAT FIRST DAY OF NEW TEACHER WORKWEEK. 
          AT THE EVENT, PARTICIPANTS FOCUSED ON HUMAN GROWTH AND DEVELOPMENT,
AS WELL AS FOUNDATIONAL CONCEPTS FOR INSTRUCTIONAL PLANNING AND CLASSROOM MANAGEMENT. 
          NEW EDUCATOR ORIENTATION WAS PROVIDED TO BELLWOOD ELEMENTARY SCHOOL AS A YEAR ROUND SCHOOL
DURING JULY, AND IT WAS PROVIDED FOR ALL OF OUR TRADITIONAL CALENDAR SCHOOLS IN AUGUST. 
          FOR BOTH YEAR ROUND AND TRADITIONAL CALENDAR SCHOOLS NEO IS HELD IN THE MIDDLE OF NEW
TEACHER WORKWEEK, WHICH IS THE WEEK PRIOR TO VETERANS RETURNING TO SCHOOL. 
          NEO INCLUDES BOTH FACE TO FACE PROFESSIONAL LEARNING AND ASYNCHRONOUS PROFESSIONAL
LEARNING FOR ANYTIME, ANYWHERE OPPORTUNITIES. FACE TO FACE PROFESSIONAL LEARNING TOPICS INCLUDE CURRICULUM AND
INSTRUCTION, CANVAS SUPPORT, CLASSROOM MANAGEMENT, AND VARIOUS STRATEGIES TO SUPPORT INSTRUCTION,
RELATIONSHIP BUILDING, AND PARENT COMMUNICATION. THE ASYNCHRONOUS PROFESSIONAL LEARNING TOPICS INCLUDE
UNDERSTANDING CCSPS RAPID IDENTITY DASHBOARD, UNDERSTANDING OBSERVATIONS, GOAL SETTING, SUMMATIVE REPORTS,
AND IMPACT YOU. 
          CCPS POLICIES 30 30, 3031, 3035, 3040, 5031 AND 7200. 
          A GROWTH MINDSET, RESPONDING TO BEHAVIOR, AND DATA DRIVEN DECISION MAKING,
AS WELL AS OTHER TOPICS. 
          THE ASYNCHRONOUS PROFESSIONAL LEARNING OPPORTUNITIES ARE HELD IN OUR NTIP CANVAS COURSE
AND ARE AVAILABLE ALL YEAR LONG, ENSURING ONGOING ACCESS, WHICH IS ESPECIALLY IMPORTANT FOR LATE HIRES WHO ARE SEEKING CCSP
SPECIFIC INFORMATION AND BEST PRACTICES FOR THE CLASSROOM. 
          DURING NEW TEACHER WORKWEEK, NEW TEACHERS AND ANNUAL SUBS RECEIVE SUPPORT NOT ONLY FROM
CENTRAL OFFICE BUT FROM THEIR HOME SCHOOLS AS WELL. 
          EACH SCHOOL HAS A MENTOR COORDINATOR ASSIGNED BY THEIR PRINCIPAL. 
          THE MENTOR COORDINATORS RECEIVE RESOURCES TO SUPPORT THEIR COLLABORATION WITH THEIR SCHOOL
LEADERS AS THEY PLAN SCHOOL BASED SESSIONS ON THE FIRST AND LAST DAYS OF NEW TEACHER WORKWEEK. ON THESE TWO DAYS, MENTOR COORDINATORS DISCUSS TOPICS LIKE DETAILS FROM THE
FACULTY HANDBOOK, WHO'S WHO IN THE SCHOOL, WHAT WHERE THINGS ARE IN THE SCHOOL,
EXPECTATIONS FOR COMMUNICATION WITH FAMILIES, AND SCHOOL BASED PBIS MODELS, AND OTHER INFORMATION. 
          THESE TWO DAYS ARE ALSO AN OPPORTUNITY FOR MENTORS AND MENTEES TO MEET FOR THE VERY FIRST
TIME. 
          AS MENTIONED PREVIOUSLY, NTIP SUPPORTS ANNUAL SUBS AND TEACHERS NEW TO THE PROFESSION,
BUT IT ALSO PROVIDES SUPPORT FOR ANY TEACHER WHO IS TRANSITIONING INTO THE DIVISION. 
          MENTORSHIP ROLES THROUGH NTIP ARE RESPONSIVE TO THE DIFFERENT NEEDS OF EDUCATORS
PARTICIPATING IN THE PROGRAM. 
          THAT GIVES US THREE LEVELS OF SUPPORT WHICH ARE INDICATED ON THE SCREEN. 
          NEW TEACHER MENTORS AND ANNUAL MENTORS WORK WITH OUR YEAR ONE TEACHERS AND OUR ANNUAL SUBS
COLLEAGUES WORK WITH OUR EARLY CAREER TEACHERS, WHICH WE DEFINE AS IN YEAR 2 TO 5, AND THEN BUDDIES WORK WITH FOLKS WHO HAVE MORE THAN 5
YEARS OF TEACHING EXPERIENCE. 
          MENTORSHIP SUPPORT ALSO HAS TO MEET THEIR INDIVIDUAL NEEDS,
SO ALL PARTICIPANTS IN NTIP RECEIVE ONGOING INFORMAL CHECK INS, ANNUAL SUBSTITUTES, LONG TERM SUBSTITUTES, AND YEAR ONE TEACHERS RECEIVE YEAR LONG
CONSULTATION AND OPPORTUNITY FOR BOTH CLASSROOM DEMONSTRATION AND PEER OBSERVATION, WHICH IS STATED WITHIN THE CODE OF VIRGINIA. EARLY CAREER TEACHERS RECEIVE A SEMESTER OF
CONSULTATION IN BOTH CLASSROOM DEMONSTRATION AND PEER OBSERVATION. 
          THIS SUPPORT CAN BE EXTENDED TO A FULL YEAR AT THE REQUEST OF SCHOOL LEADERS,
AND THEN TEACHERS NEW TO THE DIVISION RECEIVE A SEMESTER OF CONSULTATION, AND THAT SUPPORT ALSO CAN BE EXTENDED INTO A FULL YEAR TO INCLUDE THE CLASSROOM
DEMONSTRATION AND PEER OBSERVATION AT THE REQUEST OF THE SCHOOL LEADERS. 
          CENTRALLY THE WORK OF SUPPORTING NEW TEACHERS. 
          I'M SORRY I SKIPPED IT. AT THE SCHOOLS, MENTOR COORDINATORS PLAN MEETINGS TO SHARE
INFORMATION AND PROVIDE PROFESSIONAL LEARNING AS IT BECOMES NEEDED THROUGHOUT THE YEAR. 
          MENTOR COORDINATORS DO RECEIVE A SAMPLE CALENDAR OF POTENTIAL TOPICS FOR MONTHLY MEETINGS, BUT THEY HAVE THE AUTONOMY TO ADJUST THAT SAMPLE AS THEY SEE FIT FOR THEIR INDIVIDUAL
SCHOOL NEEDS. 
          NOW, CENTRALLY, THE WORK OF SUPPORTING NEW TEACHERS CONTINUES WELL BEYOND THAT FIRST WEEK
OF THAT FIRST WEEK IN AUGUST. 
          [00:45:08]
AND IT'S A LABOR OF LOVE ORGANIZED BY THE NTIP ADVISORY BOARD. 
          THE NTIP ADVISORY BOARD IS A GROUP THAT CONSISTS OF CENTRAL OFFICE SPECIALISTS AND
TEACHERS, INSTRUCTIONAL DESIGNERS, AND ADMINISTRATORS AT THE ELEMENTARY,
MIDDLE, AND HIGH SCHOOL LEVELS. 
          THIS ADVISORY BOARD UNDERSTANDS THAT PROFESSIONAL DEVELOPMENT IS HIGHLY EFFECTIVE WHEN IT
IS PERSONALIZED TO MEET EMPLOYEE NEEDS. 
          THEY COLLABORATE WITH ME AS THE NEW TEACHER SUPPORT SPECIALIST TO REVIEW FEEDBACK FROM THE
PREVIOUS YEAR'S END OF YEAR SURVEY AND DEVELOP AN NTIP PD NEEDS ASSESSMENT, WHICH IS ISSUED AT THE BEGINNING OF THE SCHOOL YEAR. 
          THE NTIP PD NEEDS ASSESSMENT IS ISSUED ABOUT 2 TO 3 WEEKS INTO THE SCHOOL YEAR,
AND ONCE DATA FROM THAT SURVEY COMES IN AND IS REVIEWED, THE ADVISORY BOARD SETS PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT OCCUR DURING BOTH FALL
AND SPRING SEMESTERS. 
          SESSIONS TYPICALLY BEGIN IN THE FIRST WEEK OF SEPTEMBER AND ARE PROVIDED FACE TO FACE AND
LIVE VIRTUALLY. 
          THOSE LIVE VIRTUAL SESSIONS ARE RECORDED FOR LONG TERM ACCESS IN THE NTIP CANVAS COURSE. 
          THESE SCREENSHOTS SHOW WHERE ANNUAL SUBS AND NEW TEACHERS GO TO FIND AND REGISTER FOR
AVAILABLE PROFESSIONAL LEARNING OPPORTUNITIES, DEVELOPED IN RESPONSE TO FEEDBACK AND THE NEEDS ASSESSMENT. 
          THEY CAN SEARCH FOR OPPORTUNITIES CHRONOLOGICALLY,
BUT THEY CAN ALSO SELECT LIVE OFFERINGS BASED ON A TOPIC OF INTEREST. 
          TOPICS LIKE CLASSROOM MANAGEMENT, COLLABORATION AND COMMUNICATION,
INSTRUCTIONAL PLANNING AND DELIVERY, RELATIONSHIPS AND CLASSROOM ENVIRONMENT, LICENSURE,
TECHNOLOGY, AND WELLNESS. 
          THEY CAN ALSO SEARCH A COLLECTION OF ASYNCHRONOUS OPPORTUNITIES,
AGAIN ORGANIZED BY TOPIC. 
          FINALLY, THROUGH ANNUAL REFLECTION, WE ALWAYS STRIVE TO GET BETTER AT NEW TEACHER SUPPORT. 
          INFORMATION IS KEY TO THAT REFLECTION. CENTRAL OFFICE COLLECTS INFORMATION ABOUT
PARTICIPATION IN THE NEW TEACHER INDUCTION PROGRAM IN VARIOUS WAYS. 
          SCHOOLS REPORT THEIR NEW HIRES AND THEIR MENTOR'S ATTENDANCE IS GATHERED AT NEW EDUCATOR
ORIENTATION AND AT ALL NTIP SESSIONS THROUGHOUT THE YEAR. 
          THE NEEDS ASSESSMENT DATA FEEDBACK FORMS FOR INDIVIDUAL PROFESSIONAL LEARNING SESSIONS,
A MID-YEAR FEEDBACK FORM, AND AN END OF YEAR FEEDBACK FORM GIVE INSIGHT TO THE PARTICIPANT'S EXPERIENCE IN NTIP
HELPING US TO GUIDE PROGRAMING DURING THE YEAR AND ADJUST PROGRAMING FOR THIS YEAR'S PARTICIPANTS AND FOR FUTURE YEARS. INFORMATION ABOUT MENTORSHIP SUPPORT IS COLLECTED
THROUGH THE END OF YEAR SURVEY, AS WELL AS WHEN MENTORS, COLLEAGUES, AND BUDDIES REQUEST RECERTIFICATION POINTS FOR THEIR
ROLE AND INDICATE COMPLETION OF MENTORSHIP EXPECTATIONS AT THE END OF FALL SEMESTER AND AGAIN AT THE END OF SPRING SEMESTER. IN AN EFFORT TO ENSURE CONSISTENT COMMUNICATION,
THERE IS ALSO A RECORD OF BIWEEKLY COMMUNICATION PROVIDED TO MENTOR COORDINATORS, THEIR SUPPORTING ADMINISTRATORS, AND THE NTIP ADVISORY BOARD. 
          THIS RECORD NOT ONLY SERVES AS A RESOURCE FOR THOSE WORKING DILIGENTLY TO SUPPORT NEW
HIRES, BUT ALSO ALLOWS US TO REFLECT ON COMMUNICATION STRATEGIES TO MAKE ADJUSTMENTS AS NEEDED. 
          IN FEBRUARY 2025, NTIP CLOSED ITS MID-YEAR FEEDBACK FORM. 
          ON THIS SLIDE, YOU'LL SEE THREE NUMBERS THAT STOOD OUT IN THAT DATA. 
          90% OF OUR NEW HIRES RESPONDING INDICATED THAT THEY MADE AN ACTIVE CHOICE TO ENGAGE IN
NTIP LEARNING OPPORTUNITIES. 
          85% OF THE NEW HIRES REPORTED THAT THEY SAW IMPROVEMENT IN STUDENT OUTCOMES AFTER
IMPLEMENTING A STRATEGY OR RESOURCE THAT THEY GAINED DURING AN NTIP PROFESSIONAL LEARNING OPPORTUNITY, AND 37% OF THE NEW HIRES REPORTED FOUR OR MORE INSTANCES OF
IMPROVEMENT IN STUDENT OUTCOMES AFTER IMPLEMENTING SOMETHING THEY LEARNED THROUGH NTIP. AS WE CONTINUE WORKING TO ENSURE SUPPORT FOR NEW TEACHERS,
WE'RE EXCITED TO CELEBRATE THE WAYS NTIP HAS NOT ONLY BENEFITED TEACHERS, BUT ALSO THE STUDENTS THOSE TEACHERS SERVE. THANK YOU FOR THE OPPORTUNITY TO SHARE OUR
APPROACH TO SUPPORTING NEW TEACHERS, AND I WELCOME ANY QUESTIONS YOU MAY HAVE. THANK YOU,
DR. 
          HILL. BOARD MEMBERS, IS THERE ANY DISCUSSION? MISS CHATTERS. THANK YOU FOR THE PRESENTATION. 
          I DID HAVE A COUPLE OF QUESTIONS. ONE OF THEM WAS ABOUT THE NTIP ADVISORY BOARD,
AND I WAS CURIOUS AS TO WHO SITS ON IT AND HOW HOW ARE THEY SELECTED? SO THE PEOPLE WHO SIT ON IT, IT IS NOT THE SAME FROM YEAR TO YEAR,
BECAUSE WE DO HAVE FOLKS THAT ROLL OFF FOR VARIOUS REASONS. 
          CURRENTLY WE HAVE TEACHERS FROM ALL THREE OF OUR LEVELS AND THEY HAVE VARIOUS LEVELS OF
EXPERIENCE. 
          SO FOR EXAMPLE, WE HAVE ONE OF OUR FIRST YEAR TEACHERS FROM HIGH SCHOOL LAST YEAR SITTING
IN TO GIVE US THE PERSPECTIVE OF WHAT IS IT WHAT WAS IT LIKE TO BE A FIRST YEAR TEACHER LAST YEAR SO THAT HE CAN KIND OF DRIVE SOME OF THE WORK THAT WE'RE DOING THIS YEAR. 
          BUT WE ALSO HAVE FOLKS WHO HAVE BEEN IN THE CLASSROOM FOR,
YOU KNOW, 25, 30 YEARS. 
          AND SO THEY'VE GOT THE EXPERIENCE OF, HEY, THESE ARE THE THINGS THAT I'VE SUPPORTED PEOPLE
WITH LONG TERM AND HOW THAT SUPPORT HAS CHANGED OVER TIME. 
          AND IN MANY CASES, THEY'RE ALREADY SERVING IN A MENTORSHIP ROLE. 
          AND SO THEY'RE BRINGING THAT LENS AS WELL. WE ALSO HAVE INSTRUCTIONAL DESIGNERS ON THAT ON
THE NTIP ADVISORY BOARD. 
          [00:50:03]
AND THEY'RE VALUABLE BECAUSE THEY HAVE SO MANY,
SO MUCH ACCESS TO OUR CURRICULUM SPECIALISTS. 
          AND THEY ARE OFTEN ONES WHO ARE LIFTING ALONGSIDE THOSE SPECIALISTS SOME OF THE CURRICULUM
SUPPORT. 
          AND SO THEY BRING A LENS THAT HELPS US INSTRUCTIONALLY. 
          AND THEN WE HAVE ONE ADMINISTRATOR WHO ROLLED UP. 
          SHE WAS PREVIOUSLY A SPECIAL EDUCATION TEACHER,
AND AS SHE WAS PROMOTED INTO A DEAN SEAT, NEW TEACHER SUPPORT WAS HER PASSION AND SHE WANTED TO CONTINUE EVEN THOUGH SHE HAD A
DIFFERENT LENS. 
          AND WE FOUND THAT THAT HAS BEEN VERY, VERY BENEFICIAL AS SHE HAS SHIFTED INTO A SEAT WHERE
WE'RE THINKING ABOUT THINGS LIKE HOW CAN WE SUPPORT WITH MAKING SURE THAT THEY HAVE EXPERIENCE AND AN UNDERSTANDING OF THEIR SUMMATIVE REPORTS AND WHAT THEY CAN EXPECT TO
PREPARE FOR AN OBSERVATION. 
          AND SO THOSE THINGS HAVE BEEN REALLY, REALLY HELPFUL. 
          THE WAY THAT THEY ARE SELECTED IS THERE IS A FORM THAT GOES OUT,
AND IT IS SOMETHING WHERE THEY CAN SAY, THIS IS A PASSION OF MINE AND SOMETHING THAT I WOULD LIKE TO DO. 
          AND THEN THEIR PRINCIPALS ARE ABLE TO SAY LIKE,
YES, THIS IS DEFINITELY A PERSON WHO IS GOING TO LOVE AND BRING THE HEART TO THAT WORK. 
          AND SO RIGHT NOW WE'RE SITTING AT ABOUT 15 PEOPLE WHO REALLY LOVE NEW TEACHERS ON THE
BOARD. 
          THANK YOU FOR THAT. I DIDN'T KNOW HOW IT WAS ALL HOW IT ALL CAME TOGETHER. 
          THE OTHER QUESTION WAS, ARE THE MENTOR COORDINATORS COMPENSATED? SO THAT IS NOT SOMETHING THAT I CAN SAY YES TO ABSOLUTELY EVERY SINGLE YEAR. 
          MENTOR COORDINATORS THEIR STIPEND COMES FROM THE SAME STIPEND THAT OUR MENTORS COME FROM. 
          AND SO THAT IS FUNDED BY A GRANT THAT WE SUBMIT TO THE VDOE EVERY OCTOBER. 
          AND THE STATE GETS BACK TO US IN FEBRUARY TO LET US KNOW IF WE DO OR DO NOT RECEIVE THAT
FUNDING. 
          SO THE COMMUNICATION THAT GOES TO MENTOR COORDINATORS IS THE SAME AS MENTORS,
THAT THEY ARE ELIGIBLE FOR A STIPEND PENDING THAT FUND AVAILABILITY. 
          AND HOW MANY MENTORS AND MENTOR COORDINATORS DO,
IS IT LIKE ONE PER SCHOOL, OR IS IT BASED ON THE NUMBER OF NEW TEACHERS THAT ARE AT THE SCHOOLS THEMSELVES? THAT'S A REALLY GOOD QUESTION. IT DEPENDS ON THE BUILDING BECAUSE IT
IS A PRINCIPAL DESIGNEE SITUATION. 
          AND SO THERE ARE SCHOOLS WHERE THE PRINCIPAL HAS SAID,
I WOULD LIKE IT TO BE THIS ONE PERSON, AND THERE ARE SCHOOLS WHERE IT IS SPLIT BETWEEN TWO PEOPLE. 
          WHAT I HAVE NOTICED IS THAT IT TENDS TO BE SPLIT IN SCHOOLS WHERE THERE'S. 
          THERE'S MORE FOLKS THAT ARE BEING SERVED SO THAT THEY CAN KIND OF WORK TOGETHER TO
APPROACH. 
          BUT I DEFINITELY HAVE PAIRED MENTOR COORDINATORS AT SCHOOLS THAT ONLY HAVE 4 OR 5 NEW
TEACHERS. 
          SO IT'S UP TO THE PRINCIPAL. AND YOU'RE NOT GOING TO SEE NECESSARILY THE EXACT SAME
APPROACH TO ASSIGNMENT IN EVERY BUILDING. 
          AND THEN MY LAST QUESTION WAS REGARDING DURING THE NEW EDUCATION,
NEW EDUCATOR ORIENTATION OR IN A DIFFERENT FORMAT, ARE WE TALKING TO THEM ABOUT CULTURAL COMPETENCIES LIKE HOW TO INTERACT WITH DIFFERENT
CULTURES IN THE CLASSROOM? FOR A NEW TEACHER, THAT MIGHT BE SOMETHING THAT COULD BE CHALLENGING,
SINCE SOME OF THAT IS STILL CHALLENGING FOR SOME OF OUR VETERAN TEACHERS. THAT'S A GOOD QUESTION. SO AT THIS LAST NEW EDUCATOR ORIENTATION,
WE DID HAVE DR. 
          WATERFORD, SHE WAS A PRESENTER FOR NEW EDUCATOR ORIENTATION. 
          AND SO SHE IS A PERSON WHO IS A CONTINUED RESOURCE FOR ALL OF OUR TEACHERS. 
          BUT WE DEFINITELY HAVE GIVEN OUR NEW TEACHERS ACCESS TO HER,
AND WE'VE BEEN SURE TO INVITE HER TO OUR FACE TO FACE OPPORTUNITIES THAT WE HELD IN FALL, AND THAT'S UPCOMING THIS SPRING, SO THAT THEY CAN HAVE CONTINUED OPPORTUNITIES TO SUPPORT
FROM HER SPECIFICALLY. 
          THANK YOU. YOU'RE WELCOME. THANK YOU VERY MUCH,
DR. 
          HILL. APPRECIATE YOUR YOUR TIME AND ALL THE UPDATE AND GREAT WORK YOU'RE DOING. 
          THANK YOU. ALL RIGHT. NEXT WE HAVE OUR SCHOOL BOARD SELF-EVALUATION CODE OF CONDUCT AND
GOVERNANCE MANUAL DISCUSSION. 
          [E. School Board Self-Evaluation, Code of Conduct and Governance Manual]
SO I WILL BE LEADING THIS DISCUSSION. SO IF EVERYBODY CAN PULL OUT THEIR SELF-REFLECTION
DOCUMENT AND WE'RE JUST GOING TO GO AROUND THE DAIS. ALL RIGHT. 
          SO OUR VERY FIRST ONE IS IT STATES OUR BOARD IS COMMITTED TO A VISION OF HIGHER
EXPECTATIONS FOR STUDENT ACHIEVEMENT AND QUALITY INSTRUCTION. DOT, I'M GOING TO START WITH YOU. 
          YOUR I STRONGLY AGREE. I STRONGLY AGREE AND I STRONGLY AGREE AND STEVE, STRONGLY AGREE. THANK YOU. ALL RIGHT. 
          THE NEXT WE HAVE TO DEFINE WE HAVE DEFINED GOALS TOWARD OUR VISION OF HIGH EXPECTATIONS. 
          GIVE ME YOUR RANKING AND THEN IDENTIFY A GOAL. 
          SO I SAID STRONGLY AGREE. AND WE HAVE A LOT OF GOALS THAT COVER THAT. 
          BUT THE FIRST ONE THAT COMES TO MIND WAS IN OUR BREAKING DOWN OF THE SUPERINTENDENT'S
EVALUATION, HOW WE DISAGGREGATED GRADUATION RATES SO THAT WE COULD REALLY BE STRATEGIC AND TARGET
SPECIFIC STUDENTS THAT NEED EXTRA SUPPORT TO GET OVER THE FINISH LINE. 
          [00:55:06]
THANK YOU. [INAUDIBLE]. SO I SAID I, I SAID,
I AGREE ON THIS RATHER THAN STRONGLY, PROBABLY FOR REALLY NO REASON. AND JUST WE DO HAVE A HIGH VISION AND WE DO HAVE HIGH, YOU KNOW, WE HAVE VISION WE HAVE HIGH EXPECTATIONS. 
          SO MAYBE I'M ON THAT LINE. IT'S IT'S NOT NECESSARILY SOMETHING THAT WE PURPOSEFULLY TALK
ABOUT A LOT AND SO MAYBE THAT'S WHERE I WAS. 
          AND FRANKLY, I DID NOT CONTINUE READING AND SEE IDENTIFY A GOAL. 
          SO I'M GOING TO HAVE THE L ON MY FOREHEAD. AND SO I CAN'T THINK QUICKLY ENOUGH. 
          BUT I FEEL LIKE WE ARE ALWAYS LOOKING AT THINGS THAT ARE IN THIS CATEGORY. 
          SO THAT'S ALL I GOT. THANK YOU. I ALSO HAD AGREE. 
          OBVIOUSLY WE WANT THE ABSOLUTE BEST FOR OUR SCHOOL DISTRICT,
AND WE ALWAYS ARE REACHING FOR HIGH EXPECTATIONS. 
          MY EXAMPLE OF IDENTIFYING A GOAL, AND I THINK IT'S IT WAS FOREFRONT BECAUSE WE'RE JUST
COMING OFF THE BUDGET SEASON. 
          BUT JUST MAKING SURE TO MEET THESE HIGH EXPECTATIONS THAT WE'RE CONTINUING TO REACH OUT TO
OUR LOCAL DELEGATION. 
          AND THEIR WORK TOWARDS THE JLARC STUDY AND KEEPING UP WITH THE DEMANDS OF OUR,
OUR SCHOOL DIVISION. 
          MISS CHATTERS. I ALSO SAID AGREE. AND BECAUSE WE'RE CURRENTLY THE FIVE YEAR PLAN IS
CURRENTLY BEING REWORKED, I, I WANTED TO SEE THAT IN ORDER TO DETERMINE WHICH GOAL OUR NEW SUPERINTENDENT WANTS TO
TAKE US IN. 
          SO THAT'S WHY I LEFT IT AT AGREE. I SAID STRONGLY AGREE. IDENTIFYING THE GOAL I HAD SPECIAL EDUCATION,
AND ONE OF THE THINGS THIS BOARD DID THAT I WAS VERY PLEASED WITH WAS ENSURING THAT WE HAD $9.7 MILLION,
THE HIGHEST EVER GOING TO SPECIAL EDUCATION IN THIS NEW BUDGET. WE HAD OPPORTUNITY TO CUT THAT AND RECOGNIZING THAT WE NEEDED TO COME UP OR
TRIM, I SHOULD SAY $400,000, AND NO ONE LOOKED AT THE BIGGEST PART OF THAT,
WHICH WAS THE $9.7, AND SAID, WELL, LET'S LET'S TAKE $400,000 FROM THIS. 
          SO TO ME, THAT SAYS THAT WE VALUE AND UNDERSTAND THIS PARTICULAR GROUP. 
          OBVIOUSLY WE VALUE ALL GROUPS, BUT THIS PARTICULAR GROUP AND THE FUNDING THAT'S NEEDED TO
CONTINUE THE SUPPORT. 
          AS WE HAVE SEEN THE INCREASE FOR ENGLISH AS A SECOND LANGUAGE,
WE'VE ALSO SEEN THE INCREASE IN THE NEEDS OF SPECIAL EDUCATION STUDENTS IN CHESTERFIELD COUNTY. AND SO FOR THAT REASON I SAID STRONGLY AGREE. 
          THANK YOU. NUMBER THREE, WE HAVE STRONG SHARED BELIEFS AND VALUES ABOUT WHAT IS POSSIBLE
FOR STUDENTS AND THEIR ABILITY TO LEARN, AND OF THE SYSTEM AND ITS ABILITY TO TEACH ALL CHILDREN AT HIGH LEVELS. 
          YOUR RANKING AND THEN IDENTIFY ONE OF THE SHARED BELIEFS. 
          I SAID STRONGLY AGREE. I DON'T KNOW, MAYBE I'M JUST GIVING OUT EASY A'S HERE,
BUT I THINK THAT, YOU KNOW, WE ALL AGREE AND AND WE AND WE'VE TALKED ABOUT THIS,
IT CAME UP WHEN WE WERE TALKING ABOUT [INAUDIBLE] AND THEIR PROGRAM. 
          THE [INAUDIBLE] RB PROGRAM THE PRINCIPAL WINNER WINNERS PROGRAM TO TO BRING IN YOU KNOW,
HAIR CARE FOR THE STUDENTS THAT WE I FEEL LIKE THIS BOARD WE ALL SHARE THE SAME VALUE THAT IT'S
IMPORTANT TO PROVIDE TOOLS TO CREATE A SAFE ENVIRONMENT OF BELONGING. AND WE RECOGNIZE THAT CREATING THAT ENVIRONMENT OF BELONGING HELPS OUR STUDENTS
ACHIEVE THEIR GOALS. 
          I TOO AM STRONGLY AGREE ON THIS AND IT BOILS DOWN TO ALL MEANS ALL. 
          I THINK ALL MEANS ALL IN EVERY ASPECT, AT ALL OF THESE,
WITH ALL OF THESE ISSUES, EVERYTHING. 
          THE ABILITY TO LEARN. YOU KNOW WHAT THEY CAN ACHIEVE,
ALL OF THEM, WHAT THEY CAN ACHIEVE AND WHAT WE, YOU KNOW, PROVIDE FOR THEM. AND SO THAT'S MINE. 
          THANK YOU. I TOO SAID STRONGLY AGREE. AND MY EXAMPLE ACTUALLY IS SIMILAR TO STEVE'S LAST
EXAMPLE. 
          V ERY THANKFUL IN THIS BUDGET SEASON, WE'RE ABLE TO FOCUS ON SPECIAL EDUCATION AND THE EL
POPULATION TO CONTINUE TO MEET THEIR NEEDS. 
          SO WE'RE LOOKING AT, YOU KNOW, A VARIETY OF DEMOGRAPHIC AND FOLKS THAT WE NEED TO SUPPORT. 
          BUT AGAIN, IT IS ALL MEANS ALL. SO THANK YOU. 
          [01:00:05]
I HAD US DOWN FOR AGREE ON THAT ONE AND THE EXAMPLE I DON'T DISAGREE THAT WE WANT THE BEST FOR CHESTERFIELD COUNTY PUBLIC SCHOOLS. 
          I DON'T I THINK WE ALL AGREE ON THAT. THE HOW IS WHERE I INTERPRETED THE REST OF THE
QUESTION. 
          AND SO FOR EXAMPLE, WHERE IT TALKS ABOUT THE TEACH ALL CHILDREN AT HIGH LEVELS,
IT'S HARD TO DO TO IT'S HARD TO TEACH CHILDREN AT ALL LEVELS IF WE DON'T HAVE THE RIGHT PEOPLE IN THE ROOM. 
          RIGHT? SO FOR SOME OF MY CLASSROOMS, I STILL HAVE I HAVE FACILITATORS IN MY CLASSROOM,
SO THOSE CHILDREN ARE NOT NECESSARILY GETTING THE SAME TYPE OF MATH EDUCATION, FOR EXAMPLE, THAT ANOTHER CHILD IN ANOTHER SCHOOL IS GETTING. AND SO NOT THAT WE ARE
RESPONSIBLE FOR THAT PER SE, BUT I NEED US TO BE MORE CREATIVE IN HOW WE CAN ENSURE THAT THERE'S LIKE AN ACTUAL LIVE
PERSON IN THE CLASSROOM WITH OUR KIDS THE BEST THAT WE CAN, AND THAT'S GOING TO TAKE SOME OUTSIDE OF THE BOX THINKING. 
          BUT THAT IS THE EXAMPLE THAT RESONATED WITH ME TO SAY THAT I AGREE WITH THIS STATEMENT. 
          I'M NOT GIVING OUT EASY A'S, BUT I DID SAY STRONGLY AGREE. 
          TO IDENTIFY ONE OF THE SHARED BELIEFS I HAD SAFETY. 
          THIS BOARD AND LEADERSHIP PRIOR TO THE SCHOOL YEAR WE WERE LOOKING AT VARIOUS SAFETY
MEASURES THAT WE COULD IMPLEMENT. 
          AND THOSE THINGS DON'T COME OVERNIGHT, RIGHT? IT DOES TAKE TIME. AND, YOU KNOW, UNFORTUNATELY,
WE DID HAVE A FEW INCIDENTS HAPPEN IN CHESTERFIELD COUNTY AND GREATLY APPRECIATE THE FEEDBACK FROM THE COMMUNITY IN REGARDS TO THAT. 
          BUT THIS BOARD DID NOT WAVER IN THE IDEA THAT,
HEY, WE'VE ALREADY BEEN HAVING THIS CONVERSATION AMONGST OURSELVES AND WITH STAFF, AND I FELT WE WERE AHEAD OF THAT GAME EVEN THOUGH IT MAY NOT LOOK LIKE IT FROM THE PUBLIC
EYE, BUT WE WERE AHEAD OF THAT GAME. OBVIOUSLY I WISH THAT WOULD MOVE A LOT FASTER,
BUT IT'S NOT DESIGNED TO PROCUREMENT AND TESTING AND VISITING OTHER SITES AND ASKING QUESTIONS. 
          AND, YOU KNOW, THOSE THINGS TAKE TIME. BUT WHEN IT COMES TO IDENTIFY,
FOR ME, ONE OF THE SHARED BELIEFS IS WHY I WROTE DOWN SAFETY. 
          AND I FEEL VERY STRONGLY ABOUT THAT. AND I THINK NOT TO SPEAK FOR THE BOARD,
BUT I THINK THE BOARD MEMBERS FEEL THE SAME WAY. 
          AND SO I GREATLY APPRECIATE THAT ABOUT THIS BOARD. 
          THANK YOU. OUR BOARD IS ACCOUNTABLE. IS ACCOUNTABLE. 
          I'M SORRY. ACCOUNTABILITY DRIVEN, AS EVIDENCED BY THE FACT THAT WE SPEND MORE TIME FOCUSED
ON POLICIES TO IMPROVE STUDENT ACHIEVEMENT THAN WE DO ON OPERATIONAL ISSUES. OKAY. THIS IS WHERE MY TEACHER COMES OUT. 
          I HAVE DISAGREE. AND I IT'S ONLY BECAUSE THIS LIKERT SCALE DOESN'T HAVE A MIDDLE ONE. 
          BUT, YOU KNOW, I THINK THAT WHEN I THINK WE AS A BOARD OVERSTEPPED IN THE REDISTRICTING
CONVERSATION ABOUT WEST OR EXCUSE ME, DEEP CREEK MIDDLE SCHOOL. AND YOU KNOW,
I THINK OPERATIONALLY, WE WERE PRESENTED WITH YOU KNOW, A SOLID RECOMMENDATION. AND I THINK OUR BOARD WENT TOO FAR IN OWNING THAT AS A
BOARD. 
          AND, AND TOOK OWNERSHIP OF THAT OPERATIONAL PIECE. 
          I MEAN, IN A LOT OF WAYS, WE ARE ACCOUNTABILITY DRIVEN. 
          WE DO SPEND A LOT OF TIME FOCUSED ON POLICIES AND THE POLICIES THAT WE FOCUS ON ARE THERE
TO IMPROVE STUDENT OUTCOMES. 
          SO I THINK THIS IS, YOU KNOW, JUST AS A REFLECTION KIND OF A QUESTION,
I WOULDN'T I'M NOT COMPLETELY DISCOUNTING THE WORK THAT WE DO. 
          I JUST THINK THAT WE THAT'S AN AREA FOR IMPROVEMENT. 
          WELL, I GUESS I CHEATED ON THAT BECAUSE I HAVE MINE IN BETWEEN ON THE ACTUAL LINE IN
BETWEEN AGREE AND DISAGREE. 
          SO I MADE IT UP. SO YEAH, SORRY I HAVE THERE ARE FIVE HERE NOW. 
          AND WHILE I DON'T HAVE AN EXACT EXAMPLE, I JUST FEEL LIKE WE WE STRIVE FOR FOCUS ON POLICIES, BUT WE CAN MOVE INTO THE OPERATIONAL PIECE AND IT IS EASY TO DO,
AND WE NEED TO CONSTANTLY REMIND OURSELVES WHERE OUR LANE IS. 
          AND THIS IS ALL ALL OF US OR ME. SO THAT'S WHERE I AM. 
          I, TOO AM IN THE MIDDLE OF THAT EQUATION BETWEEN AGREE AND DISAGREE. 
          IT'S LIKE A NEUTRAL. YOU STARTED IT, BUT THAT'S EXACTLY WHERE. 
          [01:05:01]
YEAH. AND AND IT DOES KIND OF ALLUDE TO WHAT YOU SAID,
MISS HUDGINS, IS THAT IT IS EASY TO FIND YOURSELF STEPPING INTO THAT OPERATIONAL PIECE AND NOT REALIZE IT UNTIL YOU'RE IN THERE. 
          BUT THAT IS WE ARE SUPPOSED TO BE IN THAT POLICY MAKING. 
          AND I ALSO THINK HAVEN'T REALLY DONE MUCH IN THE REVIEW OF THE POLICIES EITHER. 
          SO THAT'S MY OTHER THE COMMITTEE, MAYBE THE COMMITTEE HAS,
BUT AS A COLLECTIVE FIVE BOARD THERE HAVE BEEN A FEW BUT NOT, YOU KNOW, I, I PERSONALLY HAVE A FEW I'D LIKE TO LOOK AT. 
          SO, YOU KNOW, I THINK IT'S THAT'S JUST AN AREA I THINK WE COULD LOOK INTO. 
          SORRY. IT'S HARD TO BE IN THE MIDDLE. WE CAN'T LOOK BACK AND FORTH BETWEEN. 
          I FOLLOWED THE RULES AS WELL, AND I PUT DISAGREE. 
          AND THE EXAMPLE I HAD IS ALSO ABOUT THE REDISTRICTING AS WELL. 
          I THINK THAT EVEN THOUGH WE KNOW THAT WE'RE SUPPOSED TO BE POLICY DRIVEN OR THAT'S OUR
THAT'S OUR BUCKET, THAT WE'RE SUPPOSED TO STAY IN, SOME OF THE THINGS THAT WE DISCUSS OR THAT ARE BROUGHT TO
OUR ATTENTION, DO TOUCH THE OPERATIONAL SIDE. AND WHAT WE'RE SUPPOSED TO DO WHEN WE GET BROUGHT THINGS
THAT ARE OPERATIONAL SOLUTIONS OR PROBLEMS. WE'RE SUPPOSED TO PUSH IT TO OUR DEPUTY SUPERINTENDENT AND OUR SUPERINTENDENT,
AND I BELIEVE WE ALL DO THAT. 
          BUT THEN WE ALSO WANT TO FOLLOW UP, YOU KNOW,
HOW DID THAT GO? WHAT WAS THE OUTCOME OF THAT CONSTITUENT ISSUE? AND I THINK THAT'S NOT A BAD THING BECAUSE WE'RE NOT DICTATING HOW THEY DO THEIR THING AT
EACH SCHOOL. 
          BUT WHEN IT CAME TO THE REDISTRICTING PIECE,
I FELT LIKE WE HAD THE DATA IN FRONT OF US AND WE IGNORED THE DATA. 
          AND SO FOR A AND THE ACCOUNTABILITY PART IS WE NEED TO OWN THE FACT THAT WE AS A BOARD DID
THAT, WHETHER THE VOTE WAS THREE, TWO, FOUR, ONE, WHATEVER WAS GOING TO BE,
WE MADE THAT OUR THING VERSUS LISTENING TO THE GUIDANCE OF THE PEOPLE WHO ARE TRAINED TO DO IT. WE DIDN'T LISTEN TO THE COMMUNITY IN THAT REGARD EITHER. 
          SO IT FELT REALLY MORE SO LIKE THIS WAS A PERSONAL THING THAT BOARD MEMBERS WANTED VERSUS
WHAT WAS DATA DRIVEN PROFESSIONALS WHO ARE TRAINED TO DO THAT, GIVING US THAT INFORMATION. 
          AND I THINK THE, THE RAMIFICATIONS OF THAT, AND I THINK I'VE MENTIONED IT TO OUR CHAIR
BEFORE, IS THAT I THINK WE HAVE TO BE VERY CAREFUL FOR FUTURE REDISTRICTING'S BECAUSE WE DON'T
WANT THE COUNTY TO LOOK AT US AS IF WE'RE NOT DOING IT RESPONSIBLY, BECAUSE THE COMMENT WAS MADE AT A BOARD OF SUPERVISOR MEETING REGARDING CAPACITY OF
SCHOOLS, AND THE TIMING OF THAT FELL IN LINE WITH AFTER WE MADE OUR VOTE. 
          AND SO IN ORDER TO GET SCHOOLS BUILT, WE NEED TO MAKE SURE THAT WE HAVE THEM AT THEIR
OPTIMUM CAPACITY. 
          NEVER OVERCROWDED ABSOLUTELY NOT BUT NOT AT 70,
60% CAPACITY. 
          WE'RE NOT WE DON'T HAVE ENOUGH SPACE IN CHESTERFIELD COUNTY TO TO BE ABLE TO CONTINUE AND
SUSTAIN THAT. 
          SO THAT WAS THE THE EXAMPLE I HAD FOR DIPPING TOO FAR INTO THE OPERATIONAL SIDE ON THE BAD
SIDE, BECAUSE SOMETIMES WE DIP IN THERE JUST FOR FOLLOW UP,
AND THAT'S A GOOD THING. 
          [INAUDIBLE] I CHECKED OFF AGREE. I THINK WE HAVE OPPORTUNITY FOR IMPROVEMENT. I ALSO AGREE THAT IT'S EASY TO FIND YOURSELF HEADING INTO THE
WEEDS WHEN YOU NEED NOT BE IN THE WEEDS. AND I THINK PART OF THAT IS,
IS THAT DESIRE TO FIX AND HELP. YOU'RE HERE TO DO THAT. BUT THAT COMES WITH SOMETIMES A A DANCE, IF YOU WILL, THAT THAT NEEDS TO GO A CERTAIN WAY. 
          AND SO I THINK AREA OF OPPORTUNITY, DO I DO I AM I SO STRONG THAT I DISAGREE THAT THIS
BOARD NEGLECTS ACCOUNTABILITY DRIVEN, AS EVIDENCED BY THE FACT THAT WE SPEND MORE TIME FOCUSED ON POLICIES? NO, I DON'T I DON'T THINK THAT'S A DISAGREE AT ALL. 
          I THINK IF YOU LOOK AT OUR BEREAVEMENT LEAVE. 
          I THINK IF YOU LOOK AT OUR PARENTAL LEAVE, RIGHT,
WE HAVE DONE SOME VERY GOOD THINGS BASED UPON POLICY NOT GETTING INTO THE WEEDS OF OPERATION. SO I THINK THERE'S MORE POSITIVE THAN THERE IS
NEGATIVE. 
          THAT'S MY VIEWPOINT, AND THAT'S WHY I SAID I AGREE. 
          THANK YOU. NEXT WE HAVE WE WE HAVE A COLLABORATIVE RELATIONSHIP WITH STAFF IN THE
COMMUNITY. 
          I STRONGLY AGREE. I STRONGLY AGREE. I 
          [01:10:09]
AGREE. I AGREE. 
          MIC] I CAN READ MY CHECK BECAUSE I DON'T KNOW AT ALL TIMES WHAT OTHER BOARD MEMBERS ARE DOING. RIGHT? I KNOW WHAT COMMITTEES YOU SIT ON,
BUT I DON'T KNOW AT ALL TIMES WHERE YOU ARE AND YOUR INTERACTION. 
          SO I SAID STRONGLY AGREE BECAUSE I KNOW WHAT I'M DOING,
AND I KNOW WHEN THE BOARDS ASKED TO BE SOMEWHERE, THE BOARD SHOWS UP. SO ON THOSE GROUNDS I SAY STRONGLY AGREE. 
          FAIR ENOUGH. ALL RIGHT. WE HAVE A STRONG COMMUNICATION,
THIS ONE HAS AN EXAMPLE. 
          WE HAVE A STRONG COMMUNICATION STRUCTURE TO INFORM AND ENGAGE BOTH INTERNAL AND EXTERNAL
STAKEHOLDERS IN SETTING AND ACHIEVING DISTRICT GOALS AND PROVIDE AN EXAMPLE. I STRONGLY AGREE, AND MY EXAMPLE IS THE QUARTERLY E-NEWS,
WHICH WAS VERY TOP OF MIND THIS WEEK. WATCH YOUR INBOX. I SAID AGREE. AND I LIKE OUR STRUCTURE, THE COMMUNICATION STRUCTURE. SOMETIMES THE MESSAGE MIGHT BE NOT AS CLEAR AS IT COULD BE. I BELIEVE THAT THAT IS GETTING MUCH BETTER. 
          SO MAYBE I'M ON THE LINE BETWEEN STRONGLY AND AGREE. 
          I DON'T KNOW. I SAID AGREE AS WELL. JUST THERE'S ALWAYS ROOM TO IMPROVE YOUR
COMMUNICATION. 
          BUT I TOO HAD THE SAME QUARTERLY UPDATE AS WELL AS THE ELECTRONIC CCS ON THE GO IS TWO
EXAMPLES. 
          I ALSO HAD AGREE. I WOULD SAY THAT OUR COMMUNICATION TEAM IS FABULOUS AS FAR AS THAT
QUARTERLY NEWSLETTER IS CONCERNED, BECAUSE IT ALWAYS HAS THE RIGHT TONE TO IT FOR FOR SPEAKING FOR US INDIVIDUALLY. 
          SO THAT'S VERY UNIQUE AND CHALLENGING TO DO,
I THINK. 
          BUT I ALSO TOOK THE QUESTION RELATED TO OUR INTERNAL BOARD COMMUNICATION AND NOT JUST OUR
COMMUNICATION TEAM. 
          AND SO I SAID AGREE AND THE EXAMPLE I GAVE IS WHEN WE COMMUNICATE WITH EACH OTHER ABOUT
ISSUES AND SO FORTH, IT IS IMPORTANT THAT WE'RE ABLE TO BE HONEST WITH EACH OTHER,
RIGHT? AND THAT THE FEEDBACK, BE IT UNSOLICITED OR SOLICITED,
IS ACKNOWLEDGED WHEN GIVEN RIGHT AND THEN CONSISTENT THROUGHOUT. AND SO I THINK I AGREE WITH MISS COKER THAT OR SORRY,
MISS HUDGINS, ABOUT THE TONE OF OUR COMMUNICATIONS TEAM THAT IS GETTING BETTER. BUT THE WAY WE ALSO COMMUNICATE WITH EACH OTHER,
I THINK, IS WHY I WOULD AGREE, IS BECAUSE WE WE HAVE SOME WORK TO DO AMONGST OURSELVES AS WELL. 
          I SHOULD AGREE IF WE'RE LOOKING STRICTLY AND I THINK,
SHAWN, YOU AND YOUR TEAM OUT OF THIS GET THE STRONGLY AGREE PART FROM EVERYBODY, BUT LOOKING MINUS THAT WHICH I THINK IS EXCEPTIONAL IN THE AMOUNT OF WORK THAT
THEY'RE DOING, AND GETTING INFORMATION OUT TO EVERYONE AS BEST AND AS FAST AS THEY CAN. 
          I THINK INTERNALLY WE HAVE SOME WORK TO DO MAYBE ON THE INDIVIDUAL SCHOOL LEVEL OUT TO
FAMILIES WITH THINGS THAT ARE GOING ON, BUSSES BEING DELAYED,
HOW THAT'S BEING COMMUNICATED, WHO THAT'S GOING TO, THOSE TYPES OF THINGS I THINK ARE IMPORTANT. AND THEN OUR EXTERNAL STAKEHOLDERS YOU KNOW,
WE CAN EMAIL ALL DAY LONG, RIGHT? AND HOPE THAT PEOPLE ARE OPENING UP THE LOOKING IN THEIR INBOX AND CHECKING
THINGS OUT. 
          YOU KNOW, HOW DO WE IMPROVE ON THAT? I DON'T HAVE THE ANSWER TO THAT. 
          BUT OVERALL, THOUGH, I WOULD SAY AGREE WITH SOME SOME WORK TO DO. 
          NEXT OUR BOARD IS DATA SAVVY. WE EMBRACE AND MONITOR DATA EVEN WHEN THE INFORMATION IS
NEGATIVE, AND USE IT TO DRIVE CONTINUOUS IMPROVEMENT AND PROVIDE AN EXAMPLE. 
          I STRONGLY AGREE, AND THE EXAMPLE THAT I USED,
WHICH CERTAINLY WAS NOT NEGATIVE DATA OR NEGATIVE INFORMATION, BUT WAS OUR PREVIOUS MEETINGS PRESENTATION ABOUT CEQA AND USING TESTING SCORES TO
BASICALLY DEMONSTRATE WHY WHY WE SHOULD EXPAND THE PROGRAM AND THAT WE'RE HAVING,
YOU KNOW, MEASURABLE POSITIVE OUTCOMES THAT WE'RE LOOKING FOR. 
          [01:15:09]
I ALSO HAVE STRONGLY AGREE, AND MY EXAMPLE WAS EVERYWHERE I FEEL LIKE I'M ALWAYS LOOKING
AT GRIDS AND CHARTS AND MAPS AND NUMBERS AND AND LITERALLY THE ONLY THING THAT POPPED INTO MY HEAD WAS THE THING FROM JOSH ON THE WHAT DO
WE CALL THEM COTTAGES. THE LEARNING COTTAGE. I WAS GOING TO SAY TRAILERS. 
          I'M TRYING TO BE FANCY. OUR LEARNING COTTAGES OUTSIDE OF SCHOOLS AND WHOSE SCHOOL HAS WHAT
AND WHERE AND THAT ONE. 
          YES. AND SO THOSE THINGS THEY'RE EVERYWHERE,
AND THEY ARE VERY WELCOME. 
          I LOVE ME A GOOD CHART, SO THANK YOU. I SAID AGREE. 
          AND YES, I AGREE WE HAVE DATA AND I LOVE DATA. 
          I LOVE ALL THE THANK YOU FOR THE SPREADSHEETS AND ALL THE THINGS THAT COME OUR WAY. 
          ONE EXAMPLE THAT CAME TO MIND FOR ME WAS WHEN WE WERE DOING THE CHANGE OF START TIMES. 
          YOU KNOW, HEARING THAT DATA, NOT ONLY SEEING THE DATA,
BUT THEN ALSO HEARING FROM THE COMMUNITY AND, AND ADJUSTING AS NEEDED. THIS IS MY FIRST STRONGLY AGREE. 
          AND I THINK IT'S, IT'S HEAVY ON THE FACT THAT THE STAFF DOES A REALLY GOOD JOB PRESENTING
THE INFORMATION TO US. 
          I KNOW WE ASK A LOT OF QUESTIONS. SOME OF THEM ARE NUANCED QUESTIONS,
AND THE STAFF JUST MAKES A SPREADSHEET OR A GOOGLE DOC AND GIVES US A LINK, AND WE CAN FOLLOW ALONG AND ASK ALL THE QUESTIONS. 
          AND THE EXAMPLE I HAD IS SIMILAR TO MISS HUDGINS IS IS THE TRAILERS. 
          I HAD BEEN ADVOCATING FOR ATTENTION TO TRAILERS BEFORE I SAT HERE,
AND UNTIL I SAT HERE, I WAS ABLE TO SEE THE DETAILS FROM THE SPREADSHEET THAT JOSH'S TEAM DID, AND WE WERE ABLE TO ARTICULATE THE POINT OF WHERE THE NEED WAS AND
DO A FOCUSED EFFORT ON TRYING TO DO SOMETHING ABOUT THAT. 
          AND I APPRECIATED THE SUPPORT FROM THIS BOARD TO TO FOCUS ON HELPING MY DISTRICT OUT,
SINCE AT THE TIME AND STILL TO DATE, WE STILL HAVE THE MOST. BUT I APPRECIATE THE SUPPORT THAT THE BOARD IS GIVING TO TRY TO
RECTIFY THAT. 
          DITTO. I'M KIDDING. I SAID, STRONGLY AGREE BECAUSE I JUST MARKED IT. 
          OKAY, GOOD. GOOD. I'M GLAD. WE DO HAVE RESOURCES,
STATISTICS, NUMBERS. 
          DOESN'T MATTER WHAT SECTION OF THE SCHOOL YOU ASK,
THERE'S GOING TO BE NUMBERS BASED UPON NUMBERS BASED UPON STATISTICS THAT HAVE MORE NUMBERS BEHIND THEM. AND SO THEY DO HELP US IN MAKING OUR DECISION IN MONITORING THAT TO
SEE WHAT'S WORKING, WHAT'S NOT WORKING. I AGREE 100% WITH MRS. HEFFRON AND HER EXAMPLE WITH CEQA. 
          I THINK THE IT JUST RESONATED WITH ME, THE FALL TESTING WAS LIKE 18% AND THEN THE SPRING
TESTING WAS 60%, 70%, SOMETHING LIKE THAT. MASSIVE INCREASE. AND SO WHEN YOU SEE STUFF LIKE THAT,
YOU KNOW, IT TELLS YOU, HEY, WE'RE ON THE RIGHT PATH. WE NEED TO CONTINUE DOING THAT. IF THE NUMBERS
WERE REVERSED, OBVIOUSLY WE'D SAY, WAIT A MINUTE WE GOT TO PUMP THE BRAKES AND FIGURE OUT WHAT AREN'T WE DOING CORRECTLY
HERE? AND THIS BOARD IS QUICK TO SAY THAT WITH THE DATA,
AND THAT'S PROVEN. 
          SO STRONGLY AGREE. OKAY. NUMBER EIGHT, WE WORK TO ALIGN AND SUSTAIN RESOURCES TO MEET
DISTRICT GOALS, EVEN IN THE MIDST OF BUDGET CHALLENGES. I AGREE. 
          I ALSO AGREE . I AGREE AS WELL. AGREE. AGREE. 
          OKAY. NUMBER NINE, WE LEAD AS A UNITED TEAM WITH THE SUPERINTENDENT WITH STRONG
COLLABORATION AND MUTUAL TRUST. 
          STRONGLY AGREE. STRONGLY AGREE. STRONGLY AGREE. 
          STRONGLY AGREE. I STRONGLY AGREE. THANK YOU. AWESOME. 
          AND NUMBER TEN, OUR BOARD TAKES PART IN TEAM DEVELOPMENT AND TRAINING TO BUILD SHARED
KNOWLEDGE, VALUES AND COMMITMENTS FOR OUR IMPROVED EFFORT. 
          I DISAGREE. I SAID AGREE BECAUSE WE HAVE DONE A TRAINING IN THE PAST, BUT I SAID MAYBE WE NEED TO DO SOME MORE. 
          SO I THINK YOU WERE LOOKING ON MY PAPER. I SAID THE SAME. 
          AGREE AND WE DO THE ANNUAL THING WITH VSBA IN NOVEMBER,
BUT WE NEED TO DO MORE DEVELOPMENT. 
          I SAID DISAGREE AND I DID NOT COUNT WHAT WE DID AT VSBA AS BOARD TRAINING BECAUSE THAT
REALLY WASN'T BOARD TRAINING FOR US, 
          [01:20:08]
IF WE'RE BEING HONEST. BUT I THINK WE SHOULD PUT IT ON THE CALENDAR AND MAKE DELIBERATE
EFFORT TO DO THESE THINGS TOGETHER SO THAT WE CAN WORK ON OUR ON OUR GAPS AND OUR SHORTFALLS AS A TEAM. 
          Y'ALL ARE TOUGH. I SAID, AGREE. NOW YOU HAVE THE OPPORTUNITY THROUGH VSBA ON YOUR OWN
SCHEDULE OF COURSE, TO ATTEND DIFFERENT THINGS. I ATTENDED THE LAW CONFERENCE WITH WENDELL AND STEPHANIE AND
SOME OTHER ONES. 
          SHORTER ONES. RIGHT. UNDERSTANDING YOU KNOW,
WE ALL HAVE DAY JOBS, AND SO THAT'S KIND OF DIFFICULT AT TIMES TO SCHEDULE MY DAY JOB, PLUS AN AFTERNOON SESSION. AND SO, YOU KNOW,
WHEN THEY'RE HOUR LONG THINGS, THOSE ARE MORE BENEFICIAL. 
          AND SOME OF THOSE ARE VIRTUAL TOO, WHICH IS WHICH IS GREAT. 
          SO I LOOK AT THIS KIND OF TWO WAYS. WHAT AM I DOING AS A BOARD MEMBER AND WHAT ARE WE
DOING AS A BOARD? AS A BOARD AND THIS IS SELF-REFLECTIVE BECAUSE I'M LOOKING AT WHAT WE DID LAST YEAR,
RIGHT? WE'RE ONLY THREE MONTHS INTO THIS YEAR. SO IF I'M LOOKING AT LAST YEAR THIS BOARD AND TEAM
DEVELOPMENT AND TRAINING, I DON'T KNOW IF YOU WANT TO ON THE JOB TRAINING AS FAR AS HIRING A SUPERINTENDENT AND THE
HOURS THAT WE PUT INTO THAT. 
          WHEN, WHEN, WHEN DR. DEE WAS HERE YOU KNOW, ALONG WITH DR. 
          MURRAY THIS BOARD OVER AT CTC ATTENDED A TRAINING IN REGARDS TO BOARD GOVERNANCE AND
UNDERSTANDING THE NORTH SOUTH, EAST WEST MODEL THAT WAS USED. 
          I THINK IF WE DID MORE THINGS LIKE THAT WOULD BE BENEFICIAL. 
          I AGREE, BUT I DON'T THINK THAT'S A DISAGREE. 
          I THINK IT'S AN AREA OF IMPROVEMENT FOR US. BUT AGAIN,
WE EACH OWN OUR OWN GROWTH IN THAT AS FAR AS OUR COMMITMENT TO IT AND IMPROVING OURSELVES AND UNDERSTANDING AS TO HOW THE BOARD WORKS AND HOW THE SCHOOL SYSTEM WORKS. 
          SO I SAID AGREE. I'M TAKING AWAY WE WERE GOING. 
          WE'LL BE LOOKING AT CALENDARS FOR OUR BOARD ACTIVITY,
TEAM BUILDING ACTIVITY. 
          SO ALL RIGHT LAST TWO QUESTIONS HERE, OPEN ENDED. 
          FIRST IS WHAT DO YOU BELIEVE IS ONE OF YOUR BOARD'S GREATEST STRENGTHS RESPECTFUL DIALOG. 
          I SAID OUR DIVERSITY OF EXPERIENCE AND THOUGHT,
EVERY ONE OF US BRINGS SOMETHING DIFFERENT TO A CONVERSATION AND I THINK THAT IS VERY VALUABLE. I SAID THAT THE BOARD DOES A GOOD JOB LISTENING TO EACH OTHER,
EVEN WHEN WE DON'T SEE EYE TO EYE. 
          AND WE ARE HONEST AND WE TRY TO DO OUR BEST WORK. 
          I SAID RESILIENT. I DIDN'T KNOW IT COULD BE ONE WORD OR ELSE I WOULD HAVE KEPT THIS SHORT. 
          I'VE GOT LIKE THREE THREE PAGE PAPER HERE. I'M KIDDING. 
          OUR BOARD'S GREATEST STRENGTH AND NEXT TIME,
DOT CAN'T GO FIRST BECAUSE SHE HAD, LIKE, THREE OF MY ANSWERS. 
          I JUST FEEL LIKE YOU JUST CHEATED OFF OF DOT. 
          I LOOKED AT I LOOKED AT YOUR PAPER ALL THE WAY DOWN HERE. 
          NO, BUT BUT I AGREE. I HAD THE SAME THING IN YOU KNOW,
WE ALL COME FROM DIFFERENT IDEOLOGIES AND BACKGROUNDS, AND WE ARE ALL RAISED DIFFERENTLY, AND SOME OF US ARE FROM THE NORTH,
OTHERS ARE RAISED HERE IN CHESTERFIELD COUNTY AND SOME ARE TRANSPLANTS. 
          AND I THINK THAT THAT IS WHAT MAKES US UNIQUE AS A BOARD IS OUR DIFFERENT PERSPECTIVE. 
          BUT I'VE NEVER NOT HAD AN ISSUE HAVING A CONVERSATION,
EVEN IF IT IS DIFFICULT WITH A BOARD MEMBER. 
          AND IT'S BEEN AN UNDERSTANDING THAT, HEY, WE MAY NOT AGREE ON WHAT WAS JUST SAID. 
          RIGHT. BUT WE'RE GOING TO CONTINUE MOVING FORWARD. 
          WE MAY NOT LIKE WHAT THE OTHER VIEWPOINT IS BUT WE'RE IN THIS TOGETHER AS A BOARD AT THE
END OF THE DAY TO, TO AT THE BENEFIT OF OUR STUDENTS. AND SO I THINK THAT'S EXTREMELY IMPORTANT. 
          AND I THINK THAT'S A STRENGTH THAT, THAT THIS BOARD SHARES. 
          AND LAST, WHAT DO YOU BELIEVE IS A GROWTH AREA FOR YOUR BOARD. 
          I'M GOING TO FULLY DISCLOSE FULLY DISCLOSE THAT THIS MAY HAVE I MAY HAVE BEEN COMING FROM
MY OWN PERSPECTIVE ON THE PREVIOUS ANSWER ABOUT OUR DEVELOPMENT, BECAUSE I KNOW I DON'T ATTEND AS MANY DEVELOPMENT OPPORTUNITIES AS I COULD THROUGH THE
ONLINE LEARNINGS. 
          AND IT'S TIME, I THINK IF THE, THE FACT THAT THE FIVE OF US CAN FIND A COUPLE HOURS ON A
TUESDAY AFTERNOON TO ALL BE IN THE SAME ROOM 
          [01:25:06]
ONCE A MONTH SEEMS PRETTY MIRACULOUS. BUT YEAH,
I MEAN, AS FAR AS OUR BOARD IS CONCERNED, YOU KNOW, MAYBE WE COULD ALL WORK TO COORDINATE ATTENDING ONE OF THE WEBINARS TOGETHER AT
THE SAME TIME. 
          IS THAT IS THAT ALLOWED? DO WE HAVE TO NOTICE THAT,
WENDELL? PROBABLY. PROBABLY. YES. THE THE ANSWER IS YES. THIS VERY MUCH. WE THIS THE BOARD IS TRADITIONALLY COMMUNICATED PERHAPS OVER
COMMUNICATED EVERY TIME THE BOARD IS TOGETHER. SO IN KEEPING WITH YOUR PRACTICE, WE WOULD COMMUNICATE. 
          WE WOULD NOTIFY THE BOARD IF YOU PARTICIPATED IN A TRAINING ALL FIVE OF YOU. 
          AND THAT'S EASY ENOUGH TO DO. YES. YEAH. THANK YOU. 
          YES. SIMILAR TO WHAT MISS HEFFRON SAID, I BELIEVE THAT AREA OF GROWTH IS A CONSTANT
LEARNING, ALL OF US LEARNING. AND THOSE VSBA CLASSES THAT SOME OF YOU GUYS HAVE BEEN ABLE TO TAKE,
I DON'T KNOW WHY THEY NEVER WORK FOR ME. BUT I THINK MAYBE WHEN WE ONE PERSON IS ABLE TO TAKE A CLASS,
MAYBE WE CAN DIVIDE AND CONQUER OR SHARE OUT WHATEVER. BECAUSE THERE'S SO MUCH I WANT TO KNOW AND JUST SO LITTLE TIME. 
          SO I KNOW WHEN I WAS REFERRING TO OUR THE CLASS OR WHATEVER THAT WE DID,
THAT WAS THE NORTH, SOUTH, EAST, WEST, NOT THE, YOU KNOW, NOT THE VSBA IN WILLIAMSBURG. 
          AND THAT WAS REALLY HELPFUL. I FELT IT WAS HELPFUL. 
          AND SOMETHING SIMILAR TO THAT I THINK WOULD HELP US ALL GROW TOGETHER AS A BOARD. 
          SO I SAID AREA FOR GROWTH AND IT'S, I THINK IN EVERY ASPECT OF YOUR LIFE, BUT IT'S THE COMMUNICATION AND IT KIND OF COMES BACK TO WHAT MISS CHATTERS WAS SAYING. 
          WE CAN ALWAYS DO A BETTER JOB COMMUNICATING WITH ONE ANOTHER AND STAYING UP ON,
YOU KNOW, WE HAVE THINGS THAT ARE PRESENTED TO US EVERY MONTH,
THINGS THAT WE HAVE TO BRING AND DISCUSS. 
          BUT WHAT ELSE IS THERE? RIGHT. WHAT DID WHAT OTHER ITEMS WOULD YOU LIKE TO DISCUSS AS A
BOARD, SO. ONE OF THE GROWTH AREAS I LISTED WAS ABOUT BEING UNCOMFORTABLE MORE OFTEN. AND THE EXAMPLE I WAS GIVING IS ABOUT CULTURAL COMPETENCIES. 
          AND AS THE DEMOGRAPHICS OF CHESTERFIELD COUNTY CHANGE,
WHERE WE HAVE MORE BLACK AND BROWN FAMILIES, I THINK IT'S NOT ONLY IMPORTANT FOR OUR EDUCATORS AND OUR TEACHERS AND OUR ADMINISTRATORS
TO UNDERSTAND HOW TO WORK WITH DIVERSE FAMILIES, IT'S IMPORTANT THAT THE BOARD MEMBERS THEMSELVES ALSO LEARN HOW TO WORK WITH DIVERSE
FAMILIES. 
          I BELIEVE THAT OUR COMMUNICATION WITH SOME OF OUR FAMILIES MIGHT HAVE INADVERTENTLY LED TO
A AN ISSUE THAT WASN'T MEANT TO BE AN ISSUE, RIGHT? IF YOU IF YOU DON'T KNOW WHAT NOT TO SAY OR WHAT COULD BE OFFENSIVE,
WHAT COULD BE A MICROAGGRESSION OR WHAT, THOSE ARE JUST CULTURAL COMPETENCY, THOSE ARE CULTURAL THINGS THAT IF YOU'RE NOT
EXPOSED TO IT, THEN YOU DON'T KNOW THAT YOU'RE DOING IT RIGHT,
AND IT COULD LEAD TO SOMETHING BIGGER THAT IT DOESN'T NEED TO LEAD TO. 
          SO FOR IF WE'RE GOING TO START DOING SOME TRAININGS,
I THINK THAT WOULD BE A GOOD ONE TO HAVE BECAUSE WE'RE ASKING OUR TEACHERS TO DO THAT. 
          I THINK AS A BOARD, WE SHOULD BE BETTER OR TRY TO BE BETTER IN THAT AREA AS WELL. 
          THE AREA I BELIEVE GROWTH FOR OUR BOARD WOULD BE IN OUR RELATIONSHIP WITH OUR NEW
SUPERINTENDENT AND OUR NEW DEPUTY SUPERINTENDENT AND OUR FIVE YEAR PLAN FOR GROWTH. 
          THERE'S A LOT OF UNKNOWNS. NOT THAT THAT'S A NEGATIVE THING,
BUT THERE'S JUST A LOT OF UNKNOWNS WHEN YOU'RE TALKING ABOUT A NEW WAY FORWARD AND A DIFFERENT VISION. AND OBVIOUSLY WE ALIGN WITH THAT VISION. 
          RIGHT. OR ELSE WE WOULDN'T HAVE HIRED OUR, OUR SUPERINTENDENT. 
          BUT BUT A PART OF THAT GROWTH IS MAKING SURE THAT,
HEY, WE'RE STILL ON THAT SAME PATH. 
          WE'RE STILL COMMUNICATING ABOUT THAT. THAT'S STILL AT THE FOREFRONT. 
          WE'RE STILL PUSHING FOR THAT. AND NOT THAT WE'RE NOT,
BUT I THINK THE AREA FOR GROWTH IN THAT IS, IS ENSURING THAT WE ARE MAINTAINING THAT PATH FORWARD. 
          BECAUSE IF NOT, AND WE LOSE SIGHT OF THAT, THEN I THINK WE'VE LOST SIGHT OF OUR PURPOSE AS
A BOARD. 
          AND SO THAT'S THAT WAS MY AREA OF GROWTH AND OPPORTUNITY. 
          [01:30:05]
AWESOME. ALL RIGHT. NEXT WE HAVE TO REVIEW OUR SCHOOL BOARD CODE OF CONDUCT AND GOVERNANCE
HANDBOOK. 
          I'M JUST GOING TO OPEN THE FLOOR FOR ANY EDITS ADDITIONS FROM THE BOARD. 
          I HAVE NO RECOMMENDATIONS. NO, I DON'T HAVE ANYTHING. 
          NONE FROM DOMINIQUE. STEVE. SINCE YOU'RE GOING TO CALL ME OUT. 
          I KNOW, I KNOW, I'M SHY. I DO WANT TO BRING ATTENTION AS WE'RE TALKING ABOUT DEVELOPMENTS, AS WE'RE TALKING ABOUT OUR TIME TOGETHER AND TRAINING AND LEARNING. 
          IF YOU LOOK AT OUR EVALUATION AND RETREAT BY THE END OF OCTOBER EACH YEAR,
COMPILE THE COLLECTIVE RESPONSES OF BOARD MEMBERS, SUMMATIVE EVALUATION OF THE SUPERINTENDENT, DISTRICT LEVEL FEEDBACK,
AND FACILITATE CONVERSATION BETWEEN THE BOARD AND SUPERINTENDENT ABOUT THE RESULTS. 
          I THINK IF WE INCLUDE SOMETHING IN THAT RIGHT THERE TO WHERE WE'RE INCLUDING,
IT'S GOING TO BE IN OUR RETREAT OF OUR EVALUATION THAT WE'RE SUBMITTING TO TRAINING. 
          UNLESS THAT'S FOUND SOMEWHERE ELSE, I'M NOT SURE. 
          I BELIEVE THAT STATE CODE. NO NO NO NO, NO, WHAT I'M WHAT I'M SAYING IS,
IF WE ARE GOING TO HAVE LIKE, WHEN WE DO OUR RETREAT, RIGHT, IF THERE'S SOMETHING ABOUT CULTURE OR SOME KIND OF SOMEBODY
THAT WE COULD BRING IN, RIGHT, AS HAVING THAT AS PART OF OUR GOVERNANCE HANDBOOK,
THAT WE WILL HAVE SOME KIND OF TRAINING. 
          IN THE AUGUST MEETING. WELL, WE DO, YEAH. WHICHEVER MEETING THAT WE'RE GOING TO. 
          AND HERE IS NUMBER TEN ON PAGE FOUR TALKS ABOUT BOARD MEMBER PROFESSIONAL DEVELOPMENT. 
          NOW THIS TALKS ABOUT PROBABLY THE. RIGHT. BUT THIS THE FIRST PART ON PAGE FOUR. 
          RIGHT. THAT'S THE ROLE OF THE CHAIR. BUT I'M TALKING ABOUT THAT'S NOT THE INCORPORATING IT
TOGETHER. 
          YES. MAYBE I'M CONFUSED. 
          WHAT WE CHALK THIS UP TO NUMBER TEN. NUMBER TEN. 
          BUT WHAT WE. SO YEAH, THAT'S FINE. BUT I'M LOOKING AT THAT BECAUSE IT SPECIFICALLY STATES
IN WITH THE SUPERINTENDENT. 
          RIGHT, RIGHT. WHICH I THINK WHICH I THINK IS IMPORTANT WE'VE ALWAYS CHALKED THAT UP TO THE VSBA. WE HAVE OR INDIVIDUAL. 
          SO I THINK TO YOUR POINT, I THINK WHAT WE NEED TO ADD IN HERE IS A BOARD,
FIVE OF US, PLUS OUR SUPERINTENDENT, TO COME WITH US FOR NOT SUFFERING. I THINK I SEE WHAT STEVE IS SAYING. 
          SO I THINK IT MIGHT ACTUALLY BE YOU COULD PUT THAT UNDER EVALUATION RETREAT AND JUST HAVE
THE BOARD THE CHAIR IS RESPONSIBLE FOR COORDINATING THAT. OKAY. YEAH. I DON'T I DON'T KNOW IF IT NEEDS TO GO IN CODE OF CONDUCT I THINK IT
YEAH, IT SHOULD BE IN OUR YEAH. ALONG THOSE LINES THERE SHOULD BE SOMETHING THAT DISCUSSES THE
DUTIES OF THE VICE CHAIR. THAT WASN'T ON HERE AT ALL. BUT I KNOW WE DISCUSSED THAT AT SOME. 
          YOU KNOW, THAT THE VICE CHAIR SHOULD HAVE SOME RESPONSIBILITIES. 
          AND THIS ONLY TALKS ABOUT THE SPECIFIC ROLE OF THE CHAIR. 
          MR. SMITH, IF WE WERE ABLE TO. IS THERE A I'M SORRY,
IS THERE IT MIGHT BE IN OUR POLICY. 
          IS THERE A POLICY THAT SPEAKS TO THE DUTIES OF A VICE CHAIR? WELL THANK YOU. IF SO, WE JUST NEED CAN WE JUST ADD IT INTO AS A PAGE RIGHT AFTER THE
CHAIR, JUST THE VICE CHAIR PART. BECAUSE I KNOW WE HAD TALKED ABOUT BRINGING. 
          INCREASING THE RESPONSIBILITIES OF THE VICE CHAIR. 
          SO IT'S NOT JUST. AND IF IT WAS IN THIS PIECE,
THEN IT WOULD FALL IN LINE WITH THE CHAIR OF THE RESPONSIBILITIES OF THE CHAIR BEING IN THERE. AND THERE'S ONLY ONE OTHER THING. MAYBE ALSO PUTTING IN THERE THAT OBVIOUSLY THEY
ARE THE BACKUP TO THE CHAIR. 
          RIGHT, RIGHT. RIGHT. THE ONLY THING I WAS GOING TO ADD IS NUMBER FOUR,
WHICH IS COMMUNICATION BETWEEN STAFF AND BOARD IS ENCOURAGED. 
          I DON'T KNOW IF IT BELONGS IN HERE OR NOT, BUT IT'S PROBABLY AN UNWRITTEN WRITTEN THING
THAT WHEN CONSTITUENTS EMAIL US, THERE'S A CERTAIN TIME LIMIT THAT WE SHOULD. WE DISCUSSED IT,
BUT I DIDN'T KNOW IF WE PUT IT IN WRITING ANYWHERE, BUT WE SHOULD HOLD OURSELVES ACCOUNTABLE TO A STANDARD OF 72 HOURS OR WHATEVER IT'S GOING
TO BE, SO THAT THE COMMUNITY UNDERSTANDS THAT IS THE STANDARD THAT THE BOARD IS GOING TO HAVE AND
HOW WE COMMUNICATE, 
          [01:35:04]
HOW WE RESPOND TO COMMUNICATION WITH THEM. SO PUTTING A TIME TO IT. 
          THAT'S ACCOUNTABLE, IN MY OPINION, PUTTING A TIME TO IT,
MAKE US ACCOUNTABLE TO IT. 
          SOME OF US MIGHT BE DOING IT IN 24 HOURS, WHICH IS FABULOUS. 
          BUT WHATEVER THE AGREED UPON. I DON'T THINK WE SHOULD DO THAT. 
          I THINK I THINK ACCOUNTABILITY. YEAH, ACCOUNTABILITY IS ULTIMATELY WITH OUR CONSTITUENTS. 
          AND IF WE'RE NOT RESPONDING FAST ENOUGH, WE'LL HEAR ABOUT IT. 
          DO YOU THINK I MEAN, I THINK IT'S UP TO THE INDIVIDUAL REPRESENTATIVE TO SET THAT STANDARD
FOR HERSELF OR HIMSELF. 
          WE'VE GOT 48 HOURS. IF YOU'RE ON VACATION, DOES THAT COUNT? I KNOW WHAT IS EMAIL ETIQUETTE? WOULD IT BE SENDING TO CONSTITUENT SERVICES IN A TIMELY
LIKE IF WE WANT TO IF WE WANT TO DEFINE A TIMELY RESPONSE THEN WHAT'S THE RESPONSE WOULD IT BE? SO I'M NOT SURE IF DR. PHILLIPS WANTS TO CHIME IN OR NOT. 
          ON WHAT WHAT HE WANTS TO DO FOR HIS SECTION,
WHICH WE'RE NOT GOING TO TOUCH BECAUSE YOU GOT ALL FIVE OF US TO DEAL WITH. 
          THIS IS REALLY JUST FOCUSED ON THE FIVE OF US. 
          AND IF THE IF THE ANSWER IS WE HAVE SENT IT OVER TO TO JOHN TO HANDLE WITHIN THE TIME
FRAME, I DON'T KNOW HOW EVERYONE ELSE DOES IT, BUT FOR ME,
IF I SEND IT TO HIM, I RESPOND TO THE CONSTITUENT, AND I PUT HIM ON THERE BECAUSE I'M RESPONDING AND I'M GIVING IT TO HIM. 
          RIGHT. SO WE HAVE SOME CONSTITUENTS THAT ME PERSONALLY,
I GET CONSTITUENTS THAT CALL ME THAT ARE NOT IN MY DISTRICT OFTEN. 
          SO MY SUGGESTION OF WHAT I'M OFFERING NOW IS A WAY TO HELP THEM FEEL HEARD BY THEIR
PROSPECTIVE BOARD MEMBERS IF YOU'RE ALREADY NOT DOING THAT. 
          RIGHT, IF YOU'RE IF YOUR ANSWER IS WHEN YOU SEE IT,
YOU JUST FORWARD IT TO TO JOHN AND HE RESPONDS ON OUR BEHALF, THE CONSTITUENT STILL HASN'T HEARD FROM THE BOARD MEMBER THAT THEY SENT THE EMAIL TO. 
          RIGHT. AND SO THAT IS JUST A FLAVORING OF BOTH. 
          IT JUST KIND OF DEPENDS ON WHAT THE EMAIL IS. 
          AND IT WAS A SUGGESTION TO HELP ALLEVIATE. BUT IF IT'S NOT YOUR CUP OF TEA THEN I'M FINE
WITH IT I'LL STILL CONTINUE TO DO IT THE WAY I DO IT WITH JOHN. 
          AND AS YOUR CONSTITUENTS CALL ME, I WILL DO THE SAME THING THAT I ALWAYS DO PLEASE CONTACT
YOUR RESPECTIVE BOARD MEMBER. 
          HOWEVER, IF YOU WOULD LIKE TO CONTINUE TO INCLUDE ME IN YOUR CORRESPONDENCE,
PLEASE FEEL FREE TO DO SO AND THAT WILL BE MY SO THAT YOU ALL KNOW THAT THAT IS WHAT I SAY TO THEM WHEN THEY CALL OR EMAIL. AND I THINK THAT,
YEAH, THAT ABSOLUTELY ALIGNS WITH WHAT OUR EXPECTATIONS ARE IN HERE. 
          YEAH. YOU SAID I'M DONE. MR. SMITH, DID YOU HAVE ANY. 
          JUST WITH REGARD TO THE QUESTION REGARDING THE VICE CHAIR PIECE YOU DO HAVE IN SCHOOL
BOARD POLICY 1150 IT TALKS ABOUT THE CHAIR, VICE CHAIR. THE THE LANGUAGE THERE IS LARGELY TALKS ABOUT IN THE ABSENCE OF THE CHAIR,
THE VICE CHAIR WOULD OBVIOUSLY HAVE THE DUTIES AND AUTHORITIES IT'S VERY GENERAL, BUT YOU HAVE A REFERENCE POINT FOR THAT. OKAY. 
          THANK YOU. 
          MIC] SO NOTHING SPECIFIC ON THAT THAT WE'RE LOOKING FOR SO THAT WE CAN MAKE THAT AS SPECIFIC WITH THE ROLES AND RESPONSIBILITIES MOVING FORWARD. 
          THANK YOU. ALL RIGHT. ANYTHING ELSE TO COVER? ALL RIGHT. WELL, OBVIOUSLY I'D LIKE TO THANK EVERYBODY FOR THEIR INPUT DURING OUR
DISCUSSION THIS AFTERNOON. 
          NEXT WE HAVE ANNOUNCEMENTS COMMUNICATIONS AND SCHOOL BOARD COMMENTS. 
          [F. Announcements, Communications, and School Board Comments]
ANYBODY HAVE ANYTHING? I JUST WANT TO REMIND ANYONE WHO'S LISTENING THIS EARLY ON MONDAY,
MARCH 17TH, IS THE BUDGET TOWN HALL FOR DALE DISTRICT AT THE BEULAH REC CENTER. 
          SO PLEASE COME AND SHOW YOUR ADVOCACY FOR OUR BUDGET. 
          THAT IS THE PLACE THAT IS THE TIME TO MAKE SURE YOUR VOICES ARE HEARD THERE AS WELL. 
          THEY CONTROL THE PURSE STRINGS AS FAR AS THE LOCAL SIDE IS CONCERNED. 
          SO I HOPE TO SEE PARTICIPATION ON MONDAY THE 17TH AT BEULAH REC CENTER. 
          OKAY. NEXT SCHOOL BOARD BUSINESS MEETING WILL BE HELD THIS EVENING,
MARCH 11TH, 2025 AT 6:30 P.M. 
          HERE IN THE PUBLIC MEETING ROOM. IF THERE'S NO FURTHER PUBLIC BUSINESS,
WE WILL ENTER IN CLOSED SESSION, 
          [G. Adjournment into Closed Session]
WHICH WILL BE HELD IN THE PUBLIC MEETINGS CONFERENCE PUBLIC MEETING ROOMS,
CONFERENCE ROOM. 
          MADAM CLERK, 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. 
          [01:40:09]
MEMBERS OF THE BOARD YOU HAVE JUST HEARD THE ITEMS REQUESTED TO BE DISCUSSED IN CLOSED
SESSION. DO I HAVE A MOTION IN THAT REGARD? SO MOVED. IS THERE A SECOND? SECOND. MADAM CLERK,
WOULD YOU PLEASE CALL ROLL ON THE MOTION? DOT HEFFRON. AYE. DOMINIQUE CHATTERS. AYE. STEVEN PARANTO. 
          AYE. LISA HUDGINS. AYE. ANN COKER. AYE. WE ARE NOW IN CLOSED SESSION. 
          DO I HAVE A MOTION TO RECONVENE IN OPEN SESSION? SO MOVED. 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 MEMBERS 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? I'LL MAKE A MOTION TO ADOPT THE RESOLUTION. 
          IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? DOT HEFFRON. AYE. DOMINIQUE CHATTERS. AYE. STEVEN PARANTO. 
          AYE. LISA HUDGINS. AYE. ANN COKER. AYE. THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE FIRST PERSONNEL MATTER? IN CASE NUMBER 2024 - 25/50-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION
BE UPHELD. 
          IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? DOT HEFFRON. AYE. DOMINIQUE CHATTERS. AYE. STEVEN PARANTO. 
          AYE. LISA HUDGINS. AYE. ANN COKER. AYE. THE MOTION CARRIES. 
          IS THERE A MOTION REGARDING THE NEXT PERSONNEL MATTER? IN CASE NUMBER 2024 - 25/51-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION
BE UPHELD. 
          IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL ROLL ON THE MOTION? DOT HEFFRON. AYE. DOMINIQUE CHATTERS. AYE. STEVEN PARANTO. 
          AYE. LISA HUDGINS. AYE. ANN COKER. AYE. THE MOTION CARRIES.
* This transcript was compiled from uncorrected Closed Captioning.