[00:00:04] GOOD AFTERNOON. I'D LIKE TO CALL THE NOVEMBER 12TH, 2025 SCHOOL BOARD WORK SESSION TO ORDER. [A. Meeting Opening] FIRST, WE HAVE AN UPDATE ON SPECIAL EDUCATION FROM MISS MANOS. [B. Special Education Update] GOOD AFTERNOON. BOARD HAIR, VICE CHAIR MEMBERS AND DOCTOR MURRAY. I'M SUMMER MANOS, SPECIAL EDUCATION DIRECTOR, AND I APPRECIATE THE OPPORTUNITY TO SHARE THIS SPECIAL EDUCATION UPDATE WITH YOU. TODAY'S PRESENTATION WILL OUTLINE OUR KEY TOPICS AND PRIORITIES FOR THE 2025-2026 SCHOOL YEAR. BEFORE LOOKING AHEAD, I WOULD LIKE TO TAKE A MOMENT TO HIGHLIGHT THE PROGRESS WE'VE MADE DURING THE 2024-2025 SCHOOL YEAR, AS WELL AS THE FOUNDATIONAL WORK THAT CONTINUES TO STRENGTHEN. THE SPECIAL ED PROGRAMING THAT WE PROVIDE ARE ALMOST 9000 STUDENTS WITH DISABILITIES. THIS SUCCESS IS TRULY A SHARED EFFORT. IT REFLECTS THE DEDICATION OF OUR TEACHERS, INSTRUCTIONAL AND SUPPORT STAFF, CENTRAL OFFICE TEAMS, SCHOOL LEADERS AND THE PARENT REPRESENTATIVES OF OUR SPECIAL EDUCATION ADVISORY COMMITTEE AS WELL AS YOU. MOST IMPORTANTLY, IT REFLECTS THE PARTNERSHIP THAT WE SHARE WITH OUR FAMILIES WHO WORK ALONGSIDE US EVERY DAY TO ENSURE THE BEST OUTCOMES FOR OUR STUDENTS. WHILE THE WORK IS NEVER DONE, IT IS REWARDING TO PAUSE AND ACKNOWLEDGE THE PROGRESS FROM THE 24-25 SCHOOL YEAR. WE REPORTED TO THE BOARD IN AUGUST AND AGAIN IN DECEMBER ABOUT OUR EFFORTS TO STRENGTHEN INCLUSIVE PRACTICES ACROSS ALL GRADE LEVELS. THIS PAST YEAR, WE EXPANDED OUR EARLY CHILDHOOD SPECIAL EDUCATION INCLUSION MODEL FROM 4 SCHOOLS AND 7 CLASSROOMS TO 5 SCHOOLS AND 11 CLASSROOMS. THIS GROWTH REPRESENTS MORE THAN JUST NUMBERS. IT REFLECTS OUR COMMITMENT TO ENSURING THAT OUR YOUNGEST LEARNERS BEGIN THEIR EDUCATIONAL JOURNEY IN INCLUSIVE ENVIRONMENTS WHERE ALL STUDENTS LEARN AND GROW TOGETHER. WE ALSO REPORTED TO THE BOARD ON OUR RESTRUCTURED SECONDARY TRANSITION SERVICES, DESIGNED TO CREATE GREATER POST-GRADUATION CAREER AND LIFE OPPORTUNITIES FOR OUR STUDENTS WITH DISABILITIES. OVER THE PAST YEAR, WE'VE EXPANDED WORK BASED LEARNING OPPORTUNITIES, GIVING MORE STUDENTS REAL WORLD EXPERIENCES THAT CONNECT CLASSROOM INSTRUCTION TO MEANINGFUL EMPLOYMENT PATHWAYS AND PROMOTE INDEPENDENCE. THROUGHOUT THIS PAST YEAR, WE HAVE STRENGTHENED INSTRUCTIONAL COLLABORATION AND EXPANDED THE IMPACT OF OUR SPECIALIZED TEAMS. OUR BEHAVIOR TEAM HAS ENHANCED ITS WORK IN PROVIDING EVIDENCE BASED BEHAVIOR SUPPORTS, BOTH BY DIRECTLY ASSISTING STUDENTS AND BY EMPOWERING SCHOOL STAFF WITH STRATEGIES THAT IMPROVE STUDENT OUTCOMES. ADDITIONALLY, OUR INSTRUCTIONAL SPECIALISTS IN READING AND MATH HAVE CONTINUED TO DEEPEN THEIR PARTNERSHIP WITH SCHOOLS, ENSURING THAT STUDENTS WITH DISABILITIES RECEIVE HIGH QUALITY INSTRUCTION ALIGNED WITH THE GENERAL EDUCATION CURRICULUM. THESE COLLABORATIVE EFFORTS ARE CREATING STRONGER INSTRUCTIONAL SYSTEMS AND MORE CONSISTENT SUPPORT FOR STUDENTS ACROSS CCPS. FINALLY, WE'RE PROUD TO SHARE THE SUCCESS OF OUR ASPIRING SPECIAL EDUCATION LEADERS ACADEMY, WHICH WE REPORTED TO THE BOARD IN DECEMBER. THIS INITIATIVE SUPPORTS TEACHER LEADERSHIP AND BUILDS THE INTERNAL CAPACITY FOR THE FUTURE. IN MAY OF 2025, 12 OF OUR CCPS TEACHERS COMPLETED THE ACADEMY, AND WE'RE ESPECIALLY EXCITED THAT 4 OF THEM ARE CURRENTLY SERVING IN COORDINATOR OF SPECIAL EDUCATION POSITIONS IN OUR SCHOOLS. THIS PROGRAM IS STRENGTHENING OUR LEADERSHIP PIPELINE AND ENSURING THAT WE CONTINUE TO HAVE KNOWLEDGEABLE, COMMITTED LEADERS WHO UNDERSTAND BOTH INSTRUCTION, COMPLIANCE AND THE UNIQUE NEEDS OF OUR STUDENTS WITH DISABILITIES. AS WE MOVE FORWARD, OUR FOCUS REMAINS ON EXPANDING INCLUSIVE PRACTICES AND STRENGTHENING OPPORTUNITIES FOR STUDENTS WITH DISABILITIES ACROSS ALL GRADE LEVELS AND ALL OF OUR SCHOOLS. WE WILL CONTINUE EXPANDING EARLY CHILDHOOD SPECIAL EDUCATION, NOW ON TRACK TO REACH 10 SCHOOLS AND 20 CLASSROOMS, INCLUDING OPTIONS FOR 3E YEAR OLD'S AS SPACE AND BUDGET ALLOWS OUR PARTNERSHIP BETWEEN CAREER AND TECHNICAL EDUCATION AND SPECIAL EDUCATION WILL GROW. INCREASING WORK BASED LEARNING OPPORTUNITIES FOR STUDENTS WITH DISABILITIES. PARTICIPATION HAS ALREADY INCREASED FROM 35 STUDENTS IN 2223 TO 91 STUDENTS IN 23, 24 TO 112 STUDENTS LAST YEAR, AND WE PLAN TO CONTINUE TO BUILD UPON THAT SUCCESS. WE WILL FINALIZE A MULTI-YEAR INCLUSIVE PRACTICES ACTION PLAN BUILDING ON LAST YEAR'S SELF-ASSESSMENT. THIS PLAN WILL GUIDE NEXT STEPS IN EARLY CHILDHOOD, PRE-K-12 INSTRUCTION TRANSITION SUPPORTS AND INCLUDE RESOURCES NEEDED FOR IMPLEMENTATION. TOGETHER, THESE NEXT STEPS CONTINUE OUR MOMENTUM TOWARD A MORE INCLUSIVE, EQUITABLE, AND SUPPORTIVE SYSTEM FOR ALL OF OUR STUDENTS WITH DISABILITIES. OUR PARTNERSHIP BETWEEN PROFESSIONAL LEARNING AND SPECIAL EDUCATION WILL CONTINUE TO BUILD THE LEADERSHIP PIPELINE THROUGH THE SECOND COHORT OF THE CCPS ASPIRING SPECIAL EDUCATION LEADERS ACADEMY, WHICH WE LAUNCHED IN SEPTEMBER 18TH EDUCATORS ARE CURRENTLY PARTICIPATING IN THIS PROFESSIONAL LEARNING OPPORTUNITY THAT INCLUDES WORKSHOPS, GUIDED OBSERVATIONS, AND LEADERSHIP EXPERIENCES FOCUSED ON SPECIAL EDUCATION REGULATIONS, IEP AND ELIGIBILITY PROCESSES. [00:05:04] SPECIALLY DESIGNED INSTRUCTION, INCLUSIVE PRACTICES AND EFFECTIVE COMMUNICATION, ALL DESIGNED TO PREPARE THEM FOR FUTURE LEADERSHIP ROLES IN CCPS. WE WILL CONTINUE TO STRENGTHEN SPECIALLY DESIGNED INSTRUCTION, WHICH MEANS ADAPTING INSTRUCTION TO MEET EACH STUDENT'S UNIQUE LEARNING NEEDS THROUGH THE USE OF NEW EVIDENCE BASED INSTRUCTIONAL RESOURCES AND TARGETED PROFESSIONAL DEVELOPMENT, SPECIFICALLY IN MATH AND LITERACY. WE'RE ALSO EXPANDING TRAINING AND SOCIAL EMOTIONAL LEARNING AND BEHAVIORAL INTERVENTIONS, PROMOTING GREATER ALIGNMENT AMONG OUR INSTRUCTIONAL SPECIALISTS IN THE ESL DEPARTMENT. TITLE 1 DEPARTMENT OFFICE OF SCHOOL LEADERSHIP AND CURRICULUM DEVELOPMENT DEPARTMENTS. WE'RE ALSO CURRENTLY PARTNERING WITH VCU AND THE T/TAC TO IMPLEMENT EXPLICIT INSTRUCTION STRATEGIES FOR STUDENTS WITH DISABILITIES, TO STRENGTHEN COMMUNICATION AND CONSISTENCY ACROSS ALL OF OUR SCHOOLS. WE'RE EXCITED TO ANNOUNCE THAT WE LAUNCHED A A 2025-2026 SCHOOL YEAR SPECIAL EDUCATION FAMILY FEEDBACK SURVEY TO GATHER PARENT AND GUARDIAN INPUT FOLLOWING IEP 504 AND ELIGIBILITY MEETINGS AS OF OCTOBER 21ST. WE'VE RECEIVED FEEDBACK FROM 287 FAMILIES, PROVIDING VALUABLE INSIGHT INTO THEIR EXPERIENCES WITH OUR SPECIAL EDUCATION AND SECTION 504 PROCESSES. IN ADDITION, WE WILL CONTINUE TO PARTNER WITH THE SPECIAL EDUCATION ADVISORY COMMITTEE, ALSO KNOWN AS SEAC, TO USE FAMILY FEEDBACK IN MAKING SURE THAT WE'RE GUIDING IMPROVEMENTS TO PROGRAMS, SUPPORTS AND OUR SERVICES FOR OUR STUDENTS WITH DISABILITIES. IN CLOSING, THE PROGRESS THAT WE'VE MADE IN THE PRIORITIES THAT WE'VE SET FOR THIS YEAR REFLECT THE DEDICATION OF OUR EDUCATORS, ALL OF OUR STAFF, AND ALL OF OUR FAMILIES. TOGETHER, WE'RE COMMITTED TO STRENGTHENING SPECIAL EDUCATION PROGRAMING AND ENSURING MEANINGFUL OUTCOMES FOR EVERY STUDENT. THANK YOU FOR YOUR TIME AND YOUR SUPPORT. THANK YOU VERY MUCH, MISS MANOS. BOARD MEMBERS, IS THERE ANY DISCUSSION? MS. CHATTERS? THANK YOU. MS. MANOS. I HAD 2 QUESTIONS. SURE. I'LL START WITH THE FEEDBACK OF THE 330 RESPONSES. ARE WE SORRY? ARE WE GOING TO GET A SUMMARY OF THE FEEDBACK? AS A FOLLOW UP OF YOU KNOW WHAT WHAT THE FAMILIES ARE SAYING? ABSOLUTELY. WE GET MONTHLY UPDATES AS FAR AS THE DATA IS CONCERNED, AND I'D BE HAPPY TO TO FOLLOW BACK UP AND SHARE THAT WITH YOU. THANK YOU. SURE. AND THEN THE 2ND QUESTION IS, I KNOW WE ARE FOR SOME OF MY SCHOOLS, WE'RE HAVING DIFFICULTY WITH HAVING TRAINED SPECIAL EDUCATION TEACHERS IN OUR CLASSROOMS. SO IF YOU COULD TALK TO WHAT ARE WE DOING TO HELP MITIGATE SOME OF THOSE CLASSROOMS? YES. SO THAT IS A VERY HOT TOPIC ACROSS, I WOULD SAY, ALL OF OUR DISTRICTS AND ALL OF OUR SCHOOLS IS REALLY MEETING, WORKING TO MEET THE NEEDS OF OUR TEACHERS, LONG TERM SUBS THAT ARE IN OUR CLASSROOMS SPECIFICALLY FOR STUDENTS WITH DISABILITIES. AND SO WE DO HAVE A SYSTEM WITHIN OUR DEPARTMENT WHERE WE HAVE SPECIALISTS AND WE HAVE SUPPORT SPECIALISTS WHO ARE ASSIGNED TO SPECIFIC SCHOOLS. AND SO THEY GO OUT AND THEY COLLABORATE WITH BOTH THE CSC AND THE CLASSROOM TEACHER TO PROVIDE GUIDED STRATEGIES AND MODEL INSTRUCTION AND PROVIDE RESOURCES. OUR TEAM CAN DO THAT AS NEEDED. OR IF IF WE GET AND HEY, WE NEED IMMEDIATE HELP. THEN WE LOOK AT WHO'S AVAILABLE AND WE TRY TO REALLY MAKE SURE THAT WE CAN RESPOND IN AS TIMELY MANNER AS POSSIBLE. WE ALSO HAVE ONGOING PARTNERSHIPS WITH OUR COLLEAGUES IN OTHER DEPARTMENTS THAT PROVIDE BOTH MENTORSHIP OPPORTUNITIES TO NEW TEACHERS, AS WELL AS MAKE SURE THAT THERE ARE SCHOOL BASED OPPORTUNITIES FOR CSCS TO MEET THE NEEDS OF THE TEACHERS IN THEIR CLASSROOM. AND THEN WE PROVIDE CSCS SOME TARGETED SUPPORT THAT THEY CAN PUSH DOWN TO TEACHERS, AS WELL AS OFFER ONGOING PROFESSIONAL LEARNING OPPORTUNITIES FOR ALL OF OUR TEACHERS. WE HAVE A REALLY EXCITING OPPORTUNITY, FOR EXAMPLE, COMING UP ON FRIDAY WHERE WE'VE ASKED SOME OF OUR CURRENT CLASSROOM TEACHERS TO PROVIDE SOME PROFESSIONAL LEARNING TO OTHER TEACHERS SO THAT THEY CAN SHARE VERY SPECIFIC STRATEGIES AND TECHNIQUES AND DESIGNS THAT THEY HAVE SET UP IN THEIR CLASSROOMS TO SUPPORT THEIR COLLEAGUES. SO WE HAVE SEVERAL DIFFERENT LAYERS OF SYSTEMS IN ORDER TO MEET THE NEEDS OF OUR STAFF. AND THAT INFORMATION IS PUSHED OUT TO ALL OF THEM. SO THEY KNOW THAT THIS IS WHERE THE HELP NEEDS TO COME FROM. THAT IS CORRECT. WE HAVE A SPECIAL EDUCATION WEEKLY UPDATE EMAIL THAT INCLUDES ALL OF THAT INFORMATION. THANK YOU. MR. PARANTO. THANK YOU. GOOD AFTERNOON. GOOD AFTERNOON. 13%, I THINK, OF OUR STUDENTS REQUIRE SPECIAL EDUCATION SERVICES. SO ABOUT 8500. THAT IS CORRECT. WE'RE PUSHING 9000. OKAY, LAST TIME I CHECKED, OUR DECEMBER 1ST COUNT WILL GIVE US VERIFIED INFORMATION HERE IN A COUPLE OF WEEKS. SO ROUGHLY 9000 OF OUR STUDENTS REQUIRING SPECIAL EDUCATION. AND AND OF THOSE 9000, THE NEEDS ARE DRASTICALLY DIFFERENT FROM ONE CHILD TO THE NEXT. SO I GREATLY APPRECIATE THE 1 ACKNOWLEDGING THAT. AND THEN 2 WORKING TOWARDS THE SOLUTION TO MEET THE NEEDS AS BEST WE CAN, UNDERSTANDING THAT WE ARE TRYING TO HIRE THOSE INDIVIDUALS [00:10:04] INTO CCPS TO ACCOMPLISH THOSE GOALS. WITH THAT BEING SAID, AND I KNOW WE'VE GOT BUDGET SEASON COMING UP, AND I'M NOT LOOKING FOR AN ANSWER RIGHT NOW. BUT WOULD LIKE TO AND AM INTERESTED IN WHAT YOUR DEPARTMENT SEES AS A NEED FROM A FINANCIAL STANDPOINT. AND THEN WHAT IS THAT GOING TOWARDS AS FAR AS RECRUITING CERTAIN INDIVIDUALS WITH THOSE SPECIALTIES TO COME IN? JUST WOULD LIKE TO GET A BETTER UNDERSTANDING, AN OVERVIEW OF WHAT THAT LOOKS LIKE. AGAIN, I'M NOT RIGHT NOW, BUT SOMETHING THAT WE COULD MAYBE LOOK FORWARD COMING OUR WAY HERE IN THE NEAR FUTURE. AND THEN ALSO VIRGINIA TECH. YES. OKAY. GOT IT. JUST GREAT. THANKS FOR NOTICING. ABSOLUTELY. JUST JUST GREATLY, GREATLY APPRECIATE WHAT YOU'RE DOING AND THE ENTIRE SPECIAL EDUCATION DEPARTMENT. SO THANK YOU. THANK YOU. AND I WILL WORK ON GETTING YOU THAT SPECIFIC INFORMATION. WE DO HAVE FREQUENT COLLABORATION WITH THE HUMAN RESOURCES DEPARTMENT AROUND ALL SORTS OF CURRENT PRACTICES, AS WELL AS THINKING INNOVATIVELY AND THINKING AHEAD OF WHAT THAT CAN LOOK LIKE AS FAR AS NEEDS ARE CONCERNED. FOR OUR STAFF AND MEETING ALL OF THE VARIED AND UNIQUE NEEDS OF OUR STUDENTS. SO I WILL GET BACK TO YOU WITH SOME SPECIFIC INFORMATION ABOUT THAT. THANK YOU, MS. CHATTERS. I'M SORRY I HAD ONE MORE. I SAID IT WAS 2. IT'S 3. YOU HAD MENTIONED EARLY ON THAT WE'RE TRYING TO DO THE [INAUDIBLE] CLASSROOM EXPANSION INTO 10 SCHOOLS. WHEN YOU GET A MOMENT, I'D LIKE TO KNOW WHAT 10 SCHOOLS THAT WERE. TELL YOU THE ONES THAT WE CURRENTLY HAVE PROGRAMS. OKAY. AND THEN FUTURE PROGRAMING IS CONTINUING TO BE IN THE WORKS. OKAY. DO YOU WANT TO KNOW OUR CURRENT SCHOOL? YES, PLEASE. SO THAT WOULD BE EVERGREEN. GREENFIELD, HENNING, CRENSHAW, AM DAVIS ,ETTRICK AND THEN, OF COURSE [INAUDIBLE] THANK YOU. THANK YOU VERY MUCH. APPRECIATE IT. NEXT WE HAVE A PRESENTATION ON PROVIDING NEW TEACHER SUPPORT FROM DOCTOR HILL. [C. New Teacher Support] GOOD EVENING. MY NAME IS MISSY HILL. AS CCPS NEW TEACHER SUPPORT SPECIALIST, I AM HONORED TO SHARE INFORMATION ABOUT NEW TEACHER SUPPORT PROVIDED THROUGH THE NEW TEACHER INDUCTION PROGRAM, OR NTIP FOR SHORT. FOR THE 2025-2026 SCHOOL YEAR. NTIP PROVIDES SUPPORT TO APPROXIMATELY 100 ANNUAL SUBSTITUTES, APPROXIMATELY 275 YEAR 1 TEACHERS, AND APPROXIMATELY 340 EDUCATORS SERVING AS EITHER ANNUAL SUBSTITUTES OR TEACHERS WHO ARE NEW TO CCPS BUT HAVE PRIOR YEARS OF EXPERIENCE. THE NEW TEACHER INDUCTION PROGRAM PROVIDES TARGETED SUPPORT THROUGH ANNUAL SUBSTITUTE, NEW EDUCATOR ORIENTATION, MENTORSHIP, INDUCTION, GOAL SETTING, AND YEAR LONG PROFESSIONAL LEARNING, ALL OF WHICH IS TRACKED TO ALLOW US TO MONITOR AND ADJUST AS NEEDED. FOR THE SECOND YEAR IN NTIP HOSTED ANNUAL SUBSTITUTE DURING NEW TEACHER WORK WEEK, WHICH IS THE WEEK PRIOR TO ALL TEACHERS RETURNING TO WORK IN AUGUST. IN RESPONSE TO LAST YEAR'S FEEDBACK, SESSIONS WERE OFFERED AT 2DIFFERENT TIMES, 1 FOR ELEMENTARY EDUCATORS AND 1 FOR SECONDARY EDUCATORS. NEW AND RETURNING ANNUAL SUBSTITUTES WHO WERE FILLING A TEACHER VACANCY WERE INVITED TO JOIN. THIS PROFESSIONAL LEARNING OPPORTUNITY WAS DEVELOPED WITH AN UNDERSTANDING THAT MANY ANNUAL SUBS DID NOT ENGAGE A TRADITIONAL TEACHER PREPARATION PROGRAM, SO DURING THIS HALF DAY SESSION, PARTICIPANTS FOCUSED ON HUMAN GROWTH AND DEVELOPMENT, AS WELL AS FOUNDATIONAL CONCEPTS FOR CLASSROOM MANAGEMENT AND INSTRUCTIONAL PLANNING. NEW EDUCATOR ORIENTATION, OR NEO, TOOK PLACE DURING NEW TEACHER WORK WEEK IN AUGUST 2025. NEO INCLUDES BOTH FACE TO FACE SESSIONS AND ASYNCHRONOUS SESSIONS FOR ANYTIME, ANYWHERE LEARNING ON OUR 2 FACE TO FACE PROFESSIONAL LEARNING DAYS. PARTICIPANTS ATTEND SESSIONS BASED ON THEIR LEVEL OF ELEMENTARY OR SECONDARY, AND TOPICS INCLUDE CURRICULUM AND INSTRUCTION, GIFTED EDUCATION, SPECIAL EDUCATION, CLASSROOM MANAGEMENT, TECHNOLOGY SUPPORT, AND VARIOUS STRATEGIES TO SUPPORT INSTRUCTION, RELATIONSHIP BUILDING, AND PARENT COMMUNICATION. ASYNCHRONOUS PROFESSIONAL LEARNING TOPICS INCLUDE UNDERSTANDING THE CCPS RAPID IDENTITY DASHBOARD, UNDERSTANDING OBSERVATIONS, GOAL SETTING, SUMMATIVE REPORTS, AND IMPACT YOU. CCPS POLICIES INCLUDING 30-30, 30-31, 30-35, 30-40, 40-10R, 50-31 AND 7200. DATA DRIVEN DECISION MAKING AND MORE. ALL RESOURCES FROM OUR FACE TO FACE PROFESSIONAL LEARNING AND THE ASYNCHRONOUS PROFESSIONAL LEARNING SESSIONS FOR NEO REMAIN IN OUR [00:15:02] INTIMATE CANVAS COURSE ALL YEAR LONG, ENSURING ONGOING ACCESS, WHICH IS ESPECIALLY IMPORTANT FOR LATE HIRES SEEKING BOTH CCPS SPECIFIC INFORMATION AND BEST PRACTICES FOR THE CLASSROOM. DURING NEW TEACHER WORK WEEK, NEW TEACHERS AND ANNUAL SUBS RECEIVE SUPPORT NOT ONLY FROM THE CENTRAL OFFICE BUT FROM THEIR HOME SCHOOLS AS WELL. EACH SCHOOL HAS A MENTOR COORDINATOR ASSIGNED BY THEIR PRINCIPAL. MENTOR COORDINATORS RECEIVE RESOURCES TO SUPPORT THEIR COLLABORATION WITH THEIR SCHOOL LEADERS AS THEY PLAN SCHOOL BASED SESSIONS ON THE 1ST AND LAST DAYS OF NEW TEACHER WORK WEEK. ON THESE 2 DAYS, MENTOR COORDINATORS DISCUSS HELPFUL SCHOOL BASED INFORMATION LIKE DETAILS FROM THE FACULTY HANDBOOK, WHO'S WHO IN THE SCHOOL, WHAT'S WHERE IN THE SCHOOL? EXPECTATIONS FOR COMMUNICATION WITH FAMILIES, SCHOOL BASED PBIS MODELS AND MORE. THESE 2 DAYS ARE ALSO AN OPPORTUNITY FOR MENTORS AND MENTEES TO MEET FOR THE VERY 1ST TIME. AS MENTIONED PREVIOUSLY, NTIP SUPPORTS ANNUAL SUBS AND TEACHERS NEW TO THE PROFESSION, BUT IT ALSO PROVIDES SUPPORTS FOR ANY TEACHER WHO IS TRANSITIONING. TRANSITIONING INTO THE DIVISION MENTORSHIP ROLES THROUGH NTIP AIM TO BE RESPONSIVE TO THE DIFFERENT NEEDS OF EDUCATORS PARTICIPATING IN THE PROGRAM. MENTORS ARE PROVIDED TO TEACHERS WITH 0 FULL YEARS OF TEACHING EXPERIENCE AND TO ANNUAL SUBSTITUTES. EARLY CAREER TEACHERS ARE INDIVIDUALS WITH 1 TO 5 FULL YEARS OF TEACHING EXPERIENCE, AND THEY RECEIVE A COLLEAGUE AND VETERAN TEACHERS WITH MORE THAN 5 YEARS OF TEACHING EXPERIENCE WHO ARE NEW TO THE COUNTY OR TO THEIR SCHOOL, RECEIVE A BUDDY. MENTORSHIP PROVIDED TO MENTORS. MENTORSHIP PROVIDED BY MENTORS, COLLEAGUES AND BUDDIES ARE STRUCTURED TO MEET THE LEVEL OF EXPERIENCE OF THE NEW HIRE. THEY SUPPORT ALL PARTICIPANTS IN ENTITY RECEIVE ONGOING INFORMAL CHECK INS, ANNUAL SUBS AND YEAR 1 TEACHERS RECEIVE YEAR LONG CONSULTATION AND THE OPPORTUNITY FOR BOTH CLASSROOM DEMONSTRATION AND PEER OBSERVATION, AS STATED WITHIN THE CODE OF VIRGINIA. EARLY CAREER TEACHERS WHO ARE NEW TO THE DIVISION OR THEIR SCHOOL RECEIVE A SEMESTER OF CONSULTATION IN BOTH CLASSROOM DEMONSTRATION AND PEER OBSERVATION. THIS SUPPORT CAN BE EXTENDED TO A FULL YEAR AS NEEDED, AND THEN VETERAN TEACHERS WITH MORE THAN 5 YEARS OF EXPERIENCE WHO ARE NEW TO THE DIVISION OR THEIR SCHOOL RECEIVE A SEMESTER OF CONSULTATION. THAT SUPPORT CAN ALSO BE EXTENDED TO INCLUDE CLASSROOM DEMONSTRATION AND PEER OBSERVATION, AND TO BE FOR THE FULL YEAR AS NEEDED. 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 SCHOOL'S NEEDS. CENTRALLY, THE WORK OF SUPPORTING NEW TEACHERS CONTINUES WELL BEYOND THEIR FIRST WORK WEEK IN AUGUST AND IS 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 FROM THE ELEMENTARY, MIDDLE, AND HIGH SCHOOL LEVELS. THESE INDIVIDUALS UNDERSTAND THAT PROFESSIONAL LEARNING IS HIGHLY EFFECTIVE WHEN IT IS PERSONALIZED TO MEET THE EMPLOYEE'S NEEDS. THEREFORE, IN NTIP, BOARD MEMBERS COLLABORATE WITH ME TO REVIEW FEEDBACK FROM THE PREVIOUS YEAR'S END OF YEAR SURVEY AND DEVELOP AN END TIP PROFESSIONAL LEARNING NEEDS ASSESSMENT DURING THE SUMMER MONTHS. THE NTIP PROFESSIONAL LEARNING NEEDS ASSESSMENT IS ISSUED 2 TO 3 WEEKS AFTER NEW TEACHER WORK WEEK. ONCE DATA FROM THE SURVEY IS REVIEWED, THE ADVISORY BOARD SETS PROFESSIONAL LEARNING OPPORTUNITIES THAT OCCUR DURING BOTH FALL AND SPRING SEMESTERS. SESSIONS TYPICALLY BEGIN IN THE FIRST WEEK OF SEPTEMBER. SESSIONS ARE PROVIDED FACE TO FACE AND LIVE VIRTUALLY. THE LIVE VIRTUAL SESSIONS ARE RECORDED AND TURNED INTO ASYNCHRONOUS LEARNING OPPORTUNITIES, ENSURING PARTICIPANTS HAVE ACCESS TO INFORMATION ON THEIR OWN TIME AND IN THEIR OWN SPACES AS NEEDED. IN 2025 2026, NTIP INTRODUCED INDUCTION GOAL SETTING. EARLY CAREER TEACHERS AND ANNUAL SUBSTITUTES ARE FILLING A TEACHER VACANCY, ARE ENCOURAGED TO SET INDUCTION GOALS FOR THEIR FIRST 3 YEARS IN THE PROFESSION. THE INDUCTION GOAL SETTING DOCUMENT PROVIDES PRE-WRITTEN SMART GOALS THAT ALIGN TO PROFESSIONAL LEARNING NEEDS COMMONLY IDENTIFIED IN THE NTIP NEEDS ASSESSMENT OVER THE LAST 5 YEARS. THOSE TOPICS ARE CLASSROOM MANAGEMENT, COLLABORATING AND COMMUNICATING, INSTRUCTIONAL PLANNING AND DELIVERY, RELATIONSHIPS, AND CLASSROOM ENVIRONMENT AND WELLNESS. WHILE PARTICIPANTS ARE WELCOME TO EXPLORE ANY TOPIC OF INTEREST OVER THE COURSE OF THE YEAR. USING THE INDUCTION GOAL STRUCTURE ALLOWS AN EDUCATOR TO FOCUS THEIR LEARNING ON A SPECIFIC TOPIC THIS YEAR, AND SHIFT TO A NEW TOPIC IN SUBSEQUENT YEARS. THESE SCREENSHOTS SHOW WHERE ANNUAL SUBSTITUTES AND NEW TEACHERS GO TO FIND AND REGISTER FOR AVAILABLE PROFESSIONAL LEARNING OPPORTUNITIES THAT HAVE BEEN DEVELOPED IN RESPONSE TO [00:20:04] FEEDBACK AND THE NEEDS ASSESSMENT DATA. THEY CAN SEARCH CHRONOLOGICALLY, OR THEY CAN SEARCH BASED ON A TOPIC OF INTEREST UNDER THOSE 5 PREVIOUSLY MENTIONED PROFESSIONAL LEARNING TOPICS THAT ALIGN TO THE NEEDS ASSESSMENT DATA AND SUPPORT NEW HIRES WITH THEIR INDUCTION GOALS. PARTICIPANTS CAN ATTEND LIVE VIRTUAL OFFERINGS, AND THEY CAN ALSO SEARCH A COLLECTION OF ASYNCHRONOUS LEARNING OPPORTUNITIES. FINALLY, THROUGH ANNUAL REFLECTION, WE ALWAYS STRIVE TO GET BETTER AT NEW TEACHER SUPPORT. INFORMATION IS KEY IN THAT REFLECTION. CENTRAL OFFICE COLLECTS INFORMATION ABOUT PARTICIPATION IN THE NEW TEACHER INDUCTION PROGRAM ALL YEAR LONG. SCHOOLS REPORT THEIR NEW HIRES AND THEIR MENTOR ASSIGNMENTS. ATTENDANCE IS GATHERED ATNEO AND AT ALL IN NTIP SESSIONS THROUGHOUT THE YEAR. THE NEEDS ASSESSMENT DATA HELPS IDENTIFY THIS YEAR'S COHORTS, LEARNING NEEDS AND FEEDBACK FROM PROFESSIONAL DEVELOPMENT SESSIONS HELP US HONE THE INFORMATION SHARED AND RESPOND TO INDIVIDUAL QUESTIONS. AND AT MID-YEAR AND END OF YEAR END, NTIP COLLECTS FEEDBACK FROM PARTICIPANTS TO SEE WHAT IS WORKING AND WHAT OPPORTUNITIES THERE ARE FOR CONTINUAL IMPROVEMENT. INFORMATION ABOUT MENTORSHIP SUPPORTS IS COLLECTED THROUGH AN END OF YEAR SURVEY, AS WELL AS WHEN MENTORS, COLLEAGUES, AND BUDDIES INDICATE COMPLETION OF THEIR MENTOR EXPECTATIONS WHEN THEY'RE REQUESTING RECERTIFICATION POINTS FOR THEIR ROLE. THERE IS ALSO A RECORD OF BIWEEKLY COMMUNICATION PROVIDED TO MENTOR COORDINATORS AND THEIR SUPPORTING ADMINISTRATORS, AS WELL AS QUARTERLY FEEDBACK FROM MENTOR COORDINATORS ABOUT WHAT SUPPORT IS NEEDED FOR THEIR SCHOOLS. BOTH OF THESE DATA POINTS ALLOW FOR REFLECTION ON COMMUNICATION AND RESPONSIVENESS TO CCPS SCHOOLS INDIVIDUAL NEEDS. THANK YOU FOR THE OPPORTUNITY TO SHARE OUR APPROACH TO SUPPORTING NEW TEACHERS AND ANNUAL SUBSTITUTES THROUGH 1 TO 1 MENTORSHIP, SCHOOL BASED PROGRAMING AND COUNTY LEVEL PROGRAMING. WE STRIVE TO CREATE A WELCOMING ENVIRONMENT THAT ENCOURAGES CCPS NEW HIRES TO BE LIFELONG LEARNERS, AND I WELCOME ANY QUESTIONS YOU MAY HAVE. THANK YOU, DOCTOR HILL. BOARD MEMBERS, IS THERE ANY DISCUSSION QUESTIONS? MS CHATTERS. HI. THANK YOU FOR THE PRESENTATION. I HAD A QUESTION AND IT WASN'T IN THERE, BUT IT WAS JUST WE HAVE A ROSTER OF ABOUT 300 SUBS THAT ARE NOT ANNUAL SUBS BUT JUST SUBS. IS THERE ANY SUPPORT THAT WE OFFER TO THEM WHEN THEY COME INTO THE CLASSROOM? LIKE, ARE THEY ABLE TO ACCESS CANVAS TO CHECK OUT THE THINGS THAT ARE THERE FOR LIKE NEW TEACHERS AND ANNUAL SUBS AS WELL? SO THE MESSAGE THAT WE GIVE TO MENTOR COORDINATORS IS THAT THE MORE THE MERRIER. SO WHILE NTIP IS TARGETED AT A SPECIFIC GROUP, NEW TEACHERS, ANNUAL SUBS, WE ALSO INCLUDE LONG TERM SUBS IN THAT ANNUAL MENTOR LEVEL. SO SCHOOLS HAVE THE ABILITY TO ASSIGN AN ANNUAL MENTOR TO A LONG TERM SUB IF THEY KNOW THAT THEY'RE GOING TO BE IN THAT SPACE. WE DO THAT FOR 2 REASONS. 1, WE KNOW THAT THEY'RE COMING INTO THAT SPACE AND ARE GOING TO NEED SUPPORT. AND THAT MEANS THAT THERE'S ANOTHER CLASSROOM TEACHER WHO'S SWOOPING IN AND GIVING THEIR TIME AND THEIR ENERGY. SO WE WANT TO MAKE SURE THAT THE SUPPORT EXISTS FOR THAT LONG TERM SUB. BUT WE ALSO WANT TO MAKE SURE THAT THE PERSON WHO'S PROVIDING MENTORSHIP IS BEING RECOGNIZED FOR THAT MENTORSHIP. BEYOND THAT, LET'S SAY IT'S A REGULAR SUBSTITUTE WHO JUST HAPPENS TO BE THERE AGAIN. THE MORE THE MERRIER. ANYONE WHO WANTS TO COME AND LEARN THE DOOR IS OPEN. SO IT'S NOT A SITUATION WHERE WE'RE GATEKEEPING AND SAYING, OH, WHAT'S YOUR JOB ROLE OUT THE DOOR? IF THEY SHOW UP, THEY'RE WELCOME TO BE THERE. OKAY. AND THEN THE LAST QUESTION WAS REGARDING THE TRAINING THAT'S AVAILABLE TO THEM, THE FACE TO FACE OR THE ONLINE. IT'S NOT A PAID PROFESSIONAL DEVELOPMENT DAY. RIGHT. IT'S ON YOUR OWN. YES. SO ALL OF OUR PROGRAMING HAPPENS. EITHER IT'S OUTSIDE THE CONTRACT HOURS. SO THEY ARE COMING AFTER SCHOOL. IF THEY'RE ATTENDING IT LIVE NOW, IF THEY CHOOSE TO ENGAGE THE ASYNCHRONOUS, LET'S SAY THAT THEY WERE AT BUS DUTY AND THEY COULDN'T COME TO THE LIVE SESSION. THOSE ASYNCHRONOUS SESSIONS LIVE ALL DAY SO THEY COULD CHOOSE TO ENGAGE THAT AT ANY POINT THAT MIGHT BE DURING THEIR CONTRACT HOURS. IT MIGHT BE WHEN THEY'RE AT HOME IN THE EVENING. IT'S KIND OF THEIR CHOICE AT THAT POINT. OKAY. THANK YOU. YOU'RE WELCOME. MS. HUDGINS THANK YOU. THANK YOU, DOCTOR HILL. THIS WAS I LOVE HOW YOU HAVE THE GRADUATED SUPPORT FOR NEW TO US. BRAND NEW. THOSE THOSE ARE ENTIRELY DIFFERENT ANIMALS. AND WE REALLY APPRECIATE AS SOMEONE WHO IS BOTH NEW ONCE AND NEW TO US YOU NEED DIFFERENT THINGS. I HAD MY QUESTION WAS SIMILAR TO MS CHATTERS ABOUT SUBSTITUTES. SO I DID ONE DAY AS A SUBSTITUTE IN A MIDDLE SCHOOL CLASSROOM. I WILL NEVER FORGET IT. SO I'M STILL SCARRED. SORRY TO MIDDLE SCHOOL PEOPLE. I JUST WONDER, IS THERE. I KNOW THAT YOU SAID. THAT'S FINE. WE CAN COME. DO WE HAVE. IS THAT UNDER YOUR PURVIEW, OR IS THAT SOMEWHERE ELSE? [00:25:03] THE SOME LIGHT TYPE OF TRAINING FOR SUBSTITUTES. SO WE DO HAVE A COLLABORATION WITH HR. THERE ARE FOLKS WHO ARE DESIGNATED TO WORK SPECIFICALLY WITH SUBSTITUTES. AND SO I HAVE PROVIDED THEM. THERE'S LIKE A THERE'S A HANDBOOK THAT IS PROVIDED TO LONG TERM SUBS THAT HAS INFORMATION ABOUT NTIP. THAT BEING SAID, TECHNICALLY SUBSTITUTES DON'T FALL INTO THAT THAT PURVIEW, BUT IT'S NOT A SITUATION WHERE ANYBODY WOULD SAY, OH, WE DON'T WANT YOU TO LEARN THESE THINGS. SO YES, THERE ARE PEOPLE WHO ARE DESIGNATED TO WORK WITH SUBSTITUTES. THEY HAVE REACHED OUT AND RECEIVED COMMUNICATION ABOUT NTIP. AND SO FROM THERE WE CAN CONTINUE THAT COLLABORATION AND GROW IT. BUT RIGHT NOW THEY ARE DOING THEIR WORK WITH KIND OF THE LIFT OF THE COLLABORATION THAT WE'VE HAD OVER THE LAST TWO YEARS. THAT MAKES SENSE. AND THAT WAS WHAT I WAS SORT OF THINKING. BUT ANYWAY, THANKS SO MUCH. THANK YOU VERY MUCH, DOCTOR HILL. APPRECIATE IT. NEXT WE HAVE A PRESENTATION ON THE ACCREDITATION AND ACCOUNTABILITY AND CONTINUOUS SCHOOL IMPROVEMENT PROCESS FROM [D. Accreditation, Accountability and the Continuous Improvement Process] DOCTOR FOX AND DOCTOR GERVAIS. OKAY. THANK YOU. GOOD AFTERNOON, MADAM CHAIR. MADAM VICE CHAIR, BOARD MEMBERS AND DOCTOR MURRAY. WE WILL BEGIN WITH THE STRUCTURAL CHANGES AND HOW THE STATE RATES OUR SCHOOLS TO INCLUDE A MORE DETAILED LOOK AT ACCOUNTABILITY, AND WE WILL THEN OUTLINE THE CONTINUOUS IMPROVEMENT PROCESS AND OUR DIFFERENTIATED SUPPORT MODEL. A MAJOR SHIFT IN THE NEW FRAMEWORK IS A MOVEMENT AWAY FROM A SINGLE RATING. PREVIOUSLY, SCHOOLS RECEIVED 1 ACCREDITATION STATUS THAT REPRESENTED BOTH COMPLIANCE AND PERFORMANCE. BEGINNING THIS YEAR, THE NEW SYSTEM SEPARATES THESE 2 RATINGS FOR EACH SCHOOL. ACCREDITATION MEASURES COMPLIANCE WITH PROFESSIONAL STANDARDS AS OUTLINED IN THE STANDARDS OF QUALITY AND STANDARDS OF ACCREDITATION. ALL ACCOUNTABILITY BOOKS THAT STUDENT OUTCOMES. AS NOTED HERE, VDOE HAS NOT YET RELEASED ACCOUNTABILITY OR WHEN THAT HAPPENS, EACH SCHOOL WILL RECEIVE AN ACCREDITATION RATING OF FULLY ACCREDITED, CONDITIONALLY ACCREDITED, OR ACCREDITATION DENIED. EACH SCHOOL WILL ALSO RECEIVE 1 OF 4 ACCOUNTABILITY RATINGS RANGING FROM DISTINGUISHED TO NEEDS. INTENSIVE SUPPORT FOR ACCOUNTABILITY AND SO WHAT DOES THIS LOOK LIKE? ACCOUNTABILITY IS NEW. WE'RE GOING TO SPEND A LITTLE BIT MORE TIME HERE IN TERMS OF THIS OVERALL 100 POINT SCALE. YOU SEE HERE THE 3 BASE MODELS. THESE ARE THE MOST COMMON MODELS BASED ON GRADE CONFIGURATION OF K-5 6-8 AND 9-12, 58 OF OUR SCHOOLS WILL USE ONE OF THESE MODELS. WE HAVE1 SCHOOL, CCPS, WITH A NONSTANDARD GRADE SPAN. THAT'S GOING TO BE A LITTLE BIT DIFFERENT IN TERMS OF THE MATH. AND THEN WE HAVE 5 ENGLISH LEARNER POPULATION SCHOOLS WITH 5 SCHOOLS WHERE THE ENGLISH LEARNER POPULATION IS LOWER. SO THEY'LL HAVE A SLIGHTLY DIFFERENT FORMULA AS WELL. WITHIN ACCOUNTABILITY OR WITHIN EACH COMPONENT THERE ARE INDICATORS AS WE SEE HERE, THE MASTERY INDICATORS ARE CONSISTENT ACROSS ALL GRADE LEVELS OR ALL MODELS READING MATH AND SCIENCE SOL AND THEN ENGLISH LEARNER PROFICIENCY. MIDDLE SCHOOLS AND ELEMENTARY SCHOOLS USE GROWTH BASED ON READING AND MATH AS WELL PERFORMANCE YEAR OVER YEAR AND CHANGE IN SCORE, WHEREAS GRADUATION HAS HIGH SCHOOL OR GRADUATION IS THE SECOND INDICATOR FOR HIGH SCHOOLS. AND THEN THE FINAL INDICATOR IS READINESS. BUT READINESS VARIES BY LEVEL ELEMENTARY, MIDDLE AND HIGH. IT CHANGES. SO NOW I'M GOING TO PUT IT ALL TOGETHER FOR YOU. 1 THING THAT'S VERY DIFFERENT IN THIS NEW SYSTEM IS THAT THERE ARE NO LONGER TARGETS FOR FOR MANY YEARS WE SAID, IF I GET TO 66%, I TURN YELLOW. THAT MEANS I'M APPROACHING BENCHMARK. IF I GET TO 75, THEN I BENCHMARK. MY SCHOOL IS GREEN. THAT IS NOT THE WAY THE SYSTEM WORKS AT ALL. WHAT YOU SEE HERE IS FOR A STANDARD ELEMENTARY SCHOOL, EACH OF THE INDICATORS HAS A NUMBER OF POINTS POSSIBLE. SO HERE IN READING MASTERY THERE ARE 22.5 POSSIBLE POINTS. THIS PARTICULAR SCHOOL EARNED 89% OF THEM. SO THEIR TOTAL FOR THAT WOULD BE 20. YOU DO THAT EQUATION FOR EACH OF THE INDICATORS. YOU ADD UP ALL OF THE POINTS EARNED. AND AS YOU CAN SEE HERE, THIS SCHOOL FALLS INTO 84.39 WHICH IS SOLIDLY WITHIN THE ON TRACK CATEGORY. I MENTIONED ENGLISH LEARNERS. SO I HAVE AN EXAMPLE HERE. FOR A SCHOOL THAT DOES NOT HAVE THE MINIMUM NUMBER OF STUDENTS WHO HAVE AN ENGLISH LANGUAGE PROFICIENCY SCORE. AND WHAT WE SEE HERE IS THAT THOSE VALUES ARE TAKEN OUT OF THE MASTERY AND PUT INTO THE [00:30:03] SO THAT'S JUST A DIFFERENCE IN THIS CASE. THIS IS THE SAME DATA FROM THE PREVIOUS SLIDE. BUT WITH THAT 10% PUT INTO THE GROWTH FOR READING AND MATH, WHICH GAVE THEM A LITTLE BIT OF A HIGHER SCORE. I ALSO HAVE AN EXAMPLE FOR MIDDLE SCHOOL AND READS VERY MUCH THE SAME WAY. THERE ARE ONLY 20 POSSIBLE POINTS FOR READING HERE. THIS SCHOOL HAPPENED TO EARN 98.43% OF THEM FOR 19.69 POINTS. YOU DO THE MATH AND THEN YOU SEE THAT THIS SCHOOL IS ALSO BRIGHTER THAN THE 84 RANGE, WHICH IS SOLIDLY ON TRACK TO BE THE NEEDS OF THE STUDENTS. AND THEN FINALLY THE HIGH SCHOOL EXAMPLE HERE. AGAIN, THIS TIME MASTERY IN READING IS ONLY 96.91% OF THE POINTS WERE EARNED, 14 OF THOSE. BUT WE SEE AGAIN THAT THEY ARE RIGHT ON TRACK TO BE ON TRACK AT 84%. AND I PICKED THESE THREE INTENTIONALLY BECAUSE THEY WERE EXACTLY THE SAME. BUT THEN PART OF THE WORK THAT WE DO IN DOCTOR TRAINING DOES IS DIG INTO THIS DATA TO DETERMINE, OKAY, THEY'RE ALL AT 84%, BUT WHAT DOES THAT MEAN FOR EACH SCHOOL IN THE WORK THAT THEY DO? AND WITH THAT I AM GOING TO TURN IT OVER. PUT MY GLASSES ON. ALL RIGHT. NOW THAT DOCTOR FOX HAS SHARED THE NEW MODELS THAT THE STATE WILL USE TO CALCULATE ACCOUNTABILITY FRAMEWORK SCORES. THE QUESTION BECOMES, WHERE DO WE GO FROM HERE? ACCREDITATION ANSWERS THAT QUESTION ARE WE COMPLIANT? ACCOUNTABILITY. ACCOUNTABILITY TELLS US HOW ARE WE PERFORMING? BUT CONTINUOUS IMPROVEMENT ASKS NOW WHAT? CONTINUOUS IMPROVEMENT IS ABOUT SUSTAINED DEEP CHANGE. IT'S NOT ABOUT QUICK FIXES. IT'S ABOUT TESTING SMALL MEASURABLE CHANGES, LEARNING FROM THEM, AND BUILDING BETTER SYSTEMS OVER TIME. WE USE DATA ANALYSIS, GOAL SETTING, AND THE PLAN-DO-STUDY-ACT CYCLE TO GUIDE THIS WORK. THIS PROCESS ENSURES THAT SCHOOLS DON'T JUST COMPLY WITH STANDARDS BUT TRULY IMPROVE STUDENT OUTCOMES. WHEN WE TALK ABOUT CONTINUOUS IMPROVEMENT IN OUR SCHOOLS, THE SIIP, OUR SCHOOL INNOVATION AND IMPROVEMENT PLAN IS THE CONTAINER FOR THAT WORK. IT'S WHERE WE DOCUMENT OUR GOALS, WE TRACK OUR PROGRESS, AND WE STAY ALIGNED AROUND THE CHANGES WE'RE TESTING AND SCALING. VIRGINIA CODE REQUIRES EVERY PUBLIC SCHOOL TO DEVELOP TO DEVELOP A COMPREHENSIVE PLAN TO IMPROVE CLASSROOM INSTRUCTION AND STUDENT ACHIEVEMENT. THIS SUMMER, WE LAUNCHED THE NEW 2025-26 SIIP, ALIGNED WITH THE UPDATED SCHOOL PERFORMANCE AND SUPPORT FRAMEWORK. AS SCHOOLS RESPONDED TO THE NEW FRAMEWORK, THEY CONDUCTED A COMPREHENSIVE NEEDS ANALYSIS THAT EXAMINED THAT STUDENT DATA AS DOCTOR FOX SPOKE ABOUT THEIR INSTRUCTIONAL PRACTICES AND SYSTEM SUPPORTS. FROM THIS ANALYSIS, SCHOOLS DEVELOPED 3 GOALS FOR ELEMENTARY AND MIDDLE SCHOOLS. THEIR 1ST 2 GOALS FOCUSED ON THE MASTERY INDEX, SO THEY CHOSE EITHER READING, MATH, SCIENCE OR ENGLISH LEARNER PROGRESS FOR THEIR AREAS OF FOCUS, AND THEIR 3RD GOAL FOCUSED ON THE CHRONIC ABSENTEEISM AS PART OF THAT READINESS INDEX. HIGH SCHOOLS FOLLOWED A SIMILAR STRUCTURE WITH GOALS 1 AND 2, AGAIN FOCUSING ON THAT MASTERY INDEX. BUT GOAL 3 IS CENTERED AROUND THE 3 E'S OF THE READINESS INDEX, WHICH ACCOUNTS FOR 25% OF THE FRAMEWORK. IN SHORT, OUR SIIP SERVES AS OUR ROADMAP. IT CONNECTS OUR IMPROVEMENT WORK TO CLEAR MEASURABLE GOALS THAT REFLECT BOTH MASTERY OF ACADEMIC CONTENT AND CONTENT AND READINESS FOR THE FUTURE. AS A DIVISION. OUR ROLE IS TO ENSURE SCHOOLS HAVE THE SUPPORT THEY NEED TO CARRY OUT THEIR SIIP. THAT MEANS PROVIDING PROFESSIONAL LEARNING, GIVING SCHOOLS ACCESS TO DATA TOOLS, COACHING TEACHERS AND LEADERS, AND BUILDING COMMUNITIES OF PRACTICE WHERE SCHOOLS CAN LEARN FROM ONE ANOTHER. IT ALSO MEANS MONITORING PROGRESS AND IDENTIFYING EVIDENCE BASED INTERVENTIONS WHERE NEEDED. AS LEADERS, WE SHARE A COLLECTIVE VISION ENSURING THAT EVERY SCHOOL HAS THE SUPPORT IT NEEDS TO IMPROVE, INNOVATE AND THRIVE. OUR APPROACH IS NOT A ONE SIZE FITS ALL, BUT RATHER COLLABORATIVE AND RESPONSIVE, DESIGNED TO MEET EACH SCHOOL WHERE IT IS AND PROVIDE THE RIGHT LEVEL OF SUPPORT AT THE RIGHT TIME TO MAKE THIS VISION A REALITY. EVERY SCHOOL IS PARTNERED WITH A SCHOOL QUALITY SUPPORT SPECIALIST WHO WORKS DIRECTLY WITH SCHOOL LEADERSHIP TEAMS. THESE SPECIALISTS PROVIDE ON THE GROUND COACHING GUIDANCE AND PARTNERSHIP ALIGNED WITH EACH SCHOOL'S IMPROVEMENT GOALS. WE ALSO ENSURE THAT SUPPORT ACROSS DEPARTMENTS IS COORDINATED AND ALIGNED SO SCHOOLS RECEIVE A SEAMLESS SYSTEM OF ASSISTANCE TAILORED TO THEIR UNIQUE DATA, CONTEXT AND PRIORITIES. IN ADDITION, WE OFFER ONGOING PROFESSIONAL LEARNING, BOTH DIVISION WIDE AND SCHOOL BASED, SO TEAMS CAN CONTINUE TO BUILD CAPACITY, STRENGTHEN THEIR PRACTICES, AND SUSTAIN IMPROVEMENT OVER TIME. IN ADDITION TO OUR UNIVERSAL SUPPORT FOR SCHOOLS, CCPS LEADERS PROVIDE TARGETED, DIFFERENTIATED SUPPORT TO SCHOOLS IDENTIFIED THROUGH STATE AND FEDERAL ACCOUNTABILITY MEASURES. THIS APPROACH ENSURES THAT EVERY SCHOOL RECEIVES A SPECIFIC RESOURCES, [00:35:02] COACHING, AND GUIDANCE NEEDED TO INSTRUCT TO STRENGTHEN INSTRUCTION AND IMPROVE STUDENT OUTCOMES. HERE AGAIN, SCHOOL QUALITY SUPPORT SPECIALISTS PARTNER CLOSELY WITH SCHOOL LEADERS TO ANALYZE DATA, IDENTIFY THEIR PRIORITIES, AND ALIGN IMPROVEMENT STRATEGIES WITH EVIDENCE BASED PRACTICES THAT LEAD TO MEANINGFUL AND MEASURABLE GROWTH. IN ADDITION, SCHOOLS IN THIS MODEL PARTICIPATE IN 6 WEEK SIIP REVIEW MEETINGS WITH DIVISION LEADERSHIP TEAMS THAT WILL HELP MONITOR IMPLEMENTATION AND PROGRESS TOWARDS GOALS, REFLECT ON OUTCOMES AND CHALLENGES, AND ADJUST STRATEGIES IN REAL TIME TO FURTHER PROMOTE CONTINUOUS IMPROVEMENT. DIVISION TEAMS CONDUCT LEARNING WALKS AT LEAST TWICE A YEAR IN COLLABORATION WITH SCHOOL LEADERS. THESE WALKS ALLOW US TO OBSERVE INSTRUCTION, CELEBRATE EFFECTIVE PRACTICES, AND IDENTIFY OPPORTUNITIES FOR GROWTH THROUGH SHARED AND REFLECTIVE FEEDBACK. FINALLY, WHEN SCHOOLS AND IF SCHOOLS ARE IDENTIFIED FOR STATE ACADEMIC REVIEW OR REQUIRED TO IMPLEMENT EVIDENCE BASED INTERVENTIONS UNDER FEDERAL ACCOUNTABILITY GUIDELINES, DIVISION STAFF PROVIDE HANDS ON TECHNICAL SUPPORT. THIS INCLUDES HELPING SCHOOLS SELECT, IMPLEMENT AND MONITOR INTERVENTIONS TO ENSURE ALIGNMENT. IN CLOSING, ACCREDITATION ENSURES COMPLIANCE ACCOUNTABILITY PROVIDES CLARITY ON PERFORMANCE, BUT CONTINUOUS IMPROVEMENT. THAT'S WHERE THE WORK OF CHANGE HAPPENS. OUR |OMMITMENT AS A DIVISION IS TO PROVIDE THE RIGHT SUPPORT AT THE RIGHT TIME, SO THAT EVERY SCHOOL HAS THE OPPORTUNITY TO GROW, AND EVERY STUDENT HAS THE OPPORTUNITY TO SUCCEED. THANK YOU. AND AT THIS TIME, WE'D BE HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE. BEFORE WE GET TO QUESTIONS, I JUST WANTED TO ADD ONE ADDENDUM. IT HAD NOT HAPPENED. IT HAD NOT STARTED WHEN I LEFT YEAR AND THE NEXT 2 YEARS. AND I WANTED TO BRING IT TO YOUR ATTENTION BECAUSE THEY ARE HAVING PUBLIC COMMENT ON IT THROUGH NEXT TUESDAY, NOVEMBER 18TH, AND IT WILL BE ON THE DOCKET, IS MY UNDERSTANDING, FOR REVIEW. AT THE DECEMBER 11TH BUSINESS MEETING. THE ITEM IF YOU WANT TO MAKE THIS NOTE, IT IS ITEM J ENTITLED ITEMS ON TODAY'S SESSION AND I WILL BE WATCHING IT TOMORROW MORNING FIRST THING. SO YEAH ANY QUESTIONS? THANK YOU. THANK YOU FOR SHARING THAT. AND THANK YOU BOTH FOR YOUR YOUR PRESENTATION. I KNOW THIS HAS BEEN A LIFT TO UNDERSTAND AND OBVIOUSLY WE'RE STILL WAITING FOR FOR GUIDANCE. BUT BOARD MEMBERS, IS THERE ANY DISCUSSION? WHO'S FIRST? MS. HUDGINS LADIES. THANK YOU GUYS. THANKS FOR THIS. THERE ARE SO MANY NUMBERS. AND I THINK I SAY THIS EVERY TIME YOU ALL COME UP, BUT I'M GOING TO SAY IT AGAIN JUST IN CASE PEOPLE MISSED IT. THERE ARE A LOT OF NUMBERS THAT YOU LOOK AT, AND YOU MAKE DECISIONS BASED ON THAT. AND THEN YOU ADD THE HUMAN COMPONENT. SO JUST I WROTE DOWN WALKS AND I FORGOT THE NAME OF THE WALKS. JUST TELL ME 2 SECONDS. WHAT JUST REALLY FAST THE MARRIAGE OF THE IN-PERSON AS WELL AS THE NUMBERS. SO THE LEARNING WALKS PROVIDE US, I DON'T KNOW IF THIS PROVIDE US WITH AN OPPORTUNITY TO CONNECT THE SIIP AND THE WORK OF THE SIIP TO SIIP TO WHAT'S HAPPENING WITH TEACHING AND LEARNING IN THE CLASSROOM. SO WE GET TO SEE THEIR REALLY COME ALIVE, AND WE ARE ABLE TO SEE STUDENTS ENGAGING IN RICH INSTRUCTION. SO IT JUST ALLOWS US TO REALLY COLLECT THAT EVIDENCE TO SHOW SCHOOLS THAT WHAT YOU HAVE SET OUT TO DO AS PART OF YOUR SIIP PLAN IS HAPPENING IN YOUR CLASSROOM. SO THAT'S IT DOES IT IS THE HUMAN ELEMENT. SO WHENEVER WE'RE LOOKING AT DATA AND WE'RE LOOKING AT THAT AND WE'RE CONDUCTING A DATA ANALYSIS, THE DATA ONLY TELLS US ONE STORY, RIGHT. SO IT'S ALSO ABOUT THE PEOPLE IN THE BUILDING AND THE COMMUNITY IT SERVES. SO WE TAKE ALL THOSE FACTORS INTO PLACE. IT BRINGS IT FULL CIRCLE. THAT'S REALLY GOOD. THANK YOU. MR. PARANTO THANK YOU, MADAM CHAIR. 2 QUESTIONS FOR YOU. DO WE KNOW THE WINDOW THAT THIS INFORMATION IS TO BE RELEASED? THE THE MOST RECENT UPDATE WE HAVE IS THAT THEY HAVE CONTRACTED WITH AN OUTSIDE 3RD PARTY TO VALIDATE THEIR CALCULATIONS. AND ONCE THAT IS DONE, THEN THE RATINGS WILL BE RELEASED. OKAY, BUT WE DON'T HAVE A TIMELINE FOR THAT. ALL RIGHT. THANK YOU. AND THEN SECOND QUESTION, THE 3 YEAR THAT YOU JUST MENTIONED, IS THAT LIKE A GRACE PERIOD? IS THAT A LEARNING CURVE? COULD YOU GO A LITTLE BIT MORE INTO WHAT THAT IS? SO, YES THEY TALKED ABOUT TONIGHT, WE TALKED ABOUT THE COMPONENTS AND THAT EACH COMPONENT HAD INDICATORS. AND EACH OF THOSE INDICATORS ACTUALLY HAS AN INDEX. SO WHAT THEY'RE PROPOSING IS THAT THERE ARE CHANGES TO SOME OF THE INDICES THAT WOULD IMPACT HOW MUCH A STUDENT COUNTED IN THE NUMERATOR IF THEY GOT [00:40:02] THIS SCORE OR THAT SCORE, THE OTHER SCORE, THEY ARE CHANGING THE GROWTH MODEL BECAUSE WE NO LONGER HAVE THE MODEL THAT THEY USED. SO WE'RE GOING TO HAVE TO GO TO A TOTALLY DIFFERENT GROWTH MODEL THIS YEAR. THEY'RE ALSO IF WE IF I GO BACK TO THIS SLIDE HERE FOR MIDDLE SCHOOL AND FOR ELEMENTARY SCHOOL, WILL. WE WILL HAVE DIFFERENT THINGS UNDER READINESS BECAUSE THERE WAS AN INTENTION IN THE ORIGINAL LANGUAGE TO HAVE THE PERFORMANCE FRAMEWORK.ADD HISTORY INTO THE MASTERY AT EACH GRADE LEVEL. SO ALL OF THOSE ARE CHANGING AND SO IT'LL BE DIFFERENT. THIS SLIDE WILL LOOK DIFFERENT NEXT YEAR AND THE NEXT YEAR. BECAUSE OF THE INDEXES THAT THEY'RE LOOKING TO THE INDEX. AND THEN THEY'RE ALSO THEY'RE CHANGING SOME OF THESE COMPONENTS LIKE HERE WE WOULD HAVE READING, MATH, SCIENCE, SOCIAL STUDIES AND ENGLISH LEARNER ON THIS ONE FOR GROWTH OR FOR ADVANCED COURSEWORK. RIGHT NOW IT'S 10% THAT'S RELATED TO PERFORMANCE IN MATH. SO JUST SORT OF SHIFTING HOW SCHOOLS ARE ARE EVALUATED OVER THE LAST NEXT 3 YEARS. OKAY. THANK YOU. YOU'RE WELCOME. MS. CHATTERS. SO MY QUESTION WAS REGARDING THE ELEMENTARY SCHOOL AND MIDDLE SCHOOL READINESS INDICATORS. SO WE CAN LEAVE IT RIGHT THERE. WHAT WERE THERE ANY OTHER OPTIONS FOR THEM TO CHOOSE FROM BESIDES CHRONIC ABSENTEEISM? SO I THE ONLY LIKE THE THE PERFORMANCE ASSESSMENT THAT MEASURES THE 5 OR 6 LEVEL. THERE'S BEEN SOME DELAY IN GETTING THAT UP AND RUNNING AND THAT'S BUT PART OF THE PRESENTATION, THE PRESENTATION. AND IMMEDIATELY BEFORE ITEM J WAS ON THAT THE THE NEW PERFORMANCE TASKS THAT THEY'RE SUBMITTING FOR EVENTUAL INCLUSION IN THIS. BUT TO MY MIND OR TO MY RECOLLECTION, THERE WERE NO OTHER READINESS INDICATORS THAT WERE INCLUDED OTHER THAN THE PERFORMANCE TASK AT THE ELEMENTARY SCHOOL. SO. SO YOU'RE SAYING THAT THAT WAS THE ONLY CHOICE THEY HAD TO CHOOSE FROM? OH, YES. COULD HAVE CHOSEN. AND I FEEL LIKE SO HIGH SCHOOL DID. I DON'T EVEN KNOW WHERE I'M GOING. THAT'S OKAY. SO FOR ELEMENTARY, THE ONLY CHOICE WAS CHRONIC ABSENTEEISM THIS YEAR BECAUSE THAT WAS THE ONLY INDEX IN THE IN THE READINESS INDICATOR. THEY ALSO HAD MENTIONED TODAY THAT THE IRW, THE INTERACTIVE READING AND WRITING COULD ALSO BE A COMPONENT OF READINESS. BUT AGAIN, THESE ARE ALL PROPOSED CHANGES. SO IF THOSE CHANGES ARE APPROVED, THAT WOULD CHANGE. THAT COULD CHANGE A SCHOOL SIIP PLAN. AND SO WE THEY ARE ANNUAL PLANS. IT ALLOWS THE FLEXIBILITY FOR SCHOOLS TO CHANGE THEIR PLAN BASED ON THEIR CURRENT DATA AND BASED ON THE PERFORMANCE FRAMEWORK AS IT EVOLVES AS WELL. SO WE COULD SEE NEXT YEAR SOME CHANGES AND WHAT SCHOOLS ARE APPROACHING AS THAT GOAL 3. SO BUT AS OF TODAY, UNTIL THEY MAKE THE CHANGE, CHRONIC ABSENTEEISM IS THE ONLY THING THEY CAN CHOOSE FOR ELEMENTARY SCHOOL SPEAKERS] EXACTLY. WHICH THEY'RE NOT REALLY RESPONSIBLE FOR. OKAY. THE NEXT QUESTION WAS REGARDING THE. THE SCHOOLS THAT HAVE TARGETED SUPPORT. IF I CAN I'D JUST LIKE TO SEE THAT LIST. YOU DON'T HAVE TO GIVE ME THE ANSWER RIGHT NOW. I'D JUST LIKE TO SEE THE LIST OF THE SCHOOLS THAT ARE ON THAT. SURE. THANK YOU. THANK YOU SO MUCH. ALL RIGHT. THANK YOU. THANK YOU BOTH. [E. Announcements, Communications, and School Board Comments] NEXT WE HAVE ANNOUNCEMENTS AND COMMUNICATIONS AND SCHOOL BOARD COMMENTS. SCHOOL BOARD MEMBERS. ARE THERE ANY ANNOUNCEMENTS OR COMMENTS? MR. PARANTO. THANK YOU, MADAM CHAIR. I JUST WANT TO RECOGNIZE THAT FOR THIS WORK SESSION, OUR INTERIM SCHOOL BOARD MEMBER, DOCTOR DARBY IS HERE REPRESENTING THE CLOVER HILL DISTRICT. AND SO JUST WANT TO ACKNOWLEDGE THAT YOU'RE IN THE GALLERY, AND WE GREATLY APPRECIATE THAT. THE NEXT SCHOOL BOARD BUSINESS MEETING WILL BE HELD THIS EVENING, NOVEMBER 12TH, 2025 AT 6:30 P.M. HERE IN THE PUBLIC MEETING ROOM. IF THERE'S NO FURTHER PUBLIC BUSINESS. WE WILL ENTER INTO CLOSED SESSION WHICH WILL BE HELD IN THE PMR CONFERENCE ROOM. [F. Adjournment into Closed Session] MADAM CLERK, PLEASE ANNOUNCE THE ITEMS FOR TODAY'S CLOSED SESSION. IT IS MY UNDERSTANDING THAT THE SCHOOL BOARD DESIRES TO ENTER INTO CLOSED SESSION IN ACCORDANCE WITH SECTION 2.2 3711A OF THE CODE OF VIRGINIA, THE VIRGINIA FREEDOM OF INFORMATION ACT, AND SPECIFICALLY UNDER SUBSECTION 1, THE DISCUSSION AND CONSIDERATION OF PERSONNEL DISCIPLINARY MATTERS. AND NUMBER 2, THE DISCUSSION AND CONSIDERATION OF STUDENT DISCIPLINARY MATTERS AND MATTERS THAT WOULD INVOLVE THE DISCLOSURE OF STUDENT RECORDS. MEMBERS OF THE BOARD. YOU'VE JUST HEARD THE ITEMS REQUESTED TO BE DISCUSSED IN CLOSED SESSION. DO I HAVE A MOTION IN THAT REGARD? [00:45:02] I MAKE A MOTION TO ENTER INTO CLOSED SESSION. IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? 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? I 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, 1 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 2, 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 MAKE A MOTION TO ADOPT THE RESOLUTION. IS THERE A SECOND? SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? DOMINIQUE CHATTERS. AYE. STEVEN PARANTO. AYE. LISA HUDGINS. AYE. ANN COKER. AYE. THE MOTION CARRIES. IS THERE A MOTION REGARDING THE 1ST STUDENT MATTER. IN CASE NUMBER 2025-26-RE27. 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? DOMINIQUE CHATTERS. AYE. STEVEN PARANTO. AYE. LISA HUDGINS. AYE. ANN COKER. AYE THE MOTION CARRIES. IS THERE A MOTION REGARDING THE NEXT STUDENT MATTER IN CASE NUMBER 2025-26/1. IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? I SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? DOMINIQUE CHATTERS. AYE. STEVEN PARANTO. AYE. LISA HUDGINS. AYE. ANN COKER. AYE. THE MOTION CARRIES. IS THERE A MOTION REGARDING THE 1ST PERSONNEL MATTER IN CASE NUMBER 2025-26/31-HR. IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? I SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? 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 2025-26/32-HR. IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? I SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? DOMINIQUE CHATTERS. AYE. STEVEN PARANTO. AYE. LISA HUDGINS. AYE. ANN COKER. AYE. THE MOTION CARRIES. IS THERE A MOTION REGARDING THE PERSONNEL MATTER? IN CASE NUMBER 2025-26/33-HR. IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? I SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? 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 2025-26/34 HR, IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? I SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? 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 2025-26/35-HR. IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? I SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? 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 2025-26/36-HR. IT IS RECOMMENDED THAT THE SUPERINTENDENTS RECOMMENDATION BE UPHELD. IS THERE A SECOND? I SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? 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 2025- 26/37-HR IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. IS THERE A SECOND? I SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? 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 2025-26/38-HR. IT IS RECOMMENDED THAT THE SUPERINTENDENT'S RECOMMENDATION BE UPHELD. [00:50:04] IS THERE A SECOND? I SECOND. MADAM CLERK, WOULD YOU PLEASE CALL THE ROLL ON THE MOTION? DOMINIQUE CHATTERS. AYE. STEVEN PARANTO. AYE. LISA HUDGINS. AYE. ANN COKER. AYE. THE MOTION CARRIES. * This transcript was compiled from uncorrected Closed Captioning.