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SO NOW IT IS 4:05.

[00:00:01]

SO WE WILL.

[Call the Work Session to Order]

WE KNOW THAT RAILY IS NOT -- RAIME IS NOT COMING FOR ANOTHER 25 MINUTES.

BECAUSE SHE HAS A SUDDEN WORK COMMITMENT THAT POPPED UP.

SO WE'RE GOING TO GO AHEAD AND GET STARTED BECAUSE WE HAVE QUITE A FEW TOPICS TO

[2. Preliminary FY 2022 Employee Compensation Overview]

COVER.

AND THE FIRST TOPIC IS EMPLOYEE COMPENSATION OVERVIEW.

SO I'M GOING TO TURN IT OVER TO DR. HUTCH CHINGS.

>> YES.

THANK YOU, MADAM CHAIR.

YES, WE DO.

WE'RE GOING TO GO AND START OF OFF WITH THE COMPENSATION STUDY.

AS YOU RECALL, LAST YEAR WE HAD THE FIRST COMPENSATION PARTY CONDUCTED BY A THIRD PARTY FOR ACPS.

THIS IS A PRACTICE THAT WE'RE HOPING TO CONTINUE JUST TO ENSURE WE ARE PROVIDING QUALITY AND GOOD SALARY AND BENEFITS TO OUR STAFF THAT ARE COMPARABLE TO OTHER SCHOOL DIVISIONS IN THE NORTHERN VIRGINIA REGION.

SO AT THIS TIME I'M GOING TO TURN THINGS OVER TO DR. WILKINS WHO WILL INTRODUCE OUR THIRD PARTY TEAM.

I KNOW -- I'M SORRY MR. TURNER.

I'M GOING TO TURN IT OVER TO MR. TURNER, THEN.

ALL RIGHT.

I'LL TURN IT OVER TO MR. TURNER.

I RECEIVED A TEXT TO SAY IT TURN IT OVER TO MR. WILKINS BUT I'LL TURN IT OVER TO MR. TURNER AND INTRODUCE OUR THIRD PARTY TEAM WHO IS CONDUCTING OUR EMPLOYEE COMPENSATION.

>> THANK YOU, DR. HUTCHINGS AND SUSAN I DON'T KNOW IF YOU'RE ABLE TO PULL UP OUR POWER POINT FOR US? I'M GOING TO GET IT STARTED AND THEN I WILL TURN IT OVER TO HEATHER OUR THIRD PARTY CONSULTANT AT SEGAL.

I WANT TO GET THE PRESENTATION STARTED AS WE TYPICALLY REVIEW THE COMPARISONS FOR THE WAIVY JURISDICTION OF SEVERAL DIFFERENT WORK CLASSES.

LAST YEAR WE STARTED A THIRD PARTY COMPENSATION STUDY ON PARTICULAR JOB CLASSES TO MAKE SURE THAT WE'RE COMPETITIVE ACROSS ALL OF OUR JOB CLASSES.

TYPICALLY, YOU KNOW, IN THIS PRELIMINARY COMPENSATION REVIEW, IT HAS DONE INTERNALLY AND WE LOOK AT OUR LARGEST JOB CLASSES SO TEACHER POOL AND PRINCIPAL POOL AND BUS DRIVERS AND INSTRUCTIONAL ASSISTANTS.

THANK YOU, SUSAN FOR PULLING THAT UP.

NEXT SLIDE, PLEASE.

SO TODAY WE WANT TO BE ABLE TO ANSWER THREE QUESTIONS FOR THE SCHOOL BOARD.

AND THOSE VIEWING.

SO HOW ARE WE EVALUATING THE COMPENSATION OF OUR OTHER POSITIONS? SO THAT'S THE THIRD PARTY COMPENSATION STUDY THAT WE'VE BEEN DOING.

WHAT TYPES OF RAISES HAVE BEEN ISSUED BY ACPS AND SURROUNDING DIVISIONS IN RECENT YEARS? AND I PROMISE YOU EVERYBODY WOULD LIKE TO KNOW THAT AS THE PANDEMIC HAS BEEN AFFECTING THE ABILITY TO DO SALARY ENHANCEMENTS ACROSS THE JURISDICTIONS.

AND LASTLY HOW DO OUR CURRENT ACPS TEACHERS AND OTHER POSITIONS SALARIES COMPARE TO SURROUNDING JURISDICTIONS.

NEXT SLIDE, PLEASE.

>> SO AS WE MENTIONED, THE HUMAN RESOURCES DEPARTMENT HAS BEEN DOING OUR COMPENSATION STUDY WITH A THIRD PARTY CONSULTING STARTING LAST YEAR.

LAST YEAR WE TOOK A LOOK AT THE BUS DRIVERS, MONITORS, MECHANICS, INSTRUCTIONAL ASSISTANTS, PRINCIPLES AND SENIOR LEADERSHIPS AND WE PUT INTO A PLACE, A THREE TO FIVE YEAR PLAN TO BE ABLE TO GET THOSE TO A MORE COMPETITIVE SALARY AMONGST THE SURROUNDING JURISDICTIONS.

AND THE REASON WHY THESE POSITIONS WERE IN OUR FIRST YEAR COMPENSATION STUDY WAS FROM THE INTERNAL LOOK WHERE WE SAW THESE POSITIONS AT, COMPARED TO OUR SURROUNDING SCHOOL DIVISIONS.

THIS YEAR, WE'RE IN YEAR 2.

WORKING WITH SEGAL CONSULTING AND THEY'RE GETTING OUR COMPENSATION STUDY UNDERWAY NOW.

THIS, I WILL TOSS IT OVER TO HEATHER TO GO OVER THE INFORMATION ON WHERE THEY ARE WITH OUR COMPENSATION STUDY FOR YEAR 2.

SUSAN, I KNOW I'M GOING TO ASK ANOTHER FAVOR BUT CAN YOU PULL UP HEATHER'S SLIDES, PLEASE?

>> IT MIGHT BE EASIER IF I PULL IT UP, DOMINIC, BECAUSE I THINK -- >> YEAH, I DON'T HAVE THE POWER POINT VERSION, SO HEATHER WILL HAVE TO SHOW -- OH, LET ME UNSHOW MINE SO YOU CAN SHARE YOURS.

SORRY ABOUT THAT.

>> THAT'S OKAY.

HOLD ON ONE SECOND.

IS IT SHOWING?

>> YES.

>> FANTASTIC.

OKAY.

THANK YOU, DOMINIC, I WANTED TO SHARE WITH THE BOARD A QUICK STATUS UPDATE.

I ONLY HAVE ABOUT FIVE SLIDES HERE, A BIT OF AN INTRODUCTION AND THEN TALKING ABOUT WHICH EMPLOYEE GROUPS WE'RE STUDYING AND THEN TALKING ABOUT THE MARKET COMPARETORS AND DATA SOURCES AND TOUGH OF INFORMATION WE'RE COLLECTING AND ANALYZING AND THEN FINALLY THE TIMELINE.

A QUICK UPDATE ON THESE.

I'LL SEE IF I CAN ADVANCE TO NEXT SLIDE.

SO AS DOMINIC SAID AS A RESULT OF HR AUDIT SOME TIME AGO, ACPS ENGAGED

[00:05:01]

SEGAL TO CONDUCT THESE MARKET ASSESSMENTS.

AND THE GOAL IS TO DETERMINE YOUR MARKET POSITION.

AND THEN AS THAT IS FOR TOTAL AGAIN SAW, FOR PAY AS WELL AS BENEFITS, FOR SELECTED EMPLOYEE GROUPS.

AS DOMINIC MENTIONED THIS IS ON A ROLLING BASIS.

FEW GROUPS EACH YEAR.

SO IN JANUARY, OF THIS YEAR, WE SHARED THE RESULTS FROM PHASE ONE.

AND WE'RE NOW BEGINNING PHASE TWO, WHICH WE ANTICIPATE WILL BE COMPLETED IN EARLY 2021.

WE ARE USING THE SAME METHODOLOGY AND APPROACH THAT WE USED IN THE FIRST PHASE.

AND I DID WANT TO SAY ALSO THAT DOING THIS KIND OF PERIODIC MARKET ASSESSMENT WORK IS -- IS A STANDARD HR PRACTICE.

IT HELPS YOU MAKE BUSINESS DECISIONS, ENSURES YOUR CURRENT COMPENSATION PACKAGE SHOWS YOUR OBJECTIVES.

AND A LOT OF BUSINESSES AND CORPORATE SECTOR DO THESE KIND OF PERIODIC STUDIES EITHER ON SMALL GROUPS OVER A LONG PERIOD OF TIME OR A COMPREHENSIVE STUDY SCHOOL WIDE.

BUT THIS IS GOOD HR PRACTICE TO DO WHAT YOU'RE DOING.

SO PHASE TWO, WHAT TYPES OF EMPLOYEES, EMPLOYEE GROUPS ARE WE LOOKING AT? FOR THIS STUDY WE FOCUSED PRIMARILY ON POSITIONS PAID ON A SUPPORT STAFF SCALE.

AND WE LOOKED THROUGH A JOB OF JOB FAMILIES TO MAKE SURE WE HAD REPRESENTATION THROUGHOUT DIFFERENT DEPARTMENTS AND FUNCTIONS SO ON.

AS YOU SEE HERE JOBS IN THE FACILITIES AREA, BUILDING ENGINEER SERIES, SKILLED MAINTENANCE WORK LEADER AND MAINTENANCE SUPERVISOR.

AND FOOD AND NUTRITION, WE'RE LOOKING AT THE HIGHEST LEVEL OF NUTRITIONIST ASSISTANT PLUS ASSISTANT MANAGER AND ALL LEVELS OF FOOD AND SCHOOL NUTRITION MANAGERS.

WE'RE ALSO LOOKING AT SOME GENERAL ADMINISTRATION JOBS.

ADMINISTRATIVE ASSISTANT ONE AND TWO, AND THEN TWO TYPES OF EXECUTIVE ASSISTANTS.

THE FOURTH JOB WE'RE LOOKING AT IS HUMAN RESOURCES, AND WE HAVE DIFFERENT TYPES OF FUNCTIONS WITHIN HUMAN RESOURCES, FOR BENEFITS, GENERALISTS, AND ALSO RECRUITMENT, CHILD TACT POSITION JOBS.

AND INFORMATION TECHNOLOGY, WE'RE LOOKING AT THE TECHNICIAN, ONE THROUGH FOUR SERIES.

WE'RE GETTING ALL LEVELS IN THAT AREA.

AND THEN FOR SCHOOL ADMINISTRATION, IF YOU RECALL, LAST TIME WE LOOKED AT SCHOOL PRINCIPLES.

AND YOU HAD ASKED IF IN PHASE TWO WE COULD ALSO LOOK AT ASSISTANT PRINCIPLES OR ASSISTANT SCHOOL ADMINISTRATORS.

SO WE'RE INCLUDING THOSE IN THE ANALYSIS.

SO WHO ARE WE COMPARING YOU TO? COMPARING YOUR PAY AND BENEFITS TO? OF COURSE PRIMARILY SCHOOL INTERVENTIONS AND THE LIST HERE EXACT SAME IN PHASE ONE.

BUT BECAUSE MANY OF THESE JOBS ARE NOT SPECIFIC TO SCHOOL DIVISIONS, THAT IS FACILITIES, HR, SOME OF THESE OTHER JOBS CAN BE FOUND IN A LOT OF DIFFERENT AREAS, WE'RE ALSO INCLUDING TWO LOCAL GOVERNMENTS, THE CITY GOVERNMENT AND ARLINGTON COUNTY.

AND WE'RE ALSO INCLUDING PRIVATE SECTOR DATA SOURCES SO WE CAN SEE IF THE MARKET IS DIFFERENT OR SIMILAR AMONG SCHOOL DIVISIONS AS WELL AS LOCAL GOVERNMENTS AND THEN LOCAL PRIVATE SECTOR EMPLOYERS.

THOSE ARE THREE MARKET SEGMENTS WE'RE LOOKING AT.

AND WHAT TYPES OF INFORMATION ARE WE LOOKING AT? SAME AS WE DID LAST TIME, WE'RE FOCUSED PRIMARILY ON PAY AND BENEFITS.

SO THAT'S THE -- SORT OF THE BLUE AREA OVER HERE, THE ONE PIECE OF TOTAL REWARDS OF COMPENSATION, PRIMARILY PAY AND BENEFITS.

BUT I DID WANT TO MENTION WHILE WE SEE WHAT THE MARKET IS AND WE CAN QUANTIFY THESE ELEMENTS OF COMPENSATION, OF COURSE THERE ARE MANY OTHER REASONS WHY PEOPLE WORK FOR AN ORGANIZATION OR WHY THEY LEAVE OR WHY THEY STAY, INCLUDING AFFILIATION, CULTURE, PROFESSION, AND POSSIBILITIES, MEANING CAREER ADVANCEMENT POSSIBILITIES.

SO WHILE WE'RE FOCUSED ON SOME OF THE MORE QUANTITATIVE ASPECTS I DID WANT TO SHOW YOU THIS WHOLE PICTURE AND SAY THAT IS REALLY ONE PIECE OF THE PUZZLE IN LOOKING AT WHAT -- HOW COMPETITIVE YOUR TOTAL REWARDS COMPENSATION PROGRAM CAN BE.

THIS LAST SLIDE A BIT ON TIMELINE WE'RE WORKING ON THE DRAFT REWARD TIMELINE, IT SHOULD BE DONE WITHIN A WEEK OR SO.

AND THEN WORK THROUGH THE FINAL REPORT WITH THE HR DEPARTMENT.

AND WE ANTICIPATE COMING BACK TO YOU AND SHARING RESULTS IN JANUARY OF NEXT

[00:10:02]

YEAR.

SO WITH THAT, THAT'S THE UPDATE.

ANY QUESTIONS OR THOUGHTS?

>> THANK YOU, HEATHER FOR THAT AND MADAM CHAIR PART OF TODAY'S PRESENTATION WAS REALLY TO GIVE THE BOARD KIND OF JUST A HEADS UP OF WHAT WAS IN PROGRESS.

YOU KNOW, I KNOW THAT THE BOARD WILL AWAIT TO SEE WHAT THE SPECIFIC OUTCOMES FROM THIS ARE AND THE GOAL IS THAT WHATEVER THE OUTCOMES THAT COME OUT OF THIS COMPENSATION STUDY THAT SOME OF THAT MAY BE INCLUDED IN THE FY22 BUDGET.

SO THOSE WILL BE DISCUSSIONS THAT WE'LL HAVE WITH BOARD MEMBERS DURING OUR TWO BY TWO'S IN DECEMBER PRIOR TO THE PRESENTATION OF THE SUPERINTENDENT'S PROPOSED BUDGET FOR FY22.

>> SO DID YOU -- DR.

HUTCHINGS DID YOU WANT QUESTIONS AT THIS POINT IN THE PRESENTATION OR NO?

>> I THINK IF THERE ARE BURNING QUESTIONS ABOUT SOME OF THE PROCESS, I THINK IT IS GOOD TO HAVE THE QUESTIONS NOW.

BUT WE DON'T HAVE ANY OF THE COMPARATIVE ANALYSIS DATA AS OF NOW BECAUSE ALL OF THIS IS JUST IN PROGRESS.

SO THE GOAL WAS TO AT LEAST SHARE WITH THE BOARD WHAT THE PROCESS WAS.

SO IF THERE ARE PROCESS QUESTIONS I THINK THIS IS THE APPROPRIATE TIME TO ASK THOSE.

BUT WE DO NOT HAVE ANALYSIS INFORMATION DATA AT THIS MOMENT BECAUSE WE'RE STILL IN PROGRESS AND IT SHOULD BE COMPLETED OVER THE NEXT COUPLE OF WEEKS.

>> RIGHT.

I SEE THAT DR. REID HAS HER HAND UP.

IS THIS A PROCESS QUESTION, DR. RIEF?

>> YEAH.

THANKS FOR THE PRESENTATION MS. -- I WANTED TO ASK ABOUT A PROCESS.

IT IS A PROCESS QUESTION.

SOMETHING I NOTICED ABOUT THE COMPENSATION STUDY LAST YEAR AFTER WE MET WITH YOU AND I WAS LOOKING AT IT A LITTLE BIT MORE THOROUGHLY.

AND I NOTICED THAT ON THE EXECUTIVE SUMMARY THAT YOU GAVE US, YOU KNOW, IT PROVIDED THE RANKING SYSTEM FOR EACH OF THE DIFFERENT POSITIONS THAT YOU LOOKED AT BOTH BASED ON THE BASE BAY AS WELL AS THE -- PAY AS WELL AS THE TOTAL COMPENSATION.

WHAT I NOTICED WAS FOR OUR HOURLY EMPLOYEES, IT USED THE MINIMUM PAY RANGE TO COMPUTE THE RANKING.

AND -- WHILE ON SALARY IT USED THE MIDPOINT RANGE.

AND I WAS WONDERING IF THERE WAS A RATIONAL OF THAT? MY OWN KIND OF FEELING WHEN I WAS READING IT IS HOW COMPARABLE -- LIKE WHY ARE WE USING A DIFFERENT POINT TO MEASURE THESE TWO CATEGORIES OF EMPLOYEES? I DIDN'T KNOW IF THERE WAS A METHOD DOLOGICAL REASONING FOR THAT.

MY OTHER QUESTION WAS AROUND THE OTHER CATEGORIES BEYOND THE PAY IN BENEFITS.

YOU TALKED AFFILIATION, CULTURE, PROFESSION, POSSIBILITIES.

IS THAT SOMETHING THAT YOU ALL DO ASSESSMENTS ON? OR IS THAT JUST LIKE, FOR OUR INFORMATION? I WAS JUST CURIOUS IF YOUR COMPANY DOES THAT KIND OF ANALYSIS.

>> LET ME TAKE THE SECOND QUESTION FIRST.

YES, THOSE ARE THINGS THAT CERTAINLY ARE FIRM OR FIRMS LIKE OURS CAN LOOK INTO.

IT IS LESS QUANTITATIVE AND MORE QUALITATIVE IN UNDERSTANDING HOW PEOPLE PERCEIVE OR UNDERSTAND THEIR OPPORTUNITIES, HOW THEY FEEL IN TERMS OF THE CULTURE YES THAT CAN BE MEASURED AND INCORPORATED INTO THE ANALYSIS LIKE THIS.

THIS KIND OF STUDY IS JUST FOCUSING ON THE PAY AND BENEFITS ASPECTS.

I DID THAT FOR YOUR INFORMATION TO SAY THIS IS NOT THE ONLY REASON PEOPLE COME TO WORK FOR AN ORGANIZATION, JUST THE PAY AND BENEFITS.

ON THE FIRST QUESTIONS, LOOKING AT THE RANKINGS, I'M TRYING TO REMEMBER WHAT THE SPECIFIC RATIONALE WAS, BUT I THINK WHEN WE WERE DISCUSSING THIS FOR THE HOURLY POSITIONS WE WERE FOCUSSED AT THE MINIMUM BECAUSE THESE ARE TYPICALLY ENTRY LEVEL POSITIONS YOU'RE LOOKING TO RECRUIT SOMEBODY EARLY IN THEIR CAREER.

AND WE WANTED TO GET A SENSE OF WHAT IS THE RANKING AT FOR THE BEGINNING OF THE PAY RANGE.

SO WE WERE POSTING A PAY RANGE FOR POSITIONS THAT IS TYPICALLY WHAT YOU WOULD SEE IN THE POSTINGS, A MINIMUM UP TO SOME -- SOMEWHERE YOU KNOW, MAYBE CLOSE TO THE MIDDLE OF THE RANGE.

BUT THAT'S A TYPICAL HIRING RANGE THAT YOU WOULD SEE FOR A NONEXEMPT FOR HOURLY POSITION.

BUT FOR THE SCHOOL PRINCIPAL POSITIONS AND OTHER, YOU KNOW, EXEMPT POSITIONS, THOSE ARE ONES WHERE YOU'RE USUALLY POSTING THE FULL SALARY RANGE.

AND SOMEBODY, BECAUSE THEY COME IN WITH EXPERIENCE, ARE NOT GENERALLY BROUGHT IN AT THE MINIMUM.

THAT'S BEEN MY EXPERIENCE.

AND PLEASE, YOU KNOW, ANYONE JUMP IN HERE, YOU KNOW, DR. WILKINS OR DOMINIC, IF YOU RECALL ANYTHING FROM DIFFERENT FROM THAT.

BUT IF MY MEMORY SERVES, I THINK THAT WAS THE THOUGHT PROCESS AT THAT TIME.

[00:15:06]

>> THAT'S CORRECT.

WE WANT TO BE ABLE TO MAKE OUR POSITION COMPETITIVE BOTH AT THE ENTRY LEVEL, AT THE BOTTOM OF THE SCALE, AS WELL AS IN THE MEDIUM OF THE -- IN THE MIDDLE OF THE SCALE AS WELL.

AND THEN WHEN WE LOOKED AT THE -- I GUESS THE SALARY ADJUSTMENTS, WHAT WE WERE TRYING TO DO IN THE THREE AND FIVE YEARS IS BE ABLE TO BRING UP BOTH AT THE BOTTOM AND AT THE TOP INTO THE TOP HAT OF THOSE JURISDICTIONS.

SO, AGAIN, WE WANT TO BE ABLE TO COMPETE FOR THOSE ENTRY LEVEL EMPLOYEES AT THE BOTTOM OF THE SCALE.

AND THEN WE ALSO WANT TO MAKE SURE THAT OUR MORE SEASONED PROFESSIONALS ALSO HAVE A COMPETITIVE PAY AS WE MOVE TO THE TOP OF THE SCALE UP AS WELL.

>> YEAH.

JUST -- IF I COULD JUST FOLLOW UP REALLY QUICKLY ON THAT.

I GUESS AS I'M LISTENING AND THINKING THROUGH THAT, I KNOW, FOR EXAMPLE, IN THE CATEGORY OF BUS DRIVERS, RIGHT, WE HAVE A SHORTAGE OF BUS DRIVERS.

I CAN CERTAINLY UNDERSTAND THE RATIONALE OF WANTING TO BRING IN PEOPLE AT THE ENTRY LEVEL.

BUT I ALSO THINK THAT, YOU KNOW, IN THE DRIVERS AND ALSO IN THE PARAPROFESSIONALS, WE HAVE A LOT OF PEOPLE WHO STAY IN THESE POSITIONS FOR QUITE SOME TIME.

AND ONE OF THE THINGS THAT STOOD OUT TO ME, LAST YEAR WITH THE INSTRUCTIONAL ASSISTANCE, OR PARAPROFESSIONALS, IS THAT, AGAIN, WE WERE -- THE RANKING WAS BASED ON THE MINIMUM -- LIKE THE VERY ENTRY LEVEL POSITIONS.

BUT IF YOU GO UP HIGHER, OUR PARAPROFESSIONALS OR INSTRUCTIONAL ASSISTANTS, THE BASE PAY ACTUALLY DOES NOT STAY COMPETITIVE BECAUSE THEY HAVE A BIT STRONGER, YOU KNOW, THE BENEFITS PACKAGE, IT KEEPS THEM AT A HIGHER RANGE, BUT AT ANY RATE, THAT WAS THE REASON THAT WE DID NOT RAISE THEIR PAY LAST YEAR AS PART OF OUR -- AS PART OF THE ANALYSIS.

BUT THEN I NOTICED, JUST LOOKING AHEAD INTO THE PRESENTATION HERE, THAT IT SEEMS LIKE THEY HAVE NOW SLIPPED IN THE RANKING.

THEY WANT FROM, YOU KNOW, RANKING THIRD LAST YEAR AT THE HOURLY -- AT THE ENTRY TO RANKING FIVE.

SO I GUESS THIS IS MY QUESTION, LIKE, IF WHERE WE DIDN'T RAISE THE INSTRUCTIONAL ASSISTANT PAY LAST YEAR AND NOW THEY DROPPED IN TERMS OF THE INTERNAL DATA THIS YEAR.

THIS FEELS LIKE A WHACK A MOLE GAME HERE WITH THE CONSTITUTIONAL ANALYSIS.

ANY INSIGHT YOU CAN PROVIDE INTO HOW -- LIKE HOW THIS IS SUCCESSFUL IN THE LONG TERM, I WOULD APPRECIATE THAT.

>> ONE THING THAT IS IMPORTANT THAT WE ARE CONSISTENTLY DOING IS THAT WE DO CONDUCT AN INTERNAL KIND OF COMPARATIVE ANALYSIS EVERY YEAR.

SO WE'RE CONSTANTLY LOOKING AT WHERE THE RANKINGS ARE FROM OUR DIFFERENT STAFFING GROUPS.

FROM THAT WE CAN MAKE DECISIONS IN REGARDS TO HOW WE'RE GOING TO CONTINUE TO BE COMPETITIVE.

REALLY THE GOAL FOR US IS THAT WE'RE NOT IN A SITUATION WHERE WE'RE CONTINUOUSLY AVOIDING OR IGNORING, YOU KNOW, CERTAIN GROUPS.

SO THEN WE GET BACK TO THE SITUATION THAT WE HAD WHICH STARTED THIS WHOLE THIRD PARTY EMPLOYEE COMPENSATION STUDY LAST YEAR, WAS THAT WE NEGLECT CERTAIN GROUPS AND THEN THEY JUST GET FURTHER AND FURTHER BEHIND AND THEN IT TAKES THEM FOREVER TO TRY TO CATCH THEM UP.

I KNOW MR. TURNER MAY BE ABLE TO TALK TO HOW THE INTERNAL COMPARATIVE ANALYSIS OCCUR AND WHAT WE DO WITH THAT DATA MOVING FORWARD.

MR. TURNER.

>> YEAH, DO WE WANT TO BRING THE PRESENTATION BACK UP AND MOVE THROUGH THE JOB CLASSES.

INTERNAL WE LOOK AT THE LARGER JOB CLASSES AT ACPS AS PART OF THIS PRELIMINARY STUDY THAT WE PROVIDE THE SCHOOL BOARD EACH YEAR.

AGAIN OUR LARGER JOB CLASSES ARE OBVIOUSLY OUR TEACHER POOL AND THEN INSTRUCTIONAL ASSISTANT AND BUS DRIVERS FOLLOWED BY PRINCIPLES AND ASSISTANT PRINCIPLES AND SO FORTH.

SO NEXT SLIDE, PLEASE, SUSAN.

>> WELL, DOM, IT IS STUCK.

>> OKAY.

>>.

>> WHILE THAT IS COMING UP, I THINK IT IS A BUDGET DECISION THAT WE HAVE TO CLOSE THE GAPS EARLIER.

BUT I THINK WE HAVE TO KEEP IN MIND THAT WE CAN ONLY DO SO MUCH.

YOU KNOW, LIKE, IF WE'RE TRYING TO LOOK AT MULTIPLE EMPLOYEE GROUPS, IT IS HARD TO TRY TO DO EVERYBODY ALL AT ONE TIME.

SO WHAT WE'RE CONTINUOUSLY TRYING TO DO IS WHEN WE'RE DOING OUR ANALYSIS IS LOOKING AT -- FROM THAT PERIOD OF TIME, WHAT ARE SOME OF THE KIND OF, LIKE,

[00:20:03]

PRESSING OR -- PRESSING IS NOT THE RIGHT WORD.

BUT THE EMPLOYEE GROUPS THAT ARE REALLY MAKING IT TO THE TOP THAT IS SHOWING A SIGNIFICANT GAP.

AND WE'RE TRYING TO REALLY GET A HOLD OF THOSE SPECIFIC EMPLOYEE GROUPS EACH YEAR AS WE'RE LOOKING AT THESE.

BUT YOU MAY WANT TO TALK SPECIFICALLY ABOUT THIS SLIDE RIGHT HERE, MR. TURNER.

>> SURE.

SO I WILL SAY IT IS A LITTLE BIT OF A WHACK A MOLE TO TRY TO KEEP UP WITH THE COMPETITION OF ALL OF THE SURROUNDING JURISDICTIONS.

WE PUT SEVERAL DIFFERENT THINGS IN PLAY TO TRY TO STAY COMPETITIVE.

FOR INSTANCE, SOME YEARS WE MIGHT OFFER MRA MARKET RATE ADJUSTMENT.

SOME YEARS WE MIGHT TAKE OFF THE BOTTOM STEP AND ADD A NEW TOP STEP SO THEREFORE IT DOESN'T HAVE A BUDGET IMPACT BUT IT ALLOWS PEOPLE GOING FURTHER IN THEIR CAREER TO HAVE ANOTHER STEP TO BE ABLE TO MOVE UP TO.

AND OTHER JURISDICTIONS TAKE THE SAME APPROACH TO TRY TO STAY COMPETITIVE AS WELL.

AS OTHER JURDZ MOVE THEIR PAY SCALES AND DO OTHER THINGS WITH THEIR PAY SCALE, IT IS A MOVING TARGET, RIGHT? THE GOAL POST KIND OF DOES MOVE AS WE MOVE THROUGHOUT THE YEARS.

ONE OF THE THINGS WE TRY TO DO WITH THE PRELIMINARY COMPENSATION STUDY AS DR. HUTCHINGS SAID, IS IDENTIFY THE JOB GROUPS THAT HAVE A BIG GAP BETWEEN US AND OUR SURROUNDING JURISDICTIONS, AND THEN WORK WITH OUR THIRD PARTY TO SAY, WE ARE THE ONES WE SAW THAT WE LOOK THAT WE'RE NOT THAT COMPETITIVE WITH.

SO CAN YOU DO MORE ANALYSIS FOR US AND THEN WE HAD TO INTERNALLY, HR AND ACPS, LOOK AT WHAT IS -- EXCUSE ME -- WHAT IS THE PLAN TO BE TO HOW WE ADDRESS THIS? ARE WE GOING TO TRY TO GIVE DIFFERENT MRA'S? AND THEN WHAT IS LONG TERM PLAN FOR ACPS? ARE WE TRYING TO ATTRACT MORE ENTRY LEVEL EMPLOYEES SO WE BRING THE BOTTOM STEP UP? OR DO WE WANT TO BE ABLE TO KEEP MORE SEASONED STAFF LONGER AND ACPS AND THEN MOVE THE TOP OF THE SCALE UP.

SO IF WE OBVIOUSLY HAD THE BOTTOM OF THE SCALE BE NUMBER ONE AND THE TOP OF THE SCALE BE NUMBER FIVE, AGAIN WE WANT TO MAKE SURE THAT THROUGHOUT OUR WHOLE SCALE, THE BOTTOM MIDDLE AND TOP IS ON THE TOP HALF OF THE SURROUNDING JURISDICTION, THEN THE MESSAGE WE'RE SAYING IS WE'RE TRYING TO ATTRACT MORE ENTRY LEVEL AND THEN FLIP IT, THEN WE'RE TRYING TO KEEP MORE SEASONED EMPLOYEES OVER THE LONG TERM OF THEIR CAREER.

SO, AGAIN, WE -- WE'RE LOOKING AT, YOU KNOW MULTIPLE DIFFERENT WAYS TO BE ABLE TO TRY TO ADDRESS OUR PAY SCALE.

OBVIOUSLY THIS YEAR OR FISCAL YEAR 2022, YOU KNOW, WE WANT TO BE ABLE TO LOOK AT BOTH POTENTIALLY SALARY ENHANCEMENTS OR AS WHAT WE DID IN THE PAST, LAP OFF THE BOTTOM STEP AND ADD A NEW TOP STEP, IF THAT HAS LOWER BUDGET IMPACT TO ACPS.

SO ON THIS SLIDE AS YOU SEE, LAST YEAR REALLY NOBODY GAVE US THAT MRA.

ACPS, WE GAVE A MRA TO THOSE SPECIFIC JOB CLASSES IN THE COMPENSATION CLASS THAT WE SAW THAT THERE WAS A WIDE GAP BETWEEN US AND OUR SURROUNDING JURISDICTIONS.

AND WE TOOK A THREE AND FIVE YEAR APPROACH.

WE TRIED TO MOVE THOSE JOB CLASSES UP INTO THE TOP HALF OF OUR COMPETITORS HERE IN THE DMV AREA.

SO WE HOPED TO OBVIOUSLY BE ABLE TO DO THAT MOVING FORWARD.

I DON'T KNOW THOSE THAT WERE LISTENING TO THE CITY COUNCIL RETREAT A FEW WEEKS AGO AND HOW THEY WERE TALKING ABOUT, YOU KNOW, NOTTEN GIVING INCREASE TWO YEARS IN A ROW WOULD BE DIFFICULT.

SO WE'LL OBVIOUSLY BE LOOKING AT OUR BUDGET TO SEE WHAT WE CAN DO FOR SALARY ENHANCEMENT FOR OUR STAFF GOING INTO FISCAL YEAR 2022 AS WELL.

NEXT SLIDE, PLEASE.

SO WE START WITH OUR TEACHER PAY SCALE.

SO AT ACPS WE HAD THREE DIFFERENT SCALES FOR OUR TEACHERS BACHELORS DEGREE, MASTERS DEGREE, AND MASTER DEGREE PLUS 30.

TEACHER POOL IS LARGER CLASS POOL IN ACPS.

SO FOR US FOR OUR BACHELOR'S DEGREE, OUR FIRST STEP AS COMPARED ACROSS THE WAVY JURISDICTIONS, WASN'T IN THE TOP HALF.

MIDDLE OF THE CAREER FOR BACHELOR'S, WE WERE UP AT THE TOP HALF.

NEXT SLIDE.

OH, AND 18% OF OUR STAFF HAVE BACHELOR'S DEGREES.

FOR MASTERS DEGREE, 63% OF OUR TEACHERS HAVE A MASTER'S DEGREE.

AGAIN, WE'RE COMPETITIVE ACROSS THE BOARD, FIRST, MIDDLE AND TOP FOR OUR MASTER'S DEGREE.

AGAIN TOP HALF ON ALL OF THEM.

TOP THIRD FOR ALL OF THEM.

3, 2, AND 3.

NEXT SLIDE, PLEASE.

AND THEN OUR MASTER'S PLUS 30, YOU'LL SEE WE'RE IN TOP THIRD FOR, AGAIN, FIRST,

[00:25:03]

MIDDLE AND LAST STEP FOR OUR MASTER'S DEGREE PLUS 30.

BUT ONE THING THAT YOU'LL SEE ON THE NOTE THAT ARLINGTON, THEY DO OFFER CAREER ADVANCE PROGRAM WHICH WOULD INCREASE THEIR TOP OF THE SCALE BY A FEW THOUSAND DOLLARS, I BELIEVE.

AND ONE OF THE THINGS THAT WE DON'T HAVE AN ACPS THAT A FEW OF THESE OTHER JURISDICTIONS JURISDICTIONS IN THE AREA THAT THEY DO IS A PH.D.

SCALE.

IF WE WERE TO COMPARE APPLES TO ORANGES MASTER'S DEGREE PLUS 30 TO SOME OF THE OTHER PH.D.

SCALES, YOU WOULD SEE TOP OF THE STEPS GO DOWN.

WE'D BE AT A NINE TO THE LOWER RANGE.

BUT THAT WOULD BE APPLES TO ORANGES COMPARISON.

SO WE HAVE COMPARED ALL OF THE MASTER'S DEGREE PLUS 30 ACROSS THESE JURISDICTIONS.

NEXT SLIDE, PLEASE.

SO THE INSTRUCTIONAL ASSISTANT.

THIS INFORMATION IS TAKEN FROM THE WAVY GUIDE.

THAT'S WHY WE DON'T HAVE PRINCE GEORGE'S COUNTY IN THERE.

THEY DIDN'T HAVE INFORMATION PROVIDED TO THE WABE GUIDE.

YOU'LL SEE, EXCUSE ME, THE BEGINNING SALARY IS RIGHT AT THE BOTTOM OF THE TOP HALF.

AS YOU MOVE UP, IT IS 3.

THIS IS FOR THE WABE GUIDE IT IS TAKING ALL OF THE PARAPROFESSIONALS ONE TO FOUR.

THIS IS THE TOP OF THE SCALE OF PARAPROFESSIONAL FOUR AND BEGINNING OF THE SCALE FOR PARAPROFESSIONAL ONE.

NEXT SLIDE, PLEASE.

SO BUS DRIVERS AS WE SAW LAST YEAR AND THE PAST SEVERAL YEARS, WE WEREN'T VERY COMPETITIVE WITH OUR BUS DRIVERS.

AND AS DR. HUTCHINGS HAD US DO THE THIRD PARTY COMPENSATION STUDY, WE LOOKED AT A WAY HOW CAN WE BECOME MORE COMPETITIVE WITH OUR BUS DRIVING BEING ABLE TO RECRUIT MORE BUS DRIVERS TO COME TO ACPS AND THEN KEEP THOSE FOR THEIR CAREER HERE AT ACPS.

SO WE PUT IN A THREE YEAR PLAN FOR THEM TO BE ABLE TO TRY TO MOVE UP THEIR SALARY PRETTY QUICKLY WE WERE ABLE TO KEEP THE RPA IN PLACE AT LAST YEAR'S BUDGET AND STARTING TO MOVE THEIR BEGINNING SALARY UP.

AND BEGINNING TO MOVE THE TOP OF THE SCALE UP TO THE TOP HALF BECAUSE OF WHERE WE'VE BEEN RANKING.

BUT WE ARE ON THAT TRAJECTORY WITH THAT THREE YEAR PLAN THAT WE PUT INTO PLACE THIS YEAR.

IF YOU SEE ON THIS CHART YOU SEE TWO OUTLIERS.

REALLY MOST OF THE OTHER JURISDICTIONS MAXIMUM HOURLY SCALE IS AROUND $30.

BUT ARLINGTON AND PRINCE WILLIAM COUNTY ARE THE TWO OUTLIERS WHEN IT COMES TO THE MAXIMUM BUS DRIVER SALARY.

AND YOU'LL SEE EVERYBODY ELSE IS GROUPED RIGHT AROUND $35 AN HOUR RANGE.

SO WE'RE TRYING TO GET IN THAT RANGE.

NEXT SLIDE, PLEASE.

ON ELEMENTARY SCHOOL PRINCIPAL, THIS WAS ANOTHER ONE OF THE JOB CLASSES THAT WAS IN THE COMPENSATION STUDY LAST YEAR THAT WE'RE TRYING TO MOVE UP AND BECOME MORE COMPETITIVE FOR PRINCIPLES AND SENIOR LEADERS.

WE HAD A FIVE YEAR APPROACH.

SO MUCH LONGER, SLOWER PROCESS TO BE ABLE TO GET THAT COMPETITIVE.

BUT WE DO HAVE THAT PLAN TO BE ABLE TO MOVE OUR RANKINGS UP FOR ELEMENTARY SCHOOL PRINCIPAL AS WELL.

AND NOT JUST ELEMENTARY, BUT ELEMENTARY K-8, AND MIDDLE SCHOOL PRINCIPLES WERE PART OF THAT COMPENSATION STUDY LAST YEAR.

THE FIRST STEP 7 OUT OF 10 AND THE TOP SCALE 8 OUT OF 10.

IF EVERYTHING STAYS THE SAME WE'RE HOPING TO MOVE THESE BOTH THE FIRST STEP AND TOP OF THE SCALE UP TO THE TOP HALF OF THE JURISDICTIONS.

NEXT SLIDE, PLEASE.

AND THEN WITH OUR SENIOR LEADERS, SO, AGAIN, THE LOW END, 8 OUT OF 8, AT THE BOTTOM.

HIGH END, 7 OUT OF 8.

WE PUT IN THE FIVE YEAR PLAN TO BE ABLE TO ADDRESS THIS AS WELL.

AND, AGAIN, WHAT WE'RE TRYING TO DO IS MOVE US INTO THE TOP HALF OF OUR SURROUNDING JURISDICTIONS.

AGAIN, THE -- WE'RE NOT TRYING TO BE NUMBER ONE.

AS YOU'LL SEE SOME OF THESE JURISDICTIONS THEY'RE PAYING ALMOST A QUARTER MILLION DOLLARS FOR SOME OF THEIR SENIOR LEADERS.

WE'RE NOT SHOOTING TO BE ABOVE A QUARTER MILLION DOLLARS WITH OUR SENIOR LEADERS.

BUT WE DO WANT TO BE MORE COMPETITIVE THAN BEING 7 OUT OF 8 AND 8 OUT OF 8.

NEXT SLIDE, PLEASE.

AND THEN THE TOTAL COMPENSATION PACKAGE.

THIS IS WHAT HEATHER JUST TALKED ABOUT A LITTLE WHILE AGO AS PART OF THE SEGAL CONSULTING GROUP.

TAKING A LOOK AT ALL OF THE COMPENSATION THAT WE OFFERED OUR EMPLOYEES NOT JUST THE SALARY HEALTH BENEFITS VISION BENEFITS, RETIREMENT BENEFITS AND SO FORTH.

SO BASED ON THE WABE WHEN WE LOOKED AT THESE ITEMS WE OFFERED THE BEST

[00:30:04]

COMPETITIVE PACKAGE OUT OF THOSE JURISDICTIONS.

SO THAT'S, YOU KNOW, OUR RETIREMENT PACKAGE.

AGAIN, WE'VE TALKED ABOUT HOW WE HAVE PLATINUM PLUS HEALTH CARE PLAN FOR OUR EMPLOYEES QUITE A BIT.

SO ALL OF THAT COMING INTO PAY AND THE AMOUNT THAT ACPS PUTS INTO OUR HEALTH CARE PLANS FOR OUR EMPLOYEES REALLY MAKES OUR TOTAL PACKAGE BE VERY COMPETITIVE.

AND ONE OF THE THINGS THAT HEATHER DID MENTION IN HER PRESENTATION KEEPING EMPLOYEES.

YOU KNOW YOU HAD THE OTHER FILLERS THERE TO BE ABLE TO KEEP EMPLOYEES.

AND WE ALSO DO SOME OF THOSE THINGS AS WELL SUCH AS TUITION REIMBURSEMENT, WE HAVE CAREER DEVELOPMENT, WHERE WE ARE ABLE TO GET STAFF TO GO TO DIFFERENT CONFERENCES AND EXPAND WHAT THEY KNOW AND WHAT THEY'RE ABLE TO BRING INTO THE CLASSROOM AND BRING INTO THE ESSENTIAL OFFICE AS WELL AS A PROGRAM FOR TEACHERS, SO IF YOU START AS A PARAPROFESSIONAL AND WANT TO BECOME A TEACHER.

WE HAVE A PROGRAM THAT WE'RE ABLE TO DO THAT AS WELL.

SO WE REALLY WANT TO -- HERE AT ACPS BE WELL ROUNDED WITH ALL OF OUR COMPENSATION, AS WELL AS THE OPPORTUNITY THAT WE ARE ABLE TO PROVIDE OUR EMPLOYEES TO REALLY MAKE THEM FEEL LIKE THIS IS A PLACE THAT THEY CAN STAY FOR A LONG TIME.

WITH THAT, I BELIEVE IT IS THE LAST SLIDE I HAD.

AND I'LL TURN IT BACK OVER TO THE CHAIR FOR QUESTIONS.

>> OKAY.

I'M GOING TO DO SOMETHING UNUSUAL AND START WITH A QUESTION OF MY OWN.

THAT IS ON THE BUS DRIVER ONE, DO WE THINK IT IS -- I SORT OF THINK IT MIGHT BE IMPORTANT TO ACTUALLY LOOK AT WHAT DASH PAYS TOO? AT LEAST DASH.

IF NOT DASH AND METRO.

BECAUSE IT SEEMS THAT THEY REALLY ARE COMPETITORS AS WELL.

AND I THINK WE WANT TO KEEP AN EYE ON THAT.

IS THAT SOMETHING THAT YOU THOUGHT ABOUT? OR DOES THAT MAKE SENSE OR?

>> SO I LEAVE IN LAST YEAR'S COMPENSATION STUDY WE DID LOOK AT SOME OF THOSE -- SOME OF THOSE COMPANIES.

BUT I CAN'T RECALL TOP OF MY HEAD.

BUT I KNOW WE -- FOR ALL OF THESE POSITIONS, BECAUSE WE KNOW SCHOOL SYSTEMS AREN'T OUR ONLY COMPETITORS.

WE DID WANT TO BE ABLE TO LOOK AT WHAT SOME OF THE PRIVATE COMPANIES PAY AS WELL.

>> YEAH, BECAUSE THAT'S FOR THE SAME GEOGRAPHY I THINK THAT DASH IS PROBABLY OUR MOST LIKELY AND THAT'S WHERE I THINK WE ACTUALLY HAD PEOPLE.

SO JUST WITH -- I THINK WE WANT TO KEEP -- OF COURSE THEIR BUDGET IS VERY STRESSED NOW TOO.

BECAUSE THEY ALSO RELY ON CITY FUNDING.

ANYWAY, THAT WAS MY THING.

NOW, DR. RIEF, DO YOU HAVE A QUESTION?

>> YES.

THANK YOU.

I DON'T KNOW IF YOU CAN PULL THE PRESENTATION BACK UP.

BUT ON THE SLIDE 7 AND SLIDE 8, I NOTICED THAT ON SLIDE 7 YOU LOOKED AT -- HERE WE GO -- NUMBER 7, PAGE 7.

YOU SEE HERE ON SLIDE 7, YOU HAVE THE ENTRY RANGE, THE MIDDLE, AND THE TOP.

AND THEN IF YOU GO TO SLIDE 8, IF YOU GO TO SLIDE 8 NOW, YOU JUST HAVE THE BEGINNING AND THE END, AND FOR ME, AS A -- LIKE WITH MY RESEARCHER HAT, I REALLY AM INTERESTED IN SEEING, WHEN WE ARE LOOKING AT ALL OF THE EMPLOYEE GROUPS, SPEAKING FOR MYSELF, I WOULD LOVE TO SEE THE DATA CONSISTENTLY PRESENTED FOR EVERY GROUP, IF POSSIBLE.

I MEAN THIS IS KIND OF WHAT I TOUCHED ON A LITTLE BIT WITH THE QUESTION THAT I WAS ASKING EARLIER ABOUT THE EXECUTIVE SUMMARY LAST TIME.

I MEAN, I DEFINITELY UNDERSTAND WHAT YOU WERE SAYING, MR. TURNER, ABOUT, YOU KNOW, DO YOU WANT TO -- IS THE GOAL TO RECRUIT MORE PEOPLE ON THE FRONT? IS IT TO HOLD MORE PEOPLE ON THE BACK? BUT JUST AS A BOARD MEMBER LOOKING AT THIS, LIKE TO BE ABLE TO COMPARE POSITION TO POSITION TO POSITION, IT WOULD BE HELPFUL FOR ME, I WOULD LOVE TO SEE ALL THREE CATEGORIES FOR EACH GROUP.

SO I WANTED TO PUT THAT PLUG IN THERE.

AND THEN I WAS CURIOUS YOU ALSO MADE A COMMENT ABOUT WE GENERALLY DO THE COMPENSATION STUDY FOR LARGER GROUPS OF EMPLOYEES.

AND I THINK THIS HAS COME UP BEFORE.

THE PARAPROFESSIONAL -- THE PARENT LIAISONS, WHICH I THINK IS SUCH A CRITICAL POSITION.

YOU KNOW IN ACPS, I'M NOT SURE HOW OTHER SCHOOL DIVISIONS USE THAT PARTICULAR POSITION, IT SEEMS TO BE A POSITION THAT CAN BE FORGOTTEN ABOUT A LITTLE BIT AT TIMES.

SO I JUST KNOW THAT THEY PLAY SUCH A CRUCIAL ROLE.

AND I KNOW THAT I HAVE HEARD FROM SOME THAT THEY ARE INTERESTED IN MORE PROFESSIONAL LEARNING OPPORTUNITIES TOO.

SO I JUST WANTED TO HEAR ANY THINKING ABOUT, YOU KNOW, LOOKING AT THE COMPENSATION OF THE PARENT LIAISONS IN PARTICULAR.

>> SO AT THIS TIME WE DID NOT HAVE THE PARENT LIAISONS ON OUR -- AS ONE

[00:35:05]

OF OUR EMPLOYEE GROUPS.

THAT IS A UNIQUE, YOU KNOW, POSITION FOR US AND ACPS.

EVERY SCHOOL DISTRICT DOES NOT HAVE PARENT LIAISON OR FORTUNATE ENOUGH TO HAVE THE FUNDING TO DO THAT.

WE KNOW THAT IS IMPORTANT.

KEY LIAISON IS ONE OF OUR KEY GOALS.

IT IS DEFINITELY AN AREA THAT WE WANT TO CONTINUE TO MAKE SURE THAT WE'RE NOT ONLY PROVIDING PROFESSIONAL LEARNING FOR PARENT LIAISONS BUT ALSO COMPETITIVE SALARIES FOR OUR PARENT LIAISONS.

SO WE'LL CONTINUE AT LEAST MONITORING THAT.

IN REGARDS TO THE SLIDE WITH THE HIGH END THE LOW END AND NOT THE MIDDLE, WE CAN JUST MAKE SURE THAT WE'RE PROVIDING MORE CONSISTENCY WITH THE WAY WE ARE DISPLAYING OUR DATA MOVING FORWARD.

AND WE WILL BE ABLE TO DO THAT.

>> RIGHT AND TO DR. HUTCHINGS POINT, THOSE POSITIONS AREN'T COMPARED IN THE WABE BECAUSE EVERY JURISDICTION DOESN'T HAVE THOSE SPECIFIC POSITIONS.

AND THEN WHEN IT CAME TO THE NOT HAVING THE MID RANGE THERE I THINK FOR THOSE THREE OTHER CATEGORIES IS BECAUSE WE DID POOL THAT DATA PRIMARILY FROM THE WABE GUIDE.

BUT WE CAN DO THE SAME THING LIKE WE DID FOR THE TEACHERS SCALES AND JUST GO TO EACH DIVISIONS HR, AND PULL THE ACTUAL SCALES TO BE ABLE TO PUT IN THE MEDIAN FOR THOSE POSITIONS AS WELL.

SO THAT'S NOT A PROBLEM.

>> OKAY.

MS. LUBER.

>> THANK YOU, MS. ANDERSON AND EVERYBODY FOR THE PRESENTATION.

I JUST WANTED TO SUPPORT A LITTLE BIT ABOUT WHAT DR. RIEF SAID.

I KIND OF AGREED WITH HER.

I KEPT WONDERING WHY WE HAD -- SHOWING THE MIDDLE FOR ONE GROUP AND NOT THE OTHER.

I WANT TO SAY I THINK THAT WOULD BE HELPFUL.

AND REGARDING PARENT LIAISONS WHILE NOT EVERY JURISDICTION HAS THEM, FAIRFAX AND ARLINGTON CERTAINLY HAVE COMPARABLE NUMBERS AND HAVE HAD THEM FOR A LONG TIME.

THAT WOULD BE AT SOME POINT -- MY FIRST REACTION IS, TOO, WE HAVE SO FEW BUT IT WOULD BE GREAT TO COMPARE THE SALARY AT LEAST BETWEEN ARLINGTON AND FAIRFAX BECAUSE THEY HAVE SIGNIFICANT NUMBERS.

AND I'D BE CURIOUS.

IT IS A SMALL, SMALL LITTLE SEGMENT.

BUT, AGAIN, I WANTED TO SPEAK OF DR. RIEF ISN'T THE ONLY PERSON INTERESTED IN THIS.

SO THANK YOU.

>> WE'LL BE SURE TO BRING THAT FORWARD.

>> OKAY.

THANK YOU, ALL.

I THINK THAT IS IT FOR THE QUESTIONS THAT I SEE RIGHT NOW.

SO WE CAN GO ON TO OUR NEXT THING WHICH IS THE MAJOR AND THE OVER ARCHING CIP

[1. FY 2022-2031 Capital Improvement Program (CIP) Budget Work Session #1 (New documents were added on 11/13/2020.)]

PRESENTATION.

DR. HUTCHINGS.

>> YES.

AND THANK YOU MADAM CHAIR.

AND TODAY'S PRESENTATION, THIS IS OUR WORK SESSION NUMBER ONE FOR THE CAPITAL IMPROVEMENT PROGRAM BUDGET.

AND TODAY WE'RE GOING TO FOCUS ON FY22.

SO WE WANT TO KEEP OUR QUESTIONS TO FY22 BECAUSE OUR WORK SESSION TWO WILL FOCUS ON THE FULL TEN YEAR SPAN OF THE CIP.

WE ALSO ARE GOING TO BE HAVING OUR TWO BY TWO'S STARTING TOMORROW WITH BOARD MEMBERS.

SO I THINK IT IS IMPORTANT FOR ME TO JUST REMIND, YOU KNOW, THE BOARD THAT WE'RE GOING TO HAVE OPPORTUNITIES TO REALLY TALK MORE IN DEPTH SO THAT PRIOR TO THAT WORK SESSION TWO, A LOT OF THE QUESTIONS AND ASKS THAT YOU HAVE WOULD BE INCLUDED FOR THE COMMUNITY AT THAT TIME.

SO I WANTED TO START WITH THAT.

I ALSO WANTED TO REMIND US AS WE DID LAST WEEK OR AS I DID LAST WEEK WITH THE FACT THAT WE ARE EXPERIENCING AN ECONOMIC DOWNTURN RIGHT NOW.

THIS IS GOING TO HAVE A SIGNIFICANT IMPACT, NOT ONLY ON OUR CIP BUDGET, BUT ALSO OUR COMBINED FUNDS BUDGET FOR FY22.

AND I THINK IT IS JUST IMPORTANT FOR US TO KEEP REMINDING OURSELVES ABOUT THAT.

THIS IS A YEAR LIKE NO OTHER.

AND THERE'S SO MANY UNCERTAINTIES THAT IT IS OUR RESPONSIBILITY TO BE FISCALLY RESPONSIBLE AND TO TRY TO MAKE SURE THAT WE'RE MAKING DECISIONS WITH THE INFORMATION THAT WE HAVE RIGHT NOW, KNOWING THAT THINGS COULD CHANGE.

THINGS COULD BE BETTER, THINGS COULD BE WORSE, RIGHT? BUT WE'RE TRYING TO AT LEAST RESPOND WITH THE INFORMATION THAT WE HAVE NOW AND ALSO IN PREPARATION OF THE ECONOMIC DOWNTURN THAT WE ARE EXPERIENCING WITHIN THE CITY OF ALEXANDRIA.

I'M NOT GOING TO GO THROUGH EVERY SINGLE ONE OF THESE SLIDES BECAUSE MANY OF THE SLIDES WE JUST REVIEWED LAST THURSDAY.

BUT I DO WANT TO FIND OR ASK THE BOARD IF THERE ARE ANY QUESTIONS IN PARTICULAR, IF WE CAN FLIP THROUGH AND I BELIEVE WE CAN GO THROUGH TO SLIDE 6.

>> ONE MORE SLIDE.

>> ONE MORE SLIDE, YEAH.

THE REASON WHY I FAST FORWARDED TO THE DISCUSSION SLIDE IS BECAUSE I WANTED TO SEE IF THERE WERE QUESTIONS ABOUT THE POWER POINT PRESENTATION LAST WEEK

[00:40:04]

SO THAT WE CAN TAKE THOSE NOW AND THEN THERE ARE A COUPLE OF ADDITIONAL SLIDES THAT WE WANT TO SHARE THAT WERE NOT PRESENTED LAST WEEK THAT RELATE TO THE TARGETED FACILITIES ASSESSMENT.

BECAUSE I DO THINK THAT THAT IS A COMPONENT -- AN IMPORTANT COMPONENT THAT WE REALLY NEED TO DISCUSS IN HOW THAT IS IMPACTING THE FY22 BUDGET.

SO WERE THERE ANY SPECIFIC QUESTIONS FROM BOARD MEMBERS IN REGARDS TO THE ALIGNMENT THAT WE HAD FOR THE BUDGET PARTYS THAT WERE APPROVED BY THE BUDGET -- I'M SORRY.

BY THE SCHOOL BOARD.

AND THEN ALSO IN REGARDS TO THE FY22 WE PROVIDED A SUMMARY ABOUT FY22 WITH THE BOARD.

WE ALSO DISCUSSED THE DOUGLAS MCARTHUR PROJECT IN PARTICULAR.

AND I KNOW THERE MAY BE SOME QUESTIONS IN REGARDS TO THAT.

BUT I WANTED TO MAKE SURE WE OPENED THE FLOOR FOR DISCUSSION AROUND SOME OF THOSE ITEMS BEFORE WE WENT INTO SOME OF THE NEW INFORMATION.

>> OKAY.

ANY QUESTIONS? FOR THAT.

ON THOSE.

DR. RIEF?

>> I'M SORRY.

I JUST WANT TO MAKE SURE I UNDERSTAND.

SO IF WE HAVE ANY QUESTIONS ABOUT THE DOUGLAS MCARTHUR PROJECT, WE'RE TO ASK THAT RIGHT NOW; IS THAT WHAT I HEARD YOU TO SAY?

>> YES.

I THINK THAT IS A GOOD TIME NOW TO SHARE THAT -- WE SHARED THAT INFORMATION LAST WEEK.

AND I DIDN'T WANT TO GO THROUGH LAST WEEK'S PRESENTATION AGAIN WITH THE BOARD.

>> OKAY.

I WAS WONDERING.

I SAW THAT THERE WAS A COMMUNITY ENGAGEMENT SESSION THAT IS PLANNED FOR NOVEMBER 30TH, I GUESS.

OR THAT WEEK OR SOMETHING.

AND I KNOW WE'VE GOTTEN SOME FEEDBACK FROM SOME MEMBERS OF THE COMMUNITY IN THE PAST FROM SOME OF THE CIVIC ASSOCIATIONS AND WHATNOT ABOUT THE COMMUNITY ENGAGEMENT AROUND THE DOUGLAS MCARTHUR PROJECT.

I RECALL ONE E-MAIL THAT WE RECEIVED ASKED ABOUT, YOU KNOW, IF THE MEETINGS WOULD BE VIRTUALLY AVAILABLE, WHICH I'M ASSUMING YES, AND THEN SOMETHING ABOUT HAVING THE DOCUMENTS SHARED AHEAD OF TIME WITH THE COMMUNITY.

SO THEY COULD REVIEW THEM AND KIND OF COME WITH THEIR QUESTIONS PREPARED.

SO I WAS WONDERING IF YOU COULD TALK ABOUT THAT AND THEN IF THERE WAS ANYTHING -- I'VE BEEN VERY INTERESTED IF THERE WAS AN PLANNING FOR SOME KIND OF FAIR WELL, YOU KNOW, TO THE BUILDING AND EVERYTHING, SINCE THE DEMOLITION IS COMING UP HERE.

SO I NEVER HAD HEARD OF ANY EVENTS PLANNED FOR THAT.

AND I WAS CURIOUS.

>> SO I KNOW MS. GULIK IS ON THE CALL AND SHE'LL BE ABLE TO ELABORATE ON THIS.

ONE THING I WOULD LIKE TO SAY IN REGARDS TO THE COMMUNITY MEETINGS.

FIRST AND FOREMOST, JUST THIS PAST SPRING WHEN WE WERE HOSTING THE COMMUNITY MEETINGS, WE HAD JUST PIVOTED INTO THIS VIRTUAL WORLD AND IT WAS A NEW THING FOR EVERYBODY.

SO I JUST WANTED TO PREFACE THE CONVERSATION WITH THAT BECAUSE THERE WERE LESSONS LEARNED BY US PIVOTING TO VIRTUAL AND NOT BEING IN PERSON.

AND THEN NOT ONLY THAT, IT IS IMPORTANT FOR US TO ALWAYS KEEP IN MIND THAT WE PREFER TO SHARE INFORMATION WITH THE BOARD FIRST AND THEN SHARE INFORMATION WITH COMMITTEES AND GROUPS.

SO SOMETIMES WE DO HOLD INFORMATION UNTIL IT GOES BEFORE THE BOARD.

AND THAT IS JUST BECAUSE IT IS IMPORTANT FOR YOU ALL TO PROVIDE SOME GUIDANCE AND INSIGHT SO THAT WE'RE NOT CAUSING CONFUSION WITH GOING AHEAD OF SHARING IT WITH THE BOARD AND THEN GOING PUBLIC WITH THAT INFORMATION.

SO THOSE ARE SOME OF THE THINGS THAT HAPPEN THIS LAST GO ROUND.

I DO KNOW MOVING FORWARD, THAT THE GOAL IS TO CONTINUE TO HAVE VIRTUAL MEETINGS BECAUSE WE'RE STILL IN THIS VIRTUAL SPACE.

I THINK THAT MS. GULIK CAN ELABORATE A LITTLE BIT ON HOW THE NOVEMBER 30TH STRUCTURE WILL BE.

I DO KNOW THAT OUR COMMUNITY WAS INFORMED WELL IN ADVANCE.

THAT'S WHY DR. RIEF, YOU ARE FAMILIAR WITH IT NOW.

BUT WE DID SHARE EARLY ON THAT WE WERE HAVING THIS SESSION AND WE TRIED TO GET THE WORD OUT TO OUR COMMUNITY BECAUSE EVERYBOD IS ANXIOUS TO HEAR ABOUT WHAT IS HAPPENING WITH THIS PROGRESS.

BUT MS. GULIK, IF YOU CAN TALK TO THE SPECIFIC AGENDA FOR DOUGLAS MCARTHUR'S MEETING ON NOVEMBER 30TH, THAT WOULD BE HELPFUL.

>> OF COURSE.

DRAW DR. HUTCHINGS AND DR. RIEF FOR THE QUESTION.

JUST TO CLARIFY ON THE 30TH A DOUGLAS MCARTHUR ADVISORY MEETING.

THAT IS THAT SMALL GROUP, AS DR. HUTCHINGS SAID WE'RE LEARNING A LOT IN PIVOTING TO THE VIRTUAL WORLD AND LEAN HEAVILY ON THE ADVISORY GROUP TO GET THEIR FEEDBACKS FROM THEIR COMMUNITIES.

BECAUSE WE DIDN'T HAVE AS MANY COMMUNITY MEETINGS HAD WE MIGHT HAVE HAD WE NOT BEEN IN THE VIRTUAL WORLD.

ON NOVEMBER 30TH IS A DOUGLAS MCARTHUR ADVISORY GROUP.

WE'RE ALSO INTENDING TO MEET WITH STAFF THAT DAY.

WE ORIGINALLY POSED TO DO IT ON NOVEMBER 22ND.

BUT MEETING WITH THE COMMUNICATIONS TEAM AND OTHER THINGS GOING ON IN

[00:45:03]

THE DIVISION AND SOME OF THE DISCUSSIONS I BELIEVE DR. HUTCHINGS IS DOING THAT WEEK WE DECIDED TO MOVE THAT COMMUNITY MEETING TO DECEMBER 7TH.

SO IT WILL BE THE FOLLOWING MONDAY.

AND THAT WILL BE A BROADER COMMUNITY WIDE WEBINAR STYLE MEETING LIKE WE'VE BEEN DOING FOR SOME OF THE -- PLANNING TO RETURN MEETINGS AS WELL.

THE PURPOSE OF THEM ARE TO UPDATE THE COMMUNITY ON THE BUDGET, ON THE PROGRESS ON THE DESIGN ON THE TIMELINE AND ALSO TO GET READY FOR PRECONSTRUCTION ACTIVITY.

WE'RE TARGETING AND HOPEFUL YOU ALL APPROVE THE DEMOLITION AND ABATEMENT CONTRACT PRIOR TO OUR WINTER BREAK.

SO THAT'S WHEN THE WORK WILL BEGIN.

EVEN THEN WE WON'T SEE IT RIGHT AWAY IT WILL MOSTLY BE INTERIOR ABATEMENT OF THE BUILDING GETTING RID OF TRASH, RODENT CONTROL, THINGS LIKE THAT.

BUT WE DO WANT TO GET OUT TO THE COMMUNITY THE FIRST WEEK OF DECEMBER TO EXPLAIN TO THEM THE TYPES OF ACTIVITIES THEY SHOULD SEE.

WE'LL ALSO BE REQUESTING TO DO SURVEYS OF ADJACENT PROPERTIES TO MAKE SURE WE DON'T CAUSE ANY DAMAGE TO THE GROUP HOMES, STUFF LIKE THAT.

SO THAT WILL BE THE INTENT OF THOSE MEETINGS.

>> THANK YOU FOR THAT.

AND I GUESS THERE'S ALSO A MEETING FOR THE HIGH SCHOOL PROJECT ON THURSDAY -- THIS THURSDAY.

THERE'S LIKE SO MUCH GOING ON.

AND I JUST WANT TO, LIKE, I ALMOST FORGOT ABOUT THAT.

SO MAYBE YOU CAN TALK A LITTLE BIT ABOUT WHERE THAT PROJECT IS TOO.

AND HOW THAT COMMUNITY MEETING IS GOING TO BE STRUCTURED THIS THURSDAY.

>> THIS THURSDAY IS REALLY JUST GOING TO TALK TO KIND OF OUR PROGRESS AND HOW WE'RE MOVING INTO THE DESIGN PHASE OF THIS PROJECT.

WE'VE BEEN SENDING OUT COMMUNICATIONS BUT IT IS TO TALK ABOUT THE DESIGN PHASE MEANS AND HOW WE'RE TRANSITIONING INTO THE NEW PHASE OF THE HIGH SCHOOL PROJECT.

A LOT OF THAT INFORMATION WE'RE GOING TO BE ABLE TO KIND OF SHARE INFORMATION WITH THE BOARD ALREADY KNOWS IN REGARDS TO WHERE WE ARE GOING WITH THIS DESIGN PHASE.

BUT THAT IS WHAT THE UPDATE IS THIS WEEKEND.

AND DR. RIEF YOU ARE ABSOLUTELY RIGHT, THERE IS A LOT GOING ON AND WE ARE STILL IN A GLOBAL PANDEMIC BUT OR MARCHING ORDERS HAVE BEEN TO CONTINUE TO PROCEED WITH THE CIP PROJECTS WHICH WE'RE TRYING TO DO IN SPITE OF THE GLOBAL PANDEMIC.

AND IT IS A LOT FOR OUR TEAM.

BUT WE ARE GOING TO KEEP WORKING THROUGH THAT.

I ALWAYS HAVE TO SAY, JUST A REMINDER TO THE BOARD AS WELL AS TO OUR COMMUNITY THAT, YOU KNOW, OUR FACILITIES TEAM HAS NOT GROWN, YOU KNOW, TREMENDOUSLY EVEN THOUGH WE NOW ARE WORKING WITH A HALF BILLION DOLLAR TEN YEAR CIP.

WE'RE WORKING THROUGH HOW DO WE KIND OF TRANSITION OUR TEAM AND EXPAND OUR WORK.

THAT WAS A PART OF THE RE-ORG THAT STARTED LAST YEAR WITH THE FACILITIES AND OPERATIONS TEAM TO GET ADJUSTED AND PREPARED FOR THIS HUGE CIP THAT IS COMING OUR WAY.

BUT THERE IS A LOT THAT IS HAPPENING IN REGARDS TO OUR PROJECTS, THE HIGH SCHOOL PROJECTS, THE DOUGLAS MCARTHUR PROJECT.

ALL OF JUST THE NONCAPACITY PROJECTS WE HAVE GOING ON.

AND THEN TRYING TO WORK THROUGH, HOW DO WE ADJUST FOR STUDENTS PREPARING TO RETURN BACK TO OUR SCHOOL BUILDINGS FOR IN-PERSON LEARNING AND THE COMMUNITY PARTNERS CURRENTLY USING OUR BUILDINGS FOR CHILD CARE.

SO THESE ARE A MULTIPLE KIND OF LIKE PROJECTS THAT OUR TEAM IS WORKING THROUGH.

BUT WE'RE GOING TO KEEP WORKING THROUGH THEM.

AND I DO APPRECIATE THE TEAM.

I WANT TO PUBLICLY JUST ACKNOWLEDGE THE TEAM THEIR HARD WORK.

A LOT OF TIMES PEOPLE DON'T GET TO SEE WHAT THE FACILITIES AND OPERATIONS TEAM IS CONSISTENTLY DOING.

BUT BEHIND THE SCENE THEY REALLY DON'T STOP WORKING BECAUSE THE PROJECTS DON'T END.

>> YES.

TO THAT END, I WANT -- I KNOW THAT THERE'S BEEN SOME DISCUSSION ALSO IN THE COMMUNITY ABOUT WHY ISN'T IT DOWN YET.

YOU KNOW THE BUILDING.

BUT I KNOW BECAUSE I'VE HAD TO MAKE CALLS TO DOMINION POWER THAT THERE'S A LOT OF STUFF THAT HAS TO GO ON BEHIND THE SCENES.

SO I KNOW EVEN JUST THE POWER DISCONNECT FOR THE BUILDING AND ALSO THE HOUSE NEXT DOOR, YOU KNOW, THERE'S JUST LOTS OF PIECES THAT HAVE TO HAPPEN BEFORE THE BUILDING CAN COME DOWN.

SO PEOPLE ARE WAITING FOR THAT.

BUT I THINK WE CAN ASSURE THEM THAT WE'RE WORKING AND -- TOWARD THAT GOAL.

AND IT WILL -- WE'LL ALL LEARN MORE ON THE DECEMBER MEETING.

SO I'VE ASKED MS. NIELSON TO SEND US THE INVITES TO THOSE MEETINGS SO WE DON'T FORGET ABOUT THEM.

BECAUSE I THINK IT IS TRUE.

IT IS EASY TO GET LOST ON OUR CALENDAR.

SO -- I DON'T SEE ANY OTHER QUESTIONS RIGHT NOW.

SO I THINK WE CAN GO ON.

>> I'M GOING TO ASK FOR DR. HART TO TAKE US IN TO THE NEXT PORTION OF THE PRESENTATION, WHAT SPECIFICALLY TALKS ABOUT OUR TARGETED FACILITIES ASSESSMENTS AND WHAT WE'RE DOING WITH THAT DATA AND WHERE WE STAND NOW WITH SOME OF THE FINDINGS THAT CAME OUT FROM THE TARGETED FACILITY ASSESSMENTS THAT WERE CONDUCTED LAST YEAR.

DR. HART.

[00:50:01]

>> THANK YOU SO MUCH.

AND SUSAN CAN YOU MOVE TO NEXT SLIDE, PLEASE.

AND GOOD EVENING, BOARD MEMBERS.

MY APOLOGIES FOR NOT HAVING MET INTRODUCTION FIRST.

AS DR. HUTCHINGS SAID, JUST HAVING WANT TO NOW TRANSITION INTO AN UPDATE REGARDING THE TARGETED FACILITIES PROJECT -- EXCUSE ME TARGETED FACILITIES ASSESSMENT PRIORITY ASSIGNMENTS AND PROJECTS.

I'M GOING TO HAND THIS PORTION OF THE PRESENTATION TO JOHN FIN ANYTHING BEGAN IN A SECOND.

BUT I WANT TO REITERATE AND THANK YOU DR. HUTCHINGS FOR SPEAKING TO THIS A MOMENT AGO, BUT REALLY SINCE JANUARY IN OUR REALIGNMENT IN THE EDUCATION FACILITIES OFFICE AS WELL AS ERICA GULICK'S OFFICE PROJECT PLANNING AND DESIGN, WE'RE NOW PLANNING TO EXECUTE THIS MASSIVE CIP PROGRAM THAT WE HAVE AHEAD OF US.

AND THAT REALLY INCLUDES LOOKING AT OUR STAFFING, THE REALIGNMENT AND ERICA'S OFFICE PARTICULARLY, WHERE WE'VE BEEN ABLE TO FUND A FEW POSITIONS OUT OF THE CIP TO BE ABLE TO SUPPORT HER LEG OF THE WORK.

AND WE DO BELIEVE IN THE NEXT FEW YEARS, WE'LL REALLY GET INTO A GOOD FLOW OF NOT ONLY BEING ABLE TO, YOU KNOW, IMPLEMENT PROJECTS BUT REALLY BEING ABLE TO EXECUTE THEM IN A MUCH MORE EFFICIENT MANNER.

SO WE'RE DEFINITELY LOOKING FORWARD TO THAT.

AND TO TEE UP JOHN, JUST WANTING TO QUICKLY RECAP THAT BACK IN AUGUST OF 2019, WE HAD OUR TARGET FACILITIES ASSESSMENT FINDINGS THAT WERE SHARED AT THAT TIME WITH THE BOARD AND THERE WERE FOUR PRIORITIES THAT WERE ASSIGNED BASED ON THAT ASSESSMENT.

WE HAD OUR PRIORITY ONES, TWOS, THREES AND FOURS.

AND THE DIFFERENT IN THE PRIORITIES JUST STEPPED FROM WHEN THE RECOMMENDATION WAS TO ADDRESS THE TIME FRAME IN WHICH TO ADDRESS THOSE PARTICULAR ITEMS. SO IF WE MOVE TO THE NEXT SLIDE, I WILL TURN IT OVER TO JOHN FINNEGAN TO GET A LITTLE MORE IN DEPTH ABOUT SPECIFICALLY OUR PRIORITY ONE PROJECTS, OUR STATS -- STATUSES AND WHAT IS COMING SPECIFIC UNTIL THE FUTURE.

JOHN.

>> THANK YOU, DR. HART.

GOOD AFTERNOON EVENING MADAM CHAIR AND BOARD.

LET ME START WITH THE PRIORITY 1 PROJECTS.

FIRST OF ALL I WANT YOU TO KNOW WE'RE NOT ONLY DOING PRIORITY 1 PROJECTS WE'VE UNDERTAKEN PRIORITY 2 AND PRIORITY 3 PROJECTS AS WELL.

JUST BECAUSE THEY'RE SMALLER PROJECTS AND EASIER TO IMPLEMENT WHILE WE'RE DOING SOME OF THE CRITICAL PRIORITY 1 PROJECTS.

BUT AS YOU CAN SEE HERE, THERE WERE A TOTAL OF 58 PRIORITY 1 TASKS IN THE TARGETED ASSESSMENT.

YOU CAN SEE WHAT WE'VE DONE THERE, THERE ARE 8 MORE COMPLETED.

15 IN PROGRESS.

21 PLANNED TO BE COMPLETED BY NEXT SUMMER.

AND THEN 14 THAT WERE PUSHED OUT PLANNED FOR FUTURE COMPLETION.

NOW, SOME OF THAT IS PLANNED FOR FUTURE COMPLETION IS, SOME OF THE LARGER THINGS THAT THEY PUT IN THERE AS CRITICAL LOAN BUT PLANNING FOR MODERNIZATION, LIKE LAURA KELLY AND GEORGE MASON AND THE ACTUAL FUNDING FOR THOSE.

AND THAT'S WHAT A LOT OF THE 14 FOR THE FUTURE COMPRISE.

AND I JUST WANTED TO GO THROUGH A LITTLE BIT OF THE REST OF EVERYTHING.

THE COMPLETED PROJECTS ARE TYPICALLY ARE LARGER PROJECTS.

SO FORTUNATELY, WE WERE ABLE TO COMPLETE A LOT OF ROOFS AND HVAC PROJECTS AND WATER INTRUSION PROJECTS THIS YEAR.

SO THOSE ARE TYPICALLY LARGER PROJECTS, DOLLAR WISE, AS WELL AS FOR THE SCHEDULE.

THOSE ARE LONGER PROJECTS AS WELL.

THE OTHER THING WE WERE ABLE TO DO, THAT KIND OF ROLLS INTO THE IN PROGRESS, IS ADVANCE SOME OF THOSE PHASE 2S.

SO ON A NUMBER OF THE ROOFS, IT WAS A PHASED PROJECT.

FOR EXAMPLE, WILLIAM RAMSEY, IT IS A LARGE BUILDING WITH A LOT OF DIFFERENT ROOF SECTIONS.

WE WERE ABLE TO COMPLETE PHASE ONE AND ROLL RIGHT INTO PHASE TWO.

SO PHASE 1 WOULD BE UNDER COMPLETED, PHASE 2 WOULD BE UNDER IN PROGRESS.

SO WHAT WE TRY TO DO IS BASICALLY GET THE CRITICAL PROJECTS THAT WERE A LITTLE LARGER.

IT ALSO HAD FAR REACHING AFFECTS, WHETHER THAT IS LEAK, MOLD, OR POSSIBLE DAMAGE TO OTHER ASSETS.

THAT WAS THE PRIORITY.

AND THEN THE PROJECTS IN PROGRESS, ARE BASICALLY THE ONES TO BE COMPLETED OVER SEVERAL MONTHS PRIOR TO BEING COMPLETED FOR SUMMER.

BASICALLY THOSE NEEDED FURTHER INVESTIGATION.

SO THERE WERE A HANDFUL OF MOLD, DRAINAGE, AND HVAC ISSUES.

THEN WE HAD TO DO A LITTLE BIT MORE INVESTIGATION TO FIND WHERE SOURCES OF SOME OF THESE ISSUES WERE, DO A ROUND OF TESTING BEFORE DOING REMEDIATION ET CETERA.

AND THEN THE PLAN FOR SUMMER 2021 PROJECTS, A LOT OF THOSE ARE PROJECTS THAT REQUIRED FISCAL YEAR 2021 FUNDING.

WHICH AS EVERYONE KNOWS WAS HELD WHEN COVID OUTBREAK HAPPENED.

A STUDY KIND OF PUT EVERYTHING ON HOLD AND WE COULD NOT FIND OUT UNTIL

[00:55:01]

THE SUMMER THAT WE DID RECEIVE MOST OF OUR MONEY.

BUT UNFORTUNATELY, THAT TOOK AWAY SOME OF OUR PLANNING EFFORTS AND NOW WE'RE GOING THROUGH SOME OF THOSE INDICATION 2 BIDS DESIGNS ET CETERA.

SO A HANDFUL OF THOSE THINGS ALSO NEEDED A COMPREHENSIVE APPROACH LIKE CARBON MONOXIDE DETECTORS, THAT'S A SMALL PROJECT BUT AT EACH SCHOOL SO WE'RE COMBINING THAT TO GET ONE CONTRACTOR TO DO ALL OF THOSE.

SOME OF THOSE ALSO INCLUDE KIND OF GROUP PRIORITY 1 PROJECTS.

SO, FOR EXAMPLE, IN THE TARGETED ASSESSMENT, THEY WOULD HAVE A LINE ITEM WITH A HANDFUL OF THINGS IN THERE.

IT WOULD INCLUDE DRAINING HARD SCAPE, DRAINAGE, 10 DIFFERENT BALL POINTS WE'RE KIND OF GETTING TO EACH OF THOSE.

THEY'RE KIND OF IN PROGRESS AS WE SPEAK.

SO THAT'S KIND OF WHERE WE FALL.

A LOT OF THESE THINGS JUST NEEDED A MORE COMPREHENSIVE APPROACH.

WE'VE GOT SOME COURT YARDS AND SOME SITES THAT ARE CAUSING ISSUES TO THE BUILDING BECAUSE SOME OF THE STORM WATER STRUCTURES ARE OUT DATED.

WE ALSO FOUND GEORGE WASHINGTON HAS A WATER TABLE ISSUE.

AND WE HAVE SEEN EVIDENCE WITH THAT WITH THE CITY.

THEY'VE BEEN PUTTING INLETS ALONG MT.

VERNON AVENUE.

SO WE ARE, AGAIN, ADDRESSING A LOT OF THOSE THINGS.

THAT'S WHY SOME OF THESE THINGS ARE NOTED AS EITHER STARTED OR PLANNED FOR SUMMER 2021.

ARE THERE ANY QUESTIONS AT THIS TIME?

>> I WOULD SAY LET'S GET THROUGH THE PRESENTATION AND THEN GO ON TO OUR QUESTIONS.

BECAUSE I WANT US TO TRY AT LEAST KEEP US ON SCHEDULE.

>> OKAY.

AND I WOULD JUST SAY THE LAST COMPONENT THERE, AGAIN, GETTING BACK TO THE PLAN FOR FUTURE COMPLETION, BESIDES THE LARGE OUT LIES FOR -- THERE ARE SOME -- FOR EXAMPLE, OVER AT GEORGE WASHINGTON, OUR IMMEDIATE NEED IS TO GET FRESH AIR INTO THE FOUR ROOMS INTO THE AUDITORIUM THAT NEVER HAD FRESH AIR SUPPLY.

THAT IS WHAT WE'RE WORKING ON RIGHT NOW.

WE ALSO NEED NEW BOILERS, SOME NEW PUMPS, ET CETERA, OVER ALL THE REQUIREMENTS FOR THAT BUILDING.

SO MANY SECTIONS OF THE BUILDING.

IT IS QUITE INTENSE.

SO WE PHASED IT OUT OVER A FEW YEARS.

SO THAT'S ANOTHER COMPONENT FOR THE PLAN FUTURE COMPLETION.

THAT'S PRETTY MUCH EVERYTHING.

AND WE CAN MOVE ON.

THANK YOU.

>> OKAY.

SO SUSAN, IF WE CAN GO TO THE NEXT SLIDE, PLEASE.

AND SO THIS PARTICULAR SLIDE JUST HIGHLIGHTS WHAT IS NEW IN THE FY22 CIP.

JOHN HAS SPOKEN TO THIS IN SOME OF OUR MOST RECENT UPDATES.

BUT ESSENTIALLY CONTINUING OUR FLOORING RENOVATION PROJECTS WE HAVE DOUGLAS MACARTHUR WHICH WE REALLY WANTED TO SPEAK TO SPECIFICALLY WE DO HAVE TWO ITEMS THAT WE WANT TO ITEMIZE SPECIFICALLY IN FY22 CIP, AS WELL AS SOLAR PANELS AND UNDERGROUND FACILITIES, SO THOSE ARE BROKEN OUT ALONG WITH COSTS ASSOCIATED WITH THOSE.

FC HAMMOND, JOHN ADAMS MT.

VERNON TC AND TRANSPORTATION ALSO HAVE A NUMBER OF PROJECTS IN THE WORKS FOR FY22 AND MORE DETAILS ON THESE PARTICULAR PROJECTS WILL BE SHARED DURING OUR TWO BY TWO MEETINGS.

NEXT SLIDE, PLEASE.

AND SO THIS IS JUST THE SLIDE WE SHOWED LAST WEEK WHICH IS OUR CIP BUDGET SUMMARY FOR THE NEXT TEN YEARS.

AS DR. HUTCHINGS ALLUDED TO, TODAY'S SESSION IS SPECIFICALLY TO FOCUS ON THE FY22 CIP.

BUT WE ALSO JUST WANTED TO MAKE SURE THAT YOU ALL ARE AWARE THAT OVER THE NEXT FEW WEEKS AND AS WE CONTINUE TO HAVE OUR TWO B TWO'S, THAT WE WILL GET FURTHER IN DEPTH IN THE CIP BUDGET SUMMARY WHICH WILL ALSO BE COVERED DURING THE NEXT WORK SESSION.

THIS SLIDE HAS THE MAJOR EVENTS AND ACTIVITIES THAT WE HAVE UP COMING.

THAT WAS SHARED LAST WEEK.

WE DO NOT WANT TO REGURGITATE THAT FOR YOU BUT THE CALENDAR AND THE MAIN ACTIVITIES ARE SHOWN ON THE SCREEN.

AND THAT CONCLUDES TONIGHT'S PRESENTATION.

SO DR. HUTCHINGS, DO I TURN IT BACK OVER TO YOU OR MADAM CHAIR?

>> YES.

I THINK AT THIS TIME I THINK IT IS IMPORTANT FOR US TO OPEN THE FLOOR FOR DISCUSSION IN REGARDS TO FY22.

I DO WANT TO MAKE ONE POINT THAT IS NOT ON ONE OF THE SLIDES.

THAT IS THE HIGH SCHOOL PROJECT AS WE ARE NOW GOING INTO THE DESIGN PHASE OF THE HIGH SCHOOL PROJECT.

I KNOW WE KIND OF ALLUDED TO THIS EARLIER WHEN DR. RIEF ASKED HER QUESTION.

I DO THINK THAT IT IS IMPORTANT FOR US TO BEGIN TO BE LOOKING INTO -- AND THIS WILL BE TOMORROW.

I KNOW WE'RE HAVING OUR JOINT SESSION WITH THE CITY COUNCIL AND THE SCHOOL BOARD, BUT TALKING ABOUT SOME OF THOSE COLOCATION OPPORTUNITIES.

[01:00:02]

PART OF THESE COLOCATION OPPORTUNITIES ARE BEING INCLUDED IN THE DESIGN PHASE.

AND IT DOESN'T NECESSARILY MEAN THAT WE ARE DOING ALL OF THESE COLOCATION OPPORTUNITIES.

IT IS HARD TO WEED OUT WHAT IS POSSIBLE AND WHAT IS NOT WITHOUT HAVING THAT INTO OUR ACTUAL DESIGN.

SO WE CAN SEE WHAT WORKS AND WHAT CAN'T WORK.

AND THAT IS SOMETHING THAT WE DID NOT INCLUDE IN THIS PARTICULAR PRESENTATION BECAUSE WE WERE FOCUSED ON FY22 AND NOT SPECIFICALLY THE HIGH SCHOOL PROJECT.

BUT I THINK THIS IS THE RIGHT TIME FOR US TO TALK THROUGH SOME OF THAT WITH THE BOARD.

BECAUSE I KNOW YOU'RE GOING TO BE ENGAGING WITH THE CITY COUNCIL TOMORROW IN THEIR JOINT SESSION.

AND I THINK THAT THE TWO TOPICS THAT WILL MOST LIKELY COME UP TOMORROW WITH THE CITY COUNCIL IS GOING TO BE DOUGLAS MACARTHUR AND THE HIGH SCHOOL PROJECT COLOCATIONS.

I THINK THOSE TWO LOCATIONS FOR SURE WILL COME UP IN ADDITION TO ANYTHING ELSE THAT MIGHT BE PRESSING FROM THE CITY COUNCIL FROM THE SCHOOL BOARD.

BUT I JUST WANTED TO MENTION THAT TO THE BOARD.

I KNOW YOU ALL HAVE ACCESS TO THE PRESENTATION THAT IS FOR TOMORROW.

BUT I WANTED TO MAKE IT CLEAR THAT BECAUSE THESE COLOCATION OPPORTUNITIES ARE PART OF THE DESIGN PHASE, DOESN'T MEAN THAT WE'RE DOING ALL OF THOSE THINGS IN COLOCATION.

THAT WAS SOME CONFUSION WITH THE DALLAS -- DOUGLAS MACARTHUR PROJECT.

THIS IS LOOKING AT COLOCATION OPPORTUNITIES AS A PART OF THE DESIGN.

BUT IT IS NOT COMMITTING TO DOING ANYTHING IN REGARDS TO THOSE COLOCATION OPPORTUNITIES.

IT JUST GIVES US MORE DATA AS WE EXPLORE THESE POSSIBILITY WITH THE HIGH SCHOOL PROJECT.

WITH THAT SAID, I WANT TO TURN THINGS BACK OVER TO MADAM CHAIR TO OPEN THE FLOOR FOR QUESTIONS.

>> SO JUST TO BE CLEAR, WE'RE GOING TO HAVE SOME QUESTIONS ABOUT THE 2022 BUT YOU ALSO WANT, IF WE HAVE ANY QUESTIONS ABOUT COLOCATION OR ANY COMMENTS ABOUT COLOCATION?

OR -- >> I WOULD THINK THIS IS A GOOD TIME BECAUSE I THINK SINCE WE HAVE AN OPEN FORUM RIGHT NOW AND WE KNOW JOINTLY WITH THE CITY COUNCIL TOMORROW, THAT I WOULD LIKE FOR OUR TEAM, SINCE WE HAVE OUR TEAM HERE, TO BE ABLE TO ANSWER QUESTIONS THAT BOARD MEMBERS MAY HAVE DURING THIS WORK SESSION THAT -- WITH THE HIGH SCHOOL PROJECT AND COLOCATION SPECIFICALLY.

>> YEAH, I THINK IT MIGHT BE GOOD TO SEE IF THERE ARE JUST QUESTIONS ABOUT 2022 AND THEN WE'LL ASK ABOUT THE HIGH SCHOOL PROJECT MACARTHUR WHATEVER COLOCATION THINGS TO SORT OF FEEL PREPPED FOR TOMORROW.

SO IF THERE'S SORT OF GENERAL QUESTIONS ABOUT THE 2022 THAT ARE NOT THOSE THREE, I SEE MR. ORBO HAS HER HAND UP.

WE'LL START WITH YOU.

>> THANK YOU.

AND THANK YOU FOR THE PRESENTATION.

>> UH-OH.

YOU'RE FROZEN.

>> IN FACT, IT WAS EXACTLY WHAT YOU ALL JUST -- PRESENT -- IS IT BETTER NOW?

>> IT KEEPS GOING IN AND OUT.

>> YEAH, YOU'RE GOING IN AND OUT.

>> I'M GETTING CLOSER TO THE -- IS IT BETTER?

>> YES, IT IS BETTER NOW.

>> OKAY.

SORRY.

OKAY.

YEAH.

I WAS CONCERNED ABOUT THE PRIORITIZATION OF THE ASSESSMENTS.

AND I'M GLAD YOU SHOWED THE CHART AGAIN.

MY QUESTION AND MAYBE YOU COVERED THIS AND I JUST DIDN'T HEAR IT CORRECTLY.

BUT LAST YEAR WE WERE GIVEN -- WE KNEW THAT THE CIP WAS GOING TO ADDRESS GRADUALLY THE VARIETY OF PRIORITIES HAD BEEN IDENTIFIED IN THE ASSESSMENTS OF THE SCHOOLS, THE FIVE, SIX SCHOOLS.

AND I'M ASSUMING THAT BECAUSE WE'VE HAD TO -- THIS NEXT CIP PUSHES GEORGE MASON, CORA KELLY, AND MAURY OUT EVEN FURTHER THAN THEY WERE, I'M JUST CURIOUS WHAT EXTRA BURDEN -- AND MAYBE IT IS OBVIOUS -- THIS IS THING I DON'T KNOW IF I SHOULD KNOW THE ANSWER TO THIS -- IT SEEMS CLEAR THAT WOULD ADD SOME COSTS TO THIS NEW CIP BECAUSE WE WEREN'T GOING T ADDRESS CERTAIN THINGS FOR CORA KELLY, GEORGE MASON, MAURY, KNOWING THAT THEY WERE GOING TO BE REDONE OR REBUILT.

SO WHAT IS THE -- I FEEL LIKE MAYBE THAT WAS COVERED BUT IT SEEMED LIKE TOO LONG OF A QUESTION TO WAIT FOR ONE SESSION.

>> MS. LORBER, IT WASN'T COVERED BECAUSE WE'RE GOING TO TALK SPECIFICALLY ABOUT THE FUTURE CIP PROJECTS AT WORK SESSION NUMBER TWO.

SO WHAT WE'RE SOLELY FOCUSED ON RIGHT NOW ARE FY22 CIP PROJECTS.

BUT NEXT WEEK, WE WILL BE DISCUSSING SPECIFICALLY ABOUT GEORGE MASON, MATTHEW MAURY, THE NEW SCHOOL, AS WELL AS THE TRANSPORTATION SITE.

SO WE'LL BE LOOKING AT FY22 THROUGH 31 NEXT WEEK.

SO WE DID NOT MENTION ANYTHING ABOUT GEORGE MASON BECAUSE TODAY WE'RE FOCUSED ON FY22 ITEMS OF.

>> OKAY.

SO I GUESS -- THERE MUST BE SOME IMPACT?

[01:05:02]

>> YEAH, THERE IS AN IMPACT -- >> OKAY.

THANK YOU.

>> WE'LL BE ABLE TO TALK SPECIFICALLY THROUGH WHAT SOME OF THOSE IMPLICATIONS ARE.

BECAUSE OF COURSE IT DOES SAVE DOLLARS IN THE CIP FOR NEXT YEAR BUT THEN IT DOES -- IT IS A RISK OF, YOU KNOW, THE COST BEING HIGHER IN THE FUTURE AND WE'RE GOING TO TALK A LITTLE BIT ABOUT THAT.

>> OKAY.

>> NEXT WEEK DURING THE TEN YEAR SPAN.

>> ALL RIGHT.

THANK YOU.

>> AND I THINK YOU'RE ALSO -- MS. LORBER IS ALSO REFERRING TO IS IT GOING TO COST MORE IF WE WAIT BUT ALSO WE'LL HAVE TO FIX THINGS THAT WE WOULDN'T HAVE, BECAUSE THEY'RE HEED NO LONGER.

>> THAT'S WHAT I WAS REFERRING TO PRIMARILY.

>> YEAH.

THAT LEADS ME TO JUST -- I THINK WE CLARIFIED THIS ANOTHER TIME BUT WHENEVER I SEE ASBESTOS THROUGH THE PRESENTATION, I JUST WANT FOR THE PUBLIC'S BENEFIT THAT -- MAYBE CONFIRMATION FOR THE PUBLIC THAT THOSE THINGS ARE NOT A DANGER RIGHT NOW.

THE REASON WE'RE REMOVING THEM, THEY'RE NOT REALLY A DANGER UNTIL YOU'RE REMOVING THEM AND THEN YOU HAVE TO BE CAREFUL ABOUT IT.

SO NO ONE IS BEING PUT IN DANGER OF HAVING ASBESTOS.

I JUST, YOU KNOW, YES, A CONFIRMATION IS ALL I'M LOOKING FOR BECAUSE -- >> YOU'RE CORRECT.

>> BECAUSE I KNOW PEOPLE GET REALLY NERVOUS WITH THAT WORD.

SO DR. RIEF.

>> THANK YOU FOR THE PRESENTATION DR. HART.

I THINK IT WAS REALLY CLEAR, THE INFORMATION WAS REALLY CLEAR THIS YEAR AND THAT WAS SUPER HELPFUL AS A BOARD MEMBER.

AND I ALSO JUST WANTED TO MENTION THAT, YOU KNOW, I'VE BEEN LOOKING AT THE FACILITIES WEBSITE ON THE ACPS WEBSITE AND IT IS ALSO -- IT HAS RECENTLY BEEN REORGANIZED AND IT IS ALSO -- THERE'S INFORMATION YOU KNOW ON EACH SCHOOL SO YOU CAN LINK TO EACH SCHOOL AND THE FACILITIES PROJECT SO I WANTED TO COMMEND YOU ALL FOR ALL OF THAT.

BECAUSE I THINK IT IS REALLY HELPFUL FOR THE COMMUNITY AND IT IS EASY FOR US AS BOARD MEMBERS TO POINT FOLKS IN THAT DIRECTION.

I GUESS I HAVE TWO QUESTIONS.

ONE IS JUST WITH THE CHART ON SLIDE 10 ABOUT WHAT IS NEW AND THE FY22, JUST -- I WAS JUST CURIOUS HOW YOU DETERMINE WHAT THOSE WERE, IF THOSE WERE SOME PROJECTS FROM, YOU KNOW, MORE OUT YEARS THAT CAME IN CLOSER O IF YOU COULD JUST TALK ABOUT HOW YOU DETERMINED THOSE THINGS THAT NEEDED TO BE ADDED.

AND THEN MY OTHER QUESTION, I WOULD BE REMISS IF I DIDN'T BRING THIS UP, DR. HUTCHINGS, IS ABOUT THE SYSTEM WOULD LINE ITEM FOR CURRICULUM AND CONSTRUCTION MATERIALS BECAUSE I KNOW I'VE BEEN TALKING A LOT TO YOU ABOUT THE TEXTBOOK ISSUE.

AND YOU KNOW, JUST HEARING A LOT FROM PARENTS WHO ARE REQUESTING FROM THE SCHOOLS TO GET THE PHYSICAL TEXTBOOKS BECAUSE FOR WHATEVER REASON THEY FEEL LIKE THEIR CHILDREN ARE HAVING A HARD TIME WITH USING THE ONLINE TEXTBOOKS.

AND I -- AND SOME OF THESE PARENTS HAVE SAID THAT THEY HAVE BEEN TOLD THEY CANNOT GET THE PHYSICAL TEXTBOOKS.

AND SO FOR ME AS A BOARD MEMBER, I WILL JUST SAY THAT IS FRUSTRATING BECAUSE I KNOW HOW MUCH OF A PRIORITY IT IS.

AND WE'VE PUT IT IN THE CIP BUDGET.

SO IF YOU COULD JUST TALK ABOUT THOSE TWO THINGS, THE TEXTBOOKS AND THEN THE HOW

YOU ARE DETERMINING THE PROJECTS FOR 2022, THAT WOULD BE >> SO I'LL TAKE THE TEXTBOOKS FIRST.

AND THAT'S MISINFORMATION THAT IS OUT THERE, SO THERE WERE SOME SITUATIONS WHERE STAFF OR PRINCIPLES MAY HAVE SAID NOT TO.

BUT SINCE I GOT RECOGNITION OF THAT OR I WAS INFORMED ABOUT THAT, OUR TEXTBOOKS ARE AVAILABLE AT ANYBODY WHO NEEDS THEM.

WE'RE IN A PANDEMIC AND SOME PEOPLE ARE AT HOME.

AND THERE ARE STUDENTS THAT ARE GOING TO BE BETTER SERVED BY HAVING A PHYSICAL TEXTBOOK WITH THEM VERSUS AN ONLINE TEXTBOOK.

SO NO STUDENT SHOULD BE DENIED THAT.

IF YOU ARE STILL GETTING E-MAILS ABOUT THAT, PLEASE LET ME KNOW, WE'LL MAKE SURE OUR PRINCIPLES ADDRESS THAT IMMEDIATELY.

THAT SHOULDN'T BE THE CASE.

OUR BOOKS ARE HERE FOR OUR KIDS, NOT FOR US AND TO BE IN A CLOSET.

SO WE WANT TO GET THEM OUT.

I THINK THE CHALLENGE INITIALLY WHY THE MISINFORMATION WENT OUT IS THAT SCHOOLS HAD SET CERTAIN DATES TO HAVE FAMILIES COME AND PICK THEM UP AND PEOPLE MISUNDERSTOOD THAT THOSE WERE THE ONLY DATES.

WHEREAS IF ONCE WE WERE INFORMED THAT SOMEBODY MISSED THOSE TIMES, WHERE SCHOOLS WERE ISSUING TEXTBOOKS THAT WE WOULD WORK WITHIN THEIR SCHEDULES TO MAKE IT POSSIBLE.

I THINK THAT WAS THE MISCOMMUNICATION THAT HAPPENED WITH THAT.

THE SENSE OF THE FAMILIES THAT I'M AWARE OF, I BELIEVE THEY'VE RECEIVED THE TEXTBOOKS THEY NEEDED AND WE WANT TO MAKE SURE THAT KIDS HAVE TEXTBOOKS OR SUPPLIES IF THEY NEED THEM.

THAT IS SOMETHING THAT IS NONNEGOTIABLE FOR ANY OF OUR SCHOOL BUILDINGS.

IN REGARDS TO THE SECOND QUESTION THAT RELATED TO -- TELL ME AGAIN.

>> THAT WAS JUST THE PROJECTS THAT ARE IN 2022, JUST UNDERSTANDING HOW THEY CAME ABOUT.

>> AND DR. HART CAN ELABORATE ON THAT ONE.

[01:10:01]

>> IF YOU DON'T MIND DR. HUTCHINGS I'M GOING TO ASK ERICA AND JOHN TO SPEAK TO SPECIFICS ABOUT HOW THOSE PROJECTS ARE REALLY THE ONES THAT MADE IT TO THE FY22 CIP BUDGET.

BUT QUICKLY BEFORE I DO THAT.

DR. RIEF I WANT TO THANK YOU FOR THE COMMENTS REGARDING THE WEB PAGE AND TONIGHT'S PRESENTATION.

THE TEAM AND I HAVE BEEN WORKING REALLY HARD TO MAKE SURE THAT WE ARE PROACTIVELY SHARING INFORMATION, GOOD, BAD AND UGLY.

WE WANT TO MAKE SURE THAT NEITHER THE BOARD NOR THE PUBLIC IS HAVING TO PULL THAT INFORMATION OUT OF US.

WE BELIEVE THAT IS VERY IMPORTANT IN TERMS OF BEING TRANSPARENT WITH OUR COMMUNICATION PROCESS.

AND ALSO JUST REALLY IMPROVING THE DYNAMIC BETWEEN FACILITIES AND OPERATIONS AND OUR STAKEHOLDERS.

SO THANK YOU SO MUCH FOR THAT ACKNOWLEDGEMENT.

AND ERICA, AND JOHN, I'M GOING TO TURN THE FIRST QUESTION OVER TO YOU ALL.

>> OKAY.

SO AS FAR AS WHAT PROJECTS WERE ADDED TO THE 2022, BASICALLY THAT WAS BY TAKING A MORE COMPREHENSIVE APPROACH AND LOOKING AT OUR LIFE CYCLE ANALYSIS OF A LOT OF OUR ASSETS, SO WE UNDERSTAND WHAT COVID HAS DONE AND IT IS GOING TO BE TIGHT THE NEXT COUPLE OF YEARS.

SO WE'RE LOOKING AT ALL OF THE PRIORITY ONES AND WHETHER WE HAVE FUNDING ALLOCATED IN OPPORTUNITY FISCAL BUDGETS OR UP COMING FISCAL BUDGETS AND FOR EXAMPLE, CORA KELLY OVER THE LAST COUPLE OF YEARS WE'VE DONE, WE'VE BEEN COMPREHENSIVE IN GETTING ALL OF THE ABATEMENT ASBESTOS ABATEMENT COMPLETED.

WE JUST HAVE A FEW AREAS LEFT.

SO THAT WAS THAT REQUEST.

MT.

VERNON, THE CHILLER IS AT THE END OF ITS LIFE.

SO WE NEEDED TO GET MONEY FOR ASSET REPLACEMENT THERE.

AND THERE'S A FEW IN THERE THAT ARE KIND OF LIFE SAFETY ISSUES.

THE TRANSPORTATION SERVICES FIRE ALARM SYSTEM IS VERY OUT DATED.

IN FACT, IF THE ALARM WENT OFF, A BELL RINGS BUT NOTHING GOES BACK TO THE FIRE DEPARTMENT, WE WOULD STILL HAVE TO CALL THE FIRE DEPARTMENT.

THESE ARE THINGS THAT WE FELT CRITICAL TO UPDATE.

JOHN ADAMS FIRE ALARM SYSTEM IS OUT OF DATE AS WELL.

IT WAS REALLY LOOKING AT THE FUNDING ASSETS WE HAVE AND THEN THE BUDGETS WE HAVE UP COMING LIFE CYCLE.

>> I THINK JOHN PRETTY MUCH COVERED IT.

BUT RELATED TO MS. LORBER'S QUESTION BEFORE, ADDING BACK CORA KELLY AND TRANSPORTATION FACILITIES FIRE ALARM.

SOME OF THAT DISCUSSION BETWEEN ME AND JOHN, OKAY PUSH OUT THE MODERNIZATION OF THE PROJECTS WHAT DO WE REALISTICALLY NEED FOR THEM TO MAINTAIN FUNCTIONALITY AND DOUGLAS MACARTHUR WE TALKED ABOUT, IN ADDITION TO THE SOLAR PANEL PURCHASE AND THE UTILITY UNDERGROUND BY THE CITY'S DSEP THAT WAS APPROVED.

>>> .

DOUGLAS MCARTHUR DOUGLAS MCARTHUR DOUGLAS MCARTHUR THANK YOU ARE THERE ANY OTHER QUESTIONS ABOUT THE 2022 BUDGET, BEFORE WE GO ON TO TOMORROW? ANYTHING THAT PEOPLE FEEL THEY WANT TO ASK ABOUT AND TALK ABOUT BEFORE TOMORROW'S MEETING WITH COUNCIL? SINCE I DON'T SEE ANY OTHER QUESTIONS, WHY DON'T WE GO AHEAD AND GO ON TO THAT.

ABOUT ANY LOCATIONS, ANY QUESTIONS ABOUT HOW -- YOU KNOW, WHAT WE SEE, WHAT QUESTIONS WE HAVE FOR TOMORROW.

I SEE DR. RIEF.

>> YEAH.

IF DR. HUTCHINGS OR MS. GULICK, IF YOU CAN TALK ABOUT WHERE THE JOINT MASTER PLAN TASK FORCE ARE IN TERMS OF PROCESSING, JUST WANT TO UNDERSTAND ANY UPDATES YOU MAY HAVE ABOUT THAT?

>> SO MS. GULICK, WOULD YOU LIKE TO SPEAK TO THAT?

>> SURE.

WE RECENTLY DID A SURVEY MAYBE SOME OF YOU SAW WE'RE COMPILING SOME OF THE FEEDBACK THAT WE RECEIVED FROM THAT SURVEY.

WE'RE STILL WORKING THROUGH KIND OF ESTABLISHING THE FRAMEWORK AND ARE GOING TO START TO LOOK AT KIND OF SPECIFIC COLOCATION OPPORTUNITIES THAT COULD TAKE PLACE TO KIND OF FURTHER EXPLORE.

AS PART OF -- IT IS KIND OF OVERLAPPING AN RUNNING IN PARALLEL WITH THE HIGH SCHOOL PROJECT AT THIS POINT BECAUSE WE ARE STILL WORKING THROUGH THE JOINT FACILITIES MASTER PLAN WHILE WE'RE TRYING TO ESTABLISH WHAT COLOCATION OPPORTUNITIES WE'RE GOING TO PURSUE ON THE HIGH SCHOOL PROJECT.

BUT I WILL SAY WE HAVE ABOUT SIX TO NINE MONTHS LEFT IN THAT PROCESS AND HOPING TO ESTABLISH KIND OF THAT COMPLETE ROAD MAP AND DECISION MAKING.

AND IT IS ALSO CRITICAL I'LL JUST SAY HERE, FOR MY FELLOW CITY TEAM AS WELL, THAT THE JOINT FACILITIES MASTER PLAN IS STUDYING MORE THAN JUST COLOCATION.

IT IS REALLY ABOUT STUDYING KIND OF A COMMON SET OF -- JUST A BASELINE FOR US TO WORK FROM AND HOW WE MAKE DECISIONS AND THINGS LIKE THAT FOR OUR CIP

[01:15:02]

PROJECTS REGARDLESS OF WHETHER OR NOT THERE'S A COLOCATION OPPORTUNITY.

MORE TO COME ON THAT.

WE ARE HOPING TO DO A BIGGER COMMUNITY MEETING BUT ARE LIKELY GOING TO WAIT UNTIL THE NEW YEAR TO HAVE THAT CONVERSATION TO PROVIDE AN UPDATE.

>> THIS IS WHY IT IS SO IMPORTANT TO HAVE THESE COLOCATION OPPORTUNITIES AS A PART OF THE DESIGN BECAUSE WE HAVEN'T REALLY EXPLORED SOME THINGS LIKE, FOR EXAMPLE, AFFORDABLE HOUSING, THAT WAS ONE OF THE BIG TOPICS THAT CAME UP WITH THE COLOCATION.

IF WE DON'T REALLY HAVE THAT DATA THROUGH A DESIGN PROCESS, WE DON'T HAVE INFORMATION TO REALLY INFORM THE BOARD ABOUT IT OR SAY WHAT ARE THE PROS AND CONS TO IT BECAUSE NOW IT IS JUST LIKE A HYPOTHETICAL.

WHICH IT WILL STILL BE A HYPOTHETICAL EVEN IF THE DESIGN PHASE.

IT DOESN'T MEAN IT IS GOING TO HAPPEN BUT WE'LL HAVE MORE CONCRETE INFORMATION THAT WE REALLY DO NEED FOR FUTURE PROJECTS.

SO THIS IS A REALLY GOOD OPPORTUNITY FOR US TO HAVE, YOU KNOW, THAT TANGIBLE DATA THAT WE'VE ALL BEEN REQUESTING.

I MEAN, I KNOW THE BOARD WANTS TO SEE THAT.

AS WELL AS OUR TEAM.

SO I THINK THIS IS THE WAY FOR US TO REALLY GET SOME MORE OF THAT DATA THAT WE'VE ALL BEEN WANTING TO SEE.

>> I'LL SAY I'M VERY -- I'M VERY HAPPY TO SEE THAT PRIZE -- SOMETIMES CALLED THE PROJECT MANAGEMENT TRIANGLE, THE SCOPE BUDGET AND TRIANGLE THING BECAUSE I TALKED ABOUT THAT OVER TIME.

BECAUSE IT DOES BRING IT HOME THAT WHEN YOU MESS WITH ONE PART OF IT, YOU'RE GOING TO GIVE UP SOMETHING IN THE OTHER AREAS.

YOU'RE EITHER GOING TO INCREASE YOUR SCOPE, THEY'RE GOING TO HAVE INCREASED BUDGET OR YOU'RE GOING TO HAVE A LONGER TIME, YOU KNOW, SCHEDULE SO THAT'S A THING THAT I THINK IT IS A GOOD THING TO FRAME AROUND HAVING OUR DISCUSSION.

BECAUSE WE CAN'T HAVE EVERYTHING FOR THE BUDGET THAT WE HAVE.

WE JUST CAN'T.

AND ESPECIALLY DOING IT IN THE TIME WE NEED TO DO IT.

I MEAN, THAT IS -- THAT IS REALLY WHERE WE'RE GOING TO HAVE TO HAVE A REALITY CHECK ABOUT THAT.

BUT I GUESS ONE THING I HAVE -- AND, AGAIN, I SHOULD KNOW THIS PROBABLY FROM WHAT IT IS, IS THAT I KNOW WE HAVE SOME ENROLLMENT DROP OFF.

SO THE NUMBERS THAT WE'RE SEEING IN OUR CIP BOOKLET, THOUGH, ARE THOSE ADJUSTED IN THE OUT YEARS FOR THAT? OR ARE THEY THE SAME AS THEY WERE?

>> RIGHT NOW, THEY ARE THE SAME AS THEY WERE.

I KNOW IS ERICA -- MS. GULICK GO AHEAD.

IT SWITCHED AROUND FOR ME.

BUT I -- IS SHE ON THERE?

>> YES.

SHE'S GIVING AN ANSWER, I THINK.

>> ALL RIGHT.

I'LL LET MS. GULICK ANSWER THAT.

>> NO, THAT'S OKAY.

SO MS. RUM KEL PRESENTED THE ENROLLMENT DATA LAST WEEK.

WE USE THE SAME DATA TO DO ENROLLMENT PROJECTION.

WE KNOW THEY HAVEN'T BEEN UPDATED YET.

THIS YEAR WILL BE AN OUTLIER YEAR.

THE ENROLLMENT PROJECTED INCLUDING IN THIS YEAR'S CIP BOOK ARE LAST YEAR'S PROJECTIONS.

THEY WILL NEED TO BE UPDATED.

>> I CAN SEE PEOPLE -- WE LOST PEOPLE, BUT MAYBE EXCITED ABOUT THE POSSIBILITY OF IT SOLVING OUR PROBLEMS BUT IT REALLY DOESN'T.

I'VE SEEN A BIT OF THAT ON SOCIAL MEDIA.

WELL, NOW YOU HAVE PLENTY OF SPACE BECAUSE SOME PEOPLE HAVE -- IT IS JUST NOT THE CASE.

>> AND IT IS NOT THE CASE.

AND I WISH IT WAS THAT EASY.

BECAUSE THE THING IS, WHEN OUR DOORS OPEN BACK UP TO OUR SCHOOL BUILDINGS, PEOPLE ARE GOING TO COME BACK.

AND WE WERE ALREADY OVER CAPACITY IN MANY OF OUR SCHOOL BUILDINGS.

SO IT WASN'T A MATTER OF WHEN WE BECOME OVER CAPACITY.

WE WERE ALREADY OVER CAPACITY.

SO THAT HAS BEEN OUR CHALLENGE, UNFORTUNATELY, OVER THE PAST SEVERAL YEARS.

AND IT IS GOING TO TAKE US SEVERAL YEARS TO ACTUALLY REMEDY THAT PROBLEM.

I WISH IT WAS -- THE GLOBAL PANDEMIC WOULD SOLVE IT.

BUT IT IS NOT.

>> I KNOW.

I HAVE TO SAY I WAS SHOCKED ANEW AT THE NUMBERS WHEN I LOOKED AT THEM TODAY, THE PROJECTIONS FOR THE -- SHOCKED ANEW AT SOME OF OUR SCHOOLS HOW OVERCROWDED GIVEN THAT WE JUST DID REDISTRICTING IT DOESN'T SEEM THAT LONG AGO.

ALL RIGHT.

I SEE DR. RIEF.

>> THANKS FOR THAT.

SO WHAT I HEARD YOU SAYING, DR. HUTCHINGS, IS THAT WE ARE INTERESTED IN THE -- WITH THE ARCHITECTURE AND ENGINEERING PROCESS TO -- AND THE DESIGN PROCESS TO LOOK AT COLOCATION, ALL TYPES OF COLOCATION, INCLUDING AFFORDABLE HOUSING, SO WE CAN COLLECT THAT INFORMATION, AND SO THAT'S KIND OF WHEN WE'RE GOING INTO THE CONVERSATION WITH COUNCIL TOMORROW, THAT'S PART OF THE PRESENTATION, AND JUST, YOU KNOW, A CONVERSATION ABOUT THAT.

I GUESS, THE QUESTION THAT I HAVE IS, YOU KNOW, BECAUSE THE BOARD VOTED TO DO THE CONNECTED HIGH SCHOOL NETWORK AND DO THE BUILDING AT -- ON THE MINI HOWARD CAMPUS.

BUT I GUESS I'M WONDERING WITH REGARDS TO ZONING HOW -- IF YOU COULD KIND OF -- MS. GULICK, IF YOU COULD TALK A LITTLE BIT ABOUT THAT, LIKE HOW -- I KNOW THEY'VE HAD TO ACCOMMODATE SOME -- MAYBE SOME ZONING ADJUSTMENTS BECAUSE WE'RE

[01:20:05]

SWAPPING THE FIELDS AND THAT KIND OF THING.

SO I'M JUST WONDERING HOW COLOCATION AND ZONING KIND OF PLAY TOGETHER.

LIKE I GUESS IF YOU CAN TALK ABOUT LIKE WHAT KIND OF POSSIBILITIES ARE AVAILABLE WITH REGARDS TO THE ZONING? IF THAT MAKES SENSE.

I HOPE I'M MAKING SENSE.

>> YOU ARE MAKING SENSE.

AND JUST SO I CAN CLARIFY A LITTLE BIT.

A PART OF THE ARCHITECT FIRMS CONTRACT WILL BE THAT INITIAL MONTH, MONTH AND A HALF TIMELINE FOR PREDESIGN FOR US TO HOPEFULLY GET THE IDEA OF WHAT COLLOCATED SERVICES WILL BE ON THE MINI HOWARD SITE.

SO REALLY WORKING THROUGH ANSWERING OUR QUESTIONS THAT WE HAVE ABOUT IT, SO THAT BY TIME WE GET TO MID JANUARY, WE'RE ABLE TO SAY, OKAY, HERE'S WHAT IS GOING ON THE NEW MINI HOWARD SITE.

SO JUST TO SAY THAT.

AS FAR AS ZONING, WE HAVE BEEN IN CONVERSATIONS WITH THE CITY ABOUT WHAT ZONING WOULD LOOK LIKE FOR MINI HOWARD AND REGARDLESS OF WHETHER WE COLOCATE AFFORDABLE HOUSING OR A REC CENTER OR WHATEVER IT MAY BE, WE WILL REQUIRE A REZONING JUST BECAUSE OF THAT SWITCH, JUST BECAUSE OF CHANGING THE PUBLIC OPEN SPACE AND INTENDING TO REPLACE THE PUBLIC OPEN SPACE BUT CERTAINLY CHANGING IT.

BECAUSE OF WHERE IT IS LOCATED, IT IS KIND OF AT THE INTERSECTION OF A FEW DIFFERENT ZONING.

SO IF YOU CAN PICTURE WHERE THE SITE IS, THERE IS A COMMERCIAL PIECE KIND OF ADJACENT AS WELL AS TOWN HOMES NEAR THAT.

AND SO IT OFFERS AN OPPORTUNITY TO BE A LITTLE BIT MORE FLEXIBLE.

I THINK DEPENDING ON WHAT WE DO, WE'RE PROBABLY GOING -- WE MIGHT NEED A FLORIDA AREA RATIO INCREASE AT THE SITE IF WE'RE MAINTAINING THAT FIVE AND A HALF ACRES OF PUBLIC OPEN SPACE.

AND SO THOSE ARE THE THINGS THAT WE'VE STARTED TO TALK ABOUT THE DIFFERENT OPTIONS FOR THAT AND THE CITY HAS A FEW IDEAS ABOUT HOW IT WOULD WORK.

BUT ULTIMATELY CERTAINLY THE DIFFERENT USES THAT COULD BE A PART OF COLOCATION WILL PLAY INTO THE ZONING.

BUT IT IS NOT TO SAY THAT THEY ARE THE REASON THAT WE WILL HAVE TO REZONE.

I HOPE THAT WAS CLEAR.

>> SO I GUESS I'LL JUST ASK WHERE ARE WE PLANNING TO END? BECAUSE WE DO HAVE A TIMELINE FOR WHEN WE HAVE TO HAVE THIS DECISION MADE ABOUT WHAT KIND OF COLOCATION OPPORTUNITIES AND SO, WHAT ARE -- WHAT IS THE EXPECTATION OR ASPIRATION FOR WHERE WE SHOULD BE AT THE END OF THE MEETING WITH COUNCIL ABOUT THIS? BECAUSE -- AND ARE YOU GOING TO KIND OF INCLUDE THE DEADLINES THAT WE'RE WORKING WITH?

>> YEAH.

SO THE EXPECTATION IS FOR US TO BE ABLE TO PUT THESE COLOCATION OPPORTUNITY INTO OUR SCOPE OF WORK FOR THE DESIGN PHASE.

SO THAT IT ALLOWS US TO EXPLORE ALL OF THE THESE DIFFERENT COLOCATIONS.

SO WHEN WE'RE COMING BACK TO THE BOARD WITH ACTUAL DESIGN OF THE MINI HOWARD PROJECT OR HIGH SCHOOL PROJECT AT THE MINI HOWARD CAMPUS, THAT THESE PARTICULAR COLOCATION OPPORTUNITIES ARE INCORPORATED INTO THAT.

AND THEN WE CAN AT THAT TIME MAKE A DECISION ON WHETHER WE WANT TO PURSUE THOSE PARTICULAR OPPORTUNITIES.

SO THE GOAL IS THAT TOMORROW, AT THE BOARD, AS WELL AS THE CITY COUNCIL, ARE IN AGREEMENT JUST THAT WE ARE EXPLORING THESE COLOCATION OPPORTUNITIES SO THAT IT WILL BE A PART OF OUR DESIGN WHEN WE BRING IT BACK TO THE BOARD.

>> OKAY.

SO ANYONE HAVE ANY OTHER COMMENTS ABOUT THAT? QUESTIONS?

>> IN PREDESIGN.

NOT DESIGN.

PREDESIGN PHASE.

BECAUSE I DON'T WANT ERICA TO GET ON ME.

PREDESIGN.

DESIGN.

AND I KNOW -- BECAUSE SHE'S GOING TO START MAKING FACES.

DESIGN.

YOU COACH ME WELL ERICA.

PREDESIGN.

HA HA.

>> GREAT.

ALL RIGHT.

I DON'T SEE ANY MORE.

SO I GUESS IF SOMETHING COMES UP AND SOME PEOPLE ARE HAVING THEIR TWO BY

TWO'S TOMORROW SO I GUESS -- >> YEAH.

AND WE WILL BE ABLE TO TALK MORE SPECIFICALLY DURING OUR TWO BY TWO'S DURING THE NEXT WEEK.

SO BOARD MEMBERS PLEASE KNOW THAT YOU'RE GOING TO HAVE MORE INFORMATION AND IN THE NEXT WEEK WE'LL BE ABLE TO TALK MORE SPECIFICALLY OF THE FULL TEN YEAR SPAN AS

[3. Special Education Disproportionality and Coordinated Early Intervening Services]

WELL.

>> OKAY.

GREAT.

SO NOW WE CAN MOVE ON TO OUR NEXT TOPIC WHICH IS THE SPECIAL EDUCATION DISPROPORTIONALITY.

>> YES THANK YOU, MADAM CHAIR.

WE WANT TO GO THROUGH THE BOARD ASKED FOR THIS YEAR I'M IN SUPPORT OF, MAKING SURE TO PROVIDE UPDATES ON OUR AREAS OF FOCUS.

SO WE WANT TO MAKE SURE THAT WE'RE FOCUSING ON OR PROVIDING AN UPDATE ON ONE OF THE FOCUS AREAS WHICH IS SPECIAL EDUCATION.

AND OUR OVERIDENTIFICATION OF AFRICAN AMERICAN AND BLACK STUDENTS.

[01:25:04]

AND SPECIALIZED INSTRUCTIONS SPECIFICALLY IN REGARDS TO EMOTIONAL DISTURBANCE OR EMOTIONAL DISABILITIES.

SORRY.

I WANT TO MAKE SURE THAT WE ARE CAPTURING THAT.

I FIXED IT MS. WARNER.

SO ANOTHER THING THAT I WANT TO JUST PREFACE AS I TURN THINGS OVER TO MS. WARNER WHO IS OUR EXECUTIVE DIRECTOR OF SPECIALIZED INSTRUCTION IS THAT, YOU KNOW, THIS TOPIC, I THINK IS PROBABLY ONE OF THE MOST IMPORTANT CONVERSATIONS THAT WE ARE GOING TO HAVE AND SPECIFICALLY IT IS BECAUSE THIS IS A NATIONAL ISSUE.

AND OUR DATA IS EVEN WORSE THAN NATIONAL DATA.

AND THAT'S A PROBLEM.

SO I MEAN, IT IS A NATIONAL PROBLEM.

WE'RE IN A WORSE SITUATION THAN EVERYONE NATIONALLY.

AND IF WE DON'T GET, YOU KNOW, OUR ARMS, HANDS, LEGS, FEET, WRAPPED AROUND THIS, THEN THIS IS GOING TO CONTINUE TO BE PREVALENT WITHIN OUR SCHOOL DIVISION.

AND IT IS COMPLETELY UNACCEPTABLE.

SO I THINK THIS IS PROBABLY THE FIRST TIME THAT WE'RE GOING TO BE THIS FORWARD ABOUT OUR INFORMATION.

BUT I THINK THE ONLY WAY WE'RE GOING TO BE ABLE TO SOLVE OUR PROBLEM IS BY CALLING IT IS WHAT IT IS AND PUTTING IT OUT THERE FOR THE PUBLIC TO SEE THAT THIS IS A CRISIS AND IT IS AN ISSUE THAT WE NEED TO TACKLE NOW.

WE CANNOT AFFORD TO CONTINUE TO WAIT.

SO WITH THAT SAID, I WANT TO TURN THINGS OVER TO MS. WERNER AND WE'RE GOING TO BEGIN OUR PRESENTATION.

>> THANK YOU, DR. HUTCHINGS.

GOOD EVENING, MADAM CHAIR AND THE BOARD.

I'M TERRY WERNER AND DIRECTOR OF SPECIALIZED INSTRUCTION.

AND I WELCOME THE OPPORTUNITY TO DISCUSS WITH YOU THIS EVENING, COORDINATING EARLY INTERVENING SERVICES AND JUST WHAT THAT MEANS AND WHAT IT MEANS FOR ALEXANDRIA CITY SCHOOLS.

WHAT IS THE CURRENT STATE OF COORDINATED EARLY INTERVENING SERVICES HERE IN THE CITY OF ALEXANDRIA AND WHAT IMPACT DOES IT HAVE REGARDING THE IDENTIFICATION OF BLACK AND AFRICAN AMERICAN STUDENTS WITH EMOTIONAL DISABILITIES? WHAT I'D LIKE TO BE ABLE TO DO IS INTRODUCE TWO TEAM MEMBERS PRESENTING WITH US THIS MORNING.

I HAVE DR. ANITA READ CEIS CLINICAL SPECIALIST.

DR. REID JOINED OUR TEAM THIS JULY FROM ARLINGTON COUNTY, WHERE SHE HAD BEEN A LICENSED CLINICAL SOCIAL WORKER FOR OVER 20 YEARS, WORKING PROVIDING, DIRECT SERVICES FOR STUDENTS WITH DISABILITIES, ESPECIALLY I SEPARATE PROGRAMS BUT DID SPECIFIC WORK OF DISPROPORTIONATENALITY AND WORKING WITH BLACK STUDENTS WITH ADDRESS BEHAVIORAL EMOTIONAL NEEDS AND DR. MOORE OUR CLINICAL PSYCHOLOGIST, ON OUR TEAM THE LAST COUPLE OF YEARS OUR MTSS AND ELIGIBILITY SPECIALIST.

AND SHE WORKS IN CONJUNCTION AS BOTH TEAM MEMBERS DO WITH THE OFFICE OF STUDENT SERVICES AROUND THE IMPLEMENTATION OF OUR MTSS SERVICES AS WELL AS OUR SCHOOL BASED TEAMS WHEN THEY ARE DETERMINING ELIGIBILITY WITH STUDENTS FOR DISABILITIES AND ED AND OHI.

ALL RIGHT.

THE ABILITY AT THE MOMENT HERE TO SORT OF GIVE YOU INFORMATION AROUND CEIS AND WHO CAN BENEFIT.

I KNOW WE'VE HAD CONVERSATIONS IN THE PAST BUT WE MAY HAVE HAD BOARD MEMBERS NOT PART OF THOSE DISCUSSIONS.

SO I'D LIKE TO SHARE THE INFORMATION WITH YOU.

COORDINATING EARLY INTERVENING SERVICES IS A SPECIAL DESIGNATIONED IDENTIFIED UNDER THE AMERICANS WITH DISABILITIE ACT AND IMPLEMENTED THROUGH REGULATION AND DIRECTIVE FROM THE VIRGINIA DEPARTMENT OF EDUCATION.

IF A SCHOOL DISTRICT IS SIGNIFICANTLY DISPROPORTIONATE IN IDENTIFYING STUDENTS OUT OF A PARTICULAR PROTECTED CLASS OR CATEGORY, DURING A THREE YEAR TIME PERIOD, THEY'RE IDENTIFIED AS A MANDATORY CEIS SCHOOL DISTRICT WHICH MEANS YOU MUST, BY REGULATION, WITHHOLD 15% OF YOUR I.D.E.A.

GRANT TO PROVIDE EARLY INTERVENING SERVICES.

THOSE EARLY INTERVENING SERVICES MEAN YOU MUST SPEND THAT MONEY TO PROVIDE SERVICES FOR STUDENTS IN THE GENERAL EDUCATION SETTING.

AND IT IS TO PROVIDE STUDENTS IN THE IDENTIFIED CLASS TO ENSURE THAT THEY ARE NOT REFERRED ON FOR SPECIAL EDUCATION EVALUATION.

SO WE REALLY ARE LOOKING AT ADDRESSING THE BEHAVIORAL NEEDS OF STUDENTS AND PROVIDING THE STAFF WITH THE SKILLS THAT THEY NEED TO SERVE THOSE STUDENTS IN A GEN ED SETTING.

-- GO AHEAD SUSAN.

I TOLD SUSAN WHEN I PAUSE TO CHANGE THE SLIDE.

SHE'S DOING IT RIGHT WHEN I PAUSE.

[01:30:01]

SO WHY IS CEIS IMPORTANT? CEIS IS IMPORTANT BECAUSE WE WANT TO BREAK THE CYCLE.

WE WANT TO STOP THE IDEA THAT SPECIAL ED.

IS THE PLACE WHERE PEOPLE GO WHEN THERE ARE PROBLEMS. SPECIAL ED.

SHOULD BE THE LAST RESORT.

SO WHAT WE ARE REALLY LOOKING TO DO IS WHAT SUPPORTS DO WE NEED TO PROVIDE BOTH TO STUDENTS AND STAFF SO THAT THAT THEY CA CLEARLY IDENTIFY NEEDS AND IMPLEMENT SERVICES SO THAT WE BREAK THE CYCLE? WE WANT TO MAKE SURE THAT WE RECOGNIZE THAT IF WE DELOAD THOSE SUPPORTS WE'RE GOING TO EXACERBATE ISSUES SO WE WANT TO MAKE SURE WE GET IN EARLY AND WE GET IN EFFECTIVELY.

WE WANT TO MAKE SURE THAT SPECIAL EDUCATION EVALUATIONS REFERRAL FOR CHILD STUDIES IS THE LAST RESORT.

SO WE ARE REALLY LOOKING TO ENSURE THAT SPECIAL ED.

IS THE LAST THING THAT PEOPLE CHOOSE.

SO THIS IS DESIGNED TO PROVIDE ALL OF THOSE UP FRONT SUPPORTS.

EARLY INTERVENING SERVICES ARE BASED ON A SPECIFIC RATIO, THERE'S A MATHEMATICAL FORMULA THAT IS APPLIED AT THE STATE LEVEL BASED ON OUR DECEMBER 1 COUNT.

SO WHEN WE DO DECEMBER 1 COUNT WE IDENTIFY STUDENTS BOTH ARE DISABILITY AS WELL AS RACE.

AND SO THEY APPLY THIS CALCULATIVE FORMULA AND DETERMINE IF WE ARE OVERIDENTIFYING.

THE DIVISIONS THAT ARE OVERIDENTIFIED ARE NOTIFIED BY THE STATE AND WE HAVE TO SET ASIDE THAT MONEY.

AND WE ACTUALLY DISCUSSED THIS LAST WHEN WE DID THE I.D.E.A.

ANNUAL PLAN, THE I.D.E.A.

GRANT.

WE SPECIFICALLY NOTED THAT WE HAD SET ASIDE THE MONEY TO DO THAT.

ACPS HAS BEEN NOTIFIED OF OUR SIGNIFICANT DISPROPORTIONALITY FOR THE 2018 SCHOOL YEAR, 19/20 SCHOOL YEAR AND WE JUST RECEIVED NOTICE ON FRIDAY THAT WE ARE IDENTIFIED FOR THIS COMING YEAR YET AGAIN.

SO THE CEIS FUNDING.

AS I SAID, 15% OF OUR TOTAL AMOUNT BOTH 611 AND 619, THE PRESCHOOL AND THE PART B SCHOOL AGE STUDENT GRANT IS SET ASIDE.

THIS YEAR IS $551,000.

WE HAD TO DEVELOP A VERY SPECIFIC PLAN AS TO HOW THAT WAS GOING TO BE SPENT.

THAT PLAN WAS SUBMITTED TO THE STATE AND HAS BEEN APPROVED.

WE ARE USING A COMBINATION OF STAFF AND PROFESSIONAL DEVELOPMENT TO SPEND THAT MONEY.

WE ARE FOCUSING SOLELY ON GROUPS OF STUDENTS WHO ARE IDENTIFIED AS DISPROPORTIONATE.

SO WHILE WE MAY EXPAND BEYOND THAT, WE MUST PARTICULARLY SERVE THE STUDENTS THAT WE ARE LOOKING AT.

SO FOR US, THAT POPULATION RIGHT NOW IS BLACK STUDENTS WHO HAVE BEEN IDENTIFIED AS STUDENTS WITH AN EMOTIONAL DISABILITY.

SO WE ARE REALLY FOCUSED ON AND TARGETED ON PROVIDING SPECIFIC AND DIRECT SERVICES TO OUR BLACK STUDENTS, THROUGH THE MTSS AND EARLY INTERVENTION PROCESS ESPECIALLY FOR STUDENTS THAT MAY BE EXHIBITING BEHAVIORAL CHALLENGES.

THEY'RE ADVERSELY AFFECTING THEIR SCHOOL BASED PERFORMANCE.

SO I WANT TO TAKE A MINUTE NOW AND TURN IT OVER TO DR. SHERMAINE MOORE WHO IS OUR MTSS DISABILITY SPECIALIST AND SHE'S GOING TO REVIEW SOME OF THE DATA AND THEN DR. ANITA REID WILL FOLLOW HER AND TALK ABOUT THE IMPLICATIONS OF THAT DATA AND SOME OF THE RECOMMENDATIONS AND IDEAS THAT WE HAVE TO ADDRESS NEEDS AND THEN I'LL BE HAPPY TO ANSWER QUESTIONS AT THE END.

MS. SHERMAINE.

>> THANK YOU, MS. WERNER, SO HERE'S A SNAPSHOT OF NATIONAL RISK RATIO DATA.

SO IN THE UNITED STATES, BLACK STUDENTS ARE NEARLY ONE AND A HALF TIMES MORE LIKELY TO BE IDENTIFIED AS A STUDENT WITH A DISABILITY, WHEN IT COMES TO EMOTIONAL DISABILITIES SPECIFICALLY, THEY ARE TWICE AS LIKELY TO BE IDENTIFIED.

>> SO THE STATE AVERAGE IS SLIGHTLY LOWER THAN THE NATIONAL DATA WITH A RISK RATIO OF 1.6.

WHEN IT COMES TO OUR SCHOOL DIVISIONS SPECIFICALLY WE ARE DOUBLE THE NATIONAL RISK RATIO.

AND MORE THAN TWICE THE STATE RISK RATIO FOR IDENTIFYING BLACK STUDENTS AS EMOTIONALLY DISABLED.

SO HERE'S OUR HISTORICAL RISK DATA THAT IS CALCULATED BY -- AND PROVIDED TO US ANNUALLY.

SO SINCE 2016 IT HAS BEEN TRENDING DOWNWARD.

AND WE CAN CONTRIBUTE -- ATTRIBUTE THIS, EXCUSE ME, TO STRATEGIES THAT WE'VE BEEN PUTTING IN PLACE.

WE DID JUST RECEIVE UPDATED NUMBERS FROM THE STATE TODAY.

AND SOME OF THOSE ARE CORRECTED NUMBERS.

SO THE 2017 RISK RATIO IS 4.25.

[01:35:05]

AND THE 2018 IS 3.56.

OUR RISK RATIO FOR 2019 IS 4.05.

WE WANTED TO KNOW THE WHY BEHIND OUR RISK RATIO DATA.

AND ELIGIBILITY DECISIONS ARE BASED ON DATA.

SO IT WAS CRITICAL TO EXAMINE THE DATA THAT IS BEING USED TO JUSTIFY THESE ELIGIBILITIES.

WE WANTED TO TAKE A DEEPER DIVE INTO THE PRACTICES -- PRACTICES OF IDENTIFYING BLACK STUDENTS WITH EMOTIONAL DISABILITIES AND WE FOCUSED ON EIGHT KEY AREAS.

IN PARTICULAR THE RACIAL BACKGROUND OF PEOPLE WHO ARE MAKING SUCH REFERRALS.

AS WELL AS THE DEMOGRAPHICS OF THE SCHOOLS WHERE THESE STUDENTS ATTEND OR ATTENDED.

THE CAUSE OF THE REFERRAL, WHAT BEHAVIORS BROUGHT THE TEAMS TO THE TABLE IN THE FIRST PLACE, IN LIGHT OF THE PRESENCE OF ADVERSE CHILDHOOD EVENTS, AND THE DATA THAT IS BEING USED TO MAKE THESE DECISIONS, ESPECIALLY CONSIDERING THE QUALITY OF MTSS DATA THAT IS BEING COLLECTED.

IN OTHER WORDS, ARE TEAMS REALLY EXHAUSTING ALL OF THEIR GENERAL EDUCATION RESOURCES AND MOVING UP THOSE TIERS OF SUPPORT.

SO AS YOU CAN SEE, NEARLY HALF OF THE REFERRALS FOR BLACK STUDENTS AS ED COME FROM SCHOOLS WHERE THE STUDENT BODY HAS A WHITE MAJORITY.

AND YET THOSE SCHOOLS REPRESENT ONLY ONE THIRD OF OUR SCHOOLS.

ALTHOUGH BLACK STUDENTS REPRESENT JUST OVER ONE FOURTH OF THE STUDENT BODY OVERALL, THEY ACCOUNT FOR NEARLY 60% OF OUR EMOTIONALLY DISABLED POPULATION.

IF YOU LOOK AT THE NUMBERS EVEN DEEPER, OUR BLACK BOYS OUTNUMBER BLACK GIRLS 2 TO 1.

I'M NOW GOING TO TURN IT OVER TO DR. REID TO SHARE MORE FINDINGS.

>> THANK YOU DR. MOORE.

SO WE WANTED TO KNOW THE WHY BEHIND SOME OF THE DATA THAT WAS JUST PRESENTED BY DR. MOORE.

SOME OF THE SIGNIFICANT FINDINGS WERE FIRST THE DATA REVEALED THAT IF A BLACK STUDENT WAS REFERRED FOR AN EMOTIONAL DISABILITY EVALUATION, THE REFERRING SOURCE THEMSELVES WAS NEVER A BLACK OR AN AFRICAN AMERICAN STAFF PERSON.

NEXT, IN HALF OF ALL REFERRALS FOR NEW EVALUATIONS, 70% OF THEM DID NOT IMPLEMENT ROBUST MTSS STRATEGIES PRIOR TO MAKING A REFERRAL TO A CHILD STUDY.

THE REMAINING HALF OF STUDENTS INCLUDED 15 STUDENTS WITH AN EXISTING DISABILITY WHO WERE RECLASSIFIED AS A STUDENT WITH AN EMOTIONAL DISABILITY.

AND THE REMAINING 15 WERE AN EQUALLY NUMBER OF TRANSFER STUDENTS WHO -- THOSE ARE STUDENTS WHO CAME INTO OUR DISTRICT WHO ALREADY HAD AN ED CLASSIFICATION.

>> DR. REED, CAN I -- I WANT TO EMPHASIZE A PIECE OF DATA ON THIS PARTICULARLY FOR OUR SCHOOL BOARD MEMBERS.

IF YOU LOOK AT THE SECOND BULLET, IF YOU LOOK AT THE NUMBERS HERE, WE HAD APPROXIMATELY 60 STUDENTS REFERRED FOR PROFESSIONAL ED EVALUATION.

HALF OF THOSE STUDENTS WERE NEW INITIAL EVALUATIONS.

AND WHEN WE LOOKED AT ALL 27 OF THOSE NEW INITIAL EVALUATIONS, WE FOUND THAT THE IN 70% OF THE CASES, THERE HAD BEEN NO PRIOR INTERVENTION, NO MTSS, NO GOING THROUGH THE TIER ONE, TIER TWO, TIER THREE INTERVENTION PROTOCOLS THAT WE HAD.

THE SCHOOLS SKIPPED OVER ALL OF THAT AND WENT STRAIGHT INTO THE SPECIAL ED.

PROCESS.

SO FOR US, THIS IS A REALLY CRITICAL FINDING.

>> SO THERE ARE SEVERAL RECOMMENDATIONS THAT WE ARE -- THAT ARE BEING MADE TO ADDRESS THIS ISSUE OF DISPROPORTIONATE.

RECOMMENDATIONS THAT ALIGN WITH OUR 2025 STRATEGIC GOALS, SPECIFICALLY THE STRANDS OF INSTRUCTIONAL EXCELLENCE AND STRATEGIC RESOURCE ALLOCATION.

WE WILL BE PROVIDING REGULAR AND ONGOING PROFESSIONAL DEVELOPMENT TO TEACHERS, ADMINISTRATORS AND STAFF WHO PARTICIPATED IN MTSS ON A VARIETY OF TOPICS, FOR EXAMPLE CULTURALLY RESPONSIVE DISCIPLINE, RELATIONSHIP BUILDING, ISSUES REGARDING MENTAL HEALTH, THE JUVENILE JUSTICE, EMOTIONAL AND COGNITIVE DEVELOPMENT JUST TO NAME A FEW.

THE OTHER RECOMMENDATION ADDRESSES THE CHANGES TO THE SPECIAL EDUCATION ASSESSMENT AND EVALUATION PROCESS AND TOOLS THAT ARE USED TO ADDRESS STUDENTS FOR AN EMOTIONAL DISABILITY.

IN ADDITION, YOU'LL SEE LINKS TO THE CORRECTIVE ACTION PLANS FROM PCG AND THE VDOE EVALUATIONS.

NEXT SLIDE.

WITH THE SUPPORT OF DOCTORS DUTCH CHINGS AND BASENGO WE'LL HOLD A SERIES OF WORKSHOPS DURING PROFESSIONAL DEVELOPMENT DAYS AND TEACHER WORK DAYS

[01:40:03]

AND WE'RE CALLING THEM LUNCH AND LEARN.

EDUCATORS AND CLINICIANS WHO ARE THOUGHT LEADERS AND EXPERTS IN THEIR FIELD SUCH AS KEITH WILLIAMSON FROM THE UNIVERSITY OF KENTUCKY WHO IS AN EXPERT IN CROSS CULTURAL ISSUES AND EDUCATION, DR. CARLTON GREENE FROM THE UNIVERSITY OF MARYLAND A LEADER IN THE FIELD OF RACE, RACIAL IDENTITY, RACIAL JUSTICE AND HEALING, ARE TWO OF THE MANY EXPERTS WHO WILL ADDRESS THE VARIOUS TOPICS RELATED TO THE ISSUE OF DISPROPORTIONATENALITY.

WE'RE EXCITED ABOUT THE WORKSHOPS AS WE KNOW THEY WILL HELP FURTHER OUR DISCUSSIONS AND ALLOW TO DEEPER DIVE INTO TOPICS GREATLY INFLUENCE OUR WORK AS EDUCATORS.

THANK YOU.

>> THANK YOU, DR. REED.

AND THANK YOU DR. MOORE.

I APPRECIATE EVERYTHING THAT YOU'VE SHARED WITH US.

WE WOULD WELCOME THE OPPORTUNITY TO ANSWER ANY QUESTIONS THAT THE BOARD MIGHT HAVE AT THIS TIME.

BUT WE WANTED TO GIVE YOU AN OVERVIEW OF WHERE WE STAND WITH OUR CEIS PROCESS AT THIS POINT AND WHAT OUR PLANS ARE FOR THE REST OF THE SCHOOL YEAR.

THANK YOU.

>> MADAM CHAIR, BEFORE YOU OPEN THE FLOOR FOR QUESTIONS.

THERE'S ONE QUICK COMMENT THAT I WANTED TO MAKE.

AND BY NO MEANS ARE WE CREDIT SIDES -- CRITICIZING OUR STAFF OR PUTTING ANY OF OUR STAFF MEMBERS DOWN OR THAT TYPE OF THING.

I WANT TO MAKE THAT CLEAR.

THE POINT THAT WE ARE MAKING IS THAT WE HAVE NOT PROVIDED ADEQUATE TRAINING FOR OUR STAFF TO BE ABLE TO REALLY UNDERSTAND HOW DO YOU ENSURE THAT WE'RE NOT DIRECTLY SENDING OUR STUDENTS RIGHT DOWN THE PATH OF IDENTIFICATION OF AN EMOTIONAL DISTURBANCE OR I'M SORRY, EMOTIONAL DISABILITY PRIOR TO FOLLOWING MTSS, WHICH IS OUR MULTITIER SUPPORT SYSTEMS THAT WE DO HAVE IN PLACE.

AND THEN ALSO, WHAT ARE THE SUPPORTS THAT COULD BE BEHAVIORAL SUPPORTS THAT COULD BE PUT IN PLACE PRIOR TO GOING INTO AN IDENTIFICATION PROCESS.

AND I THINK THAT BECAUSE WE'VE HAD A PRACTICE WHERE -- I DON'T KNOW IF WE'VE QUESTIONED IT OR IF WE'VE PULLED THE DATA AND ANALYZED THE DATA THE WAY WE'RE DOING NOW, BUT THIS IS A PRACTICE THAT I THINK HAS BEEN A PART OF OUR CULTURE FOR A LONG TIME.

AND IT HAS JUST BEEN ACCEPTABLE.

AND WE MAY HAVE INDOCTRINATED PEOPLE INTO OPERATING THIS WAY WITHIN OUR SCHOOL DIVISION.

AND IT IS A DISSERVICE TO CHILDREN BY OPERATING LIKE THIS.

THE POINT THAT WE ARE MAKING IS THAT THIS CULTURE IS GOING TO HAVE TO SHIFT.

THERE IS NO OPTION IN REGARDS TO HOW THIS CULTURE -- IT HAS TO SHIFT.

BECAUSE THIS IS JUST UNACCEPTABLE IN REGARDS TO THE OUTCOMES THAT WE ARE HAVING RIGHT NOW WITH THESE PRACTICES IN PLACE.

SO -- AND I DO WANT TO JUST MAKE IT VERY PUBLIC THAT WE'RE NOT TRYING TO BASH ALL SPECIAL EDUCATION TEACHERS.

WE'RE NOT SAYING, YOU KNOW, SPECIAL EDUCATION STAFF, YOU KNOW, THEY'VE -- THAT THEY'RE WRONG OR THAT THEY'RE BAD OR ANYTHING LIKE THAT.

BUT THERE'S A LOT OF ROOM FOR GROWTH IN THAT SOME OF THIS DATA IS SHOWING THAT BIASES THAT PEOPLE COULD BRING TO THE TABLE THIS IS WHY THE EQUITY WORK IS SO IMPORTANT BIASES THAT PEOPLE BRING TO THE TABLE CAN HAVE AN IMPACT ON WHO YOU SEND TO AN IDENTIFICATION HEARING.

AND I JUST HAVE TO SAY CULTURALLY, ESPECIALLY FOR BLACK PEOPLE, AND I'M SPEAKING AS -- I'M JUST GOING TO USE SOME EXAMPLES.

WHEN PEOPLE SAY THINGS LIKE DR. HUTCHINGS IS PREACHING, DR. HUTCHINGS IS SCREAMING, DR. HUTCHINGS IS LOUD, CULTURALLY THAT IS A PART OF BLACK -- YOU COME TO MY FAMILY, EVERYBODY IS ACTING LIKE I AM ACTING RIGHT NOW.

IT IS A CULTURAL THING.

WE'VE GOT TO START EMBRACING SOME CULTURAL KIND OF GESTURES AND WAYS OF EXPRESSING OURSELVES AND NOT ALLOW THE BIASES TO START TO IDENTIFY KIDS THAT THEY HAVE AN ISSUE OR THEY HAVE A PROBLEM.

AND WE ALSO HAVE SOME STUDENTS WHO HAVE SOME SIGNIFICANT HOME LIFE SITUATIONS AND ADVERSE CHILDHOOD EXPERIENCES IS REAL.

SO IT IS NOT NECESSARILY THE CHILD HAS AN EMOTIONAL DISABILITY.

THE CHILD IS GOING THROUGH SOME THINGS AT HOME SO ANYBODY WOULD ACT OUT.

IF YOU'RE DEALING WITH SOME CHALLENGES AND PROBLEMS WITH HOMELESSNESS OR NEGLECT OR SOME FORM OF ABUSE OR EVEN A DIVORCE.

YOU KNOW, OF PARENTS.

IN A HOUSEHOLD, THOSE HAVE A SIGNIFICANT IMPACT ON CHILDREN'S BEHAVIORS.

AND IF WE'RE NOT IMPLEMENTING CERTAIN SUPPORTS TO ADDRESS THOSE BEHAVIORS, WE FIND OUR KIDS GOING DOWN THIS PATH AND BEING I THINK MISDIAGNOSED.

BUT I WANTED TO JUST PUT THAT OUT THERE BEFORE WE GOT TO OUR QUESTIONS.

>> AND DR. HUTCHINGS IF I MIGHT JUST SHARE ONE MORE THING BEFORE THE QUESTIONS START TO FOLLOW UP TO THAT, IS ONE OF THE THINGS THAT I WOULD LIKE TO SHARE WITH THE BOARD THAT WE ARE DOING IS THAT WE HAVE DONE A LOT OF WORK IN PARTNERSHIP WITH THE OFFICE OF STUDENT SERVICES.

AND SO MUCH OF THE RULER TRAINING THAT IS GOING TO TAKE PLACE THIS YEAR IS FUNDED BY CEIS SERVICES.

MANY OF THESE SOCIAL EMOTIONAL SCREENING TOOLS AND ACTIVITIES AND

[01:45:01]

IMPLEMENTATION STRATEGIES THAT ARE BEING USED ARE ALSO BEING FUNDED THROUGH CEIS.

SO THIS REALLY IS A VERY INTEGRATED APPROACH TO LOOKING AT THE PROBLEM.

AND IT DOES PROVIDE THAT PROFESSIONAL DEVELOPMENT THAT YOU WERE TALKING ABOUT.

>> AND IT IS THE GEN ED TEACHERS THAT PROVIDE THE REFERRAL, NOT THE SPECIAL EDUCATION TEACHERS.

I WANT TO MAKE THAT CLEAR.

I SAID SPECIAL ED.

I MEAN GENERAL EDUCATION.

I APOLOGIZE.

MADAM CHAIR, I TURN IT BACK OVER TO YOU.

>> AT ANY RATE, IT IS REALLY GOOD TO TALK ABOUT IT BECAUSE WE CAN'T DO ANYTHING TO CHANGE THINGS UNLESS WE ACKNOWLEDGE THE PROBLEM AND FIGURE OUT WHY IT IS HAPPENING.

SO FIRST QUESTION IS MR. SUAREZ.

>> THANK YOU, CHAIR ANDERSON.

AND THANK YOU FOR THE PRESENTATION.

OBVIOUSLY, THE DATA THAT YOU HAVE SHOWN IS VERY DISTRESSING BUT IT IS IMPORTANT THAT WE'RE TRANSPARENT ABOUT THESE CHALLENGES IN THAT WE ADDRESS THEM HEAD ON.

SO I VERY MUCH APPRECIATE THE PRESENTATION AND THAT WE'RE BEING HONEST WITH OURSELVES ABOUT SOME OF THESE THINGS.

I WOULD ECHO WHAT DR. HUTCHINGS SAID ABOUT THE FACT THAT WE NEED TO TACKLE THE PROBLEM HEAD ON BUT OBVIOUSLY NOBODY IS TRYING TO BLAME ANYONE.

WE JUST HAVE TO ACKNOWLEDGE THAT THIS IS A REAL CHALLENGE AND SOMETHING THAT WE MUST TACKLELY AND THE FINDINGS THAT YOU KNOW THE SCHOOLS THAT ARE DISPROPORTIONATELY WHITE HAVE DISPROPORTIONATE REFERRALS IN THAT WHITE TEACHERS ARE DISPROPORTIONATELY REFERRING STUDENTS OF COLOR FOR E.D., WE NEED TO TALK ABOUT THAT.

AND BE TRANSPARENT ABOUT THAT AND BE HONEST WITH OURSELVES ABOUT THAT AND TACKLE IT HEAD ON.

SO I APPRECIATE THAT.

SO I THINK I HAVE A COUPLE THOUGHTS AND QUESTIONS RELATED TO THAT THAT I'M CURIOUS.

NUMBER ONE, I'M SORT OF -- I'D LIKE TO UNDERSTAND WHAT ARE -- OUR GOAL AND THINKING IS AROUND MTSS AND HOW DO WE ENSURE THAT TEACHERS -- AND THIS IS GLOBALLY I THINK IT APPLIES WHETHER ED OR ANY OTHER DISABILITY, GO THROUGH THE TIERS OF SUPPORT AND EXHAUST THOSE TIERS TO A CERTAIN POINT BEFORE YOU START TO SEE A MORE FORMAL REFERRAL.

SO I'M KIND OF CURIOUS WHAT WE'RE THINKING IN TERMS OF GOING THROUGH THOSE PROCESSES.

AND HOW WE CAN STRUCTURE THAT IN ALMOST OUR -- WHETHER IT IS OUR POLICY OR JUST THE NORMS OF WHEN ARE REFERRALS EVEN ENTERTAINED SO THAT WE CAN KIND OF HAVE GATE KEEPING TO ENSURE THERE AREN'T THESE DISPROPORTIONATE REFERRALS.

THEN THE SECOND THOUGHT AND QUESTION I HAVE IS THAT BECAUSE WE HAVE SUCH A PROBLEM WITH ED REFERRALS FOR OUR BLACK STUDENTS IN PARTICULAR, HAVE WE CONSIDERED AND I'M WONDERING IF OTHER SCHOOL DIVISIONS DONE SOMETHING LIKE THIS, HAVING SOME DIVERSE COMMITTEE THAT, YOU KNOW, WHEN THERE IS A POSSIBLE REFERRAL AFTER EXHAUSTION OF THE MTSS THAT SORT OF EVALUATES THE SITUATION AND PROVIDES FEEDBACK AND HAS -- I DON'T KNOW IF IT I CALLED VETO POWER BUT SOME SORT OF ABILITY TO PROVIDE A CHECK, YOU KNOW, AND A CONVERSATION AROUND MAKING SURE THAT THINGS LIKE IMPLICIT BIAS AND SOME OF THESE THINGS THAT WE'RE TRYING TO ADDRESS AS A DIVISION AREN'T THE ROOT CAUSE OF SOME OF THESE REFERRALS.

SO I'M KIND OF CURIOUS WHAT YOUR THOUGHTS ARE ON SOME OF THOSE ISSUES.

>> MR. SUAREZ YOU JUST MADE ME SO HAPPY BECAUSE YOU JUST HIT ON TWO OF THE BIGGEST ISSUES I WANTED TO DISCUSS.

SO WE DIDN'T GET INTO IT IN THE DISCUSSION ABOUT THE CEIS SPENDING.

BUT OUR CEIS PLAN THIS YEAR IDENTIFIED THREE STAFF MEMBERS.

WE HAVE HIRED ONE AND WE ARE GOING TO POST -- JUST THINGS HAVE BEEN SO CRAZY.

I MEAN, WE'RE IN COVID.

BUT WE HAVE IDENTIFIED TWO OTHER CRITICAL MEMBERS OF OUR CEIS TEAM.

ONE IS A BEHAVIOR SPECIALIST.

AND I'LL GET TO THAT IN A MINUTE.

TALKS ABOUT THE FRONT END.

BUT THE SECOND IS A DIAGNOSTICIAN.

I HAD APPROACHED THE OFFICE OF STUDENT SERVICES LAST SPRING AND HAD A CONVERSATION ABOUT ESTABLISHING AN ED EVALUATION TEAM.

AND THAT IS A TEAM THAT DOES THE E.D.

EVALUATIONS ALL OVER THE DISTRICT.

AND IN ADDITION, THEY INSTEAD OF HAVING SCHOOL BASED TEAMS DO IT WE HAVE THE CENTRAL OFFICE OFFICE DO IT.

SO WE HAVE A DIAGNOSTICIAN AND A DESIGNATED SCHOOL PSYCHOLOGIST OR PSYCHOLOGIST FOR TWO DEPENDING DR. CRAWFORD AND I HAVE HAD CONVERSATIONS ABOUT THIS, AND WE ARE ALSO GOING TO HAVE DR. MOORE SIT EACH ONE OF THOSE MEETINGS.

BECAUSE SHE SITS THE ELIGIBILITY BUT SHE ALSO DOES THE MTSS WORK.

SO SHE'S GOT THAT LINK.

WE HAVE ALSO PUT INTO PLACE THAT YOU CANNOT BRING A STUDENT.

SO WE ARE DOING A LITTLE BIT OF GATE KEEPING.

YOU CANNOT BRING A STUDENT TO CHILD STUDY WITHOUT ALL OF THE MTSS DATA.

SO IF YOU'RE BRINGING A STUDENT TO CHILD STUDY FOR E.D.

[01:50:02]

I'M GOING TO BE HONEST AND TELLING YOU WE'RE ALSO LOOKING AT OHI.

THE MESSAGE IS GETTING OUT ABOUT E.D.

SO SOME PEOPLE LOOK AT O.H.I.

INSTEAD.

SO WE'RE LOOKING AT BOTH EVALUATIONS AND ENSURING THAT PEOPLE GO THROUGH ALL OF THE REQUIRED APPROPRIATES -- PROPONENTS OF MTSS PROCESS AND AFFORD THE STUDENTS THE OPPORTUNITY TO HAVE THE EARLY INTERVENING SERVICES.

THE EARLY INTERVENING SERVICES WE HAVE A COORDINATED PLAN WITH DR. REED AND AS SOON AS WE HIRE THE BEHAVIORAL SPECIALIST TO PROVIDE REALLY SCHOOL BASED SUPPORT TO TEAMS AROUND SKILL DEVELOPMENT INTERVENTION STRATEGIES HOW TO CLEARLY IMPLEMENT AN INTERVENTION AND TAKE DATA HAVE SIX TO EIGHT WEEKS OF REAL TRUE INPUT AND INTERVENTION AND LOOK AT THE DATA I MAKE DECISIONS AROUND THAT DATA AS WELL AS COACH AND MODEL AND SUPPORT AND DO SOME COTREATMENT.

YOU KNOW NOT TREATMENT BUT COTHERAPY, COINTERVENTIONS WITH STUDENTS IN THE MTSS PROCESS.

SO WE HAVE A REALLY COORDINATED INTEGRATED PLAN.

THANK YOU, COULD YOU ASK THE QUESTIONS THAT I EXACTLY WANTED TO SHARE.

>> OKAY.

I JUST WANT TO -- THERE'S A JARGON IN THERE.

I THINK OHI IS THE OTHER HEALTH IMPAIRMENT.

IS THAT -- >> THAT'S RIGHT.

>> BECAUSE I DON'T KNOW WHO ALL WAS WITH US.

I JUST WANTED TO PUT THAT OUT THERE.

>> THANK YOU.

>> NEXT UP, I HAVE MS. ALDERTON.

>> THANK YOU, MADAM CHAIR.

AND DR. WERNER AND TEAM FOR SHARING THIS INFORMATION.

I THINK EVEN SOME OF IT KIND OF TOOK ME BACK, GIVEN LIKE, YOU KNOW, THE LEVELS AND THE FACT THAT, YOU KNOW, WE'RE ACTUALLY DOUBLE THE NATIONAL AVERAGE.

I THINK SAYS A LOT.

SO I JUST HAD A COUPLE OF COMMENTS.

YOU KNOW, I THINK -- I'M GLAD TO HEAR THAT THIS IS A TOPIC FOR EQUITY TRAINING BECAUSE I DON'T THINK PEOPLE NECESSARILY FRAME THIS TYPE OF THING UNDER AN EQUITY DISCUSSION ALL OF THE TIME.

AND I THINK THIS WOULD BE GOOD JUST TO OPEN SOME EYES.

I KNOW, YOU KNOW, I THINK SPECIAL EDUCATORS HAVE A CERTAIN LENS.

AND, YOU KNOW, I'VE FOUND ONE OF THE THINGS OFTEN MISSING FROM GENERAL EDUCATION TEACHERS IS SOME IMPORTANT KNOWLEDGE OF SPECIAL EDUCATION HOW IT WORKS AND WE COME TO THE ELIGIBILITY PROCESS.

ALL OF THOSE THINGS CAN INFORM HOPEFULLY MAYBE HOW EVEN COME AND REFER TO DISCUSSIONS ABOUT KIDS.

I'M GLAD IT IS BEING CONNECTED TO EQUITY EGG -- AND TRAINING.

MY SECOND COMMENT.

THE BOARD SAYS WHY MTSS, WHY MTSS.

I'M GOING TO KEEP SAYING IT OVER AND OVER AGAIN.

THIS IS WHY.

THIS IS WHY.

IF WE -- IF ONE WELL THIS IS THE NET THAT CATCHES THESE KIDS.

YOU KNOW, I CAN'T TELL YOU HOW MANY TIMES, I'LL EVEN JUST GO WITH LEARNING DISABILITIES, I'VE HAD PEOPLE COME TO ME AND SAY THIS KID CAN'T READ, THEY CAN'T READ.

AND THEN I GO -- YOU KNOW I WOULD GO AND SAY, WELL, LET'S TEACH THEM HOW TO READ, THEN.

AND YOU TEACH THEM HOW TO READ, YOU'RE LIKE, NO, THEY WEREN'T DISABLED, THEY'RE JUST DISADVANTAGED, NOBODY EVER TAUGHT THEM HOW TO READ.

THESE ARE THE THINGS THAT WE HAVE TO DO, THAT'S THE CULTURE SHIFT THAT I HEAR YOU GUYS TALKING ABOUT.

THAT I THINK IS VERY EXCITING.

AND, AGAIN, BOARD, COLLEAGUES IF YOU GET TIRED OF ME SAYING MTSS.

I'M SORRY.

BUT THIS IS WHY.

THIRDLY, I DO WANT TO STRESS TOO THAT THIS IS WHY OUR K THROUGH 2 LITERACY INITIATIVE IS SO IMPORTANT AS WELL.

BECAUSE THIS IS HOW WE BRING IT ALL TOGETHER.

YOU THINK ABOUT -- YOU KNOW, YOU GOT TO THINK ABOUT -- AND I KNOW OFTEN TIMES I DON'T KNOW THAT PEOPLE KNOW THAT KIDS WITH EMOTIONAL DISABILITIES OFTEN HAVE SUPER HIGH INTELLIGENCE.

BUT FOR WHATEVER REASON THEY'RE JUST NOT PERFORMING ACADEMICALLY AND, AGAIN, YOU HAVE TO THINK ABOUT SORT OF THE MINDSET OF A CHILD WHO IS HIGHLY INTELLIGENT BUT KNOWS THAT THEY WEREN'T GIVEN CERTAIN SKILLS TO BE SUCCESSFUL IN THE SCHOOL ENVIRONMENT.

AND SO, YOU KNOW, ACADEMIC DISPARITIES ALSO CAUSE BEHAVIOR CONCERNS.

AND SO I THINK, AGAIN, THAT'S WHY FOCUSING ON K THROUGH -- THIS K THROUGH 2 LITERACY CAN BE HUGE IN EVEN HELPING YOU KNOW SORT OF HELPING THE FUNNEL TO GET EVEN MORE NARROW AS WE MOVE ON.

[01:55:02]

AND THEN MY LAST THING AND THIS IS A QUESTION FOR SORT OF ANYONE HERE WHO SAT IN AN EVALUATION MEETING.

YOU KNOW ONE OF THE QUESTIONS THAT I THINK IT IS SO FUNNY WE ALWAYS ALWAYS ALWAYS NEVER WANT TO HONESTLY ANSWER IS THAT THIRD QUESTION, AND THAT IS, YOU KNOW, IS THE CHALLENGE OR -- I CAME HOME -- I CAN'T HELP WITH THE LANGUAGE BUT THE DEFICIT IS A LACK OF A RESULT OF APPROPRIATE INSTRUCTION? AND WHEN WE SIT AT THE ELIGIBILITY TABLE, HOW MANY PEOPLE HONEST -- DON'T WANT TO HONESTLY ANSWER THAT.

BECAUSE THEN IT COMES BACK TO THE ADULTS.

IT COMES BACK TO THE FACT THAT THIS KID HAS BEEN AT YOUR SCHOOL, YOU KNOW, FOR TWO OR THREE YEARS AND YOU HAVEN'T DONE THE THINGS THAT YOU SHOULD'VE DONE.

AND I THINK MAYBE PART OF THAT CULTURE SHIFT IS, YOU KNOW, STARTING TO HAVE THAT DISCUSSION ABOUT BEING HONEST AT THE TABLE ABOUT ANSWERING THAT QUESTION.

BECAUSE I KNOW I'VE BEEN AT THE TABLE BEFORE AND, YOU KNOW, IT IS WHO WANTS -- WHO WANTS TO BE THE ONE TO GO THERE, RIGHT? WHO WANTS TO BE THE ONE TO ACTUALLY START THAT CONVERSATION? SO I THINK THAT IS JUST ANOTHER, YOU KNOW, IS THERE A WAY I GUESS -- AND THIS IS A QUESTION.

I'VE ALWAYS WONDERED.

IS THERE A WAY TO REALLY START TO TALK TO TEAMS ABOUT HONESTLY ANSWERING THAT QUESTION AT THE ELIGIBILITY TABLE AS ANOTHER NET TO CATCH THESE THINGS BEFORE THEY GET TO MAKING THAT ELIGIBILITY DECISION?

>> SO MS. ALDERTON, MTSS, MTSS, MTSS.

IT IS COMING RIGHT BACK TO IT.

THAT IS WHY WE ARE MAKING THE MTSS DOCUMENTATION COMPULSORY.

AND THAT IS WHY WE ARE NOT GOING TO ENABLE TEAMS TO GO FORWARD WITH OUR ED AND LOOKING AT SOME OF OUR OHI, DEPENDING ON THE CATEGORIES OF OTHER HEALTH IMPAIRED PEOPLE ARE LOOKING AT, WE'RE NOT GOING TO ALLOW THE CHILD STUDY REFERRALS TO GO FORWARD UNTIL WE HAVE TRUE SOLID INTERVENTION DATA.

SO WHAT HAVE WE DONE TO AFFIRMATIVELY APPLY RESEARCH BASED STRATEGIES AND INTERVENTIONS TO ADDRESS THE NEEDS OF STUDENTS AND WHAT ARE WE SEEING FROM THE DATA? AND WHEN ARE WE BEING ABLE TO HONESTLY LOOK AT DATA, MAKE CHANGES TO ADD ADDITIONAL STRATEGIES, REALLY TRACK AND MONITOR? AND THAT IS A GOOD MINIMUM SIX TO AGENT PROBABLY REALLY A 12 WEEK PROCESS BEFORE YOU CAN EVER SAY THAT.

AND SO WE REALLY HAVE TO LOOK AT THE HISTORY OF INTERVENTIONS AS WELL BECAUSE, IF WE ARE LOOKING AT A STUDENT WHO IS IN THE THIRD, FOURTH, FIFTH GRADE OR EVEN IN MIDDLE SCHOOL WHO HASN'T HAD THOSE -- HAD THOSE SERVICES, WE ARE REALLY -- WE'VE GOT A HILL TO CLIMB.

AND SO WE REALLY HAVE TO BE HONEST AND START TO TALK ABOUT, WHAT IS IT THAT WE NEED TO SUPPORT THEM.

WE ARE REALLY PUSHING THE MTSS PROCESS FIRST.

>> OKAY.

THANK YOU.

NEXT UP WE HAVE MS. NOLAN.

>> THANK YOU CHAIR ANDERSON.

AND THANK YOU, EVERYONE, FOR THE PRESENTATION TONIGHT.

OBVIOUSLY THESE ARE SOBER STATISTICS BUT ONE AS DR. HUTCHINGS SAID WE'LL ADDRESS HEAD ON, BECAUSE YOU CAN'T FIX WHAT YOU CAN'T SEE.

SO I APPRECIATE THE CONVERSATION.

AND SPECIAL THANKS TO MY COLLEAGUE MS. ALDERTON.

YOU HAVE BEEN LEADING THE CHARGE OF MTSS THE WHOLE TIME.

IN FACT I NEED A CAPE FOR YOU TO BE THE SUPER HERO MAKING SURE IT IS PART OF THE CONVERSATION.

WE ARE FORTUNATE THAT YOU KEEP RINGING BELL AS IT IS CRITICALLY IMPORTANT FROM A BOARD PERSPECTIVE TO MAKE SURE THE STAFF KNOWS IT IS SOMETHING WE SUPPORT.

MY QUESTION IS I APOLOGIZE I'M NOT SURE WHO THE RIGHT PERSON TO SHARE IT WITH.

BUT DR. HUTCHINGS YOU MENTIONED THE IMPORTANCE OF ALSO UNDERSTANDING SOME OF THE TRAUMA OUR STUDENTS ARE GOING THROUGH.

I KNOW SMART BEGINNINGS, FOR SEVERAL YEARS, HAD SORT OF LED THE CHARGE WITH ACPS TO ENSURE MUCH OF THE STAFF PARTICULARLY PRE-K THROUGH SECOND GRADE WERE TRAINED IN ACES AND UNDERSTANDING HOW TO RECOGNIZE IT, HOW TO ADDRESS IT.

SO I'M JUST CURIOUS BECAUSE SOMETIMES WHEN STUDENTS GO THROUGH TRAUMA IT CAN BE MISUNDERSTOOD AS EMOTIONAL DISABILITY.

AND THAT IS THE REALITY OF MANY OF OUR STUDENTS IN ACPS, REGARDLESS OF WHAT YOUR BACKGROUND IS, HAVE EXPERIENCED TRAUMA, WHETHER THEY'RE COMING FROM A WAR TORN COUNTRY OR THEY LIVE IN DEBILITATING POVERTY.

I'M CURIOUS IF YOU GET A LITTLE MORE INFORMATION ABOUT WHAT IS THE SUPPORT THAT THE STAFF IS GETTING AND RECOGNIZING THE TRAUMA ADDRESSING THE TRAUMA AND

[02:00:03]

ALSO WHAT SUPPORT WE'RE PROVIDING THE STUDENTS AND FAMILIES.

AS THAT OFTEN IS A CAUSE OF THE MISDIAGNOSIS.

>> THANK YOU, MS. NOLAN FOR THAT QUESTION.

I'LL START OFF AND THEN TURN IT OVER TO DR. MOORE TO ELABORATE A LITTLE MORE.

BUT A COUPLE OF YEARS AGO, WE STARTED WITH OUR LEADERSHIP INSTITUTE AND WE SPECIFICALLY FOCUSED ON ADVERSE CHILDHOOD EXPERIENCES.

AND THE PURPOSE -- AND THAT'S ACES.

THE PURPOSE IN THAT WAS BECAUSE, YOU KNOW, I THINK A LOT OF OUR STAFF WE HAD NOT HAD THE FORMAL TRAINING AROUND WHAT THAT MEANS AND HOW IT CAN MANIFEST IN CERTAIN BEHAVIORS IN THE CLASSROOMS. AND THOSE CONNECTIONS LIKE HOW ARE THESE CONNECTED.

DR. CRAWFORD AND HER TEAM DID A LOT OF WORK IN THIS SPECIFIC AREA WITH OUR PSYCHOLOGISTS AND OUR SOCIAL WORKERS AND OUR COUNSELORS.

A PART OF THE DISCUSSION TODAY WAS JUST MAKING SURE THAT WE ARE IDENTIFYING SOME OF THE DIFFERENT ADVERSE CHILDHOOD EXPERIENCES THAT STUDENTS MAY HAVE THROUGHOUT NOT JUST PRE-K THROUGH SECOND GRADE BUT PRE-K THROUGH 12TH GRADE.

BECAUSE SOME OF THESE EXPERIENCES HAPPENED AT DIFFERENT POINTS IN TIME THROUGHOUT THEIR EDUCATIONAL CAREER WITH ACPS.

AND I USED EARLIER DIVORCE BECAUSE DIVORCE WAS A NEW ACES -- IT DIDN'T ALWAYS USED TO BE ON THE CASES LIST.

DIVORCE CAN HIT ANY STUDENT.

NOT JUST SOCIOECONOMICS, RACE.

IT CAN BE AT ANY AGE.

AND ALL KIDS, IF ANY OF YOU WHICH I -- I'M A PRODUCT OF A DIVORCE.

YOU KNOW HOUSEHOLD.

BUT IT HAS IMPACT -- AN IMPACT ON CHILDREN IN A LOT OF DIFFERENT WAYS.

EVERY CHILD DEALS WITH IT A DIFFERENT WAY.

AND IF OUR STAFF ARE NOT EQUIPPED OR TRAINED TO KNOW HOW TO ASK THE RIGHT QUESTIONS AND TO ALSO STAY IN TUNE IN A RELATIONSHIP WITH THEIR KIDS OR HAVING SOME KIND OF RELATIONSHIP WITH THEIR KIDS, THEY'RE NOT GOING TO BE ABLE TO IDENTIFY SOME OF THESE.

BUT DR. MOORE YOU WANT TO IDENTIFY MORE ABOUT ACES I KNOW IT WAS ON OUR SLIDE EARLIER.

>> YES.

THANK YOU FOR THAT QUESTION, MS. NOLAN.

I WOULD SAY BROADLY BECAUSE I SIT THESE ELIGIBILITY MEETINGS THAT IF I WERE TO PUT THEM IN A CATEGORY, THERE IS A QUESTION THAT WE TO ANSWER AT ELIGIBILITY ABOUT ENVIRONMENTAL OR ECONOMIC DISADVANTAGE.

THAT AND IS USUALLY WHERE THE QUESTION ABOUT ACES DOES COME UP.

IT IS A TOPIC THAT COUNSELORS, SOCIAL WORKERS, PSYCHOLOGISTS TEND TO BE A LITTLE MORE WELL VERSED IN.

BUT GENERAL ED TEACHERS HAVE USUALLY LESS FAMILIARITY WITH THE RELATIONSHIP BETWEEN THE TWO AND HOW THAT COMES TO AFFECT BEHAVIOR.

SO THAT'S CERTAINLY A TOPIC THAT COULD BE ADDRESSED THROUGH SOME OF THE PROFESSIONAL DEVELOPMENT TOPICS THAT WE BROUGHT UP AND MENTIONED.

BECAUSE SOMETIMES THERE ARE MANY CONVERSATIONS THAT WE ARE HAVING AT THE TABLE ABOUT HOW THIS TRAUMA OR THIS EVENT THEN IMPACTS THE STUDENT IN THE CLASSROOM.

>> THANK YOU SO MUCH.

AND IF I MAY ADD, WE ACTUALLY HAVE HAD JUST A REMINDER ESPECIALLY FOR FOLKS -- THE BOARD MEMBERS THAT THIS IS THEIR FIRST TERM, WE HAD THE PLEASURE OF LEARNING FROM -- AS WE WERE EXITING OUR LAST TERM -- WE KNOW THAT MR. SETH CONAR WHEN A LEADER AT CHARLES BENNETT REALLY EMBRACED THE TRAINING.

MANY OF HIS STAFF AND HIS MEMBERS THERE PUT THE FINGER ON THAT NOT ONLY THE SUSPENSION DATA WENT DOWN THEIR SPECIAL EDUCATION WAS ALWAYS KNOWN FOR ACTUALLY BEING IN STRONG SHAPE BUT ALSO THAT THE TEACHERS REALLY EMBRACED IT AND SHARED.

THE SAME YEAR NOT ONLY SUSPENSION DATA GO DOWN BUT THE SNL'S HAD A SPIKE WHEN ASKING ANECDOTALLY THE STAFF THERE, THEY REALLY POINTED TO THAT TRAINING AND A SCHOOL ATMOSPHERE AS TO WHY THAT OCCURRED WE DO HAVE EXPERIENCES WITHIN ACPS THAT IT HAS BEEN KNOWN TO ADDRESS SOME OF THESE CONCERNS THAT WE ALL SHARE.

SO THANK YOU FOR THAT, DR. MOORE.

WELL APPRECIATE IT AND REALLY THRILLED TO HAVE BOTH YOU AND DR. REED ON THE TEAM.

SO THANK YOU AND WELCOME.

>> OKAY.

DR. RIEF.

>> THANK YOU, EVERYONE.

FOR THIS CONVERSATION.

IT HAS BEEN REALLY ENLIGHTENING.

AND I'M REALLY GLAD THAT IT IS A SCHOOL DIVISION WHERE, YOU KNOW, WE ARE HAVING HONEST CONVERSATIONS ABOUT THIS.

AND I -- MR. SAUR -- SUAREZ KIND OF TOUCHED ON THIS.

I'M WORRIED ABOUT THE PIECE OF DISPROPORTIONATE COMING FROM SCHOOLS WHERE WHITE STUDENTS ARE THE MAJORITY.

BECAUSE I KNOW WE TALKED A LOT ABOUT THE NEED FOR STAFF TRAINING AND THAT KIND OF THING.

BUT THAT IS VERY INTERESTING TO ME THAT SUGGESTS SOME KIND OF SCHOOL CULTURE ISSUE THAT IS GOING ON.

AND I KNOW FROM -- I SEE DR. DOUGLAS REID HERE.

A TOPIC COMING UP ON THE AGENDA.

BUT AS DR. HUTCHINGS ALLUDED, OUR SCHOOL DIVISION DOES HAVE A HISTORY AFTER INTEGRATION OF PUSHING SOME STUDENTS INT SPECIAL EDUCATION, BLACK STUDENTS INTO SPECIAL EDUCATION.

SO I AM CURIOUS IF ANYONE WANTS TO SPEAK A LITTLE BIT ABOUT THE THINKING BEHIND THAT.

AND I'M ALSO THINKING ABOUT YOU TRUMPED ON THE INTRINSIC BIASES.

AND I'M JUST WONDERING, YOU KNOW, EVEN BEYOND THE STAFF, BUT THE SCHOOL

[02:05:03]

COMMUNITY AS A WHOLE, LIKE, HOW RAISING AWARENESS OF THESE ISSUES WITH THE WHOLE -- WITH THE WHOLE SCHOOL COMMUNITY, MIGHT BE USEFUL.

AND THEN MY OTHER QUESTION WAS, ON THE MEMO THAT WAS WITH THE PRESENTATION, I SAW THAT IT SAID THE SUPERINTENDENT, YOU KNOW, RECOMMENDS THE SCHOOL BOARD MONITOR THE IMPLEMENTATION OF THE COORDINATED AND EARLY INTERVENTION SERVICES.

SO I AM INTERESTED TO HEAR HOW YOU SEE US DOING THAT, MOVING FORWARD.

AND IN PARTICULAR, THE ISSUE OF PROFESSIONAL DEVELOPMENT FOR STAFF.

I WAS WONDERING WHO WAS GOING TO BE PRIORITIZED FOR THAT PROFESSIONAL DEVELOPMENT.

IS IT ALL SCHOOL -- IS IT PARTICULAR SCHOOLS, PARTICULAR STAFF MEMBERS AT SCHOOLS? IS IT -- IF YOU COULD -- IS IT A REQUIRED TRAINING IS IT AN OPTIONAL TRAINING.

IF YOU COULD SPEAK MORE ABOUT THAT ANGLE, I WOULD APPRECIATE THAT.

>> SO A PART OF MTSS IS DIVISION WIDE.

SO THAT IS A HUGE ADVANTAGE FOR US.

IT IS NOT OPTIONAL.

AND WE ARE ALSO WITH -- AND THIS IS WHY THE EQUITY WORK IS SO IMPORTANT.

I MEAN, THIS TIES CLOSELY TO OUR EQUITY WORK.

IT TIES TO CULTURAL COMPETENCY WORK, THAT WE'RE ALREADY DOING WITHIN THE SCHOOL DIVISION.

SO ALL OF THIS GOES HAND IN HAND.

AND I THINK THIS REALLY VALIDATES THE STRATEGIC PLAN, 2025, AND ALL OF THE THINGS IN REGARDS TO LIKE OTHER FOCUS AREAS WHY THEY WERE IMPORTANT.

AND WHY OUR DATA READ THE WAY IT DID A YEAR AGO AND HOW IT REALLY NEEDS TO READ DIFFERENTLY MOVING FORWARD.

SO THIS IS NONNEGOTIABLE FOR ALL STAFF.

THE TRAINING IS NONNEGOTIABLE IN REGARDS TO THE EQUITY TRAINING, ACES TRAINING IS NONNEGOTIABLE.

ALL OF THESE PROFESSIONAL LEARNING OPPORTUNITIES ARE OUT OF OUR PROFESSIONAL LEARNING DEPARTMENT AND OFFICE.

COREY -- WHAT'S COREY'S LAST NAME?

>> KAPOWSKI.

>> WHAT IS CORI'S LAST NAME.

I'M SORRY, CORI, I DO KNOW YOUR LAST NAME I DIDN'T KNOW HOWO PRONOUNCE IT RIGHT.

COREY KAPOWSKI IS OVERSEEING OUR PROOF LEARNING.

THIS IS WHY IT IS IMPORTANT THAT OUR MTSS MODEL IS DRIVING OUR LEARNING OPPORTUNITIES FOR STAMP AND ALSO WITH OUR TEACHER EVALUATION WHICH WE'LL BE PROVIDING THE BOARD WITH AN UPDATE ON THE EVALUATION, THE REFINED EVALUATION SYSTEM IN JANUARY.

YOU'RE GOING TO HEAR MORE ABOUT THAT.

BUT YOU'LL SEE HOW THEY'RE ALL ALIGNED WITH ONE ANOTHER, SO THAT IT IS NOT SETH COON NARD STARTING A PROGRAM AT HIS SCHOOL AND THEY'RE BENEFITTING LIKE CRAZY AND OTHER KIDS ARE NOT THROUGHOUT THE SCHOOL DIVISION.

WE'RE TRYING TO FIND THE BEST PRACTICE THAT IS UNIFORM AND IT IS AN EXPECTATION REGARDLESS OF WHAT SCHOOL YOU'RE AT ACPS.

>> DR. HUTCHINGS IF I COULD ADD IN BEHIND THAT I HAVE INFORMATION THAT I'M GOING TO ASK DR. MOORE TO SHARE THE RESEARCH ARTICLES THAT DR. RIEF GOES TO ONE OF YOUR QUESTIONS.

BUT WE ARE PARTICULARLY ARE FOCUSED ON EMPOWERING THE EQUITY LENS.

WE ARE DOING THESE VIRTUAL LUNCH AND LEARN SESSIONS THAT IS ONE OF OUR WAYS TO TARGET ADMINISTRATIVE STAFF TO PROVIDE THIS INFORMATION FOR THEM AND ANY RELEVANT SSAT MEMBER OR ANY OF THEM THAT WANT TO JOIN US FOR THAT.

WE ARE ALSO GOING TO HAVE A SIMILAR PRESENTATION WITH THE PRINCIPLES.

WE'RE -- I'M GETTING IN TOUCH WITH THEM TO BE ON THEIR AGENDA SO WE CAN SHARE NOW THAT THIS HAS BEEN IN FRONT OF THE BOARD WE WANT TO SHARE THIS WITH PRINCIPLES.

AND WE'RE GOING TO GIVE -- ACTUALLY, WE HAVE INDIVIDUAL SCHOOL DATA.

SO WE'RE GOING TO START TO WORK INDIVIDUALLY WITH BUILDING PRINCIPLES AND THEIR TEAMS. THAT'S PART OF THE WORK THAT DR. MOORE AND DR. REED ARE GOING TO DO TO REALLY LOOK AT WHAT ARE THE PRACTICES, WHAT ARE THE TRENDS, WHAT THE THINGS THAT WE'RE SEEING IN INDIVIDUAL SCHOOLS.

AND WORK -- DIFFERENT SCHOOLS NEED DIFFERENT THINGS.

THERE'S DIFFERENT SUPPORTS AND EVERY -- LOTS OF PEOPLE ARE DIFFERENT PLACES.

SO WE WANT TO WORK TO SUPPORT SCHOOLS SO THAT WE ARE SEEING AS DR. HUTCHINGS SAID, NOT SOMETHING THAT HAPPENS IN A POCKET BUT WORKS SYSTEMICALLY.

DR. MOORE HAS INFORMATION ALSO.

CAN YOU SHARE THE RESEARCH ARTICLE YOU WERE TALKING ABOUT.

>> I WOULD RATHER SEND THAT INFORMATION ON TO THE -- >> OKAY.

>> WE'LL MOVE IT ON TO THE BOARD.

AND WE'LL GET BACK TO DR. RIEF.

>> OKAY.

>> YES.

I CAN SEND THOSE ON.

>> RIGHT.

GREAT.

THANK YOU, EVERYONE.

THAT -- WE LOOK FORWARD TO SEEING WHAT HAPPENS AS THIS PROGRESSES.

AND WE CHECK IN LATER.

SO I THINK THAT IS IT FOR THE -- I DON'T SEE ANY MORE QUESTIONS FOR THAT.

SO WE HAVE ONE MORE TOPIC ON TONIGHT'S AGENDA.

[4. Superintendent’s Recommendation for Renaming T.C. Williams High School & Matthew Maury Elementary School]

AND THAT IS THE RENAMING RECOMMENDATION.

SO DR. HUTCHINGS.

[02:10:02]

>> I WISH I HAD A LITTLE DRUM ROLL.

LIKE BAH DAH DAH DAH DAH IT IS TIME FINALLY EVERYBODY.

BUT LET ME START OFF BY SAYING, I'M SO GLAD WE WERE METHODICAL AND STRATEGIC ABOUT THIS WHOLE RENAMING PROCESS.

TONIGHT, WHEN WE DISCUSSED OR WHEN OUR TEAM SHARES KIND OF OUR PROGRESS AND OUR PROCESS, I THINK THAT THE BOARD AND THE COMMUNITY WILL BE REALLY IMPRESSED WITH TAKING THE ADDITIONAL TIME TO GET THINGS RIGHT.

I KNOW THAT WHEN I TALK TO PEOPLE NOW ABOUT THOMAS CLAIMLESS WILLIAMS OR ABOUT MATTHEW MAURY, THEY KNOW MORE TODAY THAN THEY DID BACK IN JUNE ABOUT WHO THEY ARE AND WHY THE SCHOOLS SHOULD NOT BE NAMED AFTER THEM.

IT IS THOUSANDS MORE.

WE'RE NOT TALKING FIVE MORE PEOPLE.

THOUSANDS MORE KNOW THE DIFFERENCE AND KNOW WHY THESE NAMES SHOULD BE NAMED AND WHO THESE PEOPLE ARE.

I'M NOT GOING TO TAKE UP ANY MORE OF THE MENTION PREPARATION.

I'M GOING TO TURN IT TO -- PEOPLE -- JULIA -- -- >> THANK YOU, DR. HUTCHINGS AND MADAM CHAIRMAN AND VICE CHAIR AND SCHOOL BOARD MEMBERS FOR THIS OPPORTUNITY TO PRESENT THIS EVENING.

OUR WORK OVER THE PAST MONTH HAS BEEN ENGAGING THE COMMUNITY IN THE IDENTITY PROJECT FOR ROBUST COMMUNITY ENGAGEMENT PROCESS.

BEFORE I BEGIN I WANT TO ACKNOWLEDGE THE TEAM WHICH I KNOW DR. HUTCHINGS WILL SHARE A LITTLE BIT MORE LATER.

IN PARTICULAR WANT TO ACKNOWLEDGE DR. REED IS WITH US THIS EVENING WHO WAS INSTRUMENTAL IN HELPING US WITH THE COMMUNITY READ INS.

YOU'LL SEE DIFFERENT TEAM MEMBERS TONIGHT.

NOT THE WHOLE TEAM.

WE HAD MANY OTHER PLAYERS AS WELL THAT HELPED US WITH THIS.

BUT I'M GOING TO SORT OF GOING THROUGH THE BEGINNING PIECES AND THEN YOU'LL MEET SOME OF THE OTHER MEMBERS OF THE TEAM AS YOU GO ALONG.

AS YOU ALL KNOW IT BEGAN JUNE 15TH, 2020, WHEN THE SCHOOL BOARD RECEIVED A PETITION TO CONSIDER CHANGING THE NAME.

T.C.

WILLIAMS HIGH SCHOOL.

INTERESTINGLY ENOUGH IT WAS AROUND THE TIME I BEGAN.

IT WAS ONE OF THE FIRST THINGS I TACKLED BUT EXCITED TO TAKE IT ON AND SO GLAD TO BE HERE TO BE PART OF THE PROCESS.

AS YOU KNOW THIS WAS FOLLOWED WITH AUGUST 5TH 2020 WITH PETITION TO CONSIDER CHANGING THE NAME OF MATTHEW MAURY ELEMENTARY SCHOOL.

YOU'LL SEE SOME OF THE CLIPS AND COVERAGE WE RECEIVED ABOUT CHANGING THE NAMES OF THE SCHOOLS.

SPECIFICALLY AS MANY OF YOU HAVE LEARNED THROUGH THIS PROCESS.

THOMAS CHAMBERS WILLIAMS WAS THE 1930SS TO 1963.

HE RESISTED DESEGDEGREEGATIONS AND ARGUED BLACK AND WHITE STUDENTS LEARNED DIFFERENTLY AND SHOULD REMAIN IN SEPARATE SCHOOLS.

AND THEN WE ALSO LEARNED ABOUT MATTHEW MAURY WHO WAS AN OCEAN NOTHINGRAPHER WHO SERVED THE CONFEDERACY AND HELPED OVERSEA VIRGINIA'S MILITARY PREPARATION AND RESISTANCE TO THE UNION INCLUDING IMPROVING THE EFFECTIVENESS OF UNDER WATER TORE PEDOS OR MINES.

MATTHEW MAURY ELEMENTARY SCHOOL WAS NAMED AFTER HIM IN THE 1920S AS PART OF AN IMAGE TO CREATE AN IMAGE OF THE WAR AS HEROIC NARRATIVE AND JUSTIFY THE SOUTH'S LOSS.

SO WHY CONSIDER THE CHANGE NOW? MANY PEOPLE ASKED US ABOUT THAT.

AND SPECIFICALLY WE'RE IN THE MIDDLE OF A PANDEMIC AND WHY WOULD WE DO THIS NOW? SO AS ACPS IS AWARE, THERE'S OPPRESSING IN OUR SCHOOLS AND COMMUNITY AND NATION, TO TALK ABOUT RACIAL CONSTRUCTIVELY AND EFFECTIVELY.

ONE OF THE WAYS TO MOVE FORWARD IS MOVING FORWARD IN SURE HISTORY.

REFUSING TO ALLOW HISTORY CURRENTLY DEFINE WHO WE ARE AS A SCHOOL DIVISION.

THIS YEAR MADE IT EVEN MORE PRESSING.

WE AREN'T JUST FACING A PANDEMIC THAT IS DISPROPORTIONATE IMPACTING COMMUNITIES OF COLOR BUT ALSO A SOCIAL JUSTICE CRISIS.

A CRISIS AROUND RACIAL ACCOUNT EQUITY.

MANY PEOPLE CAUSE P CALL IT A DUAL PANDEMIC THAT WE'RE FACING RIGHT NOW.

IN ADDITION, IN JUNE OF THIS YEAR, THE SCHOOL BOARD ADOPTED A NEW STRATEGIC PLAN WITH RACIAL EQUITY AT THE HEART.

EQUITY FOR ALL OF 2025 IS BOLD IN A COURAGEOUS ROAD MAP THAT IS TIMELY AND POSITION ACPS AS A NATIONAL LEADER IN REDEFINING K THROUGH 12 EDUCATION AS A DELIBERATELY INCLUSIVE AND SUPPORTIVE EXPERIENCE WHERE ALL -- THE PLAN IS TO ENSURE SUCCESS BY INSPIRING STUDENTS AND ADDRESSING DIARIES TO LEARNING.

THE PLAN'S VISION IS ABOUT REQUIRING ALL STUDENTS TO THRIVE IN A DIVERSION AND EVER CHANGING WORLD.

GOING FORWARD, RACIAL EQUITY WILL BE AT THE CENTER OF EVERY DECISION THAT IS STUDENT BOARD WILL MAKE.

THESE FACTORS COMBINED MAKE MAKE FOR A STARK CONTRAST FOR OUR SCHOOL DIVISION AND THE NAMES OUR SCHOOLS WERE GIVEN BY PAST GENERATIONS.

SO THIS IS SUCH A MISMATCH.

LET ME TALK ABOUT WHY.

TODAY WE HAVE STUDENTS FROM 121 COUNTRIES WHO SPEAK 120 LANGUAGES.

[02:15:03]

30% ARE ENGLISH LEARNERS.

36% OF OUR STUDENTS ARE HISPANIC.

AND 28% ARE BLACK.

THEY ALL COME TOGETHER TO LEARN AT ALEXANDRIA'S ONLY HIGH SCHOOL T.C.

WILLIAMS. YET THE SCHOOL IS NAMED AFTER SOMEONE WHO BELIEVED BLACKS WERE INFERIOR TO WHITES AND WHO BELIEVE THAT BLACKS AND WHITES SHOULD NOT BE EDUCATED TOGETHER.

MAURY WAS NAMED AS PART OF A MOVEMENT TO JUSTIFY THE SOUTH'S LOSS.

AFTER SOMEONE WHOSE ACTIONS TODAY WOULD BE CONSIDER TREASONIST.

SO THIS IS A LITTLE BACKGROUND ON THE PROJECT WHICH WE HAVE LEARNED OVER THE PAST COUPLE OF MONTHS.

BELIEVE IT OR NOT IT HAS BEEN AT LEAST THREE OR FOUR MONTHS THAT WE STARTED THE PROCESS.

AND I'LL PASS IT OVER TO HELEN WHO IS GOING TO TALK ABOUT THE ENGAGEMENT PROCESS ITSELF, THE MANY FACTORS AND STRAT PSYCHIATRIES AND THEN HEAR FROM OTHER MEMBERS.

HELEN, PLEASE TAKE OVER.

>> THANK YOU, MS. -- THERE WERE THREE KEY FACTORS IN ENGAGEMENT PROCESS.

FIRSTLY, WE NEEDED TO THEN SURE -- THE PROCESS -- >> MS. LLOYD, I THINK MAYBE

YOUR AUDIO IS A LITTLE BIT -- >> IT SOUNDS SCRATCHY.

>> I'M GOING TO UNPLUG AND DO WITHOUT.

>> OKAY IS THAT A LITTLE BETTER?

>> THAT IS, THANK YOU.

>> ALL RIGHT.

GREAT.

THE THREE KEY FACTORS IN THE ENGAGEMENT PROCESS.

FIRSTLY, WE WILL -- THE NEED TO BE -- SECONDLY YOU NEED TO CREATE OPPORTUNITIES TO

HEAR FROM VARIOUS -- >> IT IS STILL DOING IT.

>> OKAY.

>> DO YOU HAVE YOUR SYSTEM OR SOMETHING ON?

IS THERE LIKE A PHONE OR ANOTHER -- >> NO.

THERE'S NOTHING -- WITH MY AUDIO.

SORRY ABOUT THAT.

>> NOT DOING IT AS YOU ARE TALKING.

>> OKAY.

I'M GOING TO CARRY ON.

IF IT CONTINUES JULIA -- >> I THINK MAYBE IT WAS -- OKAY I THOUGHT MAYBE -- I STOPPED SCREEN SHARING I'M SHARING AGAIN TO SEE IF THAT WOULD HELP.

BUT MAYBE NOT.

I DON'T KNOW.

>> YEAH, I DON'T KNOWLY I'M GOING TO TRY AGAIN.

IF IT CONTINUES TO WORK, PEOPLE CAN MOVE ON AND YOU CAN DO MY BIT.

I CAN HEAR IT CRACKLING ALREADY.

DO YOU WANT TO DO MY SLIDES, JULIA?

>> YEAH.

I'LL TRY -- I.

>> YOU YOU TAKE OVER.

>> CAN YOU SCREEN SHARE, THEN?

>> I WILL TAKE OVER SCREEN SHARE.

>> OKAY.

>> UNLESS YOU NEED SOMEONE ELSE TO READ, JULIA? LET US KNOW IF YOU NEED US.

>> OKAY.

>> SORRY JUST GIVE ME A SECOND.

I WAS NOT PREPARED TO DO THESE SLIDES SO GIVE ME ONE MOMENT.

>> IT IS ALL RIGHT.

I KNOW YOU CAN'T, JULIA.

>> OF COURSE, I DID.

I JUST NEED TO GET PREPARED BECAUSE I WASN'T PREPARED.

>> WELCOME TO TECHNOLOGY.

>> I'M JUST WAITING FOR HELEN TO SHARE THE SCREEN AND THEN I CAN GET GOING AGAIN.

DID SHE DISAPPEAR?

>> NO, SHE'S THERE.

>> SHE'S THERE.

>> TRYING TO GET IT UP.

>> YEAH.

JUST GIVE ME LIKE 10 SECONDS.

>> LIKE ME, SHE WAS NOT PREPARED TO SHARE HER SCREEN.

SHE HAS TO GET IT READY.

>> I MEAN, I CAN START BECAUSE -- SHE CAN'T SEE -- I GUESS NOT.

CAN'T SEE THE SLIDES YET.

>> I UNDERSTAND.

GO AHEAD YOU CAN JUST -- WE CAN JUST -- -- >> LET'S GO AHEAD.

TALKING THROUGH IT.

>> ALL RIGHT.

SOUNDS GOOD.

SO WE HAD KEY FACTORS THAT WERE REALLY CRUCIAL IN THIS ENGAGEMENT PROCESS.

ONE WAS THAT WE WERE COMMITTED THAT IT BE A STUDENT LED PROCESS.

THANKS TO OUR TWO SCHOOL BOARD REPRESENTATIVES LORRAINE JOHNSON AND ASHLEY SANCHEZ, THEY WERE EXCELLENT AND REALLY LED THAT PROCESS WITH STUDENT CHAT THAT REALLY HELPED AND INFORMED US THROUGHOUT THE PROCESS AND GAVE US ADVICE AND TALKED TO US ABOUT THE PROCESS THEY WANTED TO SEE AND GAVE US OTHERS TO PARTICIPATE.

I REALLY WANT TO APPLAUD THEM THEY WERE REALLY INSTRUMENTAL IN THAT.

THEY ALSO WANTED TO CREATE OPPORTUNITIES FROM VARIOUS SEGMENTS OF THE COMMUNITY WHICH YOU'LL HEAR ABOUT LATER TONIGHT.

OF COURSE AS YOU ALL KNOW, WE INVITED YOU TO BE A PART OF THE PROCESS, COHOST OUR

[02:20:01]

SESSIONS SO THAT YOU COULD HEAR FIRST HAND FROM THE COMMUNITY AND SOME OF THE CONVERSATIONS BEING HAD.

SO WE THOUGHT THAT WAS VERY CRITICAL.

ARE WE STILL NOT SHARING SLIDES? JUANITA, CAN YOU TAKE OVER.

>> I'M ABOUT TO SHARE --

>> OKAY.

SO CAN YOU GO TO SLIDE 8, HELEN, PLEASE?

>> OKAY.

SO HERE'S A LITTLE BIT OF A SUMMARY OF THE COMMUNICATION AND ENGAGEMENT PLAN.

ON JULY 10TH, 2020, SINCE THE SCHOOL BOARD VOTED TO CONSIDER RENAMING T.C.

WILLIAMS HIGH SCHOOL AND ON SEPTEMBER 17TH TO RECONSIDER MATTHEW MAURY ELEMENTARY SCHOOL, AN IMPROVED -- THE SCHOOL BOARD IMPROVED AN ENGAGEMENT PLAN TO MAKE SURE THE CHANGES WERE WANTED WITHIN THE BOARD COMMUNITY AND ALL VOICES WERE HEARD IN THE PROCESS.

THE -- OUR DEPARTMENT OF SCHOOL RELATIONS DEVELOPED FOUR KEY STRATEGIES TO ENSURE THE ENGAGE MENT GOALS OF THE SCHOOL BOARD WERE MET.

ONE IS EDUCATION AND INFORMATION, IT IS CRITICAL TO HAVE AN INFORMED COMMUNITY TO COME TO AN INFORMED DECISION, THIS INCLUDES STUDENTS AS WELL AS THE COMMUNITY AS A WHOLE.

STRATEGY 2, STUDENT ENGAGEMENT STUDENT LED, AS I MENTIONED THE FOUR, IT WAS VERY IMPORTANT THAT OUR BLACK STUDENTS WERE HEAVIL INVOLVED IN THE PROCESS WE NEEDED THEM TO FEEL IT WAS THEIRS.

THE THIRD WAS COMMUNITY ENGAGELY.

ALEXANDRIA HAS JUST ONE HIGH SCHOOL THAT IS VERY MUCH THE HEART OF OUR CITY.

THEREFORE WE WOULD NOT CONSIDER CHANGING A NAME WITHOUT INVOLVING THE COMMUNITY.

AND LASTLY, KEY STAKEHOLDER -- KEY STAKEHOLDER INPUT.

WE NEEDED TO ENSURE THE AFRICAN AMERICAN AMERICAN COMMUNITY DESEGREGATION AND WHOSE LAND WE TOOK, THROUGH IMMINENT REMAINS WERE INVOLVED.

WE WANTED TO MAKE SURE THE LATINO VOICE HAD A VOICE AS WELL AS NAACP AND REPRESENTATIVES FROM ALEXANDRIA HISTORY COMMUNITY AND MUSEUM.

IT IS ESSENTIAL TO ENGAGE THE COMMUNITIES AND INVOLVE THEM IN THE PROCESS.

NEXT SLIDE.

SO FOR THE INFORMATION ENGAGEMENT EDUCATION PORTION WHICH WAS THE STRATEGY ONE, WE DIVIDED THIS INTO TWO DIFFERENT AUDIENCES OUR STUDENTS AND OUR WIDER COMMUNITY.

AND FROM HERE, I'LL ASK COMMISSIONER WOOD TO SHARE SOME OF INSIGHTS AND I GUESS DR. REED IS HERE WHO WAS IMPLEMENTAL IN THE PROCESS AS WELL.

>> THANK YOU JULIA.

ACPS WANTED TO MAKE SURE WE PROVIDED OPPORTUNITIES TO LEARN FOR EVERYONE FOR THE COMMUNITY FOCUS OF STRATEGY ONE WE HELD THREE READ IN SESSIONS OUR GOAL TO EDUCATE OUR STAFF, STUDENTS AND COMMUNITY AS WELL ASSET THE STAGE FOR THE REMAINDER OF THE PROCESS.

WE INVITED DR. REID, A HISTORIAN FROM GEORGETOWN UNIVERSITY TO PRESENT EPISODES FROM ALEXANDRIA'S HISTORY.

HIS BOOK BUILDING THE FEDERAL SCHOOLHOUSE HAS BECOME A FOUNDATIONAL TEXT FOR OUR HISTORY SO HE WAS THE PERFECT PERSON TO HOST THESE SESSIONS.

DR. REID HAS JOINED US AS JULIA HAS SAID.

SO WE WOULD LIKE TO WELCOME HIM AND THANK HIM FOR BEING HERE TONIGHT.

READ IN NUMBER ONE FOCUSED ON T.C.

WILLIAMS THE MAN VERSUS T.C.

WILLIAMS HIGH SCHOOL AS THE DIVERSITY OF TODAY WHILE STILL SHOWING THE RACIAL INEQUITIES AND DIVIDE.

READ IN NUMBER 2 FOCUSED ON ALEXANDRIA'S ROLE IN MASSIVE RESISTANCE, SCHOOL SEGDEGREE GRACIOUS, THE STANDARDS IMPLEMENTED TO MAINTAIN SEGREGATION AND THE SCHOOL DIFFERENCE.

READ IN NUMBER 3 FOCUSSED ON THE REAL STORY BEHIND REMEMBER THE TITANS.

THIS SEGMENT TOOK US ON A URN JOURNEY, A JOURNEY TO REMEMBER THE TITANS A MYTH VERSUS REALITY AND CHERISHED WITH US REMEMBERING THE TITANS IMAGINING THE TITANS AND FULFILLING THE PROMISE OF THE TITANS LEAVING THE AUDIENCE TO ACCEPT THE RESPONSIBILITY OF THE TITANS TO RISE AND DEFEND THE VALUE DIVERSITY BRINGS TO OUR COMMUNITY.

LIKE THE NOW PASS IT ON TO SARA WAYLAND WHO TALKED HOW WE EDUCATE OUR STUDENTS THROUGHOUT THE PROCESS.

>> THANK YOU.

FOR THE STUDENT EDUCATION PART OF THE STRATEGY WE DEVELOPED LESSONS THAT BUILT ON THE COMMUNITY CONVERSATIONS AND READ INS TO BRING THE CONVERSATIONS INTO THE CLASSROOM IN AN APPROPRIATE LEVEL FOR OUR STUDENTS.

TO THE GOAL OF THOSE LESSONS WAS TO HELP STUDENTS UNDERSTAND THE CONVERSATIONS THAT ARE TAKING PLACE IN OUR COMMUNITY AND IN OTHER COMMUNITIES AROUND THE COUNTRY.

AND TO ALLOW STUDENTS TO COME TO THEIR OWN CONCLUSIONS ABOUT RENAMING ON WHAT THEY LEARNED ABOUT THE NAME SAKE.

SO FOR T.C.

WILLIAMS STUDENTS WE DEVELOPED A SERIES OF FOUR LESSON PLANS THAT ALL STUDENTS PARTICIPATED IN THEIR CLASSROOM CO TIME.

THE LESSON STARTED OFF WITH THE SPECIFIC IDEA IN WHAT IS IN A NAME? WHAT DOES OUR NAME REPRESENT ABOUT US? AND TO WHAT EXTENT ARE THE DIFFERENT NAMES OF ACPS SCHOOLS REFLECTIVE OF OUR COMMUNITY BOTH WITHIN OUR SCHOOL AND THE LARGER COMMUNITY?

[02:25:01]

AND FROM THERE WE STARTED TO DELVE INTO SOME OF THE TOPICS THAT MS. WOOD JUST TALKED ABOUT, ABOUT THE HISTORY.

SEGREGATION IN OUR COMMUNITY, MASSIVE RESISTANCE AND IMMIGRATION.

AND FOCUSED ON THE HISTORY OF T.C.

WILLIAMS AS A SUPERINTENDENT AND THEN ON THE LEGACY OF REMEMBER THE TITAN.

THE STUDENTS PARTICIPATED IN CLASSROOM DISCUSSION HOW WELL THE NAME REPRESENTS THE SCHOOL AND THIS IS ANOTHER CHANCE TO ENGAGE THEIR VOICE AND TO HAVE A CHANCE TO REALLY THINK ABOUT WHAT THE SCHOOL NAME MEANS TO THEM.

SO THEY HAD A CHANCE TO SHARE THEIR OPINIONS IN THEIR CLASSROOMS AND THEN TOOK THE ACPS SURVEY ABOUT WHETHER OR NOT THE SCHOOL SHOULD BE RENAMED.

SIMILARLY, FOR THE MATTHEW MAURY LESSONS WE STARTED WITH THE HISTORICAL INFORMATION THAT WAS BEING PRESENTED TO THE COMMUNITY AND DEVELOPED LESSONS TO BRING THOSE CONVERSATIONS BACK INTO THE CLASSROOM AT THE APPROPRIATE LEVEL FOR YOUNG LEARNERS.

SO NOW I'LL TURN IT OVER TO MR. POWELL TO TALK MORE ABOUT THE ELEMENTARY LESSONS AND HOW THAT WENT.

>> THANK YOU, SARA.

AT THIS POINT WE'RE GOING TO SHOW YOU JUST A SMALL SHORT EXTRACT FROM ONE OF OUR FOURTH GRADE VIRGINIA STUDY CLASSROOMS THAT TOOK PLACE A FEW WEEKS AGO THAT WAS CENTERED AROUND THE RENAMING PROJECT WITH MS. HOUSTON.

CAN YOU CUE UP THE VIDEO, PLEASE?

>> I WAS NOT GIVEN A VIDEO.

>> IT IS FINE.

IT IS FINE.

THE VIDEO -- >> I CAN PLAY IT.

I CAN PLAY IT.

HELEN IS JUST HAVING SOME SOUND ISSUES WITH HER LAPTOP.

WE'RE TRYING TO BE REALLY GOOD ABOUT NOT SWITCHING OUT LAPTOPS AND TECHNOLOGY BECAUSE WE DON'T WANT OUR STUDENTS TO GET IT -- WE'RE SORT OF KEEPING UP WITH WHAT WE HAVE.

GIVE ME A SECOND.

I'LL SHOW IT AGAIN.

IT IS A GREAT VIDEO.

YOU DON'T WANT TO MISS IT.

>> CAN YOU HEAR ME NOW?

>> I CAN HEAR YOU, YUP.

>> CAN YOU HEAR THE VIDEO?

>> NO.

LET'S GO AHEAD AND ALLOW JULIA TO PULL IT UP.

>> I THINK I KNOW WHAT I -- SORRY, I HAVE TO UM ALLOW THIS -- OKAY.

THAT'S IT.

>> PEOPLE ARE SAYING, WHAT Y'ALL TRYING TO DO? ARE YOU TRYING TO SLOW IT DOWN, MAKING THIS DECISION? THE BOARD NEEDS TO KNOW WHAT YOU'RE DOING, DR. HUTCHINGS ARE YOU GOING TO HAVE THE SCHOOL NAMED T.V.

OR NOT.

>> NOW YOUR AUDIO IS -- >> HA HA.

>> I STILL HEAR THAT SOUND AGAIN.

THAT NOISE.

>> ALL RIGHT.

SORRY.

NOW I'M SLOW TOO.

SOMETHING IS GOING ON.

YEAH, I DON'T SEE YOUR -- IT IS NOT -- >> DO YOU WANT ME TO TRY?

>> JULIA, IF YOU WANT TO PRESENT, IT SHOULD COME THROUGH.

I WANT YOU TO KNOW I TRIED ALL OF THESE AN HOUR AGO.

>>

>> I THINK THE SOUND IS -- -- I THINK HE -- WE HAVE GOBLINS IN OUR TECHNOLOGY FRAMES.

MAYBE WE CAN SEND IT TO BOARD MEMBERS.

>> WE'LL HAVE TO SEND IT TO BOARD MEMBERS.

BECAUSE THE -- >> AND MAYBE IT IS POSTED ALREADY ON VIDEO.

>> IS IT ALREADY POSTED?

>> >> WHATEVER THAT IS -- -- >> OKAY.

HERE WE ARE.

>> ALL RIGHT.

LISTEN -- >> WE'LL SEE THE MOVIE -- >> MADAM CHAIR I SAY LET US JUST SEND THE E-MAIL TO THE BOARD.

>> WE CAN BE IN SUSPENSE AS WE ARE FOR EVERY NETFLIX THING THAT WE'RE LOOKING FOR THE NEXT EPISODE OF, RIGHT?

>> THE WORST PART IS -- THE WORST PART ABOUT IT IS THAT IT WOULDN'T STOP.

I SHUT EVERYTHING DOWN.

SORRY.

ALL RIGHT.

I'LL CONTINUE TO -- >> GO ON WITH THE POWER POINT PRESENTATION.

[02:30:01]

>> YES.

MY GOODNESS.

>> I'M GLAD THIS IS RECORDING SO I CAN GO BACK AND LAUGH AT THIS ONE DAY.

HA HA.

>> YEAH, BUT IT IS SAD.

IF ALL OF THESE WONDERFUL VIDEOS THAT WE PREPARED.

AND THEY WERE WORKING JUST AN HOUR AGO.

>> WELL, PEOPLE WILL BE ABLE TO SEE IT.

WE ONLY HAVE SIX ATTENDEES ON RIGHT NOW.

>> THEY WERE SENT TO US AND WE GET ALL OF THE VIDEO LINKS SENT TO US?

>> OF COURSE.

>> THANK YOU.

>> THEY DO WORK ONLINE BECAUSE I WATCHED IT FROM THE ESP.

SO IT IS AVAILABLE FOR PEOPLE TO SEE.

SO THAT'S A GOOD THING.

>> OKAY.

HOW DO YOU WANT -- >> I JUST SHARED.

>> JULIA, I JUST SHARED.

WE'RE READY IF YOU'RE READY TO GO.

I CAN PLAY IT.

>> I THINK WE WANT TO MOVE ON AT THIS POINT BECAUSE WE'RE WORRIED IT IS GOING

TO -- >> I THINK PEOPLE GOT THE GIST OF IT.

TRY THE MATTHEW MAURY, IF IT WORKS.

IF IT DOESN'T WE'LL JUST MOVE ON.

>> YEAH, I THINK WE'RE GOING TO HAVE TO SKIP OVER THE VIDEOS.

I WANT TO BE ABLE TO SEE THEM.

BUT I THINK WE NEED TO GET THROUGH THE CONTENT AND WE'LL BE ABLE TO SHARE THE LINKS WITH BOARD.

>> I DO WANT TO GIVE MS. HOUSTON A SHOT OUT.

SHE'S A FABULOUS TEACHER I SEE SHE WAS THE ONE FEATURED IN THE VIDEO.

>> ALSO MATTHEW MAURY.

>> I WILL SAY KNOCK ON WOOD WE'VE HAD FAIRLY GOOD TECHNOLOGY GOING WITH OUR MEETINGS KARMA, BUT THE CITY COUNCIL RETREAT WAS -- THEY HAD A LITTLE PROBLEM WITH ALL OF THEIR TECHNOLOGY.

EVERYBODY KEPT GETTING THROWN OFF THROUGHOUT THE DAY.

SO I FELT HAPPY THAT WE HAVEN'T HAD THAT SO MUCH.

KNOCK ON WOOD.

>> ALL RIGHT.

>> I THINK THERE WAS A LOT OF BAND WIDTH ISSUES THAT SATURDAY MORNING.

>> YES.

PROBABLY.

>> FUNNY.

>> I ALSO KNOW THAT VIDEO OVER ZOOM SOMETIMES IS CHALLENGING.

SO, YEAH.

LOOK FORWARD TO IT LATER.

>> OKAY.

WELL, I THINK LET'S KEEP MOVING.

WE HAVE LOTS OF OTHER GOOD CONTENT TO TALK ABOUT AND WE'LL SEND YOU ALL OF THE LINKS SO YOU CAN ENJOY THEM.

OKAY.

SO I THINK THIS IS PETE.

>> ALL RIGHT.

GOOD EVENING, EVERYONE.

CAN EVERYONE HEAR ME?

>> YES.

>> I DO -- I'M GOING TO GET INTO THIS RIGHT AWAY TO TRY TO MAKE UP SOME TIME I WANT TO VOUCH FOR JULIE AND HER TEAM, EVERYTHING WAS SMOOTH INCLUDING THE VIDEOS DURING OUR RUN THROUGH JUST A FEW HOURS AGO.

BUT LET'S -- WE ARE MOVING ON.

FOR STRATEGY 2 STUDENT ENGAGEMENT AS WE SAID EARLIER, STUDENT ENGAGEMENT, PARTICULARLY FOR THE STUDENTS OF COLOR WAS A TOP PRIORITY.

THIS IS A VOICE WE DON'T HEAR FROM OFTEN ENOUGH.

STUDENT ENGAGEMENT WAS LED BY OUR TWO ACPS SCHOOL BOARD STUDENT REPS ASHLEY SANCHEZ, MIA BURROW AND LORRAINE JOHNSON.

THE STUDENTS WERE INVOLVED IN PLANNING MEETINGS WHICH WERE FOCUSED ON ENSURING BLACK AND HISPANIC STUDENT VOICES WERE INVOLVED.

WE ASKED THE TWO SCHOOL BOARD STUDENT REPS TO DESIGN THE LOGO FOR THE TC PART OF THE CAMPAIGN WITH US.

THIS IS BEFORE WE RECEIVED THE MAURY PETITION AND WE NEEDED TO WIDEN OUR BRAND INTO THE IDENTITY PROJECT.

ONCE THE MAURY PETITION CAME IN.

I'M GOING TO NOTE HERE THAT THE IDENTITY PROJECT BRAND WITH ITS FINGERPRINT WAS CHOSEN TO REFLECT WHO WE ARE AS A DIVISION AND OUR VALUES AS A WHOLE.

AND IN CLASS LESSONS, IN CLASS LESSONS KICKED OFF WITH STUDENT VOICE ABOUT WHY CHANGE THE NAME.

THE STUDENTS ALSO TOOK OVER THE SUPERINTENDENT'S LOCAL NEWSPAPER COLUMN FOR A MONTH.

THE STUDENTS RAN THREE DIFFERENT FORUMS WHERE THEY COULD DISCUSS IMPORTANT TOPICS AROUND THE NAME CHANGE.

AND WE ALSO HAD STUDENT MODERATORS FOR ALL TENTATIVE FORUMS AND DISCUSSIONS WITH THE COMMUNITY, STUDENTS AND THE READ INS.

I'D LIKE TO GIVE SPECIAL SHOOTOUT TO SOME OF OUR STUDENTS WHO WERE INVOLVED.

PETER WRIT PSYCHOLOGICAL LA FINAU AREDUCEO CORE RAN BURGESS, SARA DEADEN DOOR OF.

ASHLEY SANCHEZ AND JANELLE HUGHES.

AND NOW I TURN IT OVER TO THAT MIKA.

>> THANK YOU, PETE.

BUILDING ON THE EDUCATION AND DO NOT ENGAGEMENT STRATEGIES OUR COMMUNITY ENGAGEMENT EFFORTS REALLY HINGED ON FOUR CONVERSATIONS THAT GAVE WAY TO THE MYRIAD EXPERIENCES PERSPECTIVES AND QUESTIONS THAT EXIST HERE IN

[02:35:06]

ALEXANDRIA, NOT ONLY AROUND THE RENAMING OF SCHOOLS BUT REALLY HOW OUR STUDENTS ARE LIVING AND EXPERIENCING EQUITY FOR ALL.

OUTREACH FOR EACH OF THESE CONVERSATIONS WAS ROBUST AND MULTILINGUAL AND FOR MANY FAMILIES THE MESSAGE OR INVITATION THAT RESONATED WAS SIMPLY WHAT IS IN A NAME AND WHY IS ACPS CONSIDERING CHANGING THE NAMES.

? ONE FAMILY FORUM MOTOR VEHICLE CUSSED PRIMARILY ON MATTHEW MAURY ELEMENTARY SCHOOL AND THE RENAMING OF THAT INSTITUTION.

AND THREE IMPLEMENTAL CONVERSATIONS CENTERED THE BROADER COMMUNITY IDENTITY PROJECT.

OUR GOAL WITH EACH COMMUNITY CONVERSATION WAS TO BUILD ON THE EDUCATIONAL AND AWARENESS WORK DONE BY OUR COLLEAGUES AND ENSURE THAT THE DISCUSSIONS WERE RELEVANT AND ACCESSIBLE TO THE DIVERSE FAMILIES THAT WE SERVE.

TO ACHIEVE THIS, WE WERE HAPPY TO HAVE THE SUPPORT OF A COMBINATION OF PANELISTS THAT INCLUDED ONE OF OUR STUDENT REPRESENTATIVES TO THE SCHOOL BOARD, CITY LEADERS LIKE AUDREY FRAZIER AND ALUMNI OF T.

KRM WILLIAMS HIGH SCHOOL WHO ARE NOW REGARDED CIVIL RIGHTS LEADERS EDUCATION POLICY EXPERTS AND COMMUNITY LEADERS IN THEIR OWN RIGHT.

THEY REALLY HELPED US FOSTER A THOUGHT PRO -- PROVOKING CONVERSATION ACROSS THE SERIES AND ADDITIONAL EXCHANGES WITH OTHER ATTENDEES THAT EXAMINED THE RENAMING OF SCHOOLS IN LIGHT OF ALEXANDRIA'S HISTORY O DESEGREGATION AND MASS RESISTANCE THROUGH OUR CURRENT CONTEXT OF THE DO WOULD PANDEMICS THAT WE AND OUR FAMILIES ARE NAVIGATING AND FINALLY THROUGH THE LENS OF OUR STRATEGIC GOAL OF EQUITY FOR ALL.

I'LL NOW TURN IT OVER TO MR. PORTER FORMER PRINCIPAL OF T.C.

WILLIAMS AND FORMER STUDENT OF MATTHEW MAURY ELEMENTAR SCHOOL TO PROVIDE ADDITIONAL INFORMATION ON THE KEY STAKEHOLDERS ENGAGED IN THE COMMUNITY CONVERSATIONS THROUGHOUT THIS PROCESS.

>> THANK YOU TANIKA.

AND AS TANIKA MENTIONED IMPORTANT COMPONENTS IN THIS ARE ARE STAKEHOLDERS.

IN THIS PROCESS WE WANTED TO ENSURE THAT WE PROVIDED TOTAL TRANSPARENCY AS WELL AS SOLID SITTING MAXIMUM INPUT FROM THE COMMUNITY.

WE INCLUDED AS NOTED A NUMBER OF KEY COMMUNITY STAKEHOLDERS TO INCLUDE AUDREY DAVIS THE DIRECTOR OF THE ALEXANDRIA BLACK HISTORY MUSEUM, SINNED CINDY BENITEZ A T.C.

GRAD AND, ERICA MILLER ANOTHER T.C.

GRAD AND CHILD OF TWO ICON MEL GLEN AND -- GWEN DAY FULLER, LEADER CIVIL RIGHTS IN OUR COMMUNITY.

ASHLEY SANCHEZ, T.C.

STUDENT AND SCHOOL BOARD REP AS PREVIOUSLY MENTIONED.

COOK, FORMER POLICE CHIEF AND A MEMBER OF 71 TITANS FOOTBALL TEAM.

CHRISTOPHER HARRIS, ANOTHER T.C.

GRAD AND CURRENT PRESIDENT OF THE NAACP AND SCHOOL BOARD MEMBERS.

WHILE ALL WERE INVOLVED, THREE AMY GENTRY, MICHELLE RIEF AND MARGARET PANEL MODERATORS FOR THE THREE SESSIONS.

SO MANY OTHER MEMBERS OF THE COMMUNITY INCLUDING MYSELF AS A FORMER T.C.

PRINCIPAL, AND MANY STAFF AND STUDENTS THROUGHOUT THE CITY WERE INVOLVED.

THIS WIDE SWATH OF COMMUNITY INVOLVEMENT IS SO INDICATIVE AND IMPORTANT TO OUR COMMUNITY SERVING TO PROVIDE THE ESSENTIAL INPUT NEEDED IN DECISIONS SUCH AS THE CONSIDERATION FOR RENAMING OUR SCHOOLS.

ON THE NEXT SLIDE, WE HAD HOPED TO PRESENT A VIDEO OF EARL COOK TALKING ON BEHALF OF THE 71 TITANS.

OBVIOUSLY I DON'T THINK WE'RE GOING TO PLAY THAT.

AND I'LL TURN IT BACK OVER TO JULIA.

>> THANK YOU, JOHN.

AND NOW FOR SOME EXCITING INFORMATION, I THINK WHAT WE HAD REALLY LOOKED TO ACHIEVE WAS TO MAKE SURE THAT WE REACH MANY MEMBERS OF OUR COMMUNITY.

SO I'M GOING TO GO OVER SOME OF THE DATA.

THERE'S A LOT.

I WISH I COULD JUST TOUCH ON SOME PIECES BUT I'M GOING TO TOUCH ON ALL OF IT.

BECAUSE I THINK THAT WAS THE WHOLE POINT OF THE PROCESS TO MAKE SURE WE REACHED TO THE PEOPLE AND MAKE SURE WE GOT THE VOICE TO THE COMMUNITY.

SO DURING THE COMMUNITY COMMUNICATIONS AND ENGAGEMENT PROCESS WE ACTIVELY ENGAGED 6,777 PEOPLE VIA THE ZOOM READ INS, STUDENT FORUMS AND COMMUNITY SESSIONS.

WE ALSO SAW 10,366 ENGAGEMENTS VIA THE IDENTITY PROJECT PAGES OF THE WEBSITE.

THE READ IN PAGES OF THE WEBSITE HAD 2,888 WEB PAGE VISITS AND THE READ IN VIDEOS HAD 2,510 VIEWS.

1,360 ON FACEBOOK, 324 ON YOUTUBE AND 826 ON ZOOM.

ALL 4,000 STUDENTS AT T.C.

WILLIAMS AND 4 HUB STUDENTS AT MATTHEW MAUER LEE HAD THE OPPORTUNITY TO LEARN

[02:40:04]

THE NAMES OF THEIR SCHOOLS AND DISCUSS THEM.

THE STUDENT FORUMS HAD 133 WEB PAGE VISITS WITH 1,518 TOTAL VIDEO VIEWS, 1101 ON FACEBOOK, 164 ON YOUTUBE AND 253 ZOOM.

COMMUNITY CONVERSATIONS HAD 1871 VIDEO VIEWS, 1,244 FACEBOOK, 175 ON YOUTUBE AND 452 ON ZOOM.

WE HAD ENGAGEMENT IN MULTIPLE LANGUAGES IN ALL SESSIONS AND ALL COMMUNICATIONS WENT OUT IN FOUR LANGUAGES.

OUR KEY COMMUNITY STAKEHOLDERS HAVE RESOUNDINGLY ENDORSED THE NAME CHANGE.

WHILE THE 71 TITANS HAVE SHARED MIXED FEELINGS ON THE TOPIC, THE MAJORITY UNDERSTAND THE NEED.

YOU ALSO HEARD HERMAN MOON'S DAUGHTER SPEAK ON BEHALF OF BOTH COACHES THAT OVERSAW THE 71 WINNING CHAMPIONSHIP, HERMAN BOON AND BILL YOST IN SUPPORT OF THE NAME CHANGE DURING THE SCHOOL BOARD PUBLIC HEARING.

ALL COMMUNITY AND PUBLIC DISCUSSIONS AS ALS WITH THE PUBLIC HEARING IN THE REPORT ATTACHED TO THE PRESENTATION THAT WE POSTED THAT COMPILES A SUMMARY OF ENGAGEMENT AND DATA SURROUNDING THE -- ONE OF THE POINTS TO NOTE IS THAT WE DID NOT HEAR MUCH RESISTANCE TO CHANGING EITHER NAME.

THE FEEDBACK WE COLLECTED WAS MAINLY IN THE AFFIRMATIVE THAT PEOPLE DID SUPPORT A NAME CHANGE.

NEXT SLIDE.

WE ALSO CONDUCTED A SURVEY TO GAUGE THE COMMUNITY'S POSITION ON THE NAME CHANGE.

TO ENSURE THIS INFORMED DATA WE ASKED -- I'M SORRY.

WE ASKED PEOPLE THEIR OPINIONS ON HOW WELL THEY UNDERSTOOD THE HISTORY.

BEFORE WE ASKED THEM THEIR VIEWS ON THE NAME CHANGE.

THE SURVEY OPENED JUST PRIOR TO THE FIRST COMMUNITY SESSION ON OCTOBER 13TH, AND CLOSED ON MIDNIGHT ON OCTOBER 28TH.

WE ENCOURAGED STUDENTS TO COMPLETE THE SURVEY FOLLOWING THEIR IN CLASS SESSIONS.

WE RECEIVED A TOTAL OF 3,198 RESPONSES.

THOSE INCLUDED 36% FROM PARENTS, 34% FROM STUDENTS AND 13% FROM WERE T.C.

ALUMNI.

OUR DEMOGRAPHIC BREAK DOWN FOR SURVEY RESPONDENTS IS SUMMARIZED AS FOLLOWS.

20% WERE BLACK OR AFRICAN AMERICAN.

14% WERE HISPANIC, AND 49% WERE WHITE.

OF THE PARENT RESPONSES 43% OF THE RESPONSES WERE CONNECTED TO T.C.

WILLIAMS. 23% WERE CONNECTED TO GEORGE WASHINGTON MIDDLE SCHOOL WHILE 12% CONNECTED TO MATTHEW MAURY.

BUT THE REST CONNECTED TO OTHER SCHOOLS OF THE STUDENT RESPONSES 87% CAME FROM T.C.

WILLIAMS, 9% CAME FROM MATTHEW MAURY WITH THE REST CONNECTED TO OTHER SCHOOLS.

OF STAFF RESPONSES 55% CAME FROM T.C.

WILLIAMS, WITH THE REST FAIRLY EVENLY SPLIT ACROSS ALL OTHER SCHOOLS AND CENTRAL OFFICE.

AS FOR UNDERSTANDING THE HISTORY, WHICH DEMONSTRATES AN INFORMED DECISION AROUND T.C.

WILLIAMS, 86% STRONGLY AGREED OR STRONGLY AGREED OR AGREED.

WHILE 13% DISAGREED OR STRONGLY DISAGREED.

AS FOR UNDERSTANDING THE HISTORY OF MATTHEW MAURY 69% STRONGLY AGREED OR AGREED AND THEN 31% DISAGREED OR STRONGLY DISAGREED OF THE HISTORY.

THOSE WHO TOOK THE SURVEY 85% SAID THEY FELT WELL INFORMED OF THE PROJECT.

WHICH I THINK WAS A REALLY GREAT SUCCESS.

THAT WAS ONE OF THE MAIN THINGS WE WANTED TO ACCOMPLISH AND ONE OF THE MAIN GOALS AND OBJECTIVES OF THIS PROJECT.

15% SAID THEY DID NOT FEEL WELL INFORMED ABOUT THE IDENTITY PROJECT.

THAT'S SOMETHING WE'LL NEED TO WORK ON IN PHASE TWO, IF THE BOARD VOTES TO RENAME THE SCHOOLS IT GOES FOR ANOTHER OPPORTUNITY TO RAISE AWARENESS OF THE IDENTITY PROJECT.

NEXT SLIDE.

SO REGARDING THE NAME CHANGE FOR T.C.

WILLIAMS YOU'LL SEE THAT 75% WERE IN FAVOR OR STRONGLY IN FAVOR OF THE NAME CHANGE WHILE 25% AGAINST OR STRONGLY AGAINS THE NAME CHANGE.

NEXT SLIDE.

IN REGARDING THE NAME CHANGE FOR MATTHEW MAURY, 72% WERE IN FAVOR OR STRONGLY IN FAVOR OF A NAME CHANGE WHILE 27% WERE AGAINST OR STRONGLY AGAINST A NAME CHANGE.

NEXT SLIDE.

SO THIS WAS A REALLY GREAT VIDEO THAT WE PUT TOGETHER THAT REALLY WAS A BYLATION OF ALL OF THE DIFFERENT -- BYLATION OF THE DIFFERENT SESSIONS WE HAD.

I'M AFRAID TO SHOW IT BECAUSE IT MAY NOT WORK.

AS YOU SAID -- >> HEAR ABOUT SEGREGATION AS VIEWS OF THE PERSON FOR WHOM THE SCHOOL WAS NAMED WAS SOMETHING THAT I HAD TO WRESTLE WITH.

>> THERE WAS A PRESUMPTION -- >> I WAS SAYING -- >> SO THAT IT IS OKAY.

>> THAT SCHOOL SHOULD NOT BE NAMED T.C.

WILLIAMS. YOU KNOW HE WAS A KNOWN RACIST.

>> TO HEAR ABOUT THE SEGREGATION -- >> SO AS I MENTIONED AND DR. HUTCHINGS MENTIONS EARLIER AS WELL ALL OF THESE VIDEOS ARE POSTED ONLINE.

SO ANYBODY WHO -- WE'LL SEND THEM TO THE BOARD OF COURSE IN ONE E-MAIL.

BUT YOU CAN VIEW THEM ONLINE AT ANY TIME.

[02:45:03]

SO I'M GOING TO NOW HAND IT OVER TO OUR SUPERINTENDENT DR. HUTCHINGS TO TALK ABOUT WHAT A NAME CHANGE WOULD COST AND THEN HE'LL CUE IT UP ACTUALLY -- TO PETE, I'M SORRY TO PETE BALAS TO TALK ABOUT THE COST TO THE SCHOOLS AS WELL AS MELISSA POWELL.

>> GREAT.

THIS IS PETE.

WE'LL TALK ABOUT THE BUDGET AND WHAT IT WOULD COST TO CHANGE THE NAME OF A SCHOOL.

SO MATTHEW MAURY'S BUDGET IS ESTIMATED $5,770 TO INCLUDE MARQUIS AND SIGNAGE AND THE ESTIMATE FOR T.C.

WILLIAMS HIGH SCHOOL IS $358,000 WHICH ALLOWED THROUGHOUT THE BUILDING AND REPAINTING.

SO BOTH ESTIMATES DO INCLUDE 10% CONTINGENCY FOR ANY UNFORESEEN COSTS.

WE CAN MOVE ON TO THE T.C.

SLIDE.

SO SPECIFICALLY FOR T.C., YOU SEE A BREAK DOWN HERE OF WHERE THE COSTS ARE.

IN ORDER TO DO -- I'LL TAKE YOU THROUGH THE PROCESS.

IN ORDER TO DO OR KNOW WHAT EXPENSES WE WOULD INCUR IF THERE WAS A NAME CHANGE AT T.C.

WE STARTED A SCHOOL BASED THEME TO DO AN ENTIRE SCHOOL REVIEW OF WHAT WOULD NEED TO BE REMOVED OR REPLACED.

WE CONDUCTED PHYSICAL SCHOOL WALK-THROUGHS TO IDENTIFY MANY OF OUR ITEMS AND RECORDED ALL OF THE AREAS THAT WOULD NEED SOMETHING TO BE REMOVED, SOMETHING TO REPLACE -- BE REPLACED OR REPAINTED AT OUR CAMPUSES.

OUR SCHOOL BASED TEAM INCLUDED THE ADMINISTRATOR FOR OPERATIONS MARK EISENHOWER OUR DIRECTOR OF ATHLETICS JAMES PARK AND KINGS STREET ADMINISTRATOR MICHAEL BIRCH.

WE ALSO COLLABORATED WITH ALICIA HART AND HER STAFF TO GET THE BEST ESTIMATES WE COULD AROUND POSSIBLE BUDGETARY NEEDS.

IN THIS REVIEW MR. PARKER HAD TO GET COST ESTIMATES FOR ALL ATHLETIC UNIFORMS AND ANY SORT OF SIGNAGE OR THINGS IN THE ATHLETIC AREAS INCLUDING THE GYMNASIUM, SOME OF OUR BIGGEST TICKET ITEMS. I'LL TOSS IT OVER TO MY FRIEND AND COLLEAGUE VICTOR POWELL.

>> APPRECIATE THAT PETE.

SIMILAR TO T.C.

WILLIAMS, OBVIOUSLY ON A SMALLER SCALE, AS FAR AS OUR BUDGET, OBVIOUSLY DID WALK-THROUGHS WITH OUR BUILDING ENGINEER AND CONSULTED WITH OUR TREASURER FOR VARIOUS ITEMS AS FAR AS MAKING SURE WE WERE GETTING THE BETTS PRICE FOR THE COST ESTIMATES.

AND THEN ALSO LOOKING AT THE SIGNAGE WITHIN THE BUILDING AS FAR OUTSIDE, BUT ALSO WITHIN THE SAFETY PANELS WITHIN OUR BUILDING SAYING THAT WE DON'T HAVE ATHLETIC PROGRAMS AND OTHER FACILITIES THAT T.C.

WILLIAMS HAS, COULD BE LARGER BUILDINGS ACPS AND SMALLER SCHOOL IN ACPS.

THAT'S WHY YOU SEE THE COST ESTIMATE BEING A LITTLE UNDER 6,000.

I'LL TOSS IT BACK OVER TO GREG, I BELIEVE.

SO, YES, WHAT THE -- WITH THE RECOMMENDATION, OF COURSE, THAT I AM GOING TO BE RECOMMENDING TO THE BOARD IS THAT THE BOARD APPROVE THE RENAMING OF THE T.C.

WILLIAMS HIGH SCHOOL AND MATTHEW MAURY ELEMENTARY SCHOOL AND TO EMPOWER THE SUPERINTENDENT TO SEEK THE COMMUNITY'S INPUT AND NOMINATIONS IN ACCORDANCE WITH THE REGULATION FF-R.

AND THIS WILL ALLOW US TO DEVELOP NAMING RECOMMENDATIONS FOR BOARD APPROVAL IN THE SPRING OF 2021.

AND THE NEW NAMES WOULD BECOME EFFECTIVE AT THE START OF THE 21/22 SCHOOL YEAR.

AS I STATED EARLIER, I THINK IT IS SO IMPORTANT FOR US TO HAVE GONE THROUGH THIS PROCESS OF JUST MAKING SURE THAT WE'RE EDUCATING OUR COMMUNITY AND OUR STUDENT BODY ON THE -- BOTH SCHOOLS, T.C.

WILLIAMS AND MATTHEW MAURY ELEMENTARY SCHOOL.

AND I THINK IT IS ALSO IMPORTANT FOR US TO ALLOW OUR STUDENTS TO LEAD THESE EFFORTS SPECIFICALLY HAVING SOME OF THE MARGINALIZED COMMUNITY MEMBERS TO BE A PART OF THIS DISCUSSION SO THAT PEOPLE AREN'T SPEAKING ON THEIR BEHALF, THEY'RE ABLE TO SHARE THEIR TRUTH AND THEIR EXPERIENCES WALKING INTO THESE TYPES OF BUILDINGS AND HAVING THESE EXPERIENCES.

I WANT TO GO A LITTLE BIT THROUGH THE NEXT STEPS.

WHICH IS OUR NEXT SLIDE.

THAT SPECIFICALLY TALKS TO IF THE BOARD DOES APPROVE FOR US CHANGING BOTH THE THOMAS CHAMBERS WILLIAMS HIGH SCHOOL AND MATTHEW MAURY ELEMENTARY SCHOOL, THAT WE WILL MOVE INTO PHASE TWO, AND THIS IS THE PROCESS OF A SELECTION FOR THE NEW SCHOOL NAMES.

WE ARE HOPING THAT IF THE BOARD DOES APPROVE FOR THESE NAME CHANGES THAT WE CAN LAUNCH THE PHASE TWO IN DECEMBER OF 2020, SO THAT WILL BE NEXT MONTH, THAT WE WILL BE ABLE TO SHARE OUR COMMUNICATIONS AND OUR ENGAGEMENT PLAN WITH THE BOARD FOR THE NAME SELECTIONS NEXT MONTH AS WELL AND THAT WE WILL BEGIN TO ALLOCATE FUNDS FOR FY22 -- FOR THE FY22 COMBINED FUNDS BUDGET, ANYTHING THAT IS ASSOCIATED WITH THESE COSTS.

BECAUSE WE WILL NEED TO MAKE SURE THEY ARE INCLUDED IN NEXT YEAR'S BUDGET.

[02:50:01]

SO WITH THAT SAID, I WANT TO TURN THINGS BACK OVER TO MADAM CHAIR.

I DON'T KNOW IF THERE ARE QUESTIONS THAT PEOPLE MAY HAVE BEFORE WE GO INTO THAT.

I DO WANT TO THANK ALL OF OUR IDENTITY PROJECT DESIGN TEAM.

I KNOW WE HAD A SNAFU TODAY WITH THE VIDEOS.

BUT YOU CAN SEE THE VIDEOS ONLINE.

I WANT TO GIVE A SPECIAL SHOOTOUT TO OUR SCHOOL BOARD REPRESENTATIVES BECAUSE ASHLEY AND LORRAINE, THEY WERE REMARKABLE THROUGHOUT THIS PROCESS.

THEY LED THESE EFFORTS IN WAYS THAT I COULD NOT HAVE IMAGINE DOING IF I WAS A SENIOR IN HIGH SCHOOL IN A GLOBAL PANDEMIC.

I MEAN THEY WERE RUNNING THESE SESSIONS, COMMUNITY SESSIONS, THEY WERE CONTACTING THEIR FELLOW CLASSMATES TOET ENGAGED AND INVOLVED.

AND YOU KNOW, GETTING INFORMATION FOR US AND DOING SOME RESEARCH AS WELL.

AND I JUST WANT TO THANK THEM FOR THEIR HARD WORK AND DEDICATION.

AND IT SAYS A LOT ABOUT NOT JUST THE SCHOOL BOARD BUT OUR SCHOOL DIVISION TO ALLOW YOUNG PEOPLE TO LEAD THESE EFFORTS.

THAT SAYS A LOT ABOUT US.

AND YOU KNOW, I THINK THEY ARE THE NEXT GENERATION.

I ALWAYS SAY LORRAINE AND ASHLEY, EITHER ONE OF THEM COULD BE THE PRESIDENT OF THE UNITED STATES 30 YEARS FROM NOW IF THEY CHOOSE TO DO THAT AND I WILL DEFINITELY VOTE FOR THEM IF THEY CHOOSE TO DO THAT.

JUST MAKE SURE I GET A TOUR OF THE WHITE HOUSE.

BUT I'M VERY PROUD OF THEM.

I KNOW YOU ALL ARE TOO.

BUT I WANT TO OPEN THE FLOOR FOR QUESTIONS.

MADAM CHAIR.

>> OKAY.

THANK YOU FOR THAT.

YES, IT HAS BEEN A REALLY AMAZING PROCESS.

AND I WANT TO THANK DR. REID WHO HAS JOINED US TONIGHT FOR, YOU KNOW, LEADING OR FOR BEING A PART OF THE THREE ALONG WITH YOU KNOW WITH MS. WOOD AND -- SO THAT WAS REALLY -- I VERY MUCH ENJOYED LISTENING TO THOSE AND BEING A PART OF THOSE AS WELL AS THE COMMUNITY ONES.

I THINK THERE WAS ONLY ONE I MAYBE MISSED BECAUSE I HAD A CONFLICT.

ALL RIGHT.

WE HAVE SOMETHING FROM MS. GENTRY?

>> REALLY JUST A QUICK THANK YOU TO EVERYONE FOR THIS WORK.

I DO WANT TO EMPHASIZE SOMETHING THAT I THINK WE'VE BEEN HEARING, WHICH IS, YOU KNOW, I THINK A LOT OF PEOPLE APPRECIATED A LOT -- THAT WE SAW A LOT OF COMMUNITY MEMBERS PARTICIPATING IN THIS PROJECT.

WE SEE THE NUMBERS AND WE'VE HEARD FROM PEOPLE.

I KNOW THAT THERE ARE SOME PEOPLE THAT WERE FRUSTRATED WITH THE PACING OF THIS.

YOU KNOW, WHAT I WOULD SAY TO THAT IS THAT WE STILL ARE ON TRACK TO HAVE A NEW NAME FOR THESE TWO SCHOOLS BY THE BEGINNING OF NEXT YEAR.

AND WHAT WE HAVE GAINED IS A REALLY IMPORTANT EDUCATIONAL OPPORTUNITY FOR EVERYONE.

AND FOR EVERYONE THAT SAYS, WELL, YOU KNEW THIS WAS BAD AND THIS WAS HORRIBLE, AND WHY DIDN'T YOU -- AND SO YOU KNOW, JUST GO AHEAD AND CHANGE IT.

I THINK THAT IS THE POINT.

BECAUSE T.C.

WILLIAMS WAS NOT A NAME THAT JUST POPPED UP THIS YEAR WHEN THERE ALSO HAPPENED TO BE MAYBE A GROWING NATIONAL AWARENESS OF SOME OF THE LONG-STANDING ISSUES THAT WE HAVE WITH RACE IN THIS COUNTRY.

AND YET FOR YEARS AND YEARS, EVEN, AGAIN, AS IT WAS POINTED OUT TO US AS PART OF AN EDUCATIONAL PROCESS, THERE WERE MEMBERS OF THE ALEXANDRIA COMMUNITY THAT WERE REPEATEDLY CALLING FOR THIS NAME TO BE -- FOR THE NAME TO BE CHANGED.

AND THEY WERE IGNORED.

AND I REALLY DO THINK IT IS IMPORTANT FOR ALL OF US TO UNDERSTAND THAT.

BECAUSE WE'RE GOING TO HAVE A LOT MORE EDUCATIONAL MOMENTS IN THE YEARS TO COME.

YOU KNOW, LEARNING ABOUT THIS ONE NAME DOES NOT EQUATE NOW UNDERSTANDING THE HISTORY OF RACIAL INJUSTICE IN THE CITY OF ALEXANDRIA.

THERE'S GOING TO BE A LOT MORE LEARNING OPPORTUNITIES FOR ALL OF US.

AND IT IS THROUGH THAT THAT WE UNDERSTAND -- THAT WE ARE BETTER ABLE TO ADDRESS SOME OF THE VERY ISSUES THAT WE ARE TALKING ABOUT TONIGHT.

IN TERMS OF, YOU KNOW, RACIAL DISPROPORTIONALITY THAT WE'RE SEEING IN SOME OF THE GROUPS IN OUR SCHOOLS.

SO FOR THOSE THAT WERE INPATIENT, I THINK -- I HOPE YOU ARE NOW FEELING LIKE IT WAS WORTH THE WAIT.

>> OKAY.

NEXT UP I SEE MS. GREENE.

>> THANK YOU CHAIR ANDERSON.

AND THANK YOU EVERYONE FOR YOUR HARD WORK AND DEDICATION AROUND THIS PROCESS.

I DO HAVE ONE QUESTION ABOUT THE NUMBERS FOR MATTHEW MAURY.

SUSAN I DON'T KNOW IF WE CAN PULL UP THAT SLIDE?

>> ONE MOMENT.

>> THANK YOU.

>> THAT YOU KNOW APPROXIMATELY WHAT THE SLIDE IT IS?

>> TOWARDS THE END, WAS IT? THE SUBJECT SLIDE WITH THE NUMBERS 23, 24.

[02:55:04]

24.

GREAT.

OKAY.

THANK YOU, SUSAN.

AND I'LL PROBABLY NEVER SAY THIS AS A SCHOOL BOARD MEMBER EVER AGAIN BUT ARE YOU SURE YOU DON'T NEED MORE MONEY? THE NUMBERS SEEMS KIND OF LOW TO ME PARTICULARLY FOR SIGNAGE FOR THE SCHOOL OR, YOU KNOW, IS THERE ANYTHING ELSE THAT IS NEEDED INSIDE OF THE SCHOOL THAT WE WOULD NEED TO CHANGE THE NAME OR THE LOG GO ON? THE NUMBER SEEMS LOW TO ME.

>> NO.

I TOTAL UNDERSTAND AND THANK YOU MS. GREENE FOR THAT QUESTION.

THE SIGNAGE INCLUDES THE SIGNAGE OUTSIDE OF THE BUILDING AS FAR AS THE LETTERS AT THE FRONT OF THE BUILDING.

AND THE SIGNAGE ON THE MARK -- MARKEY OUT IN FRONT OF THE BUILDING AS WELL.

INSIDE OF THE BUILDING, THERE'S NO SIGNAGE OUTSIDE OF THE SAFETY PANEL.

SO, FOR EXAMPLE, THE FIRE PANELS, WHEN YOU FIRST COME INTO THE BUILDING, AS FAR AS THE BASEMENT, AND THINGS LIKE THAT.

SO THEY'RE VERY SMALL.

THERE ARE A FEW SIGNAGE ITEMS THAT WOULD NEED TO BE REPLACED ON THE PLAYGROUND THAT HAVE THE NAME ON THERE.

BUT THEY'RE VERY MUCH -- THEY'RE REALLY THE LARGEST TICKET WOULD BE THE SIGNAGE ON THE ACTUAL BUILDING.

BECAUSE THE LETTERS WOULD NEED TO BE SPECIALLY OBVIOUSLY MADE AND THE COMPANY THAT IS -- IS GIVING -- WE HAD TO GO THROUGH A DIFFERENT COMPANY.

BUT THIS IS THE -- WE HIGH BALLED THE QUOTES THAT WERE GIVEN TO US BASED ON THE SIGNAGE.

SO I TOTALLY UNDERSTAND WHAT YOU'RE SAYING, THINKING IT SHOULD BE LARGER.

BUT AS I SAID EARLIER IN A JOKING MANNER, WE'RE THE SMALLEST BUILDING.

IT IS NOT LIKE THERE'S OTHER SIGNAGE IN THE BUILDING WITH MATTHEW MAURY'S NAME ON IT.

THE THINGS THAT DO HAVE HIS NAMES ON MIGHT BE PLAQUES AND WHATNOT IN OUR STORAGE.

AS FAR AS SIGNAGE ON THE BUILDING FOR -- THAT NEEDS TO BE REPLACED IN THAT CAPACITY, THIS DOES FIT IT.

WE CAN DEFINITELY COLLABORATE WITH FACILITIES TO DO ADDITIONAL WALK-THROUGHS TO ENSURE THAT IS THE CASE.

BUT WE TRY TO USE THE HIGH QUOTES THAT CAME IN TO MAKE SURE WE'RE COMING IN APPROPRIATELY.

BUT THERE'S REALLY ONLY THREE OR FOUR LOCATIONS IN OUR BUILDING EITHER EXTERNALLY OR INTERNALLY THAT REALLY NEED TO GET ANY SIGNAGE TO BE REPLACED.

>> AND ONE OF THE ADVANTAGES I THINK ONE OF THE ADVANTAGES OF A AN ELEMENTARY SCHOOL VERSUS A HIGH SCHOOL IS THAT THERE REALLY ISN'T THE GYMNASIUM, THE AUDITORIUM, ALL OF THOSE THINGS THAT ARE NAMED OR HAVE NAMES AFTER THE SCHOOL THAT MATTHEW MAURY AND A LOT OF OUR ELEMENTARIES DON'T HAVE WHICH THAT IS AN ADVANTAGE WHEN YOU ARE CHANGING THE ELEMENTARY NAME VERSUS A MIDDLE SCHOOL OR HIGH SCHOOL PROGRAM.

>> THANK YOU MR. POWELL.

THANK YOU DR. HUTCHINGS.

>> YES.

IT IS FUNNY, I -- THEY DIDN'T ALWAYS USED TO HAVE MATTHEW ON THERE.

IT HAS GOTTEN WAY MORE LETTERS THAN WHEN I WENT THERE.

IT WAS JUST MAURY SCHOOL.

I DIDN'T EVEN KNOW IT WAS MATTHEW UNTIL MY KIDS WERE IN SCHOOL.

I DON'T KNOW WHEN THAT CHANGED.

I HAVE DR. RIEF.

>> THANK YOU.

THANKS EVERYONE FOR THE PRESENTATION AND FOR WORKING ON THIS PROJECT OVER THE LAST COUPLE OF MONTHS.

I ALSO HAD A QUESTION ABOUT THE BUDGET FOR THE HIGH SCHOOL NAME CHANGE.

I WAS CURIOUS ABOUT THE UNIFORMS SINCE THAT WAS A BIG CHUNK OF IT.

ARE THOSE UNIFORMS THAT TYPICALLY WOULD BE REPLACED ANYWAY? OR -- I WAS JUST CURIOUS A LITTLE BIT ABOUT THAT? AND THEN IF YOU -- IF DR. HUTCHINS IF YOU CONSIDERED DOING ANY FUND RAISING ABOUT THIS? I DON'T KNOW IF WE CAN RAISE THAT MUCH BUT I DO THINK THERE WOULD BE PEOPLE THAT WANT TO CONTRIBUTE TO THIS EFFORT AND GIVEN THE FACT THAT WE'RE IN A PANDEMIC AND MONEY IS TIGHT I THINK IT WOULD BE A MISSED OPPORTUNITY NOT TO REACH OUT TO PEOPLE.

BUT I'D LIKE TO HEAR YOUR THOUGHTS ON THAT.

AND I HAD ONE OTHER QUESTION.

BUT I WANTED TO NOTE ON THE REPORT THAT WAS SENT OF THE ENGAGEMENT TO THE BOARD I NOTICED THAT THE LINK FOR THE SURVEY RESPONSES WAS NOT WORKING.

SOY -- SO I WANTED TO FLAG THAT BECAUSE I DEFINITELY WANTED TO READ THROUGH THE RATE RESPONSES.

THE OTHER QUESTION IN ADDITION TO FUND RAISING IS WHAT TO EXPECT AT THE MEETING ON NOVEMBER 23RD.

BECAUSE I THINK THIS SEEMED LIKE KIND OF LIKE THE PRESENTATION.

AND I DON'T KNOW YOU KNOW WE DON'T HAVE A LOT OF FOLKS ATTENDING THIS EVENING.

SO I OF COURSE I AM SURE PEOPLE IN THE COMMUNITY WILL WANT TO SEE THIS INFORMATION SO I DON'T KNOW IF YOUR -- IF YOU HAVE IT ON EXPRESS OR WILL THERE BE A PRESENTATION ON THE 23RD? CAN YOU LET US KNOW WHAT TO EXPECT?

>> SO TO ANSWER YOUR FIRST QUESTION.

SO SOME OF THE UNIFORMS ARE THINGS THAT ARE GOING TO BE REPLACED.

SOME ARE NOT.

BECAUSE WE DON'T REPLACE OUR UNIFORMS EVERY YEAR.

THEY'RE REPLACED ON A ROTATION BASIS.

AND THESE ARE THE UNIFORMS THAT HAVE T.C.

[03:00:08]

WILLIAMS. SOME OF OUR UNIFORMS HAVE JUST TITANS ON THEM.

THESE ARE ALL UNIFORMS THAT HAVE ACTUAL T.C.

WILLIAMS OR T.C.W.

ON THOSE.

SO IN ORDER FOR US TO BE ABLE TO TRANSITION INTO CHANGING A SCHOOL NAME, WE WOULD HAVE TO TAKE ALL UNIFORMS THAT INCLUDE THAT -- AND NOT CONTINUE TO FOLLOW THE ROTATION THAT WE TYPICALLY DO.

SO TO ANSWER YOUR QUESTION, NO ALL OF THE UNIFORMS THAT ARE INCLUDED IN THIS WERE NOT PLANNED TO BE RENEWED.

TO ANSWER YOUR SECOND QUESTION, WHICH WAS ABOUT -- >> ONE FUND

RAISING, AND THEN WHAT TO EXPECT IN -- >> AND I'LL HAVE MS. BURGOS TALK TO ABOUT WHAT TO EXPECT.

BUT IN REGARDS TO THE FUND RAISING WE'RE ALWAYS OPEN TO FUND RAISING AND TO RECEIVING ADDITIONAL DOLLARS.

I KNOW THERE IS SOME INTEREST OUT THERE.

WE HAVE LIKE ATHLETIC BOOSTERS.

WE HAVE THE P TACK.

SO THERE COULD BE SOME OPPORTUNITIES FOR OUR COMMUNITY TO, YOU KNOW, TO FUND RAISE AND FOR US TO GET SOME ADDITIONAL DOLLARS TO ASSIST WITH THIS WORK.

SO WE ARE DEFINITELY GOING TO BE OPEN TO THAT.

WE'LL BE TALKING WITH KURT HUFFMAN ABOUT SOME OF THE PARTNERSHIPS THAT COULD POSSIBLY ASSIST WITH THAT FUNDING.

MS. BURGOS, IF YOU COULD TALK A LITTLE BIT ABOUT KIND OF LIKE THE NEXT STEPS.

>> SURE.

THANK YOU.

SO, YES, WE WILL BE PUTTING THIS IN EXPRESS ON THIS WEDNESDAY.

IT WILL BE A LINK TO THE PRESENTATION FROM THIS EVENING.

IF WE WEREN'T PLANNING TO PRESENT AGAIN NEXT WEEK BUT CERTAINLY THAT WOULD BE UP TO THE BOARD IF YOU WANTED US TO PRESENT PARTS OF IT.

MAYBE WITHOUT THE VIDEOS THIS TIME.

WE COULD CERTAINLY GIVE A SUMMARY PERHAPS IF THAT IS WHAT THE BOARD DESIRES, I GUESS THAT IS SOMETHING DR. HUTCHINS AND MS. ANDERSON CAN FOLLOW UP WITH ME ON.

AND BUT I THINK WE WERE NOT PLANNING THAT AT ALL.

SO IT WOULD REALLY BE UP TO WHAT THE BOARD WANTS TO DO.

BECAUSE WE PRESENTED IT TONIGHT.

>> OKAY.

I DON'T SEE ANY MORE QUESTIONS.

SO I THINK WE MIGHT BE DONE.

I THINK.

DR. HUTCHINGS, DO YOU HAVE ANYTHING ELSE?

>> I WANTED TO ONCE AGAIN THANK ALL OF OUR TEAM.

YOU KNOW DR. REED IS ON HERE, WHO HAS DEVOTED A LOT OF HIS TIME FREE OF CHARGE TO US.

WHICH WAS WONDERFUL.

AND THEN OUR COMMUNICATIONS TEAM.

I KNOW WE HAD A SNAFU TONIGHT.

EVERYBODY, PLEASE DON'T LET THAT DAMAGE ALL OF THE WORK THAT YOU'VE DONE OR MAKE YOU FEEL ABOUT ALL OF THE WORK THAT HAS HAPPENED.

BECAUSE EARLIER TODAY WE WENT THROUGH THIS WHOLE RUN THROUGH AND IT WAS PERFECT.

I WATCHED THE VIDEOS.

I LISTENED TO ALL OF EVERYBODY'S COMMENTS EARLIER TODAY.

SO I JUST WANT THE COMMUNITY TO KNOW THAT OUR TEAM HAS WORKED REALLY HARD.

AND I JUST WANT TO ACKNOWLEDGE YOU ALL FOR THAT.

AND THIS WAS A LONG PROCESS.

YOU KNOW GOING FROM JUNE UNTIL NOW.

BUT LOOK HOW FAST NOVEMBER CAME.

I MEAN, IT IS NOW HERE THANKSGIVING IS NEXT WEEK.

AND IT IS UNBELIEVABLE TO ME.

I FEEL LIKE IT WAS A BLINK OF AN EYE.

AND I'M GLAD THAT WE DID TAKE THE TIME TO EDUCATE OUR COMMUNITY AND TO ALLOW OUR STUDENTS TO LEAD THE WAY.

SO THANK YOU TO THE COMMUNICATIONS TEAM AS WELL FOR ALL OF THE WORK THAT YOU ALL HAVE DONE.

AND I'M LOOKING FORWARD TO THE VOTE NEXT WEEK SO THAT WE CAN BEGIN OUR PHASE TWO AND REALLY GET THIS SHOW ON THE ROAD BECAUSE IT IS A LONG TIME COMING.

AND I APPRECIATE THE FACT THAT MS. GENTRY ACKNOWLEDGED ALL OF THE PEOPLE FOR SEVERAL YEARS WHO HAVE BEEN ADVOCATING FOR THIS NAME CHANGE AND NO ONE EVER LISTENED SO THANK YOU TO THE SCHOOL BOARD IN GENERAL FOR SAYING, YOU KNOW WHAT? THIS MATTERS TO US WE WANT TO DO SOMETHING ABOUT IT.

AND IN SPITE OF WHAT IS HAPPENING NATIONALLY, OUR STRATEGIC PLAN SAID, RACIAL EQUITY WAS THE HEART OF OUR WORK.

SO EVEN IF WE WERE NOT IN THIS DUAL PANDEMIC, I KNOW THAT OUR SCHOOL BOARD WOULD'VE STILL PURSUED THIS IF WE RECEIVED THAT PETITION.

SO I JUST APPRECIATE YOU ALL FOR BEING COURAGEOUS AND BOLD ENOUGH TO SAY, NOT UNDER OUR WATCH.

SO THANK YOU.

THANK YOU FOR AT LEAST GIVING US THE OPPORTUNITY TO DO THIS.

>> DR. HUTCHINGS I JUST WANT TO SAY THANK YOU VERY MUCH FOR ENTRUSTING OUR TEAM FOR

[03:05:01]

DOING THIS WORK.

I THINK THE SCHOOL AND COMMUNITY RELATIONS TEAM ACTUALLY ENJOYED WORKING ON THIS PROJECT TOGETHER.

AS I MENTIONED LAST WEEK DURING OUR AUDIT THAT IT GAVE US AN OPPORTUNITY TO ACTUALLY WORK TOGETHER AS A TEAM FOR THE VERY FIRST TIME AND REALLY LEARN ABOUT EACH OTHER AND OUR TALENTS.

BUT I ALSO WANTED TO SAY TOO, I REALLY WANT TO THANK MR. BALAS AND MR. POWELL WHO JUMPED IN AND REALLY INSTRUMENTAL IN THE PROCESS AS PRINCIPLES AND TRYING TO LEAD SCHOOLS VIRTUALLY, IT WASN'T EXACTLY EASY.

BUT THEY WERE SO GREAT IN MAKING SURE THAT WE HAD ALL OF THE INFORMATION THAT WE NEEDED AND THAT THEY ENGAGED THEIR STUDENTS AS WELL AS THEIR FAMILIES.

SO I WANT TO GIVE A SPECIAL SHOOTOUT TO THEM FOR BEING SO GREAT AND HELPING US WITH THIS PROCESS.

>> OKAY.

AND I THINK WE NEED TO.

THE CONVERSATIONS OR THE BASIS OF A LOT OF OTHER THINGS THAT WE NEED TO ADDRESS.

BECAUSE WE NEED TO GET BEYOND THE SYMBOLISM.

AND IF WE DON'T, THAT'S GOING TO BE A PROBLEM.

BECAUSE I THINK THE OTHER THINGS ARE WHAT WILL MOVE THE NEEDLE FOR STUDENTS.

AND SO I THINK THAT ALLOWED US TO HEAR THOSE THINGS AND SET THE STAGE FOR PURSUING THOSE AFTER THIS.

SO I DON'T SEE ANY OTHER HANDS.

AND SO I THINK WE'RE DONE, EVERYONE.

THANK YOU VERY MUCH.

AND WE'LL SEE YOU -- MOST OF YOU TOMORROW.

ON ZOOM.

BYE.

* This transcript was compiled from uncorrected Closed Captioning.