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>> ALL RIGHT.

[00:00:01]

WELCOME TO THE WORK SESSION FOR TONIGHT STARTING AT 8:25 PM I'M GOING TO TURN OVER

[Call the Work Session to Order]

TO DOCTOR HUTCHINGS.

WE WILL TURN THINGS OVER TO DOCTOR HART ARE ACTING EXECUTIVE DIRECTOR TO

[1. FY 2022-2031 Capital Improvement Program (CIP) Budget Work Session #2]

INTRODUCE OUR TEAMS SO WE CAN GO TO PART TWO OF THE CIP HAVING DISCUSSION AROUND

THE 10 YEAR CAPITAL IMPROVEMENT PROGRAM >> DOCTOR HUTCHINGS GOOD EVENING MADAM CHAIR AND BOARD MEMBERS.

FINNEGAN WILL BE GOING THROUGH TONIGHT'S PRESENTATION WHICH IS A REVIEW OF THE 10 YEAR PROPOSED CIV PROGRAM.

>> NO WORRIES.

>> I WILL BE RIGHT THERE WITH YOU.

>> >> SORRY MY SCREEN IS NOT SHOWING UP.

HERE WE GO.

OKAY.

>> IT MEANS SO MUCH SUSAN AND FOR TONIGHT THERE ARE A FEW CENTRAL QUESTIONS THAT MYSELF AND THE TEAM WILL BE ANSWERING THE FIRST ARE WHAT ARE THE PROGRAM GOALS FOR â€".

THIS PROPOSED 10 YEARS TO THE BUDGET WHAT ARE THE NE PROJECTS IN FY 20 ONE AND THE NEXT STEPS IN THE CIP PROCESS? WE HAVE SHOWN THIS SLIDE BEFORE BUT WE WANT TO REITERATE THAT WE HAVE DEVELOPED OUR CIP BASED OFF THE SCHOOL BOARD CIP PRIORITIES AND THAT INCLUDES SYSTEMIC ALIGNMENT INSTRUCTIONAL EXCELLENCE STUDENT ACCESSIBILITY OF SUPPORT RESOURCE APPLICATION AND COMMUNITY ENGAGEMENT.

NEXT SLIDE PLEASE.

>> SORRY, MY SCREEN IS STUCK.

I DON'T KNOW WHY THIS HAPPENS EACH TIME.

>> OKAY.

>> LET'S TRY THAT AGAIN.

IT'S NOT WORKING.

ONE SECOND.

>> LET'S TRY THIS AGAIN.

>> SORRY I AM NOT HAVING LUCK WITH THIS I DON'T KNOW WHAT'S GOING ON.

ONE SECOND.

THERE WE GO.

I'M NOT SHARING.

TOO MANY SCREENS.

HERE WE GO.

>> THANKS SO MUCH SUSAN.

WHAT ARE THE GOALS OF THE FY 22 THROUGH 31 CIP? THERE ARE FIVE MAJOR GOALS TO ENSURE THE EQUITABLE DISTRIBUTION OF PRODUCTS ACROSS THE DIVISION ADDRESSING THE TARGETED FACILITY ASSESSMENT PRIORITY FINDINGS MAJOR SYSTEM REPLACEMENT AT A FEW OF OUR SCHOOLS CONTINUING TO ADDRESS CAPACITY ISSUES WITH NEW FACILITIES AS WELL AS MAINTAINING FACILITIES AND A PLAN FOR MODERNIZATION.

AND I WILL TURN IT OVER TO ERICA GLICK.

>> THANK YOU DOCTOR HART THANK YOU BOARD MEMBERS COULD YOU HAVE A FULL SUMMARY OF THE PROPOSED FY 22 THROUGH 2031 CIP.

WE HAVE ROUGHLY FOUR 25 MILLION IN CAPACITY PROJECTS WHICH ARE NEW BUILDING PROJECTS NEW SCHOOL PROJECTS AND 127 MILLION AND NON-CAPACITY PROJECTS WHICH DESPITE THE DOLLAR AMOUNT ENDS UP BEING A BIG CHUNK OF OUR WORK AND A LOT OF PROJECTS.

[00:05:04]

PROPOSED FY 22 THROUGH 31 CIP IS 550 1 MILLION AND 483,000.

WE CAN GO THROUGH THE NEXT ONE AND JUST TO BRIEFLY TOUCH ON SOME OF THE CAPACITY PROJECTS WITH THE CIP AND GOING TO THE HIGH SCHOOL PROJECT WE HAVE SEVERAL YEARS OF FUNDING SO INITIALLY 5.3 MILLION ROUGHLY IN 2018 AND 2019 AND TO REALLY START PROVISIONING AND PLANNING FOR THE HIGH SCHOOL PROJECT THAT'S WHAT HAS SUPPORTED A LOT OF OUR CONSULTANT TEAM AND CONTRACTED STAFF INCLUDING SUPPORT FOR THE EDUCATIONAL DESIGN TEAM AND MAKING SUR WE ARE ABLE TO MOVE THROUGH THE PLANNING PHASE OF THE PROJECT THE DESIGN FUNDS ROUGHLY 15.4 MILLION WILL FUND THE ARCHITECT ENGINEERING DESIGN CONTRACT AS WELL AS SOME OF THE PREDESIGNED WORK THAT WILL GET SOLIDIFIED IN THE COMING WEEKS IT'S IMPORTANT TO KNOW WE DID NOT RECEIVE FUNDING IN FY 2021 FOR THE HIGH SCHOOL PROJECTS DUE TO SOME OF THE DEFERRALS THAT DOCTOR HUTCHINGS HAD MENTIONED ABOUT BUDGET CUTS AND THE CITY COUNCIL AND THEIR IMPROVISED BUDGET SO WE DID NOT RECEIVE FUNDING IN FY 2021 HOWEVER WE WILL BE ABLE TO CONTINUE TO SUPPORT THE PROJECTS TO MAKE SURE IT STAYS ON TRACK AND THEN PROPOSING THE CIP WE HAVE FUNDING FOR CONSTRUCTION AND FY 2022 AND 2023 WHICH WILL ENABLE US TO COMPLETE THE FULL PROJECT SO THE TOTAL BUDGET IS ROUGHLY $195.6 MILLION.

WE CAN GO TO THE I WANTED TO TALK ABOUT THE OTHER.

GO BACK, SUSAN.

>> SORRY.

>> I WANTED TO TALK ABOUT THE NEW SCHOOL CAPACITY PROJECTS THAT ARE IN THE YEARS OF THE CIP SO THE FIRST ONE GEORGE MASON WE DID PUSH BACK THE GEORGE MASON PROJECTS BY ONE YEAR IN THE NEW SCHOOL PROJECTS BY TWO YEARS WHICH RESULTED IN â€" FALLING OFF THE 10 YEAR CIP BUT BEING PLANNED FURTHER OUT WE HAVE UPDATED THESE BUDGETS BASED ON SOME OF THE RECENT INFORMATION WE HAVE BEEN ABLE TO REALIZE WORKING ON WHAT THEIR COSTS ARE LOOKING LIKE â€" WAS UPDATED FROM A RENOVATION TO A COMPLETE NEW BUILDING SO THOSE ARE WHAT SOME OF THESE BUDGET UPDATES INCLUDE IN THE 10 YEAR CIP AND THEN JUST TO TALK A LITTLE BIT ABOUT THE TRANSPORTATION FACILITY A LOT OF OUR TRANSPORTATION FACILITY HAS BEEN IN THE CIP FOR SOME TIME AND IS BEING PUSHED OUT TO FY 2023.

WE HAVE BEEN ABLE TO COMPLETE SOME PROJECTS AS A SOLUTION AND IT WAS COMPLETED AS PART OF OUR CONDITIONS ASSESSMENT TO MAKE SURE WE ARE PROVIDING THE FACILITY WHAT IT NEEDS TO STAY FUNCTIONING WE ARE WORKING THROUGH WITH THE CITY OF THAT CAMPUS MASTER PLAN TO DETERMINE WHAT WILL BE THE FULL PROGRAM THAT WILL BE INCLUDED ON THAT SITE.

THAT IS ALL THEY WANTED TO TALK ABOUT WAS CAPACITY TONIGHT WE WILL TURN IT OVER TO â€" TO GO OVER THE CAPACITY.

>> THANK YOU ERICA.

AND SUSAN IF YOU COULD GO TO THE NEXT SLIDE PLEASE.

SO FAR THE NONCOMPENSATORY PROJECTS TO REITERATE THE PRIORITIES THE PRIORITY RUNS THE PROJECTS CURRENTLY 58 AND THOSE ARE AT VARIOUS STAGES IF THEY WERE COMPLETED THIS PAST SUMMER OR STARTED THE ONGOING FUTURE ETC. PRIORITY TO, WE WILL ADDRESS THE NEXT TWO YEARS PRIORITY THREE NOT YET CRITICAL BUT NECESSARY AND PRIORITY FOR OUR RECOMMENDED AND IF YOU COULD ADVANCE PLEASE.

>> 2022 TO 31 PROJECTS WILL FOCUS ON PROJECTS 2 TO 4 EXAMPLES INCLUDE FINALIZING FINISHING UP PHASING OF THE WORK AND ALSO REPLACEMENTS HARDSCAPE PROJECTS â€" BILLING AND RELAY ASPHALT STORMWATER IMPROVEMENT EVERYTHING FROM CLEANING OUT

[00:10:02]

OUR SAND FILTERS AND PLUMBING â€" SO WHAT'S NEW WITH THIS BUDGET WE HAVE SOME ANTIQUATED SYSTEMS WE ARE LOOKING AT A COUPLE OF SCHOOLS GEORGE WASHINGTON JAMES POLK, FINALIZING THOSE AND A FEW MORE OVER THE NEXT YEAR ALSO â€" COMPLETION FUND $3 MILLION BASICALLY.

AND 2031.

PROJECTS WITHIN SOME OF THOSE THINGS YOU COULD SEE ON THERE ALSO GEORGE MASON MODERNIZATION.

SORRY?

>> I WAS SAYING THANKS SO MUCH.

I CAN COVER THIS LAST SLIDE FOR THE TEAM SO ESSENTIALLY WE CONTINUE ON WITH THE CIP BUDGET PROCESS TODAY'S PRESENTATION IS THE SECOND WORK SESSION THE FOCUS SPECIFICALLY ON THE 10 YEAR PROPOSED CIP OVER THE NEXT FEW WEEKS WE WOULD HAVE SESSIONS AND ON DECEMBER 17 SCHOOL BOARD WILL ADOPT THIS PARTICULAR PROPOSED CIP BUDGET.

AT THIS TIME IF THERE ANY QUESTIONS WE WOULD LIKE TO BE ABLE TO TURN IT BACK TO YOU DOCTOR HUTCHINGS AND TO THE BOARD.

>> I AM HOPING WE CAN GO AHEAD AND GO INTO OUR DISCUSSION IN REGARDS TO THE 10 YEAR PLAN WE WILL TURN THINGS OVER TO THE MADAM CHAIR ABOUT THE CIP.

>> OKAY EVERYONE.

QUESTIONS? I KNOW WE HAD QUESTIONS AND WRITTEN ANSWERS EARLIER OR LAST WEEK.

DR. RIEF?

>> THANK YOU FOR THE PRESENTATION.

I WANTED TO ASK A QUESTION ABOUT THE TARGETED FACILITY ASSESSMENTS I WAS â€" NEEDING CLARITY AROUND THIS ISSUE WE NEEDED IT ON SOME OF OUR HIGH NEEDS RECENTLY AND THAT GAVE US THE PRIORITIZATION AND I ALSO UNDERSTAND THAT YOU WERE DOING OTHER FACILITIES AND I THINK IT'S MORE BROAD AND IT'S GOING TO BE ALL THE SCHOOLS AND SOMEHOW CONNECTED TO THE FACILITY MASTER PLAN I THINK THE QUESTION I'M TRYING TO GET TO IS IT SEEMS LIKE WE ARE ALWAYS DOING THESE AND IT SEEMS LIKE I THINK FROM A COMMUNITY MEMBER STANDPOINT IT WOULD APPEAR THAT WHENEVER WE HAVE NEW PEOPLE IN A POSITION WE ARE DOING NEW ASSESSMENTS.

WHAT ARE WE WORKING TOWARDS IS MY QUESTION ALLEN THE CITY COUNCIL HAD THEIR WORK SESSION ON THE CIP BUDGET, THERE WERE SOME SCHOOLS NOT THERE TO ANSWER QUESTIONS THEY WERE DISCUSSING AND BEGINNING TO POINT THE PRIORITIZATION THE SCHOOL BUILDINGS IN THE CITY BUILDINGS ARE GOING TO BE â€" ALIGNMENT AND THERE SOME EXPLANATION IS COMPLICATED AND I WANT TO UNDERSTAND WHAT WE ARE WORKING TOWARDS

AN IDEAL SCENARIO >> ABSOLUTELY.

HOPEFULLY THAT WILL PROVIDE SOME CLARIFICATION SO I DO THINK THAT THERE IS A SENSE OF WANTING TO ESTABLISH A TRUE BASELINE FOR OUR FACILITIES WE DID HAVE TARGETING ASSESSMENTS THEY WERE TARGETING FACILITIES IN WORSE CONDITIONS AND HAD A NEED FOR US TO ADDRESS THE MOST CRITICAL ITEMS TO BE ADDRESSED.

WITH THAT SAID MOST INDUSTRIES WOULD REALLY RECOMMEND THAT YOU HAVE A LONG COMPREHENSIVE ASSESSMENT THAT STARTS AT YOUR BASELINE AND 3 TO 5 YEARS YOU ARE DOING ANOTHER ROUND THAT IS THE PROCESS THAT HELPS YOUR CAPITAL IMPROVEMENT BUDGET TO SOME EXTENT AND I FEEL LIKE IT REALLY IS SOMETHING THAT WE NEED TO DO WE UNDERSTAND THAT WE HAVE OUR FACILITIES ARE AGING AND SOME OF THEM ARE ALREADY AGE SO WE NEED TO UNDERSTAND HOW MUCH MORE LIFE WE CAN GET OUT OF

[00:15:05]

THESE FACILITIES WHAT PROJECTS WE SHOULD COMPLETE THAT WOULDN'T BE GOOD MONEY AFTER BAD AND DOCTOR HUTCHINGS AND THE SCHOOL BOARD WITH THE RECOMMENDATION TO DO A FULL ON RECOMMENDATION OR FACILITY BUILD ENTITY THAT YOU SHOULD BE USING THE DATA FROM YOUR CONDITION ASSESSMENTS TO MAKE THOSE JUDGMENTS AND HOW IT TIES INTO THE JOINT MASTER PLAN I WILL ASK ERICA TO SPEAK TO

THAT SPECIFICALLY BREAK >> THANKS DOCTOR HART THE REASON WHY IT TIES INTO THE MASTER PLAN WE ARE TRYING TO LOOK AT ALL OF OUR FACILITIES ON THE SAME DASHBOARD WITH THE SAME INFORMATION UNDERSTANDING THE NEED SO WE KNOW HOW TO PRIORITIZE THE CITY AS A WHOLE AND NOT JUST AS A SCHOOL DIVISION SO THE CONDITION ASSESSMENTS WILL ENABLE US TO COMPARE APPLES TO APPLES WHEN IT COMES TO OUR FACILITIES AND DETERMINING THE NEEDS GOING FORWARD.

>> GREAT THANKS.

JUST A FOLLOW-UP TO THAT.

IS THIS TYPICALLY SOMETHING WE WOULD WANT TO DO ALL OF THE FACILITIES AT ONE TIME OR STAGGER THEM AND WHAT IS THE TIMELINE?

IF YOU COULD JUST GIVE US AN UPDATE ON THE TIMELINE THIS JOINT PROCESS >> ABSOLUTELY.

IN TERMS OF THE PROCESS THE BEST PRACTICE IS TO HAVE ALL OF THE FACILITIES ASSESSED AT ONE TIME THE WAY THE BASELINE INFORMATION IS NOT STAGGERING OVER A YEAR AND I DO THINK THAT IT DEPENDS ON FINANCIAL AVAILABILITY SOME SCHOOL DIVISIONS DO STAGGER BECAUSE IT'S COST-EFFECTIVE AND WE UNDERSTAND THE FACILITY ASSESSMENT WE HOPE TO HAVE THAT OUT FOR BID IN DECEMBER AND WE ASSUME WE ARE WORKING WITH PROCUREMENT AND WE ARE GOING TO HAVE IT SCHEDULED IN TERMS OF HOW LONG THIS WILL TAKE TO BE COMPLETED THE GOAL IS TO HAVE â€" THE DEVELOPMENT CYCLE.

GETTING ALL OF THOSE ASSETS INTO A DATABASE AND UNDERSTANDING THE â€" AND JUST GETTING THAT DATA AND.

THANK YOU.

I DON'T SEE ANYBODY ELSE WITH HER HAND RAISED RIGHT NOW ARE THERE OTHER CIP QUESTIONS? OKAY.

AND I AM WONDERING, WHEN ARE THE AD DELETES DO? WHEN IS THAT DATE?

>> I CAN ANSWER THAT DOCTOR HUTCHINGS.

SORRY.

I JUST TALKED TO MR. TURNER ABOUT IT.

MR. TURNER WILL BE SENDING OUT THE AD DELETE TO THE SCHOOL BOARD MEMBERS TOMORROW THEY ARE DUE BACK TUESDAY, DECEMBER 1 BY NOON SO IF YOU DIDN'T HAVE THANKSGIVING PLANS YOU CAN NOW WORK ON AD DELETES.

THANK YOU.

>> FUN TIMES.

THANK YOU.

ALL RIGHT.

SO SEEING NO QUESTIONS I THINK THERE IS NO REASON TO STAY ON THIS TOPIC, WE CAN MOVE ON TO THE SECOND TOPIC OF THE WORK SESSION.

[2. Academic Disparities: Hispanic Male Graduation Rates]

DOCTOR HUTCHINGS.

>> THANK YOU MADAM CHAIR THE NEXT TOPIC WE HAVE BEEN PROVIDING UPDATES IN REGARDS TO THE AREAS OF FOCUS AND TONIGHT WE ARE TALKING ABOUT THE HISPANIC MALES AND GRADUATION.

THIS IS AN AREA THAT I KNOW EACH AND EVERY ONE OF YOU IT'S NEAR AND DEAR TO YOUR HEARTS.

I DO BELIEVE WE HAVE HAD CHALLENGES IN REGARDS TO GRADUATION FOR SEVERAL YEARS AND I LOVE THE FACT THAT WE ARE NOW INTENTIONA ABOUT RESOLVING THIS AND HAVE A PLAN TO RESOLVE THIS MATTER AS SOON AS POSSIBLE.

SO I AM GOING TO TURN THINGS OVER AT THIS TIME TO INTRODUCE THE GROUP OF EDUCATORS WHO WILL BE PRESENTING THIS EVENING.

>> GOOD AFTERNOON.

GOOD EVENING EVERYONE AGAIN AND LIKE YOU SAID WE ARE DELIGHTED TO HAVE THIS TEAM WORKING ON THIS I AM GOING TO TURN IT OVER TO MR. â€" BUT OUR FOCUS TONIGHT IS

[00:20:02]

WHAT DOES THE DATA TELL US ABOUT HISPANIC MALE GRADUATION RATES WHAT STRUCTURES EXIST AND WHAT STRUCTURES WILL BE EXPANDED TO ENSURE HIGH SCHOOL COMPLETION AND FINALLY HOW WILL ACP SUPPORT HISPANIC MALES AND COMPLETION OF GRADUATION.

I WOULD LIKE TO TURN IT OVER TO START THE PRESENTATION.

>> WONDERFUL, THANK YOU.

GOOD EVENING.

THANK YOU DOCTOR HUTCHINGS, GOOD EVENING TO YOU ALL AND THE SCHOOL BOARD MEMBERS WE ARE HERE TO PROVIDE YOU WITH UPDATES AND ACTIONS TAKING ON AN ACTION OF CRITICAL IMPORTANCE HISPANIC MALE GRADUATION RATES AND RELATED EFFORTS.

WE HAVE HAD A TEAM WORKING ON THIS PRESENTATION SO JOINING ME THIS EVENING YOU WILL HEAR FROM DOCTOR BETHANY NICKERSON OUR EXECUTIVE DIRECTOR OF ENGLISH LEARNER SERVICES DOCTOR ANTHONY SIMS EXECUTIVE DIRECTOR OF IMPROVEMENT AND DARRELL SIMPSON EXECUTIVE DIRECTOR OF STUDENT SUPPORT TEAMS I WOULD ALSO LIKE TO THANK SOME OTHERS WHO WERE INVOLVED IN THIS PRESENTATION INCLUDING DOCTOR JULIE CRAWFORD, JODI PETERS, AND A MIDDLE SCHOOL PRINCIPAL BRETT PETERS AND JESSE.

THINK IT'S ALSO VITALLY IMPORTANT TO SET THE LARGER STAGE OF THE A CPS STRATEGIC PLAN 2025.

UNDER STUDENT ACCESSIBILITY AND SUPPORT A CPS WAS TO ENSURE STUDENTS HAVE EQUITABLE ACCESS TO ENGAGEMENT WITH PROGRAMS AN SUPPORTS THAT REDUCE BARRIERS TO LEARNING.

THE MEASURE WE WILL LOOK AT IS DROPOUT RATES.

AND IN ADDITION I AM EXCITED TO SHARE WITH YOU HIGH SCHOOL â€" FOR THIS YEAR.

BY THE END OF 2020 AND 2021 SCHOOL YEAR WE WILL INCREASE ACADEMIC ACHIEVEMENT AND SUBJECT AREAS FOR ALL STUDENTS WITH AN EMPHASIS ON HISPANIC ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES.

THAT WILL RESULT IN INCREASED LEVELS OF ON-TIME GRADUATION RATES AND REDUCTION IN THE DROPOUT RATE.

I WILL HAND THIS OVER TO DARRELL FOR THE NEXT SLIDE.

>> THANK YOU.

SO BEFORE WE LAUNCH INTO SOME OF THE DATA I WANTED TO LOOK AT THE MAIN FORMULAS AND INDICATORS THAT WE WILL BE EXAMINING.

THERE ARE A NUMBER OF FORMULAS FOR GRADUATION RATES OF THESE ARE THE TWO WE ARE GOING TO TALK ABOUT TONIGHT.

THE VIRGINIA ON-TIME GRADUATION RATE IS A FOUR YEAR RATE THAT INCLUDES THOSE STUDENTS WHO HAVE EARNED A VIRGINIA BOARD OF EDUCATION DIPLOMA SO THAT YOUR STUDIES YOUR STANDARD YOUR APPLIED STUDIES DIPLOMA AND REALLY WE ARE LOOKING AT TRYING TO MEASURE COHORTS OF STUDENTS THOSE STUDENTS WHO START TO GATHER IN THE NINTH GRADE YEAR AND THEN MOVE FORWARD OVER 4 YEARS.

THIS FORMULA DOES ADJUST SO IT DOES ALLOW FOR THOSE STUDENTS WHO MAY BE ENGLISH LEARNERS OR STUDENTS WITH DISABILITIES OR PROVIDED MORE TIME TO GET A DIPLOMA BECAUSE OF SPECIAL NEEDS.

SO YOU DO HAVE AN EXAMPLE APPEAR SO 75 STUDENTS IN A GROUP IN VIRGINIA BOARD OF EDUCATION DIPLOMA AND THEN IN THAT COHORT OF STUDENTS 125 OF THOSE STUDENTS ENTERING NINTH GRADE TOGETHER AND THEN 25 OF THOSE STUDENTS STUDENTS WITH DISABILITIES OR ENGLISH LEARNERS ARE ALLOWED TO MOVE INTO THE NEXT COHORT BECAUSE OF THE EXTENDED TIME TO GRADUATION SO YOU CAN SEE THE FORMULA WOULD TAKE THE 75 STUDENTS WHO EARNED THAT DIPLOMA AND DIVIDED BASICALLY BY 100 BECAUSE YOU TAKE OUT THOSE 25 ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES AND MOVE THEM INTO NEXT YEAR'S COHORT YOU WOULD HAVE AN ON-TIME GRADUATION RATE OF ABOUT 75 PERCENT.

NEXT SLIDE PLEASE.

THE OTHER FORMULA THAT YOU WILL HEAR ABOUT IN A FEW MINUTES FROM DOCTOR NICKERSON WILL BE THE VIRGINIA DROPOUT RATE SO WHEN WE THINK ABOUT DROPOUTS WE ARE THINKING ABOUT THOSE STUDENTS WHO W SORT OF LOOK AT THEM INTO GROUPS WE HAVE STUDENTS WHO ARE STILL ENROLLED WITH US AND STAY WITH US AND ARE IN FRONT OF US OVER THOSE FOUR YEARS AND THEN YOU HAVE STUDENTS OVER THOSE FOUR YEARS WE LOSE THEM IN THE BUILDING AND THEY ARE GOING SOMEWHERE ELSE SO WE ARE TRYING TO TRACK THEM DOWN AND WE DO HAVE STUDENTS WHO END UP DROPPING OUT.

[00:25:03]

SO THE SCHOOL TEAM SHOULD FIGURE OUT YOUR BOTH TRYING TO SUPPORT THOSE KIDS WHO ARE WITH YOU THERE IN THE MOMENT AND YOU ARE TRYING TO FIND AND TRACK DOWN AND ENCOURAGE THOSE STUDENTS WHO MAY BE LEFT ALONG THE WAY TO COME BACK AND COMPLETE SOME KIND OF CERTIFICATE FOR THEIR EDUCATION SO THE VIRGINIA DROPOUT RATE IS BASED ON THE STUDENTS WHO HAVE DROPPED OUT OR WHO HAVE CALLED AND CONFIRMED THEY WILL GO IN ONE PLACE AND THEY NEVER WERE PICKED UP IN THE OTHER PLACE SO IF YOU HAVE 10 STUDENTS WHO ARE DROPOUTS AND FIVE STUDENTS WHO ARE UNCONFIRMED YOU HAVE 100 STUDENTS IN THAT FOUR-YEAR COHORT YOU WILL END UP WITH THE DROPOUT RATE OF 15 PERCENT.

AND I WILL TURN THIS OVER TO DOCTOR NICKERSON.

>> THANK YOU MR. SAMPSON.

LOOKING AT THE DEMOGRAPHICS OF THE HISPANIC STUDENT POPULATION STARTING WITH A COLUMN UNDER THE A CPS CENTER ACROSS THE SCHOOL DIVISION 5760 OF OUR STUDENTS 37 PERCENT IDENTIFY AS HISPANIC OF THIS POPULATION OF STUDENTS 3032 ARE MALES REPRESENTING 19 PERCENT OF THE TOTAL STUDENT POPULATION.

OF THE 3032 MALE STUDENTS 1787 ARE IDENTIFIED AS â€" STUDENTS AND 411 STUDENTS WITH DISABILITY.

AS WE MOVE TO THE RIGHT, TO THE SECOND COLUMN OF DATA WE SEE THE DEMOGRAPHICS AT THE HIGH SCHOOL ARE CLOSELY ALIGNED WITH THOSE OF THE DIVISION LEVEL IN TERMS OF PERCENTAGES REPRESENTED IN EACH CATEGORY.

WHEN WE LOOK AT THE CURRENT CLASS OF 2021 WHICH IS THE DATE IN THE LAST COLUMN OF THE TABLE WE HAVE 384 HISPANIC STUDENTS, 195 OF WHOM ARE MALES.

82 OF THE HISPANIC MALE STUDENTS ARE EIGHT PERCENT OF THE TOTAL CLASS FOR L AND 31 STUDENTS OF THE CLASS OF STUDENTS WITH DISABILITY.

AND THE DATA ON THIS TABLE SHOW HISPANIC STUDENTS REPRESENT A SIGNIFICANT PERCENTAGE OF OUR TOTAL SCHOOL POPULATION AND NOT ALL OF OUR HISPANIC STUDENTS ARE ELL STUDENTS FOR THE 187,000 L STUDENTS REPRESENT 59 PERCENT OF THE TOTAL HISPANIC MALE POPULATION.

IN 41 PERCENT ARE NOT.

WHEN WE LOOK AT THE MAIL STUDENTS THE DROPOUT RATE GRADUATION RATE IMPROVED FROM 2018 TO 2019.

THE DROPOUT RATE FROM 24 TO â€" PERCENT.

IN 2020 HOWEVER THE IMPROVEMENT WE EXPERIENCED A SIGNIFICANT INCREASE IN OUR DROPOUT RATE FROM 17 PERCENT TO 30 PERCENT AND A DECLINE IN OUR GRADUATION RATE.

ON THE RIGHT-HAND SIDE OF THE SLIDE WE SEE THE DROPOUT RATE FOR HISPANIC MALES IS SIGNIFICANTLY HIGHER WE NOTICE THERE ARE NUMBER OF FACTORS IMPACTING THE GRADUATION RATE INCLUDING THE IMPACT THE TECHNOLOGY CHALLENGES THEY ARE EXPERIENCING AND THE NEED TO WORK AND OTHER PERSONAL STRUGGLES TO SUPPORT FAMILIES.

OUR STUDENT SUPPORT TEAMS ADMINISTRATORS TEACHERS AND TECHNOLOGY SERVICES HAVE WORKED VERY HARD THIS YEAR TO REACH OUT TO OUR STUDENTS AND ASSURE THAT WE ADDRESS THESE BARRIERS AND THAT WE MEET THEIR NEEDS WE WILL TALK MORE ABOUT THIS DATA.

>> LOOKING AT THIS DATA SOME OBVIOUS QUESTIONS ARE POPPING INTO YOUR HEAD SO I WOULD LIKE TO OFFER SOME INSIGHT AROUND THESE NUMBERS.

GOING FROM 2018 TO 2019 IMPROVEMENTS AND GOING FROM 2019 TO 2020 WE SAW SOME MOVEMENT AGAIN BUT THIS TIME IN THE WRONG DIRECTION.

BEGIN DIGGING INTO THE PROFILE OF WHO IS DROPPING OUT THE MOST SIGNIFICANT FACTORS IMPACTING THIS NUMBER WERE PROGRESS MONITORING AND STUDENTS WHO ARE 17 YEARS OR OLDER AND THOSE STUDENTS REFER TO PROGRAMS OUTSIDE OF TC BUT STILL WITHIN A CPS.

WE ALWAYS COME FROM A PLACE WHERE WE WANT TO KEEP THE DOORS OPEN FOR STUDENTS FOR THEM TO RETURN AND FINISH THEIR CREDITS.

WE REALIZE THAT ONE OF THE MAJOR CHALLENGES WE FACE IS SUPPORT FOR THE STUDENTS AND THE MONITORING THAT NEEDS TO TAKE PLACE NEXT ARE ISSUES WE WILL BE

[00:30:01]

ADDRESSING LATER IN THE PRESENTATION.

PLEASE.

SO, WHAT WE KNOW ABOUT OUR HISPANIC MALES WHO DROP OUT? 2 SIGNIFICANT DATA POINTS I WOULD LIKE TO SHARE WITH YOU.

17 PERCENT OF HISPANIC MALES WHO DROPOUT ENTER CPS AT 16 YEARS OF AGE OR OLDER AND 69 PERCENT WHO DROPOUT ARE WITH A CPS FOR LESS THAN TWO YEARS.

WE SHARE THESE DATA IS NOT AS A WAY TO PROVIDE EXCUSES BUT THIS WILL ALLOW US TO HELP WITH FUTURE IDENTIFICATION OF STUDENTS AT RISK AND ALSO DEVELOP SPECIFIC AND TARGETED INTERVENTIONS AND SUPPORTS.

I WILL TURN THIS OVER TO DOCTOR SIMS FOR THE NEXT SLIDE.

>> WE WANT TO SHARE WITH THE BOARD AN IMPORTANT REPORT THAT HAS DEVELOPED ANNUALLY IN THIS REPORT IS DEVELOPED BY THE EVERYONE GRADUATE CENTER AT THE JOHN HOPKINS SCHOOL OF EDUCATION AND THE BUILDING A GRANT REPORT HIGHLIGHTS THE NATIONAL TRENDS AND RECOMMENDATIONS WITH A SPECIFIC FOCUS ON THE STEPS NEEDED FOR SCHOOL DISTRICTS TO HEAD TOWARDS 90 PERCENT GRADUATION RATES AN WE THOUGHT IT WAS IMPORTANT TO KNOW THAT A CPS IS ACTUALLY ENGAGED IN A NUMBER OF RECOMMENDATIONS THAT HAVE BEEN IDENTIFIED IN THE BUILDING AND SPECIFICALLY WE HAVE BEGUN WORK ON LOOKING AT POLICY PROMOTING POLICIES THAT INCLUDE DAMAGING ACADEMIC DISPARITIES CREATING STATE SPECIFIC HIGH SCHOOL GRADUATION PLANS WHICH ARE REQUIRED IN VIRGINIA FOCUSING ON CONTINUED MONITORING OF THE IMPACT OF COVID-19 AND EXPANDING THE USE OF EARLY WARNING SYSTEMS. ALWAYS THINK ABOUT AREAS OF HOW WE CONSIDER POSITIVELY IMPACTING HIGH SCHOOL PERSISTENCE AMONG STUDENTS PLACED AT RISK WE HAVE CLUSTER THE SUPPORTS ARE THREE CATEGORIES.

ACADEMIC SUPPORTS, COLLEGE AND CAREER SUPPORTS A SOCIAL AND EMOTIONAL SUPPORTS SOME OF THE EXAMPLES OF ACADEMIC SUPPORTS WE HAVE IN PLACE ARE THE INTERNATIONAL ACADEMY MODEL OF EXPANSION MULTITIERED SYSTEM OF SUPPORTS, COLLABORATIVE INSTRUCTIONAL PRACTICES AND WHEN WE THINK ABOUT SOME OF THE COLLEGE AND CAREER THAT WE HAVE IN PLACE THAT INCLUDE AVID AND EARLY IDENTIFICATION PROGRAM SUPPORTS, CAREER AND TECHNICAL EDUCATION, COURSES AND PATHWAYS IT WILL HEAR ABOUT LATER IN THE SOCIAL EMOTIONAL DEMAND SCHEDULING FLEXIBILITY FOR STUDENTS WHO NEED TO WORK MULTI TIERED SUPPORTS, PROCESSING SUPPORT, COMMUNITY OUTREACH AND EDUCATION AND MENTORING GROUPS FOCUSED ON POSITIVE PUSH AND RELATIONSHIP BUILDING.

>> THANK YOU DOCTOR SIMS. I WOULD LIKE TO HIGHLIGHT SOME OF OUR CURRENT EFFORTS THAT WE STARTED ALMOST IMMEDIATELY AFTER SEEING DROPOUT DATA FIRST ON THE SLIDE IS A MEETING THAT WE HAD WITH THE ARLINGTON PUBLIC SCHOOLS ABOUT THEIR EXISTING EFFORTS ON TRACKING STUDENTS I WOULD LIKE TO THANK JULIA FOR ESTABLISHING THIS CONNECTION FOR US.

WE LEARN VALUABLE INFORMATION ABOUT PROGRAMMING AND SUPPORTS FOR STUDENTS AND THEIR APPROACHES TO BEING VIGILANT AND ENSURING COMPLETION.

WE ALSO EXPANDED OUR MONITORING AND PLANNING EFFORTS BY INCLUDING STAKEHOLDERS IN OUR GRADUATION TASK FORCE.

IT'S IMPORTANT TO KNOW THAT THERE ARE STUDENTS IN A CPS BEYOND THE THREE CAMPUSES OF THE HIGH SCHOOL INCLUDING CHANCE FOR CHANGE, ICP GED, VIRGIN â€" VIRGINIA JUVENILE DETENTION CENTER AND ADULT EDUCATION.

WE WILL BE MONITORING COHORT LISTS AND ALLOWING PEOPLE OF THE TABLE TO DEVELOP SUPPORT PLANS FOR STUDENTS.

GONE ARE THE DAYS OF REFERRING KIDS TO OTHER PROGRAMS WITHOUT PROPER PLANNING AND TRANSITIONING IN PROGRESS MONITORING.

WE ALSO ADJUSTED SOME STAFFING IN THE HIGH SCHOOL TO INCLUDE A BILINGUAL COUNSELOR AND SUPPORTING THE ELM HISPANIC STUDENTS WITH A SPECIFIC FOCUS ON THE POPULATIONS AND TEENS.

NEXT SLIDE PLEASE.

WE HAVE ALSO HAD SOME WONDERFUL WORK TO SUPPORT OUR FAMILIES BECAUSE THAT'S

[00:35:02]

A CRUCIAL COMPONENT FOR STUDENTS TO BE SUCCESSFUL SPECIFICALLY A HIGH SCHOOL SPECIALIST TO PUT ON A STUDENT WORKSHOP.

WE HAVE EXPANDED OUR STUDENT MENTORING GROUP FOCUSING ON HISPANIC â€" SUCH AS MENTORING STUDENT ATHLETES, AND OUR LATEST INTEGRATION OF SUPPORTING SENIORS CALLED POSITIVE PUSH EVERY ADMINISTRATOR ON MY TEAM HAS TO STUDENTS THAT WE ARE RESPONSIBLE FOR.

AND WE ARE MENTORING AND HELPING TO REMOVE BARRIERS FOR THESE STUDENTS EXPERIENCING SUCCESS.

THE MENTORING GROUP ARE CENTERED ON ESTABLISHING RELATIONSHIPS BETWEEN STUDENTS AND CARING ADULTS WE CONTINUE TO LOOK INTO TH DATA OF STUDENTS WHO DROPOUT TO ESTABLISH TO â€" OF THE DROPOUT AND I WILL HELP US WITH THE IDENTIFICATION OF â€" BACK TO DOCTOR SIMS FOR THE NEXT SLIDE.

>> ANOTHER ACTION STEPS THAT'S IMPORTANT TO NOTE IS OUR WORK AROUND THE EQUITY AUDIT WITH THE EQUITY AUDIT THAT'S WHERE WE WILL CRITICALLY EXAMINE POLICIES AND SYSTEMIC PRACTICES THAT WILL INHIBIT OR CONTRADICTING EQUITABLE PRACTICES SO THIS IS ONE OF THE TIPS WE ARE ENGAGED IN IT HELPS US TO LOOK AT OUR SYSTEMS AND NEXT SLIDE PLEASE.

ANOTHER COMPELLING ACTION STEP IS OUR WORK TO DEVELOP AN EARLY WARNING INDICATOR SYSTEM.

IT'S A DYNAMIC RISK MONITORING TOOL THAT INCORPORATES STUDENT DATA TO IDENTIFY STUDENTS WHO MAY BE AT RISK FOR NEGATIVE SCHOOL OUTCOMES SPECIFICALLY THE EARLY WARNING INDICATOR SYSTEM PROVIDES A SYSTEM FOR IDENTIFYING RISK LEVELS FOR STUDENTS IN TERMS OF GRADUATION AS EARLY AS NINTH GRADE HE MAY RECALL AND OUR STRATEGIC PLAN ONE OF THE KEY PERFORMANCE INDICATORS AS A PERCENTAGE OF NINTH GRADE STUDENTS ON TARGET TO GRADUATE HIGH SCHOOL IN FOUR YEARS BUT I ALSO LIKE TO POINT OUT ANOTHER ASPEC THAT'S OFTEN OVERLOOKED WITH THE EARLY WARNING INDICATOR SYSTEMS AND THAT IS THE DOWNWARD EXTENSION OF EARLY WARNING INDICATOR SYSTEMS AT THE MIDDLE SCHOOL AND ELEMENTARY SCHOOL LEVELS.

WE OFTEN TALK ABOUT THE SYSTEMS AT THE HIGH SCHOOL LEVEL BUT REALLY THIS PROVIDES A DATA-DRIVEN WAY FOR US TO LOOK AT OUR PROCESSES AND ALIGN THOSE PROCESSES TO IMPROVE THE RISK TRAJECTORIES FOR STUDENTS AS EARLY AS THE TRANSITION TO MIDDLE SCHOOL SO WE NOT ONLY HAVE THE BENEFITS OF AN EARLY WARNING INDICATOR SYSTEM IN THE NINTH GRADE BUT WE ARE ABLE TO LOOK AT OUR DATA AND COMB THROUGH THE DATA TO LOOK AT RISK TRAJECTORIES FOR STUDENTS BEFORE THEY ENTER NINTH GRADE SO WE CAN MOVE ONTO THE NEXT LIGHT.

>> HERE WE HAVE GOTTEN SOME FEEDBACK FROM SOME OF OUR STUDENTS WHO HAVE LEFT US PARTICULARLY THE INTERNATIONAL QUÉBEC â€" ACADEMY OF RTC WILLIAMS. THE STUDENTS HAVE TO PRIORITIZE WORK AND TAKING CARE OF THEMSELVES OR THEIR FAMILIES AS SO ONE OF THE THINGS I WANT TO EXAMINE IS HOW WE CAN MAKE THE EDUCATION WE ARE PROVIDING TO THEM RELEVANT TO THEIR IMMEDIATE LIVES IN THE HERE AND NOW SO ONE THING THAT'S WORTH LOOKING AT WITH OUR CRITICAL EDUCATION DIRECTOR DOCTOR JACOBS LOOKING AT CREATING CAREER PATHWAYS FO STUDENTS IN PROGRAMS LIKE THE INTERNATIONAL ACADEMY THAT THEY CAN COMPLETE RIGHT ALONGSIDE THE â€" TOWARDS A DIPLOMA CREATING CONSTRUCTION AND MANAGEMENT PATHWAY WHERE CONSTRUCTION AND TRADES PATHWAY WERE STUDENTS ARE GETTING PRACTICAL HANDS-ON EXPERIENCES WITH POTENTIALLY CURRENT EMPLOYERS WITHIN ALEXANDRIA CITY THAT COULD LEAD THEM WHILE THEY ARE DOING HIGH SCHOOL COURSES TO A JOB AS SOON AS THEY ARE ABLE TO COMPLETE AND IS WORKING TO EXPAND OPPORTUNITIES FOR INTERNSHIPS AND APPRENTICESHIPS AS WELL AS THESE WORK-BASED LEARNING OPPORTUNITIES FOR STUDENTS TO GET RIGHT IN THERE WITH OUR PARTNERS IN THE INDUSTRY WITHIN ALEXANDRIA CITY TO SEE THAT THERE ARE OPPORTUNITIES FOR WORK WHILE THEY ARE AT SCHOOL.

NEXT SLIDE PLEASE.

[00:40:01]

FURTHER PARTICULARLY FOR OLDER NEWLY ARRIVED STUDENTS WHO MAY BE ENTERING WITH FEWER HIGH SCHOOL â€" EDUCATION FROM HOME COUNTRIES WE WANT TO MAKE SURE THAT NOT ONLY ARE WE PROVIDING THEM WITH THAT OPPORTUNITY TOWARDS A FULL HIGH SCHOOL DIPLOMA BUT AT THE SAME TIME WE ARE CONCURRENTLY BUILDING SKILLS WITH THEM TO EARN HIGH SCHOOL CLEMENCY OR A GED IF THAT IS THEIR CHOICE.

WE ARE NOT LOOKING TO PREDETERMINE STUDENTS OPTIONS TRAJECTORIES BUT WE WANT TO MAKE SURE AS THEY MOVE THROUGH PARTICULARLY AGAIN IF THEY ARRIVE AT â€" THEY WE ARE ABLE TO PROVIDE THEM WITH THE SKILLS THEY NEED TO AT SOME POINT CHOOSE EITHER PATHWAY IF THEY FEEL LIKE THEY NEED TO MOVE FORWARD FROM THERE TIME WAS IN HIGH SCHOOL.

AND FINALLY I THINK AS DOCTOR SIMS ALLUDED TO WE WANT TO MAKE SURE WE ARE EXAMINING OUR K-12 VERTICAL SUPPORTS IN THESE KEY AREAS OF TRANSITION SO STUDENTS IN FIFTH GRADE AND SIXTH GRADE IN A HUGE TRANSITION FROM EIGHTH GRADE TO NINTH GRADE AND THE HIGH SCHOOL SECONDARY TRANSITION.

ARE WE DOING EVERYTHING WE CAN AS WELL AS ENSURING THAT THE INFORMATION ABOUT THE STUDENTS AND THEIR PLANS TRANSITIONS WITH THEM FROM SCHOOL TO SCHOOL AND LEVEL TO LEVEL.

IN ADDITION THROUGH OUR MULTITIER SYSTEM SUPPORT PROCESS, WE WANT TO MAKE SURE EVERY STUDENT IS GETTING WHAT THEY NEED SOCIALLY, EMOTIONALLY AND ACADEMICALLY TO BE SUCCESSFUL IN OUR SCHOOLS AND THE RESULTS OF THOSE INTERVENTIONS AGAIN LIKE THE TRANSITION INFORMATION IS MOVING WITH OUR STUDENTS FROM TEACHER TO TEACHER AND SCHOOL TO SCHOOL SO WE ARE ON THE SAME PAGE OF FULLY UNDERSTANDING THE LOGISTIC â€" THAT STUDENT.

>> SO ONE OF OUR MOST IMPORTANT ACTION STEPS HAVE TO DO WITH THE STUDENT VOICE.

CURRENTLY EVERY INTERNATIONAL ACADEMY HAS A PROCESS TO INTEGRATE STUDENTS WHO STOPPED COMING TO SCHOOL TO GET INTO THE REASONS FOR THEIR DECISIONS TO DROPOUT BUT WHAT COULD OR WOULD HAVE BEEN DONE TO RETAIN THEM AND KEEP THEM ON TRACK FOR GRADUATION.

FROM THESE INTERVIEWS WE FIND THAT AS A SCHOOL SYSTEM WHERE COMPETING WITH OBLIGATIONS STUDENTS HAVE TO FULFILL.

BASIC NEEDS SUCH AS EARNING MONEY FOR FOOD AND RENT.

AND TO EXPAND THIS PROCESS BEYOND THE INTERNATIONAL ACADEMY AND WE HAVE INTERVIEWS TO ALLOW US TO BETTER UNDERSTAND THE NEEDS OF STUDENTS AND FIND WAYS TO RETAIN STUDENTS AND HELP THEM COMPLETE HIGH SCHOOL.

FINALLY, ONE OF THE MOST EXCITING THINGS WE ARE WORKING ON WITH EXPANSION OF OUR ONLINE COURSE ACCESS WE WILL BE PARTNERING WITH DOCTOR NICKERSON'S OFFICE AND DOCTOR ANDERSON TO CUSTOMIZE COURSES FOR STUDENTS IN THIS POPULATION WITH GREATER ACCESS AND SUPPORT.

AND ACP TEACHERS IN THE CORE AREA NGL WILL CUSTOMIZE COURSES TO ENSURE ACCESSIBILITY.

IN ADDITION WE ARE GOING TO BE OFFERING MORE FLEXIBLE SCHEDULES WE HAVE SURVEYED TEACHERS WHO ARE WILLING WE HAVE A WILLING NUMBER OF STAFF TO FLEX THEIR OWN SCHEDULES TO HOLD CLASSES IN THE EVENING.

SYNCHRONOUS LEARNING CLASSES.

IT'S IMPORTANT TO NOTE THAT ONLINE LEARNING STILL HAS ATTENDANCE REQUIREMENTS VARY SOMEWHERE HELPING STUDENTS ACCESS CONTENT IN COMPLETING THEIR CREDIT BEARING COURSES SUCCESSFULLY.

IDENTIFYING A GROUP OF 26 STUDENTS 17 YEARS OF AGE OR OLDER WHO HAVE STOPPED COMING TO SCHOOL DUE TO THE NEED TO WORK AND MAKE MONEY.

THIS APPROACH WILL ALLOW US TO RECAPTURE.

STUDENTS, 24 OF THEM ARE HISPANIC MALES WHICH IS TH ENTIRE FOCUS OF THIS PRESENTATION.

THIS IS A TARGETED SUPPORT FOR THIS GROUP THAT WILL HAVE LASTING IMPACTS AND CAN BE EXPANDED AS WE PROGRESS AND THE CLOSING SLIDE PLEASE.

THIS CONCLUDES OUR PRESENTATION.

THANK YOU FOR THE OPPORTUNITY TO PRESENT ON THIS IMPORTANT TOPIC.

WE WILL SHARE WITH YOU SOME OF THE INITIATIVES AND PROGRESS IN OUR NEXT ACTION STEPS.

THIS IS A SERIOUS ISSUE IN OUR CITY AND THROUGHOUT THE NATION AND WE WILL NOT REST UNTIL WE DO WHATEVER WE HAVE TO DO TO WATCH THE STUDENTS SUCCEED.

I WILL TURN IT BACK OVER TO DOCTOR HUTCHINGS.

[00:45:02]

>> THANK YOU I WOULD LIKE TO OPEN THE FLOOR FOR DISCUSSION IN REGARDS TO THIS TOPIC THAT YOU JUST STATED.

THIS IS A VERY IMPORTANT TOPIC THAT WE REALLY CANNOT AFFORD TO CONTINUE TO NOT ADDRESS HEAD ON BECAUSE OF SIGNIFICANTLY IMPACTING OUR COMMUNITY ESPECIALLY THE LARGEST POPULATION IS HISPANIC AND WE REALLY NEED TO HAVE METRICS AROUND THIS AND THIS IS AN AREA OF FOCUS FOR THE ENTIRE SCHOOL DIVISION IT'S NOT CLASSIFIED AS AN EL ISSUE.

AS YOU CAN SEE AND MAKING THIS A PROBLEM FOR OUR ENTIRE SCHOOL SYSTEM AND I WON'T SPEAK ANY FURTHER ON THAT I WILL PASS THESE ON TO THE MADAM CHAIR FOR

DISCUSSION >> THANK YOU.

A GREAT PRESENTATION.

THANKS A LOT.

I HAVE MISS ALDERTON UP FIRST WITH A QUESTION.

>> SO FIRST OFF, I WANT TO SAY WOW.

THERE IS SO MUCH IN HERE THAT IT REALLY SHOWED THAT YOU GUYS REALLY WORKED AS A TEAM AND YOU THINK ABOUT THE DIFFERENT PARTS AGO INTO THIS SO KUDOS TO YOU FOR AGAIN â€" SOMETHING I DON'T THINK WE HAVE EVER SEEN THIS PARTICULAR WORK SO FOCUSED ON THE DIVISION BEFORE.

MY QUESTION IS A BROAD ONE AND I HATE THAT IT'S BROAD BECAUSE I FEEL LIKE IT'S VERY CLEAR WHAT I AM TRYING TO ENVISION SLIDE 11 WE TALKED ABOUT SOME INPUT WITH THE NEIGHBOR IN ARLINGTON WHOSE DOING SIMILAR WORK AND I THINK IT WAS SLIDE 14 ALSO I'M TRYING TO WRAP MY HEAD AROUND WHAT â€" LOOKS LIKE BECAUSE I FEEL LIKE THE VISION IN A SENSE, WE NEED TO HAVE A SPECIAL TEAM OR SPECIAL TEAM MEMBERS WHO ARE ZONED IN AND FOCUSED ON THIS PARTICULAR PROCESS AND IF WE ARE SETTING OUT A STUDENT SUPPORT TEAM MEETING THERE ARE KEY PEOPLE WHO ARE GOING TO BE I DON'T WANT TO SAY CARRIERS BUT THE LIGHT ON THIS WORK SO I GUESS AGAIN THAT'S A BROAD QUESTION BUT I'M TRYING TO IMAGINE WHAT IS PROGRESS MONITORING LOOK LIKE AND ARE WE ENVISIONING A SPECIAL GROUP WHO'S ALWAYS GOING TO BE SHINING THE LIGHT ON THIS AT OUR SCHOOLS?

>> I THINK THAT YOU REALLY HIT ON A KEY POINT WHEN YOU SAID THERE IS A PIECE AROUND THIS PRESENTATION AND IT PROVIDED A FOCUS HEY LASERLIKE FOCUS ON ONE OF THE THINGS WE REALIZED IN COMING TOGETHER THEY ARE SORT OF AN ARRAY OF SUPPORTS IN PLACE FOR STUDENTS AND YOU ALSO SHED LIGHT ON THE FACT THAT BY VIRTUE OF US COMING TOGETHER TO FOCUS ON THIS ISSUE OF DISPARITIES WE REALIZE ARE SOME PLACES WHERE WE ARE GOING TO SHORE UP COHERENCE IN THE WAY WE ARE APPROACHING THIS WORK THAT'S WERE YOU ASKED ABOUT THE MONITORING AND WHERE IT HELPS US AND THE EARLY WARNING INDICATOR SYSTEM IS A TOOL FOR US TO LOOK AT FOR THE STUDENTS IN THE HIGHEST RISK CATEGORY WHO ARE NOT PASSING EIGHTH GRADE WHICH PUTS THEM OFF TRACK, IF YOU WILL, TO GRADUATING AND HOW ARE WE ENSURING THAT WE ARE ADDRESSING SUPPORTS THAT THOSE STUDENTS NEED, THE SOCIAL EMOTIONAL SUPPORT, ACADEMIC AND WE NEED TO ENSURE THAT THE PROCESS HAS A FOCUS ON HOW WE ARE ALIGNING THOSE SUPPORTS TO THOSE STUDENT NEEDS SPECIFICALLY OUR NINTH GRADERS AND IF WE CAN START BEFORE WE GET TO NINTH GRADE, EVEN BETTER BUT BY THE TIME THEY ARE NINTH-GRADE TO ENSURE ALL OF THE NINTH GRADERS WHO ARE MOST AT RISK OR MODERATE RISK WHEN WE SIT IN THOSE MEETINGS WE ARE ENSURING THAT WE ARE LOOKING AT OUR STRATEGIES TO HELP THEM WAS HIGH SCHOOL ASSISTANCE SO THE FOCUS AND THAT STRAND

[00:50:03]

IS AROUND HIGH SCHOOL SO WE ARE BRINGING COHERENCE TO THE STRATEGIES THAT WERE MENTIONED THAT ARE ALREADY IN PLACE TO MAKE SURE THAT THEY ARE APPLIED TO THE RIGHT STUDENTS AND LOOK TO SEE IF THERE ARE PLACES WE NEED TO FILL GAPS WITH OTHER STRATEGIES RELATED TO PERSISTENCE WAS STUDENTS OF THE ANSWER TO THE QUESTION, IT REALLY POINTS OUT TO US IN A VERY DATA CENTRIC WAY THAT WE KNOW ABOUT THOSE STUDENTS WHO ARE FALLING BEHIND AND HOW WE CAN COALESCE THE SUPPORTS THAT WE HAVE IN PLACE AND LOOK TO SEE WHAT WE NEED TO ADD TO MAKE SURE WE ARE INCREASING PERSISTENCE FOR ALL OF THOSE STUDENTS.

>> IN ADDITION TO WHAT DOCTOR SIMS HAS SAID I WANT TO STATE THAT YOU MENTIONED HAVING A SPOTLIGHT OR A FLASHLIGHT YOU REALLY DO HAVE TO HAVE THESE CHECK INS BE ATTENTIONAL.

WE CAN'T WAIT UNTIL WE LOOK AT THE STATE DATA AND WE SEE KIDS THAT GRADUATED FOUR YEARS TO START COMING UP WITH A PLAN.

WE SHOULD KNOW WHO COULD POTENTIALLY BE ON THAT LIST FOR YEARS IN ADVANCE OF THE GOAL IS THAT WE ARE PREVENTING THAT FROM HAPPENING.

IF WE CAN UNDERSTAND THE DATA.

THIS IS WHY LOVE THE FACT THAT OUR TEAM HAS BEEN ABLE TO AGGREGATE THE DATA IN A VERY DIFFERENT WAY THAN IN THE PAST BECAUSE SPECIFICALLY WITH OUR HISPANIC STUDENTS WHO ARE DROPPING OUT THEY HAVE BEEN WITH US FOR TWO YEARS SO WHAT THAT'S TELLING US WE GET AN INFLUX OF STUDENTS WHO ARE 16 WE NEED TO INSTANTLY PROVIDE SUPPORT.

WE CAN'T WAIT UNTIL TWO YEARS LATER BECAUSE WE HAVE ALREADY LOST THEM SO THE MOMENT THEY ENROLL WE NEED TO BEGAN TO START THE PROCESS AND HAVING THE NECESSARY SUPPORT SO THAT THEY ARE NOT VICTIMS OF DROPPING OUT OF OUR SCHOOL DIVISION.

IN THE NEXT COUPLE OF YEARS.

THIS DATA WILL BE SO IMPORTANT FOR US TO CONTINUE TO BE INTENTIONAL ABOUT FLASHING THE SPOTLIGHT ON THE PROCESS.

>> IF I COULD ADD A QUICK FOLLOW-UP TO THAT I THINK THE NEXT QUESTION WOULD BE HOW DOES THIS SORT OF GET CONVEYED TO TEACHERS AS, YOU KNOW, THESE ARE THE THINGS AND CHARACTERISTICS THAT WE NEED TO LOOK OUT FOR FOR THIS PARTICULAR GROUP.

THEY COULD BE THIS PARTICULAR GROUP OF STUDENTS.

>> I THINK US HAVING AN EARLY WARNING SYSTEM IN PLACE ALL KIDS FALLING BEHIND AND WHAT WE SHOULD BE DOING AND THIS IS SOMETHIN I WANT TO SAY, THIS STARTED 10 YEARS AGO AND AT THAT TIME IT WAS CALLED THE VIRGINIA EARLY WARNING SYSTEM AND â€" THE DIRECTOR OF SECONDARY AND MRS. BARNETT WAS ACTUALLY THE COORDINATOR AT THE TIME AND I THINK WHERE WE FELL OFF IS, WE NEVER ALLOWED FOR THE EARLY WARNING SYSTEM TO COME TO FRUITION.

WE TALKED ABOUT THE CONCEPT BUT THERE WAS NO OPPORTUNITY AND THERE WAS NO SET STRUCTURE IN PLACE WHERE WE EVALUATED ALL OF OUR NINTH GRADERS WHO DON'T HAVE CREDITS TO BECOME A SOPHOMORE ALL OF OUR SOPHOMORES WHO DON'T HAVE CREDITS TO BECOME JUNIORS ALL OF OUR JUNIORS WHO DON'T HAVE CREDITS TO BECOME SENIORS AND THEN TO WORK THROUGH WHAT IS INDIVIDUALIZED PLAN, NOT AN IEP BETTER INDIVIDUALIZED PLAN FOR THIS PARTICULAR STUDENT WHO DOES NOT HAVE ALL OF THEIR CREDITS AND WE HAVE TO DIG EVEN FURTHER AND GET INTO OTHER PATHWAYS FOR THE STUDENTS.

WE USED TO TALK ABOUT THIS ALL THE TIME WITH CHANCE FOR CHANGE AND THIS GOES HAND IN HAND IT'S NOT JUST THE KIDS GETTING A CHANCE FOR CHANGE IT'S KIDS DROPPING OUT WE HAVE TO FIND SOME OTHER WAYS FOR THEM TO STILL OBTAIN A HIGH SCHOOL DIPLOMA FROM WHATEVER OUR FUTURE HIGH SCHOOL IS GOING TO BE NAMED TO GO OUT INTO THE WORLD TO DO WHATEVER THEY CHOOSE BUT IF WE HAVE ONE WAY FOR PEOPLE TO GET A DIPLOMA AND AS YOU COME TO THE MAIN CAMPUS EXCUSE ME.

THE SATELLITE CAMPUS THEY CAN'T BE THE ONLY OPTIONS.

WHAT ARE SOME OTHER ALTERNATIVE AND INNOVATIVE WAYS FOR THESE STUDENTS TO BE ENGAGED AND STILL BE ABLE TO WORK BECAUSE THEY HAVE TO LEAVE TO WORK THAT'S FINE A PATHWAY THAT ALLOWS THEM TO WORK AND GET THEIR CREDIT SO THESE ARE THE

[00:55:03]

CREATIVE THINGS WE WILL HAVE TO PUT IN PLACE.

>> DOCTOR HUTCHINGS THANK YOU AND I WILL JUST PROBABLY ADD, I WAS AT TC ALSO WHEN MISS BARNETT AND DOCTOR HUTCHINGS WERE THERE AND WE WERE.

TSS APPROACH AT TC AND WE HAVE A TEARING SYSTEM I DON'T KNOW SO MUCH I WAS TALKING TO DOCTOR SIMS I DON'T KNOW HOW MUCH OF IT THAT WE CAN IDENTIFY THE KIDS I THINK WE CAN IDENTIFY THE STUDENTS, THE ONES AT RISK IS WHAT DOCTOR HUTCHINGS WAS ALLUDING TO.

THERE HAVE TO BE OTHER OPTIONS SO WHEN I WAS TALKING ABOUT THE EVENING SCHEDULE I'M ALMOST ASHAMED IT TOOK US GOING TO A VIRTUAL LEARNING WORLD TO MAKE THAT COME TO LIFE BUT IT IS GOING TO BE ONE OF THE BENEFITS THAT HAS COME OUT OF OUR CURRENT SITUATION.

>> THAT'S INTERESTING BECAUSE I REMEMBER YEARS AGO THE EXTENDED HOURS BEING DISCUSSED SEVERAL SUPERINTENDENTS AGO AND THERE IS SOMETHING I'M GLAD YOU SAID BECAUSE THERE'S SOMETHING VERY FAMILIAR ABOUT THIS SO I THINK I PROBABLY HAD HEARD IT 10 YEARS AGO.

EIGHT YEARS AGO.

UP NEXT WE HAVE MISS NOLAN.

>> THANK YOU SO MUCH FOR THE PRESENTATION AND THANK YOU FOR HANGING IN THERE WITH US THROUGHOUT THE MEETING.

BUT ANYHOW AGAIN I WANT TO ECHO WHAT WAS SAID ABOUT HOW IMPRESSIVE THE DATA IS AND IT CAPTURES THE NUMBERS ON THE ANECDOTAL EVIDENCE OF WHAT'S HAPPENING.

I APPRECIATED, THIS IS WHY I TRY TO BE A BROKEN RECORD WE NEED A SCHOOL THE SIZE OF TC WE CAN'T EXPECT IT TO BE A ONE-SIZE-FITS-ALL.

WE NEED TO MEET STUDENTS WHERE THEY ARE AND NOT EXPECT A ONE SHAPE APPROACH.

ONE THING I HAVE BEEN DISAPPOINTED IN PEOPLE THINK ALTERNATIVE EDUCATION IS CODE FOR SUBPAR EDUCATION AND INSTEAD IS THINKING ABOUT THINGS SUCH AS POPULATION THAT NEEDS TO WORK HOW ARE WE ALLOWING THEM TO MAKE THEIR EDUCATION DATA SHOWS THE VULNERABLE POPULATIONS, WORK IS A NECESSITY IF YOU WORK PART TIME HE WERE MORE LIKELY TO GRADUATE IN THERE HAS BEEN A LOT OF RESEARCH DONE WHY COLLEGES HAVE BEEN FANTASTIC WITH FLEXIBLE SCHEDULING.

AND I DO WANT TO KNOW AND ONE OF MY PAST LIVES ONE OF MY JOBS WAS I RAN A JOBS PROGRAM FOR HIGH SCHOOL STUDENTS FOR 12 YEARS AND BROUGHT THE PROGRAM TO TC WILLIAMS I AM HAPPY TO TALK TO FOLKS ONLINE ABOUT THAT.

ONE THING WE WANT TO KEEP IN MIND IS NOT ONLY ABOUT A STUDENT HAVING A JOB AT A HIGH PAYING JOB I HAVE HAD NUMEROUS ENCOUNTERS WITH STUDENTS FOR YOUR GIVING THEM AN OPPORTUNITY TO WORK AT A HOSPITAL OR A HOTEL OR A BANK WITH A LONG CAREER PATH BUT THEY WENT TO WORK AT CVS OR ANOTHER RETAIL SHOP NOT DISMISSING ANY OF THOSE PROFESSIONS BUT THEY WERE JUST MISSING OPPORTUNITIES TO HAVE A LONG-TERM CAREER PATH BECAUSE AT THE END OF THE DAY IT CAME DOWN TO THE HOURLY WAGE IS NOT ABOUT A PAID JOB BUT WE DO HAVE A NUMBER OF STUDENTS AT TC WILLIAMS WHO ARE FULLY RESPONSIBLE FOR THEIR OWN LIVELIHOOD AND THAT COMES DOWN TO RENT AND HYGIENE PRODUCTS AND THINGS OF THAT NATURE IT COMES DOWN TO THE NECESSITY AND I APPRECIATE THE CONVERSATION AND APPRECIATE THE SPOTLIGHT ON THIS VERY IMPORTANT TOPIC.

MY QUESTION WAS US TALKING ABOUT THE CONNECTED NUMBER, WE ARE WE WITH THE ALTERNATIVE PROGRAM LIKE I APPRECIATED FOR THE FIRST TIME WE ARE TALKING ABOUT EVENING PROGRAMS BUT WE ARE WE IN TERMS OF THAT DISCUSSION AND THE TIMELINE BECAUSE SERIOUS OPTIONS TO TAKE INTO CONSIDERATION SO WE CAN PREPARE FOR THAT PERSPECTIVE TO SUPPORT THAT.

I GUESS THAT'S FOR YOU.

>> I WAS LOOKING AT DOCTOR SIMS I DIDN'T KNOW IF HE WAS FROZEN OR HE WANTED TO SAY SOMETHING.

>> I WANTED TO SAY SOMETHING BUT MISS NOLAN WENT ON TO SOMETHING ELSE.

>> I JUST WANTED TO SHARE THAT ONE OF THE SAYINGS AND SOME RESEARCH I DID IN THIS

[01:00:13]

AREA YOU MENTION THE IMPORTANCE OF CAREER PATHWAYS AND I WAS SORT OF ECHOING IN MY MIND WHAT YOU SAID BECAUSE ONE OF THE THINGS ABOUT THE WASHINGTON D.C. AREA IS NATIONALLY WE HAVE ONE OF THE LOWEST RATES OF PEOPLE BEING ABLE TO ENTER CAREER PATHWAYS BECAUSE OF THEIR UNDER EDUCATION AND SPECIFICALLY THIS AREA BECAUSE THERE ARE PEOPLE WITH ADVANCED DEGREES WE HAVE A HIGH PERCENTAGE OF FOLKS WHO DON'T HAVE HIGH SCHOOL DIPLOMA SO THERE ARE LOTS OF ENTRY POINTS FOR PATHWAYS THEY ARE NOT ABLE TO ACCESS IT BECAUSE OF PROBLEMS WITH EDUCATION SO THE IMPORTANCE OF HELPING I THINK IT'S A COMMUNICATION PIECE FOR US WITH OUR FAMILIES IS JUST INCENTIVIZE PERSISTENCE IN SCHOOL NOT JUST FOR THE SAKE OF SCHOOL BUT BECAUSE IT ALLOWS PEOPLE TO EARN A LIVING WAGE AND INCREASE ACCESS TO A CAREER PATHWAY SO WE GET FAMILIES ENCOURAGING STUDENTS TO REMAIN IN SCHOOL BECAUSE NOT ONLY IS IT GOOD FOR THEIR EDUCATION IN GENERAL BUT IT HELPS THEM PROVIDE BETTER FOR THEIR FAMILIES SO THAT'S WHY MY MIND WAS SPINNING.

WE OFTEN DON'T TALK ABOUT THE IMPORTANCE OF EDUCATION TO EARNING A LIVABLE WAGE AND A VERY HIGH INCOME AREA WHERE MOST WHERE WE EXCEED ANY METROPOLITAN AREAS IN THE COUNTRY OF PEOPLE WHO ARE UNDERPREPARED TO ENTER CAREER PATHWAYS SO THANKS SO MUCH FOR POINTING THAT OUT.

>> AND A LOT IS HAPPENING WITH OUR HIGH SCHOOL PROJECT IN OUR INDUSTRY ADVISORY BOARD BECAUSE THEY ARE THE PERFECT CONNECTION TO US PROVIDING INTERNSHIPS AND WORK EXPERIENCES FOR THE STUDENTS THAT THEY ARE WILLING TO WE HAVE SOME PARTNERSHIPS WITH â€" ALLIANCE THAT'S ONE WE ARE WORKING WITH AS WELL AS OTHER ORGANIZATIONS IN THE CITY OF ALEXANDRIA BUT RIGHT NOW WE NEED TO BE MORE INTENTIONAL ABOUT THE SERVICES WE RECEIVE WHEN WE GO BACK TO OUR STUDENTS PARTICIPATING IN THESE INTERNSHIPS FOR SENIORS AND WHEN YOU GO AND LOOK AT SOME OF THE SENIORS WE ARE NOT REALLY REACHING OUT TO THE POPULATIONS THAT TYPICALLY WOULDN'T BE ON THAT LIST FOR AN INTERNSHIP.

HOW ARE KIDS EVER GOING TO GET THAT EXPOSURE ANSWER REALLY KNOW THAT THIS IS A CAREER PATH THAT I MIGHT BE ABLE TO DO AND I MIGHT HAVE TO GET A FOUR YEAR DEGREE TO DO IT I MIGHT GET A CERTIFICATION.

SO WE HAVE TO BE A LOT MORE INTENTIONAL WITH THIS HIGH SCHOOL PROJECT BUT THIS IS ALLOWING US TO DO THINGS THAT WE JUST TALKED ABOUT IN THE PAST NOW WE WILL HAVE ALL OF THESE MULTIPLE PATHWAYS FOR OUR STUDENTS AND WHAT WE ARE DOING FOR ALL STUDENTS ARE ALSO GOING TO BENEFIT OUR HISPANIC MALE POPULATION SO THE BOARD WILL SEE A LOT OF THESE REQUESTS COMING THROUGH OUR BUDGET NOT THIS YEAR BECAUSE IN THE FUTURE REGARDING SOME EXPANSIONS AND WE WILL UNDERSTAND MORE PROVIDING

OUR UPDATES PROVIDING OUR HIGH SCHOOL PATHWAYS >> LAST YEAR THERE WAS SOMEONE FROM THE GOVERNOR'S WORKFORCE DEVELOPMENT AND SHE MADE A POINT THAT THEY HAD TROUBLE SOMEONE WHO DIDN'T HAVE ANY TRAINING SOMEONE WHO DIDN'T HAVE EDUCATION INTO A SALES JOB AND THEY HAD A VERY STARK REALITY ABOUT HOW RETAIL JOBS ARE GOING TO GO AWAY HOW THEY ARE GOING TO DECREASE SUBSTANTIALLY OVER THE NEXT DECADE SO THEY SAID IT BECAUSE SOMEBODY NEED IS TO PUT FOOD ON THE TABLE TOMORROW SO THEY CAN'T NECESSARILY WAIT TO BE TRAINED SO THAT'S WHY THEY GET STUCK IN THE CYCLE OF NOT BEING ABLE TO GET AWAY SO THIS IS WHERE THEY'RE GOING TO GO TO GET FEWER VERY SHORTLY.

>> MADAM CHAIR CAN I ADD ONE MORE POINT? THAT IS I AM SURPRISED ABOUT WHEN I WAS AT TC, I GRADUATED IN 95 AT THAT TIME WE HAD A WORK STUDY PROGRAM WE WENT TO SCHOOL HALF A DAY AND I AM TALKING FRIENDS OF MINE TODAY STILL WORK FOR THE FEDERAL GOVERNMENT BECAUSE THEY HAVE

[01:05:03]

BEEN WORKING WITH THEM SINCE THEY WERE 17 AND THERE ARE NOW 20+ YEARS INTO THE FEDERAL JOBS AND A COUPLE OF MY FRIENDS THAT I KNOW OF DON'T EVEN HAVE FOUR-YEAR COLLEGE DEGREES AND THEY'RE STILL WORKING WITH THESE ORGANIZATIONS BECAUSE THE OPPORTUNITIES THEY HAD AT TC AND WE NEED TO BRING SOME OF THAT LIKE THOSE CONCEPTS BACK TO REALIZING THAT EVERYBODY MAY NOT GO INTO A FOUR-YEAR INSTITUTION RIGHT AFTER HIGH SCHOOL AND THAT'S OKAY.

I DON'T BELIEVE THERE'S A PROBLEM WITH THAT IF YOU HAVE A WAY TO GET A JOB THIS GOING TO BRING YOU BENEFITS AND SALARIES THAT YOU NEED NOW THAT YOU CAN'T WAIT FOR YEARS TO GET LET'S PREPARE THEM TO HAVE THAT PATHWAY AND MAYBE THEY MIGHT CHOOSE TO GET A FOUR YEAR DEGREE AND THE COMPANY THEY WORK FOR PAYS FOR IT.

THEY DON'T HAVE ANY LOANS SO THERE ARE MULTIPLE WAYS FOR KIDS.

WE HAVE TO START ENCOURAGING THAT AND NOT BELIEVING THE COLLEGE PATHWAY IS THE ONLY PATHWAY.

IT'S ONE PATHWAY BUT IT'S NOT THE ONLY ONE AND EVERY STUDENT MAY NOT GO DOWN THAT PATH.

WE NEED TO PREPARE THEM IF THEY CHOOSE NOT TO.

>> GREAT.

TOTALLY AGREE.

>> THANK YOU FOR THE PRESENTATION.

IT'S BEEN A REALLY GOOD CONVERSATION SO FAR.

I WANTED TO ASK A COUPLE OF QUESTIONS ABOUT THE DATA.

CAN YOU PULL UP SLIDE SIX SO WE CAN LOOK AT THAT? AND WHILE THAT IS COMING UP ONE OF THE THINGS THAT I WAS TRYING TO FIND, THE DROPOUT RATE FOR HISPANIC FEMALES BECAUSE I DON'T RECALL SEEING THAT ANYWHERE I WAS LOOKING AT THE STRATEGIC PLANNING WORKBOOK AND I COULDN'T FIND THAT DATA SO I DIDN'T KNOW WHAT THE GRADUATION RATE WAS FOR HISPANIC FEMALES AND ALSO LOOKING AT THE BREAKDOWN HERE I THINK YOU MADE THE POINT THAT IT'S VARIABLE LIKE THE HISPANIC â€" THE PERCENTAGE OF STUDENTS WIT DISABILITIES BUT I WAS CURIOUS HOW THE DROPOUT RATE BROKE DOWN FOR HISPANIC MALES IDENTIFIED AS WELL OR IDENTIFIED AS HAVING A STUDENT WITH A DISABILITY OR NOT I WAS CURIOUS IF YOU COULD SPEAK ABOUT â€" MAYBE I WILL PAUSE THERE AND ASKED MY NEXT QUESTION.

DO YOU NOTICE THE DROPOUT RATE IS HIGHER WITH ANY PARTICULAR.

>> SORRY.

>> I JUST WANT TO MENTION WE CAN GET TO THE BOARD A BREAKDOWN SO WE ARE SHARING THE BREAKDOWN OF FEMALES AND MALES BECAUSE IT WILL ALLOW YOU TO HAVE SOME INSIGHT TO THAT BUT PLEASE FEEL FREE.

STUDENTS ARRIVED TO US AT AGE 16 OR OLDER AND ARE WITH US FOR LESS THAN TWO YEARS SO THOSE ARE THE L STUDENTS.

SO THAT WAS MY NEXT QUESTION SLIDE NUMBER EIGHT RATE SO I THOUGHT ABOUT THIS THERE'S BEEN A LOT OF EMPHASIS ON THE NEED FOR STUDENTS TO WORK AND I WAS CURIOUS WITH LESS THAN TWO YEARS, IF THERE IS ANY CORRELATION WITH HOUSING AND SECURITY I DON'T NOW IF YOU HAVE GIVEN ANY THOUGHT TO HOW YOU CAN PARTNER WITH THE OFFICE OF HOUSING OR I AM CURIOUS IF ANY OF THE STUDENTS ARE MOVING FROM SOME OF OUR NEIGHBORING DIVISIONS TO US AND HOW WE MIGHT BE ABLE TO.

>> THOSE ARE GOOD POINTS THAT YOU RAISE AND I THINK I WOULD DEFER TO MR. SAMPSON ON THE HOUSING QUESTION.

>> I THINK IT'S SOMETHING WE NEED TO DIVE INTO A LITTLE BIT AND SEE IF THERE IS ANY EDUCATION IN THE DATA IF THE STUDENTS WERE FACING HOUSING AND SECURITY WE DO

[01:10:05]

NOW FOR SOME OF THE STUDENTS WHO ARE WITH US LESS THAN TWO YEARS, SOMETIMES THEY COULD BE STUDENTS GOING TO A NEIGHBORING SCHOOL DIVISION SO FAIRFAX OR THEN NEVER ENROLL IN THAT SCHOOL AND GET PICKED UP IN THE STATE SYSTEM SO SOMETIMES STUDENTS LEAVE US AND THEY GIVE AN INDICATION OF WHERE THEY ARE GOING AND THEN THEY DON'T END UP THERE AND SOMETIMES STUDENTS WILL GO OUT OF COUNTRY AFTER A COUPLE OF YEARS.

THERE'S A NUMBER OF FACTORS I THINK ONE OF THE THINGS THAT WE INCLUDED IS ONE NEED TO GET IN AND LOOK AT THE DATA A LITTLE BIT MORE TO CONTINUE TO WHITTLE AWAY AND FIGURE OUT IF THERE ARE COMMONALITIES WE CAN FIND OUT ABOUT THE STUDENTS AND DEVELOP SOME PROGRAMMATIC CHANGES THAT MIGHT BETTER SUPPORT THEM SO I APPRECIATE YOUR THOUGHT ABOUT THE HOUSING BECAUSE IT'S CERTAINLY SIGNIFICANT TO LOOK INTO.

>> LOW INCOME AFRICAN-AMERICAN AND LATINO STUDENTS AND HOMELESS STUDENTS ARE THE CHARACTER STUDENT â€" CHARACTERISTICS IDENTIFIED NATIONALLY WITH THE FACTORS THAT CONTRIBUTE MOST PROMINENTLY TO STUDENTS WERE NOT GRADUATING ON TIME.

>> THANK YOU.

>> MISS THORNTON.

>> I APPRECIATE THE CONVERSATION TONIGHT AS WELL.

I HAVE A FEW THOUGHTS AND A FINAL QUESTION BUT IN LISTENING TO ALL THAT IS INVOLVED IN FOR THIS PARTICULAR SUBGROUP I DO THINK IT TAKES A VILLAGE APPROACH HERE AND I REALLY THINK ABOUT THE LEVEL OF INVOLVEMENT IN OUTREACH THAT NEEDS TO OCCUR WITH FAMILIES AS MUCH AS POSSIBLE I DID SEE ON SLIDE 12 THERE WAS A MENTION THAT ONE OF THE INITIATIVES WAS THAT WE DO HAVE SOME PROGRAMS LIKE FOR WORKSHOPS THAT ARE MENTIONED BUT I THINK ESPECIALLY WITH THINKING ABOUT THE STUDENTS THAT COME IN OLDER AT 16 OR 17 THERE'S ONE THING TALKING ABOUT THE NINTH GRADERS IN DOING THOSE EARLY INDICATORS BUT THINKING ABOUT THE URGENCY REQUIRED FOR OLDER STUDENTS I THINK THAT FAMILY INVOLVEMENT WILL BE CRITICAL FOR THOSE THAT IT'S POSSIBLE AND ADJUST MADE ME THINK TAKING A STEP BACK FROM A STRUCTURAL STANDPOINT I'M THINKING ABOUT CULTURAL BARRIERS THAT MAY EXIST IN LANGUAGE BARRIERS AND I AM WONDERING TO WHAT DEGREE ARE WE LOOKING AT OUR STAFF BECAUSE I KNOW IT'S PART OF THE HR AUDIT ONE OF THE RECOMMENDATIONS WAS TO INCREASE THE NUMBER OF HISPANIC TEACHERS AND STAFF WE ARE HIRING AND JUST HUMAN NATURE IT'S EASIER SOMETIMES WITH A CULTURAL BASIS TO KIND OF HAVE A CONNECTION WITH PEOPLE WHO ARE MORE ALIGNED WITH YOUR BACKGROUND AND SO I WAS JUST WONDERING TO WHAT EXTENT ARE WE ABLE TO DO HOME VISITS WITH OLDER STUDENTS OR TO WHAT DEGREE DO WE ACTUALLY HAVE ONE-ON-ONE CONTACT WITH FAMILIES AND ARE WE LOOKING AT FACTORS LIKE WHICH OF OUR STAFF MEMBERS ARE DOING THAT OUTREACH? ESPECIALLY IF THEY ARE ABLE TO SPEAK SPANISH OR THEY HAVE SOME SIMILAR CULTURAL BACKGROUND IF YOU COULD TALK TO ME ABOUT THE STAFFING COMPONENT HOW WE ARE LOOKING AT CULTURE IN ADDITION TO THAT, THAT WOULD BE HELPFUL.

>> I THINK THAT'S A GOOD QUESTION ONE THING I THINK WOULD BE IMPORTANT FOR US IS I KNOW WE ARE TALKING ABOUT OUR FAMILY AND OUR APARTMENT ONE OF OUR AREAS THE FOCUS IS OUR SPANISH SPEAKING FAMILIES ARE ARABIC SPEAKING FAMILIES AND WE HAVE BEEN VERY INTENTIONAL ABOUT THAT AND I THINK THAT WE HAVE COME A LONG WAY.

IT'S A VERY NEW DEPARTMENT WE HAVE SOME ROOM TO GROW WE HAVE COME A LONG WAY TO ENSURE WE HAVE PARENT LIAISONS AND MAKING SURE W HAVE THE RIGHT PEOPLE TO REALLY TOUCH THE FAMILIES AND THE COMMUNITIES THAT IN SOME CASES HAVE BEEN MARGINALIZED AS WELL AS WE HAVEN'T REACHED OUT IN THE PAST FOR VARIOUS REASONS THAT YOU MENTIONED CULTURAL LANGUAGE BARRIERS AND THINGS OF THAT NATURE.

I DON'T KNOW IF MR. HUFFMAN IS ON HERE HE PROBABLY ISN'T BECAUSE WE DIDN'T HAVE THIS

[01:15:01]

WASN'T LIKE A COMMUNITY PARTNERSHIP PRESENTATION TO ONLY BE ON IF IT'S SOMETHING THAT WILL SPECIFICALLY RELATE TO YOUR DEPARTMENT SO IF HE'S NOT ON HERE CAN WE GET BACK TO YOU WITH MORE DETAILED RESPONSE SO WE COULD PROVIDE YOU SOME INSIGHT OF WHAT SOME OF THE PROGRAMS THAT WE DO HAVE IN PLACE THAT ARE SEPARATE FROM TONIGHT'S DISCUSSION, BUT THEY WILL IMPACT OUR HISPANIC MALES BUT IT MAY NOT BE AN INTENTIONAL FOCUS ON HISPANIC MALES SO LET ME JUST GET BACK TO YOU ON THAT IF MR. HUFFMAN IS ON HERE.

>> I THINK HE WAS ON THE â€" FOR A LITTLE WHILE BUT HE IS GONE.

>> I WILL BE SURE TO GET BACK WITH YOU ON THAT.

>> THANK YOU.

AND IF YOU COULD TOUCH BASE ON THE HR SIDE I THINK THAT WAS THE RECOMMENDATION TO INCREASE HISPANIC TEACHERS OR SOMETHING SO IF YOU COULD LET ME KNOW WHERE WE ARE ON THAT.

>> I CAN TELL YOU KIND OF WHERE WE ARE WE ARE PROVIDING AN UPDATE IN JANUARY OR FEBRUARY FOR HR BUT THAT WAS ONE OF THE AREAS OF CONCERN HUMAN RESOURCES AUDIT WAS THAT THE STAFF DID NOT HAVE A HIGH PERCENTAGE OF EMPLOYEES WHO SPOKE SPANISH OR WHO WERE FROM A HISPANIC BACKGROUND AND THAT WAS REALLY THE AREA OF FOCUS AND WE HAVE INTENTIONAL EFFORTS TO INCREASE THE NUMBER OF HISPANIC STAFF MEMBERS THAT WE HAVE IN POSITIONS SUCH AS TEACHING AND ADMINISTRATION SO THAT WE ARE HAVING PEOPLE WITH HISPANIC BACKGROUND AT THE TABLE MAKING SOME OF THE DECISION SO AS YOU STATED EARLIER IT DOES REQUIRE HAVING PEOPLE UNDERSTAND CULTURALLY AND WHERE THESE CONCERNS ARE RESONATING ON CONTINUOUS BASIS YOU WILL SEE CHANGES AND HOW YOU SEE CHANGE WHEN YOU SEE A BLACK PERSON WALK INTO A PARTICULAR ROLE THEY ARE GOING TO BRING THEIR PERSPECTIVE THEY WILL MAKE DECISIONS ON BEHALF THEY WILL SPEAK FROM PERSONAL EXPERIENCE SO DOCTOR WILKINS I DON'T KNOW IF YOU HAVE INSIGHT WE WILL BE PROVIDING AN OVERVIEW FOR THE HR AUDIT I BELIEVE IT WILL BE JANUARY OR FEBRUARY.

I KNOW THAT THAT IS IN THE QUEUE.

>> THANK YOU.

SUMMA THAT'S CORRECT DOCTOR HUTCHINS.

THANK YOU.

>> IF I COULD SHARE THE INTERNATIONAL ACADEMY OR COUNSELORS OF THE INTERNATIONAL ACADEMY DO SPEAK SPANISH AND THEY DO A LOT WITH THE TEACHERS AND THE COUNSELORS TO RELATE TO STUDENTS CULTURALLY AND LINGUISTICALLY.

BUT THERE IS STILL MORE WORK TO BE DONE.

>> THIS IS A TERRIFIC DISCUSSION AND I WANTED TO ASK A QUESTION IN TERMS OF THE NINTH GRADE IN THE IDEA OF YOUNGER STUDENTS I AM PRETTY SURE.

WITH EDUCATION THAT HAS BEEN CUT OFF THEY ARE PUT IN THE NINTH GRADE SO THEY ARE WHEN WE ARE TALKING ABOUT NINTH GRADERS WE ARE TALKING ABOUT 16.

IS THAT RIGHT? STREAM IF THAT'S CORRECT IF THEY DON'T HAVE THE ENGLISH CREDITS THEY ARE PLACED INTO NINTH GRADE.

>> IN OTHER WORDS THAT'S WHY I WONDERED FOR A MINUTE WE TALKED ABOUT THIS PRESENTATION PUTTING SPECIAL EMPHASIS ON SUPPORTING THE NINTH GRADERS WE ARE TALKING OLDER STUDENTS WHO ARE COMING IN AND I WANTED TO MENTION A NUMBER OF OTHER ISSUES ARE GOING ON MANY ARE PROBABLY AWARE, YOU'VE GOT IN THE LAST COUPLE OF YEARS IN FACT FEW WERE TEENS GET TO ENJOY THEIR FAMILY PER SE THEY ARE OFTEN COMING AND STAYING WITH A RELATIVE RATHER THAN THE PARENTS BECAUSE THE PARENTS WERE SENT BACK OR WHATEVER BUT YOU CAN'T RUL OUT THE ROLE OF TRAUMA AND HOW THEY GOT HERE AND HOW THAT AFFECTS THEIR ABILITY TO ADJUST AND WHEN IT DOES COME TO THE ISSUE OF HOUSING AND SECURITY MANY OF THE STUDENTS ARE WORKING TO HELP PAY RENT.

THERE'S NO QUESTION ABOUT THAT.

THEY ARE ABSOLUTELY ESSENTIAL FOR THEIR SURVIVAL.

[01:20:02]

THEY GET HERE AND BECOME PART OF A HOUSEHOLD AND THEY WORK BECAUSE THEY NEED TO.

SO I JUST WANTED TO â€" >> I THINK THERE WAS A SURVEY DONE WHEN WE HAD INFORMATION ABOUT SOME OF THEM MAY BE FEW OF THEM ARE RESPONSIBLE FOR THE MAJORITY OR MOST OF THEIR FAMILIES INCOME.

AND THAT WAS PRETTY EYE-OPENING.

MISS GENTRY?

>> THANK YOU.

I BELIEVE SLIDE SIX IF WE COULD PULL THAT ONE UP.

SO I WANT TO MAKE SURE THAT I WAS READING THIS RIGHT.

SO IF SOMEONE CAN CONFIRM FOR ME WHAT THIS IS SAYING I AM LOOKING AT THE BOTTOM ROW.

AND IT'S SAYING THAT IN ALL OF A CPS AT THE MOMENT, THERE ARE THREE PERCENT OF HISPANIC MALES IDENTIFIED AS STUDENTS WITH DISABILITIES.

SO OF THAT LARGER PERCENTAGE OF HISPANIC MALES, THREE PERCENT ARE IDENTIFIED OF ALL HISPANIC MALES THREE PERCENT ARE IDENTIFIED AS STUDENTS WITH DISABILITIES.

IS THAT CORRECT?

>> IS THREE PERCENT OUT OF THE TOTAL 15,500.

>> IS A TOTAL OUT OF EACH GROUP.

FOR EXAMPLE WHEN YOU LOOK AT A CPS THREE PERCENT OF ALL A CPS STUDENTS ARE HISPANIC MALES WHEN YOU LOOK AT TC WILLIAMS OUT OF THE ENTIRE TC WILLIAMS POPULATION THREE PERCENT OF THE TC WILLIAMS POPULATION ARE HISPANIC STUDENTS WITH SPECIAL NEEDS AND THEN YOU NARROW IT DOWN TO A CLASS OF 2021 THAT REMAINS CONSISTENT.

>> SO IT MAKES SENSE TO ME THAT'S CONSISTENT ALL THE WAY THROUGH.

THREE PERCENT, THREE PERCENT THREE PERCENT MY INITIAL QUESTION IS AND I MIGHT BE COMPARING APPLES TO APPLES BUT APPLES TO I DON'T KNOW WAGON WHEELS OR SOMETHING.

BUT I AM FAMILIAR THAT ROUGHLY TYPICALLY WHEN YOU'RE TALKING ABOUT A TYPICAL STUDENT SCHOOL DIVISION THE STUDENT WITH THE DISABILITY POPULATION IS AROUND THE 10 PERCENT RANGE.

IS THAT CORRECT? SO SO IS IT ODD THAT IS THREE PERCENT FOR HISPANIC MALES?

>> THIS IS A GOOD QUESTION SOME OF THIS COULD CONTRIBUTE SOMETIMES THE LANGUAGE BARRIER BUT I WOULD LIKE FOR MISS WARNER I DON'T KNOW IF MISS WARNER IS ON THE CALL IF NOT I WILL GET BACK TO YOU BUT I WILL TELL YOU A PART OF THAT, THIS IS THE SAME IF YOU HAVE NOT EVERY HISPANIC PERSON IS ENGLISH AS A SECOND LANGUAGE.

IDENTIFICATION REGARDING SPECIALIZED INSTRUCTION.

IDENTIFICATION IN REGARDS TO EVEN WHAT THE STUDENTS HAVE MASTERED OR THEY KNOW

COMING IN INTO THE SCHOOL DIVISION BECAUSE WE ARE NOT ASSESSING THEM >> SO AGAIN I DON'T REALLY NEED AN ANSWER TONIGHT I KNOW WHAT YOU GUYS ARE DOING IS YOU ARE DIGGING IN THE STATE OF THIS IS ONE I FOUND INTERESTING AND WHAT WE ARE SEEING SOMETIMES IS THAT WE ARE THERE MIGHT BE SOME OVERIDENTIFICATION WITH OUR PREVIOUS MEETING WE TALKED ABOUT OVERIDENTIFICATION OF CERTAIN DEMOGRAPHIC ROUTES FOR CERTAIN TYPES OF SPECIALIZED INSTRUCTION NEEDS NOW MAYBE THERE IS ONE WHERE THEY ARE NOT GETTING IDENTIFIED AND THERE'S AN EXTRA SUPPORT SO I WAS JUST KIND OF CURIOUS.

>> I AM HERE.

[01:25:05]

SO WHAT I WOULD LIKE TO BE ABLE TO CLARIFY AND UNDERSTAND FROM YOUR QUESTION, BECAUSE I WAS ACTUALLY OUT WITH MARIAH AND WE WERE LOOKING AT THIS DATA AND CALCULATING THIS AND ARE YOU ASKING TO DIFFERENTIATE BETWEEN THE PERCENTAGE OF STUDENTS WITH DISABILITIES WHO ARE HISPANIC OR THE PERCENTAGE OF STUDENTS WITH DISABILITIES THAT ARE HISPANIC AND L? THAT'S A TWO-PART.

>> WE SAID DISABILITIES IN OUR INITIAL QUESTION.

>> GUESS THAT'S WHAT I WAS ASKING ABOUT.

>> THREE PERCENT OF THOSE INDIVIDUALS IDENTIFIED AS HISPANIC MALES ADDED THAT TOTAL GROUP, THREE PERCENT OF THEM ARE STUDENTS WITH DISABILITIES.

>> RIGHT.

MY QUESTION IS BASED ON WHAT I HAVE HEARD, IS IT WRONG FOR ME TO THINK THAT IT WOULD BE MORE APPROPRIATE FOR 10 PERCENT OF ALL HISPANIC MALES CURRENTLY ENROLLED IN A CPS FOR ROUGHLY 10 SOMETHING 10 PERCENT STUDENTS WITH DISABILITIES IF WHAT WE KNOW IS LIKE I SAID I AM WORRIED I AM CONFLATING MATH.

I CAN TRACK THIS.

I DO APOLOGIZE BECAUSE I WAS TEXTING WHEN YOU ASKED PART OF YOUR QUESTION.

I'M TRYING TO CLARIFY.

THE POPULATION IN ALEXANDRIA CITY PUBLIC SCHOOL THE ENTIRE POPULATION OF STUDENTS WITH DISABILITIES CONSTITUTES ABOUT 11 PERCENT OF THE POPULATION SO THE QUESTION IS IS 11 PERCENT OF EVERY ETHNIC GROUP CONVERSELY DISABLED? SO MELLOW.

SO IT VARIES WITHIN THAT SO I UNDERSTAND WHAT YOU ARE ASKING AND I THINK THAT'S SOMETHING WE NEED TO DO MORE CALCULATIONS AND RUN SOME NUMBERS AND COME BACK AND GIVE YOU SOMETHING A LITTLE BIT MORE CONCRETE ABOUT HOW SOME OF THAT BREAKS OUT BUT I DO KNOW THAT THE DAY THAT WE RAN THIS WE RAN THIS ON A VERY SPECIFIC WAY AND TALK THROUGH IT A VERY SPECIFIC WAY SO WE WOULD HAVE TO GO BACK AND HAVE MORE

CONVERSATION >> MISS GENTRY I WANTED TO ADD YOU MENTIONED EARLIER AND HOPEFULLY THIS ALIGNS WITH WHAT WAS SAYING.

YOU MENTIONED EARLIER PERHAPS THE REPRESENTATION IS NOT THE SAME THERE'S UNDER AND OVERIDENTIFICATION ACTUALLY WHAT YOU FIND ALS IS STUDENTS TEND TO BE UNDERREPRESENTED SO WHILE IT MAY BE 11 PERCENT AS MISS WARNER MENTIONED IT DOESN'T BREAK OUT ACROSS ALL CATEGORIES EVENLY ONE OF THE HIGHER AREAS TENDS TO BE SPEECH AND LANGUAGE IN LARGE URBAN DISTRICTS SO WHEN YOU ADD IN THE FACTOR OF LANGUAGE ISSUES OFTEN KIDS ARE UNDER IDENTIFIED BECAUSE PEOPLE LOOK AT STUDENTS FROM DIVERSE BACKGROUNDS IS LANGUAGE ISSUES ARE LANGUAGE ACQUISITION ISSUES NOT DISABILITIES SO IT DOES FACTOR INTO THE IDENTIFICATION SO I THINK IT DOESN'T AT THAT LEVEL SPAN OUT ACROSS ALL CATEGORIES OF DISABILITY ARE ALL CATEGORIES OF RACE AND ETHNIC BACKGROUND AND THE POINT IN THE PRESENTATION AROUND OVERIDENTIFICATION EXPLAINS THAT AS WELL.

WE HAVE OVERIDENTIFICATION FROM OTHER FACTORS SO IS SORT OF REVIEWS THAT ASSUMPTION THAT ALL IDENTIFICATION IS VALID AN RELIABLE BUT IT TYPICALLY WORKS OUT TO AROUND 10 PERCENT IN THE DISTRICT IN AN URBAN DISTRICT.

>> THANK YOU.

>> MISS GREEN?

>> JUST A REALLY QUICK QUESTION HERE DOCTOR HUTCHINGS IS US A REPORT THAT YOU ARE RECEIVING ONCE A YEAR IN THE FALL? I GUESS THE NUMBERS, WE GET THE NUMBERS ALL SQUARED AWAY FROM GRADUATION OR WILL WE

[01:30:02]

GET UPDATES ON THE PROGRAM AND THROUGHOUT THE YEAR.

>> THIS IS ALSO INCLUDED IN OUR STRATEGIC PLAN >> VICKI.

>> OKAY I DON'T THINK I SEE ANY OTHER HANDS RAISED SO VERY INTERESTING LOOKING FORWARD TO HOW THIS, PLANNING SEEMS TO BE VERY DETAILED SO I AM LOOKING FORWARD TO SEEING HOW THIS WORKS ANYTHING ELSE? DOCTOR HUTCHINGS ANYTHING ELSE?

>> I HAVE NOTHING FURTHER.

WE ARE LATE TALKING TO MY SO I APPRECIATE YOU STILL BEING ON AT THIS TIME AND THIS IS VERY IMPORTANT THIS IS NOT GOING TO BE THE END THIS IS HOW WE ARE GOING TO RESOLVE OUR HISPANIC GRADUATION CHALLENGES AND I BELIEVE THAT â€" THEY DID TAKE DEPARTMENTS WORKING TOGETHER THAT'S HOW IT HAS TO BE FOR OUR EFFORTS IF WE WORK IN ISOLATION SO WE ARE MOVING THOSE BARRIERS IN REGARDS TO HOW WE COLLABORATE WILL TRULY BE KEY AND I APPRECIATE FOR ALL OF THE PAST YEARS AND MY TIME BEING HERE ARE COMMUNITY PARTNERSHIPS HAVING A HIGH SCHOOL PRINCIPAL ALL OF THESE THINGS AND DECISIONS THAT WERE MADE OVER THE PAST SEVERAL YEARS ARE NOW SETTING US UP FOR SUCCESS SO WE CAN TACKLE THESE CHALLENGES HEAD-ON AND SAYING MAKE IT HAPPEN AND THEY NEED TO DO THIS THUS THE ICING ON THE CAKE THIS IS THE ABILITY, THANK YOU FOR YOUR HARD WORK AND DEDICATION.

>> YOU SAID IT TAKES A VILLAGE.

ALSO THANK YOU FOR THE T-SHIRT.

I FORGOT TO THANK YOU FOR THE T-SHIRT.

SEMI THANK YOU EVERYONE FOR WEARING THEM TONIGHT.

>> THANK YOU MISS THORTON FOR REMINDING ME TO TELL EVERYBODY ELSE BECAUSE I HAD IT ON MY MIND AND SHE SAID TO SEND AN EMAIL OUT AND HAVE LOTS OF INFORMATION.

THANK YOU.

I THINK WE ARE DONE, EVERYONE.

UNTIL NEXT TIME.

>> GOOD NIGHT.

HAPPY THANKSGIVING.

* This transcript was compiled from uncorrected Closed Captioning.