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[00:00:01]

>> GOOD EVENING, EVERYONE.

[1. Meeting Called to Order by Chair Alderton]

WELCOME TO THE VIRTUAL SCHOOL BOARD MEETING TODAY ON FEBRUARY 18TH, 2021.

I'M CALLING THIS MEETING TO ORDER AT 4:05 P.M.

AND I WILL DO THE ROLL CALL.

MEGAN ALDERTON.

>> CINDY ANDERSON?

>> PRESENT.

>> RAMEE GENTRY.

>> HERE.

>> JACINTA GREENE.

>> HERE.

>> MARGARET LORBER.

>> HERE.

>> VERONICA NOLAN.

>> HERE.

>> MICHELLE RIEF.

>> HERE.

>> CHRISTOPHER SUAREZ.

>> HERE.

>> AND HEATHER THORTON.

>> HERE.

>> WE ARE ALL PRESENT AT 9 BOARD MEMBERS.

[2. Observe a Moment of Silence]

WE WILL NOW OBSERVE A MOMENT OF SILENCE.

>> THANK YOU, EVERYONE.

MAY A HAVE A MOTION TO ADOPT THE AGENDA FOR TODAY'S MEETING?

[3. Adopt the Agenda for the February 18, 2021 Virtual School Board Meeting]

>> MADAM CHAIR, I PROVE WE ADOPT THE AGENDA FOR TODAY'S MEETING.

>> SECOND.

>> I HAVE MS. LORBER WHO IS SECOND -- I'M SORRY.

MISS GENTRY WHO IS SECOND AND -- SECONDED MS. LORBER'S MOTION.

I WILL CALL FOR THE VOTE.

MEGAN ALDERTON YES.

>> SIN DEAR ANDERSON.

>> YES.

>> RAMEE GENTRY.

>> YES.

>> JACITA GREENE.

>> YES.

>> MARGARET LORBER.

>> YES.

>> VERONICA NOLAN.

>> YES.

>> MICHELLE RIEF.

>> YES.

>> CHRISTOPHER SUAREZ.

>> YES.

>> HEATHER THORNTON.

>> YES.

>> EXCELLENT.

THE VOTE -- WE ARE ADOPTING THE AGENDA 9-0.

ALL RIGHT.

SO WE ARE GOING TO MOVE ON -- GOSH.

MY DOG IS VERY LOUD, EVERYBODY.

SORRY.

I HOPE YOU DON'T HEAR THAT.

WE WILL GO AHEAD AND MOVE ON TO COMMUNICATIONS AND ADDRESSES TO THE BOARD.

[4. Public Comments]

WE HAVE SOME PUBLIC COMMENTS TODAY.

JUST AS A REMINDER THAT EACH SPEAKER IS GIVEN THREE MINUTES TO ADDRESS THE BOARD AND THE CLERK WILL BE TIMING ALL SPEAKERS AND WE'LL LET YOU KNOW WHEN YOUR TIME HAS EXPIRED.

IF YOU ARE HERE IN ATTENDANCE AND YOU HAVE PLANNED TO BE A PUBLIC SPEAKER, PLEASE RAISE YOUR HAND.

AND THAT WILL MAKE IT EASY FOR US TO FIND YOU.

>> SO OUR FIRST PUBLIC SPEAKER IS MR. KYLE MARTIN.

HE IS A GUEST PARENT.

>> I DO NOT SEE MR. MARTIN THERE SO I JUST -- I GAVE MS. TO SPEAK.

>> SO WE WILL MOVE ON TO MS. GINA BOW -- BAUM.

>> I AM GINA BAUM AND SERVE ON TWO CITY COMMISSIONERS AND ACPS PARENT.

I AM HERE TO ADDRESS TWO MATTERS AND THEY ARE RELATED.

IT IS THAT OF DESK SPACING AND REOPENING IN THE FALL.

I'M SURE YOU ALL RECALL MY MULTIPLE EMAILS AND RESPONSE TO THE INFAMOUS TUCKER CLASSROOM VISUAL.

I AM A PERSON WHO WITH GRAPH PAPER AND HIGH LIGHTERS SENT VISUALS OF AN ACPS CLASSROOM

[00:05:35]

VERSUS OTHER CLASS -- CLASSROOMS. WHILE I APPRECIATE SAFE PEA -- SAFETY MEASURES, I AM AT A LOSS TO UNDERSTAND ACPS'S SPACING.

THE PARENTS IN THE COMMUNITY ARE REPEATEDLY BEING TOLD THAT ACPS WILL NOT NEGOTIATE ON THE SIX-FOOT DISTANCING RULE.

YET, WHY IS ACPS NOT FOLLOWING THIS SIX-FOOT DISTANCING RULE? INSTEAD IMPLEMENTING EIGHT FEET OF SPACING BETWEEN EACH DESK FOR A TOTAL OF 65 SQUARE FEET PER DESK.

AS A PERSON WHO DISLIKES THIS AND DISTRUSTS GOVERNMENT I AM LOOKING FOR FOYA DOCUMENTS TO FIND ANSWERS TO THE SPACING ISSUE QUESTIONS THAT HAVE YET TO BE ADDRESSED DIRECTLY.

WHY DOES ACPS NEED MORE THAN EIGHT FEET OF SEPARATION BETWEEN DESKS? WHY DOES ACPS NEED 65 SQUARE FEET PER DESK? AND WHY ACCORDING TO FOYA DOCUMENTS IS ACPS TAKING AN ADDITIONAL 35% OF SPACE OUT OF EACH CLASSROOM? I HAVE YET TO LOCATE THAT RECOMMENDATION, NOT ON THE CDC SITE AND NOT ANYWHERE.

AND WHY IS ANY QUESTIONS REGARDING SPACE -- SPACING ALWAYS ANSWERED BY ACPS BECAUSE THERE IS FURNITURE.

THE LAST TIME I CHECK ACPS IS RESPONSIBLE FOR EDUCATING CHILDREN AND NOT FURNITURE.

IT DOESN'T TAKE A DOCTORATE TO KNOW THAT IT WILL ALLOW FOR MORE SPACING, MORE STUDENTS AND TURNED AWAY FROM HYBRID LEARNING.

AND WHY ISN'T THE SCHOOL BOARD ASKING THESE QUESTIONS? AND THAT BRINGS ME TO FALL.

IT SHOULD BE NO SURPRISE TO YOU, AND IT IS IT IS, LET THIS BE FAIR WARNING, THAT MOST PARENTS WILL WANT THEIR KIDS RETURNED TO SCHOOL FULL TIME, FIVE DAYS A WEEK NEXT FALL.

NO EXCUSES.

AND IGNORING TO PLAN FOR THAT EVENTUAL WALL TEE IS NEGLIGENCE.

OPENING SCHOOLS FIVE DAYS A WEEK IS INTEGRAL TO GETTING THE ECONOMY AND OUR COMMUNITY BACK ON TRACK.

I EXPECT YOU, LIKE EVERY OTHER CITY GOVERNMENT DEPARTMENT, LIKE EVERY SMALL BUSINESS AND NEARLY EVERY FACET OF OUR COMMUNITY TO HAVE IN PLACE A PLAN IN PLACE TO ENSURE THAT YOU ARE DOING YOUR PART TO SUPPORT OUR COMMUNITY AND OPEN SCHOOLS FULLY NEXT FALL.

THANK YOU.

>> THANK YOU, MS. BAUM.

SO I STILL DO NOT SEE MR. MARTIN SO WE WILL MOVE FROM PUBLIC COMMENTS.

AS A REMINDER IF YOU WOULD LIKE TO SIGN UP TO SPEAK AT THE NEXT MEETING, PLEASE SIGN UP NO LATER THAN NOON THE DAY PRIOR TO THE MEETING ON THE LINK AVAILABLE ON THE SCHOOL BOARD MEETING PAGE.

OUR NEXT ITEM IS THE REPORT FROM THE STUDENT REPRESENTATIVE.

[5. Report from Student Representatives Lorraine Johnson and Ashley Sanchez-Viafara]

WE WILL HEAR FROM LORRAINE JOHNSON AND ASHLEY SANCHEZ.

>> I AM NOT SURE LORAIN IS HERE SO I WILL JUST START.

GOOD AFTERNOON, EVERYONE.

TODAY'S REPORT IS FOCUSED ON THE WONDERFUL THINGS THAT THE BLACK STUDENT UNION HAS BEEN DOING THIS MONTH.

THE LEADERSHIP TEAM AND MYSELF HAVE BEEN WORKING HARD ON PLANNING AND ORGANIZING EVENTS IN BLACK CULTURE.

WE HAVE HOSTED SEVERAL EVENTS INCLUDING A MOVIE NIGHT AND A TWO-DAY FORUM FOR STUDENTS AND BLACK-OWNED BUSINESS PANEL DISCUSSION.

BLACK LOVE DAY AFFIRMATIONS WHICH IS FUN TO DO EVERY HOUR THROUGH INSTAGRAM AND BLACK ART VIA ZOOM WHICH IS GOING ON RIGHT NOW.

AND APART FROM THAT, I HAD BEEN GIVEN THE OPPORTUNITY TO WORK WITH -- TO FIND WAYS TO BETTER REACH OUT TO YOUTH AND I AM PARTNERING WITH ONE OF THE SOCIAL MEDIA COORDINATORS AND CAN BE INVOLVED IN WAYS THAT I CAN HELP OUT WITH THAT PROCESS.

AND I WILL BE ON A DISCUSSION FEATURING THE -- IT IS A DISCUSSION FEATURING -- I'M SORRY.

IT IS A DISCUSSION BASICALLY FOCUSING ON THE MOVIE "REMEMBER THE TITANS" AND THE HISTORY BEHIND ALEXANDRIA AND HOW IT IS AFFECTING US AND WHERE WE ARE NOW IN THIS PROCESS.

SO THAT IS GOING TO BE VERY FUN FOR ME.

I AM SO GLAD AND HONORED TO HAVE THAT OPPORTUNITY.

THANK YOU.

>> THANK YOU SO MUCH, ASHLEY.

SO WE WILL MOVE ALONG IN OUR AGENDA.

[Consent Calendar]

I NEED A MOTION TO ADOPT THE CONSENT CALENDAR.

>> MADAM CHAIR, I MOVE WE ADOPT THE CONSENT CALENDAR FOR THIS MEETING.

>> SO I HAVE MS. GREP SECONDING THE MOTION.

I WILL CALL FOR THE VOTE.

ALDER SON YES.

ANDERSON.

>> YES.

>> RAMEE GENTRY.

>> YES.

>> GREENE.

>> YES.

>> MARGARET LORBER.

>> YES.

>> NOLAN.

>> YES.

>> MICHELLE RIEF.

>> YES.

>> CHRISTOPHER SUAREZ.

>> YES.

>> AND HEATHER THORNTON.

>> YES.

>> SO THE MOTION OF THE CONSENT CALENDAR IS ADOPTED AT 9-0.

AND SO NEXT UP ON OUR AGENDA IS MOVING INTO OLD BUSINESS.

[10. Adoption of FY 2022 Combined Funds Budget]

AND THAT IS TO ADOPT THE FY2022 COMBINED FUNDS BUDGET.

WE WILL TURN IT OVER TO DR. HUTCHINGS AND TEAM.

[00:10:06]

>> I JUST WANT TO FIRST START OFF BY THANKING OUR CHIEF FINANCIAL OFFICER, MR. TURNER AND OUR FINANCE TEAM FOR ALL OF THE HARD WORK THEY HAVE DONE WORKING COLLABORATIVELY WITH OUR DEPARTMENTS AND PRINCIPALS AND USING THE SCHOOL BOARD BUDGET PRIORITIES AS OUR GUIDE TO GET TO WHERE WE ARE AT THIS POINT.

I WANT TO TURN THINGS OVER TO MR. TURNER TO SEE IF HE HAD ANY FINAL COMMENTS OR THOUGHTS OR ACKNOWLEDGMENTS THAT HE WOULD LIKE TO SAY?

>> THANK YOU, DR. HUTCHINGS.

I TOO WOULD LIKE TO THANK THOSE IN MY BUDGET OFFICE FOR THE HARD WORK THEY HAVE PUT IN THIS BUDGE ELT -- BUDGET PROCESS.

WE TRY TO IMPROVE THE PROCESS YEAR OVER YEAR AND WE WOULD NOT BE ABLE TO GET THIS BUDGET DONE AND PUBLISH THE BOOK WITHOUT ALL OF THE HARD WORK.

IT HAS DEFINITELY BEEN A UNIQUE YEAR TO SAY THE LEAST.

THEY HAVE GONE THROUGH THE PROCESS OF MEETING WITH THE STAKEHOLDERS AND THEN PUTTING IN THE LONG HOURS TO PUBLISH THESE DOCUMENTS AND THEN WORK TO GET THINGS POSTED FOR OUR MEETINGS.

SO THAT MYSELF AND DR. HUTCH INS -- HUTCHINS CAN BE READY.

BIG THANKS TO THE TEAM.

APPRECIATE ALL OF THAT WORK.

AND APPRECIATE THE COLLABORATION THROUGHOUT ACPS WITH THE SCHOOL BOARD AND THE STAKEHOLDERS AS WELL AS WE CONTINUE TO TRY TO MAKE IMPROVEMENTS TO THE BUDGET PROCESS EACH YEAR.

WE COULDN'T DO THAT WITHOUT THERE BEING COOPERATION AND COLLABORATION FROM GOING FROM THE SCHOOL BOARD'S PRIORITIES TO BUILDING THE BUDGET AROUND THE PRIORITIES.

THEM BEING ON BOARD HAS HELPED THE PROCESS BE ABLE TO MOVE FORWARD.

I APPRECIATE EVERYBODY FROM THE PRINCIPALS AND THE TEACHERS AND EVERYBODY THROUGHOUT ACPS FOR BEING ON BOARD WITH OUR CONTINUOUS BUDGET IMPROVEMENT PROCESS.

WITH THAT I WOULD JUST LIKE TO TURN IT OVER TO THE VICE CHAIR FOR THE MOTION TO ADOPT.

>> ALL RIGHT.

MADAM VICE-CHAIR DO YOU HAVE A MOTION FOR US?

>> I DO INDEED.

MAD -- MADAM CHAIR, I MOVE WE APPROVE THE ADOPT FY2020 BUDGET AS FOLLOWS.

THE 22 OPERATING BUDGET IN THE AMOUNT OF $294 MILLION 936 THOUSANDS 803 FOR REVENUES AND EXPENDITURES AS THOAN IN ATTACH -- AS SHOWN IN ATTACHMENT INCLUDE INCLUDING THE ADJUSTMENTS IN THE MEMO AS DISCUSSED IN THE FEBRUARY 10TH, 2020 BUDGET WORK SESSION.

THIS INCLUDES OTHER FINANCING SOURCES AND USES AS WELL AS A $5 MILLION, 1444, 453 PLANNED USE OF GENERAL FUND BALANCE.

THE OPERATING BUDGET INCLUDES, 2,416.99FTE'S WHICH IS A DECREASE OF .

3% FROM FISCAL YEAR 2021, AND A TOTAL CITY APPROPRIATION REQUEST OF $239 MILLION 037, 296 AN INCREASE OF 2.1% OVER FISCAL YEAR 2021.

THE FISCAL YEAR 2022 GRANTS AND SPECIAL PROJECTS BUDGET IN THE AMOUNT OF 17 MILLION, 142, 622 DOLLARS FOR REVENUES AND EXPENDITURES AS SHOWN IN ATTACHMENT 2.

THERE WAS ONE ADJUSTMENT RECOMMENDED TO THE PROPOSED BUDGET PRESENTATION.

ONE POSITION WAS RECLASSIFIED FROM TITLE 1 INSTRUCTIONAL ASSISTANT 2 THIS IS 98.75FTE'S, THE SAME AS FISCAL YEAR 2021.

THE FISCAL YEAR 2022 SCHOOL NUTRITION SERVICES BUDGET TOTALS 11 MILLION, 194, $167 FOR REVENUES AND EXPENDITURES AS SHOWN IN ATTACHMENT 2.

THERE ARE NO ADJUSTMENTS RECOMMENDED TO THE PROPOSED BUDGET PRESENTATION.

THIS BUDGET INCLUDES 120 FTE'S WHICH REPRESENTS A 4.2 DECREASE FROM FISCAL YEAR 2021.

THE SUPERINTENDENT IS GRANTED THE AUTHORITY TO MAKE THE NECESSARY MINOR CHANGES TO COMPLY WITH THE INTENT OF THE SCHOOL BOARD.

>> SECOND.

>> I HAVE MR. SUAREZ WHO SECONDS MS. NOLAN'S MOTION.

I WILL CALL FOR THE VOTE.

A ALT DEER -- ALRTON YES.

>> GENTRY.

>> YES.

>> GREENE.

>> YES.

>> LORBER.

>> YES.

>> VERONICA NOLAN.

>> YES.

>> MICHELLE RIEF.

>> YES.

>> CHRISTOPHER SUAREZ.

>> YES.

>> AND HEATHER THORNTON.

>> YES.

[00:15:01]

>> THE VOTE IS 9-0 AND CONGRATULATIONS.

WE HAVE ADOPTED THE BUDGET.

THANK YOU, EVERYONE.

[11. MTSS and SEAL First Semester Analysis]

SO MOVING ON TO NEW BUSINESS.

NEXT WE WILL BE PRESENTED WITH THE MTSS AND SEAL FIRST SEMESTER ANALYSIS.

I WILL TURN IT BACK TO DR. HUTCHINGS.

>> YES.

AND BEFORE WE BEGIN I WANT TO CONGRATULATE OUR NEW EXECUTIVE DIRECTOR OF COMMUNICATIONS, MISS KATHY MEMBU RG WHO YOU APPROVED TO JOIN US.

SHE HAPPENS TO BE ON OUR ZOOM.

I CAN SEE YOU.

IF YOU WANT TO WAIVE TO EVERYBODY AND SAY A COUPLE OF WORDS.

I KNOW YOU ARE EXCITED ABOUT JOINING OUR TEAM AND NOW YOU'RE HERE.

YOU'RE OFFICIAL.

>> THANK YOU SO MUCH, DR. HUTCHINGS.

THANK YOU FOR THIS OPPORTUNITY.

I AM HONORED TO JOIN ACPS.

I THINK YOU HAVE A TALENTED COMMUNICATIONS TEAM, AND I'M THRILLED TO BE WORKING WITH THEM.

SO EVERYBODY HAS BEEN TERRIFIC AND HELPING ME TRANSITION.

I CAN'T WAIT TO GET STARTED.

I KNOW IT IS A BUSY TIME.

>> THANK YOU, KATHY.

WE ARE SO EXCITED ABOUT YOU BEING A PART OF THE TEAM.

WE HAVE BEEN WAITING FOR YOU AND I'M SO HAPPY TO HAVE YOU ON BOARD.

THIS IS REALLY GETTING OUR COMMUNICATIONS AND SCHOOL AND COMMUNITY RELATIONS TEAM COMPLETE WHICH IS A GREAT THING.

I KNOW IT IS GREAT FOR JULIA BERGOS.

>> YES, THANK YOU SO MUCH.

>> WE WILL TRANSITION INTO OUR MTSS.

BEFORE WE START THERE I HAVE TO TAKE THIS MOMENT TO SAY A COUPLE OF WORDS.

I HAVE GET ON MY SOAPBOX FOR A MINUTE.

I THINK IT IS IMPORTANT FOR US, AND I WANT TO PUT THIS ON THE RECORD THAT I WISH THE "WASHINGTON POST" AND EVERYBODY WAS LISTENING RIGHT NOW.

I THINK IT IS IMPORTANT FOR US TO NOT COMPARE THIS YEAR TO LAST YEAR.

I THINK IT IS SO UNREALISTIC FOR ONE AND INAPPROPRIATE FOR THE MEDIA TO COMPARE OUR STUDENT ACHIEVEMENT TO LAST YEAR.

WHAT I MEAN BY THAT SPECIFICALLY IS THE FACT THAT LAST YEAR, UP UNTIL MARCH 13TH, OUR KIDS WERE IN A SCHOOL BUILDING EVERY SINGLE DAY AND GOING THROUGH WHAT WE USED TO BELIEVE WAS NORMAL FOR US ACROSS THIS COUNTRY.

NO ONE KNEW WHAT CORONAVIRUS WAS.

THE DEATH TOLLS AND THE VACCINATIONS AND ALL OF THESE THINGS RELATED TO A GLOBAL PANDEMIC.

WHEN YOU COMPARE THAT TO THIS YEAR WHERE ALL STUDENTS AND STAFF AND FAMILIES ARE IN A CRISIS, THIS IS A TRAUMATIC EXPERIENCE.

THIS GLOBAL PANDEMIC IS TRAUMA.

AND AS EDUCATORS, WE ARE VERY AWARE OF THE IMPACT THE TRAUMA HAS ON ALL PEOPLE.

IT IS VERY DIFFERENT FOR EVERYONE.

EVERYONE RIGHT NOW IS EXPERIENCING THAT.

FOR OUR DATA TO LOOK IDENTICAL AS IT WAS IN THE PAST AND FOR US TO MAKE A LOOK AT HOW THINGS USED TO BE COMPARE ETD -- COMPARED TO HOW THEY ARE TODAY IS NOT APPROPRIATE.

I WANTED TO START OFF WITH THAT.

I WAS MEETING WITH OUR STAFF THROUGHOUT OUR QUARTERLY CHATS.

WHAT I WAS SHARING WITH THEM IS OUR RESPONSIBILITY THIS YEAR IS TO LOOK AT OUR BASELINE DATA FROM THIS YEAR AS FAR AS THE SITUATION WE ARE IN CURRENTLY AND MAKING SURE WE ARE FINDING SUPPORTS TO ADDRESS STUDENTS' NEEDS.

THESE ARE SOCIAL AND EMOTIONAL AND ACADEMIC NEEDS.

NOW, I ALSO THINK IT IS IMPORTANT FOR US TO UNDERSTAND, AND I HEARD OUR NEW PRESIDENT WHO I AM EXCITED ABOUT AND I HAVE A WHOLE LOT OF RESPECT FOR.

PRESIDENT BIDEN SAYS WE WANT OUR SCHOOLS OPEN IN THE NEXT HUNDRED DAYS.

THERE WAS A FOCUS ON K-8.

WHAT I WANT TO ADD TO PRESIDENT BIDEN'S MESSAGING IS WE REALLY NEED TO MAKE SURE THAT WE ARE NOT STRIVING TO GO BACK TO HOW THINGS WERE PRIOR TO THIS PANDEMIC.

WE WERE NOT DOING IT RIGHT IN THIS COUNTRY IN REGARDS TO PUBLIC EDUCATION.

WE WERE NOT SERVING OUR BLACK AND BROWN FAMILIES WELL.

WE WERE NOT SERVING OUR BLACK AND BROWN STUDENTS WELL AT THAT PARTICULAR TIME.

WE NEED TO GET AWAY FROM TRYING TO GET BACK TO HOW IT WAS.

WE NEED TO START REINVENTING AND RETHINKING WHAT EDUCATION AND WHAT TEACHING, LEARNING AND LEADERSHIP IS GONNA LOOK LIKE TOMORROW.

WE ARE NOW HAVING A SIGNIFICANT OPPORTUNITY FOR US TO ADDRESS THE NEEDS OF OUR STUDENTS, WHETHER SOCIAL, EMOTIONAL OR ACADEMIC IN A VERY UNIQUE WAY.

WHETHER IT IS VIRTUAL OR IN PERSON OR WHETHER IT IS HYBRID.

THE SKY IS THE LIMIT AT THIS POINT AND WE NEED TO THINK ABOUT HOW DO WE RETHINK EDUCATION MOVING FORWARD? AND NOT HOW DO WE GO BACK TO HOW THINGS WERE.

I DON'T KNOW ABOUT YOU ALL, BUT BECAUSE WE DIDN'T HAVE IT RIGHT BEFORE?

[00:20:02]

WHY GO BACK TO SOMETHING THAT WAS WRONG.

LET'S TRY TO GET IT RIGHT THIS GO AROUND AND USE THE OPPORTUNITY TO DO THAT.

I WANTED TO PREFACE OUR CONVERSATION WITH THAT TODAY.

IT IS OUR RESPONSIBILITY TO START THINKING THROUGH AND PUTTING ACTION ON HOW WE ADDRESS THE SOCIAL AND EMOTIONAL AND ACADEMIC LEARNING NEEDS OF OUR STUDENTS MOVING FORWARD.

I'M GONNA STOP HERE AND TURN THINGS OVER TO DR. MAZINGO.

>> GOOD AFTERNOON, EVERYONE.

IT IS NICE TO SEE EVERYBODY.

WHAT WE ARE GOING TO DO -- I KNOW CLINTON AND PAIGE AND OTHERS HAVE PUT THIS NICE PRESENTATION TOGETHER FOR YOU.

WHAT I WANT TO DO AT THIS TIME IS ASK MR. PAIGE TO INTRODUCE THE PRESENTATION.

AFTER THAT I KNOW WE HAVE PRINCIPAL -- PRINCIPALS THAT HAVE STORIES TO TELL AND SHARE WHAT IS GOING ON AND CURRENT IN THEIR SCHOOLINGS.

>> THANK YOU, DR. MEZINGO AND DR. HUTCHINGS.

LOVELY TO BE WITH YOU.

MEMBERS OF THE SCHOOL BOARD.

AS DR. HUTCHINGS AND DR. MEZINGA POINTED OUT WE ARE HAPPY TO TALK ABOUT OUR MTSS, SOCIAL EMOTIONAL AND ACADEMIC LEARNING AND DOING FIRST FRAMING WHAT SOME OF THE COMPONENTS ARE AND THEN TAKE A QUICK PER VIEW THROUGH THE DATA AND WHAT IT IS TELLING US AS IT RELATES TO THE SCHOOL YEAR.

AND THEN HEAR FROM THE SCHOOLS IN TERMS OF THE WORK AND HOW IT IS ALL APPLIED THROUGH MTSS.

TO KICK US OFF, I WILL TURN IT OVER TO MS. WOOD WHO IS GOING TO GET US STARTED.

>> THANK YOU.

THANK YOU, CLINT, DR. HUTCHINGS AND DR. MEZINGA.

GOOD EVENING TO ALL OF OUR BOARD MEMBER AND THOSE WATCHING VIRTUALLY.

I WANT TO SHARE ABOUT OUR MTSS PROCESS AND HOW WE SUPPORT STUDENTS AT MTSS.

OUR ESSENTIAL QUESTION TODAY IS HOW DO SCHOOLS SUPPORT STUDENTS' SEAL PROGRESS THROUGH THE MTSS LENS FROM QUARTER 1 TO QUARTER 2.

NEXT SLIDE, PLEASE.

THANK YOU.

WE WANT TO START WITH JUST GIVING SOME BACKGROUND ON OUR MTSS STRUCTURE.

THE MTSS PROCESS PROVIDES AN EQUITABLE APPROACH TO SUPPORTING ALL STUDENTS AND THEIR NEEDS.

THERE ARE TWO SIDES OF THE MTSS PYRAMID.

THE ACADEMIC SIDE IS WHERE THE DATA-INFORMED EARLY IDENTIFICATION SYSTEMS HELP TEACHERS DECIDE WHICH EVIDENCE-BASED PRACTICES WILL BEST MEET STUDENTS' NEEDS.

BASED ON THE TIERED LEVEL THEY HAVE ACCESS TO GRADE LEVEL CONTENT AND EDUCATIONAL BEST PRACTICES THROUGH THE TIER1 SUPPORT.

AS STUDENTS NEED ADDITIONAL INTERVENTIONS AND SUPPORTS, THE TEACHERS AND THE SCHOOLS ADDRESS THEIR NEEDS THROUGH THE TIER2 OR TIER3 LEVEL.

THE BEHAVIORAL SIDE OF THE PYRAMID MIRRORS THE ACADEMIC SIDE WITH A FOCUS ON BEHAVIOR AND THE SOCIAL AND EMOTIONAL NEEDS OF OUR STUDENTS.

BEHAVIOR SUPPORTS THE FRAMEWORK OF TBIS AND IS SUPPORTED THROUGH CURRICULUM.

RESTORE TIFF PRACTICES ARE A VEHICLE TO PROVIDE THESE SUPPORTS AND EBBING HUAABLE -- EQUITABLE AND SAFE LEARNING ENVIRONMENTS.

WHILE WE SUPPORT STUDENT BEHAVIOR AND SOCIAL AND EMOTIONAL LEARNING WE MUST RECOGNIZE THE DISTINCTION BETWEEN THE TWO.

THE BEHAVIORS ARE THE ACTIONS WE SEE.

SOCIAL EMOTIONAL NEEDS ARE THE UNDERLINING ROOT CAUSE OF THE BEHAVIORS.

OVERALL MTSS IS A SYSTEM AND STRUCTURE.

WHEN WE EMPHASIZE SEAL, WE BRING BOTH SIDES OF THE PYRAMID TOGETHER BY FOCUSING ON THE SOCIAL, EMOTIONAL AND ACADEMIC LEARNING OF STUDENTS.

IF STUDENTS ARE NOT SOCIALLY OR EMOTIONALLY AVAILABLE THEY ARE LESS LIKELY TO ENGAGE IN ACADEMIC LEARNING AND GROWTH.

AT THIS TIME I WILL PASS IT BACK TO CLINT WHO WILL GIVE YOU AN OVER VIEW OF OUR SEMESTER DATA ANALYSIS.

>> THANK YOU SO MUCH.

NEXT SLIDE, SUSAN.

AS DR. HUTCHINGS MENTIONED IN HIS OPEN, WE DID AN ANALYSIS IN QUARTER 1 OF SOME OF THE KEY INDICATOR WNS THAT TIME FRAME AROUND CHRONIC ABSENTEEISM AND GRADES IN THE PRIMARY AND SECONDARY LEVELS.

WE WANT TO TAKE A FEW MINUTES TO SEE WHERE WE STAND NOW AT THE END OF THE SECOND QUARTER AS IT RELATES TO THE INDICATORS.

AS A REMINDER CHRONIC ABSENTEEISM IS DEFINED AS 10% OR MORE OF DAYS MISSED IN A SPECIFIC PERIOD.

AS WE BREAK THAT OUT IN QUARTERS, THE STUDENT IS MISSING FIVE OR MORE DAYS WITHIN A GIVEN QUARTER AND THAT STUDENT WOULD BE FLAGGED AS CHRONICALLY ABSENT.

IN THE FIGURE AT THE TOP HERE YOU SEE QUARTER 2 AND QUARTER 1 CHRONIC

[00:25:02]

ABSENTEEISM RATES COMPARE TO EACH OTHER SO WE SEE A SLIGHT INCREASE FROM QUARTER 1 TO QUARTER 2.

WE SAW ASYNCHRONOUS DAYS DRIVING OUR OVERALL ABSENTEEISM RATES.

AS WE BEGAN TO BREAK THE CHRONIC ABSENTEEISM OUT ACROSS OUR STUDENT GROUPS, WE CONTINUED TO SEE DISPARITIES AS WE DID IN THE QUARTER 1 DATA WITH THE ENGLISH LEARNERS AND HISPANIC AND SPECIAL EDUCATION STUDENT GROUPS HAVING THE HIGHEST RATES OF CHRONIC ABSENTEEISM.

NEXT SLIDE.

AS WE DELVE INTO GRADES, THIS FIRST SLIDE IS LOOKING AT OUR EL MEN -- ELEMENTARY GRADES ANALYSIS AND WHAT WE SAW IN ELEMENTARY GRADES OVERALL IS NOT MUCH DIFFERENCE AT ALL BETWEEN FIRST AND SECOND QUARTER.

THERE AT THE TOP YOU CAN SEE THE DISTRIBUTIONS OF ONE'S TWO'S THREE'S AND FOUR'S AND GIVEN OUT IN GRADES ONE THROUGH FIVE IN QUARTER 1 AND QUARTER 2.

YOU CAN SEE A LARGE AMOUNT OF SIMILARITY THERE.

AND ALSO AS WE BROKE THOSE OUT BY OUR STUDENT GROUPS IN TERMS OF GRADE DISTRIBUTIONS, WE DID CONTINUE TO SEE DISPARITIES AS WE DID IN QUARTER 1.

SPECIFICALLY WITHIN SPECIAL EDUCATION, ENGLISH LEARNER, HISPANIC AND BLACK STUDENT GROUPS RECEIVING THE GREATEST RATIOS OF ONE'S AND 2'S.

WHEN WE GO TO THE SECOND GRADE ANALYSIS, NEXT SLIDE, WE ALSO SEE A SIMILAR STORY WITH ELEMENTARY WITH HIGH AND MIDDLE SCHOOL GRADE DISTRIBUTIONS REMAINING RELATIVELY STABLE IN THE FIRST AND SECOND QUARTER.

YOU CAN SEE THERE THE HIGH SCHOOL GRADE DISTRIBUTIONS AND THEN MIDDLE SCHOOL.

IN MIDDLE SCHOOL YOU CAN NOTICE THE GRAY AT THE END OF THE Q2, THAT'S FOR INCOMPLETE.

WE DID SEE A SLIGHT INCREASE OF INCOMPLETE IN Q2 WHEN COMPARED TO Q1 AT 7% AND COMPARED TO 1% AT QUARTER 1.

WE CONTINUE TO SEE DISPARITIES AMONG STUDENT GROUPS AMONG SPECIAL EDUCATION HISPANIC, ECONOMICALLY DISADVANTAGED AND BLACK STUDENT GROUPS RECEIVING THE GREATEST RATIOS OF D'S, F'S AND I'S WITHIN THE STUDENT GROUPS.

AND YOU CAN SEE THE COMPARISON THERE IN THE BOTTOM OF THE SLIDE.

THERE IS A HIGH LEVEL OVERVIEW OF THE CHRONIC ABSENTEEISM AND GRADES COMPARING Q1 TO Q2.

AND WITH THAT I WILL TURN IT OVER TO MR. SAMPSON WHO WILL GO OVER SOME COVID-19 INFORMATION.

>> THANK YOU, MR. PAGE.

BACK IN OCTOBER OF 2020 WE HAD STUDENTS IN GRADES 3 THROUGH 12 COMPLETE THE UCLA COVID-19 BRIEF SCREENER.

AS A REMINDER, THIS IS A SCREENING TOOL, NOT A DIAGNOSTIC INSTRUMENT.

IT POINTS THE WAY TO STUDENTS WHERE THERE MIGHT BE CONCERNS AND INDICATES THAT WE NEED TO FOLLOW-UP WITH SOME KIDS BASED ON THE INFORMATION.

WE HAD ABOUT 69% OF ELIGIBLE STUDENTS TAKE THE SCREENING TOOL.

WE DID HAVE A NUMBER OF STUDENTS WHO WERE OPTED OUT BY THEIR FAMILIES WHICH WERE REQUIRED TO PROVIDE BY VIRGINIA CODE.

THERE WAS CHALLENGE IN ATTENDANCE IN THE EARLIER PART OF THE YEAR WITH SOME STUDENTS.

WE ENDED UP WHERE WE SAW DIVISION WIDE ELEVATED SCORES IN TWO MAIN CATEGORIES.

ONE WAS REALLY THIS AVOIDANCE OF REMINDERS WHERE THE STUDENTS WERE INDICATING THAT THEY WERE NOTICEABLY TRYING TO AVOID THE SITUATIONS AND WHERE THEY MIGHT THINK ABOUT AND ENCOUNTER THINGS THAT WOULD REMIND THEM OF EVENTS THAT WERE UPSETTING TO THEM IN THE PAST.

WE HAD HEIGHTENED SCORES IN THE AREA WHERE THE STUDENTS WERE FINDING THEMSELVES BEING MORE ARGUE MEN TAU TIFF AND -- ARGUMENTATIVE AND PROBLEMS CONCENTRATING AND PROBLEMS SLEEPING.

WHEN WE BROKE DOWN THE NUMBERS ACROSS THE DIVISION WE FOUND WE LINED UP WITHIN THE PERCENTAGES FOR TIER2 AND TIER3 THAT MS. WOOD DISCUSSED IN ONE OF THE EARLIER SLIDES.

WHERE 3.5% OF STUDENTS WERE AT THE INTENSIVE INTERVENTION STAGE AND THEN 13.4 IN THE NEXT INTERVENTION.

WE TOOK THAT INFORMATION AND WE TRIED TO INCORPORATE EVIDENCE-BASED STRATEGIES AROUND SUPPORTING STUDENTS THROUGH TRAUMA BASED ON THE TWO ELEVATED AREAS.

WE WANTED TO PUT IT IN THE TIER1 SEAL CALENDARS WE WERE PROVIDING TO SCHOOLS.

WE WANTED TO MAKE SURE WE WERE BUILDING UP THE CAPACITY OF OUR STUDENT

[00:30:01]

SUPPORT TEAM MEMBERS WITH TWO PROGRAMS THAT ARE DIRECTLY ALIGNED WITH STUDENTS WHO EXPERIENCED TRAUMA IN TIER2 AND TIER3.

IN ADDITION WE HAD SCHOOLS THAT REVIEW THEIR STUDENT LEVEL DATA TO DETERMINE -- TO DO SOME OF THE FOLLOW-UP WITH STUDENTS WHO HAD HIGH SCORES TO CHECK IN AND SEE WITH OTHER INFORMATION THAT THEY COULD PROVIDE, DOES THE STUDENT NEED THE TIER2 OR TIER3 SERVICES? AND THEN WORK TO PROVIDE SOME INTERVENTIONS, WHETHER IT IS INDIVIDUAL COUNSELING OR SMALL GROUP SUPPORT TO THE STUDENTS AND FAMILIES.

NEXT SLIDE, PLEASE.

SO WE WANTED TO TAKE A MOMENT HERE TO REVISIT WITH YOU ALL OUR APPROACH TO SOCIAL, EMOTIONAL AND ACADEMIC LEARNING THAT WE SHARED WITH YOU IN A PRESENTATION LAST YEAR.

AT ACPS WE BASE OUR SOCIAL AND EMOTIONAL AND ACADEMIC LEARNING ON THE COLLABORATIVE FOR ACADEMIC, SOCIAL AND EMOTIONAL LEARNING FRAMEWORK.

IT INCLUDES THESE CASEL COMPETENCIES THAT YOU CAN SEE IN THE CENTER OF THE CIRCLE.

IT LACKS SOCIAL, EMOTIONAL AND LEARNING AREAS.

SOME ARE MORE SOCIAL CONNECTIONS AND HELPING STUDENTS FOSTER THE SOCIAL CONNECTIONS AND KNOWLEDGE OF SELF.

AND THE OTHER THINGS ARE THINGS LIKE GOAL SETTING AND SELF-EFFICACY.

THERE IS A CONCERN OF SOCIAL, EMOTIONAL AND ACADEMIC LEARNING THAT IT IS DONE THROUGH AND THOUGHT THROUGH WITH A LENS OF EQUITY AND REALLY A LENS THAT IS ANTI-RACIST.

WE ARE TRYING TO BALANCE TEACHING STUDENTS THE SKILLS THEY NEED TO HELP REGULATE THEIR EMOTIONS, BUT ALSO MAKING SURE IT DOESN'T TAKE AWAY FROM CHANGES OR CHALLENGES WE SEE MIGHT BE NEEDED BY THE LARGER SYSTEM OR THE INSTITUTION OF EDUCATION.

WE DON'T WANT SOCIAL OR EMOTIONAL ACADEMIC LEARNING TO BE ANOTHER SYSTEM THAT FURTHER OPPRESSES CHILDREN.

WE REALLY TRY TO THINK ABOUT HERE, AND IT IS ALTOGETHER IN THE SAME DEPARTMENT, IT IS CRITICAL THAT THE SEAL IMPLEMENTATION THAT WE ARE WORKING ON IS CONCURRENT WITH ANTI-RACIST TRAINING AND DISCUSSIONS.

THERE IS A SYSTEMIC IMPACT OF THE DECISION MAKING ON THE STUDENTS THAT THEY ARE WORKING WITH AND ON HOW THEY THINK ABOUT HOW STUDENTS EMOTIONAL REACT TO CERTAIN SITUATIONS.

WE TEACH THESE THROUGH EXPLICIT INSTRUCTION AND TEACHING MODELING IN THE CLASSROOM SETTINGS.

THEY ARE REINFORCED SCHOOL WIDE WITH ALL OF THE VARIOUS PROGRAM THAT'S WE DO.

WE REALLY WANT THIS TO BE SOMETHING THAT IS NOT A ONE AND DONE IN A CLASS PERIOD AND THEN LEAVE.

IT IS INTEGRATED IN THE FABRIC OF THE INSTRUCTION OF SCHOOLS.

NEXT SLIDE, PLEASE.

AS ELUDED TO EARLIER, WE TALKED ABOUT THIS LAST YEAR AND WANTED TO UPDATE YOU WITH WHERE WE ARE ON THE IMPLEMENTATION OF THE RULER CURRICULUM.

IT IS FROM THE YALE CENTER OF EMOTIONAL INTELLIGENCE AND FOCUSES ON TEACHING THE LANGUAGE OF FEELINGS AND EMOTIONS AND UNDERSTANDS HOW WE AS INDIVIDUALS AND WHETHER THAT IS A SIX-YEAR-OLD OR A 60-YEAR-OLD CAN WORK TO MOVE OURSELVES FROM ONE EMOTIONAL STATE TO ANOTHER.

SOMETHING WE ARE PROUD OF AND DRAWN TO WITH THE CURRICULUM IS THAT THE FOCUS IS ON ADULTS FIRST WITH HELPING ADULTS LEARN THIS LANGUAGE AND HOW THEY CAN MANAGE AND UNDERSTAND THEIR OWN FEELINGS AND EMOTIONS TO THEN TURN IT AROUND WITH STUDENTS.

YOU WILL SEE WE STARTED WITH THREE SCHOOLS IN THE 2019-20 SCHOOL YEAR.

WE ARE WORKING TO ADD AN ADDITIONAL FIVE SCHOOLS IN THIS SCHOOL YEAR.

AND THEN FOR US BECAUSE OF THE COMPONENTS OF REALLY SUPPORTING ADULTS AND ALSO CHILDREN, WE ARE LOOKING TO IMPLEMENT THIS DIVISION WIDE IN ALL OF OUR SCHOOLS IN THE 2021-2022 SCHOOL YEAR.

IT IS A TRAINER TO TRAINER MODEL WHERE THEY ARE TRAINED AND THEN COME AROUND AND PROVIDE THE TRAINING WITHIN THEIR SCHOOL COMMUNITIES.

THIS YEAR ALSO THROUGH EVERY SCHOOL AND THEIR SCHEDULE HAS SEAL TIME IN THEIR MASTER SCHEDULES.

AND WE HAVE BEEN PROVIDING SCHOOLS WITH A SEAL CALENDAR EACH MONTH TO SUPPORT THE

[00:35:02]

RESOURCES ON HAND TO PROVIDE LESSONS IN THE SOCIAL, EMOTIONAL AND ACADEMIC AREAS, PARTICULARLY TARGETED AT TIMES TO THE DUAL PANDEMICS OF COVID-19 AND SYSTEMIC RACISM.

THESE ARE COLLABORATIONS OF TEACHING LEARNING AND EQUITY AND WE WILL PROVIDE ACADEMICS IN GOAL SETTING AND CAREER PLANNING TO RESOURCE THAT'S ARE REALLY FOCUSED ON PBIS, AND WE HAVE STARTED TO INCLUDE RESOURCE THAT'S ALIGN WITH EVIDENCE-BASED STRATEGIES FOR TRAUMA RESPONSE BASED UPON OUR UCLA BRIEF SCREENER DATA.

I WILL TURN IT OVER TO MS. WOOD.

>> THANK YOU, MR. SAMPSON.

I HAVE THE ESTEEMED PLEASURE OF INTRODUCING FIVE OF OUR FABULOUS PRINCIPALS.

WE WANTED TO TAKE THE OPPORTUNITY FOR YOU TO HEAR FROM A COUPLE OF THEM AND THE CORE FOR MATH, SCIENCE AND TECHNOLOGY.

THE PRINCIPAL OF WILLIAM RAMSEY SCHOOL AND REPRESENTING OUR K-8 SCHOOLS DR. JOHN MCCAIN, TRANSFORMATIONAL HEAD OF SCHOOL AND JEFFERSON HOUSTON, IB, K-8 SCHOOL AND REPRESENTING OUR MIDDLE SCHOOL IS MS. PETERS AND REPRESENTING OUR HIGH SCHOOL AND HOME OF THE TITANS MS. CARMEN SANDERS, OUR CAMPUS ADMINISTRATOR.

EACH SCHOOL LEADER WILL GIVE UH HIGHLIGHT OF THEIR MTSS PROCESS AND PROVIDE YOU WITH A -- TO PROVIDE YOU WITH A COMPLETE PICTURE OF HOW OUR SCHOOLS USE MTSS STRUCTURE TO MEET THE NEEDS OF THE SOCIAL, EMOTIONAL AND ACADEMIC LEARNING NEEDS.

AT THIS TIME WE WILL HEAR FROM MS. CREWS.

>> GOOD EVENING.

THANK YOU, COMMUNITY, DR. HUTCHINGS AND BOARD MEMBERS.

I AM THE PROUD PRINCIPAL OF THE SCHOOL FOR MATH, SCIENCE AND TECHNOLOGY AND I AM HERE TO SHARE ONE OF THE SYSTEMS -- CAN WE GO TO THE NEXT SLIDE? THANK YOU.

I WAS LIKE, WAIT A SECOND.

WHERE IS MY SLIDE? I AM HERE TO SHARE ONE OF THE MTS SYSTEMS THAT OUR SCHOOL SET IN PLACE A FEW YEARS AGO.

I OFFICIALLY BELIEVE THESE SYSTEMS HAVE REALLY AIDED OUR ABILITY TO HELP OUR STUDENTS DURING THIS VIRTUAL PLUS LEARNING MODEL.

I AM GOING TO DESCRIBE OUR TIER1 PROBLEM SOLVING MEETING.

IT STARTS WITH A STAFF MEMBER REFERRAL SUBMITTED BY TEACHERS WHO HAVE CONCERNS RELATED TO ACADEMIC, BEHAVIOR OR ATTENDANCE.

NEXT THERE IS A GRADE LEVEL MEETING THAT INCLUDES THE INSTRUCTIONAL COACH THAT HAPPENS EVERY TWO TO FOUR WEEKS.

THE TEAM DISCUSSES THE NEW REFERRALS AND PREVIOUS REFERRALS DURING THIS MEETING.

DURING THE MEETING, THE TEAM SHARES CONCERNS, DISCUSS STRATEGIES THAT ARE RECOMMENDED AS WELL AS NEXT STEPS.

INCLUDING WHO IS RESPONSIBLE FOR WORKING WITH THE STUDENT.

OUR INSTRUCTIONAL COACH, AND I HAVE TO GIVE A SHOUTOUT TO, DOCUMENTS THIS INFORMATION IN AN ELABORATE SPREAD SHEET.

THESE STUDENT TALK MEETINGS GIVE OWNERSHIP OF OUR STUDENTS TO OUR TEACHERS.

OUR TEACHERS FEEL EMPOWERED TO USE THE STRATEGIES THEY KNOW AND HOLD.

AT THE NEXT MEETING STUDENT PROGRESS IS REVIEWED AND DISCUSSED.

THE TEAM DECIDES TO CONTINUE TO MONITOR DURING THE STUDENT TALK MEETINGS OR MOVE ON TO THE MTSS REFERRAL PROCESS.

OTHER TEAMMATES ON THIS CALL WILL DISCUSS SOME OF OUR MTSS REFERRALS.

THIS IS TRULY A COUGAR TEAM EFFORT THAT INVOLVES MANY HARD-WORKING STAFF MEMBERS AND I AM PROUD TO BE SHARING THIS WITH YOU.

I WILL PASS IT TO THE NEXT PERSON WHICH I BELIEVE IS MIKE.

THANK YOU.

>> THANK YOU, MA'AM.

GOOD AFTERNOON, BOARD MEMBERS AND ALL ACPS TEAMMATES AND THE ALEXANDRIA CITY COMMUNITY.

I AM HERE TO TALK ABOUT THE ON GOING ACADEMIC INTERVENTION CYCLE THAT'S ARE PART OF ACPS SYSTEM.

AND DO THAT THROUGH THE WORK WE DO AT RAMSEY RELATED TO THAT.

WE ARE ESPECIALLY PROUD OF WILLIAM RAMSEY TO MANAGE STUDENT ACADEMIC DATA AND SHARE THE RESPONSIBILITY TO ALL OF OUR STUDENTS AND CONTINUE TO GROW AS WE WORK THROUGH THIS PROCESS.

EACH FALL AS TEACHERS DEVELOP THE TRUSTING RELATIONSHIPS THROUGH THE

[00:40:05]

CLASSROOMS WHERE WE KNOW WE DIDN'T GET ACCURATE ASSESSMENT DATA WE START OUR BENCHMARK DESK.

THE STUDENTS K-5 ARE TAKING DIVISION AND SCHOOL-BASED ASSESSMENTS AND WE USE THINGS LIKE MATH, PALS AND THE DREAM BOX INITIAL PLACEMENT ASSESSMENT.

WE USE THESE DATA SETS TO DETERMINE WHERE OUR STUDENTS FALL IN TERMS OF THE MTSS PYRAMID SHOWN EARLIER.

AT RAMSEY, THE PYRAMID IS OFTEN MORE UPSIDE DOWN THAN IT IS RIGHT SIDE UP.

SO WE TAKE THAT DATA AND TEACHERS COMPILE IT SIMILAR TO WHAT PRINCIPAL CREWS SHARED WHICH IS A CENTRALIZED DATA SYSTEM.

EVERYBODY CAN SEE THE DATA ON ALL STUDENTS AHEAD OF THE MEETINGS SO THEY WILL BECOME PREPARED TO DISCUSS THE MEETING.

AFTER WE COMPILED THE DATA, IT INCLUDES CLASSROOM TEACHERS AND ENGLISH LEARNER TEACHERS AND SPECIAL EDUCATION TEACHERS.

AND INTERVENTIONISTS AND COACHES.

THEY COME TOGETHER AND ESTABLISH THE CRITERIA FOR TIERING THE STUDENTS BASED ON THE INITIAL ASSESSMENT DATA.

FROM THERE WE DISCUSS SPECIFIC CHALLENGES TO DETERMINE AND ASSIGN THE RESEARCH-BASED INTERVENTION THAT ALIGNS WITH THEIR NEEDS.

AND THEN WE IDENTIFY STAFF MEMBERS WHO WILL DELIVER THAT IN EITHER SMALL GROUPS OR EVEN SOME SOME SITUATIONS ONE ON ONE.

AFTER WE GO THROUGH A CYCLE OF INTERVENTION WE USE A MONITORING PROCESS TO REVIEW AND SEE WHAT SPECIFIC CHALLENGES STUDENTS ARE HAVING AND WE USE THAT TO DETERMINE WHETHER OR NOT WE HAVE TO CONTINUE WITH A NEW INTERVENTION, THE SAME INTERVENTION AND TRANSITION TO A NEW INTERVENTION.

DO WE HAVE TO IMPROVE OUR FIDELITY AT DELIVERING IT, FOR MONITORING THAT SYSTEM? AND THEN DECIDE TO REDUCE STUDENTS.

SOMETIMES THEY MOVE FORWARD IN MATH AND BACKWARDS IN READING OR SCIENCE.

WE ARE MAKING SURE WE PROVIDE ON GOING DIFFERENTIATED LEARNING FOR TEACHERS AROUND THE INTERVENTIONS.

WE CAN MAKE SURE THAT WE ARE GROWING IN OUR FIDELITY TO DELIVER THAT.

AT THE END OF AN INTERVENTION CYCLE, WE WILL GO THROUGH ALL THAT DATA AND THEN WE WILL MOVE FORWARD AND DO ANOTHER CYCLE.

TYPICALLY WE WILL GET THROUGH THREE FULL CYCLES IN A SCHOOL YEAR.

THE LENGTH WILL DEPEND ON HOLIDAYS AND BREAKS AND TRANSITIONS IN THE YEAR.

THIS CYCLE GOES ON AND ON AND WE LOOK AT THE DATA AT THE END OF THE YEAR TO DETERMINE IF THERE IS SOME SPECIAL PIECES WE CAN PUT TOGETHER FOR OUR SUMMER PROGRAMS OR OUR READING ACADEMIES.

THAT'S THE ACADEMIC INTERVENTION CYCLES IN THE MTSS PROCESS AND HOW WE APPLY THEM AT RAMSEY.

THANK YOU.

>> GOOD EVENING, ALEXANDRIA COMMUNITY.

THE BOARD MEMBERS AND DR. HUTCHINS.

I WILL EXPLAIN TO YOU THE MTSS PROCESS AND HOW IT IS DONE AT JEFER ON-HOUSTON.

WE DO WHAT IS CALLED KID TALKS.

WE KNOW THE GREATEST IMPACT OF STUDENT SUCCESS HAPPENS AT THE TEACHER LEVEL.

AND SO WITHIN OUR KID TALK, AND MS. CREWS TALKED ABOUT STUDENT TALK AND THEY ARE SYNONYMOUS, BUT WE HAVE A PROT BASKETBALL CALLED THE TAKE 10 PROTOCOL.

THE 10 REPRESENTING 10 MINUTES.

ALTHOUGH TEACHERS ARE NOT LIMITED TO 10 MINUTES, WE USE THE 10 MINUTES SO IT WILL KEEP THEM FOCUSED AND TARGETED.

I WILL DESCRIBE THAT PROCESS TO YOU WITHIN THE TAKE 10 PROTOCOL AND WHAT HAPPENS FIRST IS THAT THE TEACHER BRINGS A CONCERN TO THE TEAM.

THAT CONCERN COULD BE ACADEMIC.

IT COULD BE SOCIAL, EMOTIONAL OR AN ATTENDANCE ISSUE.

THEY WILL BRING INFORMATION TO THE MEETING THAT SUPPORTS THE CONCERN.

DATA IS BROUGHT AS WELL.

THE REASON THE TEACHER BRINGS THE DATA AND SHARES THE INFORMATION IS SO THE TEAM WILL UNDERSTAND THE CONCERN.

AT THAT POINT THEY ASK CLARIFYING QUESTIONS.

THEY MAY ASK QUESTIONS SUCH AS HOW OFTEN DOES THE CONCERN FOR THE ISSUE OCCUR?

[00:45:07]

ANOTHER QUESTION IS HOW DID THE STUDENT RESPOND WHEN YOU IMPLEMENTED A STRATEGY? ONCE THAT DIALOGUE TAKES PLACE AND AFTER THE TEACHER WHO BROUGHT THE CONCERN ANSWERS THE QUESTION THE TEACHER EXPLICITLY STATES WHAT IT IS THEY WANT THE STUDENT TO DO.

AT THIS POINT THE TEAM WILL GIVE SEVERAL STRATEGIES TO ADDRESS THE SOCIAL, EMOTIONAL, ACADEMIC OR EVEN ATTENDANCE CONCERN.

AT THAT POINT, THE TEACHER WOULD BROUGHT THE CONCERN WILL CHOOSE ONE TO THREE STRATEGIES THAT THEY WILL IMPLEMENT IN THE CLASSROOM.

ONCE THAT IS DECIDED THEY WILL CHOOSE A DATE WHERE THEY WILL COME BACK AND VISIT WHAT WAS BROUGHT TO THE TEACHER.

THEY WILL DETERMINE A DATE WHERE THEY WILL COME BACK AND THEY WILL BRING BACK DATA AND INFORMATION THAT SUPPORTS THE IMPLEMENTATION OF THE STRATEGIES THAT WERE RECOMMENDED.

WHEN IT COMES BACK IT HAPPENS ALL OVER AGAIN IN REFERENCE TO THE CONCERN SO THEY CAN DECIDE ON NEXT STEPS.

THAT'S THE TAKE 10 PROTOCOL.

ONCE AGAIN IT IS 10 MINUTES AND THEY GO THROUGH THAT KIND OF QUICKLY, BUT NOT LIMITED TO 10 MINUTES.

IT IS A WAY TO KEEP THEM FOCUSED AND TARGETED ON THE ISSUE AT HAND.

I WILL TURN IT OVER TO MY COLLEAGUE, MISS PETERS.

>> THANK YOU, DR. MCCAIN.

MY PRINCIPAL COLLEAGUES HAVE SHARED WITH YOU THE MTSS PROCESS THROUGH EACH TIER.

WE HAVE A SIMILAR PROCESS AT FRANCIS C.HAMMOND MIDDLE SCHOOL.

I WILL SHOW YOU WHAT HAPPENS WHEN THEY ARE SUPPORTED THROUGH EACH TIER AFTER ON GOING DATA COLLECTION AND KIDS TALK CONVERSATIONS AMONG EACHERS AND SCHOOL ADMINISTRATORS AND COUNSELORS.

THIS VIRTUAL SCHOOL YEAR AFFORDED US WITH AN OPPORTUNITY TO USE OUR INTERVENTION PROCESS TO SUPPORT STUDENTS VIRTUALLY TO ADDRESS D'S AND F'S AND ATTENDANCE.

8TH BLOCK AND SEAL ADVISORY WAS INTRODUCED THIS YEAR.

YOU WILL FIND IN THE VISUAL DISPLAY IT IS FOR TIERS 1, 2 AND 3 AND DIFFERENT LEVELS OF SUPPORT AT EACH TIER.

8TH BLOCK WAS FOR ALL STUDENTS ACADEMICALLY AND BEHAVIORALLY.

AS WE TRANSITIONED TO THE VIRTUAL SCHOOL YEAR IT WAS TO HELP ACCLIMATE WITH CAMPUS ON ZOOM AND ESTABLISHING AND MAINTAINING RELATIONSHIPS WITH THEIR TEACHERS AND CLASSMATES.

AS WE TRANSITIONED, IT IS USED FOR ACADEMIC SUPPORT.

AS A TIER1 INTERVENTION, TEACHERS PROVIDED SUPPORT FOR RETEACHING AND REASSESSMENT.

AS A TIER2 SUPPORT, TEACHERS HAVE BEEN ABLE TO USE DATA TO MAKE INSTRUCTIONAL DECISIONS TO PROVIDE TARGETED SMALL GROUP SUPPORT AND INSTRUCTION AND IN TIER3 TEACHERS WERE ABLE TO USE DATA TO MAKE INSTRUCTIONAL DECISIONS FOR INDIVIDUALIZED STUDENTS.

BEHAVIORAL INTERVENTIONS WERE USED IN OUR VIRTUAL LEARNING ENVIRONMENT AS WELL.

SEAL ADVISORY WAS A METHOD TO SUPPORT ALL STUDENTS IN THE DEVELOPMENT OF HEALTHY IDENTITIES AND THE MANAGEMENT OF EMOTIONS, GOAL SETTING, RESPONSIBLE DECISION MAKING AND SUPPORTED RELATIONSHIPS.

IDENTIFIED TIER2 STUDENTS HAVE RECEIVED SUPPORT THROUGH COUNSELING AND COMMUNITY CIRCLES.

AND FINALLY TIER3 STUDENTS RECEIVED INDIVIDUALIZED COUNSELING SUPPORT FROM THE SCHOOL COUNSELORS.

STUDENTS UTILIZE THE ON GOING PROGRESS MONITORING.

AND NOW MS. SANDERS WILL SHARE TIER1, 2 AND 3 PROCESS AT THE HIGH SCHOOL.

THANK YOU.

>> THANK YOU, MS. PETERS AND GOOD EVENING, BOARD MEMBERS AND DR. HUTCHINGS AND COMMUNITY.

I WILL TALK ABOUT THE TIER2 AND TIER3 LEVEL.

IT IS COMPRISED OF THE FOLLOWING THINGS.

THE CAMPUS ADMINISTRATOR, SCHOOL PSYCHOLOGIST, TRUANCY OUT REACH AND ATTENDANCE SPECIALIST, THE FAMILY ENGAGEMENT SPECIALIST WHO ARE BOTH LICENSED CLINICAL SOCIAL WORKERS, THE SCHOOL NURSES, SPECIAL EDUCATION DEPARTMENT CHAIR AND SCHOOL

[00:50:05]

COUNSELING DEPARTMENT CHAIR AND THE INTERNATIONAL ACADEMY SOCIAL WORKERS.

A SCHOOL WIDE MTSS REFERRALS IS NOT FOR A SINGLE INFRACTION NEEDING AN IMMEDIATE RESPONSE OR DISCIPLINARY ACTION.

THE TEAM SUPPORTS TEAM MEETINGS WITH THE INTERVENTIONS AND THE SUPPORTS AT THE TIER2 LEVEL WERE EXHAUSTED AND MORE INTENSIVE SERVICES AND INTERVENTIONS AND SUPPORTS ARE NEEDED.

THIS ALSO INCLUDES TIER3 REPLACEMENTS INCLUDING REFERRALS TO THE STUDENT ALTERNATIVE EDUCATION PLAN OR THROUGH THE ACPS LEARNING CENTER THAT SUPPORTS STUDENTS 16 YEARS AND OVER RECEIVING HIGH SCHOOLIE EQUIVALENCY TO EARN THEIR GED.

THE PERSON OR PERSONS REFERRING ARE ASKED TO DISCUSS THE REASON FOR THE REFERRAL AND THE STUDENT'S STRENGTHS AND THE CHALLENGES AND ACADEMIC, BEHAVIORAL AND/OR SOCIAL AND EMOTIONAL DATA.

ALONG WITH OUTLINING THE PREVIOUS INTERVENTIONS AND SUPPORTS.

THEY ENGAGE IN DISCUSSION WITH THE ACADEMY AND TEAM REPRESENTATIVES AND AT TIMES ASKING FOR ADDITIONAL DATA FOR APPROPRIATE INTERVENTIONS AND SUPPORTS SO THEY ARE IMPLEMENTED AND MONITORED FOR SUCCESS.

DATA COLLECTION IS IMPORTANT AT ALL LEVELS AND REQUIRED PRIOR TO BEING DEFERRED.

CLIENTS ARE ADVISED TO IMPLEMENT THE NEW RECOMMENDATIONS AND REVIEWS IN A FOUR TO 6-WEEK PERIOD.

THEY MONITOR A STUDENT'S PROGRESS AND THEN REPORT BACK ON THE EFFECTIVENESS OR INEFFECTIVENESS OF THE STRATEGIES AND OR DETERMINE THE NEEDS IN THE PROCESS.

I WOULD LIKE TO NOTE THAT THE MTTS TEAM DOES NOT DISCUSS STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES.

ACADEMY TEAMS ARE ADVISED TO DRESS NEW CONCERNS OR THE NEED FOR ADDITIONAL SERVICES AND OR ACCOMMODATIONS FOR STUDENTS THROUGH AN IEP MEETING OR AN ELIGIBILITY PROCESS.

IT IS TRULY A TEAM APPROACH.

THANK YOU AND I WILL TURN THE PRESENTATION BACK OVER TO MS. WOOD.

>> IT WOULD HELP IF I COME OFF OF MUTE TO START TALKING.

NEVER FAILS.

THANK YOU TO OUR WONDERFUL PRINCIPALS.

WE APPRECIATE YOU AND THE WORK YOU ARE DOING.

TO CONCLUDE, JUST A REMINDER THAT THE ELEMENTARY AND SECONDARY SCHOOLS USE THESE SYSTEMIC STRUCTURES TO SUPPORT THE BEHAVIORAL AND SOCIAL AND EMOTIONAL NEEDS.

SCHOOLS COLLECT AND ANALYZE DATA TO MAKE DECISIONS USING COHESIVE AND CONSISTENT PROCESS DESIGNED FOR EQUITABLE ACCESS TO NEEDED SUPPORTS.

TO STRENGTHEN OUR MTSS PROCESS WE RECOGNIZE THE NEED TO CONTINUE ON GOING PROFESSIONAL LEARNING, GUIDANCE AND SUPPORT TO OUR MTSS LIAISON AND SCHOOL-BASED LEADERS.

AS WE MOVE TO PHASE TWO OF OUR MTSS ROAD, WE ARE REFINING OUR PROS -- PROCESS TO ENSURE SUFFICIENCY AND WORK TO DEVELOP A MONITORING SYSTEM.

ON BEHALF OF THE COLLABORATIVE EFFORT OF THE DEPARTMENT OF ACCOUNTABILITY AND RESEARCH AND THE DEPARTMENT OF STUDENT SERVICES AND EQUITY, AND THE DEPARTMENT OF TEACHING, LEARNING AND LEADERSHIP AND OUR FABULOUS SCHOOL PRINCIPALS WE THANK YOU FOR YOUR TIME AND WE WOULD LIKE TO TAKE THIS OPPORTUNITY TO ANSWER QUESTIONS THAT YOU MAY HAVE.

>> THANK YOU, MS. WOOD AS WELL AS EVERYONE ELSE.

BEFORE WE GO INTO QUESTIONS, MADAM CHAIR, I WANTED TO THANK OUR PRINCIPALS AND ALL OF OUR PRESENTERS THIS EVENING.

WE HAVE SOME AMAZING PRINCIPALS, AS YOU ALL KNOW WHO ARE WORKING TIRELESSLY ON BEHALF OF OUR YOUNG PEOPLE.

YOU KNOW I APPRECIATE YOU.

I TELL YOU EVERY OPPORTUNITY I GET AND EVERY MOMENT I CAN HAVE IT ON RECORD I WANT YOU TO KNOW THAT YOU ROCK.

WE ARE SO BLESSED AND FORTUNATE TO HAVE YOU WITH US.

I ALSO WANT TO SAY THAT IT IS IMPORTANT FOR US TO BEGIN TO THINK ABOUT OUR GRADING PRACTICES IT IS EVIDENT BASED ON THE DATA.

WE USE MULTIPLE DATA POINTS FROM PALS AND RUNNING RECORDS THAT WE STILL HAVE A GRADING PRACTICE ISSUE AT ACPS.

[00:55:02]

FORTUNATELY WE HAD ALREADY STARTED OUR COMMITTEE PRIOR TO THE GLOBAL PANDEMIC.

WE PUT IT ON HOLD BECAUSE EVERYBODY -- THEIR WORLDS WERE TURNED UPSIDE DOWN.

WE HAVE RECONVENED OUR GRADING COMMITTEE.

IT IS IMPORTANT FOR US TO LOOK AT HOW DO WE GRADE DIFFERENTLY? NOT JUST IN THE GLOBAL PANDEMIC, BUT WE ARE LOOKING ACROSS THE COUNTRY WITH THE ASSESSMENTS AND THE NORM ASSESSMENTS.

WE ARE LOOKING AT HOW CAN WE ASSESS OUR KIDS IN DIFFERENT WAYS ? HOW CAN WE DEMONSTRATE MASTERY IN DIFFERENT WAYS? THAT REQUIRES A HUGE PARADIGM SHIFT.

AND NOW THAT WITH THE PANDEMIC WE NOW KNOW THAT WE CAN CHANGE OUR THINKING AND WE CAN DO THINGS DIFFERENTLY AND IT IS OKAY.

I WANTED TO PREFACE OUR Q AND A OPPORTUNITIES WITH THAT.

I'M TURNING THINGS BACK OVER TO YOU, MADAM CHAIR.

>> THANK YOU.

AND JUST SUCH AN AMAZING PRESENT PAYINGS.

I AM DEFINITELY LOOKING FORWARD TO THE QUESTIONS AND THE DISCUSSION HERE.

SO I'M GOING TO START OFF WITH MS. GENTRY.

>> THANK YOU SO MUCH.

AND THANK YOU TO THE ENTIRE TEAM THAT DID THIS PRESENTATION AND OBVIOUSLY ALL OF THE PEOPLE THAT ARE BEHIND THE PEOPLE THAT MADE THIS PRESENTATION.

I JUST WANT TO SAY THAT MTSS IS SOMETHING THAT IS AN ACRONYMN THAT HAS BEEN USED FOR YEARS AND IT IS GREAT TO HAVE PRESENTATIONS LIKE THIS FOR THE COMMUNITY.

IT IS SOMEBODY ACTUALLY WALKING THROUGH THE PROCESS SO PEOPLE UNDERSTAND IT IS NOT JUST A BUZZ WORD.

IT IS NOT JUST A LINGO TERM, BUT THERE IS QUITE A BIT OF WORK THAT GOES INTO IT.

AND IT IS ACTUALLY THAT AMOUNT OF WORK THAT I HAVE A QUESTION ON.

UP WITH THING THAT THIS ENTIRE -- THE PREMISE OF THIS CONCEPT IS BASED UPON, I HAVE BEEN SAYING THIS FOR YEARS, IT IS A PYRAMID, RIGHT? THE PYRAMID IS BASED ON CERTAIN ASSUMPTIONS ABOUT THE PERCENTAGES OF PEOPLE THAT WILL NEED THESE DIFFERENT LEVELS OF SUPPORT.

WHEN THAT PYRAMID WAS CREATED WE DIDN'T HAVE A GLOBAL PANDEMIC AND DIDN'T HAVE STUDENTS OUT OF SCHOOL FOR A YEAR.

I WANT TO HEAR FROM THIS TEAM.

I'M NOT SURE -- I AM NOT SURE WE ARE A PYRAMID SHAPE ANYMORE.

I DON'T KNOW WHAT SHAPE WE ARE.

IF WE ARE A PYRAMID, WE MIGHT BE, BUT THE PERCENTAGE NUMBERS MAY BE DIFFERENT.

THAT HAS REAL IMPLICATIONS.

THE AMOUNT OF STAFF TIME AND WORK THAT GOES INTO THAT IS SIGNIFICANT.

IF WE HAVE A SIGNIFICANTLY LARGER NUMBER OF STUDENTS THAT ARE BY ANY OF THE MEASUREMENTS OR ASSESSMENTS THAT WE ARE USING SHOULD BE IN TIER2, I WANT TO MAKE SURE WE ARE HOLDING ON TO THE PROMISE OF MTSS AND WE ARE GIVING THEM TIER2.

AND YOU DON'T SAY IT DOESN'T CONVENIENTLY FIT IN THIS 5 TO 15%.

I WOULD LOVE TO HEAR EVERYONE'S THOUGHTS ON HOW DO WE REALLY GET ALL OF THAT TIER -- THAT HAPPENING IN THESE EXTRAORDINARY CIRCUMSTANCES?

>> YES, THANK YOU SO MUCH FOR THAT.

AND YOU ARE SPOT ON.

I LOVE THAT YOU -- YOU CAN ACTUALLY TEACH MTSS AND TALK ABOUT THE SIMPLE FACT THAT, YOU KNOW, WE HAVE SEEN LIKE A FLIP IN A SENSE.

IT IS LIKE THE PYRAMID IS UPSIDE DOWN DURING THIS PANDEMIC.

EVERYBODY IS EXPERIENCING TRAUMA AND MANY STUDENTS ARE IN TIER2 AND EVEN TIER3 LEVELS WHICH IS BEYOND WHAT THE RESEARCH TYPICALLY DOES DURING WHAT WE CALL A NORMAL TIME IN OUR HISTORY.

I WOULD LOVE FOR SOME OF OUR PRINCIPALS TO BE ABLE TO SHARE SOME OF THAT OR A RESPONSE IN WHAT YOU ARE DOING WITH THAT.

>> CAN I JUMP IN FOR ONE SECOND, DR. HUTCHINGS? MS. GENTRY, I JUST WANT TO SAY THAT I JUST EARLIER THIS WEEK LOOKED AT AN EMAIL FROM AN ORGANIZATION THAT FLIPPED THE PYRAMID.

NO LONGER IS IT 80% AT THE TIER1 LEVEL, BUT 80% AT THE TIER3.

WHICH SWITCHES SUPPORT.

EVERYONE NEEDS THOSE SUPPORTS AND HENCE OUR SEAL CALENDAR AND REGULARLY

[01:00:02]

SCHEDULED PROGRAMMING DURING THE DAY THAT WE DIDN'T HAVE BEFORE WE WENT INTO THIS GLOBAL PANDEMIC.

I WANT TO SAY YOU ARE SPOT ON WITH THAT.

THE RESEARCHERS ARE SAYING THE SAME THING AND PUTTING OUT INFORMATION TO SUPPORT US AS WELL.

>> DR. HUTCHINGS, DO YOU WANT ME TO RESPOND?

>> YES, I'M SORRY.

YES.

>> AND I THINK MIKE IS GOING TO GO AFTER ME.

I JUST WANT TO TELL YOU I APPRECIATE WHAT YOU ARE SAYING.

THAT IS SOMETHING THAT AS EDUCATORS WE ARE CONCERNED ABOUT.

WE SEE IT FLIPPED AND WE ARE NERVOUS AND ANXIOUS AND IT STARTS FROM KINDERGARTEN THAT SOME OF OUR BABIES ARE BEING CAUGHT UP WITH THE PALS AND THE INTERVENTIONS.

THAT'S WHY WE STARTED THE MEETING.

WE WERE LOOKING UP AND EVERY STUDENT WAS IN THE TIER2 AND WE WERE GETTING TOO MANY REFERRALS AND WHAT WAS IN THE HANDS OF THE TEACHER AND WHAT THEY CAN DO.

THE TEACHERS ARE WORKING EXTREMELY HARD.

THIS IS NOT SOMETHING WE WOULD FIGURE OUT IN A MEETING, BUT WE LOOK AT IT AND COME UP WITH DIFFERENT IDEAS.

WE ARE BLESSED TO HAVE A NUMBER OF STAFF MEMBER THAT'S ARE WILLING TO STEP IN.

WE HAVE EDUCATION AND ENRICHMENT THAT WE UTILIZE.

AND I DON'T MEAN UTILIZE IT, BUT PERFECT IT.

WE PUT THE STUDENTS WHERE THEY NEED TO GO ACCORDING TO WHAT THEY NEED.

AND THE PERSON IS TRACKING WHAT THEY ARE DOING CONSTANTLY.

IF THEY NEED AN INTERVENTION FOR MATH, THEY DO A BETTER JOB IN THE MATH ASSESSMENT.

AND THEN THEY GO TO READING.

IT IS CONSTANTLY CHANGING.

WHAT IS DIFFICULT THIS YEAR IS WE ARE NOT DOING EXTENDED DAYS.

WE DON'T HAVE THE AFTER SCHOOL HOURS.

THAT'S THE SCARY PART OF THE DATA.

WE ARE DOING EVERYTHING WE POSSIBLY CAN, BUT IT IS STILL NOT ENOUGH.

WE'RE WORRIED AND WORKING AS HARD AS WE CAN.

THANK YOU FOR KNOWING IT IS A STRUGGLE.

IT IS NOT THAT WE AREN'T UP FOR IT, BUT IT IS CONSTANT.

>> AND I THINK AS WE GO INTO OUR NEXT PRINCIPAL IT IS IMPORTANT TO KNOW THAT THAT'S THE PURPOSE IN US HAVING A MEETING IN THE SUMMER, AN EXTENSION OF SUMMER LEARNING BECAUSE WE ARE GONNA HAVE TO -- THERE IS NOT ENOUGH HOURS, DAY ONE, TO CATCH EVERYONE UP.

THERE IS A LARGER NUMBER OF STUDENTS THAT WE ARE WORKING WITH TO PROVIDE THE SUPPORT NEEDED.

WE HAVE TO USE DIFFERENT MEASUREMENTS AND TAKE DIFFERENT ACTIONS TO ADDRESS THIS.

THAT SUMMER LEARNING APPROACH IS ONE OF MANY EXAMPLES, BUT ONE EXAMPLE HOW WE WILL HAVE TO BE ABLE TO EXTEND SOME OF THE LEARNING OPPORTUNITIES WE COULDN'T DO.

WHO ELSE WANTED TO SPEAK? WAS THAT MIKE? DID ANYONE ELSE WANT TO ADD IN -- I KNOW WE ARE NOT GOING TO GET TO EVERY PRINCIPAL, BUT WE'LL TAKE TWO AND THEN GO TO THE NEXT QUESTION.

>> I WILL JUST ADD THAT YOU HAVE TO ADDRESS SKILL GAPS.

SO AT THE ELEMENTARY LEVEL WHEN THE TEACHERS ARE DELIVERING THE INSTRUCTION AT THE BEGINNING OF A CONTENT BLOCK AND ARE MODELLING AND THINKING -- THINKING OF THE MODELING THE PROCESSES AND STRATEGIES, ONCE THEY TRANSITION TO STUDENTS WORKING INDEPENDENTLY, IN THE SMALL GROUPS TEACHERS ARE ADDRESSING SKILL GAPS TO PREREQUISITES TO THE NEW LEARNING THEY ARE STARTING THAT DAY.

YOU HAVE GOT TO BE ADDRESSING THAT INTO YOUR ONE INSTRUCTIONAL TIME AS WELL.

THE OTHER PIECE TO THAT IS WE MIGHT NEED TO CONSIDER AS A DIVISION HOW MANY MINUTES ARE WE GOING TO SAY ARE SPENT IN TIER1.

WE HAVE TIME FOR INTERVENTION DURING THE DAY.

WE HAVE TWO FOR MANY GRADE LEVELS RIGHT NOW BECAUSE EVEN THOUGH WE ARE NOT AT SCHOOL WE GAINED MORE TIME BECAUSE WE ARE NOT LOSING IT IN TRANSITION.

I WILL SAY ENSURING THAT WE HAVE ENOUGH TIME FOR TWO INTERVENTION BLOCKS AT THE

[01:05:06]

ELEMENTARY LEVEL NEXT YEAR IS GOING TO BE CRITICAL.

AND THAT WILL REQUIRE US TO LOOK AT HOW LONG IS RECESS? HOW LONG IS LUNCH? HOW LONG CAN WE EXPECT TO BE IN TIER1 READING IN MATH, SCIENCE AND SOCIAL STUDIES? WE NEED TO LOOK AT HOW MANY MINUTES WE HAVE IN A DAY AND MAKE SURE WE CARVE OUT THAT TIME.

INTERVENTION WILL BE MORE IMPORTANT THAN EVER.

>> THANK YOU.

I JUST GOT CHILLS LISTENING TO YOU, BY THE WAY.

>> I WILL MOVE ON TO -- SORRY.

MS. LORBER.

TO SEE YOU AND HEAR YOU SPEAK, IT IS A TREAT BECAUSE IT DOESN'T HAPPEN OFTEN ENOUGH.

MY QUESTION RELATES TO THE VERY BEGINNING OF THE PRESENTATION WHEN WE WERE LOOKING AT THE DATA ON THE STUDENTS WHO HAD THE LARGEST -- THE GREATEST LOSSES.

AND I AM WONDERING IS THERE DATA ON A CORRELATION BETWEEN ACCESS TO INTERNET BECAUSE THE FAMILIES HAVE MORE TROUBLE ACCESSING THE INTERNET ARE THE LOWER INCOME AND HIGH RISK KIDS FALL IN THE CATEGORIES WE HAVE IDENTIFIED WHERE THERE IS THE GREATEST LOSS AND CHALLENGE IF THERE ARE MULTIPLE CHILDREN LIVING TOGETHER EVEN IN THAT SENSE THERE MAY BE -- THERE MAY BE ACCESS TO THE HOUSE, BUT NOT ENOUGH EQUIPMENT.

I WONDER IF THERE IS A CORRELATION BETWEEN THE INTERNET ACCESS AND KIDS NOT DOING AS WELL.

THAT'S MY QUESTION.

>> DO YOU WANT ME TO TAKE THAT?

>> AS YOU ELUDED TO IN YOUR QUESTION THIS WOULD BE IN THE STAT WORLD WHAT WE CONSIDER A MULTI-VARIANT DISCUSSION.

THERE IS NO SINGULAR VARIABLE.

SO CERTAINLY INTERNET ACCESS IS A COMPONENT AND THERE IS A SLEW OF OTHER FACTORS.

AND NOT TO BE CLICHE, THE CONVERSATION OF THE WHOLE CHILD AND HOW DO WE ATTEND TO ALL OF THOSE DIFFERENT FACTORS TO BEST MEET THE NEED OF THE INDIVIDUAL LEARNER.

SPECIFICALLY AS IT RELATES TO INTERNET ACCESS, I KNOW DR. HOOVER HAS SOME STATISTICS AS TO WHO DOES AND DOES NOT HAVE INTERNET ACCESS AND THOSE NUMBERS ARE RELATIVELY SMALL AND AS YOU KNOW THEY HAVE BEEN WORKING TO GET THEM DOWN TO ZERO.

INTERRUPTED INTERNET PLAYS A FACTOR AND I WOULD SAY THERE ARE LOTS OF CAUSES TO THESE DISPARITIES AND IT IS THE WORK OF THE SST TEAM AND OTHERS TO UNPACK THOSE AND TO BEST SERVICE EACH INDIVIDUAL STUDENT.

>> THANK YOU, MR. PAGE.

MOVING ON TO MR. SUAREZ.

>> THANK YOU.

I JUST WANTED TO EXPRESS MY GRATITUDE AS WELL TO THE STAFF AND TO THE PRINCIPALS FOR THE GREAT PRESENTATION.

AND FOR THE COMPILATION OF THE DATA AS WELL.

YOU KNOW, I THINK IT REALLY IS GREAT THAT WE ARE BEING TRANSPARENT ABOUT SOME OF THE DATA WHICH FRANKLY ISN'T AS ROSY AS WE WOULD LIKE IT TO BE.

THERE IS A LOT OF DISPARITIES REFLECTED IN THE DATA AND A LOT OF ABSENTEEISM REFLECTED.

AND WE ARE ABLE TO CONFRONT THESE ISSUES AND HAVE THIS CONVERSATION IS GREAT.

I WILL PUT IN MY PLUG FROM THE BOARD PERSPECTIVE THAT AS WE STRIVE TO BE A HIGHER FUNCTIONING BOARD OVER TIME, THESE ARE THE TYPES OF CONVERSATIONS WE SHOULD ALWAYS BE HAVING ABOUT STUDENT ACHIEVEMENT AND A FOCUS ON THE DATA.

I THANK THE WHOLE STAFF AND TEAM FOR PUTTING THIS TOGETHER.

IT FOSTERS A REALLY ROBUST CONVERSATION.

SO MY QUESTION REALLY IS ABOUT SORT OF HOW DO -- HOW WE ARE PLANNING TO SORT OF

[01:10:05]

IMPLEMENT MTSS TO TAKE THE THEORY INTO THE PRACTICE AND SHOW THE CONCRETE RESULTS.

I AM A BELIEVER AND EXCITED ABOUT THE POTENTIAL OF WHAT TO DO WITH IT.

ONE OF THE THINGS I DID OBSERVE IN THE DATA AND A LOT OF THE RESULTS IN QUARTER ONE AND QUARTER TWO WERE SOMEWHAT FLAT.

THE ATTENDANCE RATES WERE PRETTY CONSISTENT BETWEEN THE TWO QUARTERS AS WERE THE GRADE DISTRIBUTIONS.

THERE WERE SOME EXCEPTIONS, BUT I FELT LIKE IN GENERAL THEY WERE FAIRLY FLAT.

TO ME I CAN SEE AN EXCITING OPPORTUNITY IN DRILLING DOWN THE DATA TO ANOTHER LEVEL.

AND SORT OF, YOU KNOW, SHOWING -- YOU KNOW, WE HAVE SEEN THESE DISPARITIES AND THESE RESULTS.

AND NOW LET'S LOOK AT WHERE WE ARE APPLYING THEM TO MTSS.

HOW MANY ARE TIER1 AND HOW MANY ARE TIER2 AND 3.

IN QUARTER 2 WE HAD THIS MANY STUDENTS AND THEN HERE IS HOW THE ATTENDANCE ISSUES IMPROVED.

OR HERE IS HOW THE GRADE DISTRIBUTIONS IMPROVED AND THOSE SORTS OF THINGS.

I AM WONDERING WHAT IS OUR SORT OF LONG-TERM THINKING IN TERMS OF HOW WE ARE GOING TO DRILL DOWN FURTHER IN THE DATA TO CORRELATE THESE INTERVENTIONS WITH OUR PROGRESS SO WE CAN SEE WHERE MTSS IS GOING WELL AND WHERE SOME SCHOOLS ARE PERFORMING HIGH AND SOME MAY NEED MORE SUPPORT IN MTSS.

IT GOES BACK TO MS. GENTRY'S POINT.

IF WE CAN MAKE THE CASE TO THE COMMUNITY THAT MTSS IS MOVING THE NEEDLE ON THE ATTENDANCE ISSUES AND THE GRADE ISSUES AND ON ALL OF THESE CHALLENGES WE ARE TRYING TO ADDRESS IN THE SYSTEM, PERHAPS THEN THAT WILL ALLOW US TO SAY TO THE CITY AND TO OUR CONSTITUENTS AND TO COUNCIL AND SO FORTH, HEY, THERE IS THIS INVERTED PYRAMID.

WE NEED A LOT OF RESOURCES.

WHEN WE DEVOTE THE RESOURCES TO THESE INTERVENTIONS WE ARE SEEING REDUCED GRADE DISPARITIES.

WE ARE SEEING IMPROVED ATTENDANCE.

SO TO THE POINT WE FEEL RESOURCE CONSTRAINED NOW OR THINKING LONG-TERM I SEE AN EXCITING OPPORTUNITY HERE.

I AM CURIOUS TO WHAT WE ARE THINKING IN TERMS OF THAT LONGER TERM TRAJECTORY.

IT SOUNDED LIKE THE END OF THE PRESENTATION WE ARE TALKING ABOUT THE NEXT STEPS AND IMPLEMENTING THIS FURTHER.

I AM EXCITED TO HEAR YOUR THOUGHTS ON THAT AND HOW WE WILL LEVERAGE THIS TO REALLY SHOW OUR PROGRESS.

>> MR. SUAREZ, THANK YOU FOR THAT QUESTION.

ONE, AND LET ME JUST SAY THIS.

THIS IS SOMETHING THAT WE GAINED FROM OUR QUARTERLY CHATS.

WE REALLY ARE GOING TO NEED TO RECONSIDER OUR GRADING PHILOSOPHY.

THE REASON I SAY THAT IS WHEN YOU LOOK AT OUR DATA AT THE SCHOOL LEVEL, SO FOR EXAMPLE OUR STAFF ARE SHARING THE MAP DATA AND WE WERE TALKING THROUGH OUR RUNNING RECORDS AS WELL AS SOME OF THE OTHER, YOU KNOW, ASSESSMENTS THAT HAVE BEEN DONE THROUGHOUT THIS YEAR, WE SAW A PROGRESS FROM FIRST QUARTER TO SECOND QUARTER.

THEN WHEN YOU LOOK AT THE GRADING DATA IT IS NOT REFLECTIVE.

IT SHOWS THAT THERE IS A DISCONNECT.

I WAS SAYING THIS WITH DR. MEZINGO AND DR. SIMMS AND DR. WILKINS AND WE WERE ON THE QUARTERLY CHATS, I WAS SAYING THAT I AM BAFFLED BY, WELL, WHEN I HAVE THESE INDIVIDUAL SCHOOL CHATS AND I'M LOOKING AT THE SCHOOL DATA I'M SEEING THE BROKING AGREES WITH ALL OF THE MEASURES THAT WE ARE USING TO MONITOR THE PROGRESS OF OUR STUDENTS AND IT IS NOT SHOWING UP IN THE GRADES.

THERE IS SOMETHING GOING ON WITH THAT.

I KNOW SOMETHING IS NOT ADDING UP.

ALSO WHEN YOU DIG DEEPER WITH THE ABSENTEEISM CHATS, SOME KIDS ARE THERE IN THE MORNING AND THEN THEY ARE OFF IN THE AFTERNOON.

RIGHT? SO THEY START OFF GOOD AND THEN IN THE AFTERNOON, THEY ARE NOT THERE ANYMORE.

THAT'S JUST OTHER KEY POINTS WE HAVE TO THINK THROUGH.

THERE ARE SO MANY SCENARIOS.

YOU HAVE TO THINK, SOME OF OUR KIDS ARE SITTING ON THEIR SURFACE OR COMPUTER OR LAPTOP, AND THEIR SIBLING IS NEXT TO THEM DOING THE SAME THING.

AND THEIR MOM, DAD OR GUARDIAN IS ON THE OTHER SIDE OF THE ROOM DOING THE

[01:15:03]

SAME THING.

THERE ARE SO MANY DISTRACTIONS, AND EVERY HOUSEHOLD IS SO DIFFERENT.

DURING THIS PANDEMIC, WE HAVE TO EVEN LOOK AT OUR GRADING DIFFERENTLY.

I MIGHT BE A STUDENT THAT HAS MASTERED EVERYTHING YOU ALL TOLD ME, BUT I KNOW IN THIS ENVIRONMENT AT HOME THAT HAS NOT AFFORDED ME AN OPPORTUNITY TO DEMONSTRATE IT FOR YOU THE WAY YOU ARE ASKING ME TO -- THIS IS BEYOND THE PANDEMIC.

I THINK THE PANDEMIC TO ME IS LIKE THIS IS GOING TO CATAPULT OUR EFFORTS.

I FEEL LIKE WE ARE ALL CAUGHT UP IN HOW THINGS ARE SUPPOSED TO BE AND EDUCATION THAT WE ARE NOT WILLING TO TAKE OURSELVES OUT OF OUR COMFORT ZONE AND THINK OUT OF THE BOX.

SO NOW WE WERE FORCED TO -- LET'S STAY OUT OF.

IT LET'S NOT GO BACK IN THE BOX.

LET'S STAY OUT OF THE BOX AND THINK ABOUT HOW DO WE DO AS YOU SAID, MR. SUAREZ, BEGIN TO DISAGGREGATE THE DATA TO COME UP WITH ROOT CAUSES AND CLEAR SOLUTIONS ON HOW TO ADDRESS THEM.

IT IS NOT GOING TO BE A ONE SIZE FITS ALL SOLUTION FOR ANY OF THIS MOVING FORWARD.

AND IN REGARDS TO YOUR LONG-TERM QUESTION, ONE THING THAT IS GOING TO BE KEY FOR US TO CONTINUE THIS KIND OF PROGRESS IS WE HAVE TO CONTINUOUSLY MONITOR THE PROGRESS OF OUR STUDENTS.

EVERY GROUP OF KIDS BRING DIFFERENT CHALLENGES TOO.

SOME KIDS WILL BRING DIFFERENT ACHIEVEMENTS.

THEY USED TO BE AT -- THE SAME KID, DIFFERENT LEARNING ENVIRONMENT NOW.

DIFFERENT CRISIS THEY ARE DEALING WITH.

NOW THEY ARE DEMONSTRATING THAT THEY ARE MASTERING IT IN A VERY DIFFERENT WAY.

THAT CONTINUOUS MONITORING OF THE PROGRESS IS DEFINITELY GOING TO BE KEY.

I DON'T KNOW IF MR. PAGE OR DR. MEZINGO OR DR. SIMMS BECAUSE WE WERE HAVING THIS CONVERSATION RECENTLY.

>> THANK YOU, IF I COULD MADAM CHAIR AND DR. HUTCHINGS, ONE OF THE THINGS I MAY WANT TO ADD, AND DR. SIMMS MAY WANT TO TOO, BUT IT IS REALLY GOOD TO SEE THAT WE FINALLY HAVE GOTTEN TO A POINT WHERE THERE IS THIS UNDERSTANDING OF MTSS.

THAT WAS ONE OF OUR INITIAL CHALLENGES, RIGHT? AND THEN GET TO THE LEVEL OF WHERE THEY ARE IN THE EARLY IMPLEMENTATION.

YOU CAN SEE THE STRATEGIES ACROSS THESE SCHOOLS.

DR. SIMMS AND I TALKED ABOUT THIS AND WE MENTIONED IT BEFORE.

ONE OF OUR NEXT STEPS IN ADDITION TO THE GRADING PRACTICES, WE REALLY HAVE TO BEGIN TO EVALUATE THE EFFECTIVENESS OF SOME OF THE STRATEGIES DR. HUTCHINS HAS SAID WE NEED TO NARROW THE STRATEGIES.

THAT'S BEEN MISSING IN A NUMBER OF IMPLEMENTATIONS AT MTSS.

WE ARE WANTING TO WORK WITH A PARTICULAR INSTITUTION THAT HAS AN EXCELLENT MODEL FOR HOW YOU EVALUATE THE STRATEGIES USED IN THE MTSS SYSTEM.

ONCE WE CAN SEE THE EFFECTIVENESS OF THE STRATEGIES, THEN THOSE ARE THE STRATEGIES WE CAN IMPLEMENT ALL THE TIME.

THAT IS OUR NEXT STEP AND THAT'S SOMETHING WE WANT TO DO NEXT YEAR.

A STRATEGY COULD BE MAKING SURE THAT WE STATED FIDELITY ON SOME OF THE PROGRAMS THAT WE STATED FIDELITY ON SOME OF THE PROGRAMS. ANOTHER STRATEGY COULD BE HOW WE CONSISTENTLY IDENTIFY CERTAIN KIDS FOR CERTAIN PROGRAMS BASED ON ITS ORIGINAL DESIGN.

WE HAVE A GOOD MODEL NOW.

ALL OF OUR SCHOOLS UNDERSTAND.

WE HAVE LOTS OF TRAINING.

IT IS LIKE A CLEARINGHOUSE.

WHAT WORKS IN THE STRATEGIES AND THAT'S HOW WE WANT TO CONTINUE TO MOVE FORWARD.

I DON'T KNOW IF DR. SIMMS WANTS TO HIGHLIGHT THINGS ABOUT THAT NEXT APPROACH OR NOT.

>> SURE.

THANK YOU SO MUCH FOR THE QUESTION, MR. SUAREZ.

WHEN I HEARD BOARD MEMBER GENTRY MENTION THIS WHOLE NOTION OF THE PYRAMID, ACTUALLY MTSS ALLOWS US TO HAVE BETTER AND CONTINUOUS IMPROVEMENT PROCESS.

IT IS A PROCESS MODEL.

WE CAN BE MORE FOCUSED ON THE INTERVENTIONS FOR STUDENTS.

THE REALITY IS AS WE FOCUS IN ALEXANDRIA WE REALIZE THAT THAT PYRAMID HAS BEEN

[01:20:05]

INVERTED FOR CERTAIN GROUPS OF STUDENTS FOR A LONGTIME.

THAT'S NOTHING NEW.

OUR WHOLE FOCUS IS HOW DO WE ADDRESS THE FACT THAT THERE IS A PERSISTENT PATTERN FOR STUDENTS AND WE TOOK A BOLD LOOK AND APPROACH TO THAT WITH OUR STRATEGIC PLAN.

NOW WHAT WE NEED TO DO IS FIGURE OUT WHAT ARE THE HIGH LEVEL INTERVENTIONS.

PEOPLE HAVE BEEN USING THE SAME REPORTS, AND WE SEE THE SAME PROBLEMS IN TERMS OF UNDER PERFORMANCE OF STUDENTS OF COLOR.

EVEN WHEN YOU PUT IT IN A PROCESS MODEL LIKE MTSS, AND YOU FIGURE OUT HOW TO SHIFT THE INTERVENTIONS AND NOT ONLY A DIFFERENT TYPE OF MEDICINE -- NOT ONLY MORE OF THE MEDICINE, BUT WHICH MEDICINE IS THE BEST TYPE OF MEDICINE TO SUPPORT STUDENTS' IMPROVEMENT, THAT'S WHAT WE HAVE TO FIGURE OUT.

THAT'S OUR NEXT STEP.

WHAT DR. MEZINGO WAS ELUDING TO IS I HOPE WE WILL USE SUPPORT FROM THE TREE -- STRATEGIC DATA PROCESS AND IT IS TO DO THE ANALYTIC WORK WITH THE MTSS MODEL IT FIGURE OUT WHAT ARE THE HIGH LEVEL ACTIVITIES AND WHERE SHOULD WE -- WHERE IS THE BEST RETURN ON OUR INVESTMENT WITH INTERVENTIONS AND BEGIN TO DISAGGREGATE OUR DATA IN TERMS OF THIS IS WHAT IS MOVING THE NEEDLE FOR THESE STUDENTS SO WE KNOW WHERE TO MAKE BETTER INVESTMENTS AND ADDRESS THE PYRAMID THAT WAS -- WE TALK ABOUT IT IN TERMS OF THE STRATEGIC PLAN.

IF WE DON'T FIGURE THAT OUT, THE DISPARITIES PERSIST.

SO THE INVERTED TRIANGLE HAS BEEN THERE ALL THE TIME.

WE TAKE A LASER-LIKE FOCUS FROM AN EQUITY LENS ON WHAT ARE THE STRATEGIES WE WILL NEED TO ADDRESS OR WE WILL CONTINUE THE CYCLE OF DESCRIBING THE PROBLEM.

HOPEFULLY THAT IS THE NEXT LEVEL OF WORKS AROUND THE HIGH LEVERAGE STRATEGIES FOR STUDENTS.

>> AND MAY I ALSO ADD -- I'M SORRY, DR. HUTCHINS.

I WILL ALSO ADD THAT OUR STRENGTH LIES IN TIER1 AND WHAT WE ARE DOING AT THE TIER1 LEVEL.

WHEN WE GET TO TIER2 AND TIER3, WE ARE SAYING THERE ARE THINGS WE NEED TO DO BETTER WITH SOME STUDENTS AND WORK THAT OUT.

OUR FIRST LOOK IS WHAT IS HAPPENING AT TIER1 AND HOW WE ARE SUPPORTING STUDENTS AT THAT LEVEL SO WE DON'T NEED TO LOOK AT THE NEXT LEVEL OF STRATEGIES MOVING FORWARD.

THAT'S AN IMPORTANT PIECE OF THE LONGEVITY THAT YOU MENTIONED, MR. SUAREZ.

>> THANK YOU.

I JUST WANTED TO SAY THIS IS THE REASON WHY WE NEEDED TO REORGANIZE OUR TEACHING, LEARNING AND LEADERSHIP.

I JUST WANT TO RUN SCREAMING AND RUNNING DOWN THE STREET.

WE DIDN'T REHEARSE NONE OF THIS PART.

WE DON'T KNOW WHAT QUESTIONS ARE GOING TO BE ASKED.

THIS VALIDATES THAT OUR TEAM, YOU ALL KNOW EXACTLY WHAT YOU ARE DOING.

YOU KNOW EXACTLY WHAT YOU ARE DOING.

I AM SO FIRED UP AND EXCITED JUST SITTING HERE LISTENING TO YOU ALL.

YOU ARE JUST ON.

YOU ARE ON AND THANK YOU.

THAT'S ALL.

I GOTTA -- I'M GONNA BE QUIET.

MADAM CHAIR? IT IS A GOOD THING.

I WILL PUT MYSELF AT THE END HERE.

I AM GOING TO MS. NOLAN.

>> THANK YOU, CHAIR ALDERTON.

I COULDN'T AGREE.

I AM HERE AND HUMBLED TO BE AMONG YOU.

EVERY PERSON THAT PRESENTED, YOU ARE A PHENOMENAL LEADER AND WE ARE SO LUCKY TO HAVE YOUR TALENTS ALL THE TIME, BUT ESPECIALLY AT THIS TIME WHEN CHILDREN NEED US MORE THAN EVER.

APPRECIATE EVERYONE'S HARD WORK THOSE ON THE ZOOM AND NOT.

MY QUESTION IS ACTUALLY -- MR. SUAREZ, THANK YOU BECAUSE IT TEED UP MINE.

IT IS A TWO-PARTER ABOUT ACADEMIC INTERVENTION.

I APPRECIATE WHAT YOU SAID, DR. HUTCHINS, THAT WE HAD AN ACHIEVEMENT GAP AND COVID ONLY MAGNIFIED THAT AND THE GAP IS GROWING EVEN MORE.

I AM A HUGE, HUGE FAN OF MTSS AND I BELIEVE IN EVERYTHING SAID AND DONE.

I AM CURIOUS DO, WE HAVE A SENSE AS TO WHAT ARE THE STRATEGIES IN TERMS OF ACADEMIC GAINS AND GROWTH ESPECIALLY FOR STUDENTS WHO ARE ALREADY BEHIND? I CAN IMAGINE WHAT YOU SAID IN TERMS OF THE GRADE, BUT MTSS DOES A GREAT JOB GETTING STUDENTS AHEAD IN TERMS OF LIKE WHERE THEIR NEEDS ARE AND TRAUMA THEY EXPERIENCED AND BEHAVIORS.

BUT IN TERMS OF ACADEMIC GROWTH AND STUDENTS BEING TWO READING LEVELS BEHIND OR TWO GRADE LEVELS BEHIND IN MATH.

[01:25:01]

DO WE HAVE A SENSE THAT IT WAS ALREADY AN ISSUE AND NOW THE GAP HAS WIDENED? WHAT ARE THE ACADEMIC STRATEGIES WE ARE FOCUSING ON.

IN TERMS OF WHAT YOUR NEEDS ARE GOING TO BE AND YOU WILL HAVE TO HAVE A DIFFERENCE IN SCHEDULE.

I AM JUST CURIOUS IF WE HAVE A SENSE OF STRATEGIES IN TERMS OF ACADEMIC GROWTH.

AND THE SECOND PARTER IN THAT IS IN TERMS WITH THE ATTENDANCE.

WE NOTED THAT ONE OF THE BOARD GOALS WAS THE HISPANIC GRADUATION RATE AS WELL AS SO MANY OF OUR STUDENTS THAT COME FROM ECONOMICALLY CHALLENGED BACKGROUND AND BEING MINDFUL OF THE GRADUATION RATE AND IS THERE SUPPORT TO FOCUS ON OUR GRADUATION RATE THIS YEAR AND NEXT YEAR GIVEN COVID? HAVE WE GIVEN THOUGHT TO WHAT ARE THE SPECIFIC STRATEGIES IN TERMS OF ACADEMIC GROWTH THAT WILL BE NEEDED TO IMPLEMENT, KNOWING THAT THIS IS A PROBLEM TO BEGIN WITH.

AND THEN SECONDLY CURIOUS TO UNDERSTAND WHAT ADDED SUPPORTS ARE TAKING PLACE TO ADDRESS THE ATTENDANCE AND THEREFORE THE GRADUATION RATE AND HOW THAT WOULD BE IMPACTED.

>> IT WOULD BE GREAT FOR ONE OF OUR ELEMENTARY PINS PALS TO TALK TO THE LITERACY COMPONENT ON THE EXACT STRATEGY.

MS. CREWS, WOULD YOU LIKE TO SHARE?

>> THANK YOU.

I WAS THINKING ABOUT THAT WHILE YOU WERE ASKING THE QUESTION.

THANK YOU, MS. NOLAN FOR WHAT YOU SAID.

IT IS AN HONOR TO BE A PRINCIPAL.

I WILL TELL YOU THAT WE ARE LOOKING CLOSELY AT THE PALS INTERVENTION THAT ARE LISTED AS STUDENT NEEDS WHEN THEY COME IN.

WE ARE ALSO LOOKING AT THINGS DEALING WITH PHONICS.

PHONICS IS SOMETHING WE ARE TARGETING AND WORKING ON.

AND WE NEED IT FROM THE VERY BEGINNING.

A LOT OF THE ID GROUPS, WE HAVE GAPS.

SOME STUDENTS ARE COMING TO KINDERGARTEN AND READING AT A SECOND GRADE LEVEL AND SOME COMING IN WITHOUT PRESCHOOL AND DON'T KNOW THEIR LETTERS YET.

WE HAVE TO START WITH INTERVENTIONS AND WORKING WITH OUR STUDENTS IN SMALL GROUPS AND DIFFERENTIATING FROM DAY ONE.

I LOVE AND ADORE MY SCHOOL, BUT I HAVE A COMBINATION OF OPEN HOUSES PARENTS COMING IN AND ASKING ME, WHAT ARE YOU GOING TO DO FOR MY KIDDO READING AT A SECOND GRADE LEVEL AND OTHER KIDS WE ARE TRYING TO CATCH UP.

WE ARE CATCHING THEM UP THE WHOLE TIME, DAY ONE.

WE ARE LOOKING AT EVERYTHING.

MAKING LETTERS IN THE SAND AND BUILDINGS THINGS.

THOSE ARE THINGS WE WEREN'T ABLE TO DO THE SAME WAY IN THE CLASSROOM BEING VIRTUAL.

WE HAVE HAD DISTRIBUTIONS WHERE WE HAVE GIVEN THEM THE SAME THING.

I AM PROUD OF THE WORK MY TEACHERS DO AND THE COACHES DO BECAUSE THEY HAVE COME UP WITH OTHER THINGS.

THEY MAKE DIFFERENT COPIES OF TRACING THINGS AND THE KIDS CAN LEARN.

THEY ARE CONSTANTLY MONITORING THE PROGRESS THROUGH THE MTSS PROCESS AND LOOKING AT DATA AND THEY KNOW THAT THERE IS AN EXPECTATION THROUGH THEIR PLP AND AS GOALS AS TEACHERS, THEY KNOW THEY NEED TO PUT DATA IN THERE.

THEY TELL ME I HAVE THIS MANY KIDS THAT DON'T RECOGNIZE THEIR LETTERS AND SOUNDS.

MY GOAL IS TO HAVE THIS MANY.

AND THEN A MID-YEAR MEETING AND END OF THE YEAR MEETING.

I AM LOOKING AT THEIR PROGRESS AND THEIR DATA.

WE ARE MONITORING PROGRESS.

WHEN WE GET BACK WE HAVE SO MUCH MORE TO DO.

I KNOW I JUST SAID A LOT, BUT WE KNOW THAT WE HAVE SO MUCH THAT WE ARE GOING TO HAVE TO DO.

I AM NERVOUS ABOUT SUMMER SCHOOL ONLY BECAUSE I WAS CONCERNED ABOUT TEACHER BURNOUT AND I HAVE TO SAY THAT.

I UNDERSTAND WE WANT SUMMER LEARNING, BUT I AM CONCERNED ABOUT HOW MUCH THE TEACHERS WILL GIVE THIS SUMMER SO I WILL GO AHEAD AND PUT THAT OUT.

>> THANK YOU, MS. CREWS.

MS. SANDERS CAN ANSWER THE SECOND PART OF MS. NOLAN'S QUESTION WHICH WAS AROUND OUR HISPANIC POPULATION AND FOCUS ON HISPANIC GRADUATION AND DROPOUT PREVENTION.

I DO KNOW WE HAVE A HISPANIC TASK FORCE AND HISPANIC MALE TASK FORCE AT THE HIGH SCHOOL.

IF YOU CAN MAKE ELABORATE ON THAT.

>> THANK YOU, DR. HUTCHINS AND THANK YOU FOR YOUR QUESTION.

TO DR. HUTCHINS' POINT, IT IS IMPORTANT TO THINK OUTSIDE THE BOX WHEN WE ARE DISCUSSING THE STUDENT NEEDS.

ESPECIALLY WHEN WE ARE TALKING ABOUT STUDENTS WITH EXTENUATING CIRCUMSTANCES

[01:30:01]

DURING THIS GLOBAL PANDEMIC AND EVEN PRIOR TO THE GLOBAL PANDEMIC.

WHEN WE ARE DISCUSSING THE HISPANIC MALE GRADUATION RATE THERE ARE A FEW THINGS WE HAVE IMPLEMENTED THAT ARE TRULY OUTSIDE THE BOX.

ONE IS THE PILOT PROGRAM WHICH IS THE ATA, ALTERNATIVE PATHWAYS TO ACHIEVEMENT PROGRAM.

IF A STUDENT HAS NOT BEEN ABLE TO ATTEND SCHOOL BECAUSE THEY ARE WORKING, THEY ARE 18 YEARS AND OLDER AND WE HAVE GOTTEN A GROUP OF TEACHERS TOGETHER FROM THE INTERNATIONAL ACADEMY TO DEVELOP CURRICULUM AND TO SUPPORT STUDENTS THROUGH A VIRTUAL AND IN PERSON LEARNING MODEL IN THE EVENING HOURS.

THAT PROGRAM JUST STARTED.

AND IT IS OUR HOPE WE CAN EXPAND THAT TO OTHER STUDENTS IN THE NEAR FUTURE AS WE TAKE A LOOK AT THE PROGRAM AND ASSESS WHERE -- ASSESS IMPROVEMENTS AND THINGS THAT MAY BE NEEDED.

THE OTHER THING THAT WE ARE THINKING ABOUT IS TACKLING THE STRONG OR CONTINUING THE STRONG PARTNERSHIP WE HAVE WITH THE ADULT LEARNING CENTER AND WE HAVE OUR AFTER SCHOOL RECOVERY PROGRAM.

WHERE STUDENTS MAY BE CREDIT DEFICIENT ARE ABLE TO TAKE THOSE AFTER SCHOOL CREDIT RECOVERY PROGRAMS AND EARN CREDITS NEEDED TOWARD GRADUATION.

AND WE HAVE INCORPORATED SOME CREDIT RECOVERY COURSES DURING THE SCHOOL DAY AS WE HAVE BEEN MOVING THROUGHOUT THE YEARS.

IT IS REALLY TAKING HOLD IN THIS VIRTUAL WORLD AS TEACHERS HAVE A LITTLE BIT MORE SPACE IN REGARDS TO PLANNING IN THEIR SCHEDULE.

I HOPE I ANSWERED YOUR QUESTION.

THE IDEA IS TO THINK OUTSIDE THE BOX AND PROVIDE STUDENTS WITH DIFFERENT PROGRAMS THAT ARE NEEDED TO MEET THEIR NEEDS.

>> THAT WAS AMAZING.

IT SOUNDS PHENOMENAL.

I AM EXCITED ABOUT THE INTERVENTIONS TAKING PLACE.

I THINK WHAT WILL HAPPEN IN THIS MOMENT IN TIME IS FORCING US TO TRY SOME DIFFERENT THINGS AND HOPEFULLY WE CAN CONTINUE ON EVEN POST COVID.

THANK YOU SO MUCH.

GREAT TO HEAR FROM YOU.

>> DR. HUTCHINS, CAN I JUST ADD SOMETHING HERE?

>> YES, GO AHEAD.

>> I JUST WANTED TO LET YOU KNOW MS. NOLAN THAT THE TEAM, THE HISPANICS TASK FORCE TEAM, DURING OUR QUARTERLY CHAT THEY GAVE US AN UPDATE ON PROGRESS IF MONITORING.

THERE IS A VERY LARGE PROGRESS MONITORING.

THEY ARE LOOKING TO SEE WHICH STUDENTS ARE ON TRACK AND WHICH STUDENTS DO WE NEED INTERVENTIONS TO ADDRESS GETTING THEM ON TRACK AND I WAS ENCOURAGED DURING THE QUARTERLY CHAT TO HEAR IT IS ONE OF THE POINTS OF PROGRESS THEY REFERENCED SO WE HAVE AN INCREASED KNOWLEDGE OF OUR OUR STUDENTS ARE BEFORE WE GET TO THE GRADUATION POINT TO SEE FEWER GRADUATED THAN EXPECTED.

I JUST WANTED TO LET YOU KNOW.

>> AND TO ADD TO THAT -- THANK YOU, DR. SIMMS FOR THAT.

I WOULD BE REMISS IF I DID NOT MENTION THE FACT THAT A GOOD NUMBER OF THE TRACKING AND PROGRESS MONITORING IS TAKING PLACE THROUGH MENTOR SHIP.

EACH ADMINISTRATOR AND THERE ARE TEACHERS AND STAFF WHO ARE MONITORING THESE STUDENTS AND BUILDING POSITIVE RELATIONSHIPS WITH THEM AND MAKING SURE THAT THEY ARE MEETING THEIR ACADEMIC REQUIREMENTS AS WELL AS SUPPORTING THEM SOCIALLY AND EMOTIONALLY FOR AN ON TIME GRADUATION.

I DIDN'T WANT TO LEAVE THAT PART OUT.

THANK YOU.

>> THANK YOU, EVERYONE.

MS. GREENE.

>> THANK YOU, MADAM, CHAIR.

OH MY GOODNESS.

THIS IS JUST SO WONDERFUL.

I AM ENJOYING SITTING HERE AND JUST LEARNING MORE ABOUT.

IT IS JUST SO REFRESHING.

I AM NOT GOING TO RUN DOWN THE STREET LIKE DR. HUTCHINGS BECAUSE IT IS SO COLD OUTSIDE, BUT I WILL RUN AROUND THE HOUSE.

I LOOK FORWARD TO GETTING MORE UPDATES AND SEEING THE PROGRESS OUR STUDENTS MAKE

[01:35:03]

WITH THIS WONDERFUL PLAN.

TO ECHO DR. HUTCHINS SENTIMENTS WE HAVE SOME OF THE BEST IN THE SYSTEM.

THANK YOU FOR WHAT YOU DO FOR OUR STUDENTS.

NOT JUST MTSS, BUT WHAT YOU DO ON A DAILY BASIS.

MY QUESTION, AND THIS IS REALLY EXCITING ME, TO SEE THE DIVISION 1 MONITORING SYSTEM AND WE MAY BE RESEARCHING THAT OR NOT SURE WHERE WE ARE WITH THAT.

THAT IS TRULY SOMETHING THAT COULD TAKE US TO THE NEXT LEVEL IF WE COULD HAVE ALL OF THAT INFORMATION IN ONE PLACE, WHAT WORKS BETTER IN ONE SCHOOL VERSUS THE OTHER AND MAYBE JUST HONING IN ON THAT.

CAN YOU TALK TO ME A LITTLE ABOUT HAVE WE DONE RESEARCH ON THAT AND HOW FAST WE COULD GET SOMETHING LIKE THAT UP AND RUNNING? THANK YOU.

>> MR. PAGE YOU CAN TALK ABOUT SOME OF THE MET TRAIKS.

I KNOW IT IS A PRESENTATION NEXT MONTH, MS. GREENE, AND WE WILL BE DOING WITH THE BOARD IN MARCH.

THE BOARD WILL GET THE COMPLETE METRICS, BUT YOU MAY WANT TO ELABORATE ON THAT, MR. PAGE.

>> YES.

AND IT GOES BACK TO MEMBER SUAREZ'S QUESTION IN TERMS OF GROWTH AND HOW WE ARE MONITORING GROWTH.

AS PART OF OUR STRATEGIC PLAN WE WILL BE LAUNCHING AS DR. HUTCHINGS REPORTED WE HAVE A DASHBOARD THAT IS ACROSS OUR CRITICAL PERFORMANCE INDICATORS -- OUR KPI ACTUALLY KEY PERFORMANCE INDICATORS.

AS MEMBER SUAREZ POINTED OUT, WANTING TO BE OPEN.

WE NEED TO HAVE THESE DISCUSSIONS ABOUT WHERE WE ARE SUCCEEDING AND WHERE WE KNOW WE NEED TO DOUBLE DOWN AND FOCUS IN ON.

HOW WE GO ABOUT DOING THAT.

PUTTING THAT IN CONCERT WITH HOW WE CONTINUE TO PROGRESS AS A LEARNING ORGANIZATION AND NOT JUST HOW WE PRESENT DATA, BUT HOW WE TRANSLATE THAT DATA TO NEW LEARNING AND IMPROVED ACTIONS.

MORE TO COME ON MARCH 4TH, BUT EXCITED TO PRESENT THAT INFORMATION TO THE BOARD AS PART OF THE NEW STRATEGIC PLAN.

>> THANK YOU, MR. PAGE.

I HAVE MS. ANDERSON.

>> THANK YOU, MADAM CHAIR.

THERE HAS BEEN A LOT SAID ALREADY, BUT I REALLY STILL WANT TO ECHO SOME OF WHAT I HAVE HEARD.

MTSS HAS BEEN A BUZZ YEAR TO MANY OVER THE YEARS SINCE I HAVE BEEN ON THE BOARD.

THIS IS THE FIRST COMPREHENSIVE AND TOTALLY UNDERSTANDABLE TO ME OF HOW IT IS GOING TO WORK AND MOVE US FORWARD.

THE OTHER THING I WANTED TO MENTION WAS THE OUT OF THE BOX THINKING THAT WE SHOULDN'T RESTRICT OURSELVES TO THE HOURS THAT ARE NORMALLY CONSIDERED SCHOOL HOURS.

THAT'S SOMETHING THAT HAS BEEN TALKED ABOUT FOR A REALLY LONGTIME.

I THINK THE PANDEMIC HAS MADE IT MORE PRONOUNCED.

SOME KIDS HAD TO WORK MORE TO KEEP EVERYBODY ABOVE WATER.

I DO WONDER IF SOMETHING CAN BE DONE WITH YOUNGER CHILDREN.

IF THEY SHOW AN ISSUE, MY THOUGHT IS FOR INSTANCE AT AN ENGLISH LANGUAGE FAMILY, IT COULD BE OVER THE WEEKEND THAT SOMEBODY WOULD BE AVAILABLE WHO SPEAKS ENGLISH BETTER AND THEY COULD BE AT WORK IN THE WEEK.

THE CARE PROVIDER MAY NOT BE ABLE TO HELP AS MUCH.

I AM NOT SURE HOW THAT WOULD WORK LOGISTICALLY.

BUT I WONDER IF WE THOUGHT ABOUT ANYTHING OUTSIDE THE BOX FOR YOUNGER CHILDREN AS WELL, ESPECIALLY FOR THE ASYNCHRONOUS DAY.

>> I WILL OPEN THAT FOR DR. MEZINGO.

THIS IS IN REGARDS TO THE ASYNCHRONOUS DAYS FOR STUDENTS ON MONDAYS AND QUESTIONS WITH HOW DO WE ENSURE THAT WE ARE PROVIDING THEM WITH SOME ADDITIONAL

[01:40:02]

OPPORTUNITIES.

>> THANK YOU FOR ASKING THAT QUESTION.

ONE OF THE THINGS IN TERMS OF ADDITIONAL OPPORTUNITIES AS WE CONTINUE TO -- I WAS JUST THINKING AS YOU ASKED THAT QUESTION, AS WE CONTINUE TO WORK AND PLAN, SOME OF THE ACTIVITIES ON SEAL MONDAYS WE NEED TO THINK OF DIFFERENT TYPES OF ACTIVITIES FOR OUR YOUNGER STUDENTS.

I WILL PROBABLY HAVE TO SPEND SOME MORE TIME WITH THE PRINCIPALS TO UNPACK WHAT THAT WILL LOOK LIKE.

I KNOW WORKING WITH DR. MANN THERE IS ACTIVITY.

WE CAN CREATE SOME ACTIVITY AND EDUCATIONAL TELEVISION ACTIVITIES FOR OUR YOUNGER CHILDREN AS ANOTHER WAY TO ENGAGE OUR YOUNGER CHILDREN ON MONDAYS.

WE HAVE ANOTHER GROUP THAT IS WORKING ON LITERACY BOOK ACTIVITIES AND SOME OF OUR YOUNGER STUDENTS TO ENGAGE THEM DIFFERENTLY ON THE MONDAY.

THAT'S SOMETHING WE NEED TO CONTINUE TO DEVELOP AND UNPACK FOR OUR YOUNGER KIDS.

>> DR. CRAWFORD, THIS WAS -- >> I WAS GOING TO ASK.

THAT'S RIGHT.

>> I KNOW YOU AND MR. SAMPSON DEVELOPED A SEAL TRANSITION -- OR SEAL MONDAY TEAM.

I DON'T KNOW WHAT THE TERM IS WE CALL THIS COMMITTEE, BUT MAYBE YOU WANT TO USE THIS OPPORTUNITY TO TALK ABOUT THAT BECAUSE THAT CAN ADDRESS SOME OF MS. ANDERSON'S QUESTION.

>> MOST OF OUR SEAL COMMITTEE MEMBERS ARE ON THIS MEETING.

WE HAVE BEEN GETTING OUTSTANDING INFORMATION.

ON TUESDAY ONE OF THE THINGS WE ARE DOING WITH THE SEAL MONDAY IS GETTING A SENSE FROM THE SCHOOLS OF WHAT ARE IMPACTS OF THE SOCIAL AND ECONOMIC NEEDS.

LOOKING AT THAT, MONDAY IS AN OPPORTUNITY FOR US TO SPECIFICALLY TARGET THE PROGRAM SERVICES AND SUPPORTS BASED ON WHAT THE NEEDS OF OUR LEARNERS ARE.

I WAS MAKING NOTES.

I KNOW WE HAVE OTHER AREAS OF OUT REACH THAT PERHAPS WE CAN LOOK TO ENHANCE WHETHER THAT IS OUR PROGRAMS RIGHT NOW THAT WE USE WITH OUR PARTNERS.

I WROTE DOWN LINK CLUB BECAUSE WE KNOW THERE IS SUCH A WONDERFUL PARTNERSHIP FOR THOSE WHO ATTEND THE EVENING AND AFTER SCHOOL PROGRAMS. WE WORK HARD TO MAKE SURE WE ARE PROVIDING RESOURCES AND SUPPORT SO IT IS OFF SCHOOL HOURS.

WE WILL LOOK AT THAT.

BRAINSTORMING AND WHAT CAN WE DO FOR THE YOUNGER GROUP WHO MAY SHOW -- WE ARE DOING QUARTERLY CHATS RIGHT NOW.

SCHOOLS HAVE A PHENOMENAL SYSTEM AND IDENTIFYING THE NEEDS AND IT HASN'T BEEN AS STRONG AS THEY WOULD LIKE AND HOW CAN WE PROVIDE THIS KIND OF SERVICE FOR THAT.

MONDAY BEING ONE OPTION.

WE CAN LOOK AT WHAT ARE THE WEEKEND SUPPORTS.

I DON'T KNOW IF DR. SIMMS OR MR. SAMPSON WANT TO ADD ON TO THAT.

>> I THINK WE ENVISION SEAL MONDAYS AS BEING A STARTING OFF POINT AND TO SEE WHAT WE ARE ABLE TO DO IN THE PARTICULAR CONCERNS BEING DEVELOPED.

AND IF THERE ARE OPPORTUNITIES TO EXPAND AND BRING IN MORE STUDENTS AND HAVING MORE SESSIONS IN THE DAY.

ALL SORTS OF THINGS WE CAN EXPLORE.

THERE ARE OPPORTUNITIES TO INVOLVE MORE STUDENTS AS THE PROGRAM TAKES OFF.

>> COULD I JUST CLARIFY SOMETHING? ONE THING I HAD IN MIND WAS WHAT IF THE KIDS COULD DO THEIR ASYNCHRONOUS OVER THE WEEKEND WITH A PERSON AVAILABLE OVER THE WEEKEND TO GET THEIR WORK DONE.

THIS IS WITHOUT KNOWING THE SPECIFICS OF HOW IT WORKS.

AND THEN ALL OF THESE OTHER THINGS ON MONDAY TO KEEP THEM BUSY, BUT I WORRY ABOUT SOME PEOPLE MAY HAVE A PERSON WHO CAN HELP THEM ON THE WEEKEND, WHEN THE MONDAY -- IT IS NOT SYNCHRONOUS WITH THE PERSON ENGAGING THEM, BUT I DON'T KNOW IF THAT IS IMPOSSIBLE.

THAT'S WHERE I WAS GETTING AND I DON'T KNOW IF I MADE THAT CLEAR.

>> THANK YOU FOR CLARIFYING THAT AND I UNDERSTAND WHAT YOU ARE SAYING.

YOU ARE TRYING TO IDENTIFY ARE THERE WAYS IN WHICH THERE COULD BE MORE SATURDAY SUPPORT AND WEEKEND SUPPORT FOR THE YOUNGER STUDENTS IS I THINK I UNDERSTAND YOUR QUESTION.

>> EVEN IF IT WASN'T SUPPORTED, DEPENDING ON THE SITUATION MAYBE THEY JUST

[01:45:01]

HAD THE STUFF THEY WERE SUPPOSED TO DO IF THERE WAS A PARENT -- I KNOW SOMETIMES IT IS A PROBLEM EVEN CONNECTING AND IF THE PERSON DOES PRESIDENT SPEAK ENGLISH, BUT IT IS MY EXPERIENCE THAT MAYBE SOMEBODY ON THE WEEKEND WOULD SPEAK ENGLISH AND MAYBE THE PERSON DOING CHILD CARE FOR A FAMILY DOES NOT AND THEY ARE MAYBE NOT AS TECH-SAVVY.

MAYBE THE PERSON WORKING IS SOMEBODY THAT CAN HELP THEM.

THAT WAS AN OUT OF THE BOX THINKING OF SITUATIONS I AM AWARE OF.

YOU KNOW, OVER TIME AND KNOT REALLY CURRENTLY.

THAT'S ALL.

THANK YOU.

I'M VERY IMPRESSED WITH EVERYTHING THAT'S GOING ON.

>> DR. RIEF.

>> THANK YOU FOR THE PRESENTATION.

I ECHO MY COLLEAGUES' SENTIMENTS THAT IT HAS BEEN A GREAT DISCUSSION AND IT IS TERRIFIC TO SEE SOME OF THE PRINCIPALS WHO WE HAVEN'T SEEN OFTEN SINCE COVID HIT.

IT IS GREAT TO HAVE YOUR PARTICIPATION IN THE BOARD MEETING.

THANK YOU.

I HAD TWO QUESTIONS.

THE FIRST ONE MISS ANDERSON TOUCHED ON.

LOOKING AT THE CHRONIC ABSENTEEISM, THE ASYNCHRONOUS DAYS IS WHAT IS DRIVING THAT.

ONE QUESTION I HAVE IS THAT IT IS MY UNDERSTANDING THAT KIDS HAVE TO LOG OUT OF CLEVER COMPLETELY AND THEN LOG BACK IN FOR THE ATTENDANCE TO BE COUNTED.

I KNOW IF I WAS NOT AROUND TO MAKE SURE MY KIDS ARE DOING THAT, THEY WOULDN'T BE DOING THAT.

I AM CURIOUS.

IT IS NOT LIKE WE ARE TRACKING HOW MUCH TIME THEY ARE SPENDING ON CAMPUS ON MONDAYS OR WHATEVER.

I MEAN THE ATTENDANCE RATE ON THE SYNCHRONOUS RATE IS TYPICAL TO A SCHOOL YEAR.

THERE IS DEFINITELY SOMETHING GOING ON WITH THAT AND I WONDER IF WE CAN'T DRILL DOWN TO THAT.

IF ANYBODY WANTS TO TALK ABOUT THAT, YOU CAN.

I WILL JUST MOVE INTO MY SECOND QUESTION TOO.

I KNOW WE'VE ALREADY BEEN TALKING FOR A LONGTIME.

AND THAT WAS ABOUT THE GRADING POLICY AND I AM GLAD YOU BROUGHT THIS UP, ABOUT LOOKING OVER A GRADING POLICY.

IN ELEMENTARY WE HAVE A STANDARD POLICY AND SECONDARY IS LETTER GRADES.

I OBJECT SERVED THAT THE TRANSITION FROM ELEMENTARY TO SECONDARY CAN BE CHALLENGING.

KIDS DON'T HAVE THE CONTEXT OF WHAT DOES AN N MEAN.

WHAT DOES A B MEAN.

WE HAD A PARENT WHO SPOKE ABOUT THIS AT PUBLIC COMMENT LAST MONTH.

EVEN THOUGH IT IS THE LETTER GRADE SYSTEM WE USE A SCALE.

A 50 WOULD BE CONSIDERED FAILING, WHEN A STUDENT DOESN'T COMPLETE AN ASSIGNMENT BY A DEADLINE THAT WOULD CONVERT TO A ZERO WHICH HAS A DISPROPORTIONATE IMPACT.

I KNOW CERTAIN SCHOOL DISTRICTS WERE MOVING AWAY FROM THIS POLICY WHERE THEY DESIGNATE 50 IS THE LOWEST GRADE A STUDENT CAN BE ASSIGNED.

OUR POLICY IS WE DO THIS ON A QUARTILY BASIS.

IF THE STUDENT FAILS A QUARTERLY, THE LOWEST THEY CAN GO IS A 50.

AND THAT IS AVERAGED IN TO GET THE FINAL GRADE.

WE ARE NOT DOING IT IN THE QUARTER, BUT I KNOW SOME NEIGHBORING JURISDICTIONS ARE DOING THAT.

I BELIEVE FAIRFAX COUNTY WENT TO THIS POLICY AFTER THE WINTER BREAK WITH THE CHALLENGES IN THIS PERIOD OF TIME.

NOT ONLY THAT, BUT THEY REDUCED THE NUMBER OF MINIMUM ASSIGNMENTS IN A SEMESTER.

IF OTHER NEIGHBORING JURISDICTIONS ARE DOING THAT AND NOT SOMETHING WE ARE DOING, THEN THAT COULD BE DISPROPORTIONATELY NEGATIVELY IMPACTING OUR OPPORTUNITIES FROM THE SCHOOL DIVISION IN TERMS OF GRADUATION RATES AND COLLEGE APPLICATIONS AND SCHOLARSHIP APPLICATIONS AND THINGS LIKE THAT I WONDER IF YOU CAN TALK ABOUT NOT JUST THE GRADING POLICIES CURRENTLY, BUT THINGS WE WILL BE DOING IN THE GRADING POLICY.

>> THE GRADING COMMITTEE IS JUST ABOUT TO RECONVENE.

THEY JUST STARTED HAVING DISCUSSIONS ABOUT RECONVENING.

[01:50:05]

I DON'T WANT TO COMMENT INTO THAT AT THIS POINT, BUT I DO KNOW WE WILL BE BRINGING SOMETHING BEFORE THE BOARD IN THE COMING MONTHS.

I WON'T RESPOND AT THIS POINT BECAUSE I KNOW OUR COMMITTEE IS ABOUT TO RECONVENE AND HAVE HAPPY DISCUSSIONS.

WE NOW HAVE TWO QUARTERS OF DATA TO EXPRESS.

EVERYBODY IS TRYING TO TRANSITION TO VIRTUAL PLUS.

WE HAD SOME RESPONSES AND STILL SEEING SOME OF THE SAME TRENDS.

NOW WE HAVE AN ISSUE THAT WE NEED TO WORK THROUGH AND COME UP SOLUTIONS, NOT JUST FOR THE GLOBAL PANDEMIC, BUT BEYOND THIS PARTICULAR TIME.

GRADING POLICY IS A MAJOR CONCERN.

IT HAS BEEN A MAJOR CONCERN SINCE I ARRIVED IN 2018.

I AM GLAD WE ARE MAKING SOMETHING DIFFERENT OF IT, BUT IT IS ABOUT TIME.

>> THANK YOU.

I THINK I AM THE LAST HERE.

YOU MIGHT THINK I AM CRAZY, BUT I WAS LITERALLY TEARING UP LISTENING TO THIS PRESENTATION AND THIS DISCUSSION.

THIS IS THE MEAT THAT DRIVES SUCCESS FOR KIDS WHICH I TRULY BELIEVING WILL DRIVE SUCCESS FOR THE SCHOOL DIVISION.

IT IS SO POWERFUL TO SEE IT ALL COMING TOGETHER.

THE FACT THAT THIS IS ONLY THE BEGINNING SPEAKS TO OUR POTENTIAL TO BE A MODEL SCHOOL DIVISION.

GIVEN THE POPULATION WE SERVE AND THE DIVERSITY WE HAVE, IT SHOULD BE THE MODEL FOR THE NATION.

THIS KIND OF WORK IS THE KEY THING TO GET US THERE.

YEAH, I WAS TEARING UP LISTENING TO THIS.

I AM A FIRM BELIEVER THAT THIS IS TOP-QUALITY AND PROFESSIONAL WORK.

I LOOK FORWARD TO SEEING US GROW IN THIS AREA.

I WANT TO START OFF WITH SOME KEY COMMENTS AND REAFFIRM THINGS I HEARD.

I LOVE MS. SANDERS' POINT WHEN SHE SAID, IF YOU ARE GOING TO REFER A KID, COME WITH DATA.

REALLY HAVING SOME FIRM -- SOMETHING FIRM TO BRING TO THE TABLE.

I HAVE BEEN A TEACHER AND YOU ARE TALKING ABOUT THIS ISSUE AND THIS ISSUE AND THIS ISSUE.

IT REALLY NEEDS TO BE ARTICULATED AND THAT'S WHEN IT IS A FAIR PROCESS.

I LOVED HEARING THAT FROM MS. SANDERS.

I REALLY WANT TO THANK YOU, DR. HUTCHINGS FOR BRINGING THE ISSUE ON GRADING.

I AGREE WITH YOU 100%.

IT IS TIME TO START RETHINKING -- EVEN THE PURPOSE OF GRADING.

WHAT ARE WE TRYING TO ACHIEVE? IT NEEDS TO BE MORE MEANINGFUL.

AND WE NEED TO NOT PUT OUR STUDENTS IN A POSITION OF CONSTANTLY EXPERIENCING FAILURE.

ONE OF THE THINGS I ALWAYS SAY IS EVEN AS AN ADULT WHEN I ENCOUNTER A SYSTEM THAT I FEEL I PERPETUALLY FAIL AT, WHAT WILL MOTIVATE ME TO CONTINUE? FOR KIDS THAT IS BIG AND GRADING IS A BIG PART OF THAT IN MY OPINION.

THE OTHER THING I WANTED TO HIGHLIGHT IS THERE IS THIS HUGE DISCUSSION RIGHT NOW AROUND RECOVERY.

IN A SENSE IT IS A PANIC.

WHAT ARE WE GOING TO DO? HOW ARE WE GOING TO CATCH UP? THIS IS THE REASON WHY MTSS IS IMPORTANT.

THIS IS THE REASON WHY THIS STRUCTURE NEEDS TO BE IN PLACE.

THOSE OF US WHO HAD THE FORE THOUGHT TO TAKE THIS SERIOUSLY WILL BE IN A BETTER POSITION FOR RECOVERY.

WE ALREADY HAVE A SYSTEM THAT IS ABOUT RECOVERY.

MTSS IS ABOUT HAVING A SYSTEM THAT WILL SUPPORT THE NEEDS OF KIDS WHEREVER THEY

[01:55:08]

ARE.

THE DIFFICULT THING IS BEING UPSIDE DOWN.

BUT THE WONDERFUL THING IS WE HAVE A MECHANISM.

WE HAVE A PROCESS.

LET'S USE IT.

I THINK THOSE ARE MY COMMENTS.

I HAVE TWO QUESTIONS AND I THINK YOU KIND OF ELUDED TO ALREADY, I WAS CURIOUS ABOUT -- THE FIRST QUESTION IS ABOUT ASSESSMENT THAT HAS OCCURRED THROUGHOUT THIS TIME.

I WAS REALLY CURIOUS AS TO -- YOU KNOW, WE DID THE MAP SCREENING IN THE FALL AND WE DID THE FULL BATTERY IN FEBRUARY.

I WAS CURIOUS AS TO -- WE ARE DOING RUNNING RECORDS AND THE PRINCIPAL -- DID THEY SEE PROGRESS? HOW DID THEY FEEL ABOUT THE DATA THEY SAW? ACROSS DATA POINTS.

THAT'S REALLY IMPORTANT TO PUT OUT THERE.

>> WE WERE ABLE TO SEE PROGRESS AND THAT'S WHY THERE WAS A DIFFERENCE IN THE GRADING PRACTICES AND THE PROGRESS IN OUR SCHOOLS.

WE WERE ABLE TO SEE THE PROGRESS.

AND THAT'S AT ALL LEVELS.

WE WERE SEEING PROGRESS.

I THINK WHAT WE HAVE TO KEEP IN MIND WITH THINGS LIKE MATH AND THE OTHER ASSESSMENTS WE DON'T HAVE CONTROL OF THE TESTING ENVIRONMENTS.

THE KIDS ARE AT HOME AND WE DON'T KNOW WHAT IS HAPPENING AROUND THEM OR TO THEM AND IT SKEWS OUR DATA.

WE CAN'T EVEN ASSURE THAT THE KID DOES PRESIDENT HAVE SOMEBODY NEXT TO HIM TELLING HIM WHAT THE ANSWERS ARE, OR IT IS NOISY AND THEY CAN'T GET ON TASK, BUT THEY DO KNOW EVERYTHING ON THE TEST.

THOSE ARE SOME OF THE CHALLENGES THIS WHOLE GLOBAL PANDEMIC IS BRINGING.

WE ARE SEEING PROGRESS ACROSS THE BOARD WITH OUR OTHER DATA POINTS, BUT THE DATA PIECE IS BLARING.

>> ANOTHER PART OF THE QUESTION FOR ME IS HOW VALID AND RELIABLE DO WE FEEL THE DATA WE HAD WAS.

AND THANK YOU FOR SHARING THAT.

AND THEN LASTLY I REALLY WANTED TO GIVE A SHOUTOUT TO SOME OF THE WORK WITH THE CEIS FUNDING THAT HAS STARTED TO OCCUR.

I HAD THE OPPORTUNITY TO ATTEND SOME OF THE PRESENTATIONS WITH THE SPEAKERS.

THE ONE I ATTENDED, IT REALLY BLEW ME OUT OF THE WATER IN TERMS OF THE DISCUSSIONS OF HOW WE NEED TO BE THINKING OF RACE AND RACIAL DISPARITIES AND THE TRAUMA OF RACE AS WE ARE DEALING WITH OUR ACADEMIC GROWTH AND SOCIAL AND EMOTIONAL GROWTH.

MY QUESTION LEANS TO THE KID TALK.

I FEEL LIKE WITH THE KID TALK MAYBE A COMPONENT OF THE TRAINING AND I DON'T KNOW IF IT IS ALREADY IS, BUT MAYBE A COMPONENT OF THE TRAINING SHOULD INCLUDE LIKE HOW DO WE TALK ABOUT STUDENTS? IF WE ARE BRINGING BIASES TO THE TABLE DURING KID TALK, THAT CAN AFFECT, YOU KNOW, THE -- HOW THE CONVERSATION IS GOING AND WHERE IT LEADS TO.

I WAS CURIOUS IS THERE ANY THOUGHT TO MERGING SOME OF THE SPEAKERS IN THE SERIES TO THE KID TALK THAT OCCURS IN MTSS TO REALLY START TO ACKNOWLEDGE THE RACIAL GAP AND THE RACIAL TRAUMA AND THE IMPACT THAT HAS ON TEACHERS AND HOW WE PERCEIVE STUDENTS.

BIG QUESTION, MAYBE, BUT THAT'S MY THOUGHT.

>> I WAS GOING TO SAY SOMETHING.

I WANTED TO TALK A LITTLE BIT ABOUT HOW OUR MTSS DEPARTMENT MENTAL TEAM IS WORKING WITH THE SCHOOLS TO TRY TO CREATE COHESION AND CONSISTENCY FROM SCHOOL TO SCHOOL TO BRING ABOUT SOME OF THE EQUITY THAT WE KNOW CAN BE MISSING WHEN YOU DON'T HAVE A PROCESS THAT YOU SPEAK ABOUT STUDENTS.

USING DATA AND SOMETIMES PUTTING AN ASTERISK NEXT TO DATA WE KNOW MIGHT HAVE DIFFERENT LEVELS OF RELIABILITY SO WE CAN LOOK AT A WHOLE PICTURE OF THE

[02:00:05]

STUDENT.

WE ARE NOT USING ONE DATA POINT SAYING THIS CHILD NEEDS TO GO TO THIS INTERVENTION OR THIS CHILD DEFINITELY DOESN'T NEED INTERVENTION.

THE TRY ANGULATION BRINGS THE EQUITY WE KNOW WAS MISSING FOR SO LONG.

USING THE MAP DATA HELPS US SEE ARE THERE PATTERNS AND TRENDS THAT GO FROM THE STANDARDIZED TESTS WITH THE GRADES AND WITH OTHER PERFORMANCE INDICATORS SO WE CAN MAKE DECISIONS COLLABORATING THE EXPERTISE.

AND THAT'S ONE OF THE REASONS WE ASKED THE THESE PRINCIPALS TO COME AND TALK BECAUSE THEIR PROCESSES HAVE BEEN SO REFINED OVER TIME THAT WHEN WE MOVE TO A VIRTUAL SETTING THEY WERE ABLE TO SEEMLESSLY PIVOT TO EXPAND THEIR PROCESSES TO ENCOMPASS STUDENTS HAVING DIFFICULTIES DURING THE PANDEMIC.

SORRY.

I DIDN'T MEAN TO CUT YOU OFF.

GO AHEAD.

>> IF ANYBODY WAS GOING TO CUT ME OFF.

I AM HAPPY IT WAS YOU.

I LOVE YOU.

I WOULD JUST LIKE TO SAY THAT THE EQUITY WORK THAT WE HAVE BEEN DOING FOR YEARS IS REALLY PAYING OFF.

WE SEE IT HAPPEN MONTHLY.

THIS IS THE WORK OF DR. HUTCHINGS AND I WANT TO COMMEND HIM CONSIDERING THIS IS MY 16 YEAR IN ACPS AND I AM SEEING THE IMPACT WITH THE TEACHERS NOW.

THE REASON THAT IS HAPPENING IS BECAUSE WE ARE TURNING AROUND -- WE ARE GETTING FROM DR. CRAWFORD AND ANYBODY ELSE I FORGOT TO ADD, WE ARE TURNING THAT INFORMATION TO THE TEACHERS.

WE ARE TELLING THEM THIS IS WHO WE ARE WORKING ON.

THIS IS WHO WE SERVE.

AUTOMATICALLY, WHEN ARE YOU DISCUSSING A STUDENT'S PROGRESS, IF A TEACHER OR A TEAM MEMBER, WHEN YOU HAVE A GROUP OF PEOPLE, A GROUP OF COLLEAGUES, TEACHERS, SPECIAL EDUCATION TEACHERS COMING TOGETHER TO DISCUSS CONCERNS AND YOU HAVE HAD TRAINING ON HOW TO TALK ABOUT STUDENTS YOU AUTOMATICALLY -- YOU MAY HAVE YOUR PRINCIPAL DROP IN ANDING INNING OUT HOW I CAN HELP, BUT YOU LITERALLY ARE NOT GOING TO HAVE SOMEBODY -- THEY MAY SAY.

IT BUT THERE IS A TURN AROUND WHAT DO WE DO AS A SCHOOL? IS THAT A STUDENT ISSUE OR SOMETHING YOU NEED TO DO DIFFERENTLY.

WHAT DO YOU NEED TO DO DIFFERENTLY FOR THAT STUDENT TO LEARN? WHAT REALITY DO YOU NOT HAVE IN THE BACKGROUND? MY TEACHERS ARE WONDERFUL, BUT WE HAVE TREMENDOUSLY HIGH EXPECTATIONS AND BLAMING A STUDENT IS NOT GOING TO FLY.

I WILL SAY I AM PASSIONATE ABOUT THAT.

YOU HIT A LITTLE NERVE, MS. ALDERTON, BUT IN A GOOD WAY.

IT TAKES LEADERSHIP AND WE HAVE GOT TO THAT POINT AS A DIVISION.

>> THANK YOU.

THAT'S AWESOME.

THANK YOU SO MUCH.

THAT WAS A LONG DISCUSSION, BUT A GOOD ONE.

I THINK I AM SPEECHLESS AT THIS POINT.

THANK YOU TO ALL OF THE PRINCIPALS.

EVERY PERSON WHO WAS HERE, THIS IS WHAT THIS IS ABOUT.

I AM NOT SURE IF I HAVE EVER BEEN PROUDER, HONESTLY IN ALL OF THE MOMENTS I HAVE HAD TO -- YOU KNOW BEING A PART OF ACPS.

I THANK EVERY ONE OF YOU.

>> MADAM CHAIR, I WANTED TO MAKE SURE WE SAID THANK YOU TO MS. SHERRY JAMES AND MS. FARRAH PETERS NICHOLSON.

THEY DIDN'T DO TO MUCH TALKING, BUT BEHIND THE SCENES IS WHERE A LOT OF OUR WORK COMES FROM.

THEY ARE OUR QUIET LEADERS YOU DON'T GET TO SEE AND THAT'S HOW THIS COMES TO FRUITION.

YOU CAN SEE ALL OF THE HARD WORK WITH EVERY ONE OF THE SCHOOLS.

AND IT PAID OFF.

LOOK, WE GOT TO SEE IT BEFORE THE BOARD.

I WANTED TO MAKE SURE OUR QUIET LEADERS GOT ACKNOWLEDGMENT.

>> THANK YOU.

THANK YOU, DR. HUTCHINGS.

SO WE HAVE MORE TO DO.

I DON'T KNOW IF THERE IS ANYMORE TO DO TONIGHT AFTER THIS.

BUT WE DO.

THE NEXT ITEM ON THE AGENDA IS THE HIGH SCHOOL PROJECT.

[12. The High School Project: Site Specific Educational Specifications]

WE ARE TAKING A LOOK AT THE EXPECTS AND WE WILL RECEIVE THEM IN THE BOARD TOMORROW.

WITH THAT SAID I WILL TURN IT BACK OVER TO DR. HUTCHINGS AND TEAM.

>> THANK YOU.

AS WE BEGIN TO TALK ABOUT EDUCATIONAL SPECIFICATIONS FOR THE HIGH SCHOOL PROJECT I WANTED TO TURN THINGS OVER -- I WILL TURN IT OVER TO ERIKA AND I WANT TO START

[02:05:04]

OFF BY SAYING IT REALLY IS ABOUT US SETTING THE STAGE AND HELPING THE BOARD AND OUR COMMUNITY UNDERSTAND WHAT EDUCATION SPECIFICATIONS ARE AND HOW WE USE THEM AND HOW THEY ARE DEVELOPED AND HOW WE GET INPUT SO THAT WHEN WE ARE SHARING THIS INFORMATION PEOPLE HAVE THE HISTORICAL CONTEXT.

I THINK IT HELPS PEOPLE HAVE A BETTER UNDERSTANDING.

I WILL TURN THINGS OVER TO MS. ERIKA GOULICK.

>> THANK YOU.

IT IS A TOUGH ACT TO FOLLOW, BUT WE ARE HERE TO TALK ABOUT THE HIGH SCHOOL EDUCATION SPECIFICATIONS.

AS PART OF THE PRESENTATION, MYSELF AND DR. MANN AND PERKINS EASEMAN WILL BE PRESENTING.

WE HAVE OTHER MEMBERS FROM THE TEAM.

I WILL ASK IF BARTLETT CAN SHARE THE PRESENTATION.

THANK YOU.

WE CAN GO TO ESSENTIAL QUESTIONS.

TONIGHT AS DR. HUTCHINGS MENTIONED, WE WANT TO TALK TO YOU ABOUT WHAT IS A SITE SPECIFIC EDUCATIONAL SPECIFICATION.

WHAT IS THE DOCUMENT AND WHAT DO WE USE IT FOR? WHAT HAS GUIDED THIS DEVELOPMENT OF THE DOCUMENT AND YOU WILL SEE WE HAVE TRANSITIONED THE NAME TO A COMPREHENSIVE PROGRAM/ED SPEC.

THIS IS BECAUSE OUR ED SPEC INCLUDES SOME OF OUR COMMUNITY PARTNERS AND USES AND IT IS A LITTLE BROADER AND MORE COMPREHENSIVE THAN THE STANDARD ED SPEC.

WE WILL TALK ABOUT HOW SPECIFICALLY THE EDUCATIONAL DESIGN TEAM INFLUENCES THE DOCUMENT AND THEN THE LESS FUN THINGS SUCH AS HOW DOES THIS ALIGN WITH THE SCHOOL BOARD'S PROPOSED FY-2022-FY-21CIP BUDGET.

AND WE WILL TALK ABOUT FEEDBACK ON THE DOCUMENT AND THE NEXT STEPS.

PLEASE GO TO THE NEXT SLIDE.

THIS IS THE SAME SLIDE IN THE CO-LOCATION DISCUSSION.

WE WANTED TO SHOW THAT WE HAVE GOTTEN THROUGH THE FIRST TO DO LIST.

WE CAN CHECK THAT OFF.

AND THANK YOU FOR THAT DECISION ON FEBRUARY 4TH THAT DETERMINED WE WILL NOT INCLUDE AFFORDABLE HOUSING IN THE DINING COMMITTEE.

IT HELPS WITH THIS COMPREHENSIVE PROGRAM, THE ED SPECS WE SHARED WITH YOU.

YOU WILL RECEIVE THE FULL DOCUMENT TOMORROW ALONG WITH A BRIEF, AND WE BELIEVE A WORK SESSION WAS ADDED FOR MARCH 3RD TO DISCUSS THIS AND HOPING FOR A DECISION ON MARCH 4TH.

WE WILL LAY WHAT IS ESTABLISHED TO BE LAID OUT AND THEN THERE WILL BE A SERIES OF ENGAGEMENT AND COMMUNITY AND STAFF ENGAGEMENT AND COMING BACK TO THE SCHOOL BOARD ON MARCH 18TH AND A DECISION ON APRIL 8TH.

WHAT IS A SITE-SPECIFIC EDUCATIONAL SPECIFICATION? IT IS A PLANNING DOCUMENT THAT DESCRIBES OUR GOAL OUTCOMES FOR A SCHOOL MODERN DASH MODERNIZATION AND SO MARY'S WHAT WE WANT TO TEACH AND -- WHAT ARE THE SPACES WE NEED TO DO SO.

WE USE THE PROTOTYPICAL HIGH SCHOOL ED SPEC AND WE EXPANDED THAT AND WE MADE IT SPECIFICALLY TO WHAT WE WANT TO HAPPEN IN THIS FULL CONNECTED HIGH SCHOOL NETWORK AND SPECIFICALLY FOCUSING ON THE NEEDS FOR THE NEW BUILDING AT THE MINNIE HOWARD CAMPUS.

AND WE ARE PROMOTING FLEXIBILITY IN ALL OF THE SPACES.

CONSIDERATIONS INFLUENCING THE DOCUMENT AND WE WANT TO BE CLEAR THAT WE ARE NOT STARTING FROM ZERO.

WE HAVE A LOT OF THINGS THAT WERE TAKEN INTO ACCOUNT TO GO INTO THIS DOCUMENT INCLUDING THE THINGS I MENTIONED WHICH IS THE TYPICAL ASPECTS BUT PLANNED EQUITY HAS GUIDED THE DEVELOPMENT OF THIS DOCUMENT AND OUR ENROLLMENT PROJECTIONS AND THE EDUCATIONAL PROGRAMMING AND INFORMATION WE HAVE TO DATE AND HOW IT WILL FUNCTION IN THE NEW BUILDING.

THE RELATIONSHIP BETWEEN THE CAMPUSES IS CRITICAL.

THE SCHOOL BOARD VOTED FOR A CONNECTED NETWORK AND SO WE CONSIDER HOW THE TWO CAMPUSES FUNCTION TOGETHER IS CRITICAL.

CONSTRUCTION BOOST AND BUDGET AND INFLUENCES WHAT WE HAVE PROMOTED.

[02:10:05]

AS WELL AS COMMUNITY PARTNERS.

WE RECEIVED GUIDANCE FROM OUR STAFF AND OUR STUDENTS ON HOW IT SHOULD BE LAID OUT AND HOW IT WORKS.

IT CONSIDERS SOME OF THE CITY REQUIREMENTS AS WELL AND WORKING CLOSELY WITH ALL OF THE CITY AGENCIES ON THIS PROJECT.

WE WANT TO REITERATE THE STUDENT ENROLLMENT PROJECTIONS DRIVING THE NEED FOR THIS PROJECT AND WHY WE ARE HERE.

OUR CURRENT PROJECTIONS ARE ON THE TOP IN ORANGE.

YOU CAN SEE THEY HAVE CHANGED AND MAYBE ARE NOT AS AGGRESSIVE AS LAST YEAR PROJECTIONS.

THIS IS DUE TO THE COVID-19 IMPACT.

YOU CAN SEE OVER TIME WE GET TO THE 5,000 NUMBER AND PARTICULARLY WE GOT CLOSE.

THIS IS CRITICAL.

THE TIMELINE IS CRITICAL AND THE PROJECT IS CRITICAL.

WE WILL KEEP MOVING FORWARD.

AND NOW I WILL TURN IT OVER TO DR. GERALD MANN TO TALK THROUGH SOME OF THE EDT ROLES.

>> THANK YOU FOR THE HANDOFF.

BOARD CHAIR, HOPEFULLY WE CAN BE DESSERT TO THE MAIN COURSE WE HAD PRIOR TO THIS PRESENTATION.

THESE BOARD PRIORITIES MAY LOOK FAMILIAR.

WE PARAPHRASED YOUR GUIDING PRINCIPALS YOU GAVE TO DR. HUTCHINGS AND THE EDT.

ONE OF THE THINGS WE ARE CONSIDERING ARE THE SUPPORT SERVICES.

SEAL SUPPORT, BUT OUR EQUITABLE PROGRAMS. AND WE HAVE THE ABILITY FOR SPECIAL EDUCATION SERVICES FOR ALL OF OUR STUDENTS THROUGHOUT THE NETWORK AND ENGLISH LEARNING STUDENTS AND CONTINUED COMMUNITY ENGAGEMENT.

AND HOW MANY WERE NEEDED TO BUILD THIS NEED.

NEXT SLIDE.

AND WE HAD 48 MEETINGS.

WE HAD 9 SINCE THE EDT RECONVENED.

JUST TO REMIND THE BOARD THAT ONCE THE PANDEMIC HIT IN MARCH WE LET THE EDT NUMBERS FOCUS ON THE CHANGE AND THE TEACHINGS AND THE DEMAND OF THEM FOR THEIR VARIOUS JOBS.

WE RECONVENED IN THE FALL.

WE HAD SPECIAL LISTS AND MET WITH THE DIRECTOR OF SPECIALIZED INSTRUCTION AND ENGLISH LEARNING SERVICES AND OUR LIBRARY MEDIA COORDINATOR TO TALK ABOUT DIFFERENT SPACES AND WHAT SHOULD WE THINK ABOUT AND CONSIDER AND CONTINUE MEETINGS WITH THE CITY PARTNERS AND CO-LOCATIONS.

AND THEN WE WILL TALK ABOUT THINGS LIKE THE GREEN ZONE AND WATER MANAGEMENT.

THIS CONNECTS BACK TO THE BOARD PRIORITIES.

EQUITY FOR ALL.

WE DO NOT WANT TO GO DOWN THE PATH OF BAKING IN INEQUITIES WE ARE LOOKING INTO HOW DO WE NOT CONTINUE ROAD BLOCKS THAT MAY BREECH US TO BEING EQUITY FOR ALL.

NONE OF US KNOW WHAT THE NEEDS WILL BE IN 2030.

HOW DO WE LOOK AT STEAM AND PROJECT BASED LEARNING AND THEN LASTLY REFERRING TO 2020 WHEN WE HAD THE STEAM PANEL HOW DO WE HELP OUR LARGE HIGH SCHOOLS FEEL SMALL? WE TOOK INTO PROCESS AND I MAY HAVE MENTIONED THIS AT ANOTHER UPDATE, BUT ALL OF THE DIFFERENT IDEAS THAT WERE TRIED FOR WILLIAMS. WE ARE AT THE POINT TO DESIGN FOR TC WILLIAMS. WHAT DOES IT MEAN TO HAVE A SMALL COMMUNITY ACROSS THE CAMPUSES? STUDENTS UNDERSTAND THEY ARE A PART OF A LARGE COMMUNITY, BUT PART OF SOMETHING SMALLER.

SOME OF THE RECOMMENDATION THAT'S THE EDT ALIGNED WITH.

IS HOW DO WE ENSURE EQUAL DISTRIBUTION.

[02:15:18]

WHETHER IT IS SATELLITE ED AND EVERYBODY HAS BEEN OPPORTUNITY TO EXPERIENCE SOMETHING.

ONE OF THE THINGS WE CAN THINK ABOUT SCHEDULING DIFFERENTLY AND DIFFERENT IDEAS OF HOW STUDENTS CAN BE DISTRIBUTING IT THROUGH THE BUILDING.

YOU WILL SEE IN FUTURE PRESENTATIONS IT IS LUNCH AND LEARN.

RETHINKING HOW DO WE THINK OF THE CAFETERIA AND THERE ARE FOUR LUNCH PERIODS.

AND THEN YOU THINK HOW DO WOO UTILIZE THE TRIM WHERE WE CAN HAVE STUDENT CLUBS.

YOU THINK ABOUT THE HISPANIC MALE GRADUATION RATE AND STUDENTS MAY NOT BE ABLE TO STAY AFTER WORK BECAUSE OF WORK, BUT IF YOU CAN MEET WITH TEACHERS OR JOIN A CLUB AND BE INVOLVED IN ACTIVITIES IN THE DAY THAT IS THE STRATEGY.

AT THIS TIME I WILL TURN IT OVER.

>> GOOD EVENING.

THANK YOU FOR INVITING US TO HAVE THE CONVERSATION THIS EVENING.

ONE OF THE THINGS WE HAVE DONE SINCE WE STARTED WORKING WITH THE TEAM IS DIGGING IN AND ANALYZING THE USE OF THE CURRENT SPACE AND THE QUALITY IS THOUGH IT INVOLVES ALL CAMPUSES.

ONE OF THE PRIMARY GOALS OF THE EDUCATIONAL SPECIFICATIONS IS TO DEFINE THE NUMBER OF SPACE WE ARE PLANNING FOR THE NEW CONSTRUCTION.

WE ARE THINKING ABOUT IMPLICATIONS FOR KING STREET AS WELL IN THE PROCESS.

THIS IS AN ASSESSMENT OF THE SPACES AND BROAD CATEGORIES.

YOU CAN SEE A PROPOSAL FOR HOW IT MIGHT CHANGE AND THEN ON THE RIGHT YOU CAN SEE THE NET CHANGE.

IT IS PARTICULARLY FOCUSED ON THE HOWARD CAMPUS.

YOU WILL SEE THAT, FOR EXAMPLE.

WITHIN THE NUMBER OF INSTRUCTIONAL SPACES, WE ARE LOOKING AT IT IN THAT SPACE.

WHILE THE CLASSROOM IS DEEMED RESOURCES CLASSROOMS AND IT IS FOR SMALL GROUPS AND SPECIAL EDUCATION ACTIVITIES.

THERE IS A NUMBER OF SCIENCE LABS.

THERE IS A DIVERSITY OF NEW SPACES COMING INTO THE MIX.

IT FOSTERS THE 21ST CENTURY LEARNING ENVIRONMENT THAT WE UNDERSTAND WE ARE TRYING TO ACHIEVE ACROSS THE HIGH SCHOOL NETWORK.

THAT SAID IT IS IMPORTANT TO NOTE THAT WITHIN THIS MIX IT IS NOT JUST THESE ADDITIONAL 44 SPACES.

WE ARE REIMAGINING THE SPACES ON THAT CAMPUS.

THAT BUILDING WAS NOT BUILT FOR -- CERTAINLY THE HIGH SCHOOL PROGRAM THAT IS CONTEMPORARY WITH WHAT WE WANT TO ACHIEVE TODAY.

EVEN IF THEY ARE BEING REPLACED, THEY ARE ALSO BEING ENHANCED AND OUTFITTED AGAIN AND CHANGER FOR FLEXIBILITY AND ADAPT ABILITY.

WHEN YOU LOOK AT PE SPACES WHILE IT MAY SEEM STATIC, THEY WILL BE SIGNIFICANT AND ENHANCES AND BERRY SOURCES AS WE MOVE FORWARD.

LIKEWISE WE ARE PROJECTING THE SPACE WITHIN THE DOCUMENT FOR PARTNERS.

THE TEAM WELLNESS CENTER WHILE IT DOESN'T LOOK LIKE -- IT IS A SPACE GREATLY ENHANCED TO DELIVER QUALITY SUPPORT SERVICES TO TEENS IN THAT ENVIRONMENT AND THE ADDITION OF AN EARLY CHILDHOOD SPACE AS WELL.

SO A BROAD RANGE OF ADDITIONAL RESOURCES AND BETTER RESOURCES ARE WHAT

[02:20:08]

THE DOCUMENT WILL REPORT AS WE LOOK FORWARD TO DEFINING NEEDS OF CONCEPT DESIGN.

THE REPORT DOES SOMETHING ELSE ON THE NEXT SLIDE I WOULD LIKE TO SHARE WITH YOU AS WELL.

IN ADDITION TO THE NUMBER AND TYPES OF SPACES, THROUGH THE CONVERSATION AND WITH THE EDT AND THE STACK HOLDERS AND THE LEADERSHIP AND THE CONVERSATIONS PRIOR TO JOINING THE TEAM, WHAT WE TRY TO DO IS DEFINE -- IT IS CALLED DESIGN PATTERNS.

IT IS A WAY OF TAKING THESE SPACES AND FIGURING OUT HOW WE ARE ORGANIZING THEM.

IT IS TO CREATE CYNERGYS ON A LARGER SCALE.

YOU WERE LOOKING AT A DIAGRAM OF THE CAMPUS.

AND THEY ARE ALL IDEALIZED.

IT IS ABOUT THE RELATIONSHIP AS CODIFIED BY THE DESIGN PRINCIPALS.

THIS IDEA OF CREATING AN ENVIRONMENT THAT FOSTERS RELATIONSHIPS BETWEEN TEACHERS AND TEACHERS AND STUDENTS AND STUDENTS AND STUDENTS AND ADMINISTRATORS.

THIS LARGE SCHOOL HAS AN INTIMACY, APPROPRIATE SCALE THAT THEY UNDERSTAND THEY HAVE A SENSE OF PLACE.

THEY ARE KNOWN TO BE PEERS IN THE ENVIRONMENT.

THE FIRST ONE WE WILL SHARE IS THE IDEA OF A LEARNING COMMUNITY.

THAT'S WHAT THIS DIAGRAM IS ILLUSTRATING.

WHAT WE ARE STARTING TO DO IS FOUR LEARNING COMMUNITIES.

THIS IS A DIAGRAM SUGGESTING A PLACE WITHIN THE CAMPUS FOR 400 STUDENTS IN MANY WAYS.

IT SCALES DOWN THE 400.

AND YOU CAN SEE TEAM ONE, TEAM TWO, TEAM THREE, TEAM FOUR.

IT IS SUBDIVIDED.

WE ARE THINKING OF A HIERARCHY FOR A LEARNING AMBIANCE FOR THE STUDENT.

THE THINGS ILLUSTRATED HERE ARE THE EXTENDED LEARNING SPACE AND THE FORMAL LEARNING SPACE THAT ARE REINFORCED AND BOLSTERED WITH ADDITIONAL OPPORTUNITY FOR LEARNING AND LIMITED SPACE.

IT IS CO-LOCATED WITH THE INSTRUCTIONAL SPACES.

WE ARE BUILDING UP THE COMMUNITY AS A SUBSET OF THE LEARNING COMMUNITY.

ONE OF THE OTHER PATTERNS IS IN THE CENTER.

THAT'S CENTERED BY THE CREATIVE COMMENTS.

CREATIVE COMMENTS IS EXPRESSED IN THE REPORT AND IT TAKES WHAT IS COMMONLY BUILT AS ONE LARGE SPACE AND KING STREET IS AN EXAMPLE AND SUB DEVISE IT AND DISTRIBUTES IT THROUGHOUT THE CAMPUS TO CREATE A SPACE THAT SERVES FOR THAT COMMUNITY LUNCH.

DURING THE COURSE OF THE DAY IT IS THE ARTS AND THE SCIENCES AND THE CTE PROGRAM CAN ACTIVATE AND CAPTURE IN THE LEARNING PROCESS AS WELL.

WHAT I WANT TO DO ON THE NEXT SLIDE IS LOOK AT THE CENTRAL SPACE AND THEN WE WILL TALK ABOUT THE NEIGHBORHOODS IN A MOMENT.

THESE HAVE JUST DIAGRAMS AND NOT ARCHITECTURAL PROPOSALS.

WHAT YOU CAN SEE IS A SERIES OF STUDIOS AND LABS.

FROM THE LEFT IT IS A CTE LAB.

[02:25:05]

ON THE RIGHT IT IS AN ART STUDIO.

THAT DINING SPACE IS A GREAT SOCIAL PLACE AT A SMALLER SCALE AND COLLEGIATE AMBIANCE FOR THE STUDENTS TO SOCIALIZE AND HAVE LUNCH AND MEET WITH TEACHERS AND THEIR FRIENDS AND PEERS.

THE STUDIOS AND THE LABS CAN OPEN UP AND THE PROJECTS CAN COME UP.

YOU CAN IMAGINE ROBOTS RUNNING AROUND IN THAT SPACE AND YOU CAN IMAGINE GROUPS PRESENTING THEIR WORK AND BOLSTERING WHAT IS INVITED IN THE LABS PLANNED FOR ACROSS THE SCIENCES.

>> NOTE ON THE RIGHT THERE IS A COLLABORATION AND MAKING SURE THAT WE HAVE APPROPRIATE WORK SPACE FOR TEACHERS TO COME TOGETHER AND HAVE HEAD DOWNTIME.

BUT THEN ALSO TAKE A LOOK AT WHAT IS HAPPENING.

AND THEN ON THE LEFT THERE IS ANOTHER PATTERN OF ADMINISTRATORS THROUGHOUT THE BUILDING.

THIS IS THE LEARNING COMMUNITY'S CENTRAL ADMINISTRATION AND THAT THERE WOULD BE COUNSELING PRESENT AND DISTRIBUTED THROUGHOUT THE BUILDING.

MAXIMIZING HAVING ACCESS NOT ONLY TO TEACHERS, BUT STUDENT SUPPORT AND OTHER ADMINISTRATORS THROUGHOUT THE BUILDING AND INTERACT WITH THEM ON A DAILY BASIS.

ON THE NEXT SLIDE THERE IS AN EXAMPLE OF A NEIGHBORHOOD.

SOMEWHERE IN BETWEEN A PATTERN EMERGES ABOUT THE RELATIONSHIP OF EXTENDED LEARNING SPACE.

THE INFORMAL SPACE THAT YOU SEE IN THE MIDDLE OF THE DIAGRAM.

CLASSROOMS MAY BE ABLE TO ACTIVATE AND START TO COLLABORATE SUCCESSFULLY.

OR PULL OUT ACTIVITIES THAT THE TEACHERS MIGHT HAVE TO INTERACT.

WITHIN THE NEIGHBORHOODS WE ARE TALKING ABOUT FLEXIBILITY.

THERE ARE SMALLER SPACES AND MEDIUM SPACES AND LARGER SPACES.

THERE ARE PARTITIONS AND DOORS THAT CONNECT THE CLASSROOMS. WE ARE TRYING TO PLAN FOR MAXIMUM FLEXIBILITY AND CURRICULUM IN THE ENVIRONMENT.

WE WANT TO PROVIDE DIFFERENT OPPORTUNITIES AND HAVE DIFFERENT SKILLS FOR DIFFERENT NUMBERS OF STUDENTS.

AT THE BACK OF THE DIAGRAM A TEACHER WORK ROOM IS INTEGRATED IN.

ACCESSIBLE FOR TEACHERS, STUDENTS AND TO HAVE THIS SORT OF NICE FLOW OF FORMAL SPACE INTO THE EXTENDED LIVING SPACE.

>> WE HAVE ANOTHER EXAMPLE AND ARE EXPLORING OPPORTUNITIES AND OPTIONS TO REALIZE THE DESIGN PATTERNS AND CREATE THIS CREATIVE AND INSPIRING MIX OF SPACES TO CREATE AN INTER DISCIPLINARY SCHEME AND LOOKING TO ACHIEVE.

THIS ONE SUGGESTS THAT MAYBE IF WE TOOK ONE NEIGHBORHOOD AND MAYBE STACKED IT ON TOP OF ANOTHER, THERE MAY BE AN OPPORTUNITY FOR RELATIONSHIPS BETWEEN THE NEIGHBORHOODS WHERE WE HAVE A LEARNING STAIR.

IT CONNECTS THE LEVEL BELOW, BUT IT CONNECTS A AS AN AMPHITHEATER AND IT ALLOWS FOR A HOST OF DIFFERENT ACTIVITIES TO OCCUR FORMALLY AND INFORMALLY IN THIS SETTING CREATING A DYNAMIC OR RAY OF OPPORTUNITY IN THE CLASSROOM AND OUTSIDE THE CLASSROOM FOR SOME BREAK OUT GROUPS.

AND AGAIN THE TEACHER COLLABORATIVE SPACE AND EACH HAS AN APPROPRIATE WORK SPACE IN THE ENVIRONMENT AS WELL.

WE ARE ALSO OPTIMIZING THE UTILIZATION OF THE CLASSROOM SPACE AS WELL.

[02:30:04]

MAKING SURE EVERYBODY HAS APPROPRIATE WORK SPACE AS WE ACHIEVE THE OPTIMAL FLEXIBILITY OF THE ENVIRONMENT.

NEXT SLIDE PLEASE.

WITH THAT I WILL TURN IT BACK TO MS. GULICK.

>> THANK YOU FOR GOING THROUGH THAT.

AGAIN, THAT IS JUST TO GET EVERYBODY'S JUICES FLOWING ON WHAT IT COULD LOOK LIKE.

THIS SLIDE WE WANT TO SHOW YOU THAT WE ARE ON TARGET FOR THE SEPTEMBER 2024 OPEN.

AND THAT THE NEXT CONCEPTS ARE CRITICAL DECISIONS FOR THE TIMELINE AND THERE IS A LOT HAPPENING ON THE BUILDING SIDE AND CERTAINLY ON THE EDUCATIONAL PROGRAM SIDE AS WELL.

I KNOW OUR ARCHITECT TEAM HAS TAKEN THE EDUCATIONAL DESIGN TEAM'S TIME AND LISTENING AND MAKING SURE WHAT WE PROMOTE IS MEETING THE NEEDS AND THERE IS A LOT MORE TO DO TO GET US TO THIS CONNECTED HIGH SCHOOL NETWORK IN 2024.

WE WANT TO SPEND A MINUTE ON THE BUDGET.

AS PART OF THE EFFORT, PERKINS EASMENT HAS A MODEL THAT SAYS WITH ALL OF THE SPACES WE HAVE PROPOSED, WHERE DOES THAT PUT US FINANCIALLY? ON THE CONSERVATIVE MEANING THE EXPENSIVE END OF THINGS, RIGHT NOW THE SCHOOL BOARD COSTS COULD BE UP TO $174 MILLION.

THAT IS THE CONSTRUCTION COST ONLY.

THERE IS A LOT OF SHARED COSTS THAT WILL GO THROUGH.

WE WANT TO KNOW THAT BASED ON THE SCHOOL BOARD'S PROPOSED BUDGET FOR FY22-31CIP, THE TOTAL BUDGET IS $194 MILLION.

WE ARE LOOKING AT THESE SPACES AND THAT 174 MILLION NUMBER IS $150 MILLION FOR WHAT WE HAVE WITHIN OUR BUDGET.

AND SO LIKE I SAID, THAT IS BUILDING IN A LOT OF UNKNOWNS AT THIS TIME.

THE TEACHING AND THE LEARNING SPACES THAT ARE CRITICAL FOR US FOR OUR CAPACITY AND THE STUDENT LEARNING ENVIRONMENT WE WILL HAVE.

IT IS ABOUT $123 MILLION OF THAT NUMBER IS WHAT WE ARE ESTIMATING.

SOME OF THE COMMON AREAS OR SHARED COMMUNITY SPACES SUCH AS THE LUNCH AND LEARN SPACES THAT MIGHT BE USED BY COMMUNITY SUCH AS OUR GYMNASIUM SPACES THAT ARE USED A LOT IN THE OFF HOURS AS WELL AS ATHLETIC FIELDS AND OTHER SHARED SPACES THAT WOULD BE USED OUTSIDE OF THE SCHOOL HOURS MAKE UP 26.6 MILLION OF THAT ESTIMATE.

WHEN WE LOOK AT THE POOL, THE POOLS ARE EXPENSIVE.

THE POOL IS ROUGHLY ABOUT 14.5 MILLION.

AND UNDERGROUND PARKING WE LEARNED A LOT RECENTLY.

UNDERGROUND PARKING VERSUS ABOVE GROUND SURFACE PARKING.

WITH A FULL UNDERGROUND PARKING LOT IT IS ALMOST $12 MILLION OF THE BUDGET.

WHEN WE TALK ABOUT PRIORITIZING, WE WANT TO MAC SURE WHAT WE CAN AFFORD FOR OUR HIGH SCHOOL STUDENTS.

WE DO THINK SOME OF THE COMMON AREAS WILL BE CRITICAL AND HOW CAN WE WORK WITH THE CITY IF SOME OF THESE OTHER THINGS ARE NEEDED FOR BOTH OF US SUCH AS THE FULL UNDERGROUND PARKING TO BE ABLE TO AFFORD OR MAYBE THEY BECOME THINGS WE KNOW ARE LOWER ON THE PRIORITY LIST.

FOR OUR CITY PARTNER COSTS, SOME OF THOSE THINGS MR. O'DONNELL WAS SPEAKING ABOUT, JUST SO YOU UNDERSTAND HOW MUCH OF IT IS ON THE BASIS IS $7 MILLION DEPENDING ON WHERE THE EARLY CHILDHOOD LANDS.

WHILE WE ARE ASKING FOR APPROVAL ON THIS DOCUMENT IT GIVES US A REALLY GOOD -- JANUARY 2017 DOESN'T FEEL THAT LONG AGO TO ME, BUT IT HAS BEEN SOME TIME AGO.

WE WANT TO MAKE SURE WHERE WE ARE GOING WITH THIS PROJECT IS THE INTENT OF THE SCHOOL BOARD.

IT INCLUDES CAPACITY AND BUDGET REQUIREMENTS THAT WE KNOW IS IN SCHOOL BOARD PER VIEW.

WE ARE ASKING FOR THE VOTE ON THE DOCUMENT FOR MARCH 4TH.

KEEP IN MIND THERE ARE QUESTIONS THAT ARE NOT ANSWERED AND IT WILL BE

[02:35:04]

ANSWERED IN THE DESIGN PROCESS.

IN GENERAL WE WANT TO MAKE SURE TO CAPTURE WHAT THE SCHOOL BOARD FEELS IS A GOOD APPROACH AT THE SITE AND HOW THE CONNECTED HIGH SCHOOL NETWORK WILL WORK TOGETHER.

IF WE CAN GO TO THE NEXT SLIDE.

AND SO WE WANT TO TALK ABOUT ALL OF THE ENGAGEMENT OPPORTUNITIES WE HAVE GOING ON BOTH ON THIS DOCUMENT AND THEN ON THE CONCEPT AS WELL TO PREPARE EVERYBODY FOR THE AMOUNT OF TIMES WE WILL BE REACHING OUT AND TALKING TO THEM.

WE DID HAVE AN EDT MEETING ON FEBRUARY 10TH.

THEY RECEIVED THE DOCUMENT AND MADE SOME ADJUSTMENTS TO THAT.

WE ARE HAVING THIS MEETING TONIGHT AND TOMORROW WE WILL HAVE THE FULL DRAFT DOCUMENT.

THERE IS SOME TIME FOR ADJUSTMENTS WE WANT TO GET THAT TO YOU TOMORROW.

ON MONDAY WE HAVE HELPED TO SET UP SEVERAL STUDENT AND STAFF SESSIONS ON MONDAY.

THERE WILL BE THREE SESSIONS FOR STAFF WHERE WE WILL BE PRESENTING A BRIEF OVERVIEW OF THE COLLECTINGS AND FEEDBACKS.

AND WE WILL HAVE A SESSION AT 2:00 FOR STUDENTS TO JOIN AND WE HAVE CONFIRMED STUDENT MEMBERS WHO WILL JOIN ALREADY.

WE ARE LOOKING FORWARD TO THAT AND GETTING FEEDBACK AND WE WILL BE DEVELOPING ONLINE SURVEYS WHO CAN'T ATTEND.

WE HAVE ANOTHER EDUCATIONAL DESIGN TEAM MEETING.

AT THE END OF NEXT WEEK WE ARE DISCUSSING DISCUSSIONS TO GET TO MORE OF YOUR SESSION.

IF THERE ARE ANY ADJUSTMENTS YOU WOULD LIKE TO SEE.

THE NEXT KIND OF PHASE WE MOVE INTO THE DESIGN.

WE HAVE HAD TO LAPSE SOME OF THESE.

SO ASKING THE COMMUNITY WHAT ARE YOUR HOPES AND DREAMS OF THE DESIGN.

WHAT ARE YOUR CONCERNS? HOW ARE THE EXISTING CONDITIONS.

THEY WANT TO GO IN WITH AS MUCH KNOWLEDGE AS POSSIBLE.

WE PLAN TO HAVE A COMMUNITY KICK OFF ON MARCH 8TH AND AS WE GET FURTHER, THEY MIGHT CHANGE.

MARCH 8TH WE ARE SOLID ON.

IF WE HAVE OUR ADVISORY TEAM UH POINTED BY THEN, WE ARE JUST WAITING ON A COME OF MEMBERS WE WILL HAVE A KICKOFF TO INTRODUCE THE SUPERINTENDENT ADVISORY TEAM.

A FEW MORE EDT MEETINGS IN MARCH.

AND TWO MORE COMMUNITY AND ADVISORY TEAM MEETINGS FOR FEEDBACK ON THE CONCEPTS AND THESE WILL FOCUS ON THE CONCEPTS.

YOU NOTICE WE DON'T BRING THE ED SPEC TO THE FORUM BECAUSE IT IS FOCUSED ON THE LEARNING ASPECT.

WE HAVE OUR STUDENTS GOING TO SCHOOL AND SO THAT IS OUR PLAN AND LOOKING FORWARD TO THAT ON MONDAY.

I THINK THAT'S ALL WE HAVE.

LET'S GO TO THE LAST SLIDE.

WITH THAT, CHAIR ALDERTON AND CHAIR HUTCHINGS, BACK TO YOU.

>> OKAY.

THANK YOU, ERIKA.

I HAVE MS. GENTRY.

>> THANK YOU, ALL.

APPRECIATE THE OPPORTUNITY TO SEE THIS.

>> FOR ME, ONE OF THE BIGGEST LEARNING CURVES I HAVE IS DESIGNING A DESIGN PROCESS AND UNDERSTANDING THE DIFFERENCE BETWEEN ED SPECS AND DESIGNS AND THINGS LIKE THAT.

I APPRECIATE THE EFFORT TO DIFFERENTIATE.

IF AT ANY POINT YOU THINK MINE ARE MORE TO DESIGN AND LESS ON ED SPECS, JUST TELL ME.

THERE ARE TWO THINGS I WAS INTERESTED IN HEARING.

ONE WAS LEARNING COMMUNITIES AND THE OTHER IS FLEXIBLE SPACES.

WHEN TALKING ABOUT THE LEARNING COMMUNITIES AND CREATING THE SMALLER LEARNING COMMUNITIES, IN MY TIME IN ACPS AS A PARENT AND AS A COMMITTEE, YOU KNOW, A

[02:40:17]

PERSON ON VARIOUS COMMITTEES AND ULTIMATELY AS A SCHOOL BOARD MEMBER I EXPERIENCE DIFFERENT VERSIONS OF AND ULTIMATE -- THOSE PARTICULAR LEARNING COMMUNITIES WERE NOT WORKING OR MAYBE THE BUILDING WASN'T WORKING.

I THINK THIS MAY BE A QUESTION FOR SOMEBODY FROM THE ED TEAM TO ANSWER.

WHAT IS DIFFERENT OR WHAT HAVE YOU LEARNED FROM THE EARLIER ITERATIONS FROM THE CONCEPT OF THE LEARNING COMMUNITIES THAT WILL BE DIFFERENT AS YOU LOOK AHEAD AND THINKING ABOUT LEARNING COMMUNITIES AND THE ED SPECS FOR THIS SPACE? AND THEN THE OTHER THING I WANTED TO ASK AND MAYBE DIFFERENT PEOPLE WILL ANSWER THIS QUESTION, I AM CONSCIOUS OF THE FACT THAT WE LITERALLY, OUR SCHOOL BOARD IN OUR RECENT VOTE KIND OF LIMITING THE TYPE OF USES THAT COULD HAPPEN IN THIS SPACE AND SAYING NO TO AFFORDABLE HOUSING, WE TALKED ABOUT THE NEED FOR FLEXIBILITY.

ON THE ONE HAND I AM GLAD TO SEE THAT THE IDEA OF FLEXIBILITY AND FLEXIBLE SPACES AND THINGS LIKE THAT IS PART OF THIS.

I AM ALSO CONSCIOUS OF THE FACT THAT MY MOTHER, A FORMER SCHOOL TEACHER, CAME INTO THE TEACHING AGE AT THE TIME OF OPEN SPACE CLASSROOMS. WE ACTUALLY HAD ONE OF THE PRIMARY REASONS WHY JEFFERSON HOUSTON WAS HIGH ON THE LIST OF SCHOOLS TO BE DONE SOONER RATHER THAN LATER WAS BECAUSE IT WAS DONE UNDER THE MODEL.

I WANT TO MAKE SURE THAT WHEN WE ARE TALKING ABOUT FLEXIBLE THAT WE ARE NOT SACRIFICING AND THERE IS A NEED FOR PEOPLE TO HAVE A TRUE ROOM.

AND IT IS FOR THEIR PARTICULAR WORK.

IT IS THE PARTICULAR WORK THAT THOSE STUDENTS ARE DOING.

SO I REALIZE IN SOMEWAYS WE HAVE GIVEN YOU A CHALLENGE.

WE HAVE BEEN TALKING ABOUT FLEXIBILITY.

I WOULD LIKE TO HEAR ABOUT HOW YOU ARE BALANCING -- WHEN YOU ARE THINKING ABOUT THE ED SPECS, YOU ARE BALANCING THE FLEXIBILITY AND MAYBE NOT OVERTIPPING TO THE DEGREE THAT IT IS NOW A SPACE THAT IS LESS EFFECTIVE JUST AS ACTUAL INDIVIDUAL LEARNING SPACES FOR, YOU KNOW, THERE MIGHT BE A SCIENCE CLASSROOM RIGHT NEXT TO A HISTORY CLASSROOM AND THOSE MAY NOT MESH TOGETHER.

AND SO THANK YOU VERY MUCH.

>> DR. MANN DO YOU WANT TO TAKE THE FIRST QUESTION IN REGARDS TO THE SMALL LEARNING COMMUNITIES? AND THEN THE SECOND QUESTION -- AND I WILL START WITH THAT QUICKLY THAT I WILL START TALKING ABOUT IT.

SPECIFICALLY, MS. GENTRY, YOU WERE SPOT ON.

I WAS HERE WHEN WE TORE DOWN JEFFERSON HOUSTON.

THE MAIN REASON WAS BECAUSE IT WAS A COMMUNITY KIND OF LIKE CENTERED SCHOOL THAT WAS HORRIBLE WITH THE ACOUSTICS.

I CAN'T WAIT UNTIL WE GET TO THE DESIGN PHASE.

DESIGNS ARE DIFFERENT NOW AND FLEXIBILITY ARE NOT ABOUT HAVING OPEN SPACES WHERE EVERYBODY CAN COME TOGETHER.

IT IS THAT YOU COULD HAVE AN OPEN SPACE WHERE EVERYBODY COMES TOGETHER, AND YOU CAN HAVE INDIVIDUAL CLASSROOMS. YOU CAN ALSO HAVE AN OFFICE AND YOU CAN HAVE A SMALL GROUP LEARNING SPACE.

THERE ARE WALLS AND THINGS WHERE IT IS NOT YOU TURN THE KEY AND I TURN THE KEY AND IT CRUNCHES TOGETHER.

IT IS DIFFERENT TYPES OF UNBELIEVABLE WHERE YOU CAN TAKE IT EVERY WEEK.

IT IS AWESOME AND COOL WHEN YOU GET TO THE DESIGN PHASE AND YOU ALL SEE THAT.

IT IS TRULY, TRULY AMAZING.

YOU ARE MOVING WALLS AROUND AND NOT JUST HAVING AN OPEN SPACE WITH REGARDS TO ACCUSE STICKS.

DR. MANN IF YOU CAN TALK ABOUT THE SMALLER LEARNING COMMUNITIES CONCEPT.

I THINK THAT IS IMPORTANT.

>> YES.

MS. GENTRY, THANK YOU FOR YOUR QUESTION.

BOARD MEMBER ALDERTON MAY REMEMBER THIS, BUT I WOULD LIKE TO SHOUTOUT SARA WHALEN

[02:45:03]

AND PAT.

AS YOU LEAD WITH YOUR QUESTION, WE ALL KNEW -- I WORKED HERE IN 2001 AS A TEACHER AND WE KNEW THE ITTERATIONS OF WHAT WE TRIED.

IT STARTED IN MIDDLE SCHOOL ON KING STREET.

YOU'RE RIGHT.

WE PRETTY MUCH TRIED EVERYTHING AND EVERYTHING FELL BY THE WAY SIDE AT PRETTY MUCH EVERY LEVEL.

THAT'S WHERE WE STARTED THAT WAY TO GET THE GROUP TO THINK ABOUT SMALL LEARNING COMMUNITIES AND A CONNECTED NETWORK.

WHAT DOES THAT MEAN? AS I MENTIONED IN THE PRESENTATION IT WAS A GO GETTER WHO TOOK ON THE RESEARCH AND LEAD THE ED TEAM AND IF YOU WOULD LIKE TO SEE THE RESEARCH CONDUCTED AND THERE ARE ESSENTIALLY TWO FORMS OF SMALLER LEARNING COMMUNITIES.

THEY ARE SMALL SCHOOLS LIKE HIGH-TECH HIGH AND NOT IN THESE GINORMOUS HIGH SCHOOLS.

ONCE IT IS DONE AND TRANSFORMING THE EXPERIENCE AND THEY ARE GOING NOW BACK TO A WORKING GROUP TO ACTUALLY DESIGN A HYBRID BETWEEN WHAT WORKS IN A SMALL ONE.

IT IS NOT JUST THE EDT THAT IS DOING THIS.

WE ARE STILL IN THE PLANNING STAGES ACROSS THE CAMPUSES.

WE WERE DELIBERATE IN HELPING THE GROUND UNDERSTAND WHAT DO WE TRY AND WHAT RESEARCH IS OUT THERE AND SHE HAS WORKED WITH HER HARVARD PROFESSORS WHO WAS WILLING TO HELP US AND GIVE US TIDBITS AND IDEAS.

WE THINK WE ARE READY TO GO BACK TO THE BROADER COMMUNITY THAT WILL HELP INFORM AND GUIDE ALONG WITH THE LEADERSHIP ABOUT WHAT THIS ACTUALLY WILL LOOK LIKE.

PIGGYBACKING OFF WHAT HE DID TO IMPLEMENT THEM.

DR. HUTCHINGS SAYS WE WILL DO TEAMS AND THEN WE DIDN'T DO TEAMS. WE ARE REALLY TRYING TO MAKE SURE THIS IS THE GROUND UP.

SO TAKING THE ADVICE FROM THE PANEL IN JANUARY OF 2020.

WHEN THE PROJECT STARTED GOING BACK TO A WORK TEAM, WE GET BUY INS.

HOPEFULLY IF EVERYTHING GOES AS PLANNED THEY WON'T START IN 2024.

WHEN IT DOES OPEN, WHAT IS THE PROFESSIONAL LEARNING AND WHAT ARE THE EXPECTATIONS OF TEACHERS AND PROFESSIONALS TO MAKE SURE THE HIGH SCHOOL IS SUCCESSFUL IN THE FUTURE.

>> THANK YOU.

>> I DON'T KNOW IF YOU WANTED TO ELABORATE ON THE SPACE.

I THINK I CAPTURED IT, BUT YOU MIGHT WANT TO AS OUR DIRECTOR OF CAPITAL PLANNING AND DESIGN I KNOW YOU KNOW THIS BETTER THAN YOU DO.

>> I CAN ELABORATE ON FLEXIBILITY.

FLEXIBILITY NOT JUST IN MOVING A WALL HERE AND THERE, BUT FLEXIBILITY IN THE SIZE OF THE SPACES.

YOU CAN HAVE FOUR OR FIVE IN A SPACE OR 40 IN A SPACE.

IT IS FLEXIBILITY OF WHAT WE PROVIDE IN THOSE SPACES.

MAYBE WE CAN HAVE WATER AND A FEW MORE CLASSES AND WHAT IF WE CAN DO THAT THROUGH ANOTHER CAPITAL PROJECT IN THE FUTURE.

I DON'T KNOW IF YOU WANT TO ADD ON TO THAT.

>> I THINK YOU AND DR. HUTCHINGS ARE ON THE MARK AS FAR AS FLEXIBILITY.

WHEN YOU LOOK THROUGH THE ED SPEC AND EVEN AS YOU LOOK THROUGH THE DIAGRAMS, YOU WILL SEE THAT THERE IS A VERY PURPOSEFUL ATTEMPT TO CREATE SMALL SPACES AND LARGE SPACES.

YOUR POINTS ABOUT THE OPEN ENVIRONMENTS AND THE ACCUSE STICKS IS NEAR AND DEAR TO

[02:50:02]

OUR HEART.

WE ARE DOING RESEARCH IN SOME OF THE ENVIRONMENTS AND THE SCHOOL SETTINGS RIGHT NOW THAT WILL BRING FORWARD INTO THIS.

CLEARLY NOTHING WORKS.

THAT IS A FUNDAMENTAL AND DESIGN FACTOR FOR US TO MAKE SURE WE ACHIEVE REALLY GREAT ACCUSE STICKS IN THE LEARNING DEPARTMENT.

THE OTHER PIECE IS I AM WEARING A SPORT COAT RIGHT NOW AND I COULD HAVE WORE THE SPORT COAT I WORE WHEN I GOT MARRIED, BUT IT DOESN'T FIT ANY LONGER.

ESPECIALLY AFTER THE PANDEMIC.

SMALL, MEDIUM AND LARGE AND LOOSE FIT, THIS IS HOW WE GET TO A FLEXIBLE ENVIRONMENT.

IT IS NOT THE EXACT NUMBER OF STUDENTS.

THERE IS NEW TECHNOLOGY AND NEW EQUIPMENT COMES INTO THESE SPACES.

WE CAN LOOK AT THE DOCUMENTS AND THINKING BACK, WHAT IF A CLASSROOM COULD BE A SPACE TOO.

IF IT IS A CURRICULUM COMING INTO THE ENVIRONMENTS THEY WOULD SAY THERE IS SOMETHING THAT MIGHT HAVE BEEN CONCEIVED OF THE CONVENTIONAL CLASSROOM.

YOU CAN DO PROJECTS LIKE IN THE LAB SPACES.

I THINK ALL OF THOSE THINGS COME TOGETHER TO CREATE A PLACE THAT ADAPTS TO THE CURRICULUM READILY.

>> THANK YOU VERY MUCH.

>> I HAVE MS. ANDERSON.

>> THANK YOU, CHAIR ALDERTON.

MY QUESTION RIGHT NOW IS AROUND TWO AREAS.

ONE IS THE DISTRIBUTED DINING AND THE SECOND IS THE CHILD -- THE EARLY CHILDHOOD SPACES.

IS THIS A PLAN OF EACH SCHOOL THAT YOU PRESENTED THE CONCEPT? AND DO YOU MEAN TO HAVE MULTIPLE DINING SPACES AS WE DO IN OUR ELEMENTARY SCHOOLS? FOR THE EARLY CHILDHOOD, ARE WE THINKING THAT IT IS GOING TO BE CHILDREN OF OUR STUDENTS, OR OUR TEACHERS OR NOT CONNECTED TO PEOPLE WHO ARE IN ONE OF THE HIGH SCHOOLS AND THINKING ABOUT THE GRADE LEVELS AND THEY ARE ASSOCIATED WITH THE ELEMENTARY SCHOOLS.

IT WOULD BE DIFFERENT IF IT WAS TEACHERS OR THE STUDENTS OF OUR STUDENTS.

>> THANK YOU, MS. ANDERSON.

I WILL ADDRESS YOUR QUESTION.

THAT WAS A REQUEST BY DCHS TO ADD THE CLASSROOMS. IT IS NOT SOMETHING THAT WAS ORIGINALLY INTENDED TO DO.

IT WAS NOT SOMETHING WE INTENDED TO INCLUDE KNOWING THAT IT MAKES PROBABLY MORE SENSE TO INCLUDE THEM AS AN ELEMENTARY SCHOOL.

BUT JUST GIVEN THE EARLY CHILDHOOD DEFICIT THAT CURRENTLY EXISTS, THAT IS STILL IN DISCUSSIONS WHETHER IT WOULD BE FIVE, BUT WE HAVE A PROGRAM THAT PARTNERS WITH THE HIGH SCHOOL STUDENTS AND WE INTEND TO KEEP THAT AT KING STREET.

THIS IS ONE OF THE SPACE THAT'S WAS A CONVERSATION WITH THE CITY.

DR. MANN DO YOU WANT TO COMMENT ON THAT OR ANYBODY ELSE? NO? OKAY.

SO THAT'S WHAT I WILL SAY ABOUT THE EARLY CHILDHOOD CLASSROOMS. AS FAR AS DISTRIBUTED DINING -- OR THE LUNCH AND LEARN, WE HAVE THAT AT JEFFERSON EASTON CURRENTLY AND HOW IT FUNCTIONS IS NOT ALWAYS DESIRABLE.

I THINK SOMETHING IN THE HIGH SCHOOL WE ARE TRYING TO PROMOTE IS ACTIVATING THE SPACES AND THOUGHT HAVING ANOTHER LARGE CAFETERIA AS WE DO AT KING STREET AND BEING ABLE TO USE THE SPACE DIFFERENTLY.

IT IS SOMETHING WE TALKED ABOUT WITH THE EDUCATIONAL DESIGN TEAM.

[02:55:07]

DR. MANN OR MR. O'DONNELL, DO YOU HAVE ANYTHING TO ADD ON THAT?

>> SURE, I CAN TALK A LITTLE BIT ABOUT THE IDEA.

IT DID DERIVE FROM THE IDEA OF THE COMMUNITY LUNCH AND LEARN AND THE IDEA TO CREATE SPACES WITH A DIFFERENT AMBIANCE IN THIS BUILDING THAN A CONVENTIONAL HIGH SCHOOL WHERE IT IS A LARGE ROOM.

A LOT OF OUR CLIENTS AT THIS POINT IN TIME INCLUDING FAIRFAX THEY LOOK AT THAT VERY LARGE SPACE AND THEY REALIZE THAT FOR A LARGE PORTION OF THE DAY THEY ARE NOT GETTING USE OUT OF ALL THAT SPACE.

PART OF THE IDEA AS WE LOOK AT INTER DISCIPLINARY COLLABORATIONS AND BRINGING THE SCIENCES AND THE ARTS AND THE HUMANITIES TOGETHER IS TO FIND THAT PUBLIC SPACE THAT ALLOWS THEM TO BE ASSOCIATED SUCCESSFULLY AROUND THE PUBLIC PLAZA.

THE DINING SPACE IS ACTIVE.

THIS IDEA BECOMES THAT SPACE THAT HOLDS THE PROGRAM TOGETHER AND IT GIVES THEM THE OVER FLOW INSIDE THOSE SPACES TO COME OUT AND START TO FOSTER THE COLLABORATIONS.

AND FOR PEOPLE WALKING THROUGH THE BUILDING THESE WILL BE THE SMALL PARTS OF THE BUILDING.

YOU CAN SEE THE EXCITEMENT OF THE CT SPACES.

WHETHER THEY ARE ON EVERY FLOOR, WE WILL WORK THAT OUT TO CONCEPT DESIGN.

>> THANK YOU.

MADAM CHAIR, CAN I JUST FOLLOW-UP WITH SOMETHING?

>> SURE.

>> I GUESS WE ARE JUST CONCERNED BECAUSE WE KNOW THAT -- I LIKE -- I SORT OF LIKE THE IDEA AND I UNDERSTAND WHERE YOU ARE GOING, BUT WE KNOW THE OPERATIONAL COSTS AT JEFFERSON HOUSTON TO HAVE DISTRIBUTED DINING IS AN ON GOING OPERATIONAL COST THAN HIGHER THAN NOT DISTRIBUTED.

MINNIE HOWARD HAS US AT A LARGE GATHERING SPACE THAT IS USED MORE FREQUENTLY THAN ANY OTHER AUDITORIUM.

I UNDERSTAND WE DON'T USE THE BIG SPACES AND MAYBE YOU ARE SAYING YOU CAN FILL THE NEED, BUT PEOPLE CAN GATHER AND WHAT DO YOU DO IF YOU HAVE A FULL SCHOOL GATHERING.

I GUESS WE WILL SEE MORE ABOUT THAT.

>> THANK YOU, MS. ANDERSON.

DR. RIEF.

IT IS BUILDING A LITTLE ON FLEXIBLE SPACE.

BUT BACK IN SEPTEMBER OF 2019 WHEN WE VOTED ON THE CONNECTED HIGH SCHOOL NETWORK, ONE OF THE CONCERNS I HAD RAISED AT THAT TIME WAS I KNOW THERE WAS TALK ABOUT IT WAS ONCE AN ELEMENTARY SCHOOL AND NOW IT IS A HIGH SCHOOL.

SO JUST THINKING OF THE BUILDING LONG-TERM AND THE CONNECTED HIGH SCHOOL NETWORK AND WE TALKED ABOUT HOW IT IS AN EXPERIMENTAL CONCEPT A BIT.

I AM JUST WONDERING ABOUT WITH THE FEEDBACK ON EDT IT WAS TO REPEAT SPACES.

I AM THINKING HOW DOES THAT LIMIT OUR ABILITY, YOU KNOW, IF WE SHOULD NEED TO CONVERT THIS TO AN INDEPENDENT SCHOOL IN THE FUTURE.

ANOTHER CONCERN PARENTS WERE RAISING AT THE TIME WHEN WE WERE GOING THROUGH THE PREP PROCESS, IF WE HAVE THE ONE AUDITORIUM AT TC WILLIAMS IT IS SERVING THE CAPACITY FOR THE 2900 STUDENTS AND IS IT ENOUGH TO ACCOMMODATE 5,000 STUDENTS? I AM JUST THINKING OF THE FLEXIBILITY IN TERMS OF THE BUILDING.

[03:00:01]

YOU KNOW, IF IT DOES NEED TO CONVERT INTO AN INDEPENDENT BUILDING AT SOME POINT IN THE FUTURE AND I WAS WONDERING ON THE PROPOSED CAPACITY.

I UNDERSTAND IT TO BE 1600.

I WORRY ABOUT HOW WE WILL GROW INTO THE SPACE.

WHEN YOU LOOK AT THE ENROLLMENT PROJECTIONS, ONE THING THEY HAVE IN COMMON IS EVERYTHING IS GOING UP, UP, UP, UP.

THE NUMBERS ARE NOT GOING DOWN.

I'M JUST TRYING TO FIGURE OUT WHAT ARE WE THINKING LONG-TERM.

I KNOW THERE WAS SOMETHING ON THERE ON ALTERNATE SCHEDULING.

AND THE LAST THING I WANTED TO MENTION IS I KNOW WE WILL BE APPROVING THESE ON THE 4TH OF MARCH WHICH IS THE DAY AFTER OUR MEETING WITH CITY COUNCIL.

I AM JUST WONDER FIGURE THERE WERE PLANS FOR IT.

IF NOT MAYBE THERE SHOULD BE TO ADD IT TO OUR JOINT MEETING WITH THEM PARTICULARLY WITH SOME OF THE BUDGET ISSUES YOU RAISE.

THEY LIKE TO HEAR ABOUT THINGS AS EARLY ON IN THE PROCESS AS POSSIBLE.

ARE WE PLANNING TO INCLUDE THAT IN THE CONVERSATION? IF NOT CAN WE ADD THAT TO THE AGENDA?

>> SO, A FEW THINGS.

LET'S GO IN ORDER.

YOU ASKED ABOUT FLEXIBILITY AND COULD THIS BE AN INDEPENDENT SCHOOL? JUMP IN IF I AM INCORRECT.

I THINK THE ONLY SPACES THAT WERE NOT CARRYING OVER AND NOT REPLICATING IN THE NEW MINI HOWARD BUILDING ARE THE AUDITORIUM AS WELL AS SOME OF THE REALLY SPECIFIC SPACES.

WE WANT TO KEEP THE CULINARY ARTS AT THE CAMPUS.

KEEP THE OTHER CTE SPECIALTY SPACES IF WE DON'T THINK THEY NEED ADDITIONAL.

THEY PROVIDE FOR THE FULL PROGRAM.

MAYBE YOU WANT TO COMMENT ON THAT?

>> IF I CAN COMMENT ON THAT, I THINK THE THING IS THE GYMNASIUM.

YOU TALKED ABOUT PE FLEXIBLE SPACES AND I DON'T KNOW WHAT THAT IS.

MAYBE YOU WILL WANT TO TOUCH ON THAT.

>> SURE.

I THINK MS. GULICK IS RIGHT ON.

COULD IT -- COULD IT BE A SEPARATE SCHOOL AND WE WILL HAVE THE FLEXIBILITY IN THE PROGRAM.

AND EVERYTHING IS OPTIMIZED AND IT IS A GOOD EXAMPLE OF THAT.

WE ARE TRYING TO OPTIMIZE AND EXPAND THAT PROGRAM AROUND THE CURRENT LOCATION.

AND WE WILL MOVE THE MEDICAL SCIENCES OUT AND WHERE DO WE OPTIMIZE THESE PROGRAMS. IT IS ALLOWING FOR THESE ALTERNATIVE FUTURES TO PLAY OUT.

[03:05:01]

THE AUDITORIUM, IT IS BEAUTIFUL.

IT IS BIG AND FABULOUS AND FLEXIBLE.

THE OTHER SIDE IS THAT THEY ARE NOT THE MOST HIGHLY UTILIZED SPACES AND SHARING THE FACILITY SEEMS TO MAKE SENSE AS WE CAN OPTIMIZE RESOURCES.

WE WILL HAVE A COMPETITION GYM AND THEN AN AUXILIARY GYM.

THE COMPETITION GYM WILL HAVE BLEACHERS AND THE BASKETBALL COURT AND THERE ARE SMALLER TEACHING STATIONS.

AND WE ARE EXPLORING WHETHER THOSE TWO SPACES CAN OPEN INTO EACH OTHER.

AND SO AGAIN, IF I WANT TO GET ALL OF THEM IN THIS SPACE AND IT IS A LARGE GATHERING THEN YOU CAN DO IT IN THAT SPACE AND YOU CAN GET ALL OF THE KIDS IN THERE.

THAT'S SUCCESSFUL.

THE FINAL POINT IS WILL IT BE EFFICIENT WITH THE USE OF THE SITE AND THERE HAS BEEN TALK ABOUT MAYBE ADMINISTRATIVE SPACE COMING ON TO CAMPUS.

WE ARE THINKING IF WE HAVE TO PUT MORE CLASSROOMS ON THIS BUILDING OR IF WE HAVE TO DO A MODEST ADDITION WE SHOULD ALLOW FOR THAT IN THE FUTURE AS WELL SO WE ARE NOT OCCUPYING EVERY SQUARE FOOT OFF THE BAT AND HAVE THE ABILITY TO GROW THE BUILDING WHEN WE OPEN.

>> HOPEFULLY THAT ADDRESSES THE FLEXIBILITY QUESTIONS.

MOVING TO WHAT YOU ARE VOTING ON AND IN PARTICULAR BECAUSE IT IS THE PROPOSED CAPACITY, AND WE ARE STILL TARGETING FOR THIS TO BE A 1600 STUDENT BUILDING.

I WOULD SAY THAT IS THE OPTIMAL SCHEDULE.

THERE IS EVEN SOME FLEXIBILITY TO GROW BEYOND THAT.

IN ADDITION WE ARE STILL AIMING TO HAVE IT BE A PART OF THE EARLY COLLEGE PROGRAM.

EXPANDING OUR VIRTUAL LEARNING AS PART OF THE PROGRAM AND ALTERNATE SCHEDULES HAVE BEEN MENTIONED.

THAT'S SOMETHING THE EDUCATIONAL DESIGN TEAM AND THE SCHOOL LEADERSHIP NEEDS MORE TIME IN JUST LOOKING AT AND WHAT CAN THE ALTERNATE SCHEDULES DO? IT IS BASED ON WHAT IT IS AND HOW IT FUNCTIONS AND HOW MANY PERIODS A DAY OUR CLASSROOMS TAUGHT IN.

AND WHAT DOES THAT ALLOW YOU TO DO AND HOW MANY KIDS DOES THAT GET OUT OF THE HALLWAY DURING THE TRANSITION TIMES.

THOSE ARE THINGS WE ARE EXPLORING.

IT WILL HAVE MORE FLEXIBILITY.

DR. HUTCHINGS, DID YOU WANT TO SAY ANYTHING? AND THEN REGARDING WHETHER THIS IS A TOPIC FOR THE MEETING ON MARCH 3RD, I BELIEVE THAT IS A COMBINED BUDGET DISCUSSION.

IF ARE TALKING ABOUT CIP, I WILL LEAVE THAT UP TO THE LEADERSHIP ABOUT WHAT IS TO BE DISCUSSED AT THAT MEETING.

>> THANK YOU.

>> DR. RIEF, I BELIEVE YOU ARE THE LAST.

SO IF THERE ARE NO MORE QUESTIONS, I HAVE JUST A COUPLE OF COMMENTS.

FIRST OF ALL DR. MANN BROUGHT UP THE DISCUSSIONS ABOUT THE DIFFERENT TYPES OF SMALL LEARNING COMMUNITIES OVER TIME AND IT WAS BROUGHT UP AND WE HAD SOME LAUGHS TALKING ABOUT THINGS WE HAD AND THINGS THAT FELL APART.

A GOOD PART OF THE DISCUSSION THAT I THOUGHT WAS WE TOOK SOME TIME TO PULL OUT THE GOOD THINGS, RIGHT, AND TRY TO COMBINE THE GOOD THINGS FROM THE DIFFERENT TYPES OF SMALL LEARNING COMMUNITIES THAT WE HAVE HAD.

I THINK THAT WAS HELPFUL.

IN THIS SMALL PRESENTATION AND DR. MANN, YOU ARE ABOUT TO GET YOUR DESSERT THAT YOU ASKED FOR EARLIER.

WHAT I ENJOYED LOOKING AT THIS PRESENTATION IS I FELT LIKE IN WHAT WAS PRESENTED THUS FAR, THAT I COULD SEE THE DISCUSSIONS THAT HAVE OCCURRED OVER TIME WITH THE EDT COME ALIVE IN THOSE IMAGES.

SO THINGS LIKE THE LEARNING STAIRS, THE COMMON SPACES, THE LUNCH AND LEARN SPACES, THE SMALLER LEARNING COMMUNITIES.

IT IS NOT ONLY IN THE DISCUSSIONS, BUT I HAD FLASHBACKS OF SITE VISITS WE DID.

AFTERWARDS WE TALKED ABOUT THE THINGS THAT WERE COOL IN OTHER SPACES THAT WE VISITED.

SO I APPRECIATE BEING ABLE TO SEE THAT AND THOSE DISCUSSIONS COMING TOGETHER IN A TANGIBLE IMAGE AND IDEA.

I JUST REALLY APPRECIATED THAT.

I COULD ALSO SEE ONE OF THE HOT TOPICS THAT I HAVE ENJOYED IN SOME OF THE DISCUSSIONS I HAVE BEEN A PART OF IS THE INTER DISCIPLINARY LEARNING AND

[03:10:03]

CREATING AN ENVIRONMENT AND A SCHEDULE THAT MAKES THAT FUNCTIONAL AND EASY TO DO AND I COULD SEE IT IN THE DESIGN.

I THOUGHT THAT WAS EXCITING TOO.

I AM LOOKING FORWARD TO GETTING THE FULL DOCUMENT AND MOVING FORWARD THROUGH THIS PROCESS.

WITH THAT SAID, THANK YOU MR. O'DONNELL AND THANK YOU ERIKA AND THANK YOU GERALD.

LOOKING FORWARD TO MOVING FORWARD.

ALL RIGHT.

SO THE NEXT ITEM ON OUR AGENDA WE DO HAVE OUR 2020 ACPS ATHLETIC HALL OF FAME

[13. 2020 ACPS Athletic Hall of Fame Nominations]

NOMINATIONS.

I THINK MS. GREENE WILL LEAD US THROUGH THIS.

MS. GREENE?

>> YES, THANK YOU.

I HAVE TO DISAGREE WITH YOU AND DR. MANN.

THIS IS THE DESSERT PRESENTATION OF THE NIGHT AND NOT THE HIGH SCHOOL PROJECT.

IT IS OUR 2020 ATHLETIC HALL OF FAME INDUCTEES.

I MUST SAY THAT THIS IS ONE OF THE THINGS I LOOK FORWARD TO EACH YEAR AND IT IS ONE OF THE BEST THINGS WE CAN PUT FORWARD.

I TELL YOU, WE HAVE PASSIONATE, PASSIONATE PEOPLE IN ALEXANDRIA THAT LOVE ATHLETICS IN ACPS.

I AM PRESENTING THE PRESENTATION FOR THE HALL OF FAME FOR OUR 2020 INDUCTEES, BUT TRULY THE WORK IS DONE BY THE COMMITTEE.

I WANT TO SHOUT OUT THE COMMITTEE AND ALL OF THE WORK, THE TIRELESS WORK THEY PUT INTO THIS.

THIS IS OUR 6TH INSTALLMENT OF THE ACPS ATHLETIC HALL OF FAME.

YOU WOULD THINK IT WOULD BE A LONGER PERIOD OF TIME, BUT THIS IS ONLY THE 6TH YEAR WE HAVE DONE THIS.

MANY SCHOOLS HAVE DONE IT FOR 20, 30, 40, 50 YEARS.

WE HAVE SO MANY DESERVING PEOPLE AND HOPEFULLY ONE DAY THEY CAN BE A PART OF IT.

I WOULD LIKE TO THANK OUR COMMITTEE MEMBERS MR. JIM CLARK AND OUR STUDENT MEMBER WHO IS BRAND-NEW THIS YEAR, ANIKA AND MR. MICHAEL SON SON JOHN O'CONNOR AND TRACY ROBINSON AND DUANE SANDERS AND DANIELLE WHO IS OUR VICE CHAIR AND ROBERT KRAUSE AND MARK WIEMER AND JAMES WARDEN, JAMES PARKER AND OUR ACPS LIAISON JOHN EISENHOWER AND MS. SUSAN NEIL SEN, WHO KEEPS US ON TRACK.

THANK YOU TO THEM AND THEY DO A WONDERFUL JOB IN PUTTING THIS TOGETHER FOR US EACH YEAR.

AS YOU CAN IMAGINE 2020 WAS PRETTY HARD BEING ABLE TO GET THIS WORK DONE.

THE FIRST WE HAVE IS KATHERINE MCADOO FOR SWIMMING AND CLASS OF 2000 AND TC WILLIAMS HIGH SCHOOL.

MS. ROBERTA ELLIOTT SPEIGHT, TRACK AND FIELD, TC WILLIAMS HIGH SCHOOL, CLASS OF 1984.

CRAIG HARRIS, BASKETBALL, TC WILLIAMS HIGH SCHOOL, CLASS OF 1977.

CEDRIC MATTERSON, TRACK AND FIELD, TC WILLIAMS HIGH SCHOOL, CLASS OF 1984.

BOB KESSLER, BASKETBALL, GEORGE WASHINGTON HIGH SCHOOL, CLASS OF 1952.

MR. LYNWOOD ROBINSON, FOOTBALL, GEORGE WASHINGTON HIGH SCHOOL, CLASS OF 971.

MIKE HYNSON, BASKETBALL COACH AT TC WILLIAMS AND GEORGE WASHINGTON HIGH SCHOOL AND FRANCIS HAMMOND HIGH SCHOOL AND CLASS OF 1959.

AND 1971TC WILLIAMS HIGH SCHOOL FOOTBALL TEAM.

THE STORIED TEAM THAT TOOK US TO STARDOM, TC WILLIAMS TO STARDOM WITH THE DISNEY MOVIE "REMEMBER THE TITANS." IT IS A GREAT INDUCTION AND I AM PROUD TO WHAT THE COMMITTEE HAS BEEN ABLE TO PUT TOGETHER.

WE LOOK FORWARD TO HOPEFULLY CELEBRATING THEM WHEN WE OPEN UP AT NEW PARKER GRACE STADIUM.

THAT WOULD BE WONDERFUL TO HAVE EVERYONE THERE INCLUDING THE 1971 TEAM.

[03:15:01]

NOMINATIONS FOR THE 2021 IS OPEN UNTIL MARCH 31ST.

YOU CAN FIND THAT INFORMATION ON THE SCHOOL BOARD WEBSITE, THE ATHLETIC HALL OF FAME.

AND I WOULD LIKE TO SAY IN 2020 -- WE PUT TOGETHER AN AD-HOC COMMITTEE AND LOOKING AT THE PROCESS OF HOW WE SELECT OUR INDUCTEES AND THE NOMINATIONS.

WE HAVE AN AD-HOC COMMITTEE WHERE WE ARE RESEARCHING HALL OF FAME -- YOU KNOW, ACROSS THE COUNTRY AND SCHOOL SYSTEMS AND SEE HOW THEY DO IT.

WE ARE LOOKING TO BETTER OUR SYSTEM AND MAKE IT AS EQUITABLE AS IT CAN BE.

POTENTIALLY LOOKING AT A GROUP OF FEMALE STUDENT ATHLETES AND PRE-1960 ATHLETES AND JUST TRYING TO SEE HOW WE CAN ALWAYS GET BETTER AT DOING WHAT WE DO.

THE ATHLETIC HALL OF FAME IS AN AMAZING COMMITTEE AND I LOOK FORWARD TO WHAT THE FUTURE HOLDS WITH THE ADDITIONAL NOMINEES AND THE INDUCTIONS FOR 2021 AND BEYOND.

THANK YOU.

OH AND WITH THAT I WILL TAKE QUESTIONS.

>> ARE THERE ANY QUESTIONS FOR MS. GREENE? MS. GENTRY, DID I SEE YOUR HAND?

>> REALLY IT IS JUST A THANK YOU FOR THE COMMITTEE AND MS. GREENE.

THERE IS A LOT OF WORK THAT GOES INTO BEING ON THE SCHOOL BOARD, BUT THERE IS A REAL TREAT THAT GOES TO BEING ON THE SCHOOL BOARD AND THAT'S WHEN YOU GET TO GO TO THE INDUCTION CEREMONY WHICH WE WILL LOOK FORWARD TO WHEN IT DOES HAPPEN AGAIN.

AND JUST GETTING TO HEAR THE STORIES OF THESE PEOPLE AND, YOU KNOW, IT REALLY IS -- FOR PEOPLE WHO HAVEN'T HAD AN OPPORTUNITY TO GO, THIS REALLY IS ABOUT -- THESE ARE ABOUT EXTRAORDINARY INDIVIDUALS WHO TOOK THE LESSONS THEY LEARNED FROM ATHLETICS ABOUT PERSEVERANCE AND TEAMWORK AND LEADERSHIP AND PIVOTED THAT INTO THE REST OF THEIR LIVES WHICH IS -- IT IS ALWAYS A REALLY GREAT MOMENT.

LOOKING FORWARD TO DOING THAT AGAIN AND THANK YOU TO THE WHOLE COMMITTEE FOR THIS.

>> THANK YOU, MS. GENTRY.

IT IS EXTREMELY DIFFICULT BECAUSE THERE ARE SO MANY OF THOSE STORIES AMONG ACPS STUDENT ATHLETES.

YEAR AFTER YEAR WE GET HUNDREDS AND HUNDREDS OF ADDITIONAL NOMINATIONS.

IT BECOMES DIFFICULT BECAUSE THERE ARE SO MANY DESERVING PAST ATHLETES AND PRESENT AND FUTURE AS WELL BECAUSE WE HAVE SO MUCH TALENT COMING THROUGH THE SCHOOL SYSTEM NOW.

IT INCREASINGLY GETS DIFFICULT AND WITH THIS COMMITTEE, IT IS JUST VERY HARD.

IT IS VERY, VERY DIFFICULT.

WE MAKE IT HAPPEN AND WE WILL LOOK AT WAYS TO ALWAYS GET BETTER.

>> THANK YOU, MS. GREENE AND THANK YOU FOR YOUR WORK ON THAT COMMITTEE.

LAST BUT NOT LEAST, WE ARE GETTING CLOSER TO WRAPPING UP.

[14. Report from Meagan L. Alderton]

I WILL START WITH MY CHAIR'S REPORT.

JUST IN CASE PEOPLE NEED TO CONTINUE TO KNOW WHAT IS HAPPENING WITH THIS, THE SECOND POLL IS OPEN FOR VOTING ON THE TOP ENTRIES SUBMITTED BY STUDENTS IN THE NEW NAMES FOR TC WILLIAMS HIGH SCHOOL AND MATTHEW MORREY.

THE LINKS CAN BE FOUND ON THE WEBSITE, AND THE POLLS ARE ACTUALLY OPEN UNTIL MIDNIGHT ON FRIDAY.

THAT'S TOMORROW.

DEFINITELY GET IN AND DO THAT IF YOU HAVEN'T AND IF YOU WOULD LIKE TO HAVE SOME INPUT.

I ACTUALLY ALSO HAVE A BRIEF ANNOUNCEMENT/COMMENT THAT CINDY HART WHO IS THE CHAIR OF CIAC WANTED ME TO SHARE WITH THE BOARD, AND SO I WILL READ THAT TO YOU NOW.

THE MEMBERS OF THE SPECIAL EDUCATION ADVISORY COMMITTEE HAVE HAD THE OPPORTUNITY TO REVIEW THE POLICY ON STUDENTS AND EMERGENCY SITUATIONS.

OUR MEMBERSHIP REQUESTED ONE MINOR CHANGE TO THE DRAFT POLICY REVISION WHICH HAS BEEN INCORPORATED.

WE NOW SUPPORT THE POLICY AS WRITTEN.

SIAC APPRECIATES THE POLICY THAT ALL PERSONNEL AND SCHOOL RESOURCE OFFICERS RECEIVE INITIAL EVIDENCE OF H BASED TRAINING WHICH INCLUDES SKILLS RELATED TO

[03:20:02]

POSITIVE BEHAVIOR SUPPORT, CONFLICT PREVENTION AND DE ESCALATION AS WELL AS USE OF EFFECTIVE ALTERNATIVES TO PHYSICAL RESTRAINT AND SECLUSION.

THEY JUST WANTED TO MAKE SURE THAT THE BOARD HEARD THAT MESSAGE SO I SHARED IT WITH YOU ALL TONIGHT.

THANK YOU TO EVERYONE WHO PUT IN THE EFFORT AND WORKED AROUND DEVELOPING THAT POLICY.

AND FINALLY IT IS CLERK'S APPRECIATION WEEK.

WE HAVE TRIED SO HARD DAILY TO SHOW OUR APPRECIATION TO OUR CLERKS EVERY DAY THIS WEEK.

IF OUR CLERKS DON'T MIND, IF THEY CAN TURN THEIR CAMERAS ON AND SAY HELLO TO EVERYONE HERE TO THE PUBLIC, IF THEY ARE OKAY WITH THAT.

>> HELLO.

>> HI, SUSAN.

AND CHANEL?

>> I DON'T HAVE MY CAMERA ON, BUT HELLO.

>> HI, SHANEL.

>> I JUST WANTED TO TAKE AN OPPORTUNITY TO PUBLICLY THANK YOU FOR ALL THAT YOU DO.

I THINK THIS IS ANOTHER ONE OF THOSE POSITIONS WHERE SO MUCH WORK GOES ON BEHIND THE SCENES TO MAKE SURE THAT AS WE STEP OUT WE ARE DOING SO IN PROPER ORDER AND WE HAVE EVERYTHING WE NEED AND THE COMMUNICATION BETWEEN THE BOARD AND THE STAFF AND THE STAFF AND THE BOARD, THE CLERKS ARE AN AMAZING GROUP OF WOMEN WHO I'M SURE WE MIGHT GET ON YOUR NERVES SOMETIMES.

SUSAN IS LIKE, NO.

YEAH, SURE, SUSAN.

JUST WANTED YOU TO KNOW THAT WE APPRECIATE YOU AND THE WEEK IS NOT OVER.

THERE IS ONE MORE DAY LEFT.

JUST THANK YOU GUYS AND I THINK I WILL STOP THERE AND I WILL MOVE TO THE

[15. Report from Dr. Gregory C. Hutchings, Jr.]

SUPERINTENDENT'S REPORT AND THEN HAVE THE BOARD -- I THINK THE BOARD HAS SOME REPORTS OUT TOO AS WELL.

>> THANK YOU, MADAM CHAIR.

WE LOVE OUR BOARD CLERKS.

YOU ARE ALL AMAZING.

THANK YOU ALL FOR ALL OF THE HARD WORK AND THE COORDINATION YOU DO BEHIND THE SCENES TO MAKE ALL THIS WORK.

PEOPLE PROBABLY WOULD NOT BELIEVE HALF OF THE THINGS THAT HAPPEN BEHIND THE SCENES.

ANYWAY, I DO HAVE A COUPLE OF UPDATES.

WE WERE ABLE TO SHARE WITH THE BOARD AND THE COMMUNITY WHERE WE STOOD WITH THE ABILITY TO RETURN TO SCHOOL AND OUR STAFFING NUMBERS.

WE ARE RIGHT NOW FINALIZING AND DIVING INTO SPECIFICS WITH REGARDS TO OUR EMPLOYEE GROUPS.

WE SAW THE OVERALL STATISTICS ON TUESDAY.

IT WAS ABOUT 700 STAFF.

THAT'S STAFF ALTOGETHER AND NOT NECESSARILY TEACHERS OR CUSTODIANS OR NURSES AND THINGS OF THAT NATURE.

WE ARE FINALIZING THOSE DATA POINTS AND WE HAVE A MEETING FIRST THING IN THE MORNING TO DISCUSS THOSE FINAL NUMBERS.

ONE THING THAT WILL BE IMPORTANT FOR US IS AS WE ARE TRYING TO DETERMINE HOW MUCH TEACHERS AND HOME ROOMS ARE GOING TO BE AVAILABLE OR NOT, IT IS CRITICAL FOR US TO KEEP IN MIND THAT FOR THE TEACHERS AND THE HOME ROOM TEACHERS WHO ARE UNABLE TO RETURN, WE ARE GOING TO PROVIDE THE CLASSROOM MONITORS FOR THOSE SITUATIONS.

AND I AM HAPPY TO SAY THAT ON TUESDAY WE HAD LIKE 25 AND TODAY'S UPDATE WE HAD 170 OR 180.

WE HAVE 80 CONFIRMED.

THE OTHER 90 TO 100 WE ARE STILL WAITING FOR THEIR BACKGROUND CHECKS AND THINGS TO COME BACK.

THEY ARE CONFIRMED TO DO THE WORK, BUT WE ARE FINALIZING THE FINGERPRINTING AND ALL THE THINGS LIKE THAT TO SAY THEY ARE ON BOARD WITH US.

THAT'S GOOD NEWS THAT THEY ARE WORKING DILIGENTLY TO GET THE CLASSROOM MONITORS IN PLACE.

I WANT TO GIVE A HUGE SHOUTOUT TO THE HUMAN RESOURCES.

WHEN WE ARE GOING THROUGH THESE PANDEMICS AND THE HERCULEAN EFFORTS WE HAVE THE SAME DEPARTMENTS AND THE SAME PEOPLE AND THE SAME JOBS THEY HAVE TO DO FROM DAY-TO-DAY IN ADDITION TO THE NEW RESPONSIBILITY THAT'S ARE COMING ABOUT FOR THIS TRANSITION.

I WANT TO GIVE A HUGE SHOUTOUT BECAUSE THEY ARE WORKING LIKE CRAZY TO GET THESE THINGS DONE.

I AM HOPING WE CAN GET THE APPROPRIATE CLASSROOM MONITORS IN PLACE AND THAT

[03:25:03]

WE WILL NEED TO HAVE IN PLACE.

NEXT WEEK I WILL BE ABLE TO PROVIDE THE BOARD WITH A CLEAR UPDATE OF WHAT THE CLASSROOM MONITOR PIECE LOOKS LIKE.

I WILL HAVE CONCERNS AND WE ARE NOT ABLE TO GET THEM TO COVER SOME OF THESE CLASSROOMS THAT WILL PUT US IN A SERIOUS BIND FOR THOSE WHO HAVE SELECTED HYBRID FOR HOME ROOM TEACHERS OR CLASSROOM TEACHERS UNABLE TO RETURN TO OUR SCHOOL BUILDINGS.

THIS MAY NOT BE AS BIG OF AN ISSUE BECAUSE SOME OF OUR FAMILIES HAVE ALREADY STATED THAT THE TEACHER IS NOT COMING BACK, THEN I'M NOT GOING TO SEND MY KID BACK.

THAT HAPPENS AND THAT MIGHT BE A GOOD THING FOR US IN SOME CASES BECAUSE OF THE FACT THAT WE WOULDN'T HAVE TO THEN TRY TO UTILIZE A CLASSROOM MONITOR IF FAMILIES CHOOSE NOT TO SEND THEIR KIDS BACK BECAUSE THE TEACH EVERY IS NOT IN PERSON.

THAT IS A POTENTIAL BARRIER.

I WANT TO GIVE YOU ALL, THE BOARD AND THE COMMUNITY, THE HEADS UP.

I WILL HAVE THE FINAL NUMBERS TOMORROW.

WE ARE ALSO NEXT WEEK GOING TO BE SHARING OUT WITH THE COMMUNITY -- I JUST WANT TO MAKE SURE I COVER ALL MY NOTES.

WE ARE ALSO GOING TO BE SHARING OUT NEXT WEEK WITH OUR COMMUNITY IN REGARDS TO SOME OF THE HEALTH PRECAUTIONS WE HAVE PUT IN PLACE FOR ALL OF OUR STAFF AS WELL AS OUR STUDENTS.

THESE ARE THE DAILY SYMPTOM CHECKLISTS.

THIS IS SOMETHING THAT THE FAMILIES WILL HAVE TO COMPLETE ON A DAILY BASIS.

THIS IS ONE SMALL STEP -- SORRY THAT WAS MY PHONE.

I DON'T KNOW WHY.

THAT IS A SMALL THING WE ARE TRYING TO DO.

WE WILL TRY TO GET OUR FAMILIES TO HELP DO THEIR PART IN MAKING SURE THEY ARE NOT SENDING THEIR KIDS TO SCHOOL WITH A FEVER OR FLU-LIKE SYMPTOMS AND THAT THEY ARE COMPLETING THESE QUESTIONNAIRES AND STAFF WILL NEED TO MAKE SURE THEY ARE DOING SOMETHING SIMILAR TO THAT.

AND WE ARE ALSO GOING TO START PROVIDING A BACK TO SCHOOL SPECIAL KIND OF ADDITION OF THE ACPS EXPRESS.

AND THIS IS SPECIFICALLY FOR OUR FAMILIES WHO HAVE SELECTED THE HYBRID WHERE IT IS GIVING THEM DIFFERENT TIDBITS ALONG THE WAY AROUND OUR TRANSITION BACK INTO OUR SCHOOL BUILDINGS AND GIVING THEM SOME REMINDERS ABOUT FACE COVERS AND PRACTICING SOME OF THE FACE COVERINGS NOW, AT HOME, BEFORE COMING BACK TO THE SCHOOL BUILDINGS SO STUDENTS AREN'T WEARING THEIR FACE MASK FOR THE FIRST TIME WHEN THEY COME BACK TO OUR SCHOOL BUILDINGS.

AND ALSO SOME OTHER THINGS IN REGARDS TO STUDENT SCHEDULES AND INFORMATION ABOUT HOW YOU TRANSITION BACK FROM TRANSPORTATION FROM BUSES TO ENCOURAGING OUR FAMILIES WHO HAVE SELECTED HYBRID TO BRING THEIR KIDS TO AND FROM SCHOOL.

WE EXPRESSED THIS ON TUESDAY THAT IT IS GOING TO BE A TREMENDOUS HELP FOR OUR FAMILIES WHO ARE ABLE TO DRIVE THEIR KIDS TO AND FROM SCHOOL THAT THEY ACTUALLY DO THAT.

RIGHT NOW THE WAY OUR NUMBERS LOOK IS WE ARE ABLE TO ACCOMMODATE THE FAMILIES WHO ARE CURRENTLY ELIGIBLE FOR TRANSPORTATION WHO HAVE SELECTED THE HYBRID.

BUT IT WILL REQUIRE US TO DO DOUBLE RUNS WHICH DOES HAVE AN IMPACT ON THE TIMES KIDS GET TO SCHOOL AND THE TIMES KIDS GET HOME.

WHICH WE WILL BE ABLE TO WORK THROUGH.

WE ARE JUST HOPING FAMILIES WHO CAN TAKE THEIR KIDS TO SCHOOL AND CAN PICK THEM UP, THAT THEY OPT TO DO THAT SO WE CAN ELIMINATE THE DOUBLE RUNS.

THAT WILL JUST BE ANOTHER BARRIER, BUT WE WILL OVERCOME THE BARRIER.

IT IS A BARRIER IN DOING THIS.

OUR TEAM IS WORKING HARD TO GET IT DONE.

I HAVE TO SAY, SHOUTOUT TO OUR DIRECTOR OF TRANSPORTATION TO TAKE THIS ON WHEN A GLOBAL PANDEMIC IS GOING ON.

MR. MERRIMAN IS DOING A FANTASTIC JOB, AND I AM SO GLAD TO HAVE HIM HERE WITH US BECAUSE HE IS A PROBLEM SOLVER, AND HE HAS THE EXPERIENCE TO KNOW HOW TO REALLY PIVOT WHEN NEEDED AND WHEN TO BRING IN THE INNOVATION.

AND THEN A FINAL THING THAT I WANTED TO SHARE IS AS WE ARE TALKING THROUGH OUR STAFF MEMBERS, YOU KNOW, THIS WEEK THEY WERE REQUIRED TO SUBMIT THEIR DOCUMENTATION, AND THESE ARE STAFF MEMBERS WHO ARE UNABLE TO RETURN BACK TO THE SCHOOL BUILDINGS.

WE DID HAVE SOME OF THE STAFF WHO WERE NOT ABLE TO GET THEIR DOCUMENTS TURNED

[03:30:02]

IN ON TUESDAY.

WE ARE WORKING WITH THEM TO GET THE DOCUMENTATION IN.

WE ARE WORKING WITH THEM TO ENSURE THAT WE ARE GETTING THAT DONE.

I'M SORRY FOR JUST A SECOND.

I DON'T THINK ANYBODY KNOWS IT, BUT I AM SITTING RIGHT HERE DURING THE MEETING, BUT I AM.

WE ARE WORKING WITH OUR EMPLOYEES TO ENSURE THAT THEY HAVE THE APPROPRIATE DOCUMENTATION AND THINGS TURNED IN SO THAT WE CAN PROVIDE THEM WITH THAT WAIVER, MEANING THAT THEY WILL CONTINUE TO REMAIN IN VIRTUAL STATUS AS WE TRANSITION BACK INTO OUR SCHOOL BUILDINGS.

WE ARE ALSO TRYING TO MITIGATE OUR STAFF WHO STILL HAVE QUESTIONS AND CONCERNS ABOUT COMING BACK, OUR CLEANING PROTOCOLS AND OUR PPE.

WE JUST HAD OUR ROUND TABLE WITH SOME OF THE MEMBERS THIS PAST TUESDAY.

IT WAS REALLY IMPACTFUL AND THE TEACHER ADVISORY COUNCIL AND THE EDUCATION ASSOCIATION OF ALEXANDRIA, THEY ALSO SAID THEY FELT IT WAS A HELPFUL DISCUSSION BECAUSE WE WERE ABLE TO TALK ABOUT SOME THINGS ABOUT THE TRANSITION.

WE WERE ABLE TO PROVIDE OUR PROFESSIONAL LEARNING FOR THE STAFF IN THIS PROCESS.

IT IS A HUGE TASK FOR US TO BE ABLE TO TRANSITION BACK INTO OUR SCHOOL BUILDINGS.

WE KNOW IT IS POSSIBLE AND WE KNOW WE CAN DO THIS.

WE ARE BETTER TOGETHER THAN WE ARE APART.

IT IS GOOD TO BE TRANSPARENT AROUND SOME OF THE CHALLENGES THAT COME ALONG WITH THIS.

WE ARE STILL GETTING EMAILS FROM OUR FAMILIES ABOUT TRANSITIONING BACK -- OR TRANSITIONING FROM VIRTUAL TO HYBRID AND WE ARE STAYING TRUE TO THIS.

WE CANNOT ALLOW THE FAMILIES TO CHANGE FROM VIRTUAL TO HYBRID AT THIS TIME BECAUSE THERE ARE SO MANY STEPS WITH THAT DATA THAT JUST CHANGING A COUPLE HAS AN IMPACT LIKE A DOMINO EFFECT ON TRANSPORTATION OR MEAL DISTRIBUTION OR CLASSROOM SET UP THAT IS TOO IMPACTFUL RIGHT NOW FOR US TO BE ABLE TO ACCOMMODATE THAT.

WE ARE GOING TO REVISIT HOW IT CAN BE POTENTIALLY POSSIBLE WHERE WE TRANSITION OUR STUDENTS BACK IN MARCH.

SO I WANTED TO GIVE YOU ALL KIND OF AN UPDATE AS TO WHERE WE ARE.

I AM GOING TO SHARE SOME MORE DETAILS WITH THE BOARD EARLY NEXT WEEK BECAUSE WE ARE HAVING OUR MEETING TOMORROW WITH PRINCIPALS TO LOOK AT EVERY SINGLE CLASSROOM AND WHAT THAT LOOKS LIKE.

JUST ONE FINAL THING IS THAT WE ARE GOING TO BE SENDING SCHEDULES OUT TO OUR FAMILIES.

ON MONDAY IT IS A TARGET DATE TO SEND OUT TO FAMILIES SCHEDULED TO COME BACK ON MARCH 2ND AND MARCH 9TH.

WE ARE GOING TO INCLUDE ON OUR STUDENT SCHEDULE WHETHER THE TEACHER IS RETURNING OR NOT.

WE ARE NOT CHOOSING TO HAVE A HUGE ROSTER WITH IS THE PERSON COMING BACK OR NOT OF ALL OF OUR STAFF.

THAT'S JUST NOT A GOOD IDEA TO DO THAT AT THIS POINT.

WE ARE SHARING WITH ALL OF OUR FAMILIES SO THAT THEY ARE AWARE WHETHER A TEACHER WOULD BE RETURNING OR NOT.

SOME FAMILIES MAY CHOOSE NOT TO SEND THEIR KIDS INTO THE HYBRID OPTION BECAUSE A TEACHER IS NOT GOING TO BE RETURNING.

SO THAT CONCLUDES MY UPDATE.

I KNOW IT IS A LOT TO SHARE.

AND I WILL HAVE SOME MORE DETAILS FOR THE BOARD EARLY NEXT WEEK.

>> THANK YOU, DR. HUTCHINGS.

OKAY.

DO WE HAVE ANY ANNOUNCEMENTS FROM THE BOARD MEMBERS?

[16. Announcements]

LOOKING FOR HANDS.

ALL RIGHT.

MS. GENTRY?

>> HELLO.

SO I DID JUST WANT TO TAKE A MOMENT SINCE THIS IS A SCHOOL BOARD CLERK APPRECIATION WEEK AND JUST ADD MY OWN THANKS TO MS. HILL AND MS. NIELSEN.

I WAS THINKING HOW CAN I DESCRIBE THE WORK THEY DO TO SOMEBODY ELSE.

THE CLOSEST ANALOGY I COULD COME UP WITH IS WHEN I WAS IN SCHOOL AND EVEN BEFORE I FOUND ANOTHER MANY, MANY MULTI-HOUR THING TO DIVERT MY ATTENTION WHICH IS SCHOOL BOARD, I DID A LOT OF THEATER.

IN A LOT OF WAYS, THE SCHOOL BOARD CLERKS ARE STAGE MANAGERS.

STAGE MANAGERS, THE JOB OF THE STAGE MANAGER IS SO NOBODY KNOWS -- NOBODY IN THE AUDIENCE KNOWS WHAT HAD TO HAPPEN IN ORDER FOR THE ACTORS OR THE SINGERS OR,

[03:35:08]

YOU KNOW, EVERYTHING TO HAPPEN, AND FOR YOU TO SEE THAT PERFORMANCE, AND FOR THE LIGHTS TO ALL -- NO ONE KNOWS -- IF A STAGE MANAGER HAS DONE THEIR JOB, YOU DON'T EVEN KNOW WHAT IT IS THAT THEY DID.

WHICH IS SORT OF THE CHALLENGE OF THAT KIND OF A ROLE.

JUST KNOW, EVERYONE, IF THIS IS AN ANALOGY THAT MEANS SOMETHING TO YOU, THAT'S WHAT THE SCHOOL BOARD CLERKS ARE.

AND I AM SO GRATEFUL TO BOTH OF YOU.

I THOUGHT I APPRECIATED YOU, AND THEN I SERVED MY STINT AS A SCHOOL BOARD CHAIR AND I REALIZED THAT I DIDN'T EVEN COMPREHEND HOW MUCH YOU ALL DO.

SO THANK YOU SO MUCH, AND FOR EVERYONE TO KNOW, LIKE EVERYONE, THEY HAD TO PIVOT UNDER COVID.

THEY HAD TO WORK A STRAIGHT, ENTIRE ZOOM MEETING WITH A WHOLE OTHER LEVEL OF COMPLEXITY AND ACTUALLY EXTRA TIME AND PRESENCE.

YOU KNOW, THEY ARE NOW PRESENT AT MEETINGS THAT THEY NEVER HAD TO BE PRESENT AT BEFORE AND NOW THEY HAVE TO BE PRESENT BECAUSE OF THE ZOOM PHO SILL STATION.

THANK YOU BOTH SO VERY, VERY, VERY MUCH.

>> THANK YOU, MS. GENTRY.

MS. LORBER?

>> YES, THANK YOU.

THANK YOU, MS. ALDERTON.

JAMEE SAID IT ALL, BUT I WANT TO ADD MY TWO CENTS.

I THINK IT IS VERY IMPORTANT TO POINT OUT THAT -- IT IS HARD TO IMAGINE THAT THEY ARE WORKING HARDER THAN THEY WERE ALREADY WORKING BEFORE THE PANDEMIC.

NOW SUSAN AND SHANEL, IT IS BECAUSE OF HAVING TO DO ALL OF THESE ZOOMS AND ALL OF THE EXTRA THINGS THAT GO ON, IT IS JUST AMAZING.

I DON'T KNOW HOW YOU ACCOMPLISH IT ALL.

PERSONALLY I CERTAINLY AM INDEBTED TO THE MANY.

I CAN'T SAY HOW MANY TIMES I WILL QUICKLY WRITE A NOTE TO SHANEL OR TO SUSAN.

COULD YOU PLEASE RESEND SUCH AND SUCH.

I CAN'T GET ON E BOARD.

MY SOMETHING ISN'T WORKING.

THEY HAVE BEEN MY SAVIORS.

IT IS THE HELP LINE AND THE SAVE ME LINE.

IT MAKES BEING A BOARD MEMBER DOABLE BECAUSE HAVING THAT KIND OF A SAFETY NET.

SO THANK YOU VERY, VERY MUCH.

AND I WANT TO THANK MAEGEN BECAUSE I THINK SHE DID ORCHESTRATE SOME FUN, FUN GIFTS FOR YOU GUYS AND I HOPE YOU ENJOY THEM.

IT LOOKS LIKE A LOT OF NICE THINGS.

AND OH, WHILE I AM ACKNOWLEDGING THE WONDERFUL WORK YOU HAVE DONE, I WANT TO SAY THANK YOU ALSO TO DR. HUTCHINGS FOR ALL OF THE NICE THINGS.

IT WAS SCHOOL BOARD APPRECIATION WEEK, AND WE WERE VERY APPRECIATED.

WE RECEIVED A NUMBER OF PEOPLE SINGING TO US AND ALL OF THE PRINCIPALS WRITING THEIR APPRECIATION.

WE WERE FLOODED WITH APPRECIATION.

AND WE FEEL APPRECIATED AND THANK YOU SO VERY, VERY MUCH.

>> THANK YOU, MS. LORBER.

MS. GREENE?

>> THANK YOU.

SHANEL, SUSAN, HAPPY SCHOOL BOARD APPRECIATION WEEK.

YOU ARE DEALING WITH 9 DIFFERENT PEOPLE AND 9 PERSONALITIES AND 9 WAYS OF DOING THINGS.

IT IS 9 PEOPLE WANTING EVERYTHING DIFFERENT.

YOU DO IT EFFORTLESSLY.

YOU MAKE IT SEEM SO EASY.

WE APPRECIATE YOU FOR THAT.

THANK YOU FOR TAKING MY EARLY-MORNING CALLS AND MY LATE-NIGHT CALLS.

MY CALLS WHERE YOU HAVE TO PULL OVER ON THE SIDE OF THE ROAD, SHANEL.

THANK YOU FOR IT ALL.

I REALLY DO APPRECIATE IT AND I DON'T KNOW WHAT WE WOULD DO WITHOUT YOU.

THANK YOU.

>> THANK YOU.

MS. NOLAN?

>> I JUST WANT TO TAKE A MOMENT TO ECHO AND PILE ON.

I AM JUST SO SINCERELY GRATEFUL TO YOU, SHANEL AND SUSAN, FOR YOUR HARD WORK AND A SPECIAL THANKS TO JENNIFER AS WELL.

ALTHOUGH ON THE BOARD, A DIRECTOR OF POLICY, I KNOW YOU SUPPORT US EQUALLY AND WE ARE SO GRATEFUL TO HAVE THE THREE OF YOU.

YOU COULDN'T ASK FOR A BETTER TEAM TO SUPPORT US.

AND I WANT TO ADD AS WELL THAT ONE OF THE CHALLENGES OF A SCHOOL BOARD, PARTICULARLY ONE VOTED ON AS 9 MEMBERS BECAUSE WE DON'T HAVE STAGGERED TERMS IS THERE IS A CONTINUATION SOMETIMES AND IT IS THE POSITION OF THE BOARD CLERKS AND JENNIFER IS TAKING LEADERSHIP IN THESE THREE ROLES TO ALLOW FOR

[03:40:02]

CONSISTENCY TO TAKE PLACE.

IT CANNOT BE OVERSTATED HOW SERIOUS THAT IS AND FOR JUST THE GOVERNING BODY TO OPERATE IN A PROFESSIONAL MANNER AS WELL AS THERE ARE SO MANY RULES IN PLACE WHEN YOU ARE AN ELECTED BODY.

AND THE KNOWLEDGE YOU ALL HAVE AND BEING THE CONTINUOUS PLACE OF -- YOU KNOW, THE INSTITUTIONAL KNOWLEDGE AND THE WAYS THINGS OPERATE ARE PART OF THE VISION AND SO THANK YOU FOR ALL YOU DO.

YOU ARE APPRECIATED.

>> MR. SUAREZ.

>> THANK YOU, CHAIR ALDERTON.

MY COLLEAGUES SAID EVERYTHING I WANTED TO SAY, BUT I WANTED TO ECHO MY GRATITUDE TO SUSAN AND SHANEL FOR THE HARD WORK THEY DO.

IT IS NOT AN EASY JOB.

IT IS OFTEN A THANKLESS JOB.

I REITERATE TOO THAT THE COVID PIVOT HAS BEEN SIGNIFICANT FOR YOU ALL TO HANDLE AND MANAGE -- YOU KNOW, WE HAVEN'T HAD CATS POPPING UP ON OUR SCREEN AND WE HAD THE MEETINGS GO SMOOTHLY.

THEY HAVE BEEN RECORDED.

WE HAVE JUST SWITCHED BETWEEN OPEN SESSIONS TO CLOSE SESSIONED AND YOU HAVE TO SEND NUMEROUS LINKS AND ALL KINDS OF THINGS TO MAKE SURE IT RUNS WITHOUT A HITCH.

I JUST WANT TO MAKE SURE THE PUBLIC APPRECIATES THAT THERE IS A LOT OF WORK THAT GOES ON BEHIND THE SCENES GENERALLY FOR THIS ROLE, BUT CERTAINLY FOR COVID YOU HAD TO PIVOT.

I ECHO MS. GREENE'S POINT THAT WE UNDERSTAND YOU HAVE TO DEAL WITH 9 DIFFERENT PERSONALITIES AND MAILING US MATERIALS AND DIFFERENT IDIOSYNCRASIES AND YOU ARE ALWAYS SMILING AND POSITIVE AND HAPPY TO HANDLE ANYTHING THAT COMES YOUR WAY.

SO WE REALLY APPRECIATE THAT.

THANK YOU SO MUCH.

>> THANK YOU, MR. SUAREZ.

MS. ANDERSON?

>> OKAY.

AGAIN, EVERYBODY HAS ALREADY SAID EVERYTHING.

BUT I WILL REITERATE A COUPLE THINGS.

AS A FORMER CHAIR, I MEAN, YOU CAN'T DO WITHOUT THE CLERKS.

THEY HELP KEEP YOU TOGETHER, AND AS MS. NOLAN SAID, THEY ARE THE CONTINUITY.

YOU KNOW, WE HAVE HAD SO MUCH TURNOVER NOT ONLY ON THE BOARD, BUT WITH THE STAFF TURNOVER IT IS REALLY IMPORTANT AND JENNIFER WAS MENTIONED.

IT REALLY GIVES THE BACKGROUND THAT YOU NEED AND KEEPS US CROSSING OUR T'S AND DOTTING OUR I'S CERTAINLY.

SO THANK YOU ALL.

>> THANK YOU MS. ANDERSON.

DR. RIEF?

>> THANK YOU.

DITTO TO EVERYTHING.

I THOUGHT I WOULD HIGHLIGHT THE IMPORTANT ROLE THAT WHEN WE FIRST COME ON THE BOARD, IT IS A BIG, BIG TRANSITION FOR US.

AND, YOU KNOW, YOU HAVE BEEN SO WELCOMING AND SUPPORTIVE AND REALLY HELPED US TRANSITION INTO THIS POSITION, AND WE WOULD NOT BE, YOU KNOW, AS EFFECTIVE AS A BOARD IF IT WASN'T FOR YOU ALL.

AND I REALLY MISS SEEING YOU IN PERSON AND I MISS OUR OPPORTUNITY TO SOCIALIZE IN THE BOARD MEETING ROOM, AND I LOOK FORWARD TO DOING THAT AGAIN SOON.

THANKS FOR EVERYTHING.

>> LAST, BUT NOT LEAST, MS. THORTON.

>> LAST, BUT NOT LEAST, I JUST HAVE TO SAY REALLY QUICKLY THAT YOU ALL, YOUR ATTENTION TO DETAIL AND YOUR KEEN EYE, YOU KEEP US MOVING.

I JUST WANT TO GIVE TWO QUICK EXAMPLES SO PEOPLE UNDERSTAND.

IT IS MORE THAN JUST KEEPING US ON AGENDA.

SUSAN, THANK YOU SO MUCH FOR PERSONALLY HAND DELIVERING BUDGET BINDERS TO US DURING INCLEMENT WEATHER WHEN THERE IS ICE ON THE GROUND AND YOU HAVE A NEW PUPPY IN THE BACK OF YOUR CAR.

LITTLE THINGS LIKE THAT ARE REALLY APPRECIATED AND I WANTED TO PERSONALLY THANK YOU FOR THAT.

THAT WAS AWESOME.

SHANEL, THANK YOU AGAIN FOR YOUR KEEN EYE TO DETAIL.

TO THE POINT THAT YOU KNOW EXACTLY WHAT KIND OF SNACKS I LIKE AND YOU PROVIDE THEM IN THE BOARD MEETING ROOM.

I NEVER KNEW YOU WERE WATCHING ME AND KNEW WHAT I LIKED, WHAT I LIKED TO DRINK.

YOU ALWAYS MAKE SURE YOU TAKE CARE OF US NO MATTER HOW SMALL THE TASK AT HAND.

YOU ARE MAKING SURE WE ARE TECHNICALLY ALWAYS ON POINT INCLUDING JENNIFER WHICH IS THE LONG POLICY SESSIONS WHEN WE ARE ASKING THE MOST MINUTE QUESTIONS.

YOU ALWAYS HAVE ANSWERS FOR US AND YOU MAKE SURE YOU KEEP US ON TASK.

SO THANK YOU SO MUCH.

AND WE APPRECIATE YOU.

>> THANK YOU, EVERYONE.

SO, MS. NIELSEN AND MS. HILL, I HOPE YOU ENJOYED THAT, YOU KNOW, LOVE SONG.

[03:45:01]

IT IS ALL FOR YOU GUYS.

ALL RIGHT.

>> THANK YOU ALL VERY MUCH.

THAT'S VERY NICE.

>> THANK YOU.

WE LOVE IT.

>> YOU'RE WELCOME.

ALL RIGHT.

SO WITH THAT.

I NEED A MOTION TO ADJOURN.

>> MADAM CHAIR I MOVE THAT WE ADJOURN.

>> SECOND.

>> OKAY.

I HAVE MS. GREENE WHO SECONDED MS. GENTRY'S MOTION.

SO I WILL CALL FOR THE VOTE.

ALDERTON, YES.

>> ANDERSON.

>> YES.

>> GENTRY.

>> YES.

>> GREENE.

>> YES.

>> MARGARET LORBER.

>> YES.

>> VERONICA NOLAN.

>> YES.

>> MICHELLE RIEF.

>> YES.

>> CHRISTOPHER SUAREZ.

>> YES.

>> AND HEATHER THORTON.

>> YES.

>> THANK YOU, HEATHER.

>> KEEP US IN SUSPENSE.

>> OKAY.

THE VOTE IS 9-0 AND WE ARE ADJOURNED AT 7:50 P.M.

SO GOOD NIGHT, EVERYONE AND THANK YOU.

>> THANK YOU EVERYONE.

THANK YOU, CHAIR ALDERTON.

>> BYE.

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.