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AND MOVE INTO OUR WEB SESSION.

[00:00:01]

THANK YOU ALL.

>> OKAY.

SO I'M GOING TO GO AHEAD AND GET US MOVING.

WE ARE IN OUR WORK SESSION TODAY.

THE FIRST THING WE WILL LOOK AT IS OUR DRAFT 2021-2022 AREAS OF FOCUS.

[1. Draft 2021-2022 Areas of Focus]

SO THAT GOES OVER TO DR. HUTCHINGS.

AND I'M SURE IT WILL GO OVER TO MR. PAGE.

DR. PAGE, EXCUSE ME!

>> THANK YOU, MADAM CHAIR.

WE ARE EXCITED TO BE ABLE TO PROVIDE SOME HIGHLIGHTS ON (INDISCERNIBLE).

LAST YEAR WAS THE FIRST YEAR OF ADOPTING AREAS OF FOCUS.

AND PART OF THAT IS TO ENSURE WE ARE PROVIDING UPDATES AND CREATING AN ANNUAL REPORT WHICH IS BEING FINALIZED NOW.

SO YOU WILL HAVE THAT SOON AS WELL.

WHICH WE ARE EXCITED ABOUT.

AND TO TALK THROUGH WHAT THE DRAFT AREAS OF FOCUS FOR THE SCHOOL YEAR WILL BE.

TODAY, WE ARE GOING TO START WITH JUST PROVIDING SOME CONTEXT AS TO HOW WE EVEN GOT TO THE AREAS OF FOCUS AND WHERE THAT DRIVES FROM.

ONE THING WE HAVE TO KEEP REMINDING OF OUR COMMUNITY AND STAFF IS WE HAVE A STRATEGIC PLAN.

EQUITY FOR ALL 2025.

WE HAVE A MISSION AND CORE VALUES.

AND THEY HAVE TO BE THE DRIVER OF OUR WORK.

THAT IS THE ONLY WAY WE WILL BE ABLE TO ATTAIN THE GOALS THAT WE HAVE SET AND THAT THE BOARD ADOPTED UNANIMOUSLY IN 2020.

TODAY WE WILL PROVIDE SOME KEY HIGHLIGHTS AREAS OF FOCUS.

AND THEN WE WILL SHARE WITH THE BOARD A DRAFT OF 2021-2022 AREAS OF FOCUS.

SO THERE CAN BE AN ADOPTION OF THESE IN SEPTEMBER AT OUR FIRST BOARD MEETING.

WE WILL TAKE SOME QUESTIONS AS WE GO THROUGH THIS.

AND SOME FEEDBACK IF WE CAN MAKE ANY REFINEMENTS OR REVISIONS.

I'M GOING TO STOP HERE AND TURN THINGS OVER TO DR. PAGE SO HE CAN BEGIN SHARING SOME HIGHLIGHTS.

AND THEN WE WILL GO INTO OUR DRAFT AREAS OF FOCUS.

>> GOOD EVENING, EVERYONE.

LOVELY TO SEE YOU ALL IN PERSON.

I HAVE MANY FOND MEMORIES OF THE PANDEMIC, PARTICULARLY BOARD MEETINGS WITH CRYING CHILDREN RIGHT OUTSIDE THE DOOR.

IN ALL THE SCREAMING THAT WOULD GO ON.

SO IT'S VERY NICE TO BE IN A QUIET SPACE! TO BE FULLY PRESENT AND JOIN YOU.

THANK YOU, DR. HUTCHINGS.

AS DR. HUTCHINGS MENTIONED, WE WANT TO START OUT WITH A HIGH-LEVEL SUMMARY OF WHERE WE ARE.

IN TERMS OF THE YEAR OF THE 2020-2021 SCHOOL YEAR.

THIS IS A SLIDE WE FREQUENTLY REFERENCE WITH OUR LEADERS ACROSS THE ORGANIZATION.

AND IT SPEAKS TO THE NOTION OF WHEN CONFRONTING A PROBLEM THE QUESTION TO ASK IS NOT WHO, BUT WHAT? RESEARCHERS HAVE SHOWN THAT 94 PERCENT OF THE SYSTEMIC PROBLEMS WE FACE ARE BASED ON SYSTEMS. NOT BASED ON PEOPLE.

AS LEADERS WE FREQUENTLY SPEND THE MAJORITY OF OUR TIME DEALING WITH PEOPLE.

THEREFORE THE SYSTEMIC ISSUES SUSTAIN YEAR IN AND YEAR OUT.

IF WE TOOK A SYSTEMS LEVEL APPROACH AS A LEARNING ORGANIZATION, WE WOULD BE MUCH BETTER OFF IN TERMS OF ADDRESSING THE PROBLEMS. AND AGAIN, IF THESE PROBLEMS WERE PEOPLE BASE, WE WOULDN'T SEE THE SAME PROBLEMS THAT WE SAW IN 1970 STILL TODAY.

FOR THAT REASON, AS A PART OF OUR STRATEGIC PLAN, WE KNOW WE HAVE GOAL AREA AROUND SYSTEMIC ALIGNMENT AND HOW WE THINK ABOUT IT IN ALEXANDRIA PUBLIC SCHOOLS.

AND HOW THEY ALIGN AND THE OUTCOMES WE HOPE TO ACHIEVE.

SO THIS IS JUST A REMINDER FOR THE BOARD.

I KNOW YOU SEEN THIS SLIDE POTENTIALLY ATTANASIO HIM AT THIS POINT.

BUT IT'S GOOD TO REINFORCE THE NOTION OF THE STRATEGIC PLAN, BEING THE UMBRELLA UNDER WHICH ALL OF OUR WORK SERVES.

AND GOING TO THE BUDGET PRIORITIES, THE FOCUS AREAS.

THEN LEADING INTO EVALUATION WORK AS WELL AS OUR DEPARTMENT AND SCHOOL PLANNING PROCESSES.

ULTIMATELY YIELDING THE OUTCOMES WE SEEK.

SO BEFORE WE GET INTO SOME OF THE HIGH-LEVEL DATA, CERTAINLY WANT TO ATTEND TO THE CONTEXT OF WHICH IS DATA OCCURRED OVER LAST YEAR IN TERMS OF THE DUAL PANDEMIC.

[00:05:01]

KNOWING AS A NATION WE HAVE CONFRONTED BOTH THE COVID 19 PANDEMIC AS WELL AS THE PANDEMIC AROUND SYSTEMIC RACISM AND THE ORIGINAL SIN AROUND THE UNITED STATES OF AMERICA.

CERTAINLY A UNIQUE TIME, BOTH IN THE NATIONAL CLIMATE AND FIELD OF EDUCATION IN TERMS OF WHAT WE HAVE ALL EXPERIENCED OVER THE LAST YEAR.

SOME MORE ABOUT THE NATIONAL LANDSCAPE AND DATA THAT IS EMERGING.

LEARNING LOSS IN MATHEMATICS AND LITERACY IS BEING SEEN ACROSS STUDENT GROUPS NATIONALLY.

IN THOSE LOSSES ARE SEEN WITH THE GREATEST IMPACT IN HISTORICALLY UNDERSERVED STUDENT GROUPS.

SPECIFICALLY ENGLISH LEARNERS, ECONOMICALLY DISADVANTAGED, HISPANIC AND BLACK OR AFRICAN-AMERICAN GROUPS.

STUDENTS MENTAL HEALTH AND WELL-BEING HAVE BEEN A PARAMOUNT CONCERN.

AND HAS DECLINED THROUGH THE PANDEMIC.

CDC REPORTED INCREASES IN ER MENTAL HEALTH CRISES BY 24 PERCENT FOR 5 TO 11-YEAR-OLDS.

SO SOME OF OUR YOUNGEST LEARNERS ARE FEELING THIS ACUTELY AS WELL.

AS WELL AS OUR OLDER LEARNERS.

SO BOTH ACADEMIC AS WELL AS SOCIAL AND EMOTIONAL BEING IMPACTED BY THE PANDEMIC.

SO THIS SLIDE -- THE INFORMATION WAS PREDESTINATED IN EARLY MARCH IN TERMS OF OUR EQUITY DASHBOARD.

HERE WE SEE ACROSS OUR KEY PERFORMANCE INDICATORS AND A HEAT MAP TYPE OF WAY WHERE WE ARE EITHER OVER OR UNDER REPRESENTED BY THE DIFFERENT STUDENT GROUPS THAT YOU SEE IN THE HEADERS THERE.

AND REFRESHER FOR THE GROUP, THE HISPANIC AND LATINO GROUP IS UNDERREPRESENTED IN TERMS OF SHOWING HIM THAT HE WAS OF ORANGE.

AND LOOKING AT THE SPECIFIC KPIS, LOOKING ACROSS THE ROWS, WE SEE THE DEEPEST USE OF UNDER AN OVERREPRESENTATION IN THE TAG POPULATION AND WHO IS NOT IDENTIFIED FOR PARTICIPATION IN THE PROGRAM.

NEXT, A QUICK LOOK AT CHRONIC ABSENTEEISM.

CHRONIC ABSENTEEISM NEARLY DOUBLED OR MORE FOR ALL SUBGROUPS FROM 2019 TO 2021.

EXCEPT FOR OUR WHITE STUDENTS.

SO ARE WHITE STUDENTS WRITE FIVE PERCENT CHRONICALLY ABSENT.

HOWEVER WE SEE OUR BLACK STUDENTS GOING FROM EIGHT PERCENT TO 17 PERCENT.

HISPANIC 10 PERCENT TO 24 PERCENT, ETC. AS YOU CAN SEE HERE.

THE NATIONAL PROBLEM IN TERMS OF WHO IS BEING THE MOST IMPACTED BY THE PANDEMIC IS CERTAINLY REPRESENTED WITHIN THE DATA THAT WE ARE SEEING.

TODAY, THE VIRGINIA DEPARTMENT OF EDUCATION RELEASED SOL RESULTS ACROSS THE STATE.

AS PART OF THAT RELEASE, THEY SPECIFICALLY TALKED ABOUT THE UNIQUE CIRCUMSTANCES IN WHICH THEY WERE ADMINISTERED LAST YEAR.

AND THE INABILITY TO GET CENSUS DATA.

SO THE SOL ASSESSMENTS WE ALWAYS SEEK FULL PARTICIPATION.

SO WE HAVE A SENSE OF ALL OF THE STUDENTS.

HOW ARE WE DOING? GIVING THE SITUATION OF THE PANDEMIC AND SOL'S ONLY BEING ADMINISTRATED IN PERSON, WE SAW 60 PERCENT OF OUR STUDENTS PARTICIPATE IN THE SOL'S WITH 40 PERCENT NOT PARTICIPATING.

IN A TYPICAL YEAR, WE ARE USUALLY AT 99 PERCENT.

WE MIGHT HIT A LOW OF 98 PERCENT.

60 PERCENT IS A SIGNIFICANT DIFFERENCE.

AND THEN THAT DIFFERENCE YIELDS US INVALID IN TERMS OF YEAR-TO-YEAR COMPARISONS.

BECAUSE IT WAS NOT A RANDOM SELECTION OF WHO DID AND DIDN'T PARTICIPATE.

THOSE WERE SELF SELECTIONS BASED ON INDIVIDUALS.

SO THIS IS JUST A HIGHLIGHT IN TERMS OF PARTICIPATION.

SO GIVEN THAT FACT, WE DID WANT TO SEE WHAT WE COULD DO TO GET MORE OF AN APPLES TO APPLES, YEAR-TO-YEAR COMPARISON.

WE DID A COHORT ANALYSIS.

WE LOOKED AT STUDENTS WHO WERE ASSESSED IN THE SOL'S IN 2019 AND 2021.

SO IF CLINT WAS TESTED IN 2019 IN THIRD GRADE READING AND TESTED IN 2021 THIRD GRADE READING, THEN HE WOULD BE PART OF THIS ANALYSIS.

AND WE COULD SEE IF HE PASSED BOTH EARS.

TO GAUGE A BIT MORE APPLES TO APPLES COMPARISON.

IT CERTAINLY OFFERS US A BIT MORE APPLES TO APPLES COMPARISON FOR UNDERSTANDING.

[00:10:11]

SO WHAT WE SAW WHEN WE DID THAT COHORT ANALYSIS IS NO CHANGE IN READING PASS RATES IN STUDENTS WHO WERE TESTED IN 2019 AND 2121.

WHERE WE DID SEE CHANGE WAS IN MATH.

GOING FROM 68 PERCENT IN 2019 DOWN TO 43 PERCENT IN THE MOST RECENT YEAR.

AND LIKE WE TALKED ABOUT, IN TERMS OF CHRONIC ABSENTEEISM, THAT DECLINE WAS MOST SHARPLY FELT IN HISTORICALLY UNDERSERVED STUDENT GROUPS.

WHILE IRA WHITE STUDENTS DECLINED, IT DECLINED BY 18 PERCENT POINTS.

WHERE OUR HISPANIC GROUP DECLINED BY 30 PERCENT.

AND WE ARE ALREADY AT 40 PERCENT LESS AT A PERFORMANCE PASS RATE THAN THE WHITE STUDENT GROUP.

SO OUR GAPS ARE WIDENING IN TERMS OF ACADEMIC ACHIEVEMENT DURING THE PANDEMIC.

LAST BUT NOT LEAST, THIS IS A NEW REPORT FOR THE BOARD.

AND TO GIVE YOU A TASTE OF SOME OF THE AMAZINGNESS OF MAP AND ALL THE DATA IT CAN YIELD AND LEARNING IT IS FOSTERING.

SO WHAT WE HAVE IS A GRAPHIC.

IN EACH QUADRANT YOU WILL SEE THE LABELS FOR WHAT IS REPRESENTED.

IN THE UPPER LEFT-HAND QUADRANT, IS FOR LOW ACHIEVEMENT BUT HIGH GROWTH.

WE KNOW IT'S NOT JUST CLINT CAN PASS A TEST.

IF CLINT IS MAKING TWO YEARS OF ACADEMIC GAIN IN A SINGLE YEAR, THAT IS A CELEBRATION.

EVEN IF HE ISN'T PASSING AT THE GRADE LEVEL.

SO THAT WOULD BE A SUCCESS.

WE ARE CLOSING GAPS.

AND OF THE UPPER RIGHT QUADRANT -- BOTH PASSING THE TEST AND SHOWING ABOVE AVERAGE GROWTH WITHIN THE YEAR.

THE TWO LOWER QUADRANTS, THE ONE ON THE RIGHT ARE INDIVIDUALS WHO WOULD HAVE HIGH ACHIEVEMENT BUT NOT MEET THE GROWTH THRESHOLD.

ON THE LEFT IS BOTH LOW ACHIEVEMENT AND LOW GROWTH.

SO THOSE ARE NOT MEETING THE GRADE LEVEL STANDARD AND CONTINUING TO WIDEN THAT.

IN TERMS OF NOT SHOWING AVERAGE TO ABOVE AVERAGE GROWTH.

SO WE WANT PEOPLE TO BE UP IN THE UPPER TWO QUADRANT CIRCLES.

AND WHEN I CLICK THE NEXT BUTTON, SOME CIRCLES ARE GOING TO APPEAR.

THEY REPRESENT OUR SCHOOL AVERAGES.

IN TERMS OF HOW SCHOOLS PERFORM IN AN AGGREGATE FROM WINTER TO SPRING LAST YEAR.

SO WHAT WE SEE OUR IMPACTS IN TERMS OF WHAT WE WOULD TYPICALLY EXPECT PRE-PANDEMIC.

THIS ASSESSMENT IS NORMED BASED ON PRE-PANDEMIC PERFORMANCE.

BUT WHAT WE SAW DURING THE PANDEMIC IS AN IMPACT IN GROWTH.

IN TERMS OF BOTH OUR HIGH ACHIEVERS AND LOW ACHIEVING STUDENTS.

SO THAT IS A SUMMARY LEVEL OF WHAT WE SAW FROM WINTER TO SPRING LAST YEAR AS IT RELATES TO MAP DATA.

AND WITH THAT, I WILL TURN IT OVER TO DR. COACHING TO TALK ABOUT WHERE WE ARE GOING.

>> THIS IS NOT DATA THAT IS NOT NEW TO THE BOARD.

WE WERE HAVING THESE DISCUSSIONS BACK IN AUGUST AND NOVEMBER OF LAST YEAR, WHEN WE WERE INITIALLY HAVING TO REMAIN IN A VIRTUAL LEARNING ENVIRONMENT.

THAT THIS WOULD HAVE AN IMPACT.

AND I RECALL US HAVING THIS DISCUSSION WHEN WE INITIALLY STARTED THE MAP TESTING.

I DO THINK IT'S IMPORTANT WITH OUR MAP ASSESSMENTS LAST YEAR, THAT WAS A VERY UNIQUE MAP ASSESSMENT THAT WE CONDUCTED.

IT WAS COMPLETELY ONLINE.

IT WASN'T A TYPICAL VERSION OF MAP THAT WE USED.

AND I WANT TO MAKE THAT POINT.

BECAUSE KIDS WERE IN SO MANY DIFFERENT TYPES OF TESTING ENVIRONMENTS.

AND THAT DOES HAVE AN IMPACT ON THE ACHIEVEMENT.

DO I THINK IT WOULD'VE CHANGE THIS DRASTICALLY IN A PANDEMIC? PROBABLY NOT DRASTICALLY, BUT IT WOULD HAVE SOME FORM OF IMPACT.

SOME OF OUR KIDS WERE LITERALLY AT HOME AND THEIR SIBLINGS WERE NEXT TO THEM ALSO DOING ASSESSMENTS.

OR THEY WERE AT HOME AND THEY WERE WATCHING THEIR SIBLINGS WHILE THEY WERE DOING THEIR ASSESSMENT IN SOME CASES.

AND THAT DOES HAVE AN IMPACT.

I WANT TO REITERATE THE FACT THAT WE ARE IN THIS PANDEMIC AND IT'S VERY TRAUMATIC.

[00:15:01]

NOT ONLY FOR OUR STUDENTS BUT OUR STAFF.

AND TRAUMA IS REAL.

THERE ARE SO MANY IMPLICATIONS FROM TRAUMA.

BEFORE KIDS DEALING WITH CHILD ABUSE OR ANY TYPE OF ABUSE -- DIVORCE OR DEATH OR INCARCERATION -- NOW A GLOBAL PANDEMIC IS A PART OF TRAUMATIC EXPERIENCES.

SOME STUDENTS WHO WERE NEVER ON RADAR OR NEVER HAVING ANY EXPERIENCES OF TRAUMA WERE PRETTY MUCH THROWN INTO THIS OVER THE PAST 18 MONTHS.

IT HAS HAD AN IMPACT NOT ONLY ON THEIR ACADEMICS BUT ON SOCIAL AND EMOTIONAL.

SO WE ARE HOPING KNOWING THIS THAT THESE WILL BE OUR FOCUS AREAS.

SO LET'S GET INTO WHERE WE GO FROM HERE.

WE WANT TO MAKE SURE THAT WE HAVE A SIGNIFICANT FOCUS ON SOCIAL EMOTIONAL AND ACADEMIC LEARNING.

ONE THING THAT WE HAVE DONE PRIOR TO THE PANDEMIC WAS MCSS OR MULTI TIERED SUPPORT SYSTEM APPROACH.

AND WE WANT TO CONTINUE THAT.

AND THAT IS MAKING SURE WE HAVE GENERAL STRATEGIES THAT WE WORK WITH ALL KIDS ON.

AND WE ALSO HAVE MORE INTENSE STRATEGIES DEPENDING ON THE NEED OF THAT STUDENT.

SO YOU GO FROM TIER 1 TO TIER 2 TO TIER 3 WHERE YOU ARE HAVING MORE SIGNIFICANT STRATEGIES AND SUPPORTS THAT YOU ARE PROVIDING.

WHETHER IT'S ACADEMIC OR BEHAVIOR.

SO WE WANT TO CONTINUE TO HAVE A STRONG FOCUS ON THAT.

WE ALSO WANTED TO EXPAND OUR LITERACY FOCUS.

LAST YEAR IT WAS K-TWO.

WE WERE ADAMANT ABOUT THE LITERACY PIECE FOR K-TWO.

WITH THIS PANDEMIC AND 18 MONTHS OF VIRTUAL LEARNING AND EVERYTHING WITH COVID, WE REALLY WANTED TO EXPAND THE LITERACY FOCUS THROUGH FOURTH GRADE.

BECAUSE SOME OF OUR STUDENTS ARE GOING TO NEED SIGNIFICANT SUPPORT.

MORE SO THAN IN THE PAST IN FORWARD GRADE AND THIRD GRADE.

FOURTH GRADE IS TYPICALLY A YEAR YOU BEGIN TO READ.

THIRD GRADE IS WHEN YOU ARE READING TO LEARN.

BECAUSE WE'VE HAD SOME DEFICITS WITH THIS PANDEMIC, IT IS GOING TO BE IMPORTANT THAT WE ARE INTENTIONALLY PROVIDING THESE ADDITIONAL LITERACY SUPPORTS AT THE THIRD AND FOURTH GRADE LEVEL.

BECAUSE IF WE IGNORE IT NOW, IT WILL CONTINUE ON FOR THAT PARTICULAR STUDENT ALL THE WAY THROUGH ADULTHOOD.

SO WE WANT TO MAKE SURE WE PROVIDE THAT SUPPORT.

SO WE EXTENDED IT FROM K2 TO K4.

MATH RECOVERY IS ANOTHER AREA.

THIS IS A NATIONAL ISSUE.

AND IT'S ALSO SHOWING FOR A CPS THAT OUR STUDENTS IN REGARDS TO OUR COHORT ANALYSIS ARE NOT PERFORMING AS WELL.

A LOT OF THAT IS YOU ARE AT HOME.

YOU'RE NOT ABLE TO DO SMALL GROUP WORK OR ONE-ON-ONE WITH YOUR TEACHER.

READING, ONCE YOU KNOW HOW TO READ? IF YOU KEEP UP WITH YOUR READING, YOU CAN GET BETTER AT YOUR STRATEGY AND READING PACE.

IF YOU ALREADY KNOW HOW TO READ.

SO I'M NOT SURPRISED SEEING THE LITERACY COMPONENT.

THERE IS A HUGE LAG IN REGARDS TO OUR MATH PERFORMANCE.

SO WE WILL HAVE TO DO INTENTIONAL FOCUS ON OUR MATH RECOVERY.

MATH HAS ALWAYS BEEN A CHALLENGE IN THE PAST.

WE STARTED MAKING SIGNIFICANT STRIDES WITH THAT.

AND WE WILL HAVE TO CONTINUE THOSE EFFORTS MOVING FORWARD.

SST SUPPORT IS ANOTHER AREA.

BECAUSE OUR KIDS ARE GOING THROUGH THESE TRAUMATIC EXPERIENCES OVER THE PAST 18 MONTHS THAT WE NEED TO PROVIDE THE NECESSARY SOCIAL AND EMOTIONAL SUPPORTS.

AND WE WILL NEED TO EXPAND OUR SST.

AND THAT IS OUR PSYCHOLOGY SERVICES.

OUR SOCIAL WORK SERVICES.

OUR COUNSELING SERVICES.

504 PLANS AND THINGS OF THAT NATURE.

WE WILL HAVE TO EXPEND THESE THINGS AT ALL LEVELS FOR OUR STUDENTS.

AND THAT'S WHY THAT IS ANOTHER FOCUS AREA.

ANOTHER POCKET FOR US ARE HISPANIC MALES.

IN THIS PARTICULAR AREA HAS REALLY BEEN AN INTENTIONAL FOCUS FOR US OVER THE PAST SEVERAL YEARS.

WHAT WE HAVE NOTICED IS OUR HISPANIC MALES ARE NOT GRADUATING THE SAME RATE WITH THEIR PEERS.

THEY AREN'T ADVANCING ACADEMICALLY AT THE SAME RATE AS THEIR PEERS.

AND AS WE ARE DOING OUR ANALYSIS AS WHAT IS CAUSING THIS, WE ARE LEARNING ABOUT

[00:20:01]

THE LIFE EXPERIENCES AND SITUATIONS THAT THEY ARE IN.

NOT SAYING THAT'S GOOD OR BAD.

IT SAYING WE NEED TO ADJUST HOW WE SERVE.

SO WE CAN ENSURE THAT THEY ARE SUCCESSFUL.

REGARDLESS OF SITUATIONS OR CIRCUMSTANCES.

ONE THING WE HOPE TO FOCUS ON THIS YEAR'S ACADEMIC ENRICHMENT AND ADVANCEMENT FOR OUR HISPANIC MALES.

I THINK THIS WON'T JUST IMPACT OUR HISPANIC MALES BUT ALL OF OUR STUDENTS HAVING AN ACADEMIC ENRICHMENT AND ADVANCEMENT FOCUS.

BUT PARTICULARLY WITH OUR HISPANIC MALES.

WE DON'T SEE THEM IN OUR UPPER LEVEL COURSES AND WE REALLY NEED TO START THAT INTRODUCTION EARLIER.

AND THAT FOUNDATIONAL SKILL SET EARLIER.

AND NOT WAIT UNTIL WE GET TO THE HIGH SCHOOL LEVEL AND BEGIN TO SEE DEFICITS.

HAVING THAT SUPPORT EARLY ON.

WE ALSO WANT TO MAKE SURE WE HAVE AN EARLY WARNING SYSTEM.

IN THE PAST, WE HAD AN EARLY WARNING SYSTEM ALWAYS BRING US UP WITH THE STAFF.

WHEN I WAS HERE AS DIRECTOR, WE HAD OUR VIEWS.

IT WAS CALLED THE VIRGINIA EARLY WARNING SYSTEM.

TERRY BARNETT WAS THE COORDINATOR.

I RECALL THIS BECAUSE I HIRED HER FROM THAT POSITION INTO THE ADULT EDUCATION SYSTEM BACK IN 2011.

WHEN I HIRED TERRY INTO THE ADULT EDUCATION PROGRAM, WE NEVER FILLED THE VIEWS COORDINATOR JOB.

AND IT IS STILL NOT FILLED TODAY.

AND I'M THINKING -- AND THE STATE HAS GOTTEN OFF THE WHOLE VIEWS THING.

IT WASN'T A BUZZWORD ANYMORE.

PEOPLE STOPPED DOING IT.

BUT THE CONCEPT OF EARLY WARNING SYSTEMS IS A KEY STRATEGY TO IDENTIFY CHALLENGES BEFORE THEY IMPACT GRADUATION.

SO WHAT VIEWS DOES AND ONE THING WE WANT TO FOCUS ON IS STARTING OUR EARLY WARNING SYSTEM AT THE MIDDLE SCHOOL.

SO THE SIX GRADE LEVEL VERSUS WAITING UNTIL NINTH GRADE.

A LOT OF EARLY WARNING SYSTEMS WAIT UNTIL YOU START EARNING CREDITS.

WHAT WE WANT TO DO IS START EARLIER.

IN SIX GRADE LOOKING AT ATTENDANCE PATTERNS.

BEHAVIORAL AND ACADEMIC PATTERNS.

SO WE CAN PROVIDE THE NECESSARY SUPPORT EARLY ON.

PRIOR TO THEM GETTING TO HIGH SCHOOL.

SO BY THE TIME THEY GET TO HIGH SCHOOL WE HAVE CAUGHT THEM UP.

ANOTHER THING WE DID NOT DO UNTIL THE PAST TWO YEARS -- AND I CANNOT WAIT TO SEND YOU ALL THIS EMAIL TOMORROW.

ABOUT OUR GRADUATION RATES.

BECAUSE THEY ARE UNBELIEVABLE (LAUGHING)! UNBELIEVABLY HIGH! LIKE I CAN'T WAIT! I KNOW SOME OF THE WORK WE HAVE BEEN DOING OVER THE PAST TWO YEARS HAS SIGNIFICANTLY HELPED IN THIS AREA.

AND WHAT WE ARE DOING IS WE ARE MAKING SURE WE ARE MONITORING EVERY YEAR STUDENTS CREDITS.

IN THE PAST, WE WOULD WAIT UNTIL THE SENIOR YEAR TO SEE WHO IS ELIGIBLE TO GRADUATE AND WHO ISN'T.

SO IF A STUDENT IS SEVEN CREDITS BEHIND, THEY ARE NOT GOING TO GRADUATE.

AND THEN YOU COME IN AND SAY YOU HAVE TO DO ENGLISH NINE AND SOCIAL STUDIES 10TH GRADE BUT YOU'RE A SENIOR NOW.

DURING THE SAY I'M NOT GOING TO BE IN THERE WITH FRESHMEN OR SOPHOMORES.

WE ALSO REQUIRE THEM TO PAY FOR THAT CREDIT RECOVERY.

TYPICALLY THE STUDENTS WHO DON'T HAVE THOSE CREDITS, THEY WERE STUDENTS FROM LOW INCOME FAMILIES IN SOME CASES.

AND THEY DID NOT HAVE THE FUNDING TO TAKE THOSE ADDITIONAL COURSES.

IF THEY COULDN'T PAY FOR IT THEY COULDN'T TAKE THEM.

WE SHIFTED FROM THAT.

IN REGARDS TO PAYING FOR CREDIT RECOVERY AS A SUMMER ENRICHMENT.

SO STUDENTS DO NOT HAVE TO PAY OUT-OF-POCKET FOR THAT.

OUR COUNSELING SERVICES BEGAN TO MONITOR OUR CREDITS ON A QUARTERLY BASIS.

STUDENTS WERE LAGGING BEHIND IMMEDIATELY BEGAN TO GET THOSE PARTICULAR SUPPORTS.

THIS IS SOMETHING WE WANT TO CONTINUE.

THAT IS WHAT CREDIT RECOVERY AND THINGS ARE FOR.

YOU ARE SUPPOSED TO IDENTIFY BEFORE THE STUDENT EVEN GETS TO THAT POINT.

WERE THERE SEVEN CREDITS BEHIND.

WE ARE SETTING UP FOR FAILURE IF WE ALLOW THEM TO GO THAT FAR.

SO THIS EARLY WARNING SYSTEM WILL ALLOW TO GIVE US THE DATA TO SERVE THE STUDENTS BEFORE THEY GET SO FAR BEHIND.

AND THEN INTERNSHIPS AND EXTERNSHIPS AND WORKFORCE DEVELOPMENT.

AND ONE THING WE ARE ADAMANT ABOUT IS MANY OF OUR STUDENTS WHO WERE NOT ABLE TO STAY IN SCHOOL ALL DAY.

OR TO COMPLETE THE YEAR OR DO SUMMER PROGRAMMING WAS BECAUSE THEY HAD JOBS.

AND THEY NEEDED TO WORK.

ONE THING WE WANTED TO BE ABLE TO DO IS PROVIDE SOME WORK FORCE DEVELOPMENT OPPORTUNITIES.

SO THE JOBS THEY ARE DOING, THAT THEY COULD WORK LESS HOURS AND STILL GET MORE PAY THEN WORKING EXTENDED NUMBERS OF HOURS.

AND ALLOWING THEM TO HAVE SOME CREDENTIALS.

SO THEY CAN USE THIS WORK THAT THEY ARE DOING AS AN ACTUAL CAREER AFTER HIGH SCHOOL.

SO WE REALLY WANTED TO BE INTENTIONAL ABOUT OUR INTERNSHIPS AND EXTERNSHIPS AS WELL AS OUR WORKFORCE DEVELOPMENT.

WE ARE RIGHT NOW WORKING WITH -- I DREW A BLANK -- THANK YOU.

URBAN ALLIANCE.

WE ARE WORKING WITH THE URBAN ALLIANCE ON A SPECIFIC PARTNERSHIP.

[00:25:01]

WHERE THEY WILL WORK WITH OUR HIGH SCHOOL.

AND THEY WILL DEVELOP SOME SPECIFIC INTERNSHIPS AND JOBS.

AND WE ARE TARGETING OUR HISPANIC MALE STUDENTS.

WE ARE ALSO WORKING THROUGH HAVING SPACE AT ALEXANDRIA HIGH SCHOOL.

BECAUSE IT'S A LOT EASIER FOR URBAN ALLIANCE TO WORK WITH OUR STUDENTS WHEN THEY ARE ON SITE AND BE ABLE TO INTERACT WITH STUDENTS AND THEIR TEACHERS.

AND THAT IS WHAT WE WILL BE WORKING THROUGH THIS YEAR.

WE REALLY WANT TO HAVE SOME TANGIBLE PARTNERSHIPS THAT ALLOW THEM TO HAVE A CAREER OR FUTURE.

AND WE CAN SAY YOU DON'T HAVE TO GO OUT AND WORK ALL THESE HOURS AND MISS SCHOOL.

WE'LL FIND A WAY FOR YOU TO GO TO SCHOOL AND GET PAID MORE THAN WHAT YOU HAVE BEFORE.

AND THIS CAN LEAD A CAREER FOR YOU.

AND I'M REALLY EXCITED ABOUT THAT.

I KNOW MS. NOLAN HAS BEEN ADVOCATING FOR THIS! AND NOW, IT'S COMING TO FRUITION AND WE ARE EXCITED.

THE NEXT FOCUS IS OUR MEDICAL SCHOOL FOCUS EXPERIENCE.

IT'S TIME FOR US TO REALLY TACKLE MIDDLE SCHOOL AND THE EDUCATIONAL EXPERIENCE.

PARTICULARLY WE NEED TO BE LOOKING AT OUR SCHEDULING, THE MATH PATHWAYS AT THE MIDDLE SCHOOL LEVEL AND MIDDLE SCHOOL TRANSITIONS.

SO THOSE ARE THE SPECIFIC AREAS THAT WE WILL BE FOCUSING ON.

EARLY COLLEGE IS ANOTHER SPECIFIC AREA THAT HAS A BEEN A DISCUSSION.

SHE HAS WORKED IN HER FORMER COMMUNITY COLLEGE WITH THE LOCAL SCHOOL SYSTEM ON AN EARLY COLLEGE PROGRAM.

SHE'S A BELIEVER OF IT AND UNDERSTANDS THE BENEFIT OF IT.

BUT WE NEED TO GET IT LAID OUT SO IT CAN BECOME A REALITY.

THIS IS THE YEAR THAT WE HAVE TO NAIL IT.

AND DR. CROSS I KNOW IS EXCITED ABOUT IT.

AND WE ARE ALSO WORKING WITH VIRGINIA TECH.

IT WILL BE BUILT WITHIN THE NEXT COUPLE OF YEARS.

THIS IS AN OPPORTUNITY FOR US TO NOT ONLY BRING THE COMMUNITY COLLEGE AS A PARTNER WITH A CPS WITH OUR EARLY COLLEGE.

BUT ALSO A FOUR-YEAR INSTITUTION THAT CAN LEAD TO A GRADUATE DEGREE.

SO WE ARE THINKING CRADLE TO CAREER.

AND NOT JUST AN EARLY COLLEGE WHERE YOU ARE OBTAINING YOUR ASSOCIATES DEGREE DURING HIGH SCHOOL.

SO A LOT MORE INFORMATION WILL BE COMING IN THE NEXT COUPLE OF MONTHS.

WHICH I'M REALLY EXCITED ABOUT.

NOTHING SOLIDIFIED SO I CAN'T GIVE TOO MANY DETAILS YET.

BUT IN TWO MONTHS I WILL.

WE ARE ALSO LOOKING AT OUR COURSE SEQUENCING FOR THIS.

STEM IS A PARTICULAR AREA WHERE WE ARE SEEING MANY OF OUR NOVA AND FOUR-YEAR INSTITUTIONS.

AND BUSINESSES ARE LOOKING FOR STUDENTS OF COLOR WHO ARE COMING INTO THE STEM PROFESSION.

AND THAT HAS BEEN THE CHALLENGE.

AND WHAT WE HAVE BEEN SAYING IS WE ARE THE SCHOOL DIVISION THAT HAS THE MOST OF THE STUDENT POPULATION IN NORTHERN VIRGINIA.

WE HAVE THE MOST DIVERSE.

YOU NEED TO COME TO US IF THAT'S WHAT YOU ARE LOOKING FOR.

WE HAVE THEM.

WE JUST HAVE TO BEGIN EARLIER TO GET OUR STUDENTS PREPARED FOR STEM FOCUS.

WE CAN'T WAIT UNTIL THEY ARE IN NINTH GRADE.

ESPECIALLY OUR BLACK AND BROWN STUDENTS WHO MIGHT NOT HAVE HAD EXPOSURE TO STEM.

EXPOSE THEM AT THE ELEMENTARY LEVEL.

HAVE EXTRACURRICULAR ACTIVITIES AND SUMMER CAMPS.

THINGS OF THAT NATURE.

SO WE ARE PICKING THEIR INTERESTS AND GETTING THAT EXPOSURE PRIOR TO HIGH SCHOOL.

SO WE HAVE A PIPELINE INTO THAT STEM PATHWAY.

SO WE PIQUE THEIR INTEREST FOR THEM.

SO THAT WILL BE AN INTENTIONAL FOCUS.

AND THEN THE FINAL AREA.

IS TALENTED AND GIFTED.

TAG IS ANOTHER TOPIC THAT WE HAVE BEEN KIND OF KICKING THE CAN AROUND THE ROAD A LITTLE BIT ON.

I UNDERSTAND.

WE HAVE BEEN DOING A LOT OF THINGS.

WE HAVE BEEN DOING SO MUCH! BUT IT'S ALL FOR THE KIDS SO I'M NOT COMPLAINING.

BUT THERE'S A REASON WHY WE PUT THAT ON HOLD.

WE DO HAVE A NEW TAG DIRECTOR WHO HAS JUST JOINED US.

OR DIRECTOR OF ADVANCED LEARNING.

WERE REALLY EXCITED ABOUT THIS BECAUSE WE WANT TO FOCUS ON OUR IDENTIFICATION PROCESS.

WE HAVE TO LOOK AT OUR SERVICE MODEL AND HOW WE ARE PROVIDING SERVICES TO OUR STUDENTS WHO ARE ELIGIBLE FOR TALENTED AND GIFTED SERVICES.

WE ALSO HAVE TO REDO OUR ANNUAL PLAN.

SAD TO SAY BUT IT'S ALMOST IDENTICAL TO THE PLAN THAT WE SUBMITTED WHEN I WAS HERE -- I LEFT IN 2013.

THAT WAS THE PLAN I SUBMITTED BEFORE I LEFT.

[00:30:07]

IT IS ALMOST IDENTICAL NOW TO THAT PLAN.

WHICH WAS ALMOST 9 YEARS AGO.

SO WE REALLY NEED TO MAKE SOME SIGNIFICANT UPDATES.

THERE IS A LOT OF NEW RESEARCH AROUND GIFTEDNESS.

WE JUST NEED TO MAKE SURE WE ARE KEEPING UP WITH THE NEWEST RESEARCH.

SO WE WILL HAVE TO UPDATE OUR ANNUAL PLAN.

IN THESE OTHER THINGS ARE JUST THINGS THAT WILL CARRY OVER FROM OUR CURRENT AREAS OF FOCUS.

SUCH AS OUR STRATEGIC PLAN IMPLEMENTATION.

AND OUR POLICY EQUITY AUDIT.

WE'LL TALK A LITTLE BIT ABOUT THAT.

ALSO, OUR FOCUS ON STUDENTS WITH DISABILITIES.

SPECIFICALLY OUR ED BLACKMAILS.

REALLY, IT'S ED BLACK STUDENTS PERIOD.

BUT WE WILL CONTINUE TO FOCUS ON THAT SPECIFIC AREA.

AND THAT'S JUST A CARRYOVER FROM OUR CURRENT WORK THAT WE ARE DOING.

SO IT'S IMPORTANT FOR THE BOARD AND COMMUNITY TO KNOW SOME THINGS DON'T STOP.

WE DO HAVE TO CONTINUE TO KEEP THOSE SPECIFIC THINGS AS AREAS OF FOCUS IF WE WANT TO MEET OUR GOALS.

THAT WAS A LOT OF INFORMATION TO SHARE.

BUT I THINK WE ARE READY TO TAKE QUESTIONS.

>> SO I HAVE MS. GENTRY WITH THE FIRST QUESTION.

>> THANK YOU SO MUCH.

IT WAS A REALLY RICH AND EXCITING PRESENTATION.

I HAVE TO SAY IT'S NICE TO BE HAVING A DISCUSSION ABOUT THIS KIND OF STUFF.

BECAUSE THAT'S REALLY WHY WE ARE ALL HERE.

I THINK WE SOMETIMES FORGET THAT.

BUT THIS IS WHY WE ARE HERE.

AND IT'S REALLY IMPORTANT THAT WE TAKE THE TIME TO DO THESE AREAS OF FOCUS.

I JUST WANTED TO ACKNOWLEDGE SOMETHING.

IN TERMS OF DR. PAGES PRESENTATION.

I THINK IT'S WORTH REMINDING EVERYONE.

I THINK EVERYONE WAS VERY CLEAR THAT WE ARE COMMITTED TO DELIVER THE BEST VIRTUAL EXPERIENCE LAST YEAR.

BUT WE KNEW THERE WOULD BE LIMITATIONS TO IT.

NOBODY SAID IT WOULD BE WONDERFULLY EQUIVALENT.

WE HAD A GLOBAL PANDEMIC (LAUGHING).

AND WE HAD TO MANAGE THAT AND WE ARE STILL MANAGING THAT.

WITH THAT IN MIND, JUST THINKING AHEAD TO -- WITH ALL THE LIMITATIONS FROM THE DATA, ONE QUESTION THAT I HAD IS -- IT DOES SEEM LIKE THERE IS A LOT OF UNANSWERED QUESTIONS.

FROM THAT PARTICULAR SOL DATA.

I FEEL CONFIDENT THAT A CPS HAS BEEN THINKING ABOUT NOW WE ACTUALLY HAVE THE KIDS BACK IN PERSON.

WHAT'S THE THINKING FOR -- WELCOME BACK, EVERYONE.

LET'S GET SOME BASELINE OF WHERE EVERYONE IS AT.

SO I WANTED TO GIVE YOU A MOMENT TO SHARE ABOUT THAT.

AND THINKING I HAD TO HELPING THE PUBLIC WHO IS WATCHING THIS.

AND THINKING ABOUT THESE AREAS OF FOCUS AND THINKING ABOUT SOME OF THE WAYS THAT MIGHT MANIFEST.

AS I WAS HEARING ABOUT -- PARTICULARLY THE AREAS OF MATH AND MAYBE THERE MIGHT NEED TO BE EXTRA FOCUS OR REMEDIATION ON CERTAIN AREAS OR THINGS LIKE THAT.

I WAS TRYING TO THINK ABOUT SOME OF THE WAYS THESE AREAS OF FOCUS CAN ACTUALLY MANIFEST AS WE MOVE THROUGH THE YEAR.

ONE OF THE THINGS THAT CAME TO MY MIND -- AND I'D LIKE FOR YOU EITHER TO CONFIRM IT OR GIVE ANOTHER EXAMPLE -- IS POTENTIALLY OUR PROGRAMS OF STUDIES MIGHT LOOK DIFFERENT.

MAYBE YOU GUYS ARE GOING TO BE THINKING ABOUT DIFFERENT KINDS OF -- THE WAY YOU WILL ACTUALLY FRAME SOME OF THE COURSES MIGHT BE A LITTLE BIT DIFFERENT.

BECAUSE THINKING ABOUT THE KIDS AND WHERE THEY ARE AT IN MATH -- MAYBE ALGEBRA ONE ISN'T GOING TO BE TAUGHT THE SAME WAY IT HAS BEFORE OR SOMETHING LIKE THAT.

OR MAYBE THERE IS GOING TO BE DIFFERENT KINDS OF PACKAGING OF MATH OR LONGER PERIODS.

I JUST WANTED TO FRONTLOAD HELPING PEOPLE.

THE REASON IT'S SO IMPORTANT THAT WE ARE HAVING THIS DISCUSSION NOW? IS THAT WE REALLY NEED TO MAKE SURE EVERYONE IS HEARING THIS AND IT IS RECORDED.

BECAUSE WE WILL KEEP COMING BACK TO THIS.

AND WHEN WE HAVE AGENDA ITEMS -- WHEN WE HEAR ABOUT THESE THINGS.

IN A LOT OF WAYS IT FEELS LIKE A LONG LIST.

[00:35:04]

IN SOME WAYS, WE HAVE BEEN WORRIED ABOUT HAVING AN OVERLY LONG LIST.

BUT ONE THING THAT STRIKES ME IS I THINK THERE IS A FAIR AMOUNT OF OVERLAP.

BUT SOME OF THE AREAS, IF WE CAN SHOW WE ARE GOING TO MAKE THIS CHANGE, OR PUT SOME BUDGET MONEY INTO THIS -- AND THESE ARE THE TWO OR THREE AREAS OF FOCUS THAT WE THINK IT IS GOING TO BENEFIT.

SO THAT WAS A LITTLE WORDY AND I APOLOGIZE (LAUGHING)! THOSE WERE KIND OF THE THINGS I GOT CURIOUS ABOUT AS I HEARD YOUR PRESENTATION.

SO I WANTED TO GIVE YOU AN OPPORTUNITY TO ELABORATE.

>> ALL START OUT AND I WENT TO TURN THINGS OVER TO DR. PAGE.

THE BASELINE PIECE OF THIS CONVERSATION IS THAT WE HAVE BEEN HAVING THIS LAST SPRING.

BECAUSE WE KNEW THE STUDENTS WOULD BE RETURNING IN THE FALL.

ONE THING THAT WE WERE REALLY ADAMANT ABOUT WAS WE NEED TO KNOW WHERE STUDENTS ARE INDIVIDUALLY.

IT CANNOT BE A BLANKET.

IT IS CUSTOMIZED.

BECAUSE KIDS ARE AT SO MANY DIFFERENT PLACES.

WHAT WE ARE SEEING IS SOME STUDENTS WHO MIGHT HAVE NEEDED MORE SUPPORT PRIOR TO THE PANDEMIC -- I MEAN WHO MIGHT NOT HAVE NEEDED THE SUPPORT ARE NOW NEEDING THE SUPPORT.

IT'S A NEW KIND OF STUDENT.

IT WASN'T TYPICAL.

SO ONE THING WE ARE LOOKING AT IS MAKING SURE WE REIMAGINE WHAT EDUCATION AND EDUCATIONAL DELIVERY LOOKS LIKE.

THIS IS A TIME FOR US TO NOT GO BACK TO HOW THINGS WERE PRIOR TO THIS GLOBAL PANDEMIC.

THIS IS REALLY A TIME FOR US TO SAY HOW CAN WE LOOK AT WE ASSESS KIDS DIFFERENTLY? HOW WE DELIVER INSTRUCTION DELIBERATELY? WHAT ARE CLASSROOM INSTRUCTORS LOOK LIKE? AND THE ADVANTAGE -- THERE ARE SOME GOOD THAT CAME OUT OF THIS PANDEMIC.

I TRY TO LOOK AT THE POSITIVE SIDE.

IT DID FORCE US AS EDUCATORS TO REALLY GET OUT OF OUR COMFORT ZONES.

AND IT FORCED US TO THINK IN WAYS THAT WE HAVE NEVER IMAGINED.

PEOPLE WERE VERY FEARFUL OF TECHNOLOGY.

BUT WHEN WE WENT INTO THE VIRTUAL WORLD, YOU DIDN'T HAVE A CHOICE.

NO MATTER HOW FEARFUL YOU WERE, YOU HAD TO DO IT IN ORDER TO SURVIVE.

IT'S A HUGE ADVANTAGE.

BECAUSE NOW WE WILL BE ABLE TO DO THINGS WE HAVE NEVER DONE BEFORE.

I THINK MR. SUAREZ BROUGHT THIS UP.

LAST YEAR, WHERE KIDS COULD HAVE THE POTENTIAL TO DO A CLASS AUDIT.

YOU ZOOM INTO A CLASSROOM AND YOU WATCH A RECORDING OF A CLASS THAT YOU MAY ASPIRE TO TAKE ONE DAY BUT YOU CAN'T RIGHT NOW.

SO YOU MIGHT LOOK AT AN AP COURSE BUT YOU ARE IN SEVENTH GRADE.

THIS IS US REIMAGINING.

THESE ARE THE THINGS WE ARE HAVING DISCUSSIONS ABOUT.

TO REIMAGINE HOW WE DELIVER OUR INSTRUCTION.

DR. PAGE, IF YOU COULD TALK TO SOME OF THE ASSESSMENTS.

TO GET A BASELINE.

>> ABSOLUTELY.

AND THANK YOU SO MUCH FOR THE QUESTION, MS. GENTRY.

I THINK IT REALLY BOILS DOWN TO YOUR POINT.

IN TERMS OF THE DATA FROM LAST YEAR LEND THEMSELVES TO FURTHER QUESTIONS.

SO HOW DO WE GO ABOUT ENSURING THAT WE HAVE THOSE ANSWERS? AND REALLY, IT IS ABOUT NOT ASSESSMENT OF LEARNING, BUT ASSESSMENT FOR LEARNING.

WE HAVE TO NOT JUST USE ASSESSMENT TO UNDERSTAND WHAT A STUDENT LEARNS.

WE HAVE TO UNDERSTAND WHAT WE HAVE TO ADJUST TO MEET STUDENTS WHERE THEY ARE AND WHERE THEY NEED TO GO.

THOSE ARE CRITICAL QUESTIONS WE HAVE TO ANSWER OFF THE BACK OF AN UNPRECEDENTED LEARNING EXPERIENCE.

WITH THAT SAID, WE HAVE MADE A VERY STRATEGIC AND PURPOSEFUL DECISION TO

[00:40:02]

PRIORITIZE ASSESSMENTS EARLY IN THE YEAR THIS SCHOOL YEAR.

SO WE WILL BE DOING THE MAP ASSESSMENT IN SEPTEMBER.

WE HAVE A NEW BOE GROWTH ASSESSMENT IN OCTOBER.

WE HAVE OUR LITERACY ASSESSMENT, PALS.

WE HAVE VIRGINIA KINDERGARTEN READINESS ASSESSMENT.

SO ALL OF THESE PIECES OF DATA ARE THINGS WE HAVE TO MAKE SPACE AND TIME -- NOT JUST TO GIVE BUT TO LEARN UNDERSTAND AND ADJUST.

WITH THAT SAID, I WANT TO GIVE A SHOUT OUT TO DR. MISSING GO AND DR. MAN FROM TL.

WE HAVE BEEN COLLABORATING.

IF WE ARE GOING TO PRIORITIZE ASSESSMENTS, THAT DOES TAKE SOME INSTRUCTIONAL TIME.

SO HOW DO WE GET UPRIVER OF THAT AND TALK ABOUT OUR CURRICULUM AND HOW WE ARE MAKING THE SPACE AND TIME FOR TEACHERS.

TO TEACH WHAT THEY NEED TO TEACH IN TERMS OF THE STANDARDS.

AND TO HAVE THE SPACE TO MEANINGFULLY ANALYZE, ADJUST, AND MAKE PEDAGOGICAL MOVES.

SO THE TL L TEAM HAS BEEN WORKING TO INCORPORATE ALL THE ASSESSMENTS INTO THEIR PACING TIMELINES OF THE WRITTEN CURRICULUM.

SO IT'S NOT SOMETHING TEACHERS HAVE TO MAKE SENSE OF.

NOW I HAVE THESE ASSESSMENTS I NEED TO GIVE, SO HOW DOES THAT WORK -- WE HAVE MADE ADJUSTMENTS FOR THAT.

ON THE FRONT END.

AND I THINK IT GOES TO THE OVERALL NOTION THAT WE HAVE ALL LEARNED OVER THE COURSE OF THIS PANDEMIC.

THAT'S FLEXIBILITY.

AS AN ORGANIZATION WE HAVE TO BE PREPARED TO RESPOND TO WHAT THIS DATA IS TELLING US.

IT MIGHT BE SOMETHING WE DIDN'T ANTICIPATE.

SO WE HAVE TO MAKE THE SPACE AND TIME AND BE FLEXIBLE AND NIMBLE.

>> BEFORE YOU MOVE ON FROM THAT, THE FALL GROUP ASSESSMENT.

THAT IS NOT NECESSARILY A DIAGNOSTIC? IS IT MORE OF A CONTENT SPECIFIC GROWTH?

>> YEAH.

SO THAT IS BASED OFF OF STATE LEGISLATION THAT WAS PASSED IN TERMS OF REQUIRING GROWTH ASSESSMENTS.

SO THIS IS THE FIRST YEAR OF IMPLEMENTATION.

THIS FALL WILL BE THE GROWTH ASSESSMENT.

AND THAT REALLY IS LOOKING AT SKILLS THAT WERE EXPECTED TO HAVE BEEN LEARNED IN THE PREVIOUS GRADE LEVEL.

AND ASSESSING STUDENT LEARNING ON THOSE SKILLS.

NO SCORE IS EVEN RENDER.

THERE IS NO PASS OR FAIL.

IT SIMPLY CAN CLING TO, THE THIRD-GRADER TO DOUBLE DIGIT ADDITION? OR DOES HE HAVE SOME NEEDS IN THAT AREA?

>> OKAY.

MR. SUAREZ, AND THEN DR. REEF.

>> THANKS, MADAM CHAIR.

AND THANK YOU, DR. HUTCHINGS AND DR. PAGE 4 REORIENTING US ON WHAT IS FUNDAMENTALLY IMPORTANT FOR OUR KIDS.

AND OBVIOUSLY, SOME OF THIS DATA IS CHALLENGING.

BUT I'M EXCITED TO GET INTO IT.

AND THINK ABOUT WHAT ARE THE FUTURE STEPS WE CAN TAKE.

MY QUESTION SOMEWHAT BUILDS ON MS. GENTRY'S.

I'M THINKING ABOUT BASELINE AS WELL.

I PREVIOUSLY EXPRESSED HOW IT IS SO FRUSTRATING.

OBVIOUSLY OVER THE COURSE OF THE PANDEMIC IT'S HARD TO GET THE TYPE OF DATA TO HAVE A VALID BASELINE.

TAKING THESE TESTS MAKE IT DIFFICULT TO HAVE THE MOST VALID DATA.

I WAS JUST WONDERING AND MAYBE YOU COULD ELABORATE MORE WHEN WE THINK WE WILL BE ABLE TO START TO HAVE A BASELINE? IN TERMS OF SOME OF THE MATH DATA AND SOME OF THESE OTHER THINGS.

AND IN TERMS OF THE BOARD REVIEWING AND BEING PART OF THE DATA REFLECTION PROCESS, WHEN WE WILL START TO HAVE DATA POINTS TO COMPARE TO THE BASELINE? SO WE CAN HAVE THESE RICH CONVERSATIONS AROUND WHERE IS OUR GROWTH? WHERE ARE WE STRUGGLING? WHAT ARE WE SEEING THAT'S REALLY GREAT? AND WHAT ARE THE THINGS WE CAN BE WORKING ON AND SO FORTH? I'M ALSO THINKING ABOUT THIS IN TERMS OF THE KPIS.

AND THE NEXT STEPS THERE IN TERMS OF SEEING OUR BASELINE IN EACH KPI AND HOW WE ARE GOING TO CONTINUE TO HAVE THESE CONVERSATIONS AROUND EACH AREA OF FOCUS.

[00:45:01]

IN THE DATA AND TRAJECTORY.

I DON'T KNOW IF THAT IS SOMEWHAT REPETITIVE TO MS. GENTRY'S QUESTION? I JUST WANT TO UNDERSTAND HOW WE ARE THINKING ABOUT THAT TRAJECTORY OVER THE COURSE OF THIS YEAR.

I'M VERY EXCITED FOR THE BOARD TO BE LOOKING AT THESE BASELINES.

AND THEN HAVING THE REFLECTIVE CONVERSATIONS.

AND IT'S SO HARD TO DRAW MEANINGFUL COMPARISONS OFF OF THE DATA WE HAVE FROM LAST YEAR.

IT GIVES US SOME INFORMATION BUT IT'S HARDER TO WORK WITH THAT INFORMATION THEN DATA WE ARE ABLE TO COLLECT WITH MORE FIDELITY.

AND PERHAPS THERE IS SOME STUFF FROM THE DATA YOU JUST PRESENTED.

WHERE WE CAN STILL USE THAT AS A BASELINE AND HAVE THOSE CONVERSATIONS.

I WAS JUST WONDERING HOW WE WERE THINKING THERE?

>> THAT'S A GREAT QUESTION.

I DO WANT TO SAY THIS UPCOMING YEAR WE WILL BE DOING FALL WINTER AND SPRING ASSESSMENTS.

WE ARE MEETING WITH THE BOARD LEADERSHIP IN SEPTEMBER.

SO THIS YEAR, BOARD LEADERSHIP WILL BE MEETING WITH THE SENIOR LEADERSHIP TEAM.

SO WE CAN PLAN OUT ALL OF OUR AGENDA ITEMS FOR THE 2021-2022 SCHOOL YEAR.

SO WHAT WE WILL BE DOING IS MAKING SURE WE ARE PROVIDING UPDATES.

WE WANT TO MAKE SURE WE ARE INCORPORATING UPDATES TO THE BOARD AND CONVERSATIONS WITH THE BOARD IN REGARDS TO THE PROGRESS AND THESE DATA POINTS.

WHAT WE SPECIFICALLY TALKED ABOUT LAST YEAR AND I HOPE WE CONTINUE TO DO THIS YEAR IS HAVING A MAJOR UPDATE THAT GOES BEFORE THE BOARD.

AND HAVING AN ANNUAL REPORT THAT'S AT THE END OF THE YEAR WITH THE BOARD.

IN BETWEEN THOSE TIMES, HAVING QUARTERLY REPORTS OR BOARD BRIEFS THAT COME TO THE BOARD.

SO THERE IS CONSISTENCY.

AND ALSO A TIME FRAME.

AND A STRUCTURE THAT WE HAVE IN PLACE.

OUR KPI IS ANOTHER SPECIFIC AREA THAT WE WANT TO PROVIDE MIDYEAR UPDATES.

AN ANNUAL UPDATES.

IN THE BOARD WILL SEE SOME OF THOSE ANNUAL REPORTING'S IN THE NEXT COUPLE OF WEEKS.

SO YOU WILL HAVE THAT ANNUAL REPORT WHICH WILL BE COMING SOON.

BUT DR. PAGE OR DR. MISSING GO, I DON'T KNOW IF YOU WANT TO ADD ANYTHING? I THINK I GOT TO YOUR FIRST QUESTION.

>> GOOD EVENING.

IT WILL BE ADMINISTERED THREE TIMES A YEAR.

AND AS DR. PAYTON MENTIONED, THE REDESIGN OF THE INSTRUCTIONAL CALENDARS IN ALIGNMENT WITH THESE ASSESSMENTS WILL PROVIDE TIME FOR TEACHERS TO RETEACH OR ACCELERATE.

SO THAT'S AN EXCELLENT STRATEGY.

YES, THREE TIMES OF YEAR.

PARTICULARLY WITH MAP.

>> OKAY.

I AM GOING TO DR. REEF.

>> THANK YOU FOR THE PRESENTATION.

I HAVE TWO QUESTIONS AND I WILL ASK THEM ONE AT A TIME.

ONE OF THE THINGS YOU TALKED ABOUT, DR.

HUTCHINS WAS TRAUMA THAT ALL CHILDREN HAVE EXPERIENCE.

I KNOW I HAVE HEARD YOU TALK IN THE PAST ABOUT ADVERSE CHILDHOOD EXPERIENCES, OR

[00:50:02]

ACES.

I WAS WONDERING IF YOU COULD TALK ABOUT HOW SOME OF THE SOCIAL AND EMOTIONAL SUPPORTS WERE DOING ADDRESSING ACES? ARE WE DOING SOME KIND OF SCREENING FOR ACES OF STUDENTS? I KNOW WE ARE DOING THE UNIVERSAL SCREENER FOR SOCIAL AND EMOTIONAL.

THAT'S MY FIRST QUESTION.

>> I'M GLAD YOU MENTIONED THE UNIVERSAL SCREENER.

WE ARE GOING TO BE CONDUCTING A UNIVERSAL SCREENER OUT OF UCLA.

I WAS TRYING TO REMEMBER! I DON'T HAVE MY NOTES FOR THAT.

BUT UCLA.

AND IT WILL BE ADMINISTERED TO ALL OF OUR STUDENTS.

SO WE CAN GET A BASELINE TO WHERE THEIR SOCIAL AND EMOTIONAL LEVELS ARE.

THIS IS ONE OF THE REASONS WHY WE WANTED ONE OF OUR FOCUS AREAS TO BE SOCIAL AND EMOTIONAL ACADEMIC LAUNDERING.

RSS TEASE, OUR STUDENT SUPPORT TEAMS, THEY WILL HELP US IDENTIFY SPECIFIC STRATEGIES THAT WE WILL NEED.

AND WE WILL NEED TO EXPAND THE PEOPLE WHO ARE PART OF OUR SST IN WAYS WE HAVEN'T DONE BEFORE.

THIS INCLUDES CONVERSATION WITH OUR CITY AND CITY SERVICES.

BECAUSE SOME KIDS ARE ELIGIBLE FOR SERVICES OUTSIDE OF SCHOOL.

WE WANT FAMILIES TO BE AWARE OF THAT.

WE WANT TO MAKE SURE WE ARE EXTENDING SOME OF THOSE ADDITIONAL SUPPORTS THAT WE KNOW KIDS WILL NEED OUTSIDE OF JUST THE SCHOOLHOUSE.

SO WE ARE EXPANDING THAT AS WELL.

I DON'T KNOW IF THAT ANSWERED YOUR QUESTION.

BUT RIGHT NOW, THAT IS OUR SPECIFIC AREA THAT WE ARE FOCUSED ON.

AND USING OUR UNIVERSAL SCREENER AND IDENTIFYING THE STUDENTS WHO WILL NEED TIER 2 OR TIER 3 SUPPORTS.

WE ARE STILL INCORPORATING FOR THE AREAS OF FOCUS THIS YEAR.

WILL BE INCORPORATING COMMUNITY CIRCLES.

THAT'S LIKE A TIER 1 APPROACH WHERE ALL STUDENTS WILL BE PART OF THESE COMMUNITY CIRCLES.

WHERE YOU WILL BE ABLE TO SHARE OUT.

AND THROUGH THOSE COMMUNITY CIRCLES AND DISCUSSIONS, SOME KIDS WILL NEED MORE THAN THAT.

WHAT WE WANT TO HAVE SET UP FOR THOSE ADDITIONAL SUPPORTS, THAT THEY WILL BE AVAILABLE AT THE TIER 2 AND TIER 3 LEVEL.

>> THANK YOU.

MY SECOND QUESTION IS ABOUT LOOKING AT THE DATA THAT YOU PRESENTED, DR. PAGE.

I NOTICED THE KPIS AND ALSO THE CHRONIC ABSENTEEISM ARE DISPROPORTIONATELY AFFECTING CHILDREN WITH DISABILITIES.

THE STUDENTS WITH DISABILITIES HAD -- AN INCREASE IN CHRONIC ABSENTEEISM AS ANY GROUP.

MY QUESTION IS -- I LOVE EVERYTHING I SEE IN THE FOCUS AREAS.

THE ONE THING I FELT WAS MISSING WAS ADDRESSING THE NEEDS OF STUDENTS WITH DISABILITIES.

BECAUSE WE KNOW HOW CHALLENGING LAST YEAR HAS BEEN FOR THAT GROUP OF STUDENTS.

I KNOW WE ARE CONTINUING THE WORK AROUND THE EMOTIONAL DISABILITIES.

BUT CAN YOU SPEAK ABOUT HOW YOU FEEL THESE FOCUS AREAS WILL ADDRESS THE NEEDS OF CHILDREN WITH DISABILITIES?

>> WE ALWAYS HAVE THIS DISCUSSION AS A TEAM WHEN WE DO OUR FOCUS AREAS.

WE ARE TRYING TO HELP OUR TEAMS UNDERSTAND THAT WHEN WE TALK ABOUT THESE SPECIFIC AREAS, WE ARE FOCUSED ON ALL DIFFERENT GROUPS.

LIKE WHEN WE HAVE THESE DEPARTMENTALIZED INSTRUCTIONAL TEAM.

IN OUR SPECIALIZED INSTRUCTIONAL TEAM, WHEN THEY ARE DEVELOPING THEIR ACTUAL IMPROVEMENT PLAN FOR THEIR DEPARTMENT? THEY ARE LOOKING AT THESE AREAS OF FOCUS THROUGH THEIR DEPARTMENTS LENS.

FOR EXAMPLE, WHEN THEY ARE LOOKING AT SEAL, OR SOCIAL EMOTIONAL ACADEMIC LEARNING.

WHEN THEY ARE LOOKING AT THAT, THEY ARE LOOKING AT THAT FOR STUDENTS WITH DISABILITIES.

SO THEN, WHEN WE ARE HAVING OUR DEPARTMENTAL IMPROVEMENT PLANS, WHICH WE WILL BE SHARING WITH THE BOARD THIS YEAR.

YOU WILL BE ABLE TO SEE THE SPECIFIC ACTION ITEMS AND FOCUS AREAS FOR THAT PARTICULAR POPULATION.

AND THAT'S IMPORTANT FOR US.

WHEN WE ARE DOING OUR AREAS OF FOCUS, WE HAVE TO THINK ABOUT THE DIVISION AS A WHOLE.

WHICH WE DO HAVE SOME TARGETED AREAS.

YOU'LL SEE HISPANIC MALES AND TAG AND THINGS LIKE THAT.

BECAUSE OUR DATA IS SAYING HEY, WE NEED TO DO SOMETHING ABOUT THIS.

NOT JUST DURING THE PANDEMIC.

I WANT TO MAKE IT CLEAR THAT THESE AREAS OF FOCUS -- EACH DEPARTMENT WILL BE

[00:55:03]

FOCUSING ON THIS THROUGH THEIR LENS.

AND SPECIALIZED INSTRUCTION IS ONE OF THE AREAS THAT THE LENS WILL BE FOCUSED ON.

DR. PAGE, DO YOU WANT TO ADD SOMETHING?

>> OKAY.

MS. NOLAN.

>> THANK YOU SO MUCH, CHAIR ALDERTON.

AND THANK YOU FOR THE PRESENTATION AND ALL THE HARD WORK.

THIS IS ONE OF MY FAVORITE SCHOOL BOARD MEETINGS OF THE YEAR! I ACTUALLY HAVE JUST A COMMENT AND TWO QUESTIONS IF THAT'S OKAY? NUMBER ONE, THE COMMENT.

I LOVE THAT THE CONTINUITY OF LAST YEAR'S GOALS ALONG WITH THIS YEAR -- LIKE LITERACY AND HISPANIC GRADUATION RATES FOR EXAMPLE.

WE HAVE TO HAVE THE MARATHON MENTALITY AND NOT SPRINT.

I APPRECIATE THAT IT CONTINUES TO BE A SOURCE OF FOCUS BASED ON THE DATA AND ALSO THE RECOGNITION THAT THIS WILL TAKE A LONG TIME.

ESPECIALLY WITH THE NEW BOARD THAT IS GOING TO BE COMING IN.

AND BEING A CONTINUOUS BOARD WE WENT THE GOALS TO BE OR ALIGNED WITH THE DATA.

I'M WONDERING, PERHAPS TO HELP THE COMMUNITY AND ALSO NEW STAFF, IT WOULD BE GREAT IF WE COULD SAY HEY, HERE'S LAST YEAR'S GOALS.

AND HERE'S THE ONES THAT HAVE FALLEN OFF BECAUSE THEY ARE NO LONGER RELEVANT.

IT WOULD JUST BE HELPFUL TO UNDERSTAND THIS.

I JUST WANT PEOPLE -- AND THESE ALSO HAVE TO CONTINUE.

SO THAT WOULD JUST HELP ME TO SHOW HOW MUCH WORK HAS BEEN DONE.

I'M SO EXCITED, DR. HUTCHINGS TO SEE THAT BOARD BRIEF.

SO THAT WOULD BE SOMETHING TO THINK ABOUT.

ON TOP OF THAT, WHEN WE HAVE THE BUDGET DISCUSSION, THIS IS JUST FOR THE FUTURE.

IT WOULD BE REALLY HELPFUL TO UNDERSTAND THAT HERE ARE THE FOCUS AREAS.

OF THIS 10 INCH BINDER AND ALL THE WORK.

I'M NOT COMPLAINING ABOUT THE BINDER.

THAT JUST GOES TO SHOW HOW MUCH WORK THE BUDGET OFFICE DOES.

BUT IT WOULD ALSO BE HELPFUL TO HAVE A ONE PAGER OF HERE ARE THE SPECIFIC NEW ITEMS BEING INTRODUCED THAT ARE ALIGNED WITH THESE FOCUS AREAS.

I KNOW WE SAY THAT VERBALLY, BUT IT MIGHT BE HELPFUL TO HELP FOLKS WHO AREN'T PAYING ATTENTION TO OURS WITH THE SCHOOL BOARD MEETINGS.

THAT WOULD JUST BE TWO THINGS TO THINK ABOUT IN TERMS OF SHOWING THE WORK FOR CONTINUITY SAKE.

AND FEEL FREE TO SAY ANY FEEDBACK.

THE TWO QUESTIONS ARE NUMBER ONE, I ALWAYS LOVE HEARING HOW ARE WE CAPTURING FOLKS ON THE GROUND? TO DRIVE THESE DECISIONS.

I THINK WE ARE FORTUNATE ESPECIALLY IN A SCHOOL DIVISION THIS SIZE YOU CAN HAVE FOLKS THAT AREN'T JUST IVORY TOWERS.

I KNOW YOU HAVE BEEN IN ALL THE SCHOOLS THIS WEEK.

I'M NOT QUESTIONING THAT THESE ARE DRIVEN BY THE FEEDBACK OF THOSE WHO ARE REALLY KNOWLEDGEABLE.

WHAT COMES TO MIND FOR HISPANIC MALES -- WAS PROBABLY GREATLY INFLUENCED BY FOLKS TEACHING HISPANIC MALES.

I'M CURIOUS HOW ARE WE CONTINUOUSLY CREATING FEEDBACK LOOPS? MY SECOND QUESTION, WHICH WILL BE NO SURPRISE TO DR. HUTCHINGS, IS TRYING TO UNDERSTAND WHERE WE ARE WITH THE PLANNING ALTERNATIVE PROGRAMMING? I KNOW THAT REALLY CAPTURES SOME OF THE NEEDS -- AND DON'T GET ME WRONG, I UNDERSTAND -- ALL OF THESE ARE ALTERNATIVE PROGRAMS. BUT I'M JUST CURIOUS WHERE WE ARE WITH THAT STREAM LINE OF WORK? BECAUSE I THINK WE WILL HAVE TO MEET KIDS NEEDS DIFFERENTLY.

I THINK SATELLITE CAMPUS IS A GREAT EXAMPLE.

INTERNATIONAL ACADEMY.

REACHING YOUNG PEOPLE WHERE THEY ARE.

SOME JUST CURIOUS IF THERE WILL BE MORE WORK DONE.

THAT'S EITHER IN THIS SLIDE OR IN THE FUTURE WITH THE COLLECTIVE NETWORK OF HIGH SCHOOLS AND TALKING ABOUT ALTERNATIVE WAYS TO STILL GET A HIGH ACADEMIC DEGREE.

FEEL FREE IF YOU WANT TO COMMENT -- I WASN'T EXPECTING ANYTHING.

THE QUESTIONS WERE -- I THINK ANYTIME WE CAN CAPTURE REAL INFORMATION, WE

[01:00:04]

WILL GET TO A BETTER SOLUTION.

AND THE OTHER WAS TRYING TO GET A BETTER UNDERSTANDING OF THE ALTERNATIVE PROGRAMMING.

AND WHERE IS THAT IN THE THINKING FOR THIS WORKWEEK.

>> THE FIRST COMMENT I DO WANT TO SAY THAT I LOVE THE IDEA OF HAVING A ONE PAGER IN THE BUDGET ITEM.

WE TALK ABOUT IT.

BUT I THINK IT'S HELPFUL, AS YOU SAID, LIKE HOW IS THIS TIED TO THE BUDGET IN DOLLARS? AND WHAT ARE SOME OF THE RESULTS? I THINK THAT IS KEY FOR PEOPLE TO UNDERSTAND THAT THE BUDGETING FOR THAT PARTICULAR ITEM PAID OFF.

>> THAT'S EXACTLY WHAT I AM TALKING ABOUT.

>> I THINK THAT IS A GREAT CONNECTION.

IN REGARDS TO OUR ANNUAL REPORT OR ANY AREAS OF FOCUS HIGHLIGHTS.

OUR ANNUAL REPORT, THE BOARD WILL SEE -- THAT WILL INCLUDE HIGHLIGHTS OF OUR AREAS OF FOCUS.

THIS IS OUR FIRST ONE.

BUT OVER TIME, WE WILL BE ABLE TO SEE A COMPARATIVE ANALYSIS OF THE PREVIOUS YEAR OR YEARS.

TO SHOW THE PROGRESS.

THIS IS A WAY.

ESPECIALLY LIKE NOW, WE ARE HAVING TURNOVER OF THE BOARD IN JANUARY.

SO IT WILL BE ABLE TO KEEP THAT NARRATIVE IN LINE.

SO WHEN NEW MEMBERS COME ON, THEY CAN UNDERSTAND WHY THESE ARE SPECIFIC AREAS OF FOCUS, WHAT PROGRESS HAS BEEN MADE AND WHY THEY NEED TO CONTINUE OR NOT.

SO YOU WILL SEE THAT IN THE ANNUAL REPORT.

IN REGARDS TO YOUR QUESTION FOUR HOW DO WE GET OUR INTERNAL STAFF OR THE STAFF WHO REALLY DO THE WORK INVOLVED? WE HAVE HAD A NUMBER OF WAYS THIS PAST YEAR.

BUT I'M EXCITED TO GIVE YOU SOME VISION OF WHAT THE FUTURE WILL LOOK LIKE.

IN THE PAST, WE HAVE WORKED WITH THE HIGH SCHOOL PROJECT EDUCATIONAL TEAM.

SO WE HAVE BEEN WORKING WITH THEM.

AND SOME OF THE AREA OF FOCUS CAME OUT OF DISCUSSIONS FROM THEM.

WHETHER IT'S OUR HISPANIC MALES.

EVEN OUR K-FOUR LITERACY.

AND OUR LEADERSHIP MEETS WITH THE TAIL OUT TEAM.

AND DR. MISSING A, YOU CAN SHARE A LITTLE MORE ABOUT THAT.

AND THESE ARE TEACHERS AS WELL AS DEPARTMENT CHAIRS AND PRINCIPLES.

WHO ARE SHARING INPUT AND INSIGHTS AROUND STRATEGY AND FOCUS AREAS.

DOCTOR MOZINGO PROVIDES US WITH THE INSIGHT FROM THOSE COMMITTEE MEETINGS.

THAT REALLY DRIVES WHERE OUR AREAS OF FOCUS ARE.

DR. MISSING GO YOU MAY WANT TO TALK MORE ABOUT YOUR INSTRUCTIONAL TEAM.

>> YES I CAN TALK.

I LOVE TALKING ABOUT THIS! WHAT I WANTED TO SAY IS -- JUST TO RESPOND TO THE ORIGINAL QUESTION? ALL OF THESE FOCUS AREAS, WHEN WE DEVELOPED THE SCHOOL IMPROVEMENT PLANS OR THE DEPARTMENT IMPROVEMENT PLANS, ALL OF THOSE PLANS WILL ADDRESS ENGLISH LEARNERS, STUDENTS WITH DISABILITIES, GIFTED LEARNERS.

SO WE WILL DRILL DOWN AND DEVELOP STRATEGIES AND ACTION STEPS.

NUMBER TWO, WE WILL MEET WITH THE OVERSIGHT TEAM.

WHICH IS COMPRISED OF EXECUTIVE DIRECTORS FOR IMPROVEMENT AND INSTRUCTION AND FOR STUDENTS WITH DISABILITIES.

A LOT OF THESE ARE THE SAME AREAS THAT WE ARE FOCUSING ON.

IN ADDITION TO THAT, WE HAD AN INNOVATION ACADEMY HELD BY DR. SIMS. IN THE SCHOOL STARTED LOOKING AT ASPECTS OF THEIR DATA AND THE POTENTIAL IMPROVEMENT AREAS.

MAP RECOVERY, THE ACADEMIC ENRICHMENT -- A LOT OF THESE CAME FROM THOSE TEAMS WHEN THEY MET.

IN ADDITION TO THAT, WE TALKED ABOUT RELAUNCHING AGAIN.

AND DR. WILKINS WE WILL DO THIS TOGETHER.

WE WILL RELAUNCH TEACHER TALKS.

WE WILL HAVE TALKS IN CONVERSATIONS IN SCHOOLS.

THE BASIS OF THAT WILL BE THESE AREAS.

THAT WILL HELP US WITH THE ACTUAL ALIGNMENT.

THE OTHER I WANTED TO MENTION WAS WITH OUR NEW LEADERSHIP POSITION, THE EXECUTIVE DIRECTOR OF LEADERSHIP, ALL OF THIS INFORMATION WILL BE SHARED

[01:05:01]

WITH PRINCIPALS AND ASSISTANT PRINCIPALS.

OUR ADVISORY TEAM WHICH IS MADE UP OF TEACHERS OF VARIOUS SCHOOLS.

THAT JUST GIVES YOU AN IDEA.

OBVIOUSLY EAA AND OUR TEACHER ADVISEMENT COUNSEL WILL BE INVOLVED TOO.

THAT IS HOW WE ALIGN.

WE COMMUNICATE.

WE SHARE.

WE GET FEEDBACK, REVISE, AND MAKE CORRECTIONS ON ADJUSTMENTS.

SO THOSE ARE SOME OF THE WAYS WE GET THE INFORMATION OUT TO VARIOUS GROUPS.

AND THEY GIVE US FEEDBACK.

>> THANK YOU, DR. MOZINGO.

I DON'T HAVE TO RESPOND NOW! WE ARE ON THE SAME PAGE!

>> WE ARE GOING TO DO IT!

>> SORRY.

SO ONE THING I WANTED TO MENTION AN ALTERNATIVE PROGRAMMING.

OUR HIGH SCHOOL PROGRAMMING IS REALLY HELPING IN REGARDS TO WHAT THE ALTERNATIVE REDESIGN LOOKS LIKE.

AND WHAT WE HAVE DONE WITH THAT, WE HAVE DONE A REDESIGN AT THE HIGH SCHOOL.

WE ALREADY HAVE THE SATELLITE AND THE MANY HOWARD CAMPUS.

IN THE FUTURE WE WILL HAVE AN EARLY COLLEGE CAMPUS.

WE ARE ALREADY REVAMPING OUR CHANCE FOR CHANGE CAMPUS.

IT IS NOW UNDER ALEXANDRIA CITY HIGH SCHOOL.

WE ARE FOCUSED ON HOW CAN WE TAKE THIS CONCEPT THAT HAS BEEN AROUND FOR A WHILE AND REVAMP IT? IN AN ALTERNATIVE PROGRAM? IT'S JUST A DIFFERENT WAY OF LEARNING.

A DIFFERENT STRUCTURE OF LEARNING.

IT'S NOT GOING TO BE A TYPICAL DAY.

I'M NOT KNOCKING CHANCE FOR CHANGE.

I'M NOT SAYING ANYTHING BAD ABOUT ANYBODY THERE! BUT WHAT WE ARE TRYING TO DO IS TO HAVE A SMALLER VERSION OF THE HIGH SCHOOL.

THAT'S REALLY WHAT IT IS.

THE STRUCTURE IS STILL SIMILAR.

YOU GO FROM THIS PERIOD AND YOU DO THIS CLASS AND IT'S FROM THIS TIME TO THIS TIME.

WE REALLY NEED TO TAKE ADVANTAGE OF THE COMMUNITY PARTNERSHIPS THAT WE HAVE WITH OUR CHANCE FOR CHANGE.

WE CALL IT CHANCE FOR CHANGE BECAUSE THAT'S ALL WE KNOW IT AS RIGHT NOW.

BUT WE NEED WORKFORCE DEVELOPMENT.

AND HAVING VERY ALTERNATIVE SCHEDULES FOR THIS PARTICULAR PATHWAY.

STUDENTS MIGHT GO TO SCHOOL FROM 9 TO 12.

THEY MIGHT NOT GO FROM 9 TO 3.

THEY MIGHT GO EVERY OTHER DAY.

BUT THERE ARE DIFFERENT STRUCTURES THAT WILL BE EXPANDED.

AND I'M LOOKING FORWARD TO THE PROPOSAL.

I KNOW MR. BALLIS AND HIS TEAM ARE WORKING ON.

SO WE CAN REVAMP THE WHOLE ALTERNATIVE CONCEPT.

AND I'M TRYING TO GET AWAY FROM CHANCE FOR CHANGE BECAUSE WE ARE CHANGING THAT TO A MORE ALTERNATIVE CONCEPT.

OR AN ALTERNATIVE EDUCATION CONCEPT AT THE HIGH SCHOOL.

MORE INFORMATION WILL BE COMING WITH THAT.

AND THAT'S COMING OUT OF OUR EDUCATIONAL DESIGN TEAM AS WELL.

>> I THINK THE EDUCATIONAL DESIGN TEAM HAS BEEN SUCH AN EXCEPTIONAL GROUP OF TEACHERS AND EDUCATORS.

I THINK WE ARE SO FORTUNATE THAT SO MANY STRONG TEACHERS WERE WILLING TO GIVE THEIR TIME FOR THAT.

I THINK THAT'S A GREAT EXAMPLE.

AND I HAVE BEEN REALLY FOCUSED ON (INDISCERNIBLE) BECAUSE THE DIVERSITY OF AC IS OUR STRENGTH.

BUT THAT MEANS YOU HAVE TO MEET PEOPLE WHERE THEY ARE AND THEY ALL HAVE DIFFERENT PLACES AND NEEDS.

SO I REALLY APPRECIATE THAT.

NOT TO TAKE UP TIME, BUT I WOULD BE REMISS IF I DIDN'T REITERATE -- I AM SO GRATEFUL FOR YOUR LEADERSHIP WITH THIS MEETING.

AND I WANT TO SAY AS SOMEONE WHO IS BEEN ON THE BOARD FOR SIX YEARS, TO BE ABLE TO HAVE THIS MEETING AND BE ABLE TO MAKE SURE THE BUDGET IS ALIGNED TO SUPPORT THE STAFF ON THE GROUND? IT'S UNFORTUNATE THAT IT'S A NEW CONCEPT AND NOT SOMETHING THAT WAS HAPPENING WHEN I FIRST CAME.

SO IT ALLOWED FOR TOO MANY PROJECTS TO OCCUR IN THE BUDGET.

THIS MEETING IS SO CRITICAL.

AGAIN, I CAN'T OVEREMPHASIZE HOW IMPORTANT THIS MEETING IS AND HOW IT'S A GREAT START OF THE YEAR.

LIKE YOU WERE JUST SHARING, THERE'S GOING TO BE THE SENIOR LEADERSHIP TEAM TO MAKE SURE THE AGENDA ALIGNS AND THE BUDGET ALIGNS.

AGAIN, I JUST REALLY APPRECIATE THE LEADERSHIP.

AND HOW THIS PROCESS HAS MADE THINGS SO MUCH MORE SMOOTHLY.

[01:10:08]

>> AND YOU ARE GOING TO BE INVOLVED IN IT TOO, MS. NOLAN.

SO GET YOUR CALENDAR READY!

>> I'M EXCITED!

>> ALL RIGHT.

MS. LORBER?

>> THANK YOU, CHAIR ALDERTON.

THANK YOU FOR THE PRESENTATION AND GREAT INFORMATION.

MY QUESTION FOLLOWS UP ON ONE DR. RIEF HAD.

LAST YEAR, WE FOCUS QUITE SPECIFICALLY ON THE IMPLEMENTATION OF THE THREE-YEAR EVALUATION SPECIAL INSTRUCTION.

SO I WAS A LITTLE TAKEN ABACK WHEN I SAW THE FOCUS ERA ZEROING IN ON THE BIGGEST PROBLEM THAT HAS BEEN IDENTIFIED BY THE DEPARTMENT OF EDUCATION.

THE OVERIDENTIFICATION OF CHILDREN OF EMOTIONAL DISTURBANCE.

I KNOW WE ARE TRYING HARD TO BE MORE COMPREHENSIVE AND INCLUSIVE AS WE DO OUR PLANNING.

BUT I WOULD FEEL MORE COMFORTABLE, PARTICULAR BECAUSE I THINK LAST YEAR'S BUDGET SPOKE SPECIFICALLY TO FUNDING FOR IMPLEMENTATION OF THE PLAN.

AND IT SORT HAVE HAS -- THE PANDEMIC HAS MADE IT VERY DIFFICULT TO CONTINUE AND HAVE A LOT OF CONTINUITY FOR MANY OF THE THINGS WE DO.

I THINK IN THIS INSTANCE, STUDENTS WITH DISABILITIES WAS ONE OF THE PARTICULAR GROUPS THAT WAS HEAVILY AFFECTED.

AND I THINK FOLKS WOULD BE DISAPPOINTED IF THEY DIDN'T FEEL THAT THIS REMAINED.

AND I UNDERSTAND IN SOME WAYS -- AND DSS WAS A BIG RECOMMENDATION.

THAT WAS ALMOST THE KEY.

SO IN A SENSE, WE ARE CARRYING OUT.

BUT AT THE SAME TIME, I THINK, FOR THE SAKE OF OPTICS AS WELL AS WHAT LAST YEAR'S BUDGET ACTUALLY DOES READ, THAT WE HAVE ADDED STAFF.

SO WE CAN REALLY DO JUSTICE TO ALL OF THE RECOMMENDATIONS THAT CAME OUT OF THAT EVALUATION.

I DON'T KNOW WHAT YOU THINK ABOUT THAT BUT I WANTED TO MAKE THAT POINT.

>> WHILE WE'VE HAD THESE CONVERSATIONS INTERNALLY TO.

AND THIS IS THE ADVANTAGE WE HAVE THAT WE DIDN'T BEFORE.

THE DEPARTMENT IMPROVEMENT PLANS.

WITH THE IMPROVEMENT PLANS ALLOW US TO DO IS TO CUSTOMIZE OUR FOCUS ON SPECIFIC AREAS WITH THE EXPERTS IN THOSE GROUPS.

LET ME GIVE YOU AN EXAMPLE.

IN OUR AREAS OF FOCUS RIGHT NOW, WE ARE FOCUSED ON LITERACY AND MATH.

AND THAT FALLS IN EL, SPECIAL ED, GEN ED, TAG.

IT FALLS IN ALL OF OUR STUDENT POPULATION CATEGORIES.

IN THE APPROPRIATE PEOPLE IN THOSE DEPARTMENTS, WHEN THEY ARE DEVELOPING THEIR DEPARTMENT IMPROVEMENT PLANS? THE INTENT IS YOU ARE TAKING THOSE AREAS OF FOCUS AND CUSTOMIZING THEM FOR YOUR DEPARTMENT.

SO WHEN THESE PLANS ARE DEVELOPED, THEY ARE SPECIFICALLY USING SPECIALIZED INSTRUCTION.

OF COURSE, THEY ARE USING THE AUDIT THAT WAS CONDUCTED.

AND THE REPORT AND RECOMMENDATIONS.

AND WHEN YOU SEE THE PLAN THAT WE DIDN'T HAVE BEFORE.

SO THAT'S WHY THERE REALLY WASN'T AN ACCOUNTABILITY SYSTEM IN PLACE.

YOU CAN'T SEE IT AND THERE IS NO GOAL ATTACHED TO IT AND NO PROGRESS MADE.

BUT WITH THESE DEPARTMENT IMPROVEMENT PLANS, YOU CAN SEE SPECIFICALLY WHAT THEY ARE FOCUSED ON.

HOW THEY ARE GOING TO ASSESS THEIR PROGRESS.

AND ALSO DOCUMENTING THE PROGRESS BEING MADE.

THAT WAS ONE OF THE REASONS WHY DR. SIMS, HIS POSITION WAS DEVELOPED AS THE EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT.

AND DEPARTMENT IMPROVEMENT.

BECAUSE WE WANTED TO MAKE SURE WE ARE NOT MISSING CERTAIN GROUPS WITHIN THE ACTUAL STRATEGIC PLAN AND OUR FOCUS.

DR. MISSING GOD, YOU MIGHT WANT TO ADD TO THAT?

>> YOU DID SUCH A NICE JOB! I WAS JUST LOOKING AT ONE OF THE SLIDES.

STUDENTS WITH DISABILITIES -- BLACK STUDENTS.

THAT IS AN AREA THAT IS REALLY PERTINENT TO STUDENTS WITH DISABILITIES.

THAT'S ACTUALLY IN THE PLAN FOR IMPROVEMENT.

THE OTHER AREA IS LITERACY.

THAT IS ALSO WITHIN THE PLAN AND FEEDBACK WE RECEIVED FROM THE STATE.

[01:15:07]

WE ALSO WANT TO SHARE THAT WE ARE STILL IMPLEMENTING THE ACTUAL PLAN THAT WAS DEVELOPED TO SUPPORT STUDENTS WITH DISABILITIES.

ADDRESSING D I SPROPORTIONALITY IN OTHER AREAS.

BUT AS DR. HUTCHINGS INDICATED, WHAT MS. LORBER AND HER TEAM WILL DO WILL BE TO MAKE SURE THOSE AREAS ARE WITHIN OUR DEPARTMENT IMPROVEMENT PLAN.

BUT WE ARE STILL IMPLEMENTING AND ADDRESSING THE AREAS WITHIN THE PLAN THAT WAS DEVELOPED.

>> OKAY.

MS. GREEN?

>> THANK YOU, CHAIR ALDERTON.

WHAT A WONDERFUL DISCUSSION.

THIS TOO IS ONE OF MY FAVORITE MEETINGS OF THE YEAR AS WELL.

I'M RIGHT THERE WITH YOU, MS. NOLAN! DR. PAGE THANK YOU SO MUCH FOR THE INFORMATION.

IT'S SO HELPFUL TO SEE WHERE WE ARE.

IT GIVES YOU HOPE OF WHERE WE'RE GOING.

THAT WE HAVE A PLAN.

IT REALLY FEELS GOOD.

THANK YOU FOR THAT.

DR. HUTCHINGS, THE DRAFT PRIORITIES I THINK ARE SPOT ON.

YOU ARE SINGING MY SONG FROM GOING TO K2 TO K FOR.

FOR LITERACY.

IT'S SUCH A GREAT THOUGHT PUT INTO THAT.

MY QUESTION IS -- OH, AND ALSO -- I CANNOT FORGET THIS.

BECAUSE I FEEL LIKE YOU LISTEN JUST TO ME, DR. HUTCHINGS.

THE MIDDLE SCHOOL EXPERIENCE.

I HAVE BEEN TALKING TO YOU ABOUT THAT FOR A WHILE NOW.

I FIND IT INTERESTING WITH OUR SCHOOL SYSTEM.

WHERE YOU SEE AND HEAR A LOT ABOUT THEY HAVE SUCH A GREAT EXPERIENCE IN ELEMENTARY SCHOOL.

BUT THEY DON'T STAY WITH US IN MIDDLE SCHOOL BUT THEN COME BACK FOR HIGH SCHOOL.

I WOULD LOVE TO SEE THEM STAY ALL THE WAY THROUGH.

THAT SHOULD DEFINITELY BE OUR GOAL.

AND WITH OUR HISPANIC MALES, ONE OF THE ITEMS THAT IS LAID OUT IS THE VIEWS PROGRAM -- THE VIRGINIA EARLY WARNING SYSTEM.

IT SOUNDS LIKE A GREAT PROGRAM.

IS THAT SOMETHING THAT COULD ALSO BE BENEFICIAL TO OUR UNDERSERVED POPULATIONS AS WELL? INSTEAD OF JUST FOCUSING ON THE HISPANIC MALE? AND ALSO, YOU DON'T HAVE TO GIVE ME THE INFORMATION NOW, BUT WILL WE GET TO SEE HOW THE PROGRAM WILL BE LAID OUT? IT SAYS STARTING IN SIXTH GRADE.

BUT THAT HISPANIC MALE IS VERY TRANSIENT.

THEY MIGHT START IN SIX GRADE AND COME BACK IN EIGHTH GRADE.

SO HOW WILL WE CAPTURE ALL OF THEM IF THEY DON'T ALL START IN SIXTH GRADE? OR IF THEY LEAVE AFTER SIX GRADE AND COME BACK?

>> GREAT QUESTIONS AND COMMENTS, MS. GREENE.

AND I DO LISTEN TO (LAUGHING)! AND I KNOW YOU HAD MENTIONED THIS EARLIER ABOUT OVERLAP, MS. NOLAN.

AND THIS IS AN EXAMPLE WITH THE EARLY WARNING SYSTEM.

THE OVERLAP IS THAT THE EARLY WARNING SYSTEM IS REALLY FOR ALL STUDENTS.

WE ARE LOOKING AT ALL STUDENTS.

IT'S UNDER HISPANIC MALES.

BUT WHAT YOU SPECIFICALLY DO IS YOU ARE LOOKING AT ATTENDANCE DATA.

YOU ARE LOOKING AT DISCIPLINE DATA.

AND ACADEMIC DATA.

AND EACH YEAR, WE RUN REPORTS.

AND WE ARE SEEING WHAT STUDENTS HAVE A HIGH ABSENTEEISM RATE.

WHICH STUDENTS HAVE HIGH DISCIPLINE INFRACTIONS.

AND WHAT STUDENTS HAVE LOW GRADES.

AND THAT IS SOMETHING THAT YOU CONSTANTLY DO.

THAT'S ON A QUARTERLY BASIS.

AND THEN, WHAT YOU ARE DOING EARLIER ON IS IDENTIFYING THOSE SPECIFIC STUDENTS AND PROVIDING ADDITIONAL SUPPORT.

THAT YOU ARE GETTING THESE STUDENTS OUT OF THIS HIGH ABSENTEEISM RATE.

OR OUT OF THESE LOW GRADES.

AND YOU ARE STARTING IN SIXTH GRADE.

SOME VIEWS PROGRAMS BEGIN IN HIGH SCHOOL.

WHAT WE ARE PROPOSING IS THAT WE START IN MIDDLE SCHOOL.

BECAUSE WE SEE STUDENTS BEGIN TO HAVE SOME KIND OF DECLINE IN REGARDS TO THEIR EDUCATION? IT STARTS ABOUT SIX GRADE.

WE SEE POCKETS IN ELEMENTARY.

BUT THE ADVANTAGE OF ELEMENTARY IS THEY ARE WITH ONE TEACHER.

SO THEY CAN NOTICE WHEN JOHNNY IS HAVING A BAD DAY.

AND THEY GET TO LEARN HOW TO WORK WITH JOHNNY.

WHEN YOU GET TO THE SECONDARY LEVEL, YOU HAVE MULTIPLE TEACHERS.

SO THEY HAVE 100 STUDENTS THAT THEY ARE NOW DEALING WITH.

IT'S NOT AS PERSONALIZED AS THE ELEMENTARY SCHOOL.

[01:20:02]

SO THIS IS A WAY FOR US TO START IDENTIFYING THOSE STUDENTS.

AND THAT IS WHEN THE SST TEAMS COME TOGETHER.

THAT INCLUDES OUR TEACHERS, SOCIAL WORKERS, AND PSYCHOLOGISTS TO SAY WHAT DOES JOHNNY NEED NOW? SO WE CAN SEE SOME PROGRESS.

INSTEAD OF WAITING FOR JOHNNY TO HAVE THIS PATTERN FOR THREE YEARS.

AND WE NOTICE WHEN WE SEE STUDENTS WHO COME TO NINTH GRADE? WHO HAVE ALWAYS HAD DISCIPLINE PROBLEMS AND BAD GRADES.

AND THEY HAVE BEEN PUSHED FORWARD AND NOW THEY ARE IN NINTH GRADE.

WE WANT TO MAKE SURE WE ARE RESOLVING SOME OF THESE CHALLENGES.

BECAUSE THERE IS ALWAYS SOMETHING.

I TRY TO SAY IT'S NOT THE KID THAT IS FAILING.

THERE IS SOMETHING GOING ON.

AND THERE IS SOME SUPPORT THAT THIS STUDENT NEEDS THAT THEY ARE NOT RECEIVING.

AND THAT IS WHY THEY ARE FAILING A PARTICULAR CLASS.

IT'S OUR JOB TO FIGURE OUT WHAT THAT SUPPORT IS THAT THEY NEED.

IT'S A LONG-WINDED RESPONSE.

IT'S EVERY STUDENT, BUT IT FALLS UNDER THE MALE HISPANIC CATEGORY.

>> OKAY.

I'M GOING TO THROW MYSELF IN AND THEN GO BACK TO MS. GENTRY IF THAT'S OKAY? SO I HAD A FEW QUESTIONS, SO BEAR WITH ME.

AND ACTUALLY, ONE COMMENT.

BECAUSE I KNOW MR. SUAREZ BROUGHT UP THE BASELINE -- COLLECTING THE BASELINE DATA.

AND EVEN DOING THESE STORES THESE WEEK, I CAN SEE THAT THAT PROCESS IS ALREADY GOING IN THE ELEMENTARY SCHOOLS.

INDIVIDUAL STUDENTS WERE PULLED OUT TO DO INDIVIDUALIZED ASSESSMENTS.

IT WAS CLEARLY TO GET A BASELINE OF WHERE THE STUDENTS ARE.

I WAS REALLY HAPPY TO SEE THAT.

I THINK THAT IS INFORMATION WE NEED SOON AND VERY SOON.

TO HELP EDUCATORS PLAN THEIR INSTRUCTION.

TO MEET SOME OF THESE GOALS.

SO THAT IS ONE COMMENT.

I'VE GOT A FEW QUESTIONS.

THE FIRST IS ABOUT MATH RECOVERY.

I WAS JUST WONDERING IF WE HAD SPECIFIC THOUGHTS AROUND PROGRAMS OR METHODS? THE REASON I ASK IS BECAUSE I THINK ONE OF THE CHALLENGES WITH RECOVERY IS GOING TO BE, YOU KNOW, WE ARE NOT NECESSARILY THROWING THE STANDARDS OUT OF THE WAY, RIGHT? WE STILL HAVE TO PROVIDE THAT EXPOSURE TO CONTENT AND TO THE STANDARDS.

WHILE AT THE SAME TIME DEALING WITH THE RECOVERY.

AND ONE OF THE THINGS I AM ALWAYS CONCERNED ABOUT IS ADDING ADDITIONAL THINGS ONTO THE TEACHER LOAD.

IF THEY HAVE TO MAKE UP STUFF THAT ALREADY EXISTS, YOU KNOW WHAT I MEAN? HOW ARE WE THINKING PROGRAMMATICALLY ABOUT PARTICULAR TOOLS OR PROGRAMS THAT ARE ALREADY OUT THERE THAT COULD BE USEFUL TO ASSIST OUR TEACHERS WITH ADDRESSING THE RECOVERY PIECE? THAT'S MY FIRST QUESTION.

>> DR. MS. INGO, I'M GOING TO ASK YOU TO CHIME IN ON THIS ONE FOR ME.

>> THANK YOU SO MUCH AND I CERTAINLY WILL.

AND IT WILL BE NICE TO HAVE AN OPPORTUNITY TO HAVE THE STAFF SHARE THE EXCITING WORK IN THIS AREA.

TALKING WITH THE MAP STAFF IS LET'S DO PROGRAMS BUT MORE FOCUS ON THREE AREAS.

SOME OF THE TRAINING A PROFESSIONAL LEARNING.

DR. COACHING YOU ACTUALLY DELIVERED SOME OF THIS TRAINING.

BUT THE CONCEPT IS REIMAGINING MATH AND ACCELERATING MATH.

THERE IS ANOTHER CONCEPT THAT'S AROUND POSITIVE INTENTION.

AND SETTING POSITIVE NORMS. ENSURING THAT KIDS CAN DO MATH PROVIDING THE SUPPORT FOR THEM.

AND THE OTHER CONCEPT, NOT FOCUSING PRIMARILY ON REMEDIATION.

BUT AGAIN THE NOTION OF WHAT IT MEANS TO ACCELERATE MATH.

THOSE ARE SOME OF THE THINGS WE ARE FOCUSING ON.

I THINK THE OTHER PLACE WHERE WE WILL LEVERAGE A LOT OF SUPPORT IS WHAT DR.

PAYTON MENTIONED EARLIER.

FOR THE FIRST TIME, WE WILL HAVE THIS CALENDAR THAT HAS BEEN REDESIGNED AND ALIGNED WITH THESE ASSESSMENTS.

SO TEACHERS WILL BE ABLE TO TEACH AND STOP AND EITHER ACCELERATE OR PROVIDE SUPPORT.

THAT'S GOING TO BE HELPFUL.

BECAUSE IT GOES AROUND THE DISCUSSION AROUND SCHEDULING.

WE ARE IN THE SCHOOL'S SCHEDULE DO

[01:25:02]

TEACHERS HAVE TIME TO ACCELERATE OR INTERVENE? WE HAVE SOME PROGRAMS THAT WE HAD LAST YEAR.

GRAY BOX IS ONE OF THOSE.

SO WE WILL CONTINUE TO UTILIZE THAT.

AND LASTLY, THERE HAS BEEN A LOT OF TRENDING WITH THE STAFF AROUND THE USE OF MAP.

HOW TO USE THAT AS A DIAGNOSTIC ASSESSMENT.

JUST FOR DREAM BOX, THE TEACHERS ALSO HAVE ACCESS TO STRATEGIES AND TECHNIQUES.

SO WE ARE TRYING TO PROVIDE TEACHERS WITH THE RESOURCES SO THEY DON'T HAVE TO PULL A LOT OF THINGS FROM DIFFERENT PLACES.

BUT IT IS THIS MINDSET AROUND ALL CHILDREN -- AND PARTICULAR CHILDREN OF COLOR -- CAN LEARN MATH AND DO WELL IN MATH.

SO I'M GLAD TO SEE THE VIDEO AROUND POSITIVE NORMS AND HELPING KIDS FEEL COMFORTABLE.

IN REIMAGINING MATH.

>> THANK YOU FOR THAT.

AND I WILL ADD THERE IS ALSO RESEARCH ABOUT TEACHERS ATTITUDES ABOUT MATH.

AND HOW MATH IMPACTS STUDENTS.

THEN THINKING THEY CAN ACHIEVE THE MATH.

SO EVERY TEACHER OUT THERE, REMEMBER THAT! THAT'S REALLY IMPORTANT.

THE NEXT QUESTION I HAVE IS ABOUT LITERACY, GRADES K THROUGH FOUR.

AGAIN, THINKING ABOUT THE SAME THING OR ABOUT THESE LAYERS, RIGHT? ESPECIALLY THREE THROUGH FOUR.

THESE ARE TESTING YEARS.

AT THE SAME TIME, WE KNOW THREE THROUGH FOURTH GRADERS MIGHT HAVE TO BE DOING SOME DECODING AND WORD IDENTIFICATION SKILLS THAT ARE STILL IN THAT READING OR LEARNING TO READ STAGE.

AND SO, WHAT ARE OUR INITIAL THOUGHTS ON STRATEGICALLY BRIDGING THAT GAP? AND ALSO, ADDING TO THAT QUESTION, HAVE WE PUT ANY THOUGHT INTO PROVIDING THE TRAINING? OR THE PERMISSION FOR OUR ELEMENTARY SCHOOL TEACHERS TO THINK ABOUT INFUSING READING IN THE CONTENT AREAS? IN THE SCIENCE CURRICULUM? IN THE SOCIAL STUDIES STANDARDS? AND EXTENDING EXPOSURE TO THE READING SKILLS IN THAT WAY?

>> AND THANK YOU, MS. ALDERTON FOR THAT.

WE STARTED DOING THAT PRIOR TO THE PANDEMIC AND MAKING SURE WE ARE EMBEDDING LITERACY ACROSS.

IT'S NOT SUPPOSED TO BE A SEPARATE ENTITY.

DR. MS. INGO, IF YOU COULD.

>> CHAIR NOLAN: SOME OF THE LITERACY WORK THAT WE ARE DOING.

I KNOW THAT WAS A HUGE FOCUS FOR US STARTING LAST YEAR.

AND IT IS CONTINUING ON.

CAN YOU TALK TO THAT?

>> YES.

FOR READING ACROSS (INDISCERNIBLE) ONE OF THE THINGS WE HAVE DONE DELIBERATELY, WITH SOME OF THE PROFESSIONAL LEARNING.

THE PROFESSIONAL LEARNING HAS CONSISTED OF MATH OR SCIENCE.

OR LITERACY AND SOCIAL STUDIES.

SO WE ARE TRYING TO NOT TRAIN IN ISOLATION BUT TRAINING AND COLLABORATION.

SO YOU HAVE SPECIALISTS WORKING WITH OTHER SPECIALISTS.

AND FOCUSING ON WHAT YOU DESCRIBE, MS. ALDERTON.

PARTICULARLY PROVIDING DIRECT TRAINING WITH READING AND CONTENT AREAS.

COMPREHENSION AND THINGS LIKE THAT.

WE STILL HAVE TO ADDRESS THE STANDARDS.

THEY ARE PRETTY ISOLATED.

AT THE SAME TIME, THE SECONDARY LEVEL -- SIX GRADE ON, WE HAVE TO BEGIN FOCUSING ON READING IN THE CONTENT AREAS.

NEXT, WE HAD A LITERACY COMMITTEE THAT MET.

AND GOOD NEWS -- WE WORKED WITH THE PROCUREMENT PROCESS.

WE WERE ABLE TO PURCHASE OUR LITERACY RESOURCES ADDRESSING PHONICS.

SO A LOT OF OUR TEACHERS WILL BE ABLE TO PROVIDE TRAINING.

WHICH IS INCREDIBLY IMPORTANT AT THE ELEMENTARY LEVEL.

THERE IS A FOCUS ON WRITING AND READING.

AND ESPECIALLY, READING IN THE CONTENT AREAS.

WITH OUR ENGLISH LEARNERS, THERE'S A BIG FOCUS ON LANGUAGE AND LANGUAGE ACQUISITION.

WE BROUGHT SOMEBODY IN OVER THE SUMMER WHO DID A LOT OF TRAINING PARTICULARLY FOR OUR ENGLISH LEARNERS.

WE ARE ALSO CONSIDERING AND LOOKING AT (INDISCERNIBLE) WHICH IS A SCRIPTED LESSON

[01:30:07]

THAT FOCUSES A LOT ON PHONICS AND DECODING.

WE KNOW THAT WILL BENEFIT SOME OF OUR CHILDREN.

SO THAT IS SOMETHING WE ARE CONSIDERING STOP I REALLY BELIEVE WE ARE POISED TO REALLY ADDRESS THE LITERACY NEED IN THE SYSTEM.

PARTICULARLY THE EFFORTS IN THE AREA OF STUDENTS WITH DISABILITIES.

IN THE BIGGEST GAP IN OUR SYSTEM WAS THE AREA OF PHONICS.

TWO YEARS AGO, WE ENGAGED IN A COMPREHENSIVE LITERACY ADOPTION IN THE ELEMENTARY LEVEL.

WHICH FOCUS ON READING AND WRITING.

NOW WE WILL BE PROVIDING TRAINING FOR GRADES SIX THROUGH 12.

PROFESSIONAL LEARNING FOR THE NEXT FIVE YEARS.

I THINK WE ARE IN A BETTER PLACE THAN WE WERE BEFORE.

BUT SOMETIMES IT JUST STARTS WITH HAVING THE RIGHT RESOURCES.

>> THANK YOU.

I APOLOGIZE.

THIS IS MY LAST FOLLOW-UP.

AN ADDITIONAL QUESTION THAT WOULD BE WHAT ARE THE WAYS PRINCIPLES ARE BEING SUPPORTED TO ACTUALLY BE ABLE TO HAVE BOTH THE ACCELERATION AND -- I NOTE DR. HUTCHINGS DOESN'T LIKE THE WORD INTERVENTION (LAUGHING).

BUT TO HAVE THAT TYPE OF SUPPORT WITHIN THEIR SCHEDULES? BECAUSE THAT CAN BE A CHALLENGE, RIGHT? OFTEN TIMES, IT'S WE HAVE TO DO THESE THINGS BECAUSE OF THE STATE.

AND SOMETIMES I THINK PEOPLE NEED SUPPORT FIGURING OUT HOW TO ADD IN THAT VERY SPECIFIC TARGETED TIME.

I KNOW YOU DON'T LIKE THE WORD -- REMEDIATE?

>> -- ONE THING THAT WE ARE TRYING TO INCORPORATE WITHIN -- AND THIS IS WHY THE HIGH SCHOOL WENT TO THE WHOLE BLOCK.

IT GIVES YOU A LITTLE MORE TIME WHERE YOU CAN DO SOME MORE PERSONALIZED SUPPORTS WITHIN THAT CLASS PERIOD.

WE ALL KNOW, ESPECIALLY THE OLDER STUDENTS, IT'S MORE DIFFICULT TO GET THEM TO STAY AFTER SCHOOL.

IF YOU CAN INCORPORATE THEM WHEN YOU HAVE THEM, YOU ARE GOING TO GET A BIGGER BANG FOR YOUR BUCK IN REGARDS OF THE NECESSARY SUPPORTS.

THAT WAS ONE OF THE REASONS.

THAT'S GOING TO THE WHOLE BLOCK SCHEDULING AT THE SECONDARY LEVEL.

TO ALLOW US TO INCORPORATE THAT ADDITIONAL SUPPORT.

PRINCIPLES ADVOCATED FOR THAT THIS YEAR.

WE TALKED ABOUT IT LAST YEAR BUT WE WERE IN A PANDEMIC.

IT WAS VIRTUAL.

I DIDN'T THINK IT WAS THE RIGHT TIME.

ESPECIALLY WHEN KIDS WERE ALREADY ON ZOOM.

WE WERE TRYING TO SHORTEN THE PERIODS INSTEAD OF MAKING IT LONGER.

BUT NOW WE WILL NEED THOSE ADDITIONAL MINUTES TO PROVIDE THOSE SUPPORTS.

>> OKAY.

MS. GENTRY?

>> THANK YOU SO MUCH.

I THINK THIS WILL BE BRIEF.

I ONLY WANTED TO BRING THIS UP BECAUSE I THINK SOMEHOW IN THE CONVERSATION, THERE WAS AN ANECDOTAL ASSUMPTION THAT INADVERTENTLY MADE ITS WAY INTO THE DISCUSSION.

AND IT'S SOMETHING WE HAVE HEARD OVER THE YEARS.

THAT THERE IS THIS DROP OFF OF STUDENTS LEAVING IN THE MIDDLE SCHOOL YEARS.

I'VE HAD THE OPPORTUNITY TO SERVE WITH THE LONG-RANGE FACILITIES PLANNING.

AND WE HAVE HAD A LOT OF -- WE'VE HAD A LOT OF TIME.

I'VE HAD AN OPPORTUNITY TO LOOK AT THAT DATA.

IT'S MY UNDERSTANDING THAT WHILE THERE MIGHT HAVE BEEN A TIME PERIOD WHERE THAT IS TRUE, THAT ACTUALLY HASN'T BEEN THE CASE FOR QUITE SOME TIME.

BECAUSE OF THE LOCATION AND POPULATION OF ALEXANDRIA, IT ALWAYS HAS A CERTAIN

[01:35:05]

PERCENTAGE OF STUDENTS MOVING IN AND OUT OF THE CITY.

WE ARE HAVING A LOT OF COHORT RETENTION INCLUDING THE MIDDLE SCHOOL YEARS.

I THINK IT'S IMPORTANT FOR US -- WHEN WE ARE TALKING ABOUT AREAS OF FOCUS AND WHERE WE WILL BE STRATEGIZING, I THINK IT'S IMPORTANT.

I KNOW IT'S A RATHER STICKY ANECDOTAL ASSUMPTION THAT LIVES IN THE COMMUNITY.

SO I JUST WANTED TO CONFIRM THAT THAT WAS CORRECT.

>> YES, MS. GENTRY.

WE ARE SEEING A RETENTION OF A COHORT OF KIDS GOING INTO THE MIDDLE SCHOOL.

WE HAVE SEEN IT WITH OUR TRENDS.

THAT'S WHY WE ARE SEEING OUR HEIGHT AND RAIMENT ENROLLMENT RATES.

SO THAT IS ACCURATE.

BUT WE DID HAVE THOSE CHALLENGES IN THE PAST.

I DID WANT TO MAKE THAT CLEAR TO.

I BELIEVE THAT'S WHAT MS. GREENE WAS TALKING ABOUT -- IN THE PAST.

>> MS. NOLAN? THANK YOU SO MUCH.

>> MY KID IS SO EXCITED TO BE IN MIDDLE SCHOOL.

I COULDN'T BE MORE IMPRESSED WITH EVERYTHING THAT IS GOING ON.

SO I HATE TO DO THIS AND I TRY NOT TO DO IT OFTEN.

I HAD MORE OF A STATEMENT THAN A QUESTION.

I JUST WANTED TO SAY -- JUST ACKNOWLEDGE -- I THINK I CAN SPEAK ON BEHALF OF THE BOARD.

JUST AS ACKNOWLEDGE THAT THIS DISCUSSION IS SO IMPORTANT AND ROBUST.

AND IT'S ALSO REALLY HARD.

AND DR. PAGE, THE DATA IS REALLY ALIGNED WITH WHAT IS GOING ON NATIONALLY.

COVID WAS EXCEPTIONALLY HARD.

GOOD LORD, THESE JOBS WERE HARD BEFORE.

IN WHAT WORLD DID WE THINK AS A SCHOOL BOARD OR ANYONE IN SCHOOL WAS GOING TO HAVE TO FIGURE OUT ALL OF THE CHALLENGES THAT YOU ALL HAVE BEEN FORCED TO FACE.

SO I WANTED TO PREFACE ALL OF THIS.

THIS IS AN EXCITING CONVERSATION.

I JUST DIDN'T WANT ANYONE TO MISS READ THAT IN ANY WAY SHAPE OR FORM IT'S TO POINT A FINGER AT ACPS.

WE ARE SO INCREDIBLY GRATEFUL FOR ALL OF THE HARD WORK.

THE FOLKS IN CENTRAL OFFICE AND IN THE SCHOOL.

THE FOOD PEOPLE.

THE INTERNET.

THE CUSTODIANS ON THE GROUND FROM DAY ONE.

I JUST WANTED TO POINT OUT AND HAVE THIS MOMENT OF PAUSE.

THIS IS FOR ALL OF US TO COME TOGETHER AS A SCHOOL COMMUNITY.

AND TO ACKNOWLEDGE THIS IS WHERE WE ARE AT.

AND IT'S AN EXCITING PART TO BE ABLE TO SERVE A DIVERSE SCHOOL DIVISION IS WE WILL HAVE DIVERSE NEEDS.

AND I WANT TO THANK EVERYBODY AND ESPECIALLY THE STAFF.

SO I JUST DON'T WANT ANYTHING TO BE MISUNDERSTOOD.

THERE IS NO BLAME GAME OR FINGER-POINTING.

SO I JUST WANTED TO PAUSE FOR A MOMENT AND SAY THANK YOU TO THE STAFF FOR ALL OF THEIR HARD WORK.

IT'S REALLY HARD AND IT'S HARD EVERYWHERE.

FOR SO MANY REASONS.

A LOT OF WHICH IS ADDRESSED IN OUR STRATEGIC PLAN.

SO I JUST WANTED TO TAKE A MOMENT TO THANK THE STAFF AND CELEBRATE THEM.

ESPECIALLY THE FIRST WEEK OF SCHOOL.

AND TO ACKNOWLEDGE THAT THERE IS A LONG ROAD AHEAD.

SO --.

>> BEEN HAVING A LOT OF CONVERSATIONS THIS WEEK.

IT'S JUST BEEN REALLY HARD WEEK.

HAVING PEOPLE COMING BACK.

AND HAVING CONVERSATIONS WITH FOLKS WHO FEEL LIKE THERE HAS BEEN NO BREAK.

SO I THINK IT NEEDS TO BE ACKNOWLEDGED.

THAT'S ALL.

THANK YOU.

>> ALL RIGHT.

DO WE HAVE ANY MORE QUESTIONS OR COMMENTS?

>> I WANT TO SAY THANK YOU, MADAM CHAIR.

AND I WANTED TO THANK OUR TEAM.

I REALLY FELT THEY NEEDED SOME TIME OFF.

OUR SENIOR LEADERSHIP TEAM.

I DO WANT TO THANK THEM.

THEY MADE SURE I HAD RESPONSES FOR EVERYTHING.

AND TO BE ABREAST OF EVERYTHING.

AND THEY MADE SURE THAT HAPPENED.

SO I JUST WANT TO SAY THANK YOU ALL.

MEANING OUR TEAM, FOR PREPARING ME TO BE ABLE TO DO THIS WITHOUT YOU THIS EVENING.

BUT THAT DOESN'T MEAN I DON'T NEED YOU (LAUGHING)!

[01:40:01]

THAT MEANS THIS EVENING! I HOPE YOU ARE ENJOYING YOUR TIME OFF (LAUGHING)!

>> ALL RIGHT.

THANK YOU.

MOVING RIGHT ALONG THEN.

THANK YOU, DR. MOZINGO! WE JUST WANT TO DO A QUICK REVIEW OF THE EQUITY POLICY AUDIT.

BECAUSE, I THINK, DR. RIEF WILL PROBABLY SHARE THAT IT HAS BEEN AN EXTREMELY HEAVY LIFT.

IN THE TEAM AND MR. SUAREZ.

I'M SURE HE WOULD AGREE.

SO THE TEAM WANTS GUIDANCE FROM THE BOARD ON HOW TO BEST MOVE FORWARD.

[2. Equity Policy Audit: Board Review and Approval Approaches]

SO THAT IT ACTUALLY FEELS PRODUCTIVE.

SO THAT'S WHAT WE ARE DOING TODAY.

AND I THINK, MISS APRA'S AZ IS ON AND WOULD LIKE TO GET EVERYTHING GOING?

>> SURE.

THANK YOU, CHAIR ALDERTON.

GOOD EVENING BOARD MEMBERS AND DR. HUTCHINGS.

I'M HERE TONIGHT ON BEHALF OF THE ACPS I DRA EQUITY POLICY AUDIT TEAM.

TO REMIND EVERYONE THEY ARE OUR CONSULTANT PARTNERS IN THIS EQUITY WORK AND EQUITY POLICY AUDIT.

SUSAN, IF YOU COULD GO TO THE NEXT SLIDE.

THE EQUITY AUDIT REVIEW TEAM HAS COMPLETED ITS REVIEW.

IN THE TEAM IS NOW SEEKING THE BOARD'S DIRECTION ON ITS APPROACH FOR THE BOARD REVIEW AND APPROVAL FOR THE UPCOMING SCHOOL YEAR.

BEGINNING IN WINTER OF 2020 AND UP TO THE PRESENT MOMENT, THE AUDIT REVIEW TEAM HAS BEEN WORKING ON ITS INITIAL REVIEW.

-- -- THE TEAM GLEANED 115 POLICIES FOR ITS INITIAL REVIEW.

THE POLICIES IS MOST IMPACTING THE STUDENTS EXPERIENCE.

SO THAT INITIAL REVIEW WORK HAS BEEN COMPLETED.

I DRA IS WORKING ON ITS REPORT.

IN THAT REPORT, THEY ARE PROVIDING AN EQUITY ANALYSIS AND EQUITY RECOMMENDATIONS FOR EACH POLICY.

AS WELL AS PROVIDING EXEMPLARS AND ADDITIONAL RESOURCES THAT THE TEAM CAN USE WHEN DRAFTING REVISIONS.

AT THIS MOMENT, WE ARE NOW ENTERING OUR NEXT PHASE IN THIS PROCESS.

WE ARE PROPOSING FOR IT TO UNFOLD IN A MONTHLY CYCLE.

WE WOULD REACH OUT AND ENGAGE OUR COMMUNITY AND OUR INTERNAL STAKEHOLDERS FOR THEIR INPUT.

WHAT THE TEAM IS GOING TO DO IS TALK TO OUR SPECIALIST STAFF.

OUR SUBJECT MATTER EXPERTS.

FIND OUT WHAT THE BECKS PRACTICES ARE THAT ARE RELATED TO EACH POLICY.

DO A PRACTICAL REVIEW.

TRY TO FIND OUT WHERE WE HAVE HAD AREAS OF CHALLENGES.

ALSO IDENTIFY OUR EQUITY DEFICITS AND POTENTIAL BLIND SPOTS ON PARTICULAR POLICIES.

UPHOLDING ANY LEGAL UPDATES.

AN HOUR CONSULTANT PARTNERS WILL FACILITATE FOCUS GROUPS FROM ACROSS OUR COMMUNITY TO HELP IDENTIFY WHETHER A PARTICULAR POLICIES HAVE RESULTED IN ANY INEQUITABLE OUTCOMES.

WE ARE GOING TO TAKE ALL OF THAT INPUT AND GO ON TO THE NEXT PHASE OF THE PROCESS AND DRAFT OUR REVISIONS.

THAT IS THE THIRD STEP IN THIS FLOWCHART.

[01:45:02]

SO THE TEAM WILL FOLD IN AND INCORPORATE ALL OF THIS FEEDBACK FROM OUR INTERNAL AND EXTERNAL STAKEHOLDERS.

WE WILL DEVELOP DRAFT REVISION AND POST THEM ON THE WEBSITE FOR TWO WEEKS TO ENGAGE IN MORE PUBLIC COMMENT.

AND IT'S AN ITERATIVE PROCESS.

IF MORE REVISIONS ARE REQUIRED, THEN WE WILL DEVELOP THOSE.

THAT BRINGS US TO THE POINT WHERE THE TEAM WOULD LOVE TO HAVE THE BOARD'S INPUT AND FEEDBACK FOR PROVIDING SOME DIRECTION FROM WHERE WE GO FROM THERE.

HOW THE BOARD WOULD PREFER TO ENGAGE IN ITS OWN REVIEW AND APPROVAL PROCESS.

BECAUSE WE ARE TALKING ABOUT APPROXIMATELY 115 POLICIES TO REVIEW, ON TOP OF THE BOARD'S REGULAR POLICY WORK, WHICH IT WAS STILL ENGAGE IN THIS YEAR.

THERE ARE ALWAYS STATUTORY AND REGULATORY REVISIONS.

REVISIONS REQUIRED THIS YEAR DUE TO THE PANDEMIC.

ON TOP OF THAT, WE ARE NOW LOOKING AT THIS BETTER POLICIES THROUGH AN EQUITY LENS.

SO TO MANAGE THE ACTUAL WORK, WE WOULD LIKE THE BOARD'S PREFERRED APPROACH OF WHETHER IT WOULD LIKE TO MAINTAIN ITS STANDARD OPERATING PROCEDURE OF HAVING THE FULL BOARD REVIEW ALL OF THESE POLICIES FOLLOWING REGULAR ORDER? OR WOULD THE BOARD PREFER TO CREATE A BOARD COMMITTEE OR COMMITTEES TO DO IN-DEPTH REVIEW WORK ON THE REVISIONS? THERE ARE A FEW DIFFERENT WAYS THIS COMMITTEE APPROACH MIGHT LOOK.

THE TEAM IS PROJECTING THAT THE WORK WOULD TAKE AT LEAST SIX MONTHS.

YOU COULD POTENTIALLY APPOINT THREE BOARD MEMBERS TO DO THE IN-DEPTH REVIEW WORK OF THE REVISIONS.

IF THAT IS THE CASE, THAT WORK WOULD ENGAGE THOSE THREE BOARD MEMBERS FOR APPROXIMATELY SIX MONTHS.

OR PERHAPS IT'S A COMMITTEE WHERE THE FULL BOARD HAS THE OPPORTUNITY TO PARTAKE BY CYCLING IN AND CYCLING OUT MEMBERS.

ANOTHER APPROACH WOULD BE TO FORM MULTIPLE SMALLER COMMITTEES THAT MIGHT FOCUS ON A CERTAIN GROUP OF POLICIES THAT ARE RELATED TO EACH OTHER.

BECAUSE THEIR ASSOCIATED BY A PARTICULAR THEME.

PERHAPS DISCIPLINE POLICIES.

THERE ARE FEW DIFFERENT APPROACHES THE BOARD MAY TAKE.

I JUST WANT TO POINT OUT THAT IF THE BOARD PREFERS TO MAINTAIN ITS CURRENT APPROACH, THEN THE EQUITY POLICY AUDIT TEAM IS RECOMMENDING THAT THE BOARD WOULD ADD A FULL POLICY WORK SESSION.

PER MONTH TO ITS CURRENT MEETING SCHEDULE.

IF WE ARE TALKING ABOUT THAT NUMBER POLICIES, TALKING ABOUT A MONTHLY CYCLE OF RECEIVING THAT COMMUNITY AND STAKEHOLDER INPUT.

AND DRAFTING REVISIONS AND BRINGING THEM TO THE BOARD? YOU ARE LOOKING UP AT ABOUT 15 OR 20 POLICIES PER MONTH.

SO THAT WOULD ADD A WORK SESSION EACH MONTH JUST TO DO THAT WORK.

IT IS THE TEAM'S OPINION THAT IT IS UNREALISTIC TO ADD THAT AMOUNT OF WORK TO CURRENT BOARD MEETING AGENDAS.

SO IF THE BOARD CHOOSES THAT, WE WOULD BE ADDING A WORK SESSION EACH MONTH.

IF THE BOARD CHOOSES THE COMMITTEE APPROACH, THEN IT WOULD OCCUR IN COMMITTEE MEETINGS.

OF COURSE, THEY WOULD BE OPEN TO THE PUBLIC AND ALL MATERIALS WOULD BE POSTED.

THE BOARD MEMBERS WOULD ALSO SEE THOSE MATERIALS.

ANY MEMBERS ON THE FULL BOARD COULD SUBMIT THEIR INPUT OR QUESTIONS TO THE COMMITTEE AND IT WOULD ALL BE DISCUSSED IN A COMMITTEE MEETING.

IN THE REVISIONS WOULD STILL NEED TO COME TO THE FULL BOARD.

BUT WHEN THEY COME TO THE BOARD FOR INFORMATION, IT WOULD BE MORE OF A SUMMARY LEVEL INSTEAD OF IN-DEPTH Q&A.

SO THAT'S A BRIEF REVIEW OF THE PROPOSALS.

AGAIN, THE TEAM JUST INVITES YOU ALL TO ENGAGE IN A CONVERSATION TONIGHT TO DISCUSS WHICH APPROACH YOU THINK IS THE BEST.

JUST SO WE CAN ACTUALLY START SCHEDULING THIS WORK AND MAPPING IT OUT FOR THE YEAR.

BOARD MEMBER REEF AND BOARD MEMBER SUAREZ ARE PART OF THIS TEAM.

AND I KNOW THEY HAVE SHARE THEIR PERSPECTIVES ON THE DIFFERENT APPROACHES WITHIN OUR TEAM MEETINGS.

MAYBE THEY SHOULD TRANSITION TO THE BOARD CONVERSATION ON THIS.

THEY MAY WANT TO START FIRST.

THANK YOU.

>> OKAY.

DR. RIEF?

>> WELL THANK YOU FOR THAT OVERVIEW.

[01:50:02]

IT HAS BEEN A LOT OF WORK REVIEWING ALL OF THESE POLICIES.

AND WE'VE HAD A LOT OF REALLY GOOD DISCUSSIONS.

BUT IT'S 115 POLICIES! AND YOU KNOW HOW THAT GOES, ESPECIALLY AT THE END OF A LONG BOARD MEETING.

MY OWN PERSONAL PREFERENCE WAS TO TRY TO DO A MONTHLY POLICY MEETING.

AT THE END OF THE DAY, THE BOARD HAS THE VOTE ON THESE POLICIES.

SO WHAT WOULD COME TO THE BOARD WOULD BE -- YOU COULD SEE THE INFORMATION FROM THE ANALYSIS THAT WAS DONE BY THE COMMITTEE, ALONG WITH THE REVISIONS THAT WERE BEING PROPOSED.

AND THE OTHER THING, I FEEL LIKE WE ARE CONSTANTLY LOOKING FOR TIMES TO SQUEEZE IN CLOSED SESSIONS.

SO IF IT WAS ON THE CALENDAR, THOSE TWO THINGS COULD PROBABLY BE PUT TOGETHER.

AND IT WOULD JUST HELP WITH THE SCHEDULING IN GENERAL.

OTHERWISE, THEN IT'S JUST ANOTHER SORT OF SUBCOMMITTEE AND WE STILL HAVE TO COME BACK AND REVIEW.

THAT IS MY PERSPECTIVE.

I DON'T KNOW IF MR. SUAREZ HAS A DIFFERENT SENTIMENT?

>> I THINK IT'S REALLY A MATTER OF BOARD PREFERENCE.

I THINK AS WE DISCUSSED DURING THE COMMITTEE, THERE ARE PROS AND CONS TO DIFFERENT APPROACHES.

OBVIOUSLY, CONVENING THE FULL BOARD EVERY MONTH TO HAVE CONVERSATIONS ABOUT ALL 115 OR SO POLICIES IS GOING TO TAKE A LOT OF TIME.

WE ARE READY HAVE MANY, MANY MEETINGS.

SO IT'S A QUESTION OF WHETHER THE FULL BOARD THINKS THAT'S THE MOST EFFICIENT WAY TO GO THROUGH ALL OF THESE POLICIES.

I THINK THERE ARE ADVANTAGES TO THE OTHER APPROACHES.

HAVING A SMALLER COMMITTEE.

HAVING A ROTATING COMMITTEE.

PERHAPS A SMALLER GROUP CAN FOCUS MORE IN-DEPTH ON THOSE PARTICULAR POLICIES.

AND PRESENT A PROPOSAL TO THE FULL BOARD.

WHICH CAN REVIEW THE POLICIES PERIODICALLY.

I DO WORRY ABOUT IF THE FULL BOARD REVIEWS ALL OF THESE POLICIES EVERY MONTH.

THERE WILL BE A BIT OF BURNOUT AND FATIGUE GOING THROUGH THEM IN THAT WAY.

BUT I ALSO CAN SEE THE OTHER SIDE OF THE ARGUMENT AS WELL.

THAT'S BASICALLY WHY -- AND I THINK BOTH ME AND DR. RIEF FELT IT WAS IMPORTANT TO HAVE THIS FULL BOARD DISCUSSION ABOUT WHAT'S THE BEST APPROACH FORWARD? BECAUSE THERE ARE PROS AND CONS TO ANY OF THESE APPROACHES.

I GUESS THE LAST COMMENT I WILL MAKE IS THAT IT IS IMPORTANT THAT ALL OF THE POLICIES GET SOME LEVEL OF FULL BOARD ATTENTION.

I THINK IF WE LEARNED ONE THING FROM GOING THROUGH ALL OF THE POLICIES THAT WE HAVE LOOKED AT SO FAR IS THAT THERE JUST HASN'T BEEN A LOT OF ATTENTION TO THESE POLICIES FOR MANY YEARS.

THERE IS A LOT OF LANGUAGE IN THEM THAT IS OUTMODED AND PROBLEMATIC FROM AN EQUITY PERSPECTIVE.

THAT NEEDS TO BE COMPLETELY REEVALUATED.

WHATEVER APPROACH IS TAKEN, I DO THINK THE BOARD NEEDS TO BE ATTENTIVE TO ALL OF THE POLICIES.

IT'S JUST A MATTER OF HOW WE DO IT AND WHAT WAY WE THINK ACHIEVES THE BEST BALANCE OF BEING THOROUGH.

AND ALSO EFFICIENT AND NOT BURNING OUT.

SO I LEAVE THOSE THOUGHTS TO EVERYONE (LAUGHING).

>> ALL RIGHT.

I'M GOING BACK TO DR. RIEF AND THEN MS. LORBER.

>> ONE OTHER POINT THAT I THINK IS IMPORTANT FOR EVERYONE TO CONSIDER WHEN YOU ARE COMING TO YOUR ASSESSMENT IS TO REALIZE THIS BOARD IS NOT GOING TO COMPLETE THIS PROCESS.

IT WILL BE PASSED ALONG TO A NEW BOARD.

SO THINKING ABOUT HOW THAT TRANSITION WILL WORK.

I THINK WE WILL HAVE TO DO SOME REORIENTATION OF WHAT THIS IS ALL ABOUT TO BEGIN WITH.

THAT'S REALLY AN IMPORTANT CONSIDERATION.

>> MS. LORBER?

>> TAKING INTO CONSIDERATION WHAT DR. RIEF JUST POINTED OUT.

EQUITABLE POLICIES IS THE CENTERPIECE OF OUR STRATEGIC PLAN.

WHAT BETTER WAY TO ORIENT A NEW BOARD? WHEN I FIRST GOT ON THE BOARD (LAUGHING), THOSE POLICY ANALYSES ARE DIFFICULT.

[01:55:01]

AND THEY AREN'T ALWAYS THE MOST INTERESTING THING TO DO.

BUT I STARTED GETTING USED TO IT.

AND STARTED REALIZING HOW IMPORTANT IT WAS.

IN THIS PARTICULAR CASE, SINCE THE GROUNDWORK -- YOU HAVE ALREADY DONE AN INITIAL IDENTIFICATION.

IT SEEMS TO ME IT WOULD BE HELPFUL TO HAVE THIS BE SOMETHING THAT THE BOARD DOES ON A MONTHLY BASIS.

PARTICULARLY BECAUSE THERE WILL BE SO MUCH TURNOVER.

IT WOULD BE A WAY OF PEOPLE GETTING SOMEWHAT ORIENTED.

ON THE OTHER SIDE OF THIS, I'M THINKING AN AWFUL LOT OF WORK FOR A SMALL COMMITTEE.

PERHAPS YOU HAVE TO BRING THIS UP AGAIN WITH THE NEW BOARD? AND THEY HAVE TO VOTE AGAIN AND DECIDE WHAT THEY PREFER.

I GUESS THAT'S REALLY WHAT MAKES THE MOST SENSE.

I'D CERTAINLY BE INTERESTED IN SEEING WHAT YOU COME UP WITH SO FAR.

BUT I DON'T WANT TO BE ON A COMMITTEE (LAUGHING).

BUT IN ALL FAIRNESS TO THE NEW BOARD (LAUGHING) I'M SORRY! THAT WAS A LITTLE TOO STRONG (LAUGHING)! BUT IN FAIRNESS TO THE NEW BOARD, IT DOES SEEM LIKE THE MAJORITY WILL BE NEW MEMBERS AND THEY OUGHT TO BE ABLE TO DECIDE WHICH APPROACH THEY PREFER.

>> MS. GENTRY AND THEN, MS. THORNTON.

>> THANK YOU.

FIRST OFF, AND AN ENORMOUS DEBT OF GRATITUDE TO MY COLLEAGUES, DR. RIEF AND MR. SUAREZ FOR HOW FAR YOU HAVE TAKEN US.

AND THE REST OF THE TEAM WORKING WITH THESE TWO SCHOOL BOARD MEMBERS.

IT'S EXCITING TO SEE THE PROGRESS THAT WE HAVE ALREADY MADE.

WE ARE AT A POINT WHERE WE CAN HAVE THIS CONVERSATION.

IN A PERFECT WORLD, WE WOULD JUST BE ABLE TO TAKE FOUR MONTHS TO GET THIS DONE (LAUGHING).

AND THAT PROBABLY WOULD HAVE SOLVED -- IN MY MIND, THAT WOULD'VE SIMPLIFIED SOME OF THIS DECISION-MAKING.

THIS IS ONE OF THOSE GREAT EXAMPLES OF THE BOARD BEING A CONTINUOUS BODY.

AND WORK THAT GETS PASSED ON FROM ONE TO ANOTHER.

I HAVE TO CHUCKLE AT MS. LORBER.

I FEEL LIKE WITHIN YOUR OWN COMMENTS YOU HIGHLIGHTED ONE OF THE PROBLEMS. YOU SAID I THINK IT'S A GOOD IDEA FOR PEOPLE TO SEE THIS BUT YOU SAID I DON'T WANT TO BE ON THE COMMITTEE.

BUT IT'S THE EXACT SAME AMOUNT OF TIME.

ONE THING I WILL OFFER, WHICH I THINK AS DR. HUTCHINGS MENTIONED EARLIER.

ONE OF THE GOOD SIDES OF THE PANDEMIC.

I, TOO, SOMETIMES RATHER DESPERATELY TRY TO FIND THOSE MOMENTS.

WE HAVE A PROCESS OF REGULARLY RECORDING OUR MEETINGS.

THAT'S AN ENORMOUSLY POWERFUL TOOL FOR US.

THIS ALLOWS BOARD MEMBERS WHO ARE NOT NECESSARILY HAVING TO COMMIT TO THE ATTENDANCE AT A CERTAIN PLACE AND TIME.

IT GIVES THEM THE ABILITY TO NOT ONLY LOOK AT NOTES, BUT WATCH A VIDEO OF THE ENTIRE CONVERSATION.

AND I THINK THAT'S A REALITY WE HAVE TO BE AWARE OF.

JUST THE SHEER NUMBER OF MEETINGS AND EVERYTHING ELSE.

WHICH IS KIND OF LEANING ME TOWARDS THE IDEA OF THE COMMITTEE PROCESS.

IT STILL CREATES THAT ABILITY.

IT CAN BE A GREAT -- ORIENTATION IS MAYBE THE WRONG WORD.

BUT A REALLY POWERFUL ON BOARDING -- FOR THE NEW BOARD TO FAMILIARIZE THEMSELVES WITH THIS.

I WILL ALSO SAY I IMMEDIATELY FOUND MYSELF NODDING MY HEAD, DR. RIEF, WHEN YOU SAID (INDISCERNIBLE) CLOSE MEETINGS.

AND I THOUGHT YOU ARE RIGHT.

BUT I THOUGHT MORE ABOUT IT.

IF WE GET WHAT ARE SUPPOSED BE POLICY WORK SESSIONS ON THE COUNTER, I KNOW WHAT IS GOING TO HAPPEN.

WERE GOING TO START ADDING A BUNCH OF OTHER STUFF TO IT.

AND I WORRY THAT WE WILL LOSE OUR FOCUS ON THIS EQUITY POLICY WORK.

BECAUSE PEOPLE WILL BE THINKING ABOUT THE OTHER TOPICS THAT ALSO GOT INSERTED INTO THAT MEETING.

ALL TO SAY THAT I THINK IT LEADS ME TO LEAN EVER SO SLIGHTLY TO THE COMMITTEE PROCESS.

RATHER THAN THE FULL BOARD PROCESS.

I ALSO DO THINK -- I THINK IT WAS A GOOD SUGGESTION.

[02:00:04]

I THINK WE MIGHT NEED TO CONSIDER THAT.

EITHER WAY, THE WORK GETS DONE.

AND MAYBE WE DO NEED TO ACKNOWLEDGE THAT THERE MIGHT BE A CHECK-IN MOMENT IN JANUARY FOR WHATEVER COMBINATION OF NINE ARE SITTING AS TO HOW EXACTLY THEY WANT TO GO FORWARD.

SO MAYBE WHAT WE ARE ASKING OURSELVES IS WHAT MAKES THE MOST SENSE FOR THE NINE OF US THINKING THROUGH DECEMBER? AND I WOULD JUST SAY I AM HAPPY TO SERVE -- I'M HAPPY TO ENGAGE IN THIS WORK.

EITHER IN A COMMITTEE FORM OR FULL BOARD MEETING.

SO THANK YOU, EVERYONE.

>> MS. THORNTON?

>> THANK YOU, MADAM CHAIR.

MISS EVER DAISY, CAN YOU JUST CLARIFY FOR ME WHEN WILL THE FULL BOARD REVIEW PROCESS BEGIN? I KNOW IT'S THIS SCHOOL YEAR, BUT AROUND WHAT MONTH?

>> WHEN THE TEAM DISCUSSED THIS, WE NEED TO BUILD -- WE NEED TO BUILD OUR FEEDBACK PROCESS.

MY GUESS IS THAT WILL TAKE SEPTEMBER.

SO I WOULD ASSUME MAYBE MID TO END OF OCTOBER WOULD BE WHEN THE FIRST REVISIONS WOULD REALLY COME TO THE FULL BOARD FOR REVIEW AND APPROVAL.

>> OKAY.

THANK YOU.

THAT'S HELPFUL.

I THINK THE TIMING PIECE IS REALLY GOING TO BE MY BIG DECISION-MAKING FACTOR.

I THINK CONTINUITY WILL BE EXTREMELY IMPORTANT FOR THIS REVIEW.

EQUITY IS AT THE CORE OF EVERYTHING THAT WE ARE SAYING WE WANT TO DO FOR THE NEXT COUPLE OF YEARS.

I DO WORRY THAT THIS BOARD STARTING THE PROCESS MAY NOT WORK FOR THE NEXT BOARD.

COULD REALLY HINDER THIS POLICY REVIEW.

IF WE WERE TALKING ABOUT THIS TWO YEARS AGO? WHEN THIS BOARD WAS BRAND-NEW I MIGHT BE THINKING DIFFERENTLY.

BUT FOR THE PURPOSE OF MAKING SURE THAT THIS IS IMPLEMENTED, I DO THINK EVERYBODY HERE AND THOSE WHO MIGHT BE RETURNING SHOULD MAKE SURE WE ARE LEADING THE WAY IN THAT FRONT.

AND ESTABLISHING THE FOUNDATION THAT THIS IS THE WORK WE WANT FOR THE DIVISION AND NOT JUST THIS BOARD IN PARTICULAR.

ACKNOWLEDGING THAT IT DOES SEEM A LOT OF WORK FOR THE FULL BOARD.

SO I THINK IF WE HAD TO SCHEDULE MEETINGS EVERY MONTH? I WOULD WANT TO MAKE SURE THOSE MEETINGS AREN'T IN THE SAME WEEK AS THE BUDGET MEETING OR A REGULAR BOARD MEETING.

AN UNDERSTANDING THAT OUR CALENDAR IS HARD.

BUT FOR ME, FULL BOARD FOR NOW.

JUST BECAUSE WE WANT TO MAKE SURE (INDISCERNIBLE).

THANK YOU.

>> MS. NOLAN AND THEN MS. ANDERSON.

>> THANK YOU.

I APPRECIATE THE DISCUSSION AND THE THOUGHT GOING INTO IT.

I SEE THE POSITIVE OF BOTH SIDES.

IF I HAD TO MAKE A CHOICE, I WOULD SAY FROM AN EFFICIENCY STANDPOINT, I SEE THE VALUE IN THE COMMITTEES.

ESPECIALLY BECAUSE A SUMMARY AND OPPORTUNITY FOR THE FULL BOARD TO BE PARTICIPATING WOULD BE GRANTED.

BUT IT SOUNDS LIKE THERE WAS A THOUGHTFUL MOMENT IN THE PROCESS WHERE THE COMMITTEE DOES SOME OF THE MORE METICULOUS AND TEDIOUS WORK.

AND BRINGS IT TO A PLACE WHERE THE BOARD CAN STILL WRESTLE WITH IT AND MAKE DECISIONS.

AND DISCUSS IT AND RECEIVE FEEDBACK.

IN THINKING ABOUT WHERE THE BOARD IS GOING TO BE.

WHEN YOU BECOME A NEW BOARD MEMBER, I THINK YOU ARE DRINKING OUT OF FIVE FIRE HOSES LET ALONE ONE.

SOME JUST NERVOUS FOR THEM TO TRY TO DIGEST MEETINGS INFORMATION AND WE PILE ANOTHER ONE ON.

AND THE LAST ONE I WOULD SAY IS PRIOR TO MY JOINING THE BOARD, WE ACTUALLY DID AWAY WITH COMMUNITIES.

AND YET IT'S CONSIDERED A BEST PRACTICE TO GET MORE DONE AS A RESULT.

IN RELYING ON THE EXPERTISE OF COLLEAGUES.

SO THAT SOME THOUGHT TO.

SO FROM A BEST PRACTICE PERSPECTIVE, UNDERSTANDING THE MOMENT IN TIME AND THE MAJORITY OF THE BOARD WILL BE NEW.

AND EVEN REGARDLESS IF THERE WAS A TURNOVER BOARD OR NOT, THE AMOUNT OF WORK AND

[02:05:02]

EFFICIENCY STANDPOINT, (INDISCERNIBLE).

SO THANK YOU SO MUCH.

AND THANKS FOR DOING ALL THIS WORK TO HEATHER THORNTON AND MR. SUAREZ.

>> MS. SANDERSON?

>> I'M NOT SURE I AM GOING TO BE DEFINITIVE IN MY ANSWER.

I THINK IT'S GOING TO DECIDE WITH THE MAKEUP OF THE BOARD.

I THINK WE COULD TRY THE COMMITTEE THING.

I THINK WE SHOULD BE CONSERVATIVE.

AND ALSO A WAY TO TRY OUT THE COMMITTEE THING, IF WE WANT TO TRY IT OUT? TO SEE HOW IT IS WORKING.

ONE OF THE DOWNSIDES TO HAVING THE COMMITTEES IS YOU MIGHT END UP WITH DOUBLE WORK.

DEPENDING ON HOW MUCH THE FULL BOARD FEELS COMFORTABLE WITH THE WORK THAT THE COMMITTEE DEAD.

AND THIS COULD PARTICULARLY BE AN ISSUE WHEN PEOPLE ARE ALL NEW.

AND THEY'RE NOT GOING TO BE THAT MANY RETURNING PEOPLE.

SO YOU WOULD HAVE TO MAKE SURE -- YOU'RE GOING TO GET A LOT OF WORK ON THE RETURNING PEOPLE THEN.

SO THOSE ARE JUST MY THOUGHTS.

BUT WE COULD TRY THE COMMITTEE THING.

I HAVE BEEN INVOLVED WHEN THERE HAVE BEEN LOTS OF COMMITTEES.

AND IT HELPED.

AND IN SOME CASES IT HELPED THE STAFF.

WHEN PEOPLE COULD MEET EARLIER, IT WAS HELPFUL FOR THE STAFF.

AND YOU COULD SET A TIME LIMIT FOR THE MEETING.

I HAVE SEEN THAT BE EFFICIENT.

I THINK WE COULD TRY THE COMMITTEE THING AND SEE HOW IT GOES.

AND WE COULD ALSO LEAVE THE NEXT BOARD WITH OUR EVALUATION.

WE KNOW WHAT A FULL BOARD THING LOOKS LIKE.

BUT WE COULD TRY THE COMMITTEE THING AND THEN GIVE OUR FEEDBACK.

>> OKAY.

>> I SEE THE GOOD IN DOING BOTH WAYS.

SO IT'S VERY HARD FOR ME.

I THINK ON ONE HAND, IT'S LIKE, YOU KNOW, WE ARE ELECTED AS A BOARD TO PUT IN THE WORK.

AND I HAVE GREAT RESPECT FOR ALL OF YOU.

COMING FROM A STANDPOINT THAT WE WOULD DO A GREAT JOB AS A FULL BOARD.

PUTTING IN THE WORK IN THIS PROCESS AND NARROWING DOWN WHAT DR. RIEF AND MR. SOARES HAS DONE.

IN THE PROCESS OF HAVING IT AS A COMMITTEE AS WELL.

I DO LIKE THE THOUGHTS OF MS. ANDERSON AND OTHERS.

WHERE THE COMMITTEE COULD WHITTLE IT DOWN A LITTLE MORE AND BRING IT BACK TO US AS A FULL BOARD.

I'M IN BETWEEN.

I LIKE IT BOTH WAYS.

>> OKAY.

SO MY THOUGHTS.

THE FIRST THING IS, IT'S GOOD TO HAVE ALL OF THIS FEEDBACK.

I THINK IT'S SOMETHING WE CAN TAKE BACK TO OUR BIG AGENDA SETTING MEETING.

TO SEE HOW EVERYTHING WORKS TOGETHER.

I THINK THAT WILL BE KEY.

SO THERE'S THAT PART.

I THINK WE'VE HAD ACTUALLY GOOD SUCCESS WITH COMMITTEES WITH THIS BOARD.

THE SUPERINTENDENT EVALUATION COMMITTEE I THINK WAS VERY SUCCESSFUL.

BECAUSE WE WERE ABLE TO NOT ONLY DEVELOP THE TOOL, BUT WE DEVELOPED THE PROCESS.

WE COULD ENGAGE A LITTLE BIT MORE, WHITTLING THINGS DOWN SO WE CAME FORWARD WITH A PRODUCT THAT PEOPLE COULD HAVE FEEDBACK ON.

IN A LOT OF WAYS, I THINK THAT MADE THE PROCESS MORE EFFICIENT.

WE'VE GOT A COMMITTEE THAT HAS BEEN DOING SOME WORK AROUND ENGAGING OUR OTHER COMMITTEES (LAUGHING)! WHICH I FOUND TO BE REALLY HELPFUL.

BECAUSE I FEEL LIKE IT'S OKAY FOR SOME OF US TO JUST SIT BACK.

[02:10:05]

AT THE SAME TIME, THERE'S OBVIOUSLY A BIG TRANSITION THAT WE ARE GOING TO DEAL WITH.

SO I AM KIND AWARE MS. GREEN IS, I THINK.

I THINK IT COULD GO EITHER WAY.

I WOULD BE CONCERNED WITH ADDING MORE MEETINGS TO THE MEETINGS.

ESPECIALLY BECAUSE WE ARE STILL IN THE MIDDLE OF A PANDEMIC.

AND SO, THERE IS GOING TO BE EXTRA.

THERE IS GOING TO BE OTHER STUFF THAT COMES UP.

SO THAT'S WHERE I AM.

AND I KIND OF FEEL LIKE THE KEY THING -- YEAH, AND I WILL GO TO MS. LORBER AND MR. SUAREZ.

I THINK THE KEY TAKE AWAY FOR ME IS TO TAKE THE FEEDBACK.

THINK ABOUT IT AS WE ARE PLANNING THROUGH OUR FOCUS AREAS.

BECAUSE MAYBE THE OTHER THING WE CAN DO IS ALIGN THE POLICIES THAT WE CHOOSE TO WORK ON TO THE ACTUAL FOCUS AREAS.

THAT WAY, WE ARE NOT JUST DOING RANDOM THINGS.

RIGHT? AND JUST SORT OF MOVE FROM THERE.

THAT'S MY INITIAL THOUGHTS.

MS. LORBER, AND MR. SUAREZ.

>> ON THE ONE HAND, MS. GENTRY RAISE THE IDEA THAT THE BENEFITS OF OUR NEW TECHNOLOGICAL APPROACH.

IF THOSE MEETINGS WOULD ALWAYS BE ON ZOOM.

THE POLICY MEETINGS COULD BE ON ZOOM PERIOD.

AND THEN, THE AGENDA WOULD ONLY BE ABOUT THOSE POLICIES.

CAN WE DO THAT?

>> WE CAN RECORD THEM.

>> I DON'T TRUST MYSELF TO LISTEN TO RECORDINGS.

LOOK, I'M JUST BEING REALLY HONEST.

THE COMMITTEE WORK THAT HAS BEEN DONE HAS BEEN FABULOUS.

OKAY? IF IT WASN'T FOR DR. RIEF -- SHE HAS JUST DONE THE (INDISCERNIBLE) WORK WITH THE COMMITTEE.

AND I'VE TRIED TO DO MY PART.

BUT I WOULD SAY THIS IS A LITTLE DIFFERENT.

BECAUSE THESE OTHER COMMITTEES YOU HAVE MENTIONED ARE VERY SPECIFIC.

THEY HAVE A PARTICULAR NARROW FOCUS.

AND FOR MYSELF -- I'VE WAITED TO SEE.

WE TALK ABOUT EQUITY.

BUT I FOUND OUT WE ARE ANALYZING OUR POLICY.

WHAT DO WE REALLY MEAN WHEN WE SAY WE ARE GOING TO BECOME MORE EQUITABLE? A MORE SYSTEMICALLY EQUITABLE SUPPORT SCHOOL SYSTEM? SO WHAT DOES THAT MEAN? THIS IS THE FIRST TIME I FOUND SOMETHING TANGIBLE AND HOW TO EXPLAIN WHAT WE MEAN.

SO I WOULD THINK FOR THAT REASON, THIS DOESN'T LEND ITSELF AS WELL TO COMMITTEE WORK AS WELL AS IT DOES TO A GROUP.

IT'S SO NEBULOUS.

AND GRANTED, OUR STRATEGIC PLAN IS CONCRETE.

IT'S PRETTY CONCRETE WHEN IT COMES TO WHAT WE MEAN.

BUT AT THE SAME TIME, POLICIES ARE WHAT'S REALLY BROUGHT HER HOME.

THAT WILL MAKE A BIG DIFFERENCE.

AND I THINK AS A BOARD MEMBER, (INDISCERNIBLE).

THOSE ARE MY TWO THINGS.

ONE IS THAT WE COULD JUST MAKE SURE YOU DON'T HAVE TO BE IN PERSON AT THE MEETINGS BUT YOU ATTEND.

AND THE OTHER IS I THINK WE ALL NEED TO OWN AND UNDERSTAND THESE POLICIES.

AND HAVE A PART IN THEM.

>> I HATE TO TELL YOU GUYS THIS, BUT JENNIFER EVAN TURE DAISY IS LAYING ON THE PRESSURE.

SHE JUST TOLD ME SHE NEEDS THUMBS UP OR THUMBS DOWN TONIGHT.

SO I'M NOT GOING TO FIGHT HER.

BECAUSE I WILL LOSE.

CHRIS? MR. SUAREZ?

>> I DO HAVE ONE BRIEF FINAL THOUGHT.

SO THE DISCUSSION THAT WE HAVE HAD IS MOSTLY FOCUSED ON WHETHER IT'S A COMMITTEE OR THE FULL BOARD.

I JUST WANT TO REITERATE THAT THE MIDDLE GROUND, OR THE OTHER PROPOSAL THAT WAS DISCUSSED, WAS THIS ROTATING COMMITTEE.

WHERE YOU HAVE MAYBE THREE BOARD MEMBERS WORK ON A PARTICULAR GROUP OF POLICIES.

AND THEN IT ROTATES TO A SECOND THREE.

AND THEN THEY FOCUS ON ANOTHER SET OF POLICIES.

THAT WAY YOU HAVE ALL THE BOARD MEMBERS ENGAGED IN THIS WORK, BUT JUST FOR

[02:15:05]

DIFFERENT SETS OF POLICIES.

AND OBVIOUSLY THEY WILL BRING THEM UP TO THE FULL BOARD.

I REITERATE THAT SUGGESTION BECAUSE THAT WASN'T MY SUGGESTION.

IT WAS MORE OF A REFINEMENT OF ME MENTIONING COMMITTEES DURING THE MEETING.

AND I DRA SEEMED REALLY INVESTED IN THAT POTENTIAL WAY OF DOING THAT.

I SAY THAT TO GO TO WHAT MS. NOLAN SAID BEFORE ABOUT BEST PRACTICES.

I DRA HAS WORKED WITH A LOT OF SCHOOL DISTRICTS AND ORGANIZATIONS DOING THIS KIND OF WORK.

I THINK THAT HAS SOME WEIGHT.

THAT OUR PARTNER IN THIS WORK THINKS THAT IS A GOOD WAY TO DO IT.

AND I THINK IT COULD BE A WAY TO ENGAGE THE NEW BOARD MEMBERS.

GET THEM ALL INVOLVED IN IT.

AND NOT HAVE THEM HAVE TOO HEAVY OF A LIFT TO GET INTO THE WEEDS OF ALL OF THE POLICIES.

BUT ENSURE THAT EVERYONE IS ENGAGED IN THE WORK.

I JUST WANTED TO REITERATE THAT.

I'M NOT NECESSARILY SAYING I PERSONALLY PREFER THAT.

I THINK THE NEW BOARD SHOULD HAVE SOME SAY IN WHAT HAPPENS.

BUT I THINK IT'S IMPORTANT THAT I DRA DID HAVE INVESTMENT IN THAT PARTICULAR MODEL.

>> OKAY.

THAT KIND OF CHANGES THE GAME TOO, A LITTLE BIT, I THINK.

SO I'M GOING TO ASK FOR ALL THREE.

THUMBS UP OR THUMBS DOWN.

SO IF YOU PREFER TO REVIEW THE POLICIES AS A FULL BOARD, WHICH WOULD BE SCHEDULED MULTIPLE TIMES IN A MONTH, RIGHT? ONCE A MONTH.

THUMBS UP? JUST BE YOURSELF! SO THERE ARE THREE OPTIONS: SO THREE BOARD, ROTATING COMMITTEES FOR SPECIFIC POLICIES.

SPECIFIC BOARD MEMBERS ASSIGNED TO JUST ADDRESS SPECIFIC POLICIES.

OR, JUST ONE COMMITTEE THAT DEALS WITH ALL OF THE POLICIES.

MM-HMM?

>> IS THIS ON TOP OF ALL OF THE REGULAR HUNDREDS AND HUNDREDS OF POLICIES? AND THEY WOULDN'T BE -- THAT WOULD BE A PART -- WE DECIDED TO ALWAYS HAVE POLICIES AT WORK SESSIONS.

NOT AT THE BOARD MEETINGS.

SO WE WOULD HAVE OUR REGULAR POLICY WORK SESSIONS AND THEN THESE OTHER SESSIONS? I THINK I MAY BE SWITCHING (INDISCERNIBLE).

>> DR. RIEF?

>> I DO LIKE THE IDEA OF THE COMMITTEE.

IF EVERYBODY CAN PARTICIPATE.

BECAUSE I THINK THIS IS SOMETHING WE PRIORITIZED.

AND I LIKE THE IDEA OF EVERYBODY WEIGHING IN IN SOME WAY.

THOSE GROUPS COULD MEET ONE AT A TIME.

OR THEY COULD MEET ALL AT THE SAME TIME.

WE COULD DIVIDE UP THE POLICIES.

IN EACH SMALL GROUPS COULD REVIEW A COUPLE POLICIES AT A TIME.

>> I'M HAPPY TO TALK.

THE ONLY COMMENT I WAS GOING TO MAKE IN RESPONSE TO THE IDEA OF MULTIPLE SMALLER COMMITTEES WORKING SIMULTANEOUSLY.

I'M TRULY NOT CONVINCED THAT THAT MIGHT BE SUSTAINABLE FROM THE STAFF SIDE.

I DON'T KNOW STAFF HAS THE BANDWIDTH TO BE WORKING ON ALL OF THOSE REVISIONS SIMULTANEOUSLY FROM ALL THE DIFFERENT POLICY GROUPINGS.

AND THEN ALSO TRYING TO GATHER THAT COMMUNITY FEEDBACK.

AND SORT OF START THAT MONTHLY CYCLE OPPOSING DRAFTS ON THE WEB.

IN GETTING THE PUBLIC COMMENT.

I'M HAVING A LITTLE TROUBLE ENVISIONING MULTIPLE COMMITTEES WORKING SIMULTANEOUSLY.

IT COULD WORK.

I DON'T QUITE SEE IT YET.

JUST FROM THE STAFF SIDE.

>> IT SEEMS LIKE WE MIGHT BE LOOKING AT -- WHAT I AM ENVISIONING IS IF WE DID HAVE ONE COMMITTEE EACH MONTH.

A SPECIFIC COMMITTEE.

[02:20:01]

>> ROTATING.

>> YEAH.

OKAY.

SO I'M GOING BACK NOW BECAUSE I HAVE TO DO ALL OPTIONS.

SO THE FULL OPTION IS FOR THE FULL BOARD.

IF YOU ARE IN FOR THE FULL BOARD, THUMBS UP.

OKAY.

WE'VE GOT SOME CHANGED MINDS.

I THINK CHRIS MIGHT HAVE WON THIS WITH HIS IDEA.

THE SECOND OPTION, THUMBS UP FOR ROTATING COMMITTEE.

OKAY.

SO WE DON'T EVEN HAVE TO ADDRESS THE NEXT ONE.

OKAY, SO MS. APHRODISIAC, IT LOOKS LIKE THE WORK WE HAVE TO DO IS DEVELOP A COMMITTEE FOR EACH MONTH THROUGH DECEMBER.

AND LIKE I SAID, AT AGENDA SETTING, WE CAN TRY TO ALIGN POLICIES WITH FOCUS AREAS FOR SCHEDULING.

ALL RIGHT.

GO TEAM! ALL RIGHT.

SO MOVING RIGHT ALONG, WE ACTUALLY DO HAVE SOME UPDATES FROM DR. HUTCHINGS.

HE WANTED TO SHARE.

SO I'M GOING TO TURN IT OVER TO HIM.

>> THANK YOU, MADAM CHAIR.

IT'S AN UPDATE/STATEMENT.

I JUST WANTED TO -- THERE'S BEEN A LOT OF COMMUNICATION LATELY IN REGARDS TO LUNCHES.

I FELT THAT TODAY WAS A GOOD TIME FOR ME TO JUST REITERATE ONE THING.

AND ALSO, IT'S TO HELP PEOPLE WITHIN OUR COMMUNITY UNDERSTAND PROCESSES AND HOW THINGS SHOULD WORK.

FIRST AND FOREMOST, I WANT TO SAY -- I KNOW OUR PRINCIPLES AREN'T WATCHING BECAUSE I ASKED HIM TO TAKE A BREAK (LAUGHING) BUT I TALKED TO OUR PRINCIPLES QUITE OFTEN.

AND ONE THING I SHARE EVERY OTHER DAY IT FEELS LIKE, SOMETIMES.

BUT ONE THING I SHARE WITH THEM IS I WAS GETTING SEVERAL EMAILS AROUND LUNCH.

AND ONE THAT STOOD OUT TO ME WAS THAT OUR PRINCIPLES ARE POWERLESS.

OR PRINCIPLES DON'T HAVE A SAY WHAT GOES ON IN THEIR SCHOOLS AND THINGS OF THAT NATURE.

I WAS REALLY SURPRISED ABOUT THAT.

BECAUSE WE ARE SO FOCUSED ON EMPOWERMENT OF OUR PRINCIPLES.

AND EVEN THEY WERE TAKEN BACK BY THAT.

OUR PRINCIPLES AND OUR STAFF, THEY ARE WELL-EQUIPPED TO GIVE ME FEEDBACK.

TO PROVIDE ME GUIDANCE.

TO HELP ME MAKE DECISIONS IN REGARDS TO WHAT'S BEST, NOT ONLY FOR THEIR SCHOOLS BUT AS THE DIVISION AS A WHOLE.

AND ONE THING WE HAVE BEEN TALKING ABOUT OVER THE PAST SEVERAL WEEKS IN REGARDS TO LUNCH OUTDOORS IS HOW DO WE ESTABLISH A PLAN, AND A CPS TO ENSURE IT'S A SUSTAINABLE SOLUTION.

NOT A TEMPORARY FIX.

NOT SOMETHING WE CAN DO SOME DAYS OR A COUPLE OF MONTHS.

OUR GOAL IS TO HAVE FIVE DAYS A WEEK FOR THE SCHOOL YEAR.

LIKE WE WILL HAVE KIDS THROUGH JUNE.

WE NEED TO ENSURE THAT WE ARE PUTTING PROCESSES, SYSTEMS, PROTOCOLS AND STRUCTURES IN PLACE TO MAKE SURE WE ARE ABLE TO DO THAT.

AND WE PROVIDED THE BOARD WITH A MEMO A COUPLE WEEKS AGO.

IT SEEMS A COUPLE WEEKS AGO, BUT IT MIGHT'VE BEEN LAST FRIDAY (LAUGHING)! [LAUGHTER] BUT JUST TO OUTLINE WHAT SOME OF THE PARAMETERS ARE.

BUT EVERY SCHOOL REALLY HAS A DIFFERENT STRUCTURE.

THEY HAVE A DIFFERENT SIZE CAFETERIA.

DIFFERENT SPACES THAT ARE AVAILABLE OR NOT AVAILABLE.

I DO KNOW NOT EVERY SCHOOL CAN HAVE OUTDOOR LUNCHES AS AN OPTION.

ONE THING THAT WE ARE TRYING TO ENSURE IS THAT WE ARE SETTING UP A STRUCTURE WHERE STUDENTS CAN HAVE THE LEAST AMOUNT OF KIDS IN THE CAFETERIA AT A PARTICULAR TIME.

AND THAT STUDENTS ARE MAKING SURE THAT YOU ARE REMOVING YOUR MASK TO EAT, NOT REMOVING YOUR MASK FOR LUNCH.

THAT MEANS YOU DON'T WALK INTO THE LUNCH ROOM AND TAKE YOUR MASK OFF AND STAY THERE WITHOUT A MASK FOR THE WHOLE PERIOD.

WE ARE TRYING TO TEACH THEM ADEQUATE.

WHICH MEANS YOU EAT YOUR FOOD, YOU PUT YOUR MASK ON, AND THEN YOU TALK TO YOUR GROUP OF FRIENDS THAT YOU ARE SITTING WITH.

WE ARE ALSO ENSURING THAT WE HAVE ADDITIONAL MONITORS THAT ARE IN PLACE.

TO HELP REMIND KIDS TO WEAR MASKS IN OUR CAFETERIAS.

[02:25:04]

WE HAVE TO KEEP IN MIND THAT THERE IS MORE THAN JUST LUNCH HAPPENING IN OUR SCHOOLS.

THIS IS SCHOOL OPERATIONS 101.

FOR FOLKS WHO AREN'T IN SCHOOL.

WE HAVE RECESS THAT IS HAPPENING THE SAME TIME AS LUNCH.

WE HAVE PHYSICAL EDUCATION THAT OCCURS THROUGHOUT OUR BUILDINGS.

WE HAVE JUST PEOPLE SOMETIMES OUTSIDE OF OUR SCHOOLS, DEPENDING ON WHAT SCHOOL OR LOCATION.

AND WE HAVE TO ENSURE THAT THE PLANNING THAT WE PUT IN PLACE IS GOING TO BE ABLE TO BE SUSTAINABLE.

AND THAT'S REALLY THE BOTTOM LINE.

HAVE PRINCIPLES BEEN TOLD NO, YOU CAN'T DO OUTDOOR LUNCH? PRINCIPLES HAVE BEEN TOLD WE HAVE TO HAVE A LONG-TERM SOLUTION FOR OUR LUNCH.

WE HAVE TO MAKE SURE WE ARE USING OUR INDOOR FACILITIES.

I WILL USE THIS WEEK AS AN EXAMPLE.

WE'VE HAD COMPLAINTS JUST BECAUSE PEOPLE ARE OUTSIDE FOR A FIRE DRILL.

I CAN'T IMAGINE PEOPLE OUTSIDE FOR A LUNCH PERIOD.

WE HAVE ALSO HAD A HEAT WAVE THIS WEEK.

WE HAVE RAIN AND FLOODING THAT OCCURS AROUND SOME OF OUR SCHOOLS.

THERE ARE SO MANY INCLEMENT WEATHER SITUATIONS, THAT WE WOULD LITERALLY EACH DAY BE FIGURING OUT WHAT WE WOULD DO IN REGARDS TO A LUNCH PERIOD.

WHICH IS A COMPLETE DISASTER FOR US.

AND WE WANT TO DO THINGS AT ARLINGTON AND FAIRFAX AND WHATEVER OTHER SCHOOL DIVISION.

I CAN'T SPEAK FOR THOSE OTHER SCHOOL DIVISIONS BECAUSE I'M NOT THE SUPERINTENDENT THERE.

WHAT I DO KNOW IS THAT OUR TEAM HAS BEEN WORKING COLLABORATIVELY.

AND WE HAVE BEEN CONSTRUCTING AND REVISING AND REFINING OUR PLANS ON A DAILY BASIS.

AND IT IS ONLY DAY THREE.

SO EVERYTHING IS NOT GOING TO BE PERFECT RIGHT NOW.

EVEN PRIOR TO COVID? THE FIRST TWO WEEKS OF SCHOOL, WE ARE SHIFTING LUNCH ROUTINES.

WE ARE SHIFTING CLASSROOMS AND TEACHER ASSIGNMENTS.

STUDENT SCHEDULES.

THAT IS THE NORMAL THING WE DO WHEN SCHOOL OPENS.

SO ALL I AM ASKING FOR IS TO GIVE US THE TIME TO MAKE THE ADJUSTMENTS WE NEED TO HAVE A SUSTAINABLE SOLUTION.

I ALSO HAVE TO SAY, ESPECIALLY DURING THE FIRST WEEK OF SCHOOL -- I'M NOT ON SOCIAL MEDIA ANYMORE.

I HAVE A PRESENCE, BUT I DON'T READ ANYTHING ON SOCIAL MEDIA.

I DON'T READ ANYTHING WHEN PEOPLE TEXT ME.

BUT I DO GET UPDATES FROM OUR STAFF.

ONE THING I HAVE SEEN IS THERE IS A CAMPAIGN AT TIMES TO DO EMAILS TO THE BOARD.

THE ISSUE THAT I HAVE WITH THAT IS THAT IS NOT HOW WE OPERATE.

WHAT HAPPENS WITH ALL OF THOSE EMAILS? IS I ALSO HAVE WORK THAT IS COMING TO THAT SAME EMAIL ADDRESS THAT IS VERY IMPORTANT STUFF.

AND I HAVE TO FILTER THROUGH ALL OF THAT TO JUST GET MY DAY-TO-DAY WORK DONE.

AND I DON'T KNOW IF PEOPLE UNDERSTAND THAT HAS AN IMPACT ON OUR OPERATIONS TOO.

AND THAT'S JUST NOT THE WAY TO DO BUSINESS.

IT SEEMS LIKE WE ARE SHIFTING INTO A SPACE WHERE BOMBARD PEOPLE WITH EMAILS.

AND THAT'S NOT HOW IT IS SUPPOSED TO WORK.

IT SHOULDN'T TAKE -- AND IT WON'T -- AND IT'S NOT SOMETHING THAT SHOULD HAVE TO HAPPEN WHERE WE HAVE TO GET HUNDREDS OF EMAILS TO MAKE A DECISION.

WE HAVE PLANS.

IT'S NOT THE PLAN PEOPLE LIKE.

BUT WE DO.

WE HAVE BEEN PLANNING AND DOING THIS STUFF FOR MONTHS.

IT'S JUST SOMETHING PEOPLE DON'T WANT TO SEE OR HEAR.

AND THEN IT BECOMES NOT A PLAN.

AND I ALSO WANTED TO SAY THAT IT SEEMS EVERY TIME I HAVE A RESPONSE OR REACTION THAT I AM BEING DEFENSIVE.

OR I AM MAKING EXCUSES.

I JUST HAVE TO SAY WE ARE ALL IN A PANDEMIC FOR 18 MONTHS.

I HAVE BEEN GIVING 100 PERCENT JUST LIKE OUR TEAM.

I NEVER MAKE EXCUSES OF WHAT WE CAN'T DO.

THAT'S NOT HOW I AM AND IT'S NEVER BEEN A PART OF MY LEADERSHIP.

IF I WAS DOING THAT, WE WOULDN'T BE WHERE WE ARE TODAY.

WE ARE NOT NOVICE TO THIS WORK.

SO I JUST WANTED TO PUT THIS ON THE RECORD.

BECAUSE I HAVE ASKED OUR PRINCIPALS TO PROVIDE UPDATES TO THEIR STAFF AND TO THEIR COMMUNITIES WHEN THEY ARE MAKING ADJUSTMENTS TO THEIR SCHEDULES.

BUT TO STOP DOING THESE ONE-ON-ONE EMAILS.

I'M NOT PLANNING TO RESPOND TO 200 EMAILS.

I CAN'T.

THIS IS THE FIRST WEEK OF SCHOOL.

[02:30:03]

ESPECIALLY WHEN THEY ARE CUT AND PASTE.

THE SAME STUFF.

THE SAME MESSAGES.

SO I HAVE TO TAKE A STANCE ON BEHALF OF OUR PRINCIPALS.

I'M SURE THEY WILL GO BACK AND WATCH THIS TOMORROW TO SEE IF I REALLY DID IT.

IT'S TO SAY ALLOW OUR SCHOOLS TO MAKE THE REVISIONS AND REFINEMENTS THAT THEY NEED FOR A SUSTAINABLE SOLUTION.

TO NOT GO BACK AND FORTH WITH PARENTS ABOUT THE OUTDOOR LUNCH IN AN EMAIL.

THEY HAVE TO STOP DOING THAT.

THAT'S TAKING UP THEIR TIME TO RUN THEIR SCHOOLS AND MAKE ADJUSTMENTS TO THE CURRENT PLANS.

AND FOR US TO STAY THE COURSE.

WE ALWAYS EMBRACE FEEDBACK? ABSOLUTELY.

WE TAKE IT INTO CONSIDERATION AND SOMETIMES WE MIGHT PIVOT AND MAKE CHANGES.

I WILL BE THE FIRST PERSON TO INFORM THE BOARD WHEN A MESSAGE CHANGE OR POLICY -- I'LL BE THE FIRST PERSON TO BRING IT TO YOU.

SO I JUST WANTED TO PUT THAT OUT THERE.

AND ASK FOR OUR COMMUNITY TO LOOK FOR THEIR INDIVIDUAL UPDATES FROM THEIR SCHOOLS.

BECAUSE SCHOOLS ARE PROVIDING THEM.

THINGS ARE CHANGING AT DIFFERENT SCHOOLS.

GW IS GOING TO BE SENDING OUT SOMETHING TOMORROW BECAUSE OF THEIR CHANGES.

BUT EVERY SCHOOL, BECAUSE THEY ARE DIFFERENT STRUCTURES, THEY MAKE DIFFERENT REVISION.

AND IT CAN BE DIVISIONWIDE.

SO PLEASE, IF PEOPLE CAN HOLD OFF WITH THE CAMPAIGN EMAILS AND WANTING THE RAISE FUNDS TO BUY TENTS AND THINGS OF THAT NATURE.

THAT'S REALLY NOT WHAT WE NEED TO DO AT THIS TIME.

WE NEED TO HAVE A SUSTAINABLE PLAN FOR OUR STUDENTS.

THAT WE CAN UTILIZE FOR THE NEXT 10 MONTHS.

NOT JUST FOR EVERY OTHER DAY OR WHENEVER IT'S POSSIBLE.

AND THAT'S ALL OF THE COMMENTS I WANTED TO MAKE TODAY, MADAM CHAIR.

>> ALL RIGHT.

AT THIS POINT, ARE THERE ANY BOARD MEMBERS WHO NEED CLARIFYING? CLARIFYING QUESTIONS? DR. RIEF?

>> I REALLY WANT TO THANK YOU FOR SHARING THOSE COMMENTS, DR. HUTCHINGS.

I DO KNOW THIS IS BEEN A REALLY DIFFICULT TIME.

REOPENING THE SCHOOLS.

AND WE HAVE THE DELTA VARIANT RIGHT NOW.

I THINK WHEN THE REOPENING PLAN WAS WRITTEN IN JUNE, THE CASE COUNTS WERE LOW.

BUT NOW THEY ARE AT A HIGH RATE.

I THINK WHAT I'M STRUGGLING IS I TOTALLY UNDERSTAND HAVING A SUSTAINABLE PLAN.

I THINK IT'S IMPORTANT AND WE NEED THAT.

IT'S JUST THAT I THINK THAT -- THE SCIENCE DOES SAY THAT WHEN YOU ARE OUTDOORS, IT IS SAFER.

SO IF THERE IS A DESIRE TO TAKE KIDS OUTSIDE FOR LUNCH -- WHEN THE WEATHER IS COOPERATING.

OR IF THE SCHOOLS CAN FIND A WAY TO DO THAT, ARE THEY PERMITTED TO DO THAT? I AGREE WITH WHAT YOU ARE SAYING AND I UNDERSTAND ABOUT THE SUSTAINABILITY.

I THINK THAT'S THE FEAR NOW.

THAT THE CASE COUNTS ARE HIGH.

AND I REALLY APPRECIATED THE CONVERSATION WE HAD LAST WEEK.

ABOUT IF THERE ARE THINGS WE CAN DO THAT CAN LOWER OUR RISKS FURTHER OF THE SPREAD, CAN WE TRY TO DO THOSE THINGS? AND I THINK THAT IS WHAT THE COMMUNITY IS REALLY TRYING TO SAY.

I DON'T KNOW IF YOU COULD JUST.

>> CHAIR NOLAN: THE POSSIBILITY OF THAT?

>> I THINK THE MAIN THING -- AND I WANT TO SPEAK OR RESPOND TO WHAT YOU JUST ASKED, DR. RIEF.

THE MAIN THING WE NEED TO FOCUS ON THE MULTIPLE HEALTH AND SAFETY MEDICATIONS THAT WE CAN DO.

IT DOESN'T MEAN EVERYTHING THAT'S OUT THERE ON THE LIST OF SUGGESTIONS.

OR POSSIBILITIES THAT HAVE TO BE PUT IN PLACE.

FOR EXAMPLE, WE NEED TO FOCUS ON THE FACT THAT WE CAN STAGGER OUR LUNCHES SO WE DON'T HAVE ALL STUDENTS THAT WE TYPICALLY WOULD HAVE IN THE CAFETERIA AT A PARTICULAR TIME.

WE CAN PROVIDE THE APPROPRIATE MASK WEARING AND ETIQUETTE WHILE YOU ARE EATING IN THE CAFETERIA.

THE KIDS CAN LEARN AS WE TEACH THEM OVERTIME.

WE CAN HAVE OUR HEPA FILTERS IN OUR CLASSROOMS AND CAFETERIAS WHERE STUDENTS ARE EATING.

WE CAN EXPAND LOCATIONS ANTERIOR WITHIN OUR BUILDING WHERE STUDENTS CAN EAT.

SUCH AS CLASSROOMS. HALLWAYS.

A REC CENTER.

AVAILABLE GYM SPACES THAT SOME SCHOOLS HAVE AVAILABLE.

[02:35:01]

THESE ARE WAYS WE ARE MAKING SURE THAT WE DON'T PUT OURSELVES IN A SITUATION WHERE WE HAVE THIS PLAN THAT IT CAN'T WORK ON A DAILY BASIS.

IT CAN ONLY WORK WHEN IT IS FEASIBLE.

WE REALLY NEED THINGS THAT ARE GOING TO BE SUSTAINABLE.

ONE, WE DON'T HAVE THE STAFFING TO PIVOT TO AN OUTDOOR AND AN INDOOR.

EVEN FOR THE INDOOR SOLUTIONS THAT WE ARE WORKING ON, WE ARE LOOKING AT HIRING AN ADDITIONAL 140 MONITORS.

THAT'S JUST TO DO THE INDOOR.

AND THAT IS MONEY THAT WAS NOT INITIALLY IN OUR BUDGET THREE MONTHS AGO.

BUT THESE ARE THINGS WE KNOW WE HAVE TO DO TO MAKE IT SUSTAINABLE OVER A PERIOD OF TIME.

AND I THINK OF PEOPLE WILL ALLOW US -- OUR COMMUNITY WILL ALLOW US TO HAVE THE TIME TO MAKE SOME OF THESE INTERNAL ADJUSTMENTS FOR INDOORS, THAT IS GOING TO BE EXTREMELY HELPFUL FOR OUR LUNCH PLANNING.

BUT THE SUSTAINABILITY PIECE IS REALLY THE MAJOR COMPONENT.

AND WE HAVE JUST A SHORT WINDOW OF TIME WHERE BEING OUTSIDE DURING LUNCH IS FEASIBLE RIGHT NOW.

IT'S A SHORT.

OF TIME.

AND SOME OF THAT IS TAKEN AWAY FROM HOW EXTREMELY HOT OUR SUMMERS ARE NOW.

IT DIDN'T USED TO FEEL LIKE 104 DEGREES IN AUGUST LIKE IT DOES NOW.

CONSISTENTLY.

IT DIDN'T RAIN AS MUCH AS IT IS RAINING NOW.

AND ALL OF OUR AREAS ARE FLOODING OUTSIDE.

SO WE HAVE TO MAKE SURE WE ARE TRYING TO USE OUR INTERIOR SPACES TO PROVIDE THE APPROPRIATE HEALTH AND SAFETY MEDICATIONS FOR OUR STUDENTS.

AND THAT'S WHAT WE ARE DOING AND OUR TEAMS ARE WORKING THROUGH.

AND IT DOES VARY DEPENDING ON THE SCHOOL BECAUSE THEY HAVE DIFFERENT SIZED SPACES.

>> MS. GREENE?

>> THANK YOU.

MY QUESTIONS WERE AROUND THE MONITORS.

THANK YOU FOR THE ADDITIONAL HELP, THE 140.

JUST CLARIFICATION.

FOR THOSE MONITORS BE USED AS PRINCIPLES GO THROUGH TO SEE WHAT WORKS BEST, IS A POSSIBLE TO USE THEM TO EXPAND THE SCHOOL? DO THEY TAKE THE PLACE OF TEACHERS THAT MIGHT NOT HAVE THEIR BREAKS BECAUSE THEY ARE MONITORING IN THE LUNCHROOM? IF YOU COULD CLARIFY WHAT THE MONITORS WILL BE USED FOR AND HOW THEY WILL BE DISTRIBUTED THROUGHOUT THE SCHOOLS?

>> THANK YOU, MS. GREENE.

THAT IS ONE OF THE REASONS PRINCIPLES ARE ADVOCATING FOR ADDITIONAL MONITORS.

TO ACCOMMODATE FOR SOME OF THE SCHEDULING WHETHER INDOORS OR OUTDOORS.

IT DID REQUIRE HAVING TO PULL OUR CURRENT STAFF.

WE DO HAVE CONTRACTS WITH OUR TEACHERS THAT WE WANT TO MAKE SURE WE ARE ABIDING BY.

THEY ARE SUPPOSED TO HAVE A BREAK.

A LUNCH BREAK.

THINGS OF THAT NATURE.

SO HAVING THESE ADDITIONAL LUNCH MONITORS WILL ALLOW FOR US TO NOT HAVE TO UTILIZE THE STAFFING WHERE THEY HAVE GIVEN UP THEIR BREAKS.

THEY MIGHT LIVE UP THEIR CLASSROOM SPACE, BUT THEY ARE NOT HAVING TO FACILITATE OR MONITOR STUDENTS EATING IN THOSE DIFFERENT SPACES.

AND WE ARE LOOKING AT IT IN A DIFFERENT APPROACH THAN IN THE SPRING.

IN THE SPRING, WE TRIED TO KEEP THE WHOLE CLASS IN THOSE CLASSROOMS. AND IT MIGHT NOT BE THE WHOLE CLASS THAT GOES BACK TO THAT CLASSROOM.

BECAUSE WE WANT TO HAVE THEM SPACED OUT A LITTLE MORE.

BUT EVERYBODY IS LOOKING AT DIFFERENT STRUCTURES.

IT ALSO REQUIRES ADDITIONAL CLEANINGS BECAUSE OF ALL OF THESE THINGS.

SO IT'S A RIPPLE EFFECT.

IT'S LIKE YOU SOLVE ONE PROBLEM, AND THEN YOU DO HAVE ANOTHER CHALLENGE.

NOT THAT WE CAN'T OVERCOME SOME OF THE CHALLENGES.

BUT IT BRINGS UP THE CHALLENGES AS YOU ARE SOLVING PROBLEMS CONTINUOUSLY.

AND THAT'S WHAT THIS PANDEMIC HAS UNFORTUNATELY BROUGHT FOR SO MANY THINGS.

BUT TO ANSWER YOUR QUESTION.

YES, HAVING THESE MONITORS WILL HELP REDUCE SOME OF THE DUTIES THAT STAFF ARE HAVING TO DO TO MAKE THIS WORK.

>> AND THEY CAN POSSIBLY BE USED TO MOVE INTO CLASSROOMS OR INTO OTHER AREAS OF THE SCHOOL FOR THE KIDS TO EAT AS WELL?

>> YES.

LUNCH MONITOR MEETING LUNCH.

NOT LOCATION OF THE CAFETERIA.

YES.

>> MS. THORNTON?

>> THANK YOU.

AND THANK YOU FOR CLARIFYING THAT.

BECAUSE THAT HAS BEEN SOMETHING.

OTHER LUNCH HAS BEEN AN ISSUE FOR A FEW MONTHS.

[02:40:04]

OF COURSE IT BECOMES EVEN BIGGER NOW THAT SCHOOL HAS STARTED.

I JUST WANTED TO TAKE A BIGGER STEP BACK AND TALK ABOUT THE COMMUNICATION PIECE A LITTLE BIT.

FOR THE COMMUNITY TO BETTER UNDERSTAND WHY THOSE MASS EMAIL CAMPAIGNS CAN BE DISRUPTIVE TO OPERATIONS.

I WANT TO CLARIFY THIS IS NOT AN INDICATION THAT WE DON'T WANT COMMUNICATION FROM THE COMMUNITY.

BUT I THINK IT'S ABOUT WHAT IS THE MOST EFFECTIVE WAY TO DO THAT.

AND JUST AS A REMINDER, IN OUR COMMUNICATION AUDIT, WE ARE IN THE PROCESS OF ESTABLISHING A COMMUNICATION SYSTEM.

VERY SIMILAR TO CALL CLICK CONNECT.

SO QUESTIONS CAN BE BETTER ROUTED TO THE APPROPRIATE PEOPLE WHO CAN BEST ADDRESS VARIOUS ISSUES.

I WOULD TALKED A LITTLE BIT ABOUT THIS BEFORE IN SOME OF OUR RETREATS.

WE WANT TO MAKE SURE PEOPLE UNDERSTAND WHO WAS THE RIGHT PERSON FOR THEIR CHILD'S ISSUE.

IF YOU ARE EMAILING THE SCHOOL BOARD ABOUT BUS ISSUE STOP OR FEAR CHILD'S SPECIFIC ISSUE ABOUT LUNCH, THAT IS NOT AN ISSUE THE SCHOOL BOARD CAN ADDRESS EFFECTIVELY.

THAT'S A BETTER QUESTION FOR A SCHOOL LEVEL ADMINISTRATOR OR PRINCIPAL.

AND A LOT OF TIMES, THESE EMAILS ARE PERTAINING TO ISSUES THAT SHOULD BE ADDRESSED TO AN APPROPRIATE PERSON.

WHETHER IT'S A STAFF MEMBER OR SOMEONE IN THE CENTRAL OFFICE.

BUT REALLY THE SCHOOL BOARD SHOULD BE AN EMAIL OF THE LAST RESORT.

PEOPLE DON'T REALIZE WE ALL GET THOSE EMAILS IN OUR REGULAR INBOX.

SO WHEN WE ARE GETTING OVER 300 EMAILS A DAY, IT MAKES IT HARDER TO IDENTIFY THOSE PARTICULAR ISSUES THAT REQUIRE IMMEDIATE ACTION.

AGAIN, THIS ISN'T SAYING WE DON'T VALUE COMMUNICATION.

BUT I THINK IT'S UNDERSTANDING A TACTFUL WAY AND AN EFFECTIVE WAY TO DO IT.

AN UNDERSTANDING WHO IS THE BEST PERSON TO HELP ME GET THE OUTCOME I AM SEEKING? AND IT ISN'T NECESSARILY A MASS EMAIL TO THE SCHOOL BOARD.

I WOULD JUST ENCOURAGE PEOPLE TO FOLLOW UPDATES AND UNDERSTAND THERE IS A LOT OF INFORMATION OUT THERE.

BUT YOU CAN GO TO AND A CPS WEBSITE TO SEE IF THE QUESTION IS ADDRESSED.

IF NOT, LET ME SEE IF IT SAYS WHO I CAN ADDRESS MY QUESTION TWO.

IT WOULD HELP OUT THE DIVISION A LOT AS WELL AS DR. HUTCHINGS.

AND WE DO NEED FEEDBACK.

THIS WILL CONTINUE TO EVOLVE.

BUT WE WANT TO WORK WITH THE COMMUNITY AND NOT AGAINST.

SO THAT'S MY PERSONAL PLEA IN THIS SITUATION.

BUT THANK YOU, DR. HUTCHINGS FOR BRINGING THIS UP.

>> THANK YOU.

AND OUR ACPS INSIDER AND ACPS EXPRESS AND OUR NEWSLETTERS.

BUT WE HAVE BEEN WORKING WITH OUR SCHOOL ON -- BECAUSE THIS IS THE FIRST YEAR BACK IN HER SCHOOL BUILDINGS WITH EVERYONE -- IS MAKING SURE WE MAINTAIN THAT OPEN LINE OF COMMUNICATION.

BUT AT DESIGNATED TIMES.

SO THAT IS NOT DONE AS A KNEE-JERK REACTION OR RESPONSE BECAUSE SOMEBODY SENT ME AN EMAIL.

WHEN OUR COMMUNICATIONS GO OUT ON FRIDAY -- WHICH IS INTENTIONALLY ON FRIDAY BECAUSE A LOT OF STUFF HAPPENS BETWEEN MONDAY AND THURSDAY.

ONE PRIME EXAMPLE.

WE WERE GETTING EMAILS A COUPLE OF WEEKS AGO PRIOR TO THE BOARD MAKING A DECISION ABOUT VACCINES AND TESTING.

WAIT UNTIL WE GO THROUGH THE INFORMATION AND SEE IF YOUR QUESTIONS ARE ANSWERED.

THEN SEND EMAILS.

HEY, I HEARD YOU TALK ABOUT X BUT I DIDN'T HEAR YOU TALK ABOUT THIS.

THAT MAKES IT MORE REASONABLE.

THAT CRITICAL FEEDBACK IS IMPORTANT WHEN YOU HAVE ALREADY ANALYZED WHAT WE HAVE SAID AND GIVE US AN OPPORTUNITY TO SPEAK THROUGH.

EVEN JUST LOOKING AT A POSTING OF A POWERPOINT OR MEMO, IT'S NOT THE DISCUSSION THAT COMES OUT OF OUR PRESENTATION.

SO I THINK IF -- AND ASKING THE COMMUNITY IF THEY CAN GIVE US THE TIME TO SHARE THE INFORMATION AT THE APPROPRIATE TIMES.

OUR BACK-TO-SCHOOL ADDITION, TWO WEEKS PRIOR TO IT COMING OUT, AND OUR BOARD MEETING WE SAID IT WOULD BE TWO WEEKS.

SOME PEOPLE AREN'T PAYING ATTENTION TO THEIR EMAILS TWO WEEKS OR THREE WEEKS BEFORE SCHOOL STARTS.

WE INTENTIONALLY HAVE SET DATES BASED ON DATA OF WHEN PEOPLE ARE ENGAGED OR GOING TO OUR WEBSITE.

IT'S INTENTIONAL ON THE THINGS THAT WE SET UP.

IT'S NOT HAPHAZARDLY DONE.

I JUST APPRECIATE THE FACT THAT YOU BROUGHT THAT UP.

THIS ISN'T TO TELL OUR COMMUNITY DON'T SEND ANY EMAILS.

[02:45:01]

PLEASE DON'T TAKE IT THAT WAY IF ANYBODY HAS.

I'M JUST SAYING THAT THE CAMPAIGN EMAILS ARE THINGS WE ARE TRYING TO ADDRESS.

AND HOW SCHOOLS ARE TRYING TO COMMUNICATE OUT.

ALLOW US TO BE ABLE TO SHARE THOSE UPDATES AS THEY COME ALONG.

>> OKAY.

I'M JUST GOING TO JUMP IN HERE.

ONE OF THE THINGS THAT MS. THORNTON BROUGHT UP IS ALSO GOING TO BE IMPORTANT FROM THE DIVISION SIDE.

I THINK THE PANDEMIC HAS SHOWN US HOW QUICKLY WE NEED TO GET THE CALL CLICK CONNECT SYSTEM GOING.

I THINK IT'S UNFORTUNATE.

WHAT WE ARE TRYING TO DO IS CHANGE SOMETHING THAT HAS ALWAYS BEEN SORT OF ALLOWED.

OR ALWAYS THE WAY THINGS HAVE FUNCTION.

AND THIS BOARD HAS REALLY EXPLICITLY BEEN SAYING AND TRYING TO SAY HEY, THIS IS NOT THE WAY TO GET THINGS DONE.

IT'S NOT NECESSARILY NORMAL TO JUST JUMP RIGHT TO THE SCHOOL BOARD WHEN YOU HAVE A SPECIFIC ISSUE.

SO PART OF THAT FROM OUR END -- I KNOW WE CREATED THAT CHART WITH THE COMMUNICATIONS PROTOCOL.

I THINK THAT WAS A GOOD START.

BUT THIS HAS REALLY SHOWN ME -- CALL CLICK CONNECT -- IT'S REALLY GOING TO HELP US TO MAKE THAT CHANGE EVEN MORE.

THAT WAS ALL I WANTED TO ADD.

MR. SUAREZ HAS HIS HAND UP?

>> THANK YOU.

I JUST WANTED TO MAKE A FEW OBSERVATIONS.

I WANT TO START BY SAYING EVERYONE AROUND THE TABLE WANTS TO MAXIMIZE THE MITIGATION OF COVID AS MUCH AS POSSIBLE.

I WANT TO SAY, DR. HUTCHINGS, I APPRECIATE YOUR CLARIFICATION.

ABOUT THE FACT THAT THE PRINCIPLES ARE EMPOWERED TO LOOK AT THEIR PARTICULAR SCHOOL AND INNOVATE AROUND WHAT WORKS BEST FOR THEIR PARTICULAR SCHOOL.

I THINK THERE HAD BEEN A PERCEPTION IN THE COMMUNITY THAT THERE WAS A CATEGORICAL RULE FROM ON HIGH THAT THERE IS NO -- NONE OF THIS OUTDOOR LUNCH WHATSOEVER.

AND SO FAR AS INDIVIDUAL PRINCIPLES WANT TO CONSIDER THIS AS AN OPTION.

THAT THEY MIGHT WANT TO USE FOR MITIGATION, THEY SHOULD BE ALLOWED TO DO THAT.

AND FURTHER TO THE EXTENT THIS IS AN ISSUE TO BE CONSIDERED ON A SCHOOL BY SCHOOL BASIS.

YOU MENTIONED THAT GW IS PUTTING OUT SOME SORT OF NOTIFICATION TOMORROW.

I THINK IT'S GOING TO BE IMPORTANT FOR THE PRINCIPLES -- AT THIS TIME IN PARTICULAR, GOING BACK TO A CONVERSATION LAST WEEK.

WE HAVE TO BE THOROUGH IN EXPLAINING OUR RATIONALES FOR THE DECISION WE ARE MAKING.

WHETHER DIVISION LEVEL OR SCHOOL LEVEL.

TO UNDERSTAND WHY WE ARE DOING WHAT WE ARE DOING.

I SAW ANOTHER EMAIL THAT CAME IN BEFORE THE BOARD MEETING.

IT SAID I UNDERSTAND THAT THE MEDICATIONS BEING DONE THERE ARE REALLY ROBUST AND REALLY GOOD.

AND SO, I THINK AS LONG AS THERE IS GOOD COMMUNICATION AND SO FORTH ON THAT FRONT, THAT WOULD BE REALLY IMPORTANT.

I DO ECHO THE SENTIMENTS OF MY COLLEAGUES.

WE DO CONTINUE TO HAVE SOME CHALLENGES AROUND COMMUNICATION.

I WOULD DITTO THE CLICK CALL CONNECT.

I THINK THAT WILL BE A SUPER IMPORTANT THING.

WE OBVIOUSLY WANT THE COMMUNITY TO BE ENGAGING WITH US AS MUCH AS POSSIBLE.

GIVING US FEEDBACK.

BUT THOSE CONVERSATIONS HAVE REALLY ALLOWED US TO THINK ABOUT WHERE SHOULD THESE COMMUNICATIONS BE GOING WHEN WE GET THESE? AND WHAT'S THE MOST EFFICIENT WAY TO RESOLVE THESE ISSUES.

[02:50:02]

I THINK THIS IS ANOTHER EXAMPLE OF WHERE WE NEED TO GET THAT SYSTEM IN PLACE.

WE MAKE SURE WE INFORM THE COMMUNITY OF HERE'S WHERE YOU SHOULD GO.

I DO THINK THAT IT WILL BE IMPORTANT FOR US TO CONTINUE TO EXPLAIN THE RATIONALE FOR DECISIONS BEING MADE.

AND I DO THINK THE FLEXIBILITY AMONGST THE PRINCIPLES IS GOING TO REMAIN IMPORTANT.

TO REASSURE THE COMMUNITY THAT WE ARE DOING EVERYTHING WE CAN AT EACH SCHOOL TO MITIGATE THE SPREAD OF COVID.

OBVIOUSLY, THE FEARS ARE REALLY HIGH.

IN THE LAST COMMENT I WOULD MAKE FOR CONSIDERATION IS I DO UNDERSTAND THE SUSTAINABILITY PIECE IS SUPER IMPORTANT.

AND I AGREE WITH THAT SENTIMENT AS WELL.

I WOULD JUST SAY THAT I THINK ONE OF THE REASONS WHY THIS HAS BECOME A MUCH BIGGER ISSUE THAN IT MIGHT MIGHT HAVE BEEN A FEW MONTHS AGO IS THE SPREAD OF THE DELTA VARIANT.

AND THE ANXIETY AND FEAR THAT HAS COME WITH THAT.

AND SO, I UNDERSTAND THIS IS THE CHANGE OF SEASONS AND ALL SORTS OF THINGS.

BUT GOING BACK TO THE CONVERSATIONS THAT WE HAVE HAD ABOUT THE DELTA VARIANT, HOPEFULLY IT DROPS OFF IN A MONTH.

THE POINT IS TO SAY THERE MAY BE REASONS THAT PEOPLE ARE REALLY PUSHING THIS RIGHT NOW THAT RELATE TO THE CURRENT SPREAD OF THE DELTA VARIANT.

IN A SHORTER-TERM PLAN MAY BE DIFFERENT THAN A LONG-TERM SUSTAINABLE PLAN.

THERE'S SO MUCH PIVOTING THAT HAPPENS IN THIS PANDEMIC.

I JUST OFFER THIS AS FOOD FOR THOUGHT.

I KNOW THE PRINCIPLES ARE DEALING WITH A MILLION THINGS (LAUGHING) AND WE DON'T WANT TO OVERBURDEN THE STAFF.

THE STRESS UNDERSCORES THE COMMUNICATION AND THE RATIONALE OF WHAT WE ARE DOING IS OF CRITICAL, CRITICAL IMPORTANCE.

BUT I REALIZE THIS ISSUE IS SUPERDUPER COMPLICATED.

AND THERE ARE A LOT OF SUB ISSUES RELATED TO IT.

SO I WILL LEAVE IT AT THAT.

>> THANK YOU, MR. SUAREZ.

DR. HUTCHINGS HAS A RESPONSE AND THEN MS. GREENE.

>> I JUST WANT TO FOLLOW-UP AND SAY I THINK CALL CLICK CONNECT IS A GREAT TOOL.

DON'T GET ME WRONG.

I DON'T THINK THIS PARTICULAR SITUATION IS DUE TO THE LACK OF CALL CLICK CONNECT.

IT IS EVIDENCE THAT THIS IS A CAMPAIGN EMAIL.

I'VE SEEN IT WITH MY OWN EYES.

I'VE SEEN PEOPLE SAY FLOOD THE BOARD WITH YOUR EMAILS.

KEEP IT UP.

WE NEED THE WESTSIDE TO DO THAT TOO.

I'VE SEEN THAT! THAT'S DIFFERENT THAN YOU NOT BEING COMMUNICATED WITH.

EVEN WITH 300 EMAILS, WE SERVE 16,000 FAMILIES.

SO THERE ARE A LOT OF PEOPLE OUT THERE THAT I ALSO HEAR FROM THAT SAY THANK YOU FOR YOUR UPDATES ON FRIDAY.

I CAN'T WAIT TO READ ACPS EXPRESS.

THANK YOU FOR YOUR SCHOOL LETTERS.

THANK YOU FOR YOUR TEXT MESSAGES.

THANK YOU FOR UPDATING YOUR WEBSITES.

THANK YOU FOR YOUR FAQS.

AND WHAT WE HAVE TO BE VERY, VERY CAUTIOUS ABOUT IS WHEN WE GET THE CAMPAIGN EMAILS, WE HAVE TO MAKE SURE WE ARE NOT MAKING DECISIONS FOR TH WHOLE.

THAT DOESN'T MEAN THEIR VOICES DON'T MATTER.

THAT'S NOT WHAT I AM SAYING.

BUT WE ARE SERVING A VERY LARGE POPULATION.

300/16,000? THAT IS VERY SMALL.

HOWEVER, I THINK THAT -- I WANTED TO JUST MAKE IT CLEAR THAT THIS PARTICULAR SITUATION IS NOT ABOUT CALL CLICK CONNECT.

WITH THE EVIDENCE THAT I HAVE SEEN TO GET THESE EMAILS TO MY BOX.

EVERY DAY.

>> OKAY.

MS. GREEN.

>> I THINK THIS DISCUSSION WAS REALLY NEEDED.

I ALSO WANT TO ACKNOWLEDGE THAT INFORMATION THAT ALWAYS COMES OUT FROM US IS NOT CLEAR.

AND PEOPLE HAVE A LOT GOING ON ALSO.

AND THEY MIGHT MISS SOMETHING.

AND IF THEY DON'T UNDERSTAND WHAT'S GOING ON WITH A CERTAIN TOPIC SUCH AS LUNCH

[02:55:01]

AND NOT GETTING AN ANSWER IS WHEN THE EMAILS START COMING TO US.

IT'S NOT NECESSARILY A CAMPAIGN.

THOSE PEOPLE GENERALLY WANT TO KNOW THE ANSWER.

THOSE EMAILS ARE COMING THROUGH AS WELL.

SO I JUST WANTED TO PUT THAT OUT THERE.

>> OKAY.

>> I'LL SAY ONE THING.

IT'S NOT CALL CLICK CONNECT ANYMORE.

(LAUGHING).

I FEEL IT'S FUNNY THAT THAT RESONATED WITH PEOPLE AND THEY CHANGE IT.

[LAUGHTER] BUT IT'S ALEX 311.

>> THAT'S TRUE.

MS. GENTRY SAID NO ONE IS ACTUALLY CALLING.

OKAY.

WELL, GOOD.

I THINK THIS IS NECESSARY AND I THINK EVERYBODY IS LOOKING FORWARD TO THE UPDATES.

I THINK IT'S GREAT THAT PRINCIPLES ARE EMPOWERED TO PROVIDE THESE UPDATES TO FAMILIES.

I APPRECIATE WHAT MR. SUAREZ SAID ABOUT WHEN THERE ARE CONSTRAINTS, WHY THEY EXIST.

I'M GLAD WE WERE ABLE TO SHARE ABOUT THE 140 MONITORS THAT WE ARE LOOKING FOR.

BECAUSE I THINK THAT'S ESSENTIAL TO UNDERSTAND.

AND AGAIN, THERE ARE JUST SO MANY PIECES (LAUGHING) THAT ARE CONSTANTLY ROLLING AND CHANGING.

SO WE JUST HAVE TO REALLY WORK TOGETHER.

I THINK WE THOUGHT -- IN MAY, OH, WE ARE GETTING OUT OF THIS.

AND WE ARE GOING TO HAVE A NORMAL YEAR.

I DON'T KNOW.

THIS ONE ALMOST FEELS WORSE THAN LAST YEAR.

STARTING.

WHICH IS CRAZY.

BECAUSE LAST YEAR WE COULDN'T EVEN START IN PERSON.

SO, THANK YOU, EVERYONE.

WE'VE ALREADY ADJOURNED.

SO OUR WORK SESSION IS OVER.

GO HOME AND BE FREE!

* This transcript was compiled from uncorrected Closed Captioning.