Oct 06, 2022 School Board Meeting

>> OKAY. SO, GOOD EVENING, EVERYONE.

[1. Meeting Called to Order by Chair Alderton ]

[00:00:05]

IT'S OCTOBER NOW ALREADY.

WELCOME TO OUR OCTOBER 6TH, 2022 SCHOOL BOARD MEETING.

WE CALL THE MEETING TO ORDER AT 6:34 P.M.

I WILL -- ACTUALLY I WILL DO A ROLL CALL BECAUSE WE HAVE TWO -- WOULD YOU LIKE ME

TO DO A ROLL CALL? >> SO YOU DON'T NEED A ROLL CALL? I WILL DO A ROLL CALL AND THEN WE HAVE TO VOTE TWO MEMBERS INTO THE MEETING TO PARTICIPATE ELECTRONICALLY JUST SO EVERYBODY IS AWARE.

MEAGAN ALDERTON IS PRESENT.

BAILEY. JACINTA GREENE? CHRISTOPHER HARRIS.

>> PRESENT. >> TAMMY IGNACIO.

>> PRESENT.

>> DR. MICHELLE RIEF.

>> HERE. >> DR.

ASHLEY SIMPSON BAIRD.

>> HERE. >> FOR NOW MR.

ALNUBE. >> I'M HERE.

>> YOU'RE NOT HERE YET.

YOU'RE NOT HERE YET UNTIL WE VOTE YOU IN.

>> AND MS. BOOSE IS ABSENT.

MS. GREENE IS NOT HERE YET AS WELL.

ALL RIGHT.

WE WILL OBSERVE A MOMENT OF SILENCE.

>> OKAY. THANK YOU, EVERYONE.

[3. Adopt the Agenda for the October 6, 2022 School Board Meeting ]

>> MADAM CHAIR, MOVE TO ADOPT THE AGENDA.

>> ALL RIGHT.

I HAVE MR. HARRIS WHO SECONDS DR.

RIEF'S MOTION. WE CAN GO AHEAD AND VOTE ON THAT.

ACTUALLY, YOU KNOW WHAT? WE NEED TO AMEND THE AGENDA SO DON'T VOTE YET.

WE ARE GOING TO AMEND. >> MADAM CHAIR, I MOVE TO AMEND THE AGENDA TO ALLOW FOR THE PARTICIPATION OF MS. GREENE AND MR.

ALNUBE. >> SECOND. >> SO I HAVE MS. IGNACIO WHO SECONDS DR.

RIEF'S MOTION.

THANK YOU.

OKAY. AND NOW WE JUST NEED TO ADOPT THE AGENDA AS AMENDED.

>> MADAM CHAIR, MOVE TO ADOPT THE AGENDA AS AMENDED.

>> SECOND. >> NOW WE CAN VOTE.

OKAY. SO NOW THAT WE HAVE -- SURE.

>> ARE

[00:05:16]

[4. Allow Participation of Board Member Abdel-Rahman Elnoubi by Electronic Means]

>> WHEREAS BOARD MEMBER MR. ALNUBE NOTIFIED THE BOARD HE IS UNABLE TO BE PHYSICALLY PRESENT FOR THE SCHOOL BOARD MEETING FOR A PERSONAL REASON OF BEING SICKNESS AND MR. ALNUBE REQUESTS TO PARTICIPATE VIA CONFERENCE CALL FROM ALEXANDRIA, VIRGINIA WHERE IT SHALL BE HEARD FROM ALL PARTICIPANTS IN THE BOARDROOM AND A QUORUM IS PHYSICALLY ASSEMBLED IN THE BOARDROOM.

VIRGINIA CODE 2.2-3708 THAT THE BOARD APPROVE THE PARTICIPATION OF BOARD MEMBER ALNUBE IN THIS BOARD MEETING BY VIDEO CONFERENCE CALL.

>> SECOND. >> DR.

RIEF WHO SECONDS MS. IGNACIO'S MOTION.

WE WILL GO AHEAD AND VOTE FOR THAT MOTION FIRST.

>> MR. ALNUBE, YOU CAN OFFICIALLY PARTICIPATE IN THE MEETING.

FOR OUR NEXT MOTION, MR. ALNUBE, I WILL CALL ON YOU TO VOTE ORALLY, OKAY? ALL RIGHT. WE NEED A MOTION TO ALLOW VICE-CHAIR GREENE TO PARTICIPATE ELECTRONICALLY.

[5. Allow Participation of Board Member Jacinta Greene by Electronic Means]

>> WHEREAS BOARD MEMBER JACINTA GREENE HAS NOTIFIED THE BOARD SHE SUN ABLE TO BE PHYSICALLY PRESENT FOR TONIGHT'S SCHOOL BOARD MEETING BECAUSE OF PERSONAL MATTERS SUCH AS PARTICIPATION IN THE REMEMBRANCE TRIP AND SHE HAS NOT PARTICIPATED IN 25% OF THE BOARD MEETINGS BY ELECTRONIC MEANS IN 2022 AND BOARD MEMBER GREENE REQUESTS THE OPPORTUNITY TO PARTICIPATE IN VIDEO CONFERENCE CALL FROM MONTGOMERY, ALABAMA AND THE VIDEO CONFERENCE CALL SHALL BE HEARD FROM ALL PARTICIPANTS IN THE ROOM.

A QUORUM IS ASSEMBLED IN THIS BOARDROOM.

THEREFORE I MOVE PURSUANT TO VIRGINIA CODE 2.2-308, THE BOARD ALLOW JACINTA GREENE TO PARTICIPATE VIA CONFERENCE CALL.

>> SECOND.

>> DR. RIEF SECONDS MR. HARRIS' MOTION.

I WILL START WITH MR.

ALNUBE. >> YES.

>> AND THEN EVERYBODY CAN VOTE.

>> OKAY. VICE CHAIR GREENE, YOU ARE OFFICIALLY PARTICIPATING IN THE MEETING.

ALL RIGHT. MOVING ON IN YOUR AGENDA, WE HAVE COMMUNICATIONS AND ADDRESSES TO THE BOARD.

[6. Public Comments ]

JUST REMEMBER FOR ALL SPEAKERS YOU ARE GIVEN THREE MINUTES TO DELIVER YOUR COMMENTS TO THE BOARD AND YOU WILL BE TIMED BY THE CLERK FOR THOSE COMMENTS.

THEY SHOULD BE DELIVERED RESPECTFULLY.

SIMPLY RAISE YOUR HAND SO THAT WE CAN RECOGNIZE THAT YOU ARE PRESENT AND WE CAN UNMUTE YOU.

OUR FIRST IN-PERSON COMMENTS ARE FROM KURT KLEIN REGARDING ATHLETIC FACILITIES.

OKAY. ROLANDO MONTOYA, PROJECT LABOR AGREEMENTS.

>> MADAM CHAIR AND MEMBERS OF THE SCHOOL BOARD, I AM ROLANDO MONTOYA.

[00:10:06]

I BEGAN MY CAREER AS A SHEET METAL APPRENTICE IN ALEXANDRIA CITY.

MY JOB ALLOWED ME TO PROVIDE FOR MY FAMILY AND GIVE THEM THE FUTURE THEY DESERVE.

NOT EVERYONE IS ON THE COLLEGE PATH.

ACPS CAN OF THE OPPORTUNITIES THAT A CAREER IN THE CONSTRUCTION TRADE CAN PROVIDE.

THEY CAN GRADUATE FROM A TRAINING PROGRAM WITH NO DEBT AND MAKING OVER $100,000 A YEAR AND HAVE A PENSION AND HEALTHCARE FOR THEIR WHOLE FAMILY.

EVERY DAY IN MY ROLE AS AN ORGANIZER, I GO TO JOB SITES AND SEE HOW UNION WORKERS WHO ARE UNDERPAID AND OVER WORKED AND EXPLOITED.

I SEE MOSTLY IMMIGRANTS PAID UNDER THE TABLE AND NOT OVER TIME WAGES AND CLASSIFIED AS INDEPENDENT CONTRACTORS AND SOMETIMES NOT PAID AT ALL.

THESE PRACTICES ARE COMMON IN THE INDUSTRY AND I EVEN SEE THEM ON THE PUBLIC JOBS.

WE RECENTLY SOLD ISSUES ON THE MCARTHUR ELEMENTARY PROJECT WHERE DRILLING CONSTRUCTERS WENT WITHOUT PAY FOR MONTHS.

THEY HAVE A DRYWALL CONTRACTOR.

THE GENERAL CONTRACTOR SELECTED FROM THE PROGRAM HAS DN SUED OVER AND OVER AGAIN INCLUDING A LAWSUIT FROM THE ATTORNEY GENERAL.

THEY PERFORMED WORK IN RICHMOND WHERE A DOZEN DRYWALL WORKERS WERE MISS CLASSIFIED.

HOW DO WE TELL ACPS STUDENTS TO PURSUE A SKILLED TRADE WHEN THERE IS A HISTORY OF STEALING WAGES AND FAIL TO PROVIDE WORKER DEVELOPMENT OPPORTUNITIES.

WE HAVE A SOLUTION FOR YOU.

PROJECT LABOR AGREEMENTS.

PLA'S ARE A TOOL TO ENSURE THAT CONSTRUCTION PROJECTS OFFER OPPORTUNITIES FOR STUDENTS AND LOCAL RESIDENTS WHILE ALSO PREVENTING PRACTICES THAT ARE WASTED IN A CLASSIFICATION.

THE SCHOOL BOARD HAVE THE AUTHORITY TO REQUIRE PLA'S FOR THE PROJECT.

PLA'S WILL ALLOW OUR SCHOOLS TO MAKE SURE LOCAL RESIDENTS ARE BENEFITING FROM PUBLIC DOLLARS SPENT ON CONSTRUCTION.

AND THAT'S WHY DELIVERING ON TIME.

I CAN RECRUIT ALEXANDRIA RESIDENTS AND GIVE THEM THE SAME OPPORTUNITY I HAD TO WORK A GOOD JOB AND PROVIDE FOR THEIR FAMILIES.

I ENCOURAGE YOU TO CONSIDER REQUIRING PLA'S FOR FUTURE SCHOOL.

THANK YOU FOR YOUR TIME.

>> THANK YOU.

NEXT UP IS KELLAN PATTERSON.

>> GOOD EVENING MEMBERS OF THE BOARD AND STUDENT REPRESENTATIVES.

THANK YOU FOR THIS OPPORTUNITY TO SPEAK TONIGHT.

AS A COMMUNITY MEMBER AND A PARENT OF AN ACPS STUDENT ON THE WEST END, IT OFTEN FEELS LIKE OUR VOICES ARE NOT HEARD OR ACKNOWLEDGED.

I AM HERE TO ADDRESS THE ONGOING CONCERNS OF OVERCROWDING AT PATRICK HENRY SCHOOL.

ADDRESSING OVERCROWDING IS NOT GOING TO BE A SIMPLE FIX AND REQUIRES OPEN, HONEST DIALOGUE.

WHEN WE, THE PATRICK HENRY COMMUNITY, ENGAGED ACPS LEADERS AND THE BOARD TO ATTEMPT TO FIND A LONG-TERM SOLUTION WE RECEIVED UNSATISFACTORY AND DISMISSIVE RESPONSES.

OUR CHILDREN AND TEACHERS DESERVE BETTER.

OVERCROWDING IS AN ACPS ISSUE, EVEN THOUGH IT DOESN'T REQUIRE -- OR IT DOESN'T IMPACT EVERY SCHOOL.

HERE IS JUST ONE EXAMPLE OF THE DISPARITY BETWEEN ELEMENTARY SCHOOLS.

MY SON'S SECOND GRADE CLASS AT PATRICK HENRY CONTINUES TO ENROLL NEW STUDENTS EVEN THOUGH THERE ARE NO ADDITIONAL DESKS.

IMAGINE YOUR CHILD SAYS TO YOU ON THEIR FIRST DAY, DADDY, I DON'T HAVE A DESK.

I SIT ON THE FLOOR. AND THEN YOU HEAR A NEIGHBORING SCHOOL, JUST .5 MILES AWAY, IT ONLY HAS 18 KIDS IN THE SECOND GRADE CLASS.

WOULD YOU REACT WITH INDIFFERENCE AS SOME OF THE ACPS RESPONSES SUGGEST? OUR TEACHERS ARE BATTLING A LEARNING DEFICIT FROM THE PANDEMIC, AND NOW WE ARE ASKING THEM TO UNNECESSARILY DEAL WITH OVERCROWDED CLASSROOMS. AGAIN, OUR CHILDREN AND TEACHERS DESERVE BETTER.

OUR COMMUNITIES BLEND. MY KIDS PLAY AT CAMERON, STATION AND POLK.

[00:15:04]

POLK KIDS GO TO PATRICK HENRY REC FOR AFTER SCHOOL CARE.

AGAIN, OUR COMMUNITIES BLEND.

YET WE ARE NOT TAKING A BLENDING APPROACH TO SOLVE THE OVERCROWDING ISSUE.

WE ARE FORCING INDIVIDUAL SCHOOLS TO TAKE THE BRUNT AND FORCING THOSE KIDS TO SUFFER THE LEARNING.

I WILL LEAVE WITH YOU TWO QUESTIONS TO CONSIDER.

WHERE IS THE EDUCATIONAL EQUITY IN THIS MODEL? AND WHEN WILL YOU BE READY TO ENGAGE IN REAL GOOD-FAITH DIALOGUE TO ADDRESS OVERCROWDING CONCERNS.

THANK YOU FOR YOUR TIME.

>> DO WE HAVE CARRIE PATASHNICK? OKAY. I WILL CALL JUST TO BE SURE.

GENEVIEVE QUE.

RONNIE HIRSHBURG.

>> GOOD EVENING MADAM CHAIR AND SCHOOL BOARD.

I AM RAYMOND ESPIRITU.

I AM SPEAKING FOR GWEN GNAW VEER.

SHE HAD TO DEAL WITH AN ISSUE WITH OUR OLDEST DAUGHTER AT THE LAST MINUTE.

I AM SPEAK FORGET THE SAMUEL TUCKER PTA ON THE ISSUE OF OVERCROWDING.

>> HOLD ON. EXCUSE ME.

DID YOU SIGN UP FOR PUBLIC COMMENT?

>> YES. WELL, MY WIFE DID, BUT SHE IS UNABLE TO PARTICIPATE RIGHT NOW.

>> OKAY.

PLEASE MAKE SURE -- DURING PUBLIC COMMENT WE REALLY NEED PEOPLE TO SIGN UP.

YOU JUST HAVE TO NOTIFY US IF YOU ARE DIFFERENT.

>> YEAH. SO I DID SIGN IN WITH THE EMAIL AND THE WEB LINK.

YES. IF THAT'S WHAT YOU ARE REFERRING TO.

>> GO AHEAD.

>> SO GOOD EVENING, I HAVE THE HONOR OF REPRESENTING THE SAMUEL TUCKER PTA BOARD.

IT IS ON THE ISSUE OF OVERCROWDING OF ELEMENTARY SCHOOLS AND BROUGHT UP BY THE PREVIOUS SPEAKER.

IN THIS CASE WE ARE TALKING ABOUT SAMUEL TUCKER.

WE ADDRESSED THIS ISSUE ON SEPTEMBER 28TH WITH A MEETING BETWEEN THE SCHOOL BOARD AND THE ACTING SUPERINTENDENT.

SINCE THEN WE RECEIVED INFORMATION ABOUT THE SITUATION FROM THE ACPS ADMINISTRATION.

WE ARE TOLD SCHOOLS WITH INCREASED CAPACITY WOULD BE PRIORITIZED AND RECEIVE ADDITIONAL INSTRUCTION AND SUPPORT.

IT CAME WITH LITTLE DETAILS ABOUT A PLAN AND A TIMELINE TO ADDRESS THE OVERCROWDING ISSUE.

WITH RESPECT, THE PTA WOULD LIKE TO SUBMIT ADDITIONAL REQUESTS.

WE WOULD LIKE A SEARCH ON HOW THE BOARD PLANS TO GIVE RELIEF AND A LONG-TERM PLAN TO MAKE SURE WE DON'T HAVE THIS PROBLEM NEXT YEAR AND ADDRESS THE EQUITY ISSUES IN THE SCHOOLS.

WE REQUEST THE BOARD BE OPEN TO A MORE CONTINUOUS DIALOGUE ON THIS TOPIC AS WELL AS RELEASING A CLASS-SIZE INFORMATION.

THE LACK OF OFFICIAL NUMBERS LEADS PARENTS TO GUESS ABOUT THE SITUATION AND GIVES THE APPEARANCE THAT THEY ARE TRYING TO HIDE IN CLASS SIZES BETWEEN THE SCHOOLS.

WE WOULD LIKE TO COMMENT ON THE RESPONSES FROM ACPS COMMENTS THAT OVER CROWDING AFFECTS A FEW CLAYSES IS FRUSTRATING.

WE DON'T HAVE AN OFFICIAL ENROLLMENT REPORT.

TWO, IT SEEMS LIKE AN EFFECT TO MINIMIZE THE SITUATION.

IN A SENSE, MORE RESOURCE HAVE BEEN TAKEN AWAY.

PHYSICAL SPACE IS NOT ACCEPTABLE HAS NOT BEEN PROVIDED BY OUR OWN TEACHERS AND CHILDREN.

CHILDREN SAY THEY HAVE TO SHARE THEIR BELONGINGS AND BRING THEIR OWN TABLES AND CHAIRS TO ACCOMMODATE THE STUDENTS.

IT IS A MAJOR BARRIER TO THE EQUITY OF ALL THAT IS AT THE HEART OF THE MISSION STATEMENT.

[00:20:02]

THE SAMUEL TUCKER PTA ORGANIZATION IS COMMITTED TO WORKING WITH YOU ON THIS ISSUE.

WE WANT TO REMIND YOU THAT WE ARE ALL SEEKING THE SAME THING IS TO BETTER SCHOOLS TO THE BETTER MEANT OF ALL STUDENTS.

THANK YOU. >> THANK YOU.

I AM GOING TO ROLL BACK TO SEE IF MR. KURT KLEIN? OKAY. THAT CONCLUDES THE PUBLIC COMMENTS FOR THE EVENING.

WE DO HAVE TWO WRITTEN PUBLIC COMMENTS FOR THE BOARD.

MAKE SURE YOU TAKE A LOOK AT THOSE.

THEY WERE ALL ABOUT THE 15-MILE PER HOUR RESOLUTION FOR SCHOOL ZONES.

IN THE FUTURE IF YOU WISH TO SIGN UP TO SPEAK, PLEASE VISIT THE SCHOOL BOARD MEETING PAGE TO DO SO.

WE ASK PEOPLE SIGN UP THE WEDNESDAY PRIOR TO THE NEXT MEETING.

WITH THAT WE WILL MOVE ON TO OUR STUDENT REPS AND I WILL TURN IT TO EMILY MILTON.

[7. Report from Student Representatives Emily Milton and Torenzo Ricks ]

>> MY NAME IS EMILY AND I WOULD LIKE TO FIRST SAY THAT -- I WOULD FIRST LIKE TO SAY THAT WE ARE GRATEFUL TO ACPS, AS ALWAYS, FORGIVING US THE OPPORTUNITY AS STUDENTS TO TAKE THE S.A.T.

AND THE PSAT IN THIS DISTRICT FOR FREE.

MANY DISTRICTS DON'T HAVE THE SAME OPPORTUNITY.

AND I KNOW PSAT IS COMING UP NEXT WEDNESDAY FOR HIGH SCHOOL STUDENTS.

AS I AM GOING THROUGH THE COLLEGE APPLICATION PROCESS, I CAN'T IMAGINE NOT HAVING THAT TEST.

AND I WANT TO MOVE TO ALEXANDRIA CITY NEWS.

ON MONDAY, OCTOBER 10TH, INDIGENOUS PEOPLE'S DAY, MARKET SQUARE, NOAH AND JESEPHOUS WILL BE HONORED AND AT THIS SATURDAY'S ATHLETIC HALL OF FAME CEREMONY WE ENCOURAGE YOU TO ATTEND. ALEXANDRIA HAS BEEN NAMED IN THE TOP FIVE BEST SMALL CITIES IN THE UNITED STATES FOR THE FIFTH YEAR IN A ROW.

SO SATURDAY, AUGUST 15TH, THE ALEXANDRIA GOVERNMENT IS HOSTING A FLU SHOT CLINIC FOR CITIZENS.

MEMBERS FROM ALEXANDRIA, VICE CHAIR GREENE AND KELLY CARMICHAEL BOOZE ARE IN MONTGOMERY, ALABAMA, AS YOU CAN SEE, TO PARTICIPATE WITH THE EQUAL JUSTICE INITIATIVE FOR THE ALEXANDRIA PILGRIMAGE AND REMEMBRANCE PROJECT.

WE ARE LUCKY TO HAVE ACPS BE A PART OF THE HISTORIC MOMENT AND PART OF A COMMUNITY THAT VALUE THAT'S SO MUCH. THE STUDENT LAW ENFORCEMENT PARTNERSHIP COMMITTEE HAS A SURVEY THAT IS OPEN NOW UNTIL SUNDAY OCTOBER 9TH.

WE HAVE 3,000 RESPONSES AND BY ANSWERING THE SURVEY YOU CAN GIVE YOUR INPUT ON LAW ENFORCEMENT AND THE CLIMATE AROUND THE SCHOOL SYSTEM AND ANY VOICE WE CAN GET AND ANY RESPONSE IS MAKING SURE WE GET ACCURATE VOICES HEARD AND GROUPS REPRESENTED.

I WILL PASS IT OVER NOW TO TORENZO.

>> GOOD EVENING, EVERYONE.

MY NAME IS TORENZO.

SO I'M GONNA TRY TO KEEP IT -- SHE COVERED THE CITY SO I WILL STAY IN THE SCHOOL.

MONDAY OCTOBER 3RD WAS NATIONAL CUSTODIAN DAY.

WE WOULD LIKE TO TAKE THIS TIME TO THANK OUR ACPS CUSTODIANS FOR KEEPING OUR SCHOOLS CLEAN AND SANITIZED FOR OUR STUDENTS TO BE READY TO LEARN.

IT IS ALSO PRINCIPAL'S MONTH.

WE WOULD LIKE TO HIGHLIGHT AND THANK ALL OF OUR ACPS PRINCIPALS.

AS FAR AS THE FOUR CAMPUSES OF ACPS, THE PRINCIPALS THERE AND THE ACADEMY PRINCIPALS WHO PLAY THE ROLE AS A PRINCIPAL WE THANK YOU. IS IT OKAY WE DO A COUPLE OF TEACHER SHOUTOUTS? I JUST WANT TO MAKE SURE.

IT'S A LOT. WE FIRST WANT TO HIGHLIGHT MR. RODNEY JOHNSON.

HE IS ACAH AND A COACH AND BEING INDUCTED INTO THE ACHS ATHLETIC HALL OF FAME ON SATURDAY AND MS. PAULINA GONZALEZ.

I JUST REALIZED THAT WAS. >>> 9TH GRADE SPANISH TEACHER.

SHE IS SPEARHEADING THE MINI HOWARD COMMITTEE.

SHE IS ONE OF THE LEADERS OF THE MINI HOWARD HISPANIC HERITAGE MONTH.

[00:25:07]

MS. JESSICA MILLIKIN.

SHE HAS COME IN AND HIT THE GROUND RUNNING SUPPORTING OUR AMAZING STUDENTS.

WE HAVE MS. SHARON VAUGHN AND MS. CONNIE. THEY ARE WORKING ON THE CO-CURRICULUM AND LASTLY MS. EMILY STALEY.

SHE HAS DONE A GREAT JOB WITH THE STUDENT AND STAFF ID AND YEARBOOK PHOTOS.

AND I HAVE TO GIVE A SHOUTOUT TO MR. CHRISTOPHER SPIKE WHO GAVE ME THE LIST OF TEACHER SHOUTOUTS AND EVER SINCE MS. SANDERS WAS PROMOTED, SHE HAS BEEN THE CAMPUS ADMINISTRATOR.

FROM THE RESPONSE I HAVE GOTTEN SHE HAS TAKEN THE REINS AND DONE THIS JOB EXCEPTIONALLY.

AND THE MORNING ANNOUNCEMENTS.

>> EVERY MORNING.

>> EVERY MORNING.

TOMORROW IS THE VARSITY HOME GAME WHERE THE INDUCTEES WILL BE ACKNOWLEDGED AND THIS SATURDAY IS THE INDUCTION CEREMONY WHICH EVERYBODY WILL MAKE IT FOR ATTENDANCE BECAUSE I WILL PERFORM THE NATIONAL ANTHEM.

I HAVEN'T DONE A SOLO IN AWHILE.

BEAR WITH ME.

I HOPE TO SEE YOU ALL THERE AND I WILL PASS IT ON TO ZAHRA.

[8. Report from International Academy Student Representative Zahra Rahimi ]

>> I AM HAPPY TO BE HERE FOR TONIGHT'S MEETING.

I WANT TO START WITH MS. ACOSTA AND THE INTERNATIONAL ACADEMY ARE PLANNING PRACTICE FACILITIES TO HELP WITH COMMUNITY AND CONFIGURED RESOLUTIONS.

>> THEY ARE PARTICIPATING WITH THE CITY OF ALEXANDRIA TO TEACH DATA COLLECTION AND ANALYZE IT IN HER DIGITAL OPERATION CLASS.

THEY ARE SURVEYING THE COMMUNITY CENTERS.

OUR LEADERS ARE WORKING WITH FREDDY MARTINEZ AND THE SUBSTANCE ABUSE PREVENTION COLLISION OF ALEXANDRIA INCLUDING PARTNERS TO CREATE AROUND DANGEROUS SUBSTANCE ABUSE.

AND OUR ACADEMY LEADERSHIP IS LOOKING AT OPTIONS FOR INTERNATIONAL STUDENT LEADERS TO GO TO NEW YORK AND POSSIBLY SOMETHING SMALLER. THANK YOU.

>> THANK YOU TO EACH OF YOU AND LOOKING FORWARD TO ALL OF THE WEEKEND ACTIVITY AND THANK YOU FOR SHOUTING OUT YOUR TEACHERS AND MR. SPIKE. YOU ALL ARE APPRECIATED.

[Consent Calendar ]

>> MOTION TO APPROVE THE CONCEPT CALENDAR.

>> I HAVE MR. BAILEY WHO SECONDS DR.

RIEF'S MOTION. ARE THERE ANY ITEMS TO PULL?

>> YES, MADAM CHAIR. THE BUDGET PRIORITIES FOR FY2024 BUDGET FOR DISCUSSION.

>> MADAM CLERK, WE WILL PULL -- WHAT ITEM IS THAT? OH, NUMBER 7. ALL RIGHT. WE WILL PULL ITEM NUMBER 7 AND ONCE THAT IS PULLED WE CAN ADOPT THE CONSENT CALENDAR.

>> ALL

[00:31:23]

>> YES.

>> MR.

ALNUBE? >> ADOPTION OF THE AGENDA?

YES. >> THE CONSENT CALENDAR.

>> OH, YES. >> ALL RIGHT.

MS. GREENE? >> YES.

>> OKAY. >>

[31. Adoption of Budget Priorities for FY 2024 CF Budget and FY 2024-2033 CIP Budget ]

RIEF. >> THANK YOU, MADAM CHAIR.

YES, WE HAD A WORK SESSION ON SEPTEMBER 22ND TO DISCUSS OUR BUDGET PRIORITIES FOR FY24.

FOR ANYONE WHO IS LISTENING, THAT'S THE NEXT SCHOOL YEAR'S BUDGET THAT IS COMING UP.

THIS IS LIKE THE FIRST STEP IN THE BUDGET PROCESS WHERE WE AS A BOARD ESTABLISH THE PRIORITIES.

I DON'T KNOW IF IT'S POSSIBLE FOR ANYONE TO PULL UP THE BUDGET PRIORITIES ON THE SCREEN, BUT ONE OF THE THINGS THAT WAS LISTED -- WE HAD A WORK SESSION WHERE WE DISCUSSED ALL OF THESE DIFFERENT THINGS AND VOTED ON THEM AND THEN IT CAME TOGETHER IN THIS FINAL DOCUMENT FOR US.

ONE OF THE THINGS LISTED UNDER THE STRATEGIC RESOURCE ALLOCATIONS IS TO INCREASE SUPPORT FOR SOCIAL AND EMOTIONAL LEARNING.

I WANTED TO DRILL DOWN TO THAT A LITTLE BIT.

I WASN'T SURE THAT CAPTURED WHAT THE BOARD TALKED ABOUT.

I DON'T KNOW IF THEY WOULD WANT TO COMMENT.

I WILL GIVE MY FEEDBACK AND THEN YOU ALL CAN CHIME IN.

I CAN HEAR THE ECHO.

I THINK THIS YEAR WE ARE DOING A LOT WITH SOCIAL AND EMOTIONAL LEARNING.

WE ARE DOING THE LESSONS ACROSS THE DIVISION WHICH I THINK IS IMPORTANT.

WE HAVE A LOT OF RESOURCES SUCH AS THE RULER PROGRAM THAT I KNOW WE WILL HEAR MORE ABOUT IN OUR CONVERSATION.

WHAT I HAVE HEARD A LOT ABOUT FROM FEEDBACK I HAVE HEARD IS FOLKS ARE WANTING MORE MENTAL HEALTH SUPPORT FOR STUDENTS.

THERE IS FEEDBACK ABOUT WANTING MORE COUNSELORS.

WHEN I WENT BACK TO REVIEW, DR.

PAGE, WHAT YOU SAID WHEN YOU WERE SUMMARIZING THE BOARDS AND JUST WANTED TO MAKE SURE THAT WE ARE CAPTURING THAT.

I WANTED TO SHARE ONE OTHER JUST PIECE OF INFORMATION THAT IS INFORMATIVE FOR THIS TOO.

WHEN WE HAVE THE EQUITY CLIMATE SURVEY LAST YEAR, THERE WERE 3,300 STUDENTS WHO FILLED OUT THE EQUITY CLIMATE SURVEY.

OF THOSE STUDENTS ONLY 62% AGREED THAT ADULTS AT MY SCHOOL KNOW HOW TO CONNECT FOR MENTAL HEALTH AND WELL-BEING.

THAT'S OF THE SECONDARY STUDENTS.

I DON'T KNOW IF IT IS A QUESTION IF WE ARE NEEDING MORE COUNSELORS AND NEEDING TO KNOW HOW TO CONNECT STUDENTS WITH COUNSELORS OR WHAT IS THE ISSUE, BUT THIS IS WHAT I HEARD IN THE CONVERSATION WITH MY COLLEAGUES.

I'LL STOP THERE. THANK YOU.

[00:35:06]

>> THANK YOU MADAM CHAIR AND THANK YOU DR.

RIEF. IT MAY BE HELPFUL TO UNDERSTAND OUR OPERATING DEFINITION OF MENTAL HEALTH AND SOCIAL AND EMOTIONAL LEARNING.

I DO HAVE DR.

JACKSON ON WHO IS OUR EXECUTIVE DIRECTOR OF STUDENT SERVICES.

WE WOULD USE THE CASTLE DEFINITION AROUND SOCIAL AND EMOTIONAL LEARNING AND WE ARE LOOKING AT HOW WE MOVE FORWARD.

WE ARE USING ESSER FUNDS TO PROVIDE MENTAL HEALTH PRACTICE SESSIONERS AND PROGRAMS THROUGH THE FUNDING AVENUES. IF YOU DON'T MIND, I WOULD LIKE TO HAVE DR.

JACKSON. >> THANK YOU FORGIVING US AN OPPORTUNITY TO SHARE A LITTLE MORE ABOUT HOW WE USE THE CASTLE FRAMEWORK AND THE DEFINITION TO SUPPORT THE STUDENTS.

THEY DEFINE IT AS THE EDUCATION OF STUDENTS AND HUMAN DEVELOPMENT OVERALL.

THE SOCIAL EMOTIONAL LEARNING IS A PROCESS THROUGH WHICH ALL YOUNG PEOPLE AND ADULTS ACQUIRE AND APPLY KNOWLEDGE TO DEVELOP HEALTHY IDENTITIES AND ATTITUDES AS WELL AS ACHIEVE PERSONAL AND COLLECTIVE GOALS.

THEY ENCOURAGE AND TEACH THE STUDENTS HOW TO MAKE RESPONSIBLE AND CARING DECISIONS.

WE USE THE CASTLE FRAMEWORK TO OUTLINE WHAT WE KNOW IN OUR SCHOOL DIVISION AND WE WILL TALK MORE ABOUT THAT TONIGHT.

THE FIRST THING IS SELF-AWARENESS AND THE SECOND IS SELF-MANAGEMENT AND THE THIRD BEING SOCIAL AWARENESS AND SOCIAL DECISION MAKING.

WE WANT OUR STUDENTS TO ACQUIRE THE SKILLS AND KNOWLEDGE AND IT TIES INTO THE MENTAL HEALTH.

ONE OF THE THINGS I WILL POINT OUT IN TURNS OF THE FRAMEWORK WE USE IN SOCIAL AND EMOTIONAL LEARNING IS NOT ONLY DOES THE SOCIAL AND EMOTIONAL LEARNING THAT WE TEACH STUDENTS TO REGULATE AND MANAGE THE EMOTIONS AS WELL AS STRESS AND IT TEACHES OUR STUDENTS HOW TO STRENGTHEN THEIR ACADEMIC PERFORMANCE AND THEIR PHYSICAL HEALTH.

IT REALLY DEALS WITH THE WHOLE CHILD, IF YOU WILL.

ALL OF THESE THINGS SUPPORT THEIR MENTAL HEALTH.

IT IS FOR EQUITABLE RELATIONSHIPS.

AND THE LAST THING I WILL POINT OUT IS THAT THE DEFINITION OF MENTAL HEALTH WE USE IN OUR SCHOOL DIVISION INCLUDING THE EMOTIONAL AND PSYCHOLOGICAL WELL-BEING AND IT AFFECTS HOW WE THINK, FEEL AND ACT.

IT HELPS US TO DETERMINE HOW WE HANDLE STRESS AND RELATES TO OTHERS AND CHOICES.

WE DEFINITELY WORK TOGETHER TO SUPPORT OUR STUDENTS ACQUIRING SKILLS AND SUPPORTS THE MENTAL HEALTH.

I DON'T WANT TO TAKE UP ANYMORE TIME BECAUSE WE DO HAVE A GREAT PRESENTATION THAT WILL GO IN MORE DEPTH IN HOW WE ACTUALLY SUPPORT OUR STUDENTS ACROSS THE SCHOOL DIVISION.

>> THANK YOU. AND WE ALSO MIGHT ALLOW MR. TURNER TO KIND OF HIGHLIGHT OUR DISCUSSION AND FOCUS AROUND INCREASED COUNSELORS.

>> ONE OF THE THINGS WE WANT TO DO WITH OUR PRIORITIES, WE WANT TO PRESCRIBE THE SOLUTION AND THE PRIORITY AND WHERE WE SAID INCREASED COUNSELORS, THAT DOESN'T GET TO THE SOLUTION THAT WE MAY BE LOOKING FOR BECAUSE THERE IS A LOT OF DIFFERENT DATA THAT COMES INTO PLAY.

THAT'S WHY WHEN WE SAY INCREASED SUPPORT FOR SOCIAL AND EMOTIONAL LEARNING THERE IS A WHOLE SOLUTION THAT MAY BE INVOLVED IN GETTING TO THAT ANSWER.

[00:40:04]

WE DON'T WANT TO SAY SIMPLY ADD COUNSELORS BECAUSE THAT IS NOT THE PRIORITY AND THAT IS NOT GETTING TO THE ROOT CAUSE.

THERE MAY BE OTHER THINGS THERE.

SAME THING WITH THE SAFE ROUTES TO SCHOOL COORDINATION.

WE DON'T WANT TO SAY ADD THE COORDINATOR.

WE WANT TO GET INTO WHAT IS THE AREA THAT WE ARE TRYING TO SOLVE AND THAT'S WHY YOU SEE INCREASED COUNSELORS AND PSYCHOLOGISTS THERE.

>> THANK YOU FOR THAT.

I APPRECIATE THAT.

I APPRECIATE YOU WALKING THROUGH THE DEFINITION OF SOCIAL AND EMOTIONAL LEARNING.

THAT WAS HELPFUL.

THERE IS SOME OF THE EDUCATION JARGON AND HOW IT COMMUNICATES.

WE HEAR OF THE INCREASED SUPPORT OF MENTAL HEALTH AND MENTAL WELLNESS.

I DON'T KNOW IF WE WANT TO THINK ABOUT USING THE LANGUAGE.

WE ARE PROMOTING THE SOCIAL AND EMOTIONAL LEARNING.

I DO THINK THAT WORK AND ESPECIALLY THE TIER1 LEVEL IS IMPORTANT.

I AM THINKING MORE OF THE TIER2 AND TIER3 LEVEL.

I CAN SEE ONE OF MY COLLEAGUES HAS THEIR HAND RAISED AND I WOULD LOVE TO HEAR FROM ANYONE ELSE TOO THEIR THOUGHTS.

>> MR.

ALNUBE. >> I PERSONALLY CAN SHARE WHERE DR.

RIEF IS COMING FROM.

I KNOW WE ASKED TO BE SPECIFIC WHEN WE WERE DOING THE BUDGET PRIORITIES ESPECIALLY WHEN WE WROTE ON OUR STICKY NOTES. AND WHAT I WILL -- AS FAR AS BEING SPECIFIC, I WANTED US TO REDUCE THE WORKLOAD ON COUNSELORS AND REDUCE THE STUDENT RATIOS IF WE CAN.

NOW, OF COURSE, IF WE DON'T HAVE TO DO IT EVERY SCHOOL OR JUST DO THAT.

MAYBE THERE IS AN ASSESSMENT THAT CAN BE DONE.

I FEEL THAT WITH THE MENTAL HEALTH CRISIS THAT WE ARE IN RIGHT NOW THAT ADDING MORE COUNSELORS MAY BE BURNT OUT.

AND IF WE CAN ADD MORE THAT CAN BE GREAT.

ESPECIALLY AS SOME SPEAKERS MENTIONED EARLIER WE HAVE A HIGHER NUMBER THAT PROJECTED LAST YEAR.

WE PROJECTED WE NEED X AMOUNT OF COUNSELORS THIS YEAR AND THAT IS ANOTHER REASON TO TAKE A LOOK AND REVISIT THE RATIOS WE ARE USING -- AND I KNOW OUR RATIOS ARE LOWER THAN THE STANDARD OF QUALITIES, BUT I THINK THAT WAS BEFORE THE PANDEMIC AND BEFORE THIS SPIKE IN MENTAL HEALTH. IT IS A REASON TO REASSESS WHETHER THOSE RATIOS ARE GOOD RATIOS.

THE OTHER THING IS THE ESSER FUNDS.

I KNOW WE ARE USING ESSER, BUT I THINK WE ARE ONLY USING FOUR POSITIONS WE CREATED.

I DON'T KNOW IF WE ARE CREATING MORE, BUT IF WE DO THAT WE WANT TO THINK OF LONGER RETURN.

WE WANT THIS TO BE AN AREA OF PRIORITY.

SO WHEN THE ESSER FUNDS RUN OUT WE CAN ROLL IT INTO THE FULL-TIME BUDGET.

THAT'S GOING TO AFFECT WHETHER PEOPLE WANT TO TAKE THOSE JOBS OR NOT.

THAT'S ESSENTIALLY WHERE I WAS COMING FROM AND I WOULD LOVE TO HEAR FROM MY COLLEAGUES.

I THINK THAT'S WHAT WE WERE TRYING TO TARGET THAT THE SST PART OF THE -- THE SST, STUDENT SUPPORT TEAM, AND ALSO PERSONNEL.

IF WE CAN TAKE NOTES OF PEOPLE BY HIRING MORE PEOPLE THAT WOULD BE GREAT.

IT IS NOT LIKE WE ARE SAYING LET'S DO THAT TOMORROW.

LET'S LOOK AT WHETHER WE DO NEED THAT BASED ON THE CASES WE ARE SEEING AND BASED ON THE AMOUNT OF STUDENTS AND THE PROJECTION AND THE DELTA

[00:45:08]

I WONDER IF THERE IS A WAY TO MAYBE TREAT THE LANGUAGE IN THE PRIORITIES AND WE CAN HAVE AN UNDERSTANDING OF THAT IS WHAT WE ARE TRYING TO ACHIEVE IS BASICALLY LOWERING ON SST COUNSELORS AND PEOPLE WHO ARE TRYING TO -- PERSONS WHO ARE TRYING TO DEAL WITH THE CRISIS AND THE BEHAVIORAL CHALLENGES WE ARE HAVING.

THANK YOU. >> MR.

HARRIS? >> YES.

I JUST HAVE A QUICK QUESTION. I DEFINITELY UNDERSTAND THAT WE CAN'T LAYOUT HOW WE ARE GOING TO DO THIS BASED ON THE BUDGET MEETING WE HAD LAST WEEK. MY QUICK QUESTION IS WHEN WILL WE TAKE THE DATA AND ESTABLISH A MEANS AND METHOD FOR OFFERING THAT SUPPORT?

>> I'M SORRY.

>> GO AHEAD.

>> SO ONCE WE HAVE IDENTIFIED THE PRIORITIES, OF COURSE, WE HAVE OUR DATA AND WE WILL START PLANNING OUT THE NEXT STEPS.

I JUST WANT TO SAY THAT I DO BELIEVE THE GOAL IS BROAD ENOUGH FOR US TO ACCOMPLISH MANY OF THE ITEMS THAT HAVE BEEN ADDRESSED HERE TONIGHT.

LIKE I SAID, WE HAVE THE DATA AND ONCE THESE ARE VOTED ON WE CAN MOVE FORWARD WITH NEXT STEPS.

I HOPE THAT ANSWERS YOUR QUESTION, MR.

HARRIS. >> IT DOES.

I UNDERSTAND IT IS A PROCESS AND IT IS NOT GOING TO HAPPEN OVERNIGHT.

WE ARE TALKING ABOUT FUTURE IMPLEMENTATIONS.

SO IT IS NOT PUSHING A TIMETABLE, BUT IT IS HAVING AN IDEA WHAT THE PROCESS IS TO USE THE DATA TO ESTABLISH ANY KIND OF A MODIFICATION THAT WE MAY NEED

MOVING FORWARD. >> SO MR. HARRIS, SOME OF THOSE THINGS HAVE OCCURRED THIS YEAR ALREADY WITH OUR STUDENT SERVICES DEPARTMENT AND MAKING SURE WE PUT IN NEW CHANGES IN ADDITIONAL SUPPORTS.

AND THERE WILL BE AN ADDITIONAL PRESENTATION COMING ON WHAT OUR CO METRICS LOOK LIKE.

>> THANK YOU.

>> MS.

IGNACIO? >> I HAVE A QUICK QUESTION AS WELL AND I WOULD LIKE TO PIGGYBACK ON MR. HARRIS' DATA.

I WOULD LIKE TO KNOW WHAT IT IS WE ARE MEASURING WHEN WE LOOK AT THE CASSEL FRAMEWORK AND I WOULD LIKE TO SEE A CHUNK, MAYBE 1-3, 4-6, MIDDLE SCHOOL AND 9 THROUGH 10 AND MAYBE 11 AND 12 AND HOW IT IS BEING IMPLEMENTED AND HOW IT IS ACTUALLY IMPACTING OUR STUDENTS AT THOSE VARIOUS LEVELS.

I KNOW YOU CAN'T NECESSARILY ANSWER THAT THIS EVENING, BUT MAYBE MOVING FORWARD, IT IS DATA I WOULD LIKE TO SEE.

>> IS THAT YOUR HAND UP?

YOU'RE ON MUTE. >> I'M SORRY.

I JUST WANTED TO SAY THAT THIS IS PART OF A PRESENTATION THAT I BELIEVE WE HAVE SCHEDULED FOR NEXT MONTH.

WE WILL CONSIDER THE CHUNKING OF THE GRADE LEVELS PROVIDED BY MRS. IGNACIO. MY TEAM WILL ALSO MAKE A SUGGESTION TO THE BOARD THAT INSTEAD OF THE WORD INCREASE WE USE THE WORD PRIORITIZE OR SOMETHING ALONG THAT FASHION.

IT WOULD STILL CAPTURE EVERYTHING THAT WAS SHARED TONIGHT AS WELL AS WE CAN MAKE SURE WE USE OUR DATA TO ALIGN WHAT OUR NEXT STEPS WILL BE ONCE THESE ARE ADOPTED.

>> OKAY. >> MADAM CHAIR? I'M WONDERING IF -- WHAT IS THE WORD SHE SAID?

>> PRIORITIZE.

>> PRIORITIZE, I'M WONDER FIGURE WE CAN MAYBE SAY REFINE OR SOMETHING LIKE THAT.

SOMETHING OR MOVING A CHANGE OF THESE PRIORITIES?

>> I WOULD SAY I WOULD NOT MAKE A MOTION FOR THAT.

I THINK WE'VE HAD A CONVERSATION ABOUT IT.

I THINK IT IS IMPORTANT THAT -- FOR ME IT IS IMPORTANT WE MAKE CLEAR OUR INTENTION WITH THIS PRIORITY.

I THINK THE CONVERSATION HAS DONE THAT.

I'M LOOKING FORWARD TO, YOU KNOW, CONTINUING TO HAVE THIS CONVERSATION THROUGHOUT THE BUDGET PROCESS

[00:50:06]

>> OKAY. >> MR. ALNUBE, IS YOUR HAND UP?

>> I WOULD LIKE TO PRIORITIZE, BUT I WONDER IF WE CAN WORK SOMETHING AROUND THE STAFFING PARTS OR THE SST'S OR THE RATIOS OR SOMETHING ALONG THOSE LINES.

IT CAPTURES THE WORK SESSION.

AS DR. RIEF MENTIONED, THE ESSENCE OF IT AND WHAT WAS CAPTURED FROM THE STICKY NOTES ON THE BOARD WAS THE INITIAL SUPPORT AND I WONDER IF WE CAN WORK SOMETHING ALONG THE LINES OF PRIORITIZING SOMETHING ALONG THE LINE OF PERSONNEL OR SST'S AND COUNSELORS OR SOMETHING LIKE THAT.

>> I'M SORRY. I KEEP RAISING MY HAND, BUT I WANT TO MAKE SURE THAT WHEN WE ARE TALKING ABOUT THIS -- AND I DID SAY THE WORD PRIORITIES, BUT WE ARE TALKING ABOUT THESE AS BUDGET PRIORITIES, BUT I ALSO WANT US TO BE MINDFUL THAT IF WE START PUTTING IN A MORE SPECIFIC GOAL OR PRIORITY AROUND STAFFING, WHAT WE NEED TO DO TO SUPPORT OUR STUDENTS IS BIGGER THAN JUST STAFFING.

IT IS AROUND PROGRAMMING AND RESOURCES AND A NUMBER OF OTHER ITEMS WE TALK ABOUT CONSTANTLY IN OUR DEPARTMENT OF STUDENT SERVICES.

I REALLY WANT US TO BE CAUTIOUS AROUND STAFFING.

IT IS MUCH MORE THAN JUST PUTTING A COUNSELOR OR A SCHOOL PSYCHOLOGIST IN PLACE.

SO PUTTING STAFFING ON HERE WOULD REALLY KIND OF CONCERN ME AS WE PLAN OUR PRIORITIES.

AND WE HAVE TO REMEMBER THAT WE ARE IN A SHORTAGE RIGHT NOW.

SO IF WE SET A PRIORITY LIKE THAT AND WE ARE UNABLE TO FILL IT IN THE EXACT MANNER WE DEFINED IT, I WANT TO MAKE SURE WE HAVE THE FLEXIBILITY WITH STAFF TO COME BACK AND PUT IN A DIFFERENT TYPE OF PROGRAM OR ANOTHER OPTION TO SUPPORT OUR STUDENTS WHO MIGHT BE NEEDING THESE SERVICES.

>> OKAY.

THE ONLY THING I HAVE TO SAY IS WE APPRECIATE THE DISCUSSION.

THE PRIORITIES HAVE TO BE SET BROADLY. IN TERMS OF MAKING SPECIFIC STAFFING RECOMMENDATIONS IS NOT WHAT WE ARE SUPPOSED TO BE DOING AS OPPOSED TO WHAT WE WANT TO SEE HAPPEN AND LETTING THEM GO BACK TO DO THE WORK TO MAKE THAT HAPPEN.

THEY HAVE THOSE DETAILS AND THEY KNOW THE STAFF AND THEY HAVE DATA.

IF THERE IS A MOTION ON THE TABLE TO CHANGE THAT, PUT THE MOTION OUT THERE.

IF WE HAVE PEOPLE WHO WOULD BE SUPPORTIVE OF IT, WE NEED TO MAKE A VOTE AND MOVE FORWARD.

IS THERE A MOTION TO CHANGE THE LAPPING WEDGE IN THE BUDGET PRIORITIES?

>> MADAM CHAIR?

>> YEAH. >> ONE LAST QUESTION FOR DR.

KAY WYATT. CAN THE BOARD SEE SOME SORT OF AN ASSESSMENT OF THE RATIOS AND THE WORKLOADS OF THE COUNSELORS AT ONE POINT? IS THAT SOMETHING DOABLE THAT WE CAN HAVE AT A FUTURE MEETING? THAT WOULD BE GREAT, I THINK.

>> WE CAN PROVIDE THAT AND DISCUSS THAT AT OUR NEXT PRESENTATION AROUND SEAL AND THE METRICS.

I THINK IT IS NOVEMBER.

DON'T QUOTE ME ON THAT DATE, HOWEVER.

>> YES. OUR NOVEMBER -- I MEAN, I GUESS THIS LEADS INTO KIND OF WHERE WE ARE GOING.

TODAY WE ARE LOOKING AT THE FRAMEWORK AND LOOKING AT THE NTSS STRUCTURES ON BOTH THE ACADEMIC AND THE SOCIAL AND EMOTIONAL SIDE AND WE ARE SETTING OURSELVES UP TO DO THE WORK.

IN NOVEMBER WE ARE GOING IN DEPTH INTO THE DATA TO LOOK AT WHAT THE DATA IS SAYING, AND THEN STAFF WILL SHARE WHAT THEIR APPROACH IS AND WHAT THEY ARE PLANNING TO DO IN ORDER TO ADDRESS THE DATA THAT WE HAVE.

THAT DIRECTION IS COMING.

WE HAVE DATA TO COLLECT.

IT IS GOING TO BE DONE AND BY THE END OF OCTOBER

[00:55:04]

THE FINAL ENROLLMENT NUMBERS ARE NOT EVEN READY YET.

THERE IS A LOT OF THINGS THAT I THINK ARE COMING.

>> MADAM CHAIR, I MAKE A MOTION THAT WE APPROVE THE PRIORITIES.

>> I HAVE DR. RIEF WHO SECONDS THE MOTION.

MADAM CLERK, IF YOU WANT TO GET IT IN THERE WE CAN VOTE TO APPROVE ITEM NUMBER 7 WHICH ARE THE BUDGET PRIORITIES.

>> MS. GREEN, I'M SORRY.

>> I VOTE YES, MADAM CHAIR.

>> SORRY.

>> MR. ALNUBE?

>> I.

>> MADAM CLERK, LET ME KNOW WHEN YOU ARE READY.

GREAT. WE PASSED THE CONSENT CALENDAR AND WE NEED TO MOVE INTO

[32. Closed Meeting ]

>> YES, I CAN. MADAM CHAIR, I MOVE THE BOARD GO INTO CLOSED MEETING 2.2-3711A29 FOR THE DISCUSSION OF THE AWARD OF A PUBLIC CONTRACT INVOLVING THE EXPENDITURE OF PUBLIC FUNDS INCLUDING INTERVIEWS OF BIDDERS AND OFFERERS AND THE DISCUSSION OF THE TERM OR SCOPE OF SUCH CONTRACT WHERE DISCUSSION IN AN OPEN SESSION WOULD ADVERSELY AFFECT THE BARGAINING POSITION OR THE NEGOTIATING STRATEGY OF THE BOARD.

>> SECOND. >> I HAVE DR.

RIEF WHO SECONDS DR.

GREENE'S MOTION.

I WILL ASK VICE CHAIR GREENE TO VOTE FIRST.

>> YES. >> MR.

ALNUBE? >> I.

>> AND WE WILL GO INTO CLOSED.

WE'LL BE

BACK. HAD. >> OKAY. MADAM VICE CHAIR.

[33. Certification of Closed Meeting ]

>> MADAM CHAIR, VIRGINIA CODE 2.2-3712, I MOVE THAT THE BOARD CERTIFY THAT TO THE BEST OF EACH MEMBER'S KNOWLEDGE, ONLY PUBLIC BUSINESS MATTERS IDENTIFIED IN THE MOTION BY WHICH THE CLOSED MEETING WAS CONVENED AND ARE LAWFULLY EXEMPTED BY THE FREEDOM OF INFORMATION ACT WERE HEARD, DISCUSSED OR CONSIDERED BY THE BOARD IN THE CLOSED MEETING HELD ON OCTOBER 6TH, 2022.

>> SECOND. >> MR. BAILEY SECONDS VICE CHAIR GREENE'S MOTION.

AND WE WILL GO AHEAD AND VOTE.

>> OKAY.

OKAY. ALL RIGHT WE HAVE OLD BUSINESS

[34. School Accreditation & Improvement Update 2022-23]

I WILL TURN IT OVER TO DR.

KAY WYATT. >> WE HAVE A PRESENTATION THIS EVENING ON SCHOOL ACCREDITATION AND IMPROVEMENTS.

WE WILL HAVE MEMBERS OF THE SLT TEAM WHICH IS DR.

CLINT PAGE WHO IS THE CHIEF OF ACCOUNTABILITY AND RESEARCH AND DR.

ANTHONY SIMS WHO IS OUR EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENTS PROVIDE THE MORE SYNOPSIS OR DETAILED OVERVIEW OF WHAT ACCREDITATION LOOKS LIKE FOR ALL OF THE SCHOOLS IN

[01:00:09]

I WILL NOW TURN IT OVER TO DR.

PAGE AND DR.

SIMMS. >> DR.

WYATT, THANK YOU. GOOD EVENING MEMBERS OF THE BOARD.

WE ARE THRILLED TO BE WITH YOU AND TAKE A DEEPER LOOK AT THE ACCREDITATION SYSTEM AND TALK ABOUT THE IMPLICATIONS AS WE LOOK AT IMPROVEMENT EFFORTS TO BE UNDERTAKEN THIS SCHOOL YEAR.

I AM JOINED THIS EVENING FOR THE PRESENTATION BY THE ESTEEMED DR.

SIMMS WHO IS THE EXECUTIVE DIRECTOR OF THE OFFICE OF SCHOOL IMPROVEMENT WITHIN THE TEACHING, LEARNING AND LEADERSHIP DEPARTMENT IN ALEXANDRIA CITY PUBLIC SCHOOLS.

AS WE TALK ABOUT THROUGH THE PRESENTATION WE WILL FIRST TAKE A LOOK AT HOW ACCREDITATION RATINGS ARE IN THE STATE OF VIRGINIA.

ANYONE WHO TELLS YOU THAT MEASURING SCHOOLS IS AN EASY BUSINESS I WOULD SAY IS MAYBE NOT BEING TRUTHFUL.

SO THERE ARE LOTS OF INS AND OUTS OF ACCREDITATION AS THERE SHOULD BE.

AND WE WILL GO THROUGH SOME OF THOSE AND SEEK A SHARED UNDERSTANDING JUST HOW THE ACCREDITATION RATINGS ARE ARRIVED UPON.

AND THEN WE WILL LOOK AT WHERE WE ARE IN THE CONTEXT EVER ACPS BASED SO DATA COLLECTED LAST SCHOOL YEAR.

AND THEY WILL TAKE US THROUGH SOME OF THE CONTINUOUS IMPROVEMENT EFFORTS THAT ARE UNDERWAY DURING THIS SCHOOL YEAR.

AT THE HIGHEST LEVEL THE VIRGINIA ACCREDITATION SYSTEM HAS A MULTITUDE OF INDICATORS THAT ARE LEVERAGED TO MAKE AN OVER ALL DETERMINATION AROUND AN ACCREDITATION RATING.

THERE ARE INDICATORS AROUND ALL STUDENT PERFORMANCE IN THE CONTENT AREAS OF MATHEMATICS, ENGLISH AND SCIENCE.

WE ALSO WITHIN THE VIRGINIA ACCREDITATION SYSTEM WILL LOOK AT STUDENT GROUP PERFORMANCE WHICH THEY CALL THE ACHIEVEMENT GAP INDICATORS AND THAT HAPPENS IN BOTH MATH AND ENGLISH.

WE WILL LOOK AT CHRONIC ABSENTEEISM, AND WE WILL LOOK AT THE GRADUATION COMPLETION INDEX AND THE DROPOUT RATE AND COMING LIVE BASED OFF OF DATA COLLECTED THIS SCHOOL YEAR, SO NOT IMPACTING WHAT WE ARE TALKING TONIGHT, BUT WILL BE IMPACTING OUR CONVERSATION NEXT YEAR IS THE COLLEGE CAREER AND CIVIC READINESS INDEX WHICH IS SPECIFIC TO OUR HIGH SCHOOL.

WITH THOSE INDICATORS EACH INDICATOR IS LOOKED AT BASED ON A PERFORMANCE LEVEL AND ASSIGNED AN OFF ALL LEVEL.

THEY USE A STOPLIGHT APPROACH FOR THOSE LEVEL ASSIGNMENTS.

THERE IS A LEVEL ONE WHICH IS THE GREEN WHICH EITHER MEETS OR EXCEEDS THE STATE STANDARD OR SHOWING SUFFICIENT IMPROVEMENT.

WE THEN HAVE LEVEL 2, RIGHT, WHICH IS THE QUOTE, UNQUOTE, WARNING OR MAKE SURE WE ARE PAYING ATTENTION TO THIS AND WHERE WE ARE NEAR THE STATE STANDARD, BUT NOT QUITE THERE, ORGAN SHOWING SUFFICIENT IMPROVEMENT FROM POTENTIALLY LOWER PERFORMANCE IN PREVIOUS YEAR.

AND THEN WE HAVE A LEVEL THREE WHICH IS NOT CLOSE TO THE STATE STANDARD AND DESIGNATED BELOW STATE STANDARD.

AND ONCE ALL OF THOSE INDIVIDUAL LEVELS ARE PERMEATED, THE SCHOOLS WILL RECEIVE ONE OF THREE ACCREDITATION RATINGS. THEY ARE EITHER ACCREDITED, ACCREDITED WITH CONDITIONS OR ACCREDITATION DENIED.

WE WILL TALK MORE IN A FUTURE SLIDE ABOUT HOW THOSE RATINGS ARE REACHED BASED ON THE LEVEL ASSIGNMENTS AND THE INDICATORS.

ONE IMPORTANT PIECE --

>> MAY I INTERRUPT YOU, CLINT? ARE YOU SHOWING THE PRESENTATION?

>> OH MY GOODNESS. I AM.

IT WAS GOING SO WELL. I DID NOT SHARE THE SCREEN.

I WAS SO EXCITED TO TALK ABOUT THE ACCREDITATION.

SO ESSENTIAL QUESTIONS AND THEN WE WERE ON -- THIS IS WHAT I WAS JUST TALKING ABOUT IN TERMS OF THE INDICATORS.

YOU CAN SEE THE INDICATORS THAT I WENT THROUGH ON THE LEFT HAND SIDE AND IN THE LEFT COLUMN AND THE STOPLIGHT PERFORMANCE LEVELS IN THE CENTER COLUMN.

AND THERE IS THE OVERALL ACCREDITATION RATINGS THERE ON THE RIGHT HAND SIDE.

ONE CRITICAL THING TO KEEP IN MIND WHEN WE ARE TALKING ABOUT THE ACCREDITATION AND THE ACCREDITATION RESULTS IS THE STATE IN ITS CURRENT VERSION OF THE ACCREDITATION SYSTEM IS USED WITH A COMBINED RATE IN THE AREAS OF ENGLISH AND MATHEMATICS.

THIS IS DIFFERENT THAN A PASS RATE AND WHAT A COMBINED RATE DOES IS IT ACKNOWLEDGES THOSE STUDENTS WHO ARE REACHING DETERMINED PROFICIENCY

[01:05:02]

WHEN WE ARE TALKING ABOUT COMBINED RATES, WE ARE TALKING ABOUT A RATE THAT IS CAPTURING BOTH STUDENTS WHO PASS THE END OF YEAR SOL AS WELL AS STUDENTS WHO MAYBE DIDN'T PASS THE END OF YEAR SOL, BUT DID SHOW SUBSTANTIAL GROWTH FROM WHERE THEY WERE PREVIOUSLY ACHIEVING.

THAT GROWTH IS ACKNOWLEDGED AND JUSTIFIABLY SO WITHIN THE ACCREDITATION SYSTEM.

SO YOU CAN SEE THIS SHOWN THROUGH THE GRAPHIC ON THE RIGHT HAND SIDE OF THE SCREEN WHERE WE HAVE 10 STUDENTS IN OUR IMAGINARY CLASSROOM.

ULTIMATELY WE HAD SIX STUDENTS THERE IN THE BLUE WHO PASSED THE STANDARDS OF LEARNING TEST.

WE HAD FOUR STUDENTS WHO DID NOT PASS THE STANDARDS OF LEARNING TEST.

HOWEVER, TWO OF THE STUDENTS SHOWED GROWTH THAT ARE REPRESENTED IN THE ORANGE.

ONE STUDENT DID NOT SHOW GROWTH, BUT DID SHOW GROWTH ON THEIR ENGLISH LANGUAGE PROFICIENCY, THE WEDA ASSESSMENT.

AND THEY ARE SHOWN THERE IN PURPLE.

AND THEN ONE STUDENT ON THE VERY END IN PINK DID NOT PASS AND DID NOT SHOW GROWTH.

WHAT YOU HAVE IS A NUMERIC EQUATION WHERE WE ARE SUMMING THOSE TOGETHER AND WE HAD 9 STUDENTS WHO PASSED OR SHOWED GROWTH OUT OF THE 10 STUDENTS.

THE COMBINED RATE IS 90%.

THAT IS THE FORMULA THAT IS USED IN ENGLISH AND MATHEMATICS.

IT IS IMPORTANT TO UNDERSTAND THAT THE COMBINED RATE APPLIES IN ENGLISH 3 THROUGH 8 AS WELL AS AT THE HIGH SCHOOL LEVEL, BUT AT THE HIGH SCHOOL LEVEL ONLY AROUND WEDA GROWTH.

THERE IS NO PREVIOUS YEAR ENGLISH ASSESSMENT AT THE HIGH SCHOOL LEVEL WHEN THEY TAKE THE ASSESSMENT IN 11TH GRADE.

THERE IS NO POTENTIAL SHOWING OF GROWTH THERE HISTORICALLY.

FOR MATH, LIKEWISE, THE COMBINED RATE APPLIES FOR 3 THROUGH 8 AND THERE IS NO COMBINED GRADE AT THE HIGH SCHOOL LEVEL BASED ON HOW THOSE COURSES

ARE GIVEN. >> WITH THE COMBINED RATE IN MIND, THEY ARE THE SCORES WITH THE DIFFERENT STOPLIGHT INDICATORS THAT WE TALKED ABOUT IN TERMS OF WHERE -- WHERE A GIVEN INDICATOR WILL FALL.

FOR ENGLISH COMBINED RATE WE CAN SEE LEVEL 1 IS 75 OR HIGHER AND A LEVEL 2 IS 66 TO 74% AND LEVEL 3 IS ANYTHING 65 OR BELOW. FOR MATH AND SCIENCE WE CAN SEE THAT THE LEVEL ONE GOES DOWN TO 70.

AND LEVEL TWO IS 66 TO 69.

AND LEVEL THREE REMAINS THE SAME FOR THE ENGLISH AND THE MATH ACHIEVEMENT GAPS.

WHAT WE DO THERE, THE ENGLISH MAPS ARE LOOKING AT THAT GROUP'S PERFORMANCE.

ANY INDIVIDUAL GROUP WILL BE ASSIGNED A LEVEL WITHIN THE GAPS WITHIN THE STUDENT GROUPS.

AND SO TO BE LEVEL ONE YOU HAVE TO HAVE ONE OR FEWER GROUPS WITHIN THE LEVEL TWO DESIGNATION.

YOU WOULD BE AN OVER ALL LEVEL 2 IF YOU HAVE ANY GROUP WHO IS LEVEL 3 OR MORE THAN TWO OR MORE INDIVIDUAL STUDENT GROUPS WHO ARE LEVEL TWO AND YOU ARE MOVED TO LEVEL THREE IF YOU HAVE TWO OR MORE GROUPS -- INDIVIDUAL STUDENT GROUPS WITHIN THE ANALYSIS AT LEVEL THREE.

AND WE WILL HAVE SOME ACTUAL EXAMPLES OF THAT.

IT IS COMPLICATED TO EXPLAIN.

WE WILL HAVE TABLE THAT SHOW THAT.

YOU CAN SEE THE CUTS AS WELL.

THERE ARE ALSO MULTIPLE WAYS THAT A SCHOOL CAN MAKE OR BE ASSIGNED A GIVEN LEVEL.

IT IS NOT BASED ON THE MOST RECENT YEAR OR CURRENT YEAR PERFORMANCE.

AND THAT IS DONE IN PART TO ENSURE THAT ONE-YEAR OSCILLATIONS ARE NOT OVERALL IMPACTING A SCHOOL'S ACCREDITATION STATUS.

IF THEY HAVE A BLIP UP OR DOWN AND THEY HAVE A GIVEN FACTOR IN A GIVEN YEAR.

THE THREE-YEAR RATE USES THE MOST THREE RECENT YEARS AS A COMBINED RATE.

IF THE SCHOOL DIDN'T MAKE IT IN THE CURRENT YEAR, BUT IF THEY TAKE THE CURRENT YEAR'S RATE AND COMBINE IT WITH THE PREVIOUS TWO YEARS AND THEN THEY MAKE THE LEVEL 1, THEN

[01:10:05]

YOU CAN SEE THERE WERE CONSIDERATIONS MADE WITH THE PANDEMIC.

WHAT WE ARE LOOKING AT WITH THE CURRENT YEAR, WE CAN SEE WITH THE THREE-YEAR RATE THEY USED TWO YEARS OF DATA THAT WAS BEFORE THE PANDEMIC, AND THEN THE MOST RECENT YEAR DATA IN 21 AND 22.

THE OTHER STIPULATION THAT THE STATE WANTS TO MAKE IS WE WANT TO CELEBRATE SCHOOLS MAKING PROGRESS, EVEN IF THEY MAYBE AREN'T MAKING A SPECIFIC INDICATOR OF LEVEL CUT SCORE AND THAT'S THE REDUCTION IN THE FAILURE RATE.

IF THE SCHOOL IS SHOWING AT LEAST A 10% REDUCTION IN THEIR FAILURE RATE COMPARED TO THE PREVIOUS YEAR, THEN THEY WOULD BE BUMPED UP A LEVEL BASED OFF WHERE THAT CURRENT YEAR PERFORMANCE WAS.

GIVEN THE PANDEMIC, THE STATE DEPARTMENT WENT BACK TO SY 18-19 TO GAUGE ANY IMPROVEMENTS IN THE REDUCTION OF FAILURE RATE FOR THE MOST RECENT YEAR OF DATA COLLECTED.

SO WITH ALL OF THAT SAID, HOW IS A SCHOOL ULTIMATELY ASSIGNED AN ACCREDITATION RATING? SCHOOLS -- WE CAN SEE SCHOOLS THAT ARE ACCREDITED EITHER HAVE ALL SCHOOL-QUALITY INDICATORS AT EITHER LEVEL 1 OR LEVEL 2.

SO YOU WERE ALLOWED TO HAVE AS MANY GREENS OR YELLOWS AND YOU WILL RECEIVE THE STATUS OF THE ACCREDITED.

THE ONE CAVEAT IS THERE IS A THREE-YEAR ACCREDITED PERFORMANCE OF THE WAIVER DIVISION THAT THE STATE BOARD OF ED HAS PUT INTO PLACE.

AND THAT IS FOR SOME OF OUR SCHOOLS THEY WILL HAVE THEIR ACCREDITATION WAIVED, THEIR ACCREDITATION PERFORMANCE WAVERED FOR THREE YEARS.

AND EVEN WITHIN THOSE THREE YEARS IF THEY ARE UNDER WAIVER AND IF THEY DO HAVE A LEVEL THREE INDICATOR, THEY WILL STILL BE ACCREDITED WHILE UNDER THAT LABEL.

FOR OUR SCHOOLS ACCREDITED WITH CONDITIONS, THIS IS REALLY ANY SCHOOL WITH ANY INDICATOR AT LEVEL 3.

SO AS SOON AS YOU HAVE AN OVER ALL INDICATOR AT LEVEL 3 IF YOU ARE NOT UNDER THE THREE-YEAR WAIVER, THEN YOU ARE GOING TO BE ASSIGNED THE STATUS OF ACCREDITED WITH CONDITIONS. ACCREDITATION DENIED STATUS CAN ONLY BE REACHED IF THE SCHOOL IS FOUND TO HAVE FAILED TO ADOPT OR FULLY IMPLEMENT THE REQUIRED CORRECTIVE ACTION TO ADDRESS THE LEVEL 3 SCHOOL QUALITY INDICATOR BY THE STATE BOARD OF EDUCATION.

THAT IS A STATE BOARD OF EDUCATION ACTION THAT WOULD BE TAKEN IF THEY FIND THAT A SCHOOL IS ACCREDITED WITH CONDITIONS IS NOT MEETING THE AGREED UPON CORRECTIVE ACTIONS. WHERE ARE WE? THE HIGHEST LEVEL, WE HAD 13 OF THE 17 SCHOOLS ACCREDITED AND YOU CAN SEE THEM LISTED THERE.

WE HAD FOUR OF OUR SCHOOLS, AND YOU CAN SEE THEM LISTED THERE IN THE SECOND BULLET WITH CONDITIONS.

LET'S TAKE A DEEPER LOOK AT WHAT THAT LOOKS LIKE.

IN THIS TABLE IN TERMS OF THE COLUMNS WE HAVE THE SCHOOL NAME AND OUR ACCREDITATION STATUS AND THE SCHOOL QUALITY INDICATORS.

WE WILL LOOK AT THE ASSIGNMENTS AND WHERE THEY FELL FOR OUR RESPECTIVE SCHOOLS.

FOR THE FOUR SCHOOLS WE MENTIONED THAT WERE ACCREDITED WITH CONDITIONS WE CAN SEE HERE THE AREAS THAT ULTIMATELY LEAD TO THAT STATUS.

FOR JEFFERSON-HOUSTON IT WAS EVENING LASH PERFORMANCE AND ACHIEVEMENT GAP AND MATH AND SCIENCE.

YOU CAN SEE THE REST OF THE SCHOOLS LISTED THERE.

ONE NOTE, CHRONIC ABSENTEEISM IS NOT COLOR CODED IN THIS TABLE.

THE STATE WAIVED CHRONIC ABSENTEEISM BASED ON THE RECENT YEARS DATA COLLECTION GIVEN THE ON GOING PANDEMIC OCCURRING LAST YEAR AND THE NOTED IMPACTS ON STUDENT ATTENDANCE.

IT IS ANTICIPATED CHRONIC ABSENTEEISM WILL BE BROUGHT BACK IN STARTING WITH DATA COLLECTED THIS YEAR. WE ANTICIPATE THIS WILL BE SOMETHING THAT WILL BE BROUGHT BACK TO THE ACCREDITATION SYSTEM AND USED AS AN INDICATOR WITH LEVEL ASSIGNMENTS STARTING WITH NEXT YEAR'S CYCLE.

THE NEXT TIER OF SCHOOLS, TWO SCHOOLS WERE ACCREDITED BASED ON THE THREE-YEAR WAIVER STATUS.

[01:15:06]

BASED ON THEIR PERFORMANCE THEY WERE UNDER THE THREE-YEAR WAIVER STATUS I MENTIONED EARLIER.

THEREFORE, THEIR ULTIMATE STATUS REMAINED ACCREDITED.

THESE ARE OBVIOUSLY AREAS THAT WE AS A DIVISION AND AT THE SCHOOL LEVEL CERTAINLY KNOW NEED TO BE ATTENDED TO.

THAT WOULD BE GEORGE WASHINGTON AND MT.

VERNON. AND LAST WE HAVE OUR ACCREDITED SCHOOLS.

THEY ARE SCHOOLS THAT HAVE SOME LEVEL 2 INDICATORS.

THESE ARE SCHOOLS WHERE WE KNOW WE WERE NOT MEETING THE STATE STANDARDS IN TERMS OF THE LEVEL 1.

THIS IS THAT WARNING ON THE STOPLIGHT SYSTEM WHERE WE KNOW THESE ARE AREAS THAT ALSO NEED TO BE ATTENDED TO AS WE THINK ABOUT THIS SCHOOL YEAR AND ATTENDANCE EFFORTS.

NEXT WE CAN LOOK AT OVERALL, ALL-STUDENT PERFORMANCE ACROSS THE THREE CONTENT AREAS.

WHAT WE CAN SEE ARE THE ACTUAL COMBINED RATES AND THE PAST RATES FOR SCIENCE AND THE TIER ASSIGNMENT BASED ON THE COLOR CODING.

WE CAN SEE THAT SCIENCE DOES BEGIN TO SEPARATE ITSELF IN TERMS OF CURRENT YEAR RESULTS. YOU CAN SEE HOW SOME OF THE THREE-YEAR AVERAGE PLAYED INTO SOME OF THE SCHOOLS WHO MAY BE IN THE CURRENT YEAR AND FELL BELOW THE STATE CUT POINT AND WERE AWARDED A GREEN LEVEL 1 OR YELLOW LEVEL 2 RATING BASED ON THEIR PERFORMANCE IN PREVIOUS YEARS.

WE ALSO KNOW IN TERMS OF IMPROVEMENT EFFORTS THAT THESE ARE AREAS WE WANT TO HONE IN ON FOR THE CURRENT SCHOOL YEAR AS WE THINK ABOUT OUR SCIENCE PERFORMANCE.

>> THE NEXT TWO SLIDES WE WILL GO A LITTLE MORE IN DEPTH ON OUR ACHIEVEMENT GAP PERFORMANCE.

HERE WE CAN SEE JEFFERSON-HOUSTON WAS THE ONE SCHOOL WITH AN ACHIEVEMENT GAP LEVEL 3 IN THE AREA OF ENGLISH FOR THE MOST RECENT YEAR AND YOU CAN SEE THAT WAS DUE TO THE STUDENT GROUPS OF OUR BLACK AFRICAN-AMERICAN STUDENTS AND STUDENTS WITH DISABILITIES WHICH IS THE TWO RED CELLS YOU CAN SEE THERE. AND YOU CAN SEE OUR LEVEL 2 SCHOOLS IMMEDIATELY BELOW JEFFERSON-HOUSTON.

AND THEN LOOKING VERTICALLY ACROSS THE STUDENT GROUPS, YOU CAN SEE THE HUES OF RED AND YELLOW WITH OUR STUDENTS WITH DISABILITIES STUDENT GROUP CATEGORY ON THE FAR RIGHT.

THIS IS LOOKING AT THE ACHIEVEMENT GAP AREAS FOR MATH.

WE HAD THREE SCHOOLS WHO WERE LEVEL 3 WITHIN THIS AREA.

OUR HIGH SCHOOL, GEORGE WASHINGTON AS WELL AS JEFFERSON-HOUSTON AND WE HAD SEVERAL SCHOOLS WHO WERE A LEVEL 2.

HERE YOU WILL SEE ADDITIONAL TIER3 INDICATORS WITHIN OUR BLACK AFRICAN-AMERICAN AND HISPANIC AND ECONOMICALLY DISADVANTAGED AND THEN WITH STUDENTS WITH DISABILITIES YOU CAN SEE A NUMBER OF STUDENTS FALLING IN THE PERFORMANCE LEVEL 3 CATEGORY REPRESENTED BY THE RED ON THE FAR RIGHT OF THAT.

SO THAT IS A LOT OF INFORMATION.

IT IS NOT ALWAYS THE MOST, YOU KNOW, COMMON SENSE.

I'M CERTAIN THERE MAY BE QUESTIONS ABOUT THAT INFORMATION.

BEFORE WE GET TO THAT, I WOULD LIKE TO TURN IT OVER TO DR.

SIMS WHO WILL TAKE US THROUGH SOME OF THE IMPLICATIONS OF THE ACCREDITATION RESULTS ON OUR CONTINUOUS IMPROVEMENTS EFFORTS AND SUPPORT OUR SCHOOLS.

>> THANK YOU, DR.

PAGE. I WOULD LIKE TO SHARE AN OVER VIEW OF THE CONTINUOUS IMPROVEMENT SUPPORT UNDERWAY FOR THE SCHOOLS THAT DR.

PAGE JUST INDICATED THAT WERE IDENTIFIED AS LEVEL 2 AND LEVEL 3, ACCORDING TO THE SCHOOL QUALITY INDICATOR.

IF WE GO ON TO THE NEXT SLIDE, THE VIRGINIA DEPARTMENT OF EDUCATION HAS IDENTIFIED SPECIFIC ACTIONS AND RESPONSIBILITIES FOR SCHOOLS BASED ON THEIR

[01:20:09]

FOUR OF THE PRIMARY ACTIVITIES INCLUDE CONDUCTING A COMPREHENSIVE NEEDS ASSESSMENT AND CONDUCTING AN ACADEMIC REVIEW AND REVISING COMPREHENSIVE SCHOOL IMPROVEMENT PLANS AND PROGRESS MONITORING.

AS YOU CAN SEE, WE TRIED TO SEPARATE THE ACTIVITIES THE SCHOOLS WILL BE RESPONSIBLE FOR AND THE SUPPORT THAT THE DIVISION IS ENGAGED IN SUPPORTING THE SCHOOLS AROUND THESE FOUR AREAS TO CONDUCT THEIR COMPREHENSIVE NEEDS ASSESSMENT AND CONDUCT AN ACADEMIC REVIEW AND REVISE A SCHOOL IMPROVEMENT PLAN AND PROVIDE CONTINUOUS MONITORING.

THE NEXT SLIDE -- WELL, BEFORE WE GET TO THE NEXT SLIDE, DR.

PAGE, THE DIVISION STRATEGIC PLAN EQUITY FOR ALL 2025 EMPHASIZES OUR FOCUS ON TRANSFORMING THE DIVISION INTO A LEARNING ORGANIZATION THROUGH BUILDING A CULTURE OF CONTINUOUS IMPROVEMENT AND DESIGNING EQUITABLE SYSTEMS FOR SCHOOLS AND STRUCK TRUER CAL IMPROVEMENT. THE COMPREHENSIVE NEEDS ASSESSMENTS SHOWS ACADEMIC REVIEW REQUIRED AND IT IS WELL ALIGNED TO FOCUS ON THE KEY BARRIERS OF HIGH STUDENT ACHIEVEMENT.

ON THE NEXT SLIDE WE WILL TALK ABOUT THE COMPREHENSIVE NEEDS ASSESSMENT.

IT IS FOR DETERMINING NEEDS AND THE NATURE AND THE CAUSES OF SOME OF THE THINGS THAT WE HAVE IDENTIFIED. THE COMPREHENSIVE NEEDS ASSESSMENT IN THE NEXT SLIDE WILL SHOW YOU THAT IT IS A FIVE-PHASE PROCESS.

IF WE CAN MOVE ON TO THE NEXT SLIDE, DR.

PAGE, TO GIVE A GRAPHIC OVERVIEW OF THIS FIVE-PHASE PROCESS.

DESIGN TO GUIDE SCHOOLS AND TEAMS THROUGH A PROCESS OF PROBLEM IDENTIFICATION TO ROOT CAUSE ANALYSIS THAT EVENTUALLY LEADS TO PRIORITIZING FOCUS AREAS AND IDENTIFYING ASSOCIATED IMPROVEMENT STRATEGIES.

ONE OF THE ASPECTS OF THE PROCESS INCLUDES WHAT THE ACCREDITATION SYSTEM REFERS TO AS AN ACADEMIC REVIEW. IN OUR NEXT SLIDE WE LOOK AT THE DIMENSIONS OF THE ACADEMIC REVIEW.

THE ACADEMIC REVIEW HELPS IDENTIFY SYSTEMS AND PROCESSES, PRACTICES AT THE SCHOOL LEVEL THAT ARE DIRECTLY IMPACTING THESE STUDENT OUTCOMES.

IT IS TO IDENTIFY ARTIFACTS AND DETERMINE IF THEY SHOW EVIDENCE OF THE CRITERIA LISTED IN THE TOOLS.

FINALLY IT IS TO REVEAL TARGETED AREAS OF IMPROVEMENT THAT CAN BE REVISED IN THE SCHOOL IMPROVEMENT PLAN.

WHEN WE THINK OF THE ACADEMIC REVIEW TOOLS, THOSE TOOLS ENCOMPASS ACTUAL DOCUMENTS THAT THE SCHOOL TEAMS WILL USE TO GUIDE THIS DISCUSSION AROUND PROBLEM IDENTIFICATION.

FOR EXAMPLE, THE INSTRUCTIONAL LEADERSHIP TOOL WILL BE PROVIDED BY SCHOOL LEADERSHIP TO TEACHERS REGARDING THE WRITTEN, TAUGHT AND TESTED CURRICULUM.

THERE IS ALSO A TOOL FOR CLASSROOM EVALUATION LESSON.

IT IS TO DETERMINE THE ALIGNMENT BETWEEN THE WRITTEN, TAUGHT AND TESTED CURRICULUM AND ALL OF THE COMPONENTS AS THEY RELATE TO VIRGINIA STANDARDS OF LEARNING AND FRAMEWORK AND ESSENTIAL KNOWLEDGE AND SKILLS.

IT IS USED FOR REALTIME CLASSROOM INSTRUCTIONAL OBSERVATIONS.

>> ONE OTHER TOOL THAT CAN BE INCLUDED IS THE CULTURE AND THE CLIMATE TOOL.

THAT TOOL IS USED TO DETERMINE THE LEVEL OF POSITIVE AND SAFE ENVIRONMENTS FOR SCHOOLS AND HOW HIGH EXPECTATIONS FOR STUDENTS, STAFF AND STAKEHOLDERS ARE COMMUNICATING.

>> THE FIRST TWO TOOLS I MENTIONED, THE INSTRUCTIONAL LEADERSHIP TOOL AND CLASSROOM EVALUATION TOOL ARE REQUIRED FOR ALL UNDER GOING ACADEMIC REVIEWS.

IN THE NEXT SLIDE WE TRY TO HELP YOU SEE SOME OF THE ACTIVITIES THAT BOTH ACPS DEPARTMENTS AND THE BDOE WILL ENGAGE IN TO SUPPORT THIS PROCESS.

THEY WILL PROVIDE THE ACCREDITATION SUPPORT IN DATA VISUALIZATIONS AND -- DATA UTILIZATION

[01:25:08]

THEY HAVE STARTED PROVIDING TECHNICAL ASSISTANCE IN THE FORM OF TRAINING.

OUR BUILDING ADMINISTRATORS AND OUR TEAMS HAVE ENGAGED IN AND RELATED TO THE CREDIT MONITORING OF SUPPORT ACTIVITIES INCLUDING THE ACADEMIC REVIEW.

WE WILL HAVE CONTINUED TRAINING AROUND THE MONITORING.

I WILL SAY OUR SCHOOL, TEAMS AND LEADERS HAVE ENGAGED IN THE TRAINING PROVIDED BY BDOE.

FINALLY THEY WILL ENGAGE AND INCLUDE THE MONITORING OF THE SCHOOL IMPROVEMENT PLANS AND THEY WILL SUPPORT CONDUCTING SOME OF OUR ACADEMIC REVIEWS FOR TARGETED SCHOOLS HERE IN THE DIVISION.

I THINK WE CAN MOVE ON TO OUR NEXT SLIDE.

IN TERMS OF OUR NEXT STEPS WE ARE PROVIDING TECH TRAINING AND TECHNICAL ASSISTANCE TO OUR SCHOOLS.

WE WILL MEET WITH EACH SCHOOL TO DEVELOP A SHARED UNDERSTANDING OF THE EXPECTATIONS FOR THE ACCREDITATION AND REQUIREMENTS FOR EACH LEVEL.

WE ARE FOLLOWING THE TRAINING.

THE TRAINING COVERS SO MUCH INFORMATION.

WE NEED TO RECOGNIZE THAT WE NEED TO CHUNK THIS INFORMATION SO IT WAS DIGESTIBLE FOR SCHOOL TEAMS. IT IS AN INTENSIVE PROCESS.

ONE OF THE THINGS WE HAVE DONE IS HELP DEVELOP A TIMELINE FOR THE WORK THAT SCHOOLS NEED TO ENGAGE IN.

SCHOOLS ARE REQUIRED TO HAVE ACADEMIC REVIEWS AND REVISE SCHOOL IMPROVEMENT PLANS AND COMPLETE IT BY JANUARY.

WE WANT TO MAP THE DIFFERENT THINGS THEY WOULD NEED TO ENGAGE IN FOR THE COMPREHENSIVE NEEDS ASSESS MEANTS AND THE ACADEMIC REVIEWS SO WE WERE ABLE TO PROVIDE TO THE BDOE THE ACADEMIC REVIEWS AND THE RESULTS OF THE COMPREHENSIVE NEEDS ASSESSMENTS AND ALSO REVISE THE SCHOOL IMPROVEMENT PLANS BY THE JANUARY DEADLINE.

PART OF THE SUPPORT INCLUDES BDOE RESOURCES AND I MENTIONED COMPLETING THE CNA AND THE MONITORING.

FINALLY OUR NEXT STEPS INCLUDE ADDITIONAL AREAS FOR CLARIFICATION AND SUPPORTS NEEDED FOR THE ACCREDITATION REQUIREMENTS.

WE RECOGNIZE THAT IT IS A LOT OF INFORMATION.

THIS IS OVER LAY ON THE DAY-TO-DAY WORK THAT THE SCHOOLS ARE ENGAGED IN.

WE WANT TO CUSTOMIZE OUR SUPPORT FOR THE TEAMS IN THIS WORK.

THANKS, DR. PAGE. >> OKAY.

THANK YOU ALL. DO YOU HAVE CLOSING REMARKS OR DO YOU WANT TO GO TO QUESTIONS?

>> I THINK WE CAN GO TO QUESTIONS AND MAYBE SOME OF THE QUESTIONS MAY ALSO BE ANSWERED, HOPEFULLY BY OUR NEXT PRESENTATION THAT WE HAVE.

WE WILL GO STRAIGHT TO QUESTIONS.

>> DO WE HAVE ANY QUESTIONS?

>> YES, MS. IGNACIA? >> I HAVE QUESTIONS, MAYBE NOT TO BE ANSWERED NOW, BUT MAYBE THINGS THAT JUMPED OUT. ONE OF THE THINGS THAT JUMPED OUT AT ME WAS THE SCIENCE NUMBERS IN THE COMMUNITY SCHOOL.

I WONDER IF THAT WAS TAUGHT IN ENGLISH OR SPANISH.

THEIR NUMBERS WERE SIGNIFICANTLY HIGHER IN OTHER AREAS AND I WAS KIER YOUS TO KNOW THAT.

I THOUGHT IT WAS INTERESTING THE DISPARITY GAP ESPECIALLY THE BLACK STUDENTS AT GEORGE WASHINGTON, HAMMOND, THEY ARE SIGNIFICANT TO ME.

ARE THERE SPECIFIC PROGRAMS AT ONE SCHOOL VERSUS ANOTHER? I'M SEEING OBVIOUSLY A HIGH NUMBER OF ABSENTEEISM AT SCHOOLS, BUT THEY FEED INTO HAMMOND.

IN MY MIND I AM TRYING TO CORRELATE THE DATA.

I SEE THE INTERNATIONAL STUDENTS -- I BELIEVE THERE IS STILL AN INTERNATIONAL ACADEMY AT HAMMOND IF I AM NOT MISTAKEN FOR MIDDLE SCHOOLERS AND THE ABSENTEEISM WAS GOOD AND BLACK STUDENTS PERFORMED MUCH BETTER AT HAMMOND SO TRYING TO GET

[01:30:05]

>> I WOULD CHIME IN ON THAT AND SAY THAT WAS ACTUALLY A CONSISTENT THING OVER THE YEARS THAT IN TERMS OF PERFORMANCE, PARTICULARLY FOR BLACK STUDENTS, STUDENTS OF COLOR AT HAMMOND HAVE EXCELLED COMPARED TO STUDENTS AT GW.

WHAT THAT MEANS, I WON'T SPECULATE.

I DO HAVE SOME THOUGHTS THAT I ACTUALLY SHARED ABOUT DURING THE HIGH SCHOOL PROJECT DISCUSSION.

THAT'S AN INTERESTING TREND THAT I THINK WE SHOULD PAY MORE ATTENTION TO.

YES, DR.

SIMPSON BAIRD. >> THANK YOU, MADAM CHAIR.

THANK YOU FOR THE EXCELLENT PRESENTATION.

I JUST WANTED TO -- I AM GOING TO SHARE MY SCREEN BECAUSE I THINK -- OBVIOUSLY I THINK THE SCHOOL IMPROVEMENT PROCESS IS SO IMPORTANT AND ENLIGHTENING AND A GOOD EXERCISE.

TO ME -- THE THING THAT JUMPED OUT AT ME THE MOST IS THE SORT OF STAGGERING ABSENTEEISM DATA.

IT IS REALLY IMPORTANT THAT WE REMEMBER WHAT LAST YEAR WAS LIKE AND HOW ABNORMAL IT REALLY WAS.

LOOKING AT THESE NUMBERS REALLY TELLS ME THAT.

WE HAD DOUBLE-DIGIT INCREASES IN ABSENTEEISM AT MANY OF OUR SCHOOLS.

AND IN PARTICULAR SOME OF THOSE THAT WILL GO THROUGH THE PROCESS MORE INTENSIVELY.

BOTH OF THEM HAD A 37% INCREASE IN CHRONIC ABSENTEEISM.

I JUST OFFER THAT UP AS CONTEXTUAL INFORMATION.

KIDS WERE NOT IN SCHOOL AS THEY WERE IN NORMAL TIMES, SO IT IS IMPORTANT TO REMEMBER THE CONTEXTUAL VARIATION HAS IMPACTED THE DATA THAT GOES INTO THE ACCREDITATION.

THANKS. >>

DR. RIEF. >> THANK YOU DR.

PAGE AND DR. SIMMS FOR WALKING US THROUGH ALL OF THAT INFORMATION.

IT WAS DEFINITELY A LOT, BUT WE APPRECIATE IT.

I DON'T KNOW IF SOMEONE CAN PULL UP SLIDE 14 WHICH IS LOOKING AT THE SCHOOL AND DIVISION AND ACCREDITATION RESPONSIBILITIES. ONE THING I OBJECT SERVED ABOUT THIS THAT I JUST WANT TO POINT OUT IS THAT ALL OF OUR SCHOOLS -- EVERY SINGLE ONE OF OUR SCHOOLS WILL HAVE A COMPREHENSIVE NEEDS ASSESSMENT AND WILL HAVE A SCHOOL IMPROVEMENT PLAN. I THINK THAT IS REALLY IMPORTANT.

THIS IS SOMETHING I HAVE BEEN THINKING ABOUT AND IT IS HOW IMPORTANT IT IS TO REFLECT ON HOW WE ARE DOING.

THAT IS HOW WE MAKE IMPROVEMENTS, THAT WE ARE NOT JUST DOING THE WORK, BUT WE ARE STOPPING AND REFLECTING ON IT AND TRYING TO THINK ABOUT HOW WE CAN DO BETTER.

I KNOW OUR PROFESSIONAL -- OUR PLC'S THAT'S PART OF THE PROCESS AS WELL.

AND WE WERE TALKING ABOUT THIS AND I DON'T KNOW IF CHAIR ALDERTON OR VICE CHAIR GREENE WILL RECALL, BUT WE HAD A PARENT WHO SPOKE AT A SCHOOL BOARD MEETING AND TALKED ABOUT HOW THEY HAD SEEN A SCHOOL IMPROVEMENT PLAN FOR ONE ELEMENTARY SCHOOL THAT WAS POSTED ON THE SCHOOL'S WEBSITE. AND THEY WANTED TO KNOW WHAT WAS THE PLAN FOR THEIR SCHOOL.

I THINK THAT'S SOMETHING ELSE THAT IS ON MY MIND RIGHT NOW.

IN THIS PROCESS OF LOOKING AT THE COMPREHENSIVE NEEDS ASSESSMENT OF EVERY SCHOOL, IT SAYS THAT THERE IS -- ONE OF THE COMPONENTS OF THAT IS INVOLVING STAKEHOLDER FEEDBACK.

MY FIRST QUESTION IS IF YOU CAN TALK ABOUT WHAT THAT LOOKS LIKE.

WHEN YOU SAY STAKEHOLDER FEEDBACK, WHO IS INVOLVED IN THAT PROCESS AND WHO IS GETTING THAT FEEDBACK?

>> DR.

SIMMS, YOU MAY GO AHEAD.

>> THANK YOU FOR THE QUESTION, DR.

RIEF. THIS PROCESS ACTUALLY -- IN SHORT, STAKEHOLDERS WOULD INCLUDE FAMILY MEMBERS, FAMILY VOICES AND ONE OF THE FIRST THINGS THAT WE TALK TO SCHOOLS ABOUT IN THIS PROCESS IS TO FIGURE OUT HOW THEY WILL

[01:35:09]

AS I MENTIONED, MANY OF THESE MEETINGS WILL NEED TO TAKE PLACE DURING THE SCHOOL DAY.

SO IT MEANS THAT WE WILL HAVE TO COME UP WITH SOME CREATIVE WAYS.

A NUMBER OF SCHOOLS ALREADY HAVE WAYS AND PROCESSES IN PLACE TO GATHER INPUT FROM THEIR FAMILIES THROUGH SOME OF THEIR OTHER WHETHER IT IS PTA OR SOME OTHER WAYS THEY GATHER INPUT. WHAT WE ENCOURAGE THEM TO DO IS LOOK AT HOW THE SCHOOL CAN FOLD SOME OF THESE QUESTIONS INTO THEIR EXISTING FORMS WITH COMMUNITY STAKEHOLDERS AND WITH PARENTS IN THEIR COMMUNITY SO THEY CAN BEGIN TO ASK AND THEN BRING THAT INFORMATION.

SOME OF THE INFORMATION, DATA SOURCES EXIST IN TERMS OF SURVEYS THAT WE HAD SENT OUT TO OUR BROADER SCHOOL COMMUNITY THAT A SCHOOL MAY BE ABLE TO LOOK AT THEIR SPECIFIC SCHOOL SURVEY DATA TO PROVIDE SOME INFORMATION ON CLIMATE AND PERSPECTIVES FROM FAMILIES.

SOME OF THE DATA MAY EXIST THAT WE HAVE GATHERED THROUGH THE SYSTEM.

OF COURSE, WE WANT TO USE AS MUCH EXISTING DATA AS POSSIBLE.

AND THEN WHERE SCHOOLS DECIDE, YOU KNOW WHAT? WE WOULD LIKE TO GATHER PERSPECTIVES FROM PARENTS IF THEY DECIDE TO LOOK AT ABSENTEES AND AS THEY DECIDE TO LOOK AT A SPECIFIC AREA. OUR TEAM WILL ENCOURAGE THE SCHOOL TO LOOK AT WAYS WE CAN GATHER DATA WHETHER IT IS A FOCUS GROUP FROM YOUR FAMILY SO YOU CAN PROVIDE SOME INPUT AS YOU ENGAGE IN THE COMPREHENSIVE NEEDS ASSESSMENT PROCESS.

THANK YOU FOR THE QUESTION.

>> THANK YOU FOR THAT.

I THINK THAT IS AN IMPORTANT PART OF IT.

I THINK THE FAMILIES ARE IMPORTANT STAKEHOLDERS IN THIS PROCESS.

I KNOW WE ARE CONCERNED BY THE WORK THAT HAS TO BE DONE FOR THE STATE AND FOR ACCOUNTABILITY.

I ALSO WANT TO EMPHASIZE THAT OUR FAMILIES ARE THE MOST -- THEY ARE THE MOST IMPORTANT PEOPLE WE ARE ACCOUNTABLE TO, AND SO HOW CAN WE REALLY PARTNER WITH THEM AND EVEN TALKING ABOUT WHAT CHAIR ALDERTON WAS TALKING ABOUT WITH THE PERSISTENT PATTERNS.

HOW CAN WE PARTNER WITH OUR FAMILIES TO LOOK AT SOME OF THOSE PATTERNS.

THEY CAN'T TO BE PARTNERS IN ADDRESSING THE CHALLENGE.

MY OTHER QUESTION -- WELL YOU TOUCHED ON THIS.

IT WAS ABOUT, LIKE, WHO IS RESPONSIBLE FOR PUTTING TOGETHER A COMPREHENSIVE NEED ASSESSMENT IN THE SCHOOL IMPROVEMENT PLAN? I WANT TO KNOW WHAT ROLE THE PRINCIPALS AND ADMIN TEAM PLAY AT THE CENTRAL OFFICE. THEY HAVE SO MANY THINGS ON THEIR PLATE AND I WONDER IF YOU COULD TALK ABOUT THAT.

BEFORE YOU DO, I WANTED TO MENTION THAT ON THE WEBSITE UNDER EACH SCHOOL THERE IS A PLACE THAT THE WEBSITE HAS PUT TO POST THE SCHOOL IMPROVEMENT PLANS.

I DON'T THINK THEY ARE ALL UPDATED AND I SAY THIS BECAUSE IT GOES BACK TO MY PREVIOUS COMMENT.

THIS IS SOMETHING THAT THEY ARE REALLY INTERESTED IN.

I WANT TO SAY THANK YOU TO THE COMMUNICATIONS TEAM FOR BUILDING THAT INFRASTRUCTURE INTO THE NEW WEBSITE AND I HOPE IT IS SOMETHING THAT CAN BE A USEFUL RESOURCE MOVING FORWARD FOR THE WHOLE COMMUNITY.

CAN YOU TALK A LITTLE ABOUT HOW CENTRAL OFFICE WORKS TO SUPPORT THE SCHOOL LEADERSHIP WITH THIS WORK? IT SOUNDS LIKE A LOT TO ADD ON TOP OF EVERYTHING THEY HAVE TO DO ON A DAY-TO-DAY BASIS.

THANK YOU. >> SURE.

IF I CAN JUST ANSWER THE QUESTION ABOUT THE SCHOOL IMPROVEMENT PLAN PROCESS YOU MENTIONED FIRST AND HOW CENTRAL OFFICE SUPPORTS THAT WORK.

ALL OF OUR SCHOOL TEAMS STARTED WORKING ON THE SCHOOL IMPROVEMENT PLAN AT THE END OF LAST YEAR.

THE IDEA WAS AS WE BUILT CAPACITY AND IMPROVEMENT, A MAJOR ASPECT IS REFLECTION AND LOOKING AT THE DATA TO SEE WHAT WORKED, WHAT DIDN'T WORK AND WHAT DO WE WANT TO PLAN THIS YEAR.

THAT WAS AN INNOVATION THIS YEAR.

WE LOOKED AT SUBMITTING DRAFT IMPROVEMENT PLANS IN THE SUMMER SO WE COULD START THE YEAR OFF

[01:40:01]

THE FEEDBACK THAT IS PROVIDED ON THE SCHOOL IMPROVEMENT PLANS WAS CLUSTERED INTO THE CORE AREA.

THE INQUIRY AND THE QUESTIONS AND THAT IS A BIG PART OF THE DATA ANALYSIS.

HOW DID THE DATA HELP ASK BETTER QUESTIONS AND TARGET THE DATA YOU NEED TO ASK THE QUESTIONS. AND THEN WE TALK ABOUT DIFFERENT FEEDBACK.

TEACHING, LEARNING AND LEADERSHIP IS OUR SPECIAL SERVICES.

IT HAS OUR SUPPORT AND REVIEW THE SCHOOL IMPROVE MENLT PLANS AND PROVIDE FEEDBACK ON THE COMPREHENSIVE SCHOOL IMPROVEMENT PLAN FOR A TEAM TO REVIEW.

MY OFFICE COORDINATES THAT WORK AND THEN THE NEXT PHASE OF THAT IS TO MEET WITH INDIVIDUAL SCHOOLS TO PROVIDE CLARITY IF NEEDED ABOUT SOME OF THE FEEDBACK.

MY TEAM ALSO PROVIDED FEEDBACK.

TO HELP THEM LOOK AT THE FEEDBACK AND SEE WHAT TYPES OF REVISIONS THEY WOULD NEED TO MAKE TO THE SCHOOL IMPROVEMENT PLAN.

THAT'S BEEN OUR PROCESS THE PAST COUPLE YEARS SINCE THE OFFICE OF SCHOOL IMPROVEMENT WAS ESTABLISHED.

OBVIOUSLY THERE IS A NEW DIMENSION BASED ON THE ACCREDITATION RATING.

NOW A NUMBER OF SCHOOLS HAVE TO SUBMIT REVISED PLANS IN JANUARY AFTER THEY GO THROUGH A COMPREHENSIVE NEEDS ASSESSMENT AND PROCESS AND THE ACADEMIC REVIEW.

WE WILL RECOGNIZE THAT THOSE SCHOOLS WILL NEED A LITTLE MORE TIME BECAUSE OF THE PROTOCOLS.

WHILE WE HOPE TO STILL POST PLANS ON THE WEBSITE, WE RECOGNIZE A NUMBER OF SCHOOLS WILL BE REVISING PLANS AGAIN BY JANUARY TO REPOST ON THE SITE.

DID THAT HELP WITH SOME OF THE INFORMATION?

>> YES. YEAH.

THANK YOU VERY MUCH. >> AND I JUST WANTED TO ADD ONE OTHER THING.

YOU KNOW, BECAUSE OF TITLE 1 IN TERMS OF YOUR QUESTION, WE ARE REQUIRED TO HAVE TWO-WAY COMMUNICATION AND A LOT OF OTHER PROTOCOLS THAT ENSURES ENGAGEMENT FOR SOME OF OUR UNDER REPRESENTED FAMILIES.

BECAUSE A NUMBER OF TITLE 1 SCHOOLS ARE INCLUDED IN THE LISTING OF SCHOOL THAT HAVE TO DO -- THAT WILL BE A PART OF A LEVEL MONITORING, THEY ALREADY HAVE STRUCTURES IN PLACE BECAUSE A STATUS OF TITLE 1.

THANK YOU. >> SO WE WILL MOVE INTO THE NEXT

[35. Multi-Tiered System of Supports: Social, Emotional, and Academic Learning ]

>> MADAM CHAIR, WOULD YOU LIKE ME TO GO AHEAD AND --

>> YES. >> THANK YOU.

SO THIS IS KIND OF A PART TWO OF THE PRESENTATION THAT WAS JUST GIVEN.

ACTUALLY THIS EVENING I WILL HAVE DR.

JACKSON WHO IS THE EXECUTIVE DIRECTOR OF STUDENT SERVICES AND DR.

WENDY GONZALEZ WHO IS THE TEACHER OF LEARNING AND LEADERSHIP SPEAK ABOUT THE MULTI-TIERED SYSTEM OF SUPPORT.

IT IS ABOUT THE PROACTIVE MEASURES WE WILL TAKE TO SUPPORT ALL OF THE SCHOOLS WE JUST DISCUSSED.

EXCUSE ME. WE WILL TALK ABOUT TIER1, TIER2 AND TIER3 INSTRUCTION.

IF WE CAN PULL UP THAT PRESENTATION.

DR. JACKSON DO YOU -- ALL RIGHT. I WILL TURN IT OVER TO THE TEAM AT THIS POINT.

THANK YOU. >> GOOD EVENING, EVERYONE.

I WILL GET US STARTED.

WE ARE VERY PLEASED TO BE HERE TONIGHT TO BE ABLE TO SHARE OUR INFORMATION REGARDING OUR MULTI-TIERED SYSTEM OF SUPPORT FRAMEWORK WHICH IS ESSENTIALLY KNOWN

[01:45:08]

TONIGHT WE WILL ANSWER THE QUESTION, HIGHWAY DOES MTSS FRAMEWORK SUPPORT SEAL IMPLEMENTATION.

SEAL STANDS FOR SOCIAL, EMOTIONAL, ACADEMIC LEARNING.

NEXT SLIDE, PLEASE. WHAT YOU ARE GOING TO HEAR ABOUT IS WHAT THIS REPRESENTS.

IT DEMONSTRATES THE RELATIONSHIP BETWEEN THE ACADEMIC SUPPORT SYSTEM AND BEHAVIORAL SUPPORT SYSTEMS. IT HAS THREE TIERS OF SUPPORT FOR STUDENTS RANGING FROM TIER1, UNIVERSAL FOR ALL STUDENTS AND THEN ON TO TIER2 FOR MORE TARGETED SUPPORT AND ININTERVENTION AND TIER3 WHICH IS AN INTENSIVE SUPPORT.

WE HAVE EXECUTIVE -- TO START US OFF IS OUR EXECUTIVE DIRECTOR OF EQUITY.

MS. WOOD?

>> THANK YOU.

CAN WE MOVE TO THE NEXT SLIDE, PLEASE?

>> WE ARE GOING TO TALK ABOUT THE MTSS AND SEAL STRUCTURE.

I WANT TO SHOW YOU THE VISUAL OF AN ICEBERG.

IT IS A METAPHOR OF WHAT WE SEE ON THE SURFACE COME -- OF OUR STUDENTS.

WHAT LIES BENEATH IS SO MUCH MORE THAN THE OUTWARD MANIFESTATION.

BENEATH THE SURFACE THERE CAN BE A MULTITUDE OF EMOTION, A LACK OF BASIC NEEDS AND CARE, DEVELOPMENTAL DIFFERENCES AS WELL AS ENVIRONMENTAL STRESSORS. TAKE A LOOK AT THAT.

THANK YOU.

THEREFORE WE MUST USE THE MTSS TIERED FRAMEWORK OR THE RIGHT SIDE OF THE PYRAMID TO ADDRESS THE SOCIAL, EMOTIONAL AND BEHAVIORAL LEARNING OF OUR STUDENTS AT EAST TIERED LEVEL THROUGH FRAMEWORK AND CURRICULUM SUCH AS RULER, RESTORATIVE PRACTICES, KOGNITO AND MORE.

THE PBIS FRAMEWORK IS USED TO TEACH BEHAVIORAL EXPECTATIONS, BUILD STUDENT SKILLS AND PROVIDE COMMON LANGUAGE FOR EXPECTATIONS TO BE PROACTIVE AND CULTURALLY RESPONSIVE AND RECOGNIZE THE GROWTH IN STUDENTS. IT IS A SCHOOL-WIDE SYSTEM TO ESTABLISH SAFE, POSITIVE AND SUPPORTIVE LEARNING ENVIRONMENT.

WE MUST REMEMBER THAT THERE IS ALWAYS LEARNING.

WE TEACH ENGLISH, MATH, SCIENCE AND SOCIAL STUDIES.

NEXT SLIDE? THANK YOU.

WE WERE ON A JOURNEY OF BRINGING SOCIAL EMOTIONAL LEARNING TO THE SCHOOLS AND WE ARE ADDRESSING THE NEEDS WE CONTINUE TO SEE IN OUR STUDENTS.

AT ACPS WE HAVE THE FIVE COMPETENCIES AND THE DEFINITION OF SOCIAL AND EMOTIONAL LEARNING.

WITH AN EMPHASIS OF SOCIAL EMOTIONAL LEARNING WHICH ALL PEOPLE AND ADULTS ACQUIRE AND APPLY THE KNOWLEDGES, SKILLS AND ATTITUDES TO DEVELOP A HEALTHY IDENTITY AND FEEL AND SHOW EMPATHY FOR OTHERS AND ESTABLISH AND MAINTAIN SUPPORTIVE RELATIONSHIPS.

WE TEACH THE PRINCIPALS OF EMOTIONAL INTELLIGENCE OVER THE PAST THREE YEARS WE HAVE BEEN WORKING TO ENSURE THAT ALL SCHOOLS HAVE A TRAINED IMPLEMENTATION TEAM TO TURN AROUND TRAINING TO THEIR STAFF OR SCHOOL-WIDE IMPLEMENTATION.

THIS YEAR WE MOVED FROM A CENTRAL OFFICE AND THERE IS SUPPORT OF OUR MENTAL HEALTH WORK TO MEET THE DIVERSE NEEDS OF EACH SCHOOL'S POPULATION.

IT IS CRUCIAL THAT SOCIAL AND EMOTIONAL LEARNING BE USED FOR SOCIAL AND EMOTIONAL LEARNING IMPLEMENTATION MUST BEACON CURRED WITH EQUITY AND ANTI-RACIST TRAINING TO ENSURE WE HAVE EACH OF OUR STUDENT CULTURES AND INTERSECTIONS OF THEIR IDENTITY.

AT THE TIER1 LEVEL WE ARE USING SOCIAL AND EMOTIONAL AND EXPECTATIONS THROUGH AN

[01:50:02]

NEXT SLIDE, PLEASE. AS I HAVE STATED OUR SOCIAL AND EMOTIONAL SUPPORT ARE FOR ALL STUDENTS. AT THE TIER 1 LEVEL WE USE DESSA SEL SCREENER.

WE HAVE 30 MINUTES OF SEAL TIME AND IDENTIFIED IN EACH SCHOOL'S SCHEDULE FOR A SEAL LESSON INCLUDING PBIS, RULER AND RESTORATIVE PRACTICES AND CREATED BY SCHOOL-BASED STAFF IN CONSULTATION WITH THE DEPARTMENT OF STUDENT SERVICES AND EQUITY.

THE TIER2 AND 3 LEVELS ARE LEAD BY OUR SST TEAM TO INCLUDE THE SCHOOL COUNSELOR AND THE SOCIAL WORKERS AND PSYCHOLOGISTS AND AND SOMETIMES NURSES AND TARGETS INTERVENTIONS THAT SUPPORTS STUDENTS' MORE INTENSIVE NEEDS WHILE USING THE EXPECTATIONS OF THE LANGUAGE AND PRINCIPALS OF RULES THROUGH RESTORATIVE PRACTICES APPROACH.

>> AND WE UTILIZE THE SOCIAL AND EMOTIONAL PRACTICES AND OUR STUDENTS SUPPORT TEAMS WORK WITH STUDENTS IN SMALL GROUPS.

THE TIER2 TEAMS CAN USE PROGRAMS SUCH AS SOCIAL THINKING AND BOUNCE BACK TO SUPPORT A MORE TARGETED APPROACH TO ADDRESSING STUDENTS' SOCIAL AND EMOTIONAL NEEDS.

AT THE TIER3 LEVEL IS THE MOST INTENSIVE LEVEL OF SUPPORT AND IT INCLUDES A MORE INDIVIDUALIZED SUPPORT.

AT TIER3 WE ARE USING RESTORATIVE CONFERENCES.

WE USE CONSULTATION AND BEHAVIOR INTERVENTION PLANNING WITH CENTRAL OFFICE SPECIALISTS.

AND WE HAVE FBA'S AND BEHAVIORAL INTERVENTION PLANS KNOWN AS BIPS AS WELL AS CORROBORATE FOR WRAP AROUND SERVICES AND SUPPORTS WHEN NEEDED DEPENDING ON WHAT IS HAPPENING WITH OUR STUDENTS.

AT THIS TIME THE EXECUTIVE DIRECTOR OF INSTRUCTIONAL SUPPORT WILL SHARE THE ACADEMIC SIDE OF THE SEAL STRUCTURE AND SUPPORT SYSTEM.

>> THANK YOU, MS. WOOD AND GOOD EVENING DR.

KAY WYATT AND CHAIR ALDERTON AND VICE CHAIR GREENE AND BOARD MEMBERS.

BE WILL REVIEW THE ACADEMIC SYSTEMS IN THE MTSS FRAMEWORK.

THIS YEAR THERE WAS A FOCUS ON STRENGTHENING TIER 1 INSTRUCTION.

TIER 1 INSTRUCTION IS THE ACCESSIBLE DEVELOPMENT AND APPROPRIATE CURRICULUM DELIVERED IN THE GENERAL EDUCATION SETTING.

THE CON AT THE PRESENT TIME IS DIFFERENTIATED WITH ONGOING ASSESSMENTS THAT ARE TAILORED TO MEET STUDENT NEEDS.

THE MTSS FRAMEWORK AT TIER 1 CONSISTS OF THE CURRICULUM AND INSTRUCTIONAL FRAMEWORKS AND APPROACHES OF CONTENT KNOWLEDGE AND SKILLS.

THERE IS GLAD STUDENT ENGAGEMENT EXPECTATIONS AND THE ALIGNMENT OF CASEL COMPETENCIES THAT ARE A PART OF HIGH-QUALITY PROJECT-BASED LEARNING AND STUDENT SOCIAL AND EMOTIONAL DEVELOPMENT.

AN EXAMPLE OF TIER 2 INTERVENTIONS THAT ARE DELIVERED IN A SMALL SETTING IS DO THE MATH THAT SUPPORTS STUDENTS IN GRADES 1-5 AND WITH DEVELOPING NUMBER SENSE AND MATH 180 THAT PUSHES READERS IN GRADES 3 THROUGH 12.

THE TIER 3 ARE CONSIDERED INTERVENTION IN READING AND MATH. THESE ARE A FEW EXAMPLES OF THE TIER 2 AND TIER 3 INTERVENTIONS PROVIDED IN THE SCHOOL DIVISION. NEXT SLIDE? TIER ONE PRACTICES AND SUPPORT ARE LEAD BY TEACHERS IN THE CLASSROOM.

WHEN THE STUDENTS HAVE DIFFICULTY ASSESSING THE CURRICULUM, THE TEACHERS MAY BE TIED TO THE CORE CURRICULUM. IT SHOULD BE BALANCED AND DELIVERED IN A VARIETY OF WAYS TO DETERMINE STUDENTS' PROGRESS TOWARD MASTERY.

TIER 2 INTERVENTIONS ARE DELIVERED WHEN STUDENTS ARE NOT RESPONDING TO TIER 1 INSTRUCTION AND SUPPORT.

[01:55:06]

TIER 3, INTERVENTIONS ARE DELIVERED TO INDIVIDUAL STUDENTS BASED ON THEIR NEEDS AND ASSESS DAILY OR WEEKLY TO DETERMINE PROGRESS TOWARD THE LEARNING GOAL.

NEXT SLIDE.

ACPS IS PUTTING AN EMPHASIS ON POSITIVE RELATIONSHIPS WITH STUDENTS.

DURING PRE-SERVICE WEEK STAFF MEMBERS ENGAGED IN SEAL WORKSHOPS AND TIER 1 COMMUNITY CIRCLES TO INTRODUCE OR REINTRODUCE RESTORATIVE PRACTICES. YOU CAN SEE A CPS STAFF LAUNCHING RULER EMOTIONAL LEARNING INTELLIGENCE TRAINING.

CLASSROOM TEACHERS AND INDIVIDUAL SCHOOLS ARE IMPLEMENTING SOCIAL AND EMOTIONAL LEARNING GROUNDING STUDENTS AND HELPING THEM CONNECT TO THEIR EMOTION BEFORE APPROACHING THE INSTRUCTIONAL DAY.

STAFF MEMBERS ARE DOING THIS BY ESTABLISHING CLASS CHARTER THAT'S OUTLINE HOW THEY WANT TO FEEL AND INTERACT WITH ONE ANOTHER.

WHILE IT MEASURES THE PULSE OF STUDENTS TO BETTER MEET THEM AT THE EMOTIONAL LEVEL DURING THE DAY.

SKY SCHOOL LEADERS AND SUPPORT TEAM MEMBERS IN COLLABORATION WITH THE CENTRAL OFFICE LEADERSHIP ARE DEVELOPING METRICS AND WORKFORCE THAT IS IDENTIFIABLE IN THE CLASSROOM AND SETTINGS AT ALL GRADE LEVELS.

THE DEPARTMENT OF TEACHING, LEARNING AND LEADERSHIP AND STUDENT SERVICES EQUITY WILL LOOK AT OUR LINE OF CHILDREN HELPING THEM LEARN AND GROW IN ALL AREAS.

AND NOW OVER TO DR.

SIMMS, EXECUTIVE DIRECTOR.

>> THANK YOU, MS. SANDERS. A CRITICAL DEVELOPMENT IN OUR MTSS WORK IS ESTABLISHING A DIVISION-WIDE MONITORING SYSTEM.

THE FOCUS IS TO ENHANCE OUR CAPACITY WITH DATA MANAGEMENT AND DATA ANALYTICS AND EXAMINE THE PROGRESS OF THE TIER AND EXAMINE THEM ACROSS ALL ACPS SCHOOLS.

AND TO INFORM THE PROCESS OF ALIGNING THE INTERVENTIONS TO STUDENT NEEDS AND THE MONITORING SYSTEM WILL HELP WITH THE I'M PABILITY OF INTERVENTIONS AS WE ALWAYS ENDEAVOR TO LOOK AT THE ACADEMIC RETURN ON INVESTMENT.

THAT WILL HELP US BUILD DIVISION, SCHOOL, CLASS AND STUDENT LEVEL REPORTS USING MULTIPLE DATA SOURCES AND THE ANALYTICS WILL HELP WITH A SYSTEM FOR IDENTIFYING AND MONITORING CRITICAL UPPED CATERS ALIGNED WITH STUDENT ACHIEVEMENT.

VERY OFTEN THEY ARE EARLY WARNING SYSTEMS. WHEN WE TALK ABOUT THE NEXT STEPS YOU HEARD REFERENCED BY DR.

KAY WYATT AND THE UPCOMING PRESENTATION, THE BOARD WILL HEAR ABOUT THE SEAL METRICS IN THE NOVEMBER 10TH PRESENTATION AND LOOK AT THE EARLY DATA THAT DEVELOPED FROM THE UNIVERSAL SCREENING WITH THE DESSA AFTER WE FULLY IMPLEMENTED AND HAD A CHANCE TO GATHER THE DATA FROM THE FALL ADMINISTRATION, AND ALSO SOME OF THE INSTRUCTIONAL DATA POINTS THAT WE WILL GATHER RELATED TO THE INTERVENTIONS THAT WE LOOKED AT ACROSS OUR MTSS BOTH INSTRUCTIONAL AND OUR SEAL ACTIVITIES.

THANK YOU SO MUCH. >> THANK YOU.

I GUESS AT THIS POINT WE WILL TURN IT OVER TO BOARD MEMBERS FOR QUESTIONS.

DR. RIEF? >> I DON'T KNOW WHY YOU ARE LOOKING THIS WAY, CHAIR ALDERTON.

I WANT TO START BY THANKING YOU ALL FOR THE PRESENTATION.

I WANT TO THANK ALL OF OUR CENTRAL OFFICE, STAFF AND LEADERS WHO HAVE BEEN WORKING SO HARD ON THIS WORK FOR MANY YEARS.

I KNOW CHAIR ALDERTON TALKS A LOT ABOUT MTSS.

[02:00:02]

I KNOW IT IS A LOT OF WORK AND I APPRECIATE MS. WOOD SAYING TO DO IN A THOUGHTFUL WAY THAT IS CULTURALLY RESPONSIVE.

I APPRECIATE ALL THAT.

I'M SURE -- I KNOW A NUMBER OF MY COLLEAGUES WERE ASKING HOW WERE YOU MEASURING THIS WORK AND THAT IS IMPORTANT TO ME.

WHAT I WANT TO ASK ABOUT IS LOOKING AT THE TABLES THAT YOU HAD ABOUT THE TIER1, 2 AND 3 INTERVENTIONS FOR SOCIAL AND EMOTIONAL BEHAVIOR AND ACADEMIC, I CAN SEE THAT IT IS ALL -- IT IS ALL IMPLEMENTED BY OUR CLASSROOM TEACHERS AND OUR STUDENT SUPPORT TEAMS. I GUESS MY BIG WONDERING THAT I'M HAVING, KIND OF REFLECTING ON ALL OF THIS IS LIKE HOW IS IT REALLY WORKING FOR STAFF ON THE GROUND? I KEEP HEARING WE PUT SO MUCH ON OUR TEACHERS.

WE PUT SO MUCH ON OUR SST.

I WAS LOOKING AT THE EQUITY CLIMATE SURVEY.

THERE WAS 1,408 STAFF MEMBERS WHO PARTICIPATED IN THE EQUITY CLIMATE SURVEY AND THAT'S A REALLY BIG NUMBER. ONLY 43% AGREED THAT THE DIVISION LEADER VALUE WOULD LOOK AT THE AREAS OF FOCUS AND 41% AGREED THAT CENTRAL OFFICE STAFF -- CENTRAL OFFICE PROVIDES OPPORTUNITIES FOR SUPPORT AND COLLABORATION.

THIS IS REALLY LIKE A CHALLENGE TO ALL OF US HERE, THE BOARD AND THE CENTRAL OFFICE STAFF IS LIKE, HOW ARE WE SOLICITING -- HOW ARE WE GOING TO MAKE THIS A TWO-WAY CONVERSATION LIKE HERE IS WHAT WE NEED YOU TO DO AND WE NEED YOU TO DO THIS AND THIS AND THIS.

HOW ARE WE SOLICITING THE TEACHER FEEDBACK AND HOW ARE WE USING THE FEEDBACK TO REFINE THE WORK.

THAT'S MY FIRST QUESTION AND I HAVE ONE OTHER COMMENT AFTER THAT.

>> I THINK DR.

CRAWFORD -- OR DR.

GONZALEZ CAN BEST ANSWER THAT, BUT I BELIEVE DR.

JACKSON IF YOU CAN ADDRESS THAT.

I DO KNOW, AGAIN, THAT SOME OF THE QUESTIONS THAT WE ARE GONNA GET ABOUT THIS WILL COME UP IN THE NOVEMBER PRESENTATION.

I FEEL LIKE WE ARE KIND OF ALREADY TAKING A DEEP DIVE INTO THE PRESENTATION A LITTLE BIT.

IF THE CHIEFS AND EXECUTIVE DIRECTOR CAN DO A QUICK OVERVIEW.

AND DR. RIEF, WE MAY NOT HAVE THE EXACT DATA TONIGHT, BUT WE CAN GIVE AN OVER VIEW OF HOW TEACHERS PROVIDE THE FEEDBACK WOULD BE HELPFUL AT THIS POINT.

>> I WILL TAKE A STAB AT IT.

ONE OF THE THINGS WE DO IN TERMS OF CONTINUOUS IMPROVEMENT IS WE INVITE FEEDBACK FROM ALL OF OUR STAKEHOLDERS, TEACHERS INCLUDED.

ONE NICE THING ABOUT RULER IS HOW THEY ARE FEELING AND THE WORK THEY ARE DOING AND THE WORK WE ARE ASKING THEM TO DO.

IT IS A GREAT QUESTION THAT WE CAN INCORPORATE AS WE ARE INCORPORATING THE PERCEPTION FEEDBACK FROM OUR STUDENTS.

IT IS IMPORTANT TO GET THE PERCEPTION FEEDBACK FROM OUR STAFF AS WELL.

I LOOK FORWARD TO US TAKING QUESTIONS BACK TO THE TEAM AND INCORPORATING MORE OPPORTUNITY FOR OUR STAFF TO GIVE US FEEDBACK.

>> THANK YOU.

I REALLY APPRECIATE -- OH I CAN SEE MS.

WOOD'S HAND. >> MS. WOOD AND THEN MAYBE DR.

GONZALEZ YOU CAN ADD SOMETHING FROM THE ACADEMIC SIDE AFTER MS. WOOD. MS. SANDERS, I APOLOGIZE FOR NOT INTRODUCING YOU AT THE BEGINNING OF THE PRESENTATION.

THANK YOU FOR YOUR WORK.

>> THANK YOU. THANK YOU, DR.

RIEF, FOR THE QUESTION. IN ADDITION TO WHAT DR.

JACKSON STATED WE SPEND THE -- WE HAD A SOCIAL AND EMOTIONAL AND ACADEMIC LEARNING DAY WHERE WE FOCUS ON SOCIAL AND EMOTIONAL SUPPORT.

PART OF THAT DAY WAS STAFF DELIVERED A PROFESSIONAL LEARNING WHERE THEY DID AN ACTIVITY AND GOT FEEDBACK ON WHAT THEY LEARNED AND WHAT THEY UNDERSTOOD AND WHAT WE CAN DO TO BE INNOVATIVE WHERE WE BRING SOCIAL AND EMOTIONAL LEARNING TO THE TABLE.

WE HAD DATA WHERE THE STAFF HAS GIVEN US ANECDOTAL FEEDBACK.

THEY PUT IT IN A GOOGLE DOC AND WE LOOKED AT IT.

[02:05:04]

WE HAVE METRIC THAT'S WE ARE PUTTING IN PLACE AND THINGS YOU WILL HEAR ABOUT IN NOVEMBER.

WE DID START WITH GETTING THE FEEDBACK AND HAVING AN UNDERSTANDING OF STAFF BASED ON WHAT WAS STARTED IN THE INNOVATIVE WORKSHOP.

WE PICK BACK UP WITH THAT TO MAKE SURE WE WERE GETTING STAFF FEEDBACK AND UNDERSTANDING AS WE CREATED THE METRICS AND WILL DETERMINE HOW IT IS GOING ON THE GROUND AS WE GO THROUGH THESE.

>> THANK YOU. I WILL ADD TO THAT, AND I WAS GOING TO PIGGYBACK ON WHAT SHE WAS SAYING, DURING THE PRE-SERVICE WORKWEEK WE DID INTENTIONALLY HAVE THE SCHOOLS WORK ON IDENTIFYING SOME OF THE METRICS.

IF WE ARE GOING IN AND DOING AN ACADEMIC WALK THROUGH, WHAT WOULD THEY LOOK FOR AND LOOK LIKE WHILE INSTRUCTING.

WE ARE BUILDING IN THE SOCIAL AND -- AND EMOTIONAL SKILL SET IN THE CLASSROOM AND NOT JUST STOP AND DROP AND DO THE 30-MINUTE SEAL LESSON. WE WANT TO EMBED IT THROUGHOUT THE DAY TO THE POINT MS. SANDERS MADE. WE WANTED INPUT AS ADMINISTRATORS.

WHEN WE WALK IN THE CLASSROOM, HOW WILL WE BE ABLE TO MEASURE THAT? PART IS IN THE CLIMATE OF THE LEARNING ENVIRONMENT THAT IS THERE.

WE HAVE OUR INSTRUCTIONAL SPECIALISTS WORKING AT OUR DIFFERENT TIERS AND PROVIDING ADDITIONAL SUPPORTS AND CONTINUED TRAINING.

I WILL HAVE MS. SANDERS COMMENT ON WHAT HER INSTRUCTIONAL SPECIALISTS ARE DOING TO SUPPORT THE ACADEMIC MTSS.

>> AS DR.

GONZALEZ MENTIONED, THE INSTRUCTIONAL SPECIALISTS WORKED DIRECTLY WITH TEACHER INTERVENTIONISTS IN THE TIER 2 AND TIER 3 SETTING.

AS THEY REVIEW AND EXAMINE DATA, REFINE INSTRUCTIONAL PRACTICES AND PROVIDE CONTINUED TRAINING FOR THE INSTRUCTIONAL PROGRAMS AND PLATFORM THAT'S ARE USED TO INCREASE STUDENT UNDERSTANDING IN MATH AS WELL AS INCREASING THEIR LITERACY SKILLS.

ONE OTHER COMPONENT OF THIS WORKING IS WE HAVE MTSS AS A LIAISON THAT IS PART OF THE SCHOOL COMMUNITY.

THESE ARE MEMBERS WHO ARE TRAINED WITH THE OFFICE LEADERSHIP WHO WILL GO BACK AND CHAMPION THE WORK OF MTSS.

THEY REITERATE A CLEAR UNDERSTANDING OF THE MTSS FRAMEWORK AND THE IMPORTANCE OF ANALYZING THE STUDENT DATA IN ORDERS TO ADDRESS OUR STUDENTS' NEEDS.

>> THANK YOU FOR THAT. I JUST HAVE ONE MORE COMMENT.

>> ACTUALLY I WOULD ADD SOME IN RESPONSE TO YOUR COMMENT OR QUESTION, I GUESS.

DR. KAY WYATT AND I HAVE BEEN TALKING ABOUT THIS A LOT AND MS. GREENE IS PROBABLY TIRED OF HEARING US TALK ABOUT IT.

I THINK ONE OF THE BIGGEST BLESSINGS YOU CAN GIVE TEACHERS IF DONE WELL IS A REALLY GOOD MASTER SCHEDULE.

THAT CAN ALLEVIATE SOME OF THE DOUBLE PRESSURES.

SO ESSENTIALLY US SAYING THE 30 MINUTES OF SEAL TIME WAS GOING TO BE DEDICATED TO A SPECIFIC TIME OF DAY.

THAT MEANS WE ARE NOT SAYING TO TEACHERS OKAY SOMEWHERE IN THE DAY YOU FIT THIS IN AND FIGURE IT OUT.

LITTLE THINGS LIKE THAT I THINK CAN BE VERY POWERFUL.

AND I AM NOT SAYING WE DO THIS, BUT ANOTHER EXAMPLE IS WE SAW SOME OF THE ACADEMIC INTERVENTIONS THAT THEY ARE READ 180 AND MATH 180 AND DO THE MATH.

I THINK ONE OF THE BIGGEST BLESSINGS YOU CAN GIVE IS NOT HAVE A TEACHER HAVING TO TEACH CONTENT AND DO THAT AS WELL.

THOSE ARE VERY DIFFERENT EFFORTS.

THAT QUESTION MADE ME THINK ABOUT ALWAYS, HOWEVER POSSIBLE WE CAN HAVING THE MOST EFFECTIVE MASTER SCHEDULE POSSIBLE.

IT BILL ALLEVIATE SOME OF THAT AND THAT IS JUST ADDITIONAL WORK WE HAVE TO KEEP FIGURING OUT HOW TO DO BETTER AND BETTER.

[02:10:03]

KAY WYATT YOU HAVE COMMENTS ABOUT THAT.

>> NO.

I WILL NOT GO INTO MY MASTER SCHEDULE TALK THIS EVENING AT THIS LATE HOUR, BUT YOU KNOW HOW I FEEL ABOUT THE IMPORTANCE OF MAKING SURE WE GIVE OUR STAFF THE TOOLS AND RESOURCES THEY NEED.

JUST ONE ADDITIONAL THING AND WE WILL PROBABLY TOUCH ON IT NEXT WEEK IS THAT THE SENIOR LEADERSHIP TEAM HAS HAD DISCUSSIONS AROUND PROGRAM EVALUATION AND MAKING SURE WE UTILIZE THE CORRECT DIFFERENT TIERS.

WE WILL GO INTO THAT IN MORE DEPTH THROUGHOUT THE SCHOOL YEAR.

I WILL HOLD OFF ON MY MASTER SCHEDULE TALK FOR THIS EVENING.

>> OKAY AND YOU HAVE ANOTHER QUESTION?

>> ONE MORE PIECE OF FEEDBACK I WANTED TO SHARE.

THE SLIDE THAT HAD THE ICEBERG THAT YOU SHARED, THAT MS. WOOD SHARED AND THAT A CHILD'S BEHAVIOR IS NOT WHAT IT SEEMS, I THINK THAT IS SO IMPORTANT.

I KNOW THE NEURO SCIENCE RESEARCH HAS BEEN INFORMING MORE AND MORE HOW WE RESPOND TO CHILDREN'S BEHAVIOR.

AS A PARENT I HAVE BEEN LEARNING A LOT OF THAT TOO.

IT CHANGED MY STRATEGIES AS A PARENT.

I THINK THERE ARE A LOT OF PARENTS OUT THERE WHO ARE STRUGGLING WITH THOSE ISSUES AND WOULD WELCOME ANY OF THAT INFORMATION WE CAN SHARE TO OUR FAMILIES ABOUT THAT WORK AND HOW WE AS A SCHOOL AND A FAMILY CAN BE ON THE SAME PAGE IN OUR APPROACHES WITH SUPPORTING CHILDREN'S BEHAVIOR.

I KNOW WE HAVE THE PARENT RESOURCE CENTER AND THE COMMUNICATIONS TEAM.

THERE IS A LOT OF GREAT WORK AND OPPORTUNITIES THERE TO SHARE OUT SOME OF THE STRATEGIES WITH FAMILIES.

THAT'S ALL. THANKS. >> MR. HARRIS HAD A QUESTION.

>> YES. THANK YOU FOR THE PRESENTATION.

IT WAS AWESOME.

I AM VERY PASSIONATE ABOUT MTSS SYSTEM.

I WANT TO SAY THAT I THINK IT'S GOOD TO -- TO PIGGYBACK ON WHAT DR.

RIEF SAID, WE WANT TO MAKE SURE WE ENGAGE THE TEACHERS AND STAFF AS A BIG PART OF THIS.

THEY ARE THE ONES THAT HAVE TO IMPLEMENT THIS.

THE LAST THING WE WANT TO DO IS OVERWHELM THEM WITH WHAT THEY HAVE BEEN GOING THROUGH THE LAST FEW YEARS AS WELL AS THE STUDENTS.

PIG BE BACKING ON -- PIGGYBACKING ON WHAT DR.

RIEF SAID AND THE ICEBERG.

SOME OF THE THINGS BELOW THE SURFACE, SOME OF THOSE THINGS WE ARE DEALING WITH AS ADULTS.

YOU CAN IMAGINE THE DIFFICULTY OF THE CHILDREN DEALING WITH THIS ON A DAILY BASIS.

SPEAKING AS A BLACK MALE, IT IS DIFFICULT TO COMMUNICATE AND IT IS DIFFICULT FOR A LOT OF BLACK MALES TO DO THAT.

I WANT TO TALK ABOUT THE IMPLEMENTATION AND THIS IS A SYSTEM.

I THINK WE FOCUS A LOT ON THE SEPARATE COMPONENTS OF THE SYSTEM.

YOU CAN HEAR A LOT ABOUT RESTORATIVE PRACTICES.

THAT'S ONE PIECE OF THE PUZZLE.

I THINK WE NEED TO DO A BETTER JOB OF EDUCATING TEACHERS, STAFF BOARD MEMBERS AND THE COMMUNITY AS TO WHAT THIS SYSTEM IS AND HOW IT IS GOING TO BE IMPLEMENTED AND MOVE FORWARD.

IT IS NOT A MICROWAVE OPERATION.

IT IS SOMETHING THAT WILL TAKE TIME AND PROGRESSIVELY IMPROVE.

WE WILL HAVE TO TWEAK IT ALONG THE WAY.

MOVING FORWARD, I AM LOOKING FORWARD TO THE PRESENTATION OF TEP.

I WON'T OVERWHELM YOU WITH A LOT OF QUESTIONS.

I HAVE A LOT, AND I WILL WAIT AND BE PATIENT.

I THANK YOU FOR ALL OF THE WORK YOU AND YOUR TEAM ARE DOING ON THIS BECAUSE IT IS IMPORTANT.

WE KNOW THE ADDITIONAL WORK HAS BEEN PUT ON TEACHERS AND STAFF AND IT IS NECESSARY WORK.

IF WE CAN IMPLEMENT THIS PROPERLY IT WILL BE INSTRUMENTAL.

THANK YOU. >> THANK YOU.

IS THERE SOMEONE? SO TWO MORE QUESTIONS AND THEN WE WILL WRAP UP AND MOVE TO RESOLUTIONS.

[02:15:03]

>> THANK YOU, MADAM CHAIR.

THANK YOU FOR THE PRESENTATION AND THE WONDERFUL TEAM THAT PRESENTED THIS EVENING.

I ECHO WHAT MR. HARRIS SAID. ONE OF MY BIGGEST LEARNINGS IS THE EXTENT TO WHICH OUR MTSS STRUCTURES ARE ONE OF THE KEY LEVERS FOR MEETING OUR EQUITY FOR ALL COMMITMENTS AS WELL AS ADDRESSING UNFINISHED LEARNING FROM THE PANDEMIC.

WITH THAT SORT OF IN MIND -- AND I WILL ALSO JUST SAY I DON'T THINK WE NEED THAT ENOUGH AS THIS IS A TOOL OR MECHANISM TO DO THAT BECAUSE IT IS REALLY IMPORTANT AT THIS TIME.

KNOWING THAT AND HAVING THAT IN MIND, HOW CAN WE AS A BOARD CONTINUE TO SUPPORT MTSS? WHAT DO YOU NEED FROM US TO ENSURE THAT THIS CONTINUES TO HAPPEN IN AN EFFECTIVE MANNER AND REALLY MOVING THE NEEDLE FOR

KIDS? >> DR.

KAY WYATT? >> YES.

I THINK WE CAN IMPLEMENT THAT INTO OUR NEXT PRESENTATION.

I THINK FOR US REALLY IT IS CONTINUING TO SUPPORT ANY RECOMMENDATIONS WE HAVE AROUND PROGRAMMING AND PROGRAM DEVELOPMENT AND LETTING STAFF KNOW HOW MUCH WE APPRECIATE THEM.

WE WILL REPORT TO YOU WHAT THAT LOOKS LIKE AND REALLY IT IS GIVING OUR TEACHERS THE TIME AND RESOURCES TO IMPLEMENT IT WITH THE UNDERSTANDING THAT IF WE ARE GIVING THEM ADDITIONAL PROGRAMMING AND LESSONS TO IMPLEMENT WE WILL TAKE SOMETHING OFF AND LOOK AT WHAT IT LOOKS LIKE THROUGH THE DAY.

WE KNOW WE ARE BACK IN THE SECOND YEAR AND I DID SPEAK WITH TEACHERS RECENTLY AT A FEW SCHOOLS.

AND THEY WERE FEELING COMFORTABLE WITH WHERE WE ARE IN THIS SYSTEM AND THEY ARE SEEING A DIFFERENCE THIS YEAR IN THE IMPACT OF OUR STUDENTS. IF WE CAN CONTINUE TO SUPPORT OUR TEACHERS AS WE MOVE THROUGH THE PROCESS AND ARE MINDFUL THAT LIKE I THINK IT WAS MR. HARRIS THAT SAID SOMETIMES THESE PROGRAMS TAKE TIME.

OUR STUDENTS NEED TO GROW WITH US ALONG THIS JOURNEY.

>> MR.

ALNUBE. >> THANK YOU, MADAM CHAIR.

I WILL BE BRIEF. I AGREE WITH MR. HARRIS AND DR.

RIEF SO I WON'T GO INTO THAT.

I DEGREE WITH THEM AND I THINK WE NEED TO BE ALWAYS MAKING SURE WE ARE NOT OVERWHELMING THE TEACHERS.

HOWEVER, I JUST WANT TO -- DR.

KAY WYATT, YOU JUST READ MY MIND.

I HAD MY HAND UP TWO SPEAKERS AGO AND I WANTED TO SAY HOW MUCH I APPRECIATE STAFF AND THE HARD WORK THEY ARE PUTTING INTO BUILDING THIS SYSTEM AND THIS MECHANISM. IT'S A LOT OF WORK AND I'M PARTICULARLY HAPPY ABOUT THE METHODS.

IF I CANNOT -- I TRIED TO COUNT HOW MANY TIME WE SAID METRICS IN THE PRESENTATION AND I LOST COUNT.

I AM GLAD TO SEE HOW WE ARE PUSHING IN THAT DIRECTION OF BEING DATA DRIVEN AND PROPERLY EVALUATING THE PROGRAMS AND THE IMPLEMENTATION.

THANK YOU. I YIELD BACK.

>> ALL RIGHT. THANK YOU, EVERYONE.

I THINK THE LAST THING I WILL SAY BEFORE WE MOVE ON IS WHAT IS ENCOURAGING AND EXCITING TO SEE IS THE VISION AND THE ROAD MAP BECOMES CLEARER AND CLEARER EVERY YEAR.

WHAT WE ARE SEEING THIS YEAR IS THE EXTENSION OF GROWTH WE SAW LAST YEAR.

I CAN'T, AT THIS POINT, LET YOU KNOW ENOUGH, STAFF, THAT YOU ARE CLEARLY FULFILLING THE MISSION AND THE VISION.

I JUST ENCOURAGE YOU TO KEEP GOING.

THIS IS REALLY GOOD STUFF.

I BELIEVE THIS IS THE LEVER AND WE JUST HAVE TO HANG ON AND ENJOY THE RIDE.

IT WILL BE A RIDE. I THINK IT WILL BE GOOD.

YOU ARE DOING A GREAT JOB.

WITH THAT SAID, THE LAST ITEM ON THE AGENDA IS A RESOLUTION REQUESTING A 15-MILE PER HOUR SCHOOL

[36. Resolution Requesting 15 mph in School Zones ]

[02:20:04]

>> I CAN SEE IT.

>> YOU'RE UP. >> THANK YOU, MADAM CHAIR.

>> ALEXANDRIA CITY SCHOOL BOARD RESOLUTION REQUESTING 15 MILES PER HOUR IN THE SCHOOL ZONES.

WHEREAS, THE ALEXANDRIA CITY SCHOOL BOARD GIVES THE UTMOST PRIORITY TO THE SAFETY AND WELL-BEING OF EACH ALEXANDRIA CITY PUBLIC SCHOOLS STUDENT.

WHEREAS, REDUCING SPEED LIMITS NEAR SCHOOLS WHERE THERE IS AN INCREASED PRESENCE OF PEDESTRIANS AND BICYCLISTS DURING STUDENTS' ARRIVAL AND DISMISSAL REDUCES EXCESSIVE VEHICLE SPEEDS LEADING TO OVERALL INCREASED STUDENT SAFETY.

AND WHEREAS, ACCORDING TO THE VIRGINIA DEPARTMENT OF TRANSPORTATION, DRIVING AT A LOWER SPEED REQUIRES VEHICLES TO STOP AT SHORTER DISTANCES AND PROVIDES MOTORISTS WITH AN INCREASED ABILITY TO SEE SIDEWALKS AND PEDESTRIANS WALKING ALONG THE ROADWAY WHERE THERE ARE NO SIDEWALKS DUE TO A LARGER FIELD OF VISION.

AND WHEREAS THE LIKELIHOOD OF CAUSING A DEATH OF OR SERIOUSLY INJURING A PERSON WHEN STRUCK AT 25 MILES PER HOUR IS SIGNIFICANTLY HIGHER THAN IF THAT PERSON IS STRUCK AT 15 MILES PER HOUR.

AND WHEREAS THE FOLLOWING SCHOOL ZONES AND SCHOOL SITES HAVE A 25-MILE PER HOUR SPEED LIMIT, NORTH BEUREGARD STREET, ENTIRE LENGTH, JOHN ADAMS ELEMENTARY SCHOOL, WILLIAM RAMSEY ELEMENTARY SCHOOL AND FERDINAND T DAY ELEMENTARY SCHOOL ZONES, BRADDOCK ROAD FROM NORTH BEUREGARD STREET TO QUAKER LANE, ALEXANDRIA CITY HIGH SCHOOL, MINNIE HOWARD CAMPUS SCHOOL ZONE, SEMINAR ROAD, KENMORE TO NORTH PICKETT STREET.

ACHS KING STREET CAMPUS SCHOOL ZONE.

AND WHEREAS THE CITY THE ALEXANDRIA CITY'S TRAFFIC AND PARKING BOARD MET ON MONDAY, SEPTEMBER 26, 2022 AND APPROVED THE FOLLOWING.

RECOMMENDATION TO APPROVE PROPOSED ORDINANCE CHANGE AUTHORIZING THE USE OF SPEED CAMERAS IN SCHOOL ZONES AND WORK ZONES.

THIS NOW GOES TO THE CITY COUNCIL.

RECOMMENDATION FOR THE CITY OF ALEXANDRIA TO REDUCE POSTED SPEED LIMITS AND SCHOOL ZONE SPEED LIMITS ON NORTH BEAUREGARD AND BRADDOC AND REDUCE SCHOOL ZONE SPEED ON SEMINARY ROAD AND NORTH HOWARD.

THIS DOES NOT REQUIRE FURTHER APPROVAL ACTION.

THE CITY CAN REPLACE THE SPEED LIMIT SIGNS AS SOON AS THEY ARE AVAILABLE.

WHEREAS, ACCORDING TO VISION ZERO ACTION PLAN ADOPT OWED DECEMBER 16, 2017 BY THE ALEXANDRIA CITY COUNCIL, QUOTE, PEDESTRIANS AND BICYCLISTS ARE INVOLVED IN 6% OF ALL TRAFFIC CRASHES, BUT REPRESENT 34% OF CRASHES THAT RESULT IN SERIOUS INJURY OR DEATH.

THE YOUNG, AGES 10 AND UNDER AND THE ELDERLY, AGES 91 AND HIGHER, HAVE A HIGHER RISK OF SERIOUS INJURY OR DEATH IF INVOLVED IN A CRASH.

AND WHEREAS PURSUANT TO VIRGINIA CODE SECTION 46.2-873H, QUOTE, THE MAXIMUM SPEED LIMIT IN SCHOOL ZONES IN RESIDENTIAL AREAS MAY BE DECREASED TO 15 MILES PER HOUR IF, ONE, THE SCHOOL BOARD HAVING JURISDICTION OVER THE SCHOOL NEAREST TO THE AFFECTED SCHOOL ZONE PASSES A RESOLUTION REQUESTING THE REDUCTION OF THE MAXIMUM SPEED LIMIT FOR SUCH SCHOOL ZONE FROM 25 MILES PER HOUR TO 15 MILES PER HOUR AND TO THE LOCAL GOVERNING BODY OF THE JURISDICTION IN WHICH SUCH A SCHOOL IS LOCATED ENACTS AN ORDINANCE ESTABLISHING THE SPEED-LIMIT REDUCTION REQUESTED BY THE SCHOOL BOARD, END QUOTE.

AND NOW THEREFORE BE IT RESOLVED THAT THE ALEXANDRIA CITY SCHOOL BOARD HERE BY REQUESTS THAT THE CITY OF ALEXANDRIA REDUCES THE MAXIMUM SPEED LIMIT FOR THE AFOREMENTIONED SCHOOL ZONE FROM 25 MILES PER HOUR TO 15 MILES PER HOUR.

ADOPTED AND APPROVED BY THE ALEXANDRIA CITY SCHOOL BOARD ON THIS DAY.

[02:25:02]

>> OKAY.

SO I WOULD NEED A MOTION TO ADOPT THE RESOLUTION.

>> MADAM CHAIR, I MOVE TO ADOPT THE RESOLUTION.

>> SECOND.

>> ALL RIGHT. I HAVE MR. HARRIS WHO SECONDS DR.

RIEF'S MOTION. IS THERE ANY DISCUSSION?

>> MADAM CHAIR?

>> YES, MR.

ALNUBE. >> MADAM CHAIR, I MOVE TO AMEND THE RESOLUTION IN SECTION 5 TO REMOVE THE STREET THEN INFORMATION FROM THE FIRST THREE BOLDED ITEM AND ZONE FROM ACHS AND THE LEFT BOLDED ITEM.

THAT'S BASICALLY TO BE SPECIFIC -- WE ARE TALKING ABOUT THE SCHOOL ZONES WHICH IS UNDER OUR PER VIEW.

THE SECTIONS THAT WERE INCLUDED IN THE RESOLUTION IS WHAT THE CITY BOARD REQUESTED OR RECOMMENDED THAT SPEED IS REDUCED, BUT WE ARE TALKING ABOUT THE SCHOOL ZONE SO IT IS TO MAKE SURE WE ARE ACCURATE ABOUT THE SCHOOL ZONES WE ARE REQUESTING.

>> THANK YOU, MR. ALNUBE. I HAVE A SECOND FROM DR.

RIEF. SO WE HAVE MS. NELSON -- THERE WE GO.

WE HAVE TO FIRST VOTE ON THAT AMENDMENT AND THEN WE CAN ADOPT THE RESOLUTION OF THE AMENDED.

>> I VOTE YES.

>> MS. GREENE?

>> I VOTE YES TOO, CHAIR ALDERTON.

>> ALL RIGHT.

AND SO AT THIS POINT WE NEED TO VOTE TO ADOPT THE RESOLUTION AS AMENDED.

>> I VOTE YES.

>> MS. GREENE? >> YES.

>> THE KIDS SAY YES TO EVERYBODY.

OKAY. ALL RIGHT AND MR. ALNUBE DID YOU HAVE ANYTHING TO ADD?

>> I WOULD LIKE TO THANK MY COLLEAGUES AND THANK EVERYONE WHO WORKED AND SUPPORTED THE SAFETY ESPECIALLY VICE CHAIR GREEN FOR HER SUPPORT AND HELP IN BRINGING THE RESOLUTION FORWARD.

AND THE COMMUNITY ADVOCATES LIKE THE PRESIDENT OF THE ORGANIZATION AND THE BUDGET COMMITTEE AND THEIR MEMBERS. IT IS ALL OF THOSE WHO CAME AND ADVOCATED WITH US AND WITH COUNCIL TO MAKE SURE IT BECOMES A REALITY. THE LISTING HERE WAS DONE BY THE AMAZING COMMUNITY MEMBERS AND THE LEADERS.

EVERYONE ADVOCATED WITH THE CITY AND US AND I WOULD LIKE TO THANK OUR SUPERINTENDENTS AND OUR STAFF FOR THEIR HARD WORK ON THIS AND THE CITY TRAFFIC AND THE PARKING BOARD FOR THEIR RECOMMENDATIONS.

THIS IS WHAT WE CAN DO WHEN WE COME TOGETHER.

IT IS TRULY A COMMUNITY EFFORT AND WE SHOULD ALL BE PROUD AND JUST SAVOR THIS MOMENT BECAUSE WE ARE MAKING AN IMMEDIATE IMPACT AND A DIFFERENCE. WE ARE REALLY MAKING OUR COMMUNITY SAFE.

10 MONTHS CAN BE A DIFFERENCE BETWEEN SURVIVAL AND DEATH.

WE ARE HELPING SAVE LIVES HERE.

WE APPRECIATE EVERYONE AND HOPEFULLY I HAVE NO DOUBT THAT THE CITY WILL IMPLEMENT THIS.

THANK YOU. >> THANK YOU, EVERYONE.

[37. Report from Meagan L. Alderton ]

CAN YOU BELIEVE THAT, SUSAN? I THINK VICE-CHAIR GREENE HAS A BRIEF REPORT AND THEN I WILL TURN IT OVER TO OUR INTERIM SUPERINTENDENT

FOR HER REPORT. >> THANK YOU, MADAM CHAIR.

I WANTED TO REPORT ON SEPTEMBER 29TH, THE NATIONAL EXECUTIVE SEARCH FIRM OF MCPHERSON AND JACOBSON

[02:30:09]

I WANT TO THANK BOARD MEMBER ALNUBE AND BOARD MEMBER IGNACIO FOR SERVING WITH ME IN THE SEARCH FOR THE FIRM.

WE INTERVIEWED THREE WONDERFUL COMPANIES.

THEY EACH BROUGHT SOMETHING DIFFERENT TO THE TABLE, BUT AT THE END WE FELT THAT MCPHERSON AND JACOBSON AFTER CAREFUL CONSIDERATION -- AND LET ME SAY THAT AGAIN, AFTER CAREFUL CONSIDERATION BY THE MEMBERS OF THE COMMITTEE AND VERY THOUGHTFUL DISCUSSION AS WELL, WE DID COME TO THAT DECISION. THE FIRST STEP IN THE PROCESS WILL BE MCPHERSON AND JACOBSON COMING AND ACTUALLY DETERMINING THROUGH INTERVIEWS WITH EACH SCHOOL BOARD MEMBER WHAT WE EXACTLY WANT IN OUR NEXT SUPERINTENDENT THAT WILL TAKE OUR SCHOOL DIVISION TO THE NEXT LEVEL.

WE LOOK FORWARD TO MEETING WITH THEM.

AND ALSO THEN SETTING FORTH THE TIMELINE WHICH WE HOPE TO BE COMPLETED BY EARLY SPRING WITH OFFERING A CONTRACT TO THE NEXT SUPERINTENDENT. AND ALSO I WANT TO THANK DIANNA FROM OUR PROCUREMENT OFFICE WHO DID A WONDERFUL OFFICE OF COORDINATING THIS PROCESS WITH US.

IT WAS NOT EASY. WE ARE IN A PIVOTAL MOMENT AT OUR SCHOOL SYSTEM AND WE NEED THE BEST SEARCH FIRM TO FIND THE BEST SUPERINTENDENT WE CAN FIND.

THEY DEFINITELY COME TO THE TABLE WITH CHARACTERISTICS TO DO THAT.

WE LOOK FORWARD TO PARTNERING WITH MCPHERSON AND JACOBSON FOR A STRONG RELATIONSHIP MOVING FORWARD IN THIS PROCESS.

THANK YOU, MADAM CHAIR. >> THANK YOU.

[38. Report from Interim Superintendent Dr. Melanie Kay-Wyatt ]

>> I DO HAVE A NUMBER AND I WILL SPEED IT UP BECAUSE I STAND BETWEEN YOU AND CLOSING OUT THIS EVENING.

I WOULD LIKE TO REMIND EVERYONE THAT OUR FAMILIES WHO ARE IN NEED OF FINANCIAL ASSISTANCE FOR STUDENT MEALS FOR THIS SCHOOL YEAR, THAT THE DEADLINE TO SUBMIT THE APPLICATIONS FOR THE FREE AND REDUCED-PRICED MEALS IS ACTUALLY TODAY, OCTOBER THE 6TH.

THE DEADLINE HAS PASSED FOR SAMUEL TUCKER, BUT TODAY IS THE DEADLINE, OCTOBER 6TH FOR OUR OTHER SCHOOLS.

I ALSO WANT TO REMIND EVERYBODY IN THE SCHOOL COMMUNITY -- I THINK OUR STUDENT REPS DID A GREAT JOB OF HIGHLIGHTING MOST OF MY ANNOUNCEMENTS THIS EVENING.

OUR SLEP DEADLINE HAS BEEN EXTENDED AND IT IS BEING ACCEPTED THROUGH OCTOBER 9TH AND WE ASK THAT FAMILY COMPLETE THE SURVEY.

AS WE KNOW THE SAFETY OF OUR STUDENTS AND STAFF IN THE ALEXANDRIA CITY SCHOOLS IS OUR TOP PRIORITY.

ALEXANDRIA CITY PUBLIC SCHOOLS AND THE ALEXANDRIA PTA COUNCIL AND PARENTS FOR A SAFE ALEXANDRIA SCHOOLS ARE INVITING OUR ACPS COMMUNITY TO JOIN US ON WEDNESDAY OCTOBER 26TH IN THE GEORGE WASHINGTON MIDDLE SCHOOL AUDITORIUM.

THIS IS AN OPPORTUNITY FOR ACPS FAMILIES TO HEAR FROM THE COMMUNITY LEADERS WHO ARE COMING TOGETHER ABOUT WHAT IS BEING DONE TO KEEP OUR SCHOOLS SAFE, ASK QUESTIONS AND LEARN ABOUT HOW WE CAN ALL BE A PART OF THIS PROCESS.

AMONG THOSE ADDRESSING THE FORUM WILL BE AN OFFICER FROM THE ALEXANDRIA POLICE DEPARTMENT, ARE A MEMBER OF THE ALEXANDRIA CITY GANG PREVENTION TASK FORCE AND THE SMART SAFE GUN STORAGE ADVOCATES.

I WILL ALSO BE ON THE FORUM WITH THE ACPS DIRECTOR OF SAFETY AND SERVICES, JOHN CONTRERAS.

AND THERE IS SOCIAL WORK.

WE ASK EVERYONE TO SAVE THE DATE.

IT IS OCTOBER 26TH.

PLEASE MARK YOUR CALENDARS.

THERE WILL BE MORE INFORMATION IN THE EXPRESS, TOMORROW, OCTOBER 7TH.

AND WE WOULD LIKE TO CONGRATULATIONS OUR CHIEF OF SCHOOLS AND COMMUNITY RELATIONS WHO HAS BEEN APPOINTED TO SERVE A TWO-YEAR TERM AS A NATIONAL SCHOOL PUBLIC RELATIONS ASSOCIATE FOR HER ENGAGEMENT.

THIS COMES ALONG WITH -- EXCUSE ME, WITH FURTHER PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT WILL GO TO THE WORK OF ACPS.

ANOTHER EXCITING HIGHLIGHT FOR OUR STAFF, ACPS IS PROUD TO ANNOUNCE THAT THE NOMINATIONS ARE BEING TAKEN FOR THE SECOND ANNUAL VIP INTEGRITY AND PASSION RECOGNITION AWARDS HONORING THE OUTSTANDING EMPLOYEES WHO WORK EACH DAY TO MAKE A DIFFERENCE IN OUR SCHOOL SYSTEM.

OUR FIRST OF FOUR VIP NOMINATION CATEGORIES ARE TRANSPORTATION, SCHOOL AND NUTRITION SERVICES AS WELL AS BUILDING

[02:35:02]

AND I AM PLEASED TO ANNOUNCE THAT OUR STUDENTS WALKING FEED AND PEDDLIG FEET WILL BE IN A NEW VIDEO AS PART OF ALEXANDRIA'S EXRANS POUR STATION AND ENVIRONMENTAL SERVICES PARTNERSHIP TO PROMOTE NATIONAL WALK AND ROLL TO SCHOOL DAY.

WE CAN ALL JOIN IN ON WEDNESDAY OCTOBER 12TH TO BE A PART OF THE 26TH ANNUAL NATIONAL WALK AND ROLL TO SCHOOL DAY PUTTING THE FOCUS ON SAFE ROUTES TO SCHOOL AND GETTING A LITTLE EXERCISE ALONG THE WAY.

ANOTHER ANNOUNCEMENT IS WE WOULD LIKE TO ADDRESS SOME QUESTIONS WE HAVE BEEN HEARING ABOUT THE TIGHTENED LUNCH BLOCK.

WE STARTED WITH A MODEL OF A LUNCH BLOCK AT THE KING STREET CAMPUS AND ARE CURRENTLY WORKING WITH DIVISION AND SCHOOL LEADERS IN ASSESSING THE PLAN.

WE ARE COMMITTED TO THE MANY -- EXCUSE ME THE WONDERFUL OPPORTUNITIES TO MAKE UP WRORK AND CLASS ASSIGNMENTS AND OVERALL CHANCE TO ASSOCIATE WITH FRIENDS.

PLEASE KNOW IT TAKES A LOT OF INTENTIONAL PLANNING TO MAKE THIS HAPPEN SUCCESSFULLY.

WE WANT YOU TO KNOW THAT OUR TEAM HAS BEEN WORKING TO REFINE THE LUNCH FORMAT WITH OUR ACHS LEADERS.

WE WILL BE CONTINUING OUR WORK THROUGH THE LUNCH COMMITTEE THAT INCORPORATES STUDENTS AND STAFF TO EXPLORE ALL OF THE POSSIBILITIES.

SO I WOULD LIKE TO SPECIFICALLY THANK SOME OF OUR TITAN STUDENT LEADERS WHO HAVE BEEN PRESENTED TO SCHOOL BOARD MEMBERS, PTSA, SCHOOL STAFF, CENTRAL OFFICE STAFF.

PLEASE KNOW THAT YOUR EFFORTS AND YOUR PASSION ARE ADMIRABLE AND I WANT YOU TO KNOW THAT WE HEAR YOU AND WE ARE WORKING ON THIS WITH OUR SCHOOL LEADERSHIP TEAM.

I JUST ASK FOR EVERYONE'S PATIENCE AS WE WORK -- AS THIS WORK IS UNDERWAY AND WE PROMISE TO KEEP STUDENTS AND FAMILIES INFORMED ABOUT OUR PROGRESS ONCE WE HAVE HAD THE OPPORTUNITY TO FULLY REVIEW THE FORMAT AND CONSIDER THE OPTIONS TO OFFER A LUNCH SCHEDULE WITH TIME TO HAVE A NUTRITIOUS LUNCH, SOCIALIZE, HAVE SUPPORT FOR ACADEMICS AND MAKING SURE IT IS WITHOUT COMPROMISING THE SAFETY OF STUDENTS AND STAFF.

WE HOPE TO HAVE THEM FINALIZED SO WE CAN ANNOUNCE THE NEW GRAMMARS OF THE LUNCH.

THERE ARE A NUMBER OF OTHER ANNOUNCEMENTS.

THANK YOU TO THE STUDENT REPS AND WE HAVE ONE MORE.

WE ARE LAUNCHING THE NOMINATION PROCESS FOR TEACHER OF THE YEAR AND PRINCIPAL OF THE YEAR HOSTED BY THE "WASHINGTON POST" TO RECOGNIZE EXCELLENCE IN EDUCATION IN THE REGION.

SUBMIT YOUR STATEMENT OF SUPPORT THROUGH VARIOUS METHODS.

AND THAT WILL ALSO BE IN OUR "EXPRESS" TOMORROW.

I DO BELIEVE THAT CLOSES OUT MY ANNOUNCEMENTS, MADAM CHAIR.

I WANTED TO THANK THE SENIOR RELATIONSHIP TEAM THAT PRESENTED AND THANK YOU TO THE BOARD FOR THEIR SUPPORT IN THE RESOLUTION THIS EVENING.

>> THANK YOU. ALL RIGHT.

[39. Announcements ]

MS. IGNACIO? >> I ACTUALLY DON'T HAVE AN ANNOUNCEMENT AND I WASN'T SURE WHERE TO FIT IN SOME OF THESE QUESTIONS SO I THOUGHT I WOULD WAIT UNTIL THE END OF THE PRESENTATIONS. I WOULD LIKE TO SEE IF MAYBE WE COULD VISIT SOME OF THE SCHOOLS WHERE THE PARENTS SEEM TO BE CONCERNED ABOUT THE OVERCROWDING AND IF THAT IS SOMETHING THAT YOU COULD MAKE WORK WITH US, DR.

KAY-WYATT. I WOULD LIKE TO DO THAT PERSONALLY AND LOOK AT THOSE SCHOOLS AND TAKE A LOOK AT THOSE CLASSES.

I ALSO WANTED TO TALK ABOUT -- AND THIS IS NOT NECESSARILY RIGHT NOW TO BE ANSWERED, BUT IN SCHOOLS WHERE POSITIONS WERE LOST, WERE THOSE POSITIONS MOVED TO OTHER SCHOOL SITES OR WHERE DID THE POSITIONS GO SINCE THEY WERE IN THE BUDGET.

THE NUMBERS ARE COMING UP ON THE WEST SIDE AND I AM CURIOUS TO KNOW WHERE THE NUMBERS ARE LOCATED.

ARE THEY PARTICULARLY WITHIN THE INTERNATIONAL STUDENTS AND IMMIGRANT STUDENTS? IF SO, THAT MIGHT REQUIRE SOME MORE ATTENTION AS OPPOSED TO STUDENTS THAT AREN'T NEW TO OUR COUNTRY.

AND WHAT ARE THE NUMBERS LOOKING LIKE AT OUR MIDDLE SCHOOLS PARTICULARLY AT HAMMOND IN THE INTERNATIONAL ACADEMY AND AT THE HIGH SCHOOL IN THE INTERNATIONAL ACADEMY? AND ARE WE SEEING GROWTH IN THOSE AREAS AS WELL.

AND IF AT SOME POINT WE COULD PLEASE GET A FINAL STAFFING UPDATE.

I KNOW WE ARE STILL STRUGGLING TO FILL POSITIONS, PARTICULARLY LICENSED STAFF IN CLASSROOMS. I WAS WONDER FIGURE WE COULD GET AN UPDATE ON THOSE POSITIONS.

THANK YOU. >> OKAY.

[02:40:04]

WERE YOU GONNA -- >> I WAS JUST GOING TO SAY THE STAFFING UPDATE IS SCHEDULED FOR THE SECOND MEETING OF THIS MONTH.

YOU WILL DEFINITELY GET THAT, AND WE WILL DEFINITELY SCHEDULE THOSE TOURS.

WE WERE ALREADY SCHEDULING THE TOURS AND HAVE SOME TENTATIVE DATES WE ARE WORKING THROUGH IN MY OFFICE.

WHEN WE FINALIZE THE TOUR DATES FOR THE BOARD, WE WILL MAKE SURE THAT THEY ARE IN THE SCHOOLS THAT HAVE BEEN ADDRESSED.

>> MADAM CHAIR?

>> YES, MS.

GREENE. >> THANK YOU.

I JUST WANTED TO PIGGYBACK ON MR. RICKS, OUR STUDENT REP AND A PLUG TO THE ATHLETIC HALL OF FAME CEREMONY THAT IS HAPPENING THIS SATURDAY.

THE ATHLETIC HALL OF FAME COMMITTEE HAS PUT IN A GREAT DEAL OF HARD WORK AND CAREFUL CONSIDERATION TO INDUCT THIS STELLAR 2022 CLASS OF HALL OF FAMERS.

SO PLEASE, WE INVITE THE COMMUNITY TO COME OUT AND CELEBRATE AND HONOR THEM AND ALSO HOPEFULLY MY FELLOW SCHOOL BOARD MEMBERS WILL ATTEND AS BELL.

AND THAT IS THIS SATURDAY, OCTOBER 8TH AT 2 P.M.

AND I ALSO WANTED TO THANK OUR BOARD CLERK SUSAN WHO HAS DONE A GREAT DEAL OF WORK IN PUTTING THE CEREMONY TOGETHER.

SO THAT IS THIS SATURDAY OCTOBER 8TH AT 2:00.

IT IS ALEXANDRIA CITY HIGH SCHOOL AUDITORIUM.

THANK YOU. >> OKAY.

THANK YOU. WITH THAT I NEED A MOTION TO ADJOURN.

>> SO MOVED.

>> SECOND. >> ALL RIGHT.

I HAVE DR.

SIMPSON BAIRD WHO SECONDS DR.

RIEF'S MOTION. WE CAN VOTE.

>> MADAM CHAIR.

I VOTE YES. >> MR.

ALNUBE? >> I WAS GOING TO ABSTAIN, BUT YES.

>> COME ON MR. HARRIS AND MR.

BAILEY. >> I'M SORRY.

I'M SORRY. >>

>> HE FORGOT. >> I'M SORRY.

>> ALL RIGHT. THIS MEETING IS ADJOURNED.

>> GOOD NIGHT, EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.