[1. Meeting Called to Order by Chair Alderton]
[00:00:03]
WELCOME TO THE SCHOOL BOARD MEETING.
TODAY IS NOVEMBER 10TH, 2022 AND CALLING TO ORDER AT 6:36.
AT THE MOMENT, WE ARE EIGHT PRESENT, ONE ABSENT.
WE WILL OBSERVE A MOMENT OF SILENCE.
THANK YOU. CAN I HAVE A MOMENT TO ADOPT?
[3. Adopt the Agenda for the November 10, 2022 School Board Meeting]
WE ADOPT THE AGENDA FOR THE NOVEMBER 10TH SCHOOL BOARD MEETING.[4. Recognition of VIP Award Recipients]
ON TO OUR NEXT ITEM, WE HAVE ADDRESSES TO THE BOARD AND WE ARE GOING TO START WITH OUR VIP AWARD RECIPIENTS.I DON'T KNOW IF YOU HAVE A FEW REMARKS TO TELL US ABOUT THESE.
DO WE HAVE ONE IN THE AUDIENCE?
>> GOOD EVENING , HAPPY THURSDAY.
WE ARE EXCITED TO ALWAYS TALK ABOUT OUR AWARD WINNERS.
WE OFTEN HEAR ABOUT TEACHERS OF THE YEAR , BUT THERE'S SO MANY OTHER ROLES.
THIS WAS REALLY AROUND STAFF RECOGNITION, WHERE ANYONE COULD NOMINATE A STAFF MEMBER.
AND WE HAVE THE CHAIR OF RECOGNIZING THOSE.
WE SHOW UP, AND WE SURPRISED THEM IN FRONT OF THEIR STUDENTS AND COLLEAGUES, IT'S REALLY EXCITING TO SEE THEIR REACTION.
SO A SPECIAL MOMENT FOR US WHEN WE SURPRISED THEM, THEY ALWAYS LOOK SHOCKED .
THEN WE SHARE WITH THEM WHY THEY WERE NOMINATED AND SELECTED.
THAT'S A LITTLE BIT ABOUT THE PROGRAM.
I WILL SAVE THE BEST FOR LAST , THOSE WHO AREN'T HERE , WILL STILL NAME THEM AND TELL YOU ABOUT THEM.
AND OUR GUEST TO IS HERE WE WILL SAVE FOR LAST. LET'S SEE.
WE HAD TO RECIPIENTS FOR THIS ROUND.
HE IS ALWAYS WILLING TO HELP, HE'S BEEN DOING HIS JOB AND ALSO THAT OF THE NIGHT ENGINEER.
[00:05:11]
HE IS KNOWLEDGEABLE ABOUT BUILDING SYSTEMS AND WORKS ABOVE AND BEYOND TO ENSURE IT GOES WELL.BALDWIN ALSO WON A VIP AWARD .
MS. BALDWIN WORKS TIRELESSLY DAY AND NIGHT TO ENSURE THAT STUDENTS ARE TRANSPORTED SAFELY AND ON TIME TO SCHOOLS THAT ARE LOCATED THROUGHOUT VIRGINIA, MARYLAND AND WASHINGTON, D.C.
WHENEVER WE ARE FACED WITH UNIQUE CHALLENGES, SHE IS STUDENT CENTERED AS WE WORK TOWARDS A SOLUTION.
SHE MAKES TIME TO PROBLEM SOLVE TOGETHER AS A TEAM IN PARTNERSHIP WITH FAMILIES.
THIS SCHOOL YEAR TOOK OFF WITHOUT A HITCH.
WE WANT TO CONGRATULATE AND THANK MS. BALDWIN. AND NOW OUR SPECIAL GUEST WHO IS WITH US.
SO HERE IS WHAT STAFF HAD TO SAY ABOUT LAURA.
LAURA GOES ABOVE AND BEYOND TO HELP ENSURE THEY HAVE THE BEST POSSIBLE LUNGE EXPERIENCE.
SHE HAS WON NUMEROUS AWARDS OVER THE YEARS, MOST RECENTLY RECOGNIZED AT THE STATE LEVEL AS AN HONORARY IN THE KNOW KID HUNGRY VIRGINIA HALL OF FAME. SHE REMEMBERS ALL OF THEIR BIRTHDAYS AND BRINGS THEM SPECIAL CARDS TO CELEBRATE.
WE APPRECIATE HER EXEMPLARY SERVICE AND LOVE FOR THE COMMUNITY.
WE DO HAVE SOME THINGS FOR YOU.
LOOKING FORWARD TO MORE VIPS THROUGHOUT THE YEAR.
SO, WE DO HAVE OUR VIDEO VIGNETTES .
[5. Strategic Plan Video Vignette]
STRATEGIC PLANNING ENSURES THAT ALL STUDENTS REACH THEIR POTENTIAL AND THAT THEY ARE PREPARED FOR COLLEGE, CAREER AND LIFE.THE EQUITY FOR ALL 2025 STRATEGIC PLAN ESTABLISHES FIVE GOALS THAT ENSURES STUDENTS ARE ENGAGED IN INSTRUCTION, HAVE ACCESS TO THE EDUCATIONAL RESOURCES NEEDED TO ENHANCE LEARNING AND ARTS DEBATE IN SAFE, FRIENDLY AND WELCOMING ENVIRONMENTS.
FOR US, IT PROVIDES A PATH TO REMOVE BARRIERS TO LEARNING AND ADDRESS LONG-STANDING CONNECTIONS.
WHEN EVERYONE FROM THE SCHOOL BOARD TO THE CLASSROOM TO CENTRAL OFFICE KNOWS THE NEEDS OF THE STUDENTS , IT WILL LEAD TO BETTER OUTCOMES AND
[00:10:03]
PRIORITIZES COLLABORATION.THAT'S WHEN TRANSFORMATIVE STRATEGIC CHANGE IS ABLE TO TAKE PLACE.
AT THE SCHOOL AND DEPARTMENT LEVEL, LEADERSHIP CONSTANTLY MONITORS AND STRATEGIZE HIS ACTIONS TO GAUGE PROGRESS , EXAMINE ANY AREAS WHERE STUDENT GROUPS ARE UNDER OR OVER REPRESENTED AND MAKE ADJUSTMENTS AS NEEDED.
AT THE SCHOOL BOARD LEVEL, IT LOOKS LIKE MONITORING OUR KEY PERFORMANCE INDICATORS.
LIKE READINESS, STUDENT GROWTH AND READING AND MATHEMATICS.
WE DO THIS THROUGH THE YEAR AND ADOPT BUDGET PRIORITIES THAT SUPPORT THIS WORK.
THIS WAY, IT MAKES SURE WE ARE ALL WORKING TOGETHER TO PRODUCE EQUITABLE OUTCOMES FOR ALL OF OUR STUDENTS.
WEATHER THROUGH EQUITY LEARNING SESSIONS THAT BRING TOGETHER LEADERS , TO SUPPORT STUDENTS AND ELIMINATE ACHIEVEMENT GAPS.
OR THROUGH IMPROVEMENT TEAMS THAT HELP PINPOINT THE ROOT CAUSE OF PROBLEMS LIKE CHRONIC ABSENTEEISM AND CREATE SPECIFIC, MEASURABLE AND INDIVIDUAL CHANGES TO ADDRESS THE ISSUE.
IT ENABLES THE DIVISION TO CONCENTRATE ITS ATTENTION, ENERGY AND RESOURCES PROVIDED IN SCHOOLS AND SCHOOL LEADERS FOR SUPPORT COLLABORATION AND MONITORING MAY NEED TO BE SUCCESSFUL.
OUR MISSION IS TO INSPIRE STUDENTS AND ADDRESS BARRIERS TO LEARN.
IT IS KEY TO HAVING THE IMPACT WE ARE STRIVING FOR AND REACHING OUR GOAL OF EQUITY FOR ALL.
IT'S IN QUEUE TO GUS AND THE COMMUNICATIONS TEAM.
DID HE LEAVE? JUST SO YOU KNOW , I WILL BE SENDING OUT EMAILS, I HAVE SOME FOLKS WHO HADN'T SIGNED UP YET . I WILL BE REACHING OUT TO YOU.
[6. Public Comments]
WE DO HAVE PUBLIC COMMENTS, THREE MINUTES IN LENGTH AND THE CLERK WILL BE TIMING IT SO AT THAT THE MINUTE MARK, IF YOU ARE NOT FINISHED, WE WILL LET YOU KNOW THAT YOUR TIME HAS ENDED.IF YOU ARE ON ZOOM, PLEASE RAISE YOUR HAND.
WE WILL START WITH OUR IN PERSON COMMENTS, OUR FIRST IS KELLEN PATTERSON.
HELLO, MEMBERS OF THE BOARD , THANK YOU ONCE
[00:15:06]
AGAIN FOR THE OPPORTUNITY TO ADDRESS THE TOPIC OF OVERCROWDING.AND FOR PROVIDING THE FULL MEMBERSHIP DATA.
USING THE DATA, I HAVE CREATED A REPORT THAT HIGHLIGHTS A FEW DATA POINTS.
YOU SHOULD BE FAMILIAR WITH THE HEAT MAP, GREEN IS GOOD, RED IS BAD.
TO ORIENT YOU, SCHOOLS ARE ON THE LEFT, SORTED IN DESCENDING ORDER FROM UNDER CAPACITY AGAINST THE RECOMMENDATIONS.
GEORGE MASON HAS ON AVERAGE NINE STUDENTS UNDER THE CAPACITY IN KINDERGARTEN, AND FIVE UNDER IN FIFTH GRADE. CONVERSELY, SAM TUCKER IS OVERCAPACITY AND PATRICK CLANCY IS OVERCAPACITY IN KINDERGARTEN AND FIRST GRADE AND I CAPACITY IN SECOND GRADE.
THIS DATA IS AS OF THE 30TH OF SEPTEMBER.
IT ASSURED THAT NEW ENROLLMENT WOULD BE I CAPACITY TRANSFERRED TO POLK, A LONG-TERM SUBSTITUTE WOULD LEAD A NEW FIRST GRADE CLASS. AND UNTIL A PERMANENT TEACHER COULD BE IDENTIFIED, THEN SOME INSTRUCTIONAL SUPPORT MONITORS WOULD BE AVAILABLE. WE -- NEXT, WE WANT FURTHER INFORMATION THAT CLARIFIES HOW THIS WILL BE EXECUTED TO MEET ITS OBJECTIVES.
TO EASE STRESS ON THE STUDENTS AND IMPROVE THE LEARNING ENVIRONMENT OF THE IMPACT IN CLASSROOMS. THERE IS NO TIMELINE PROVIDED OR HIRING PLAN FOR THOSE THAT WOULD BE HIRED.
AND THEN WE DID NOT --WE DO WANT ADDITIONAL DETAILS TO UNDERSTAND THEY HAVE A PROCESS IN PLACE TO ENSURE THAT THESE ARE NOT GOING TO BE ILL TRAINED , AND THEY WILL MAKE IT EASIER FOR TEACHERS TO FOCUS ON THE STUDENTS.
WE WANT TO MAKE THE CLASSROOM AND ENGAGING ENVIRONMENT.
WE WILL WORK WITH THE PATRICK HENRY ADMINISTRATION TO PULL OUT THOSE DETAILS , SO WE CAN HAVE A BETTER UNDERSTANDING.
HOWEVER, THE NEWEST REPORT IS STILL NEEDED IN TERMS OF GETTING A KINDERGARTEN CLASS UP AND RUNNING. AND THEN WE GREATLY APPRECIATE YOUR EFFORTS AND THOSE OF THE ADMINISTRATION TOWARDS THE RESOLUTION AND WE LOOK FORWARD TO CONTINUED ENGAGEMENT AND TO MONITOR THE
SOLUTION. THANK YOU. >> THANK YOU.
>> GOOD EVENING, THANK YOU FOR ALLOWING ME TO SPEAK. AND FOR THE OPPORTUNITY TO TALK ABOUT SOME OF MY CONCERNS ABOUT OUR SCHOOLS IN ALEXANDRIA.
MY NAME IS EMILY SASS, MANY OF YOU KNOW ME.
AND I HAVE MET YOU BASED ON ALL OF THE EMAILS I SENT YOU DURING COVID BEGGING YOU TO REOPEN SCHOOLS BECAUSE I HAVE THREE CHILDREN, TWO OF WHICH ARE AT NAOMI ELEMENTARY SCHOOL.
BY JANUARY OF 2020, I FINALLY GIVEN AND PRIORITIZES MENTAL HEALTH.
BECAUSE OF ALL THIS, HE THEN WAS OVER A YEAR BEHIND IN READING AND WRITING.
HE CONTINUES TO BE A YEAR BEHIND IN READING AND WRITING.
I FULLY BELIEVE THAT ONCE SCHOOLS REOPENED, THE PRIORITY TO CLOSE THAT GAP WOULD BE MADE.
UNFORTUNATELY, SINCE THEY WERE REOPENED, THREE TEACHER POSITIONS WERE ELIMINATED.
[00:20:04]
AND THE SCHOOL BOARD APPROVED A POLICY THAT INCREASED STUDENT TO TEACHER RATIOS , ALL THE WAY TO FROM 24 TO 26 STUDENTS FOR THE THIRD GRADE.THIS IS ABOVE THE STATE RECOMMENDATION OF 24.
I UNDERSTAND THERE IS A 30 NUMBER OUT THERE THAT IS SEPARATE, THE STATE RATIO RECOMMENDS 24 .
WE HAVE 28 IN HIS CLASS RIGHT NOW.
HE HAS ACTUALLY FALLEN EVEN FURTHER BEHIND BECAUSE OF THE CLASSROOM HE IS IN.
WHEN HE SITS AT A TABLE, ALL FOUR STUDENTS CANNOT HAVE A NOTEBOOK OUT AT THE SAME TIME.
THERE IS NO QUIET TIME FOR HIM TO LEARN, FOR HIM TO FOCUS AND FOR THE TEACHER TO BE ABLE TO TEACH.
SHE IS PUT IN AN IMPOSSIBLE SITUATION BECAUSE OF THIS.
DO NOT PUT HIM IN A CLASSROOM IN FOURTH GRADE AGAIN WITH 28 STUDENTS.
WHO ARE JUST FALLING FURTHER AND FURTHER BEHIND.
WE CANNOT PROVIDE ENOUGH TUTORING TO CATCH HIM UP.
I WOULD ALSO LIKE TO SEE THE RECOVERY FUNDS BE SPENT FOR OUR STUDENTS AS WELL.
THERE IS OVER $50 MILLION THAT THIS SCHOOL DISTRICT STILL HAS THAT ARE ON AND, AND THEY ARE NOT BEING FOCUSED ON TUTORING , TEACHER ASSISTANCE OR HELPING TO MAKE SURE OUR CLASSROOMS ARE SMALLER.
PLEASE, RESTORE THOSE TEACHING POSITIONS AND REDUCE CLASSROOM SIZES.
>> I DIDN'T SAY ANYTHING BECAUSE I THOUGHT YOU ALREADY KNEW. I THOUGHT THAT'S HOW IT SHOULD BE.
HE THOUGHT --THERE WAS A CLASSMATE WHO SHARED SHE THOUGHT THE TEACHER WAS ABSENT THE STUDENTS WHOSE TEST SCORES SHOW THEY ARE BELOW THE DISTRICT AVERAGE.
I AM A PARENT OF TWO STUDENTS AT NAOMI ELEMENTARY.
THE INTERIM SUPERINTENDENT I CAME HERE STRAIGHT FROM THE SOCCER FIELD, I ASKED MY CARPOOL OF SOCCER PLAYERS, WHICH I TOLD THE BOARD.
MOM, TELL THEM HOW GREAT OUR TEACHERS ARE.
I DON'T WANT THEM TO BLAME THEM.
BUT TELL THEM THAT THERE ARE TOO MANY KIDS IN OUR CLASSROOM.
SEPTEMBER 30TH HAS PASSED AND THE PARENTS RECEIVED NO NOTIFICATION.
WHEN A CLASS EXCEEDS 28 STUDENTS, THEY SHOULD NOTIFY PARENTS OF A PLAN, WHAT IS THE PLAN.
MY HUSBAND AND I CHOSE THIS OVER OTHER SCHOOL DISTRICTS DUE TO SMALL CLASS SIZE.
WE HAVE PANDEMIC RECOVERY FUNDS THAT CAN HELP .
PLEASE USE THIS FOR RETENTION BONUSES AND INCREASED PAY FOR TEACHERS.
THEY ARE DOING THE WORK OF AN ADDITIONAL TEACHER.
WE HAVE HIGHLY EFFECTIVE, LONG-TERM TEACHERS.
USE THE FUNDS THAT CAN HELP WITH SOCIAL AND EMOTIONAL LEARNING.
ALTHOUGH WE ARE CONSIDERED A RICH SCHOOL, WE HAVE STUDENTS EXPERIENCING FOOD INSECURITY.
USE THEM FOR FREE BREAKFAST AND LUNGE, WE HAVE THE RESOURCES AND OWE IT TO OUR STUDENTS AND TEACHERS AND SCHOOLS. THANK YOU.
GOOD EVENING, CHAIR ALDERTON , SCHOOL BOARD MEMBERS, DR.
KAY-WYATT AND STUDENT REPRESENTATIVES.
I AM THE PRESIDENT OF THE EDUCATION ASSOCIATION OF ALEXANDRIA EAA.
EAA HAS CONSISTENTLY VOICED STRONG SUPPORT OF A COLLECTIVE DARKENING.
[00:25:01]
THROUGH THE SUCCESS OF OUR ORGANIZATION CAMPAIGN, WE KNOW THAT MANY EMPLOYEES ALSO SUPPORT COLLECTIVE BARGAINING RIGHTS.WE HAVE SHOWN THE COMMITMENT TO COLLECTIVE BARGAINING BY ADOPTING A RESOLUTION OF SUPPORT AS WELL AS ADOPTING THE PRIORITY FOR THE COMBINED FUND BUDGET.
THE ALEXANDRIA CITY SCHOOL BOARD STATED THAT HE BELIEVES A COLLABORATIVE APPROACH IS BENEFICIAL IT CAN LEAD TO POSITIVE EDUCATIONAL OUTCOMES. THE ALEXANDRIA SCHOOL BOARD BELIEVES THAT COOPERATIVE RELATIONS PROTECT THE PUBLIC INTEREST, ADVANCES THE MISSION OF THE SCHOOL BOARD, INSURERS OPERATIONS, IMPROVE THE WORK ENVIRONMENT AND ENHANCES THE QUALITY OF EDUCATION.
AS A BUDGET PRIORITY, WE HAVE COMMITTED TO DEVELOPING A PLAN AND POLICY FOR COLLECTIVE BARGAINING.
WE ARE READY AND WILLING TO WORK CLOSELY DURING THIS PROCESS.
WE HAVE A FAIR , DEMOCRATIC UNION CERTIFICATION ELECTION.
WE WILL WANT TO AVOID THE PITFALLS EXPERIENCED BY OTHER SCHOOL DIVISIONS.
EA BELIEVES THAT WE SHOULD BE ABLE TO NEGOTIATE ALL WORKING CONDITIONS, NOT JUST A SELECT FEW.
WE DESERVE A SEAT AT THE TABLE.
WE WANT THEM TO DO THE SAME FOR US.
WE STATED THAT WE WERE SIMPLY THE BEST.
EA BELIEVES THAT WE CAN DEMONSTRATE THAT IT IS SIMPLY THE BEST , DEVELOPING A RESOLUTION THAT RESPECTS THE RIGHTS OF EMPLOYEES AND ADMINISTRATION. WE BELIEVE THAT HAVING STRONG COLLECTIVE BARGAINING WILL MAKE US MORE COMPETITIVE THAN OTHER SCHOOL DIVISIONS WHEN IT COMES TO RETAINING AND RECRUITING THE VERY BEST EDUCATORS AND STAFF.
OVER THE YEARS, WE HAVE WORKED TOGETHER IN PARTNERSHIP.
WE ARE READY TO TAKE THE NEXT STEP TOWARDS COLLECTIVE BARGAINING.
THANK YOU FOR THE OPPORTUNITY TO SPEAK THIS EVENING.
WE DO HAVE SOME COMMENTS ON THE.
>> GOOD EVENING EVERYONE. THIS IS MY FIRST TIME SPEAKING HERE , SO IT'S A LITTLE DAUNTING.
GOOD EVENING, MY NAME IS ALLISON, I AM THE PARENT OF A KINDERGARTNER AT SAMUEL TUCKER.
THE FIRST THING I WANT TO SAY IS , THANK YOU TO ALL OF YOU AND PRINCIPAL KELLY.
AND FOR THE CHANGES WE HAVE SEEN IN OVERCROWDING.
I VERY MUCH APPRECIATE THAT PERSONALLY AND HAVE SEEN THE DIFFERENCE IN THE CLASSROOM.
HOWEVER, WE HAVE MORE WORK TO DO.
PARTICULARLY OUR THIRD GRADE AND FIFTH GRADE CLASSROOMS. THE SCHOOL ENROLLMENT IS 731 STUDENTS, IT WAS PROJECTED TO ONLY BE 662.
AND EQUITABLE ACCESS IS THE RESULT OF THEM NOT BEING ABLE TO HEAR THEIR TEACHERS , LEARNING EXACTLY WHAT THEY NEED AND CATCHING UP WHERE THEY NEED TO.
THIS HAS ALSO CAUSED RESOURCES TO BE SHIFTED AWAY FROM SPECIALIZED INSTRUCTIONS .
THEREFORE, WE REQUEST THAT YOU CONTINUE FOCUSING ON THIS OVERCROWDING ISSUE AND PRIORITIZE GETTING TUCKER MORE SUPPORT. SOME OF THE RESOURCES ALREADY IDENTIFIED ARE FULL-TIME SCIENCE TEACHER, PARENT LIAISON AND MORE TEACHING ASSISTANTS.
WE ALSO REQUEST THAT YOU RE-EXAMINE LONG-TERM SOLUTIONS TO DEALING WITH THE OVERCROWDING AND LARGE CLASS SIZES, SPECIFICALLY AT WEST END SCHOOLS WHERE THE MAJORITY SEEMS TO BE HAPPENING.
WE ASK THAT THEY INCLUDE REDUCING CLASS SIZES AND THE STUDENT TO TEACHER RATIOS PROVIDE A BETTER AND
[00:30:08]
MORE TAILORED EDUCATION TO INDIVIDUAL STUDENTS BASED ON THEIR NEEDS.AND WE LOOK FORWARD TO WORKING WITH THE ADMINISTRATION TO ACCOMPLISH THIS.
I WANT TO THANK EVERYONE FOR THE NEW KINDERGARTEN CLASS, WE UNDERSTAND THERE WILL BE A LONG-TERM SUB UNTIL A PERMANENT HIRE CAN BE SELECTED.
AND WE APPRECIATE PRINCIPAL KELLY AND ALL THE TEACHERS AND SUPPORT STAFF AND THE WONDERFUL WORK THEY ARE DOING WITH A VERY DIFFICULT SITUATION. THANK YOU.
THANK YOU. WE WILL MOVE ALONG , WE HAVE TWO WRITTEN PUBLIC COMMENTS , MAKE SURE THAT YOU TAKE A FEW MINUTES TO LOOK AT THOSE.
IF YOU WISH TO SIGN UP TO SPEAK IN THE FUTURE, PLEASE DO SO BY NOON THE DAY PRIOR.
AND YOU CAN GO TO THE SCHOOL BOARD MEETING PAGE.
WE WILL MOVE ON TO OUR STUDENT REPRESENTATIVES , START AS ALWAYS WITH EMILY MILTON.
>> HELLO EVERYONE, GREAT TO BE HERE AGAIN.
I JUST WANT TO START OFF WITH ON MONDAY, THE VIRGINIA STATE ATTORNEY GENERAL GOT TO VISIT ALEXANDRIA HIGH SCHOOL TO GET A FEEL FOR WHAT A REGULAR SCHOOL DAY WOULD LOOK LIKE .
AND THE ATTORNEY GENERAL GOT TO VISIT MANY CLASSES, ALONG WITH MY AP PHYSICS CLASS AND GETTING TO EXPLAIN WHAT MY PHYSICS PROBLEMS TO THEM WAS ONE OF MY FAVORITE PARTS OF THE DAY.
I ALSO WANT TO RECAP THAT WE WERE ABLE TO HAVE THE FIRST HIGH SCHOOL HOMECOMING DANCE IN ABOUT THREE YEARS, JUST GETTING BACK FROM THE PANDEMIC.
IT WAS HELD LAST SATURDAY AT ST.
JAMES. WE ARE ALSO REALLY THANKFUL FOR THAT PARTNERSHIP TO ACCOMMODATE AN ACCURATE SPACE.
THERE'S GOING TO BE A FREE VACCINE HEALTH AND SAFETY FORUM FOR ALL COMMUNITY MEMBERS.
ALSO THE NEXT STUDENT LAW ENFORCEMENT PARTNERSHIP ADVISORY GROUP MEETING ON THE 14TH. WHERE THE DATA COLLECTED WILL BE SHARED AND SOME OF OUR SURVEY DATA THAT WE COLLECTED
[7. Report from Student Representatives Emily Milton and Torenzo Ricks]
BACK IN OCTOBER. AND, THERE IS ALSO A PLANETARIUM PARTY HAPPENING AT ALEXANDRIA HIGH SCHOOL ON NOVEMBER 15TH.I ENCOURAGE ANYONE BETWEEN THOSE AGES TO ATTEND.
YOU DO NEED TO REGISTER WITH DR.
HAMILTON IT AND TO CLOSE OUT, OUR ALEXANDRIA CITY HIGH SCHOOL VOLLEYBALL TEAM BECAME THE REGIONAL CHAMPIONS FOR THE THIRD YEAR IN A ROW.
AND ON SATURDAY ARE GOING TO THE STATE TOURNAMENT.
GOOD EVENING, I ASK YOU ALL THERE WITH ME, MY SINUSES LIKE TO PLAY TRICKS ON ME BUT IT'S THURSDAY, HAPPY THURSDAY.
TO START OFF, THIS WEEK IS NATIONAL SCHOOL PSYCHOLOGIST WEEK.
IF I STOLE YOUR POINT, I APOLOGIZE.
I WILL HONOR ALL OF OUR SCHOOL PSYCHOLOGISTS, WE WANT YOU TO KNOW THAT YOU ARE VALUED AND PLAY A VERY IMPORTANT ROLE IN EVERY STUDENT'S SUCCESS. ALSO, WE ENCOURAGE ALL STUDENTS TO SUBMIT THEIR ENTRY INTO THE RED RIBBON POSTER TO HELP A DRUG-FREE LIFESTYLE. ALL CONTESTANTS WILL RECEIVE $100 GIFT CARD.
MORE INFORMATION CAN BE FOUND ON THE WEBSITE.
ALSO, NOVEMBER IS FAMILY ENGAGEMENT MONTH.
[00:35:09]
IF YOU WANT TO LEARN MORE , PLEASE FEEL FREE TO VISIT OUR WEBSITE.THE ALEXANDRIA CITY HIGH SCHOOL THEATER DEPARTMENT WILL BE SHOWCASING NOT ONE BUT TWO PLAYS STARTING THIS WEEK THROUGH THE WEEKEND, SHOWCASING ONE SLIGHT HITCH AND THE FOLLOWING WEEKEND CHICKEN AND BISCUITS BY DOUGLAS LYONS.
TICKET PRICES ARE $10 FOR ADULTS AND FIVE DOLLARS FOR STUDENTS.
WE ENCOURAGE EVERYONE TO COME OUT AND SUPPORT OUR THEATER PROGRAM.
THESE ARE DIRECTED AND CAST BY STUDENTS , IT GIVES THEM A CHANCE TO DIRECT THE PLAY. AND I HAVE TO PERSONALLY THINK DR.
KAY-WYATT SHE WISHED ME A HAPPY BIRTHDAY ON THE.
I WOULD LIKE TO SAY THANK YOU TO MR. BILLY FOR GIVING AWAY COATS FOR THE IMMIGRATION CENTER.
THIS MONTH, THEIR NEXT CONCERT IS THIS SATURDAY AT NOVA CONCERT HALL AT 7:30.
WE HAD OUR FIRST MEETING WITH IA STUDENTS , THEY ARE GOING TO MAKE THEIR OWN LEADERSHIP.
THANK YOU. THANK YOU TO EACH OF YOU.
IT'S ALWAYS GOOD TO HEAR FROM YOU.
OKAY. MOVING ON , WE NEED TO ADOPT OUR CONSENT CALENDAR.
DO I HAVE A MISSION TO DO THE SOAP?
>> I HAVE MR. HARRIS , ARE THERE ANY ITEMS TO PULL? OKAY. WITH THAT, WE CAN VOTE.
WE HAVE LOTS OF NEW BUSINESSES EVENING START WITH OUR FULL MEMBERSHIP REPORT.
I KNOW WE'VE BEEN WAITING FOR THAT, I SAW DR.
WALKER WALK UP. BUT I THINK SHE NEEDS NO INTRODUCTION.
YOU ALL HAVE BEEN WAITING, I'VE BEEN GETTING EMAILS ABOUT WHEN CAN WE SEE THE FALL PROJECTIONS IN MEMBERSHIP ? I AM JUST GOING TO TURN IT OVER TO HER.
WELCOME . >> I WANTED TO SHOUT OUT TO MS. IGNACIO, WHO WAS MY MENTOR WHEN I WAS GETTING MY DEGREE WHO HELPED ME WORK THROUGH THAT.
ANYWAY, GOOD EVENING EVERYONE.
CHAIR ALDERTON , SCHOOL BOARD MEMBERS, STUDENT REPRESENTATIVES .
[8. Report from International Academy Student Representative Zahra Rahimi]
, MY ESTEEMED COLLEAGUES AND COMMUNITY MEMBERS.I HAVE THE PRIVILEGE TO SERVE AS DIRECTOR OF TECHNOLOGY SERVICES WHO OVERSEES ALL OF THE APPLICATIONS IN THE DIVISION.
I REPORT TO DR. ELIZABETH HOOVER, WHO IS RIGHT THERE.
I BEGAN AS A 10TH GRADE WORLD HISTORY TEACHER, THEN I HAVE WORKED MY WAY AROUND THE SYSTEM IN MANY DIFFERENT WAYS AND I'M VERY HAPPY TO BE HERE.
THIS PRESENTATION SERVES SEVERAL DIFFERENT PURPOSES .
I'M GOING TO DO MY BEST TO PUT ON BOTH MY TEACHER AND PRESENTER HAT AND EDUCATE THE BOARD, THIS IS MY FIRST TIME IN FRONT OF THE BOARD.
AND ALSO TO WORK AND HELP THE PUBLIC UNDERSTAND WHAT IS IN THIS REPORT AND BE VERY PACIFIC ABOUT WHAT WE ARE LOOKING AT.
FIRST THING, ONE OF MY MAJOR RESPONSIBILITIES IS I OVERSEE ALL OF THE STATE REPORTING.
[Consent Calendar]
AS A RESULT, EACH FALL, ALL EDUCATIONAL AGENCIES SUBMIT A DEFAULT STATE REPORT. THAT IS SUBMITTED AT THE END OF OCTOBER, BASED ON[00:40:20]
SEPTEMBER 30TH. AND SO THAT'S WHY WE HAVE THOSE IN THE SCHEDULE IN[21. Fall Membership, Enrollment, and Student Ratio Report ]
THE WAY THAT WE DO.SO THE STATE REQUIRES US TO PRESENT CERTAIN PIECES OF DATA IN VERY SPECIFIC WAYS.
THEN I FILL IT IN WITH LOTS OF THINGS THE BOARD IS ALWAYS INTERESTED IN. UNLESS OTHERWISE NOTED, THE DATA ON THE PRESENTATION IS AS OF SEPTEMBER 30TH AND REFLECTS WHAT WAS REPORTED.
THEN WE WILL GET ALL THE WAY DOWN TO THE INDIVIDUAL CLASSROOMS. AS REPORTED , THE REPORT I REFERENCED A MOMENT AGO.
THE REPORT IS A SNAPSHOT OF STUDENTS WHO ARE PART OF OUR MEMBERSHIP AS OF SEPTEMBER 30TH. OUR FULL-TIME MEMBERSHIP IS 15,007 32 , THAT IS APPROXIMATELY 230 ABOUT LAST YEAR.
IN ADDITION, WE ALSO HAVE A LITTLE BIT OF A SHIFT IN THE PERCENTAGES OF SOME OF OUR POPULATIONS HERE , AS OUTLINED BY THE STATE OF VIRGINIA.
APPROXIMATELY 38% IDENTIFY AS HISPANIC, 27% IDENTIFY AS WHITE AND 25% AS BLACK.
YOU CAN SEE THERE ARE OTHER PERCENTAGES.
ONE OF MY FAVORITE DATA POINTS IS THAT OUR STUDENTS COME FROM 119 TOTAL COUNTRIES.
LAST I CHECKED, WE WERE HOVERING AROUND 195 ON THE WHOLE PLANET, THAT'S PRETTY IMPRESSIVE .
IT'S AN IMPORTANT POINT FOR ME TO -- NOT REQUIRE STUDENTS TO FILL OUT AN ANNUAL FREE AND REDUCED LUNGE APPLICATION , IT'S BEEN THAT WAY FOR OUR WHOLE LIVES. BUT DURING COVID, EVERYONE GOT THE BENEFIT OF BEING FED, MEAL DROP-OFFS, MEAL PICKUPS.
THIS IS THE YEAR THAT THE FEDERAL GOVERNMENT SAID ALL OF THAT IS NOW OVER.
AS A RESULT, BY OCTOBER 31ST, ALL FAMILIES HAD TO REAPPLY TO BE COUNTED.
LAST YEAR, THEY WERE 60%, THEY ARE NOW 54%.
I DO NOT THINK IT'S A REFLECTION --OUR ENGLISH LEARNERS ARE AT 35 AND 7% AND SPECIAL EDUCATION AT 10.2.
WE WILL HAVE AN UPDATE TO THIS NUMBER AFTER OUR NOVEMBER REPORT.
THERE ARE A LOT OF NUMBERS, WE'VE TRIED TO MAKE SENSE OF IT WITH SOME VISUAL CUES.
THIS IS A COMPARISON OF OUR PROJECTED NUMBERS TO FULL MEMBERSHIP.
THERE'S A COUPLE OF THINGS THAT I WANT TO MAKE SURE EVERYONE IS AWARE OF .
FIRST OF ALL, YOU CAN SEE THAT WE'VE BROKEN IT DOWN BY THE ELEMENTARY GRADES, I WANT TO BE CLEAR THAT THE REASON THESE NUMBERS ARE INCLUDED , THAT'S OF THE STATE REPORT IS WRITTEN.
[00:45:05]
SCHOOLS AND THAT IS JUST A DESIGNATION BY THE STATE.THESE ARE OUR PROJECTIONS HERE IN BLUE AND MEMBERSHIP.
YOU CAN SEE THAT OUR PROJECTIONS WERE UNDER AT K TO FIVE AND OVER AT 6 TO 8.
I WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS WE BELIEVE THIS IS THE RESULT OF THE COVID PANDEMIC , PARENTS AND TEACHERS AND EVERYBODY FIGURING OUT WHERE THEY WANT TO BE SUPPORTED.
IT'S IMPORTANT TO NOTE THAT OUR PROJECTIONS ARE 99.4%.
BETWEEN OUR PROJECTIONS AND WHO SHOWED UP.
THE TWO YEARS THAT ARE ON THIS ARE THE TWO DURING THE PANDEMIC.
AND IF WE GO TO THE YEARS PRIOR, YOU WILL NOTE THAT OUR PROJECTIONS WERE AT 100.06%.
AT 18 TO 19, THEY WERE AT 98.27% AND IN 19 TO 20 THEY WERE BACK TO 100.
SO WHEN WE ARE TALKING ABOUT PROJECTIONS AND SIGNS THAT HAPPENS WITH THOSE, WE HAVE SOME OF THE BEST. YOU WILL HEAR FROM THEM ON NOVEMBER 20TH.
THEY WILL WALK THE BOARD THROUGH HOW THEY DO PROJECTIONS , HOW THOSE ARE TRACKED AGAINST VARIOUS YEARS. AND VERY IMPORTANT PARTNERSHIPS THAT WE HAVE WITH THE CITY.
AS A RESULT, THE CITY IS ABLE AND IS VERY COMFORTABLE BECAUSE THEY UNDERSTAND IT'S A PARTNERSHIP THAT WE HAVE WORKED THROUGH. SO I WANTED TO MAKE SURE WE HIGHLIGHTED THOSE.
TRANSFERS. ONE OF THE THINGS THAT I WANT TO MAKE SURE MADE AWARE OF, DURING THE LAST REDISTRICTING PROCESS AND SINCE THEN , THEY'VE HAD A GOAL OF REDUCING THE NUMBER OF TRANSFERS TO MINIMIZE THE NEGATIVE IMPACT AND STRAIN TRANSFERRING STUDENTS CAUSES ON THE OPERATIONAL INFRASTRUCTURE AS WELL AS THE CONNECTEDNESS AND HEALTH AND WELL-BEING OF OUR STUDENTS. THERE WERE 404 TRANSFERS BY NOVEMBER'S FIRST FOR A TOTAL OF OVER 800 DURING THAT SCHOOL YEAR.
IN 2019, THERE WERE 367 TRANSFERS WITH A TOTAL OF 500 IN MARCH OF 2020.
TODAY, WE HAD 137 TRANSFERS AS OF NOVEMBER 1ST.
OUT OF THOSE 137 STUDENTS, THE QUESTION IS, WHY DID THE STUDENT TRANSFER OUT OF THE BOUNDARY SCHOOL? GOING THROUGH ONE IS THE BEST WAY TO EXPLAIN.
JOHN ADAMS HAD ONE IN EACH CATEGORY .
FIVE STUDENTS WERE GRANTED ADMINISTRATIVE TRANSFERS FOR WHATEVER REASON, FOR HEALTH AND SAFETY AND STUDENT SPECIFIC REASONS THAT ARE CONFIDENTIAL AND DONE THROUGH ADMINISTRATIVE PROCESS.
WE ARE GOING TO SEE TWO STUDENTS THAT WERE TRANSFERRED OUT OF JOHN ADAMS. THERE WERE FOUR SIBLINGS THAT LEFT JOHN ADAMS TO FOLLOW TO OTHER SCHOOLS , WHICH IS A SCHOOL BOARD POLICY AND AMOUNT.
IT IS SCHOOL BOARD POLICY THAT IF IT IS A SIBLING TRANSFER, SCHOOLS ARE TO GO OVER THE CAP.
SO PLEASE KEEP IN MIND THERE ARE POLICIES THAT AFFECT THE CAPS WE ARE WORKING FOR.
WHEN WE LOOK AT JOHN ADAMS, THERE ARE TWO STUDENTS THAT TRANSFERRED OUT TO ATTEND A PROGRAMMATIC SCHOOL.
THERE ARE TWO THAT TRANSFERRED OUT OF JOHN ADAMS TO GO TO ONE OF OUR PROGRAMMATIC SCHOOLS.
[00:50:01]
YOU CAN SEE THAT THERE ARE 137.WHY DID WE LEAVE OUR ZONE SCHOOL TO GO TO ANOTHER? THE NEXT IS GOING TO LOOK VERY SIMILAR.
THE REASON FOR TRANSFERS, WHY AM I GOING TO A SCHOOL? THE SAME SCHOOL , ZERO ADMINISTRATIVE TRANSFERS WERE MADE.
FOUR STUDENTS HAVE TRANSFERRED INTO JOHN ADAMS TO ATTEND.
THEY DON'T HAVE ANY ADMINISTRATIVE OR CAPACITY TRANSFERS, BUT THEY DO HAVE 10 SIBLINGS THAT FOLLOWED THEIR SIBLINGS INTO MT.
VERNON. AND THERE WERE 38 THAT ARE ATTENDING MT.
VERNON . WHO, BECAUSE THERE WAS ROOM, THEY WERE THEN ALLOWED TO TRANSFER TO ATTEND THE SCHOOL.
I AM SURE THEY WILL BE QUESTIONS, BUT THAT'S WHERE WE ARE.
DOWN TO INDIVIDUAL SCHOOLS AND LOOK AT THE DATA AND RATIOS.
THIS TABLE IS PRESENTED TO YOU BY VIRGINIA STATUTE.
AND ALL OF THE REQUIREMENTS THAT GO INTO THIS ARE OUTLINED BY VIRGINIA STATUTE.
I ALSO THINK IT PROVIDES AN OPPORTUNITY FOR CLARIFICATION.
IF YOU LOOK AT THE BOTTOM, IT'S VERY SPECIFIC AS TO WHICH I HAVE TO INCLUDE AND WHICH I'M NOT ALLOWED TO INCLUDE. THE REQUIREMENTS AND REQUESTS , THEY ARE VERY SPECIFIC.
YOU HAVE TO HAVE A RATIO BETWEEN INSTRUCTIONAL STAFF AND STUDENTS.
INSTRUCTIONAL STAFF , WE MEET THEM BY HALF IN MOST CASES.
IT IS ALL THE INSTRUCTIONAL STAFF.
THAT IS NOT TO REFLECT WHAT I THINK IS HAPPENING WITH STUDENTS IN THE CLASSROOM.
IF ANYBODY IS LOOKING, THE CHAPTER 13.2 IS WHAT OUTLINES EXACTLY WHAT I HAVE TO REPORT.
SO AS WE GO THROUGH, WE HAVE 306 TOTAL INSTRUCTIONAL STAFF.
SO LET'S BE CLEAR , THAT DOES NOT GIVE US INFORMATION ABOUT THE STUDENT EXPERIENCE .
WE'VE LOOKED AT THE AVERAGE NUMBER OF STUDENTS PER HOMEROOM.
WE HAVE 24, SO THE AVERAGE CLASS SIZE IS 20.
I'M NOT SAYING EVERY CLASS, I'M SAYING THE AVERAGE SIZE .
I'VE DONE AN AGGREGATE OF THAT LET'S LOOK AT PATRICK HENRY AND SAMUEL TUCKER.
700 38 STUDENTS AND THE AVERAGE CLASS SIZE WAS 26.
AFTER WE DID AS A RESULT OF THIS WORK AND I WANT TO STOP AND MAKE SURE WE UNDERSTAND THAT AT THE BEGINNING OF MARCH, THE SUPERINTENDENT AND I -- STUDENT ENROLLMENT , OPERATIONS, FACILITIES, TRANSPORTATION , HR FINANCE AND TECHNOLOGY SERVICES.
WE THEN MEET EVERY TWO WEEKS FOR THE SPRING AND EVERY WEEK IN THE SUMMER TO MONITOR ENROLLMENT.
OUR GOAL IS TO MONITOR TREND, FORECAST PRESSURE POINTS AND MAKE ADJUSTMENTS AS NECESSARY.
THE ADJUSTMENTS THAT WERE MADE AT PATRICK HENRY AND SAMUEL TUCKER WERE A RESULT OF SEEING WHAT WAS HAPPENING AND BEING RESPONSIVE TO THAT.
WE CAPPED THE CLASS AND ARE NOT ALLOWING ANY NEW REGISTRATIONS , WE HAVE ESTABLISHED BUS ROUTES AS A RESULT OF OUR LEGACY TRANSFERS THAT HAVE HAPPENED.
AND AS A RESULT, ANY NEW STUDENT , WE ALREADY HAVE THE SUPPORTS IN PLACE TO TRANSFER THEM.
IN ADDITION, WE ADDED A FIRST GRADE CLASSROOM.
THE STUDENT TO TEACHER RATIO ON THIS SCREEN WILL NOW GO TO 24.
AND THEN SAMUEL TUCKER, THERE IS A KINDERGARTEN CLASS THAT WAS ADDED.
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THAT CLASS HAS STARTED, AND THAT BRINGS THEIR RATIO TO 24.WHEN WE TAKE ALL THE INSTRUCTIONAL TEACHERS AWAY , IT REQUIRES THAT WE NOTIFY PARENTS AND DO THINGS AT THE STATE CAPITAL WE DON'T COME ANYWHERE NEAR THAT.
JUST LOOKING AT THE NUMBERS FROM THAT PERSPECTIVE.
WE DON'T HAVE ANY THAT ARE 29 AND OVER.
HOWEVER, THE SCHOOL BOARD HAS MADE IT A PRIORITY TO PUT AN ASSISTANT IN EVERY SINGLE CLASSROOM.
SO WE HAVE AN INSTRUCTIONAL ASSISTANT IN EACH CLASSROOM, AND WE ARE DEPLOYING INSTRUCTIONAL SUPPORT SPECIALIST THAT ARE GOING TO BE ASSISTING WITH TEACHERS CLOSER TO THE CAP AND ALLOW THEM TO HAVE ADDITIONAL BODIES TO SUPPORT THEM.
SO NOW, THE INFORMATION ABOUT THIS IS MORE DIFFICULT.
THEY DON'T HAVE A HOMEROOM, WHAT WE'VE DONE IS REPLACED HOMEROOM WITH TEACHER OF RECORD.
THERE ARE TWO LEGAL THINGS THAT EVERY TEACHER HAS TO DO.
TAKE ATTENDANCE AND GIVE GRADES.
ANY TEACHER WHO IS TAKING ATTENDANCE AND GIVING GRADES, THEY ARE CONSIDERED A TEACHER OF RECORD.
YOU'RE A TEACHER THAT IS IN CHARGE OF THAT.
IN ORDER TO TRY TO GIVE AN EQUIVALENCY , WE ARE DOING TEACHER OF RECORD.
IT IS NOT A PERFECT COMPARISON, AND IT GIVES US SOMETHING TO DISCUSS AND LOOK AT AND TO MAKE SURE WE UNDERSTAND .
THERE ARE 4506 STUDENTS AT ALEXANDRIA CITY HIGH SCHOOL WHICH GIVES US A RATIO TO TEACHER OF RECORD AT 15 TO 1.
NOT A PERFECT COMPARISON TO HOMEROOM BUT I HAVE ONE MORE THAT I HOPE WILL HELP US. LOTS OF NUMBERS.
WE REMEMBER OUR FINAL, NOW WE ARE GOING TO THE CLASSROOM.
NOW WE ARE GOING TO LOOK AT SECONDARY CLASSROOMS. SECONDARY CLASSROOMS ARE BASED ON PERIOD.
THERE'S LOTS OF DIFFERENT WAYS THEY ARE DONE BUT EVERY STUDENT HAS EIGHT PERIODS, THEY GO TO THOSE AND HAVE EIGHT TEACHERS.
WHAT WE'VE DONE HERE IS I HAVE TAKEN EVERY SINGLE CLASS OFFERED , AND WE HAVE DONE AN ANALYSIS OF THE NUMBER OF STUDENTS IN THE ROOM FOR EVERY PERIOD.
SO, THE WAY WE MAKE SENSE OF THIS IS WHEN WE LOOK AT THE TOP, WE HAVE BROKEN THEM INTO BANDS.
IF YOU LOOK ACROSS THE LINE, 46% OF THEIR CLASSES ARE 18 OR UNDER.
THERE IS ANOTHER BAND HERE FOR ENROLLMENT WITH BETWEEN 18 AND 24 INCLUSIVE , AND THEN THE NUMBER OF PERIODS WITH ENROLLMENT ABOVE 28.
THAT GIVES US A PERCENTAGE OF PERIODS TO ALLOW US TO SEE THE SCOPE OF WHAT IS HAPPENING.
POINT OUT THINGS OF INTEREST, AND IN SOCIAL STUDIES, 22 AND 21%.
THE LAST THING IS TO SHOW THAT THE LARGEST CLASS ENROLLMENT.
IF WE LOOK AT KING, THE LARGEST CLASS ENROLLMENT OF 33.
THERE IS NO ENGLISH CLASS THAT IS ABOVE 33.
THE LARGEST ONE IS 34 STUDENTS IN SCIENCE.
I TALKED TO MR. SANDERS , WHO WAS HERE LAST YEAR AND ASKED THEM ABOUT THAT 34.
[01:00:05]
THAT IS THERE.BUT I DID WANT TO MAKE SURE THE BOARD HAD THE REAL NUMBERS.
THAT'S A LOT OF INFORMATION, I KNOW THERE'S A LOT OF QUESTIONS.
KAY-WYATT OR MADAM CHAIR , WHOEVER IS GOING TO TAKE US TO THE QUESTIONS.
>> THINK YOU TO THIS TEAM, SHE HAS SPENT HOURS PREPARING.
THERE'S A LOT THAT GOES INTO STATE REPORTS.
SO THERE'S A LOT OF WORK BEHIND IT .
>> I WILL TURN IT OVER TO MY COLLEAGUES FOR QUESTIONS.
MR. ELNOUBI. >> FIRST OF ALL, THANK YOU SO MUCH.
IT'S NOT EASY, SO THANK YOU SO MUCH.
MY FIRST QUESTION , DO WE HAVE AN IDEA OF THE TIMELINE ? FOR THE NEWLY ASSIGNED CLASSES? THOSE ARE ALREADY ASSIGNED.
AS WE GET THEM ON BOARD AND GET THEM TRAINED.
I DO NOT HAVE A NUMBER, I KNOW THAT DR.
GONZALEZ IS WORKING WITH HR, SOME OF THEM HAVE BEEN DEPLOYED.
SOME OF THEM HAVE BEEN DEPLOYED TO SOME OF THOSE CLASSROOMS. AND WE CONTINUOUSLY MONITOR THAT DATA , SO IF THERE IS A NEW POSITION THAT ARISES WE WILL DEFINITELY ADDRESS THAT.
WE HAVE SEEN SOME DECLINES IN ENROLLMENT NUMBERS .
ANYONE OUT THERE WHO WANTS TO COME WORK, PLEASE.
I JUST WANT TO POINT TO HOW , YOU SHOWED THE PROJECTIONS.
SOME SCHOOLS HAVE 15 ON AVERAGE.
IT'S NOT OUR FAULT, IT'S HOW THE CITY IS DISTRIBUTED AND THE POPULATION .
IF NOT, I'M LOOKING FORWARD TO AN ONGOING CONVERSATION.
I DON'T KNOW IF THERE IS AN ANSWER TO THAT.
WOULD YOU LIKE FOR ME TO RESPOND TO THAT? THAT IS A BIGGER DISCUSSION AROUND BUDGET, LOOKING AT WHAT WE'VE TALKED ABOUT .
>> THANK YOU SO MUCH FOR ALL THE WORK THAT HAS BEEN DONE.
I REALLY WANT TO GIVE PROPS TO STAFF FOR WORKING ON THIS.
JUST AS MUCH INFORMATION WE CAN ALSO GIVE TO THE COMMUNITY.
AND WE REALLY APPRECIATE ALL THE WORK YOU'VE DONE.
>> THANK YOU FOR THE PRESENTATION.
WE ALWAYS LOOK FORWARD TO THIS DATA EVERY YEAR AND I THINK THIS YEAR HAS BEEN PARTICULARLY INTERESTING .
I HAVE DUG INTO IT A LOT MORE.
SO I HAVE REALLY APPRECIATED THE CONVERSATION.
I KNOW IT'S BEEN CHALLENGING FOR FAMILIES, BUT I THINK IT'S GOING TO HELP US IMPROVE OUR PROCESS MOVING FORWARD.
SO I AM REALLY LOOKING FORWARD TO THE NOVEMBER 28TH MEETING.
I WANT TO JUST HIGHLIGHT THAT HE SAID THAT WHEN THE BUDGET BOOK IS PRESENTED TO US IN JANUARY, IT HAS WHAT IS PROJECTED FOR THE ELEMENTARY HOMEROOM CLASS NUMBERS AND NUMBERS OF TEACHERS .
WE PROPOSE IT, WE SEND IT TO COUNSEL, THEN WHEN WE ACTUALLY ADOPT THE BUDGET IN JUNE, CHANGES HAPPEN .
SOMETIMES WE MIGHT REFER TO THE JANUARY DATA .
YOU MENTIONED IN MARCH, YOU START HAVING ENROLLMENT MEETINGS.
AND I KNOW THAT STAFF , SOME ARE DECIDING TO LEAVE THE DIVISION TO GO TO OTHER PLACES.
AS THOSE DECISIONS ARE BEING MADE, WHAT IS GOING ON DURING THAT PROCESS?
[01:05:04]
IT IS A VERY COMPLICATED --AND WE ARE ALSO DEALING WITH HUMANS AT THE SAME TIME.SO I'M HAPPY TO TALK ABOUT THAT.
WHAT WE HAVE DONE OVER THE PAST EIGHT OR 10 YEARS IS UNDERSTAND THERE IS HISTORICAL DATA , THERE ARE PRESSURE POINTS AROUND STUDENT ENROLLMENT THAT AREN'T JUST ABOUT SITTING HERE LOOKING AT NUMBERS AND TABLES.
WE START ALMOST EVERY MEETING WITH , I KEEP A SPREADSHEET OF THE ENROLLMENT OF K THROUGH FIVE.
I UPDATED SPREADSHEET EVERY WEEK DURING THE SUMMER AND EVERY TWO WEEKS DURING THE SCHOOL YEAR.
WE HAVE CONSISTENT DATA, WE ARE SEEING SOME OF THOSE ENROLLMENTS FLATTEN OUT.
AND MADE DECISIONS BASED ON THAT.
WE START OFF WITH WHERE WE ARE.
KAY-WYATT CAN SPEAK TO THAT BETTER .
WITH THE BUDGET AT THE TABLE , THE POSITIONS, THE FTES, WE HAVE BUDGETED FOR FOUR.
THEN WE HAVE TRANSPORTATION AT THE TABLE, THAT IS A HUGE FACTOR.
THEN WE HAVE FOOD AND NUTRITION SERVICES, FACILITIES, WITH THE PROJECTION FOLKS.
SO WE HAVE A LOT OF PEOPLE AROUND.
AND I HIGHLIGHT FOR EVERYONE WHERE I THINK THOSE PRESSURE POINTS ARE.
WE HAVE SEEN AN INCREASE IN ENROLLMENT , SO WE WORK THROUGH KEEPING TRACK OF THE ENROLLMENTS, HOW MANY TEACHERS THERE ARE, HOW MANY ARE IN RESERVE, HOW WE GET THEM OUT OF RESERVE IF WE NEED THEM, IT IS A WHOLE COMMUNITY, A DIVISION WIDE PROCESS THAT TAKES PLACE.
SO STARTING IN MARCH, WHEN THE BUDGET BOOK IS ADOPTED, DO WE NEED TO MOVE ANYTHING AROUND? LAST YEAR, WE HAD A SIGNIFICANT NUMBER OF REFUGEE FAMILIES WHO CAME HERE.
ABSOLUTELY WONDERFUL, WE ARE VERY HAPPY THERE HERE OF COURSE.
AND THAT WAS AN UN-EXPECT IT ENROLLMENT INCREASE .
WE DIDN'T PROJECT ADDING 400 STUDENTS COMING TO US FROM OUTSIDE .
WE TRY TO MAKE DECISIONS AND MAKE A NUMBER OF DECISIONS AHEAD OF TIME TO PREVENT THINGS FROM HAPPENING THAT CAUSE ANY ISSUES.
TEACHERS. >> IT WAS A LOT OF INFORMATION, BUT ONE OF THE THINGS I'M THINKING ABOUT, HIGHLIGHTING MY QUESTION.
ONE OF THE THINGS I ALWAYS HEAR ABOUT ALEXANDRIA IS THAT IT IS A VERY TRANSIENT AREA.
I AM REALLY INTERESTED IN SEEING ABOUT THE TURNOVER OF STUDENTS THAT WE HAVE EVERY YEAR.
AS WE GO THROUGH THIS PROCESS, I WANT TO MAKE SURE FAMILIES ARE AWARE OF THIS.
WE DO OUR BEST TO PLAN, BUT WE HAVE THE ENROLLMENT TIMING IS WHAT IS NOT CAPTURED HERE.
SO IF WE HAVE 200 STUDENTS WHO REGISTER IN JULY, HOW CAN WE MAYBE THINK ABOUT CAPTURING THAT INFORMATION? AND THEN HOW THAT WORKS IN OPPOSITION TO THIS GOAL .
I DON'T KNOW IF THERE'S ANYTHING YOU HAVE TO ADD ABOUT THAT.
THAT IMPACTS THE IMMEDIATE STAFF WE HAVE OR DO NOT HAVE.
AFTER WE HAVE ADDRESSED THAT, REALLY LOOKING AT OUR POLICIES.
THESE ARE WHAT YOU'VE ADOPTED, AND THEY ADDRESS DIFFERENT THINGS BUT THEY CAN IMPACT ONE SCHOOL OR SITUATION BASED OFF A CERTAIN DATA.
BECAUSE IT REALLY DOESN'T CONTRADICT IN MOST CASES.
AND THEN ULTIMATELY, TO MOVE FORWARD WITH REDISTRICTING AND HOW THAT IS GOING TO LOOK .
I THINK WE REALLY NEED TO STEP BACK AND SAY WHAT ARE OUR PRIORITIES
[01:10:05]
AROUND THAT? IT IS MULTIFACETED, THERE'S A LOT THAT GOES INTO THAT , A LOT OF TIME. SO STEP BACK, PRIORITIZE THOSE THINGS, CONTINUE WITH YOUR ANALYSIS AROUND REDISTRICTING AND BOUNDARIES.YOU HAVE SET A POLICY AROUND REDUCING THE NUMBER OF CAPACITY TRANSFERS , SO THAT OTHER STUDENTS COULD BE ELIGIBLE TO TRANSITION OUT, NUMBERS APPEARED REALLY HIGH THOSE FIRST COUPLE OF WEEKS AND THEN WE REALLY DID NOT MAYBE SHOW UP, THOSE NUMBERS IMMEDIATELY WENT DOWN.
PART OF THAT IS POLICY AND WORKING THROUGH THE PRACTICE.
WE REALLY NEED TO STEP BACK AND LOOK AT THE BIG PICTURE.
>> I WANT TO JUMP IN , THE SCHEDULE KEEPS COMING UP.
I SEEM TO HAVE A STICK EVERY YEAR, THE NEXT LEVEL FOR US REALLY IS OUR SCHEDULE.
I THINK IF WE CAN , I WOULD BE INTERESTED TO SEE HOW ANY ADJUSTMENTS IMPACT THESE NUMBERS.
BECAUSE I THINK IT CAN DO A LOT MORE THAN WE ARE RECOGNIZING.
BECAUSE IT IS NOT REACTIONARY.
IT'S VERY PROACTIVE , AND IT LASTS.
>> IT ALSO ADDRESSES PROGRAMMING.
I HAD A LOT OF QUESTIONS, YOU ANSWERED A LOT OF THEM.
THAT'S PART OF THE REASON WE MADE A BUDGET PRIORITY.
SO HAVING THE NUMBERS IS HELPFUL.
HOW DOES IT GO FROM THAT TO THE SCHOOL LEVEL?
ONE IS NOW THE ED OF SCHOOL LEADERSHIP, DR.
FINNEY. AND SOMETIMES THERE ARE QUESTIONS ABOUT , IS THIS REALLY WHAT IS GOING ON AT THE SCHOOL? DOES IT MAKE SENSE BEFORE WE START TO DO AN ACTION ON IT? CAN WE REACH OUT TO PRINCIPAL X AND MAKE SURE WHAT WE ARE SEEING IS ACTUALLY THE REAL THING? SO MOVING FORWARD , THEY WILL GO THROUGH AND TALK TO THE PRINCIPALS, FIND OUT WHAT'S HAPPENING THERE.
THEN THE SCHOOLS ARE ABLE TO MAKE DECISIONS WITHIN THE BUILDING.
TO LOOK AT THINGS FROM A DIVISION LEVEL AND WORKING THROUGH THERE.
SO WE DO HAVE A CONNECTION ON THE COMMITTEE.
>> HUMAN RESOURCES MEET INDIVIDUALLY WITH ADMINISTRATORS TOOK OVER LOOKING AT SCHEDULES AND STAFFING TO DETERMINE NEEDS FOR THE COMING YEAR.
THAT'S AN ONGOING PROCESS AS WELL.
THAT'S HELPFUL TO PULL BACK THE CURTAIN.
MY OTHER QUESTION IS IN THE WEEDS.
WE HAD AN INCREASE OF 426 ENGLISH LEARNERS.
BETHANY WORKED CLOSELY TO MAKE SURE WE ADDED STAFF.
IT HASN'T IMPACTED ANYONE'S SERVICES, WE ARE MAKING SURE THEY ARE GETTING THEIR NEEDS MET.
SO WE HAVE DEFINITELY ADDED TO SUPPORT THE STUDENTS.
MAY I ADD SOMETHING? THE AVERAGE DAILY MEMBERSHIP WILL USUALLY COVER THAT MOVE AND EXPLAIN THOSE CHANGES.
THAT LOWERS THOSE NUMBERS TYPICALLY AS WELL.
CONGRATULATIONS, THAT'S A GREAT ACCOMPLISHMENT.
AND THANK YOU FOR THE PASSION YOU BRING .
IT'S REALLY GREATLY APPRECIATED.
AND I AM SURE THAT THE PUBLIC IS VERY HAPPY TO NOT HAVE THESE NUMBERS.
THIS IS A GREAT SEGUE TO THE QUESTION ABOUT THE ENGLISH LEARNERS.
[01:15:02]
THE INFLUX OF 400 , IS THAT MORE AT THE ELEMENTARY LEVEL OR SECONDARY LEVEL? DO WE HAVE THOSE SPECIFIC NUMBERS? AND ALSO GEOGRAPHICALLY , I THINK THAT POPULATION TENDS TO LIVE ON THE WEST END.DO WE HAVE THAT INFORMATION AS WELL? AND I ALSO NOTICED THAT THE POPULATION TENDS TO GO BACK TO THE COUNTRY CERTAIN PARTS OF THE YEAR.
SO ARE THEY GOING BACK AND COMING BACK HERE? HOW DOES THAT AFFECT US? IN A CLASSROOM SIZES AND JUST IN GENERAL ? I WANT TO MAKE SURE , I DON'T EVER WANT TO MISLEAD OR DO ANYTHING, SO I WILL FOLLOW UP.
THE HIGH SCHOOL HAS A LITTLE BIT LESS OF AN IMPACT SPECIFIC TO THE REFUGEES, BUT THEY HAVE AN INTERNATIONAL ACADEMY.
AND SO, THAT MAY BE THE TREND BUT I WILL FOLLOW UP WITH NUMBERS TO ADDRESS THOSE QUESTIONS.
I THINK ONE THING I WILL ADD THAT WOULD BE HELPFUL FOR BOARD MEMBERS TO REMEMBER AS PART OF THE BUDGET PROCESS, I KNOW THAT WHEN WE TALK ABOUT SPECIAL ED, LET US KNOW HOW MANY RESERVE POSITIONS THEY NEED.
AND THAT ALLOWS THEM TO MAKE SURE THAT THEY CAN DEAL WITH THE FLUCTUATIONS.
SO FAR, THEY HAVEN'T HAD MANY CONCERNS WITH THOSE CHANGES.
BECAUSE THEY HAVE ALWAYS HAD THOSE REFERRED --RESERVE POSITIONS IN PLACE.
BUT WE DO THAT THROUGH THE BUDGET PROCESS.
THANK YOU. IT IS ALWAYS REALLY FUN TO HAVE YOU PRESENT.
WHEN I SERVED ON THE BOARD PREVIOUSLY, YOU BRING A LOT OF ENERGY TO THE ROOM.
SO I'D LOVE TO UNDERSTAND WHERE WE GOT THERE.
THE CLASS-SIZE ISSUES , IT'S NOT NECESSARILY FOR ALL OF THE SCHOOLS, SOME OF IT IS THIRD GRADE OR FOURTH GRADE OR FIFTH GRADE. HOW ARE WE GOING TO SOLVE THAT? WE ARE WORKING ON IT FOR THIS YEAR, BUT PARTICULARLY NEXT YEAR.
AND MAKING SURE WE MAINTAIN SMALLER SIZES.
MY QUESTION IS, HOW MUCH DID THE PROTECTION OF 7800 IMPACT OUR TEACHER FTE RATIOS? WE CAN SAY THAT IF WE WANT TO COME BACK.
>> I THINK THAT'S OBVIOUSLY A GREAT QUESTION, I WANT TO MAKE SURE THAT WE ARE ALWAYS LOOKING AT CLEAN DATA THAT MAKES SENSE. THE ONE THING I WILL SAY IS, I THINK THE PROCESS IS HOW ONE OF THE WAYS IN WHICH WE WORK VERY HARD TO MITIGATE THE FACT THAT WE HAVE THESE PROTECTIONS AND THE WHOLE HUMAN RACE OUT HERE THAT IS GOING TO DO THEIR THING.
AND HOW DO WE TRY TO FIND A BALANCE.
AND THEN I WILL MAKE SURE THAT WE WILL WORK AND HAVE AN ANSWER.
WE LOOK FORWARD TO YOU BEING AT THE 10:00 HOUR NEXT TIME.
>> I HAVE A QUESTION FOR MR. MILTON , THEN WE WILL WRAP IT UP.
IF I'M REMEMBERING WHAT WE HEARD CORRECTLY, THE NUMBERS FOR ELEMENTARY SCHOOL STUDENTS YOU ARE WONDERING IF WE USE ADVISORY LIKE WE WERE THAT HOMEROOM AND LOOK AT THOSE NUMBERS.
I KNOW IN HIGH SCHOOL, WE HAD OUR OWN ADVISORY OR HOMEROOM CLASSES.
ARE WE USING THOSE NUMBERS TO COMPARE TO AFTER THE PANDEMIC NOW? WHETHER OR NOT IT'S IN THE SCHEDULE DOES NOT HAVE AN IMPACT ON THE CLASS SIZES OF THE OTHER PERIODS.
[01:20:05]
BECAUSE EVERY PERIOD, THE WHOLE STUDENT BODY , THEY ALL RESHUFFLE.WE PUT EVERYBODY IN A NEW THING.
SO ADVISORY CLASSES MET IN THEIR OWN PERIOD.
WHAT HAVE AN EFFECT ON THE ADVISORY NUMBERS WOULD BE THE NUMBER OF ADVISORY TEACHERS.
THAT DOES NOT HAVE AN IMPACT ON THE BLOCK TWO OR BLOCK FOUR THAT MIGHT MEET ON EITHER SIDE.
BECAUSE BLOCK TWO, EVERYONE STARTS OVER AND RESHUFFLES.
I DO WANT TO MAKE SURE THAT WE ABSOLUTELY, THIS BOARD PRESENTATION , I AM HAPPY TO GUIDE YOU TOWARDS WHERE THEY OTHER PRESENTATIONS ARE AND WE CAN HELP YOU UNDERSTAND THAT.
WE CAN LOOK AT THOSE PERCENTAGES AND SEE HOW THOSE HAVE CHANGED .
AND I HOPE THAT ANSWERS YOUR QUESTION.
I THINK IT'S REALLY IMPORTANT, IT'S SOMETHING THAT'S BEEN ON THE MIND OF COMMUNITY MEMBERS.
WHEN THE ENROLLMENT MEETINGS WERE HAPPENING, WE WERE COMING BACK OFF THE COVID PANDEMIC.
AND THEN THERE WAS THE DECISION TO RAISE THE CLASS-SIZE CAP.
IF YOU CAN JUST SHARE WITH THE CONVERSATIONS WERE AROUND HOW WE ARE DOING THINGS , WHAT WE ARE DOING DIFFERENTLY , WE KNOW THERE IS ALL THIS CONVERSATION ABOUT LEARNING LOSS.
MAYBE IT'S NOT NECESSARILY THROUGH REDUCING CLASS-SIZE, BUT OTHER SPECIALISTS. HOWEVER YOU CAN HELP SHED SOME LIGHT ON THAT.
>> FROM THE PERSPECTIVE OF ENROLLMENT AND MONITORING, THIS IS ONE OF THE HARDEST YEARS BECAUSE WE WERE COMING BACK FROM UNPRECEDENTED EVENTS.
AND I MAKE A JOKE SOMETIMES , I SPEND COVID REINVENTING THE SCHOOL SYSTEM, WE ALL DID.
I WILL SAY THAT LOOKING AT THE TRENDS AND TRYING TO FIGURE THINGS OUT WAS DIFFICULT , BECAUSE WE WERE COMING BACK FROM AN UNKNOWN THING AND WE WANTED TO MAKE ASSUMPTIONS.
BUT AT THE SAME POINT, WE ALSO WANT TO BE GOOD STEWARDS OF PUBLIC MONEY.
IF WE MAKE A GUESS THAT WE NEED SEVEN, BUT WE ONLY HAVE DATA TO PROVE FIVE, THERE IS THE POSSIBILITY FOR THE BACKLASH TO BE THERE. THAT BALANCE IS DIFFICULT.
THANK YOU. I COULD THINK BACK TO THOSE LONG DAYS, THEY BECAME DAYS OF MEETINGS.
EVERYTHING IS ALWAYS CENTERED AROUND WHAT IS IN THE BEST INTEREST , AND WE ARE DATA-DRIVEN. I THINK SOMETIMES THERE ARE THOUGHTS THAT WE ARE MAKING A DECISION OR MOVE JUST BECAUSE OF AN ISSUE AROUND TRANSPORTATION OR SOMETHING LIKE THAT.
LAST YEAR, EVEN IN MY CHIEF ROLE, WE HAD CONVERSATIONS AROUND PROGRAMMING, AROUND RESOURCES IN THE CLASSROOM, FURNITURE, BUSES, EVERYTHING. WHILE THOSE WERE VERY DIFFICULT DECISIONS AND DISCUSSIONS , THEY WERE HARD DISCUSSIONS, BECAUSE WE ARE TALKING ABOUT STUDENTS.
EVERY TIME WE TALKED ABOUT IT, IT WAS WHAT WAS BEST.
SO WITH THAT IN MIND, WE HAVE TO THINK ABOUT, WE WERE STILL IN A SHORTAGE.
WHEN WE STARTED LAST YEAR, SEEING THE SHORTAGE NUMBERS AND TRYING TO START THE SCHOOL YEAR, THERE WERE MANY DECISIONS THAT HAD TO BE MADE.
I THINK THIS YEAR, WE HAD AN OPPORTUNITY TO REALLY BUILD AROUND RECRUITING AND PROGRAMMING.
THIS YEAR, WE SAW LESS OF THAT.
THIS YEAR, WE DID HEAR ABOUT CERTAIN CLASSES THAT HAD CHALLENGES BUT IT'S REALLY BIGGER THAN WHAT WE ARE HEARING IN SMALLER INSTANCES. THERE IS SO MUCH THAT GOES INTO MAKING THOSE DECISIONS AROUND WHAT CLASS AND WHERE TO PLACE STAFF.
[01:25:04]
IF WE WERE TO STAND HERE AND TELL YOU THAT WE WERE IN MEETINGS FOR THREE OR FOUR HOURS AT A TIME, IT'S AN UNDERSTATEMENT.I JUST WANT EVERYONE TO KNOW THAT WE WILL ALWAYS PUT DATA FIRST AND MAKE DECISIONS , EVEN IF IT MEANS MOVING STUFF.
WE WILL DO WHAT IS IN THE BEST INTEREST OF THE CHILDREN.
I THINK OFTEN TIMES, THOSE MEETINGS ARE LONG AND INVOLVED AND THERE ARE MANY NUANCES THAT HAVE TO GO INTO IT. WE DO NOT JUST WANT TO MAKE DECISIONS LIKE THAT.
>> I HAVE TO MOVE US ALONG, WE COULD GO ON AND ON BUT WE ARE NOT GOING TO TONIGHT.
AS IT WAS SAID, THESE CONVERSATIONS ARE ONGOING AND THEY DON'T END.
WITH THAT SAID, WE DO HAVE A PRESENTATION FOR THE CIP BUDGET .
JUST FOR CLARITY , THIS IS JUST A PRESENTATION.
WE HAVE WORK SESSIONS COMING UP WHERE WE WILL DO ALL OF OUR QUESTIONS AND CONVERSATIONS.
WE ARE WORKING DILIGENTLY TO MAKE SURE WE ARE PREPARED FOR OUR BUDGET PROPOSAL.
WE ARE GOING TO BEGIN WITH OUR ESSENTIAL QUESTIONS, WHAT ARE THE PRIORITIES FOR THE FISCAL YEAR OF 2024 ? WHAT FACTORS ARE CONSIDERED , AND WHAT ARE THE MAJOR CAPACITY AND NOT CAPACITY PROJECTS THAT ARE COVERED? IN THIS BUDGET, WE ARE REALLY JUST ADDRESSING THE PRIORITIES.
BASED ON THE FIVE STRATEGIC GOALS WE HAVE OUTLINED IN OUR EQUITY FOR ALL 2025 PLAN, YOU CAN SEE THAT THE BOARD HAS REALLY CONTINUED TO MAINTAIN FOCUS ON THE PRIORITIES.
THEY ARE VERY SIMILAR TO THE PRIORITIES WE'VE HAD IN PREVIOUS YEARS, WHICH REALLY ALLOWS FOR THE CONSISTENCY IN OUR MULTIYEAR BUDGET PLANNING.
>> THE TEAM HAS CONTINUE WITH COMMUNITY ENGAGEMENT TO FIGHT CONSISTENCY AND COMMUNITY IN OUR STAKEHOLDERS. THEY PROVIDE REGULAR AND ACCURATE INFORMATION.
THEY ARE AWARE OF THE LATEST PROGRESS.
THE TEAM HAS ACTIVELY ADJUSTED COMMUNICATION EFFORTS TO BE MORE EQUITABLE INCLUDING INTERPRETATION SERVICES. THAT IS IMPORTANT TO MAINTAIN AROUND OUR TARGETED CAMPAIGNS.
WITH THE ADDITION OF THIS, WE HAVE ENABLED ANOTHER COMMUNICATION PATHWAY FOR OUR COMMUNITY TO ASK QUESTIONS. WE DIG IN A NUMBER OF NEW QUESTIONS THROUGH THAT VENUE AS WELL.
THE SCHOOL BOARD BUDGET PRIORITIES AND UPDATED FACILITY CONDITION ASSESSMENTS ARE MAJOR DRIVERS FOR THE CAPACITY AND NON-CAPACITY PROJECTS FOR THE UPCOMING FISCAL YEAR.
OTHER FACTORS FOR CAPACITY PROJECTS INCLUDE ENROLLMENT PROJECTIONS AS WELL AS FEASIBILITY STUDIES FOR GEORGE MASON AND CORAL KELLY WHICH WAS COMPLETED BACK IN THE SPRING OF 2021.
FOR OUR NON-CAPACITY DRIVERS, THOSE INCLUDE FOCUSING ON IMPROVED IMPROVEMENTS ON BUILDING SYSTEMS SUCH AS HVAC SYSTEMS AND FOCUS ON REMEDIATING STORMWATER ISSUES AT SELECT SCHOOLS.
WE WILL TALK ABOUT OUR PROJECTS.
FOR OUR CAPACITY PROJECTS, YOU'LL SEE THE CHART.
WILL BEGIN WITH THE 1703 NORTH CORRIDOR PROJECT.
SEVEN 1803 NOTE WILL BEGIN WITH CONSTRUCTION EXPECTED IN FY 24. HER NEXT PROJECT IS THE LEASE SPACE RENOVATION WHICH FUNDING IS ADDED.
THIS IS FOR ALTERNATIVE EDUCATION AND OTHER EXISTING LEASE SPACE NEEDS.
[01:30:03]
WE HEAR A LOT OF DISCUSSION AROUND THE TRANSPORTATION FACILITY PROJECT.A FEW THE PROJECTS ARE THE GEORGE MASON MODERNIZATION PROJECTS AND OF COURSE NEW SCHOOL OR EXISTING SCHOOL PROJECT WHICH IS THE LONG RANGE EDUCATIONAL FACILITIES PLAN CALLED FOR NAOMI BROOKS TO BE THE NEXT GO FOR MODERNIZATION.
FACILITY CONDITION ASSESSMENTS AND MODERATE EDUCATIONAL SPECIFICATIONS.
NOW, A LITTLE ABOUT ABOUT BUDGET IMPACTS.
THE CAPITAL IMPROVEMENT BUDGET DOES IMPACT OUR OPERATING BUDGET .
THE PURCHASE WAS AFTER FISCAL YEAR 23 BUDGET DEVELOPMENT SO WE WILL INCLUDE THIS IN OUR UPCOMING BUDGET AND THE FY 2024 DOUGLAS OPENING DEMOLITION OF SWING SPACE WHICH IS THE OLD PATRICK HENRY BUILDING .
THAT WILL BE THE FIRST NET ZERO FACILITY.
THAT'S AN EXCITING USE. THAT MEANS THAT FACILITY WILL GENERATE AS MUCH ENERGY AS IT USES.
A 30,000 FT.² UNDERGROUND PARKING GARAGE IS NOT INCLUDED AND THE NET CHANGE THAT WILL HAVE AN IMPACT ON THE BUDGET AND THERE'S A COMPLEX HVAC SYSTEM AND OTHER BUILDING SYSTEMS THAT NEED TO BE PROPERLY MAINTAINED.
IT WILL BE THE START OF THE POWER PURCHASE AGREEMENT FOR OUR SOLAR POWERED ENERGY PROJECTS.
AND FY 25, WE HAVE THE HIGH SCHOOL PROJECT OPENING WHICH INCLUDES THE MAINTENANCE OF THE AQUATIC FACILITY. IN INCLUDES MAINTENANCE OF SPACES IN THE BUILDING WILL BE A NET ZERO ENERGY PROJECT .
FY 2028, GEORGE MASON OPENING.
THE BUILDING WILL BE NET ZERO ENERGY AND FY 2031, COURT KELLY WILL BE OPENING AND THAT WILL BE NET ZERO ENERGY AND ADDITIONALLY OUR FINAL RENOVATION OF 1703 IS THE OUT YEARS AND THE BOARD WILL DISCUSS PROPOSALS FOR THAT BUILDING AS A MIDDLE SCHOOL SPACE.
THEN WE'LL GO ON TOUR NEXT SLIDE WHICH IS OUR BUDGET SUMMARY.
5 MILLION FOR THE RENOVATION OF 1703 TO ACCOUNT FOR THE INDUSTRY WIDE COST ESCALATIONS.
5.5 MILLION INCLUDED FOR THE RENOVATION OF THE FIFTH AND SIXTH FLOOR.
THIS PROJECT WAS POSTPONED DUE TO THE LACK OF SUFFICIENT FUNDS AND A 3.4 MILLION FOR THE DEMOLITION OF THE EXISTING PATRICK HENRY AND INSTALLATION OF A PARKING LOT TO COVER THE COST FOR COST ESCALATIONS.
I'M HAVING TROUBLE WITH THAT WORD TONIGHT.
THIS IS WHERE WE GET TO TALK ABOUT OUR INDUSTRYWIDE COST ESCALATIONS.
THE COST FOR CAPACITY PROJECTS HAVE INCREASED DUE TO CONSTRUCTION COST ESCALATIONS IN THE LAST FEW YEARS CAUSED MOSTLY BY SUPPLY-CHAIN ISSUES.
YOU HAVE HEARD IS DISCUSSED THAT MANY TIMES.
WERE TALKING ABOUT PROJECTS AS WELL AS REPAIRS.
ADJUSTED NUMBERS REFLECT THE 18% COST ESCALATION SINCE THE BEGINNING OF 2021.
AND, THE CURRENT PROJECTS ARE USED AS PRESIDENT FOR AN INCREASE COST CONCEPTION. THE BUILDING ENVELOPE AND KITCHENS AS WELL AS ESCALATION ACCOUNTED AND SYSTEMWIDE ACCOUNTS HAVE BEEN INCREASED TO 5% ANNUALLY TO AVERAGE COSTS.
[01:35:05]
WE'LL GO ON ONE MY FAVORITE TOPICS.IT IS TEXTBOOK AND CURRICULUM MATERIALS.
THERE'S BEEN A SHIFT IN STANDARDS AND REQUIREMENTS.
THE SCHEDULE HAS CHANGED. THE CURRICULUM ADOPTION , ELEMENTARY MATH ADOPTION WAS MOVED TO FY 24.
SOCIAL STUDIES AND SUBSCRIPTIONS FOR INTERMEDIATE AND MIDDLE GRADES NEED TO BE PURCHASED NOW AND WORLD LANGUAGES WILL REQUIRE A REALIGNMENT OF DIGITAL SUBSCRIPTIONS PURCHASES BASED ON STUDENT COURSE ENROLLMENTS WHICH GOES BACK UNTIL A LITTLE BIT OF DISCUSSIONS WE WERE HAVING.
NEXT, WILL MOVE ON TO TECHNOLOGY MODERNIZATION.
WE WILL ALSO NEED NEW HARDWARE AND THIS COMES WITH THE NEED FOR INCREASED REPLACEMENT AS WELL AS REPAIR COST FOR THOSE ITEMS. AND, I NEXT SLIDE, THIS IS RATHER BUDGET SUMMARY.
KNOW THAT GREEN BAR IS WHEN IT IS COMPLETED AND WE COULD TAKE OCCUPANCY. A CPS IS PLANNING SEVEN CAPACITY PROJECTS.
THAT'S A LOT OF PROJECTS INCLUDING THE RENOVATION OF 1703 FOR A SWING SPACE.
A CPS WILL BEGIN THE DESIGN PROCESS FOR GEORGE MASON AND FY 24, PLANNING FOR THE OPENING OF THE SCHOOL IS IN FY 28. FOR KELLY, THEY WILL BEGIN PLANNING AND FY 27 FOR PLANNED OPENING AND FY 31.
THE RENOVATION OF 1703 WILL BEGIN IN 2023 WITH A PLANNED OPENING OF FY 25 IN TIME FOR USE AS A SWING SPACE FOR GEORGE MASON.
PLANNING FOR THE RENOVATION OF SCHOOL , EXCUSE ME, INTO A NEW 600 STUDENT SCHOOL WILL BEGIN IN FY 30. COURT KELLY IS USING THE BUILDING AS A SWING SPACE UNTIL ITS COMPLETION IN FY 2032.
THE BUDGET INCLUDES FUNDING FOR RENOVATIONS TO THE TRANSPORTATION CENTER WHICH INCLUDES SOME HIGHS NEEDS IN THE FACILITIES.
AND ALSO, WE HAVE FUNDING THAT HAS BEEN ADDED FOR THE DESIGN OF ANOTHER ELEMENTARY SCHOOL WHICH WILL BE DETERMINED ON BASED ON NEED INDEX SCORES AS MOVE ALONG THIS TENURE TIMELINE.
NEXT SLIDE. THIS IS TO A CALENDAR OF OUR BUDGET PROCESS.
WE ARE CONTINUING OUR CRP BUDGET PROCESS .
TONIGHT WITH MY PROPOSED BUDGET, WE WILL CONTINUE WITH THE TWO WORK SESSIONS IN NOVEMBER STARTING WITH THIS UPCOMING MONDAY, THE 14TH, WILL BE FOCUSING ON THE FY 24 BUDGET .
THE SECOND WORK SESSION WILL FOCUS ON THE REMAINING NINE YEARS OF THE BUDGET PROPOSAL AND INCLUDE SPECIFIC DISCUSSION ON CAPACITY AND UTILIZATION.
WILL BE FOLLOWED BY SESSIONS IN DECEMBER PRIOR TO THE ADOPTION ON DECEMBER 15 .
PLEASE NOTE THAT THE SCHOOL BOARD QUESTIONS ON THE CRP BADGES ARE DUE TO US BY THE 15TH SO STAFF CAN MAKE ADEQUATE RESPONSES AND GET ALL OF THE RESPONSES THE TIME THEY NEED TO GET YOU .
THAT IS ALL I HAVE FOR THIS EVENING.
THAT WAS A LOT AND IT WAS REALLY QUICK .
THE WORK SESSIONS WILL GIVE THIS THE OPPORTUNITY TO HAVE SOME DISCUSSIONS.
THANK YOU. WE ARE LOOKING FORWARD TO THOSE WORK SESSIONS.
OKAY. SO, THE NEXT BIG TOPIC ON THE AGENDA THIS EVENING IS OUR METRICS.
TODAY, WE HAVE THE OPPORTUNITY TO LOOK AT SEVERAL DATA POINTS.
I WILL TURN IT BACK OVER TO YOU .
WITH OUR SOCIAL EMOTIONAL ACADEMIC LEARNING METRICS, THIS INVOLVES ALL OF OUR DEPARTMENTS.
THIS EVENING, IF I FORGET TO MENTION SOME MEN'S NAME TO MY TEAM, I APOLOGIZE.
THERE ARE A LOT OF NAMES AND LOT OF CONTRIBUTORS TO THIS PRESENTATION.
[01:40:03]
FINNEY, DR. SIMS, DR.FINNEY. I FEEL LIKE I'M FORGETTING SOMEONE.
TONIGHT, YOU WILL HEAR FROM MULTIPLE STAFF MEMBERS WHO WILL PRESENT. WE ARE BEGINNING THIS IS OUR BASELINE DATA AS THIS IS ALL NEW AND I KNOW THIS HAS BEEN SOMETHING THE BOARD HAS BEEN LOOKING FORWARD TO.
JACKSON TO BEGIN THIS PRESENTATION.
[22. Presentation of the FY 2024-2033 Capital Improvement Program (CIP) Budget ]
DR. JACKSON? THANK YOU. AND GOOD EVENING TO YOU.GOOD EVENING BOARD CHAIR , OLDER MEN, AND ALL THE OTHER BOARD MEMBERS.
AND THE PUBLIC WATCHING. WE APPRECIATE THIS OPPORTUNITY TO COME TO YOU TONIGHT TO SHARE HOW WE ARE MONITORING THE IMPLEMENTATION OF OUR SOCIAL , EMOTIONAL AND ACADEMIC ALIGNING PROGRAM.
TONIGHT, WE WILL SHARE WHERE WE CURRENTLY ARE AS SHE SAID.
NEXT SLIDE, PLEASE. OUR ESSENTIAL QUESTION TONIGHT IS HOW ARE WE MONITORING THE IMPLEMENTATION OF OUR WORK? NEXT SLIDE. AS A REMINDER, THE FRAMEWORK SUPPORTS IMPLEMENTATION IN A NUMBER OF WAYS.
TIER 1 INCLUDES UNIVERSAL SUPPORTS YOU SEE HERE.
TIER 2 ART TIED TO THE INTERVENTIONS IMPLEMENTED FOR SOME STUDENTS AND TIER 3 OUR INTENSIVE INTERVENTIONS DESIGNED TO MAKE THE USE OF THE UNIQUE NEEDS.
WE WILL FOCUS ON TIER 1, UNIVERSAL PRODUCT OF SUPPORTS FOR STUDENTS.
THE DATA WE WILL SHARE REPRESENTS TIER 1 PROGRAMS AND SERVICES PROVIDED TO OUR STUDENTS, IN OUR CLASSROOMS, BY TEACHERS, WITH THE SUPPORT OF OUR RULER IMPLEMENTATION TEAMS WHICH CONSIST OF SST , OUR STUDENT SUPPORT TEAM MEMBERS.
THAT IS OUR COUNSELORS, PSYCHOLOGISTS AND SOCIAL WORKERS AS WELL AS OUR ADMINISTRATORS. THESE TEAMS MAY INCLUDE OUR RESTORATIVE PRACTICE LIAISONS .
THIS UTILIZES THE COLLABORATIVE FOR ACADEMIC, SOCIAL AND EMOTIONAL LEARNING FRAMEWORK ALSO KNOWN AS THE CASTLE FRAMEWORK TO IMPLEMENT THIS. ACCORDING TO KASSEL, THIS IS THE PROCESS FOR WHICH CHILDREN, AND ADULTS, UNDERSTAND AND MANAGE EMOTIONS AND ACQUIRE POSITIVE RELATIONSHIPS AND DECISION-MAKING SKILLS.
OUR SEAL PROGRAM IS DESIGNED TO MEET EACH STUDENT AND TO HELP THEM DEVELOP BEHAVIORS THAT PROMOTE LEARNING AND SUPPORT THEIR MENTAL HEALTH WITH TRAUMA INFORMED PRACTICES THAT HELP BUILD STRONG SCHOOL COMMUNITIES THAT ARE RESTORATIVE AND DELIVER FAIR AND EQUITABLE TREATMENT ACROSS ALL STUDENT POPULATIONS.
THIS YEAR, AS A PART OF OUR WORK, WE ARE USING THE STUDENT STRESS ASSESSMENT .
THIS IS HELPING US GATHER INFORMATION ON SOCIAL AND EMOTIONAL DEVELOPMENT OF OUR STUDENTS AND THIS IS A BEHAVIOR RATING SCALE THAT IS NATIONALLY STANDARDIZED.
AS YOU CAN SEE, FROM THE SLIDE, IT IS DIRECTLY ALIGNED WITH THE CASTLE, WITH THAT FRAMEWORK AND SUPPORTS ALL THE TEARS OF THE FRAMEWORK THAT I SHARED WITH YOU EARLIER.
IT ALSO SUPPORTS OUR WORK AROUND AND RESTORATIVE PRACTICES.
NEXT SLIDE, PLEASE. I THINK WE LOST OUR SLIDES? I'M NOT SURE. WE ARE HAVING A TECHNICAL DIFFICULTY.
ALL RIGHT. I THINK WE WERE ON SLIDE FIVE? IF THAT HELPS TO GET US BACK ON TRACK.
THE DESA UTILIZES SOCIAL EMOTIONAL COP AND SEE WHAT YOU SEE HERE.
THERE ARE EIGHT IN TOTAL THAT SUPPORT STUDENT GROWTH .
AND, THE EIGHT DESA COMPETENCIES --.
>> WHERE HAVING SOME TECHNICAL DIFFICULTIES.
I WILL START OVER WITH THE SLIDE EXPLAINING ABOUT THE SOCIAL EMOTIONAL COMPETENCIES THAT DESA SUPPORTS FOR STUDENT GROWTH AND THE AID AREAS ARE SELF-AWARENESS .
SOCIAL AWARENESS. SELF-MANAGEMENT.
RELATIONSHIP SKILLS. PERSONAL RESPONSIBILITY .
[01:45:02]
DECISION-MAKING AND OPTIMISTIC THINKING.AND, YOU SEE SOME OF THOSE REPRESENTED ON THE SLIDE.
>> WE ARE CURRENTLY USING TWO VERSIONS OF DESA.
THE DESA MANY WHICH IS AN EIGHT ITEM ASSESSMENT COMPLETED BY TEACHERS FOR STUDENTS IN GRADES K-8.
YOU SEE ON THE SCREEN HERE, SOME SAMPLE QUESTIONS FROM THE DESA.
STUDENTS IN GRADES NINE THROUGH 12 COMPLETE THE HIGH SCHOOL DESA THEMSELVES RESPONDING TO 55 QUESTIONS SOME OF WHICH YOU ACTUALLY SEE ON THE SCREEN RIGHT NOW.
OUR TEACHERS BEGAN COMPLETING THE DESA FOR K-8 STUDENTS ON OCTOBER 11TH.
YOU SEE WE HAD 61% OF K-8 STUDENTS REPRESENTED IN THE SLIDE THAT YOU SEE HERE.
AS OF LAST WEEK, DURING THE TIME OF THIS PRESENTATION, WE HAD 61% .
BUT, THROUGH SOME FOLLOW-UP AND ADDITIONAL OUTREACH TO THE SCHOOLS, I'M HAPPY TO SAY WE ARE CURRENTLY AT 94% COMPLETION WHERE TEACHERS HAVE GIVEN US FEEDBACK ON THE DESA FOR K-8 STUDENTS.
THE MAJORITY OF OUR STUDENTS, AS YOU CAN SEE FROM THE SLIDE, RECEIVED A TYPICAL SCORE.
FOR THE STUDENTS, WE WOULD CONTINUE TO USE TIER 1 STRATEGIES AND DEPENDING ON THE NEED, WE COULD DEVELOP SOME TIER 2 CLASSROOM STRATEGIES FOR THE STUDENTS .
FOR STUDENTS WHO FELL INTO THE NEXT CATEGORY THAT YOU SEE IN THE GREEN, THIS IS , THE STUDENTS WE WOULD JUST CONTINUE TO PROVIDE THE TIER 1 LESSONS AND ACTIVITIES TO SUPPORT SUSTAINED SOCIAL AND EMOTIONAL DEVELOPMENT REQUIRING THE SKILLS WE MENTIONED THAT THE DESA MEASURES.
FOR OUR STUDENTS IN THE 10% RANGE THAT YOU SEE HERE IN THE RED, WHO ARE IDENTIFIED AS NEEDING ADDITIONAL SUPPORT, THESE ARE STUDENTS WE COULD OFFER THOSE TIER 3 INDIVIDUALIZED, INTENSIVE, SOCIAL , EMOTIONAL SUPPORTS ALONG WITH THE TIER 1 PROGRAMMING EVERY ONE OF OUR OTHER STUDENTS ARE GETTING.
THE NEXT SLIDE GIVES US A LITTLE MORE INFORMATION BY GRADE LEVEL ABOUT OUR STUDENTS.
SO, IF YOU LOOK AT THIS LIGHT, WE SEE THAT BY GRADE LEVEL, ANYWHERE FROM 8% TO 30% OF OUR STUDENTS ARE INDEED OF INTENSIVE SUPPORTS.
THE POWER OF THESE DATA POINTS IS WE HAVE THIS NEW INFORMATION THAT HELPS US RESPOND TO THE NEEDS OF OUR STUDENTS. AND, OUR MOST HONORABLE STUDENTS IN THE NTTS TRY GOAL.
HERE'S WE CAN LEVERAGE THOSE TIER SUPPORTS.
WE DO THIS FOR 10% OF OUR STUDENTS WE KNOW WILL BE IN THE NEED OF THOSE ADDITIONAL SUPPORTS.
NEXT SLIDE. >> SO, AS WE LOOK , I'M SORRY.
I THINK OUR SLIDES GOT OFF A LITTLE BIT.
NEVERTHELESS, GO TO THE NEXT SLIDE, PLEASE.
WOULD FOR THE SEAL IMPLEMENTATION.
JACKSON. I AM THE EXECUTIVE DIRECTOR OF EQUITY AND ALTERNATIVE PROGRAMS. AS WE THINK ABOUT OUR STRENGTH AS A DIVISION, WE VALUE AND APPRECIATE OUR STUDENTS VOICE AND AGENCY.
WE HAVE CREATED A FEEDBACK METRIC TO ELICIT STUDENT'S PERSPECTIVES.
THE METRIC CONSIST OF SPECIFIC QUESTIONS TO DETERMINE IF THE LESSONS ARE OCCURRING AND HOW STUDENTS ARE RECEIVING THE LESSONS.
WE WILL CONTINUE TO AND LISTEN STUDENT FEEDBACK FOR THE REST OF THE SCHOOL YEAR AND WE WILL ADJUST THE QUESTIONS TO CAPTURE DATA BASED ON SPECIFIC SOCIAL, EMOTIONAL, AND BEHAVIORAL LEARNING AND THEMES.
AND, OCTOBER 28 WITH APPROXIMATELY 3659 STUDENT RESPONSE NOTES.
THE NEXT ADMINISTRATION DATE WILL BE NOVEMBER 18 AND DECEMBER 19TH.
FOR EACH STUDENT SURVEY, WE ASKED FOR DEMOGRAPHIC INFORMATION TO INCLUDE THEIR SCHOOL, THEIR GRADE LEVEL, THEIR RACE OR ETHNICITY AND GENDER.
[01:50:03]
THE NEXT SLIDE PLEASE.>> WE DECIDED TO PULL A COUPLE OF THE DEMOGRAPHIC DATA OUT FOR YOU TO SEE TONIGHT. THIS SLIDE REPRESENTS THE GRADE LEVEL DEMOGRAPHIC DATA OF OUR STUDENTS THAT IS HIGHLIGHTED . AT THIS TIME, WE HAVE FOCUSED ON GRADES THREE THROUGH 12 AND HAVE REPRESENTATION OF RESPONSES FROM EACH GRADE LEVEL PULLED.
I WOULD LIKE TO HIGHLIGHT THAT THIS IS BASELINE DATA AND FROM THE FIRST ADMINISTRATION ON OCTOBER 14 TO THE SECOND I OVER 28, ASHTON RESPONSES HAS NEARLY TRIPLED AND WE ARE CONTINUING TO INTENTIONALLY WORK TO INCREASE OUR STUDENT PARTICIPATION.
WHEN LOOKING AT HER STUDENT RESPONSES AND RESPONDENTS, RACE OR ETHNICITY, THE THREE HIGHEST RESPONSES CAME FROM OUR HISPANIC OR LATINO POPULATION.
OUR BLACK AND AFRICAN-AMERICAN POPULATION.
AND OUR WHITE STUDENT POPULATION RESPECTIVELY.
I AM GIVING HER A MINUTE TO TAKE A LOOK AT IT.
QUESTION ONE ASKED STUDENTS IF THEY ANTICIPATE AN ACO LESSON DAILY? WHEN WE COMPARED THE TWO ADMINISTRATIONS, YOU CAN SEE THE THERE ARE APPROXIMATELY 9 PERCENTAGE POINT INCREASES OF YES, IDENTIFIED IN BLUE COP FROM THE FIRST ADMINISTRATION TO THE SECOND.
RESPECTIVELY, THE FIRST AND SECOND ADMINISTRATION SHOWED APPROXIMATELY A THIRD OF STUDENTS POLLED RESPONDED THAT SEAL LESSONS ARE HAPPENING SOME OF THE TIME.
NEXT LIGHT. QUESTION TO ASK STUDENTS IF THE SEAL LESSONS WERE HELPFUL TO THEM? AGAIN, WE SEE AN INCREASE OF YES RESPONSES FROM ADMINISTRATION 12 ADMINISTRATION TWO WITH APPROXIMATELY , A GAIN OF EIGHT PERCENTAGE POINTS.
WHILE WE CAN CELEBRATE THE INCREASE IN STUDENT
[23. Social Emotional and Academic Learning (SEAL) Metrics]
RESPONSES TO THE LEVEL OF HELPFULNESS IN THE YES AND SOMETIMES RESPONSE CATEGORY, WE RECOGNIZE THE DATA ACKNOWLEDGES, WE DO IT RECOGNIZE THAT THE DATA TELLS US AND DO ACKNOWLEDGE TO CONTINUE TO ELICIT STUDENT FEEDBACK AND ENGAGE STUDENTS.NEXT SLIDE, PLEASE. QUESTION THREE FOCUSED ON THE IMPLEMENTATION OF RESTORATIVE PRACTICES COMMUNITY CIRCLES AND ASKED STUDENTS IF THEY PARTICIPATED IN A PHYSICAL COMMUNITY CIRCLE AT LEAST ONCE A WEEK TO INCLUDE A SITTING OR STANDING CIRCLE? ONCE AGAIN, WE SEE AN INCREASE OF 10 PERCENTAGE POINTS TO THE YES RESPONSES FOR THE FIRST ADMINISTRATION TO THE SECOND.
WE HAVE A HEIGHTENED AWARENESS OF THE NEED TO INTENSIFY OUR EFFORTS AND DECREASE THE NO RESPONSES.
WE UNDERSTAND WE MUST CONTINUE TO BE INTENTIONAL AND DILIGENT IN OUR EFFORTS TO INCREASE OUR LEADERSHIP SUPPORT AND INCREASE STAFF UNDERSTANDING AND ENGAGEMENT TO IMPROVE STUDENT PARTICIPATION AND FEEDBACK.
WHERE FOCUS ON ENSURING WE UNDERSTAND ALL PERSPECTIVES , THE IMPLEMENTATION SUCCESSES AND CHALLENGES, AND THE IMPACT ON OUR LEARNERS.
FINNEY WILL SHARE FEEDBACK. >> WE CAN'T HEAR DR.
FINNEY. HOW ABOUT NOW? IS THAT BETTER? GOOD EVENING. I AM DR.
FINNEY AND I AM THE EXECUTIVE DIRECTOR OF SCHOOL LEADERSHIP.
SCHOOL LEADERS TO INCLUDE PRINCIPALS AND ASSISTANT PRINCIPALS .
THEY PROVIDED FEEDBACK IN TANDEM WITH STUDENTS TO GAIN
[01:55:09]
UNDERSTANDING. 49 OUT OF 76 SCHOOL STUDENTS PROVIDED THEIR INPUT.IT IS IMPORTANT TO NOTE THIS IS BASELINE DATA THAT WE USED TO SUPPORT ESSENTIAL ACTIONS FOR CONTINUOUS IMPROVEMENT.
JUST THE STUDENTS WILL PROVIDE FEEDBACK.
SCHOOL LEADERS WILL ALSO PROVIDE FEEDBACK AS WELL.
THE SCHOOL DEMOGRAPHIC BREAK DOWNS CONSISTED OF 55.1% BEING ELEMENTARY LEADERS.
14.3% BEING MIDDLE SCHOOL LEADERS.
10.2% BEING K-8 SCHOOL LEADERS AND 24 POOR PERCENT KING HIGH SCHOOL LEADERS.
SCHOOL LEADERS ADDRESS QUESTIONS RANGING FROM HOW SEAL IS BEING IMPLEMENTED TO NTTS.
ONE% OF SCHOOL LEADERS PROVIDED FEEDBACK CONFIRMING THAT THERE MASTER SCHEDULE DESIGNATES 30 MINUTES OF SEAL TIME WHICH IS IN ALIGNMENT WITH THE SCHOOL DISTRICT .
IT IS THE GOAL OF PBIS TO PROVIDE SEAL.
IT IS NOT SOMETHING WE DO IN ISOLATION.
SCHOOL LEADERS ARE WORKING WITH STAFF.
FEEDBACK DATA SUPPORTS 91.8 PERCENT OF SCHOOL LEADERS WITH THIS EXPECTATION.
>> EACH SCHOOL HAS A SCHOOL IMPROVEMENT PLAN THAT DRIVES CONTINUOUS IMPROVEMENT.
SCHOOLS IMPLEMENT VARIOUS ACTIONS BASED ON THEIR DATA.
SCHOOLS IMPLEMENT VARIOUS, EXCUSE ME, BY PROVIDING FEEDBACK WITH SOCIAL AND EMOTIONAL LEARNING.
[INAUDIBLE] SOCIAL AND EMOTIONAL LEARNING IS REFLECTED IN THEIR SCHOOL IMPROVEMENT PLAN.
14.3% OF SCHOOL LEADERS WERE NEUTRAL AND 6.1% OF SCHOOL LEADERS DISAGREE.
OUR STOOL LEADERS MUST MODEL LEADERSHIP BASED ON STUDENT LEARNING, PROFESSIONAL RECRUITING AND BUILDING TRUST AND RELATIONSHIPS WITH STUDENTS AND STAFF.
SCHOOL LEADERS ARE THE DRIVING FORCE IN OUR INSTRUCTIONAL PROGRAMS. SCHOOL LEADERS PROVIDE FEEDBACK ON SEAL IMPLEMENTATION , EXCUSE ME, SCHOOL LEADERS PROVIDE FEEDBACK ON SKILL IMPLEMENTATION.
93.8% OF SCHOOL LEADERS AGREE THAT THIS EXPECTATION FOR SEAL IMPLEMENTATION AND ALL SOCIAL AND EMOTIONAL SUPPORT PROTOCOLS ARE COMMUNICATED.
8.2% ARE NEUTRAL AND TWO% WERE IN DISAGREEMENT.
[02:00:07]
NEXT SLIDE PLEASE. SEEKING INPUT STUDENT IS KEY TO MEETING HER NEEDS.WHEN SCHOOL LEADERS WERE ASKED IF INPUT SOUGHT FROM STUDENTS ABOUT HOW TO MEET THEIR SOCIAL AND EMOTIONAL NEEDS, 60.8% STRONGLY AGREED AND AGREED THIS IS HAPPENING.
20.8% WERE NEUTRAL AND 12.5% OF SCHOOL LEADERS DISAGREED.
THIS DATA SUPPORTS THAT SCHOOL LEADERS ARE TRANSPARENT ABOUT THE IMPROVEMENTS THAT NEED TO BE MADE. THIS BASELINE DATA WILL ALLOW US TO PLAN FOR AND IMPLEMENT ESSENTIAL ACTIONS FOR IMPROVEMENT AS WE IMPLEMENT SEAL THROUGH THE SCHOOL YEAR.
AND FINALLY, SCHOOL LEADERS PROVIDED FEEDBACK ON THE USE OF MULTI-TIERED SYSTEMS SUCH AS RESTORATIVE PRACTICES, PBIS IMPROVEMENT TO MEET THE SOCIAL AND EMOTIONAL NEEDS OF STUDENTS.
98 PERCENT OF SCHOOL LEADERS STRONGLY AGREED WITH 2% OF SCHOOL LEADERS BEING NEUTRAL.
THIS BASELINE DATA WILL BE USED TO SUPPORT ESSENTIAL ACTIONS.
AT THIS TIME, WE WILL CONTINUE OUR PRESENTATION.
I AM CARMEN SANDERS, THE EXECUTIVE DIRECTOR.
TO GRANT US IN THE KNOWLEDGE OF THE ACADEMIC COMPONENTS, WE WILL REVIEW HOW ACADEMIC CORE INSTRUCTION, INTERVENTION AND SUPPORT IS IMPLEMENTED AT THE TIER 1, TIER 2, AND TIER 3 LEVELS.
WITH TIER 1 REVERSAL CORE INSTRUCTION, STUDENTS ARE TAUGHT THE VIRGINIA DEPARTMENT OF EDUCATION WRITTEN CURRICULUM THAT OUTLINES THE ESSENTIAL KNOWLEDGE OF THE CORE CONTENT .
CORE INSTRUCTION ADDRESSES THE NEEDS OF ALL STUDENTS TO INCLUDE MULTILINGUAL LEARNERS, STUDENTS WITH DISABILITIES, AND STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED.
THERE IS EXPLICIT LESSON DESIGN AND INSTRUCTION WITH DIFFERENTIATED INSTRUCTIONAL STRATEGIES.
THROUGH TIER 2 TARGETED REEDUCATION, STUDENTS RECEIVE CORE INSTRUCTION, IN ADDITION TO TARGETED INSTRUCTION BASED ON THE STUDENT'S LEARNING NEEDS.
TEACHERS AND INTERVENTIONISTS TEACH CURRICULUM CONCEPTS WITH DIFFERENT STRATEGIES AND REASSESS STUDENT PROGRESS TO DETERMINE STUDENT GROWTH TOWARDS MASTERY.
AND FINALLY, TIER 3 , INTENSIVE INTERVENTION SUPPORT ISN'T INDIVIDUALIZED AND SPECIFIC TO STUDENT NEED , SPECIFICALLY IN THE AREAS OF MATH AND READING.
THE ONGOING ASSESSMENTS MEASURE STUDENT GROWTH TOWARDS THEIR IDENTIFIED GOALS.
AND NOW, I WILL TURN IT OVER TO DR.
SIMS WHO WILL REVIEW SOME OF OUR ACADEMIC DATA.
MY NAME IS ANTHONY SIMS AND I AM THE EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT.
ACPS USES FORMATIVE ASSESSMENT SUCH AS THIS MAP WHICH MEASURES ACADEMIC PROGRESS TO INFORM OUR INSTRUCTION AND PROCESSES FOR READING AND MATH AT ALL SCHOOLS
[02:05:04]
FOR STUDENTS IN GRADES SECOND THROUGH 12 THROUGH THE COURSE OF THE SCHOOL YEAR.STUDENTS SCORING BELOW THE 40TH PERCENTILE , ALONG WITH CONSIDERATION OF MULTIPLE OTHER DATA POINTS SHOULD BE CONSIDERED FOR POTENTIAL ADDITIONAL INSTRUCTIONAL SERVICES AT THE TIER 2 OR TIER 3 LEVELS.
OUR FIRST SLIDE SHOWS US READING PERFORMANCE, READING IS ASSESSED WITH GROWTH IN GRADES SECOND THROUGH 12. WHEN WE EXAMINE PERFORMANCE IN READING, WE SEE THAT EACH GRADE, AT EACH GRADE LEVEL, STUDENTS DEMONSTRATED TO AVERAGE TO ABOVE AVERAGE PERFORMANCE WITH THE 11TH GRADERS ACHIEVING HIGH AVERAGE PROVISIONS AND SEE THE ADMINISTRATION OF MATH.
MATH IS ASSESSED FOR STUDENTS IN SECOND THROUGH SEVENTH GRADE AND IN THREE SPECIFIC MASS COURSES.
ALGEBRA 1, ALGEBRA TWO AND GEOMETRY.
STUDENTS IN SECOND THROUGH SEVENTH GRADES DEMONSTRATE A PROPENSITY IN THE AVERAGE RANGE WITH SLIGHTLY HIGHER PERFORMANCE NOTED OF FOURTH-GRADERS. STUDENT PERFORMANCES IN ALGEBRA AND GEOMETRY REVEAL GREATER VARIABILITY AND ACHIEVEMENT.
STUDENTS DEMONSTRATED IN PROFICIENCY IN ALGEBRA TWO WHILE PERFORMANCE IN ALGEBRA ONE AND GEOMETRY COURSEWORK INDICATED AREAS OF NEED.
AND NOW, DR. JACKSON WILL DISCUSS NEXT STEPS.
SIMS. WHAT THIS IS MEAN FOR US MOVING FORWARD? FIRST, WE WANT TO SAY WE HAVE LEARNED QUITE A BIT FROM USING THESE MONITORING TOOLS.
ONE THING WE'VE LEARNED IS WE NEED TO ENSURE WE ARE USING THE SAME LANGUAGE TO DESCRIBE OUR SEAL WORK . AN EXAMPLE OF THIS IS WHEN WE REFER TO OUR TIER 1 RESTORATIVE PRACTICES WORK, WE USE THE PROPER TERM, COMMUNITY CIRCLE.
WE ASKED HER STUDENTS ABOUT THEIR EXPERIENCES WITH COMMUNITY CIRCLES. SOMETIMES, WE NOTICED OUR TEACHERS AT THE SCHOOL LEVEL MAY BE REFERRING TO COMMUNITY CIRCLES AS CARPET TIME OR TIME TO TALK OR SHARE.
STUDENTS MAY NOT MAKE THE CONNECTION THAT THESE ARE COMMUNITY CIRCLES.
WE NEED TO WORK ON , WITH HER SCHOOL STAFF, USING THE CORRECT LANGUAGE WITH STUDENTS.
[02:10:01]
WE CANNOT LOOK AT OUR SOCIAL EMOTIONAL DATA AND NECESSARILY LINK IT AS CAUSAL OR CORRELATED TO HER ACADEMIC DATA.RIGHT NOW, THE TWO STAND INDEPENDENT OF ONE ANOTHER.
WHILE WE CONTINUE TO LOOK TO FURTHER CONVERSATIONS AND INVITE FEEDBACK FROM OUR SCHOOL STAFF, TEACHERS AND OTHERS WHO WORK TO IMPLEMENT OUR SEAL WORK I WILL CONTINUE TO MONITOR HOW OUR STUDENTS ARE DOING BOTH ACADEMICALLY AND SOCIAL EMOTIONALLY USING THE NEXT STEPS THAT YOU SEE ON THE SLIDE WHICH INCLUDE DEVELOPING A BROADER FRAMEWORK FOR SEAL TO INCLUDE INTRA-DISCIPLINARY CROSSWALKS WITH CORE CONTENT AND ELECTIVE COURSES.
WE WILL CONTINUE TO INVITE FEEDBACK FROM ALL OF OUR STAKEHOLDERS, OUR STUDENTS, OUR STAFF, OUR ADMINISTRATORS AND TEACHERS AND EVEN CAUGHT SOME POINT, WE WANT TO INVITE FEEDBACK FROM OUR PARENTS AND WHAT THEY ARE SEEING IN TERMS OF SEAL IMPLEMENTATION.
WE LOOK FORWARD TO CROSS DEPARTMENTAL WALK-THROUGHS.
STUDENT OFFICES WORKING TOGETHER AND ACCOUNTABILITY TO STRENGTHEN THESE MONITORING'S TOOLS WE HAVE PUT INTO PLACE AS WELL AS WE CURRENTLY HAVE IN PLACE WALK-THROUGHS WITH THE RESTORATIVE PRACTICE LIAISON, ARE TEAM HAS IMPLEMENTATION WALK-THROUGHS AS WELL AS PBIS WALK-THROUGHS.
WE HAVE OUR EQUITY CLIMATE SURVEY WE ARE GATHERING ADDITIONAL DATA ON SEAL IMPLEMENTATION.
WE APPRECIATE COPY FOR THIS OPPORTUNITY TO SPEAK ABOUT THIS, TO BE OPEN AND TRANSPARENT AND WE INVITE YOUR COMMENTS AND YOUR QUESTIONS ON THIS PRESENTATION.
SO, I WILL TURN IT OVER TO MY COLLEAGUES FOR QUESTIONS.
YES? THANK YOU. THANK YOU FOR THIS INCREDIBLE OVERVIEW.
IT IS REALLY GREAT TO SEE STUFF WE PUT INTO PLACE, LAST YEAR, BUT WITH THE 30 MINUTES OF SEAL.
WE ARE EVALUATING AND MAKING CHANGES.
I APPRECIATE THIS PRESENTATION.
MY QUESTION ON THE SLIDES WHERE YOU SOLICITED STUDENT FEEDBACK, DID YOU BREAK THIS DOWN SO YET THE QUESTION ABOUT HOW YOU DISSIPATE IN SEAL LESSONS DAILY? THE SEAL LESSONS ARE HELPFUL TO ME? ARE YOU ALSO LOOKING AT HOW THE BREAKDOWN IN RESPONSES, HOW THEY DIFFERENTIATE IN ELEMENTARY, MIDDLE AND HIGH SCHOOL, TO THOSE QUESTIONS? AND, YOU KNOW, YOU CAN SHARE THIS NOW OR LATER.
WAS THERE ANY SIGNIFICANT DIFFERENCE BETWEEN HOW HIGH SCHOOL STUDENTS MAY RESPOND TO SEAL ? I KNOW THEY ARE ASKING QUESTIONS.
VERSUS ELEMENTARY SCHOOL STUDENTS?
THANK YOU. >> MISS WOOD? JUST A RADIO.
I WILL START IT AND THEN MISS WOOD CAN CHIME IN.
WE LOOKED AT THE DATA FROM THAT STANDPOINT.
[02:15:01]
ABSOLUTELY, BASED ON RESPONSES.WE ARE DIGGING INTO THE DATA AND WE LOOK FORWARD TO SEEING WHAT TRENDS WE CAN FIND BY GRADE LEVEL AND BY OTHER FACTORS, DEMOGRAPHIC DATA WE COLLECTED FROM OUR STUDENTS.
SO, THIS WOULD CUT YOU HAVE ANYTHING DAD? NO , DR. JACKSON.
YOU HAVE PRETTY MUCH CAPTURED IT.
WE DO HAVE THE DEMOGRAPHIC DATA .
WE CAN DIG DOWN TO THE LOGISTICS OF HOW HIGH SCHOOLERS FERRETED VERSUS THE ELEMENTARY SCHOOL.
BUT WE HAVE NOT CORRELATED THAT.
WE CAN GET THAT TO YOU IF YOU WOULD LIKE.
THANK YOU. IN ADVANCE , AS A FLAG FOR YOU, I THINK AS WE START CONTINUING TO COLLECT AND THE NEXT COLLECTION HAPPENING IN DECEMBER, I THINK THAT WOULD BE HELPFUL JUST TO SEE HOW OUR ELEMENTARY SCHOOLS ARE RESPONDING.
>> MISS MILTON? MIND IS MORE OF A COMMENT THAN A QUESTION.
I AM TAKING THE STANCE OF SOMEONE WHO I FEEL HAS A , AT LEAST I FEEL LIKE THE STATEMENT THAT I'M ABOUT TO SAY REFLECTS A LOT OF HOW A SECONDARY STUDENT , THESE HIGH SCHOOL STUDENTS FEEL ABOUT SEAL AND I FEEL THAT THERE IS A DISCONNECT BETWEEN THE SEAL AND THE STUDENTS.
ELEMENTARY SCHOOL STUDENTS I THINK THE SEAL IS GREAT FOR THEM.
I THINK THE SEALS GOOD FOR US COMING BACK FROM THE PANDEMIC.
THE CURRENT SEAL, THERE IS A DISCONNECT .
SOMETHING I BROUGHT UP IS LIKE ADJUSTING FOR DIFFERENT GRADE LEVELS BUT OBVIOUSLY THERE IS DIFFERENT REGULATIONS WE HAVE TO ABIDE BY WHICH IS WHAT IS NECESSARY FOR DIFFERENT STUDENTS. THAT IS SOMETHING TO PUT OUT THERE.
THE DATA WE ARE SAYING AND EVERYTHING WE WILL WORK TOWARDS AND IMPROVE UPON IN THE FUTURE.
>> THANK YOU. WE ABSOLUTELY APPRECIATE YOUR FEEDBACK AND LOOK FORWARD TO WORKING WITH YOU MORE.
TO STRENGTHEN THE SEAL WORK FOR HIGH SCHOOL STUDENTS, WE WANTED TO BE IMPACTFUL.
AND WE WANTED TO BE SOMETHING YOU ALL APPRECIATE AND ENJOY.
WE LOOK FORWARD TO TAPPING YOU TO HELP US WITH THAT, TO GROW IN THAT AREA.
>> THANK YOU, WANTED TO FOLLOW UP ON MISS MELTON'S GO COMMENT.
WE ALSO USE THE DATA WE GET WHEN I GO OUT AND SPEAK WITH THE STUDENTS.
THERE WERE HIGH SCHOOL STUDENTS THERE BECAUSE EVERYONE DOES HAVE DIFFERENT NEEDS AND COME TO SEAL DIFFERENT EXPERIENCES. THEY WERE VERY HAPPY AND THEY WERE VERY RECEPTIVE.
THEY WERE APPRECIATIVE OF THE SEALS.
WE NEED TO BURY THOSE LESSONS EVEN WITHIN THE GRADE LEVELS.
MISTER HICKS AND THEN MISTER HARRIS.
MR. RICKS AND MR. HARRIS LEX I ANTICIPATE ABOUT THREE QUESTIONS .
THE FIRST PART, WHAT I'VE BEEN TOLD IS THAT THE INTERNATIONAL ACADEMY , THEY ARE THE ONES THAT PARTICIPATE IN THE COMMUNITY CIRCLES. I'M REALLY FOR THAT DUE TO THE FACT THAT THESE ARE SEVERAL MINORITIES FROM DIFFERENT CULTURES AND BACKGROUNDS.
HE GIVES IN THE BILLABILITY TO BE OPEN AND HONEST ABOUT DIFFERENT CULTURES.
HOWEVER, MY QUESTION IS HOW CAN WE GET STUDENTS WHO ARE NOT PART OF
[02:20:07]
THE INTERNATIONAL ACADEMY TO FEEL COMFORTABLE IN JOINING A COMMUNITY CIRCLE AND BEING HONEST ABOUT IT? I SEE THIS ALL THE TIME REGARDING OUR STUDENTS.HOWEVER, THERE ARE SOME THAT NEED THE EXTRA PUSH TO BE OPEN AND HONEST AND HOW THE FIELD.
SO, FROM A TEACHER ADMIN OR HIGHER OFFICIAL, IS THERE A WAY WHERE WE CAN GET THE STUDENTS TO FEEL COMFORTABLE AND GIVE THEM THAT EXTRA PUSH? DR. JACKSON, I SEE YOU NODDING.
I LOVE TO HEAR FROM OUR STUDENTS.
I THINK, IT IS LIKE HOLDING RELATIONSHIPS TAKE S TIME.
WHAT WE SUGGEST TO OUR SCHOOL STAFF IS START WITH SOMETHING VERY SIMPLE.
BIRTHDAYS, FAVORITE ICE CREAM.
PIZZA OR TACOS? SOMETHING WHERE KIDS CAN JUST SHARE WHO THEY ARE WITH SOMETHING THAT IS LOW-LEVEL, RIGHT? JUST GETTING TO KNOW YOU.
THEN YOU WORK YOUR WAY UP TO MORE DIFFICULT TOPICS OR COMPLEX TOPICS.
THAT WOULD BE MY ANSWER TO INVITE TEACHERS AND STUDENTS AND EVEN HAVING STUDENTS DELETE SOME OF OUR COMMUNITY CIRCLES.
YOU CAN COME UP WITH SOME OF THE BEST IDEAS AROUND THINGS THAT INTEREST YOU, THE WHOLE IDEA OF A COMMUNITY CIRCLE IS DEFINED CRIME AND INTEREST AND BUILD THAT RELATIONSHIP.
WHEN THINGS HAPPEN , YOU HAVE THAT RELATIONSHIP BUILT AND YOU'RE MORE LIKELY TO BE ABLE TO OVERCOME OR TO REPAIR THAT HARM. THAT IS REALLY THE FOUNDATION, THE TIER 1 RESTORATIVE PRACTICES IS THAT COMMUNITY CIRCLE, BUILDING THAT SENSE OF BELONGING, THE SENSE OF COMMUNITY SO THAT WHEN THINGS HAPPEN, WE HAVE AN OUTLET AND A WAY TO ADDRESS THOSE THINGS IN A MORE POSITIVE WAY.
I HOPE THAT ANSWERS YOUR QUESTION? CAN I ADD, DR.
JACKSON, IT IS A CULTURE SHIFT AS WELL.
IT IS NOT WHAT WE ARE USED TO.
IT IS NOT WHAT OUR STUDENTS ARE USED TO ON A DAILY BASIS.
WHEN YOU THINK ABOUT IT CULTURE SHIFT, IT TAKES TIME TO GET TO A PLACE WHERE STUDENTS ARE FEELING COMFORTABLE AS DR.
JACKSON SAID. I WILL GIVE YOU A QUICK ASIDE THAT A CONVERSATION I HAD WITH A STUDENT WHO TOLD ME THEY DIDN'T LIKE BEING IN CIRCLES.
WHEN I ASKED WHY, THE STUDENT SAID BECAUSE I'M SHY AND I DON'T LIKE TO TALK.
WHAT IF IT WAS WHAT YOU DID ALL THE TIME IN THE CLASS? WHAT IF STUDENTS AROUND YOU SPOKE AND GAVE THEIR OPINIONS AND SHARED ? WOULD YOU BE MORE INCLINED TO SHARE ONCE YOU HAVE SEEN OTHER STUDENTS OPEN UP.
IT MADE HER SHIFT AND THINK ABOUT IT DIFFERENTLY.
WHEN YOU'RE USED TO THINGS HAVING ONE WAY, AND WE START TO SHIFT WHAT THAT LOOKS LIKE, IT TAKES, IT IS A CULTURE SHIFT TO GET EVERYBODY ON THE PAGE AND TO FEEL COMFORTABLE.
ABSOLUTELY. I THANK YOU BOTH FOR THAT ANSWER.
AND DR. JACKSON, YOU BROUGHT UP A VERY IMPORTANT POINT THAT LEADS INTO MY NEXT QUESTION. I KNOW AT THE KING STREET CAMPUS, THERE IS A SEAL COMMITTEE AND THEY ARE RESPONSIBLE FOR CREATING THEIR PRESENTATIONS.
IS THERE A WAY SO STUDENTS CAN FEEL THEIR OPINIONS ARE VALUED AND THE CONCEPT ARE VALUED.
[02:25:07]
IS THERE A WAY WHERE THEY GET INPUT? ABSOLUTELY. I'VE SEEN MANY OPPORTUNITIES TO DO THAT.JACKSON. THE SEAL LESSONS OVER THE PAST TWO YEARS WERE DONE THROUGH CENTRAL OFFICE.
THEY WERE LESSONS THAT WERE SENT TO SCHOOLS FOR THE ELEMENTARY, MIDDLE AND HIGH SCHOOL FROM CENTRAL OFFICE. THIS YEAR, HAVE SHIFTED TO SCHOOL-BASED IMPLEMENTATION TEAMS THAT ARE RAIDING THE SEAL LESSONS.
THOSE INFORMATION TEAMS CAN INCLUDE STUDENTS AND STUDENT VOICES.
IF YOU KNOW STUDENTS WHO ARE INTERESTED OR PASSIONATE ABOUT WHAT'S HAPPENING IN THE LESSONS, AND LESSONS DON'T RELATE TO THE STUDENTS AND WHAT YOU NEED, PART OF WHAT WE'LL DO IN THE NEXT SURVEY IS PUT OUT TOPICS THAT STUDENTS MAY BE INTERESTED IN.
I DO SUGGEST, I WILL WORK WITH THE ADMINISTRATIVE TEAMS, TO START PULLING STUDENT GROUPS TO THE IMPLEMENTATION TEAM SO YOUR VOICES AT THE TABLE CAN BE HEARD AND HELP SUPPORT WHAT LESSONS WILL COME OUT IN THE FUTURE.
AND I WILL ADD , WHILE WE DO HAVE CURRICULUM, WHICH IS OUR RULER CURRICULUM, WE WANT TO TEACH THE EXPECTATIONS OF POSITIVE BEHAVIORS, INTERVENTION AND SUPPORT.
>> PERFECT. THANK YOU SO MUCH.
>> I WILL PUT IN MY TWO CENTS ON THE CULTURE SHIFT THING THAT WAS SPOKEN ABOUT.
KIDS KNOW OR GOING THROUGH THE MOTIONS AND THEY PICK UP ON THAT .
IF WE ARE JUST GOING THROUGH THE MOTIONS BECAUSE WE HAVE TO DO IT, THEY PICK UP ON THAT.
I THINK THERE NEEDS TO BE , I THINK STUDENTS HAVING INPUT, ABSOLUTELY. BUT WE ALSO NEED TO DO SOME WORK ON, I WANT TO SAY ADULT BUY-IN, BUT MAYBE JUST LIFTING THAT RESPECT FOR THIS WORK.
AND SO THEY RESPOND ACCORDINGLY.
WE NEED TO FIND THAT AS WE CHANGE THE CULTURE.
WE ARE CHANGING THAT CULTURE FOR THE ADULTS AS WELL.
THANK YOU FOR THE PRESENTATION.
I DO UNDERSTAND THAT THIS IS BASELINE INFORMATION.
IT IS PRETTY SIMPLE I BELIEVE.
I KNOW A LOT OF THIS IS PREDICATED FOR THE SUCCESS .
IT IS PREDICATED ON THE EFFECTIVENESS OF THE TEACHER AND THEIR INPUT AND ENTHUSIASM FOR THIS.
I HAVE HAD THE PLEASURE OF SEEING SOME OF THESE ON THE ELEMENTARY LEVEL .
I WAS VERY IMPRESSED WITH WHAT WAS GOING ON AT SAMUEL TUCKER.
BUT I UNDERSTAND THERE IS A DISCONNECT AT THE HIGH SCHOOL LEVEL , SIGNIFICANTLY.
I'VE TALKED WITH SOME OF THE KIDS.
THEY ARE NOT INTO IT. I KNOW HOW I WAS WHEN I WAS AT TC.
WELL, YEAH. I REALLY WASN'T , I WOULD BE ENTHUSED ABOUT SOMETHING LIKE THIS.
BUT I ALSO KNEW I NEEDED SUPPORT IN OTHER WAYS.
LOOKING AT THE FEEDBACK, IS THERE ANY FEEDBACK FROM THE TEACHERS? THAT'S MY FIRST QUESTION.
TO SEE THAT THE SEAL LEADERSHIP TEAM WAS INCLUDED? I DON'T SEE ANYTHING ABOUT THE TEACHER FEEDBACK.
I WILL TAKE THAT. WILL HAVE TEACHER FEEDBACK.
THE FIRST QUARTER JUST ENDED AND THE FIRST TEACHER FEEDBACK METRICS WILL GO OUT ON DECEMBER 9.
[02:30:04]
MY SECOND QUESTION IS, LOOKING AT SLIDES 18 THROUGH 20, IT MAY BE HELPFUL TO HAVE A BREAKDOWN ACCORDING TO THE GRADE LEVEL , TO SEE WHERE THESE RESPONSES ARE COMING FROM.LOOKING AT SLIDE 19, I SEE THERE ARE MUTUAL AND DISAGREEMENT WITH THE FACT THAT IS NOT REFLECTED .
IT MAY BE HELPFUL TO KNOW WHERE THIS IS COMING FROM.
IS THIS COMING FROM THE HIGH SCHOOL LEVEL? AS YOU MOVE HIGHER LAPPAN THE GRADE LEVEL, ARE THEY LESS INCLINED TO FEEL LIKE THIS IS PART OF THE CULTURE? IT MAY BE HELPFUL TO BREAK THAT DOWN BY GRADE LEVEL.
IT IS IMPORTANT TO REMEMBER THAT SCHOOLS WRITE THEIR SIP-BASED ON DATA AND ACTION ITEMS. MANY SCHOOLS ARE LOOKING AT CULTURE AND DISCIPLINE, LOOKING AT REFERRALS AS PART OF THEIR SCHOOL IMPROVEMENT PLAN. THE SCHOOL COULD WRITE IT IF IT WAS NOT PART OF THEIR SCHOOL IMPROVEMENT PLAN.
WE HAVE SPOKEN AT WITH PRINCIPLES.
>> OKAY. GREAT. THANK YOU SO MUCH.
AND, MY LAST QUESTION, IT IS PRETTY ACROSS-THE-BOARD.
HOW DO WE MEASURE THE EFFECTIVENESS ? I KNOW THIS IS BASELINE.
HOW DO WE KNOW THIS IS GOING INTO THE RIGHT DIRECTION AND MOVING TOWARD SUCCESS? SO, I WILL TAKE ONE PART OF THE QUESTION AND I THINK MISS WOOD COULD TAKE THE OTHER PART.
WE HAVE BEEN WORKING WITH PRINCIPLES TO CREATE FIDELITY CHECKLISTS TO GO IN AND WALK THROUGH WITHIN THE WALK-THROUGH AND CLASSROOMS TO ENSURE THAT LESSONS ARE BEING IMPLEMENTED AND FEEDBACK FROM TEACHERS AND HOW THEY ARE BEING IMPLEMENTED.
AND OF COURSE, THERE IS A STUDENT PORTION OF IT THAT I WILL PASS ALONG TO MISS WOOD .
>> GETTING TO THE EFFECTIVENESS, GETTING TO THE IMPACT IT HAS ON STUDENTS IS THE NEXT LEVEL.
BEFORE HE CAN GET TO THAT, WE HAVE TO MAKE SURE THAT IS HAPPENING AND IT IS HAPPENING WITH FIDELITY.
WE ARE FOCUSED ON THE IMPLEMENTATION AND WILL FOCUS ON THE FIDELITY OF IMPLEMENTATION AS WE CONTINUE TO LOOK AT OUR SCHOOL DATA ACROSS THE BOARD. IF WE ARE WORKING AS HARD AS WE BELIEVE WE ARE, AND WE ARE IMPLEMENTING WITH FIDELITY AND WERE IMPLEMENTING IN A WAY THAT STUDENTS ARE RECEPTIVE, WHAT WE SHOULD START TO SEE AS MORE STUDENTS POTENTIALLY SEEKING SUPPORT.
OR LESS STUDENTS GETTING ENGAGING IN OTHER APP DUTIES.
WE'LL START TO SEE WHAT'S HAPPENING AT THE TIER 1 , TIER 2 AND TIER 3 LEVELS AND WHAT WE ARE SEEING FROM OUR STUDENTS ON A CONSISTENT BASIS.
THERE IS A STEP PROCESS, ONE STEP AT A TIME.
WE DON'T KNOW IF IT IS WORKING UNTIL WE ACTUALLY DO IT AND DO WITH FIDELITY.
[02:35:06]
THAT'S THE PART WE HAVE TO GET OVER AT THIS POINT, IS WORKING IT AND WORKING IT WITH FIDELITY.ANNUAL OTHER PART I WOULD ADD TO THAT IS STUDENT SUPPORT.
THIS IS A MANDATORY? THIS IS STRONGLY SUGGESTED? IT IS MANDATORY? IT IS MANDATORY.
FOR ALL GRADE LEVELS? OKAY. THANK YOU.
>> I HAVE A QUESTION AROUND THE PUSH TO PUT THE IMPLEMENTATION OF THE CURRICULUM AT THE SCHOOL LEVEL . WAS THAT DECISION MADE BY CENTRAL OFFICE OR WAS THAT DECISION AT THE REQUEST OF THE PRINCIPAL ? DOES MY FIRST QUESTION.
THE SECOND IS IT CONCERNS ME IN AN ALREADY OVERWHELMED SCHOOL SETTING, WITH LEADERS AND TEACHERS THAT WE ARE PUTTING ONE MORE PRESSURE ON THEM RIGHT NOW.
THEY ARE THERE EVERY DAY , PHYSICALLY .
AND, I WANT TO BE COGNIZANT OF WORK WE ARE PUTTING ON THEM.
>> I CAN SPEAK TO IT FROM A SCHOOL LEADER PERSPECTIVE.
FIRST, WE WORKED WITH OUR SCHOOL LEADERS OVER THE SUMMER.
THIS WAS SUMMER WORK THAT WAS DONE.
SCHOOL LEADERS IDENTIFY TEACHERS WITHIN BUILDINGS WHO WORKED ON TEAMS WHO WROTE THE LESSONS OVER THE SUMMER. OF COURSE, THERE ARE SOME THINGS IN THE SCHOOL YEAR BUT THE MAJORITY OF THE LESSONS ARE WRITTEN OVER THE SUMMER.
THE LESSONS DIDN'T MEET THE NEED OF MY STUDENTS IN MY SCHOOL.
IT IS VERY DIFFICULT FOR A CENTRAL OFFICE TEAM TO MEET THE NEEDS OF 18 SCHOOLS AND CAMPUSES AND WHAT'S HAPPENING IN EACH SCHOOL OR CAMPUS. WHAT WE DID, WHAT DR.
FINNEY MENTIONED, WE LOOKED AT THE END OF THE YEAR CREATING IMPLEMENTATION TEAMS AND SEAL LESSON WRITING TEAMS THAT COME TOGETHER OVER THE SUMMER SO WORK IS DONE OVER THE SUMMER.
STAFF WAS COMPENSATED FOR THAT WORK.
SOME OF IT IS IS CONTINUE WITH THE SUPPORT OF OUR MENTAL HEALTH SPECIALIST.
THERE ARE SCHOOLS WHO NEEDED A LITTLE MORE SUPPORT.
THERE ARE SOME LESSONS THAT HAVE BEEN SUPPORTED IN WRITTEN BY OUR CENTRAL OFFICE STAFF AS WE HELP TO SUPPORT SCHOOLS WITH ENGAGING IN THEIR EFFORTS ON THEIR OWN. WITH OUR SOCIAL AND EMOTIONAL CURRICULUM THAT IS NEW, IT IS AN OLD FIRST AN ADULT CENTERED FIRST BEFORE YOU CAN GET TO THE STUDENTS.
PART OF IT IS MAKING SURE THAT OUR STAFF ARE RECEIVING THE PROFESSIONAL LEARNING THEY NEED WITHIN THE SPACES SO THEY CAN THEN DO THE WORK WITH STUDENTS.
IT IS A TIERED APPROACH AND IT IS AN APPROACH I'M LOOKING AT .
WHAT IS BEST TO MEET INDIVIDUAL NEEDS? OKAY. I HAVE YOU NEXT.
THANK YOU FOR THE PRESENTATION.
I APPRECIATE THE ROBUST DISCUSSION.
I WOULD ASK A QUESTION ABOUT THE ACADEMIC PORTION OF THIS PRESENTATION.
FIRST OFF, WE SAY THAT I THINK THE FRAMEWORK IS OUR BIGGEST LEVER ON MAKING
[02:40:04]
GOOD OUR COMMITMENT TO EQUITY.WHILE WE LOOK AT THE PERMIT, THE TWO DO TARGETED FRONT 50% OF STUDENTS AND TIER 3 IS RUN 5% OF STUDENTS. IN THE SCHOOL YEAR, ARE THOSE PERCENTAGES PLAYING OUT ? ARE WE SEEING STUDENTS WITH MORE TIER 2 AND TIER 3 NEEDS? ARE THOSE INTERVENTIONS GIVEN WHAT WE KNOW ABOUT THE IMPACTS OF THE PANDEMIC AND UNFINISHED LEARNING.
HOW IS THAT PLAYING OUT AT THE SCHOOL LEVEL?
>> DR. JACKSON, DO YOU WANT TO TAKE THAT? OR, DR. FINNEY?
>> SPEAKING FROM VARIOUS LEVELS, WE DID HAVE KIDS EXHIBITING VARIOUS NEEDS AND THE SCHOOL STUDENT SUPPORT TEAMS ARE SUPPORTING STUDENTS AS THE NEEDS ARISE.
>> WE TALKING ABOUT THE ACADEMIC PIECE ? I THOUGHT THAT IS WHAT I HEARD YOU? WAS AT THE ACADEMIC PIECE? I'M TALKING ABOUT THE ACADEMIC PIECE.
IF I ADD 15% AND 5%, I'M NOT AT 100.
ARE THERE MORE STUDENTS IN NEED OF MORE INTENSIVE TIER 2 AND TIER 3 ACADEMIC INTERVENTIONS? THANK YOU. I THINK THE EXACT PERCENTAGES OF STUDENTS IN NEED, I KNOWS SCHOOLS HAVE INTERVENTIONISTS IN PLACE TO SUPPORT TIER 2 AND TIER 3 STUDENTS.
THEY PROVIDE APPROPRIATE INTERVENTIONS AS NEEDED.
THEY ARE USING THE DATA THAT THEY HAVE ASSESSED STUDENTS WITH TWO PROVIDE APPROPRIATE INTERVENTIONS.
LET ME JUST ADD, THIS IS VERY GOOD TO THE PIECE WHERE WE NEED TO GROW TO.
I WOULD IMAGINE IF SOME STUDENTS AREN'T FEELING CONFIDENT ABOUT THEIR MATH SCORES , ALL THAT BEING , ALL THE SAYINGS AFFECT HOW THEY APPROACH THEIR SCHOOL WORK AND HOW THEY FEEL ABOUT THEIR SCHOOLWORK.
THAT IS WHERE THE SOCIAL EMOTIONAL CAN SUPPORT THE ACADEMIC PIECE HOLDING HER CONFIDENCE AND SKILLS.
IT IS BUILDING OUT WHOLE CHILD MODEL, RIGHT? NOT LOOKING AT THEM SEPARATELY.
WHEN THE CHILD SHOWS UP, THEY SHOW UP WITH FEELINGS , EMOTIONS, EXPERIENCES, SELF-ESTEEM.
SOME OF THEM HAVE HIGH SELF-ESTEEM.
SOME OF THEM HAVE NOT SO HIGH SELF-ESTEEM.
SOME OF THEM ARE GREAT IN MATH AND THAT'S A GREAT IN READING.
THIS IS WHERE WANT TO GROW TO IN TERMS OF THE SEAL WORK ENCOMPASSING GROWTH.
WHERE THE STUDENTS WHO ARE NOT MEETING THE MARK IN THEIR ACADEMICS .
WE ARE LOOKING AT HOW THEY ARE DOING IN THE SOCIAL EMOTIONAL OR DRESSING BOTH SIDES OF IT FOR THAT STUDENT TO STRENGTHEN FEELINGS ABOUT THEIR SCHOOLWORK.
>> ABOUT THE ONLY ACADEMIC TOOL WE USE IS ONE PIECE OF WHAT WE'RE USING.
IF STUDENTS COME IN WITH DIFFERENT SUPPORTS, THAT NUMBER IS GOING TO SHIFT QUICKLY AND THAT IS THE GOAL.
TO GET THEM TO WHERE THEY NEED TO BE AS SOON AS POSSIBLE.
LET'S BE MINDFUL THAT MATH IS NOT THE ONLY TOOL WE USE FOR THE ACADEMIC ASSESSMENT PART.
IT WAS THE DATA PRESENTED HERE.
I GUESS I'M STILL WONDERING ARE WE PROVIDING MORE TIER 2 AND TIER 3 INTERVENTIONS THIS YEAR IN RESPONSE TO SOME OF THE ACADEMIC NEEDS? IS IT HIGHER THIS YEAR THAN MAYBE PREVIOUS
SCHOOL YEARS? >> DO YOU LIKE TO RESPOND?
I BELIEVE THAT BASED ON OUR AREAS OF FOCUS, THERE IS A HIGHER NEED OF STUDENTS WHO ARE IN, WHO NEED SUPPORT IN LITERACY .
WE ALSO RECOGNIZE , AS WE HAVE BEEN REVIEWING ACADEMIC INFORMATION ABOUT SCHOOLS
[02:45:08]
THAT THERE IS A NEED TO ADDRESS TIER 1 CORE INSTRUCTION.THE CURRICULUM FRAMEWORK IS THE ROADMAP TO HOW WE GET STUDENTS ABLE TO ACCESS GRADE LEVEL CONTENT INFORMATION COGNITIVELY AS WELL .
THE FIRST PART OF HOW WE ARE ADDRESSING THE INCREASED AMOUNT OF STUDENTS THAT ARE IN NEED OF TIER 2 AND TIER 3 INTERVENTION IS GETTING MORE CORE INSTRUCTION TO THEM THROUGH THE CURRICULUM FRAMEWORK .
AND THEN, WORKING WITH OUR TEACHERS AND INTERVENTIONISTS WITH PROVIDING THE APPROPRIATE REEDUCATION AND SUPPORTS WITHIN THE CLASSROOM SETTING IN SMALL GROUP INSTRUCTION.
THANK YOU. >> BEFORE [INAUDIBLE] SINCE WE ARE ON THE ACADEMIC TOPIC, WE WILL --.
THANK YOU FOR THE PRESENTATION.
I THINK IT IS BEEN A ROBUST CONVERSATION .
I HAVE ENJOYED IT. I WANTED TO ASK ABOUT , WITH THE ACADEMIC DATA, I WAS WONDERING ABOUT THIS METRIC BEING USED, THE PERCENTAGE OF STUDENTS ABOVE THE FOR THE PRESENT OF A GREAT.
IF YOU COULD TALK A LITTLE ABOUT HOW THAT IS SELECT DID.
AND, THE OTHER THING I'M INTERESTED IN AND IS STUDENTS WHO NEED TIER 2 AND TIER 3 INSTRUCTION.
IS THAT COMMUNICATED TO FAMILIES? I KNOW FAMILIES GET A COPY OF THE DATA.
THEY GET A COPY OF THE GROWTH MEASUREMENTS.
BUT AS FAR AS IF STUDENTS ARE BEING IDENTIFIED FOR TIER 2 AND TIER 1, IS THAT BEING COMMUNICATED WITH FAMILIES?
IN TERMS OF THE 40TH PERCENTILE, THE NORMING PROCESS IN CONSULTATION WITH THE RESEARCHERS SAID THE AVERAGE PERFORMANCE BAND AT 40% AND ABOVE.
WHEN YOU LOOK AT THAT 40TH PERCENTILE OF STUDENTS WHO ARE PERFORMING IN THE FOR THE PLACENTAL , THEY ARE CONSIDERED TO BE PERFORMING IN THE AVERAGE RANGE ACCORDING TO MAP.
THAT IS THE FIRST PIECE ABOUT THE 40TH PERCENTILE.
IN TERMS OF, AND I THINK THIS WAS REFERENCED EARLIER THAT MAP IS ONE OF THE FORMATIVE ASSESSMENTS WE USE IN ADDITION TO OTHER POINTS TO ADDRESS WHERE STUDENTS NEEDS ARE IDENTIFIED.
THIS ALSO RELATES TO THE QUESTION THAT DR.
WE LOOK AT OUR PERFORMANCE IN CERTAIN AREAS, WE DO SEE AN INCREASED NEED FOR STUDENTS TO RECEIVE SERVICES AND TO BE ELIGIBLE TO ACCESS THE TIER 1 CURRICULUM WHICH MEANS THERE IS A GREATER NEED FOR STUDENTS AT THE TIER 2 AND TIER 3 LEVEL.
I THINK THAT IS WHAT MISS SANDERS WAS REFERENCING WHEN SHE SAID WE RECOGNIZED THE NEED TO INCREASE STUDENT ACCESS TO TIER 1 INSTRUCTION BECAUSE THE 20% THAT I THINK THEY REFERENCE, IN THE MODEL, THERE ARE TOO MANY KIDS THAT NEED TO ACCESS TIER 2 AND TIER 3 SUPPORTS.
[02:50:03]
I HOPE THAT ADDRESSES THE QUESTION.>> IS THERE ANYONE ELSE? CAN ANYONE ELSE IN THE EXTERNAL PANEL HERE? WE CAN HEAR YOU FOR A WHILE.
I'M SORRY. WE DIDN'T GET AN ANSWER ? OH, OKAY. I'M SORRY.
WOULD YOU MIND REPEATING? IS A GREAT ANSWER DR.
I JUST WANTED TO SHARE THAT IN CONSULTATION WITH MAP, THE ORGANIZATION THAT DEVELOPMENT , WHEN YOU LOOK AT A BAND, THE 40TH PERCENTILE REPRESENTS THAT AVERAGE RANGE. FROM THE MAP NORMING SAMPLE, WHEN YOU GET STUDENTS WHO ACHIEVE IN THE 40TH PERCENTILE AND ABOVE, THAT IS CONSIDERED AVERAGE PROFICIENCY AND ABOVE. THE NEXT QUINTILE IS LOW, AVERAGE, AND LOW.
THAT IS WHERE THE 40TH PERCENTILE COMES.
IN REFERENCE TO THE QUESTION ABOUT WHETHER WE NOTE THAT THERE IS MORE INTENSIVE NEED FOR SERVICES AT TIER 2 AND TIER 3, WILL LOOK AT OUR DATA AND WILL ONLY BEGIN TO DESEGREGATE OUR DATA, IF TOO MANY STUDENTS ARE NOT ABLE TO ACCESS TIER 1 INSTRUCTION THAT CREATES AN INCREASED NEED ON TIER 2 AND TIER 3 INSTRUCTION.
WE DO SEE THAT FOR SOME OF OUR TARGET POPULATION, MISS SANDERS WAS REFERENCING THAT BECAUSE OF THAT, WE RECOGNIZE THE NEED TO INCREASE OUR FOCUS ON STRENGTHENING TIER 1 INSTRUCTION SO MORE STUDENTS ARE ABLE TO ACCESS INSTRUCTION AT THE TIER 1 LEVEL AND DECREASE AND OVERDEPENDENCE ON TIER 2 AND TIER 3 BECAUSE OUR MODEL SAYS THEY WERE SUPPORTING APPROXIMATELY 80% OF OUR STUDENTS AT THE TIER 1 LEVEL AND 20% AT THE TIER 2 AND TIER 3 LEVEL.
I SPOKE TO THE CONVERGENCE OF THE QUESTIONS AND I HOPE THAT ANSWERS YOUR QUESTION? YES. MY OTHER QUESTION IS ABOUT COMMUNICATING WITH FAMILIES ABOUT THEIR CHILD'S PROGRESS? AS YOU MENTIONED, THE REPORT, THE FAMILY REPORT'S GO HOME WITH STUDENTS AT EACH OF THE MAP ADMINISTRATIONS.
WE HAVE THREE MAP ADMINISTRATIONS THROUGH THE YEAR.
THE CUSTOMIZE FILM REPORTS ARE PROVIDED FOR ALL THE STUDENTS.
AS YOU KNOW, THE STATE LEGISLATION REQUIRES THAT SCHOOLS CONTACT PARENTS TO NOTIFY THEM OF THE NEED FOR STUDENTS TO RECEIVE TARGETED INTERVENTION IN AREAS OF NEED. WE CONTINUE TO SUPPORT SCHOOLS AROUND NOTIFICATION TO PARENTS AND THE PROCESS ALLOWS US TO LOOK AT TARGETED SUPPORTS TO STUDENTS BASED ON THOSE NEEDS AND PARENTS ARE ALWAYS A PART OF THAT PARTNERSHIP TO BOTH BE AWARE OF SUPPORT STUDENTS ARE RECEIVING AND TO PROVIDE INPUT ON THE CONFIGURATION OF THE SUPPORTS .
WHEN THINGS ARE WORKING . DO YOU MIND IF I JUMP IN SINCE WE ARE TALKING ABOUT MAP? I JUST HAVE A COUPLE OF QUESTIONS .
AND, I GUESS , ONE PRETTY STRAIGHTFORWARD QUESTION I HAVE IS I WAS REALLY INTERESTED , THE ALGEBRA RESULTS I THINK I HAVE HAD THIS DISCUSSION WITH YOU DR.
SIMS ABOUT THE IMPORTANCE AS WE GET TO THE OLDER STUDENTS.
WE START TO LOOK AT BANDS AND KNOWING WHAT WE NEED TO DO TO SUPPORT STUDENTS TO IMPROVE.
I WAS CURIOUS ABOUT IF THERE BEEN ANY DISCUSSIONS AROUND WHY THE ALGEBRA 1 FALL RESULTS LOOK THE
[02:55:07]
WAY THEY DO? OR, ARE THOSE DISCUSSIONS COMING BECAUSE I THINK PUBLICLY THE BIGGEST CONCERN , PARTICULARLY WE KNOW THAT ALGEBRA 1 I WILL GET TO COLLEGE AND CAREER READINESS, THAT IS ONE OF THE KEY MARKERS IN TERMS OF LIKE THE LEAST WE WOULD WANT OUR KIDS TO GRADUATE WITH KNOWING IN TERMS OF MATH SKILLS. AS THERE BEEN ANY DISCUSSIONS OR THOUGHTS ON WHY THAT IS LOOKING THAT WAY AT THIS POINT? I KNOW IT IS FALL.I GUESS MY QUESTION IS, WHAT ARE THE THOUGHTS ON WHAT NEEDS TO HAPPEN TO MAKE THAT IMPROVEMENT? THE FIRST ANSWER IS WE ARE IN THE PROCESS, WE ARE UNPACKING THE DATA.
AND, AS YOU POINT OUT, IT IS VERY INTERESTING DATA.
WE LOOK AT THE PERFORMANCE ON ALGEBRA 1 AND VERY DIFFERENT PERFORMANCE ON ALGEBRA TWO.
THERE IS THIS GOOD THING GOING ON IN TERMS OF ALGEBRA TWO ABOUT WHAT IS HAPPENING WITH ALGEBRA 1? IT GIVES SOME INDICATION THAT SOME POSITIVE THINGS ARE HAPPENING TO ACCELERATE LEARNING FOR STUDENTS WHEN THEY GET TO ALGEBRA 2.
WE NEED TO UNPACK WAS HAPPENING IN TERMS OF THE FOUNDATIONAL SKILLS FOR STUDENTS WITH OUR MATH EXPERTS AND AT THE SCHOOL LEVEL, WE ARE ENGAGE IN WITH QUARTERLY CHATS COMING UP WITH THE SUPERINTENDENT.
THIS IS AROUND THE DATA AND THAT IS SOMETHING THAT THE HIGH SCHOOL STAFF WILL LOOK AT.
WE HAVE HAD TO, JUST RECENTLY, SOME OPPORTUNITIES TO BEGIN TO LOOK AT SOME OF THE FACTORS THAT MAY CONTRIBUTE TO WHAT WE SEE IN TERMS OF MATH PERFORMANCE IN TERMS OF CLASSROOM LEVEL, ALIGNMENT AND THOSE KINDS OF THINGS.
THAT IS ONE OF THE INDICATORS FOR SOME OF THE SCHOOL QUALITY INDICATORS AND UNPACKING THAT AS PART OF WHAT THE SCHOOLS ARE CURRENTLY INVOLVED IN IN THE COMPREHENSIVE NEEDS ASSESSMENT ASSOCIATED WITH SCHOOL QUALITY INDICATORS THAT THEY NEED TO UNPACK AND DEVELOP TARGETED REVISIONS TO THE SCHOOL IMPROVEMENT PLAN.
WE ARE CURRENTLY IN THAT PRESENCE.
>>> IT'S NOTHING LIKE TRAVERSING WHERE KIDS ARE.
I HAVE TO COME OUT AND SAY, IT REALLY IS A GOOD ONE.
I THINK, YOU KNOW, ONE OF THE THINGS , MY HOPE IS WE FULLY CAPITALIZE IF WHAT IT CAN DO.
IT'S NOT JUST THE ASSESSMENT, IT'S THE INFORMATION IT PROVIDES, AND IT ALSO GIVES US TOOLS .
IT IS NOT ONLY GIVING YOU INFORMATION, BUT HERE'S HOW YOU CAN ADDRESS THESE CONCERNS.
ONE OF MY QUESTIONS IS, AROUND, A PARTICULAR PART OF THE PROGRAM WHERE THERE IS A CLASSROOM TOOL THAT TEACHERS CAN USE, AND THEY CAN SEE EXACTLY WHERE THEIR KIDS ARE, AND EVEN GROUP KIDS.
[03:00:03]
HAVE WE DONE THAT ALL THE WAY DOWN TO THE CLASSROOM TRAINING, OR ARE WE PLANNING ON DOING THAT, SO WE CAN FULLY USE IT , EVERYTHING IT CAN DO? WE HAVE. WE RECOGNIZE THERE IS STILL --I THINK YOU ADDRESSED THIS IN SHIFT IN THE CULTURE, RIGHT? LEARNING TO UTILIZE IT IN THAT WAY.IT'S A VERY ROBUST ASSESSMENT.
YOU JUST HIT ON ONE OF THE BIGGEST FEATURES.
NOT ONLY ONE OF THE BIG DIFFERENCES IS IT ALLOWS TO SEE WHERE STUDENTS ARE.
NOT JUST THE STANDARDS, BUT WHERE STUDENTS ARE.
IF YOU ARE A COUPLE OF GRADE LEVELS BELOW, IN TERMS OF YOUR PERFORMANCE, M.A.P.
IT DOES ALLOW US TO SEE , AND AGAIN, BACK TO THE QUESTION AND , IT DOES ALLOW US TO SEE IN THE CLASSROOM, DO YOU HAVE A DISPROPORTIONATE NUMBER OF STUDENTS THAT HAVE SIGNIFICANT NEEDS? M.A.P. ALLOWS YOU TO GROUP IN THAT WAY.
THE CLASSROOM TEACHER CAN ACTUALLY LOOK TO SEE HOW MANY OF MY STUDENTS WOULD FIT INTO THIS RED BAND, AND HOW MANY ARE IN THE YELLOW AND HOW MANY ARE DOING GREAT, IN TERMS OF PROFICIENCY? AND TO BE ABLE TO CUSTOMIZE INSTRUCTION, IS WHAT ALLOWS YOU TO DO SOME OF THE GROUPING, BASED ON WHAT STUDENT COMPETENCES ARE AS DEMONSTRATED BY M.A.P..
IN REALITY, ALSO ADDITION TO THE IMPACT OF COVID.
THERE ARE A LOT OF STUDENTS THAT ARE FAR BELOW GRADE LEVEL PROFICIENCY.
BUT IT ALLOWS YOU TO SEE WHERE STUDENTS ACTUALLY ARE, RIGHT? THIS WHOLE NOTION OF ZONE OF APPROXIMATE DEVELOPMENT.
WHERE STUDENTS CURRENTLY, AND WHAT IS THE GAP WE NEED TO CLOSE FOR THEM, SO THEY CAN ACCESS GRADE LEVELS . WE ARE CONTINUING TO HELP BUILD THE CAPACITY OF TEACHERS TO USE M.A.P.
THE CULTURE SHIFT TO HELP THEM WITH THIS ASSESSMENT.
HOW DOES IT ADD VALUE TO MY NEED TO UNDERSTAND WHERE MY STUDENTS ARE TO IMPROVE THEM? YES, IT'S A TOOL THAT EFFICIENTLY GIVES INFORMATION ABOUT WHERE STUDENTS ARE FOR INSTRUCTIONAL PURPOSES.
I'M SORRY. NO, I WAS JUST GOING TO ADD TO YOUR INSERT.
DURING MY TIME AS PRINCIPAL , SHE DID WORK WITH MY PLC AND PROVIDE TRAINING ON HOW TO USE M.A.P.
AS AN INSTRUCTIONAL TOOL FOR THEM TO UNDERSTAND HOW TO PULL THEIR GROUPS.
BY STANDARD, TO DO SMALL GROUP INSTRUCTION.
THE TRAINING HAS BEEN HAPPENING AT THE SCHOOL LEVEL.
THERE HAS BEEN SUPPORT OF METRIC MAPPING.
OKAY, THANK YOU. I HAVE ONE MORE QUESTION, I AM SORRY.
I DO NOT ASK A LOT OF QUESTIONS, SO I'M GOING TO GET MINE IN.
MAYBE THIS IS NOT A QUESTION TO ANSWER RIGHT NOW, BUT WE CAN TALK ABOUT IT LATER , WORK IT OFF-LINE.
I'M REALLY CURIOUS AS TO , ESPECIALLY ON THE ACADEMIC SIDE, I LOVE WE FINALLY HAVE THIS FRAMEWORK AROUND WHAT WE DO AT TIER ONE, WHAT WE DO AT TIER TWO, WHAT WE DO AT TIER THREE, FROM A DIVISION PERSPECTIVE.
I'M CURIOUS AS TO HOW THAT TRICKLES DOWN TO THE SCHOOLS.
THERE ARE CONSISTENT PRACTICES , NO MATTER WHAT SCHOOL YOU ARE AT.
I WON'T EVEN ASK YOU TO ANSWER THAT NOW.
I'M REALLY CURIOUS ABOUT THAT.
I THINK THAT IS THE NEXT BIG LEVER .
I'M JUST THROWING IT OUT THERE . I'M NOT ASKING FOR AN ANSWER.
I'M GOING TO GIVE AN ANSWER FOR THAT.
THOSE ARE ONGOING CONVERSATIONS.
YOU CAN SEE THE DOCTOR IS SMILING AND READY TO ANSWER BECAUSE WE'VE HAD THOSE MEETINGS.
MOST OF THE THINGS I WANT TO SAY, MY COLLEAGUES MENTIONED BEFORE THAT.
BREAKING DOWN THE DATA, ESPECIALLY FOR THE TEAM.
[03:05:04]
I THINK BREAKING IT DOWN BY ELEMENTARY, HIGH SCHOOL, MIDDLE SCHOOL , ELEMENTARY AND SECONDARY, WOULD BE VERY IMPORTANT.VERY INTERESTING HOW SECONDARY STUDENTS ARE SAYING WE TALKED ABOUT THAT.
IF WE CAN ASK TEACHERS AND STUDENTS, IF WE ARE NOT DOING THAT ALREADY, HOW THEY WOULD LIKE TO SEE THE LESSONS IMPROVE.
THEIR POINT IS TEACHER SURVEYS.
MY QUESTION IS, FINALLY, I GOT MY QUESTION, I DO SEE THE RESULTS FOR 9 TO 12.
IS THAT STILL BEING ANALYZED? YES. STUDENTS ARE STILL CURRENTLY TAKING IT.
THE WINDOW CLOSES ON NOVEMBER 18TH.
>> LAWRENCE, PERFECT. I TOLD YOU IT WOULD BE QUICK.
THAT IS A GOOD THING TO TALK ABOUT THE DATA.
LOOKING FORWARD TO THE UPDATES.
[24. Extension of Alexandria City Public Schools (ACPS) - Alexandria Police Department (APD) Memorandum of Understanding]
IT SHOULD BE ACTUALLY PRETTY QUICK.DO I NEED TO TURN IT OVER TO DR.
HART? I THINK IT'S PRETTY STRAIGHTFORWARD , WHICH IS WHY THERE'S NO PRESENTATION.
RIGHTS. IN A LOT OF WAYS, TECHNICALITY . I GUESS WE HAVE HAD SEVERAL VOTES ON THIS ISSUE.
THE CONCERN WAS WE NEEDED ADDITIONAL TIME BECAUSE OF THE PROCESS .
AS SUCH, WE TALKED ABOUT IT, AS A BOARD , REQUESTING THE COUNCIL APPROVED TO CONTINUE TO HAVE THE SRO S IN THEIR BUDGET.
YOU, TECHNICALLY , BECAUSE WE DID IT IN OCTOBER TWO YEARS AGO.
IT TECHNICALLY ENDED IN OCTOBER.
THAT IS BASICALLY IT. THAT IS THE SUMMARY.
DID YOU HAVE A QUESTION? NO, JUST A REMINDER FOR THE PUBLIC, ONE OF THE THINGS IT'S DOING IS TO REVISE THE M.O.
YOU AND COME UP WITH A NEW PROPOSAL, RIGHT? THAT IS DEFINITELY ON ITEMS OF DISCUSSION, RIGHT? YES, JUST RECOMMENDATION.
VERY CLEAR THEY ARE PROVIDING RECOMMENDATIONS FOR US.
THE GOAL IS TO JUST EXTENDED THROUGH THE SCHOOL YEAR.
ALL RIGHT, WITH THAT SAID, I WOULD NEED A MOTION TO APPROVE THE EXTENSION OF THE M.O.
MADAM CHAIR, I MOVED TO APPROVE THE EXTENSION OF THE CPS M.O.
YOU TO JUNE 30TH 2023, TO AUTHORIZE THE AGREEMENT BETWEEN A CPS AND APD.
>> WE ARE NOT HAVING TECHNICAL SUCCESS TODAY.
[03:10:01]
I AM GOING TO MOVE ON.THE LAST ITEM IS OUR PROGRAM OF STUDIES.
[25. Program of Studies for 2023–2024 for Secondary Schools ]
I WILL TURN IT OVER TO THE DOCTOR PICK THIS EVENING WE WANT TO REVIEW THE PROGRAM OF STUDIES FOR THE 2023 SCHOOL YEAR.THIS IS FOR THE SECONDARY SCHOOL PROGRAMS. WE DO HAVE MS. CARMEN SANDERS WHO WILL PRESENT THE PRESENTATION THIS EVENING.
GREETING AGAINST TO OUR SCHOOL BOARD MEMBERS.
WE HAVE OUR ESSENTIAL QUESTIONS FOR TODAY.
WHAT IS THE PURPOSE OF THE PROGRAM OF STUDIES? WHAT IS NEW IN THE 2023 2024 PROGRAM OF STUDIES? WHAT COURSES AND DESCRIPTIONS HAVE CHANGED? WHAT COURSES AND DESCRIPTIONS HAVE BEEN DELETED? WHAT VIRTUAL LEARNING OPTIONS WILL BE AVAILABLE TO OUR STUDENTS AS WE MOVE INTO NEXT YEAR? I WANT TO HIGHLIGHT THE MOST RELEVANT PURPOSES OF THE PROGRAM OF STUDIES THAT ARE OUTLINED IN THIS PARTICULAR SLIDE.
NUMBER ONE, IT SUPPORTS PROFESSIONAL SCHOOL COUNSELORS AS THEY WORK WITH STUDENTS, TO PLAN EDUCATIONAL PATHWAYS AT THE END OF THE AKAMAI DINING ACADEMIC ADVISEMENT PERIOD.
IT INCLUDES COURSE REQUIREMENTS AND EXPECTATIONS.
ONE OF THE MOST POWERFUL THINGS IT DOES IS LIST SUPPORTS OFFERED TO OUR SECONDARY STUDENTS.
IN THIS LIGHT, I WANT TO PROVIDE REFRESHED AND ANALYSIS DESCRIPTIONS.
I WILL TAKE THIS COURSE BACKWARDS.
OUR CONSTRUCTION PATHWAY IS A PART OF THE A CPS SCHOOL BOARD, AND VIRGINIA DEPARTMENT OF EDUCATION APPROVED 2021 PERKIN GRANT PLAN OF STUDY, WITHIN THE ARCHITECTURE AND CLUSTER THAT WILL PROVIDE THE NECESSARY SKILLS TO MEET REGIONAL WORKFORCE DEVELOPMENT NEEDS.
FALL OF 2023 IT WILL BE THE FIRST YEAR IMPLEMENTATION OF THIS COURSE.
ALTHOUGH IT WAS APPROVED IN THE PREVIOUS PROGRAM OF STUDY CYCLE.
THAT WOULD BE ACCESSIBLE TO ALL STUDENTS AND PROVIDE INTRODUCTION ASSOCIATED.
STUDENTS WILL ENGAGE IN DATA SCIENCE PROBLEM STRUCTURES TO INTERACT WITH LARGE DATA SETS IN MEANS TO FORMULATE PROBLEMS, COLLECT AND CLEAN DATA , VISUALIZE DATA, MODEL DATA, AND COMMUNICATE EFFECTIVELY ABOUT DATA FORMULATED SOLUTIONS.
AMERICAN SIGN LANGUAGE ONE THROUGH THREE IS A COURSE PROVIDED ONLINE, AND PROVIDES AN INTRODUCTION TO THE BASIC SKILLS . THE INTRODUCTION COURSE FOCUSES ON ALPHABET NUMBERS.
IT WILL LEAD TO INCREASED COMMUNITY CAVE AND CULTURAL PROFICIENCY IN AMERICAN SIGN LANGUAGE.
THIS HAS BEEN AN INTEREST OF OUR STUDENTS THROUGHOUT THE YEARS .
THE ENROLLMENT DATA WILL INFORM WHETHER IN-PERSON COURSES WILL BE PROPOSED IN THE FUTURE.
THE DUAL LINKAGE SPANISH-LANGUAGE ART FOUR HONORS IS A NEW COURSE SEQUENCE FOR NINTH GRADE STUDENTS WHO HAVE PARTICIPATED IN THE UPDATED DUAL LANGUAGE PROGRAM SINCE KINDERGARTEN.
DUAL ENROLLMENT, LANGUAGE, INTERMEDIATE CONVERSATION IN SPANISH, CONTINUE OF DEVELOPMENT OF FLUENCY THROUGH EMPHASIS ON IDIOMS AND COMPLEX SENTENCES THAT WILL BE PROVIDED BY NORTHERN VIRGINIA COMMUNITY COLLEGE, FOR OUR 12TH GRADE STUDENTS IN THE 2023 -2024 SCHOOL YEAR.
DUAL LANGUAGE STUDENTS ARE ENTERING HIGH SCHOOL WITH THREE SPANISH CREDITS .
ONE, TWO, AND THREE. THE CORRESPONDING DUAL LANGUAGE TOTALS SOCIAL STUDY COURSEWORK.
WE ARE PROPOSING THE ELIMINATION OF THE ADVANCED DUAL LANGUAGE SPANISH SO STUDENTS CAN TAKE THE DUAL LANGUAGE SPANISH FOUR ON THEIRS AS NINTH GRADERS, FOLLOWED BY AP SPANISH LANGUAGE IN 10TH GRADE.
AP SPANISH LITERATURE AND LOVE IN THE GRADE.
[03:15:03]
DUAL ENROLLMENT CONVERSATION IN 12TH GRADE.THIS DUAL ENROLLMENT COURSE WAS SELECTED THROUGH DISCUSSIONS AND FEEDBACK FROM COLLEAGUES IN NORTH VIRGINIA COMMUNITY COLLEGE, BASED ON THE EXPECTATION OF STUDENT LEVELS OF SPANISH LANGUAGE PROFICIENCY, AFTER SUCCESSFUL OF A PEOPLE SPANISH LANGUAGE AND LITERATURE.
THE NEXT COURSES WE HAVE OUR INTRODUCTION TO NETWORK SYSTEMS AND DESIGN.
IT HAS BEEN PROPOSED TO INCREASE THE ELECTIVE OFFERINGS FOR ONLINE STUDENTS, AND WOULD ALLOW FOR STUDENTS -LOW VOLUME ] AQUATICS AND SAFETY TRAINING , WHICH IS A COLLABORATION BETWEEN HEALTH AND PE AND CAREER TECHNICAL EDUCATION.
IT IS AN ELECTIVE THAT WILL PAIR WELL WITH THE CAREER CLUSTERS.
IT WILL PREPARE STUDENTS WHO ARE 15 YEARS AND OLDER TO BECOME PROFESSIONAL LIFEGUARDS , BY INTRODUCING THEM TO CONCEPTS AND SKILLS NECESSARY TO PREVENT AND RESPOND TO AQUATIC EMERGENCIES IN THE SWIMMING POOL.
THE STUDENTS WILL EARN THE AMERICAN RED CROSS CERTIFICATION, AND TRAINING FOR OPPORTUNITIES.
ALSO COMPLETE ELECTIVE REQUIREMENTS FOR ONE OF THE CAREER CLUSTERS.
THE CREDIT RECOVERY IS A NET AFTER SCHOOL IN PERSON PROGRAM THAT ENCOURAGES SUCCESSFUL REMEDIATION OF STUDENTS WHO FAILED SPECIFIC CORE CLASSES NEEDED TO MEET GRADUATION REQUIREMENTS.
THE STUDENT MUST ATTEND AND TAKE THE CLASS REQUIRED.
AT THE MIDDLE SCHOOL, AMERICAN SIGN LANGUAGE 133 WILL BE OFFERED AS WELL.
MODERN MUSIC, WHICH IS A BRAND-NEW COURSE THAT WILL PROVIDE STUDENTS WITH CONTEMPORARY AND COMMUNITY-BASED EXPERIENCE COME OUTSIDE OF THE TRADITIONAL SETTING THAT WILL APPEAL TO A LARGER NUMBER OF STUDENTS.
FOCUSED ON MODERN AND RELATIVE MUSIC.
WE ALSO WANT THEM TO DEVELOP MOTIVE RECRUITMENT PATHWAYS AND ENSURE EFFICIENT MOVEMENT.
THIS PROVIDES MIDDLE SCHOOLS WITH HEALTH AND PE ELECTIVES THAT ARE MOVEMENT BASED.
NEXT SLIDE. THE MAJORITY OF DELETIONS ON THE SLIDER DUE TO OUR ONLINE LEARNING VENDORS DISCONTINUATION OF THE COURSES. ADVANCED SPANISH DUAL LANGUAGE IS A PROPOSED DELETION DUE TO THE IMPLEMENTATION OF PROPOSED ADDITION TO THE DUAL LANGUAGE SPANISH LANGUAGE ARTS FOR HONORS COURSE.
FINALLY, VIRTUAL LEARNING WILL CONTINUE IN THE 2023 AND 2024 SCHOOL YEAR FOR ELEMENTARY AND SECONDARY STUDENTS. ELEMENTARY STUDENTS WILL CONTINUE TO ACCESS SYNCHRONOUS INSTRUCTION OF VIRTUAL VIRGINIA, WHILE SECONDARY STUDENTS WILL HAVE ACCESS TO IMAGINE LEARNING INGENUITY. JUST FOR REFERENCE, OUR CURRENT DATA, WE HAVE 65 ELEMENTARY SCHOOL STUDENTS WHO ARE ENROLLED IN VIRTUAL VIRGINIA , 21 HIGH SCHOOL STUDENTS, WHO ARE FULL-TIME, WITH IMAGINE LEARNING INGENUITY.
WE DO NOT CURRENTLY HAVE ANY MIDDLE SCHOOL STUDENTS THAT ARE ENROLLED IN IMAGINE LEARNING INGENUITY.
NOW, I WILL TURN IT BACK OVER FOR ANY QUESTIONS YOU MIGHT HAVE AT THIS TIME.
COLLEAGUES, DO WE HAVE QUESTIONS? I'M GOING TO CALL ON YOU FIRST.
THANK YOU , MS. SANDERS, FOR THE PRESENTATION.
I THINK YOU DID A GREAT JOB COVERING ALL OF THAT.
YOU ANSWERED A LOT OF QUESTIONS I HAD.
I JUST WANTED TO I GUESS MAKE A COMMENT ABOUT THE SPANISH DUAL LANGUAGE PROGRAM.
[03:20:05]
JUST FOR ANYBODY WHO IS LISTENING, WE HAVE THE DUAL LANGUAGE PROGRAM AT MOUNT VERNON AND JOHN ADAMS ELEMENTARY SCHOOLS.OVER THE LAST THREE YEARS, THE PROGRAM HAS EXPENDED TO MIDDLE SCHOOL.
THE LAST THREE YEARS WE ADDED SIX GRADE SOCIAL STUDIES IN SPANISH ON SEVENTH AND EIGHTH GRADE.
I WAS REALLY INTERESTED TO SEE WHAT WAS GOING TO BE HAPPENING.
IT SOUNDS LIKE YOU ARE ADDING THE SPANISH LANGUAGE ARTS THREE AND WE ARE GOING TO BE ADDING FOUR AS WELL AS THE OPTION FOR 12TH GRADE. ONE THING I NOTICED, WHEN I WAS LOOKING AROUND ONLINE, AND WHEN I WAS REVIEWING THE DRAFT OF THE PROGRAM OF STUDIES, THERE IS SIMPLE COURSE SEQUENCES IN THE BOOK , AND ALSO ON OUR WEBSITE FOR DUAL LANGUAGE, BUT THEY ACTUALLY HAVE SOME OF THE OUTDATED INFORMATION.
I CANNOT FIND THAT ANYWHERE ON OUR WEBSITE OR IN THE GUIDE.
I APPRECIATED YOUR COMMENT ABOUT WANTING TO LOOK AT HOW ENROLLMENT DOES AT THE HIGH SCHOOL, AND WE MAY LOOK AT EXPLORING OTHER OPTIONS TO OFFER OTHER COURSES.
I THOUGHT IT MIGHT BE GOOD TO COMBINE THAT CONVERSATION WITH A LOOK AT THE ASSESSMENT DATA FROM A STAMP ASSESSMENT, WHICH IS SOMETHING WE DID FOR THE FIRST TIME LAST YEAR, WHERE WE WERE MEASURING THE SPANISH LANGUAGE SKILLS OF THE FIFTH-GRADERS IN THE DUAL LANGUAGE PROGRAM.
WE ARE REALLY TRYING TO GET A BETTER HANDLE ON WHAT THE DATA IS IN TERMS OF THE STUDENTS OUTCOMES FOR THE PROGRAM, IT MAY BE THAT CAN HELP HOW WE SHAPE THE PROGRAMS ENHANCEMENTS IN THE FUTURE.
I'M WORKING IN: COLLABORATION WITH JENNIFER HAMILTON, WAS THE DUAL LANGUAGE COORDINATOR FOR A CPS.
SHE HAD EXTRAORDINARY IDEAS OF HOW TO CONTINUE TO BUILD THE DUAL LANGUAGE PROGRAM OUT TO ADDITIONAL CONTENT AREAS, AND WE WILL MAKE SURE THAT SPECIFIC COURSE SEQUENCE IS UPDATED AS WE MOVE TOWARDS ACTION IN DECEMBER FOR THE PROGRAM. THANK YOU.
THANK YOU. THANK YOU, MS. SANDERS FOR THE PRESENTATION.
I THINK THIS IS SUCH A BENEFIT OF ACPS, THE DIVERSITY OF COURSES WE OFFER.
IT'S ALWAYS EXCITING TO SEE WHAT THE NEW OPTIONS ARE.
I WANT TO DRILL DOWN ON THE ONLINE AMERICAN SIGN LANGUAGE OPTION.
I APPRECIATE YOU SAYING THAT ENROLLMENT WILL ENHANCE THE FUTURE.
I READ THE ONLINE OPTION WILL HAVE AN ADDED CHALLENGE FOR THE STUDENTS.
I AM JUST WONDERING , IT SAYS AND HERE WE ARE GOING TO OFFER ONE, TWO, AND THREE ONLINE.
THAT IS AN EXCELLENT QUESTION .
DEFINITELY NEED TO HAVE A CONVERSATION EXPLORED BEYOND JUST ME.
[03:25:07]
I DO KNOW HISTORICALLY, THERE HAVE BEEN CHALLENGES ABOUT IMPLEMENTATION OF AMERICAN SIGN LANGUAGE AS AN IN PERSON CLASS.I WOULD NEED TO GET MORE HISTORICAL CONTEXT TO BE ABLE TO BETTER RESPOND TO THAT.
I WOULD LOVE TO ENGAGE IN THE CONVERSATION AND FIGURE OUT WHAT IS THE BEST OPTION FOR THE STUDENTS.
THANK YOU. I HEARD THE REQUEST.
I AM CONCERNED THAT IF WE USE DATA TO SAY THESE ARE HOW MY STUDENTS ARE INTERESTED IF THEY ROLL IN ROLL AND AN ONLINE PROGRAM. THERE MAY BE STUDENTS WHO CHOOSE NOT TO TAKE THE COURSE BECAUSE THEY DO NOT WANT TO DO AN ONLINE WORLD LANGUAGE PROGRAM.
THE LEVEL OF INTEREST IS NOT PROBABLY GOING TO BE AN ACCURATE COUNT FOR US.
SIMPSON BAIRD --DURING THE BUDGET AMENDMENT PROCESS WE HAD A COUPLE OF AMENDMENTS THAT PUT IN ASL AS A COURSE FOR THIS COMING YEAR.
IT'S A MUCH BETTER PROSPECT TO GO THROUGH THE PROGRAM OF STUDIES.
AND WORK THROUGH THAT PROCESS RATHER THAN PUTTING IN AN AMENDMENT.
AT THAT POINT, SOME OF THE PREVIOUS FOLKS HAD SAID THEY WOULD BE WORKING THROUGH PUTTING A COURSE TOGETHER THAT WOULD INFORM THE PROGRAM AND STUDY.
I KNOW YOU ARE NEW IN THIS ROLE.
IF THERE'S ANY SOLUTIONS, I THINK ASL ONE MAKES SENSE IF THERE'S A WAY TO DO IT.
CERTAINLY WE NEED TO FIND AN ASL INSTRUCTOR.
WE WILL HAVE TO MAKE SURE WE HAVE SOMEONE QUALIFIED TO DO THAT .
I UNDERSTAND THE CURRICULUM AND EVERYTHING THAT HAS TO HAPPEN.
IF WE CAN MOVE THIS TO YOU IN PERSON, I THINK THAT WOULD BE BEST FOR STUDENTS.
WE MADE SOME CHANGES TO BOTH THE POLICY AND REGULATIONS, AND IT PULLING FROM PREVIOUS ONES.
THAT IS JUST MORE OF A COPY , PASTE, AND UPDATE.
THANK YOU, THAT IS IT. ALL RIGHT.
DURING SOME OF THE HIGH SCHOOL PROJECT SESSIONS, WE TALKED A LOT ABOUT CREATING INDIVIDUAL PATHWAYS FOR STUDENTS , AND FORMING THOSE PATHWAYS INTO THE PROGRAM OF STUDIES.
MY QUESTION IS, ARE THOSE RECOMMENDED COURSE MAPS? IS THAT SUPPOSED TO FULFILL THAT FUNCTION, OR ARE WE STILL TALKING ABOUT DOING THAT? I JUST WANTED TO GET SOME CLARITY ON THAT QUESTION.
HIGH SCHOOL PROJECT OR STRICTLY TO THE HIGH SCHOOL COURSEWORK FOR NEXT YEAR? I THINK THEY ARE TWO CONVERSATIONS.
YEAH, I GUESS THE COURSEWORK FOR NEXT YEAR THAT WE TALKED ABOUT BY THE TIME WE GET TO THE NEW HIGH SCHOOL CONCEPT WE WERE TALKING A LOT ABOUT HAVING INDIVIDUALIZED PATHWAYS , AND AS SUCH, POSSIBLY CRAFTING THE PROGRAM OF STUDIES IN A WAY THAT DEMONSTRATED THE COURSES THAT WERE AVAILABLE IN MORE OF A PATHWAY FRAMEWORK.
ARE WE STILL ON THAT ROAD , I GUESS IS MY QUESTION.
MIMIC WHAT THAT MIGHT LOOK LIKE? OR NOT? IF YOU WANT TO ADD TO THAT, BUT JUST NOTE WE DO HAVE THAT PLANNING MEETING COMING UP.
WE NEED TO START A MINIMUM OF ABOUT 14 MOUNT MONTHS OUT.
THAT'S WHY THE MEETING IS HAPPENING IN DECEMBER, WHERE THE TEAM WILL COME TOGETHER TO M.A.P.
IT OUT. MS. SANDERS, I WILL LET YOU OUT ONTO THAT.
WE DO SEE THAT AS TWO SEPARATE THINGS.
THIS YEAR, THEN GOING INTO WHAT THE PATHWAYS LOOK LIKE WITH THE NEW HIGH SCHOOL PROJECT.
JUST TO EXTEND THAT, THE DESIGN TEAM IS WORKING TO DEVELOP A COMMITTEE THAT IS CROSS DEPARTMENTAL.
[03:30:02]
AS WE TALK ABOUT FULL IMPLEMENTATION OF INSTRUCTIONAL PROGRAMMING, AND WHAT IS NEEDED, TRULY, TO OPEN UP THE NEW CAMPUS IN 2025.ONE OF THE THINGS WE ARE EXPLORING, IS GETTING BACK TO THE CORE OF WHAT WE SAID, WHAT WE WERE GOING TO DO WHEN WE FIRST STARTED THE EDUCATIONAL DESIGN TEAM, AND THAT WAS CENTERED AROUND THE EDUCATION AND HUMAN SERVICES.
I KNOW DR. JACOBS WAS HERE ON THE CALL WITH ME , AND ALL OF THE OTHER TEAM MEMBERS ARE WORKING TO BUILD OUT WHAT THOSE PATHWAYS WOULD LOOK LIKE , TO ENSURE THEY ARE NOT JUST OFFERED UP THE CAMPUS, BUT THEY ARE GOING TO BE PART OF OUR CONNECTED HIGH SCHOOL NETWORK.
AT THE HOWARD CAMPUS, KING STREET CAMPUS, AND BEYOND.
THAT IS HAPPENING THROUGH THE PLANNING PROCESS.
NOW, WITH FEEDBACK THROUGH SCHOOL LEADERSHIP, WE HAVE SOLICITED STUDENT SERVICES IN REGARDS TO COUNSELING PROGRAM , AS WELL AS TEACHING LEARNING AND LEADERSHIP AND HUMAN RESOURCES, AS WE TALK ABOUT WHAT IMPACT WE HAVE.
[26. Report from Meagan L. Alderton ]
RESTORATIVE CIRCLE HERE.WE HAVE A LOT OF BUDGET STUFF COMING UP.
MAKE SURE YOU CHECK THE BUDGET CALENDAR.
IF A PUBLIC HEARING ON THE CIP BUDGET.
FOLKS WHO WANT TO SPEAK WITH THAT, STILL DO.
ON THE SCHOOL BOARD MANY MEETING PAGE.
TUNEUP TO THE CALENDAR OF ALL THE BUDGET STUFF COMING.
OUR NEXT BOARD MEETING IS DECEMBER 1ST 2022.
PASSING IT OVER . I AM THE HOLDER APPEAR FOR THE MEETING THIS AFTERNOON.
[27. Report from Interim Superintendent Dr. Melanie Kay-Wyatt]
THANKFULLY, I DO STILL HAVE SOME ANNOUNCEMENTS THAT MY STUDENT REPS HAVE NOT TAKEN FROM ME.IT WAS HOSTED BY THE ALEXANDRIA PTA COUNCIL.
PARENTS WERE SAVED SCHOOLS AND MEMBERS OF THE .
THANK YOU FOR KEEPING OUR SCHOOL SAFE.
I APPRECIATE THE INPUT THAT WAS PROVIDED, AND WE ARE DEFINITELY LISTENING.
ON ANOTHER NOTE, I REALLY WANT TO TAKE A MOMENT TO SPEAK TO THIS.
SCHOOL-AGE CHILDREN AND OVERDOSES AROUND OPIATES AND FENNEL.
I DID SEND OUT A VIDEO TO PARENTS AND STUDENTS.
THE ONE THING I DO NOT WANT TO DO IS PUT A LABEL ON THIS PROBLEM , WHICH ONLY EXASPERATES LEADING UP TO MORE STIGMA AROUND. I WANT TO MAKE SURE WE ARE KEEPING THAT IN THE FOREFRONT OF OUR DISCUSSIONS, WHEN WE ARE TALKING ABOUT SUPPORTING OUR STUDENTS AROUND OVERDOSE. WE WANT TO REALLY FOCUS ON OVERCOMING THOSE BARRIERS.
ALSO, THE NATIONAL INSTITUTE ON DRUG ABUSE FURTHER POINTS OUT LITTLE HAS BEEN DONE TO REMOVE THE STIGMA AROUND SUBSTANCE ABUSE DISORDERS AND SOMETHING ELSE AS A SCHOOL DIVISION WE CAN REALLY PUT A SPOTLIGHT ON, TO MAKE SURE WE ARE DRESSING THAT TO SUPPORT OUR FAMILIES.
IN THAT, WE DO HAVE SOME SUPPORTS FOR STUDENTS WITH SUBSTANCE USE.
WE DO HAVE A WEBPAGE THAT HAS ACPS RESOURCES ABOUT ABUSE PREVENTION, AND ANY TYPE OF EDUCATIONAL INTERVENTIONS THAT MIGHT BE HELPFUL FOR OUR STUDENTS. WE ALSO, VERY IMPORTANT TO NOTE, WE HAVE A FACT SHEET ON FENTANYL THAT IS PROVIDED IN SEVERAL LANGUAGES.
PLEASE MAKE SURE WE ARE USING THOSE RESOURCES.
THESE ARE TOUGH CONVERSATIONS AROUND SCHOOL SAFETY AND SUBSTANCE USE .
[03:35:02]
NOVEMBER IS FAMILY ENGAGEMENT MONTH.IT IS ALSO NATIVE AMERICAN HERITAGE MONTH.
I AM ALSO PLEASED TO ANNOUNCE SOME RECOGNITIONS.
WE DO HAVE MR. PASCAL APPOINTED AS ACTING DIRECTOR OF HUMAN RESOURCES.
THAT TEAM IS UP AND FUNCTIONING.
WE ARE VERY GRATEFUL FOR THAT.
ALSO, PATRICK HENRY, AND AWARD FOR HER ONGOING COMMITMENT TO EXPANDING READING AND LITERACY FOR THE COMMUNITY.
ACCOLADES FOR JAMES K POLK ELEMENTARY SCHOOL, MS. SHARON FOX, SHE RECEIVED THE FIRST ANNUAL 2022 OPTIMISTIC TEACHER OF THE YEAR AWARD FROM THE CLUB OF ALEXANDRIA.
ACCOLADES AND KUDOS TO ALL OF THOSE FOLKS.
WE ALSO WANT TO GIVE A SHOUT OUT TO ALEXANDRIA CITY HIGH SCHOOL VOLLEYBALL PLAYER, CHLOE, WHO SET A SCHOOL RECORD IN ACHIEVING HER 2000 CAREER ASSIST THE SEASON, AND IS COUNTING.
YOU HEARD ABOUT THE GREAT NEWS OF THE VOLLEYBALL TEAM AND REGIONALS YESTERDAY.
IF YOU MISSED SECOND, OR HAD AN OPPORTUNITY GO, I WAS BACK-AND-FORTH WITH THE SCORE.
CONGRATULATIONS ARE ALSO IN ORDER FOR THE ACPS STUDENTS WHO EARN TOP THREE SPOTS IN THE ARMY JROTC RAIDERS PROGRAM, AS THEY COMPETED AGAINST 40 TEAMS FROM SCHOOLS IN D.C.
, MARYLAND, AND VIRGINIA LAST MONTH.
MY FINAL ONE THAT I AM HOLDING UP , I WANT TO MAKE SURE THAT YOU KNOW THE AC HS ORCHESTRA RECENTLY PERFORMED AT THE COMMUNITIES IN SCHOOLS NATIONAL CONFERENCES IN WASHINGTON, D.C., THERE WERE THE OPENING ACT FOR THE KEYNOTE SPEAKER, OUR FIRST LADY, DR.
JILL BIDEN. OUR STUDENTS AND STAFFS ARE DOING GREAT THINGS.
I WISH I COULD HIGHLIGHT THE MALL.
BUT I WOULD KEEP YOU HERE ALL NIGHT.
JUST THINK YOU FOR ALL YOU ALL DO.
WE ARE LOOKING FORWARD TO BRINGING YOU MORE DATA IN THE FUTURE, AND ALWAYS APPRECIATIVE OF OUR SCHOOL STAFF AND TEAMS FOR DOING GREAT WORK EACH AND EVERY DAY. THANK YOU.
[28. Announcements]
THE SCREEN, YOU ARE FIRST.I JUST WANTED TO PERSONALLY THANK THE ATTORNEY GENERAL'S OFFICE FOR COMING TO TOUR OUR WONDERFUL AND AMAZING HIGH SCHOOL , AND LEARN ABOUT OUR SCHOOL SYSTEM.
I DID GET TO STAND IN FOR CHAIR ALDERTON FOR THAT MEETING.
AS WELL AS THE CHIEF OF STAFF.
TRULY IMPRESSED AND ENGAGED WITH OUR SCHOOL.
SOME VERY PRODUCTIVE DISCUSSIONS WERE HAD AROUND SAFETY.
MALIK AND ELIZABETH, TWO OF OUR SENIORS, PROBABLY THE BEST TOUR GUIDES EVER.
I WANT TO THANK THEM. EVERYONE INVOLVED FOR PUTTING THE ACTUAL MEETING TOGETHER.
I THINK ONE THAT WILL LEAD TO ONGOING PRODUCTIVE DISCUSSIONS WITH THE ATTORNEY GENERAL.
THANK YOU TO EVERYONE INVOLVED.
THANK YOU, MISS GREEN. MR. HARRIS. YES.
REALLY BRIEFLY. I HAD THE PLEASURE OF MYSELF AND DR.
RIEF ATTENDING A DRIVE AT THE REC CENTER.
I JUST WANT TO COMMEND MY FRIEND AND COLLEAGUE , ROY BAILEY, WHO WORKS WITH THE COMMUNITY.
A COUPLE MONTHS AGO, BACKPACKS .
TWO WEEKS AGO, IT WAS WINTER COATS.
I JUST WANT TO COMMEND YOU. I KNOW YOU DO NOT ASK FOR IT.
BUT YOU DESERVE THE RESPECT AND ACKNOWLEDGMENT.
THANK YOU FOR EVERYTHING YOU DO.
THANK YOU. I SECOND THAT, MR. HARRIS. MR. BAILEY , I HAD A CHANCE TO COME.
THANK YOU FOR WHAT YOU ARE DOING FOR THE COMMUNITY.
MY ANNOUNCEMENT IS, HAPPY BIRTHDAY TO DR.
[03:40:01]
OKAY. WITH THAT, I NEED A MOTION TO ADJOURN.RIEF WHO SECONDED MR. HARRIS'S MOTION.
HAVE A GOOD EVENING.
* This transcript was compiled from uncorrected Closed Captioning.