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>> THIS IS THE VIRTUAL SPECIAL CALLED MEETING FOR ACPS FOR OCTOBER 1ST, 2020

[1. Meeting Called to Order by Chair Anderson]

[00:00:09]

WELCOME EVERYBODY.

I'M CALLING THE MEETING TO ORDER 4:03 PM.

AND I'M GOING TO DO ROLL CALL FOR BOARD MEMBERS.

SO WHEN I CALL YOUR NAME PLEASE INDICATE THAT YOU'RE PRESENT.

CINDY ANDERSON, I'M HERE.

VERONICA NOLAN?

>> PRESENT >> MEAGAN ALDERTON?

>> YES.

>> JACINTA GREENE?

>> HERE >> MARGARET LORBER >> PRESENT >> MICHELLE REIF >> HERE >> CHRISTOPHER

SUAREZ >> HERE >> HEATHER THRONTON >> HERE >> AND HAVE WE SEEN RAMEE YET?

[2. Observe a Moment of Silence]

SHE SOMETIMES GETS STUCK ON THE ATTENDEES SIDE.

OK I THINK SHE WILL BE JOINING US VERY VERY SHORTLY.

SO WE HAVE ONE PERSON MISSING RIGHT NOW.

AND WE'RE GOING TO START OFF WITH SHARING A MOMEMNT OF SILENCE.

OK THANK YOU EVERYONE.

OK WE ARE GOING TO MOVE ON TO ADOPTING THE AGENDA.

FOR TODAY COULD I GET A MOTION TO ADOPT THE AGENDA.

>> MADAM CHAIR, I MAKE A MOTION WE ADOPT THE AGENDA FOR TODAY.

[3. Adopt the Agenda for the October 1, 2020 virtual School Board Meeting]

>> SECOND.

>> I HEARD MS. GREENE FIRST.

MS. GREENE SECONDS MS. LORBER'S MOTION TO ADOPT THE AGENDA FOR TODAY.

BUT I THINK WE HAVE SOMETHING TO ADD.

MISS NOLAN DO YOU HAVE THAT LANGUAGE?

>> YES THANK YOU.

MADAM CHAIR I MOVE THAT WE ADD THE AGENDA ITEM DONATION TO ACPS TO AMEND THE AGENDA.

>> SECOND.

>> SECONDS AND MISS NOLANS' MOTION TO AMENDS THE AGENDA AND SO AS I GO THROUGH, THAT'S WHAT WE'RE ASKING FOR THE VOTE ON.

CINDY ANDERSON, YES.

(ROLE CALL).

>> THAT'S EIGHT YES AND ONE ABSENT TO AMENDS THE AGENDA AND WE HAVE TO VOTE ON THE AGENDA AS AMENDED.

CINDY ANDERSON, YES, VER RON A NOLAN?

>> YES.

>> OK, DIDN'T HEAR IT.

>> MEGAN ALDERSON.

>> YES.

>> MISS GREEN.

>> YES.

>> MARGARET.

>> YES.

>> MICHELLE.

>> YES.

>> CHRISTOPHER.

>> YES.

>> AND MISS GENTRY IS NOT HERE SO EIGHT YES'S AND ONE ABSENT AND THANK YOU FOR

[4. Written Public Comments]

VERY MUCH.

THE AGENDA IS AMENDED AND APPROVED.

SO NOW WE ARE ONTO COMMUNICATIONS AND ADDRESSES TO THE BOARD, WHICH IS A BIG TOPIC OF TODAY'S MEETING.

AND I SHOULD LET YOU KNOW IF YOU WANT TO SUBMIT WRITTEN COMMENTS TO OR SIGN UP TO SPEAK VIRTUALLY, YOU HAVE TO GO TO THE SCHOOL BOARD MEETING PAGE TO FIND THE LINK TO THE FORM AND THE DEADLINE IS NOON ON WEDNESDAY OR THE DAY BEFORE OUR MEETING IN ORDER TO BE INCLUDED IN THE NEXT DAY'S MEETING.

ORAL PUBLIC COMMENTS APPEAR ON AGENDAS WHICH DO NOT HAVE PUBLIC HEARINGS AND THE SCHOOL BOARDS WILL HEAR 30 MINUTES OF COMMENTS AT NONREGULAR SCHOOL BOARD MEETINGS.

IF YOU SIGNED UP TODAY, IF YOU HAVEN'T ALREADY, YOU SHOULD RAISE YOUR HAND SO THAT THE CLERK CAN MOVE YOU OVER WHEN IT'S YOUR TURN, AND SINCE WE HAVE QUITE A FEW SPEAKERS TODAY, WE HAVE 23, WE NEED TO STAY WITHIN OUR TIME LIMIT.

[00:05:07]

SO APPRECIATE THAT.

APPRECIATE THAT AND THANKS AHEAD OF TIME FOR THAT.

WE ALSO HAVE TWO THINGS ON OUR PUBLIC HEARING TODAY.

[5. Public Hearing on the FY 2022 Combined Funds (CF) and the FY 2022-2031 Capital Improvement Program (CIP) Budgets]

THE FIRST IS A BUDGET PUBLIC HEARING FOLLOWED BY A PUBLIC HEARING ON THE ACPS ALEXANDER POLICE DEPARTMENT AND WE WILL START WITH THAT PERSON, SO THE FIRST SPEAKER ON THE BUDGET AND THE ONLY SPEAKER IS CAROLINE LYLE.

>> CAN YOU HEAR ME?

>> YES, WE CAN, THANK YOU.

>> THANK YOU VERY MUCH.

I'M A RESIDENT OF ALEXANDRIA AND I'M THE COORDINATOR OF A GROUP OF ALEXANDRIANS CONCERNED ABOUT THE DEVASTATING IMPACT OF CLIMATE CHANGE.

THE REASON I WANT TO TALK ABOUT THE BUDGET IS I WANT TO ASK THE SCHOOL BOARD TO PRIORITIZE THE DESIGN FOR NEW CONSTRUCTIONS THAT COMPLY WITH THE NET ZERO ENERGY REQUIREMENT OF THE CITY OF ALEXANDRIA GREEN BUILDING POLICY 2019.

AND THAT MEANS THAT WE HAVE TO GET TECHNOLOGIES THAT WILL MAKE THE BUILDINGS NET ZERO ENERGY, WHERE THE ACTUAL ENERGY DELIVERED IS LESS THAN THE ONSITE RENEWABLE ENERGY.

THE SCHOOL BOARD MADE A GREAT DECISION FOR DOUGLAS MCARTHUR FOR NET ZERO AND THANK YOU FOR THAT.

ALSO, WHEN YOU RETROFIT, PLEASE ALSO PUT IN THE BUDGET ENERGY EFFICIENT SO THAT THE SCHOOL CAN CONTRIBUTE TO THE CITY'S GOAL UNDER THEIR ENVIRONMENTAL ACTION PLAN OF REDUCING GREENHOUSE GAS EMISSIONS BY 50%, VISAVIS 2005.

PRIORITIZE DESIGN FOR BOTH NEW CONSTRUCTION TO COMPLY WITH THE GREEN BUILDING POLICY AND FOR RETROFITS, YOU WANT TO PRIORITIZE ENERGY, TECHNOLOGIES IN THE DESIGN, EITHER NEW OR RETROFIT THAT DO NOT COMMIT CARBON DIOXIDE METHANE AND OTHER GREENHOUSE GASES.

THANK YOU FOR YOUR COMMITMENT IN MAINTAINING A HEALTHY COMMUNITY.

THANK YOU.

>> THANK YOU, MISS LYLE.

ONE OTHER THING I MEANT TO SAY TO PEOPLE IN CASE THEY HAVEN'T TESTIFIED BEFORE IS THAT BOARD MEMBERS ARE HERE TO LISTEN TODAY AND THERE WON'T BE ANY RESPONSES TO ANY COMMENTS AT ALL, JUST SO YOU KNOW.

AND SO NOW, THAT'S THE END OF OUR PUBLIC HEARING ON THE BUDGET FORWARD NOW.

[6. Public Hearing on the ACPS/Alexandria Police Department (APD) Memorandum of Understanding (MOU)]

THERE WILL BE OTHER OPPORTUNITIES TO WEIGH IN LATER.

WE'LL NOW START OUR PUBLIC HEARING ON THE MO GROUP BETWEEN ALEXANDRIA POLITICIAN DEPARTMENT AND ACPS.

FIRST UP, WE HAVE RAPHAEL LOBO.

>> HELLO TO ALL OF THE SCHOOL BOARD MEMBERS, SUPERINTENDENT AND STAFF.

MY NAME IS RAPHAEL LOBO.

I AM A SOPHOMORE FROM CB HIGH SCHOOL.

I AM HERE TO SAY THAT I THINK POLICE SHOULDN'T BE IN SCHOOL AND THE CONTRACT BETWEEN ACPS AND SCHOOL BOARD SHOULD END.

HAVING POLICE PRESENT IN OUR SCHOOL CAUSES THE STUDENTS OF COLOR STRESS AND ANXIETY THINKING IF WE WILL EVER HAVE A CONFRONTATION WITH AN OFFICER IN OUR OWN SCHOOL.

I, BEING AN IMMIGRANT, DO NOT TRUST POLICE IN MY COMMUNITY AND DO NOT TRUST POLICE IN MY SCHOOL EITHER.

WHAT I OBSERVE IS THAT JUST BECAUSE WE ARE LATINOS OR BLACK, POLICE THINK WE ARE TO DO SOMETHING BAD.

IN ACPS  IF ACPS REALLY WANTS TO CREATE AND MAINTAIN SAFE AND SECURE SCHOOL ENVIRONMENT, THEN LET'S INVEST IN TRAINING OUR COUNSELORS, THERAPISTS, SOCIAL WORKERS AND STAFF.

SO WE ARE HERE TODAY TO TELL YOU AS A SCHOOL BOARD MEMBER TO VOTE FOR AN END TO THESE MOU BECAUSE POLICE FREE OF SCHOOLS IN ACPS ARE CRITICAL TO CREATING BETTER EDUCATION SPACES FOR US YOUTH.

THANK YOU FOR GIVING ME THE CHANCE TO SPEAK.

>> THANK YOU.

NEXT UP, WE HAVE RUTH KEBIBOU.

>> HI.

>> HOW ARE YOU TODAY?

>> I'M DOING GOOD.

HOW ABOUT YOU?

[00:10:02]

>> GOOD.

GO AHEAD AND GET STARTED.

>> OK.

HELLO, SCHOOL BOARD MEMBERS, SUPERINTENDENTS AND STAFF.

MY NAME IS RUTH AND I'M AN EIGHTH GRADER FROM FRANCIS MIDDLE SCHOOL AND I'M INVOLVED IN THE WORKERS' UNITED YOUTH GROUP AND I'M HERE TO SAY THAT POLICE SHOULD NOT BE IN OUR SCHOOLS BECAUSE THERE IS RACIAL UNJUSTS GOING AROUND OUR COMMUNITY, SUCH AS THE BREONNA TAYLOR SITUATION.

I KNOW WE'RE NOT LIKE MANY OTHER CITIES, BUT WE NEED TO PREVENT HARM AND BE PROACTIVE.

PLUS, THEM BEING HERE DOESN'T MAKE OUR SCHOOLS ANY SAFER.

IF SAFETY IS A CONCERN, WE HAVE A LAW OF SECURITY AROUND OUR SCHOOLS AND ABOUT 76% OF OUR SCHOOLS AT FRANCIS HAMMOND MAKE UP THE HISPANIC AND BLACK POPULATION.

IN THIS POLICE CLIMATE WE'RE IN, WE'RE TARGETED BY WHITE SUPREMESTS.

HAVING POLICE PRESENCE DOES NOT CREATE ANY POSITIVITY FOR OUR SCHOOL.

THEY BARELY DO ANYTHING FOR OUR SCHOOL.

WHAT ARE THEY GETTING PAID FOR? WHY DO WE NEED THIS ARGUMENT? A STUDY HAS SHOWN THAT BLACK STUDENTS ARE MORE LIKELY TO GET ARRESTED THAN WHITE STUDENTS.

IN MY OPINION, POLICE SHOULD NOT BE IN OUR SCHOOLS UNLESS HARM IS IN OUR WAY.

THEN WE SHOULD CALL FOR THEM AS FIRST RESPONDERS.

MY BIGGEST CONCERN IS THEY MIGHT USE THEIR POSITION FOR SOMETHING BAD LIKE HARMING OTHER STUDENTS.

POLICE IN OUR SCHOOLS ARE ALSO TAKING OVER WORK THAT IS SUPPOSED TO BE DONE BY TEACHERS AND DEANS AND SOCIAL WORKERS.

IT IS NOT OK, BECAUSE THEY ARE NOT QUALIFIED TO WORK AS TEACHERS, ADMINISTRATORS, DEANS, COUNCILLORS AND SOCIAL WORKERS.

THEY'RE JUST MADE TO BE A PERSON THAT'S SUPPOSED TO PROTECT US.

YET, THEY CAN'T EVEN DO THAT.

I'M HERE TODAY AS A BLACK STUDENT TO SAY TO YOU TO PUT AN END TO THE MOU IN THE NEXT FEW WEEKS BECAUSE HAVING THIS SORT OF POLICE IN OUR SCHOOL CREATES HARM TO OUR SCHOOLS AND THANK YOU FOR LETTING ME SPEAK.

>> NEXT UP, ALEXANDRA CABERA.

>> GOOD AFTERNOON, SCHOOL BOARD MEMBERS, SUPERINTENDENT AND ACPS STAFF MEMBERS.

I'M A FRESHMAN AT MINNY HOWARD.

I WOULD LIKE TO TELL YOU WHY THERE SHOULD BE AN END TO THE DEAL BETWEEN ACPS SCHOOLS AND POLICE DEPARTMENT.

THEY MAKE ME FEEL SCARED AND UNCOMFORTABLE, BUT ALSO MAKE MANY BROWN AND BLACK STUDENTS, AS WELL.

I FEEL LIKE THEY'RE LOOKING AT US  LIKE WE'RE UP TO NO GOOD.

I KNOW THAT ADULTS SAY THAT WE NEED THEM JUST IN CASE IF SOMEONE TRIES TO HARM US.

BUT THAT'S THE THING, WE HAVE DRILLS IN SCHOOLS TO KNOW WHAT TO DO IN THOSE TYPES OF SITUATIONS.

FOR FIVE YEARS, WE HAVE CONTINUED TO  (INDISCERNIBLE).

>> WE HAVE TO THINK ABOUT HOW OFTEN WE WILL FACE DANGEROUS SITUATIONS AND TO THINK ABOUT IF A COP WILL TRULY PREVENT ANYTHING.

I PERSONALLY WITNESSED A TEACHER RESEARCHING  (INDISCERNIBLE) >> ONE OF MY CLASSMATES WAS NOT PAYING ATTENTION AND MISBEHAVING DURING CLASS.

WE ASK YOU TO NOT RENEW BUT TO END THIS ARGUMENT.

AS MUCH AS YOUR RIGHT  (INDISCERNIBLE) >> THEY ARE POLICE OFFICERS IN OUR

[00:15:04]

SCHOOLS.

YOU SHOULD VOTE FOR AN END TO THIS MOU.

THANK YOU FOR GIVING ME THE OPPORTUNITY TO SPEAK TODAY.

>> THANK YOU.

>> NEXT UP, WE HAVE SISSON TESFAY.

>> HELLO.

>> HELLO.

I'M 17 AND A SENIOR AT TC WILLIAMS HIGH SCHOOL.

I LIVE IN THE CITY OF ALEXANDRIA AND HAVE BEEN A PART OF THE YOUTHLEAD GROUP SINCE MY FRESHMAN YEAR OF HIGH SCHOOL.

THIS IS AN ORGANIZATION THAT HAS BEEN AROUND FOR OVER 30 YEARS.

DWU IS ABOUT ORGANIZING COMMUNITIES OF COLOR AND CREATING SYSTEMATIC CHANGES.

THE YOUTH ARE WORKING ON HAVING THE SCHOOL SYSTEM AND CONTRACT WITH THE POLICE DEPARTMENT BECAUSE WE BELIEVE THAT WE SHOULD HAVE POLICEFREE SCHOOLS BECAUSE POLICE OFFICERS HAVE ALWAYS HAD A HISTORY OF CRIMINALIZING BLACK AND BROWN COMMUNITIES.

YOUTH OF COLOR ARE SILENCED BY ADULTS AND IT'S TIME THAT THE YOUTH SPEAK UP ON ISSUES DIRECTLY IMPACTING US.

WE ARE ALWAYS UNDERESTIMATED BY ADULTS AND WE DO NOT WANT THE POLICE IN OUR SCHOOLS.

IN THE YEAR 2018, 18% OF OUR SCHOOL SUSPENSIONS INVOLVED LAW ENFORCEMENT REFERRALS.

HAVING COPS AFFECT OR ORGANIZATION BECAUSE THAT LEADS US TO BE MORE IN SCHOOL.

HAVING POLICE OFFICERS IN OUR SCHOOLS DO NOT HAVE ANY BENEFITS BECAUSE I'VE PERSONALLY WITNESSED THAT THEY DON'T INTERACT WITH THE STUDENTS AND JUST STAND AROUND OR SCROLL THROUGH INSTAGRAM.

THEY DO NOT POSE IN A WORKING ENVIRONMENT AND THE FACT THEY HAVE FIREARMS IS THREATENING IS DISTURBING AND TRAUMATIZING FOR US, THE STUDENTS.

THE STUDENTS DON'T NEED TO GET TO KNOW THE OFFICERS BECAUSE WE DON'T TRUST THEM IN OUR COMMUNITY, MUCH LESS WE WILL NOT TRUST THEM IN OUR SCHOOLS.

SINCE 2013, WE HAVE BEEN FIGHTING TO HAVE A PROPER IMPLEMENTATION OF PRACTICE IN OUR MIDDLE SCHOOL AND HIGH SCHOOL.

THEY HAVE SEEN OVER THE PAST YEARS AS ACPS, MEMBERS OF SUSPENSIONS AMONG THE YOUTH OF COLOR AND RESTORATIVE PRACTICE IS ALSO A GOOD WAY AND IT'S AN ALTERNATIVE TO SUSPENSION IN A PROGRAM THAT CREATES COMMUNITY BUILDING IN OR SCHOOLS.

IT'S A PROGRAM THAT FOR YOUNG PEOPLE TO BE HEARD, UNDERSTOOD AND GIVEN A SECOND OPPORTUNITY.

WE BELIEVE WE NEED MORE RESOURCES AND FINDINGS.

WE HAVE COPS THAT CONTINUE TO CRIMINALIZE US.

OVER THE PAST FEW MONTHS, WE'VE BEEN MEETING WITH OUR SCHOOL BOARD MEMBERS BECAUSE THEY HAVEN'T THE POWER TO END THIS CONTRACT.

WE'VE MET WITH SIX CITY COUNCIL MEMBERS.

WE DO NOT PLAN TO STOP UNTIL WE HAVE SCHOOL BOARD MEMBERS AND THIS CONTRACT.

WE HOPE YOU SUPPORT OR UNION, OUR ISSUES AND OUR SOLUTION.

>> THANK YOU.

NEXT UP, WE HAVE MILI PORMA MORAN.

(INDISCERNIBLE).

>> CAN YOU JUST SPEAK? WE CAN'T HEAR YOU.

WE'RE NOT SURE IF WE'RE HAVING TROUBLE OR YOU'RE NOT ON? HELLO?

>> HELLO.

>> GO AHEAD AND START.

>> HELLO TO OUR SCHOOL BOARD MEMBERS, SUPERINTENDENT AND ACPS.

I'M A SOPHOMORE AT TC WILLIAMS AND I HAVE BEEN A MEMBER OF TW EVER SINCE SIXTH GRADE.

I THINK THERE SHOULDN'T BE POLICE IN SCHOOL BECAUSE WE DON'T FEEL SAFE AND THEY DO NOT GIVE THE MESSAGE OF SAFETY.

WHEN I WAS IN EIGHTH GRADE, THE POLICE OFFICER AT GEORGE WASHINGTON MIDDLE SCHOOL ACCIDENTALLY DISCHARGED THEIR WEAPON IN SCHOOL.

THAT WAS SCARRY AND INCIDENTS SUCH AS THOSE CAN KEEP ON HAPPENING IN OR

[00:20:01]

SCHOOLS, SUCH AS FRO'S HAVE TRAINING.

THERE ARE STILL POLICE OFFICERS THAT ARE MEANT TO SERVE YOU AND POLICE AS YOUTH.

SO I STAND BEFORE YOU TO POLICE SUPPORT POLICEFREE SCHOOLS NOW BECAUSE SCHOOL EDUCATION IS NOT CRIMINALIZATION.

POLICE IMPROVE OR SCHOOL CLIMATE AND INVEST OTHER POLICIES THAT WILL CONTINUE, THAT WILL BE AFFECTED BECAUSE THIS MOU IS NOT  PLEASE VOTE TO END THIS.

THANK YOU FOR YOUR TIME.

>> NEXT UP IBINA BOUBAN.

>> HELLO SCHOOL BOARD MEMBERS.

I'M A FRESHMAN AT MINNY HOWARD.

I'M HERE TODAY TO LET YOU KNOW THAT I THINK THAT POLICE SHOULDN'T BE IN OUR SCHOOLS BECAUSE THERE ARE RACIAL INJUSTICES IN OUR COMMUNITIES AND AROUND THE NATION DUE TO POLICE OFFICERS, ESPECIALLY AROUND BLACK PEOPLE.

STUDENTS OF COLOR OFTEN FEEL INTIMIDATED JUST SEEING THEM OUR SCHOOLS.

STUDENTS DON'T EVEN NEED TO SEE THEM TO KNOW THEY'RE THERE BECAUSE WE CAN SEE THEIR CAR AS SOON AS WE WALK THROUGH THE MAIN OFFICE.

STUDENTS OF COLOR ARE MORE LIKELY TO GET SUSPENDED AND WE'VE SEEN THAT IN SCHOOL YEAR 20172018.

WE KNOW THEY'RE BEING MADE THROUGH CITY'S BUDGET.

FUNDING SCHOOL POLICING IS FUNDING SCHOOL PUSHOUTS, ESPECIALLY FOR STUDENTS OF COLOR.

THE FUNDING USED TO PAY FOR THEM COULD BE USED TO HIRE MORE ADMINISTRATORS, LIKE DEANS, AND COUNSELORS.

THEY ARE DOING VIRTUALLY NOTHING AND THEY DON'T EVEN PREVENT SCHOOL SHOOTINGS.

WE SEE THE CONTRACTS AND IT DESCRIBES US AS AIRHEADED.

THIS MOU DOES NOT WELCOME STUDENTS IN A SAFE ENVIRONMENT AND AFTER HEARING MANY STORIES, THIS SHOULD END IMMEDIATELY.

WE KNOW YOU AS SCHOOL BOARD MEMBERS KNOW YOU HAVE AN OPPORTUNITY TO MAKE A VOTE AND WE KNOW YOU CAN TRUST YOUTH OF COLOR WHEN WE TELL YOU TO PLEASE END THIS AGREEMENT.

THANK YOU.

>> THANK YOU.

NEXT UP, WE HAVE KAREN ADOU POLKO.

>> CAN YOU HEAR ME.

>> YES.

>> GOOD AFTERNOON.

I'M AN EIGHTH GRADER AND ALSO FROM TENANTS AND WORKERS' UNITED.

I'M HERE TODAY TO SPEAK TO THE SCHOOL BOARD MEMBERS ON WHY WE SHOULD REMOVE POLICE FROM OR SCHOOLS AND END THE AGREEMENT.

AS A STUDENTS, IN TALKING TO MY FRIENDS AND PEERS, WE DO NOT FEEL COMFORTABLE HAVING POLICE OFFICERS IN OUR SCHOOL.

WHEN AN OFFICER IS PULLING A STUDENTS OUT OF CLASS JUST BECAUSE THEY ARE DISTRACTING, THAT IN ITSELF CREATES FEAR AND DISCOMFORTS.

THE MOMENT WE ARE LIVING AS YOUTH AND COLOR, I FEEL UNSAFE IN MANY OF MY SURROUNDINGS AND SCHOOLS SHOULDN'T BE ONE OF THEM.

I AM SEEING SO MUCH RACISM AGAINST BLACK PEOPLE AND THE LEAST THEY COULD DO IS REMOVE OFFICERS FROM OUR SCHOOL.

THEY ARE ALWAYS AT OUR SCHOOL.

WE CAN'T HAVE A SMALL ACTIVITY WITHOUT THEM BEING IN OUR WAY OR THEM SURROUNDING US ASSUMING WE DO SOMETHING WRONG.

[00:25:07]

WE HOPE THAT IN THE NEAR FUTURE, YOU VOTE TO END THIS AGREEMENT BECAUSE NOTIFYING THE MOU WILL NOT CHANGE ANYTHING.

NOTIFYING THIS CONTRACT WILL GIVE THE MESSAGE THAT ACPS WILL CONTINUE TO DRIVE US TO THE PRISON PIPELINE.

THANK YOU FOR GIVING ME THE OPPORTUNITY TO SPEAK.

>> THANK YOU.

NEXT ON OUR LIST, WE DON'T SEE THIS  I'LL CALL THIS OUT BECAUSE SOMETIMES WE HAVE SOMEONE JOIN US UNDER A DIFFERENT NAME.

AND NEXT UP WE HAVE LESFIA BENAGES.

IF YOU'RE HERE, CAN YOU RAISE YOUR HAND.

>> YES.

OK.

WE'LL GO ON AND COME BACK TO CHECK IN AND SEE THE PERSON HAS JOINED US.

SO NEXT, WE HAVE TAE GOMEZ.

>> MISS GOMEZ IS GOING TO SPEAK FIRST IN HER LANGUAGE AND THEN WE HAVE AN INTERPRETER TO FOLLOW WHEN SHE'S COMPLETED THAT.

>> HELLO.

>> GO AHEAD AND GET STARTED.

(SPEAKING SPANISH).

>> GO AHEAD.

>> THANK YOU.

>> GOOD AFTERNOON, MEMBERS OF THE SCHOOL BOARD AND SUPERINTENDENT.

THANK YOU FOR GIVING ME A CHANCE TO TALK.

I'M A MOTHER OF THREE CHILDREN, TWO AT MOUNT VERNON SCHOOL FIRST IN THE THIRD GRADE AND ONE AT SEVENTH GRADE AT GEORGE WASHINGTON.

I ALSO BELONG TO A GROUP OF PARENTS AND TO TENANTS AND WORKERS' UNITED.

I AM HERE IN SUPPORT OF OUR YOUTH AND ALSO AS A MOM.

I ASK YOU AS BOARD MEMBERS TO VOTE TO TERMINATE THE CONTRACT BETWEEN THE SCHOOLS AND THE POLICE DEPARTMENT.

HAVING POLICE PRESENT IN OUR SCHOOLS CREATES STRESS AND FEAR IN OUR CHILDREN AND IN OUR YOUNGSTERS.

ALL THOSE RESOURCES INVESTED IN POLICE SHOULD BE USED TO CREATE MORE PROGRAMS FOR STUDENTS, MORE RESOURCES FOR CLASSROOMS. AND EVERY YEAR WE INVEST MORE AND MORE CRIMINALIZING OUR STUDENTS RATHER THAN INVESTING IN THEIR EDUCATION.

IN ALEXANDRIA, WE ALWAYS TALK ABOUT BEING DIFFERENT AND THAT WE ARE BETTER OFF THAN OTHER NEIGHBORHOODS AND OTHER NEIGHBORING COUNTRIES AND CITIES.

TODAY IS A TIME THAT YOU AS LEADERS THINK MORE ABOUT STUDENTS' EDUCATION AND NOT CRIMINALIZATION.

IT IS TIME TO CHANGE POLICIES THAT AFFECT OUR STUDENTS AND BE CREATIVE TO IMPROVE THE LEARNING ENVIRONMENT IN OR SCHOOLS.

[00:30:01]

AS A MOTHER, I'M HERE NOT ONLY IN SUPPORT BUT ASKING YOU TO FINISH THIS CONTRACT.

WE HAVE ENOUGH STAFF WHO CAN PROVIDE THE SUPPORT AND RESOURCES THAT OUR YOUNG PEOPLE NEED.

VERY SOON, YOU WILL BE MAKING THIS DECISION.

I WOULD JUST LIKE TO REMIND YOU THAT OUR SCHOOLS ARE NOT PRISONS.

THAT OUR CHILDREN ARE NOT CRIMINALS.

AND THAT IT IS TIME FOR YOU THE POLICE TO BE WHERE THEY NEED TO BE AND FOR OUR EDUCATIONAL SYSTEM TO DO THEIR JOB IN OUR SCHOOLS.

I'VE BEEN AT GEORGE WASHINGTON MIDDLE SCHOOL BEFORE COVID AND I SAW ENOUGH STUFF THERE SO I SEE NO NEED TO HAVE POLICE PRESENT.

IF WE AS PARENTS OF COLOR DISTRUST THE POLICE IN OUR COMMUNITIES, OUR YOUNG PEOPLE OF COLOR, SEEING THEM OR SCHOOLS WILL ALSO FEEL THAT WAY.

THANK YOU FOR GIVING ME THIS OPPORTUNITY.

>> THANK YOU.

NEXT UP, WE DON'T SEE THIS PERSON, BUT I'M GOING TO CALL OUT AGAIN TO SEE IF, MAYBE, THEY'RE HERE UNDER A DIFFERENT NAME.

ALEXUS STACKHOUSE IS NEXT.

WE'LL COME BACK AT THE END AND ASK FOR THAT PERSON AGAIN.

SIERRA FEINBURG.

>> THANK YOU.

I'M THE PARENT OF THREE CHILDREN IN THE ALEXANDRIA PUBLIC SCHOOLS.

IF WE ARE COMMITTED TO EQUITY AND EQUAL JUSTICE UNDER THE LAW AS A COMMUNITY, WE CANNOT LET THIS MOU STAND.

THIS IS NOT AN INDICTMENT OF THE ALEXANDRIA POLICE.

I THINK THEY DO A GREAT JOB, BUT THE ENTIRE PREMISE OF THIS NEEDS TO BE OVERTURNED OR REVISED.

THERE SHOULD BE NO MUTUALLY BENEFICIAL RELATIONSHIP BETWEEN SCHOOLS AND LAW ENFORCEMENT.

THE SINGLE GOAL IS TO MAKE THEM EDUCATED.

I COMPLETELY HAVE THEM ON SITE TO  A FEW OF THE MOST EGREGIOUS PORTIONS OF THIS MOU THAT MUST BE REPEALED, FIRST OF ALL, THE MOU DOESN'T USE POLICE OFFICERS  THEREBY, GRANTING THEM THE SAME ACCESS OUR TEACHERS HAVE TO OUR CHILDREN.

THESE POLICE OFFICERS, IF THEY DEEM IT NECESSARY FOR OUR SAFETY ARE GRANTED THE RIGHT TO ACCESS OUR CHILDREN'S RECORDS, OUR FAMILY RECORDS, MORTGAGE OR RENTAL DOCUMENTS, SCHOOL DIRECTORIES AND SCHOOL DISCIPLINE INFORMATION.

THIS TYPE OF INFORMATION SHOULD NEVER BE IN THE HANDS OF POLITICAL WITHOUT A WARRANT.

IT IS A VIOLATION FOR THE CIVIL RIGHTS FOR THE SCHOOLS TO PROVIDE IT.

THIS ALLOWS FOR UNFETTERED ACCESS TO QUESTION AND TO INVESTIGATE OUR CHILDREN.

THE MOU STATES THEY HAVE THE AUTHORITY TO QUESTION STUDENTS WHO MAY HAVE INFORMATION ABOUT CRIMINAL ACTIVITY.

THEY CAN TAKE ACTION WITHOUT PRIOR AUTHORIZATION OR WITHOUT CONTACTING PARENTS.

IN FACT, ONE OF THE REQUIREMENTS IN THE MOU IS THAT OUR SCHOOLS WILL EACH PROVIDE WORK AREAS FOR THE SRO TO ALLOW ACCESS TO TECHNOLOGY, PRIVATE INTERVIEWING OF SEVERAL PERSONS AND LOCKING STORAGE SPACE FOR SECURING PHYSICAL EVIDENCE.

I THINK THIS MOU ALSO RESULTS IN AN EXTREME OVERCRIMINALLIZATION OF OUR CHILDREN, EVEN STATES THAT SCHOOL OFFICIALS SHOULD NOTIFY THE POLICE OR THE SRO IF DURING A CONVERSATION OR DISCIPLINE INVESTIGATION THERE'S INFORMATION SHARED THAT RELATES TO A REQUIRED OFFENSE.

A REPORTING OFFENSE COULD INCLUDE THE POSSESSION OF DRUGS BY ANYONE OR THE USE OF ALCOHOL BY MINORS.

I'M AGAINST MINOR USE OF ALCOHOL AND DRUG USE, BUT I DO NOT THINK THAT THE FIRST LINE OF DEFENSE SHOULD BE OUR POLICE DEPARTMENT OR CRIMINALIZING THIS ACTIVITY.

LASTLY, I'M A MARINE OFFICER AND MY UNITS AND I WERE FAR MORE TRAINED THAN THE POLICE DEPARTMENTS ON HOW TO USE WEAPONS.

AND EVEN SO, THERE WERE STILL MISTAKES MAKE EVEN IN THE COMBAT ZONE.

I THINK IT'S TERRIFYING WE WOULD ALLOWS UNTRAINED REPRESENTATIVES OF OUR GOVERNMENT TO BE IN THE PRESENCES OUR SCHOOLS AND CHILDREN.

WE'VE SEEN WHAT THAT DOES WITH THE NEGLIGENT DISCHARGE WITH A POLICE OFFICER AT OUR MIDDLE SCHOOL.

(INDISCERNIBLE).

>> I'M SORRY, YOUR TIME IS UP.

>> THANK YOU VERY MUCH.

IF YOU HAVE OTHER THINGS TO SEND TO US, FEEL FREE.

YOU MAY HAVE ALREADY SUBMITTED YOUR COMMENTS.

[00:35:06]

BUT IF NOT, THEN YOU CAN DO THAT, CERTAINLY, IF YOU HAVE MORE TO SHARE.

NEXT UP, WE HAVE SHEILA ELLER.

>> HELLO.

I'M A COMMUNITY MEMBER AND A MEMBER OF GRASS ROOT'S ALEXANDRIA AND I'M SPEAKING TO ASK THE SCHOOL BOARD TO TERMINATE THE MEMORANDUM OF UNDERSTANDING BETWEENASM CPS AND THE ALEXANDRIA POLICE DEPARTMENT.

AS A STAFF MEMBER AT A LOCAL UNIVERSITY, I UNDERSTAND THAT A POSITIVE LEARNING ENVIRONMENT IS ESSENTIAL TO STUDENTS' SUCCESS.

IN THE WAKE OF BLACK LIVES MATTER, WE CANNOT IGNORE THE UNIFORMED POLICE OFFICERS IN OUR SCHOOLS CREATE A HOSTILE LEARNING ENVIRONMENT.

INDIVIDUAL RESOURCE OFFICERS MAY BE VIEWED IN A POSITIVE LIGHT BY MEMBERS OF THE COMMUNITY, OPPRESSION IS NOT NECESSARILY ABOUT THE ACTION OF INDIVIDUALS BUT ABOUT THE SYSTEMS THOSE INDIVIDUALS ARE A PART OF.

ACCORDING TO THE AMERICAN CIVIL LIBERAL'S UNION, SRO'S ENDANGER BLACK AND LATINO STUDENTS, CONTRIBUTING TO THE SCHOOL PIPELINE.

THIS HAS BEEN ACTIVATED BY TENANTS AND WORKERS UNITED WHICH HAS DEMANDED THE REMOVAL OF POLICE FROM ALEXANDRIA SCHOOLS.

THEY HAVE FAILED TO PROVIDE POLICE ACTIVITY WITH THE ACPS, INCLUDING DEMOGRAPHIC DATA OF STUDENTS IN POLICE ENCOUNTERS.

ON JUNE 18TH OF THIS YEAR, THE AMERICAN FEDERATION OF TEACHERS, ONE OF THE COUNTRY'S LARGEST TEACHER'S UNIONS, PASSED A RESOLUTION CALLING FOR THE SCHOOL SAFETY.

ALEXANDRIA SHOULD JOIN SYSTEMS IN MINNEAPOLIS, MILWAUKEE, DENVER, PORTLAND, OREGON AND THE BAY AREA WHICH HAVE MOVED IN REPEAT MONTHS TO SUSPEND OR PHASE OUT TIES WITH POLICE.

AS OUR COMMUNITY CONSIDERS IMPORTANT MEASURES SUCH A REMOVING THE NAMES OF SEGREGATIONISTS FROM SCHOOL BUILDINGS, I URGE THE BOARD TO BACK UP THE SYMBOLIC MEASURES WITH CONCRETE MEASURE, REMOVE POLICE FROM OUR SCHOOLS.

THANK YOU.

>> THANK YOU.

NEXT UP, WE HAVE PORTIA HUNT.

WE DON'T SEE THAT NAME.

IF YOU'RE HERE, RAISE YOUR HAND OR OTHERWISE WE'LL COME BACK.

AFTER THAT IS ELLEN NUDY, BUT WE DON'T SEE YOU ON THE LIST OF NAMES HERE.

AND NOW WE ARE TO KEVIN BRADY.

>> HI ALL.

THANKS FOR HAVING ME.

I JUST WANT TO SAY TO THE YOUTH, I THINK YOU'RE INCREDIBLE DIDN'T JUST TO  I'M A PARENT OF A 2YEAROLD WHO WILL BE IN THE SCHOOL SYSTEM SHORTLY.

AND I HAVE TO SAY THAT IT'S UNSETTLING TO ME THAT WE ARE AT A POINT IN OUR SOCIETY WHERE IT'S CONSIDERED, NOT NORMAL, BUT CONSIDERED NORMAL TO HAVE ARMED COPS IN SCHOOLS.

THAT TO ME IS FUNDAMENTALLY IS DISTURBING AND I HAVE TO SEE ANY CONVINCING DATA OR RESEARCH, WHETHER FROM ALEXANDRIA OR ELSEWHERE, THAT THERE'S ACTUALLY A BENEFIT TO THAT.

IN FACT, THERE'S QUITE A BIT OF HARM.

IT BOTHERS ME THAT MY DAUGHTER, IT MAY NOT ONLY MAKE HER FEEL UNSAFE BUT SEND A MESSAGE TO HER THAT HER BLACK AND LATINO BROTHERS AND SISTERS ARE TREATED DIFFERENTLY THAN SHE IS.

WHEN, IN FACT, KIDS ARE KIDS.

AND THE VAST MAJORITY OF KIDS, IN MY EXPERIENCE, ARE GOOD KIDS.

SOMETIMES THERE'S BEHAVIORAL ISSUES AND WHAT USED TO HAPPEN UNTIL THE LAST 15, 20 YEARS IS THAT TEACHERS AND PRINCIPALS AND PARENTS AND KIDS WOULD WORK TOGETHER AND WORK OUT THESE ISSUES.

AND I'VE SEEN THAT MYSELF AS A TEACHER AND MY AUNT WAS A TRAGEDY FOR 30 YEARS.

THERE WAS NEVER COPS IN THE SCHOOLS AND DIDN'T NEED TO BE.

BECAUSE OF THE HARM THAT WILL BE DONE, I STRONGLY RECOMMEND THE SCHOOL SYSTEM DISCONTINUE THE MOU.

THANK YOU.

>> THANK YOU.

NEXT UP, WE HAVE AMANDA EISENHOWER.

>> HELLO.

SO I KNOW YOU CAN'T SEE MY FACE.

I'M AMANDA EISENHOWER, FROM THE CLASS OF 2017 AND A SENIOR AT PRINCETON UNIVERSITY.

I'M GRATEFUL EVERYDAY, FANTASTIC TEACHERS, TO PARTICIPATE OPENLY IN THE DECISIONMAKING PROCESSES AND THIS ENABLED ME TO GRADUATE FROM AN IVY LEAGUE

[00:40:02]

SCHOOL.

I WAS ACUTELY AWARE MY EXPERIENCE WAS FAR FROM UNIVERSAL.

WALKING THROUGH THE HALLS, THE WHITE HONORS AP AND MY FATHER IN ADMINISTRATION, I WAS NEVER A SUBJECT AS MY BLACK AND BROWN PEERS.

ALTHOUGH I WALKED OUTSIDE OF THE OFFICIAL TRANSIT TIME NEARLY EVERYDAY, I WAS NEVER ONCE ASKED TO SHOW PROOF OF MY PASS.

ON MULTIPLE OCCASIONS, I PASSED ADMINISTRATORS WHO WHILE APPREHENDING A STUDENT OF COLOR SAID, HEY, AMANDA, HOW YOU DOING? SO THIS IS TO SHOW THE UNDERLYING RACISM THAT SEEPS EVERYWHERE IN THIS COUNTRY, AND THIS IS YEARS REFLECTED IN DISCIPLINARY DATA.

UNTIL THAT DATA WAS MYSTERIOUSLY REPORTED AS MISSING THIS PAST YEAR, DON'T KNOW WHY THAT HAPPENED.

THE DANGER IN THE NOU HAS NOTHING TO DO WITH THE ATTITUDES OF SROS BUT ENABLES THE DISPARITIES, DEEPLY ROOTED SYSTEMS TO LEAD DIRECTLY TO CONSEQUENCES.

ADMINISTRATORS ARE TASKED TO PURSUE CERTAIN AVENUES OF DISCIPLINE ON THE CIRCUMSTANCES OF MOST.

(INDISCERNIBLE).

>> WE HAVE NO WAY OF KNOWING WHAT ADMINISTRATORS TAKE INTO ACCOUNT AND COULD LEAD CERTAIN STUDENTS TO FACE LASTING CONSEQUENCES OF INTERACTIONS.

PLEASE FORGIVE US FOR ASSUMING THAT PLAGUES OUR CRIMINAL JUSTICE SYSTEM MAY INFLUENCE THESE DECISIONS, TOO.

THE MOU ALREADY ADMITS THAT IT'S THE DISTRICT'S DESIRE TO AVOID POLICE INVOLVEMENT.

THE BEST WAY TO END THE AGREEMENT THAT ALLOW COPS A PRESENCE IN OUR SCHOOLS.

IT'S TIME TO END THE MOU AND ALEXANDRIA CAN DO BETTER.

THANK YOU SO MUCH.

>> THANK YOU.

NEXT ON OUR LIST IS JENNIFER BARRY.

I DON'T THINK WE SEE THAT NAME, BUT I'M CALLING OUT JUST TO BE SURE AND AFTER THAT, MARIE EBERLINE.

AND I THINK  >> GOOD AFTERNOON, CAN YOU HEAR ME?

>> OH, YES, THERE YOU ARE.

THANK YOU.

>> GOOD AFTERNOON.

I'M A RESIDENT OF ALEXANDRIA AND MY HUSBAND IS A TEACHER AT TC WILLIAMS. I'M SPEAKING TODAY TO ASK THE SCHOOL BOARD TO END THE AGREEMENT BETWEEN ACPS AND THE ALEXANDRIA POLICE DEPARTMENT AND TO INVEST ANY RESOURCES THAT ARE CURRENTLY SPENT ON THE AGREEMENT IN THE STUDENTS INSTEAD.

COPS DON'T BELONG IN SCHOOLS.

RESEARCH ON SCHOOL RESOURCE OFFICERS IN REPEAT YEARS HAS GIVEN US INSIGHT INTO WHAT THEY ACHIEVE.

WE KNOW, THOSE, THAT THE PRESENCE OF SCHOOL RESOURCE OFFICERS LEADS TO HIGHER RECORDED CRIME RATES IN SCHOOLS.

WE KNOW THAT IT LEADS TO MORE SEVERE RESPONSES TO STUDENTS BEHAVIOR INCLUDING HIGH RATES OF STUDENTS ARRESTS.

WE KNOW THAT THE PRESENCE OF SCHOOL RESOURCE OFFICERS CAN LEAD TOWARDS ACADEMIC OUTCOMES, INCLUDING LOWER HIGH SCHOOL GRADUATION RATES.

AND WE KNOW THAT THESE HARMS DISPROPORTIONATELY AFFECT BLACK STUDENTS.

WE ALSO KNOW WHAT SCHOOL RESOURCE OFFICERS DO NOT ACHIEVE.

THERE IS NO EVIDENCE THAT THEY MAKE SCHOOLS SAFER.

SO IT IS EXTREMELY DISAPPOINTING THAT THE SCHOOL DISTRICT IS CONSIDERING A CONTINUED RELATIONSHIP WITH THE POLICE DEPARTMENT.

PARTICULARLY NOW THAT THE EFFECTS OF COVID19 HAVE REDUCE THE CITY RESOURCES AND INCREASED STUDENT NEEDS.

IT IS PAST TIME TO STOP INVESTING IN HARM AND START INVESTING IN STUDENTS.

THANK YOU.

>> THANK YOU.

NEXT UP, WE HAVE WILLIAM OLSEN.

>> YES.

MEMBERS OF THE ALEXANDRIA CITY SCHOOL BOARD.

I'M WILLIAM OLSEN AND I'M A PARENT OF A CURRENT ACPS STUDENTS.

MY WIFE AND I HAVE SUBMITTED A WRITTEN COMMENT IDENTIFYING TWO SIGNIFICANT ISSUES THAT WE BELIEVE ARE RELEVANT TO RENEW THE MOU BETWEEN ACPS AND APD.

OUR CHILD IS A 9YEAROLD SPECIAL NEED'S AND MIXED RACE STUDENTS.

HIS DIAGNOSIS INCLUDE SPECTRUM DISORDER AND ANXIETY DISORDER.

WE ASK YOU CONSIDER THAT PARTICULARLY THE ACPS, OFFICE OF SAFETY AND

[00:45:06]

SECURITY ARE SUFFICIENTLY COMMITTED TO ENSURING COMPLIANCE WITH THE ACS BOARD TO CONTACT STUDENT'S PARENTS PRIOR TO POLICE INTERROGATIONS UNDER THE MOU OR APD LAW ENFORCEMENT OFFICER.

THE TROUBLING EXPERIENCE OF OUR CHILD IN DECEMBER 13, 2019 AT THE JEFFERSON SCHOOL IN WHICH OUR CHILD WAS INTERROGATED WITHOUT MY WIFE AND ME DEMONSTRATE THE ANSWER TO THIS QUESTION IS NO.

THE INTERROGATION TOOK PLACE AFTER JH HAD DETERMINED OUR CHILD WAS NOT A THREAT TO HIMSELF AND OTHERS AND RETURNED TO CLASS.

ACPS MADE NO EFFORT TO CONTACT ME BEFORE THE INTERROGATION OCCURRED.

THE OFFICER PROCEEDED TO INTERROGATE OUR CHILD WITHOUT OUR PRESENCE AND WITHOUT AN OPPORTUNITY TO HELP OUR CHILD TO EXERT HIS CONSTITUTIONAL RIGHTS.

IT REMAINS UNCLEAR WHY THE STATEMENTS MADE BY A BULLIED AND ANXIOUS 8YEAROLD WARRANTED POLICE INVOLVEMENT IN THE FIRST PLACE, ESPECIALLY WHEN OUR CHILD WAS PERMITTED TO RETURN TO CLASS.

THIS INTERROGATION RESULTED IN OUR CHILD SUFFERING NEGATIVE MENTAL HEALTH CONSEQUENCES.

EVEN WHEN WE INFORMED APD ABOUT THESE EVENTS, NEITHER SEEMS TO BE SUFFICIENTLY CONCERNED OF THE COMPLIANCE REQUIRING A REASONABLE EFFORT TO CONTACT STUDENTS AND PARENTS PRIOR TO INTERROGATIONS.

WHILE DR. HUTCHENS MADE A COMMITMENT TO ENSURE COMPLIANCE WITH THE POLICY GOING FORWARD, ON JANUARY 29, 2020 EMAIL FROM JOHN CONTRERAS SHOWED A TROUBLING CONCERN TO CONTACT STUDENTS' PARENTS PRIOR TO A POLICE OCCURRENCE.

BECAUSE OF THESE CONCERNS, WE SUBMIT THAT THE MOU SHOULD NOT BE RENEWED UNLESS THEY PRESENT A SATISFACTORY PLAN TO ENSURE A REASONABLE EFFORT IS MADE TO CONTACT ACPS STUDENTS, PARENTS OR GUARDIANS BEFORE APD INTERROGATIONS OCCUR.

IF THE MOU IS RENEWED, IT SHOULD STATE IN THE SITUATION  THEY SHOULD ADVISE THE STUDENT THEY HAVE THE RIGHT TO REMAIN SILENT AND THE STUDENT HAS A RIGHT TO REQUEST AN ATTORNEY BE PRESENT DURING THE INTERROGATION.

THANK YOU FOR YOUR TIME.

( INDISCERNIBLE).

>> THANK YOU, MR. OLSEN.

>> NEXT UP, WE HAVE REBECCA ZEEGER.

>> HELLO.

HELLO, SCHOOL BOARD AND THANK YOU FOR YOUR REVIEW.

I'M HERE TODAY TO URGE TO END THE MOU.

THROUGH THE SURVEY, I'VE PROVIDED MY THOUGHTS AROUND WHY I DON'T THINK POLICE OFFICERS SHOULD BE IN ACPS SCHOOLS AND THESE THOUGHTS HAVE BEEN ECHOED BY MANY COMMUNITY MEMBERS, STUDENTS AND PARENTS HERE TODAY.

FOR THE SAKE OF TIME, I WILL NOT REITERATE THOSE THOUGHTS.

I DID WANT TO COME HERE TODAY TO COMMENT ON SOME OF WHAT I'VE BEEN HEARING THROUGH PREVIOUS SCHOOL BOARD MEETINGS, DISCUSSING THE MOU.

THIS RELATES TO THE RULE THAT SRO'S PLAY IN MENTORING STUDENTS.

THE SPECIFIC PORTION OF THE MOU STATES THAT SRO'S SHOULD SERVE AS, QUOTE, INFORMAL MENTOR AND ROLE MODEL.

I HAVE HEARD IT SAID THAT SRO'S ARE KNOWN TO DO THINGS FOR STUDENTS LIKE GIVE THEM GIFT CARDS, ORGANIZE AND PARTICIPATE IN SOCCER TEAMS AND SEEM TO INDICATE THIS IS ONE OF THE PRIMARY REASONS THAT THEY SHOULD REMAIN IN ALEXANDRIA PUBLIC SCHOOLS.

I'M CONCERNED ABOUT THIS LINE OF THINKING FOR A FEW REASONS.

FIRST OF ALL, I WANT TO BE CLEAR NO MATTER HOW GENEROUS AND KIND, HAVING LAW ENFORCEMENT IN SCHOOLS CREATES AN ENVIRONMENT IN WHICH STUDENTS OF COLOR ARE TO BE DISPROPORTIONATELY CRIMINALIZED.

FURTHERMORE, I MUST ASK US TO ALL CONSIDER WHY WE ARE ASKING SRO'S TO FILL THE ROLE MODELS OR MENTORS.

I DON'T WANT DEBATE IF INDIVIDUALS HAVE POSITIVE RELATIONSHIPS WITH STUDENTS, BUT IT MUST BE CONSIDERED AT A SYSTEM LEVEL THERE'S A MORE EFFECTIVE AND SAFE WAY FOR OUR STUDENTS TO RECEIVE MENTORSHIP AND ROLE MODELING.

IF ONE OF ALEXANDRIA AND GOALS TO HAVE MENTORS, WHAT IF MENTORING SCHOOLS WERE EXPANDED AND THE FUNDS USED WOULD BE PUT TOWARDS COUNSELORS, MEDIATORS AND MENTORING PROGRAMS? WHAT COULD OUR SCHOOLS, HALLWAYS AND SCHOOL PROGRAMMING LOOK LIKE IF IT

[00:50:01]

WAS INSTEAD INVESTED IN COUNSELORS.

I WOULD LIKE US TO IMAGINE WHAT COULD BE POSSIBLE FOR ALEXANDRIA'S YOUTH IN THE CITY PARTNERED WITH ACPS TO INSTEAD OF USING THESE FUNDS FOR ALL OF THE OTHER RESOURCES I'VE MENTIONED.

NOT ONLY COULD THERE PROBABLY BE SOCCER PROGRAMS, BUT THERE WOULD BE MORE COUNSELORS, MEDIATORS AND MENTORS AVAILABLE.

AND, OF COURSE, WE WOULD BE AVOIDING HARM BY HAVING POLICE OFFICERS IN OUR SCHOOLS.

WE DO NOT HAVE TO MAINTAIN THE MOU TO MINIMIZE THE POWER THE POLICE OFFICERS HOLD OVER OUR STUDENTS.

WE CAN END THE MOU AND CREATE A MUCH BETTER LEARNING ENVIRONMENT FOR THE STUDENTS.

THANK YOU.

>> NEXT UP, WE HAVE ADRIAN FIKES.

>> HELLO.

I'M A PARENT OF AN ACPS GRADUATE.

AND I'M TAKING TIME OUT OF MY WORKDAY TO SPEAK OUT IN SUPPORT OF THE DEMAND THAT CONTINUES TO BE MADE BY TENANTS AT WORKERS' UNITED AND THE LEGAL AID JUSTICE CENTER.

WE WANT YOU TO IMMEDIATELY TERMINATE THE MOU AND REMOVE ALL POLICE OFFICERS FROM OUR SCHOOLS.

ACCORDING TO THE BEST DATA YOU HAVE PUBLICALLY RELEASED, THE POLICE ARE DOING HARM TO OUR CHILDREN IN OUR SCHOOLS AND YOU ARE RESPONSIBLE FOR THAT HARM.

GREETING STUDENTS OF COLOR WITH POLICE CARS PARKED OUTSIDE AND AN ARMED POLICE OFFICER AT THE DOOR IS NOT WELCOMING.

IT'S NOT EMPOWERING.

IT'S NOT EQUITY FOCUSED.

IT'S NOT INNOVATIVE.

IT'S NOT RESULT'S DRIVEN.

IT'S THE CONTINUATION OF A HISTORY OF INSTITUTIONAL VIOLENCE AND RACISM IN THE CITY OF ALEXANDRIA PERPETUATED BY OUR SCHOOL BOARD AND ADMINISTRATION.

NOW, I HAVE TALKED PUBLICALLY ABOUT THE GENILE RACISM THAT EXISTS IN ALEXANDRIA.

A STUNNING EXAMPLE IS AT THE VERY MOMENT YOU'RE CONDUCTING PUBLIC SURVEYS THAT FAIL TO ASK IF POLICE SHOULD EVEN BE IN THE SCHOOLS.

YOU ARE ACCEPTING $500,000 FROM THE DEPARTMENT OF JUSTICE, OFFICE OF COMMUNITY ORIENTED POLICE OFFICES TO, QUOTE, IMPROVE SECURITY AT SCHOOLS AND ON SCHOOL GROUNDS IN THE JURISDICTION OF THE GRANTEE THROUGH EVIDENCEBASED SCHOOL SAFETY PROGRAMS, WHICH GOOD DATA HAS SHOWN ARE HARMFUL TO BLACK AND BROWN STUDENTS.

THE 160 AWARDS CAN BE USED FOR COORDINATION WITH LAW ENFORCEMENT, TRAINING FOR LOCAL LAW ENFORCEMENT OFFICERS TO PREVENT STUDENT VIOLENCE, METAL DETECTORS, LOCKS, LIGHTING, TECHNOLOGY FOR EXPEDITED NOTIFICATION OF LAW ENFORCEMENT DURING AN EMERGENCY AND OTHER MEASURES THAT PROVIDE A SIGNIFICANT IMPROVEMENT IN SECURITY.

AS A PARENT OF A BLACK GRADUATE OF APCS, AS A COMMUNITY MEMBER, IT A TERRIFYING FOR YOU'RE TO BE PROMOTING A STRATEGIC PLAN OF EQUITY WHILE PLANNING TO TERRORIZE OUR CHILDREN WHILE THEY ARE TRYING TO GET AN EDUCATION.

THESE FUNDING INITIATIVES SHOULD BE GOING TO INVEST FURTHER UPSTREAM EVEN IF THAT MEANS OUTSIDE THE SCHOOLS.

WE ALREADY KNOW THAT THE POLICE ARE NOT BEING PAID BY THE BOARD, THAT FUNDING FROM THE CITY SHOULD BE USED TO IMPROVE THE QUALITY OF LIFE FOR OUR CHILDREN AND OUR FAMILIES AND BEGIN PREVENTING THESE PROBLEMS BEFORE THEY SHOW UP TO THE SCHOOLS.

THE DIGNITY AND HUMANITY OF OUR BLACK AND BROWN STUDENTS IS NOT UP FOR DEBATE.

YOU NEED TO REMOVE THESE MOU'S IMMEDIATELY.

THANK YOU.

>> THANK YOU.

NEXT UP, WE HAVE JESSIE GOODWIN.

>> I DON'T THINK MR. GOODWIN IS HERE.

>> DONNA SANDERS.

>> HI.

GOOD AFTERNOON, SCHOOL BOARD MEMBERS AND PARTICIPANTS IN ATTENDANCE TODAY.

MY NAME IS LADONNA SANDERS AND I'M REPRESENTING THE ALEXANDRIA BRANCH OF THE AWCP.

I'M HERE TO ASK THAT THE ALEXANDRIA CITY SCHOOLS AND POLICE DEPARTMENT BE ENDED.

ORGANIZES LIKE TWU AND GRASSROOTS HAVE BEEN WORKING IN PARTNERSHIP TO IMPLEMENT STRATEGIES LIKE STORETIVE PRACTICES THAT RESPECT THE DIGNITY AND HUMANITY OF THE

[00:55:05]

ACPS COMMUNITY.

IT IS THE POSITION OF THE ALEXANDRIA NAACP, THAT THE MOU DOES THE OPPOSITE.

AND AN ANALYSIS OF THE 2018 DATA THAT WE WERE ABLE TO OBTAIN THROUGH A FOURYEAR REQUEST REVEALED THERE WERE 140 OUTOFSCHOOL SUSPENSIONS.

A SIGNIFICANT ENOUGH PROPORTION OF THE SUSPENSIONS INVOLVED REFERRALS TO LAW ENFORCEMENT.

IT IS OUR UNDERSTANDING THAT THE STUDENTS WOULD NO LONGER BE SUSPENDED FOR SUBJECTIVE OFFENSES SUCH AS DISRUPTIVE BEHAVIOR OR DISRESPECT.

TROUBLES ENOUGH, AS WE REVIEW THE DATA, IT SHOWED THAT SIX OF THE LAW ENFORCEMENT REFERRALS WERE DUE TO DISRUPTIVE BEHAVIOR AND TWO OF THOSE SIX REFERRALS WERE DISRUPTIVE BEHAVIOR OF STUDENTS WHO WERE ELEMENTARY SCHOOL STUDENTS.

I BRING THIS TO YOUR ATTENTION TO HIGHLIGHT WHILE THIS IS AN ACPS POLICY, NEITHER THE ADMINISTRATION NORSRO'S ARE FOLLOWING THE GUIDELINES.

MODIFICATION OF THE MOU IS UNACCEPTABLE.

MOREOVER, THE RACIAL DISPARITIES WERE STARK.

BLACK STUDENTS WERE NEARLY FOUR TIMES MORE LIKELY TO BE REFERRED TO LAW ENFORCEMENT THAN WHITES.

LATIN X STUDENTS WERE TWICE AS LIKELY TO BE REFERRED TO LAW ENFORCEMENT AS WHITE STUDENTS.

REVIEWING THIS DATA REINFORCES THEMES LIKE BIASED POLICE, DISCRIMINATORY PRACTICES, UNEQUITABLE OUTCOMES AND APATHY TO SHOW THEY'RE NOT TRAUMATIZED.

IT CREATES MORE RATIONALLY JUST SOCIETIES AND ONE OF THE ISSUES THAT OUR ORGANIZATION VIEWS AS A PROBLEM IS THAT STUDENTS ARE EXPECTED TO KNOW THEIR LEGAL RIGHTS WHEN INTERACTING WITH THE POLICE.

TO PLACE THE ONUS ON MINORS IS UNACCEPTABLE.

FINALLY, WE HAVE NOT BEEN ABLE TO OBTAIN CURRENT DATA FROM ACPS PROVIDING THE EFFECTIVENESS OF THE USE OF SRO'S IN SCHOOLS.

AND MORE IMPORTANTLY, THE TRANSPARENCY OF DATA FROM ACPS CONTINUES TO BE DESPAIRED ON ALL LEVELS.

WE REQUEST TODAY THAT YOU ALL END THE MOU WITH APD.

THANK YOU FOR YOUR TIME AND CONSIDERATION.

>> THANK YOU.

I THINK WE STILL DON'T SEE OUR MISSING SPEAKERS.

SO IF YOU ARE HERE AND WE HAVE NOT CALLED ON YOU, IF YOU WOULD RAISE YOUR HAND SO THE CLERK CAN SEE YOU, I WILL GIVE YOU A SECOND TO RAISE YOUR HANDS, BUT I DON'T SEE ANYTHING.

AND SO THANK YOU ALL FOR COMING TO THE MEETING, EVEN THOUGH I VIRTUAL, AND WE APPRECIATE YOUR COMMENTS.

THAT IS NOW THE END.

WE'RE ENDING THE PUBLIC COMMENT  PUBLIC HEARING SECTION OF OUR MEETING AND

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

ON TO REPORTS FROM OUR STUDENTS REPRESENTATIVES, LORAINE JOHNSON AND ASHLEY SINGARA.

BECAUSE WE'RE ON THE TOPIC OF THIS MOU, I THOUGHT I SHOULD SPEAK A LITTLE BIT ABOUT MY EXPERIENCE WITH THE SRO'S AND THE POLICE OFFICERS, LIKE, IN GENERAL.

THERE WAS A TIME WHEN, LIKE, LAST YEAR, WHEN ME AND MY FRIENDS WERE HANGING OUT AT A PARTY AND WHEN EVERYBODY LEFT, I LOOKED TO THE SIDE OF THE ROAD AND I SEE ALL OF THE YOUNG BLACK MEN WHO I JUST HUNG OUT WITH WERE ON THE SIDE OF THE ROAD AND FOUR OR FIVE POLICE CARS RIGHT IN FRONT OF THEM, POLICE OFFICERS SURROUNDING THEM, KNEES ON THE GROUND.

IT WAS REALLY BAD.

AND I HAD TO CALL MY MOM.

MY MOM TOOK THEM HOME AFTER AN HOUR OF, LIKE, JUST LEAVING THEM THERE, TALKING TO THEM, INTERROGATING THEM.

IT WAS ONE OF THE WORST EXPERIENCES I'VE HAD IN MY LIFE.

BUT STUFF LIKE THIS, SITUATIONS LIKE THIS HAPPEN TO OUR YOUNG BLACK AND BROWN STUDENTS MORE THAN YOU CAN EVER IMAGINE.

THE NATION IS REALLY AT THE BRINK OF, LIKE  WITH THE POLICE OFFICERS AND WITH THE POLICE DEPARTMENTS IN GENERAL.

THE FACT IS THAT THERE HAS TO BE A LONGER, A BETTER AND A MORE EFFECTIVE TRAINING ON HOW YOU DEAL WITH STUDENTS OF COLOR AND, ESPECIALLY, STUDENTS WITH DISABILITIES.

WHEN I'M AT SCHOOL, I'VE ONLY SEEN THE SRO'S INVOLVED IN SITUATIONS DEALING WITH, LIKE, THREATS AND DRUGS AND WEAPONS AND STUFF LIKE THAT.

BUT I HAVEN'T SEEN THEM INVOLVED IN ANY DAYTODAY CONFLICTS, LIKE FIGHTING, NOTHING DIRE.

BUT THERE'S BEEN NUMEROUS STORIES ABOUT HOW WHEN THE SRO'S ARE  HOW THE SRO'S

[01:00:06]

AGGRESSIVELY INTERROGATE MY PEERS AND MOST OF THEM WHICH ARE BLACK, YOUNG MALES AND WHO THEY JUST INTERROGATE THEM ON CERTAIN SITUATIONS THAT MAYBE DEALS WITH, I DON'T KNOW, NOT ANY, LIKE, FEDERAL CHARGES OR ANYTHING LIKE THAT.

MAYBE EVEN A MISDEMEANOR.

MY POINT IS THAT THERE HAS TO BE  I THINK THERE HAS TO BE BETTER TRAINING FOR NOT ONLY THE CRO'S BUT ALEXANDRIA CITY POLICE IN GENERAL.

ALEXANDRIA IS AT A POINT WE ARE DOING WHAT I LIKE TO CALL REVISING OF OUR NARRATIVE.

AND WITH THIS WHOLE REOPENING OF SCHOOLS AND RENAMING THE SCHOOLS, WE DON'T WANT TO PUT AN END TO THE SCHOOLS.

WE DIDN'T WANT TO ADD ANOTHER SCHOOL.

WE NEEDED TO REVISE THE ONE THAT WE HAD NOW.

WE HAD TO REVISE TC WILLIAMS  WHAT ELSE WERE WERE TALKING ABOUT? ESPECIALLY THIS MO, I DON'T THINK WE NEED TO PUT AN END TO THE MO.

I THINK WE NEED TO PUT AN END TO THE SRO'S.

WE NEED TO REVISE IT.

WE NEED BETTER TRAINING FOR THESE OFFICERS AND OFFICERS IN THE COMMUNITY OF ALEXANDRIA.

AND SO, YEAH, ASHLEY WILL NOW TALK A LITTLE BIT ABOUT THE THINGS WE'VE BEEN DOING AS SUPERINTENDENT REPRESENTATIVES AND A LOT OF THE EVENTS WE HAVE PLANNED COMING UP.

>> THANK YOU, LORAINE.

SO GOOD AFTERNOON.

AS LORAINE MENTIONED, WE'RE ORGANIZING FOR OUR FIRST STUDENT ENGAGEMENT CHAT ON OCTOBER 7TH FROM 6:00 TO 7:00 P.M.

SO FOR THE STUDENT CHAT, WE DECIDED TO HAVE FOUR PANELISTS ALONGSIDE US AND THEY'LL PROVIDE THEIR PERSPECTIVES, EXPERIENCES AND FEELINGS ON THE IDENTITIES PROJECT AND BEYOND.

SO IN REGARDS TO THE THEME FOR EACH STUDENTS CHAT, WE COLLECTIVELY DECIDED ON THE FOLLOWING.

SO THE FIRST STUDENT CHALLENGE WILL FOCUS ON WHERE WE'VE BEEN, WHICH IS GOING TO BE ABOUT OUR FEELINGS AND EXPERIENCES WITHIN ACPS LEADING UP TO RIGHT NOW.

THE SECOND ONE IS GOING TO BE WHERE WE ARE AND SO TALKING ABOUT THE PRESENT.

SO IT WILL BE ADDRESSING AND ANALYZING THE EVENTS WHICH HAVE TRANSPIRED OVER THE COURSE OF A YEAR AND CORRELATION TO THE RENAMING PROCESS AND PRESENT WITHIN THE ACPS.

THE THIRD ONE IS WHERE WE WANT TO BE.

SO IT'S GOING TO BE FOCUSING ON THE FUTURE AND CENTERED AROUND REFLECTION AND HOPES AND MOVING FORWARD WITH NEW IDENTITY WE WISH TO CREATE.

SO FOR EACH CHAT, WE DECIDED ON THREE OR FOUR QUESTIONS THAT EACH PANELIST ANSWERS AND AFTERWARDS, THE DISCUSSION IS OPEN TO STUDENTS THAT HAVE ATTENDED THE CONVERSATION.

SO THIS PROCESS, WE DECIDED IT WILL BE REPEATED THROUGHOUT THE DISCUSSION AND FOR THE OTHER TWO FORUMS. AS OF NOW, LORAINE AND I ARE CURRENTLY WORKING ON THE PUBLICITY FOR THE STUDENT ENGAGEMENT CHATS THROUGH ALL PLATFORMS, SO INSTAGRAM, CANVAS, TWITTER.

AND WE WANT TO ENSURE ALL STUDENTS FEEL THEIR VOICES ARE AMPLIFIED AND HEARD BY EVERYONE.

JUST TO GO OFF OF WHAT LORAINE WAS SAYING ABOUT THE MOU'S, I PERSONALLY DO AGREE.

I THINK SOMEONE THAT WAS IN THE PUBLIC COMMENTS MENTIONED THAT SRO'S ARE GIVING TOO MUCH ACCESS TO STUDENTS AND WE NEED A BETTER  WE NEED TO REVISE THAT AND LOOK INTO THAT BECAUSE THEY ARE GIVEN TOO MUCH ACCESS AND THEY'RE GIVEN THE SAME ACCESS AS ACPS STAFF.

THAT CAN BE PSYCHOLOGICALLY HINDERING TO STUDENTS OF COLOR, ESPECIALLY.

I JUST WANTED TO SAY WITH THE WHOLE REVISION OR WHATEVER WE DECIDED TO DO WITH THE MOU, WE JUST NEED TO UNDERSTAND THAT IT ONLY REQUIRES US TO CONTINUE GOING ON ABOUT OUR LIVES AND TO NOT CARE ABOUT IT FOR THIS TO CONTINUE TO SELFPERPETUATE AND SO THE SRO'S AND ISSUE WITH POLICE BRUTALITY AND POLICE AUTHORITY, IF WE DON'T REVISE THIS, IF WE DON'T LOOK INTO IT, WE DON'T HEAR WHAT PEOPLE ARE SAYING, THIS WILL BE SOMETHING THAT WILL SELFPERPETUATE AND CONTRADICT WHAT WE'RE TRYING TO ACHIEVE.

SO WE WANT TO BE EQUITY DRIVEN AND ALL STUDENTS FEEL SUPPORTED, RESPECTED AND INCLUDED.

WE REALLY DO NEED TO MAKE SIGNIFICANT CHANGES WITH THE MOU, WHETHER THAT IS COMPLETELY TAKING IT OFF, ENDING THE CONTRACT OR REVISING IT, BUT WE NEED TO MAKE CHANGES.

>> THANK YOU.

NEXT UP, WE HAVE OUR CONSENT CALENDAR AND IF I COULD GET A MOTION TO ADOPT THE

[Consent Calendar]

[01:05:04]

CONSENT CALENDAR, PLEASE.

>> I MAKE A MOTION WE ADOPT THE CONSENT CALENDAR.

>> SECOND.

>> MISS GENTRY, HELLO.

MISS GENTRY, SECONDED MISS WORTHER'S MOTION.

ANYTHING TO PULL FROM THE CONSENT CALENDAR? SEEING NOTHING, I'LL CALL FOR A VOTE.

(ROLE CALL).

>> THE CONSENT CALENDAR IS APPROVED 90.

[14. Equity for All Strategic Plan Measurement Update]

NOW WE GO ON TO  ACTUALLY THE REPORT FOR TONIGHT, WHICH IS THE EQUITY FOR ALL STRATEGIC PLAN MEASUREMENT UPDATE.

AND SO DR. HUTCHINGS.

>> THANK YOU, MADAM CHAIR AND I ALSO, BEFORE WE GET STARTED, I'M LOOKING FORWARD TO OUR WORK SESSION ON OCTOBER 15TH BECAUSE WE'LL ABLE TO HAVE A DISCUSSION ABOUT THE MOU AND TO TALK ABOUT WHAT SRO'S DO AND DON'T DO WITHIN OUR SCHOOLS.

SO I REALLY HOPE THAT ALL OF OUR SPEAKERS TODAY TUNE IN TO THAT WORK SESSION, BECAUSE I THINK IT WILL BE VERY INFORMATIVE FOR EVERYONE.

TODAY WE WILL TALK ABOUT THE ACPS STRATEGIC PLAN 2025, WHICH I CANNOT BELIEVE WE'RE SAYING 2025.

BUT THIS IS TALKING ABOUT, I THINK, ONE OF THE MOST IMPORTANT PARTS, AND THAT'S MONITORING OR PROGRESS AND IMPLEMENTATION OF OUR STRATEGIC PLAN.

AND I'M GOING TO TURN THINGS OVER TO OUR CHIEF ACCOUNTABILITY OFFICER, MR. CLINTON PAIGE, SO HE CAN EXPRESS SOME OF THE TEAM THAT WERE A PART OF THIS DEVELOPMENT AND THEN, ALSO, GET RIGHT INTO OUR PRESENTATION FOR THIS EVENING.

MR. PAIGE.

>> THANK YOU SO MUCH.

AND GOOD EVENING, BOARD AND MEMBERS OF THE PUBLIC.

REALLY, HONESTLY THRILLED TO BE HERE TONIGHT TO TALK ABOUT THIS TOPIC.

I KNOW ALL OF YOU GET SUPER EXEXCITED WHEN WE SAY WORDS LIKE MONITORING METRICS AND DATA.

THAT WAS NOT MEANT TO BE GLIB OR SARCASTIC AT ALL.

SO SUPER EXCITED TO BE HERE TO TALK ABOUT THIS.

I DO WANT TO MENTION THAT, OBVIOUSLY, THIS IS WORK THAT I'M PRESENTING, BUT THERE'S A FULL TEAM WHO REALLY DRIVES THIS WORK AND, IN PARTICULAR, MISS ANGELA GREEN AND DR. JENNIFER WHITSON ARE OVERSEEING THE METRIC SIDE.

THANK YOU FOR THEIR WORK AND PUTTING TOGETHER THE PRESENTATION AND THINKING FOR TONIGHT.

AND SO, TONIGHT WE'RE GOING TO GO THROUGH SOME  IN TERMS OF OBJECTIVES, WE'LL GO OVER THE USE OF THE STRATEGIC PLAN DOCUMENT AS A MAP IN TERMS OF NECESSARY MEASUREMENT TO TRACK PROGRESS.

AND THEN ALSO SPEAKING TO WITHIN THOSE SPECIFIC MEASUREMENT AREAS, IDENTIFYING FORMATIVE MEASURES AND ALSO GO THROUGH THE STRUCTURES AND TIMELINES FOR THE REPORTING ON THOSE FORMATIVE AND METRICS FOR THE NEW STRATEGIC PLAN.

AND, OBVIOUSLY, I CAN'T HELP MYSELF IN TERMS OF A  IN TERMS OF MY EXCITEMENT, I THINK BRINGING WHAT HAS ALWAYS BEEN A FUTURE CONVERSATION FOR OVER THE PAST YEAR AROUND THE STRATEGIC PLAN AND DEVELOPMENT OF THE STRATEGIC PLAN AND REALLY NOW, WE'RE REALLY GETTING IN DEEP INTO THE IMPLEMENTATION, AS WELL AS INTO THE MONITORING AND HOW WE GO ABOUT THOSE CONTINUOUS IMPROVEMENT CYCLES AND LEARNING WITHIN THE IMPLEMENTATION OF THE STRATEGIC PLAN.

SO THIS IS A SLIDE THAT I KNOW LOOKS FAMILIAR TO ALL OF YOU AS WE TALK ABOUT THE ALIGNMENT AND THE NEED FOR THIS STRATEGIC PLAN.

>> MR. PAIGE? (INDISCERNIBLE).

>> IT'S BREAKING UP FOR YOU OR JUST ME?

>> THE UNSTABLE SIGN COMES UP AFTER YOU'VE BEEN FROZEN, WHICH SUPER HELPFUL.

[01:10:10]

SO UNDER SYSTEMIC ALIGNMENT, YOU KNOW, YOU'LL SEE THE VARIOUS  (INDISCERNIBLE).

>> TONIGHT WE'RE MOVING FORWARD IN TERMS OF THE OUTCOMES AND HOW WE KNOW THE PROGRESS WE'RE MAKING AND WHAT THAT LOOKS LIKE WITHIN THE NEW STRATEGIC PLAN.

AND SO, SPECIFICALLY, AGAIN, WITHIN THE STRATEGIC PLAN, WE HAVE VARIOUS LEVELS OF MEASUREMENT AND SO WE HAVE OUR KEY PERFORMANCE INDICATORS AND OUR PROCESS MEASURES, WHICH ARE A DEEPER LEVEL AND THIS EVENING, WE'LL BE FOCUSED SPECIFICALLY ON OUR KEY PERFORMANCE INDICATORS, WHICH, AT THE BOARD LEVEL, IS GOING TO BE OUR GOVERNING BODY, YOUR PRIMARY AREA OF FOCUS, AS WE MONITOR THE PROGRESS THROUGHOUT THE NEXT FIVE YEARS OF THE CURRENT STRATEGIC PLAN.

AND REALLY, THINKING ABOUT OUR KEY PERFORMANCE INDICATORS, ONE OF THE LARGEST SHIFTS THAT WE'RE MAKING UNDER THE NEW STRATEGIC PLAN IS THIS SHIFT TO THE HERE AND NOW.

HISTORICALLY, WE HAVE AT TIMES RELIED ON MORE AUTOPARTSICAL DATA SO HAVING PROCESSES WHERE WE'RE REPORTING OUT OUTCOMES IN FALL OR WINTER OF THE PREVIOUS YEAR.

A LITTLE BIT ABOUT THE GRADING PRINCIPLES CERTAINLY WANTING TO INCORPORATE THE LEADING INDICATORS AND ENSURING THE INDICATORS WE'RE TRACKING ARE TELLING US HERE AND NOW, POTENTIAL SHIFTS AND PIVOTS THAT WE NEED TO MAKE AS AN ORGANIZATION TO BERESPONSIVE TO THE URGENT NEEDS AND WANT TO MAKE SURE WE'RE ALLOWING MULTIPLE STAKEHOLDER VOICES ACROSS ALL ENTITIES THAT THIS IS NOT QUANTITATIVE DATA AND WE'RE COLLECTING THAT DATA FROM ALL SEGMENTS AND ALL STORIEDS AS MUCH AS POSSIBLE TO ENSURE THAT ALL HAVE A VOICE IN THE CONVERSATION AND PROVIDING THAT FEEDBACK TO INFORM THE POTENTIAL ADJUSTMENTS.

THAT WE'RE IMPLEMENTING A PROGRESS THAT SUPPORTS CONTINUOUS IMPROVEMENT IN LEARNING.

ULTIMATELY, THAT IS WHAT THIS IS ABOUT AS AN ORGANIZATION.

WE HAVE TO BE OPEN TO FEEDBACK AND THEN WE HAVE TO HAVE THE STRUCTURES AND CYCLES TO ALLOW US TO MAKE THE ADJUSTMENTS TO CONTINUOUSLY IMPROVE AND THEN MOST IMPORTANTLY, ENSURING EVERYTHING WE DO IS REFLECTING OF THE CORE VALUES WITHIN THE STRATEGIC PLAN WITH THAT LASERFOCUS ON ENSURING RACIAL EQUITY BY REMOVING BARRIERS.

AND SO JUST AS A REMINDER, THIS IS OUR GRAPHIC THAT WE TYPICALLY PUT UP AROUND THE STRATEGIC PLAN AND SO WE CAN CLEARLY SEE HERE  AND I KNOW YOU ALL ARE AWARE, HAVING RACIAL EQUITY AT THE HEART OF THE WORK IN EVERYTHING WE DO.

AND OBVIOUSLY, THAT IS INCLUSIVE OF THE MEASUREMENT SYSTEM THAT WE'LL GO THROUGH TONIGHT.

SO I WANTED TO PROVIDE JUST A HIGH LEVEL TABLE THAT SHOWS THE DIFFERENT INPUTS AND DATA COLLECTION PROCESSES THAT WE'RE PROPOSING FROM A BROAD STRATEGIC PLAN MEASUREMENT PROCESS.

YOU'LL SEE IN THIS TABLE, WE HAVE ON THE LEFTHAND SIDE, THE DIFFERENT GOAL AREAS THERE IN COLORED BOXES AND THEN AT THE TOP, YOU'LL SEE THE DIFFERENT AREAS IN TERMS OF HOW WE'RE COLLECTING DATA, SO WHETHER IT BE A SURVEY, WHETHER IT BE RUBRICS OR QUANTITATIVE DATA.

SO CERTAINLY, WITHIN SYSTEMIC ALIGNMENT, HAVING STUDENTS, STAFF AND FAMILY SURVEYS, AS WELL AS RUBRICS AROUND THE IMPROVEMENT PLANS, ENSURING THE STAFF AROUND SUPPORT AND TRAINING AND FAMILY COMMUNITY SURVEYS, AS WELL AS FROM A RUBRIC PERSPECTIVE, ENSURING THAT IN THE STRATEGIC  IN THE MOVES THAT WE HAVE SELECTED AS HIGH LEVERAGE INSTRUCTIONAL STRATEGIES, HOW ARE THOSE BEING IMPLEMENTED WITHIN THE CLASSROOM AND HAVING A DATA COLLECTION PROCESS TO GAUGE THAT IMPLEMENTATION SO WE CAN ENSURE WHAT NEXT STEPS WE NEED TO TAKE AS IT RELATES TO THE HIGH IMPACT STRATEGIES FROM A QUANTITATIVE PERSPECTIVE, HAVING KINDERGARTEN READY THINKS, MAP GROWTH READING AS WELL AS MAPGROWTH MATH.

AND STUDENTS ACCESSIBILITY SUPPORT.

[01:15:01]

OBVIOUSLY, WE HAVE A STUDENT SURVEY HERE AROUND FEELING SAFE AND VALUED AND THEN, ALSO QUANTITATIVE INDICATORS LISTED THERE.

WHAT YOU SEE ON THE RIGHT, THE KPIS ARE HIGHLIGHTED FOR YOU WITHIN THAT BRACKETED GROUP THERE AT THE TOP OF THE QUANTITATIVE DATA.

WITHIN STRATEGIC RESOURCE ALLOCATION, A STAFF SURVEY FOCUSED ON CLIMATE, TO PAY ATTENTION TO THE RETENTION TOPIC THAT WE KNOW IS SO IMPORTANT IN TERMS OF STAFF AND THE SERVICES THAT WE'RE DELIVERING, AS WELL AS, YOU KNOW, ULTIMATELY STAFF RETENTION RATES, AS WELL AS RESOURCE ALLOCATION ANALYSIS, ET CETERA, AND THEN LAST BUT NOT LEAST, FAMILY COMMUNITY ENGAGEMENT, HAVING SURVEY WORK THERE, AS WELL AS WHO IS PARTICIPATING IN SURVEYS AND MAKING SURE THAT WE ARE GETTING THAT VOICE THAT WE ARE SEEKING.

SO THIS IS A VERY HIGHLEVEL OVERVIEW OF A BROAD MEASUREMENT SYSTEM THAT WE'LL BE PUTTING INTO PLACE AND ALONG WITH THAT, I THINK IT'S IMPORTANT TO NOTE THAT HERE WITHIN THE AREAS WE'VE IDENTIFIED, THAT THESE ARE AREAS THAT ARE CONTROLLED BY ACPS AND ARE TAILORED TO THE LOCAL DEVELOPMENT OF THE STRATEGIC PLAN.

THE STRATEGIC PLAN IS A LOCAL PLAN AND THEREFORE, AS WE CONTINUE TO GROW IN THE STRATEGIC PLAN, AS WE MAKE ADJUSTMENTS TO THE STRATEGIC PLAN, WE WANT OUR MEASUREMENT SYSTEM TO BE ADAPTABLE TO THOSE CHANGES, TO THOSE ADJUSTMENTS.

AND SO THAT IS SOMETHING THAT WE ALSO PRIORITIZE IN THE DEVELOPMENT OF THIS.

WITH THAT SAID, WE ALSO KNOW THAT THERE ARE STATE MONITORING REQUIREMENTS THAT WE ABSOLUTELY WILL CONTINUE TO ADHERE TO AND INCORPORATE WITHIN OUR BROADER DECISIONMAKING CONTEXT OF THINGS LIKE PERFORMANCE AND GROWTH.

OUR ACCREDITATION SYSTEM, OUR POSTSECONDARY ENROLLMENT AND PROGRESS AND EFFICIENCY AND PROGRESS DATA ARE ALL THINGS WE REPORT TO THE STATE DEPARTMENT ON A REGULAR BASIS AND WILL BE THINGS WE CONTINUE TO MONITOR AND TRACK AS WE GO THROUGH THE LIFE OF THE CURRENT STRATEGIC PLAN.

SO WITH ALL OF THAT, I WANTED TO ZOOM IN, SPECIFICALLY, ON THE SPECIFIC KPI'S THAT WILL BE TRACKED IN THE STRATEGIC PLAN.

SO, SPECIFICALLY, WITHIN THE KPI'S, YOU'LL SEE THE KPI'S ON THE LEFT AND THEN WE HAVE THE FORMER INDICATER AS WELL AS THE INDICATER FOR THE KPI.

FOR KINDERGARTEN READINESS, WE'LL BE TRACKING ENROLLMENT AND WHAT WE'RE SEEING IN TERMS OF STUDENT'S ACCESS TO PREK PROGRAMMING AND ULTIMATELY, LOOKING AT FALL KINDERGARTEN PALS FOR PERCENTAGE OF STUDENTS MEETING THAT BENCHMARK FROM AN OUTCOME PERSPECTIVE.

AND READING AND MATH, PROFICIENCY.

WE'LL BE TRACKING STUDENTS MEETING THE THRESHOLD IN THE FALL ASSESSMENT AND THEN IN THE SUMMATIVE AND SPRING  APOLOGIES FOR MONSTERS IN MY HOUSE.

THAT'S MY 2YEAROLD.

ADVANCED COURSEWORK AND WE WILL BE TRACKING REFERRALS AS WELL AS SECONDARY HONORS AP AND DE COURSE ENROLLMENTS.

SO WHAT ARE WE SEEING FROM THAT PERSPECTIVE AND AS IT RELATES TO TAG IDENTIFICATION, AS WELL AS PERSISTENCE IN THOSE COURSES FOR HORNERS AP AND DE.

WITHIN CHRONIC ABSENTEEISM, WE'LL BE TRACKING THAT AND LOOKING AT Q2, AROUND CHRONIC ABSENTEE I AND AT THE END OF THE YEAR, WHAT WE'RE SEEING THERE WITH IDENTIFICATION OF STUDENTS WITH DISABILITIES, LOOKING AT THE REFERRALS AND STUDENTS FOUND ELIGIBLE BY RACE AND ETHNICITY AND BOTH AT THE MIDYEAR MARK AS WELL AS THE THE END OF THE YEAR.

AND FOR PERCENTAGE OF NINTH GRADERS ON TRACK TO GRADUATE, WE'LL BE LOOKING AT GRADE REPORTS AT THE END OF THE FIRST SEMESTER AND CRITICAL COURSES WE KNOW ARE LINKED TO STATE GRADUATION REQUIREMENTS.

AND THEN LOOKING AT THE END OF THE YEAR FOR THE PERCENTAGE OF NINTH GRADE STUDENTS WHO HAVE MET THOSE STATE GRADUATION REQUIREMENTS BY THE END OF THEIR NINTH GRADE YEAR.

SO WITH ALL OF THAT SAID, WE ALSO KNOW THAT WE ARE IN AN EXTREMELY UNIQUE TIME AS IT RELATES TO THE CURRENT PANDEMIC AND THE VIRTUAL PLUS ENVIRONMENT IN WHICH WE ALL FIND OURSELVES.

SO THERE ARE SPECIFIC CONSIDERATIONS FOR THIS YEAR IN TERMS OF OUR BENCHMARK YEAR AND THE DATA COLLECTION AND REPORTING PROCESSES AND CERTAINLY WITHIN MAP, WE KNOW THIS FALL WE'LL BE DOING THE SCREENER AND NOT THE FULL GROWTH ASSESSMENT.

BE ALSO KNOW THERE ARE GOING TO BE CONSIDERINGS AROUND ABSENTEEISM AND IF THE

[01:20:05]

STUDENTS IS ABSENT, OUTSIDE OF THEIR CONTROL, ET CETERA.

AND WE ALSO KNOW FOR OUR STUDENTS WITH DISABILITY IDENTIFICATION PROCESS, AS WELL AS TALENTED AND GIFTED, IDENTIFICATION PROCESS THERE IS SOME IMPACT THERE AS IT RELATES TO THE INPERSON ASSESSMENTS THAT ARE REQUIRED AS A PART OF BOTH OF THOSE IDENTIFICATION PROCESSES.

SO WORKING THROUGH ALL OF THAT.

AND WE ALSO WANTED TO GIVE THE BOARD AN OVERVIEW OF THE TIMELINE OF DELIVERABLES.

SO AT THE END OF THE FIRST QUARTER, WE WOULD BE PROVIDING THE BOARD AN UPDATE FOCUSED ON SCHOOL AND DEPARTMENT OF IMPROVEMENT PLAN UPDATES.

SO GIVING A SUMMARY OF WHERE WE ARE AND WHAT WE HEARD THROUGH OUR CHATS, BOTH SCHOOLS AND DEPARTMENTS IN TERMS OF THEIR PROGRESS IN THE AREAS OF FOCUS AND WITHIN THEIR PLANS FOR THE CURRENT YEAR AND QUARTER TWO, IN FEBRUARY, IS WHEN WE WOULD BE PROVIDING THAT MIDYEAR ANALYSIS ON THE FORMATIVE KPI'S IS DISCUSSING PROGRESS IN AREAS OF FOCUS AND IMPROVEMENT FOR THE REMAINDER OF THE SCHOOL YEAR.

IN Q3, AGAIN, REPORTING OUT WHAT WE'RE HEARING FROM OUR CHATS, FROM OUR SCHOOLS AND DEPARTMENT.

IN QUARTER FOUR, IN JUNE, GIVING THE ANNUAL ANALYSIS ON INDICATORS.

SO WANTING TO BUILD THAT STRUCTURE WHERE WE'RE MOVING TO CONVERSATION TO THE HERE AND NOW AND LEVERAGING INFORMATION AS IT COMES IN AND MAKING IT AS ACTIONABLE AS POSSIBLE.

I WANTED TO GIVE THE BOARD A SENSE OF THE DATA REPORTING IDEAS WE'RE CURRENTLY HAVING AS IT RELATES TO LEVERAGING DATA TO ILLUMINATE INEQUITIES IF ALIGNMENT WITH OUR STRATEGIC PLAN AND RACIAL EQUITY AT THE WORK WE DO.

YOU'LL SEE MOCKUP OF A SCORE CARD WHERE WE WOULD HAVE THE KPI'S ON THE LEFT AND THEN WE HAVE OR STUDENT GROUPS REPRESENTED BY COLUMNS AT THE TOP.

WHAT THIS SCORE CARD WILL DO IS WILL HIGHLIGHT AREAS OF INEQUITY IN TERMS OF WHERE WE'RE SEEING UNDERREPRESENTATION AND SO IF WE'RE SEEING LOWER RATES OF KINDERGARTEN READINESS WITHIN GROUPS, THOSE WERE BE LOWER NUMBERS AND THAT WOULD THEN SHOW UP IN RED.

IF WE'RE SEEING LOWER NUMBERS OF MATH GROUPS, AGAIN, SHOWING UP IN RED AND ALLOWING A VISUAL SNAPSHOT OF WHERE WE'RE SEEING UNDER AND OVERREPRESENTATION ACROSS OUR KPI'S, ACROSS ALL OF THE GROUPS.

BECAUSE ULTIMATELY, WE WANT TO BE ABLE TO PROVIDE INFORMATION THAT IS DIGESTIBLE AND ACTIONABLE WHILE ILLUMINATING THE INEQUITIES WITHIN OUR SYSTEM.

IN TERMS OF NEXT STEPS, WE'RE WORKING TO FINALIZE THE MEASUREMENTS LIKE SURVEYS AND RUBRICS, ASSURING WE HAVE ALIGNMENT AND, ULTIMATELY, WORKING TO FULLY FLUSH OUT DEVELOP AND LAUNCH THE EQUITY DASHBOARD.

AND WITH THAT, I JUST WANT TO SAY THANK YOU AND OPEN IT UP FOR ANY COMMENTS OR QUESTIONS.

>> MISS GENTRY HAS A QUESTION.

>> ONE OF THE THINGS THAT'S GREAT TO SEE IS HOW IT'S ALIGNING WITH THE PRIORITIES WE'VE TALKED ABOUT PREVIOUSLY.

SOME OF THE SUGGESTED, YOU KNOW, MEASUREMENTS RELATED TO SOME OF THE EARLY GRADES AND THE FOCUS ON THE READING AND MATH, YOU KNOW, REALLY LINES UP WELL WITH SOME OF THE KT LITERACY.

I ALSO THOUGHT THE CHECKING ON THE NINTH GRADE AND CHECKING THE HIGH SCHOOL CREDITS TO MAKE SURE THEY WERE ON TRACK TO GRADUATION REALLY TIES IN WITH SOME OF THE FOCUS THAT WE'VE PUT ON THE HIGH SCHOOL GRADUATION.

SO I JUST AM REALLY EXCITED ABOUT THAT.

THE THING I WANTED TO ASK ABOUT, AND I REALLY APPRECIATE THE REPORTING, YOU KNOW, REALLY CLEARLY LAYING OUT THE TIMES THAT THE BOARD WILL BE HEARING.

IF YOU ALL CAN ELABORATE A LITTLE BIT ON WHAT YOU LEARN FROM THE FIRST QUARTER AND HOW THE DIVISION, WHETHER THERE'S SOMETHING THEY'RE SEEING AT A PARTICULAR SCHOOL OR GRADE OR DIVISIONWIDE, HOW THEY WILL BE ABLE TO MAKE A CHANGE

[01:25:05]

WITHIN THE SCHOOL YEAR.

BECAUSE, YOU KNOW, THINK ONE OF THE CONCERNS IS THAT WE COULD AMASS ALL OF THIS DATA AND VERY ACCURATELY TRACK HOW WE'RE NOT MEETING A KPI.

BUT I WOULD LIKE YOU ALL TO ELABORATE ON HOW YOU SEE THIS PROCESS AND THIS PLAN ALLOWING YOU TO BE ABLE TO MAKE THOSE CHANGES AND ADJUSTMENTS AS YOU'RE RECEIVING THE DATA.

>> SO I THINK THAT'S A GREAT QUESTION THAT WE HAVE BEEN TALKING ABOUT INTERNALLY AND THAT WAS ONE OF THE REASONS WE DID OUR REORGANIZATION LAST YEAR, ESPECIALLY IN THE OFFICE OF TEACHING, LEARNING AND LEADERSHIP, THAT WE DEVELOPED AN EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT.

AND THAT IS DR. SIMMS, WHO I'M ACTUALLY GOING TO ASK TO SPEAK AND ANSWER SOME OF THESE QUESTIONS.

I THINK IT IS IMPORTANT FOR NOT OWN OUR COMMUNITY AND THE BOARD, BUT ALSO FOR OUR STAFF TO UNDERSTAND THAT THIS IS AN INVESTMENT THAT IS GOING TO, I BELIEVE, PROVIDE SOME HUGE DIVIDENDS FOR US AS A SCHOOL DIVISION.

WITH DR. SIMMS' BACKGROUND AND THE INTERACTION AND SUPPORTS HE'S GOING TO PROVIDE OUR SCHOOLS CONTINUOUSLY IS REALLY GOING TO SET US ON A TRAJECTORY THAT ALLOWS US TO GET TO THOSE GOALS THAT WE'VE SET.

BUT DR. SIMMS, IF YOU COULD JUST ELABORATE ON SOME OF THE WORK THAT WE HAVE PLANNED IN REGARDS TO HOW YOU'RE WORKING INTERNALLY WITH EACH SCHOOL AND HOW WE'RE TAKING THAT DATA.

I THOUGH WE TALKED LAST WEEK ABOUT COHORT DATA.

>> THANK YOU, DR. HUTCHENSON AND THANK YOU FOR THE QUESTION.

ONE OF THE EXCITING THINGS ABOUT THE WORK WITH THE DISTRICT IS HELPING TO SHIFT THIS CONVERSATION FROM FOCUSING ON SCHOOL IMPROVEMENT PLANS TO IMPROVEMENT SCIENCE AND FORMING IMPROVEMENT WORK.

AND WE ARE CURRENTLY  I HAD THE OPPORTUNITY TO MEET WITH THE SCHOOLS.

I'VE BEEN MEETING WITH EACH SCHOOL TO TALK ABOUT HOW ENHANCEMENTS TO THE SCHOOL IMPROVEMENT PROCESS, HOW OUR NEW PROCESS THAT BOTH CLINT AND NATALIE HELPED ME TO UNDERSTAND FOR THE DISTRICT IS REALLY GROUNDED AND ANCHORED IN IMPROVEMENT SCIENCE.

SO I REALLY SEE THIS PROCESS AS MORE OF HELPING TO PROVIDE SOME ENHANCEMENTS TO OUR CURRENT SCHOOL IMPROVEMENT PROCESS.

ONE OF THE MAJOR ENHANCEMENTS IS ENSURING THAT WHAT SCHOOLS HAVE IDENTIFIED IN THEIR IMPROVEMENT PLANS ALIGNS WITH THE STRATEGIC PLAN FOR EQUITY.

THAT WE NOW HAVE AN EQUITY FOR ALL PLANS AND WE WANT TO MAKE SURE THAT ALL OF THE PLANS REFLECT THE AREAS OF FOCUS FOR THE DISTRICT.

SO THAT'S ONE MAJOR ENHANCEMENT.

THE SECOND AREA THAT YOU TALKED ABOUT, THAT YOU REFERENCE IS HOW DO PEOPLE REALLY MAKE PLANS ACTIONABLE IN DATA CYCLES? AND THIS I'VE TALKED TO SCHOOLS ABOUT.

THERE'S OFTEN A MISNOMER IN THE SCHOOL IMPROVEMENT PLANNING PROCESS THAT IT'S ALL ABOUT THE PLAN.

REALLY, THE PLAN IS AN ARTIFACT OF A COMPREHENSIVE IMPROVEMENT PROCESS.

AND SO, WHEN WE THINK ABOUT THAT, AND I HAVE COMMENDED THE DISTRICT, THE FIRST THING I THOUGHT, I'VE NEVER BEEN TO A PLACE WHERE SUPERINTENDENTS ARE A PART OF THE QUARTERLY CHAT, WHERE PEOPLE ARE COMING IN TO TALK WITH THE SUPERINTENDENT ABOUT WHAT'S HAPPENED.

WELL, CLINT TALKED ABOUT DATA TENDING TO BE AUTOPSICAL.

WE WANT THE DATA CHATS TO REFLECT A CYCLE.

WHEN IMPROVEMENT, SCHOOL IMPROVEMENT IS HOW ABOUT HOW SHIFT EDUCATOR PRACTICE AND STUDENT PERFORMANCES AS A RESULT OF SHIFTING PRACTICE.

SO THE TWO AREAS THAT I'VE ASKED SCHOOLS TO WORK ON ENHANCING IS, ONE, IF WE THOUGHT THIS WAS THE ABSOLUTE BEST ACTION, A LEVER TO MOVE STUDENT IMPROVEMENT.

THERE'S AN INHERENT THEORY OF CHANGE TO SHOW THIS IS WHERE WE SHOULD INVEST OR RESOURCES AND TIME.

THE COMPLIMENTARY PART.

PEOPLE WILL CITE SIGNING UP FOR TRAINING.

WE WANT COMPLIMENTARY EVIDENCE OF PRACTICE TO SHOW GROWTH.

AND SO GROWTH IN KNOWLEDGE AND IMPLEMENTATION.

[01:30:05]

SO IF YOU IDENTIFY PROFESSIONAL DEVELOPMENT AS THE LEVER TO IMPROVE THIS AREA, IF IT'S LEVEL LITERACY, THEN WERE REALLY, YOU'RE TALKING ABOUT LOOKING AT DATA AND HOPEFULLY, YOU USE MORE THAN ONE OBSERVATION OF CLASSROOM INSTRUCTION TO SEE WHETHER WE ARE NOW IMPLEMENTING THE PRACTICES THAT WE'VE JUST TRAINED STAFF ON SO THAT WE SPEAK TO FIDELITY OF IMPLEMENTATION BEFORE WE START TO LOOK AT IF STUDENTS ARE IMPROVING.

BECAUSE IF THE INTERVENTION DOESN'T HAVE FIDELITY, THEN WE SHOULDN'T EXPECT, NECESSARILY, THERE'S A COMMENSURATE IMPROVEMENT FOR STUDENTS.

SO THAT'S THE OTHER THING, LOOKING AT THE EVIDENCE THAT WE'RE USING TO SHOW PROGRESS, ENSURING THAT WE HAVE BOTH EDUCATORFACING DATA AND STUDENTFACING DATA.

SO THOSE ARE SOME OF THE MAJOR AREAS THAT WE LOOK AT IN TERMS OF ENHANCING OUR PLANS TO SHOW THE EVIDENCE FOR WHY WE THINK THIS IS IMPORTANT AND THE MAJOR LEVER TO SHIFT PRACTICE AND ENSURING THAT WE HAVE ALIGNMENT WITH THE FOCUSED AREAS.

THE PHRASE I'VE USED IF SOMEONE WERE TO COME IN FROM ANOTHER COUNTRY, OH, YOU HAVE A ROBUST AND COMPREHENSIVE EQUITY PLAN, BUT I DON'T SEE IT IN THE SCHOOL IMPROVEMENT PLAN, WHY IS THAT? IT SHOULD BE TRANSPARENT IN OUR WORK.

LASTLY, AN EXAMPLE OF CONNECTING OUR WORK TO THE EQUITY WORK TO IMPROVEMENT, IS THAT OFTENTIMES WHEN WE TALK ABOUT HIGH SCHOOL PERFORMANCE AND, IN PARTICULAR, OUR NINTH GRADE WORK AND I'VE DONE SOME WORK IN EARLY WARNING INDICATER SYSTEMS, PROBABLY THE MOST COMPELLING ASPECT OF THAT WORK IS NOT JUST WHAT HAPPENS FOR HIGH SCHOOL STUDENTS, BUT THE IMPLICATIONS FOR LOOKING AT EARLY WARNING INDICATER SYSTEMS FOR NINTH GRADE, THE IMPLICATIONS FOR OUR MIDDLE SCHOOLERS AND HOW WE STRENGTHEN OUR STUDENTS IN MIDDLE AND ELEMENTARY SCHOOL SO THAT THEIR PERSISTENCE, THEIR ACADEMIC ESTEEM, ALL OF THOSE THINGS, WE HAVE A BETTER READ ON WHERE OUR STUDENTSES FARE BEFORE THEY ENTER HIGH SCHOOL.

SO I'M HOPING THAT AS WE BEGIN TO LOOK AT OUR DATA, SPECIFICALLY AROUND SOME OF OUR RACIAL INEQUITIES AND ALSO ACADEMIC OR DISPARITIES, THAT WE LOOK AT THE IMPLICATIONS FOR BOTH PERSISTENCE AND HIGH SCHOOL AND HOW DOES IT INFORM WE NEED TO THINK ABOUT IN IMPROVING WHAT HAPPENS AT THE ELEMENTARY AND MIDDLE SCHOOL LEVEL.

SO I HOPE THAT HELPS, MISS GENTRY.

>> THAT WAS A SUPER EXCITING ANSWER, DR. SIMMS. I WANT TO SAY PARTICULARLY THE THINGS THAT LEAP OUT, I REALLY LIKE THE IDEA OF MAKING SURE THAT YOU'RE NOT JUST LOOKING AT STUDENTS RESULTS, BUT THAT EDUCATOR FOCUS AND THAT FIDELITY TO PLAN.

BECAUSE I REALLY DO THINK THOSE ARE THE KINDS OF THINGS THAT ANY WELLMEANING DIVISION COULD MAYBE INADVENTLY TRIP UP ON.

THE IDEAS ARE ALL THERE.

THE COMMITMENT AND PASSION IS THERE, BUT IF YOU DON'T FIGURE OUT A WAY TO MAKE SURE THAT THOSE IDEAS ARE REALLY BEING PUT INTO PRACTICE.

SO THANK YOU SO MUCH FOR THAT RESPONSE AND I'M EXCITED TO SEE YOU GETTING TO WORK ON THAT.

SO THANK YOU VERY MUCH.

>> THANK YOU.

>> WE HAVE MISS ALDERTON NEXT.

>> THANK YOU, MADAM CHAIR.

I JUST WANTED TO SAY TO CLINT, YOU REALLY TOUCHED MY TEACHER HEART HERE.

BECAUSE THAT, FOR ME, REALLY HIGHLIGHTS THIS NOTION OF WE ARE, YOU KNOW  WE'RE FORMIDABLY ASSESSING AND AT THE END, WE KNOW WHAT WE'RE LOOKING FOR.

THAT WAS PRETTY BRILLIANT.

I DON'T KNOW IF IT WAS INTENTIONAL, BUT IF IT WAS, IT WAS VERY GOOD.

AND IT'S JUST ANOTHER WAY THAT, I THINK, HERE IS OUR OPPORTUNITY TO MODEL FROM THE TOP DOWN, WHAT WE WANT TO BE SEEING IN CLASSROOMS AND HOW WE WANT TO BE EVALUATING SCHOOL AND TEACHER PERFORMANCE.

SO THAT WAS REALLY GOOD.

WAS THAT ON PURPOSE?

>> I WILL ALWAYS TAKE CREDIT, SURE.

[01:35:04]

REALLY, IT WAS.

WE WANT TO  THERE'S POWER IN LANGUAGE AND WE WANT TO ALIGN LANGUAGE, RIGHT, AND UNDERSTANDING AND WE WANT TO MODEL WHAT WE VALUE IN TERMS OF WHAT WE WANT TO SEE IN THE CLASSROOM, WHAT WE WANT TO SEE FROM OUR ADMINISTRATORS, WITHIN SCHOOLS.

IT'S INCUMBENT ON US TO MODEL THAT, SO YES, THAT WAS PURPOSEFUL.

>> IN ADDITION TO WHAT MR. PAIGE SAID, WE WANT TO MAKE SURE WE'RE NOT BLAMING THE STUDENTS IN REGARDS TO WHAT OUR ISSUES ARE.

AND IT'S A SHIFT IN SAYING HOW DO WE SERVE OUR STUDENTS DIFFERENTLY SO WE CAN SEE THEM REACH LEVELS WE ALL WANT THEM TO BE, VERSUS WHAT'S WRONG WITH THE KID.

AND, UNFORTUNATELY, A LOT OF SCHOOL DIVISIONS, THEY PUT ALL OF THE DATA ON STUDENTS WHO ARE FROM CERTAIN NEIGHBORHOODS.

THAT, TO ME, IS A CURSE.

DON'T DO THAT.

NOW I'M A SUPERINTENDENT OF ALEXANDRIA CITY SCHOOLS.

SO IF YOU THINK BECAUSE OF SOMEBODY'S CIRCUMSTANCE, THEY'RE NOT GOING TO ACHIEVE, YOU'VE ALREADY FAILED THE KID.

SO I JUST LOVE HOW WE'RE SHIFTING NOW TO WHAT CAN WE DO, WHAT DO WE HAVE CONTROL OVER? BECAUSE WE CAN'T CHANGE A CHILD'S HOUSEHOLD.

WE CAN'T CHANGE THEIR PARENTS AND SOMETIMES WE WANT TO, BUT WE CAN'T.

WE HAVE TO FOCUS ON THE THINGS WE HAVE CONTROL OVER AND UPON TOR WHAT WE CAN.

>> SORRY, I JUST HAVE TO ADD TO THAT, I REALLY APPRECIATE THAT, DR. SIMMS, YOU BRINGING THAT UP AND DR. HUTCHINNGS, YOU BRINGING THAT UP, BECAUSE I SAID AS A STUDENT SUPPORT DIRECTOR AND SPECIAL ED LEADER, IF YOU ARE COMING TO ME WITH A REFERRAL OR IF YOU'RE COMING TO ME TO REQUEST SUPPORT, THE SUPPORT IS FOR YOU, THE EDUCATOR.

I'M NOT IN THE BUSINESS OF FIXING KIDS.

AND SO, THAT SHIFT IS SO IMPORTANT.

IT MAKES ME SO HAPPY.

AND THAT'S EXCELLENT.

THANKS, GUYS.

>> NEXT UP WE HAVE DR. REEF.

>> THANK YOU FOR THAT PRESENTATION, MR. PAIGE.

AND THAT WAS A GREAT CONVERSATION WE HAD.

I TOTALLY AGREE WITH THAT.

IT'S GREAT TO SEE THAT SHIFT AND I REALLY APPRECIATE THAT.

YOU FRAMED THE KPI'S.

AND I APPRECIATED HEARING THE PERSPECTIVE FROM DR. SIMMS, AS WELL.

I WANTED TO ASK ABOUT THE QUALITATIVE DATA THAT IS LISTED HERE ON THE SUMMARY OVERVIEW, WHICH IS THE SURVEYS.

AND IT SOUNDS LIKE YOU'RE STILL KIND OF WORKING ON IDENTIFYING AND DEVELOPING THE INSTRUMENTS.

BUT I WAS JUST WONDERING IF YOU COULD TALK A LITTLE BIT ABOUT WHAT CONVERSATION HAS BEEN HAPPENING AROUND THE TIMELINE FOR THE SURVEYS.

I SEE DOING SURVEYS FOR STAFF AND FAMILIES, AS WELL.

I KNOW WE DID AN AUDIT EQUITY LAST YEAR.

I'M INTERESTED IN THE SCHOOL CLIMATE SURVEY WITH APD, AS WELL, ESPECIALLY LISTENING TO SOME OF THE COMMENTS WE HAD TONIGHT.

ONE OF THE THINGS WE'RE LOOKING AT IS, ARE STUDENTS FAILING SAFE AND VALUED? I'M REALLY INTERESTED IN THAT MEASUREMENT, AS WELL.

SO, LIKE, JUST THE TIMELINE OF WHEN YOU THINK YOU'LL BE DOING THESE SURVEYS.

WHAT POINT IN THE YEAR DO YOU ENVISION THE BOARD GETTING FEEDBACK FROM THOSE?

>> I CAN SAY THESE SURVEYS WOULD NOT BE TRANSPIRING IN THE COMING WEEKS OR MONTHS IN ADVANCE OF, SAY, THANKSGIVING.

THIS IS MORE FUTURE ORIENTED.

BUT THE PLAN IS VERY MUCH TO HAVE THE SURVEYS THIS YEAR.

WITH THAT SAID, WE KNOW WE HAVE TO BALANCE OUR ASK OF STAKEHOLDERS TO FILL OUT SURVEYS AND FORMS AND INSTRUMENTS.

SO WE WILL ABSOLUTELY IN THE PLANNING OF THE WHEN BE ENSURING THAT WE ARE RESPECTFUL OF OUR STAKEHOLDER'S TIME AND ASKING THEM THE CRITICAL QUESTIONS WE NEED TO KNOW AND NOT THE NICETOKNOWS.

THAT WILL CERTAINLY BE SOMETHING WE'LL BE PROVIDING MORE INFORMATION WITH THE

[01:40:04]

BOARD ON IN TERMS OF THE SPECIFIC TIMING AS WE GET TO THAT PLACE.

BUT CERTAINLY THIS YEAR, AND IT WILL PROBABLY BE LOOKING DECEMBER OR LATER.

>> AND AS MR. PAIGE MENTIONED, IT IS THIS YEAR.

ONE THING WE ARE STRIVING TO DO IS NO TO HAVE MULTIPLE SURVEYS.

WE HAD CLIMATE SURVEY AND WE REALLY NEED  AND THEN PEOPLE UNDERSTAND, LIKE, OK, I THOUGHT I JUST FILLED OUT SOMETHING AND YOU DON'T GET THE SAME KIND OF FEEDBACK.

SO WHAT WE'RE GOING TO HAVE  WE HAVEN'T IDENTIFIED THE ACTUAL SURVEY INSTRUMENT, BUT WE DO KNOW IN REGARDS TO THE FRAMEWORK AND WE WANT TO MAKE SURE THAT WE HAVE DIFFERENT COMPONENTS OF THE SURVEY THAT MIGHT FOCUS ON CLIMATE, THAT MIGHT FOCUS ON THE ACADEMIC PEACE.

THAT MIGHT FOCUS ON THE STRATEGIC PLAN AND OUR PROGRESS WITH THAT.

AND THAT WE ARE DOING THIS ANNUALLY, BECAUSE A PART OF OUR FIVEYEAR PLAN IS THAT WE'RE ALSO MONITORING AND EVALUATING AND ASSESSING OUR STAFF, OUR FAMILIES AND OUR STUDENTS SO THAT WE CAN SEE SOME PROGRESS IN THOSE AREAS OVER TIME AND THAT WE CAN ALSO MAKE ADJUSTMENTS BASED ON THAT FEEDBACK.

ONE THING THAT WE HEARD  NO, ONE THING I HEARD DOING MY ONE HUNDRED DAYS, WHICH IT SEEMS LIKE IT WAS A HUNDRED YEARS AGO, BUT IT WAS ONLY TWO YEARS AGO.

ONE THING THAT I HEARD FROM OUR STAFF WAS THAT THEY DID NOT FEEL THAT OUR TELL SURVEY DATA WAS BEING KIND OF LIKE USED TO MAKE INFORMED DECISIONS.

SO, THEY FELT THAT IT WAS A FORMALITY AND THAT IT WASN'T SOMETHING WHERE WE GATHERED THEIR INFORMATION AND IT ACTUALLY CHANGED OUR EITHER PROCESS OR CHANGED OUR POLICY OR CHANGED OUR ACTIONS.

AND SO WE WANT TO REALLY MAKE SURE THAT OUR STAFF, OUR STUDENTS, AS WELL AS OUR FAMILIES, THAT WITH THE FEEDBACK AND WITH THE DATA WE'RE GATHERING, THAT THERE ARE RESPONSES AND THAT WE'RE MAKING INFORMED DECISIONS USING THAT INFORMATION AND THAT YOU CAN ACTUALLY SEE THAT AND ARTICULATE THAT, DOING OUR ANNUAL UPDATES TO THE COMMUNITY AND TO THE BOARD.

SO WE DON'T HAVE THE IDENTIFIED, YOU KNOW, SURVEY AT THIS POINT, BUT WE'RE CLOSE.

WE'VE BEEN TRYING TO DO ALL THESE OTHER SURVEYS WITH REOPENING AND THINGS OF THAT NATURE.

BUT IT WILL BE ANNUAL AND IT WILL BEGIN THIS YEAR, BECAUSE WE CAN'T MISS OUR BASELINE.

WE CAN'T REALLY STOP OUR WORK.

WE MAY HAVE TO SLOW THING DOWN A LITTLE BIT AND GIVE EACH OTHER GRACE.

AND MR. PAIGE GETS A LOT OF GRACE ON YOUR TEAM, IS WE ALSO KNOW THAT WE CAN'T MISS THE BASELINE YEAR, WHICH, THIS IS YEAR ONE OF OUR PLAN.

>> NEXT UP, WE HAVE MR. SWAREZ.

>> THANK YOU, CHAIR.

AND, YEAH, I WANT TO DITTO MY COLLEAGUE'S COMMENTS ABOUT THIS BEING A WELLDONE PRESENTATION AND THIS HAS BEEN TREMENDOUSLY HELPFUL AND EXCITING TO SEE US MOVING IN THIS DIRECTION IN TERMS OF USING THE STRATEGIC PLAN AND USING THESE KPI'S EFFECTIVELY GOING FORWARD.

I'M REALLY EXCITED ABOUT SOME OF THE STUFF DR. SIMMS TALKED ABOUT IN TERMS OF HOW WE'LL USE THIS METHODOLOGY AT THE INSTRUCTIONAL LEVEL TO MOVE THE NEEDLE AND THAT'S GREAT.

SO I HAVE A COUPLE OF COMMENTS AND A COUPLE OF QUESTIONS.

SO, FIRST, SOMETHING THAT DR. HUTCHINS SAID THAT I'M CURIOUS ABOUT AND IT'S A QUESTION ABOUT WHAT CAN WE DO  BECAUSE I KIND OF SEE THIS AS ZERO TO ZERO.

WE'VE IMPLEMENTED THE STRATEGIC PLAN AND WE HAVE THESE NEW KPI'S AND A LOT OF EXCITING OPPORTUNITIES TO SPRINGBOARD OFF OF THAT.

AND WE'RE GOING TO HAVE TO HAVE SOME SENSE OF HOW WE'RE DOING THIS YEAR.

I WOULD LIKE TO UNDERSTAND TO WHAT EXTENT WILL WE LOOK AT THE DATA WE HAVE NOW TO ESTABLISH OUR BASELINE RIGHT NOW SO THAT WE CAN MEANINGFULLY, YOU KNOW, EVALUATE OUR PROGRESS THIS YEAR TO THE BEST OF OUR ABILITY? OBVIOUSLY, THERE ARE CONSTRAINTS, THE POINTING, SOME OF THESE DATA POINTS, WE WON'T BE ABLE TO HAVE THEM PERFECTLY.

WHAT ARE WE ABLE TO DO ON THAT FRONT? AND I THINK THERE ARE SOME DATA POINTS WE MIGHT BE ABLE TO DO IT BETTER THAN OTHERS.

BUT I WOULD LIKE TO UNDERSTAND WHAT OUR THINKING IS AROUND THAT.

AND THEN MY SECOND QUESTION, IF WE CAN GO TO SLIDE 15, I FOUND THIS SLIDE TO BE GREAT BECAUSE I LOVE THAT IT IS NOT ONLY HOLDING, YOU KNOW, THE STAFF AND INSTRUCTIONAL LEADERSHIP OF THE DIVISION ACCOUNTABLE, BUT IT'S ALSO HOLDING THE BOARD

[01:45:03]

ACCOUNTABLE SO THAT WE HAVE THESE SORT OF REGULAR CHECKINS ABOUT HOW ARE THINGS GOING AFTER QUARTER ONE AND SO ON AND SO FORTH.

BUT I DO RECALL US HAVING A CONVERSATION ABOUT POSSIBLY LOOK AT KPI'S ON A ONCEAMONTH BASIS OR LOOKING AT CATEGORIES ON A ONCEAMONTH BASIS IS SORT OF THINKING ABOUT WHERE WE ARE IN THOSE CATEGORIES AND THEN HOLDING THE BOARD ACCOUNTABLE TO KIND OF MODEL DISCUSSIONS AROUND THESE PROGRESS INDICATORS.

SO I KIND OF WANT TO UNDERSTAND WHAT OUR THINKING MIGHT BE AROUND THOSE ISSUES.

AND THE REASON I SAY THAT IS BECAUSE IT KIND OF GOES BACK TO SOMETHING DR. SIMMS WAS POINTING OUT, WHICH I WANT TO REITERATE, THIS NOTION OF FIDELITY OF IMPLEMENTATION.

I PERSONALLY THINK IT'S REALLY CRITICAL THAT THE BOARD STARTS MODELING THE FIDELITY OF IMPLEMENTATION AS QUICKLY AS POSSIBLE AND SO I LOVE THAT COMMENT THAT DR. SIMMS MADE ABOUT MAKING SURE THAT HAPPENS, AS WELL.

I WOULD LIKE THAT SEEN THREAD THROUGH THE WHOLE DIVISION.

I'M WONDERING WHAT YOUR THOUGHTS MIGHT BE IN TERMS OF HOW WE CAN DO THAT AT THE BOARD LEVEL AS SOON AS POSSIBLE, UNDERSTANDING THERE ARE CONSTRAINTS THROUGH COVID19 AND SO FORTH.

BUT I THINK A LOT OF MY REACTION IS MY EXCITEMENT AROUND SEEING, OK, NOW WE HAVE A SET OF INDICATORS AND WHAT CAN WE DO TO REALLY START HITTING THE GROUND RUNNING TO IMPLEMENT THE FIDELITY BUT BEGIN TO MODEL IMPLEMENTATION OF THIS AS SWIFTLY AS WE CAN UNDER THE CIRCUMSTANCES.

>> SO MR. SWAREZ, CLINT TEXT ME EXHE'S REBUILDING HIS COMPUTER AND I'LL RESPOND AND HE'LL JOIN US IN A MINUTES.

LET ME JUST SAY THAT, YES, THIS IS OUR BASELINE YEAR.

HOWEVER, FOR US TO DEVELOP THE METRICS WE INTRODUCE TODAY, WE HAD TO USE OUR CURRENT DATA TO EVEN DETERMINE WHERE WE NEEDED TO FOCUS.

SO, FOR EXAMPLE, THAT WAS THE IMPORTANCE OF US HAVING OUR DATA WORKBOOK THAT WE SHARED TO REALLY START THE WHOLE STRATEGIC PLANNING PROCESS LAST YEAR, WHICH WAS REALLY OUR FIRST TIME TAKING ALL OF OUR DATA, LIKE A CUMULATION AND HAVING IT IN ONE PLACE AND BEING ABLE TO ANALYZE IT THAT WAY.

SO WE DIDN'T START FROM SCRATCH.

AND WE HAD TO USE OUR CURRENT DATA TO GET THERE.

ONE OTHER PIECE WE GOT OUT OF THAT AND THIS IS WHY WE'RE ABLE TO COLLECT OUR DATA THIS YEAR, WE'RE NOT FOCUSING ON STATE DATA.

WHEN YOU DO THAT, THAT'S WHEN YOU PUT YOURSELF IN SITUATIONS, WE HAVE A GLOBAL PANDEMIC AND THERE IS NO SOL ADMINISTERED LAST YEAR IF THIS WAS OUR DATA, WE WOULDN'T HAVE A LOT TO SHARE AND THAT'S WHY WE DIDN'T HAVE A LOT TO SHARE LAST YEAR.

WE PUT OUR EGGS IN THE STATE BASKET, WHICH IS NOT GOOD PRACTICE FOR US.

WE WANTS TO MAKE SURE WE'RE FOCUSED ON LOCAL CONTROL ITEMS. THAT'S WHY WE HAVE PUT IN MAP AS ONE OF OUR ASSESSMENTS, BECAUSE WE HAVE CONTROL OVER MAP.

THOSE ARE GOING TO BE ADMINISTERED THIS OCTOBER, SO THIS MONTH, WE'LL BE ABLE TO SEE WHERE OUR STUDENTS ARE ACADEMICALLY.

WE'RE MAKING SURE WE'RE LOOKING AT OUR CREDIT DATA BECAUSE WE ISSUE CREDITS TO STUDENTS, TOO, RIGHT? YES, THE STATE ESTABLISHES GUIDELINES, BUT WE HAVE TO MAKE SURE THAT WE HAVE AN EARLY WARNING SYSTEM WHERE MONITORING STUDENTS CREDIT HOURS IN NINTH, TENTH AND 11TH GRADE AND WE'RE TO THE WAITING UNTIL WE HAVE A DROPOUT RATE.

THAT WE'RE CATCHING STUDENTS EARLY.

SO THESE ARE THING WE'LL BE ABLE TO SHARE WITH THE BOARD AS WELL AS THE COMMUNITY THIS YEAR.

THE FIRST QUESTION IS WHAT ARE WE DOING WITH THE DATA NOW.

THE SECOND QUESTION WAS ABOUT HOW THE BOARD CAN GET MORE INVOLVED AND HAVE MORE ACCESS.

AND I DO THINK IT IS IMPORTANT FOR US NOT TO OVER  NOT ESTIMATE IS THE RIGHT WORD BUT EXPECT THE STAFF EVERY MONTH TO COME BACK WITH INFORMATION TO THE BOARD BECAUSE, YOU KNOW, HAVING EVERY NINE WEEKS IS ALLOWING US TO SEE A TREND.

BY THE TIME WE ARE COMING TO PRESENT TO THE BOARD, WE DON'T WANT TO JUST HAND YOU INFORMATION BECAUSE WE HAVEN'T ANALYZED THE INFORMATION.

[01:50:02]

WE HAVEN'T BEEN ABLE TO PROVIDE SOME OF THE TRENDS OR HAVE THE INTERNAL DISCUSSIONS TO ANSWER QUESTIONS LIKE WE'RE DOING TODAY WITH OR BOARD.

SO THAT WAS ONE OF THE REASONS WE LOOKED AT A QUARTERLY BASIS BECAUSE WE KNOW THAT EVERY QUARTER, THERE'S NO TRENDS, NEW DATA.

WE'RE ABLE TO SHARE WHAT HAS TRANSPIRED SINCE OUR LAST TIME PRESENTING TO THE BOARD.

WE DID INDICATE THIS YEAR, THOUGH, MAKING SURE WE'RE TOUCHING ON OUR AREAS OF FOCUS.

THAT WAS A SHIFT WE DID THIS YEAR.

THAT'S WHY YOU SEE NOW ON OUR BOARD AGENTS STARTING IN SEPTEMBER, THIS PAST MONTH, YOU WILL SEE THAT EVERY BOARD MEETING, EVERY WORK SESSION IS AN ITEM THAT RELATES TO OUR STRATEGIC PLAN, AS WELL AS TO OUR AREAS OF FOCUS, WHICH IS ALIGNED IN OUR STRATEGIC PLAN.

THAT'S WHY TODAY WE'RE TALKING ABOUT THE METRICS.

THAT'S ONE OF THE AREAS OF FOCUS.

WE'RE GOING TO DO METRICS, TO MONITOR OUR SUCCESS.

NEXT YEAR WILL LOOK DIFFERENT IN REGARDS TO WHAT THE TOPICS ARE BECAUSE MOST LIKELY, WE WILL HAVE DIFFERENT AREAS OF FOCUS.

WE WON'T START REPLICATING.

WE MAY REPLICATE THE TIMELINE BUT THE TOPIC AND DISCUSSIONS AND DATA WILL BE DIFFERENT BY MOVING FORWARD.

THE BOARD WILL BE HEAVILY ENGAGED.

WE HAVE AN ITEM EVERY SINGLE MEETING AND WORK SESSION BETWEEN NOW AND JANUARY.

SO YOU'LL BE HEAVILIY ENGAGED AND THAT'S OUR MIDYEAR TO GO THROUGH OUR TRENDS.

AND THEN ANOTHER QUARTERLY UPDATE AND THEN AND ANNUAL WORK SESSION WHERE WE'RE ABLE TO TALK THROUGH THE ENTIRE YEAR AND A PART OF OUR JOB INTERNALLY IS TO MAKE SURE THAT WE ARE PROVIDED THE NECESSARY SUPPORTS TO OUR SCHOOL TEAMS SO THAT THEY ARE MAKING THE NECESSARY PROGRESS SO WE'RE NOT HAVING THE SAME PICTURE AND THE SAME STORY TO TELL EVERY TIME WE COME BACK TO THE BOARD.

I KNOW CLINT OR ARE PAIGE, I THINK HE'S BACK VIA PHONE, IS WHAT I JUST GOT A TEXT ABOUT.

I DON'T KNOW IF THERE ANYTHING ADDITIONAL MR. PAIGE WOULD LIKE TO MENTION.

>> I AM HERE.

SO THAT'S FANTASTIC.

I HOPE YOU ALL DIDN'T HEAR ME SWEARING, NOT THAT I EVER SWEAR.

BUT NO, I DON'T HAVE ANYTHING FURTHER TO ADD.

YOU DID AN EXCELLENT JOB.

>> THANK YOU.

MISS NOLAN.

>> THANK YOU, CHAIR ANDERSON.

FORGIVE ME, THIS IS WHAT HAPPENS WHEN YOU'RE THE LAST ONE.

I THINK MY QUESTION MAY HAVE BEEN ANSWERED A FEW DIFFERENT WAYS, BUT THAT SAID, I WILL GO AHEAD AND ASK IT AND I'LL LET YOU DETERMINE FOR YOURSELF IF IT WAS INTERWOVEN.

I WANT TO ECHO MY COLLEAGUE'S SINCERE KUDOS TO MR. PAIGE AND HIS INCREDIBLE TEAM AND THE ININCREDIBLE MISS GREEN.

IT SPEAKS TO THE TALENT OF YOUR TEAM.

I KNOW WE'VE GOT ONE OF THE BEST PARTS OF THE STRATEGIC PLANNING PROCESS IS GETTING TO MEET SEVERAL MEMBERS OF YOUR TEAM AND JUST OUTSTANDING JOB AS A LEADER HIRING.

SO THANK YOU FOR THAT.

THAT'S WHAT WILL GET GOOD RESULTS WHEN GOOD PEOPLE DO GOOD THINGS.

THAT WILL HAVE VALUE FOR OUR STUDENTS, AS WELL.

DR. HUTCHINS, I APPRECIATED THE COMMENTS ON THE SHIFTS WE'RE HAVING AND COMING FROM A PLACE OF STUDENTS AS AN ASSET.

MR. SIMMS, YOU TALKED ABOUT THIS, TOO, THE IMPORTANCE OF THE IMPROVEMENT TEAMS AND ALL OF THAT.

GIVEN THAT EVERYONE HAS BELIEF IN THIS PLAN, IT WAS SO WELL THOUGHT THROUGH AND MAPPED OUT, IS IT THE QUARTERLY CHATS? MY QUESTION IS, LET'S SAY WE FIND OUT DATA  WE'LL FIND OUT DATA BUT WHERE IS THE COURSE CORRECTION OF THE PLANS ALONG THE WAY? HOW ARE WE USING THIS AS THE FEEDBACK LOOP.

WHAT'S THE IMPLEMENTATION FOR FOLKS IN INSTRUCTION AND FOLKS TO BE USING THIS IMPLEMENTATION TO THEN HAVE REAL COURSE CORRECTION ON THE GROUND OR TO EVEN KNOW, LIKE, HEY, THIS IS GOING WELL AND LET'S CONTINUE DOING THIS? I WOULD LIKE TO KNOW HOW ARE THOSE ON THE GROUND GOING TO BE USING THIS DATA IN ORDER TO ENSURE WE'RE PROVIDING STUDENTS WITH THE BEST RESOURCES AND WORK POSSIBLE.

MY SECOND FOLLOWUP.

I REALLY APPRECIATED THE PART OF THE CONVERSATION ABOUT COVID.

IT'S A STRUGGLE, RIGHT? ON THE ONE HAND, WE DO WANT A BAYLINE AND WE CAN'T LOSE INFORMATION KNOWING WHERE OUR STUDENTS ARE, BUT ON THE FLIP SIDE, IS THERE A BALANCE IN TERMS OF

[01:55:01]

OFTENTIMES IN EDUCATION AND THIS IS NOT JUST TO ALEXANDRIA AS AN ISOLATION, BUT THE STANDARDS REQUIRE A LOT OF ASSESSMENT.

IS THERE ANY ASSESSMENTS THAT CAN BE, PERHAPS, PUT ON PAUSE THIS YEAR KNOWING THAT OUR TEACHERS ARE STRUGGLING WITH A LOT IN TERMS OF, LIKE, EVEN PROCTORING AN EXAM OVER ZOOM? THE TWOFOLD QUESTION IS, HOW ARE WE ENSURING THE DATA WE'LL BE RECEIVING AS A BOARD AND A DIVISION IS THEN FILTERED DOWN TO COURSE CORRECTING TO TEACHERS AND PRINCIPALS AND THOSE WORKING ON THE GROUND? THE SECOND PART IS, IS THERE ANY THOUGHT DURING COVID, THERE WILL BE CERTAIN THINGS IN TERMS OF ASSESSMENTS THAT ARE ON PAUSE GIVEN THE NATURE OF THE GLOBAL HEALTH PANDEMIC WE ARE CURRENTLY IN AND THAT WE HAVE TO HAVE UNDERSTANDING OF THAT.

>> DR. SIMMS, HE'LL BE ABLE TO ELABORATE, BUT SPECIFICALLY, WITH YOUR FIRST QUESTION IN REGARDS TO HOW OUR STAFF, MEANING OUR LEADERS AT THE SCHOOL LEVEL AND STAFF AT THE SCHOOL LEVEL, HOW WERE THEY TAKING THIS DATA AND THIS INFORMATION AND MAKING, YOU KNOW, PIVOTS OR REFINEMENTS? THAT'S A GREAT QUESTION, MISS NOLAN.

ONE THING THAT IS SO IMPORTANT, THIS IS ONE OF THE REASONS WE DEVELOPED THIS EXECUTIVE DIRECTOR SCHOOL IMPROVEMENT POSITION IS THAT DR. SIMMS' ROLE IS TO WORK DIRECTLY WITH SCHOOL AND LEADERSHIP TEAMS AND THAT'S HIS JOB.

WHEREAS BEFORE, YOU HAD TO WORK WITH THE LEADERSHIP TEAM, EVALUATE THE PRINCIPAL AND YOU WERE STRETCHED, THAT HOW COULD YOU REALLY ROLL UP YOUR SLEEVES AND BE A SUPPORT AT THE SCHOOL LEVEL SO THAT THEY CAN MAKE THOSE IMMEDIATE SHIFTS SO THAT WE'RE NOT HAVING TO WAIT FOR A MIDYEAR OR THE END OF THE YEAR AND THINGS WERE GETTING KIND OF WORSE? ESPECIALLY IN THINGS WE'RE NOT SEEING A PRACTICE WORK.

BUT DR. SIMMS, IF YOU COULD ELABORATE ON WHAT OUR FEEDBACK LOOP LOOKS LIKE WITH THE STAFF AND THE SCHOOL LEADERSHIP TEAMS. AND THEN HOW SCHOOL LEADERS ARE THEN ABLE TO WORK WITH THEIR SCHOOL TEAMS TO PIVOT, REFINE OR STAY THE COURSE.

>> YES AND THANK YOU SO MUCH, MISS NOLAN, FOR THE QUESTION, AS WELL.

I JUST WANTED TO MAKE A DISTINCTION IN THE QUESTION AND THE TYPE OF DATA THAT MR. PAIGE JUST MENTIONED.

THE DATA ANALYSIS IS ABOUT ASKING THE RIGHT QUESTIONS WITH THE RIGHT DATA AND MANY OF THE DATA INDICATERS ARE BROADER INDICATORS VERSUS THE KINDS OF INDICATORS AND WHAT WOULD HAPPEN IN YOUR QUARTERLY DATA CYCLES, RIGHT? SO THAT WHEN WE TALK ABOUT AN OPPORTUNITY TO IMPLEMENT AN INTERVENTION AND SEE WHERE THAT INTERVENTION TAKES US IN TERMS OF STAFF, SHIFTS AND PRACTICE.

AND THEN IN THE RELATED STUDENT IN THE PERFORMANCE, THAT'S DIFFERENT THAN SOME OF WHAT YOU LOOKED AT IN TERMS OF INDICATORS AROUND GRADUATION RATES.

WHAT I WOULD STRESS, MISS NOLAN, WHERE THE DATA EXISTS, IS THAT EVERY SCHOOL IMPROVEMENT PLAN INCLUDES DATA THAT DRIVES WHY WE CHOSE THIS AS A GOAL AREA FOR US.

SO ALL OF THE GOAL AREAS REALLY EMANATE FROM DATA WE'VE USED TO SAY THIS IS AN AREA WE AHEAD TO ADDRESS AND THOSE DATA EXISTS WITHIN THE PLAN.

WHAT ONE OF THE ENHANCEMENTS THAT I'VE TALKED TO SCHOOLS ABOUT IS ENSURING THAT THERE IS ALIGNMENT WITHIN THE DATA THAT YOU'RE USING FOR EVIDENCE OF PROGRESS, RIGHT? SO IF YOU'VE SAID  AND DR. HUTCHINS ALREADY ADDRESSED THIS IN HIS COMMENTS  IF YOU SAID YOU WANT TO LOOK AT STUDENT PERFORMANCE, IMPROVEMENT IN SOME AREA, YOUR DATA CYCLE HAS TO INCLUDE DATA THAT WOULD ALLOW YOU TO LOOK AT IT WITHIN THE CYCLE.

IT SHOULDN'T BE SOL DATA BECAUSE YOU WOULDN'T HAVE THAT DATA WITHIN THE CYCLE.

SO ONE OF THE ENHANCEMENTS I'VE ASKED SCHOOLS TO LOOK AT IS WHERE YOU'VE IDENTIFIED STUDENTSFACING DATA? ENSURE THE DATA ALLOW YOU TO REPORT ON YOUR CYCLE.

IF NOT, YOU HAVE TO DATA TO REPORT ON IN YOUR CYCLE.

THE OTHER PIECE YOU'VE ASKED ABOUT IS ONE THAT OUR PLANNING TEAMS ARE GRAPPLING WITH RIGHT NOW AROUND THE NEXT ITERATION, YOU KNOW, IN TERMS OF OUR VIRTUAL LEARNING AND THAT IS HOW DO WE ENSURE THAT WE HAVE VALID AND RELIABLE DATA SOURCES AS WE ARE IMPACTED BY THIS DUAL PANDEMIC? SOME OF THE DATA THAT WE  THE IMPLICATIONS FOR THE IMPACT ON DATA THAT WE

[02:00:02]

NORMALLY WOULD ADMINISTER, PERSONTOPERSON, THAT WE'RE NOT ABLE TO DO, HOW DO WE FOLD THAT INTO OUR PLANNING FOR THE YEAR? IT'S VERY MUCH A QUESTION RIGHT NOW.

BECAUSE WE DON'T WANT TO SACRIFICE THE RELIABILITY OF THE DATA, RIGHT? SO WE HAVE TO FIGURE OUT WHETHER THE DATA SOURCES THAT WE CAN USE BECAUSE WE CAN'T LOSE A WHOLE YEAR OF CHECKING PROGRESS.

WE'RE VERY FOCUSED ON, OBVIOUSLY, INSTRUCTION, HOW WE DELIVER INSTRUCTION.

BUT WHAT ARE THE RELIABLE WAYS THAT WE CAN ALSO ASSESS LEARNING? AND HOW WE USE THOUGH INDICATORS WITHIN OUR DATA CYCLES.

THAT'S SOMETHING THAT WE ARE TALKING ABOUT.

THERE ARE SCHOOLS THAT HAVE ALREADY INCORPORATED UNIT ASSESSMENTS AND ACROSS THE SCHOOL, THEY CAN USE THOSE UNIT ASSESSMENTS.

THEY PROVIDE A RELIABLE MEASURE OF PROGRESS AND THEY HAVE THOUGH STUDENTSFACING INDICATORS ALREADY.

WHAT I'M SAYING TO SCHOOLS NOW IS LOOK AT WHAT YOU SAID WERE YOUR ACTIONS.

LOOK AT THE DATA SOURCES YOU'VE IDENTIFIED.

DOES THIS MATCH IN A RELIABLE WAY IS ALLOW YOU TO REPORT IN A QUARTERLY CYCLE? IF IT DOESN'T, WE NEED TO DO RETHINKING ABOUT THIS.

ONE OF YOUR QUESTIONS IS VERY MUCH IMPACTED BECAUSE OF WHERE WE ARE IN THIS VIRTUAL LEARNING ENVIRONMENT AND TRYING TO FIND THOSE SOURCES.

AND SOME OF THE THINGS WILL BE ADDRESSED BY THE DISTRICT'S ADOPTION OF MAP.

SO WE NOW WILL HAVE A BROAD AND VERY RELIABLE INDICATER TO GUIDE US AROUND MATH AND SCIENCE AND SO SCHOOLS WILL BE HELPED IN THAT WAY.

BUT IT'S A GREAT QUESTION BECAUSE THAT'S WHAT I MEAN ABOUT ENHANCING OUR CURRENT AND SCHOOL IMPROVEMENT PLANS, ENSURING THAT WHEN THEY COME TO THAT QUARTERLY CHAT, THAT THEY CAN SPEAK TO DATA WITHIN THAT CYCLE AS OPPOSED TO SAYING WE'LL KNOW WHEN WE COLLECT SOL DATA.

THAT'S JUST NOT A GOOD IMPROVEMENT PROCESS.

>> I COULDN'T AGREE MORE.

THANK YOU SO MUCH.

THAT WAS SUPER HELPFUL.

>> YOUR SECOND QUESTION, MISS NOLAN.

WE'RE HOPING HOW CAN WE GET SOME MORE WAIVERS FOR SOME OF THE STATE TESTING THAT IS REQUIRED, ESPECIALLY WHEN JUST A TESTING ENVIRONMENT, IF WE'RE VIRTUAL, WE CAN'T GUARANTEE WHAT THE TESTING ENVIRONMENTS ARE IN REGARDS TO STUDENTS BEING AT HOME.

BUT AS OF RIGHT NOW, WE HAVE NOT RECEIVED SOME OF THE WAIVERS THAT WE'RE HOPING TO GET.

BUT WE HAVE BEEN ADVOCATING ABOUT THIS, HOPE TO HAVE SOME MORE INFORMATION ABOUT SOME LENIENCY THAT THE COMMONWEALTH OF VIRGINIA, THE DEPARTMENT OF EDUCATION CAN PROVIDE LOCAL SCHOOL DIVISIONS.

>> THANK YOU FOR THAT, DR. HUTCHINS.

ON THE ONE HAND, IT'S REALLY PHENOMENAL AND LUCKY THAT WE HAVE THE STRATEGIC PLAN THIS YEAR BECAUSE THE FACT THAT IN COVID, WE DO NOT HAVE A PATH FORWARD FOR FIVE YEARS ON WHAT TO MEASURE.

I HAVE ALL FAITH LIKE DR. SIMMS JUST SAID, WE WON'T LOSE A YEAR.

I IMAGINE WE'RE ALL ON THE SAME PAGE.

I'M WORRIED ABOUT OUR TEACHERS AND PRINCIPALS AND THE TREMENDOUS STRESS THEY'RE UNDER IN THIS ENVIRONMENT.

I THINK THAT IF WE HAVE MAPS AND OTHER ASSESSMENTS WE CAN USE TO UNDERSTAND WHERE OUR STUDENTS ARE AND USE THAT DATA TO MOVE THAT FORWARD, I'M CONCERNED ABOUT A FEW OF THE OTHER TESTS THAT ARE NICE TO HAVE SOMETIMES BUT NOT ALWAYS NECESSARY.

I APPRECIATE YOU CONTINUING TO BE IN THOSE CONVERSATIONS ON THE STATE LEVEL AND KEEPING US INFORMED.

AS DR. SIMMS SAID, WE HAVE THE BALANCE IN TERMS OF NOT LOSING A FULL YEAR.

WE'LL HAVE DATA, BUT, OBVIOUSLY, WE'RE ALL NERVOUS ABOUT MAKING SURE THERE'S NOT THAT COVID SLIDE.

IF YOU DON'T HAVE THE DATA, YOU DON'T KNOW HOW TO ADDRESS IT.

ON THE FLIP SIDE, I WORRY ABOUT OUR STUDENTS, THE STAFF AND TREMENDOUS PRESSURE THEY'RE UNDER.

IF WE CAN TAKE UNDUE PRESSURE OFF, ALL THE BETTER.

THANK YOU BOTH.

>> I JUST WANTED TO ASK MR. PAIGE TO ELABORATE REGARDING ASSESSMENTS, TOO, BECAUSE HE IS OUR DIRECT LIAISON.

>> SO THANK YOU, BOARD MEMBER, NOLAN, FOR BRINGING UP THIS POINT AND SOMETHING WE'RE ACUTELY AWARE OF.

AS A DIVISION, WE WENT THROUGH 4.0 PLANNING, WE PRIORITIZED THE DIAGNOSTIC ASSESSMENTS AND WANTED TO MAKE SURE WE HAD SOMETHING AT EACH GRADE LEVEL IN READING AND MATH AND STRIPPED EVERYTHING ELSE AWAY THAT WE TYPICALLY DO IN AN ANNUAL YEAR.

SO THINGS LIKE THE NNAT, THE CURRICULUM BENCHMARKS OR SCIENCE AND ALL REMOVED FOR THIS FALL, UNDERSTANDING THAT WE NEED TO BE VERY TARGETED AND SPECIFIC IN THE PRIORITIES WE SET AND FOCUSING ON WHAT WE HAVE TO HAVE TO BEST INFORM TEACHING

[02:05:03]

AND LEARNING MOVING FORWARD.

ALSO, WITH THAT SAID, WE CONTINUE TO HAVE WEEKLY, IN NOT FOR FREQUENT MEETINGS, WITH BOTH OUR PRINCIPALS, AS WELL AS SCHOOL TESTING COORDINATORS TO ENSURE WE'RE WORKING TOGETHER IN THE IMPLEMENTATION OF THESE ASSESSMENTS AS WE APPROACH OCTOBER.

WE UNDERSTAND, CERTAINLY, THE WHY AND THAT THERE IS A HIGH LEVEL OF ANXIETY WITHIN THE ENVIRONMENT IN GENERAL.

AND SO WE'RE WANTING TO DO EVERYTHING WE CAN TO PROVIDE THE SUPPORTS, AS WELL AS THE NEEDED FLEXIBILITY IF THE TIME AND NEED COMES TO ENSURE THAT WE ARE BEST SUPPORTING OUR STAFF AND OUR TEACHERS JUST FROM A HUMANE PERSPECTIVE AND MAKING SURE EVERYTHING WE DO IS FOCUSED ON THAT SUPPORT.

AND SO WE ABSOLUTELY WILL MONITOR AND HAVE DISCUSSIONS THROUGHOUT THE ADMINISTRATION WINDOWS WITHIN OCTOBER.

>> GREAT, THANK YOU.

DR. YI.

>> THANK YOU FOR THAT AND I APPRECIATE THAT CONVERSATION ABOUT THE PROCESS OF CONTINUOUS IMPROVEMENT AND ADDRESSING THE SITUATION, THE UNIQUE SITUATION WE'RE IN RIGHT NOW.

MY QUESTION IS ONE OF THE MORE FARTHER OUT GOALS HERE.

THIS IS ABOUT THE EQUITY DASHBOARD.

THE SUMMARY OVERVIEW SLIDE, I THOUGHT IT WAS  IT'S GOOD.

I WANTED TO SAY IT'S VERY COMPLEX.

I KNOW THERE'S A LOT OF DATA IN TRYING TO CAPTURE THAT AND HOW IT RELATES TO EACH OTHER IS REALLY CHALLENGING.

I THINK I MADE THIS COMMENT BEFORE, THAT I KNOW WITH THE 2020 STRATEGIC PLAN, ONE OF THE ISSUES WAS THAT THERE WERE SO MANY KPI'S AND SO, WE WANTED TO GET MORE FOCUSED AND I THINK THAT'S GOOD.

I'M THINKING ABOUT THIS FROM THE STANDPOINT OF COMMUNICATING OUT TO STAKEHOLDERS.

AND MY QUESTION IS KIND OF A LITTLE BIT LIKE WITH THE EQUITY DASHBOARD.

WHO IS THE AUDIENCE? IS IT FOR SCHOOL LEADERS OR THE WIDER COMMUNITY TO UNDERSTAND HOW ACMS IS DOING AS A DIVISION.

IF IT'S FOR THE WIDER COMMUNITY, HOW MIGHT WE BREAK IT DOWN SO THAT IT'S A LOT FOR DIGESTIBLE FOR FOLKS? I WAS THINKING ABOUT WITH THE COMMUNICATION'S AUDIT, THE BITE'S SNACK MEAL.

I DON'T KNOW IF THERE'S A WAY TO THINK ABOUT IT WHEN YOU'RE DESIGNING IT.

BUT I'M CURIOUS ABOUT THE LAUNCH TIMELINE.

MAYBE I'M GETTING TOO FAR AHEAD.

>> ACTUALLY, YOU'RE NOT, BECAUSE THAT IS SOMETHING THAT WILL BE DEVELOPED THIS YEAR, AS WELL, BECAUSE THIS IS OUR BASELINE YEAR.

I THINK THAT THE COMMUNITY RIGHT NOW, WE DON'T HAVE DATA, SAMPLE DATA.

SO ONCE WE HAVE OFFICIAL DATA THAT'S IN THERE, WE'LL HAVE AN ANALYSIS TO GO ALONG WITH THAT.

SO WE'RE NOT ASSUMING THAT THE COMMUNITY CAN DO AN ANALYSIS OF UNDERREPRESENTED VERSUS OVERREPRESENTED.

AND SO WHAT WE'LL BE ABLE TO DO, WE'RE SHARING WITH THE BOARD NOW WHAT THE TOOL LOOKS LIKE, BUT THERE WILL BE AN ANALYSIS CONDUCTED THAT WILL ALSO HAVE VERBIAGE WHAT TRENDS WE'RE SEE.

THAT'S WHERE YOU CAN GET INTO THE BITE, SNACK OR MEAL.

SOMEONE THAT WANTS THE MEAL WILL LOOK AT DEEPER DATA AND THEY MAY HAVE BACKGROUND WHERE THEY WANT TO SEE THOSE STATISTICS.

BUT WE WILL BE ABLE TO SHOW OUR TRENDS IN A MORE CONCISE AND LAY PERSON'S LANGUAGE.

>> MISS ALDERSON.

>> THANK YOU.

THE DISCUSSION AROUND MISS NOLAN'S QUESTION, WHAT IS THAT ONTHEGROUND PROCESS GOING TO LOOK AT BROUGHT UP ANOTHER QUESTION FOR ME.

I THINK AGAIN WHAT'S EXCITING ABOUT DOING THE MAP, WE CAN SORT OF RETRIEVE A BASELINE.

THAT BASELINE IS ACROSS THE DISTRICT BUT THAT GETS NARROWED DOWN TO SCHOOLS WHICH CAN HELP BEGIN THAT PROCESS OF LOOKING AT AS A SCHOOL, WHERE WE ARE, WHERE OUR STUDENTS ARE AND THEN WHERE WE NEED TO GO.

AND THEN, SO THERE'S THE INSTRUCTIONAL PIECE OF THAT.

YOU'RE MAKING DECISIONS ABOUT X GROUP OF STUDENTS HERE, WHAT IS THE INSTRUCTION TO MAKE GAINS.

MY QUESTION IS, ONE OF THE THINGS I STRUGGLE WITH IS INTERVENTION AND HOW WE DEFINE INTERVENTION.

I REALLY HAVE GOTTEN TO THIS PLACE WHERE I THINK IT'S BECOME ESSENTIAL THAT WE

[02:10:02]

HAVE A COMMON UNDERSTOOD DEFINITION OF WHAT INTERVENTION IS.

I'LL GIVE SOME EXAMPLES OF THING I'VE SEEN.

A STUDENT IS STRUGGLING WITH READING AND THE RESPONSE IS, WELL, LET'S JUST DO MORE GUIDED READING WITH THAT STUDENT.

IN MY SORT OF PURVIEW DOING MORE OF THE SAME THING IS AN INTERVENTION.

SO ARE WE GOING TO AS A PART OF  AS WE DO THIS WORK REALLY START TO REFINE AND NAIL DOWN AND SAY AND OWN HOW WE'RE DEFINING INTERVENTION AND MAYBE, EVEN, SORT OF COMING UP WITH SOME EXAMPLES OF WHAT WE WOULD LIKE TO USE ACROSS THE DISTRICT?

>> YOU'RING SPEAK OF OUR MTSS PROCESS.

THAT IS EXACTLY WHAT WE ARE DEVELOPING TO REFINE OUR MTSS WORK.

WE WERE DOING MULTITIERED SUPPORT SYSTEMS. THAT'S WHAT THAT STANDS FOR, MTSS.

THOSE ARE SUPPORTS.

I LIKE TO USE THE TERM SUPPORTS VERSUS INTERVENTIONS.

>> WHAT WE'RE DOING WITH THE MTSS FRAMEWORK IS MAKING SURE THAT WE HAVE  THIS IS TIER ONE AND THESE ARE ALL OF THE INSTRUCTIONAL SUPPORTS PROVIDED TO ALL STUDENTS.

SO EVERY STUDENT HAS ACCESS TO THAT PARTICULAR INSTRUCTIONAL SUPPORT.

SO, FOR EXAMPLE, EVERYBODY IS IN CLASS WITH THE TEACHER AND THERE MAY BE A PERIOD DORM CLASS THAT TEACHERS GET INDIVIDUALIZED INSTRUCTION FROM THE TEACHER.

THAT MIGHT BE A TIER ONE AND DR. RAZINKO COULD DO IT BETTER THAN I CAN.

CHIME IN WHENEVER.

AT TIER TWO LEVEL, YOU'RE LOOKING AT THE SUPPORT OF STUDENTS WHO MAY HAVE A 504 PLAN, STUDENTS WHO ARE NOT RESPONDING TO SOME OF THE SUPPORTS EVERYBODY HAS ACCESS TO AND THEY NEED SOME ADDITIONAL SUPPORTS, WHETHER IT IS AFTER SCHOOL, WHETHER IT IS SOME TYPE OF PULLOUT FOR A STUDENT, FOR JUST A PARTICULAR PERIOD OF TIME DURING THAT PERIOD.

THAT MIGHT BE A TIER TWO LEVEL SUPPORT AND TIER THREE IS OUR SUPPORT CENTER THAT JUST MAY BE A LITTLE MORE EXTENSIVE OR INTENSIVE FOR SOME OF OUR STUDENTS AND IT COULD BE A SELFCONTAINED ENVIRONMENT FOR A PARTICULAR PERIOD OF TIME, WHEN YOU GET TO YOUR TIER THREE.

BUT DR. MAZINGO, I KNOW YOU ARE SPAREHEADING THAT WORK.

>> WE HAVE REVITALIZED, RESIGNED THE MULTITIERED SYSTEM OF SUPPORT AND COLLABORATION WITH STUDENT SERVICES.

SO THERE HAS BEEN A TEAM WORKING IN REDEFINING THE BEHAVIORAL SIDE, AS WELL AS THE INSTRUCTIONAL PART OF THE MULTITIERED SYSTEM OF SUPPORT.

THEY IDENTIFIED MTSS LEADS.

WE HAVE EXPANDED THE MODEL LIKE A PROGRAM TO  THERE ARE ADULTS THAT CAN SERVE AND PROVIDE INTERVENTION SUPPORT IN TIERS TWO AND THREE.

AND SO ONE OF THE THINGS THE TEAM DID, THEY WANT BACK AND IDENTIFIED AND WE'VE DONE AN EVALUATION OF, FIRST OF ALL  WE WANT TO MAKE SURE FOR TIER ONE, WHICH IS THE CORE, THAT EVERYONE HAS ACCESS TO THE CORE.

THAT'S WHERE WE START AND THEY TRY TO REDUCE IN TERMS OF TIERS TWO AND THREE.

WHEN WE ADMINISTER MAP, WE KNOW SOME STUDENTS DO EXTREMELY WELL, BUT WE MAY HAVE A FEW STUDENTS THAT NEED ADDITIONAL SUPPORT AND THAT IS WHEN WE WOULD INVOKE, LIKE, TIERS TWO OR THREE.

I PULLED IT UP TO LOOK AT THE DOCUMENT AND THEY'VE DONE A FABULOUS JOB.

FOR CASE MANAGERS AND PARAPROFESSIONALS, IT'S DIFFERENT INDIVIDUALS THAT CAN ALSO PROVIDE SUPPORT FOR KIDS IN TIERS TWO AND THREE.

THE OTHER THING WE'VE DONE.

WE WANT TO PROVIDE THE SERVICES, BUT WE WANT TO HAVE MEETING MORE OF THEIR NEEDS IN TIER ONE.

DR. HUTCHINS WOULD LIKE TO DO THAT, WE COULD PROVIDE A BOARD BRIEF ON HOW THE

[02:15:06]

SYSTEM HAS BEEN REDEFINED AND REEVALUATED AND WE'LL HAVE A BETTER LEVEL OF IMPLEMENTATION GOING FORWARD, ESPECIALLY WITH THE ANALYSIS OF ELIMINATING SOME OF THE PROGRAMS THAT WERE A PART OF THE MTSS SYSTEM.

>> SO IF I CAN MAYBE JUST JUMP IN AND CLARIFY.

I GUESS WHAT I'M TRYING TO GET AT, AND MAYBE I CAN ASK MORE AND WE CAN DISCUSS LATER, REALLY OUTLINING WHAT THAT SYSTEM IS.

BACK TO MAP, I'M AT A SCHOOL, I'M A PRINCIPAL AND I HAVE 30 STUDENTS WHOSE WRIT SCORES SHOWING ME THEY'RE TWO GRADE LEVELS BELOW IN READING OR MATH, REALLY BEING CLEAR ON THAT SYSTEM OF WHEN THAT HAPPENS, THESE ARE THE INTERVENTIONS THAT WE UTILIZE AND THAT WE HAVE IN PLACE.

REALLY FORMALIZING THAT AND I KNOW IT'S KIND OF TOUGH BECAUSE I DON'T WANT TO BE TOO RIGID ABOUT IT, BECAUSE EVERYBODY NEEDS SOMETHING DIFFERENT.

BUT AT THE SAME TIME, I JUST WANT US TO BE ABLE TO BE SURE THAT WE SORT OF HAVE CLEAR AVENUES THAT DON'T MAKE IT DIFFICULT FOR US TO PROVIDE CERTAIN THINGS.

>> SO JUST IF I COULD QUICKLY ADD, YES, THAT WAS ONE OF THE MAJOR CHANGES.

I KNOW WHEN I FIRST ARRIVED, WE HAD SOME PROGRAMS IN TIERS TWO AND THREE, BUT WE DIDN'T HAVE THE RIGHT DATA SET TO SAY THIS IS A VIABLE PROGRAM FOR THIS PARTICULAR STUDENT.

SO ONE OF THE THINGS THE TEAM HAD TO DO WAS AN ANALYSIS OF ALL OF THESE DIFFERENT PROGRAMS BECAUSE NOT EVERY PROGRAM IS THE BEST FOR PARTICULAR CHILD, RIGHT? SO WHAT THEY'VE DONE WITH MTSS NOW, WE NEED TO  IT'S ALMOST LIKE A PRESCRIPTION SOMEWHAT.

THAT IF YOU HAVE THIS PARTICULAR  WHETHER IT'S A SCALE SCORE, AN ACHIEVEMENT LEVEL OR SOME PARTICULAR INDICATER, THEN THAT TRIGGERS A TYPE OF INTERVENTION.

AND WHAT DR. SIMMS WAS SAYING EARLIER, WE HAVE TO GET TO THE POINT THAT WE KNOW THAT INTERVENTION WORKS FOR THAT CHILD AND OTHER KIDS.

BUT THE NEW MTSS HAS BEEN REDEFINED TO ACCOMPLISH JUST WHAT YOU SAID.

THE OTHER GOAL WAS TO SUNSET SOME OF THOSE STRATEGIES THAT WERE NOT SUCCESSFUL OR SOME OF THOSE PROGRAMS THAT WERE IN TIERS TWO AND THREE.

>> AND DR. MAZINKO, I KNOW YOU WORK DIRECTLY WITH OUR PRINCIPALS AND STAFF, AS WELL, ON THIS.

>> ABSOLUTELY.

>> BECAUSE WE NEED A TEACHER INPUT AROUND SUPPORTS WILL WORK AND WHAT ARE NOT.

WHAT WE HAD PRIOR TO OUR REFINEMENT OF OUR MTSS FRAMEWORK WAS EVERYONE JUST HAD  IT WAS JUST TOO MUCH.

IT'S, LIKE, YOU KNOW, A KID IN CANDY SHOP.

YOU HAVE TOO MUCH TO CHOOSE FROM AND YOU DON'T KNOW WHAT TO DO.

AND NOW, WHAT WE HAD TO DO, WE HAD TO STREAMLINE SOME OF THAT.

NOT THAT WE WANT TO TAKE THINGS AWAY BUT LOOK AT THE BEST PRACTICES AND REALLY HAVE THEM AS AN ACPS TIER ONE OR TIER TWO OR TIER THREE SUPPORT.

THAT'S WHAT WE DO AND THAT ALLOWS US TO DO ALIGNMENT WITH OUR PROFESSIONAL LEARNING, ALIGNMENT WITH OUR SCHOOL IMPROVEMENT PLANS, WHEN WE'RE HAVING OUR SFP MEETINGS EACH QUARTER, WE'RE ABLE TO UNDERSTAND WHAT PEOPLE ARE DISCUSSING AND NOT SAYING, THAT'S A GOOD STRATEGY, TELL ME ABOUT THAT.

WE WON'T BE IN A SITUATION WE'RE LEARNING NEW STUFF FROM EVERYBODY.

AND THAT HAS BEEN OUR ISSUE, I THINK AS A SCHOOL DIVISION.

THAT'S WHY WE'VE SEEN STATISTICALLY OUR DATA SO FLAT FOR THE PAST EIGHT TO NINE YEARS.

YOU DON'T SEE A LOT OF CHANGE AND IT'S BECAUSE EVERYONE IS JUST KIND OF DOING WHATEVER YOU PRETTY MUCH WANT TO DO.

WE DON'T WANT TO BE RIGID, BUT WE DO NEED TO HAVE SOME STRUCTURE.

YOU CAN HAVE AUTONOMY, BUT YOU CAN STILL HAVE STRUCTURE.

>> THAT'S GREAT, THANK YOU.

>> GREAT.

I THINK THAT'S ALL THE HANDS I SEE FOR THIS EVENING.

BUT CERTAINLY THIS WILL NOT BE THE LAST TIME WE TALK ABOUT THIS.

SO, MOVING ON, WE'RE TO THE POINT OF THE MEETING WHERE I HAVE A FEW ANNOUNCEMENTS

[15. Report from Cindy M. Anderson]

BECAUSE I JUST WANT TO MAKE SURE THAT PEOPLE KNOW ABOUT SOME OF THE EVENTS WITH THE IDENTITY PROJECT AND ONE STARTS IN ABOUT 40 MINUTES, WHICH IS THE SECOND READIN

[02:20:06]

WITH PROFESSOR REED AND MISS WOOD FROM ACPS.

SO THAT'S FROM 7:00 TO 8:00 ON ZOOM AND VICE CHAIR NOLAN WILL BE HOSTING THAT SO PLEASE JOIN.

THE LAST OF THREE COMMUNITY READINS WITH PROFESSOR REED WILL BE ON OCTOBER 8TH.

THERE WILL ALSO BE SEVERAL STUDENT COMMUNITY CONVERSATIONS, BUT RATHER THAN READING THEM ALL OUT, I THINK IF YOU CONSULT THE WEBSITE UNDER THE IDENTITY PROJECT, YOU'LL SEE ALL OF THEM AND THEN LASTLY, THE PUBLIC HEARING ON THE NAME CHANGES FOR BOTH TC WILLIAMS AND MATTHEW MOREY WILL BE OCTOBER 29TH DURING OUR MEETING, STARTING AT 4:00.

AND THAT'S ALL I HAVE SO ON TO DR. HUTCINGS FOR THE SUPERINTENDENT'S REPORT.

[16. Report from Dr. Gregory C. Hutchings, Jr.]

>> I JUST WANT TO FIRST GIVE A HUGE SHOUTOUT TO ALL OF OUR STAFF.

THIS PANDEMIC, TRYING TO DO VIRTUAL PLUS AND TRYING TO ADJUST TO THIS WHOLE NEW WORLD OF EVERYTHING AND DOING THIS FROM YOUR LIVING ROOM OR YOUR KITCHEN OR YOUR HOME OFFICE OR WHEREVER YOU ARE, IT IS A CHALLENGE.

I JUST WANT TO VALIDATE THAT WE KNOW THIS IS NOT EASY AND WE UNDERSTAND THE SACRIFICES THAT ARE STAFF THAT THEY MAKE EVERYDAY.

WE TALK ABOUT FIRST RESPONDERS, EDUCATORS ARE FIRST RESPONDERS, TOO.

I WANT TO MAKE SURE WE'RE CONTINUOUSLY ACKNOWLEDGING THEM AND I CAN EMPATHIZE WITH THEM EVERY SINGLE DAY.

A LOT OF TIMES YOU'RE LIKE, DR. HUTCHINGS, YOU'RE STILL SMILING.

I HAVE TO KNOW SOME DAY ALL OF THIS IS OVER, PEOPLE.

I DON'T KNOW THE DATE, BUT SOME DAY I'LL BE ABLE TO SAY IT.

AND I JUST BELIEVE THAT.

AND I KNOW THAT WE HAVE SOME OF THE BEST PROFESSIONALS WORKING IN ALEXANDRIA CITY PUBLIC SCHOOLS.

AND IF ANYBODY OUT THERE WHO IS WATCHING OR ANYBODY WHO KNOWS A TEACHER OR STAFF MEMBER OR ANYBODY WHO WORKS IN THE ALEXANDRIA PUBLIC SCHOOLS, SAY THANK YOU FOR YOUR SERVICE BECAUSE THEY ARE WORKING TIRELESSLY.

NEXT WEEK, WE WILL HAVE OUR DATA IN REGARDS TO THE SURVEYS.

OUR SURVEYS WENT OUT THIS PAST FRIDAY AND WE'RE REALLY ENCOURAGING OUR STAFF, OUR FAMILIES AND OUR STUDENTS TO TAKE THE SURVEY.

WE CANNOT MAKE WELLINFORMED DECISIONS WITHOUT THAT FEEDBACK.

THIS IS NOT ONE OF THE SURVEYS THAT JUST BECAUSE.

WE'RE NOT DOING A CHECKIN.

THIS WILL HELP US TO DETERMINE WHAT OUR NEXT STEPS ARE AS A SCHOOL DIVISION.

WHERE DO WE GO FROM HERE AND WE REALLY NEED EVERYONE TO COMPLETE THE SURVEYS.

I LOOKED AT THE DATA TODAY AND IT'S STILL THE SECOND HIGHEST RIGHT NOW.

WE STILL HAVE A FEW DAYS LEFT, BUT WE'RE NOT WHERE WE NEED TO BE.

WE NEED TO HAVE EVERY FAMILY COMPLETE THE SURVEY.

WE NEED TO HAVE EVERY STAFF MEMBER COMPLETE THE SURVEY.

>> IT'S LIKE THE CENSUS.

AND THAT'S THE OWN WAY THAT WE'RE GOING TO HAVE A CLEAR UNDERSTANDING OF WHAT WE NEED TO PROVIDE FOR OUR COMMUNITY.

SO BOARD MEMBERS, IF YOU WALK AND TALK TO YOUR CONSTITUENT GROUPS, JUST REMIND THEM TO COMPLETE THEM.

WE REALLY NEED THEM.

OUR PRINCIPALS ARE DOING A HUGE PUSH OUT THERE AND WE'RE DOING TEXT MESSAGES AND TRYING TO GET PEOPLE TO COMPLETE THESE.

WE NEED THOSE DONE.

I'M GOING TO STOP THERE BECAUSE I KNOW I'M GOING TO BE ON IN 30 MINUTES WITH THE READIN AND I'M LOOKING FORWARD TO THIS OPPORTUNITY FOR US TO REALLY TALK ABOUT OUR HISTORY, THE GOOD, THE BAD AND THE UGLY.

JUST THIS PAST WEEK, I'VE HEARD FROM SEVERAL PEOPLE WHO SAID I DID NOT KNOW.

SO I'M EXCITED OF THE FACT THAT WHEN WE TALK ABOUT EDUCATING OUR COMMUNITY, WE'RE REALLY EDUCATING THEM ABOUT WHO THOMAS WILLIAMS IS AND THAT ABSOLUTELY CHANGED THE NAME AFTER HEARING THIS INFORMATION.

BECAUSE OUR PEOPLE DIDN'T KNOW.

SO I JUST SAY HATS OFF TO THE BOARD FOR ALLOWING US TO BE ABLE TO HAVE THIS EDUCATIONAL PROCESS BECAUSE IT DEFINITELY IS MAKING THE DIFFERENCE AND ALLOWING OUR COMMUNITY TO UNDERSTAND WHEN WE GET TO THE POINT OF HAVING TO CHANGE THIS NAME, WHY IT'S BEING DONE.

NOT BECAUSE OF THE WORLD.

IT'S BECAUSE THOMAS WILLIAMS DIDN'T WANT BLACK AND BROWN CHILDREN IN THE SAME SPACE, HOUSE, ROOM WITH THEIR WHITE COUNTERPARTS, PERIOD.

AND HE DID NOT BELIEVE IN INTEGRATION.

I HOPE THAT WE ARE EXPRESSING THE TRUTH AROUND WHO HE IS AND WHAT HE STOOD FOR.

THAT CONCLUDES MY REPORT.

>> NEXT UP, IF ANY BOARD MEMBER HAS AN ANNOUNCEMENT, THIS IS THE TIME FOR THAT IN

[17. Announcements ]

[02:25:07]

THE MEETING.

I DON'T SEE ANYBODY'S HANDS UP.

>> LUCINDA IS WAIVING HER HAND.

>> THAT'S THE WHOLE THING, I CAN'T RECOGNIZE MY SQUARE SO THAT I CAN SEE THEM.

I DID SEE YOUR HAND.

MISS GREEN.

>> MY APOLOGIES.

I SHOULD HAVE DONE BOTH THINGS.

I JUST WANTED TO  AND I THINK MR. BALLIST IS ON THE CALL AND SAY THANK YOU.

HIS KEY CLUB STUDENT MEMBERS WERE LOOKING FOR VOLUNTEER ACTIVITIES DO.

HE SENT THEM MY WAY AND I HAVE PUT OUR STUDENTS TO WORK.

THEY HAVE REALLY STEPPED UP.

PRESIDENT CANNON OF THE KEY CLUB, SHE HAS SAID, MISS GREEN, I WILL STAFF YOUR REGISTRATION EVENTS EACH WEEK.

THANK YOU.

>> ANYONE ELSE.

NOW WE GET TO THAT MOMENT WHERE IT'S TIME FOR ADJOURNMENT.

>> MADAM CHAIR, I MOVE WE AJOURN.

>> SECOND.

>> MISS LORBERGER, SECONDS MISS GENTRY'S MOTION TO AJOURN AND I'LL CALL FOR A VOTE BY NAME.

(ROLE CALL).

>> SO 90, APPROVING ADJOURNMENT AND IT'S NOW 6:31 SO SEE YOU MAYBE IN 29 MINUTES AGAIN.

THANK YOU, GOODBYE.

* This transcript was compiled from uncorrected Closed Captioning.