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I'D LIKE TO WELCOME YOU TO THE MAY 10TH, 2022 REGULAR MONTHLY BOARD MEETING.AND AT THIS TIME, I WILL CALL THIS MEETING TO ORDER.
I MOVED THAT THE GOOCHLAND COUNTY SCHOOL BOARD CONVENED A CLOSED MEETING UNDER THE VIRGINIA FREEDOM OF INFORMATION ACT IN ORDER TO DISCUSS PERSONNEL MATTERS INVOLVING THE ASSIGNMENT, APPOINTMENT, PROMOTION, PERFORMANCE, DEMOTION, SALARY DISCIPLINE, OR RESIGNATION OF EMPLOYEES OF GOOCHLAND COUNTY PUBLIC SCHOOLS.
UNDER VIRGINIA CODE SECTION 2.2371181.
BOARD MEMBERS. YOU'VE HEARD THE MOTION IS THEIR SECOND.
WE WILL BE IN CLOSED SESSION AND WE'LL RESUME SHORTLY.
THANK YOU. BACK INTO THE ROOM.
[00:30:38]
IN THE GOOCHLAND COUNTY SCHOOL BOARD HEREBY CERTIFIES BY ROLL CALL VOTE THAT TO THE BEST[00:30:45]
OF EACH MEMBER'S KNOWLEDGE, ONLY PUBLIC BUSINESS MATTERS LAWFULLY EXEMPTED FROM OPEN[00:30:50]
MEETING REQUIREMENTS BY VIRGINIA LAW WERE DISCUSSED IN THE CLOSED MEETING TO WHICH THIS[00:30:55]
CERTIFICATION RESOLUTION APPLIES, AND ONLY SUCH PUBLIC BUSINESS MATTERS AS WERE[00:31:01]
IDENTIFIED IN THE MOTION CONVENING.[00:31:03]
THE CLOSED MEETING WERE HEARD, DISCUSSED OR CONSIDERED BY THE GOOCHLAND COUNTY SCHOOL BOARD. EACH BOARD MEMBER RESPONDS ISO CERTIFY WHEN YOU'RE CALLED HAS BEEN IT ISO CERTIFY ISO CERTIFIED.SO CERTIFY ISO CERTIFY ISO CERTIFY.
THANK YOU. AND I'D LIKE FOR YOU NOW TO JOIN ME IN A MOMENT OF SILENCE, AND THAT WILL BE FOLLOWED BY THE PLEDGE OF ALLEGIANCE.
THANK YOU. ALEX, WILL YOU LEAD US? I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS.
ONE NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
BOARD MEMBERS, YOU HAVE THE AGENDA.
ARE THERE ADDITIONS, AMENDMENTS OR ANYTHING TO BE ADDED TO THE PROPOSED AGENDA? MR. CHAIR, I MOVE THAT WE APPROVE THE AGENDA AS PRESENTED.
MOTIONS MADE TO APPROVE THE AGENDAS PRESENTED ANY DISCUSSION.
THANK YOU. APPRECIATE THE SECOND.
THANK YOU. IT'S GREAT TO SEE A FULL AUDIENCE TONIGHT.
DR. ALY, I KNOW THERE ARE RECOGNITIONS UPCOMING, IF YOU WILL LEAD US.
YES. THANK YOU, MR. NEWMAN, AND GOOD EVENING, EVERYONE.
SHARED IN A SETTING EARLIER THIS EVENING THAT OVER THE COURSE OF ABOUT THE LAST 6 TO 8 WEEKS, REALLY SEEN A TRANSITION IN OUR SCHOOL DIVISION WHERE IN MANY WAYS WE ARE BACK AND THERE'S A LOT OF AMAZING THINGS THAT ARE HAPPENING IN CLASSROOMS, DAILY EVENING PERFORMANCES AND JUST EVERY ASPECT OF OUR SCHOOL DIVISION RIGHT NOW IS PERFORMING AT A VERY, VERY HIGH LEVEL.
AND SO TONIGHT YOU'RE GOING TO SEE SOME EXAMPLES OF JUST HOW OUR SCHOOL DIVISION IS MAXIMIZING THE POTENTIAL OF EVERY LEARNER.
YOU'RE GOING TO SEE SOME EXAMPLES OF HOW OUR VISION TO INSPIRE THE NEXT GENERATION TO MAKE A POSITIVE IMPACT IS COMING TO FRUITION IN THE WORK THAT OUR SCHOOL DIVISION IS DOING EVERY DAY. PRIMARILY, WE'RE GOING TO RECOGNIZE OUR STUDENTS WHO HAVE SHOWN PROWESS IN CAREER AND TECHNICAL EDUCATION.
AND SO IT'S MY PLEASURE TO THIS EVENING TO GET STARTED WITH MR. BRUCE WATSON, WHO'S GOING TO INTRODUCE OUR STATE FFA CHAPTER.
MR. CHAIRMAN. MEMBERS OF THE BOARD.
DR.. THAT WORK? YEP. MR. CHAIRMAN, MEMBERS OF THE BOARD. DR.
IT'S ALWAYS A PLEASURE TO HONOR OUR TEACHERS AND STUDENTS AND PROGRAMS. BUT FIRST OFF, IS TO HONOR OUR FFA PROGRAM IN OUR AG AID PROGRAM.
AND THOSE OF YOU WHO'VE BEEN AROUND FOR A WHILE, REMEMBER, SEVEN YEARS AGO, WE DID NOT EVEN HAVE AN AGRICULTURAL PROGRAM AT GOOCHLAND HIGH SCHOOL.
AND SO HERE WE ARE TONIGHT HONORING MR. ALLEN AND HIS STUDENTS AS BEING RECOGNIZED AS A SUPERIOR CHAPTER BY THE STATE FFA GROUP.
SO I'M GOING TO TURN IT OVER TO MR. ALLEN. I CAN'T BEGIN TO TELL YOU THE QUALIFICATION BECAUSE THEY JUST GO ON FOREVER THAT THEY HAD TO MEET. SO.
MR.. ALLEN THANK YOU, YOU GUYS, FOR ALLOWING US TO BE HERE THIS EVENING.
IT'S TRULY AN HONOR TO STAND HERE AND FOR THE SECOND TIME WINNING A SUPERIOR CHAPTER AWARD. FIRST TIME WE GOT IT WAS DURING THE PANDEMIC.
AND SO THERE WAS NOT A WHOLE LOT OF PUSHING OUT TO LET YOU GUYS KNOW ABOUT IT.
BUT NOW THAT WE'RE BACK AND STRONGER THAN EVER, WE'RE HERE AND IT'S TRULY HONOR.
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I WOULD LIKE TO. I BROUGHT A SMALL GROUP WITH ME HERE.I'D LIKE TO WELCOME YOU TO THE PODIUM, MR. TAYLOR WARD, OUR PRESIDENT.
GOOD EVENING. SCHOOL BOARD MEMBERS AND GUESTS.
MY NAME IS TAYLOR WARD AND I AM THE 2021 2022 GOOCHLAND HIGH SCHOOL FFA PRESIDENT.
I HAVE BEEN A MEMBER OF THIS ORGANIZATION SINCE 2017.
THIS YEAR WE HAVE ACCOMPLISHED MORE THAN EVER BEFORE, FROM GROWING PLANTS, FROM SEED TO TEACHING FOURTH GRADERS ABOUT AGRICULTURE.
I'M SO PROUD TO REPRESENT THIS CHAPTER TONIGHT.
ACTUALLY, TO SAY PROUD IS AN UNDERSTATEMENT.
NEW FRIENDS AND THE WONDERFUL MEMBERS BLOW ME AWAY EVERY DAY.
WE HAVE ON AVERAGE, 20 ACTIVE MEMBERS THAT CONTRIBUTE TO OUR EVENTS AND MEETINGS.
IN MY FIVE YEARS OF BEING A PART OF THIS CHAPTER, WE COULD NOT HAVE DONE WITHOUT OUR ADVISOR, MR. DANIEL ALLEN.
WE ARE ALSO SO GRATEFUL FOR FARM BUREAU IN OUR COMMUNITY WHO SUPPORTS US THROUGH EVERYTHING. THANK YOU.
BUT ANYWAY, TO TO ACHIEVE THE SUPERIOR CHAPTER AWARD, IT'S A GREAT DEAL OF WORK.
A LOT OF COMMUNITY SERVICE INPUT.
THESE KIDS WORK SO HARD TO DO.
FROM GOING TO GOOCHLAND CARES TO HELPING THE CHRISTMAS MOTHER.
THERE'S JUST NOT ENOUGH TIME FOR ME TO STAND UP HERE AND TELL YOU WHAT ALL IS INVOLVED.
AND MR. WATSON ASKED ME, WHAT IS THE CRITERIA? I SAID HE SENT IT TO ME IN A TEXT.
I SAID, I THINK AN EMAIL IS GOING TO HAVE TO DO THIS BECAUSE THERE'S NOT ENOUGH CHARACTERS IN THE TEXT TO SEND THAT TO THEM.
THANK YOU GUYS FOR YOUR SUPPORT FOR ALLOWING ME TO JUST TAKING THESE KIDS TO THESE CAREER DEVELOPMENT EVENTS TO HELP THEM DEVELOP THEIR LEADERSHIP SKILLS THROUGH DIFFERENT COMPETITIONS FROM LIKE FORESTRY TO TRACK TO OPERATOR TO YOU NAME IT.
IT'S OUT THERE FOR THESE KIDS TO PARTICIPATE IN THERE.
KNOW, JUST THANK YOU AGAIN FOR ALLOWING US TO GO TO THESE STATE CONFERENCES.
IT'S TRULY IMPORTANT FOR THESE KIDS TO SEE OTHER CHAPTERS AND TRULY MINGLE WITH THEM SO THAT THEY CAN.
GROW THEIR SKILLS AS LEADERS AS WELL.
SO AGAIN, THANK YOU ALL SO MUCH FOR RECOGNIZING US THIS EVENING AND LOOK FORWARD TO BEING ABLE TO DO THIS AGAIN.
AND HOPEFULLY NEXT YEAR WE'LL BRING YOU ALL THE NATIONAL CHAPTER.
WOULD YOU MIND INTRODUCING THE KIDS? THEY ALL LOOK SO AWESOME IN THEIR JACKETS.
ONE OF MY STUDENTS. I'VE GOT TO TELL YOU GUYS, I'VE GOT TWO STUDENTS HERE THIS EVENING WHO WILL BE RECOGNIZED IN BLACKSBURG WHEN WE GET OUR RECOGNITION FOR SUPERIOR CHAPTER.
BUT TAYLOR WARD AND PAYTON FAULK.
THEY BOTH WON THE STATE OR ARE RECEIVING THEIR STATE HIGHEST DEGREE, AND THEY WILL BE MOVING ON TO WINNING THEIR AMERICAN DEGREE.
INTRODUCE IT. YOU. CONGRATULATIONS, BY THE WAY.
THE FFA WON FIRST AND SECOND PLACE IN THE GOOCHLAND DAY PARADE LAST SATURDAY, TOO.
THERE YOU GO. THE FLOWERS WERE GREAT.
THE PLANTS THAT WERE ON THEIR FLOAT WERE GREAT.
I WOULD LIKE TO GO AHEAD AND INTRODUCE THE INDIVIDUALS.
YEAH, A LITTLE PLUG FOR THE FFA.
THEY STILL HAVE SOME HANGING BASKETS LEFT FOR SALE AND THEIR PLANT SALE.
$17.50 EACH, SO THEY'RE DOWN TO $15.
OUR NEXT RECOGNITION IS FOR OUR HEAVY EQUIPMENT OPERATOR PROGRAM AGAIN.
SEVEN YEARS AGO WE DIDN'T HAVE THIS.
THERE'S ONLY TWO PROGRAMS IN THE ENTIRE STATE AND WE HAVE THE BIGGEST AND THE BEST.
SO I LIKE TO CALL MR. BRANDON EUBANK, OUR INSTRUCTOR, TO THE PODIUM HERE.
THEY RECENTLY COMPETED IN THE STATE COMPETITION DOWN IN VIRGINIA BEACH, AND THEY TOOK FIRST AND THIRD IN THE STATE.
SO LET HIM GO VERSUS YOU GUYS.
THAT'S AWESOME. BANNER FOR FIRST AND THIRD PLACE.
I'D LIKE TO THANK BRUCE AND TIM GREENWAY FOR MAKING THIS POSSIBLE FOR ME ALL THE HELP I'VE RECEIVED COACHING THESE KIDS ALONG THEIR JOURNEY.
I REALLY APPRECIATE IT AND I WANT TO RECOGNIZE THE TWO STUDENTS.
[00:40:05]
OUR FIRST PLACE WINNER, WILLIAM MENDOZA, AND THIRD PLACE IS GRADY BENJI.UNFORTUNATELY, THEY COULDN'T BE HERE THIS EVENING, BUT I'D LIKE TO RECOGNIZE THEM FOR THEIR ACCOMPLISHMENTS.
HMM. MR. WATSON, SKILLS USA IS ANOTHER GREAT LEADERSHIP PROGRAM IN ADDITION TO SKILLS.
JUST THE COMMUNICATION SKILLS AND THEIR SPECIFIC TRADE SKILLS.
NEXT YEAR, THERE WILL BE A NATIONAL HEAVY EQUIPMENT OPERATOR CONTEST.
THEY HAVE TO HAVE NINE STATES THAT HAVE THIS PROGRAM AND THEY HAVE TO HAVE ONE MORE STATE BEFORE WE CAN HAVE A NATIONAL COMPETITION.
AND I HAVE TO BRAG ON MR. EUBANK. HE STARTED WITH US IN AUGUST, RIGHT OUT OF THE CONSTRUCTION FIELD AFTER HE GRADUATED FROM GOOCHLAND HIGH SCHOOL.
HE CAME IN TWO WEEKS AFTER THE STUDENTS GOT HERE.
SO HE HAS ON THE JOB TRAINING FOR THE LAST NINE OR TEN MONTHS OR WHATEVER.
AND THE ENROLLMENT IN THE PROGRAM FOR NEXT YEAR IS PROBABLY THE HIGHEST THAT WE'VE HAD.
WE WANT TO RECOGNIZE OUR REPRESENTATIVE TO THE HANOVER REGIONAL GOVERNOR'S SCHOOL.
SO THEY ASKED MR. JOSH USSERY TO JOIN ME UP HERE.
THE HANOVER REGIONAL GOVERNOR'S SCHOOL TAKES REPRESENTATIVES FROM 31 DIFFERENT SCHOOL DISTRICTS SO STUDENTS APPLY IN THEIR ACCEPTED.
JOSH IS OUR FOURTH ATTENDEE FOR THE ACADEMY AND THIS YEAR HE WILL BE AT RANDOLPH-MACON COLLEGE FOR TWO WEEKS, WHERE THE ACADEMY WILL BE HOUSED.
THEY'LL MAKE MANY INDUSTRIAL VISITS BEHIND THE SCENE TOURS LIKE AT KINGS DOMINION, THE DIAMOND AND SO ON AND SO FORTH.
JOSH. I BROUGHT HIS RESUME, BUT IT KIND OF GOES ON AND ON AND ON.
SO I'M NOT GOING TO. ALL I CAN TELL YOU IS THIS IS AN OUTSTANDING YOUNG MAN AND HE'S GOING TO MAKE A GREAT REPRESENTATIVE TO THE ACADEMY FROM GOOCHLAND HIGH SCHOOL.
AND HIS AMBITION IS TO ATTEND ONE OF THE SERVICE ACADEMIES.
HE'S GOT A FULL SUMMER OF ACTIVITIES PLANNED.
THAT'S GREAT. CONGRATULATIONS.
NEXT, WE WANT TO HONOR THE KID WIND TEAM, PART OF OUR ENERGY ACADEMY.
THESE ARE GIFTS IN HIGH SCHOOL STUDENTS.
AND I WOULD ASK MISS ANNE MOORE, THEIR COACH, AND THE STUDENTS, TO COME ON UP.
THE KID WIN CHALLENGE WAS SPONSORED BY JAMES MADISON UNIVERSITY ON THE STATE LEVEL, AND THEY'RE GOING TO GO ON TO SAN ANTONIO THIS SATURDAY FOR THE NATIONAL COMPETITION.
SO I'M GOING TO LET YOU INTRODUCE THEM AND TELL THEM A LITTLE BIT ABOUT THE CHALLENGE.
HI. THANK YOU SO MUCH FOR HONORING THE STUDENTS.
WE HAVE CONNOR, NEAL, AND WE HAVE JAKE TICKLE.
AND ELIJAH HIGGS IS ON THE BASEBALL FIELD RIGHT NOW, SO HE COULD NOT JOIN US THIS EVENING. I HAD AN OPPORTUNITY TO GO TO JMU IN DECEMBER FOR TRAINING FOR THE KIDS, AND WE HAVE NOT DONE THIS COMPETITION PREVIOUSLY.
SO WE'VE ALL BEEN LEARNING TOGETHER.
BUT IF YOU COULD HAVE SEEN MY CLASSROOM TODAY WITH THE PROMETHEAN BOARD AND THE STUDENTS RESEARCHING HOW AIR WORKS DOWN THE AIRFOIL DOWN A BLADE ACROSS CARS AND ACROSS, JUST ANYTHING THAT USES THE AIR FORCE.
THESE STUDENTS ARE ABSOLUTELY SELF DRIVEN TO LEARN AS MUCH AS THEY CAN.
NOW, WHEN THEY WENT TO THE REGIONAL COMPETITION, THEY WON FIRST PLACE.
THEY ALSO WON THE JUDGES AWARD AND THE SPORTSMANSHIP AWARD.
SO I WAS EXTREMELY PROUD OF THEM FOR ALL THAT THEY HAVE DONE THERE.
THEN THEY WENT TO THE STATE AND THEY CAME IN THIRD.
BUT AGAIN, THEY WON THE SPORTSMANSHIP AWARD.
AND IF YOU CAN INDULGE ME, I'D LIKE TO TELL YOU JUST A LITTLE BIT OF STORY ABOUT THAT.
WHEN YOU GO TO THE COMPETITION, YOU HAVE THIS BIG TUNNEL, AIR TUNNEL THAT YOU'RE GOING TO PUT YOUR THE WIND TUNNEL, YOU'RE GOING TO PUT YOUR FANS YOUR BLADES IN AND THEY GET TO TRY THAT OVER AND OVER AND THEY GET TO GO BACK, FIX THE BLADES, KEEP GOING, KEEP TRYING THROUGHOUT THE DAY. TOWARDS THE END OF THE DAY, I RAN INTO A LADY THAT I HAD KNOWN FOR MARTINSVILLE. THEY HAD BROUGHT A TEAM OF ELEMENTARY SCHOOL GIRLS.
THEY COULDN'T GET THEIR WIND TURBINE TO WORK, SO THE BOYS STEPPED UP AND ASSISTED THE GIRLS TO TRY TO GET THEIR WIND TURBINE TO WORK.
WE'RE DOWN TO ABOUT THE LAST 30 MINUTES OF TIME, AND THEY WERE HELPING THE GIRLS.
[00:45:02]
THEY WENT FROM ZERO JOULES TO 0.6 AND THEN THEY REWORKED IT AGAIN AND THEY WERE TRYING TO INCREASE IT. AT THAT POINT, I JUST TURNED TO THE TEAM AND I SAID, YOU KNOW, TINA SAID YOU WERE TRYING TO GO IN ONE MORE TIME TO INCREASE YOUR YOUR JOULES.ARE YOU READY TO GO BACK? THEY LOOKED AT ME AND THEY SAID, OH, NO, MISS MOORE, IT'S MUCH MORE IMPORTANT THAT WE HELP THOSE ELEMENTARY SCHOOL GIRLS GET IMPROVEMENT.
THIS JUST GOES TO SHOW YOU THAT NOT ONLY THAT THEY ARE SKILLED WITH THE INTELLECTUAL PART OF THIS, THEY'RE SKILLED AT THE TEAMWORK AND ALSO THE KINDNESS THAT GOES FAR REACHING FROM HERE. SO I'M EXTREMELY PROUD THAT THESE BOYS WILL BE COMPETING NEXT WEEK IN SAN ANTONIO.
AND WE ARE REALLY WE'RE ALMOST READY.
WE'RE STILL TRYING TO FIGURE OUT HOW TO PACK ALL THE WIND TURBINE STUFF.
BUT I WOULD LIKE TO PRESENT THESE WONDERFUL STUDENTS TO YOU.
I WOULD STILL LIKE TO SEE THOSE.
TELL ME. BECAUSE CAME ALL THE WAY DOWN.
NOBODY KNEW THEIR NAME ANYWAYS.
MR. NEWMAN. MEMBERS OF THE BOARD.
DR. REILLY. AS I PAUSED FOR THE MOMENT OF SILENCE AND REFLECTED THIS EVENING, I BECAME AWARE THAT THERE ARE SEVEN BEAUTIFUL ECHO AWARD PLAQUES MADE BY MR. WATSON AND MS.. HALL THAT ARE SITTING ON THE TABLE IN MY OFFICE ABOUT A QUARTER MILE AWAY.
SO I WANT TO APOLOGIZE TO EVERYBODY, ESPECIALLY OUR WINNERS.
BUT THAT'S NOT WHAT IT'S ABOUT.
I WANT TO TELL YOU ABOUT OUR ECHO AWARD WINNERS FOR THIS QUARTER WHO EMBODY OUR CORE VALUES OF EXCELLENCE, COURAGE, CREATIVITY, HONOR AND OPTIMISM.
FIRST, I WANT TO SEE IF THEY'RE HERE THIS EVENING.
IS LARRY CALLAHAN HERE THIS EVENING? COME ON UP, Y'ALL. SO, LARRY, CALLAHAN'S DAUGHTER, CAN YOU TELL EVERYBODY YOUR NAME, PLEASE? MY NAME IS BROOKLYN RUSH, BUT BROOKLYN.
ALL RIGHT. THANK YOU, BROOKLYN AND ROSLYN, ON BEHALF OF THEIR DAD, LARRY.
LARRY'S OUR TOWING PROVIDER AS THE OWNER OPERATOR OF MANNEQUIN TOWING HERE IN GOOCHLAND COUNTY. AND THIS IS FROM MR. TRAPANI, OUR MECHANIC SUPERVISOR OVER IN TRANSPORTATION, WHO NOMINATED MR. CALLAHAN FOR HIS EXCELLENCE.
THIS WINTER, WE WERE FACED WITH ONE OF OUR NEWER BUSSES THAT HAD SLID OFF THE ROAD ON ICE AND STRUCK A TREE DURING DOING SOME MODERATE DAMAGE TO THE REAR OF THE BUS.
THE BUS ENDED UP IN A POSITION THAT HAD THE ENTIRE ROAD BLOCKED, LEAVING NO WAY TO GET TO THE OTHER SIDE OF THE BUS TO RECOVER IT.
LARRY RESPONDED AND CAREFULLY DEVISED AN EXTENSIVE PLAN OF RECOVERY WITH THE FOCUS ON RECOVERING THE BUS WITHOUT CAUSING ANY MORE DAMAGE TO THE BUS.
AFTER A SLOW AND VERY METHODICAL PROCESS, HE WAS ABLE TO RECOVER OUR BUS WITHOUT ANY FURTHER DAMAGE, ALLOWING US TO BE ABLE TO DRIVE IT BACK TO THE SHOP AND PUT IT BACK IN SAFE OPERATING CONDITION WITH ONLY SOME MINOR COSMETIC DAMAGE THAT WE ADDRESS IN A MATTER OF A FEW DAYS.
AFTER YEARS OF RESPONDING TO ACCIDENTS WITH THE FIRE AND RESCUE AND WATCHING OTHER TOWING OPERATORS WORK, I KNOW SITUATIONS LIKE THIS CAN TURN OUT MUCH WORSE WITH MORE DAMAGE INCURRED DURING RECOVERY THAN THE INITIAL ACCIDENT.
LARRY IS A TRUE PROFESSIONAL AND A MASTER OF HIS TRADE, SO PLEASE SEND HIM OUR THANKS.
I WANT TO TAKE A PICTURE. AND HE'S BEEN FIXING MY CAR FOR 25 YEARS.
AND I'LL MAKE SURE HE GETS HIS PLAN.
IT'S AWESOME. I WOULD LIKE TO ASK MISS WENDY STANTON AND JESSICA BRADSHAW TO COME UP TOGETHER, PLEASE, IF THEY'RE HERE.
MISS STANTON AND MISS BRADSHAW WERE NOMINATED BY AMANDA STEELE OUT OF RANDOLPH ELEMENTARY SCHOOL FOR THEIR EXCELLENCE AND OPTIMISM.
AND THIS IS WHAT MS.. STEELE SAYS.
HARRIET, WENDY AND JESSICA ARE THE BEST SUPPORT SYSTEM A PARENT OR TEACHER COULD WANT FOR THEIR CHILD. THEY ARE PATIENT AND CALM IN THE FACE OF CHALLENGES, ARE ALWAYS EAGER TO LEARN MORE ABOUT HOW THEY CAN BETTER SUPPORT THEIR STUDENTS AND ARE INCREDIBLE COMMUNICATORS. THEY ARE A JOY TO WORK WITH AND A GIFT TO GOOCHLAND COUNTY PUBLIC SCHOOLS. WENDY TRULY SHOWED HER ECHO WHEN SHE WORKED HARD IN JANUARY TO SUPPORT A NEW GROUP OF TEACHERS IN THE CLASSROOM SHE HAD SPENT THE FIRST SEMESTER IN.
SHE WELCOMED JESSICA AND ME WITH GRACE AND HUMILITY, WHICH HELPED US BOTH TO KNOW THAT
[00:50:02]
WE FIT RIGHT IN. IN OUR NEW SCHOOL.JESSICA SHOWS HER ECHO BY CREATING A STRONG, TRUSTING RELATIONSHIP WITH HER STUDENTS, OFTEN MODELING FOR MYSELF AND WENDY HOW TO INTERACT WITH SOME OF OUR STUDENTS WITH THE GREATEST NEEDS. SHE TRULY IS A NATURAL.
WENDY AND JESSICA INDIVIDUALLY ARE ECHO EMPLOYEES, BUT TOGETHER THEIR ABSOLUTE GEMS. THANK YOU ALL VERY MUCH.
I WOULD LIKE TO ASK MR. PRESTON GORDON, MATH TEACHER, TO COME ON UP SOME.
YOU MAY KNOW HIM AS COACH GORDON.
GOOD EVENING, MR. GORDON. GOOD EVENING.
MR. GORDON WAS NOMINATED BY JAVON PETERSON, ONE OF HIS COLLEAGUES OVER GOOCHLAND HIGH SCHOOL FOR HIS CREATIVITY AND OPTIMISM.
AND THIS IS WHY MR. GORDON DID AN INCREDIBLE JOB RALLYING THE SCHOOL AROUND THE FANTASTIC FACULTY VERSUS STUDENT BASKETBALL GAME.
HE WAS ACTIVE IN HELPING THE SPORTS TEAMS TO RAISE FUNDS IN A MEANINGFUL WAY.
THE BUZZ AROUND THE GAME WAS INCREDIBLE AS STUDENTS BEGAN TO SUPPORT ONE ANOTHER, FEELING THE EXCITEMENT MR. GORDON BROUGHT TO THE HALLWAYS.
WHAT DID YOU DO TO BRING EXCITEMENT TO THE HALLWAY? JUST YELL A LITTLE BIT. THERE YOU GO.
ALL RIGHT. SOMETIMES IT'S ALL IT TAKES.
THE GAME ITSELF WAS INCREDIBLE.
THE STANDS WERE PACKED AND STUDENTS WERE CHEERING LOUD.
THIS EVENT WAS AMAZING AND BROUGHT US CLOSER TOGETHER.
AND I THINK ANYONE WHO'S WORKED WITH MR. GORDON ALSO KNOWS JUST THE AMAZING WORK HE DOES AND BUILDING RELATIONSHIPS WITH STUDENTS AND HIS PLAYERS HERE ON THE BASKETBALL TEAM.
SO CONGRATULATIONS, MR. GORDON.
I'D LIKE TO ASK MISS AMANDA BROWNSON IF SHE'S HERE TO COME FORWARD.
MR. BROWNSON WORKS WITH OUR ECAC STUDENTS, AND SHE WAS NOMINATED BY SARAH BROWN FOR HER EXCELLENCE. THIS IS WHAT MRS. BROWN SAYS. MRS. BROWN'S SENSE DAILY COMMITMENT TO HER STUDENTS AND STAFF THAT SHE WORKS WITH NEEDS TO BE RECOGNIZED.
SHE COMES IN DAILY WITH AN OPEN HEART AND GOOD ATTITUDE WITH CHILDREN THAT CAN OFTEN HAVE CHALLENGING NEEDS.
SHE CARES DEEPLY ABOUT HER COWORKERS AND SHARES IDEAS AND STRATEGIES WITH THEM TO HELP HAVE SUCCESS FOR ALL STUDENTS AND STAFF.
MRS. BROWNSON EXUDES THE VALUE OF EXCELLENCE AND ALL THAT SHE DOES.
SHE IS A MODEL TEACHER FOR HER STUDENTS, A LEADER WITHIN HER PRESCHOOL TEAM, AND GOES ABOVE AND BEYOND TO VOLUNTEER FOR EXTRACURRICULAR ACTIVITIES THAT BENEFIT THE WHOLE SCHOOL. SHE WORKS CREATIVELY, DAILY IN A COLLABORATIVE SETTING, WHICH SHE HELPED TO DESIGN BY HELPING IMPLEMENT NEW SOLUTIONS FOR NOT ONLY HER OWN STUDENTS, BUT OTHER PRESCHOOL STUDENTS AS WELL.
SHE SHOWS HONOR IN HER JOB BY KEEPING HER STUDENTS UNIQUE NEEDS CONFIDENTIAL, WHILE ALLOWING STAFF TO HELP STRENGTHEN THOSE NEEDS THROUGH HER DISCREET AND CARING WAY WITH CHILDREN. CONGRATULATIONS.
CONGRATULATIONS. I WOULD LIKE TO ASK MR. STACY TO COME FORWARD.
MISS STACEY IS ONE OF OUR KINDERGARTEN TEACHERS OVER A GOOD ELEMENTARY SCHOOL.
MRS. STACEY WAS NOMINATED BY HER TEAMMATES LIBBY RAWLINSON AND SARAH DELONG FOR HER EXCELLENCE AND EXCELLENCE.
I WOULD BE HONORED TO NOMINATE MY NEW KINDERGARTEN TEAMMATE, TARA STACEY, FOR A NECO AWARD WHILE SHE EXHIBITS ALL OF THE CORE VALUES FOR GCP.
SHE HAS TRULY EXEMPLIFIED EXCELLENCE THIS YEAR ACROSS THE BOARD.
KINDERGARTEN IS A RARE BIRD AND WE NEEDED A NEW TEAMMATE.
SHE HOPPED ON BOARD AND HAS FLOWN.
SHE HAS PLANNED SOME VERY FUN CELEBRATION DAYS FOR OUR KINDERGARTNERS, INCLUDING THE 50TH DAY OF SCHOOL AND A COO COO KANGAROO DAY.
SHE IS SO VERY PATIENT WITH OUR LITTLEST LEARNERS AND HAS MADE AN EXCELLENT FOUNDATIONAL MEMBER OF OUR K TEAM.
ONE THING IN PARTICULAR THAT STANDS OUT TO ME IS THAT I BEGGED HER TO DO YEARBOOK COMMITTEE WITH ME, JUST THE TWO OF US, AND WE RAN INTO A PRODUCTION ISSUE OVER SPRING BREAK. WELL, I WAS CHECKED OUT, BUT SHE REDID THE ENTIRE THING DURING HER BREAK.
OUR LIONS ARE GOING TO LOVE THAT SPECIAL MEMORY BOOK.
AND THEN MR. LONG GOES ON TO SAY, I CANNOT THANK AND COMMEND MRS. STACEY ENOUGH FOR GOING ABOVE AND BEYOND AND EXCELLING IN EVERYTHING SHE DOES.
SHE MAKES LEARNING FUN FOR HER STUDENTS.
EVERY DAY IS ALWAYS KIND AND HELPFUL AND GOES ABOVE AND BEYOND TO CREATE WARM, LOVING CLASSROOM ENVIRONMENTS FOR ALL OF HER STUDENTS.
EXCLAMATION POINTS ON EVERY SENTENCE FOR MR. LONG, OF COURSE.
[00:55:02]
SO CONGRATULATIONS.AND OUR FINAL INDIVIDUAL TO BE RECOGNIZED TONIGHT IS COLLEEN ANDERSON, OUR READING SPECIALIST. ALSO A GUESS.
WILL SHE COME DOWN? THOMAS ANDERSON.
MISS ANDERSON WAS NOMINATED BY HÉLENE LIND FOR HER EXCELLENCE AND OPTIMISM, AND MISS LIND WAS GOING TO BE HERE TONIGHT.
BUT I THINK IT WAS HAVING SOME CAR TROUBLE.
AND IF SHE MADE IT OR NOT, BUT SHE SHE SAW SHE COULDN'T MAKE IT.
SHE WANTED TO MAKE SURE YOU KNEW THAT.
THIS IS WHAT SHE SAYS. COLLEEN PROVIDES INTERVENTION FOR SO MANY OF OUR STUDENTS EVERY DAY. SHE DOES SO WITH INTEGRITY, WITH AN INFECTIOUS SMILE, A FRIENDLY WAVE, AND NEVER A COMPLAINT.
I CAME TO HER DURING MY SECOND PERIOD, TOO, WITH SIGNIFICANT CONCERNS ABOUT A STUDENT WHO WAS SHOWING SUBSTANTIAL GAPS IN ENGLISH AND LANGUAGE ARTS.
I WAS UNSURE OF HOW TO APPROACH THE GIVEN APPROACH CONCERNS ABOUT A STUDENT WHO WAS HAVING THESE GAPS IN FIRST GRADE, BUT SHE WAS INCREDIBLY GRACIOUS, HELPED ME CONSTRUCT A PLAN TO MOVE FORWARD.
AFTER SOME TIME WE SAW WONDERFUL GROWTH.
WE DECIDED THAT 1 TO 1 INTERVENTION WOULD BE WOULD BE BENEFICIAL TO TARGET SOME OF THE FOUNDATIONAL SKILLS THAT WOULD BE MOST BENEFICIAL.
SHE WAS SO OPTIMISTIC, SHE DECIDED TO TAKE HIM FIRST THING IN THE MORNING.
STILL IN THE FIRST SIPS OF COFFEE IN THE MORNING EVERY DAY, AND BECAUSE OF HER DEDICATION AND DRIVE, HE IS FINALLY ABLE TO READ GRADE LEVEL BY GRADE LEVEL TEXT, BEGINNING OF THE YEAR, GRADE LEVEL TEXT, HIGH SCHOOL.
HIS CONFIDENCE AND ENGAGEMENT HAVE SKYROCKETED.
HE IS A DIFFERENT STUDENT THAN WHEN I FIRST MET HIM.
AND ALL OF THIS IS JUST AN EXAMPLE OF THE IMPACT HER INSTRUCTION HAS ON SOME OF THE STUDENTS AT GHS AND WHY SHE IS SO VERY DESERVING OF THIS AWARD.
WELL, CONGRATULATIONS TO ALL OF OUR AWARD WINNERS.
AND IT'S JUST ANOTHER EXAMPLE OF THE EXCELLENCE OF THIS SCHOOL DIVISION.
AND WHAT YOU HAVE SEEN THIS EVENING IS A SAMPLE OF THE AMAZING THINGS THAT ARE HAPPENING IN CLASSROOMS AND EVERY SETTING THAT WE OPERATE ON, OUR BUSSES, IN OUR CLINICS, IN OUR GARAGES, EVERYWHERE, JUST AMAZING THINGS ARE HAPPENING.
SO NEXT ON OUR AGENDA IS ANOTHER EXAMPLE OF EXCELLENCE.
AND I BELIEVE THIS IS THE FIRST TIME WE MAY HAVE A PERFORMANCE OF THIS NATURE.
AND SO I DON'T WANT TO STEAL THE THUNDER FROM THIS NEXT PRESENTATION.
SO, MR. HOPKINS, IF YOU WOULD MIND COMING FORWARD.
WE HAVE AMONGST US A WORLD FAMOUS FLUTE.
COURAGE BECAUSE SHE'S GOING TO BE PERFORMING.
BY HERSELF, ALONG WITH MRS. WATTS. SO, GABBY, COME ON UP.
THANK YOU ALL SO MUCH FOR THIS OPPORTUNITY TONIGHT.
I WANT TO BRAG FOR JUST A MINUTE, IF I MIGHT, ON MY STUDENT TODAY.
SO GABBY IS HAS THREE SIBLINGS, MILES AND OLIVIA, WHO ARE BIRDIES.
AND THEN YOUR OLDER SISTER, MADELEINE, IS IN THE MIDDLE SCHOOL.
CORRECT. SO AROUND CHRISTMAS TIME, GABBY CAME OFF THE BUS AND SHE LOOKED AT ME AND SHE SAID, MISS WATTS, I WANT TO HAVE A FLUTE FOR CHRISTMAS.
SO SHE STARTED SAVING HER MONEY.
AND YOU INTERRUPT ME IF I GET THE STORY WRONG.
THIS IS AN INSPIRATIONAL STORY.
AND IT HAS BEEN A JOY TO WATCH UNFOLD THROUGH THE YEAR.
SO AT CHRISTMAS TIME, SHE GOT THAT FLUTE.
AND MOM IS HERE TO ALSO HELP WITH THIS STORY.
SHE SAVED HER MONEY, BUT THEN SOME FAMILY MEMBERS HELPED PAY FOR THE FLUTE.
SO THEN THE NEXT QUESTION IS SHE GOT OFF THE BUS AND TOLD ME SHE GOT HER FLUTE.
COULD SHE BRING IT INTO THE CLASSROOM? WHICH OF COURSE, THE ANSWER WAS YES.
SHE WANTED TO SHARE IT WITH HER CLASS.
I THOUGHT SHE WOULD BRING IT IN AND OPEN OPEN IT UP AND JUST SHOW IT TO HER CLASS.
BUT THAT DAY SHE BROUGHT IT IN AND SHE ACTUALLY PLAYED THE FLUTE.
[01:00:02]
IF YOU KNOW ANYTHING ABOUT PLAYING A FLUTE, YOU HAVE TO HAVE YOUR AMBER SHARE IN THE CORRECT SPOT OR YOU GET NO SOUND WHATSOEVER.I THINK I SPENT THREE OR FOUR MONTHS IN COLLEGE TRYING TO GET A SOUND OUT OF IT.
NEVER, EVER GETTING A SOUND THE WAY THAT GABBY HAS HAS OBTAINED AT THIS POINT.
SO EVERY WEEK GABBY WOULD BRING HER FLUTE IN AND PLAY FOR US.
AND EVERY WEEK THE MEASURES TURNED INTO SONGS.
CAN I SEE THIS, GABBY? YOU CAN SEE THE THE NOTES WRITTEN OUT THERE, THEIR LETTERS ON THE PAGE.
THIS IS WHAT GABBY IS READING.
SO I HAVE NOTHING TO DO WITH THIS.
SELF-TAUGHT. AND EACH WEEK SHE WOULD COME IN WITH MORE AND MORE.
SO SHE HAS BEEN OUR INSPIRATION AND ONE OF THE MOST BEAUTIFUL THINGS TO SEE.
EVERY EVERY MONDAY AFTERNOON, WHEN THE FIFTH GRADE ARRIVES FOR MUSIC, THEY SET UP THE STAGE FOR GABBY TO PLAY.
THIS IS MORE MUSIC THAT SHE HAS WRITTEN OUT HERSELF.
MAYBE A LITTLE HELP FROM YOUR BIG SISTER.
A LITTLE HELP FROM HER BIG SISTER.
BUT, MR. SIKES, I'M REALLY JEALOUS BECAUSE HOPEFULLY HE IS GETTING GABBY NEXT YEAR, AND I COULD NOT BE PROUDER.
SO, LADIES AND GENTLEMEN, WITHOUT FURTHER ADO, THE INSPIRATION OF THE YEAR FOR AN ELEMENTARY SCHOOL AND MUSIC CLASS.
GABBY. YOU WANT TO TELL THEM WHAT YOUR FIRST SONG IS GOING TO BE? FIRST, ARE YOU GOING TO PLAY A LITTLE LAMB? ARE YOU GOING TO PLAY HARRY POTTER NOW? IT.
I'M GOING TO PLAY THE NATIONAL ANTHEM, BUT I DON'T REALLY THE WHOLE SONG JUST PART OF IT, BECAUSE I HAVEN'T REALLY GOT THE TUNE RIGHT.
I'M PART OF. THIS, IF I MIGHT ADD.
IF SHE COULD PLAY THE NATIONAL ANTHEM.
AND I SAID, DO YOU KNOW THE NATIONAL ANTHEM YET? I KNOW SHE KNOWS THE SONG.
AND SHE SAID, NO, BUT I'LL WORK ON IT.
ANDY, ARE YOU OKAY IF STAYING WHILE YOU PLAY THE NATIONAL ANTHEM? THANK YOU ALL SO MUCH.
DON'T ELEMENTARY STUDENTS USUALLY PLAY A PLASTIC RECORDER? I THINK WE'RE A LITTLE BEYOND THAT.
THAT'S AWESOME. WHAT? GABY, THANK YOU SO MUCH.
REILLY, YOU HAVE SOME ANNOUNCEMENTS? YES. THANK YOU, MR. NEWMAN. AND HAPPENING IN OUR SCHOOLS EVERY DAY, YOU PROBABLY COULD ATTEND AN EVENT IN
[01:05:04]
ANY ONE OF OUR SCHOOLS WITH PLAYS AND PERFORMANCES AND ATHLETIC EVENTS.WHAT YOU HAVE IN THE AGENDA IS JUST A HIGHLIGHT OF SOME THINGS THAT ARE HAPPENING DURING THE MONTH OF MAY WITH OUR GRADUATION COMING UP VERY, VERY SOON.
I ENCOURAGE OUR AUDIENCE TO DOWNLOAD OUR GOOCHLAND COUNTY PUBLIC SCHOOLS APP.
YOU HAVE ACCESS TO ALL THE LATEST AND GREATEST NEWS AND EVENTS THAT ARE HAPPENING.
FOLLOW US ON SOCIAL MEDIA AND YOU CAN STAY UP TO DATE WITH ALL THE BEST THINGS THAT ARE HAPPENING IN OUR SCHOOL DIVISION.
THANK YOU, SIR. SO JUST AHEAD OF PUBLIC COMMENT TONIGHT, WHICH IS NEXT UP ON THE AGENDA, I WANTED TO SHARE A COMMENT WITH YOU.
AT LAST MONTH'S MEETING, THE CHAIR ALLOWED ADDITIONAL TIME TO BE PROVIDED TO SPEAKERS FROM MEMBERS OF THE AUDIENCE.
THIS WAS THE CHAIR'S DECISION AND WAS NOT IN KEEPING WITH USUAL SCHOOL BOARD POLICY.
IT IS THE CHAIR'S DESIRE TO ADHERE TO SCHOOL BOARD POLICY AND ELIMINATE ANY CONFUSION SUCH A VARIATION IN PROCEDURE MIGHT CAUSE.
SO WITH THAT TONIGHT, AS WE OPEN THE COMMENT PERIOD, WE ASK THAT YOU SUPPORT OUR BOARD'S GOAL AND OUR STRATEGIC PLAN THAT FOCUSES ON THE DESIRE TO CREATE AN ENGAGING AND RESPONSIVE EXPERIENCE WHERE EVERYONE FEELS INFORMED, INCLUDED, VALUED AND EMPOWERED, AND IS A MODEL FOR OUR STUDENTS.
PUBLIC COMMENTS WILL BE LIMITED TO THREE AMENDMENTS, 3 MINUTES, AND WE INTEND TO HEAR EVERYONE WHO WOULD LIKE TO SPEAK TONIGHT.
SO WITH THAT, I WILL OPEN THE PUBLIC COMMENT PERIOD.
AND THERE IS ONE PERSON ON THE LIST TONIGHT, MRS. WIRSING. I WOULD LIKE TO SAY THAT THIS IS PROBABLY NOT CONDUCIVE FOR ANY CHILDREN.
SO IF THERE'S ANY CHILDREN HERE THAT NEED TO LEAVE, THEY MIGHT WANT TO DO THAT.
FOR ANY PARENT THAT DOESN'T WANT THEIR CHILD TO HEAR WHAT I'M GOING TO READ MAY WANT TO HAVE THEM LEAVE. SO I'M GLAD THAT YOU ADDRESSED WHAT HAPPENED LAST WEEK.
AND I FIND IT INTERESTING THAT AFTER ONE OF THE PARENTS THAT WAS HERE FOR SPEAKING ON BEHALF OF THEIR CHILD FOR BULLYING THAT QUICKLY, A DECISION WAS MADE TO FIX THAT.
MEANWHILE, MONTH AFTER MONTH GOES BY WITH US HAVING TO ADDRESS SEXUAL SEXUALLY EXPLICIT CONTENT IN THE LIBRARIES.
AND WE'VE ADDRESSED THE FACT THAT WE CAN DO NOW THE BOOKS THAT ARE COMING IN TO MAKE SURE WE PREVIEW THOSE. BUT ALL THE BOOKS THAT HAVE BEEN COMING IN IN YEARS PAST HAVE NOT BEEN PREVIEWED, AND THEY ARE ACTUALLY BEING APPROVED BY VERY LIBERAL ORGANIZATIONS THAT ARE USING OUR SCHOOL LIBRARIES TO POLITICIZE THINGS AND TO BRING CONTENT INTO OUR SCHOOLS.
CORE VALUES, EXCELLENCE, CREATIVITY, COURAGE, HONOR AND OPTIMISM.
IT'S BEEN TALKED ABOUT TONIGHT, AND I'M GLAD THAT I'M IN A SCHOOL SYSTEM THAT CARES ABOUT EXCELLENCE FOR OUR KIDS.
I HOPE THEY CARE ABOUT EXCELLENCE IN OUR LIBRARIES AS WELL.
ONE OF THE POEMS OUT OF A 608 PAGE BOOK AND A LOT OF IT IS RAUNCHY, YET I LET HIM KISS ME, AND IT'S THE KIND OF KISS THAT MAKES GOOSEBUMPS BREAK OUT ALL OVER MY BODY.
HE PULLS ME ONTO HIS LAP, LICKS DOWN MY NECK, INTO THE CURVE OF MY SHIRT.
TAKE IT OFF, HE SAYS, AS IF HE HAS HYPNOTIZED ME.
I DO EXACTLY AS I'M TOLD QUICKLY.
HIS HANDS WORK THE HOOKS OF MY BRA, AND BEFORE I CAN EVEN THINK TO SAY NO, MY ENTIRE BODY, UPPER BODY IS BARED.
THAT'S IT. MY PRETTY LITTLE GIRL, HE MOVES HIS.
AND THOUGH I WANT TO SAY NO, I CAN'T.
AMAZING. BENEATH MY SKIRT I FEEL HIM GROW HARD AGAINST THE THIN BARRIER OF MY PANTIES.
I LIKE HOW THAT FEELS TOO, BUT I'M STILL NOT READY.
STOP. HIS MOUTH IS AROUND MY NIPPLE AND HE MUMBLES.
WHY ALL INNOCENT? NOW HIS LIP MOVES AN INCH OR SO HIGHER AND HE STARTS TO SUCK SOFTLY AT FIRST, THEN HARDER. IT IS CRAZY GOOD AND IT MAKES ME MOAN.
BUT WHEN HE TRIES TO SLIDE DOWN MY PANTIES, I KNOW I CAN'T.
AND IT'S BETTER THAN SAYING I'M TOO YOUNG.
I'M GOING TO STOP WITH THAT BECAUSE THAT'S GRAPHIC ENOUGH FOR ME.
AND I REALLY DID NOT WANT TO HAVE TO BRING MYSELF TO READ THESE BOOKS.
I SENT YOU GUYS 66 PAGES OF JUST A SMALL AMOUNT OF BOOKS THAT ARE IN THE GOOCHLAND LIBRARY. I KNOW.
MS.. HORNE, LET ME KNOW THAT SHE GOT MY EMAIL ON THURSDAY OF 66 PAGES OF FILTH AND FOR THE SCHOOL BOARD TO SAY THAT THEY CAN.
CAN'T MAKE A DECISION THAT EVERY BOOK HAS TO GO THROUGH THIS BOOK ALONE FOR ONE MEETING, $69 TO PROVIDE TO BUY MORE OF THIS TRASH FOR COMMITTEE MEMBERS TO REVIEW WHEN ALL OF YOU
[01:10:03]
BEING PROFESSIONALS COULD READ IT AND SAY, THIS IS NOT OKAY FOR MY CHILD.FOR KIDS COMING INTO HIGH SCHOOL, AGE 13 TO 18, THIS IS NOT FOR MINORS.
I HAVE BEEN GIVEN THE NAMES OF OTHERS THAT WISH TO SPEAK.
GOOD EVENING, RATHER. COME TO YOU TODAY.
JUST TO BRIEFLY REMIND YOU OF A RESOLUTION THAT THIS BOARD ISSUED BACK IN JUNE OF 2020.
I'M NOT GOING TO READ IT IN THE INTEREST OF TIME AND IN ENTIRETY, BUT IT BASICALLY STATES THAT THE BOARD WAS RESOLVED, THAT THE MEMBERS OF THE GOOCHLAND COUNTY SCHOOL BOARD WILL STAND WILL STAND STEADFAST IN OUR COMMITMENT TO FOSTER AN INCLUSIVE EDUCATIONAL ENVIRONMENT WHERE EVERY STUDENT, TEACHER SUPPORT, PROFESSIONAL PARENT AND COMMUNITY MEMBER IS TREATED WITH DIGNITY AND RESPECT, AS WELL AS OUR COMMITMENT TO CONTINUE FIGHTING FOR RACIAL JUSTICE AND HUMAN AND CIVIL RIGHTS FOR ALL.
AS YOU KNOW, I AM THE CHAIR OF THE ADVISORY COMMITTEE FOR EQUITY IN EDUCATION.
I COME TO YOU TONIGHT ON BEHALF OF THE COMMITTEE ASKING THAT THE SCHOOL BOARD TAKE A LOOK AT THEIR POLICIES REGARDING RACE AND BULLYING IN OUR SCHOOL SYSTEMS. FOR A NUMBER OF YEARS.
THESE. WE'VE ASKED EVERYONE TO TAKE A LOOK AT THESE, COME UP WITH MEASURES AND POLICIES THAT REFLECT THE TIMES THAT WE CURRENTLY LIVE IN.
THE MARKET COMMITTEE, WHICH IS THE FORMER NAME OF THE COMMITTEE, GAVE PAPERS THROUGHOUT THE YEARS AND HAD INITIATIVES THAT WERE TO BE FOLLOWED UP ON.
WE FOUND DOCUMENTS DATED BACK TO 2014 WHERE A NUMBER OF THOSE ISSUES HAVE STILL NOT BEEN ADDRESSED. AND WHAT WE'RE ASKING IS THAT THE SCHOOL BOARD TAKE THE TIME TO REVIEW THOSE POLICIES AND ADDRESS THEM ACCORDINGLY.
AS SO WHAT WE ARE ASKING YOU TO DO IS TAKE A LOOK AT THE POLICIES AND LET'S HAVE SOMETHING WE CAN IMPLEMENT BY THE BEGINNING OF THE 2022 2023 SCHOOL SCHOOL YEAR.
WE WOULD LIKE FOR YOU TO OFFICIALLY ROLL OUT AN ANTI-RACISM POLICY THAT MIRRORS THE ALBEMARLE COUNTY SCHOOL DISTRICT POLICY AND AGREEMENT SUCH AS THIS AMONGST THE BOARD, EDUCATORS, STUDENTS AND PARENTS WOULD EXPLICITLY OUTLINE BEHAVIORS RELATED TO RACE THAT ARE UNACCEPTABLE AND PUNISHABLE.
WE'D LIKE YOU TO FOLLOW UP WITH A REVIEW AND AN ANNUAL REPORT TO THE SCHOOL BOARD COMMITTEE ON DATA REGARDING RACIAL DISPARITIES.
WE WOULD LIKE THAT THE ANONYMOUS REPORTING PORTAL INCLUDES SPECIFIC LANGUAGE RELATED TO REPORTING, RACIAL BIAS, DISCRIMINATION, SLURS AND BIGOTRY.
WE WOULD ALSO LIKE FOR YOU TO BRING IN AN OUTSIDE VENDOR OR CONTRACT TO DO AN INTERNAL INTERVIEW ON IT, LOOKING FOR YOU TO SEEK TO HIRE PERSONS OF COLOR IN ADMINISTRATIVE ROLES WHO MIGHT BEST SUPPORT AND GIVE WAY TO THE IMPORTANCE AND PRIORITY OF THIS EFFORT.
WE ARE VERY HAPPY TO SEE THE RECENT HIRING OF PRINCIPAL MATTHEW MASON AND WE LOOK FORWARD TO WORKING WITH HIM IN ADDITION TO THE REST OF YOU GUYS.
AND WE WOULD LIKE AN IMMEDIATE INSTITUTE TO PROCESS IMMEDIATELY INSTITUTE A PROCESS TO ENSURE CONCERNS OF COMPLAINTS WITH RACIAL SUBJECT MATTER ARE INSTANTLY RAISED TO THE SUPERINTENDENTS LEVEL FOR RESOLUTION.
THIS WILL HELP SUPPORT A ZERO TOLERANCE ATMOSPHERE.
I BRIEFLY RAN THROUGH IT BECAUSE I KNEW WE HAD ONLY HAD 3 MINUTES AND I WOULD LIKE TO EMAIL THIS TO THE BOARD.
THAT WOULD BE AWESOME. I WAS GOING TO ASK YOU IF YOU COULD.
YES, I WILL. THANK YOU SO MUCH, MR. ALLEN. THANK YOU. MS..
KAREN TRAINOR MY INTENTION WAS TO YIELD MY TIME TO MR. ALLEN. I JUST I'M THE VICE CHAIR OF THE COMMITTEE, AND I STAND IN SUPPORT OF ALL OF US. THANK YOU SO MUCH.
MISS LISA MELTON OK THANK YOU.
I THINK WITH MR. ALLEN'S NOTES, WE'LL HAVE ALL THE DETAILS AND I APPRECIATE THAT.
MS.. WIRSING, THANK YOU SO MUCH.
SHE STATE YOUR NAME, SIR? YES. ROSS BERRY.
SO THAT WASN'T THE ONLY PASSAGE.
I WANT HER OPINION, AND I REALLY WANT OUT OF HERE.
[01:15:01]
LATER, I'LL CALL SOMEONE FOR A RIDE SOMEWHERE.I'LL DISTRACT MYSELF WITH SOME FINE MEDICINAL GREEN AND A LITTLE PORN OF THE GUY ON GUY VARIETY.
YOU CAN GET ANYTHING YOU WANT ONLINE.
LET'S SEE. THERE'S ANOTHER GOOD ONE.
MOVIES ARE THE BEST I'M GOING TO DO TONIGHT.
AGAIN. I NEVER THOUGHT WHACKING OFF WOULD GET OLD, BUT AFTER YOU'VE HAD THE REAL DEAL, ALL WARM AND CREAMY SKIN TO COOL WITH LOTION CAN'T MEASURE UP.
AND ONCE YOU'VE EXPERIENCED THE LOW GROWL OF BUILDING, PASSION, MOANS AND GROANS GET ANNOYING REALLY FAST AFTER YOU'VE TASTED AUTHENTIC NIPPLES ALL SWEET WITH STRAWBERRY SHOWER GEL BOOBS, NO MATTER HOW GIANT AND AIRBRUSHED KIND OF SEEM LIKE LETDOWNS.
NOW, ONCE YOU'VE MADE LOVE WITH YOUR AMAZING GIRLFRIEND, GETTING OFF SOLO IS AND THEN ON THE SIDE IT SAYS CALLOUSED DUB TO FAKE AND THEN IT ENDS WITH BULLSHIT.
THEN FROM LUCAS. GETTING OFF IS EASY.
YOU DON'T EVEN NEED. YOU DON'T EVEN NEED TO.
TO MAKE IT HAPPEN. THE PROPER GRIP WITH THE SLIPPERY FIST WOULD BE.
THERE IT GOES. BUT MAN DOES NOT LIVE BY EJACULATION ALONE.
THERE'S THE WHOLE PURSUE AND CONQUER THING TO CONSIDER, WHICH IS WHY LOOSE GIRLS AREN'T ALL THAT MUCH FUN. MAYBE I'M A BIT WARPED THAT WAY, BUT HARD TO GET TURNS ME ON.
BESIDES, I KIND OF LIKE PLAYING TEACHER, WHICH IS WHY I'M SO PATIENT WITH THIS LITTLE GIRL WHO WILL BE SO WORTH THE WAIT.
OH, YES. I PLAN ON WINNING A MAJOR JACKPOT, TAKING ALL HER TIME OR TAKING.
TAKING HER ALL THE WAY FOR THE VERY FIRST TIME.
IF THAT MEANS PATIENTS OK BY ME, IT'S ONLY A PART OF THE GAME.
AND THEN THERE ARE OTHERS. IT'S ALL THESE BLACK PAGES SEEM TO BE THE WORST.
AND YOU CAN SEE, WELL, YOU GUYS MAY BE ABLE TO SEE FROM THERE, BUT ALL THESE.
AND IS THAT THE SAME BOOK MR. SEEING WAS SPEAKING OF EARLIER? I'LL BE REVIEWING ONE AS WELL.
ALL RIGHT. I'M GOING TO SPEAK NEXT TIME AS WELL.
ALL RIGHT. THANK YOU. THANK YOU.
ALL RIGHT. THANK YOU. THAT WILL CLOSE THE PUBLIC COMMENT PERIOD.
AND NEXT, WE HAVE SUPERINTENDENT'S COMMENTS.
YEAH. THANK YOU, MR. CHAIRMAN.
WANTED TO BRING THE PUBLIC'S ATTENTION TO A FEW THINGS THAT HAVE TAKEN PLACE IN OUR SCHOOL DIVISION. THE FIRST THING IS THE MUSICAL, PERFORMED BY MANY, MANY STUDENTS IN OUR SCHOOL DIVISION LAST WEEK.
AND I WANT TO PUBLICLY APPLAUD MR. NEIL BIRCH AND MR. NEIL BIRCH AND HIS LEADERSHIP AND THE SUPPORT CAST AROUND HIM INVOLVED NEARLY 70 STUDENTS, STUDENTS FROM A VARIETY OF BACKGROUNDS, SOME WHO HAVE BEEN IN DRAMA FOR MANY YEARS IN THE PAST, OTHERS WHO HAVE NOT.
MUSICIANS, DANCERS, INDIVIDUALS WITH A VARIETY OF BACKGROUNDS PARTICIPATED IN AN ABSOLUTELY AMAZING PRODUCTION.
I HAD THE PLEASURE OF BEING THERE ON FRIDAY NIGHT FOR THE OPENING NIGHT, AND YOU SHOULD HAVE HEARD THE ROAR OF APPLAUSE AND THE EMOTION AND OUR CROWD.
IT WAS PROBABLY THE FIRST TIME THAT WE HAD A FULL AUDITORIUM IN OVER TWO YEARS, AND OUR STUDENTS CERTAINLY DESERVE TO HAVE THAT RECOGNITION IN THAT CELEBRATION OF THEIR TALENTS. AND SO IT WAS ANOTHER EXAMPLE OF WHAT IS RIGHT IN GOOCHLAND COUNTY AND WANT TO CELEBRATE MR. BIRCH AND HIS TEAM FOR AN AMAZING MUSICAL.
JUST LAST WEEK, BOARD MEMBERS, WE HAD THE CHANCE TO HONOR AND RECOGNIZE MANY OF OUR TALENTED PROFESSIONALS WHO DO THE GREAT WORK OF THIS SCHOOL DIVISION DAY IN AND DAY OUT.
YOU WERE THERE FOR THIS CELEBRATION.
AND SO I WANT TO PUBLICLY RECOGNIZE THOSE INDIVIDUALS THIS EVENING WHO WERE CELEBRATED AT THIS EVENT. WE RECOGNIZED OUR TEACHERS OF THE YEAR FROM BYRD ELEMENTARY SCHOOL, MR. MICHAEL TOMLIN, GOOCHLAND ELEMENTARY SCHOOL, ASHBY POND, RANDOLPH ELEMENTARY SCHOOL.
ELIZA GEMMELL GOOCHLAND MIDDLE SCHOOL.
MATTHEW SINGLETON GOOCHLAND HIGH SCHOOL.
TAYLOR REARED AND AT THE VERY END OF THE EVENING, WE RECOGNIZE MR. MICHAEL AND TOLMAN TOMLIN AS THE 2022 GOOCHLAND COUNTY PUBLIC SCHOOLS TEACHER OF THE YEAR. WE ALSO RECOGNIZED ROOKIES OF THE YEAR FROM BIRD, MS..
MS.. EILEEN LIND, RANDOLPH, JORDAN PEPPER GOOCHLAND MIDDLE SCHOOL IS ROOKIE OF THE YEAR WAS KAITLIN SLATER AND GOOCHLAND HIGH SCHOOL IS ROOKIE OF THE YEAR WAS RILEY LAVELLE.
WE ALSO CELEBRATED THE TEAM OF THE YEAR AND ALL OF US KNOW THE AMAZING WORK OF OUR HEALTH PROFESSIONS TEAM, INCLUDING ANN TAYLOR BRITTON, HEATHER USSERY, MICHELLE SHORT, CHERYL MULLINS AND KENT DUFFY.
OUR EMPLOYEE OF THE YEAR THIS YEAR IS MISS ASHLEY HALL, WHO WORKS IN OUR CENTRAL OFFICE AND PROVIDES A LOT OF SUPPORT TO MANY, MANY DEPARTMENTS IN OUR SCHOOL DIVISION.
AND THEN WE ALSO CELEBRATED RETIREES WHO HAVE CONTRIBUTED MANY YEARS OF SERVICE TO PUBLIC EDUCATION IN THE COMMONWEALTH AND IN THIS COMMUNITY.
MS.. JILLIAN DETER LET'S SEE, MICHAEL FRANKLIN, SIMONE JONES AND MORE.
HEATHER SLATER AND MICHAEL VERRASTRO.
SO PLEASE JOIN ME IN RECOGNIZING AND CELEBRATING THESE INDIVIDUALS.
[01:20:09]
NEXT, I HAD THE HONOR AND PRIVILEGE OF BEING A PART OF GOOCHLAND DAY ON SATURDAY, AND I WANT TO PUBLICLY THANK THOSE VOLUNTEERS WHO DEDICATED COUNTLESS HOURS TO MAKING THIS HAPPEN IN OUR COMMUNITY.I ONLY WISH THAT MOTHER NATURE WOULD HAVE COOPERATED A LITTLE BIT MORE.
BUT THE SHOW WENT ON AND IT WAS CERTAINLY A VERY POSITIVE EVENT IN OUR COMMUNITY.
I HAD THE CHANCE TO RIDE ALONG AND WALK ALONG OUR SUNSHINE FOOD BUS.
WE HAD OUR BAND THAT WAS A PART OF THAT EVENT.
WE HAD OUR FFA, WE HAD OUR MARINE CORPS JUNIOR ROTC CHEERLEADERS.
WE HAD A VARIETY OF STUDENT GROUPS, A PART OF THAT.
AND SO IT CERTAINLY IS ONE OF THE EXAMPLES OF WHAT MAKES THIS COMMUNITY GREAT, WHERE WE CAN ALL COME TOGETHER AND RALLY AROUND THE SPECIAL EVENT IN OUR COMMUNITY.
AND AGAIN, THANK YOU TO ALL THE VOLUNTEERS THAT PLAYED A PART IN THAT.
OUR FOOD SERVICES TEAM AND OUR MAINTENANCE TEAM SUPPORTED THAT AS WELL AS TRANSPORTATION AS WE WERE PROVIDING SHUTTLE BUSSES.
SO GOOCHLAND COUNTY PUBLIC SCHOOLS PLAYED A SIGNIFICANT ROLE IN SUPPORTING THAT ENDEAVOR AND HAPPY TO BE A PART OF THAT.
LAST ON THE AGENDA, BOARD MEMBERS AND THIS IS FOR YOUR BENEFIT AS WELL AS THE BENEFIT OF OUR PUBLIC IS HISTORICALLY, DURING THE COURSE OF THE SUMMER, WE WORK FOR TEN HOUR DAYS FOR OUR EMPLOYEES.
THAT ALLOWS US TO JUST OPERATE UNDER A DIFFERENT SCHEDULE.
SO FOR OUR PUBLIC, WE'LL BE CLOSED ON FRIDAYS DURING THE COURSE OF THE SUMMER.
WE STILL WILL CONTINUE TO WORK A TRADITIONAL 40 HOUR WORKWEEK, JUST DOING IT DURING FOUR DAYS INSTEAD OF FIVE.
SO YOU HAVE LINKED TO YOUR AGENDA SUMMER WORK SCHEDULE MEMO, AND JUST WANTED TO MAKE THAT NOTICE AVAILABLE FOR OUR PUBLIC TODAY.
BOARD MEMBERS NEXT ARE THE LIST OF CONSENT ITEMS THAT I KNOW YOU'VE ALL HAD A CHANCE TO REVIEW. WE CAN TAKE THOSE CONSENT ITEMS AS A BLOCK OR PULL ANY ONE OR MORE OUT THAT YOU MAY WISH. WHAT'S YOUR PLEASURE? MAY I HAVE A MOTION? MR. CHAIR, I HAVE A FEW THAT I WOULD LIKE TO POINT OUT, BUT I COULD DO THAT AS PART OF THE DISCUSSION SO WE WOULDN'T HAVE TO PAY THEM.
ALL RIGHT, SO THE CHAIR WILL CONSIDER A MOTION TO APPROVE THE CONSENT ITEMS WITH DISCUSSION ON SEVERAL OF THEM.
MR. CHAIR, I MOVED THAT WE APPROVED THE CONSENT AGENDA AS A SLATE MOTIONS IN MAY TO APPROVE. IS THERE A SECOND? THERE IS A SECOND. AND NOW FOR THE DISCUSSION, PLEASE.
YES, SIR. THANK YOU, MR. CHAIRMAN.
REILLY TO HELP OUT A LITTLE BIT ON C FINANCIAL UPDATE AND BUDGET TRANSFERS.
CAN YOU TALK ABOUT HOW THE REMAINING BALANCE CALENDAR REVENUE AND EXPENDITURES HAVE BEEN COMMUNICATED WITH THE STATE AND FEDERAL FUNDING SOURCE PROVIDERS AS WE CONTINUE TO APPROPRIATELY AND TRANSPARENTLY USE THE FUNDING TO ADDRESS CONTINUOUS STUDENT LEARNING. YEAH.
THANK YOU, MS.. HORNE. AND AS YOU KNOW, AT THIS POINT IN TIME, WE ARE SLOWING DOWN OUR PROCESS TO CONSIDER CALENDAR REVISIONS AND HAVE PRESSED PAUSE FOR THE IMMEDIATE FUTURE RIGHT NOW ON WHAT WE HAVE ADVERTISED AS A BALANCED CALENDAR.
THAT CONCEPT MAY COME FORWARD IN THE FUTURE, BUT RIGHT NOW IT'S IT'S ON THE BACK BURNER.
WE WERE CONSIDERING OPERATING THAT BALANCE CALENDAR WITH SOME STATE REVENUE THROUGH A GRANT. WE HAVE COMMUNICATED THAT THROUGH A FORMAL LETTER TO THE DEPARTMENT OF EDUCATION IN RICHMOND, LETTING THEM KNOW OF OUR PLANS TO SLOW DOWN OR PRESS PAUSE ON THAT PROCESS.
BUT YET WE STILL PLAN ON USING THOSE RESOURCES INTERMITTENTLY FOR OUR UPCOMING SUMMER INTERSESSION. SO WE HAVE SHARED OUR PLAN WITH THAT IN WRITING TO THE VIRGINIA DEPARTMENT OF ED. WE'VE RECEIVED A RESPONSE BACK FROM THEM THAT OUR PROPOSED USES ARE APPROPRIATE AND SO WE'VE CLOSED THE LOOP ON THAT.
EXCELLENT. THANK YOU VERY MUCH.
YES, MA'AM. ITEM G, OUR SPECIAL EDUCATION ANNUAL PLAN A JUST INVITE THE PUBLIC TO READ THIS DOCUMENT FOR ANYONE WHO DOESN'T UNDERSTAND JUST HOW INCREDIBLE OUR SPECIAL EDUCATION DEPARTMENT AND ALL THE FEDERAL GUIDELINES THAT THEY WORK UNDER EVERY DAY.
THIS DOCUMENT IS JUST EDUCATIONAL AS WELL AS INFORMATIVE FOR HOW FUNDS ARE USED.
AND IT ALSO HIGHLIGHTS HOW IMPRESSIVE IT IS THAT OUR SPECIAL EDUCATION DEPARTMENT CONTINUES TO RECEIVE 100% RATING ON ALL OF THE WORK THAT THEY DO FOR OUR SPECIAL EDUCATION TEAM.
LAST, LET'S SEE, THE LAST ONE I HAVE IS THE J, THE BSB WORKFORCE READINESS AWARD ENTRY.
I BELIEVE MR. WATSON IS SUBMITTING THAT, AND THAT IS IN REGARDS TO THE MOCK INTERVIEWS.
AND THAT WAS AN INCREDIBLE ACTIVITY.
[01:25:02]
AND I QUESTIONED THE DOCUMENT BECAUSE IT SAID ALL SENIORS AND ALL CTE COMPLETERS AND IT TURNS OUT IT WAS ALL AND I'VE PARTICIPATED IN MOCK INTERVIEWS IN SOME OTHER SCHOOL DIVISIONS AND NOBODY DOES ALL.SO THAT THAT'S AN AMAZING OPPORTUNITY FOR OUR STUDENTS AND FOR OUR COMMUNITY TO BE INVOLVED AT THE LEVEL THAT THEY ARE SO MANY ADULTS COMING IN AND GENUINELY CARING ABOUT THESE STUDENTS AND GIVING THEM AN OPPORTUNITY IS A GREAT EVENT.
SO THANK YOU FOR LETTING ME POINT OUT THOSE ITEMS. THANK YOU. OTHER DISCUSSION BOARD MEMBERS.
REILLY, IF YOU COULD SPEAK TO HOW WE'RE HANDLING THE APPROXIMATELY 15% INFLATIONARY PRESSURES WE'RE SEEING WITH THE ACQUISITION OF OUR SCHOOL BUSSES AND VEHICLES? THAT'S A GREAT QUESTION. MS. ALLEN AND WE'RE ALL EXPERIENCING THE INFLATIONARY PRESSURES IN OUR OWN PERSONAL LIVES, AND SCHOOL DIVISION IS NOT IMMUNE FROM THAT.
WE HAD INITIALLY WE HAD INITIALLY ANTICIPATED TO PURCHASE THREE SCHOOL BUSSES OUT OF CURRENT YEAR FUNDS AND ONE TO BE EFFECTIVE AFTER JULY 1ST WITH CAPITAL FUNDS.
BUT BASED ON SOME OF THE INFLATIONARY PRESSURES ASSOCIATED WITH FUEL AND INCREASED COSTS, WE'RE RECOMMENDING PURCHASING TWO OUT OF CURRENT YEAR FUNDS AND ONE AFTER JULY 1ST.
WE ARE MOVING QUICKLY PENDING YOUR APPROVAL TONIGHT FOR THESE PURCHASES BECAUSE IF WE WAIT LONGER, THOSE PRICES ARE GOING TO CONTINUE TO RISE.
SO THAT SAME SCHOOL BUS IS GOING TO COST MORE IF WE WAIT ABOUT TWO MORE WEEKS.
SO SEEKING YOUR APPROVAL THIS EVENING, WE KNOW THAT WE TRANSPORT OUR VERY PRECIOUS CARGO ON THESE BUSSES AND THESE ARE EXTREMELY SAFE VEHICLES.
WE HAVE LED LIGHTS FOR EVERYBODY TO SEE THESE BUSSES A LOT MORE, BUT MOVING QUICKLY SO THAT WE CAN AVOID SOME INCREASED COSTS IN THE FUTURE.
BOARD MEMBERS. THE MOTION WAS TO APPROVE.
IT WAS SECONDED WITH DISCUSSION.
YEAH. THANK YOU, MR. NEWMAN. SO, BOARD MEMBERS, YOU'VE HEARD ME SAY SEVERAL TIMES THIS EVENING HOW THERE ARE WONDERFUL THINGS HAPPENING IN OUR SCHOOL DIVISION.
ONE OF THE THINGS THAT I WANT TO HIGHLIGHT AND CELEBRATE THIS EVENING IS THE ACCOMPLISHMENT OF OUR STUDENTS ON THE MEASUREMENT OF ACADEMIC PROGRESS.
YOU KNOW, WE'RE A SCHOOL DIVISION THAT VALUES GROWTH OVER ACHIEVEMENT, AND I THINK THERE ARE A LOT OF QUESTIONS AS WE HAVE RETURNED FROM THE PANDEMIC.
HOW ARE STUDENTS PERFORMING? WHAT HAS THE IMPACT OF THE PANDEMIC BEEN? WE'VE HAD SOME CONVERSATIONS ABOUT THIS IN A JOINT WORK SESSION.
DR. GEYER HAS SHOWED SOME DATA HE SHARED, WHERE WE HAVE BEEN, WHERE WE WERE LAST YEAR.
WE'RE EXCITED TONIGHT TO SHARE WITH YOU WHERE WE ARE NOW, AND I BELIEVE IT'S A DIRECT RESULT OF THE AMAZING WORK HAPPENING IN CLASSROOMS EVERY DAY.
AND IT GOES TO SHOW THAT WHEN OUR STUDENTS ARE WITH OUR AMAZING PROFESSIONALS DAY IN AND DAY OUT, WE GET SOME EXCEPTIONAL RESULTS.
AND SO TONIGHT IS AN OPPORTUNITY FOR US TO CELEBRATE AND REALLY HIGHLIGHT THE GREAT WORK OF OUR PROFESSIONALS IN THE SUCCESS OF OUR STUDENTS THIS YEAR.
DR. GEIER THANK YOU, DOCTOR, REALLY, FOR THAT INTRODUCTION.
I'M GOING TO WAIT JUST ONE SECOND TO SEE IF WE CAN PULL IT UP ON THE BIG SCREEN.
JUST LIKE ALWAYS. ALL YOU GOT TO DO IS GET UP, MAN.
ALL RIGHT. SORRY FOR THE DELAY.
AND AGAIN, DR. REILLY, THANK YOU FOR THE INTRODUCTION.
ABSOLUTELY. EXCITED TO BE ABLE TO SHARE SOME OF THE FIRST KIND OF END OF YEAR DATA OF THE SCHOOL YEAR. AND AS DR. REILLY SAID, WE HAVE TALKED QUITE A BIT THIS YEAR ABOUT THE GREAT WORK THAT'S GONE ON IN OUR CLASSROOMS AND ACROSS OUR SCHOOL DIVISION AND SEEN SOME EARLY INDICATORS OF KIND OF THAT BOUNCE BACK THAT WE WERE EXPECTING AND THAT WE NEED.
AND I THINK OUR OUR MAP RESULTS ARE EVIDENCE OF THAT.
SO MY OBJECTIVES TONIGHT, THERE ARE REALLY TWO PRIMARY OBJECTIVES.
ONE IS TO SHARE THE DATA, WHICH WILL KIND OF BE THE SECOND HALF OF THE PRESENTATION.
AND THE FIRST ONE IS TO CONTINUE TO BUILD OUR COLLECTIVE ASSESSMENT LITERACY AROUND THE MAP, ASSESSMENT HOW IT'S DIFFERENT THAN SOME OF THE TRADITIONAL ASSESSMENTS THAT WE'RE ACCUSTOMED TO.
AND WE FIND EVEN AFTER NINE YEARS OF USING MAP PRETTY INTEGRALLY IN THE SCHOOL DIVISION, THAT WE'RE ALWAYS LEARNING MORE ABOUT THE INTRICACIES AND COMPLEXITIES OF A TOTALLY DIFFERENT WAY OF THINKING ABOUT ASSESSING STUDENT LEARNING.
SO THOSE ARE MY TWO OBJECTIVES.
YOU ALL CAN LET ME KNOW AT THE END IF I'VE ACCOMPLISHED THOSE TWO OBJECTIVES, BUT I'LL DO MY BEST JUST TO SET THE STAGE A LITTLE BIT WITH SOME CONTEXT.
WE'VE BEEN USING MAP IN OUR SCHOOL DIVISION SINCE 2012 2013, AND I WILL SAY IN MY TIME IN
[01:30:06]
GOOCHLAND, I THINK THE SINGLE MOST IMPORTANT DECISION THAT WE MADE IN TERMS OF OUR INSTRUCTIONAL PROGRAM WAS THAT DECISION WAS TO PRIORITIZE INDIVIDUAL GROWTH OVER BROAD ACHIEVEMENT. AND THEN IF YOU'RE GOING TO PRIORITIZE THAT, YOU'VE GOT TO HAVE A WAY TO MEASURE THAT. AND WE'LL GET INTO THE DETAILS A LITTLE BIT.AND WHAT I WOULD SAY THIS DID IS IT REALLY RAISED THE BAR ON EXPECTATIONS FOR STUDENT LEARNING, WHAT WE EXPECT OF OUR INSTRUCTIONAL TEAM IN TERMS OF DELIVERING DIFFERENTIATION FOR STUDENTS.
AND I WOULD TIE IT BACK TO THAT DECISION TEN YEARS AGO.
WE USE THE MAP ASSESSMENT IN GRADES TWO THROUGH 12 NOW TO MEASURE THE INDIVIDUAL GROWTH OF EVERY STUDENT IN READING, IN MATH, THE MAP ASSESSMENTS, COMPUTER ADAPTIVE.
WE TALKED BEFORE ABOUT WHAT THAT MEANS THAT THE THE TEST ITSELF IS ACTUALLY CHANGING IN A DYNAMIC WAY AS THE TEST TAKER IS TAKING.
THE TEST GETS HARDER AND EASIER DEPENDING ON HOW THE STUDENT RESPONDS.
WE'RE GOING TO TALK ABOUT THAT QUITE A BIT TONIGHT TO MAKE SURE THAT THERE'S KIND OF AN OVERALL UNDERSTANDING OF WHAT THAT NATIONAL NORMING PROCESS MEANS FOR US WHEN WE ANALYZE RESULTS AND IT MEASURES STUDENT PROGRESS BOTH ANNUALLY THAT FALL TO SPRING, HOW ARE OUR STUDENTS DOING EACH YEAR AS WELL AS LONGITUDINALLY SO FROM YEAR TO YEAR, HOW ARE STUDENTS PROGRESSING? AND THAT'S THAT THE NATURE OF THOSE TWO BULLETS, THEY'RE COMPLETELY DIFFERENT THAN ANY OTHER ASSESSMENT THAT WE'VE EVER USED AND REALLY ANY OTHER ASSESSMENT THAT WE CURRENTLY USE. MAP REACHES DOWN AND REACHES UP TO MEASURE INDIVIDUAL PROGRESS BELOW ON AND ABOVE GRADE LEVEL.
SO ALL TESTS GENERALLY DO NOT DO THAT.
THE STATE IS KIND OF HEADED IN THAT DIRECTION.
BUT THE ESOL TESTS WERE BUILT FOR GRADE LEVEL CONTENT.
SO THAT FEATURE OF MAP IS IS DIFFERENT THAN WHAT WE'RE ACCUSTOMED TO WITH TRADITIONAL ASSESSMENT MECHANISMS. AND THEN THE LAST ONE REALLY TO ME IS THE HEADLINER THAT OUR MISSION TO MAXIMIZE THE POTENTIAL OF EVERY LEARNER, I THINK MAP ALLOWS US FOR THE FIRST TIME TO REALLY EXAMINE HOW CLOSE WE ARE COMING TO REACHING THAT MISSION, BECAUSE OTHERWISE WE'RE MEASURING INDIVIDUAL STUDENT LEARNING ON GRADE LEVEL STANDARDS.
AND WE KNOW VERY CLEARLY THAT WE HAVE STUDENTS THAT ENTER A GIVEN GRADE LEVEL OR COURSE WELL BELOW GRADE LEVEL.
WE HAVE STUDENTS THAT ENTER KIND OF EXACTLY WHERE IDEALLY YOU'D LIKE THEM TO BE.
AND WE HAVE STUDENTS THAT ENTER A GRADE LEVEL FAR ABOVE.
AND SO MAKING SURE THAT THOSE STUDENTS GROW AT LEAST ONE YEAR DURING THEIR TIME AND THAT GIVEN COURSE OR YEAR IS CRITICAL.
AND SOL TESTS DON'T ALLOW US TO DO THAT.
SO THAT'S A LITTLE BIT OF THE CONTEXT.
I KNOW AGAIN, A LOT OF THIS IS REPEAT FOR THE BOARD, BUT MAYBE FOR PUBLIC THAT'S LISTENING.
IT COULD BE NEW INFORMATION TO JUXTAPOSE THE TWO KIND OF BIG ASSESSMENT PIECES IN OUR SCHOOL DIVISION. MAP MEASURES INDIVIDUAL GROWTH AS STATE SO WELL TEST MEASURE, MEASURE ACHIEVEMENT. WE'VE TALKED A LOT ABOUT THE NUANCES BETWEEN THOSE TWO INTENTIONS OF THOSE ASSESSMENTS. AND THEN WHAT I WANT TO DIG DIG IN ON JUST FOR A LITTLE BIT THIS EVENING, BECAUSE WE REALLY HAVEN'T TALKED A WHOLE LOT ABOUT THIS NOTION OF THE NATIONAL NORMING PROCESS. NORM REFERENCE TESTS MAKE COMPARISONS BETWEEN INDIVIDUAL TEST TAKERS.
SO IF MRS. HORNE AND I TAKE THE SAME TEST AND IT'S A NORM REFERENCE TEST, IT'S REALLY DESIGNED TO COMPARE THE TWO OF US AND OUR RESULTS.
CRITERION REFERENCE TESTS MEASURE A TEST TAKERS PERFORMANCE COMPARED TO A SPECIFIC SET OF STANDARDS OR CRITERIA LIKE STATUS AS WELL AS STATE STANDARDS.
SO FOURTH GRADE MATH, SAME TEST FOR EVERY STUDENT IN TERMS OF THE SOUL TEST.
HAVE THEY MASTERED FOURTH GRADE CONTENT? IT WOULD BE THE SAME TEST FOR US NOT DESIGNED TO COMPARE OUR PERFORMANCE, BUT DESIGNED TO COMPARE COMPARE OUR PERFORMANCE WITH EACH OTHER, BUT RATHER COMPARE OUR PERFORMANCE TO A SET OF STATIC CRITERIA.
SO TWO FUNDAMENTALLY DIFFERENT APPROACHES TO ASSESSMENT MAP IS NORM REFERENCED AND SOL TESTS. AGAIN, BARRING SOME CHANGES THAT ARE IN THE WORKS RIGHT NOW AT THE STATE FOR 20 YEARS PLUS, SOL TESTS HAVE BEEN SOLELY CRITERION REFERENCED.
SO FUNDAMENTAL DIFFERENCE BETWEEN THE TWO ASSESSMENTS AND IMPORTANT TO DRAW ATTENTION TO THAT AS WE GET READY TO LOOK AT OUR MAP RESULTS.
NORM REFERENCING INHERENTLY SETS THE DEFAULT KIND OF PERFORMANCE BENCHMARK AT THE 50TH PERCENTILE BECAUSE IT JUST TAKES EVERYBODY'S RESULTS IN A GIVEN GROUP AND PUTS THEM ON THAT NORMAL DISTRIBUTION CURVE.
AND SO INHERENTLY IN YOUR RESULTS, YOU'RE GOING TO HAVE HALF OF STUDENTS FALL BELOW THE 50TH PERCENTILE AND HALF OF STUDENTS FALL ABOVE THE 50TH PERCENTILE.
THAT'S THE NATURE OF A NORMAL DISTRIBUTION CURVE.
THAT'S THE NATURE OF NORM REFERENCE TESTING.
SO THAT IS REALLY THE THE DEFAULT POSITION FOR THE MAP TEST, WHICH AND WE'VE TALKED ABOUT THIS BEFORE, REALLY ENSURES THAT WE THINK DIFFERENTLY ABOUT THE RESULTS BECAUSE WE'VE GOT TO RESET KIND OF WHAT WE'RE ACCUSTOMED TO.
WE'RE ACCUSTOMED TO THINKING ABOUT 75% PASS RATES, 85% PASS RATES, 95 PLUS PERCENT
[01:35:02]
GRADUATION RATES AS BEING POSITIVE RESULTS THAT WE'RE ACCUSTOMED TO.AND WHEN YOU SEE 60% OF STUDENTS MEETING OR EXCEEDING THEIR GROWTH GOALS, AGAIN, THE DEFAULT POSITION IS THAT 50TH PERCENTILE.
SO ANYTHING ABOVE THAT IS EXCEEDING NATIONAL AVERAGES.
AND SO IT'S JUST A DIFFERENT WAY OF THINKING ABOUT IT.
AND IT'S IMPORTANT THAT WE DRAW THAT DISTINCTION AS WE ANALYZE AND HAVE FOR TEN YEARS ANALYZE OUR MAP RESULTS.
THE STATE, ON THE OTHER HAND, HAS SET THE PERFORMANCE BENCHMARK FOR STUDENTS.
AND THESE NUMBERS PROBABLY DON'T MEAN A WHOLE LOT TO FOLKS, BUT AT 400 ON A REPORTING SCALE FOR A GIVEN SOL TEST, STUDENTS CAN SCORE FROM 0 TO 600.
SO THE CRITERION REFERENCE IS THIS THE BENCHMARK? THE LINE IN THE SAND IS SET BY THE STATE AT 400.
FOR AN INDIVIDUAL STUDENT, THEIR PERFORMANCE BENCHMARK FOR SCHOOLS OR SCHOOL DIVISIONS IS THAT 70 70% OF STUDENTS PASS THAT ASSESSMENT IN MATH, 75% OF STUDENTS PASS THAT ASSESSMENT IN ENGLISH. AGAIN, THAT'S SET BY THE STATE.
AND THAT'S THE INHERENT PERFORMANCE BENCHMARK THAT SCHOOLS AND SCHOOL DIVISIONS ARE HELD ACCOUNTABLE FOR.
SO TWO TOTALLY DIFFERENT METHODOLOGIES INTENDED TO MEASURE DIFFERENT THINGS.
SO TO JUXTAPOSE WHERE WE'RE HEADED WITH OUR MAP RESULTS, THIS WORKS FOR ME.
AGAIN, I'M GOING TO USE THAT FOURTH GRADE MATH EXAMPLE THROUGHOUT SOUL TEST MEASURE THAT THE CONTENT WITHIN FOURTH GRADE STANDARDS AND MATH, IT'S A FINITE AMOUNT OF CONTENT. EVERY STUDENT GETS THE SAME TEST.
THEY EITHER HIT THE 400 MARK OR ABOVE, OR THEY DON'T.
HENCE THEY EITHER PASS OR THEY DON'T.
AND IT'S THAT BODY OF KNOWLEDGE FOR FOURTH GRADE STANDARDS AND MATHEMATICS.
IN THIS CASE, ON THAT ONE DAY, ON THAT ONE DAY S OR MAP TESTING.
ON THE OTHER HAND, IF YOU FOLLOW THE GRAPHICS.
SO THERE'S THE FOURTH GRADE MATH CONTENT.
THAT'S WHAT AN SOL TEST TESTS MAP MEASURES AN ENTIRE CONTINUUM FOR MATH, KNOWLEDGE AND SKILLS. SO MATH FOR THIS FOURTH GRADE STUDENT, AGAIN USING THIS EXAMPLE, REACHES DOWN INTO THIRD GRADE CONTENT, INTO SECOND GRADE CONTENT.
IT REACHES UP INTO HIGH SCHOOL CONTENT SO THAT AS STUDENTS ARE EITHER READY OR NOT READY FOR THAT CONTENT, THEY GET QUESTIONS THAT REFLECT THEIR SKILLS AND ABILITIES.
THE SOL TEST OBVIOUSLY DOES NOT DO THAT.
SO AGAIN, A DIFFERENT WAY OF THINKING ABOUT THE INTENTION OF WHY WE USE THE MAP ASSESSMENT. SO I WOULD SAY, AND I'LL MAKE THE CASE TONIGHT TO SAY THAT WHAT WE ASK OF OUR TEACHERS IS A TREMENDOUS AMOUNT, A TREMENDOUS AMOUNT MORE THAN SCHOOL DIVISIONS THAT DON'T VALUE GROWTH OVER ACHIEVEMENT, A TREMENDOUS AMOUNT MORE THAN WHAT WE ASKED OF TEACHERS PRIOR TO 2012 2013.
IF YOU ARE A FOURTH GRADE TEACHER PRIOR TO US USING THE MAP ASSESSMENT FOR FOURTH GRADE MATH, THAT WAS YOUR RESPONSIBILITY WAS THE FOURTH GRADE STANDARDS.
NOW WHAT WE ASK OF TEACHERS IS THAT THE FOURTH GRADE STANDARDS AND INDIVIDUALIZING FOR STUDENTS TO MAKE SURE IF THEY'RE BELOW GRADE LEVEL, THEY'RE GETTING THE CONTENT AND THE INSTRUCTION THAT THEY NEED.
IF THEY'RE ABOVE GRADE LEVEL, THEY'RE GETTING THE CONTENT AND THE INSTRUCTION THAT THEY NEED. SO FOLLOWING THIS EXAMPLE OF THE FOURTH GRADE CONTENT, THE STATE HAS SET THE ACHIEVEMENT BENCHMARK AT THE END OF THAT FOURTH GRADE YEAR AS PASSING THAT STATE ESOL TEST. AND I'M GOING TO USE THESE YELLOW DOTS TO REPRESENT STUDENTS.
WOULDN'T IT BE NICE IF EVERY FOURTH GRADE STUDENT IT WOULDN'T BE, ACTUALLY.
BUT PEOPLE WOULD MIGHT TELL YOU THIS IF EVERY STUDENT STARTED FOURTH GRADE RIGHT THERE, RIGHT. MASTERING THE THIRD GRADE CONTENT, READY TO LEARN THE FOURTH GRADE CONTENT.
AND THE EXPECTATION FOR FOURTH GRADE TEACHERS IN MATH WOULD BE BY THE END OF THE YEAR TO GET THEM OVER THAT BAR PASS AND MASTER THAT FOURTH GRADE CONTENT.
AND I THINK EVEN NON EDUCATORS KNOW THAT'S NOT WHERE FOURTH GRADE STUDENTS START.
AND SO USING THOSE SAME HYPOTHETICAL STUDENTS, THAT'S LIKELY MUCH MORE REPRESENTATIVE OF WHERE FOURTH GRADE STUDENTS START.
AT THE BEGINNING OF FOURTH GRADE.
WE HAVE STUDENTS PERFORMING BELOW GRADE LEVEL ON GRADE LEVEL, ABOVE GRADE LEVEL.
AND SO WHAT MAP DOES? WE'RE GOING TO MAKE A TRANSITION AGAIN AWAY FROM THAT TRADITIONAL ACHIEVEMENT BENCHMARK TEST. WHAT MAPP DOES IS IT SAYS, I'M GOING TO FOLLOW MY OWN THINKING HERE.
THE REASON WHY WE HAVE SAID THAT THAT'S NOT ENOUGH.
JUST PASSING THAT FOURTH GRADE ASSESSMENT IS BECAUSE WE VALUE INDIVIDUAL STUDENT GROWTH OVER TRADITIONAL ACHIEVEMENT.
SO WHAT MAP DOES FOR US IS FOR EVERY ONE OF OUR STUDENTS, IT SETS AN INDIVIDUAL GROWTH GOAL ANNUALLY IN THE FALL FOR THEM TO REACH BY THE END OF THE SCHOOL YEAR THAT FALL TO SPRING GROWTH GOAL.
AND I THINK ONE THING WE REALLY HAVEN'T DUG IN A WHOLE LOT ABOUT THAT I'M GOING TO TAKE A FEW MINUTES TO THIS EVENING IS THIS NOTION OF SETTING THESE INDIVIDUAL KIND OF FINISH LINES FOR EVERY SINGLE STUDENT, HOW ARE THOSE HOW DO WE COME BY THOSE? HOW DOES MAP DECIDE THAT? STUDENT NUMBER ONE, THEIR FINISH LINE FOR THEIR FOURTH GRADE YEARS, 216 POINTS ON THE
[01:40:01]
MAP ASSESSMENT THAT WRIT SCORE THAT WE'VE TALKED ABOUT BEFORE OR THAT THAT STUDENT WHO'S A TO 14 IN THE FALL THAT THEIR WRIT SCORE GOAL IS A TO 24.SO THAT'S WHAT WE'RE GOING TO TALK ABOUT A LITTLE BIT.
AND AGAIN, WHAT MAP DOES FOR US ONCE THAT FALL ASSESSMENT IS ADMINISTERED IS IT SETS THOSE INDIVIDUAL FALL TO SPRING GROWTH GOALS FOR EVERY EVERY SINGLE STUDENT.
AND SO HOW IS THAT ANNUAL GROWTH AMOUNT SET FOR EACH STUDENT? BECAUSE IT'S DIFFERENT DEPENDING ON WHERE THAT STUDENT IS IN THE FALL.
AND AGAIN, THAT'S THE BEAUTY OF THE MAP ASSESSMENT.
SO IT SETS THAT FOR EVERY ONE OF OUR STUDENTS.
I'M GOING TO USE THIS ONE EXAMPLE JUST TO TRY TO ILLUSTRATE HOW THAT'S DONE.
AGAIN, BRING SOME CONTEXT TO THE GOAL SETTING AND ULTIMATELY THE RESULTS.
SO THAT STUDENT WHO SCORED A 200 IN THE FALL, WE WENT FROM A FOURTH GRADE CLASSROOM.
NOW WE'RE TALKING ABOUT FOURTH GRADERS ACROSS THE COUNTRY WHO ALSO SCORED A 200 ON THAT FALL ASSESSMENT.
AND WHAT MAP DOES AND THIS IS ALL THE STATISTICIANS, STATISTICIANS THAT WEAA I'M NOT A STATISTICIAN.
THEY TAKE ALL OF THOSE STUDENTS HISTORICALLY, AND THEY TYPICALLY RE NORM EVERY 4 TO 5 YEARS.
THEY TAKE ALL OF THOSE STUDENTS WHO ARE FOURTH GRADE STUDENTS IN THE FALL SCORED A 200 ON THEIR FALL ASSESSMENT.
AND HISTORICALLY, WHERE ARE THOSE STUDENTS IN THE SPRING? SO IF YOU'RE FOLLOWING ME, THEN THEY'RE INTRODUCING THIS NORMAL DISTRIBUTION CURVE, TAKING THOUSANDS, HUNDREDS OF THOUSANDS OF STUDENTS ACROSS THE COUNTRY THAT TAKE THE MAP ASSESSMENT. AND WHERE ARE THOSE SAME STUDENTS, THOSE TWO HUNDREDS IN THE FALL AND FOURTH GRADE? WHERE ARE THEY IN THE SPRING AND AFTER THEY LOOK AT ALL OF THOSE RESULTS AGAIN, WHEN THEY GO THROUGH THE RE NORMING PROCESS EVERY FOUR OR FIVE YEARS.
THIS IS JUST TO ILLUSTRATE WHAT THEY DO.
THEY TAKE ALL OF THOSE STUDENTS AND NOW THOSE SPRING SCORES.
THIS IS THAT SAME GROUP OF STUDENTS WHO SCORED 200 IN THE FALL.
YOU'VE GOT SOME STUDENTS THAT SCORED TO 12, RIGHT? THEY GREW THEY GREW 12 RIP POINTS.
YOU'VE GOT SOME STUDENTS THAT SCORED TO 20.
THOSE STUDENTS GREW 20 POINTS.
YOU HAVE OTHER STUDENTS DISTRIBUTED ACROSS THAT NET, THAT NORMAL DISTRIBUTION CURVE.
AND WHAT MAP DOES FOR EVERY ONE OF THOSE STUDENTS, IT GOES THROUGH THAT PROCESS AND IT GRABS THAT SCORE AT THE 50TH PERCENTILE.
AND IT SAYS THAT THE SCORE, THE 50TH PERCENTILE FOR EVERY FOURTH GRADER WHO SCORED 200 IN THE FALL, THAT SCORE THE 50TH PERCENTILE IS 16 POINTS, AN INCREASE OF 16 POINTS. IT TAKES THAT 16.
IT GOES BACK TO ALL THOSE FOURTH GRADERS WHO SCORE 200.
AND IT SAYS YOUR GROWTH GOAL IS 16 POINTS.
AND SO INHERENTLY, BECAUSE OF THAT PROCESS, HALF OF KIDS ACROSS THE COUNTRY ARE GOING TO SCORE ABOVE 50%.
HALF OF KIDS ACROSS THE COUNTRY ARE GOING TO SCORE BELOW 50% OR BELOW THE 216.
AND THAT'S JUST INHERENT IN THE PROCESS THAT THEY USE.
THEY GO THROUGH THAT FOR EVERY SINGLE ONE OF THE STUDENTS.
SO THAT JUST USES THAT EXAMPLE.
BUT THEY DO THE SAME THING FOR THE STUDENTS THAT SCORE TO 14, SCORE TO ZERO EIGHT SKEWED SCORE TO 24, ETC..
SO WHETHER YOU'RE FUNCTIONING BELOW GRADE LEVEL ON GRADE LEVEL, ABOVE GRADE LEVEL, IT'S GOING THROUGH THAT SAME PROCESS TO ESTABLISH WHAT YOUR GROWTH GOAL IS.
AND SO EACH FALL TO SPRING GROWTH GOAL IS STATISTICALLY SET UP BY N.W.A.
THROUGH THIS PROCESS SO THAT 50% OF KIDS MEET IT AND 50% OF KIDS FALL SHORT ACROSS THE COUNTRY. THAT'S WHY THAT BENCHMARK OF 50% IS THE BENCHMARK.
IT'S THAT NATIONAL NORMING PROCESS WHERE ACCUSTOM AND GOOCHLAND TO EXCEEDING THAT NATIONAL NORM.
I THINK IN THE LAST TEN YEARS WE'VE KIND OF COME TO EXPECT THAT.
BUT IT'S IMPORTANT NOT TO LOOK AT A 55% SCORE LIKE WE WOULD LOOK AT A 55% SCORE FOR A PASS OR EIGHT ON A SOUL TEST.
WANT TO GET INTO THE DATA ITSELF.
AND THIS TO ME, THIS IS AGAIN, REALLY THE THE HIGHLIGHT, I THINK, OF OUR EARLY RETURNS IN TERMS OF DATA FOR THE SCHOOL YEAR.
YOU ALL HAVE SEEN THIS GRAPHIC BEFORE.
AS DR. REILLY SAID, I SHARED SOMETHING PROBABLY LOOKED EXACTLY LIKE THIS WITH OUR BOARD OF SUPERVISORS AND OUR SCHOOL BOARD AT A JOINT WORK SESSION NOT TOO LONG AGO.
AND THIS SHOWS OUR PREVIOUS FIVE YEAR ANNUAL AVERAGE FOR STUDENTS MEETING OR EXCEEDING THEIR GROWTH GOALS IN READING IN MATH.
SO PRIOR TO THE DISRUPTION OF THE PANDEMIC OVER THAT FIVE YEAR AVERAGE, WE WERE ABOUT 13 PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE AND READING 17 PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE IN MATH.
FOR THE FIRST TIME EVER IN THE 910 YEARS THAT WE'VE BEEN USING THE MAP ASSESSMENT, LAST YEAR, WE SCORED BELOW THE NATIONAL AVERAGE.
SO WE KNEW WE HAD SOME WORK TO DO, RIGHT.
WHAT I ALSO THINK THAT THIS SHOWS AND I'VE SAID THIS BEFORE, I'LL TRY TO MAKE SURE I SAY IT IN A PROFESSIONAL WAY.
IT ALSO TO ME DEMONSTRATES THERE'S NOTHING SPECIAL IN THE WATER IN GOOCHLAND THAT'S MAKING OUR STUDENTS SCORE ABOVE THE NATIONAL AVERAGE.
THE REASON THAT THEY ARE SCORING ABOVE THE NATIONAL AVERAGE HISTORICALLY IS BECAUSE OF THE WORK THAT GOES ON IN OUR CLASSROOMS FROM THEM.
[01:45:02]
AND BEYOND THAT, THE SUPPORT STAFF, FROM THE MOMENT THEY GET ON THE BUS, THE KIND OF CULTURE AND CLIMATES CREATED FOR STUDENTS, THE INSTRUCTION IN OUR CLASSROOMS, WE ARE ACCUSTOMED TO INCREDIBLY HIGH RESULTS.AND DURING THE DISRUPTION OF THE PANDEMIC, WE SAW THAT FALL OFF.
AND SO WE KNOW HOW IMPORTANT IT IS FOR OUR STUDENTS TO BE WITH US IN OUR SCHOOLS, WITH OUR TEACHERS. THIS YEAR, AS OUR END OF THE SCHOOL YEAR MAP RESULTS HAVE COME IN.
WE ARE SEEING GROWTH RESULTS FOR READING AT FIVE PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE AND 17 PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE IN MATH.
I'LL DIG IN A LITTLE BIT MORE IN A MINUTE, BUT THIS REALLY IS THE HEADLINE.
AND WHAT IT SAYS IS IN MATH, IN TERMS OF GROWTH PERCENTAGES, WE'RE BACK TO WHAT WE'RE ACCUSTOMED TO IN TERMS OF RESULTS FROM PRIOR TO THE DISRUPTION OF THE PANDEMIC.
WE'RE NOT THERE IN READING, BUT WE'RE HEADING IN THE RIGHT DIRECTION AND WE'RE MOVING BACK TOWARD, I THINK, THE RESULTS THAT WE'RE ACCUSTOMED TO.
SO THESE ARE THIS YEAR'S RESULTS, FIVE PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE IN READING AND 17 PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE IN MATH.
I'M GOING TO DIG IN A LITTLE BIT MORE SO YOU CAN SEE SOME MORE DETAIL TO THAT.
I SHOWED YOU BEFORE THE PREVIOUS FIVE YEAR AVERAGE, I'M GOING TO BREAK THAT DOWN LONGITUDINALLY SO YOU CAN SEE YEAR OVER YEAR THAT TRAJECTORY.
NWA TELLS SCHOOL DIVISIONS THAT THE PRESCRIBED RANGE, BECAUSE OF STANDARD ERROR, SHOULD BE BETWEEN 40% AND 60%.
SO THAT'S REALLY WHAT I'M SHOWING HERE.
THAT'S THAT LINE RIGHT BETWEEN THE YELLOW SHADING AND THE GREEN SHADING.
AND THEN NWR WAS PRESCRIBED RANGE IS TEN PERCENTAGE POINTS BELOW THAT, TEN PERCENTAGE POINTS ABOVE THAT. SO I'M CHOOSING TO USE THOSE COLORS IN THE BACKGROUND TO KIND OF GIVE A SENSE OF OUR STUDENTS PERFORMANCE OVER TIME.
THERE'S OUR READING RESULTS YEAR TO YEAR SINCE 20 1314.
AND YOU CAN SEE THAT HISTORICALLY WHERE.
YOU KNOW, TEN PERCENTAGE POINTS, IF NOT MORE, ABOVE NATIONAL AVERAGES WITH A SIGNIFICANT DROP LAST YEAR, THE 20 2021 SCHOOL YEAR.
AND HERE ARE OUR MATH RESULTS YEAR TO YEAR OVER TIME.
AGAIN, SIMILARLY STRONG, ACTUALLY STRONGER THAN A READING RESULTS.
AND YOU SEE THAT SIGNIFICANT BOUNCE BACK THIS YEAR WITH OUR MATH RESULTS BACK AT 17 PERCENTAGE POINTS ABOVE NATIONAL AVERAGES.
SO IF YOU TAKE EACH ONE OF THOSE AND KIND OF SET THAT HISTORICAL RANGE FOR OUR SCHOOL DIVISION AND THIS IS REALLY PERSONALIZING IT TO GOOCHLAND WHEN YOU TAKE THE AVERAGES PRIOR TO THE 20 2021 SCHOOL YEAR, THAT'S TYPICALLY WHERE WE WOULD EXPECT OUR STUDENTS TO SCORE BASED ON OUR RESULTS HISTORICALLY.
SO YOU'LL SEE THAT WE'RE NOT QUITE THERE YET IN READING FIVE PERCENTAGE POINTS ABOVE NATIONAL AVERAGES.
WE'RE GOING TO DO THE SAME THING WITH THE MATH RESULTS.
SO HERE'S OUR HISTORICAL RANGE, AND YOU CAN SEE THAT WE'RE NOT ONLY BACK, BUT WE'RE SCRAPING THE CEILING OF KIND OF OUR HISTORICAL RANGE WITH WHAT WE'RE ACCUSTOMED TO IN OUR MATH RESULTS.
DIGGING IN A LITTLE BIT MORE, WE'RE GOING TO LOOK SPECIFICALLY AT READING AND BREAK IT DOWN BY GRADE LEVEL, GRADES TWO THROUGH EIGHT.
AND I KNOW THAT LOOKS LIKE SPAGHETTI AND A WHOLE LOT OF COLORS UP THERE, BUT I'LL TRY TO CLARIFY A LITTLE BIT.
I DID FOR SOME CONTEXT KIND OF SHOW YOU THE HIGH WATERMARK BACK IN 1516 AT 27 PERCENTAGE POINTS ABOVE THE NATIONAL AVERAGE.
THAT'S IN GRADE SEVEN, THE LOW WATERMARK LAST YEAR IN GRADE SIX AT 15 PERCENTAGE POINTS BELOW THE NATIONAL AVERAGE.
AND YOU CAN SEE THAT OUR HISTORICAL RANGE IS THERE AND IN GRADES TWO, THREE AND FOUR FOR READING, WE ARE BACK TO WHAT WE ARE ACCUSTOMED TO IN GRADES FIVE, SIX, SEVEN AND EIGHT. IN READING, WE ARE NOT, BUT WE ARE HEADED UP, THE TRAJECTORY IS UP.
AND SO WE'D CERTAINLY LIKE TO THINK THAT WE'RE GOING TO BE STANDING HERE A YEAR FROM NOW SHOWING YOU RESULTS THAT HAVE THOSE GRADE LEVELS AND READING RIGHT BACK TO WHERE WE'RE ACCUSTOMED TO.
THE ORANGE ON THE SECOND GRADE.
IT LOOKS LIKE YOU'RE IS THERE A LINE MISSING? WE DID NOT TEST THOSE STUDENTS LAST YEAR.
THERE WERE MULTIPLE FACTORS FOR THAT.
AND WE GOT TO THE POINT WHERE THERE WAS SO MUCH STRESS AND ANXIETY RELATED TO THAT PARTICULAR DECISION POINT THAT WE JUST SAID WE'RE JUST NOT GOING TO TEST THEM THIS YEAR.
SO WE DO NOT HAVE A DATA POINT FOR 20, 2021 FOR SECOND GRADE.
GREAT CATCH. I'M ANOTHER QUESTION, IF I MAY.
YES. BY THE WAY, THIS WAS A GOOD NEWS STORY.
I JUST PRESS RELEASE IS READY TO GO, I'M SURE.
SO THE PREVIOUS SLIDE YOU SHOWED, THE READING PERFORMANCE TRENDING OVER TIME AND WE'VE HAD A DECLINE SINCE 2016, 2017.
THERE IT IS. IS THAT JUST BECAUSE THE LIKE WE WERE WAY SO FAR ABOVE THE NATIONAL NORM THAT IT'S HARD TO SUSTAIN THAT LEVEL OF PERFORMANCE? OR IS THERE ANOTHER ROOT CAUSE THAT MAY BE CONTRIBUTING TO DECLINING PROGRESS?
[01:50:01]
YEAH, GREAT QUESTION. AND THAT'S NOT LOST ON ANYBODY IN OUR TEAM.I WOULD SAY IT'S PROBABLY A LITTLE BIT OF BOTH.
I MEAN, WHEN YOU LOOK AT THE TOTALITY OF 2013 THROUGH 8 TO 18, 19 SCHOOL YEAR, YOU CAN KIND OF SEE WHEN YOU STEP BACK AND SAY THIS IS ABOUT WHAT WE'RE USED TO FROM A WATERMARK STANDPOINT, IT SEEMS TO BE AROUND 11, 12%.
BUT WHEN YOU LOOK AT WHERE WE WERE IN 15, 16 AND THAT THAT DECLINE OVER FOUR YEARS, THAT IS CONCERNING. SO I THINK I THINK MORE DATA WILL TELL US THAT.
BUT WE ARE TURNING OVER EVERY ROCK TO SEE WHAT WAS IT ABOUT IN PARTICULAR THAT 15, 16 YEAR THAT GOT US SO FAR ABOVE NATIONAL AVERAGES WHERE THERE ARE DIFFERENT PRACTICES, WHERE THEY'RE DIFFERENT PEOPLE DELIVERING LITERACY INSTRUCTION, BUT I THINK IT'S DEFINITELY SOMETHING WORTH WATCHING.
AND THEN I THINK THE SAME IS TRUE WHEN YOU BROUGHT IT TO THE GREAT SPECIFIC CHART FOR READING, JUST FOR GRADES TWO, THREE AND SIX, WE KIND OF SEE THAT DETERIORATION EVEN PRE-PANDEMIC. SO JUST WANT TO BE MINDFUL OF THAT AS WE LOOK AT OUR.
AGAIN, WHEN YOU LOOK AT 15, 16 THROUGH 18, 19, JUST GENERALLY IT'S KIND OF LEANING THAT DIRECTION. YEAH.
SO SOMETHING FOR US TO WATCH AGAIN, IT REMINDS ME A LITTLE BIT OF YOU ALL PROBABLY LOOKED AT THE DOW JONES TICKER AND YOU KIND OF STEP BACK ONE YEAR AND YOU STEP BACK TWO YEARS AND YOU STEP BACK TEN YEARS AND YOU START TO GET A BETTER PICTURE.
I THINK THE REALITY FOR US IS THAT WE'RE STILL RELATIVELY NEW TO THIS DATA.
AND SO AFTER WE HAVE ADDITIONAL YEARS OF DATA, WE'LL HAVE A BETTER SENSE OF KIND OF WHAT'S EXPECTED, BUT ABSOLUTELY SOMETHING WORTH WATCHING.
MY LAST QUESTION AND THEN I'LL YIELD TO MR. RIGHT. 20, 2020, 20, 2021.
YOU SAID IN A PREVIOUS SLIDE THAT NWA.
REFORMS THIS THING EVERY YEAR.
WELL, IF THEY RE NORMED IT EVERY YEAR, DIDN'T THE 50% COME DOWN NATIONALLY BECAUSE ALL KIDS WERE SENT TO VIRTUAL SCHOOLING AND THEREFORE OUR DECLINE MAY BE ACTUALLY WORSE THAN WHAT IT LOOKS LIKE IN THE.
DO YOU KNOW WHAT I'M TRYING? I DO.
NOT EVERY YEAR, EVERY 4 TO 5 YEARS.
AND I HAVE TO GO BACK AND LOOK, I WANT TO SAY IT WAS I WAS SEAN WERE HERE HERE TO SUPPORT ME. I WANT TO SAY IT WAS 1516 THE LAST TIME.
THEY RE THEY'RE PROBABLY NOT READY TO RENEW THEM.
YES. SO YEAH, IT'LL BE INTERESTING TO SEE ONCE THEY'VE DONE THAT WHERE, WHERE WHAT THIS LOOKS LIKE. YEAH. THANK YOU.
ABSOLUTELY. I WONDER, MR. CHAIR, IF I MAY. THANK YOU.
1516 REFORMING BEGINNING OF YOUR DECLINE.
BUT MY QUESTION IS SOMETHING THAT I JUST NOTICED IS, YOU KNOW, WE'VE SORT OF STRUGGLED IN SIXTH GRADE AND SOME OF THAT KIND OF IN SOME WAYS MAKES SOME SENSE TO ME.
I'M NOT THAT I'M GIVING PEOPLE A PASS OR ANYTHING OF THAT SORT, BUT THAT'S WHERE YOU'RE TRANSITIONING FROM ONE TEACHER, YOU KNOW, SORT OF A MUCH MORE PROTECTED EDUCATIONAL ENVIRONMENT TO MULTIPLE TEACHERS.
LOTS OF DIFFERENCES IN THE WAY HOMEWORK IS DELIVERED AND THINGS LIKE THAT.
IS IT SO? IF WE WERE TO LOOK AT SORT OF NATIONAL NUMBERS GRADE LEVEL WISE, AND I DON'T KNOW THAT YOU HAVE THIS DATA OR NOT, WOULD WOULD IT BE ATYPICAL FOR US TO HAVE SIX GRADES SORT OF SEEMINGLY PERFORMING A LITTLE BIT LOWER THAN SOME OF THE OTHER? YOU KNOW, WE AS THE BOARD IS WELL AWARE, WE'VE TALKED ABOUT SOME OF THE DATA.
I MEAN, YOU ALL HAVE SEEN A LOT OF THIS DATA BEFORE AND NOW YOU'RE LOOKING AT IT LONGITUDINALLY. I THINK NO, I DON'T THINK IT WOULD BE WE WOULD EXPECT THAT.
AND WE'VE TALKED QUITE A BIT ABOUT THAT, THAT THAT SAME TRANSITION THAT YOU DESCRIBE REALLY SHOULD BE ACCOUNTED FOR IN THAT NATIONAL NORMING PROCESS.
AND ASSUMING THAT THAT THOSE SCHOOL DIVISIONS ARE STRUCTURED IN A WAY THAT FIT THE SIXTH GRADE IS A TRANSITION IN SOME SCHOOL DIVISIONS.
WE KNOW THAT'S NOT, BUT IN MOST IT IS.
SO, NO, IT'S AN OUTLIER, CERTAINLY.
I MEAN, WHEN YOU LOOK AT THAT DATA, IT'S AN OUTLIER FOR US.
I THINK ONE, A COUPLE OF THINGS TO THINK ABOUT.
ONE IS DESPITE THE FACT THAT IT'S SEEMS LIKE SEPARATE FROM KIND OF THE REST OF THE SPAGHETTI ON THE SCREEN, FOR THE MOST PART, IT'S STILL ABOVE THE NATIONAL AVERAGE, RIGHT? WE SEE SOME PLACES WHERE IT'S NOT.
BUT WHEN YOU LOOK BACK IN TIME, IT'S JUST NOT AS STRONG AS WHAT WE'RE SEEING IN OTHER GRADE LEVELS. AND SO THAT IS A CONVERSATION WE HAVE HAD AND CONTINUE TO HAVE TO TRY TO FIGURE OUT WHY.
BUT WHAT YOU DESCRIBED, I THINK IN MY MIND THAT THOSE FACTORS WOULD REALLY BE ACCOUNTED FOR BECAUSE ALL OTHER STUDENTS THAT TAKE THE ASSESSMENT ARE GOING THROUGH THOSE SAME TRANSITIONS. WELL, NOT NECESSARILY.
I MEAN, IN SOME AREAS THERE IS JUNIOR HIGH SCHOOL.
YES, CORRECT. SEVEN, EIGHT, NINE, CORRECT.
SO THERE MAY BE SOME DIFFERENCES IN WHEN PEOPLE HAVE THOSE TRANSITIONS.
[01:55:04]
SCHEDULING TRANSITIONS.YEAH. NO, IT'S A GREAT OBSERVATION.
AND AND I DON'T KNOW THAT WE CAN GET THAT LEVEL OF DETAIL FROM MAP.
WHAT THEY DO IS DO COMPARISONS OF LIKE SCHOOLS AND LIKE SCHOOL DIVISIONS SO SIMILAR FREE AND REDUCED LUNCH POPULATION.
ARE YOU AN URBAN SCHOOL OR RURAL SCHOOL OR SUBURBAN SCHOOL? THEY GIVE US THOSE TYPES OF REPORTS, BUT I DON'T THINK THEY BREAK IT DOWN BY GRADE.
YEAH. HOW ARE SCHOOL STRUCTURED TO KNOW WHEN THOSE TRANSITIONS WOULD BE? BUT YOUR POINT IS WELL TAKEN.
YEAH. MR. CHAIR, COULD IT BE SOMETHING AS SIMPLE AS CHANGING SCHOOLS FROM A FIFTH GRADE ELEMENTARY TO A SIXTH GRADE WHERE YOU CHANGE CLASSES AND YOU HAVE A DIFFERENT.
COULD IT BE SOMETHING AS SIMPLE AS THAT, THE PRESSURES OF THAT CHANGE? YEAH, I MEAN, THAT'S PARTLY RELATED TO MR. WRIGHT'S COMMENTS FOR THE SIXTH GRADE.
AGAIN, I THINK MOST SCHOOL DIVISIONS ARE SET UP SO THAT THAT TRANSITION IS BETWEEN FIFTH AND SIXTH GRADE. THERE ARE CERTAINLY SOME THAT ARE NOT.
AND SO THOSE STUDENTS IN TERMS OF THAT NATIONAL COMPARISON, WILL BE GOING THROUGH THOSE SAME TRANSITIONS.
SO WE WOULD THINK THAT THAT WOULD BE ACCOUNTED FOR IN THE NATIONAL NORMING PROCESS AND WE WOULDN'T SEE SUCH A DISCREPANCY, BUT NOT NECESSARILY CORRECT KNOWING HOW GOVERNMENT. YEAH, OKAY.
SO AGAIN, I THINK THE IN TERMS OF THE READING RESULTS, WHEN YOU LOOK BY GRADE LEVEL, IT'S IT'S REALLY CLEAR THAT IN GRADES TWO, THREE AND FOUR, WE'RE BACK TO HISTORICALLY WHAT WE'RE ACCUSTOMED TO.
AND AGAIN, WHEN YOU LOOK AT 20, 20, 21 TO THIS YEAR, EVEN THOUGH THOSE OTHER GRADE LEVELS ARE NOT QUITE BACK TO WHERE WE'RE ACCUSTOMED TO, THEY'RE CLIMBING IN THE RIGHT DIRECTION. SO THAT'S READING.
WE'RE DO THE SAME THING WITH MATH.
THERE ARE THE MATH RESULTS IN OUR KIND OF HISTORICAL RANGE WITHIN OUR SCHOOL DIVISION.
YOU CAN SEE THAT IN GRADES TWO, THREE, FOUR, SEVEN AND EIGHT, WE ARE BACK AND IN SOME CASES SURPASSING WHAT WE'RE TYPICALLY USED TO IN OUR SCHOOL DIVISION IN GRADES FIVE AND SIX. WE'RE NOT QUITE THERE IN GRADE FIVE.
AND IN GRADE SIX WE'RE NOT, BUT WE ARE MOVING IN THE RIGHT DIRECTION.
SO AGAIN, I THINK THE THE WHAT I WANT TO EMPHASIZE IS THAT THIS HAS REALLY TAKEN EVERYONE IT'S BEEN PARTNERSHIPS WITH OUR PARENTS, OUR FAMILIES, OUR STUDENTS HAVE WORKED INCREDIBLY HARD AND OUR TEAM MEMBERS THAT WORK WITH OUR STUDENTS EVERY SINGLE DAY HAVE HAVE WORKED TIRELESSLY TO MAKE SURE THAT OUR STUDENTS ARE MAKING UP THE GROUND THAT WAS LOST AND THEN SOME.
AND I THINK WE CAN SEE THE THE THE HARD WORK IS PAYING OFF, PROUD OF OUR TEAM AND REALLY WANT TO EMPHASIZE I'M PROUD OF THE FACT THAT WE USE A GROWTH MEASURE IN OUR SCHOOL DIVISION, BECAUSE THERE'S NO QUESTION IN MY MIND THAT THAT HAS ELEVATED THE BAR FOR EVERYONE. AND WE ALWAYS TALK ABOUT IF THIS IS OUR FOCUS, WE DON'T NEED TO SPEND A LOT OF TIME TALKING ABOUT STATE ACHIEVEMENT TESTS.
THOSE RESULTS WILL JUST FOLLOW.
AND HISTORICALLY, THAT CERTAINLY HAS BEEN THE CASE.
SO ANYWAY, SOME EARLY RETURNS MAP IS KIND OF THE FIRST ASSESSMENT WITHIN THE SCHOOL DIVISION WHERE WE GET THOSE RESULTS BACK BEFORE WE GET OUR SOL TEST RESULTS BACK.
SO I THOUGHT IT WAS IMPORTANT TO SHARE THAT WITH THE BOARD AND WITH THE PUBLIC.
I DID. I KNOW IT'S KIND OF NICE TO HAVE THAT SUMMARY SLIDE OF LIKE WHAT ARE THE TAKEAWAYS FROM THE DATA WE JUST LOOKED AT? THERE ARE OTHERS, BUT HERE ARE SOME OF THE BIG PICTURE TAKEAWAYS.
I THINK OUR OUR TEACHERS AND REALLY OUR ENTIRE TEAM, OUR SUPPORT STAFF AS WELL AS OUR INSTRUCTIONAL TEAM, THE PROGRAM'S STRONG.
THE EXPERIENCE THAT OUR STUDENTS HAVE HAD THIS YEAR HAS BEEN STRONG AND OUR AND WE KNOW OUR STUDENTS NEED TO BE WITH US IN OUR SCHOOLS IN ORDER TO BENEFIT FROM THAT STRENGTH. I THINK THAT'S EVIDENT IN THIS DATA.
OUR DIVISION'S RECOVERY FROM THE DISRUPTION IS CLEAR.
I ALSO WANT TO SAY I THINK THIS IT'S SAFE TO ASSUME AND WE ARE UNPACKING THIS DATA VIGOROUSLY RIGHT NOW, THAT OUR MTS PROGRAM AT THE ELEMENTARY LEVEL IS WORKING.
WHEN YOU WE'VE ACTUALLY LOOKED AT SOME DATA THAT PRINCIPALS HAVE PULLED TO LOOK AT STUDENTS THAT HAVE RECEIVED ADDITIONAL SUPPORT THROUGH THE MTS PROGRAM VERSUS THE OVERALL POPULATION FOR A PARTICULAR GRADE LEVEL.
AND WE'RE SEEING STRONGER RESULTS IN SOME CASES WITH THE THE ONE PRINCIPAL WHO UNPACKED IT THIS WAY FOR STUDENTS WHO HAVE RECEIVED THAT ADDITIONAL SUPPORT THAN THE OVERALL POPULATION, THOSE ARE STUDENTS THAT ARE GENERALLY PERFORMING BELOW GRADE LEVEL.
AND THEIR RESULTS ON THE MAP ASSESSMENT ON THE WHOLE ARE STRONGER THAN STUDENTS THAT ARE ON OR ABOVE GRADE LEVEL.
AND I THINK THE MTS SYSTEM IS IS A HUGE PART OF THAT.
SO IT IS WORKING MORE TO COME ON THAT MORE DATA TO TO TALK ABOUT AS AS THE SCHOOL YEAR WINDS DOWN INDIVIDUAL STUDENT GROWTH AND READING IS STRONG AND I SAY IT'S STRONG BECAUSE IT'S BACK ABOVE NATIONAL AVERAGES ON THE WHOLE.
[02:00:03]
BUT THE INDIVIDUAL STUDENT GROWTH IN MATH IS STRONGER, WHICH IS PRETTY REMARKABLE.AND SOME OF THOSE NUMBERS ARE REALLY KIND OF EYE POPPING IN TERMS OF MATH, INDIVIDUAL STUDENT GROWTH IN GRADE SIX, WE KNOW WE'VE TALKED ABOUT THAT IS NOT CONSISTENT WITH STUDENT GROWTH, GROWTH ACROSS THE REST OF THE SCHOOL DIVISION.
AND THEN THE LAST THING I KIND OF TALKED ABOUT ALREADY IS JUST TO EMPHASIZE AND THANK THE BOARD FOR YOUR SUPPORT OF US USING THE MAP ASSESSMENT.
WE DON'T HAVE TO USE THE MAP ASSESSMENT.
AS YOU KNOW, THERE IS NO REQUIREMENT.
WE BELIEVE THAT IT'S CRITICAL TO OUR SUCCESS AND HAS BEEN FOR MANY YEARS.
SO THANK YOU ALL FOR CONTINUING TO SUPPORT NOT ONLY THE USE OF THE ASSESSMENT, BUT THE PHILOSOPHICAL APPROACH THAT REALLY DRIVES THE INSTRUCTIONAL TEAM'S WORK EVERY SINGLE DAY. SO THANK YOU FOR THAT.
I KNOW WE HAD A CHANCE FOR SOME QUESTIONS DURING THE PRESENTATION, BUT I'M CERTAINLY HAPPY TO ANSWER MORE BOARD MEMBERS.
ANY QUESTIONS? MR. CHAIR. JUST ONE MORE QUESTION.
YES, MA'AM. SO YOU'VE BEEN PRESENTING A LOT OF DATA ABOUT THE NATIONAL AVERAGES, WHICH I APPRECIATE. BUT YOU MENTIONED THAT YOU CAN ALSO SEE THE DATA BASED ON LIKE SCHOOL DIVISIONS, JUST KIND OF TOP OF YOUR HAT, LIKE, HOW ARE WE PERFORMING LIKE SCHOOL AND I SHOULD HAVE QUALIFIED THIS IS THAT DATA.
OH, GREAT. SO THIS ISN'T THE NATIONAL MAP DOES THIS FOR US? MAP SAYS AND I WAS GOING TO GET INTO THE WEEDS MORE, BUT I DIDN'T WANT TO GET ALL THE WAY INTO THE WEEDS. BUT THE EARLIER SLIDE THAT TALKED ABOUT FOURTH GRADE STUDENTS WHO SCORED A 200 IN THE FALL, IT'S ALSO ALSO FOURTH GRADE STUDENTS WHO SCORED A 200 IN THE FALL WHO'VE HAD THE SAME NUMBER OF WEEKS OF INSTRUCTION BETWEEN THE FALL ASSESSMENT AND THE SPRING ASSESSMENT.
AND FROM LIKE SCHOOL DIVISIONS.
AND AGAIN, THEY USE FREE AND REDUCED LUNCH, THEY USE GEOGRAPHIC SETTING.
AND SO MAP TAKES CARE OF THAT FOR US.
SO THESE COMPARISONS ARE TO OTHER GOOCHLAND IS OUT THERE IN THE COUNTRY.
THIS IS A SUBJECT I'M VERY PASSIONATE ABOUT.
SO I DID WRITE A LITTLE PAPER HERE, BUT I WON'T.
I WON'T READ THAT. I WILL JUST NOTE THAT, FIRST OF ALL, THE BEAUTY OF THE CREATION OF MAN LIES IN THE POTENTIAL AND OUR MISSION.
WE DEFINITELY VALUE THAT POTENTIAL AND WE SEEK TO MAXIMIZE IT.
SO HOW YOU MEASURE THAT POTENTIAL, I THINK YOU HAVE TO BE VERY CAREFUL.
I WAS LISTENING TO A GENTLEMAN ON A PROGRAM WHO TALKED ABOUT HE'S 74.
HE STILL REMEMBERS IN SCHOOL TAKING TESTS AND BEING TOLD BASICALLY BY THE TESTS THAT HE WAS STUPID AND WORTHLESS.
HE DID NOT FEEL HE USED THE WORD VALUE.
AT AGE 74, HE STILL REMEMBERED THAT IMPACT OF AN ASSESSMENT.
SO FOR THIS DIVISION TO MAKE SUCH A SMART CHOICE OF AN ASSESSMENT THAT MEASURES GROWTH AND IT SAYS TO THAT STUDENT, YOU HAVE POTENTIAL.
THIS IS WHERE YOU ARE NOW, THIS IS NOT WHERE YOU WILL BE TOMORROW.
I THINK THAT'S VERY IMPACTFUL.
AND AGAIN, IT REMINDS EVERY CHILD THAT YOU HAVE VALUE, YOU HAVE POTENTIAL.
WE'RE CELEBRATING THAT THE WAY THAT THIS DATA IS USED TO THEN MAKE DECISIONS TO PLAN TO HELP THAT STUDENT GROW THAT IS IMPACTFUL AND DELIVERS ON, AGAIN, OUR MISSION.
I THINK WE HAVE OTHER SO MANY OTHER DATA POINTS THAT WE USE AS WELL.
SO AGAIN, NOT FOCUSING ON JUST ONE ASSESSMENT, BUT DOING A GREAT JOB AND CHOOSING AN ASSESSMENT THAT SAYS TO OUR STUDENT, YOU'RE VALUED AND WE ALL KEEP GROWING AND LEARNING EVERY DAY.
SO WE NEED REMIND OUR KIDS OF THAT.
YES, MA'AM. THANK YOU FOR THAT.
GEYER, SINCE I WAS AROUND WHEN MAP STARTED, I JUST WANT TO SAY THAT THERE WAS NOTHING MORE DISHEARTENING AND DEPRESSING THAN A STUDENT GETTING A 399 ON AN SOL TEST, WHEREAS MAP CHANGED THE WHOLE PERSPECTIVE TO A PERSONALIZE KIND OF ABILITY TO CHART YOUR OWN COURSE AND AND STICK WITH IT AND BECOME HOPEFUL AND BELIEVE IN YOURSELF.
AND WHETHER GROWTH GROWTH MEETS THE MARK BY THE END OF THE YEAR, IT'S MOVING IN THE RIGHT DIRECTION. AND LIKE YOU SAID, THE OTHER THINGS WILL FOLLOW.
MM HMM. YEAH. THANK YOU FOR THAT.
THANK YOU ALL. THANK YOU. THANK YOU.
ALL RIGHT, BOARD MEMBERS. NEXT ON THE AGENDA, I WANT TO HIGHLIGHT SOME OF THE WORK THAT OUR TEAM HAS DONE THIS YEAR, AGAIN, TO MAXIMIZE THE POTENTIAL OF EVERY LEARNER, MAKE SURE THAT WE'RE INSPIRING THE NEXT GENERATION TO MAKE A POSITIVE IMPACT.
WE RECONFIGURED SOME OF OUR STAFFING THIS PAST YEAR, AND AS CHRISTINE HAS COLLABORATED WITH, AS WE KNOW, MR. WATSON TO HELP US DEVELOP STUDENTS TO BECOME MORE CAREER READY.
AND SO REALLY PLEASED WITH WHAT WE'VE DONE THIS YEAR TO PROVIDE SOME EXPOSURE TO STUDENTS AT AN EARLIER LEVEL.
AND SO MS.. THIS IS GOING TO HIT HIGHLIGHT HIT SOME OF THOSE HIGHLIGHTS FOR US TONIGHT.
[02:05:11]
I HAVE THE SPINNING BEACH BALL OF DEATH.HOW ABOUT IF WE DID THIS? FIRST OF ALL, GOOD EVENING.
LET ME GET MYSELF ORGANIZED HERE.
I AM EXCITED TO TELL YOU ABOUT THIS IF WE CAN GET IT WORKING.
AS SOON AS HE WALKS UP HERE, IT'S GOING TO.
IT'S GOING TO WORK. DON'T SAY THAT.
JUST WALKED OVER HERE. IT'S WORKING.
OH, HOW CAN YOU? WHY DO YOU SEE MY NOTES, HUH? OH. I DON'T WANT YOU TO SEE MY NOTES.
WELL YOU HAVE IT AS A PDF AND THE.
OK WELL, I'M EXCITED TO BE HERE TONIGHT TO TELL YOU A LITTLE BIT ABOUT OUR GMB'S GUEST SPEAKER SERIES.
AND I'M GOING TO BEGIN BY TELLING YOU WHEN I WAS IN SCHOOL, THE QUESTION MOST.
WHAT DO YOU WANT TO DO WHEN YOU GRADUATE FROM HIGH SCHOOL? MY ANSWER WAS, I DON'T.
BECAUSE ASIDE FROM TEACHING, I DIDN'T KNOW WHAT CHOICES I REALLY HAD OTHER THAN NURSING.
MY MOM WAS A NURSE. MY DAD WAS IN THE NAVY.
I DIDN'T WANT TO DO EITHER OF THOSE.
BUT THIS IS WHERE WORK BASED LEARNING COMES INTO PLAY.
THROUGH THE WORK BASED LEARNING PROGRAM, STUDENTS ARE PROVIDED WITH A BROADER SPECTRUM OF CAREER CHOICES.
THEY'RE ABLE TO TEST DRIVE A CAREER BEFORE DECIDING UPON THEIR OWN CAREER PATHWAYS.
THE ULTIMATE GOAL OF WORK BASED LEARNING IS TO PROVIDE STUDENTS THE OPPORTUNITY TO OPPORTUNITY TO APPLY CONTENT AND SKILLS LEARNED IN THE CLASSROOM TO A REAL WORLD EXPERIENCE. UNDER THE UMBRELLA OF WORK BASED LEARNING ARE THREE COMPONENTS CAREER AWARENESS, CAREER EXPLORATION AND CAREER PREPARATION.
CAREER AWARENESS THAT'S A TONGUE TWISTER IS AT THE BEGINNING OF THE WORK BASED LEARNING SPECTRUM. STUDENTS ARE EXPOSED TO VARIOUS CAREER FIELDS THROUGH CAREER FAIRS, FIELD TRIPS, INTERVIEWS, PRESENTATIONS AND GUEST SPEAKERS.
AS WE TRAVEL ALONG THAT SPECTRUM, STUDENTS BEGIN TO DEVELOP THEIR OWN CAREER INTERESTS AND BEGIN TAKING CLASSES TO TO DEVELOP SKILLS AND ACQUIRE CONTENT KNOWLEDGE.
AND WE CALL THIS CAREER EXPLORATION.
AT THE END OF THE SPECTRUM LIES CAREER PREPARATION.
HERE, STUDENTS REFINE SKILLS AND BEGIN TO ENTER THE WORKPLACE TO GAIN A DEEPER UNDERSTANDING OF THE CAREER FIELD.
SOMETIMES THIS LEADS TO EMPLOYMENT.
SOMETIMES THIS LEADS TO STUDENTS CHOOSING ANOTHER CAREER PATH.
THE FIRST STEP IN THIS PROCESS IS EXPOSURE TO VARIOUS CAREERS, AND THAT'S WHAT WE ENVISIONED FOR GOOCHLAND MIDDLE SCHOOL.
AT GM'S, WE IMPLEMENTED MR. WATSON AND I, ALONG WITH OUR GM'S TEAM, IMPLEMENTED A GUEST SPEAKER SERIES.
MR. WATSON. I MET WITH THE COUNSELING AND ADMINISTRATION TEAMS AT GM'S TO BEGIN THE
[02:10:04]
PLANNING. STUDENTS WERE SURVEYED TO DETERMINE STUDENT INTEREST IN A VARIETY OF CAREER FIELDS. THE GUEST SPEAKERS THAT WE CHOSE TO INVITE WERE THE TOP CHOICES OF THE STUDENT BODY. HERE WE HAVE OUR OWN MARINE CORPS ROTC TEAM PRESENTING THEIR EXPERIENCES IN THE MARINE CORPS AND DR.REILLY PROVIDING SOME INSIGHT INTO THE CAMP LEJEUNE BOOT CAMP HE ATTENDED.
RA. JUST A LITTLE FEEDBACK FROM STUDENTS.
EIGHTH GRADER JULIA SHARED THAT SHE LIKED THE MARINES BECAUSE HER GRANDFATHER WAS A MARINE AND IT FELT FAMILIAR.
SHE ALSO TOLD ME THAT AFTER ATTENDING THE PHOTOGRAPHY SESSION, SHE THOUGHT ABOUT GOING INTO PHOTOGRAPHY.
EIGHTH GRADER GABBY SHARED THAT HER FAVORITE WAS THE MILITARY, WITH LIEUTENANT COLONEL, TALKING ABOUT THE PROGRAM AND THE DIFFERENT THINGS SHE LEARNED LIKE BENEFITS AND LIEUTENANT COLONELS EXPERIENCE IN THE MILITARY.
BUT BEFORE WE COULD PROVIDE THESE COOL EXPERIENCES, A FEW MORE PLANNING MEETINGS WITH CMS OCCURRED.
BUT THEN IT WAS TIME TO EXECUTE.
WITH MS.. KAUFMAN AT THE HELM.
SHE AND MS.. SCHUMACHER WORKED TOGETHER TO BRING THIS PROGRAM TO LIFE.
SESSIONS TOOK PLACE IN THE LIBRARY DURING STUDENT LUNCHES A WEEK PRIOR TO THE SPEAKER SESSION, MS.. KAUFMAN SENT OUT GOOGLE FORMS FOR STUDENTS TO SIGN UP.
THEN SHE PROVIDED GOLDEN TICKETS FOR EACH STUDENT SO THEY COULD GET IN FRONT OF THE LINE, GRAB THEIR LUNCH AND COME BACK TO THE LIBRARY.
ABOUT A MONTH PRIOR TO EACH SESSION, I SENT EACH GUEST SPEAKER A CALENDAR INVITE AND A SUGGESTED FRAMEWORK TO BUILD THE PRESENTATION AROUND TO PROVIDE THE MOST BENEFIT TO OUR STUDENTS.
THIS FRAMEWORK INCLUDED DESCRIBE YOUR WORKPLACE.
DESCRIBE THE PATHWAY YOU TOOK TO GET TO WHERE YOU ARE.
DESCRIBE THE DRESS REQUIREMENT, MAYBE THE DIFFERENT ROLES WITHIN YOUR WORKPLACE.
WHAT KNOWLEDGE, SKILLS AND ABILITIES TO PEOPLE IN YOUR WORKPLACE POSSESS? THOSE TYPES OF QUESTIONS.
SPEAKERS THEN JOIN ME AT GM'S ROUGHLY 15 MINUTES PRIOR TO EACH SESSION TO PREPARE FOR PRESENTATIONS. GET EVERYTHING SET UP.
EACH PRESENTATION WAS 15 TO 20 MINUTES LONG AND INCLUDED A QUESTION AND ANSWER SESSION.
AFTER THE SESSION, SPEAKERS RECEIVED GOODIE BAGS BUILT BY MISS ASHLEY HALL, WHO WAS AMAZING AND THANK YOU NOTES.
AFTER OUR LAST GUEST SPEAKER SHARES HER EXPERTISE TOMORROW DURING LUNCHES WILL HAVE PROVIDED A PEEK INTO NINE DIFFERENT CAREERS FOR OVER 300 STUDENTS.
AND I WOULD LIKE TO PUBLICLY THANK THE FOLLOWING GUEST SPEAKERS SERGEANT LEBOW, DEPUTY LEBOW AND INVESTIGATOR RITTER, WHO ARE FROM THE GOOCHLAND SHERIFF'S OFFICE.
THEY WERE ACTUALLY MY GUINEA PIGS TO REFINE THE PROCESS.
IT WASN'T SURE WHAT TO EXPECT, SO THEY WERE GOOD SPORTS ABOUT BEING FIRST.
WE HAD MR. AARON TICKELL WITH DOMINION ENERGY, MRS. DEBI WHITE AND MS..
WITH OUR FINANCE DEPARTMENT, MR. STEVEN DAVIS DROPPED TO DESIGN PHOTOGRAPHY.
MR. CARL GUPTON GREEN'S BALL GROWERS WHO ACTUALLY BROUGHT IN ONE OF HIS CONTAINERS OF LETTUCE. AND I AM TELLING YOU THAT LASTED A LONG TIME AND IT WAS CRISPY.
HE GAVE IT TO ME AFTERWARDS. I WAS LIKE, YES, IT WAS AMAZING.
NATHANIEL, A SIXTH GRADER, SHARED THAT HE REALLY ENJOYED THE DOMINION ENERGY ONE BECAUSE IT SHOWED HOW ELECTRICITY COMES TO OUR HOUSES AND GETS REPAIRED.
HE ALSO LIKED THE JROTC BECAUSE THEY TALKED ABOUT THE BENEFITS OF GOING INTO JROTC AND THEN GOING INTO THE MILITARY.
AND I'M JUST THINKING OUT OF THE MOUTHS OF BABES HERE.
DAKARI, A SEVENTH GRADER, SHARED THAT HE INTENDED THAT HE ATTENDED ALMOST ALL OF THE SESSIONS, AND THEY REALLY MADE HIM THINK ABOUT CAREERS.
HE TOLD ME THAT THE POLICE ONE MADE HIM THINK OF BECOMING A POLICE OFFICER.
AND OF COURSE, YOU ALL KNOW THAT THAT IS VERY DEAR TO MY HEART.
TWO OF OUR SIXTH GRADERS, SILAS AND COLLEEN, TOLD ME THAT GREENWELL GROWERS WAS A FAVORITE. SILAS SHARED THAT MR. UPTON'S PRESENTATION WAS REALLY COOL.
HIS PRESENTATION, IT WAS PROFESSIONALLY DONE.
IT WAS AMAZING. AND COLLEEN SAID SHE LIKED THAT GREENWELL GROWERS WAS FROM GOOCHLAND, SO THAT WAS IMPORTANT.
MANY THANKS TO A FEW MORE GUEST SPEAKERS.
DR. COURTNEY BOWERS, VETERINARIAN FROM SUSAN M VETERINARY HOSPITAL, THE RICHMOND SPCA.
WE HAD LIEUTENANT COLONEL WILLIAMS AND SERGEANT STRONG FROM OUR MARINE CORPS JROTC PROGRAM, FIRE CHIEF EDDIE FERGUSON FROM GOOCHLAND FIRE RESCUE.
EDGER COLES DOZER FROM GOOCHLAND COUNTY DEPARTMENT OF SOCIAL SERVICES.
THINKING BACK ON ON THIS, BECAUSE ALL THOSE GUEST SPEAKERS, THEY WERE THE CAREER CHOICES
[02:15:02]
OUR STUDENTS MADE.GRAYSON, ONE OF OUR EIGHTH GRADERS, SHARED THAT HE ATTENDED ALL OF THE SESSIONS, AND HIS FAVORITE WAS VETERINARIAN DR.
COURTNEY BOWERS. BECAUSE SHE WAS FUNNY.
AND INCIDENTALLY, SHE IS MARRIED TO ONE OF OUR SROS, DEPUTY JONATHAN, WHO IS ACTUALLY ONE OF MY FORMER STUDENTS WAY LONG AGO.
BUT HER SESSION WAS WAS ONE OF THE MOST ATTENDED.
WE HAD THE MARINE CORPS SESSION AND FIRE RESCUE WERE ALSO VERY POPULAR.
OBVIOUSLY, THIS PROGRAM WOULD NOT HAVE BEEN POSSIBLE WITHOUT ALL OF OUR BUSINESS PARTNERS, MS.. KAUFMANN AND MS..
SCHUMACHER. MANY THANKS TO THEM AND ALSO TO MR. MATTHEW KEARNS, OUR GMB'S LIBRARIAN, WHO WAS GRACIOUS ENOUGH TO OPEN UP HIS LIBRARIANS AND HELP ME SET UP PRESENTATIONS TO MISS RACHEL WILBORN FOR BEING RECEPTIVE TO THE IDEA AND WILLING TO GIVE UP VALUABLE TIME TO PLAN AND MS..
ASHLEY HALL FOR BUILDING ALL THOSE GOODIE BAGS.
DO YOU HAVE ANY QUESTIONS? THANK YOU, MISS EAST. MR. WATSON. OH, I'M SORRY.
PLEASE. WHAT SORT OF GOALS? SORRY. WHAT SORT OF GOALS DID YOU HAVE AS FAR AS PARTICIPATION FROM THE STUDENTS? YOU SAID YOU HAD 308 STUDENTS THAT HAVE SIGNED UP AT LEAST THROUGH TOMORROW.
RIGHT. AND WHAT SORT OF GOALS DID WE HAVE FOR FOR THAT? AND WAS SOMEBODY COUNTED MULTIPLE TIMES IF I WENT TO EIGHT OF THE NINE PRESENTATIONS.
DO I COUNT AS EIGHT OR ONE? YEAH, WE I COUNTED WE HAD WE ACTUALLY HAD A LOT MORE SIGN UP AND JUST SOME ATTENDED.
WE WE WERE COMPETING DURING LUNCHES.
WE WERE COMPETING WITH NOT ONLY SOCIAL HOUR BUT REALLY NICE DAYS WHERE THEY COULD GO AND EAT OUTSIDE. SO SOME OF OUR STUDENTS DIDN'T SHOW UP.
SOME OF OUR STUDENTS DID ATTEND.
BUT I'M AND WE DO HAVE LISTS OF WHO SIGNED UP AND WHO DIDN'T AND WHO DIDN'T ATTEND AND WHO DID ATTEND THE SEVERAL SEVERAL DIFFERENT ONES.
SO SO YES, SOME SOME DID ATTEND SEVERAL ONES.
WE COULD DIG INTO THAT IN THOSE NUMBERS, BUT I DID NOT DO THAT GOALS.
I DIDN'T KNOW WHAT TO EXPECT AT ALL WHEN WE FELT LIKE WE WEREN'T GOING TO HAVE A LOT OF PARTICIPATION. WE ASKED SOME CLASSROOM TEACHERS TO COME TO THE LIBRARY SO WE WOULD HAVE SOME AUDIENCE MEMBERS FOR OUR GUEST SPEAKERS AND OUR COUNSELORS WOULD GO INTO THE LUNCHROOM TO SOLICIT, HEY, WE'VE GOT THE FIRE RESCUE HERE TODAY.
DO YOU WANT TO COME? SO WE REALLY TRIED TO RECRUIT STUDENTS, REMIND STUDENTS, NEXT YEAR, I'M REFINING THIS PROGRAM. I NEED TO THINK ABOUT EAGLE BLOCK.
INSTEAD, TEACHERS CAN SIGN UP, BRING THEIR STUDENTS, OR I'LL HAVE TO SEE WHAT MR. MASON WOULD LIKE TO DO.
DEFINITELY WANT TO STAY OVER FROM LUNCH TIME.
RIGHT. AND BUT YEAH, SO THAT'S GREAT BECAUSE YOU ANSWERED THE QUESTION BEFORE I ASKED IT, WHICH WAS LESSONS LEARNED.
I KNEW YOU WERE GOING TO ASK THAT, TOO.
MR. TAYLOR. THANK YOU, MISS EAST.
THIS YEAR, OUR STUDENTS AND LAST YEAR OUR STUDENTS DID NOT GET TO GO TO THAT AMAZING JOB FAIR WHERE WE HAD SO MANY PEOPLE IN PERSON.
SO HOPEFULLY WE'LL BE ABLE TO DO THAT NEXT YEAR.
DO YOU SEE THIS BEING SOMETHING YOU DO PRIOR TO THAT? SO STUDENTS HAVE A LITTLE BIT BETTER IDEA OF WHO TO GO SEE AT THE AT THE JOB FAIR, OR WOULD IT BE SOMETHING AFTER SO THEY WOULD LEARN MORE ABOUT THAT? THAT IS A GREAT QUESTION.
I HAVE SO MANY THOUGHTS OF HOW TO DO THINGS DIFFERENTLY NEXT YEAR.
HAVEN'T DECIDED ON A SINGLE THING.
I WANT TO TALK TO MR. WATSON AND THE ADMINISTRATORS TO MAKE SURE THAT WE'RE MAKING THE BEST CHOICES.
I DO THINK KIDS NEED TO BE EXPOSED TO CAREERS, AND AS IF WE CONTINUE TO DO THIS AS THEY MOVE THROUGH THE HIGH SCHOOL, THEY'LL HAVE AN IDEA.
SO EACH YEAR IT'LL GET BETTER FOR THEM AND THEY'LL KNOW WHO TO TO VISIT.
I'VE ALSO HAD IDEAS OF DURING CAREER FAIR, WE'RE GOING TO HAVE TABLES WHERE WHERE BUSINESSES WILL SIGN KIDS UP INTO JOB SHADOWING.
I'M JUST THINKING OF HOW WE CAN IMPROVE THIS PROGRAM.
EXCELLENT. THANK YOU. ARE YOU REFERRING TO THE ONE AT THE FAIRGROUNDS? YES. MISSION TOMORROW.
THAT'S SCHEDULED FOR OCTOBER 26 AND 27TH IS COMING FALL.
AWESOME. BASICALLY, WHAT MRS. HAS EXPLAINED TO YOU ABOUT THE GUEST SPEAKER SERIES EXCUSE ME, OCCURRED THE SECOND SEMESTER. SO FIRST SEMESTER WAS.
BUILT TO GET EVERYTHING INVOLVED SECOND SEMESTER AND UP AND ROLLING.
[02:20:05]
SO I ENVISION AND WE HAVEN'T TALKED ABOUT.THIS SERIES NEXT YEAR WILL BE BEFORE AND AFTER MISSION TOMORROW AND ALSO AROUND OUR CAREER DAY THAT WE USUALLY HAVE IN JANUARY, WEATHER PERMITTING.
SO WE'VE GOT THAT'S WHAT I WAS SAYING, THAT'S WHAT I WAS TALKING ABOUT, THE CAREER DAY. SO THE MISSION TOMORROW IS ONE THAT'S MORE MIDDLE SCHOOL.
YES, THAT'S EIGHTH GRADERS, EIGHTH GRADERS, ONLY 12,008TH GRADERS FROM ACROSS THE REGION.
NINE DIFFERENT CAREER FIELDS REPRESENTED.
I'M CURIOUS IN YOUR SURVEY TO THEM HOW MANY CAREER FIELDS WERE LISTED AND WERE THE RESPONSE OPTIONS RANDOMIZED? SO THERE THERE WERE CAREER CLUSTERS LISTED AND THERE ARE WELL, THE SAYS 17, BUT THERE ARE 16. YEAH.
SEVEN. WELL, ONE ADDED ENERGY THAT'S WHY OK BECAUSE YEAH.
AND THOSE ARE THE TWO TYPE CLUSTERS.
REMEMBER THOSE ARE NATIONAL CAREER CLUSTERS.
WHERE'S THE BUSINESS PEOPLE? THEY DON'T CARE. WELL, ULTIMATELY WE WANT IT TO BE RELEVANT TO STUDENT NEEDS.
AND SO I DO WANT TO THANK YOU, KRISTEN AND BRUCE, FOR YOUR COLLABORATION ON THIS.
AND WE CAN CERTAINLY GROW THIS IN THE FUTURE.
IT'S GIVING STUDENTS AN OPPORTUNITY TO LEARN MORE ABOUT WHAT'S OUT THERE IN AN EARLIER AGE, AND WE DO WANT THIS TO BE INTEREST DRIVEN.
AND I DO THANK OUR COMMUNITY SPONSORS FOR GIVING THEIR TIME TO BE A PART OF THIS.
ABSOLUTELY. THANK YOU SO MUCH.
OH, YES. ALEX, I WAS GOING TO SAY HOW COOL I THINK IT IS THAT THE KIDS GET TO LIKE REPRESENT THEIR INTERESTS OR GET TO HAVE A SAY IN IT, BECAUSE I KNOW I'M NOT ENTIRELY SURE WHAT I WANT TO DO IN MY FUTURE, BUT LIKE HAVING A SAY IN WHAT I COULD LEARN MORE ABOUT AND LIKE HAVING THESE IN-DEPTH PRESENTATIONS I THINK IS REALLY, REALLY IMPORTANT FOR ESPECIALLY YOUNGER KIDS WHO DON'T REALLY KNOW WHAT THEY WANT TO DO AND HAVE SOMEBODY WHO CAN ACTUALLY GIVE THEM INFORMATION ON IT IN A MORE IN DEPTH WAY.
THANK YOU. TO YOUR POINT, WE NEED TO DO MORE IN ELEMENTARY SCHOOL.
WE CAN'T WAIT TILL SECONDARY TO START TALKING ABOUT CAREERS.
SO WE REALLY NEED TO DO MORE THAN THE ELEMENTARY LEVEL.
IT'S IN OUR PLAN. YEAH, IT IS IN OUR PLAN.
NEXT ON THE AGENDA, I'M GOING TO ASK DR.
BILL BRADLEY FROM STANTEC TO COME FORWARD AS HE GETS SETS UP.
AS HE GETS SET UP, I'LL GIVE YOU A LITTLE BIT OF INSIGHT ON WHERE WE ARE AT THIS POINT IN TIME IN THE PROCESS. YOU KNOW, THERE HAVE BEEN SEVERAL PUBLIC MEETINGS HELD ON THE TOPIC OF THE NEW GOOCHLAND ELEMENTARY SCHOOL.
I THINK MOST RECENTLY THERE WAS A PRESENTATION DURING THE MONTH OF MARCH WHERE DR. BRADLEY FORECASTED SOME OF THAT WORK.
WE HAD A JOINT WORK SESSION WITH THE BOARD OF SUPERVISORS.
AND SO AS A FOLLOW UP TO THAT LAST WORK SESSION WITH THE SUPERVISORS, OUR SCHOOL DIVISION TEAM HAS CONTINUED TO DO THE DESIGN PROCESS WHERE HEADS DOWN, TRYING TO MAKE THINGS HAPPEN.
SOME DECISIONS ARE BEING MADE ALONG THE WAY.
SOME POSITIVE MOVEMENT IS MADE ON THIS TOPIC.
WE CONTINUE TO COLLABORATE WITH OUR FRIENDS IN COUNTY GOVERNMENT ON THINGS LIKE THE SITE PLAN AND FIRE ACCESS AND WATER STORAGE TANKS AND SOME OF THOSE REALLY PRESSING TOPICS.
SO THE GOAL FOR TONIGHT IS TO GIVE YOU AN UPDATE ON WHERE WE ARE AT THIS TIME, ALLOW YOU TO ASK QUESTIONS, PROVIDE PERSPECTIVE, BECAUSE ULTIMATELY THIS IS A TEAM APPROACH AND WE WANT THIS PROCESS TO CONTINUE EFFECTIVELY WITH FEEDBACK FROM THOSE WHO ARE MOST IMPORTANT. SO, DR.
BRADLEY, I'LL TURN IT OVER TO YOU.
WHEN I SIGNED THIS CONTRACT, DR.
AILEY AND MS.. WHITE PROMISED ME I WOULD NEVER HAVE TO FOLLOW AN ASPIRING FLUTIST ATTEMPTING THE NATIONAL ANTHEM.
SO THIS IS A TOUGH ACT TO FOLLOW.
BUT BEAR WITH ME AND WE'LL GET THROUGH THIS.
YES, THERE HAS BEEN QUITE A BIT OF WORK DONE EVEN IN THE THREE OR FOUR WEEKS SINCE WE LAST SPOKE. AND I WANTED TO PROVIDE YOU AN UPDATE WITH THIS SCHEDULE.
THIS IS REALLY HARD TO READ, SO I'LL HONE IN ON IT AND SAY THAT ORANGE CIRCLE IS WHERE WE ARE, EFFECTIVELY HAVING GONE THROUGH THE SCHEMATIC DESIGN PROCESS A SECOND TIME WHERE AT THIS POINT ABOUT A THIRD OF THE WAY THROUGH DESIGN DEVELOPMENT AND DESIGN DEVELOPMENT IS IS WHERE WE'RE IN THERE FIGURING THE BUILDING OUT.
SO LET ME GIVE YOU AN ILLUSTRATION OF WHERE WE ARE.
YOU CAN SEE THESE ARE THESE ARE REAL DRAWINGS OF A REAL BUILDING THAT HAVE A REAL BUILDING SECTION REFLECTING A WALL SECTION STRUCTURE.
THERE ARE DIFFERENT IDEAS THAT WE HAVE ABOUT THE WAYS TO BRING AIR INTO THE BUILDING.
AND THE RED NOTES ARE NOTES THAT WE'VE MADE TO OURSELVES AND OUR CONSULTANTS AS WE ATTEMPT TO COORDINATE THIS.
SO HAVING SET THE PLAN, WE'RE MAKING A BUILDING OUT OF THIS, AND THIS IS A BUILDING MODEL, A DIGITAL BUILDING MODEL.
AND THE IMAGES THAT YOU SEE TODAY ARE DERIVATIVES OF THIS BUILDING MODEL.
SO WE ARE CAREENING TOWARDS TOWARDS THE END OF DEED, WHICH WOULD BE THE POINT AT WHICH
[02:25:01]
WE'LL HAVE ANOTHER ESTIMATE FOR YOU.SO JUST BY WAY OF REMINDER, HERE'S THE SIMPLE DIAGRAM.
I RECALL THAT THE BUILDING FORM ITSELF WAS VERY SIMPLE TO TWO BARS, ONE EAST, WEST, ONE NORTH SOUTH, INTERSECTING, SEPARATING PUBLIC ON THE FAR EAST FROM THE THE PRIVATE ON THE WEST, A SIMPLE ENVELOPE.
AND WE'RE GOING TO SHOW YOU SOME ELEVATIONS.
YOU MAY HAVE SEEN SNEAK PEEKS OF THIS.
I DON'T KNOW. BUT IF YOU HAVEN'T, THEN CERTAINLY THE PUBLIC.
SEEING THIS FOR THE FIRST TIME.
BUT REALLY WHAT HAPPENS IS THE ACTIVITY IN THE BUILDING AND I WANT TO SHOW YOU THE FLOOR PLANS AS WELL. THIS WILL GIVE YOU A SENSE OF IT IN THREE DIMENSIONS.
I WANT TO POP THE TOP ON THE NORTH SOUTH AXIS HERE, AND THAT'S THE DINING ROOM THAT'S REVEALED THERE. AND TO THE RIGHT, THAT GREEN OR LIME SHAPE IS THE GYMNASIUM.
AND BEFORE YOU ASK, I'LL TELL YOU WHAT WE HAVE.
THERE IS A IS A COMPETITION MIDDLE SCHOOL GYM THAT'S THE SIZE THAT'S ACCOMMODATED.
SO I'M GOING TO POP THE TOP ON THIS EAST WEST AXIS.
AND WHAT'S WHAT WILL BE REVEALED IS SORT OF THE THE INSIDE THE EXCITEMENT THAT'S HAPPENING IN THIS RATHER PLAIN BROWN WRAPPER.
THE HEART OF THE SCHOOL, AS IT WERE.
SPECIAL SPACES FOR SPECIAL PROGRAMS. THIS IS WHERE THE NEXT GENERATION LEARNING HAPPENS.
THE CLASSROOMS ARE ON THE OUTSIDE, WITH WINDOWS FACING INTO THESE VARIOUS COLLABORATIVE ZONES WITH DIFFERENT KINDS OF STUDENT SERVICES, COUNSELING, STUDENT SMALL GROUP INSTRUCTION ROOMS, AND THE LIBRARY AND PERFORMANCE.
SO LET'S LET'S TAKE A LOOK AT THE FLOOR PLANS.
AND I THINK YOU'RE PROBABLY FAMILIAR WITH THESE.
I'LL JUST REMIND YOU THAT WE HAVE GROUPED THE PRE K KINDERGARTEN IN FIRST GRADE ON THE GROUND FLOOR. THE PRE K CLASSROOMS WHICH FACE NORTH HAVE DOORS THAT WILL OPEN ONTO A GATED PLAYGROUND. YOU'LL SEE THAT PLAYGROUND IN A MOMENT, BUT YOU WON'T SEE A GATE AROUND IT. WE POP THAT OFF SO YOU CAN SEE THE PLAYGROUND, BUT INTENTIONALLY GROUPED THOSE CLASSROOMS TOGETHER ON THE FIRST FLOOR BECAUSE THEY'RE ALL THE SAME SIZE.
WE ALSO HAVE SOME SELF CONTAINED SPECIAL EDUCATION.
YOU SEE THE LIBRARY THERE ON THE LEFT TO THE EAST, SORRY, TO THE WEST OF THE PLAN.
THERE'S ALSO A SPACE FOR LIBRARY ON ON THE RIGHT THERE IN CASE YOU WANT TO EXPAND THE LIBRARY IN THE FUTURE AS YOUR ENROLLMENT INCREASES.
AND YOU SEE THE DYING THAT YOU SAW BEFORE GYMNASIUM ADMIN UP FRONT COMMANDING A PRESENCE, SECURITY DOORS OF THE VESTIBULE IN AN SRO LOCATED ADJACENT TO THE VESTIBULE.
THEN WE HAVE THE SECOND, THIRD AND FOURTH GRADE CLASSROOMS. ESSENTIALLY IT'S A IT'S AN OPEN VOLUME IN THE MIDDLE THERE.
AND WE CARVE THAT OUT SO THAT WE CAN SAVE THE SQUARE FOOTAGE.
WE DON'T NEED ALL THAT SQUARE FOOTAGE IN THIS VERY SIMPLE VOLUME.
IF YOU'RE CASE YOU'RE WONDERING, WE'RE STILL AT AROUND 104,000 SQUARE FEET STAYING BELOW THAT 105.
SO THAT THAT FIRST NUMBER IS AT LEAST 104.
AND SO WE HAVE THESE DIFFERENT BOXES THAT YOU'LL SEE IN A MOMENT THAT CONTAIN THESE SPECIAL PROGRAMS. THEY'RE ENCLOSED BOXES INSIDE OF INSIDE OF THE INSIDE OF THE VOLUME.
SO SITE PLAN, LET'S JUST WALK THROUGH THIS TOGETHER.
AND IF YOU'RE A STUDENT ARRIVING ON THE BUS, YOU'LL ARRIVE ON BULLDOG WAY AND YOU'LL CLIMB THIS. YOU'LL CROSS THE WETLANDS HERE.
CLIMB THIS RISE AND THE BUSSES WILL COME IN AND THEY'LL EITHER CIRCLE AROUND AND DROP THE STUDENTS OFF OR THEY'LL PULL IN AND DROP THE STUDENTS OFF BEFORE AND AFTER SCHOOL.
SO BUS ARRIVAL, SEPARATE FROM CAR ARRIVAL WITH ITS OWN ACCESS OFF OF BULLDOG WAY, DEPENDING ON THE NEED, THERE'S A WAY TO EITHER JUST PULL UP AND PULL THROUGH OR YOU CAN SNAKE AROUND THIS TO CREATE MORE QUEUING.
THIS LEARNING PARK TO THE TO THE WEST.
THE IDEA WAS TO NOT PAVE PARADISE IN FRONT OF THE SCHOOL, RIGHT.
BUT TO HAVE SOME PARKING IN THE FRONT FOR FOR TEACHERS AND CONVENIENCE, ALSO FOR THE SCHOOL BUS OPERATORS LATER IN THE DAY, BUT THEN ALSO PUT PARKING IN THE BACK WHERE TEACHERS CAN ACCESS CLASSROOMS FROM THAT SIDE.
BUT ALSO AFTER HOURS, PARENTS AND THE PUBLIC CAN ACCESS THOSE PLAY FIELDS.
SOMETIMES YOU DON'T PUT PARKING BACK THERE AND THAT'S A MISTAKE BECAUSE PEOPLE END UP PARKING ON THE SIDES OF THE ROADS AND BLOCKING EMERGENCY ACCESS OR PULLING UP ONTO THE CURB AND MAKING MR. STEEL'S JOB AND HIS STAFF HARDER.
SO LEARNING PARK IN THE FRONT.
IN THE BACK, WE HAVE THIS LOWER PLAYGROUND.
THERE'LL BE TWO PLAYGROUNDS HERE, A FENCED PRE-K PLAYGROUND AND A LOWER LL PLAYGROUND AND THEN AN UPPER PLAYGROUND.
BEYOND THAT, THE PLAY FIELDS THAT YOU SEE EMERGENCY ACCESS ACROSS THE BACK HERE AND THE SERVICE DRIVE IS HERE TO THE EAST.
[02:30:02]
SO SHIELDED FROM THE FRONT OF THE SCHOOL.I'LL PAUSE THERE AND ASK IF THERE ARE ANY QUESTIONS.
DR. BRADLEY I'M JUST WONDERING, I SEE SERVICE, BUT I DON'T KNOW WHERE THE ENTRY POINT TO THAT AREA IS.
AM I? IT'S CERTAINLY NOT AROUND THE.
IS IT ACROSS THE BUS LOT? YES. THEY'LL COME IN OFF OF BULLDOG WAY THE SAME AREA AS THE BUSSES.
NO THEY WON'T. THEY'LL COORDINATE SO THEY'RE NOT ARRIVING WHEN THE BUSSES ARE ARRIVING OR WHEN THE BUSSES ARE STAGING AT THE END OF THE DAY AND THEY'LL, THEY'LL TURN OFF THE BUS AND YOU SEE THAT HAMMERHEAD THAT'S SO THAT AN 18 WHEELER CAN TURN AROUND.
ANY OTHER QUESTIONS? ANY OTHER QUESTIONS? OKAY. OKAY. DOES A BLUE LINE AROUND THE PLAY FIELDS REPRESENT MAYBE SOME TYPE OF TRACK OR SOME KIND OF WALKING SURFACE? IT CAN. OKAY.
IT DOES NOW. YEAH, THAT WOULD BE GOOD, BECAUSE I KNOW THIS GROUP OF ELEMENTARY STUDENTS ARE DEFINITELY USED TO USING THEIR TRACK, SO.
AND FOR OUR GIRLS ON THE RUN AND OUR BOYS THE RUN, THAT WOULD BE GOOD, TOO.
BUT I CAN SEE. I SEE THE POTENTIAL OF SOME OTHER KIDS ARE GOING TO FIND A CIRCLE PATH.
SO SOMEWHERE ON HERE WE'RE GOING TO FIND A GOOD PATH FOR OUR KIDS.
I THINK YOU'RE RIGHT. ALL RIGHT.
THIS SLIDE IS JUST TO REMIND YOU WHAT THE WHAT THAT FIRST FLOOR PLAN IS.
AND SO WE'VE CREATED SOME INTERIOR RENDERINGS TO TAKE YOU INSIDE THE BUILDING AND GIVE YOU A FEEL FOR WHAT THE SPACE LOOKS LIKE.
SO WE'LL WE'LL START IN THE DINING ROOM AND THEN WE'LL MOVE INTO THE PERFORMANCE SPACE AND LOOK BACK AT THE LEARNINGS THERE.
AND THEN WE'LL HOP UP ON THE SECOND FLOOR AND LOOK DOWN AND THEN WE'LL LOOK ACROSS AND THEN WE'LL COME OVER HERE. BUT YOU'LL SEE ALL THAT IN A SECOND.
I JUST WANT. THIS IS A KEY PLAN THAT YOU'LL SEE ON ALL THE IMAGES AND THE KEY PLAN ORIENT YOU. AND JUST SO THAT WE'RE ALL ON THE SAME PAGE, YOU ARE LOOKING FACING AWAY FROM THE ARROW. SO THE ARROW, THE POINT OF THE ARROW IS WHERE YOU'RE STANDING AND YOU'RE LOOKING AWAY SORT OF LIKE THAT.
ALL RIGHT. SO THIS FIRST ONE IS GOING TO BE IN THE DINING ROOM.
THE ENTRANCE IS BEHIND YOU AND YOU'VE TURNED TO YOUR LEFT AND YOU'RE LOOKING BACK INTO THE SCHOOL PROPER AND YOU SEE THE EXIT TO THE NORTH ON YOUR RIGHT, YOU SEE A LITTLE PORTAL THAT'S KID SIZED THERE IN FRONT OF YOU, AND ABOVE YOU SEE A BALCONY FROM THE SECOND FLOOR WITH ANOTHER LITTLE PORTAL WHERE THE KIDS CAN CAN STAND.
THIS NEXT IMAGE WILL PUSH THROUGH THAT PORTAL AND GO ABOUT.
100 FEET INTO THE LARGE GLOOP GROUP GATHERING AND PERFORMANCE AREA.
THIS THIS PART CAN BE USED FOR PERFORMANCE.
IT CAN BE USED FOR WHOLE GROUP INSTRUCTION, COMBINE STUDIES, OR IF IN THE FUTURE YOU NEED TO EXPAND YOUR LIBRARY, YOU CAN DO SO HERE.
SO WE'LL PIVOT HERE AND LOOK TO THE RIGHT AT THE LEARNING STAIR.
BUT I WANT TO POINT OUT THE ROOM ABOVE THERE, IT'S THE ROOM THAT'S DESIGNATED FOR THE GIFTED AND TALENTED INSTRUCTION.
AFTER WE TURN RIGHT, WE'RE GOING TO HOP UP THERE AND LOOK BACK DOWN.
SO WE'VE PIVOTED TO THE RIGHT.
YOU SEE THE LEARNING STAIR THERE TO THE RIGHT.
IF WE WERE TO SWING A LITTLE BIT FURTHER, YOU'D SEE THAT POORER.
LEANING BACK TO THE DINING ROOM.
WE SET SOME FURNITURE UP THERE FOR THE FOR THE LIBRARY WHERE YOU SEE THAT STUDENT IN THE BOX WINDOW. THAT'S A SMALL GROUP INSTRUCTION AREA.
WE'VE YET TO DETERMINE WHETHER THAT SHOULD BE OPEN OR ENCLOSED.
BUT THE POINT IS, IS THAT'S A ROOM FOR FOR BREAKOUT.
IT'S KIND OF A SPECIAL SPACE, AS YOU CAN SEE.
ALL RIGHT. WELL, WE'LL HOP UP TO THE LEFT THERE AND LOOK DOWN FROM THE GIFTED AREA ONTO THIS THIS SPACE.
SO AT THIS POINT OUT THAT THE COLORS ARE THERE JUST TO HELP YOU READ THE SPACE BETTER, WE HAVEN'T GOTTEN INTO INTERIOR DESIGN IN THAT WAY.
WE DON'T KNOW WHAT THE COLORS WILL BE OR THE MATERIALS EVEN NECESSARILY, BUT IT GIVES YOU A SENSE OF THE SPACE AND OF THOSE CONTAINED VOLUMES INSIDE OF THE SPACE.
THE CLEAR STORY IS THERE TO NOT ONLY BRING NATURAL LIGHT, BUT ALSO TO PROVIDE VIEWS OF THE OUTSIDE. IT ALSO, BY THE WAY, PROVIDES A LITTLE BIT OF EXTRA HEIGHT THAT WE NEED TO GET THE STRUCTURE HIGH ENOUGH ABOVE THE SECOND FLOOR THAT WE DON'T HAVE TO FIREPROOF IT. SO SPRAYING FIREPROOFING IS BOTH EXPENSIVE AND MESSY.
MESSY YOU CAN DO SOME DO PAINT, SPECIAL PAINT, BUT THAT'S ALSO VERY EXPENSIVE.
SO IF WE PUSH THAT UP AND GET HIGH ENOUGH, IT CAN BOTH GET THE CLEAR STORY AND PUSH THE STRUCTURE BEYOND THE THE THRESHOLD FOR NEEDING FIREPROOFING.
OR IF YOU SEE THE LITTLE PORTAL BEYOND, IF YOU WERE A STUDENT COMING OUT OF DINING ROOM AND YOU WANTED TO GET THE SECOND FLOOR, YOU'VE COME UP THE STAIRS.
SO WE'RE GOING TO GO OVER AND LOOK BACK THROUGH THIS PORTAL RIGHT HERE.
[02:35:02]
IT'S JUST A FUN THING FOR THE STUDENTS THAT DO DIFFERENT THINGS AT DIFFERENT SCALES FOR DIFFERENT, DIFFERENT STUDENTS.AND OF COURSE, THAT'S THAT'S GLASS AND PROTECTED.
AND NOW WE'RE GOING TO FLIP AROUND AND GO TO THE LIBRARY ON THE OTHER SIDE AND YOU SEE A SECOND SMALL GROUP INSTRUCTION ROOM HERE, THE LIBRARY BELOW WITH THE LIBRARIANS OFFICE HERE. SO SHE COMMANDS A VIEW.
THERE ARE TWO BATHROOMS NOW INSTALLED BASED ON FEEDBACK FROM THE LIBRARY, AND WE'VE MET WITH A COUPLE OF THE TEACHER GROUPS, THE LIBRARIAN.
ADMIN FOOD SERVICES AMONG TRANSPORTATION OPERATIONS AND GOTTEN SOME INITIAL FEEDBACK FROM THEM. SO IF I MAY, THERE'S I SEE THE EXPOSED DUCTS AND SOME EXPOSED I-BEAMS, SOME STRUCTURAL PIECES, SOME HVAC PIECES.
AND IN THE SCHOOL TOURS, THIS IS VERY COMMON IN THE CURRENT BUILDS.
SO FOR THOSE PEOPLE WHO ARE NOT SEEING THAT WITHIN A BUILDING, IT IS PRETTY STANDARD NOW.
AND THERE'S A LOT OF GREAT REASONS FOR THAT.
I WON'T GO INTO IT, BUT THAT IS INTENTIONAL.
IT IS INTENTIONAL, BUT I'LL TELL YOU, WE'RE STILL EXPLORING HOW WE MIGHT DO THAT.
FOR INSTANCE, YOU SEE THE SNORKEL THAT'S COMING OUT OF THE ONE THERE.
WE MIGHT BRING THAT IN FROM THE TOP.
WE'RE JUST THIS IS A MOMENT IN TIME WHERE WE'RE STILL PLAYING WITH THAT.
FIRST DRAWING THAT SHE SHARED HAS HAD SOMETHING WHERE YOU WERE TALKING ABOUT TRYING TO CONCEAL INSIDE AN I.V.
ALL RIGHT. SO DOES ANYBODY WANT TO GUESS WHERE THIS IS IN THE SCHOOL? EASIER IF YOU HAD THE LITTLE RED HAIR.
I WON'T KEEP YOU IN SUSPENSE. SO IF WE HAD PUSHED ALL THE WAY THROUGH THE SCHOOL AND WE'RE IN THE BACK SOUTHWEST CORNER, SO LOWER LEFT OF THE FLOOR PLAN, AND WE WERE LOOKING TO OUR LEFT OUT THAT SIDE DOOR, BACK DOOR, IF YOU WILL.
SO TO YOUR RIGHT, YOU SEE MUSIC.
WE'RE ON THE FIRST FLOOR. AND THIS IS A PART OF THE BUILDING WHERE THE IT'S ONE STORY, RIGHT? IT'S TWO STORIES, BUT IT FEELS LIKE ONE STORY.
SO THIS IS AN ANIMATION WE PUT TOGETHER JUST TO TAKE YOU THROUGH THE SPACE.
AND WHEN I CLICK GO, WE'RE GOING TO PAN TO THE RIGHT AND WE'RE GOING TO COME BACK AROUND AND WE'RE GOING TO SHOOT ALL THE WAY DOWN THE HALLWAY THROUGH THE LITTLE PORTAL THAT'LL TAKE US INTO THE DINING ROOM, AND THEN WE'LL PAN BACK AROUND.
THE PROPORTIONS OF THE ANIMATION IN THE MODEL ARE EXAGGERATED.
EVERYTHING'S GOING TO FEEL A LOT LONGER, RIGHT? IT'S NOT. IT'S COMPRESSED LIKE THAT.
LOOKS LIKE IT'S A LONG WAY AWAY, BUT IT'S PROBABLY ONLY 20 FEET.
SO I'LL HIT GO ON THIS AND I'LL DO MY BEST TO NARRATE.
SO THIS IS ALL AGAIN, A ONE STORY VOLUME VOLUMES, TWO STORIES HIGH, BUT IT'S ONE STORY AT THIS PLACE. IF AT THIS POINT, IF YOU'RE AN OCCUPANT.
AND ONE OF THE THINGS THAT'S KIND OF NEAT IS THAT YOU HAVE THESE DIFFERENT LEVELS HERE, IT'S COMPRESSED. BUT AS YOU MOVE FORWARD TO THE TO THE LIBRARY, IT POPS UP AND REVEALS ITSELF IN A MUCH DIFFERENT WAY.
YOU CATCH A QUICK GLIMPSE OF THE LIBRARY AND THE OFFICE RIGHT THERE, COMMANDING A VIEW OF THE SPACE ABOVE THAT KIND OF LIGHT.
GREEN SEAFOAM IS ONE OF THE CROW'S NESTS.
YOU SEE ONE OF THE STAIRS LEADING FROM THE FIRST FLOOR TO THE SECOND.
THERE ARE THREE. WE'VE JUST PASSED A COUPLE OF CLASSROOMS. WE'RE GOING TO PASS SOME MORE CLASSROOMS. THERE'S THE BATHROOMS RIGHT THERE.
YOU CAN SEE THEM, BUT YOU CAN'T SEE WHICH IS APPROPRIATE.
THERE'S ANOTHER STAIRWAY UP, SOME VISUAL TRANSPARENCY.
NOW WE'RE GOING TO GO INTO THE PERFORMANCE LARGE GROUP INSTRUCTION SPACE.
YOU'LL SEE WE JUST PASSED A RAMP, SO THE PERFORMANCE PLATFORM IS ACCESSIBLE.
RIGHT ACROSS FROM TWO CLASSROOMS, FOUR CLASSROOMS, REALLY TWO ON EITHER SIDE FOR GOOD SUPERVISION.
GO UNDER THAT WALKWAY PASSED THE LEARNING STAIR.
AND AGAIN, THIS IS THE PROPORTIONS ARE ALL EXAGGERATED.
AND WE'LL GO INTO THE THE DINING ROOM THROUGH THIS PORTAL.
BLESS YOU. ISN'T THAT LIKE THE DOG THAT WAS A PORTAL? OR IS THAT THE KID I.
SO THE ADMIN DOOR'S RIGHT THERE, YOU SEE.
WE'LL PAN AROUND AND TAKE A LOOK AT THE.
ALL RIGHT. SO THAT'S THE THE ANIMATION TAKING YOU THROUGH.
[02:40:03]
ALL RIGHT. SO LET'S TAKE A LOOK AT THE ELEVATIONS VERY QUICKLY.WHAT DOES THIS SCHOOL LOOK LIKE? AND THIS IS JUST A DIAGRAM THAT ILLUSTRATES THE CHALLENGE THAT'S BEFORE US.
IT'S A VERY, VERY SIMPLE FORM.
IN FACT, IT'S ALMOST FACTORY OR BIG BOX LIKE.
SO WHAT DO YOU DO TO IT TO KEEP IT FROM BEING SO? THE DIAGRAM IS VERY SIMPLE, AS ARE THE MOVES ON THE OUTSIDE.
OBVIOUSLY WE NEED WINDOWS INTO THE CLASSROOMS AND SO THAT'S KIND OF WHERE WE BEGAN. I WON'T RUN YOU THROUGH THE WHOLE THING.
I'LL JUST SHOW YOU WHAT IT LOOKS LIKE.
OH, YEAH. TWO STOREY BUILDING.
I FEEL LIKE. SO THIS IS FROM THE BUS LOOP.
AND I'LL WALK YOU AROUND THE BUILDING IN A SECOND, BUT JUST GIVE YOU A SECOND TO TAKE IT IN. I'LL SAY THAT THIS IS SOUTH FACING BY DESIGN.
AND SO THE HORIZONTAL SUNSHADES THAT YOU SEE THERE ON EACH WINDOWS, THE LITTLE EYEBROWS ARE THERE FOR A REASON TO PREVENT PASSIVE SOLAR HEAT GAIN AND GLARE IN THE CLASSROOMS. YOU WON'T SEE THAT ON THE NORTH SIDE, THOUGH, BECAUSE NORTH SIDE YOU GET EVEN LIGHT AND YOU DON'T NECESSARILY NEED TO HAVE THE EXPENSE OR THE OR THE LOOK, EACH OF THESE BAYS, AS IT WERE, REPRESENTS A CLASSROOM.
SO THE ACTIVITIES THAT ARE HAPPENING INSIDE ARE REFLECTED ON THE OUTSIDE.
THE REASON WHY THIS BAY, THIS THIRD BAY IS PROUD IS IS FORWARD OF THE OTHERS IS BECAUSE THE THE LATERAL BRACING THAT'S REQUIRED TO KEEP THE BUILDING FROM THE STEEL TABLE FROM RACKING IS PRESENT IN THIS CLASSROOM AND ANOTHER CLASSROOM BEYOND.
SO WE PUSHED THAT WALL OUT AND REVEALED THAT STRUCTURE INSIDE.
SO THOSE FOUR CLASSROOMS ARE A LITTLE BIT DIFFERENT THAN THE REST OF THEM.
IT'S NOT JUST VISUALLY INTERESTING.
WE TRY NOT TO DO ANYTHING THAT'S JUST FOR KICKS, RIGHT? EVERYTHING SHOULD HAVE A REASON.
BUT LET'S LET'S MOVE AROUND THE BUILDING A LITTLE BIT.
LET'S WE'LL MOVE OUT TO THE PARK.
SO THIS IS YOUR VIEW AS YOU APPROACH IN A CAR.
WE'RE GOING TO WE'RE GOING TO RIDE OUR CAR DOWN THE THE THE CAR ACCESS HERE.
AND WE'LL LOOK TO THE LEFT AND WE'LL BE FACING THE PARKING AND YOU'LL SEE WHAT IT WOULD LOOK LIKE IF WE JUST PAVE THE WHOLE THING.
SO IT'S. WELL, WE'VE GOT TO HAVE PARKING IN FRONT.
AND WE'LL DRIVE THE CAR AROUND HERE AS IF WE WERE WALKING UP THE FRONT ENTRY TO THE SCHOOL. AGAIN, THE VOLUME, THE FORM IS VERY SIMPLE AND ALL WE'RE DOING IS USING DIFFERENT COLOR MASONRY, RIGHT? WE'RE NOT USING A LOT OF DIFFERENT MATERIALS.
WE'RE JUST LAYING BRICKS IN DIFFERENT PATTERNS TO CREATE DIFFERENT SHADOWS AND SHAPES. DOESN'T ADD EXPENSE TO THE PROJECT, BUT DOES ADD SOME INTEREST.
AND VARIETY KEEPS IT FROM LOOKING LIKE A BIG BOX.
BUT YOU SEE, THE WINDOWS MEAN THE WINDOW PATTERNS.
YOU KNOW, THIS IS A SPANDAU, WHICH IS TO SAY IT'S OPAQUE.
RIGHT? AND HERE'S A THIRD WINDOW.
SO THREE WINDOWS FOR EVERY CLASSROOM.
BY THE WAY, THIS IS THE ADMIN.
I KNOW THAT PER WHEREVER YOUR SITE IS YOUR OVERHANG.
THE DEPTH OF IT IS DETERMINED BY YOUR SOLAR.
SO WHETHER IT'S THREE FEET OR FOUR FEET.
U DETERMINE THAT SIZE TO MAXIMIZE THE SUN AND THE WINTER AND NOT SO MUCH IN THE SUMMER.
SO IS THAT SOMETHING THAT YOU ALL ARE? I ASSUME THAT THAT'S PART OF THE DESIGN, FIGURING OUT THE DEPTH OF THOSE.
SO WHAT WE NEEDED, ONE THING THAT WE'LL NEED TO DO IS A SOLAR STUDY ON THE BUILDING SORT OF HAVING ARRIVED AT THIS POINT, ONE OF THE NEXT STAGES IS TO IS TO LOOK AT THAT DEPTH, TO LOOK AT IF WE NEED TO HAVE AN INTERIOR LIGHT SHELF.
RIGHT. ALSO TO MAKE SURE THAT WE'RE WE'RE LOOKING AT THE POTENTIAL FOR FOR GLARE AND SOLAR HEAT GAIN ON THAT THAT WINDOW THAT YOU SEE HERE HERE.
RIGHT? YES. SO ALL OF THAT IS SOMETHING THAT WE'LL BE STUDYING IN THE FUTURE.
YOU'RE RIGHT ON IT. OKAY, THIS NEXT ONE IS AS IF YOU WERE JUST DROPPED OFF AT THE BUS, WHAT WOULD YOU SEE? SO YOU SEE, THIS CANOPY PROTECTS THE STUDENTS FROM THE ELEMENTS IN THE EVENT OF RAIN.
ALTHOUGH I TELL YOU, IN ALBEMARLE COUNTY, IF IT'S RAINING, THE KIDS DON'T GO TO SCHOOL.
I DON'T KNOW. I DON'T KNOW WHAT THE DEAL IS WITH THAT, BUT.
SO WE'VE JUST IF YOU JUST PUSH FORWARD WHERE THAT FAMILY IS WALKING, THAT FAMILY OF FOUR, AND IF THEY PASS THE ENTRANCE AND KEEP ON GOING TO THE LEARNING COURTYARD, THAT'S WHAT YOU WOULD SEE THERE.
AND WE'RE GOING TO PUSH FURTHER PAST AND LOOK BACK AT THE PARK.
[02:45:02]
WE'LL PULL BACK EVEN FURTHER.AND WHAT YOU'RE SEEING HERE ON THE END IS THE IS THE ART ROOM, RIGHT? THE ART ROOMS PROGRAM IS LARGER THAN THE MUSIC ROOM.
THE ART ROOM STICKS OUT, WHICH GIVES THE BUILDING A LITTLE BIT OF INTEREST ON THE WEST. FACING FACADE WILL HAVE SOME VERTICAL FINS TO PROTECT AGAINST SOLAR GAIN.
WHOOPS. SORRY I WENT THE WRONG WAY.
IT GIVES YOU A BETTER IDEA OF WHAT THAT ART ROOM LOOKS LIKE AND THE CREATION OF A LITTLE LEARNING OUTDOOR LEARNING ENVIRONMENT THERE.
NOW ON THE BACK OF THE SCHOOL AND YOU CAN SEE THE DOORS COMING FROM THE PRE-K.
AGAIN, THIS AREA WOULD BE FENCED.
THAT'S THE EXIT FROM THE FROM THE DINING AREA, PAY PLAY AREA THERE.
AND WHAT YOU'RE SEEING JUST A HINT OF RIGHT HERE.
YOU SAW ON THE ON THE FLOOR PLAN WAS THE SITE PLAN IS EMERGENCY ACCESS THAT COMES ACROSS THE BACK OF THE SITE.
AND YOU'RE SEEING THAT EMERGENCY ACCESS RIGHT HERE.
SO THIS IS FROM THE UPPER LL PLAYGROUND, RIGHT? THE FIELD AND THE TRACK.
IT'S RIGHT THERE. NOT YET, BUT IT WILL BE.
AND THAT'S THAT. BOARD MEMBERS.
OTHER QUESTIONS? WAS THE COLOR SCHEME.
ON THE COLOR SCHEME QUESTION, I HAD PROVIDED DR.
REILLY WITH SOME FEEDBACK SAYING THAT I THOUGHT THE GRAY REALLY WAS CONDUCIVE TO THAT NATURAL ENVIRONMENT.
WE WERE TRYING TO BLEND THE SCHOOL IN WITH, AND I THOUGHT IT COULD SET A NEW GENERATION OF ELEMENTARY SCHOOLS FOR OUR COUNTY BECAUSE WE KNOW WE HAVE TO DO MORE AFTER THIS TO BUILD. SO HOW DO YOU MOVE FROM THE PAST TO THE FUTURE? THAT'S A VERY ASTUTE POINT.
IS THE MAINTENANCE PART OF THE SCHOOL CLOSE TO THE CAFETERIA LIKE IT WAS IN THE FIRST DESIGN? YES.
THAT'S A PROBLEM FOR THE MAINTENANCE PEOPLE.
OKAY. AND THE CAFETERIA DELIVERY SERVICE.
WE'RE GOING THROUGH THE BUS PARKING LOT TO GET TO THE BACK WHERE THEY HAVE TO DELIVER PRODUCTS. YES, THEY DO.
A LOT OF THAT BETWEEN THE TWO OF THEM.
SO THAT ROAD NEEDS TO BE MORE DEFINED, IN MY OPINION.
OKAY. LET'S JUST AND I'M GOING TO INTERJECT ON THAT NOTE THAT I KIND OF FEEL THE SAME WAY. I KNOW THE TIMES ARE PRETTY DEFINITIVE WHEN BUSSES ARE COMING IN, BUT I'VE NEVER FOUND A MILK TRUCK, MAIL, TRUCK, COKE TRUCK OR ANYTHING ELSE THAT'S GETTING THERE AT A SPECIFIC TIME. AND USUALLY THERE ARE SOME BEFORE SCHOOL OR THEY MAY BE MIDDLE OF THE DAY. SO I'M NOT SAYING THAT THERE'S ANYTHING WRONG WITH THIS.
I JUST WHEN I ASK THE QUESTION EARLIER, I JUST DIDN'T SEE A SEPARATE ROAD COMING IN FROM SOMEWHERE.
THAT WOULD BE THE ONLY ACCESS FOR DELIVERIES.
IT MAY WORK VERY WELL THE WAY IT'S SET UP COMING OFF OF BULLDOG AROUND THE BUS AND THEN THERE AND YOU'VE GOT SPACE TO TURN AROUND AND SO FORTH.
I'VE LIVED THE DAY AND I AM NOT SURE THAT.
IT MESHES WELL AS IT MIGHT, BUT IT COULD.
MR. WRIGHT. THANK YOU, MR. CHAIR. SO FIRST, I WOULD SAY I'M ACTUALLY VERY PLEASED WITH WHAT I SEE HERE.
I THINK I THINK FOR THE MOST PART, THIS HAS EXCEEDED MY EXPECTATIONS, GIVEN THE CHANGES THAT WE'VE MADE IN THE BASIC DESIGN OF THE SCHOOL.
I THINK THIS LOOKS LIKE YOU'VE MADE VERY GOOD USE OF YOUR TIME.
WE'VE HAD A LOT OF HELP. I'M CERTAIN.
THIS IS PRETTY NEAT. IT'S A GREAT WAY TO VISUALIZE WHAT'S GOING ON.
OBVIOUSLY, THERE WILL BE CHANGES ALONG THE WAY AND MAYBE COLOR SCHEME, AND IT MAY BE WHERE WE PLACE THE DUCKS OR HOW WE PLACE THE DUCKS AND THINGS LIKE THAT.
BUT I THINK THIS REALLY DOES LOOK.
VERY GOOD. IT LOOKS BETTER THAN I EXPECTED IT TO.
AND I WAS AFRAID OF OUR CHANGES, DAMAGING THE OVERALL VISUAL IMPACT OF THE SCHOOL.
AND IT SEEMS LIKE YOU'VE DONE A GREAT JOB OF SALVAGING THAT.
[02:50:02]
SO THANK YOU. HAD A LOT OF HELP WITH THE DUCKS AND THE DOG BOARD BOARD MEMBERS, IF I MAY JUST AND THANK YOU FOR YOUR FEEDBACK.I CERTAINLY FEEL FREE TO GIVE US FEEDBACK TONIGHT AND EVERY DAY HEREAFTER, BECAUSE ULTIMATELY THIS IS A VERY IMPORTANT PROJECT.
WE CONTINUE TO REFLECT AND REFINE AND ADJUST AS APPROPRIATE.
AND ONE OF THE THINGS THAT WE NEED TO THINK ABOUT BASED ON THE SERVICE COMMENTS FOR TONIGHT IS THE COSTS OF EXTENDING THAT SERVICE TO THE RIGHT AND ADDITIONAL ASPHALT AND SITE PREPARATION, SOME OF THOSE KIND OF THINGS.
SO LIKE EVERY COMMENT THAT WE GET AND I GET MANY, YOU KNOW, IT'S AN ANALYSIS OF IS IT FEASIBLE AND WHAT ARE THE COSTS AND WHAT'S THE END USER.
WE ULTIMATELY WANT THIS TO BE PRACTICAL IN SOMETHING THAT'S GOING TO BE BENEFICIAL FOR THE NEXT 50 OR 60 YEARS IN OUR COMMUNITY.
SO PLEASE CONTINUE TO SHARE FEEDBACK.
AND WE KNOW NO MATTER WHAT WE DO, THERE WILL BE A MINOR DETAIL THAT WE MISSED ALONG THE WAY, BUT WE'RE CERTAINLY BEING VERY DILIGENT IN THINKING ABOUT HOW THIS IS GOING TO BE THE BEST USE OF THIS LEARNING EXPERIENCE FOR OUR STUDENTS IN THE NEXT 50 OR 60 YEARS.
AND THE ONLY OTHER THING I WOULD JUST WANT TO SAY IS THAT AS FAR AS THE SITE ITSELF IS CONCERNED, THIS LOOKS GREAT, ALL THINGS CONSIDERED ABOUT THE SITE.
SO THANK YOU FOR WORKING THE MAGIC WITH THAT.
WELL, THANK YOU FOR YOUR PATIENCE AND THANKS FOR ALL THE WORK YOU'RE DOING WITH THE FOLKS IN YOUR COMMUNITY. THANK YOU.
THANK YOU. THANKS. SO SO BOARD MEMBERS, THIS AGENDA ITEM DOVETAILS NICELY WITH WITH THE NEXT AGENDA ITEM.
SO THERE'S A LITTLE BIT OF PURPOSE ABOUT HOW WE DO OUR WORK.
AS YOU KNOW, OUR SCHOOL DIVISION HAS BEEN IN THE PROCESS OF LOOKING AT HOW WE CAN PLAN FOR THIS BEAUTIFUL NEW SCHOOL TO USE IT APPROPRIATELY AND EFFICIENTLY AND EFFECTIVELY OVER THE COURSE OF THE NEXT MANY, MANY YEARS.
THIS SCHOOL IS BEING BUILT FOR 700 STUDENTS, 650 K FIVE AND 70 PRESCHOOL STUDENTS.
AND AS WE BUILD THIS SCHOOL IN THE CENTER OF PART OF OUR COUNTY, WE WANT TO BE ABLE TO DRAW ATTENDANCE LINES THAT WILL ALLOW US TO HAVE FUTURE EXPANSION, NOT ONLY HERE BUT IN OUR OTHER SCHOOLS, AND USE THOSE EFFECTIVELY AS OUR OTHER SCHOOLS ARE NOT SLATED FOR NEW BUILDING UNTIL TEN OR 15 YEARS OR 20 YEARS DOWN THE ROAD.
SO WE'VE BEEN DOING BOUNDARY ADJUSTMENTS AND YOU KNOW THAT WORK.
SEVERAL PUBLIC MEETINGS HAVE BEEN HELD.
I DO PUBLICLY WANT TO RECOGNIZE OUR STEERING COMMITTEE TONIGHT, WHO HAS DEDICATED A LOT OF TIME TO THIS PROCESS.
I WILL TELL YOU THAT THEY'VE BEEN VERY THOUGHTFUL.
THEY'VE TAKEN THEIR WORK EXTREMELY SERIOUSLY.
THEY WERE DELIBERATE IN THEIR WORK AND THEY REALLY GAVE US A LOT OF GREAT INSIGHT.
AND SO I WANT TO APPLAUD THEM AND THANK THEM FOR THEIR SERVICE TO THIS COMMUNITY.
AND IN A IN SOME WORK THAT IS NOT ALWAYS FUN BECAUSE ULTIMATELY WE KNOW THAT WE'RE NOT GOING TO PLEASE EVERYBODY WITH THIS EITHER.
BUT THEY'VE PUT THEMSELVES OUT THERE.
AND SO I WANT TO RECOGNIZE THEM.
AND SO MANY OF THESE INDIVIDUALS ARE IN ATTENDANCE TONIGHT.
BUT THOSE WHO ARE NOT, I WANT TO PUBLICLY THANK THEM.
WE HAVE TOM DWYER, VERN FLEMING, BETH HARDY, MIKE TRAPANI, KRISTA RAGLAND, LIBBY ROBERTSON, ELIZABETH NELSON, LYDA DIANA GORDON, EMILY LOVING, JODY TURNER, ANDY MILLER, KEVIN MATHIS, RICHARD CARTMAN AND LINDA SASSER.
AND SO I WANT TO THANK THEM AGAIN FOR THEIR SERVICE.
THEY HAVE WORKED HARD TO PROVIDE A RECOMMENDATION TO ME AND THEN ULTIMATELY TO YOU TONIGHT AS WELL.
AND WITH THAT BEING SAID, I'M GOING TO TURN IT OVER TO MATT SACHS, WHO HAS BEEN WALKING US THROUGH THIS PROCESS, THROUGH AS A CONSULTANT WORKING ON OUR BEHALF.
REILLY. GOOD EVENING, SCHOOL BOARD MEMBERS.
THANK YOU FOR ALLOWING ME TO PRESENT THIS BOUNDARY ADJUSTMENT RECOMMENDATION THIS EVENING, WHICH IS THE RESULT OF A FOUR PLUS MONTH PROCESS ENGAGING MANY DIFFERENT GROUPS ALONG THE WAY, COMPILING A LOT OF DIFFERENT DATA.
REILLY COULDN'T HAVE SAID IT BETTER.
REALLY. THE WORK OF THIS COMMITTEE, MANY OF WHOM ARE HERE IN ATTENDANCE TONIGHT, THEIR HARD WORK HAS REALLY ALLOWED US TO GET TO THIS POINT.
THEY HAVE BEEN ENGAGED THROUGHOUT, GIVING UP A LOT OF THEIR TIME AND VERY THOUGHTFUL IN IN WHAT WE HAVE TO PRESENT HERE THIS EVENING.
SO HERE'S KIND OF THE AGENDA FOR THIS PRESENTATION.
WE'LL JUST GO THROUGH A LOT OF THE PROCESS AND DIFFERENT STEPS TO GET TO THIS POINT AS WELL AS THE WORK OF THE COMMITTEE.
WE HAD AN ONLINE SURVEY THAT WAS AVAILABLE FOR OVER THREE WEEKS FOR THE COMMUNITY TO RESPOND TO.
WE'LL GO THROUGH A LOT OF THE RESULTS OF THAT AND THEN LOOK AT THE SPECIFICS OF THE BOUNDARY RECOMMENDATION, AS WELL AS IN OUR FINAL STEERING COMMITTEE MEETING, HOW THE BOUNDARY ADJUSTMENT STEERING COMMITTEE GOT US TO THAT POINT AND THEN TALK ABOUT JUST A
[02:55:03]
FEW NEXT STEPS.AND I WOULD BE HAPPY TO ANSWER ANY QUESTIONS AS WELL.
SO THIS CHART REALLY JUST SHOWS OUR THE OVERVIEW OF OUR PROCESS FROM START TO FINISH.
WE BEGAN, I BELIEVE, THE FIRST FIRST THING OF JANUARY OF THIS YEAR, DEVELOPING AN EXISTING STATE DRAFT REPORT AND PRESENTATION.
THIS INCLUDED AN ENROLLMENT PROJECTIONS REPORT, A HOUSING ANALYSIS, AMONG OTHER MAPS AND DATA POINTS.
MOST OF THIS WAS PRESENTED TO YOU BY MY COLLEAGUES, SCOTT LEOPOLD, AT A FEBRUARY BOARD MEETING. IN THE SAME TIME FRAME, WE WORKED WITH DR.
REILLY TO ASSEMBLE A STEERING COMMITTEE, AND WE HELD TWO STEERING COMMITTEE MEETINGS IN FEBRUARY AND THE BEGINNING OF MARCH TO DEVELOP TWO DRAFT BOUNDARY OPTIONS THAT WERE PRESENTED TO THE COMMUNITY IN MARCH TO START COLLECTING FEEDBACK ON.
WE ALSO FACILITATED A IN-PERSON COMMUNITY MEETING ON MARCH 16TH.
WE TOOK ALL OF THAT FEEDBACK WE RECEIVED FROM OUR SURVEY AND COMPILED IT INTO A REPORT TO PROVIDE PUBLICLY AND AS WELL AS TO OUR STEERING COMMITTEE TO ALLOW THEM TO TO REVIEW. AND WE HAD DISCUSSION AND FEEDBACK ON THAT IN OUR FINAL MEETING ON APRIL 20TH BEFORE FINALIZING THE RECOMMENDATION TO THE SUPERINTENDENT AND ULTIMATELY TO THE SCHOOL BOARD THIS EVENING.
THIS IS KIND OF THE SAME INFORMATION JUST IN MORE OF A OF A CHART FORMAT WITH THE EXACT DATES OF ALL OF THE DIFFERENT MEETINGS.
YOU CAN SEE KIND OF THE STEPS ALONG THE WAY AND HAVE HAVE SPECIFIC MEETING DATES THAT WE WE FACILITATED ALONG THE WAY.
AT THE BEGINNING OF THIS PROCESS AND THROUGHOUT WE HAD A PROJECT WEBSITE.
THIS WAS ALSO LINKED AT THE TOP OF THE SCHOOL DIVISION WEBSITE.
THIS WAS KIND OF THE LANDING PAGE FOR ANY INFORMATION THROUGHOUT THE PROCESS, THE TIMELINE AND SCHEDULE, ALL OF THE REPORTS THAT THAT WERE GENERATED, ANY PRESENTATIONS, LINKS TO SURVEYS, ALL BACKGROUND INFORMATION THAT WAS CREATED AND THE INTEREST OF TRANSPARENCY. WE TRIED TO GET IT UP ON THIS WEBSITE AS TIMELY AS POSSIBLE.
SO AS WE'VE DISCUSSED, WE FORMED A BOUNDARY STEERING COMMITTEE TO FACILITATE THIS PROCESS, ALONG WITH OUR CONSULTANT TEAM AND THE SCHOOL DIVISION STAFF.
THIS WAS MADE UP OF 15 MEMBERS FROM ACROSS THE COUNTY OF VARIOUS GROUPS AND ORGANIZATIONS, AND THEY WERE CHARGED TO KEEP AN OBJECTIVE VIEW.
CONSIDER THE NEEDS OF ALL STUDENTS TO HOPEFULLY ARRIVE AT THE BEST BOUNDARY RECOMMENDATION FOR THE SCHOOL DIVISION AND THE COUNTY AS A WHOLE.
THEY WORKED TO DEVELOP BOUNDARY OPTIONS AND RECOMMENDATIONS IN COORDINATION WITH US AND SCHOOL DIVISION STAFF, ALSO TO INFORM THE COMMUNITY ABOUT THE PROCESS.
JUST LET PEOPLE KNOW THAT THIS WAS HAPPENING.
ENCOURAGE THEM TO COME TO MEETINGS OR TO FILL OUT THE ONLINE SURVEY AND GIVE THEIR FEEDBACK. WE HAD THREE TWO HOUR STEERING COMMITTEE MEETINGS, SO THEY DID GIVE UP A LOT OF THEIR TIME. AND MANY OF THE COMMITTEE MEMBERS ALSO ATTENDED OUR IN-PERSON MEETING ON MARCH 16. AND THE ROLE OF THE COMMUNITY THROUGHOUT THIS PROCESS WAS REALLY TO PROVIDE FEEDBACK ON THOSE CONCEPTS OR OPTIONS THAT WERE DEVELOPED ALONG WITH OUR STEERING COMMITTEE AND PRESENTED PUBLICLY.
AND WE JUST KIND OF LIKE TO STRESS THAT IT WASN'T A VOTE OF WE PUT OUT TWO OPTIONS AND WHATEVER EVERYONE THINKS IS THE FAVORITE, THAT'S THAT'S WHAT WE DO.
IT WAS AN ONGOING PROCESS TO COLLECT FEEDBACK AND MAKE ADJUSTMENTS WHEN NECESSARY.
SO TO AID THE STEERING COMMITTEE IN DEVELOPING DIFFERENT BOUNDARY OPTIONS OR SCENARIOS. IN THOSE FIRST TWO MEETINGS, WE USE MANY DIFFERENT MAPS AND TOOLS.
BUT WHAT WE DID AS A CONSULTING TEAM WAS TO SPLIT UP THE SCHOOL DIVISION INTO SMALLER GEOGRAPHICAL PLANNING UNITS.
IN THIS CASE, IT WAS ROUGHLY 100 OF THEM, AND THOSE WERE BASED ON THE EXISTING ELEMENTARY BOUNDARIES.
THEY ALIGNED TO EXISTING NEIGHBORHOODS OR SUBDIVISIONS, MAJOR ROADS, OTHER GEOGRAPHIC FEATURES. AND THAT KIND OF ALLOWED ALLOWED THE COMMITTEE TO MOVE AROUND A SPECIFIC, PREDETERMINED AREA.
AND THAT HOPEFULLY MAYBE MADE SENSE TO MOVE POTENTIALLY FROM ONE BOUNDARY TO ANOTHER AND SEE WHAT WHAT THE IMPACTS OF THAT MOVE WAS IN REAL TIME.
[03:00:02]
SO AT OUR FIRST MEETING AND AND EVEN INTO OUR SECOND MEETING, WE BROKE THE 15 COMMITTEE MEMBERS UP INTO FOUR DIFFERENT SMALL GROUPS AND THEY WORKED ON EACH CREATING THEIR OWN INDIVIDUAL BOUNDARY SCENARIO WITH, WITH THOSE TOOLS, DIFFERENT MAPS, DATA SHEETS.AND WE LOADED THOSE PLANNING UNITS INTO AN EXCEL WORKSHEET, WHICH YOU CAN KIND OF SEE A SNAPSHOT OF AT THE BOTTOM OF THIS SLIDE THAT TOLD THEM HOW MANY STUDENTS RESIDED IN THAT SPECIFIC PLANNING AREA, WHAT SUBDIVISIONS OR NEIGHBORHOODS WERE IN THAT AREA, WHAT WAS THE DEMOGRAPHIC FREE AND REDUCED LUNCH INFORMATION OF THOSE STUDENTS.
AND THEY COULD REALLY JUST CLICK ON THAT PLANNING UNIT AND REASSIGN IT FROM ONE SCHOOL TO ANOTHER. AND THEN THOSE THOSE CHARTS WOULD UPDATE IN REAL TIME WITH THE IMPACTS TO WE'VE MOVED WHATEVER 20 STUDENTS OUT OF BIRD NOW BASED ON ITS CAPACITY, ITS UTILIZATION HAS GONE FROM 90% TO 80% OR WHATEVER THE NUMBERS MAY BE.
SO WE WORKED WITH THEM THROUGH TWO MEETINGS TO REALLY REVIEW A WIDE VARIETY OF BOUNDARY OPTIONS. WE ULTIMATELY ENDED UP WITH TWO THAT WERE PRESENTED TO TO THE COMMUNITY THROUGH OUR ONLINE SURVEY AND AT OUR IN-PERSON MEETING.
BUT THAT REALLY WAS THE RESULT OF EACH OF THOSE GROUPS TRYING DIFFERENT THINGS OUT, COMING UP WITH AN OPTION, AND THEN US KIND OF COMING TOGETHER AS A LARGER GROUP TO TO WORK THROUGH WHAT WHAT TO WHAT TWO OPTIONS WE WANTED TO PRESENT AND COLLECT FEEDBACK ON.
AND WHEN DEVELOPING THOSE OPTIONS, WE HAD SOME BOUNDARY CONSIDERATIONS TO KIND OF KEEP IN MIND. AND THESE SAY ALL SAY TO THE GREATEST DEGREE POSSIBLE, BECAUSE IT'S NEVER POSSIBLE TO MEET ALL OF THESE CRITERIA AS 100% EXACTLY IN ONE OPTION, LIKE DR.
REALLY SAID, NO ONE IS GOING TO BE 100% HAPPY WITH WHAT THE THE FINAL RECOMMENDATION IS GOING TO BE.
AND SOME PEOPLE MIGHT PRIORITIZE ONE CONSIDERATION OVER ANOTHER.
WE KNOW WE HAVE TO USE THE THE FACILITIES EFFICIENTLY, BUT SOME OF THESE OTHER THINGS AT TIMES MIGHT MIGHT CLASH WITH EACH OTHER.
SO THESE CONSIDERATIONS WERE TO ATTEMPT TO KEEP NEIGHBORHOODS INTACT, BALANCE THE DEMOGRAPHICS AT EACH OF THE ELEMENTARY FACILITIES, THIS BEING THE PERCENTAGE OF STUDENTS RECEIVING FREE AND REDUCED LUNCH PROXIMITY TO SCHOOL, BALANCING FACILITY UTILIZATION RELATIVE TO THE FUTURE PROJECTED ENROLLMENT, CREATING LASTING BOUNDARIES, OR ATTEMPTING TO AVOID REPEAT REDISTRICTING FOR AS LONG AS POSSIBLE, AND TRANSPORTATION CONSIDERATIONS LIKE DRIVE TIMES, EFFICIENCY OF SCHOOL BUS ROUTING, TIME ON THE BUS, THINGS, THINGS OF THAT NATURE.
SO WE ULTIMATELY CAME UP WITH TWO DRAFT OPTIONS, ALONG WITH THE COMMITTEE THAT WERE RELEASED TO THE PUBLIC, I BELIEVE, ON MARCH 9TH, ALONG WITH OUR ONLINE SURVEY.
AND IN THAT SURVEY, WE ALSO HAD A PRERECORDED VIDEO THAT KIND OF WALKED EVERYONE THROUGH THE MECHANICS OF EACH OF THE OPTIONS, THE OVERALL PROCESS.
AND THERE WAS A LINK TO A SCHOOL LOCATOR WEBSITE WHERE YOU COULD TYPE IN YOUR ADDRESS AND SEE IN EACH OF THE OPTIONS WHETHER YOU MAY OR MAY NOT HAVE BEEN IMPACTED.
SO HOPEFULLY WE PROVIDED ENOUGH TOOLS TO MAKE IT CLEAR ENOUGH FOR FOR PEOPLE TO PROVIDE MEANINGFUL FEEDBACK.
AND WHEN WE PUT OUT THESE OPTIONS, THESE WERE JUST KIND OF A COUPLE OF REMINDERS THAT WERE INCLUDED IN THAT PRESENTATION THAT ACCOMPANIED THE SURVEY.
SO THE OPTIONS WERE CREATED BY THE BOUNDARY STEERING COMMITTEE AND CONSULTANT TEAM REALLY TO GENERATE CONVERSATION AND FEEDBACK FROM THE COMMUNITY.
THERE WAS NO PREFERRED OPTION AT THAT TIME.
WE WEREN'T PRESENTING THEM IN A WAY TO KIND OF ELICIT CERTAIN FEEDBACK THAT THAT PHASE OF THE PROCESS WAS REALLY ABOUT COLLECTING FEEDBACK, HEARING FROM THE COMMUNITY AND GETTING AS MUCH FEEDBACK AS WE COULD TO CONSIDER ALONG WITH THE COMMITTEE BEFORE MAKING THIS RECOMMENDATION.
AND AND THE FINAL BULLET POINT KNOW ALL FEEDBACK WAS CONSIDERED REGARDLESS OF VOLUME OR RECEIVED. I DON'T THINK IT WAS REALLY THE CASE HERE.
BUT JUST BECAUSE MAYBE ONE NEIGHBORHOOD OR AREA SAID THE SAME THING 100 TIMES DOESN'T NECESSARILY CARRY MORE WEIGHT THAN WHAT SOMEONE IN ANOTHER SMALL OR SMALLER AREA MIGHT HAVE TO SAY. SO I WILL JUST QUICKLY WALK THROUGH THE INITIAL TWO BOUNDARY
[03:05:06]
OPTIONS. THESE HAVE PROBABLY BEEN BEEN SEEN AND DISCUSSED AS THEY'VE KIND OF BEEN OUT THERE FOR A COUPLE OF MONTHS NOW.BUT JUST AS A REFRESHER, AND SO WE CAN SEE HOW IT COMPARES TO THE BOUNDARY RECOMMENDATION WE'LL LOOK AT HERE IN A MINUTE JUST TO KIND OF ORIENT THE DIFFERENT SHADED COLORS. SO THE GREEN, THE BLUE AND THE PINK REPRESENT THE PROPOSED BOUNDARIES IN THIS SPECIFIC OPTION.
AND THE BLACK OUTLINE SHOW WHAT THE EXISTING BOUNDARIES ARE.
SO YOU CAN KIND OF SEE WHAT'S CHANGING.
LOOKING AT THE BIRD ELEMENTARY ZONE IN OPTION ONE, THIS LOOKED AT MOVING AREAS ALONG CHAPEL HILL ROAD AND I'M KIND OF HIGHLIGHTING WITH MY MOUSE HERE.
I DON'T KNOW IF YOU'RE ABLE TO SEE IT OR NOT, JUST TO KIND OF HIGHLIGHT THE AREAS, A COUPLE OF AREAS OFF OF RIVER ROAD AND THEN DOWN ALONG HASKIN ROAD AND STOKE STATION AND THEN FOLLOWING ST PAUL'S CHURCH ROAD WEST A LITTLE BIT AND THEN LOOKING IN THE RANDOLPH AREA AND MOVE SOME AREAS ALONG MAIDENS ROAD.
SO NOW BOTH SIDES OF MAIDEN'S ROAD WOULD ATTEND GOOCHLAND ELEMENTARY.
BOTH SIDES ALONG FAIRGROUND ROAD, THE SOUTH SIDE OF BROAD STREET, UP INTO THE FAIRGROUND ROAD INTERSECTION, A PORTION OF SHEPHERD TOWN ROAD, AND THEN ALONG THE RIVER ROAD CORRIDOR, KIND OF ALONG BOTH SIDES, EXTENDING EAST UNTIL YOU GET NEAR DOVER ROAD AND SOME AREAS ALONG CARDWELL ROAD.
SO WITH THIS OPTION, THE LIVE IN UTILIZATION OF THE THREE ELEMENTARY SCHOOLS WITH THE NEW CAPACITY AT GOOCHLAND WOULD RANGE FROM 70% AT GOOCHLAND TO 78% AT BYRD.
90% OF ELEMENTARY STUDENTS WOULD RESIDE IN THE BOUNDARY OF THEIR CLOSEST SCHOOL, AND THE FREE AND REDUCED LUNCH RATE WOULD RANGE FROM A HIGH OF 33.6 AT BIRD TO A LOW OF 18.8 AT RANDOLPH. AND THIS SECOND MAP IS JUST KIND OF A.
A GRAYSCALE IMAGE TO HIGHLIGHT THE AREAS THAT WOULD BE MOVING FROM BIRD OR RANDOLPH TO GOOCHLAND ELEMENTARY.
AND IN OUR INITIAL BOUNDARY OPTION TOO, WE HAD PROPOSED THE SAME AREAS THAT WE JUST DISCUSSED MOVING FROM BIRD TO GOOCHLAND ELEMENTARY WITH THE MAJOR DIFFERENCE IN THIS OPTION BEING THE RANDOLPH AND GOOCHLAND BOUNDARY LINE.
SO WE HAVE THE SAME AREAS ALONG MAIDENS ROAD AND ON BOTH SIDES OF FAIRGROUND ROAD.
BUT IN THIS ONE, THE MAJOR DIFFERENCE BEING THAT WE DID NOT EXTEND GOOCHLAND ELEMENTARY TO THE SOUTHEAST AND TO RANDOLPH ALONG RIVER ROAD, INSTEAD TAKING TAKING BOTH SIDES OF BROAD STREET AGAIN UP UNTIL FAIRGROUND ROAD.
AND THEN ON THE AREAS NORTH OF 64, THE PERKINS VILLE ROAD PARTY PONY FARM ROAD AREAS INSTEAD. AND IF YOU COMPARE KIND OF THE THE ENROLLMENT NUMBERS, UTILIZATION AND FREE AND REDUCED LUNCH NUMBERS BETWEEN THESE TWO OPTIONS, THEY'RE THEY'RE VERY CLOSE TOGETHER, NEARLY IDENTICAL.
THE UTILIZATION RANGES FROM 71% AT GOOCHLAND TO 78% AT BYRD.
SO AGAIN, THESE NUMBERS WERE VERY IDENTICAL, JUST KIND OF A DIFFERENT WAY OF LOOKING AT CREATING THE GOOCHLAND RANDOLPH ZONE LINES.
I THINK MAYBE ONE OF THE BENEFITS OF THIS AS WELL WAS WHEN WE TALKED ABOUT 90% OF ELEMENTARY STUDENTS AND OPTION ONE WOULD RESIDE IN THE BOUNDARY OF THEIR CLOSEST SCHOOL IN THIS OPTION.
AND AGAIN, HERE IS JUST KIND OF HIGHLIGHTING THE AREAS THAT WERE PROPOSED TO CHANGE IN THIS INITIAL OPTION TO.
SO THIS NEXT SERIES OF SLIDES WILL KIND OF COVER THE THE RESULTS OF THE ONLINE SURVEY THAT WE COLLECTED FROM THE COMMUNITY.
AND FOLLOWING FOLLOWING THAT BEING CLOSED ON APRIL 1ST, WE CAN COMPILED IT INTO A FULL REPORT THAT'S AVAILABLE ON THE PROJECT WEBSITE.
IT WAS SENT TO THE TO THE STEERING COMMITTEE, I BELIEVE, AT LEAST A WEEK IN ADVANCE OF OUR FINAL OF OUR FINAL COMMITTEE MEETING.
IN THIS SURVEY, WE ASKED RESPONDENTS TO PROVIDE THEIR LEVEL OF ACCEPTABILITY FOR EACH
[03:10:06]
OF THE TWO OPTIONS, AS WELL AS GIVE THEIR INPUT ON HOW HOW WELL EACH OF THOSE OPTIONS MET THOSE SIX DIFFERENT BOUNDARY CONSIDERATIONS THAT WE THAT WE WENT THROUGH EARLIER. AND THERE WERE ALSO THREE DIFFERENT OPPORTUNITIES TO PROVIDE OPEN ENDED COMMENTS OR FEEDBACKS, ONE ON EACH OF THE OPTIONS AND THEN ANOTHER JUST KIND OF MORE GENERAL ANY ANY ADDITIONAL INFORMATION YOU WOULD LIKE TO PROVIDE.SO AGAIN, THAT WAS THAT WAS AN OPEN FOR MORE THAN THREE WEEKS.
WE WE RECEIVED A TOTAL OF 414 RESPONSES.
THAT 414 NUMBER IS REALLY JUST THE NUMBER OF PEOPLE THAT OPENED THE SURVEY AND KIND OF AT LEAST CLICKED THROUGH THE OPENING PAGE TO GET TO THE FIRST QUESTION WHEN LOOKING AT THE NUMBER OF RESPONSES TO EACH OF THOSE KIND OF MULTIPLE CHOICE QUESTIONS ABOUT THE ACCEPTABILITY OR THE BOUNDARY CONSIDERATIONS.
WE HAD AROUND 200 RESPONSES TO EACH OF THOSE QUESTIONS, AND IN TOTAL WITH THE THREE DIFFERENT COMMENT BOXES, WE HAD A TOTAL OF 110 COMMENTS.
SO THE CHART ON THIS ON THIS SLIDE, WE ASKED WE ASKED RESPONDENTS TO TELL US WHICH SCHOOL OR GROUP BEST REPRESENTED YOU.
AND OBVIOUSLY YOU COULD YOU COULD AFFILIATE WITH MORE THAN ONE SCHOOL.
NOT SURPRISINGLY, THE MAJORITY OF THE RESPONSES CAME FROM PARENTS WHO IDENTIFIED WITH WITH ONE SCHOOL OR ANOTHER.
SO THE OVERWHELMING MAJORITY OF THE RESPONSES WERE THOSE WHO IDENTIFIED AS PARENTS OF A CURRENT OR FUTURE STUDENT.
AND LOOKING AT THIS CHART, I THINK GIVEN THE KIND OF THE SCOPE OF OF THE BOUNDARY ADJUSTMENT AND THE IMPACT, I THINK WE DID GET GOOD REPRESENTATION FROM PARENTS REPRESENTING ALL FIVE OF YOUR SCHOOL FACILITIES.
THIS SHOWS THE ACCEPTABILITY FOR WHAT WAS OPTION ONE THAT WAS PUT OUT TO THE COMMUNITY.
47% FOUND OPTION ONE TO BE ACCEPTABLE TO SOME DEGREE.
WHETHER THAT'S SLIGHTLY ACCEPTABLE OR PERFECTLY ACCEPTABLE, 25% FOUND IT UNACCEPTABLE TO SOME DEGREE AND 28% WERE NEUTRAL.
AGAIN, A LOT OF DATA ON THIS CHART MAY BE A LITTLE BIT HARD TO READ, BUT WE ASKED FOR EACH OF THE TWO OPTIONS.
TO WHAT EXTENT DOES THIS OPTION KIND OF MEET THOSE SIX DIFFERENT BOUNDARY CRITERIA? I THOUGHT IT WAS INTERESTING.
THERE WAS A LARGE PERCENTAGE OF JUST NOT SURE.
I THINK TO SOME DEGREE KIND OF HIGHLIGHTS THE DIFFICULTY OF THIS PROCESS AND ALL OF THE DIFFERENT CONSIDERATIONS THAT GO INTO IT.
AND IT'S NOT YOU KNOW, IT'S NOT AS EASY AS AS MAYBE SOME MIGHT THINK.
AND SOME OF THESE THINGS ARE JUST HARD TO QUANTIFY, YOU KNOW, LIKE CREATING LASTING BOUNDARIES. WE WE WOULD LIKE TO HOPE IT LASTS FOR AS LONG AS WE CAN, BUT WE DON'T KNOW FOR SURE.
BUT I DID THINK IT WAS GOOD THAT NEARLY.
LET'S SEE. 55% OR SO FELT THAT IT USED FACILITY SPACE WISELY AND CLOSER TO 65 OR 70% FELT THAT IT DID A GOOD JOB OF KEEPING STUDENTS CLOSE TO THEIR SCHOOL, THEIR HOME SCHOOL. HERE FOR OPTION TWO, THE LEVEL OF ACCEPTABILITY, 62% FOUND OPTION TO ACCEPTABLE TO SOME DEGREE.
14% FOUND IT UNACCEPTABLE TO SOME DEGREE, WITH 23% BEING NEUTRAL.
AND AGAIN, KIND OF KIND OF THE SAME THING HERE WITH A HIGH PERCENTAGE OF NOT SURE REGARDING THESE DIFFERENT CRITERIA, BUT AN EVEN HIGHER PERCENTAGE IN THIS OPTION, WHICH IS KIND OF WHAT WE SAW IN THOSE DESCRIPTIONS BETWEEN THE TWO OPTIONS OF OF KEEPING STUDENTS CLOSE TO THEIR THEIR HOME SCHOOL.
MORE THAN 70% THOUGHT OPTION TWO DID A GOOD JOB OF THAT.
AND THESE NEXT TWO JUST KIND OF SHOW THIS THE SAME DATA IN A IN A SIDE BY SIDE COMPARISON. SO YOU CAN KIND OF SEE HOW THE HOW RESPONDENTS WEIGHED THE TWO OPTIONS AGAINST EACH OTHER.
SO CERTAINLY THE RESPONDENTS FAVORED OPTION TWO COMPARED TO OPTION ONE, WITH 62% FINDING IT ACCEPTABLE TO SOME DEGREE, WITH ALMOST 50% FINDING IT PERFECTLY ACCEPTABLE COMPARED TO 47 AND 35% FOR OPTION ONE.
[03:15:02]
AND WE HAD THE ABILITY TO KIND OF FILTER ON THOSE DIFFERENT SCHOOL AFFILIATIONS OR GROUPS TO SEE HOW HOW DIFFERENT GROUPS MIGHT RATE ANY OF THE OPTIONS OR SURVEY RESPONSES.IN GENERAL, RESPONDENTS FOUND OPTION TWO FAVORABLE, BUT ALSO WHEN WE FILTERED ON THOSE WHO AFFILIATED WITH EACH OF THE THREE ELEMENTARY SCHOOLS.
THEY ALL FOUND IT OPTION TO FAVORABLE TO OPTION ONE AS WELL.
AND HERE ARE THOSE BOUNDARY CRITERIA RESULTS AGAIN SIDE BY SIDE AS WELL.
WITHOUT DIGGING INTO IT TOO FAR, I THINK FOR ALL SIX OF THE CRITERIA RESPONDENTS FELT OPTION TO. DID A BETTER JOB FOR EACH OF THOSE AS WELL.
SO AS I MENTIONED, WE PROVIDED ALL OF THIS INFORMATION AS WELL AS ALL OF THE WRITTEN COMMENTS FOR THE COMMUNITY TO REVIEW PRIOR TO THIS APRIL 20TH FINAL COMMITTEE MEETING.
AND THEN IT WAS ALSO PLACED ON OUR PROJECT WEBSITE AT THE CONCLUSION OF THAT MEETING FOR FOR ANYONE TO REVIEW AS WELL.
SO WE MET ON APRIL 20TH, ALONG WITH THE BOUNDARY COMMITTEE, TO REVIEW A LOT OF A LOT OF THAT DATA WE JUST WENT THROUGH.
WE DID THE SAME THING WITH THEM REGARDING THE TWO OPTIONS.
WE HAD AN OPEN DISCUSSION ABOUT THE DIFFERENT FEEDBACK.
WHAT THEY TOOK AWAY FROM IT AND WHAT IT MEANT TO TO THEM AS FAR AS DEVELOPING A BOUNDARY RECOMMENDATION.
AND AFTER SOME DISCUSSION THERE WAS A MOTION BY A COMMITTEE MEMBER TO RECOMMEND OPTION TWO AND ALL OF THE COMMITTEE MEMBERS AND INTENDED THAT THAT IN ATTENDANCE THAT NIGHT VOTED AS WELL TO MAKE OPTION TO BE THE RECOMMENDATION TO THE SUPERINTENDENT.
THEY ALSO SUGGESTED THAT WE KIND OF GIVE ONE LAST LOOK AT THAT OPTION, MEET WITH THE TRANSPORTATION DEPARTMENT TO KIND OF GO THROUGH WHERE THE LINES WERE AND MAKE SURE JUST MAKE ANY FINAL MINOR ADJUSTMENTS OR CLEAN THINGS UP TO MAKE SURE WE WERE BEING EFFICIENT AS FROM A TRANSPORTATION STANDPOINT.
AND SO A FEW DAYS FOLLOWING THAT MEETING, WE DID HAVE AN HOUR OR SO MEETING WITH THE TRANSPORTATION DEPARTMENT, AND WE DID MAKE A COUPLE OF WHAT I WOULD PROBABLY CALL MINOR CHANGES BASED ON DISCUSSION WITH THEM.
SO THIS MAP SHOWS THE BOUNDARY RECOMMENDATION.
IF YOU COMPARE THE MAP AND THE NUMBERS, YOU PROBABLY THINK IT LOOKS VERY, VERY SIMILAR TO OPTION TWO.
I THINK AS FAR AS THE LIVE IN ENROLLMENT NUMBERS, BIRD WENT DOWN, ONE STUDENT AND GOOCHLAND WENT DOWN.
ONE STUDENT AND RANDOLPH WENT UP TO THE MINOR CHANGES FROM WHAT WAS OPTION TWO BASED ON OUR DISCUSSION WITH TRANSPORTATION WERE THAT WE EXTENDED GOOCHLAND ELEMENTARY A LITTLE BIT FURTHER WEST ALONG ST PAUL'S CHURCH ROAD TO INCLUDE RAGLAND ROAD, BECAUSE THAT IS A ROAD THAT THEY USE AS A BUS TURNAROUND SPOT.
SO INCLUDING THAT WITH THE ADJACENT AREAS ALONG ST PAUL'S CHURCH, THEN THEY COULD SWING DOWN THAT STREET, DO THE TURNAROUND AND GO BACK.
AND THAT JUST IMPACTED ONE STUDENT FROM BIRD TO GOOCHLAND.
AND THEN LOOKING AT THE RANDOLPH AREA IN OPTION TWO, WE KIND OF HAD A CUTOFF LINE ALONG SHEPHERD TOWN ROAD.
AND IN THE RECOMMENDATION, AFTER TALKING AGAIN WITH TRANSPORTATION, WE EXTENDED THE RANDOLPH BOUNDARY A LITTLE BIT FURTHER WEST, KEEPING SOME OF THE EXISTING RANDOLPH BOUNDARIES SO THAT SHEPHERDSTOWN ROAD WOULD EXTEND ALL THE WAY TO MAIDEN'S ROAD SO THAT ALL ADDRESSES ON OR DIRECTLY OFF OF SHEPHERD TOWN ROAD WOULD ATTEND RANDOLPH AND THAT WOULD KIND OF PREVENT US FROM HAVING A SITUATION WITH BUSSES GOING, ZIGZAGGING TO GET TO EACH SCHOOL.
SO THAT IMPACTED A FEW HOMES ALONG SHEPHERDSTOWN ROAD AND A COUPLE SMALLER NEIGHBORHOODS AND STREETS.
I BELIEVE SUMMER WIND, LANE BLACKWOOD DRIVE, LONG BRANCH DRIVE.
AND IN THOSE AREAS IT WAS JUST IMPACTING TO CURRENT STUDENTS.
NOT TO SAY THAT THERE WON'T BE POTENTIALLY OTHERS IN THE FUTURE, BUT THOSE THOSE
[03:20:01]
STUDENTS ACTUALLY WOULD BOTH BE IN MIDDLE SCHOOL BY THE 20 2425 SCHOOL YEAR WHEN THIS TOOK EFFECT.SO MINOR CHANGES IN SORT OF THE OVERALL ENROLLMENT UTILIZATION, CLOSEST SCHOOL METRICS, BUT WE THINK IT IMPROVED TRANSPORTATION EFFICIENCY.
AND THEN AGAIN, HERE IS JUST KIND OF THAT HIGHLIGHTED MAP OF THE CHANGES.
SO WITH THAT, THAT IS THE BOUNDARY RECOMMENDATION THAT I'M HAPPY TO MAKE ON BEHALF OF THE WORK OF THIS BOUNDARY ADJUSTMENT COMMITTEE.
AND KIND OF AS A FEW NEXT STEPS, WE HAVE ALSO DEVELOPED A SCHOOL LOCATOR SITE FOR THIS RECOMMENDATION SIMILAR TO WHAT WAS DONE EARLIER, SO THAT ALONG WITH THE THE FINAL RECOMMENDATION, AGAIN, PEOPLE CAN TYPE IN THEIR ADDRESS AND SEE WHETHER THEY'RE IMPACTED OR NOT.
I BELIEVE THE IDEA IS STILL FOR THE SCHOOL BOARD TO VOTE ON THIS RECOMMENDATION AT THE JUNE 14TH SCHOOL BOARD MEETING.
AND UNLESS THERE'S ANYTHING ELSE, I'D BE HAPPY TO ANSWER ANY QUESTIONS.
WE GOT TO ATTEND SEVERAL OF THE SESSIONS, BUT YOU GUYS PUT IN THE HARD WORK AND REALLY APPRECIATE IT MORE THAN I CAN TELL YOU TONIGHT.
BOARD MEMBERS, ARE THERE ANY QUESTIONS? I THINK THEY'VE DONE A GREAT JOB.
ANY QUESTIONS? JUST FOLLOWING UP TO WHAT YOU SAID, THAT THE CONCERN, THE THE DEEP QUESTIONS THAT WERE ASKED BY THE FOLKS ON THE COMMITTEE AS THEY WERE CONSIDERING ALL THIS DATA, THIS WASN'T JUST LINES ON A MAP.
THEY REALLY UNDERSTOOD THAT THEY WERE CHILDREN AND FAMILIES.
AND THEN THE RESPECT FOR THE INFORMATION FROM TRANSPORTATION, I HEARD EVERY SINGLE PERSON GOING, BUT WILL THAT WORK? SO THERE WAS SO MUCH DEPTH, SO MUCH COMMUNITY KNOWLEDGE IN THIS GROUP.
IT'S JUST IT WAS AMAZING TO BE A PART OF IT.
THOUGHT THERE'S ANOTHER PIECE OF THIS, A NON PICTORIAL PIECE THAT DR.
REILLY ADDRESSED AT LEAST TWICE AT THIS MEETING TO MINIMIZE ANY DISRUPTIVE.
AND I THINK YOU USE THE TERM GRANDFATHERING, GIVE SOME POTENTIAL FLEXIBILITY IN THIS REGARD. AND I WAS WONDERING IF YOU WOULD YOU WOULD SPEAK TO IT, BECAUSE I FOUND THAT VERY COMFORTING IN THE MIDST OF ALL THIS POTENTIAL CHANGE.
AND I THINK IT'S IMPORTANT FOR ANY PUBLIC WHO'S LISTENING.
THIS LATER THAT ULTIMATELY THIS SCHOOL BOARD HAS PRIDES ITSELF ON MAKING FAMILY FRIENDLY DECISIONS AND UNDERSTANDING THAT SOMETHING LIKE THIS CAN HAVE AN IMPACT ON A FAMILY.
AND SOME OF THE TRADITIONS ABOUT WHERE STUDENTS HAVE GONE TO SCHOOL IN THE PAST.
AND MANY YEARS AGO, THE SCHOOL BOARD CONSIDERED A POLICY THAT ALLOWED STUDENTS TO CONTINUE IN THEIR SCHOOL IF THEY WOULD BE IMPACTED BY A CHANGE LIKE THIS, SPECIFICALLY A FOURTH GRADER THAT WOULD BE RISING IN THE FIFTH GRADE, ALLOWING THAT FOURTH GRADER TO STAY IN THEIR SCHOOL.
THE SCHOOL BOARD SINCE THEN HAS MADE IT EVEN MORE FAMILY FRIENDLY, SAYING THAT IF YOU ARE PART OF A FAMILY UNIT AND YOUR CHILD IS IN FIRST GRADE AND A CHILD IS IN FOURTH GRADE, THAT ALLOWS THOSE TWO CHILDREN TO FINISH IN THEIR HOME SCHOOL.
AND SO THAT'S PART OF POLICY OR WILL BECOME PART OF POLICY UPON VOTE.
BUT ANYWAY, THAT'S THE DIRECTION THAT THE SCHOOL BOARD HAS GONE TO MAKE SURE THAT WE'RE BEING A FAMILY FRIENDLY AND WORKING WITH OUR CHILDREN SO THAT THEY HAVE A FINAL EXPERIENCE IN THAT SCHOOL. THANK YOU, MR. WRIGHT. MR. CHAIR. THANK YOU.
SO I THINK THIS QUESTION MAY BE MORE FOR DR.
REILLY THAN ANYBODY ELSE, BUT I NOTICED THROUGHOUT THAT WE WERE NOTING FREE AND REDUCED LUNCH RATES.
SO CURRENTLY BIRD IS A TITLE ONE SCHOOL WILL REMAIN A TITLE ONE SCHOOL.
AND IF IF I UNDERSTAND THE STATISTICS RIGHT NOW, GOODSON WILL HAVE THE HIGHER FREE AND REDUCED LUNCH RATE AND SO WILL THEY BE TITLE ONE SCHOOL? MR. WRIGHT THAT WAS THE QUESTION THAT WAS ASKED VERY EARLY IN THE PROCESS, AND WE RESEARCHED THAT HEAVILY.
AND ULTIMATELY OUR SCHOOL DIVISION ALLOCATION FOR TITLE ONE DOLLARS IS NOT GOING TO CHANGE. WE GET THAT POT OF MONEY AND THEN ULTIMATELY THIS BOARD WILL DECIDE HOW WE'RE GOING TO ALLOCATE THOSE RESOURCES.
DO WE CHOOSE TO SPLIT THOSE BETWEEN TWO SCHOOLS OR DO THOSE RESOURCES NOW GO TO ONE SCHOOL VERSUS THE OTHER? AND WE DO THAT THROUGH THE ANNUAL APPLICATION PROCESS, AND THAT'S A CONVERSATION THAT WE WILL NEED TO HAVE IN TIME SHOULD THESE AND WE ALL KNOW THAT THAT
[03:25:01]
MAY CHANGE ON A YEARLY BASIS.BUT IF THESE NUMBERS RING TRUE, IT MAY BE POSSIBLE POTENTIALLY THAT WE DEDICATE THOSE RESOURCES TO THE SCHOOL WITH THE HIGHEST POVERTY.
AND BASED ON THIS ANALYSIS, IT MAY BE GOOCHLAND ELEMENTARY SCHOOL.
SO I ASSUME THAT THERE'S THE THE HARD PART IS GOING TO BE HOW TO HANDLE THE THOSE DECISIONS, HOW YOU HOW YOU ALLOCATE THE USE OF THOSE DOLLARS BETWEEN THE VARIOUS SCHOOLS.
AND I'D LIKE TO ALSO COMMENT THAT.
YOU KNOW, LOOKING AROUND, SEEING THE NAMES OF THE PEOPLE ON THIS, I CAN'T THINK OF A BETTER GROUP OF PEOPLE TO GO ABOUT THIS PROCESS AND AND REALLY THE DEPTH OF KNOWLEDGE FOR MOST OF THESE PEOPLE AND THE LENGTH OF TIME THEY'VE LIVED AND WORKED IN THE COMMUNITY, THAT SORT OF THING.
JUST I'M CERTAIN THAT EVERY ONE OF THEM KNOWS MORE THAN I DO.
SO I THINK IT'S REALLY GREAT THAT YOU ALL DEDICATED SO MUCH OF YOUR TIME TO THIS, AND I REALLY DO APPRECIATE IT.
IT WAS A GREAT COMMITTEE. THANK YOU, ALEX.
HAVE A GREAT WEEK. SO BOARD MEMBERS, THIS AGAIN, IS ALL PUBLIC INFORMATION.
WE PLAN IN THE NEXT WEEK OR SO TO HAVE MAPS OUT AGAIN PUBLICLY IN AREAS WHERE OUR FAMILIES GO AND DIFFERENT OTHER PUBLIC AREAS.
AND SO EVERYTHING IS GOING TO BE ON THE WEBSITE.
WE'LL COMMUNICATE THIS THROUGH A PRESS RELEASE THAT SHOULD GO OUT SOMETIME TOMORROW.
I BELIEVE IT WILL SIT IN SUMMER FOR ANOTHER MONTH AND THEN ULTIMATELY I'LL BE PREPARED TO GIVE YOU A RECOMMENDATION AT YOUR NEXT BOARD MEETING.
YOUR VOTE WOULD THEN MAKE THAT EFFECTIVE BASED ON ANY SORT OF RECOMMENDATION I'D MAKE AT THAT TIME. SO NEXT ON THE AGENDA, BOARD MEMBERS.
THIS IS WORK THAT HAS BEEN HAPPENING BEHIND THE SCENES IN OUR SCHOOL DIVISION FOR NEARLY A YEAR OR SO. AND YOU ARE WELL AWARE OF THE CHALLENGES THAT SCHOOL DIVISIONS ARE HAVING REGARDING RECRUITING AND RETAINING TALENT.
WE'LL TALK ABOUT THAT LATER ON TONIGHT AS WELL.
THIS IS AN ADDITIONAL STRATEGY.
IT'S GOING TO ALLOW US TO PROVIDE A PIPELINE OF TALENT FROM OUR OWN HIGH SCHOOL, HOPEFULLY TO RETURN BACK TO US AND TEACH FOR GOOCHLAND COUNTY PUBLIC SCHOOLS IN THE FUTURE.
WE'VE CALLED IT THE QUARRELS FELLOWSHIP.
AND SO DR. ARMSTRONG IS GOING TO PROVIDE SOME INFORMATION ABOUT THE WORK WE'VE BEEN DOING OVER THE COURSE OF THE PAST 12 MONTHS.
ALL RIGHT. THANK YOU, DR. REILLY.
BUT ABOUT WHERE WE HAVE BEEN MENTIONED, THAT MARCH 2020 MEETING.
AND THEN FROM THERE WE CAME BACK LAST MAY, A YEAR AGO THIS MEETING TO TALK A LITTLE BIT MORE ABOUT THAT GOOCHLAND APPROACH AND WHERE I THINK WE'RE GOING TO DISTINGUISH OURSELVES AND THE QUALS FELLOWS PROGRAM IS, IS IN THAT PERSONALIZATION PIECE.
THERE ARE MANY DIVISIONS THAT SIMPLY SAY, HEY, GO TO COLLEGE, BECOME A TEACHER, COME BACK, WE'LL GIVE YOU A BONUS, WE'LL GIVE YOU A SCHOLARSHIP.
BUT THERE'S REALLY NO WORK ON THE FRONT END TO CONNECT STUDENTS WHO ARE CURRENTLY IN SCHOOL WITH TEACHERS UNLESS YOU'RE IN THE TEACHERS OF TOMORROW PROGRAM.
BUT WE KNOW THAT WITH THE OFFERINGS OUR STUDENTS HAVE, SCHEDULING BECOMES VERY COMPLICATED FOR KIDS.
SO THIS IS AN OPTION FOR STUDENTS WHO MAY NOT HAVE IT IN THEIR SCHEDULE TO WHERE THEY CAN TAKE TEACHERS FOR TOMORROW BECAUSE THEY'VE GOT ACA, THEY GOT BLUE RIDGE, THEY GOT BAND, BUT THEY STILL BECOME INVOLVED IN THIS.
IF THEY FEEL THEY MAY HAVE AN INTEREST AND BECOME AN EDUCATOR WITHOUT HAVING TO SACRIFICE THAT CLASS TIME.
SO WHAT NOW? THIS FLIER IS GOING TO GO OUT THIS WEEK, I HOPE, AFTER I RECEIVE ANY FEEDBACK FROM YOU ALL THIS EVENING, THAT IS GOING TO HOPEFULLY START TO GET SOME BUZZ GOING IN OUR HIGH SCHOOL AMONG THE STUDENTS THERE.
AND YOU CAN SEE HERE, IF YOU TAKE A LOOK AT THIS AND WE'LL PUT IT ON SOCIAL MEDIA AND MAKE A PUBLICITY SPLASH WITH THIS, IT REALLY GIVES SOME BULLET POINTS ABOUT WHAT WE INTEND TO DO WITH THE QUIROZ FELLOWS PROGRAM.
WE WERE GOING TO OPEN IT UP TO BEGIN WITH OUR CURRENT 10TH GRADE STUDENTS THAT CAN EXPAND IN THE YEARS TO COME, BUT I'D PREFER TO START SMALL.
SO AS WE ADMINISTER THIS FOR THE FIRST TIME AND THEN THEY WILL BE ABLE TO PAIR UP WITH A TEACHER MENTOR, THE WORD MENTOR.
I'M STILL PLAYING WITH THAT A LITTLE BIT, BUT A TEACHER CONNECTION THAT THEY CAN REALLY GET TO KNOW, ESTABLISH A RELATIONSHIP WITH DURING 11TH AND 12TH GRADES AND THEN THEY
[03:30:01]
WOULD QUALIFY FOR THAT QUARRELS SCHOLARSHIP DURING THEIR SENIOR YEAR IF THEY HAVE GONE THROUGH THE PROGRAM FOR THOSE TWO YEARS.AND IF YOU DO GO OFF TO COLLEGE AND COME BACK HERE TO GOOCHLAND COUNTY PUBLIC SCHOOLS, AS A TEACHER, YOU WOULD QUALIFY FOR A SIGNING BONUS AMOUNT TO BE DETERMINED BASED ON BUDGET CONDITIONS, ETC.
AND THEN YOU CLICK ON THAT QR CODE THERE.
AND THAT'S GOING TO TAKE YOU TO THIS VERY SIMPLE GOOGLE FORM.
WHICH IS REALLY ASKING YOUR NAME, YOUR CURRENT GRADE LEVEL.
WE'RE NOT GOING TO TELL ANYBODY WHO'S NOT IN THE 10TH GRADE.
YOU'RE NOT INTERESTED. JUST PASS THEM ON AND WE'LL DEFINITELY SHARE SOME INFORMATION ABOUT THIS, THEIR ACTIVITIES, WHETHER THEY'RE PLANS FOR AFTER HIGH SCHOOL AND WHAT THEY THINK QUALIFIES THEM TO BE A CHORUS FELLOW.
WHAT'S GOING TO DISTINGUISH THEM ABOUT THAT? I DON'T WANT THIS TO BE A A HIGHLY COMPETITIVE PROGRAM.
WE DO WANT TO BE AWARE OF OUR PARAMETERS AND WHAT OUR CAPACITY CAN REALLY HANDLE WITH STAFFING. AND I DO WANT TO TALK A LITTLE BIT ABOUT HOW I ENVISION US ADMINISTERING THE PROGRAM. ANY QUESTIONS SO FAR? OKAY. SO WHERE WE'RE GOING BEGIN WITH THIS THE PUBLICITY.
SCHOOL ANNOUNCEMENTS. SOCIAL MEDIA GATHER THAT FEEDBACK USING THE GOOGLE FORM TO REALLY GAUGE INTEREST IN OUR CURRENT STUDENTS.
AND HERE'S THE PIECE THAT I REALLY WANT TO PUSH.
ONE IS ASSIGNING A CURRENT STAFF MEMBER AS THAT GROW YOUR OWN COORDINATOR.
I THINK HAVING SOMEONE WHO IS THERE IN THE HIGH SCHOOL NOW WHO IS CONNECTED WITH STUDENTS AND I'VE GOT SOME SOME NAMES IN MIND TO BE ABLE TO REALLY HELP ADMINISTER THIS WOULD MAKE IT A LOT MORE MEANINGFUL.
I COULD DO IT, BUT I DON'T HAVE THE SAME CONNECTION WITH STUDENTS AT THE HIGH SCHOOL AND I KNOW WE LOST THEIR STUDENT REP.
I'D LOVE TO HEAR HIS FEEDBACK ABOUT THIS THAT SOME OF THE STAFF MEMBERS THERE HAVE.
WE HAVE A LINE FOR THIS IN THE BUDGET THAT I CURRENTLY HAVE AND I'LL WORK THROUGH.
DEMETRIUS REALLY VETTING OF OUR STIPENDS TO SEE WHAT WOULD BE A A REASONABLE STIPEND FOR THIS INDIVIDUAL TO HAVE TO HELP COORDINATE THESE ACTIVITIES.
THEN THE SUMMER MEET WITH THAT COORDINATOR, TALK ABOUT THE STUDENT INTEREST.
SEE WHAT WE RECEIVED IN THAT GOOGLE FORM PLAN FOR THESE PARTNER ASSIGNMENTS WITH TEACHERS AND STUDENTS, AND THEN HAVE THAT COORDINATOR REALLY DEVELOP.
I ENVISION THIS BEING QUARTERLY PROGRAMING, AND THE PROGRAMING COULD BE ANYTHING FROM TALKING TO TEACHERS AS A GROUP AFTER SCHOOL ONE DAY AT THE HIGH SCHOOL.
TALKING TO ADMINISTRATORS, DR.
TO HOPEFULLY GIVE THEM A REALLY GOOD PERSPECTIVE ABOUT NOT JUST TEACHING IN TERMS OF WHAT HAPPENS IN YOUR CLASSROOM, BUT TEACHING IN THE CONTEXT OF THE LANDSCAPE RIGHT NOW OF PUBLIC EDUCATION IN GENERAL.
I THINK HAVING THAT AWARENESS IS GOING TO BE REALLY IMPORTANT FOR ANYONE WHO WANTS TO GET INTO THIS PROFESSION. I THINK SOMETIMES WE TEACH OR PREP PROGRAMS MIGHT SHORTCHANGE THAT A BIT. WE FOCUS SO MUCH ON WHAT'S HAPPENING WITH THE TEACHING AND THE LEARNING, BUT THERE IS A BIGGER CONTEXT WE'VE GOT TO BE AWARE OF IF WE'RE GOING TO MAKE IT IN THIS GAME.
AND THEN QUARTERLY DIALOGS PANELS.
AND AGAIN, I'LL RELY A LOT ON THE COORDINATOR TO HELP DEVELOP THIS AND AND DEFER TO THEIR FEEDBACK ON WHAT HE OR SHE THINKS WOULD BE EFFECTIVE FOR REALLY MAKING THIS MEANINGFUL FOR STUDENTS.
SO THE END RESULTS, WE HOPE THAT THEY'RE GOING TO GAIN SOME FIRSTHAND EXPERIENCE BY VISITING CLASSROOMS, LEARNING FROM THESE PARTNER TEACHERS.
THEY'RE GOING TO BE EXPOSED TO THOSE SCHOOL AND DIVISION LEVEL DIMENSIONS OF THE EXPERIENCE. THEY MAINTAIN INVOLVEMENT AND THEY WILL QUALIFY FOR THAT SCHOLARSHIP AND THEN THEY WILL BE CONTACTED REGULARLY POST GRADUATION.
AND ONE THING WE TALKED ABOUT IN OUR EASTERN STATES VISIT WITH ONE OF OUR COLLEAGUES WAS ONE OF THE DIVISIONS WORK AND REALLY MAINTAIN THAT CONNECTION WITH STUDENTS ALL THE WAY UNTIL THEY GRADUATE.
AND I'M TRYING TO REMEMBER IF IT WAS SAINT CHARLES PARISH OR IF IT WAS KINGSPORT.
BUT BUT WE HEARD ABOUT A DIVISION THAT HAS DONE A VERY SOLID JOB IN MAINTAINING THAT CONTACT. SO THEY'RE COLLECTING GOOD DATA ON HOW EFFECTIVE IS OUR WORK, HOW MANY OF OUR STUDENTS ARE GOING TO COLLEGE AND GRADUATING OR GOING TO THE WORKFORCE.
SO WE'RE I THINK THIS COULD BE A WAY TO DO THAT AS WELL.
WE'LL STAY IN TOUCH WITH THESE STUDENTS, SEND THEM SOME SOME SWAG EVERY ONCE IN A WHILE. HAVE DR. REALLY GIVE THEM A CALL.
HEY, YOU WANT TO COME BACK AND TEACH? THINK ABOUT THE RECRUITMENT PIECE AS WELL, AND THEN ADMINISTER THAT BONUS WHEN THEY DO COME BACK. I ENVISION A BIG KICKOFF.
I'D LOVE TO INVITE MR. QUARLES FAMILY TO COME JOIN US AND REALLY MAKE THIS AN EVENT THAT MAKES A SPLASH IN THE COMMUNITY AS WELL. SO THAT IS JUST A HIGH LEVEL HIGHLIGHT UPDATE FOR YOU ON THE CHORUS FELLOWS. I HOPE TO REALLY START GETTING THE WORD OUT HERE IN THE NEXT FEW WEEKS.
GET THAT COORDINATOR ON BOARD, ASSIGN THAT STIPEND, AND THEN DEVELOP THIS PROGRAM IN THE SUMMER SO THAT WE CAN REALLY MAKE A SPLASH THIS FALL.
I'D LOVE TO HEAR YOUR FEEDBACK OR QUESTIONS.
YES, MR. CHAIR, I HAVE SOME SOME COMMENTS.
SO FIRST OF ALL, I REALLY APPRECIATE HOW THIS DESIGN INCLUDES THAT CONNECTION PIECE
[03:35:05]
STARTING EARLIER, BECAUSE ANYONE WHO KNOWS MR. QUARLES AND HIS WORK IN THE COMMUNITY, HE WAS ENGAGED IN SUPPORTING PEOPLE.AND WHAT WHAT DO YOU WANT TO BE BASICALLY AND AND REALLY GUIDING THEM TO TO FIND THAT RIGHT EDUCATION AND TO TO SEEK THOSE OPPORTUNITIES.
SO THANK YOU FOR INCLUDING THAT.
I KNOW THAT WE HAVE SOME SENIORS THAT ARE INTERESTED IN BEING OUR TEACHERS.
SO BASED ON THIS, IT DOESN'T LOOK LIKE THEY'RE GOING TO BE ELIGIBLE.
AND HONESTLY, I MEAN, WITH THEM WALKING OUT THE DOOR IN JUNE, THEY WOULDN'T BE ABLE PARTICIPATE IN THE FELLOWSHIP PROGRAM.
BUT I DON'T SEE ANY REASON WHY WE COULDN'T AT LEAST GET THEIR INFORMATION.
THEY SAY, HEY, I'M A SENIOR AND I'M THINKING ABOUT GOING INTO EDUCATION.
WE MIGHT NOT KNOW THAT RIGHT NOW.
THEY MIGHT NOT BE IN TEACHERS OF TOMORROW AT GRADE 12 TO MY SURVEY THERE.
AND IF THEY SAY THAT, HEY, LOOK.
REACH OUT TO HIM. GIVE US YOUR INFORMATION.
WE WOULD LOVE TO TALK TO YOU MORE WHEN YOU'RE GETTING READY FOR GRADUATION.
THAT'S THAT'S AN EASY WIN RIGHT THERE.
I TALKED TO SOMEONE ON GOOCHLAND DAY.
AND I THINK THAT WAS MY ONLY QUESTIONS THERE.
SO AGAIN, THANK YOU FOR ALL THE WORK ON THIS AND I THINK IT WILL.
IT DOES REPRESENT MR. QUARLES WELL, IT'S A GREAT TRIBUTE.
THANK YOU, MR. CHAIR. I SEE THAT THERE'S A AMOUNT AND DETAILED CRITERIA TO BE DETERMINED. SO A LOT OF MY QUESTIONS WERE LIKE, WOULD THE SIGNING BONUS BE IN ADDITION TO ANY OTHER PROGRAMS WE MIGHT BE OFFERING AT THAT TIME SO THAT IT'S REALLY DIFFERENTIATED AS SOMEONE WHO CAME THROUGH THIS PROGRAM? IT'S HARD TO FORECAST THAT.
THAT'S THE ONLY THING I KNOW. IT'S IMPOSSIBLE, BUT LIKE TO BE NIMBLE WITH THAT.
BUT IF YOU SET IT ASIDE AS LIKE, HEY, THIS IS ABOVE AND BEYOND ANY OTHER RETENTION OR ACQUISITION STRATEGY WE HAVE.
THE OTHER THING IS THE TIMING FOR THE PUBLICITY.
I DON'T KNOW ABOUT ANYBODY ELSE'S KID, BUT MINE'S GOT LIKE ONE FOOT OUT THE DOOR AND AN ARM OUT THE WINDOW LIKE SHE'S READY TO GO.
AND I JUST I'M SENSITIVE TO ARE WE GOING OUR KIDS EVEN STILL, LIKE, THINKING RIGHT NOW THEY GOT THREE WEEKS TO GO AND YEAH.
AND I THINK THIS WOULD JUST BE THE BEGINNING.
I WOULD I WOULD MAYBE COME BACK AROUND IN THE REGULAR INTERVALS.
AND IF WE IF WE DO THIS, PUT IT OUT THERE NOW, PUT THE SEED OUT THERE NOW AND DO A RINSE AND REPEAT WHEN THEY COME BACK IN AUGUST.
ABSOLUTELY. AND THINK ABOUT MAYBE IN OCTOBER, NOVEMBER KICKOFF.
I DIDN'T WANT FOLKS TO GET LEFT BEHIND.
AWESOME. I WAS JUST GOING TO SAY, I KNOW THAT YOU WERE TALKING A LITTLE BIT ABOUT YOUR CAPACITY TO HANDLE THESE THINGS, BUT IN MY MIND.
GIVEN WHERE THE PROFESSION IS GOING AND EVERYTHING, I THINK WE SHOULD VIEW THIS IN THE SAME WAY THAT WE ULTIMATELY ENDED UP VIEWING ACCESS TO ACA, WHERE IT'S BRINGING EVERYBODY, EVERYBODY WHO'S INTERESTED, COME ON, LET'S PLAY.
IT'S NOT. OBVIOUSLY, THERE'S A LOT OF TV ADS IN HERE.
YES. BUT I THINK WE SHOULD EMBRACE A PROBLEM THAT POPS UP FOR US.
I THINK I THINK THAT'S SOMETHING THAT WOULD BE EASY TO FIND A SOLUTION FOR.
ABSOLUTELY. SO THEN ONCE WE'VE GATHERED THAT FEEDBACK AND WE HAVE AN IDEA OF HOW MANY STUDENTS ARE INTERESTED, I AGREE.
THE ANSWER IS NOT TO IMMEDIATELY SAY NO.
THE ANSWER IS TO SAY, OKAY, YES, HOW CAN WE.
RIGHT. AND YEAH, AND I MEAN, WE HAVE TO THINK REALISTICALLY.
I KNOW THINKING ABOUT MY OWN KIDS, YOU KNOW, THEY MAY SAY THAT THEY'RE INTERESTED HERE.
THEY MAY BE INVOLVED FOR A YEAR AND NOT BE INTERESTED.
THEY MIGHT BE INVOLVED UNTIL THEY'RE THROUGH THE SECOND YEAR OF COLLEGE AND DECIDE TO TAKE A DIFFERENT MAJOR.
AND, YOU KNOW, IT'S GOING TO THINK ABOUT IT KIND OF LIKE A FUNNEL, RIGHT, THAT HAS A WHOLE LOT OF HOLES IN IT ALONG THE WAY.
I'M GOING TO SAY, IF YOU'RE HOPING TO GET A LOT OF PEOPLE THROUGH THE THROUGH THE FUNNEL AND INTO THE BOTTLE, IF YOU ARE IF YOU WILL, BUT THERE'S GOING TO BE A LOT OF THINGS TO FALL OUT ALONG THE WAY.
SO WE NEED TO RECOGNIZE THAT AND MAKE SURE THAT WE'RE PUTTING AS MANY PEOPLE INTO THE TOP OF THE FUNNEL AS POSSIBLE.
ABSOLUTELY. AND I THINK ADAPTING TO THAT WILL BE IMPORTANT.
AND I TRY TO MAKE THIS AS LOW MAINTENANCE FOR STUDENTS AS IT COULD BE.
I DON'T WANT THIS. I DON'T WANT THE STUDENT TO SEE THIS AND THINK THIS IS GOING TO BE A HUGE TIME COMMITMENT LIKE IT WOULD BE PLAYING ON A SPORTS TEAM OR BEING INVOLVED IN THEATER. I KNOW THOSE THINGS ARE ALREADY THERE FOR OUR STUDENTS.
WE WANT THIS TO BE SOMETHING THAT'S THAT'S SPECIAL, BUT IT'S NOT GOING TO BE SOMETHING THAT'S GOING TO REALLY REQUIRE A TON OF WORK.
IT'S ABOUT EXPOSURE FOR THESE STUDENTS, RIGHT? I'D ALSO LIKE TO SAY I THINK THIS IS A GREAT WAY OF HONORING BILL.
[03:40:01]
ALL RIGHT. WELL, THANK YOU, DOCTOR.THE LAST ITEM ON YOUR INFORMATION AGENDA TONIGHT IS A POLICY UPDATE.
AND JUST FOR THE BENEFIT OF THE PUBLIC WHO IS HERE TONIGHT AND MAY BE WATCHING, I'M JUST GOING TO GO BACK AND RECREATE HISTORY FOR THE LAST NINE MONTHS OR SO.
AND IF YOU REMEMBER, IN JULY, WE HAD A CONVERSATION ABOUT THE DEVELOPMENT OF A POLICY REVIEW COMMITTEE THAT WAS COMPRISED OF BOARD MEMBERS AND STAFF.
AND SO THE BOARD AGREED TO THAT, ESTABLISH THAT PROCESS.
HORN SERVE AS YOUR REPRESENTATIVES ON THAT POLICY REVIEW COMMITTEE.
THAT POLICY REVIEW COMMITTEE, OF COURSE, INVOLVE STAFF DEPENDING ON WHAT THE NATURE OF ANY SORT OF POLICY UPDATE MAY BE.
IT COULD BE ANYBODY IN THIS ROOM AND BEYOND.
AND SO ULTIMATELY, THAT'S A WORK SESSION.
THAT'S AN OPPORTUNITY TO REVIEW THE POLICY RECOMMENDATIONS FROM THE VIRGINIA SCHOOL BOARDS ASSOCIATION, AS WELL AS STAYING RELEVANT AND CURRENT TO WHAT'S HAPPENING IN OUR EVER CHANGING WORLD.
FOR THE LAST SEVERAL MONTHS, YOU'VE REVIEWED THE WORK THAT HAS BEEN DONE BY THE POLICY REVIEW COMMITTEE. YOU HAVE HEARD THOSE RECOMMENDATIONS AT FIRST READING AND ULTIMATELY THE FIVE OF YOU AS A BODY HAVE THE AUTHORITY TO SAY, YES, I LIKE WHAT IS BEING PRESENTED TO ME.
I WOULD RECOMMEND THAT WE MAKE A MINOR MODIFICATION THERE, SEND IT ON TO THE SECOND READING OR SEND IT BACK TO THE COMMITTEE.
YOU'VE DONE A VARIETY OF THINGS JUST OVER THE COURSE OF THE PAST NINE MONTHS.
POLICY BEYOND HIRING AND EVALUATING YOUR SUPERINTENDENT IS THE MOST IMPORTANT THINGS THAT YOU DO. IT SETS THE TONE FOR THIS ORGANIZATION AND ULTIMATELY THE FIVE OF YOU ESTABLISH THAT POLICY THROUGH A MAJORITY OF VOTE.
YOU'RE GOING TO BE PRESENTED WITH FIRST READING POLICIES.
TONIGHT. YOU HAVE A CHOICE TO DETERMINE WHAT YOU WANT TO DO WITH ANY OR ALL OF THESE POLICIES THIS EVENING.
ULTIMATELY, ANY POLICY SITS FOR TWO MONTHS.
THE PUBLIC HAS THE ACCESS AND THE OPPORTUNITY TO REVIEW ALL OF THESE POLICIES, AND THEN IT SITS FOR A SECOND MONTH BECAUSE THAT'S THE IMPORTANCE OF POLICY.
WE'LL MAKE SURE THAT OUR PUBLIC HAS ACCESS TO IT AND CAN PROVIDE FEEDBACK AS APPROPRIATE. SO THAT BEING SAID, MR. E SERVES AS YOUR REPRESENTATIVE WHO LEADS THE POLICY REVIEW STEERING COMMITTEE, AND SO SHE IS HERE TO PRESENT YOU WITH A VARIETY OF POLICIES AND MAY EVEN PROVIDE SOME HIGHLIGHTS TO SOME. THANK YOU, DR.
REILLY. WELL, FOR THE MAJORITY OF THESE POLICIES THAT WE'RE PRESENTING TONIGHT, A LOT OF THEM ARE NON SUBSTANTIVE, VERY MINOR.
SO I REALLY JUST WANT TO POINT YOUR ATTENTION TO ON YOUR EXPLANATION SHEET, THE FIRST FOUR.
HCD AND IT'S GOT A REGULATION WITH IT.
AND THEN THE SISTER POLICY AND THE SISTER REGULATION.
SO I'M REALLY GOING TO TAKE A LOOK AT THOSE FIRST TWO.
BUT PLEASE KNOW THAT THE SECOND TWO ARE VERBATIM.
FIRST, PLEASE ALLOW ME TO BEGIN BY SAYING THAT WE VALUE COMMUNITY FEEDBACK AND PROVIDE A VARIETY OF AVENUES FOR THAT FEEDBACK.
THE SCHOOL BOARD POLICY COMMITTEE IS PROPOSING THIS REVISION TO POLICY BDD.
IT'S REGULATION AND SISTER POLICY AND REGULATION TO REFLECT PUBLIC COMMENT PRACTICE AS IT'S BEEN DONE FOR MANY YEARS AND TO CLARIFY ANY MISCONCEPTIONS OF IT.
AND AS DR. REILLY STATED, THE BEAUTY OF FIRST READING IN THE POLICY REVISION PROCESS IS TO PROVIDE THAT OPPORTUNITY FOR PUBLIC FEEDBACK.
AND SO IF WE TAKE A LOOK AT HCD, YOU COULD SEE A LOT OF IT IS REALLY JUST CAPITALIZING THINGS.
BUT THE SECOND PARAGRAPH HAS BEEN STRICKEN, AND IN THE THIRD PARAGRAPH WE WANTED TO CLARIFY EXPECTATIONS FOR PUBLIC COMMENT AS SPEAKERS OR OTHER MEMBERS OF THE AUDIENCE MAY NOT TRANSFER THEIR ALLOCATED TIME TO ANOTHER INDIVIDUAL.
IN THE REGULATION, YOU WILL NOTICE NUMBER THREE WAS STRICKEN AND REVISED TO READ.
THE SCHOOL BOARD MAY RESPOND TO QUESTIONS AT A LATER DATE BECAUSE THAT IS PRACTICE.
AND THEN NUMBER FOUR, WE HAVE SOME PORTION OF IT STRICKEN AND REVISE TO READ EACH SPEAKER'S ALLOCATED 3 MINUTES TO SPEAK AND MAY NOT TRANSFER THAT ALLOCATED TIME TO ANOTHER INDIVIDUAL.
IN ADDITION, MEMBERS OF THE AUDIENCE MAY NOT TRANSFER THEIR ALLOCATED TIME TO ANOTHER INDIVIDUAL. SO THOSE ARE PROPOSED REVISION.
STILL. WE'RE STILL ON THE FIRST PART.
SO H CD WAS THAT SPEAKERS OR OTHER MEMBERS OF THE AUDIENCE MAY NOT TRANSFER AND THEN THE REGULATION TO IT IS THAT SECOND ONE DOWN THREE AND FOUR HAVE BEEN REVISED.
MR. CHAIR, WOULD YOU LIKE QUESTIONS NOW OR ONCE YOU'VE GONE THROUGH THE SLATE?
[03:45:02]
THAT IS THE ONLY THOSE WERE THE ONLY TWO THAT I WANTED TO KIND OF POINT TO, UNLESS ANYBODY HAS QUESTIONS FOR SURE.I RECOGNIZE THERE'S A DIFFERENCE BETWEEN THE ACTUAL POLICY AND THEN THE REGULATION, BUT THERE ARE SOME INCONSISTENCIES.
SO, FOR EXAMPLE, IN BD, H PERSONS WISHING TO ADDRESS THE SCHOOL BOARD ARE REQUESTED TO CONTACT THE SUPERINTENDENT, THE SCHOOL BOARD CHAIR OR THEIR CHAIRS DESIGNEE FOR PLACEMENT ON THE AGENDA.
BUT IN THE ACTUAL REGULATION, WE'RE SAYING THEY SHOULD SIGN UP WITH THE CLERK PRIOR TO THE BEGINNING OF THE MEETING.
SO IF I'M A MEMBER OF THE COMMUNITY, I'M NOT SURE WHO I SHOULD GO TO AND THAT COULD BE A LITTLE CONFUSING.
ALSO, IN THE SPIRIT OF JUST KIND OF EFFICIENCY AND EASE OF ACCESS, MIGHT IT BE HELPFUL TO PROVIDE THE EMAIL ADDRESS FOR THE PERSON WITH WHOM THEY SHOULD SIGN UP? BECAUSE MOST OF US LIVE IN THE ERA OF TECHNOLOGY, SO THAT'S JUST A SUGGESTION ON THAT ONE. ALSO, AGAIN, BDD STATES ANY MEMBER OF THE SCHOOL BOARD DESIRES FURTHER INFORMATION. THE MEMBER ADDRESSES THE SPEAKER ONLY WITH THE PERMISSION OF THE CHAIR, BUT IN THE CORRESPONDING REGULATION IT SAYS THAT THE SCHOOL BOARD MAY RESPOND AT A LATER DATE.
SO WE'VE GOT A DIFFERENCE BETWEEN WHAT THE POLICY SAYS MIGHT BE THE PRACTICE VERSUS WHAT THE REGULATION IS DICTATING.
THANK YOU. I DON'T THINK WE NOTICED THIS.
THAT'S OKAY. I'VE GOT TWO MORE OK AGAIN, LOOKING AT THE POLICY OF REASONABLE PERIOD OF TIME, AS DETERMINED BY THE SCHOOL BOARD CHAIR WILL BE ALLOCATED AT EACH REGULAR MEETING FOR COMMUNITY MEMBERS TO PRESENT MATTERS OF CONCERN IN THE REGULATION.
WE GET REALLY SPECIFIC ABOUT 3 MINUTES AND I JUST WANT TO MAKE A SIMPLE OBSERVATION.
TONIGHT. WE HEARD FROM OUR COMMUNITY AND IT TOOK ALL OF 12 MINUTES.
LIKE, I'M NOT SAYING WE LEAVE THE DOOR WIDE OPEN, BUT I WOULD LOVE FOR US TO NOT NECESSARILY BE PRESCRIPTIVE TO JUST 3 MINUTES AND CONSIDER THAT AS AN OPTION.
AND THEN THE LAST DIFFERENCE I FOUND AGAIN, THE POLICY SAYS THAT IS BEING REMOVED.
THE STATEMENT THAT'S BEING STRICKEN.
NO ONE IS ALLOWED TO MAKE ADDITIONAL PRESENTATIONS UNTIL EVERYONE WHO WISHES TO SPEAK AS AN OPPORTUNITY TO.
BUT IN THE REGULATION WE'RE MAKING A MAY NOT TRANSFER ALLOCATED TIME TO SOMEONE ELSE.
REILLY. YOU SAID IT REALLY WELL.
POLICY SETS THE TONE AND I THINK WE COLLECTIVELY HAVE AN OPPORTUNITY TO CREATE.
ENGAGEMENT WITH THEIR COMMUNITY IN THIS SESSION.
I GET THAT THEY CAN EMAIL ANY ONE OF US AT ANY TIME, THEY CAN SCHEDULE MEETINGS AND SO FORTH, BUT THIS IS THEIR FORUM TO SHARE THEIR PERSPECTIVES.
AND I WOULD LOVE FOR US TO FIND A WAY TO REMOVE ANY IMPEDIMENTS FOR THEM TO BE ABLE TO DO SO. SO IF.
MR. CHAIR, JUST A BIT ON THAT.
I APPRECIATE YOUR PERSPECTIVE ON THAT.
STATE WIDE, IF YOU REVIEW ALL THE OTHER COPIES OF THIS POLICY, YOU WILL SEE THAT 3 MINUTES IS THE STANDARD AMOUNT OF TIME.
AND SO OFTEN, AS WE HAVE SEEN FROM SOME OF THE PUBLIC COMMENT, 3 MINUTES IS IS A GOOD TIME TO GET THE POINT ACROSS WHERE WE ARE.
I THINK THE PUBLIC IS MISSING AN OPPORTUNITY, IS PROVIDING A COPY OF THEIR FULL COMMENTS BECAUSE WE RARELY GET THOSE.
SO I WOULD CERTAINLY WANT TO MAYBE EMPHASIZE THAT MORE IN THE POLICY AS WE MOVE FORWARD.
THE REGULATIONS GETS INTO HOW IT ACTUALLY WORKS.
SO IF THERE IS SOMETHING THAT'S MORE SPECIFIC IN THE REGULATION, THAT'S WHY BECAUSE THAT'S REALLY HOW IT WORKS AT THE MEETING.
SO AGAIN, ACROSS THE STATE, 3 MINUTES IS A TIMELINE.
THIS POLICY IS SO FAR LESS RESTRICTIVE THAN MANY OF THE EXAMPLES THAT WENT BEYOND THAT TO INCLUDE YOU CAN'T TALK ABOUT THIS, THIS, THIS, THIS, THIS.
WE WILL HAVE A TOTAL OF 30 MINUTES IF YOU DON'T GET A TURN TO BAD.
SO WE HAVE PROVIDED THE OPTION OF EXCUSE ME, THE OPPORTUNITY FOR ANYONE WHO WANTS TO SPEAK TO DO SO.
I THINK YOUR POINT ABOUT WHO DO YOU ADDRESS PERHAPS THE REGULATION TALKING ABOUT STRICTLY
[03:50:02]
DIRECTED TO THE TO SPIN IT OUR CLERK IS BECAUSE IF YOU'RE HERE AT THE MEETING I THINK IT'S TALKING ABOUT IF YOU'RE HERE, THAT'S WHO YOU ADDRESS.BUT WE CAN CERTAINLY CARRY THOSE OVER.
BUT IF THEY'RE HERE SENDING IT TO ME AND TO YOU AND DOWN THE LINE, WOULDN'T BE ANY ANY HELP TO MS..
BENNETT TO HELP ORGANIZE THAT INFORMATION FOR THE CHAIR.
SO I THINK THAT'S MAYBE PART OF IT AS WELL.
BUT I THINK THAT WE DO PROVIDE A GREAT AMOUNT OF OPPORTUNITY FOR PEOPLE TO COMMUNICATE WITH US.
THIS BOARD MEETING IS NOT JUST THE PUBLIC FORUM, IT IS A BUSINESS MEETING.
SO I THINK WE TRY TO STAY TRUE TO THAT AS WELL.
I APPRECIATE ANYONE WHO HAS IS WILLING TO SHARE THEIR IDEAS AND THEIR THOUGHTS WITH US.
ARE THEY COMFORTABLE ALL THE TIME? NO, BUT THEY STILL ARE.
COME TO THIS PODIUM AND WE RESPECTFULLY LISTEN TO THEM.
I DO THINK THAT SOMETIMES PUBLIC NEEDS TO CONSIDER, AS WITH SOME OF THE POLICIES I READ, WHERE THEY ADDRESS MAKING SURE THAT THE LANGUAGE THAT YOU USE IS APPROPRIATE FOR ALL THE AUDIENCE.
SO THAT IS SOMETHING THAT NEEDS TO BE REFLECTED ON THE PART THAT WAS CROSSED OUT ABOUT. NO ONE IS ALLOWED TO MAKE ADDITIONAL PRESENTATIONS.
I THINK WHAT COULD HAPPEN THERE IS WHAT WAS HAPPENING WITH THE MASKING DEBATE.
IT BECAME A DEBATE AND PEOPLE WERE WERE TALKING TO EACH OTHER OR MAYBE YELLING AT EACH OTHER WHERE AS AS THIS POLICY STATES, YOU ARE TO BE ADDRESSING THE CHAIR.
SO IT'S TALKING TO US, NOT TO THE AUDIENCE, TO GET PEOPLE UPSET.
WE WANT EVERYBODY TO BE COMFORTABLE TO COME FACE US AND TELL US AS A BOARD NOT TO BE CONTRADICTING WHAT ANOTHER PERSON SAYS AND THE AUDIENCE.
SO I THINK WE'RE WORKING TOWARDS THAT.
I CERTAINLY WOULD LIKE TO SEE YOUR RECOMMENDATIONS IN WRITING, PLEASE, AND I THANK YOU FOR YOUR TIME.
SO COMMENTS, MR. CHAIR, IF I MAY. YES.
ALTHOUGH IT GIVES ME A LITTLE BIT OF HEARTBURN.
I THINK I CAN LIVE WITH WHAT'S HERE FOR BED AND CD.
I WILL SAY THAT WHEN WE WROTE THIS POLICY THAT'S BEING MODIFIED INITIALLY, WE DID IT IN AN INCREDIBLY THOUGHTFUL MANNER AND WE SPECIFICALLY SAID WHATEVER EVERYBODY ELSE IS DOING, I DON'T CARE.
I DON'T CARE WHAT'S HAPPENING IN HENRICO OR PALATINE OR ANYWHERE ELSE IN THE STATE.
I DON'T CARE. IT'S OUR POLICY ABOUT WHAT WE DO IN OUR MEETING.
AND SO THAT WAS THE BASE OF IT ALL.
AND WE WERE VERY SPECIFIC ABOUT WHAT WE DO.
I CAN SUPPORT WHAT'S HERE, ALTHOUGH INITIALLY I DIDN'T LIKE THE IDEA THAT PEOPLE COULDN'T COME BACK ALONG THE WAY.
BUT I SEE IT AS A VERY SIMILAR THING TO.
CEDING TIME TO ONE ANOTHER, WHICH I DON'T, WHICH I AGREE SHOULD NOT BE ALLOWED.
THE PROPOSED CHANGES TO THE REGULATION.
I'M NOT SURE THAT I SUPPORT ANY OF THEM IN LOOKING AT THEM ENTIRELY.
IT IS IN MANY WAYS WHAT AND I CAN'T I'M SORRY.
IT'S GOING TO TAKE ME A SECOND TO GET TO THE OTHER ONE.
THANK YOU. REGULATION HERE? YEP. THANK YOU.
I WOULD LIKE TO BE ABLE TO SPEAK.
I DON'T WANT TO BE PREVENTED FROM SPEAKING.
THAT WAS THE ONE MAIN THING THAT WE WANTED TO DO WHEN WE CHANGE THIS POLICY WAS NUMBER THREE. I DON'T WANT TO CHANGE NUMBER THREE AT ALL.
I MEAN, IT JUST TO ME IS NOT SOMETHING THAT I'M INTERESTED IN.
I LIKE I LIKE THE IDEA OF NUMBER FOUR THAT WE ALLOW PEOPLE TO SPEAK.
BUT IN THE EVENT THAT WE HAVE A LOT OF THINGS GOING ON, WE RESTRICT YOUR TIME DOWN.
I CAN'T TELL YOU HOW MANY TIMES, INCLUDING THIS EVENING, MR. ALLEN HAD A FAIR AMOUNT TO SAY, AND I THINK HE WAS DOING IT.
AND IN THE EXACT MANNER THAT WE WANT OUT OF A MEETING.
AND HE ENDED UP LEAVING AND NOT HAVING THE TIME TO TO ADDRESS THINGS.
NOW, I ALSO KNOW AND TRUST HIM TO PROVIDE US WITH THOSE COMMENTS AND THAT SORT OF THING.
[03:55:04]
BUT THAT'S NOT ALWAYS GOING TO BE THE CASE.AND SO I LIKE THE IDEA OF NOT NECESSARILY HAVING A HARD CODED THREE MINUTE TIME IN THERE, BUT RATHER SAYING THAT WHEN NECESSARY, WE'RE GOING TO LIMIT YOU TO THREE, 3 MINUTES. AND IN GENERAL, WE KNOW WHEN THAT'S GOING TO HAPPEN.
WE KNOW WHEN PEOPLE ARE GOING TO COME AND GET UPSET WITH US ABOUT, I DON'T KNOW, CLOSING THE GIFTED CENTER WAY BACK WHEN OR, YOU KNOW, NOW, CURRENTLY MASKING OR WHATEVER THE CASE MAY BE AS A HOT BUTTON SUBJECT THAT'S UP AND IN FRONT OF THE PUBLIC.
AND SO WE CAN SEE THAT WE'VE GOT A TON OF PEOPLE IN THE ROOM AND VERY FEW CHILDREN WE KNOW WHEN WE'RE HERE AND WE CAN SEE A BUNCH OF KIDS THAT MOST OF THE PEOPLE IN THE ROOM ARE GOING TO BE GONE AFTER ABOUT 20 MINUTES.
THAT'S THEIR PREROGATIVE. THEY'VE GOT A LOT TO DO, DINNER, HOMEWORK, ALL THOSE OTHER THINGS. THAT'S GREAT THAT THEY LEAVE.
BUT WE KNOW WHEN THE ROOM IS FULL OF PEOPLE WHO ARE INTERESTED IN SHARING THEIR OPINIONS WITH US. AND THOSE ARE THE TIMES WHERE I TRUST THE CHAIR TO SAY, YOU KNOW WHAT? LOOKING AROUND, LOOKING AT THE NUMBER OF PEOPLE WHO'VE SIGNED UP BEFOREHAND, WE'RE GOING TO LIMIT THIS TO 3 MINUTES FOR EVERYBODY.
AND NO, YOU CAN'T TRANSFER IT TO ANYBODY ELSE.
BUT SO THREE AND FOUR ARE THE THINGS THAT REALLY BOTHER ME ABOUT THAT.
I MEAN, THOSE ARE THE CHANGES.
SO I DON'T KNOW. BUT AND THEN THE LAST THING, FOLLOWING UP ON WHAT MRS. ALLEN SAID, I THINK IT WOULD BE REALLY SMART FOR US TO HAVE AN EMAIL ADDRESS AND I DO NOT THINK IT SHOULD BE A PERSON, IT SHOULD BE A POSITION.
SO CLERK AT GL AND K 12, WHATEVER I THINK WOULD BE THE WAY TO GO ABOUT THAT SO THAT WE'RE NOT NECESSARILY REVEALING ANY, ANY NAMES OF PEOPLE WHO MAY NOT WANT TO HAVE HAVE THEIR NAMES BROADCAST EVERYBODY IN THE WORLD.
AND I THINK THEN IT ALSO CREATES SOME CONTINUITY.
IF, GOD FORBID, WE EVER HAVE A CHANGE IN OUR CLERK, THEN WE DON'T HAVE TO SUDDENLY HAVE PEOPLE WHO REMEMBER THE OLD ADDRESS AND DON'T REMEMBER THE NAME OF THE NEW PERSON OR WHATEVER THE CASE MAY BE.
SO I THINK I THINK IT WOULD BE VERY WISE FOR US TO ADD AN EMAIL CONTACT AND MAKE IT BE SOMETHING VERY GENERIC, GENERIC, VERY POSITION ORIENTED.
I THINK THAT SHE SHOULD BE THE CONTACT FOR THE ELIMINATE THE CHAIRMAN AS FAR AS A CONTACT TO SPEAK, BECAUSE IF SHE'S HANDLING IT, PRETTY MUCH THERE'S NO NEED TO GO THROUGH THE FIRST OR SECOND LEVEL TO GET TO WHERE YOU NEED TO GET TO GET ON THE AGENDA TO SPEAK. YEAH, THAT'S THE ONLY THING I WOULD ADD TO IT.
AND YOU KNOW, I UNDERSTAND WHERE THESE CHANGES CAME FROM.
I WANTED TO PROVIDE SOME PERSPECTIVE ON WHY THESE REGULATIONS WERE SET THE WAY THEY WERE AT THE BEGINNING, AND THEN PROVIDE MY SUPPORT FOR HOW IT WAS ORIGINALLY WRITTEN.
MAY I ADD, MR. WRIGHT, I THINK THAT'S VERY INTERESTING THAT SO MUCH OF THIS LANGUAGE CAME FROM THIS BOARD. I WILL SAY, BASED ON LOOKING AT IT RIGHT NOW, AS I SAID, THAT'S WHEN I WAS LOOKING AT RIGHT NOW AND THIS WAS ACROSS THE BOARD.
SO YOU GUYS REALLY SET THE TONE FOR WHAT OTHER PEOPLE YOU MIGHT YOU CREATED A MODEL FOR OTHER DIVISIONS, EVIDENTLY, BECAUSE THIS IS THIS IS THROUGHOUT SO MANY DIVISIONS.
SO THANK YOU FOR ALL THAT WORK.
WELL, I'M NOT SURE HOW MUCH ANYBODY WAS LOOKING AT US, BUT I KNOW THAT WE WE WERE VERY SPECIFIC ABOUT WHAT WE WANTED TO DO IN THAT MOMENT.
AND SOME OF THAT CAME FROM MY OWN EXPERIENCES BEFORE I WAS ON THE BOARD AND THINGS THAT WERE DONE.
AND AND I'VE MENTIONED TO SEVERAL PEOPLE HOW YOU CAN WORK THROUGH THE REGULATIONS IF YOU REALLY WANT TO AS A MEMBER OF THE PUBLIC.
AND I THINK THAT THAT'S THAT'S SOMETHING THAT I WOULD LIKE TO PRESERVE.
ALLEN'S POINT A FEW MINUTES AGO ABOUT REVIEWING THIS AHEAD OF VOTING IN THE NEXT TIME IT COMES UP, WILL THIS NOW IS THE PLAN TO TAKE THIS BACK TO THE COMMITTEE FOR FURTHER DISCUSSION WITH TONIGHT'S INPUT? I THINK THAT'S THAT'S YOU TYPICALLY DO NOT DO THAT IN THIS SETTING.
I THINK THIS WOULD BE AN OPPORTUNITY TO SEE WHAT THE CONSENSUS AND THE DESIRE OF THE BOARD IS, IF IT IN FACT IS THE DESIRE OF THE BOARD.
OR TO SEND THIS BACK TO THE COMMITTEE FOR REVIEW, I WOULD RECOMMEND YOU JUST MAKE A SIMPLE MOTION SECOND TO THAT AND GO THROUGH THE PROCESS.
BUT I THINK THAT THAT WOULD BE APPROPRIATE IN THIS SETTING.
ALL RIGHT. YOU'VE HEARD THE SUPERINTENDENT AND THE CHAIR WILL ENTERTAIN A MOTION REGARDING THE TWO ITEMS THAT HAVE BEEN DISCUSSED THE B, D, D, H, R, D, R,
[04:00:02]
AND B, D, D, K K.MR. CHAIR? YES? I'D LIKE TO MAKE A MOTION THAT THE PROPOSED CHANGES AND INPUT PROVIDED TONIGHT GO BACK TO THE COMMITTEE FOR CONSIDERATION.
SO WE HAVE THE MOTION TO SEND THESE TWO BACK TO THE COMMITTEE FOR FURTHER REVIEW BASED ON TONIGHT'S DISCUSSIONS.
THANK YOU. AND JUST JUST A REMINDER TO OUR PUBLIC, NO POLICY CHANGES HAPPEN UNTIL THERE IS A VOTE BY THREE MEMBERS OF THIS BOARD TO CHANGE THAT.
SO OUR CURRENT POLICY WILL REMAIN THE SAME UNTIL THERE IS A CHANGE TO THE CONTRARY.
ANY OTHER QUESTIONS? NO, MR. CHAIR. YES, SIR.
I MOVE THAT WE APPROVE THE REMAINING SLATE OF POLICIES ON FIRST READING TONIGHT, WHICH IS MADE TO APPROVE THE REMAINING POLICIES ON FIRST READING TONIGHT.
IS THERE A SECOND? I WILL. SECOND MOTION'S BEEN SECONDED.
ANY DISCUSSION? ALL IN FAVOR. SAY I.
TO THE PUBLIC AGAIN, THOSE POLICIES THAT WERE JUST APPROVED FOR FIRST READING WILL COME BACK TO THE BOARD FOR ANOTHER MONTH FOR CONSIDERATION.
AND AGAIN, THE BOARD WILL VOTE ON THOSE REMAINING POLICIES.
SO A COUPLE OF POLICIES BEING SENT BACK FOR REVIEW.
OTHER POLICIES BEING SENT FORWARD FOR SECOND READING ON THE BOARD WILL TAKE ACTION ON THEM AS APPROPRIATE NEXT MONTH.
NEXT UP ARE SEVERAL ACTION ITEMS. THE FIRST, THE FY 22 BUDGET SUPPLEMENTS AND CATEGORICAL TRANSFERS.
IS THERE ANYTHING YOU WANT TO SHARE? DR. ALY YEAH, JUST A FEW COMMENTS HERE.
BOARD MEMBERS, YOU HAVE A LOT OF SUPPORTING DOCUMENTATION HERE.
PROVIDED SOME CONTEXT FOR THE BENEFIT OF THE PUBLIC.
BUT WHAT YOU'RE BEING ASKED TO DO THIS EVENING IS TO FORWARD A TRANSMITTAL LETTER TO THE GOOCHLAND COUNTY BOARD OF SUPERVISORS WITH THE REQUEST TO CATEGORICALLY TRANSFER TRANSFER SOME FUNDS BETWEEN SOME OF THE CATEGORIES WITHIN OUR BUDGET.
THIS COMES AS A RESULT OF SOME ADDITIONAL REVENUE THAT WE ARE RECEIVING THAT WAS UNEXPECTED FROM A SALES TAX STANDPOINT.
YOU KNOW, THROUGH THE BUDGET PROCESS THAT WE BUDGET CONSERVATIVELY WHEN IT COMES TO STATE SALES TAX REVENUE.
SO WE'VE RECEIVED AN UPDATE ON WHAT WE CAN EXPECT TO TRUE UP OUR BUDGET IN THE NEXT COUPLE OF WEEKS AND MONTHS.
AND SO WE EXPECT TO GET ABOUT $600,000 IN NEW SALES TAX REVENUE.
THERE ARE SOME GRANTS THAT WE'VE RECEIVED AS WELL, AND ULTIMATELY WE CANNOT SPEND THOSE GRANT DOLLARS UNTIL WE GET APPROPRIATION FROM THE GOOCHLAND COUNTY PUBLIC GOOCHLAND COUNTY BOARD OF SUPERVISORS.
SO YOU'RE ASK OF THEM TONIGHT IS THAT THEY CATEGORICALLY TRANSFER THOSE FUNDS, THAT THEY APPROPRIATE THOSE FUNDS BASED ON THE CATEGORIES THAT ARE OUTLINED IN THE DOCUMENT IN FRONT OF YOU. MOST NOTABLE OF THOSE CATEGORICAL TRANSFERS ARE THE FUNDS THAT WOULD ALLOW THIS SCHOOL DIVISION TO PROVIDE A $1,500 RETENTION STIPEND FOR OUR FULL TIME EMPLOYEES WHO HAVE SIGNED THEIR CONTRACT AS A DEMONSTRATION OF THEIR LOYALTY TO THIS SCHOOL DIVISION. WE'RE VERY PROUD OF WHAT OUR EMPLOYEES HAVE DONE THIS YEAR.
AND SO ONCE YOU CERTAINLY RECOGNIZE THEIR LOYALTY TO US, AS YOU ALSO KNOW, THE BOARD OF SUPERVISORS APPROPRIATED FUNDS FOR US TO RECEIVE $1,500 FOR A STIPEND IN DECEMBER.
THAT DECEMBER, $1,500 PLUS THIS JUNE 1000 $500 WOULD ALLOW OUR EMPLOYEES TO RECEIVE THE SAME COMPENSATION THAT COUNTY EMPLOYEES RECEIVED IN DECEMBER.
SO IT'S BRINGING THOSE TWO TOGETHER.
I THINK IT'S REALLY IMPORTANT FOR OUR PUBLIC TO KNOW THAT THERE ARE NO LOCAL TAXPAYER DOLLARS THAT ARE DEDICATED TOWARDS THIS INITIATIVE AND THESE CATEGORICAL TRANSFERS.
ALL THESE FUNDS COME FROM STATE SALES TAX REVENUE GRANTS, OTHER FEDERAL RESOURCES.
THERE IS NO REVENUE FROM PERSONAL PROPERTY TAXES OR REAL ESTATE TAXES THAT WOULD GO TOWARDS THIS $1,500 RETENTION STIPEND FOR OUR EMPLOYEES.
WE'RE SEEKING YOUR APPROVAL OF THIS THIS EVENING.
BOARD MEMBERS WILL CONSIDER A MOTION REGARDING WHAT YOU'VE JUST HEARD.
I MOVED THAT THE GOOCHLAND COUNTY SCHOOL BOARD APPROVED THE CATEGORICAL TRANSFERS AND BUDGET SUPPLEMENTS TO THE SCHOOL BOARD FISCAL YEAR 2022 BUDGET FOR THE IDENTIFIED CATEGORIES AND AMOUNTS AND TRANSMIT THIS REQUEST TO THE GOOCHLAND COUNTY BOARD OF SUPERVISORS FOR THEIR APPROPRIATION.
A SECOND. WE HAVE A MOTION IN A SECOND AS READ AS HORNE.
[04:05:05]
ANY DISCUSSION.SAY I THANK YOU FOR OUR MEMBERS.
WE WILL TRANSMIT THAT TO THE COUNTY FOR THEIR CONSIDERATION.
WE'RE OPTIMISTIC THAT THEY WILL APPROVE THAT AT THEIR JUNE BOARD MEETING, AND THAT WOULD ALLOW US TO ISSUE THAT RETENTION STIPEND TO OUR EMPLOYEES ON OR ABOUT JUNE THE 10TH.
SO THAT IS A SIGNIFICANT INITIATIVE THAT RECOGNIZES THE DEDICATION OF OUR CURRENT EMPLOYEES. TONIGHT, WE ARE ALSO SEEKING YOUR APPROVAL OF A BONUS, A SIGNING BONUS, MUCH LIKE YOU MAY HEAR IN INDUSTRIES OUTSIDE OF PUBLIC EDUCATION, SPECIFICALLY ATHLETICS OR EVEN PRIVATE INDUSTRY, WHERE IF YOU ARE AN EMPLOYEE OF OUR SCHOOL DIVISION, WE'RE GOING TO RECOGNIZE THAT AND PROVIDE A SIGNING BONUS TO YOU.
YOU HAVE SOME SPECIFICS IN THE MEMO IN YOUR PACKET RELATED TO THE DOLLAR AMOUNTS AND SPECIFIC CRITERIA BASED ON HARD TO FILL POSITIONS, THE STRATEGIC NEED OF OUR SCHOOL DIVISION. AGAIN, THESE THIS INITIATIVE WOULD NOT BE FUNDED WITH GOOCHLAND COUNTY TAX DOLLARS GENERATED BY PERSONAL PROPERTY OR REAL ESTATE.
THIS IS FUNDING THAT WE WOULD RECEIVE WE HAVE ALREADY RECEIVED FROM THE FEDERAL GOVERNMENT. IT WAS GENERATED AS A RESULT OF SOME DECISIONS WE'VE MADE REGARDING OUR BALANCE CALENDAR APPROACH.
AND SO AGAIN, NO LOCAL TRANSFER, NO LOCAL DOLLARS NEEDED TO DO THIS.
THIS COULD REALLY SET US APART IN THE COMPETITIVE MARKET.
PENDING YOUR APPROVAL TONIGHT, WE WILL ADVERTISE THIS FAR AND WIDE AS WE CONTINUE TO RECRUIT VERY HARD FOR SOME POSITIONS IN OUR SCHOOL DIVISION.
WE'RE ASKING FOR YOUR APPROVAL OF THIS THIS EVENING.
BOARD MEMBERS, ANY QUESTIONS? DISCUSSION ONE CLARIFYING QUESTION AND THE FIRST BULLET OF THE MEMO CANDIDATES ACCEPTING EMPLOYMENT AT BRD.
THE DISTANCE TRAVELED FROM THEIR HOME IS GREATER THAN 25 MILES.
I'M ACCEPTING EMPLOYMENT AT BYRD, BUT I LIVE FIVE MILES AWAY.
AM I ELIGIBLE OR I HAVE TO LIVE 25 PLUS MILES AWAY AND BE WORKING IN BIRDS? I JUST WANTED TO CLARIFY THAT.
YEAH, THE WAY IT'S WRITTEN RIGHT NOW WOULD BE RECOGNIZING THAT THE DISTANCE FROM BIRD TO MOST RESIDENTS IS PRETTY FAR.
AND SO THIS WOULD SAY, HEY, YOU'RE DRIVING FROM MIDLOTHIAN TO BYRD ELEMENTARY SCHOOL.
WE'RE GOING TO PROVIDE SOME ADDITIONAL RESOURCES FOR YOU.
I JUST WONDER IF WE COULD STITCH THAT TOGETHER AS ONE SENTENCE VERSUS INDEPENDENT CONDITIONS. YEAH.
YEAH, THAT MAKES SENSE. WHY I GOT CONFUSED.
WELL, IT'S NOT THE OR IT'S THE FIRST TWO SENTENCES AND BULLET ONE.
I JUST DON'T WANT YOU TO FIND YOURSELF IN THE.
I LIVE ACROSS THE STREET. I WANT MY HOUSE.
YEAH, WE WANT THIS TO BE CLEAR, BECAUSE WE ALL KNOW THAT WE'LL BE CHALLENGED.
WHY DID I GET IT IN? THAT PERSON DID NOT GET IT.
FOR CLARITY. YES, THAT IS CERTAINLY SOMETHING THAT CAN BE EASILY DONE.
ALSO, IT COULD MEAN THAT A CANDIDATE COULD GET TO.
THEY COULD BE ENDORSED IN ONE OF THE CRITICAL TEACHING AREAS AND LIVE 25 MILES FROM BYRD AND GET BOTH.
GET DOUBLE. THE THE INTENT IS THAT OUR OUR NEW EMPLOYEES WOULD RECEIVE 1000 OR OR OR $500 IF YOU'RE A PART TIME EMPLOYEE.
AND THEN IT ALSO RECOGNIZES THE FACT THAT WE HAVE TEACHERS IN CRITICAL SHORTAGE AREAS AND THOSE WHO ARE TRAVELING DISTANCES SPECIFICALLY TO BAR THAT WE WOULD WANT TO PROVIDE MORE THAN 1000.
AND IT ALSO ALLOWS FLEXIBILITY IF WE HAVE A SPECIFIC STRATEGIC NEED THAT WE CAN GO UPWARDS OF 3000.
THAT'S THE INTENT OF THE RECOMMENDATION.
MR. CHAIR, THIS IS A GOOD BUSINESS PRACTICE THAT IS ALWAYS BEEN A TOOL THAT HAS BEEN USED BY OUR SCHOOL DIVISIONS.
I THINK WE'VE PROBABLY GIVEN A LOT OF MATH TEACHERS, CHEMISTRY TEACHERS, PARENTS, TEACHERS, THESE SORT OF BONUSES, SIGNING BONUSES FOR A LONG TIME.
AND AGAIN, I THINK IT'S IMPORTANT THAT THIS IS A TOOL FOR YOUR DISCRETION WHEN YOU READ THE CRITICAL SHORTAGE DOCUMENT FROM VIDO.
THERE IS SOME FLEXIBILITY THERE BECAUSE OUR DIVISION MAY NOT GET ANY SPANISH CANDIDATES, BUT ANOTHER LIKE MAYBE ARLINGTON SCHOOL DIVISION, WHERE YOU HAVE A POPULATION OF FOLKS THAT ARE THAT SPEAK MORE THAN ONE LANGUAGE, THEY MAY HAVE FIVE OR SIX CANDIDATES. SO THERE IS SOME FLEXIBILITY IN THE DOE POLICY ON CRITICAL SHORTAGE.
SO IT'S NOT JUST AN ENDORSEMENT, BUT IT'S HOW MANY QUALIFIED CANDIDATES WERE RECEIVED FOR THAT POSITION.
[04:10:02]
SO I THINK THAT'S IMPORTANT TO NOTE AS WELL, BECAUSE WE'RE SAYING VERY SPECIFICALLY THAT CANDIDATE IS ENDORSED AND ONE OF THE CRITICAL SHORTAGE AREAS.NOW, WHEN YOU LOOK AT THAT LIST, IT DOES INCLUDE CHEMISTRY, SPANISH MATH, SPECIAL EDUCATION, BUT IT ALSO INCLUDES ELEMENTARY EDUCATION, BECAUSE RIGHT NOW, AT THIS POINT IN TIME, A QUALIFIED TEACHER IS A CRITICAL SHORTAGE.
AND JUST ABOUT EVERY ENDORSEMENT.
AND THAT'S WHAT THAT LIST REFLECTS.
IT REALLY ENCOMPASSES ALL OF OUR CANDIDATES.
WHAT DO YOU ANTICIPATE THE COST OF THIS TO BE AND WHERE WILL THOSE FUNDS COME FROM? YEAH, THE FUNDS, MS..
HORN WILL COME FROM OUR FEDERAL ESSER GRANT FUNDS.
AS AS AS WE KNOW, WE HAVE PRESSED PAUSE AT THIS POINT IN TIME WHEN THE FUTURE OF ANY SORT OF CALENDAR REVISIONS THAT WOULD REQUIRE SOME ADDITIONAL RESOURCES.
AND SO THROUGH A GRANT APPLICATION PROCESS, WE CAN UTILIZE THOSE FEDERAL FUNDS FOR THIS ONE TIME EXPENDITURE.
WE HIRE TYPICALLY 30 TEACHERS IN AN AVERAGE YEAR.
WE HIRE MAYBE 20 ADDITIONAL STAFF MEMBERS, LET'S CALL IT 50.
NOT EVERYBODY'S GOING TO GET 1000.
YOU MIGHT GET MORE. THAT'S GOING TO GET 1000.
SO LET'S CALL IT AN ESTIMATED 75,000.
THAT'S AS I'M DOING IT HERE AT THE DAIS THIS EVENING, WHICH IS NOT A GOOD PRACTICE, BY THE WAY, BUT IT'S AN ESTIMATE.
I WOULD NOT SAY. I DON'T THINK IT'S GOING TO COST MORE THAN SIX FIGURES.
OKAY. THANK YOU. DO NOTE THAT YOU DID LIST ON THE DOCUMENT, BUT FOR THE FOLKS THAT ARE LISTENING, THEY MAY NOT SEE THE DOCUMENT WHERE THE FUNDS ARE COMING FROM.
BUT AGAIN, IT IS THE COST OF DOING BUSINESS WHEN YOU ARE TRYING TO RECRUIT AND RETAIN THE BEST STAFF THAT THE BEST PEOPLE FOR YOUR PEOPLE.
THIS THIS IS SOMETHING THAT IS DONE.
AND THIS TIME IN OUR HISTORY, IT MAKES SENSE.
WE DO KNOW THAT THERE ARE SOME DIVISIONS IN OUR REGION THAT ARE ALSO LOOKING AT SOME TYPE OF RETENTION EXCUSE ME, SOME TYPE OF HIRING BONUS.
SO I THINK THIS THIS IS A VERY GOOD ONE COMPARED TO THOSE.
SO I THINK THAT YOU PUT A LOT OF THOUGHT INTO THIS TO, AGAIN, BE THE BEST IN THE REGION FOR OUR OUR STAFF.
SO THANK YOU. AND LET'S SEE HOW THIS GOES.
OTHER QUESTIONS OR DISCUSSION.
ONE OBSERVATION THAT I'LL SHARE IS HOW DO WE THINK THIS WILL LAND WITH TENURED OR TALENT AT OUR SCHOOL WHO'VE KIND OF BEEN STAYING THE COURSE WITH US FOR MANY YEARS? I KNOW THAT THEY GOT THEIR DECEMBER BONUSES AND THEN HOPEFULLY WE'LL BE ABLE TO EXTEND THE JUNE BONUS AS WELL.
BUT IF I'VE BEEN A TEACHER AT BYRD FOR THE LAST DECADE AND I'VE BEEN DRIVING 30 MILES AND I'M JUST SAYING, HAVE WE THOUGHT ABOUT MESSAGING WITH THE TALENT THAT'S ALREADY THERE? YEAH, WE HAVE.
AND AT THIS POINT IN TIME, THIS IS A ONE TIME APPROACH.
AND JUST WE HAVE HAD BUDGETED FUNDS FOR AN INITIATIVE LIKE THIS, MAYBE FIVE, 10,000 THAT WE'VE BEEN DISTRIBUTING AS NEEDED.
THIS FORMALIZES THAT PROCESS MORE SO THAT WE CAN ACCESS THOSE FEDERAL FUNDS.
WE WERE VERY PURPOSEFUL WITH THE $1,000 AS A STARTING POINT BECAUSE WE YOU JUST APPROVED $1,500 FOR SOMEBODY THAT'S BEEN HERE FOR A WHILE AND I SIGNED MY CONTRACT AND I GET 4500. HOW ABOUT THAT PERSON THAT'S WALKING IN THE DOOR? THEY'RE GOING TO GET MORE.
AND WE'RE VERY WELL AWARE OF THAT.
AND WE WANT TO MAKE SURE THAT WE'RE NOT DOING ANYTHING.
SOMETIMES NO GOOD DEED GOES UNPUNISHED, AND WE DON'T WANT THAT TO HAPPEN HERE.
WE DON'T WANT ANY SORT OF GESTURE THAT WE FEEL IS GOING TO BE BENEFICIAL TO COME BACK AND HURT US. I THINK THE CURRENT TIMES ARE DICTATING SOME OF OUR THINKING AND AND THAT IT'S MOVING IN A GOOD DIRECTION, BUT IT'S ORIGINATING WITH THE WAY THINGS ARE TODAY.
SO ARE THERE ADD ONS FOR PART TIME PEOPLE? BECAUSE IT SORT OF SEEMS TO ONCE YOU SAY THAT, THERE'S ADD ONS.
IT DOESN'T REALLY ADDRESS WHETHER THOSE ADD ONS ARE AVAILABLE FOR PART TIME AND ARE THEY ADD ONS AT THE REDUCED RATE AT HALF OF THE OTHER RATE? IT DOESN'T ADDRESS THAT. THE INTENT IS THAT IF FULL TIME EMPLOYEE WOULD RECEIVE 1000 OR THOUSAND HUNDRED, 2000 OR 1000, 3000 OR 1500, SO IT WOULD BE PRORATED.
[04:15:08]
AT EACH LEVEL.SO WE NEED TO ADD LANGUAGE TO CLARIFY THAT.
WE CAN CERTAINLY MAKE THAT A PART OF THE MOTION TO MAKE IT PART OF THE PUBLIC RECORD.
SORRY I MOVED THAT WE APPROVE THE SIGNING BONUS FOR NEW EMPLOYEES WITH A SLIGHT MODIFICATION THAT WE PRORATE THE ADDITIONAL BONUSES FOR FOUR PART TIME EMPLOYEES.
SECOND, WE HAVE A MOTION TO APPROVE THE SIGNING BONUS RECOMMENDATION WITH MODIFICATIONS TO PRORATE.
THE RATE FOR PART TIME EMPLOYEES.
AND THERE IS A SECOND ANY DISCUSSION? IF YOU ARE IN FAVOR, SAY I, I AND IT IS PASSED OUT.
NEXT ON YOUR AGENDA IS YOUR STRATEGIC AND TACTICAL PLAN, AS WELL AS AN ATTENDANCE AND ENROLLMENT UPDATE. YOU'VE HAD A CHANCE TO REVIEW THOSE.
A LOT OF GOOD INFORMATION CONTAINED IN THOSE DOCUMENTS AND SIMPLY PROVIDED AS A MATTER OF INFORMATION THIS EVENING.
BOARD MEMBERS. IS THERE ANY NEW BUSINESS TO COME BEFORE US TONIGHT? YES, MR. CHAIR. I HAVE ONE ITEM.
IN THE LAST COUPLE OF MEETINGS, I MENTIONED THAT THE BLUE RIDGE VIRTUAL GOVERNOR'S SCHOOL HAD A A TALENT SEARCH, AND WE WERE LOOKING TO HIRE A DIRECTOR AS OUR CURRENT DIRECTOR IS RETIRING.
AND SINCE SO MANY OF OUR STUDENTS ENJOY THE AMAZING PROGRAM, BLUE RIDGE, I THINK THAT IT IS IMPORTANT TO POINT OUT THAT THAT SELECTION WAS MADE.
A RECOMMENDATION CAME FROM A COMMITTEE OF ALL THE SUPERINTENDENTS THAT ARE PART OF THE BLUE RIDGE COMMUNITY, AND I SERVED AS THE BOARD MEMBER REPRESENTATIVE, AND AFTER A THOROUGH PROCESS, WE MADE A WONDERFUL RECOMMENDATION AND THAT RECOMMENDATION WAS APPROVED ON MAY 4TH, AND THAT IS MISS WANDA ELLIOTT.
AND SO FOR MORE INFORMATION, YOU CAN GO TO THE BLUE RIDGE VIRTUAL GOVERNOR SCHOOL WEBSITE AND SEE THAT ANNOUNCEMENT.
ANYONE ELSE SHARP HAS A OPPORTUNITY TO HAVE A GRANT? FROM DELHI.
I THINK IT'S FROM DELHI, FROM THE STATE TO I THINK IT'S $80,000 AND THEY'RE WORKING ON THAT. IT HAS TO BE SUBMITTED BY, I THINK, ON MAY THE 20TH.
IS THAT NOT CORRECT? I JUST THOUGHT WE OUGHT TO BE AWARE THAT THEY'RE WORKING ON THAT POSSIBILITY.
THEY'LL BE ABLE TO GET THAT GRANT.
THAT'S GREAT. THAT'D BE AWESOME.
THANK YOU. SO, BOARD MEMBERS, WE DO NEED TO RECONVENE IN A CLOSED SESSION TONIGHT, SO I WILL ENTERTAIN A MOTION TO MOVE INTO CLOSED SESSION.
DO WE HAVE ONE WRITTEN OUT SO I CAN DO IT? THERE IS. OH, THERE WE GO.
ALL RIGHT, MR. CHAIR. I MOVED THAT THE GOOCHLAND COUNTY SCHOOL BOARD CONVENE A CLOSED MEETING UNDER VIRGINIA FREEDOM OF INFORMATION ACT IN ORDER TO DISCUSS THE SUPERINTENDENTS EVALUATION UNDER VIRGINIA CODE 2.2371181.
THANK YOU, SIR. IS THERE A SECOND? SECOND. THERE IS A SECOND.
ANY DISCUSSION? ALL IN FAVOR. SAY I.
THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.