Aug 09, 2022 School Board Meeting 8-9-22

I JUST. OH.

[00:00:05]

I WILL CALL THE AUGUST NINE, 2022 REGULAR MEETING OF THE GOOCHLAND COUNTY SCHOOL BOARD

[A. Call Meeting to Order]

WE HAVE ONE PERSON ATTENDING.

TECHNOLOGICALLY, I SUPPOSE.

SO WE'LL NEED A MOTION TO APPROVE THAT MEETING.

PARTICIPATION. MR. CHAIR, THIS MOTION TO APPROVE MR. WRIGHT'S PARTICIPATION IN THE BOARD MEETING ELECTRONICALLY FROM HOME DUE TO MEDICAL REASONS. BOARD MEMBERS MOTION TO APPROVE MR. WRIGHT'S PARTICIPATION IN THE BOARD MEETING ELECTRONICALLY FROM HOME.

IS THERE A SECOND? SECOND? THERE IS A SECOND. ALL IN FAVOR.

SAY I THANK YOU.

WELCOME, MR. WRIGHT.

ELECTRONICALLY. NEXT, WE WILL MOVE INTO OUR CLOSED SESSION.

NEED A MOTION TO CLOSE TO GO INTO SESSION? MR. CHAIRMAN, I MOVE THAT THE GOOCHLAND COUNTY SCHOOL BOARD CONVENE A CLOSED MEETING UNDER THE VIRGINIA FREEDOM OF INFORMATION ACT IN ORDER TO DISCUSS MATTERS OF SAFETY AND SECURITY UNDER VIRGINIA CODE SECTION 2.237118 19 AND 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 2.2 3711A1.

THANK YOU. BOARD MEMBERS.

IS THERE A SECOND? OH, SECOND. THERE IS A SECOND.

ALL IN FAVOR. SAY I.

THANK YOU. SO WE WILL BE IN CLOSED SESSION AND RETURN AT 6 P.M..

[D. Reconvene in Open Session]

[00:31:51]

[00:31:58]

[00:32:03]

[00:32:09]

[00:32:14]

[00:32:19]

ISO CERTIFIED WHEN CALLED HAS BEEN ISO CERTIFIED.

ISO CERTIFY.

ISO CERTIFIED.

ISO CERTIFIED.

ISO CERTIFIED.

THANK YOU. WE WILL NOW OBSERVE A MOMENT OF SILENCE THAT WILL BE FOLLOWED BY THE PLEDGE

[E. Certification]

[F. Moment of Silence]

[G. Pledge of Allegiance]

[H. Additions/Amendments/Adoption of Proposed Agenda]

MR. WRIGHT IS ATTENDING ELECTRONICALLY AND THAT WAS APPROVED PRIOR TO THE MEETING START.

AT THIS TIME, BOARD MEMBERS, YOU TAKE A LOOK, PLEASE, AT THE AGENDA FOR ADDITIONS, AMENDMENTS. AND IF THERE ARE NONE, I'LL ACCEPT A MOTION TO ADOPT THE AGENDA AS PRESENTED. SO MOVED.

THERE'S A MOTION TO ACCEPT THE AGENDA AS APPROVED.

ANY DISCUSSION? ALL IN FAVOR. SAY I.

OH, SECOND, PLEASE.

I SECOND. NOW ALL IN FAVOR.

SAY I THANK YOU.

DR. REILLY, WE HAVE SOME RECOGNITIONS TONIGHT.

HAPPY TO RECOGNIZE OUR STUDENTS AND STAFF TONIGHT.

AND THE FIRST RECOGNITION WE HAVE TO STUDENTS WHO ARE ACCEPTED INTO THE SUMMER

[A. Summer Residential Governor's School]

BETH FOWLER, TO COME FORWARD AND LET US KNOW ABOUT THESE STUDENTS.

GOOD EVENING, EVERYONE. WE'RE THRILLED TONIGHT, AS DR.

REILLY SAID, TO RECOGNIZE TWO OUTSTANDING BULLDOGS, ONLY ONE OF WHICH COULD BE HERE WITH US TONIGHT. AND I'D LIKE TO INVITE MS..

MAGGIE O'MALLEY TO JOIN ME AT THE PODIUM IN THE FALL OF THE YEAR.

MAGGIE AND A FEW OTHER DEDICATED STUDENTS FROM GOOCHLAND HIGH SCHOOL STEPPED OUTSIDE OF THEIR COMFORT ZONE TO COMPLETE WHAT IS REALLY A VERY ARDUOUS APPLICATION PROCESS TO

[00:35:03]

WHEN ALL WAS SAID AND DONE, GOOCHLAND HAD TWO STUDENTS WHO WERE CHOSEN TO REPRESENT US THIS YEAR. TREY DANDRIDGE, A RISING SENIOR AT GOOCHLAND HIGH SCHOOL, WAS OUR FIRST EVER STUDENT ACCEPTED TO THE SUMMER RESIDENTIAL PROGRAM FOR AGRICULTURE.

UNFORTUNATELY, TREY WAS UNABLE TO DEDICATE THE MONTH LONG RESIDENCY THAT WAS NEEDED TO BE A PART OF THE PROGRAM, AND HE WAS UNABLE TO BE HERE TONIGHT.

WE'D STILL LIKE TO TAKE A MINUTE, HOWEVER, TO ACKNOWLEDGE HIS APPLICATION, HIS ACCEPTANCE TO THE PROGRAM.

SO CONGRATULATIONS TO.

AND MS.. O'MALLEY HERE IS ALSO A RISING SENIOR.

SHE WAS SELECTED AND ATTENDED THE SUMMER RESIDENTIAL GOVERNOR'S SCHOOL FOR THE VISUAL AND PERFORMING ARTS ON THE CAMPUS OF RADFORD, RIGHT IN THE AREA OF STUDIO ARTS.

THE APPLICATION ITSELF WAS VERY TIME CONSUMING.

IT REQUIRED MAGGIE TO SUBMIT A VERY DETAILED PORTFOLIO AND TO GO THROUGH AN ADJUDICATION PROCESS. AND WHEN ALL WAS SAID AND DONE, SHE SPENT FOUR WEEKS OF HER SUMMER LIVING ON RADFORD'S CAMPUS AMONG FELLOW ARTISTS AND HIGH SCHOOL STUDENTS, AND STUDYING HER CRAFT AT A VERY HIGH LEVEL.

AND WE JUST LIKE TO ACKNOWLEDGE HER FOR THAT ACCOMPLISHMENT AND ALSO SAY OUR APPRECIATION TO THE BOARD FOR SUPPORTING THAT OPPORTUNITY FOR HER.

WHAT WAS YOUR FAVORITE? MY FAVORITE MOMENT WOULD PROBABLY BE EATING MY TEACHERS, ESPECIALLY FOR MY THREE D CLASS.

MR. OLMSTED WAS MY FAVORITE TEACHER.

HE WAS JUST REALLY WISE.

AWESOME. CONGRATULATIONS.

CONGRATULATIONS. THANK YOU.

THANK YOU. NEXT BOARD MEMBERS.

WE HAVE ONE OF OUR STAFF THAT WE WANT TO RECOGNIZE.

IT IS OUR PRACTICE AS A SCHOOL DIVISION TO RECOGNIZE AND CELEBRATE OUR STUDENTS AND STAFF WHO EARN STATEWIDE RECOGNITION AS WELL AS NATIONAL RECOGNITION.

AND SO THIS EVENING WILL RECOGNIZE OUR SCHOOL LIBRARIAN FROM GOOCHLAND HIGH SCHOOL,

[B. Calypso Gilstrap]

AND TO INTRODUCE HER IS DR.

MATT CARATACHEA, WHO'S GOING TO TELL US A LITTLE BIT ABOUT HER ACCOMPLISHMENTS.

GOOD EVENING, EVERYBODY.

LONG TIME WATCHER, BIG FAN.

SO MISS GILSTRAP IS A ROCK STAR.

AND WE KNEW THAT BEFORE SHE EVEN STARTED, BECAUSE LAST YEAR SHE WAS RECOGNIZED AS THE JAMES REGION SCHOOL LIBRARIAN OF THE YEAR, WHICH WAS AWESOME.

THIS YEAR WE HAVE TWO RECOGNITIONS FOR HER.

SO SHE WAS ELECTED TO THE VIRGINIA VIRGINIA ASSOCIATION OF SCHOOL LIBRARIANS AS THE REGIONAL DIRECTOR.

SO SHE HAS A BIG SAY IN WHERE THE CONFERENCE IS HELD FOR NEXT YEAR, WHICH IS GOING TO BE IN GOOCHLAND. HUGE, HUGE NEWS FOR GOOCHLAND.

WE DON'T KNOW ALL THE DETAILS YET, BUT DETAILS TO COME.

DETAILS TO COME.

BUT ALSO, SHE WAS ELECTED AS A COUNCIL COUNCIL MEMBER FOR THE AMERICAN LIBRARY ASSOCIATION, WHICH IS REALLY BIG FOR GOOCHLAND TOO, BECAUSE NOW GOOCHLAND CAN HAVE THE VOICE THAT WE DESERVE AND WE CAN REPRESENT RURAL SCHOOL DIVISIONS ON A NATIONAL PLATFORM.

AND WE ARE JUST SO HAPPY TO HAVE MS..

GILSTRAP REPRESENT US.

THERE'S 59,000 ALA MEMBERS AND THEY ONLY HAVE 100 COUNSELORS, AND I AM THE ONLY SCHOOL LIBRARIAN THAT'S ACTUALLY WORKING AS AN ALA COUNSELOR.

SO IT'S A REALLY BIG DEAL.

AND WE ACTUALLY I KNOW THE PRESIDENT AND THE EXECUTIVE DIRECTOR AND STUFF GET A LOT OF RECOGNITION BECAUSE THEY'RE THE FACE, BUT THEY CAN'T DO ANYTHING WITHOUT THE COUNCIL'S PERMISSION. SO WE ACTUALLY ARE THE DECISION MAKERS.

THEY HAVE THREE THEY HAVE A THIRD OF THEIR BODY IS ELECTED EVERY YEAR.

SO THERE'S A LOT OF LIBRARIANS IN VIRGINIA WHO HAVE RUN FOR YEARS TO BE A COUNSELOR.

AND SO IT'S PRETTY BIG DEAL THAT I GOT ELECTED.

SO REALLY EXCITED ABOUT REPRESENTING GOOCHLAND AND REALLY SHOWING WHAT WE DO HERE TO PARTNER WITH OUR PARENTS AND OUR COMMUNITY AND DO WHAT'S BEST FOR OUR STUDENTS BECAUSE WE KNOW WE CAN MAXIMIZE THE POTENTIAL OF EVERY STUDENT.

AND I REALLY APPRECIATE THE SCHOOL BOARD'S SUPPORT IN OUR SCHOOL LIBRARIES.

WE APPRECIATE HAVING HIGHLY QUALIFIED, QUALIFIED LIBRARIANS AT EACH OF OUR SCHOOLS AND HAVING A BUDGET.

AND THERE'S A LOT OF SCHOOLS IN AMERICA THAT DON'T HAVE THOSE THINGS.

AND SO I'M EXCITED TO BE ABLE TO SHARE.

WE HAVE SUCCESS AND THAT THOSE SUCCESSES BELONG IN EVERY SCHOOL IN AMERICA.

SO THANK YOU. CONGRATULATIONS.

THANK YOU. AT THIS TIME, WE HAVE ANNOUNCEMENTS.

YEAH, WELL, MR. NEWMAN, AS YOU KNOW, THIS IS AN EXCITING TIME OF YEAR AND I'LL GET INTO

[A. Announcements]

BUT SCHOOL STARTS IN LESS THAN TWO WEEKS.

AND SO WE REALLY ARE EXCITED TO WELCOME OUR STUDENTS BACK AND WE WELCOMED OUR NEW TEACHERS BACK TODAY. AND I'LL TALK A LITTLE BIT ABOUT THAT LATER.

BUT ALL OF OUR STAFF WILL COME BACK ON AUGUST THE 15TH.

WE'LL HAVE OUR ANNUAL CONVOCATION 2:00 IN THE HIGH SCHOOL AUDITORIUM.

SO WE'LL HAVE ALSO A BACK TO SCHOOL NIGHT WHERE OUR FAMILIES GET A CHANCE TO MEET THEIR TEACHER STUDENTS THE SAME.

AND SO IT'S ALWAYS A GREAT EVENT IN OUR COMMUNITY WHERE OUR SCHOOLS WILL JUST BE

[00:40:02]

STUDENTS WILL TRANSITION TO THE MIDDLE SCHOOL.

IN THE HIGH SCHOOL, WE HAVE EVENTS PLANNED FOR THEM STARTING NEXT WEEK AND THEN THE FIRST DAY OF SCHOOL STARTS ON AUGUST THE 22ND.

YOU'LL BE BACK IN THIS MEETING ROOM ON THE 13TH OF SEPTEMBER FOR YOUR REGULARLY SCHEDULED SEPTEMBER MEETING.

SO A LOT OF THINGS HAPPENING IN THE NEXT TWO WEEKS.

WE'RE REAL EXCITED ABOUT THE START OF SCHOOL AND CAN'T WAIT TO HAVE OUR KIDS BACK.

WE'RE VERY EXCITED.

THANK YOU, SIR. NEXT UP, WE HAVE OUR PUBLIC COMMENT PERIOD.

AND I DO HAVE SOME FOLKS WHO HAVE SIGNED UP TO SPEAK TONIGHT.

[4. Public Comment]

I ACTUALLY GOT THIS IN THE MAIL ABOUT 4 P.M.

TODAY, AND IT IS WHAT I GOT.

OKAY. OKAY. SO ANYWAY, I GOT THIS IN THE MAIL AT 4:00 PM TODAY.

AND IT WAS REALLY IT'S FROM A FAMOUS PERSON AND IT'S WRITTEN MUCH BETTER THAN WHAT MY SPEECH WAS. SO I'M GOING TO READ HIS FELLOW PATRIOTS.

FREEDOM, LIBERTY, INDIVIDUAL RIGHTS, THE US CONSTITUTION, THE DECLARATION OF INDEPENDENCE. THESE ARE NOT WORDS OR DOCUMENTS THAT I TAKE LIGHTLY.

AND I'M HOPING I THINK I KNOW THAT ALL OF YOU TAKE THEM VERY SERIOUSLY, TOO.

SO THAT'S WHY I'M HERE TONIGHT.

YOU AND I KNOW OUR RIGHTS ARE GRANTED TO US BY GOD, AND THEY ARE GUARANTEED BY THE GREATEST POLITICAL DOCUMENT EVER WRITTEN BY MAN, THE US CONSTITUTION.

AND I'M GOING TO SEE THE REST OF MY TIME.

TO GLENN PEARSON.

HELLO. GOOD AFTERNOON AND THANKS FOR THE OPPORTUNITY TO ADDRESS YOU ALL.

MY NAME IS GLENN PEARSON.

I'M AN ALMOST A TEN YEAR RESIDENT OF GOOCHLAND AFTER LIVING FOREVER IN HENRICO.

SO AGAIN, THANK YOU FOR THE TIME.

I'VE HAD IT OUT A LITTLE PIECE OF PAPER THERE.

AND WE'RE HERE KIND OF TAG TEAMING TONIGHT TO REALLY KIND OF TALK ABOUT THE CONSTITUTION AND HOPEFULLY HOW IT'S BEING TAUGHT TO OUR PUBLIC SCHOOL KIDS AT ALL LEVELS.

JUST AND YOU MAY KNOW YOU MAY KNOW THIS.

I DIDN'T KNOW THIS. SO I'M JUST GOING TO READ A FEW SENTENCES FROM THIS PIECE OF PAPER.

FEDERAL LAW PASSED IN 2004 REQUIRES THAT ALL SCHOOLS THAT RECEIVE FEDERAL FUNDING PROVIDE A COURSE TO ALL STUDENTS ON THE CONSTITUTION, ON CONSTITUTION DAY, WHICH IS SEPTEMBER 17TH.

THE LAW IS KNOWN AS H.R.

4818, AND THE TEXT IS FOUND AT SECTION 111 B, AND THE TEXT READS LIKE THIS.

EACH EDUCATIONAL INSTITUTION THAT RECEIVES FEDERAL FUNDS FOR A FISCAL YEAR SHALL HOLD AN EDUCATIONAL PROGRAM ON THE UNITED STATES CONSTITUTION ON SEPTEMBER 17 OF SUCH YEAR FOR THE STUDENTS SERVED BY THE EDUCATIONAL INSTITUTION.

AND JUST TO INTERPRET THAT A BIT MORE, THE NEXT TWO LINES THIS LAW DOES NOT DISTINGUISH BETWEEN ELEMENTARY, SECONDARY OR COLLEGE LEVEL INSTITUTIONS, SO IT MUST BE INTERPRETED TO APPLY TO ALL LEVELS.

THAT'S ALL I'M GOING TO READ TO YOU.

BUT I WOULD LIKE TO SAY I HAVE TWO SISTERS, AN OLDER ONE, AND A YOUNGER ONE THAT ARE BOTH RETIRED AFTER MANY YEARS OF TEACHING IN MIDDLE SCHOOLS, ONE IN CHARLOTTE WHO ENDED UP IN CHESTERFIELD FOR A FEW YEARS AND ONE WHO TAUGHT FOR OVER 30 IN HENRICO.

AND I POSED THIS TO THEM.

I SAID, ARE YOU AWARE OF THIS? DO YOU KNOW ANYTHING ABOUT THIS? NEITHER ONE OF THEM DID.

I SAID, WAS THERE ANY INITIATIVE AT YOUR SCHOOLS THAT YOU KNOW OF TO TO HONOR THIS? NO. SO I'M MY DIRECT QUESTION TO THE BOARD HERE IS, IS THIS BEING ADDRESSED IN GOOCHLAND COUNTY? AND IF SO, I'D KIND OF LIKE TO KNOW HOW.

WHAT'S THE LESSON PLAN? IS THERE ONE? AND IF THERE'S NOT, SHOULDN'T THERE BE? AND ALSO, WE'RE HERE REPRESENTING THE GOOCHLAND TEA PARTY AND WE THINK WE'VE GOT A WAY IF THIS NOT BEING DONE, WE HAVE A GREAT WAY TO HELP GET IT DONE.

AND THAT'S I'LL SEE THE REST OF MY TIME.

TO SYLVIA DAWSON.

HI, AND THANK YOU FOR ALLOWING US TO BE HERE TONIGHT.

WE HAVE TWO SOLUTIONS IF YOU NEED A SOLUTION.

CONSTITUTION DAY IS SEPTEMBER THE 17TH AND OUR CONSTITUTION IS 235 YEARS OLD.

AND WE ARE HAVING OUR SECOND EVENT ON THAT SAME DAY FROM 11 TO 3.

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WE ARE GOING TO PROVIDE A FAMILY BARBECUE GAMES CONSTITUTION, THE ACTUAL CONSTITUTION, BOOKLETS AND FLAG ETIQUETTE, CAMPAIGN MATERIALS, CANDIDATE INFORMATION.

WE HAVE RAFFLES.

WE'RE GOING TO HAVE BENEDICTINE LAST YEAR PLAYED THE BAGPIPES.

THEY SHOWED HOW TO PROPERLY, PROPERLY FOLD THE AMERICAN FLAG.

WE TALKED ABOUT FLAG ETIQUETTE.

THE SPEAKERS WILL BE TALKING ABOUT IT ALL RELATES TO THE CONSTITUTION.

BUT THE FREEDOM OF SPEECH, THE RIGHT TO BEAR ARMS, VOTER INTEGRITY, THE FREEDOM OF RELIGION AND SO ON.

IT'S ALL GOING TO BE PERTAINING TO THE CONSTITUTION.

IT'S GOING TO AND THIS IS SO COOL.

WE CREATED A CONSTITUTION QUIZ LAST YEAR AND YOU EACH HAVE IT.

WE WON'T WE WON'T ASK YOU TO TAKE THE QUIZ.

BUT IT WAS SO MUCH FUN TO SEE THE PARENTS ENGAGE WITH THEIR STUDENTS TAKING THE QUIZ.

THAT WAS THAT WAS A FUN PART OF THE OF THE DAY.

SO WE'RE GOING TO DO THIS AGAIN THIS YEAR AND WE HOPE TO INVITE ALL THE STUDENTS TO COME. AND PERHAPS AS PART OF THE PROGRAM, IT COULD BE EXTRA CREDIT.

BRING THE QUIZ IN.

SHOW YOUR COPY OF THE CONSTITUTION.

IT'S SOMETHING TO CONSIDER AND WE WOULD LOVE.

WE INVITE ALL THE STUDENTS WHO ARE ALSO GOING TO BRING IN THE COMMUNITY, OTHER COUNTIES, SO THAT WE CAN REALLY PROMOTE THE CONSTITUTION BECAUSE WE LOVE THE CONSTITUTION. SO THE OTHER THING, THIS IS REALLY A GREAT PROGRAM.

IT'S CALLED CONSTITUTING AMERICA.

AND IF A LOT OF TEACHERS I KNOW A LOT OF SCHOOL STARTING, THERE'S SO MUCH GOING ON, THERE'S SO MANY REQUIREMENTS.

THE BEAUTY OF CONSTITUTING AMERICA IS THIS THEY WERE FOUNDED IN 2010.

CONSTITUTING AMERICA IS A NON PARTIZAN EDUCATIONAL 500 1C3 WHOSE MISSION IS TO REVERSE THE TREND OF CIVIL APATHY AND IGNORANCE PERMEATING OUR SOCIETY TODAY.

OUR MISSION IS TO TEACH STUDENTS AND ADULTS ACROSS AMERICA ABOUT THE NON PARTIZAN RELEVANCY OF THE US CONSTITUTION AND THE PRINCIPLES OF SELF GOVERNANCE INHERENT TO OUR FOUNDING DOCUMENTS.

NOW, THE WONDERFUL THING ABOUT THIS PROGRAM, THEY'VE ALREADY DONE IT AND THEY HAVE SO MUCH INFORMATION. THE DAY BEFORE SATURDAY IS THE 17TH, SO SCHOOL'S NOT IN ON THAT DAY.

SO FRIDAY, ALL DAY LONG THEY HAVE LIVESTREAMED CONSTITUTION DAY WORKSHOPS.

IF THIS IS THIS IS REALLY AMAZING.

THE FEDERALIST SOCIETY IS PLEASED TO ANNOUNCE THAT VOLUNTEER ATTORNEYS WILL BE AVAILABLE TO TEACH STUDENTS ABOUT AMERICA'S FOUNDING DOCUMENTS THE WEEK BEFORE AND AFTER CONSTITUTION DAY.

SO THESE ARE JUST AMAZING SOURCES FOR OUR STUDENTS.

THEY'RE HAVING ALL THESE DIFFERENT CONTESTS, AND ONE OF THEM IS THE FUTURE CONTEST.

AND TEACHERS CAN WIN 2004 BEST CONSTITUTION LESSON PLANS 1000 FOR SENDING IN MOST CONTEST ENTRIES AND STUDENTS WIN SCHOLARSHIP PRIZES AND A MENTOR TRIP.

SO IN SOME OF THE THINGS THEY HAVE AND IT'S FROM KINDERGARTEN ALL THE WAY THROUGH TO FOLKS OLDER, BUT THEY HAVE THINGS LIKE POEMS AND PLAYS LIKE THIS YOUNG LADY IS SHE PROBABLY HAS SUCH A GREAT TIME WITH CREATING A PLAY OR WHATEVER IT IS IN EACH CATEGORY.

WE DID DONATE.

THERE WAS A GROUP THAT DONATED SIX, FIVE OR SIX OF THE BOOKS SEVERAL YEARS AGO, AND I DON'T KNOW WHAT HAPPENED TO IT, AND I'M SORRY THAT WHERE WHEN THEY WERE DONATED, IT WASN'T FOLLOWED UP BECAUSE THIS IS SOMETHING THAT WE ARE GOING TO DO CONSTITUTION DAY EVERY YEAR. IT'S GOING TO BE PART OF THE GOOCHLAND TEA PARTIES COMMUNITY OBLIGATION.

WE WANT TO DO THAT.

SO BUT WE WOULD LIKE TO WORK WITH GOOCHLAND IN THIS WITH THIS PROGRAM.

SO MY QUESTION IS, HOW CAN WE SEND YOU THE INFORMATION? WHAT IS THE BEST WAY FOR US TO TO BE ABLE TO SEND YOU INFORMATION AND IF YOU'RE WILLING TO TO WORK WITH THIS? SO I'M GOING TO ELECT TO MAKE A RESPONSE COMMENT FOR YOU.

AND I FEEL COMPELLED TO DO THAT TONIGHT BECAUSE I'M A FORMER UNITED STATES GOVERNMENT TEACHER AND I VERY WELL KNOW SEPTEMBER 17 AND IT HAS BEEN TAUGHT IN 12TH GRADE US GOVERNMENT CLASSES, EIGHTH GRADE CIVICS CLASSES, AND WE'RE REFERENCED TIME AND AGAIN IN HISTORY CLASSES.

WHETHER IT I CAN'T SAY AT THE MOMENT IF THERE'S A SPECIFIC LESSON PLAN THAT'S AVAILABLE, BUT I CAN TELL YOU IT'S ON THE MIND.

OF EVERY GOVERNMENT AND SOCIAL STUDIES TEACHER AND WE HAVE YOUR EMAIL ADDRESSES HERE, SO WE APPRECIATE THE MATERIALS AND WE CAN CERTAINLY TALK WITH YOU AND PUT OUR INSTRUCTIONAL LEADERS IN TOUCH WITH YOU.

BUT THANK YOU SO MUCH.

THAT SOUNDS GOOD. IT'S VERY IMPORTANT.

THANK YOU. APPRECIATE IT.

OUR NEXT SORRY, OUR NEXT SPEAKER IS KAREN WIRSING.

[00:50:13]

SHE GOES, WE'RE JUST GOING TO READ THIS.

YOU STAY RIGHT HERE. YOU HAVE HEARD OF ROSA PARKS.

YOU KNOW THAT THIS FAMOUS WOMAN ENTERED THE HISTORY BOOKS FOR REFUSING TO GIVE UP HER SEAT ON THE BUS. THIS SIMPLY ACT LAUNCHED LAUNCHED THE NOW HISTORIC YEAR LONG MONTGOMERY BUS BOYCOTT, WHICH IN TURN CATAPULTED MARTIN LUTHER KING JR TO FRAME AND EFFECTIVELY SET IN MOTION THE CIVIL RIGHTS MOVEMENT.

FOR THIS REASON, ROSA PARKS IS RIGHTLY REMEMBERED AS THE MOTHER OF THE CIVIL RIGHTS MOVEMENT. BUT JUST HOW DID THIS HUMBLE, DEFINED WOMAN COME TO BE THE FOCAL POINT OF THIS PERIOD IN AMERICA'S HISTORY? AND WHAT BECAME OF HER AFTER THE FATEFUL DAY ON UP ON THAT BUS? THIS IS HER STORY. ROSA PARKS MCCAULEY WAS BORN IN TUSKEGEE, ALABAMA, ON FEBRUARY 4TH, 1913 TO LEONA EDWARDS, MCCAULEY, A SCHOOLTEACHER, AND JAMES MCAULEY, A CARPENTER AND A STONEMASON.

SHE'S READING FROM SEVEN WOMEN AND THE SECRET OF THEIR GREATNESS BY ERIC METAXAS, WHICH WAS DENIED FROM OUR LIBRARY BECAUSE IT WAS RATED ADULT, WHICH I'M THINKING THE PUBLISHERS, THAT'S WHO THEY'RE GIVING IT TO.

I DON'T THINK IT HAS ADULT CONTENT LIKE WE'VE SEEN IN SOME OF THE BOOKS THAT I HAVE READ HERE. AND UNFORTUNATELY, IT WAS PUBLISHED IN 2015, WHICH I DON'T SEE THAT AS BEING A PROBLEM, CONSIDERING IT'S A HISTORICAL FIGURE.

USUALLY THE VERSION THAT'S CLOSEST TO THAT TIME PERIOD OF WHEN THINGS HAPPEN ARE GOING TO SHOW MORE ACCURATE PICTURE.

IT WAS ALSO SAID THAT MOST STUDENTS UTILIZE DATA DATABASES WHEN RESEARCHING BIOGRAPHIES, BUT THEN I WAS TOLD IN A BOOK CHALLENGE THAT IT'S GOOD FOR KIDS TO HAVE BOOKS ON HAND THAT THEY CAN ACTUALLY HAVE AT THEIR FINGERTIPS.

SO FOR THAT BEING DENIED FOR THOSE THREE REASONS, I, I HAVE MORE QUESTIONS AND CONCERNS. I'M HERE TONIGHT TO ASK FIRST THAT THE SCHOOL BOARD AMEND THE POLICY FOR LIBRARY LEARNING RESOURCES REQUIRING BOOKS FOR THE LIBRARY TO BE AGE APPROPRIATE.

I THINK THAT NEEDS TO BE ADDED AND I THINK THERE NEEDS TO BE SPECIFIC WORDING OF WHAT AGE APPROPRIATE BOOKS INCLUDE AND WHAT AGE APPROPRIATE BOOKS SHOULD NOT INCLUDE IN GOOCHLAND COUNTY PUBLIC SCHOOLS WHAT WE DEEM IS APPROPRIATE FOR OUR STUDENTS IN THIS COMMUNITY. VIRGINIA HAS RECENTLY PASSED A BILL REQUIRING SCHOOLS TO NOTIFY PARENTS IF BOOKS ARE SEXUALLY EXPLICIT TO ALLOW THEM TO OPT OUT IF OUT OF THE BOOK, AND THEN BE PROVIDED AN ALTERNATIVE BOOK AND LESSON IF THEY IF THEY SO CHOOSE.

IT IS TIME TO TAKE STEPS FOR THE SCHOOL LIBRARY AS WELL.

WE HAVE AN AUP ACCEPTABLE USE POLICY FOR THE INTERNET TO PROTECT OUR STUDENTS FROM THE INTERNET, WHICH FILTERS.

AND SO THAT GIVES US REASON TO BE ABLE TO DO THAT LEGALLY WITHOUT BEING CHALLENGED BECAUSE WE'RE PROTECTING OUR STUDENTS ONLINE.

IT'S NOW AND WE NOW WE HAVE A BILL THAT IS TO PROTECT OUR STUDENTS IN THE CLASSROOM FOR SEXUALLY EXPLICIT CONTENT THAT SOMEONE MAY ELSE MAY DEEM THAT'S APPROPRIATE FOR STUDENTS THAT PARENTS MIGHT NOT AGREE.

IT'S TIME TO DO THIS FOR OUR SCHOOL LIBRARY.

THIS IS NOT ABOUT CENSORSHIP, SO IT SHOULD NOT BE AN ISSUE.

IF IT WERE CENSORSHIP, THERE SHOULD BE THE SAME COMPLAINTS ABOUT THE RESTRICTIONS PLACED ON THE INTERNET AND ABOUT CLASSROOM LEARNING RESOURCES.

I'M ASKING THE SCHOOL BOARD TO PULL THE BOOKS THAT HAVE SEXUALLY EXPLICIT CONTENTS FOR MINORS. THE SCHOOL BOARD MEMBERS ARE REPRESENTATIVES OF OUR COUNTY DISTRICTS, AND IF THERE ARE ANY QUESTIONS ABOUT HOW THE COMMUNITY FEELS ABOUT LIBRARY BOOKS CONTAINING SEXUALLY EXPLICIT CONTENT OF MINORS, THAT MEANS MINORS BEING PORTRAYED IN SEXUAL ACTS, THEN WE SHOULD JUST FIND OUT.

IT'S A SIMPLE PUT A SURVEY OUT TO WHAT OUR COMMUNITY WANTS.

IT SHOULDN'T JUST BE DEEMED WHOEVER THINKS AT THE SCHOOL WHAT WHAT OUR KIDS SHOULD BE APPROPRIATE FOR OUR KIDS BECAUSE WE MAY HAVE A DIFFERENT POINT OF VIEW, THE PARENTS IN THIS COMMUNITY. LET'S TALK ABOUT CENSORSHIP.

ACCORDING TO GCP SELECTION OBJECTIVES, TWO OF THE OBJECTIVES FOR BOOK SELECTION IS TO PROVIDE STUDENTS WITH A WIDE RANGE OF EDUCATIONAL MATERIALS ON ALL LEVELS OF DIFFICULTY AND IN A VARIETY OF FORMATS.

MY DAUGHTER IS IN SEVENTH GRADE.

SHE READ AN ADULT BOOK.

IT WAS DEEMED AN ADULT BOOK AND TOO HIGH FOR HIGH SCHOOL WITH DIVERSITY OF APPEAL, ALLOWING FOR THE PRESENTATION OF MANY DIFFERING VIEWPOINT POINTS OF VIEW.

ALSO ANOTHER CRITERIA TO SELECT MATERIALS THAT PRESENT VARIOUS SIDES OF CONTROVERSIAL ISSUES, GIVING STUDENTS AN OPPORTUNITY TO DEVELOP ANALYTICAL SKILLS RESULTING IN INFORMED DECISIONS.

WHAT I'M FINDING CENSORED IN OUR LIBRARY WHEN I GO ON THAT CARD CATALOG IS CONSERVATIVE BOOKS AND CHRISTIAN BOOKS, AND BEING AT A IN A COMMUNITY THAT IS MAINLY THAT

[00:55:02]

I'VE SEEN LIBRARY BOOKS THIS YEAR COME IN THAT DO NOT MEET MY.

A VIEWPOINT FOR WOMEN'S RIGHTS.

I'M FOR WOMEN'S RIGHTS.

I JUST TAKE A DIFFERENT APPROACH TO IT.

BERNIE SANDERS BOOK IS IN THERE.

THERE'S FOUR BOOKS FOR THE OBAMAS IN THERE.

I'M ASKING HOW MANY MODERN DAY CONSERVATIVES ARE IN THAT BOOK, IN THAT LIBRARY? I'VE RECOMMENDED THREE BLACK CONSERVATIVE AMERICANS FOR THIS LAST BOOK RECOMMENDATION CREATED EQUAL BY BEN AND CANDY CARSON, PRESIDENT CANDIDATE BLACK, OUT BY CANDACE OWENS, A JOURNALIST.

AND DR. CONDOLEEZZA RICE IS AUTOBIOGRAPHY.

AND FOR ALL OF THOSE, I HAVE THE REASONS FOR THOSE.

USUALLY IT'S THEY DON'T HAVE ENOUGH REVIEWS.

AND IT SEEMS LIKE MOST OF THE REVIEWS THAT WE TAKE FROM IS THE AMERICAN LIBRARY ASSOCIATION, WHICH WE HEARD FROM ABOUT TONIGHT.

AND I'VE SPOKEN ABOUT THE AMERICAN LIBRARY ASSOCIATION AND ALL THEIR NUMBER ONE BOOKS, WHICH DO NOT REPRESENT A CONSERVATIVE VOICE.

SO THAT'S A BIG CONCERN FOR ME IS IS SOME OF THE REASONINGS WHY WE'RE NOT WE'RE TURNING DOWN THESE ARE THREE BLACK AUTHORS THAT ARE PUT IN.

AND WHAT I HAVE A QUESTION BEFORE I KNOW MY MY TIME IS UP, WHICH I DIDN'T SEE THAT ON THERE FOR ANYONE ELSE TONIGHT YET.

BUT I HAVE TO SAY WHAT NEEDS TO.

WHAT QUESTION NEEDS TO BE ASKED IS I'M ALL FOR MINORITY GROUPS BEING REPRESENTED AND HAVING BOOKS FOR THEM. BUT THE QUESTION THAT'S NOT BEING ASKED BY A LOT OF PEOPLE IS WHY ARE THEY TARGETING MINORS OF LGBTQ PLUS GROUPS OR EVEN RACIAL GROUPS? THEY'RE PUTTING ALL THESE NEW BOOKS IN FOR DIFFERENT ETHNICITIES, FOR GENDER, SEXUALITY GROUPS. BUT THAT'S WHERE ALL THE BOOKS THAT ARE HAVING INAPPROPRIATE CONTENT FOR CHILDREN. WHY ARE THOSE CHILDREN BEING SELECTED TO RECEIVE HIGHLY SEXUALLY SEXUAL CONTENT? SHOULDN'T THEY HAVE GOOD LITERATURE THAT REPRESENTS THEIR GROUP THAT DOESN'T REQUIRE THEM TO HEAR ABOUT HAVING MULTIPLE SEXUAL PARTNERS, HAVING GRAPHIC SEX AND DETAIL? I MEAN, I WOULD THINK PEOPLE FROM THOSE COMMUNITIES WOULD BE CONCERNED JUST AS MUCH AS I AM FOR THOSE CHILDREN.

SO THAT'S A CONCERN THAT I HAVE.

I'M GOING TO BE SENDING OUT.

I'VE DONE A SPREADSHEET OF ALL THE BOOKS THAT I HAVE FOUND.

THEY HAVE THE BOOK REVIEWS DONE BY SPEED READERS THAT HAVE PULLED EXCERPTS, MULTIPLE EXCERPTS FROM THOSE BOOKS.

AND I HAVE FOUND I HAVE MARKED IN GREEN ALL THE ONES THAT ARE IN OUR LIBRARIES.

AND I HAVE MR. VERY READING A BOOK TONIGHT THAT WILL SHOW ONE OF THOSE SAID BOOKS.

AND I HOPE THAT YOU WILL CONSIDER ABOUT CHANGING THAT POLICY MORE SPECIFIC TO OUR COUNTY. THANK YOU SO MUCH.

THANK YOU, MS.. WARSI.

ROSS VERY.

SO THIS IS NOT APPROPRIATE FOR CHILDREN, JUST A HEADS UP, BUT.

WELL, IT IS BECAUSE IT'S IN OUR MIDDLE SCHOOL.

BUT. SO SORRY.

GOOD EVENING. SO THIS IS A GRAPHIC NOVEL.

I WILL HOLD IT UP AS BEST I CAN SO YOU CAN SEE IT.

THE WORDS DON'T CAPTURE EVERYTHING, BUT SO IT KIND OF STARTS WITH A GIRL THAT'S TALKING ABOUT THE END OF SCHOOL.

IT SAYS, WHO'S GOING TO BUST THE HEAT MAKES THE SMELL EVEN WORSE THAN USUAL.

I LEAVE THE DOOR CRACKED OPEN SO I CAN BREATHE.

WHO'S GOING TO BUST ME NOW? WITH A WEEK LEFT OF SCHOOL, THE TEACHERS TAKE OFF FASTER THAN THE STUDENTS.

WHEN THE BELL RINGS AND SOMEONE'S OPENING THE DOOR.

HEADS UP. I DIDN'T REALIZE HOW MANY BOOKS I HAD.

I SHOULD HAVE BROUGHT A TOTE.

AND THEN SOMEONE PUSHES HER FROM BEHIND.

AND THEN THE DOOR SLAMS. AND THERE'S A GUY STANDING BEHIND HER.

YOU HAVE A BIG MOUTH. KNOW IT? RACHEL SAID YOU'RE SPREADING SOME SOME BULLSHIT STORY ABOUT ME RAPING YOU.

I NEVER RAPED ANYBODY.

I DON'T HAVE TO. EVERY GIRL IN SCHOOL IS TALKING ABOUT ME LIKE I'M SOME KIND OF PERVERT. AND THEN INNER DIALOG HE'S MAKING.

HE'S MADE OF SLABS OF STONE AND GIVES OFF A SMELL THAT MAKES ME WANT TO WET MY PANTS.

WHAT'S WRONG? UGLY.

I HAVEN'T BEEN ABLE TO GET ANY SINCE THAT NIGHT.

THE WORDS FALL, FALL LIKE NAILS TO THE FLOOR.

THEN SHE TRIES TO RUN.

HE GRABS HER. OH, NO, YOU'RE NOT GOING ANYWHERE.

YOU REALLY SCREWED THINGS UP FOR ME.

AND THEN HE LOCKS THE DOOR.

YOU ARE ONE STRANGE BITCH.

I CAN'T BELIEVE ANYONE LISTENS TO YOU.

IT FEELS LIKE. OH, AND THEN HE'S GRABBING HER ARMS. IT FEELS LIKE MY BONES ARE SPLINTERING.

YOU LIKED IT.

AND THEN SHE SAYS, I HAVE NO LEGS.

YOU DIDN'T SCREAM.

I WANT SOME MORE. HIS LIPS ARE WET, HIS TEETH KNOCK AGAINST MY CHEEKBONES.

HIS TEETH ARE ON MY NECK.

AND THEN. SLAM.

OH, HE SLAMS HER ARM UP AGAINST THE THE WALL OR THE DOOR.

HE'S TRYING TO GET BOTH WRISTS.

[01:00:01]

AND IT SAYS, I REMEMBER.

I REMEMBER METAL HANDS, HOT KNIFE, HANDS.

A SOUND EXPLODES FROM ME.

NO. AND SHE PUNCHES HIM.

I SCREAM AND I SCREAM AND I SCREAM.

EXPLOSION IN MY HEAD, BLOOD IN MY MOUTH.

HE PUNCHES HER BACK.

WHY AREN'T THE WALLS FALLING? THERE'S FIGHTING OVER HERE ON THE SIDE.

AND SHE GRABS A BOWL OF SALAD OR SOMETHING.

I DON'T KNOW. MY FISTS MEAN NOTHING TO HIM.

LITTLE RABBIT PAWS THUMPING HELPLESSLY.

HIS BODY CRUSHES ME.

IT BREATHES LIKE A DRAGON.

AND SHE GRABS, LIKE, I DON'T KNOW, SOMETHING AND SMASHES HIS HEAD WITH IT.

THEN HE GRABS HER BY THE MOUTH, AND THEN SHE GRABS A PIECE OF, I GUESS, BROKEN GLASS.

GLASS FROM LIKE, A MIRROR THAT'S IN THERE.

AND THEN FINALLY SHE TAKES IT AND PUTS IT TO HIS NECK, AND HIS MOUTH IS PARALYZED.

HE CAN'T SAY A WORD.

I WANT TO SLICE HIS HEAD OFF.

I WANT TO HEAR HIM SCREAM.

I SAID, NO.

SO IT SAYS ON THE BACK.

I SAID, NO. COULD YOU TELL US THE TITLE OF THAT, PLEASE, SIR? SPEAK THE GRAPHIC NOVEL.

THANK YOU. AND THAT'S IT.

I JUST THINK IT'S YOU KNOW, OBVIOUSLY THIS IS THIS IS RATED 12 TO 18 ON AMAZON.

SO IT'S NOT AS ADULT AS SYLVIA'S BOOK.

BUT THANK YOU ALL.

APPRECIATE IT. THANK YOU.

IS THERE ANYONE ELSE WHO MIGHT LIKE TO SPEAK TO THE BOARD? THAT'S THE. THANK YOU.

WE'LL CLOSE THE PUBLIC COMMENT PERIOD.

AT THIS TIME, WE HAVE SUPERINTENDENT'S COMMENTS.

YEAH. THANK YOU, MR. NEWMAN.

AS I SAID EARLIER IN THE MEETING, THERE WAS A LOT OF THINGS THAT HAVE BEEN HAPPENING THIS

[A. Planning for 2022-2023]

A LOT OF THINGS HAVE HAPPENED UPON REFLECTION AND FOCUS ON WHAT WE CAN DO TO MOVE THIS SCHOOL DIVISION TO A STRONGER POSITION IN SO MANY DIFFERENT WAYS.

A LOT OF THINGS I WANT TO CELEBRATE THIS EVENING.

FIRST IS THAT OUR SCHOOL DIVISION IS FULLY STAFFED THROUGH A VERY AGGRESSIVE APPROACH TO RECRUITING AND CERTAINLY THE STRONG REPUTATION THIS SCHOOL DIVISION HAS FOR SO MANY POSITIVE THINGS HAPPENING IN OUR SCHOOLS.

WE HAVE A FULLY STAFFED SCHOOL DIVISION, AND SO WE WERE ABLE TO WELCOME THOSE NEW TEAMMATES TO OUR SCHOOL DIVISION TODAY AND REALLY IMPRESSED BY THE TALENT OF THOSE INDIVIDUALS. AND OUR PRINCIPALS HAVE MADE SOME REALLY GREAT HIRES, EXCITED TO WELCOME THEM ONTO OUR TEAM.

AS I WALK ACROSS THE SCHOOL DIVISION IN AND OUT OF SCHOOLS AND AROUND OUR GROUNDS, OUR BUILDINGS ARE IN VERY, VERY GOOD CONDITION.

I DO WANT TO SHOUT OUT TO OUR FACILITIES TEAM, LED BY OUR DIRECTOR TOD STALEY, AND OUR PART TIME CLEANERS, OUR CUSTODIANS AND OUR FACILITIES AND MAINTENANCE PROFESSIONALS WHO HAVE DONE AN EXCEPTIONAL JOB OF PREPARING OUR FACILITIES.

EVERYTHING LOOKS GREAT. IN THE SEVEN YEARS THAT I'VE BEEN A PART OF THE SCHOOL DIVISION, I BELIEVE THAT THEY LOOK THE BEST THAT THEY EVER HAVE AT THIS POINT IN TIME AND YEAR.

SO THANKS TO ALL OF THOSE MEN AND WOMEN WHO HAVE MADE THAT POSSIBLE.

IN ADDITION TO THAT, OUR FOOD SERVICE TEAM IS FULLY PREPARED TO WELCOME OUR TEAM BACK WITH WARM AND NUTRITIOUS MEALS.

THEY HAVE CONTINUED TO SERVE STUDENTS OVER THE COURSE OF THIS SUMMER AND WANT TO APPLAUD THEM FOR THEIR SERVICE BECAUSE A LOT OF GREAT THINGS HAVE HAPPENED THIS SUMMER.

I DO WANT TO TELL OUR COMMUNITY THAT DUE TO SOME CHANGES IN OUR FUNDING STRUCTURES FROM THE FEDERAL GOVERNMENT, WE WILL GO BACK TO OUR PAID MEAL STATUS AS WELL AS A FREE AND REDUCED MEAL STATUS.

BUT WITH SOME FUNDS THAT WE ARE RECEIVING FROM THE GOVERNMENT, WE WILL BE ABLE TO CONTRIBUTE FUNDS TOWARDS A REDUCED MEAL.

SO THAT WILL EITHER BE FREE MEALS OR PAID MEALS THIS YEAR.

AND SO THAT'S A CHANGE FROM WHAT HAS BEEN HAPPENING IN THE PAST.

AND WE JUST WANT TO LET OUR COMMUNITY KNOW ABOUT THAT.

WE WILL NOT BE ACCEPTING CASH AT OUR CASH REGISTERS IN THE LUNCHROOM.

SO IF YOU WANT YOUR CHILD TO RECEIVE A MEAL AND YOU'RE PAYING FOR THAT, PLEASE GO ONLINE AND PAY FOR THAT JUST LIKE YOU HAVE OVER THE COURSE OF THE PAST TWO YEARS.

SO A LOT OF GREAT THINGS ARE HAPPENING AS WE PREPARE FOR THE NEW YEAR.

I'LL TELL OUR COMMUNITY THAT WE ARE WORKING ON REESTABLISHING THE HIGH STANDARD OF EXPECTATIONS WHEN IT COMES TO STUDENT BEHAVIOR IN OUR SCHOOLS.

WE WILL BE PROVIDING A LOT OF COMMUNICATION PENDING BOARD ACTION TONIGHT REGARDING WHAT WE'RE GOING TO DO TO MAKE SURE THAT WE HAVE AN ENVIRONMENT THAT IS WELCOMING IN OUR SCHOOL DIVISION. AND AT THE SAME TIME, WE ARE HOLDING OUR EXPECTATIONS FOR WHAT WE EXPECT OF OUR STUDENTS.

WE DO EXPECT EXCELLENCE IN THIS SCHOOL DIVISION OF OURSELVES AS ADULTS, AND WE'RE GOING TO EXPECT THE SAME WHEN IT COMES TO OUR STUDENT BEHAVIOR.

THERE'S GOING TO BE AN INCREASED FOCUS ON WHAT HAPPENS IF STUDENTS ARE INVOLVED IN A FIGHT, WHAT HAPPENS IF A STUDENT IS INVOLVED, AND SOME VERBAL ALTERCATIONS AND SOME SOME SLURS, AS WE ARE CALLING THEM? CELL PHONE POLICIES ARE GOING TO BE ADAPTED PENDING SCHOOL BOARD APPROVAL TONIGHT.

SO WE ARE REESTABLISHING A NEW STANDARD OF HIGH EXCELLENCE WHEN IT COMES TO STUDENT BEHAVIOR AND LOOK FORWARD TO COMMUNICATING THAT IN THE COMING WEEKS.

SO WE'RE POISED AND READY FOR A GREAT YEAR, BOARD MEMBERS AND REALLY EXCITED, LIKE I SAID, TO WELCOME OUR STUDENTS BACK ON THE 22ND OF AUGUST.

[01:05:02]

THE SECOND THING I WANTED TO SHARE FOR OUR COMMUNITY IS JUST AN UPDATE ON OUR GOOCHLAND MIDDLE SCHOOL AND GOOCHLAND HIGH SCHOOL PARKING LOT.

AND IF YOU'VE DRIVEN PAST THERE IN THE LAST COUPLE OF DAYS, YOU CAN SEE THE FLURRY OF ACTIVITY THAT IS HAPPENING AND HAVE US HAVE SOME STATISTICS THAT I WANT TO SHARE WITH OUR COMMUNITY THIS EVENING. THE FIRST THING IS THAT DID YOU KNOW THAT 700 DUMP TRUCKS OF DIRT WAS REMOVED FROM THAT SITE? DID YOU KNOW THAT 40 CONCRETE CONCRETE TRUCKS WERE POURING CONCRETE ON THAT SITE IN THE LAST COUPLE OF WEEKS TO PREPARE? WE HAD 125 ASPHALT TRUCKS.

AT ONE POINT IN TIME, THERE WERE 30 PIECES OF HEAVY MACHINERY ON SITE, AND WE COUNTED 50 WORKERS AT ONE POINT IN TIME.

SO IT'S GOING TO BE FULLY PREPARED AHEAD OF SCHEDULE AND UNDER BUDGET.

AND WHEN TEACHERS ROLL IN THERE ON THE 15TH NEXT MONDAY, THEY'RE GOING TO SEE BRAND NEW ASPHALT, FRESHLY PAINTED LINES.

AND ULTIMATELY, IT'S GOING TO BE A MUCH SAFER EXPERIENCE FOR OUR STUDENTS AND FOR OUR COMMUNITY, REDUCING THE TRAFFIC FLOW AND CONGESTION CONGESTION THAT WE'VE HAD IN THE PAST. AND I DO WANT TO THANK OUR COMMUNITY FOR SUPPORTING THE BOND REFERENDUM THAT MADE THIS POSSIBLE. THIS IS A DIRECT PROJECT FROM THAT BOND REFERENDUM.

AND SO A GREAT USE OF THOSE RESOURCES THAT WILL PROVIDE A SAFE EXPERIENCE FOR ALL OF OUR USERS AND THANKFUL FOR THE TEAM THAT HAS MADE IT HAPPEN INTERNALLY AS WELL AS ONE OF OUR COMMUNITY BUSINESSES.

THIS IS A PROJECT DONE BY A LOCAL BUSINESS, CROSIER CONSTRUCTION, AND THEY'VE DONE AN EXCEPTIONAL JOB, BEEN A REAL PLEASURE TO WORK WITH.

SO ANOTHER SUCCESS FOR OUR SCHOOL DIVISION.

THANK YOU, DR. ELY, FOR ANY COMMENTS.

I WANT TO MAKE ONE COMMENT.

WE HAD THE PRIVILEGE. BEING WITH OUR NEW TEACHERS THIS MORNING AND HELPED WELCOME THEM

[B. Update on GMS/GHS Parking Lot]

THERE IS NOTHING I KNOW MORE EXCITING, MORE ANYTHING THAT CAN JUST MAKE YOU FEEL LIKE YOU WANT TO DO EVEN MORE THAN YOU THOUGHT YOU WERE DOING ARE JUST SO MOTIVATIONAL.

IT'S IT'S A WONDERFUL MORNING.

AND THEN I GOT TO VISIT A COUPLE OF TRAINING SESSIONS AND THEY'RE SO COMMITTED TO DOING THEIR VERY BEST JOB AND THEY'RE EXCITED ABOUT BEING HERE.

AND THAT'S WHAT WE WANT THE CLASSROOMS TO HAVE REPRESENTED IN THEM WHEN SCHOOL STARTS NEXT WEEK. SO HATS OFF TO THE SCHOOL DIVISION LEADERSHIP FOR HAVING A FULLY STAFFED COMMUNITY.

AS FAR AS SCHOOLS GO, WE CAN'T SAY ENOUGH ABOUT THE JOB THEY'VE DONE AND HAVE BEEN DOING THROUGHOUT THE YEAR.

SO THANK YOU. I ALSO WANT TO JUST COMMENT BRIEFLY.

HAVING WORKED AS THE PRINCIPAL AT GOOCHLAND HIGH SCHOOL FOR FOUR YEARS, I TRIED TO JUMP OUT OF THE WAY OF TRAFFIC IN THE AFTERNOON, JUMP OUT OF THE WAY OF BUSSES, OUT OF THE WAY OF CONGESTION IN THE PARKING LOT.

PARENTS LINED UP TO PICK UP AND DRIVE AWAY SAFELY.

AND THANKFULLY THAT DID WORK OUT EVERY DAY.

BUT IT'S GOING TO BE EVEN EASIER AND A LOT BETTER NOW.

I THINK SO. THANK YOU FOR THAT.

YES, THANK YOU, MR. NEWMAN. IT'S IT'S BEEN A REAL SUCCESS AND LOOK FORWARD TO YOU KNOW, IT'S GOING TO TAKE US A LITTLE WHILE TO MAKE SURE EVERYBODY KNOWS WHERE TO GO AND WHAT TO DO.

I WILL FORECAST TO OUR COMMUNITY WE'RE GOING TO HAVE A VIDEO THAT WE'RE GOING TO POST TO EVERYBODY NEXT WEEK THAT HAS DRONE FOOTAGE AND WE'LL SHOW WHERE TO GO AND WHAT TO DO.

AND WE'RE ALL GOING TO HAVE TO WORK TOGETHER. THIS IS A NEW PATTERN, A NEW ROUTINE. WE'RE GOING TO BE PATIENT WITH ONE ANOTHER AS WE FIGURE IT OUT.

BUT AT THE END, IT'S GOING TO BE VERY POSITIVE.

ONE THING I FORGOT TO MENTION, BUS ROUTES HAVE BEEN POSTED.

SO IF YOU WANT TO FIND OUT WHERE YOUR CHILD IS GOING TO BE PICKED UP ON THE TIMES ASSOCIATED WITH THAT, YOU CAN LOG INTO THE POWER SCHOOL.

THAT'S A SECURE PORTAL FOR YOU TO ACCESS THAT INFORMATION AND GET IT FROM THERE.

YOU CAN ALWAYS CALL OUR TRANSPORTATION DEPARTMENT.

WE'RE ALSO GOING TO HAVE BUS LISTS POSTED INSIDE OF OUR SCHOOLS IN A SECURE LOCATION.

SO IF YOU WANT TO VISIT SCHOOLS, YOU CAN DO THAT AS WELL.

THANK YOU. THANK YOU.

NEXT UP, BOARD MEMBERS, WE'RE AT ITEM SIX CONSENT ITEMS. WE ARE ABLE TO REVIEW THESE AS A GROUP OR IF THERE'S ANYTHING YOU WOULD LIKE TO PULL OUT,

[6. Consent Items]

WHAT IS YOUR PLEASURE, MR. CHAIR? YES, I ASK THAT WE PULL OUT ITEM H.

WE'VE IT IS, YES.

THE SECOND READING POLICIES.

THERE IS ONE POLICY THAT I HAVE A STATEMENT FOR US TO DISCUSS, BUT I IF NO ONE ELSE HAS ANY TO PULL OUT, I WOULD MAKE A MOTION THAT WE APPROVE CONSENT ITEMS A, B, C, D, E, AND F AS A SLATE AND G AND G G ITEMS A THROUGH G THE MOTIONS AND MADE TO APPROVE THOSE AND FOR ALLOWING FOR SEPARATE DISCUSSION OF POLICY

[01:10:01]

IS THERE A SECOND O SECOND, ANY DISCUSSION? ALL IN FAVOR, SAY I.

HI, MS..

HORN. YOU WANT TO TALK ABOUT ITEM H, PLEASE? SURE. WELL, MRS. IS COMING UP TO THE MICROPHONE.

WE'VE DONE A LOT OF WORK, MRS. BAREFOOT-REID, MYSELF AND MRS. DIANE ON THESE POLICIES EVERY MONTH, AND THESE ARE OUR SECOND READ THIS TIME.

BUT WE STILL HAD SOME WORK THAT WAS BEING DONE BECAUSE OF THE GREAT COLLABORATION WITH ALL OUR ADMINISTRATION AND SCHOOL LEADERS.

SO WE'RE GETTING THERE.

SO I THINK AS A TEAM, WE'VE DEVELOPED A PRETTY DECENT POLICY HERE.

IF YOU TAKE A LOOK AT PAGE SEVEN, AND I THINK THIS IS WHAT YOU WERE REFERRING TO, MRS. HORN, UNDER STUDENT DRESS, WE DID HAVE A LOT OF DISCUSSION DURING THE SCHOOL BOARD WORKSHOP, I THINK ON THE 27TH OF JULY.

AND AFTER THAT MEETING, THE FIRST TWO PARAGRAPHS, WELL, THAT FIRST LINE WAS WAS STRICKEN AND THE FIRST TWO PARAGRAPHS WERE ADDED.

I JUST WANTED YOU TO REFERENCING THE STUDENT DRESS STUDENT DRESS SECTION ON PAGE SEVEN.

YES. WE ALSO NUMBERED THE ITEMS BELOW TO MAKE IT MORE READABLE.

SO HOPEFULLY, I THINK THAT'S A LOT OF THE WORK THAT WE DO AT THIS.

THESE TWO IS TO MAKE THEM ACTUALLY POLICIES PEOPLE CAN USE BECAUSE POLICIES ARE IMPORTANT. SO THANK YOU.

ALSO THIS POLICY.

WE NEED TO LOOK AT THE FIRST PAGE ON THE DEFINITIONS THE CYBERBULLYING OK.

SO THE LANGUAGE THAT WE HAD CHOSEN THERE YOU SEE CYBERBULLYING IS DEFINED AS BULLYING THAT TAKES PLACE OVER DIGITAL DEVICES LIKE CELL PHONES, COMPUTERS AND TABLETS.

I FOUND A DEFINITION ON THE DOE SITE AND THAT DIDN'T EXIST, AND I DIDN'T WANT TO BE THE ONES TO TO MAKE THAT FINAL DECISION ON THAT.

WE WANTED TO PRESENT IT TO THE BOARD.

BUT ANOTHER DEFINITION THAT COULD BE INSERTED IN THAT SENTENCE IS AS FOLLOWS CYBERBULLYING IS DEFINED AS WILLFUL AND REPEATED HARM INFLICTED THROUGH THE USE OF COMPUTERS, CELL PHONES AND OTHER ELECTRONIC DEVICES.

SO THIS ONE MORE PARALLELS WHAT WE HAVE FOR BULLYING, WHERE WE HAVE BULLYING MEANS AND AGGRESSIVE AND UNWANTED BEHAVIOR THAT IS INTENDED TO HARM, INTIMIDATE OR HUMILIATE THE VICTIM. SO JUST THAT IS AN OPTION FOR US.

SO WE CAN USE THE LANGUAGE THAT'S HERE.

TO ME, THE LANGUAGE IS HERE IS KIND OF REPEATED ALREADY THROUGH THE REST OF THE DEFINITION, WHERE IT REFERS TO THE DIFFERENT TYPES OF DEVICES, WHEREAS THE DOE DEFINITION REALLY GETS INTO THE HARMFUL NATURE OF CYBERBULLYING.

SO I JUST WANTED TO KNOW WHAT EVERYONE ELSE IS THINKING.

MR. CHAIR. MS..

HORNE, I DO LIKE THE DOH DEFINITION.

THE ONE WORD THAT STRUCK A CHORD WITH ME WAS REPEATED BECAUSE SOMETIMES CYBERBULLYING COULD BE AN ISOLATED INCIDENT, AND THAT'S THAT'S ONE TOO MANY.

SO JUST WANT TO MAKE SURE THAT WE'RE NOT SAYING IT WOULD HAVE TO BE MORE THAN ONCE TO BE CLASSIFIED, BUT THE DEFINITION OF BULLYING IS OVER TIME.

I DIDN'T SEE THAT IN THE POLICY AS WE HAVE IT WRITTEN HERE DOES SAY OVER TIME.

BUT SO ARE WE SAYING THERE HAS TO BE A PATTERN FOR IT TO BE CALLED BULLYING, THAT BULLYING IS IS NOT.

THAT'S HOW YOU SEPARATE TEASING FROM BULLYING.

BULLYING IS IT? IT HAPPENS OVER AND OVER AGAIN.

SO THAT'S HOW WE DEFINED IT FOR MANY YEARS IN EDUCATION.

[H. Policy Update: Second Reading]

BECAUSE THINK ABOUT THE MIDDLE SCHOOL YEARS.

PEOPLE ARE MEAN AND ONE TIME DOESN'T MEAN BULLYING THAT THAT IS A HISTORICAL CHALLENGE THAT WE FACE. MS.. ALLAN QUITE HONESTLY, IS WHEN FOLKS SAY MY CHILD HAS BEEN BULLIED, THAT IS A COMMON TERM THAT ROLLS OFF OF MANY PEOPLE'S TONGUE WHEN IT MAY HAVE BEEN AN UNFORTUNATE SITUATION.

THAT IS CERTAINLY NOT ACCEPTABLE, BUT IT MAY HAVE BEEN ISOLATED IN NATURE THAT BY DEFINITION IS NOT BULLYING.

AND SO THAT'S THAT'S WHERE EDUCATION OFTENTIMES COME IN.

IT'S A TERRIBLE SITUATION THAT HAPPENED, BUT IT DOESN'T MEET THE DEFINITION OF BULLYING BECAUSE BULLYING IS SOMETHING THAT IS REPEATED THAT TAKES PLACE OVER TIME.

SO THAT'S THAT'S OFTENTIMES A DIFFICULT CONVERSATION TO HAVE WITH OUR FAMILIES.

AND IT'S GOOD TO BE ABLE TO DISCUSS IT PUBLICLY TONIGHT.

AND BOTH CAN BE ADDRESSED AT THE SCHOOL LEVEL.

THANK YOU. THAT'S WHAT I WAS GOING TO SAY, BECAUSE WE DON'T WANT A ONE TIME INCIDENT IS, LIKE YOU SAID, TOO MANY TIMES.

SO, YES, THAT IS ADDRESSED.

AND IF WE KNOW ABOUT IT, WE DO ADDRESS IT.

[01:15:01]

WE DON'T WANT TO DERAIL US FROM THIS CONVERSATION.

BUT ENFORCEMENT OF THE DRESS CODE CAN BE A CHALLENGE FOR OUR ADMINISTRATORS, RIGHT? JUST SHEER NUMBERS.

AWARENESS OF BULLYING CAN BE ALMOST IMPOSSIBLE FOR OUR TEACHERS AND ADMINISTRATORS, PARTICULARLY WHEN YOU BRING INTO THE EQUATION.

RIGHT. I DON'T HAVE ACCESS TO THAT CHILD'S PHONE, SO I JUST I'M NOT ASKING THAT WE REWRITE THE CULTURAL DEFINITIONS OF THESE THINGS, BUT I'D LOVE FOR US TO GIVE SOME CONSIDERATION TO HOW CAN WE CREATE MORE VISIBILITY AND MAYBE SOME BOUNDARIES OVER TIME AND REPEATED. CAN WE PUT SOMETHING THERE THAT MAKES IT A LITTLE MORE OBJECTIVE AND NOT SO SUBJECTIVE? IF YOU LOOK AT JFC DASH ARE ONE THAT INCLUDES TEASING, ISN'T THAT CORRECT? I MEAN, WE WE HAVE ON THAT LADDER.

YES. SO YES.

SO WE WE ADDRESS THOSE AND WE HAVE CONSEQUENCES FOR THOSE ONE TIME HURTFUL MOMENTS THAT SHOULD NOT OCCUR AND MUST BE ADDRESSED.

BECAUSE TYPICALLY, IF IF THE PERPETRATOR, THE PERPETRATOR PROBABLY HAS AN ISSUE THAT NEEDS TO BE HELPED.

BUT THE PERSON THAT WAS ON THE RECEIVING END CERTAINLY NEEDS OUR SUPPORT AS WELL.

SO WE WE ADDRESS BOTH BOTH PARTIES IN THOSE SITUATIONS.

SO. MS. HORN, YOUR QUESTION ABOUT THE DOE DEFINITION, I AM NOT SURE WHERE YOU WERE SUGGESTING THAT BE INSERTED HERE OR IS IT IT, IT WOULD BE IN PLACE OF IF YOU LOOK AT THE FIRST LINE OF THE CYBERBULLYING DEFINITION, CYBER BULLYING IS DEFINED AS BULLYING THAT TAKES PLACE OVER DIGITAL DEVICES LIKE CELL PHONES, COMPUTERS AND TABLETS. I'M SUGGESTING THAT WE INCLUDE WE REPLACE THAT WITH CYBERBULLYING IS DEFINED AS WILLFUL AND REPEATED HARM INFLICTED THROUGH THE USE OF COMPUTERS, CELL PHONES AND OTHER ELECTRONIC DEVICES, AND THEN CONTINUE BECAUSE THE REST OF THE DEFINITION INCLUDES, AS WELL AS THE NEXT PAGE, INCLUDES EXAMPLES OF WHERE CYBERBULLYING OCCURS AND THE EQUIPMENT THAT IT CAN BE USED ON.

YES, SIR. YEAH.

BOARD MEMBERS, WHAT'S YOUR PLEASURE? ARE YOU LOOKING FOR A MOTION? I SURE AM.

I'LL MAKE A MOTION THAT WE INCLUDE THE REVISED LANGUAGE FROM THE DOE TO THE POLICY.

I THINK THE WILLFUL AND INTENT TO HARM LANGUAGE IS REALLY IMPORTANT BECAUSE OTHERS MAY DISMISS IT AT FACE VALUE.

THANK YOU. IS THERE A SECOND? I'LL SECOND ANY DISCUSSION.

FURTHER DISCUSSION.

THANK YOU ALL FOR YOUR UNDERSTANDING, AND I THINK IT'S A VERY GOOD CHANGE.

AND I THINK THAT THE CHANGES THAT ARE INCORPORATED INTO THE JFC, AS I CALL THEM, THE JFC IS ALL THREE POLICIES.

WELL, IT'S A POLICY INTO REGS.

THE WORK THAT WAS DONE WAS VERY FOCUSED, VERY.

PURPOSEFUL. AND WE AS A WHOLE DIVISION REALLY SPOKE UP ON THIS ISSUE. AND I THINK THAT THAT IS IMPORTANT.

NO MATTER WHAT GRADE LEVEL YOU'RE IN, THERE IS AN UNDERSTANDING THAT THERE IS AN EXPECTATION OF CERTAIN BEHAVIOR IN THE SCHOOL DIVISION.

AND IF YOU CANNOT RISE TO THAT EXPECTATION, THERE WILL BE CONSEQUENCES.

THERE'S ALSO PARENTAL RESPONSIBILITY AND PARENTAL NOTIFICATION THROUGHOUT THE PROCESS.

SO IT IS THE STUDENT, IT IS THE TEACHER AND FACULTY AND IT IS THE FAMILY.

AND WE'RE ALL GOING TO WORK TOGETHER TO SUPPORT THE KIDS, WHETHER THEY ARE THE ONES DOING THE ACTS OR THEY ARE THE ONES ON THE RECEIVING END.

THANK YOU, SIR. BOARD MEMBERS, THERE'S A MOTION AND A SECOND TO ADD THE DEFINITION AT THE BEGINNING OF THIS FIRST SENTENCE IN THAT PARAGRAPH WITH ALL IN FAVOR.

I THANK YOU.

SO THAT TAKES CARE OF THAT ONE PARTICULAR ONE.

I BELIEVE THAT THE OTHER CHANGES WERE ALREADY HERE AS PART OF THE PRESENTATION BECAUSE THERE WAS JUST A COUPLE OF OF ITEMS WHERE INSTEAD OF BDD, IT SHOULD HAVE BEEN BDA. THERE WERE NO OTHER SUBSTANTIAL CHANGES.

IT WAS JUST A COUPLE OF WE DID SOME GREAT BULLETS IN A DEFINITION TO HELP MAKE IT MORE READABLE. SO AS FAR AS HOW THESE WERE PRESENTED AT FIRST READ AND HOW THEY ARE NOW IS SECOND READ THAT THAT WAS THE MOST ONLY SUBSTANTIVE CHANGE.

MOST SUBSTANTIVE CHANGES WERE IN THIS POLICY.

SO THANK YOU VERY MUCH.

SO WE CAN MAKE A MOTION ON THE REST OF IT, PLEASE.

[01:20:03]

SURE, I WILL GO DOWN THIS LIST.

LET ME BRING THIS A LITTLE CLOSER.

ALL RIGHT, MR. CHAIR, I MOVE THAT WE APPROVE ON POLICIES ON SECOND READING.

AC B BBF A BDA BDC A B, DDC BDG G C F F B JJ A F JFC R JFC R ONE AND JFC DASH R TWO AS PRESENTED AND MODIFIED THIS EVENING.

THANK YOU. BOARD MEMBERS.

YOU CAN SEE THE POLICIES, AND I BELIEVE WE HAVE SEEN THE POLICIES THAT MS..

HORNE JUST IDENTIFIED.

AND WITH THE CHANGE THAT WAS APPROVED, THERE IS A MOTION TO APPROVE.

IS THERE SECOND? SECOND. ANY FURTHER DISCUSSION? ALL IN FAVOR, SAY I, I.

DR. ALY, I THINK THAT.

YEAH. BOARD MEMBERS, THANK YOU FOR YOUR SUPPORT OF THAT.

THERE WAS A TREMENDOUS AMOUNT OF WORK THAT WENT INTO THAT THIS SUMMER, AND IT WAS ONE OF THE THINGS THAT WE WERE DOING TO MAKE THE SCHOOL DIVISION STRONGER AND AN INCREASED FOCUS ON THE EXPECTATIONS THAT WE HAVE FOR OUR STUDENTS AS THEY ENTER THE BUILDING.

SO CERTAINLY WANT TO SET THE RIGHT TONE AS WE START THIS NEW SCHOOL YEAR AND WE'LL BE COMMUNICATING THESE CHANGES TO OUR COMMUNITY THROUGH VIDEO AND IN WRITING BEFORE WE START SCHOOL IN THE 20 SECONDS. SO THANK YOU FOR YOUR SUPPORT.

NEXT, I WANT TO INTRODUCE A REALLY EXCITING INSTRUCTIONAL REPORT.

[A. Partnership for the Future]

BUT THIS PARTNERSHIP WITH PARTNERSHIP FOR THE FUTURE DATES BACK TO 2016, WHERE I HAD THE OPPORTUNITY TO WORK WITH THEIR TEAM AND REALLY PROVIDE OPPORTUNITIES TO OUR STUDENTS THAT WERE NOT THERE PRIOR TO 2016.

AND SO THIS IS A GREAT OPPORTUNITY FOR OUR STUDENTS TO HAVE PAID INTERNSHIPS DURING THE COURSE OF THE SUMMER EXPERIENCES THAT WILL FULLY PREPARE THEM FOR WHAT IS NEXT.

AFTER HIGH SCHOOL SCHOLARSHIP OPPORTUNITIES AND FIVE STUDENTS PER YEAR WERE THE BENEFICIARY OF THIS EXPERIENCE WITH PARTNERSHIP FOR THE FUTURE.

AND IT'S MY PLEASURE THIS EVENING TO INTRODUCE ONE OF OUR STUDENTS WHO HAS CERTAINLY BEEN A PART OF PARTNERSHIP FOR THE FUTURE, AS WELL AS OUR REPRESENTATIVE FROM PARTNERSHIP FROM THE FUTURE.

THAT IS MR. RASHAD RICH.

HE'S THE DIRECTOR OF PROGRAMS FOR PARTNERSHIP OF THE FUTURE.

SO THIS IS AN EXCITING PRESENTATION, AND IT'S MY PLEASURE TO SHARE THIS WITH YOU THIS EVENING. THANK YOU.

GREETINGS, BOARD MEMBERS, AND THANK YOU FOR ALLOWING US TO BE HERE TONIGHT.

TO THE SUPERINTENDENT AND MR. CHAIR AND THE REST OF THE BOARD MEMBERS.

AS STATED, MY NAME IS RASHAD RICH AND I'M THE NEW SENIOR DIRECTOR OF PROGRAMS AT PARTNERSHIP FOR THE FUTURE.

I BRING YOU GREETINGS FROM OUR CEO AND PRESIDENT, DION HENDERSON.

AND I'M GOING TO GIVE YOU JUST A LITTLE BIT OF BACKGROUND, AN OVERVIEW OF WHAT WHO PARTNERSHIP FOR THE FUTURE IS, AND THEN I'M GOING TO PASS IT OVER TO NONE, NONE OTHER THAN TIA TURNER, WHICH IS GOING TO PROBABLY BE THE MOST EXCITING PART OF THIS PRESENTATION. SO I'LL TAKE JUST A BRIEF MOMENT AND THEN PASS IT OVER TO WHO YOU PROBABLY REALLY WANT TO HEAR FROM.

PARTNERSHIP FOR THE FUTURE IN 1994, STARTED WITH THREE BUSINESS SPONSORS, 12 STUDENTS, 10TH GRADE APPLICANTS FOCUSED ON COLLEGE ACCESS, AND THAT YEAR WE HAD 100% COLLEGE MATRICULATION RATE.

FAST FORWARD A LITTLE BIT TO 2016.

WE HAVE GOOCHLAND COUNTY PUBLIC SCHOOLS IS ADDED WITH OVER 70 BUSINESS SPONSORS.

THE COLLEGE GRADUATION RATE NUMBERS ATTAINED WERE AT 89% AT THAT POINT.

AND TO THIS DAY, FROM THAT GRADUATING CLASS, WE HAVE FIVE CURRENT COLLEGIATE STUDENTS, WHICH INCLUDES THE UNIVERSITY OF VIRGINIA, MORGAN STATE UNIVERSITY, JAMES MADISON UNIVERSITY, GEORGE MASON UNIVERSITY AND VIRGINIA COMMONWEALTH UNIVERSITY.

IN 2019, PARTNERSHIP FOR THE FUTURE CELEBRATED ITS 25TH ANNIVERSARY OF GRADUATING CLASSES, AND NOW, IN 2022, PARTNERSHIP FOR THE FUTURE SETS A NEW RECORD AS FAR AS 103 ACCEPTED STUDENTS.

AND SO WE SERVICE THE AREAS OF HENRICO, CHESTERFIELD, RICHMOND AND NONE OTHER THAN GOOCHLAND COUNTY.

CURRENTLY WE HAVE 13 STUDENTS, WHICH WOULD EQUATE TO ABOUT 7% OF OUR CURRENT POPULATION.

WE, OUR MISSION, OUR MISSION AND VISION.

SO HOW DO WE DO THIS? OUR VISION IS ALL STUDENTS ARE EMPOWERED TO REALIZE THEIR ACADEMIC AND PROFESSIONAL AND PERSONAL GOALS AND POSITIVELY ADVANCE THEIR COMMUNITY.

[01:25:03]

SO IN A NUTSHELL, WE ARE A CAREER AND COLLEGE PREPARATORY PROGRAM.

OUR CORE BELIEFS ARE INTEGRITY, EXCELLENCE, PERSISTENCE, PARTNERSHIP AND ACCESS.

HOW IS OUR PROGRAM STRUCTURED? OUR PROGRAM IS STRUCTURED WITH THREE HIGH SCHOOL YEARS AND FOUR COLLEGE YEARS, SO WE'LL BE FOLLOWING MS..

TIA TURNER INTO HER COLLEGE YEARS, AS WELL AS SERVICING HER JUST RECENTLY AT THE HIGH SCHOOL LEVEL. WE IN OUR PROGRAM STRUCTURE, WE HAVE A SUMMER SESSION, A YEAR ROUND MEETINGS AND ACTIVITIES.

THE SUMMER SESSION.

THE SUMMER SESSION INCLUDES AT AN INSTITUTE UPON ENTRY.

SO AS A RISING HIGH SCHOOL SOPHOMORE, THEY ENTER INTO A WEEK LONG INSTITUTE WHICH INCLUDES WEEKLY CURRICULUM, INTERNSHIPS, JOB SHADOWING.

AS FAR AS OUR YEAR ROUND MEETINGS AND ACTIVITIES, IT INCLUDES COLLEGE TOURS, CULTURAL CAPITAL SESSIONS, SAT AND ACT PREP SESSIONS, SPECIAL ACTIVITIES, AND THEN FOR THE COLLEGIATE SIDE, COLLEGIATE INVOLVEMENT, WHICH TIA TURNER WILL BE A PART OF.

WE HAVE A COLLEGIATE INTERNSHIP, SO CARRYING ON THAT CAREER AND PROFESSIONAL DEVELOPMENT.

WE ALSO HAVE ACADEMIC SETS.

WE SUCCESSFULLY MAKE SURE THAT THEY TRANSITION TO COLLEGE.

WE HAVE STUDENT ENGAGEMENT, CAREER READINESS AND FINANCIAL STABILITY PARTNERSHIP FOR THE FUTURE. WE'LL SUPPORT COLLEGE STUDENTS THROUGHOUT THEIR COLLEGE WITH VIRTUAL AND SITE VISITS, WORKSHOPS, SCHOLARSHIP ANNOUNCEMENTS TO MAKE SURE THAT THEY STAY OUT OF DEBT THAT THAT, YOU KNOW, INFAMOUS COLLEGE DID INTERNSHIPS AND WORKSHOPS.

SO TO CONCLUDE, JUST WANTED TO SAY THAT AS SUPERINTENDENT HAS ALREADY STATED FROM GOOCHLAND SPECIFICALLY, WE'RE RECRUITING ABOUT FIVE STUDENTS PER YEAR AND WE START THAT RECRUITMENT IN THEIR FRESHMAN YEAR.

STUDENTS MUST HAVE A 3.0 IN THE SPRING OF THEIR FRESHMAN YEAR.

SO NOW I AM GOING TO TURN IT OVER TO SOMEBODY WHO NEEDS NO INTRODUCTION BECAUSE SHE IS AT HOME.

MS.. TIA TURNER, WHO WILL BE ATTENDING UNIVERSITY OF RICHMOND IN THE FALL AND HAS EARNED MORE ABOUT ROUGHLY $400,000 IN SCHOLARSHIPS AND GRANTS.

SO NONE OTHER.

THANK YOU. GOOD EVENING, EVERYBODY.

SO MANY FAMILIAR FACES IN HERE TODAY.

I HAVE A LOT OF MIXED FEELINGS AT THE FACT THAT I'M OLD ENOUGH TO SAY THAT I AM AN ALUMNI OF SOMETHING.

SO FIRSTLY, AS AN ALUMNI OF GOOCHLAND HIGH SCHOOL, I'M SO PROUD OF ALL THE IMPROVEMENTS YOU GUYS ARE DOING.

OBVIOUSLY I WON'T BE HERE ANYMORE, BUT YOU KNOW, I HAVE SIBLINGS THAT ARE GOING TO THE MIDDLE SCHOOL. I HAVE SIBLINGS OVER AT THE HIGH SCHOOL, SO I LOOK FORWARD TO THE IMPROVEMENTS THAT YOU GUYS ARE DOING.

AND I REALLY DO LOVE THIS HIGH SCHOOL.

I LOVE GOOCHLAND COUNTY.

SO THANK YOU FOR ALL THAT.

ALSO, I WANT TO MENTION THAT I AM GOING TO BE PART OF THE COLLEGIATE PROGRAM, SO I WILL BE INTERNING WITH BANKERS LIFE NEXT SUMMER.

THEY DON'T HAVE A PARTNERSHIP WITH PARTNERSHIP FOR THE FUTURE, BUT I AM WORKING ON THAT TO GET THEM TOGETHER.

SO THERE WILL BE OTHER STUDENTS THAT CAN INTERN WITH BANKERS LIFE.

SO I LOOK FORWARD TO THAT.

SO NOW I WILL READ YOU MY STORIES OF SUCCESS THAT WE DID FOR OUR RISING CLOSING CEREMONY.

I GOT TO WEAR MY CAP AND GOWN FOR A TOTAL OF FIVE TIMES NOW.

SO YEAH.

SINCE BEING INVOLVED FOR PARTNERSHIP FOR THE FUTURE AND NOT ONLY HAVING BEEN ABLE TO EXCEL ACADEMICALLY, I'VE BEEN ABLE TO GROW AS AN INDIVIDUAL.

THEY TAUGHT ME BASIC EFFICACY, COMMUNICATION SKILLS, SOCIAL NETWORKING, STRATEGY STRATEGIES. I'VE BEEN ABLE TO GET OUT OF MY COMFORT ZONE BY ATTENDING PUBLIC EDUCATIONAL EVENTS AND JOIN COMMUNITY BASED PROGRAMS. OUR CULTURAL CAPITAL SESSIONS ALLOW STUDENTS TO ACTIVELY COLLABORATE IN NETWORK WITH OTHER STUDENTS AND BUSINESS LEADERS ALL AROUND THE RICHMOND METROPOLITAN AREA.

I'VE BEEN ABLE TO MAKE NEW FRIENDS AND HAVE BEEN GIVEN MANY OPPORTUNITIES TO ENHANCE MY PUBLIC SPEAKING SKILLS AND AT OUR CULTURAL CAPITAL SESSIONS.

SO MY FAVORITE CULTURAL CAPITAL SESSIONS WERE ALL ABOUT CAREER PANELS AND A MENTAL HEALTH SESSION. MY SUMMER INTERNSHIP PLACEMENT WAS WITH ALZHEIMER'S ASSOCIATION, SO MY DAILY TASK CONSISTED OF BUILDING COLLABORATIVE WORK ENVIRONMENTS, RECRUITING POTENTIAL PARTNERSHIPS, ENGAGING DIVERSE COMMUNITIES THAT ARE DISPROPORTIONATELY IMPACTED BY ALZHEIMER'S AND PARTICIPATING IN LEADERSHIP EVENTS.

I ENJOYED MY TIME WITH THE COMPANY AND MY COWORKERS.

IT HAS BEEN A MAJOR IMPACT ON MY RESUME FOR FUTURE INQUIRIES.

IN DOING SO, HAVE SHOWN ME MY CAPABILITIES GO BEYOND JUST BY WORKING 9 TO 5.

I'M AIMING FOR A CAREER.

I AM ABLE TO MAKE A CHANGE IN MY COMMUNITY, WHETHER THAT BE FOR THE LESS FORTUNATE ELDERLY OR IN MY OWN BUSINESS.

THEY HAVE GIVEN ME THE RESOURCES AND CONNECTIONS TO IMPROVE THE YOUNG WOMAN THAT I AM BECOMING. P.F.

HAS ALSO PROVIDED ME WITH MENTORS AND OTHER GUIDANCE SUPPORT MY MENTOR.

ALAMEDA HAS BEEN A GREAT HELP THROUGHOUT MY SENIOR YEAR OF COLLEGE WITH APPLICATION

[01:30:02]

THIS YEAR WAS NOT EASY.

CLASS OF 22 FACED MUCH ADVERSITY IN THE PAST FEW YEARS, BUT WITH THE SUPPORT OF MY MENTOR AND LEVEL FOUR ADVISOR, I WAS ABLE TO PREVAIL.

P.F. HAS DONE A GREAT JOB IN SUPPORTING AND ADVOCATING FOR STUDENTS CAREERS OPTIONS BY OFFERING COLLEGE TOURS.

THIS ORGANIZATION GETS ME OPPORTUNITIES TO TOUR NUMEROUS COLLEGES IN AND OUT OF STATE, WHICH I COULDN'T HAVE DONE ALONE, ONE OF WHICH I WILL BE ENROLLING THE UNIVERSITY OF RICHMOND GHOST FIGHTERS.

PLF ALSO EXPANDS ON NETWORKING FOR THEIR STUDENTS BY SENDING OUT INVITATIONS TO EDUCATIONAL SEMINARS.

WITH THIS, I WAS ABLE TO ATTEND THE LIVE TO LEE EVENT IN RICHMOND THAT FOCUSED ON LEADERSHIP QUALITIES AND MOTIVATIONAL ENTERPRISES.

I'VE GAINED SO MUCH POSITIVE INFLUENCE AND I AM CONSIDERING STUDYING ABROAD TO EXPAND MY HORIZONS IN COLLEGE.

I GIVE MY UTMOST RESPECT TO PHF AS THE ORGANIZATION RECOGNIZES THE IMPORTANCE OF AIDING STUDENTS WHO ARE DISPROPORTIONATELY IMPACTED BY THEIR SOCIOECONOMIC STATUS, ETHNIC BACKGROUND, OR FOR THEIR GEOGRAPHICAL REASONS.

EDUCATION IS POWERFUL, AND I BELIEVE BECAUSE OF ORGANIZATIONS LIKE PFA, WE WILL SEE A MAJOR ALSO REVOLUTIONARY CHANGE IN CORPORATE AMERICA A FEW YEARS FROM NOW.

I'M GRATEFUL THAT I CAN SPEAK ON HOW P.F.

HAS GUIDED ME THROUGH THE UNDERSTANDING OF THE IMPORTANCE OF PHILANTHROPY AND HELPING ME FIND MY SCHOLARLY INTEREST.

THANK YOU. WOW.

TIA, DON'T GO ANYWHERE YET.

BOARD MEMBERS. DO YOU HAVE ANY QUESTIONS OR COMMENTS? MR. CHAIR, SO I'M VERY PROUD OF YOU AND I HAVE INTIMATE KNOWLEDGE OF FHF.

I'VE BEEN A SUPERVISOR AND A MENTOR FOR ABOUT SEVEN OR EIGHT YEARS NOW, AND I WANT TO APPLAUD YOU BECAUSE WHAT YOU ARE DOING IS YOU'RE CREATING THE BELIEF IN YOUNG PEOPLE THAT THEY DIDN'T NECESSARILY HAVE BEFORE THEIR EXPERIENCES IN THE PROGRAM.

AND I'VE WATCHED YOU AT A DISTANCE, RIGHT? YOU'RE ONE OF BAYLEY'S PEERS, AND I HAVE SEEN YOU COME INTO YOUR OWN.

I HAVE SEEN YOU CULTIVATE A SENSE OF SELF AWARENESS THAT, YOU KNOW, YOU CAN GO REALIZE YOUR DREAMS AND WE'RE SUPER PROUD OF YOU.

SO CONGRATULATIONS.

THANK YOU. YOU'RE WELCOME.

DITTO TO ALL OF THAT.

AND, YOU KNOW, I LOVE MY QUOTES.

SO ONE OF MY FAVORITE INSPIRATIONAL AUTHORS, ISRAEL MOORE IVOR, IS HOW YOU PRONOUNCE HIS NAME. IT HAS LOTS MORE VOWELS.

ONE OF THE FIRST STEPS TO SUCCESSFUL LEADERSHIP IS TO FORGET YOUR AGE AND REMEMBER YOUR DREAM. SO WE HAVE WATCHED, LIKE SHE SAID, WE HAVE WATCHED YOU.

YOU PRESENTED MAYBE YOUR FRESHMAN YEAR WHEN YOU WERE HERE.

I JUST. I FEEL LIKE I COULD SEE YOU SITTING OUT THERE AND.

AND. YOU DEFINITELY HAVE GROWN.

YOU YOU CREATED THAT WHOLE BELIEVE IT WAS THE BLACK HISTORY PROGRAM THIS YEAR.

THAT WAS AMAZING.

AND JUST THE THE WAY THAT YOU YOUR POISE AND CONFIDENCE WHEN YOU PRESENT IT AND TALKED ABOUT SOMETHING THAT WAS VERY IMPORTANT TO YOU.

I KNOW WE'RE GOING TO SEE MORE GREAT THINGS.

WE'RE SO EXCITED. WE'RE ALL ROOTING FOR YOU AND GO SPIDERS AND GO TO YOU.

EXACTLY. GREAT.

WE ARE SO VERY PROUD OF YOU.

I THINK I WAS THE ONE THAT INTERVIEW YOU ON THE INTERVIEW LIST THERE.

AND I WAS SO IMPRESSED BY YOU WHEN WE WERE SPEAKING.

SO CONGRATULATIONS.

WE'RE SO PROUD OF YOU.

THANK YOU. SO.

ONE SPIDER TO ANOTHER.

NOW, I SAW.

I SAW YOUR CAR AND I SAW THE SPIDER.

AND I SAID, WHEN I GET IN HERE, I'M GOING TO TALK TO THAT MAN.

YEAH. ONE OF THE BEST EXPERIENCES OF ALL TIMES FOR ME, THOSE FOUR YEARS.

BUT I'M CURIOUS.

BANKERS. LIFE IS WHO YOU MENTIONED.

YEAH, I WILL BE INTERNING WITH THEM NEXT SUMMER, AND I WANT TO GET JEFF COLLABORATING WITH THEM SO THEY CAN BE YOUR STRATEGY APPROACH.

THE FIRST THING YOU'RE GOING TO DO TO TALK TO THEM ABOUT COMING ON BOARD WITH THIS ORGANIZATION. YEAH, I HAVE FAMILY MEMBERS THAT WORK THERE, SO THEY PRETTY MUCH GOT ME SET UP. I PLAN TO DO INSURANCE THERE.

SO YEAH, SO WHAT I'M GOING TO PREDICT IS THAT YOU SPEND 10 MINUTES WITH SOMEBODY AND THEY'RE GOING TO BE VERY INTERESTED IN WHAT YOU WANT TO TALK ABOUT.

SO CONGRATULATIONS.

WE'RE VERY PROUD OF YOU.

THANK YOU, MR. RICH. THANK YOU, TOO.

WELL DONE TO YOU. VERY PROUD OF YOU.

WHICH YOU WISH YOU THE BEST.

COME SEE US. ABSOLUTELY.

I'LL BE BACK. OKAY.

SO BOARD MEMBERS, YOU KNOW, WE TALK ABOUT CAREER AND TECHNICAL EDUCATION AND OUR OUR OUR MISSION TO MAXIMIZE THE POTENTIAL OF EVERY LEARNER AND OUR VISION TO INSPIRE THE NEXT GENERATION TO MAKE A POSITIVE IMPACT.

AND THAT'S A TANGIBLE EXAMPLE OF OUR VISION AND OUR MISSION COMING TO LIFE RIGHT IN FRONT

[B. Summer Programming]

ALL RIGHT. NEXT, I WANT TO INTRODUCE YOU.

OF COURSE, YOU ALREADY KNOW MISS EAST, BUT SHE'S GOING TO TALK A LITTLE BIT ABOUT WHAT WE'VE BEEN DOING THIS SUMMER. AND GUESS WHAT? SCHOOL GOT OUT IN JUNE, BUT SCHOOL DIDN'T STOP FOR OUR SCHOOL DIVISION.

WE CONTINUED TO HAVE MANY, MANY DIFFERENT POSITIVE LEARNING EXPERIENCES THAT WERE

[01:35:04]

BUT FIRST, I WANT TO SAY ONE THING ABOUT TIA.

SHE WAS INSTRUMENTAL IN THE DEVELOPMENT OF OUR WORK BASED LEARNING LOGO, SO SHE WAS ON THE WINNING TEAM WHO DEVELOPED OUR LOGO.

SMART LADY. JUST AWESOME.

PROUD OF HER, TOO. WELL, HELLO, EVERYBODY.

SECOND TIME YOU'LL SEE ME TONIGHT. YOU'LL SEE ME A LITTLE BIT LATER.

SO TONIGHT'S PRESENTATION MARKS THE CULMINATION OF OUR SUMMER PROGRAMS, AND I'M EXCITED TO SHARE THEM WITH YOU.

WE BEGAN SUMMER PROGRAMING WITH A PILOT PROGRAM CALLED INTERSECTIONS.

DR. GEYER, KATHERINE RICHARDS, ANDREA BURTON, KELLY TAYLOR AND CAROLINE VAN NESS LED THE PLANNING AND HIRED 48 STAFF MEMBERS TO PROVIDE OUR STUDENTS WITH ENRICHMENT.

16 FULL DAY CLASSES WERE OFFERED THE TWO WEEKS FOLLOWING SCHOOL END, AND THIS PROGRAM TURNED OUT TO BE PRETTY POPULAR.

SO THE NEXT SLIDE PROVIDES A LITTLE PEEK INTO OUR PROGRAM.

I WISH I COULD, BUT I CANNOT TAKE HOOPS.

BUT I CANNOT TAKE CREDIT FOR THAT VIDEO.

THAT WAS NOT, I THINK, A PROJECT BETWEEN DR.

REILLY AND MS..

OVERCASH SMITH.

THEY CREATED THAT PROGRAM OR THAT THAT THAT VIDEO.

ALL RIGHT. ON TO ACADEMICS.

THIS PART OF THE PRESENTATION IS NOT AS FANCY.

WE OFFERED OUR IN-PERSON ACADEMIC PROGRAMS FROM JUNE 21ST THROUGH JULY 28TH.

OUR CREDIT ACCRUAL STUDENTS HAD A FULL EIGHT WEEKS TO COMPLETE ONLINE COURSES TO OBTAIN A GET A HEAD CREDIT.

EVERYBODY ELSE HAD A FIVE WEEK PROGRAM.

PRE-COVID SUMMER ACADEMIC PROGRAMING TYPICALLY SERVED ROUGHLY 175 STUDENTS IN SUMMER 2020, WHEN HARDLY ANYBODY ELSE WAS OFFERING PROGRAMS. WE SERVED 145 STUDENTS.

LAST SUMMER, WE SERVED 265 STUDENTS.

AND LOOKING AT OUR TOTAL NUMBER OF STUDENTS FOR THIS SUMMER, WE SERVE ROUGHLY 50 MORE STUDENTS THAN WE DID PRE-COVID.

INTERESTINGLY ENOUGH, OUR CREDIT ACCRUAL COHORT INCREASED BY TEN STUDENTS, WHICH EQUATES TO ABOUT 31% OF OUR ACADEMIC PROGRAM ATTENDEES.

THIS IS SOMETHING FOR US TO THINK ABOUT.

IT'S GETTING POPULAR.

TYPICALLY WE HAVE MORE MALES ATTEND OUR ACADEMIC SUMMER PROGRAM THAN FEMALES.

DEMOGRAPHICS ARE ROUGHLY WHERE AM I? DEMOGRAPHICS ARE ROUGHLY REFLECTIVE OF OUR STUDENT POPULATION, AND THAT'S TYPICAL OF SUMMER PROGRAMING. MRS. CAROLINE VAN NESS WAS SUPER BUSY THIS YEAR.

NOT ONLY WAS SHE PLANNING INTERCESSIONS, SHE WAS PLANNING ELEMENTARY SCHOOL, SUMMER SCHOOL. SHE WAS BUSY.

OUR OUR ELEMENTARY PROGRAM INCLUDED THE KINDERGARTEN COUNTDOWN FOR OUR RISING KINDERGARTEN STUDENTS AND THEN THE POWER SCHOLARS ELEMENTARY PROGRAM GOOCHLAND.

YOU WILL BE HAPPY TO KNOW IS ONE OF THREE SCHOOL DIVISIONS IN OUR REGION THAT OFFER KINDERGARTEN COUNTDOWN.

SO WE HAVE ONE OF THREE THAT PARTNER WITH THE UNITED WAY.

THIS PROGRAM IS OFFERED TO RISING KINDERGARTEN STUDENTS WITH LITTLE TO NO PRESCHOOL EXPERIENCE TO PROVIDE SKILLS THAT WILL READY THEM FOR KINDERGARTEN, AMONG MANY OTHER SKILLS, SUCH AS LEARNING HOW TO LINE UP USING SCISSORS AND WAITING YOUR TURN.

SPECIFIC ACADEMIC SKILLS WERE REINFORCED, SUCH AS RECOGNIZING SHAPES, COLORS, NUMBERS AND LETTERS. STUDENTS PRACTICED WRITING THEIR OWN NAMES, AND QUITE A FEW OF THEM GOT IT DOWN. THEY ALSO PRACTICED COUNTING AND MANIPULATION.

[01:40:06]

THIS YEAR WE OFFERED TWO CLASSES AND SERVED 26 STUDENTS.

LAST YEAR WE SERVED 17 OUT OF THOSE 26 STUDENTS, 22 WERE TESTED.

FOUR OF OUR STUDENTS WERE ABSENT ON ONE OR BOTH OF THE TESTING DAYS, SO WE JUST COULD NOT INCLUDE THEIR DATA.

70% OF OUR STUDENTS TESTED PROFICIENT IN EIGHT ACADEMIC SKILLS ON THE PRETEST.

SO ALREADY A STRONG GROUP ATTENDING THOSE 78% OF OUR STUDENTS TESTED PROFICIENT ON THEIR POST TEST OF THOSE SAME EIGHT SKILLS.

ULTIMATELY, 100% OF OUR STUDENTS GREW OR REMAIN CONSTANT.

A SURVEY WAS GIVEN TO PARENTS AT THE END OF THE PROGRAM AND INDICATED THAT OUR PARENTS WERE HAPPY WITH THE PROGRAM.

100% OF OUR SURVEY RESPONDENTS WOULD RECOMMEND THE PROGRAM TO OTHERS AND FELT THAT THEIR CHILDREN GREW IN THREE AREAS ACADEMIC KINDERGARTEN READINESS AND SOCIO EMOTIONAL DEVELOPMENT. WHEN PARENTS WERE ASKED HOW KINDERGARTEN COUNTDOWN CAMP HELP THEIR CHILD, WE HAVE A FEW PARENT RESPONSES.

ONE SAYS WE WERE ABLE TO PRACTICE SKILLS GETTING READY IN THE MORNING.

WHAT A SKILL TO TO TO LEARN THEM.

GETTING READY IN THE MORNING, MANAGING TIME, INTERACTING WITH PEERS IN AN ELEMENTARY SETTING AND PRACTICING FINE MOTOR SKILLS.

ANOTHER ONE SAID HE'S CONTINUING TO BE AROUND KIDS HIS OWN AGE TO WORK ON SHARING AND COMMUNICATING.

ONE SAYS MY CHILD IS MORE VOCAL, LISTENS BETTER, AND HAS AND HAS MADE FRIENDS.

ANOTHER I LOVE THIS ONE.

KINDERGARTEN COUNTDOWN HAS HELPED MY CHILD MORE THAN I COULD HAVE IMAGINED.

WE DID HAVE SOME TAKEAWAYS WE'LL DEFINITELY CONSIDER WHEN WE PLAN FOR NEXT YEAR.

HOLD IT FIVE DAYS A WEEK AND HOLD IT FOR A LONGER TIME EACH DAY.

FOR PARENTS WHO WORK.

WE CURRENTLY HAVE HALF DAY PROGRAM MONDAY THROUGH THURSDAY, AND THEIR PROGRAM IS ACTUALLY, I THINK, ONE THAT WE DID FIVE WEEKS THIS YEAR.

THEN WE HAD OUR POWER SCHOLARS PROGRAM.

THIS IS K THROUGH FIVE GRADES, K THROUGH FIVE, PARTICIPATED IN THE POWER SCHOLARS PROGRAM AVAILABLE TO US THROUGH A PARTNERSHIP WITH THE YMCA.

ACADEMIC INSTRUCTION WAS PROVIDED BY CERTIFIED TEACHERS IN THE MORNING AND THEN ENRICHMENT IN THE AFTERNOON BY THE YMCA STAFF.

STUDENTS HAD THE OPPORTUNITY TO PARTICIPATE IN FINANCIAL LITERACY BRICKS FOR KIDS.

THAT'S THE LEGO ROBOTICS ENGINEERING CLASS.

JUMP STARS CLASSES LEARN TO SWIM CLASS THROUGH THE YMCA AND FOUNDERS MARK WHERE STUDENTS ACTUALLY CREATED A BUSINESS AND A BUSINESS LOGO, AND THEY RECEIVED T-SHIRTS WITH THEIR BUSINESS LOGOS ON THEM.

WE HAD A WIDE RANGE OF ABILITIES IN OUR PROGRAM THIS SUMMER AND TO ENSURE A MORE INDIVIDUALIZED APPROACH TO SUMMER INSTRUCTION, STUDENTS STARTED THE PROGRAM OFF BY TAKING THE STAR ASSESSMENT.

IT IS AN ADAPTIVE ASSESSMENT AND CONTINUALLY ADJUSTS THE DIFFICULTY OF EACH CHILD'S TEST BASED ON THEIR PERFORMANCE.

FOR EXAMPLE, IF A CHILD ANSWERS THE QUESTION CORRECTLY, THEN A MORE DIFFICULT QUESTION WOULD WOULD APPEAR. THOSE SCORES ARE THEN USED TO DETERMINE WHERE TO MEET OUR STUDENTS ACADEMICALLY, BUT ALSO TO MEASURE GROWTH.

OVERALL, 61% OF OUR STUDENTS MET THEIR READING AND MATH GOALS.

IN JUST A FEW HIGHLIGHTS, 70% OF OUR KINDERGARTEN AND FIRST GRADERS MET THEIR READING GOALS, AND A WHOPPING 89% OF OUR FOURTH GRADERS MET THEIR READING GOALS.

AN AMAZING FEAT.

100% OF OUR FIRST AND SECOND GRADERS MET THEIR MATH GOALS.

IT'S A FEW HIGHLIGHTS BECAUSE OUR LIBRARIANS ARE DEDICATED TO THE LITERARY SUCCESS OF OUR STUDENTS. THE BOOKMOBILE CAME TO VISIT AND EACH STUDENT WAS ABLE TO PICK THREE BOOKS AND GET A POPSICLE. POWER SCHOLARS ATTENDING THE FIELD TRIPS FIELD TRIP FRIDAYS MADE LASTING MEMORIES AT THE RICHMOND ZOO AND THE YMCA SWIMMING POOL.

NOW ON TO MIDDLE SCHOOL.

THIS SUMMER MARKED MR. GORDON'S FIFTH SUMMER LEADING SUMMER SCHOOL.

HE DID SOMETHING A LITTLE DIFFERENT THIS YEAR.

WE WE PLAN TO IMPLEMENT POWER SCHOLARS AT THE MIDDLE SCHOOL LEVEL.

SO INSTEAD OF THE TYPICAL SUMMER SCHOOL REMEDIATION PROGRAM, WE OFFERED THE SAME PROGRAM TO OUR MIDDLE SCHOOLERS THAT WE DID FOR OUR ELEMENTARY SCHOOL.

SO OUR ELEMENTARY STUDENTS.

SO WE HAD ACADEMICS IN THE MORNING AND THEN ENRICHMENT FIELD TRIPS TYPE OF THING IN THE AFTERNOON AND ON FRIDAYS.

ANOTHER AMAZING FEAT, OUR 100 OF OUR EAGLES MET THEIR GOALS AND WERE PROMOTED TO THE NEXT GRADE LEVEL HIGH SCHOOL.

MRS. ANN MARIE HUDAK HELD THE RESPONSIBILITY OF PLANNING FOR SUMMER SCHOOL.

OUR HIGH SCHOOL PROGRAM PROVIDED STUDENTS WITH ESOL REMEDIATION IN PERSON COURSE RECOVERY AND CREDIT ACCRUAL COURSES SUCH AS HEALTH AND PE, NINE ECONOMICS AND PERSONAL

[01:45:01]

ALL OF OUR COURSES ARE OF NO CHARGE TO FAMILIES EXCEPT FOR THOSE CREDIT ACCRUAL CLASSES AND DRIVER'S ED.

BUT BECAUSE WE WANT TO MAXIMIZE THE POTENTIAL OF ALL STUDENTS, WE OFFER THREE SCHOLARSHIPS. ALL THREE WERE APPLIED FOR AND AND OFFERED TO STUDENTS.

HIGHLIGHT TWO NEW TO NO.

LAST SUMMER OR TWO SUMMERS BEFORE WE HAD TO OPEN ANOTHER HEALTH AND P.E.

NINE CLASS AND INSTEAD OF ONE WE HAD TWO FOR THE PAST TWO YEARS.

THIS YEAR WE OPEN ANOTHER HEALTH AND PE TEN.

SO THIS PROGRAM IS GROWING.

WE NEED TO THINK ABOUT THIS.

EIGHT DIFFERENT SUBJECTS WERE OFFERED THIS SUMMER FOR CREDIT RECOVERY TO ALLOW 83% OF OUR STUDENTS IN ATTENDANCE TO RECOVER ONE STANDARD CREDIT TOWARD GRADUATION.

THAT'S 83%.

LAST YEAR WAS 78%.

86% OF OUR STUDENTS OBTAINED A VERIFIED CREDIT THROUGH SUCCESSFUL COMPLETION OF AN SOL OR WORK ASSESSMENT LAST YEAR, 74% AS OF THIS EXACT MOMENT.

100% OF OUR STUDENTS ENROLLED IN OUR CREDIT ACCRUAL COURSES OBTAINED AT LEAST ONE CREDIT TOWARD GRADUATION.

A FEW STUDENTS WERE GRANTED EXTENSIONS, SO I DON'T HAVE THEIR DATA, SO I CAN'T REALLY SAY 100% YET, BUT I SUSPECT THAT THAT NUMBER WILL REMAIN 100%.

LASTLY, BUT NOT LEAST, WE HAVE ONE, POSSIBLY TWO.

ONE HAS AN EXTENSION TO STUDENTS WHO WILL HAVE COMPLETED COURSEWORK TO GRADUATE WITH THEIR COHORT 2022.

NOW ON TO A FEW PROPER THANK YOUS.

MANY THANKS TO THE UNITED WAY AND YMCA.

WITHOUT THEIR PARTNERSHIP, WE WOULDN'T BE ABLE TO OFFER THOSE GREAT PROGRAMS TO OUR STUDENTS. THANK YOU.

GO OUT TO OUR INSTRUCTIONAL TEAM AND NURSING STAFF.

YOU KNOW AS WELL AS I DO, WE HAVE A TOP NOTCH INSTRUCTIONAL TEAM.

ALWAYS. ALWAYS THERE FOR THE BEST INTEREST OF OUR STUDENTS.

THANK YOU TO DIANE BENNETT, DEMETRIA HARRIS, ASHLEY HALL, AND STEPHANIE WEISS FOR KEEPING ME STRAIGHT WITH CONTRACTS, HIRING, PAYROLL AND EVERYTHING ELSE.

MUCH APPRECIATION FOR DIANE RIGSBY AND TINA MCKAY FOR PITCHING IN WHENEVER AND WHEREVER NEEDED DURING SUMMER SCHOOL.

THEY HAVE THE PRIVILEGE OF GREETING OUR POWER SCHOLARS, OUR ELEMENTARY POWER SCHOLARS. THEY GO TO GUESS.

THANK YOU TO ROSIE HOLLMAN, LISA LANDRUM, PETER MARTIN, TODD STEELE, FRANK ELDRIDGE, AND THEIR TEAMS FOR THEIR NEVER ENDING SUPPORT AND WILLINGNESS TO ACCOMMODATE ALL OF OUR PROGRAMS. AND THEY SEEM TO GROW EVERY YEAR.

THANK YOU TO DR. REILLY AND TO DR.

GEIER FOR THEIR SUPPORT IN THE BUDGETING AND PLANNING PROCESSES IN ADDITION TO THEIR FAITH IN ME AND MY TEAM TO LEAD SUMMER PROGRAMING.

THANKS TO DR.

ARMSTRONG FOR HIS HELP WITH THE PERPETUAL SUMMER HIRING PROCESS.

IT STARTS IN JANUARY AND SOMETIMES THE END ENDS IN JUNE.

YEAH, THANKS. THANKS FOR THAT.

AND AS ALWAYS, MANY THANKS TO YOU FOR TRUSTING THAT WE DO WHAT'S RIGHT FOR OUR KIDS. THANK YOU, MRS. BOARD. MEMBERS COMMENTS.

WELL, I HAD THE PRIVILEGE OF BEING THERE TO GREET SOME STUDENTS ON A FEW OF THE DAYS, AND THAT WAS SUCH A PLEASURE SEEING THEM HOP OFF THE BUS OR COMING WITH THEIR PARENTS JUST ALL ALL EXCITED ABOUT THEIR DAY, ESPECIALLY THE YOUNG KIDS WHO GOT TO PARTICIPATE AT THE SECONDARY COMPLEX.

I MEAN, YOU COULD JUST SEE THEM LIKE, OH, I AM SO COOL THIS SCHOOL.

AND THEN SOME OF THE OLDER KIDS I HEARD SOMEONE SAY TO A STUDENT, A TEENAGER, SO WHAT ARE YOU DOING HERE? I KIND OF HAVE TO TAKE A TEST AGAIN.

I LOVE THAT. I KIND OF HAVE TO TAKE A TEST AGAIN.

BUT YOU KNOW WHAT? I SAW SEVERAL TIMES? SO HE WAS COMING AND HE WAS DEDICATED TO THAT.

I THINK WE GOT HIT WITH A LITTLE WEATHER ON OUR FIRST INTERSESSION.

WE DID. SO THE KIDS HAD BEEN WORKING ON I SAW SOME PHOTOS OF THE PUTT PUTT RANGE AND THEY WERE SO EXCITED ABOUT TESTING.

I KNOW LIKE ON THE WEDNESDAY WITH THE STRANGEST SUPPLIES OFF THE BUS AND STUFF.

POOL NOODLES TO BUILD THERE, TO BUILD THEIR LITTLE PUTT PUTT RANGE.

AND THEN THE TORNADO CAME IN AND THEY DIDN'T GET TO.

YEAH, WE MISSED OUR LAST DAY THAT FIRST WEEK OF INTERCESSIONS.

WE DID GET A FEW EMAILS FROM PARENTS SAYING THAT THEIR THEY WERE SO DISAPPOINTED BECAUSE THEIR STUDENTS WERE REALLY LOOKING FORWARD TO COMING BACK TO FINISH UP, BUT THEY UNDERSTOOD, RIGHT, CAN'T CONTROL THE WEATHER.

BUT SO IT WAS, YOU KNOW, I JUST SAW SO MANY SMILES AND JUST TO SEE THE DATA TO SHOW WHAT THOSE THOSE SMILES, SOME OTHER THINGS I THINK THAT WE NEED TO DO, OR ALL THE STUDENT VOLUNTEERS. WE HAD STUDENTS WE HAD FOUR STUDENT VOLUNTEERS THAT HELPED OUT WITH INTERCESSIONS. YES, THEY WERE THE GO TOS.

[01:50:01]

THEY GRABBED STUDENTS WHEN PARENTS WANTED TO PICK UP EARLY, WHATEVER, WHATEVER WE NEEDED, THEY DID. YEAH, THEY WERE AWESOME.

THERE WERE JUST SO MANY HANDS ON, ALL FOR ALL THERE FOR OUR CHILDREN, TO HELP THEM TO GROW AND LEARN AND JUST TO BE EXCITED AND ENGAGED IN THE LEARNING PROCESS.

SO IT WAS A GREAT PROGRAM.

I'M REALLY PROUD OF THE DIVISION FOR WORKING THROUGH THIS WHOLE PLAN OF INTERCESSIONS.

AND OF COURSE, POWER SCHOLARS IS AN AMAZING PROGRAM AND OUR OUR COLLABORATION WITH THE Y AND THE GREAT PEOPLE THAT THEY SEND OVER TO HELP OUR CHILDREN.

SO THANK YOU FOR ALL THIS.

THANK YOU TO ALL THE FAMILIES THAT PARTICIPATED.

THANK YOU TO ALL THE STAFF.

I JUST LOOK FORWARD TO.

THIS CAN BE FOR US TO BE ABLE TO CONTINUE THESE TYPES OF OFFERINGS IN THE SUMMER FOR FAMILIES. YES.

THANK YOU. THANK YOU, MR. CHAIR. IT'S JUST A QUESTION ABOUT THE SCHOLARSHIPS.

CAN YOU TELL ME MORE ABOUT WHAT THE CRITERIA WERE FOR THOSE DECISIONS? AND DID THE SCHOOL DIVISION PAY FOR THOSE FROM THE ESSER TWO FUNDS, OR WERE THEY PAID FOR BY THE UNITED WAY OR THE Y? THE SCHOOL DIVISION PAID FOR THEM, AND I BELIEVE THEY WERE.

ESSER TWO FUNDS THIS SUMMER.

USUALLY THEY'RE IN OUR OPERATIONAL FUNDS, BUT IT'S IT THERE'S AN APPLICATION THAT IS MODELED FROM OTHER APPLICATIONS THAT WE USE.

AND I THINK IT'S THE FREE AND REDUCED LUNCH.

BUT THERE'S, IT'S A NEED BASED PROGRAM, BUT IT'S NOT NECESSARILY IF THERE COULD BE EXTENUATING CIRCUMSTANCES.

SO MAYBE YOU'RE NOT ELIGIBLE FOR FREE AND REDUCED LUNCH, BUT YOU'RE ELIGIBLE THROUGH THROUGH OTHER WAYS.

AND SO THANK YOU.

THEY COME THROUGH ME.

THANK YOU, MISS EAST.

SURE. THANK YOU. APPRECIATE IT.

SO, BOARD MEMBERS, AS WE TRANSITION, YOU KNOW, INTERCESSIONS WERE BRAND NEW THIS YEAR.

THERE WAS A LOT OF QUESTION IN THE COMMUNITY ABOUT WHAT THESE THINGS ARE AND WHAT IT'S GOING TO BE LIKE. AND THEY WERE NEW TO EVERYBODY.

AND YOU'VE HEARD PRESENTATIONS FROM OUR INTERCESSIONS COORDINATORS AND SO A LOT OF WORK WENT INTO THAT.

AND SO I WOULD SAY THAT IT WAS WILDLY SUCCESSFUL IN A LOT OF WAYS.

WE HAD A LOT OF STUDENTS WHO ARE PARTICIPATING, A LOT OF POSITIVE COMMENTS I'VE HEARD FROM FAMILIES.

AND SO THAT'S SOMETHING THAT WE NEED TO KEEP IN MIND AS WE THINK ABOUT WHATEVER MAY BE HAPPENING IN THE FUTURE IN THE SCHOOL DIVISION, HOW THAT MODEL WAS SUCCESSFUL.

ULTIMATELY, LESSONS LEARNED THAT WE CAN USE TO MAKE IT EVEN BETTER IN THE FUTURE, BUT CERTAINLY WANTED TO CELEBRATE THAT SUCCESS THIS YEAR.

NEXT, WE HAVE ON OUR AGENDA YOUR SCHOOL BOARD EQUITY GOALS.

YOU PER POLICY HAVE STATED THAT YOU WILL ESTABLISH EQUITY GOALS ON AN ANNUAL BASIS.

[A. School Board Equity Goals]

SO DR. FOWLER WILL TURN IT OVER TO YOU.

GOOD EVENING AGAIN, EVERYONE.

THANK YOU. I'M GOING TO GET WHERE I NEED TO BE.

I'M SURE I AM.

MY PRESENTATION.

CLICK ON THE. IT'S NOT JUST GOOD.

WELL, WE'RE PULLING THAT UP.

AS DR. REILLY SAID, IT'S MY PLEASURE TONIGHT TO PRESENT FOR YOUR CONSIDERATION PROPOSED UPDATES TO THE SCHOOL BOARD'S ANNUAL EQUITY GOALS FOR THE 2223 SCHOOL YEAR.

AS YOU KNOW, EQUITY OF OPPORTUNITY IS A PRIORITY IN OUR DIVISION, SO MUCH SO THAT WE HAVE A POLICY THAT YOU WILL SET THESE ANNUAL GOALS RELATED TO EQUITY.

OUR DIVISION, FACULTY AND STAFF THEN STRIVES TO ENACT AND TO ACHIEVE.

WE DO ALL OF THIS IN THE NAME OF ACHIEVING EQUITY, WHICH WE HAVE A SCHOOL BOARD DEFINITION OF WHICH YOU'RE GOING TO SEE IN ONE SECOND.

JUST A REMINDER THAT GOOCHLAND COUNTY PUBLIC SCHOOLS DEFINES EQUITY AS ELIMINATING THE PREDICTABILITY OF STUDENT OUTCOMES BASED ON RACE, GENDER, ZIP CODE ABILITY, SOCIOECONOMIC STATUS, OR HOME LANGUAGE.

THAT'S NOT TO SAY THAT ALL STUDENT OUTCOMES MUST BE EQUAL, BUT RATHER JUST THAT THE ODDS OF ATTAINING CERTAIN OUTCOMES, SUCH AS GRADUATING OR ATTAINING AN ADVANCED STUDIES DIPLOMA SHOULD NOT BE PREDICATED ON SIMPLY BELONGING TO A CERTAIN SUBGROUP.

THUS, WE CAN'T REFLECT ON OUR PATH TO EQUITY WITHOUT EVALUATING HOW WE'RE DOING AS A DIVISION IN TERMS OF THESE OUTCOMES.

AND THAT'S WHERE WE'LL START OUR PRESENTATION TONIGHT.

I'M HAPPY TO SHARE THAT.

GENERALLY SPEAKING, THE OUTCOMES FOR GCP STUDENTS ARE VERY STRONG.

WE'RE ALSO GOING TO HAVE A HEALTHY DOSE OF STUDENT VOICE IN THERE.

THUS, THE STUDENTS HANDS.

THERE'S OUR DEFINITION AND WE'RE GOING TO BE LOOKING AT THE OUTCOME DATA, OF COURSE.

[01:55:05]

THIS IS THE PERCENTAGE OF STUDENTS WHO ENTER A DIVISION IN NINTH GRADE AND AT THE END OF FOUR YEARS TIME EXIT WITH A STATE APPROVED DIPLOMA.

OUR GOOCHLAND HIGH SCHOOL GRADUATION RATE IS ONE OF THE BRAGGING POINTS IN OUR DISTRICT AND HAS BEEN FOR MANY YEARS.

ON THIS SLIDE, YOU SEE THAT WE CONSISTENTLY GRADUATE STUDENTS AT A PERCENTAGE IN RED THAT BEATS THE STATE AVERAGE REPRESENTED IN BLUE.

WE EXPECT THAT WHEN THE STATE AVERAGE IS MADE AVAILABLE FOR THE CLASS OF 2022, WE WILL AGAIN ACHIEVE THIS MARK AS THEIR GRADUATION RATE EQUALS THE HIGH STANDING SET BY PREVIOUS CLASSES. ON THIS SLIDE, WE DRILL DOWN A LITTLE BIT TO THE SUBCATEGORIES THAT WE FIND IN THE DEFINITION OF EQUITY, AND WE'RE SPECIFICALLY LOOKING AT THE CLASS OF 21 GRADUATION DATA, AND THAT'S BECAUSE WE'RE COMPARING IT TO STATE AVERAGES.

AND STATE GRADUATION AVERAGES BY SUBGROUP ARE NOT AVAILABLE YET.

THEY'RE TYPICALLY AVAILABLE IN THE FALL OF THE YEAR.

THIS GRAPHIC REPRESENTS, IN BLUE THE PERCENTAGE OF DEFINED SUBGROUPS THAT GRADUATED ON TIME IN 2021, WHETHER WE'RE LOOKING AT GENDER, RACE OR ETHNICITY AS THE TITLE FOR THAT SUBGROUP.

THE RED BARS BESIDE EACH BLUE BAR ILLUSTRATES THE GOOCHLAND COUNTY PUBLIC SCHOOLS GRADUATION RATE FOR THAT SAME GROUP IN THE SAME YEAR.

THE TAKEAWAY HERE IS ALL OF THE RED LINES ARE TALLER THAN THE BLUE LINES.

YOU'LL SEE THAT OUR STUDENTS ARE MORE LIKELY TO GRADUATE ON TIME IN GOOCHLAND COUNTY PUBLIC SCHOOLS, REGARDLESS OF THEIR ETHNICITY, GENDER OR RACE THAN ELSEWHERE IN THE STATE OF VIRGINIA.

AGAIN, THIS IS VERY STRONG OUTCOME DATA FOR OUR GOOCHLAND STUDENTS, OF WHICH WE CAN BE PROUD. MORE THAN JUST GRADUATING STUDENTS AT HIGHER RATES.

GOOCHLAND STUDENTS ARE ALSO BY FAR BY FAR MORE LIKELY TO EARN AN ADVANCED STUDIES DIPLOMA THAN ELSEWHERE ACROSS THE COMMONWEALTH.

IN 2021, NEARLY 53% OF GRADUATES IN VIRGINIA RECEIVED AN ADVANCED STUDIES DIPLOMA.

NOT TOO SHABBY, VIRGINIA.

BUT NEARLY 73% OF GOOCHLAND GRADUATES RECEIVED AN ADVANCED STUDIES DIPLOMA AS THAT THE DIPLOMA THAT IS PRESCRIBED BY THE STATE FOR THOSE WHO WANT TO ATTEND FOUR YEAR COLLEGE. THIS ACHIEVEMENT MEANS THAT MORE DOORS ARE OPEN TO OUR STUDENTS WHEN THEY ATTAIN THAT DIPLOMA.

CONTINUING TO FOCUS ON THE DATA POINTS OF STUDENTS WHO RECEIVE ADVANCED STUDIES DIPLOMAS. IT IS NO SECRET THAT STUDENTS WHO FALL WITHIN CERTAIN SUBGROUPS ARE HISTORICALLY LESS LIKELY TO EARN THIS DIPLOMA AROUND THE STATE.

WE'RE NOT IMMUNE TO THIS KNOWN ACHIEVEMENT GAP IN GOOCHLAND, AND IN FACT, THE ACKNOWLEDGMENT OF SUCH GAPS IS WHAT LEADS US TO FORM OUR EQUITY GOALS ANNUALLY.

STUDENTS WHO ARE MALE OR BLACK HAD A KNOWN DISABILITY OR WERE ECONOMICALLY DISADVANTAGED WITHIN OUR DISTRICT, EARNED ADVANCED STUDIES DIPLOMAS AT A LOWER RATE THAN THE OVERALL CLASS. A SINGLE STUDENT CAN, OF COURSE, FALL INTO MANY OF THE SUBCATEGORIES THAT I JUST LISTED. IT'S WORTHY OF NOTE, HOWEVER, THAT A GREATER PERCENTAGE OF EVERY REPORTED SUBGROUP IN GOOCHLAND IN 2021 EARNED ADVANCED DIPLOMAS AT A HIGHER PERCENTAGE THAN THE STATE AVERAGE IN THE SIMILAR SUBGROUP.

WE'RE STILL OUTPERFORMING THE STATE IN EVERY SUBCATEGORY.

FOR INSTANCE, OUR PERCENTAGE OF STUDENTS WITH DISABILITIES WHO REACHED THIS ACHIEVEMENT WAS OVER 11% GREATER THAN THE STATE AVERAGE.

AND OUR BLACK AND HISPANIC STUDENTS STUDENTS BOTH ATTAINED ADVANCED DIPLOMAS AT A PROPORTION THAT WAS 20 PERCENTAGE POINTS HIGHER THAN THE STATE AVERAGE.

THUS, WE HAVE WORK TO DO TO CLOSE THIS GAP IN TERMS OF ACHIEVING EQUITY ON THIS PARTICULAR OUTCOME DATA POINT.

BUT WE STILL MAINTAIN OUR STRONG ADVANCED STANDING OVER THE STATE PERFORMANCE REGARDLESS OF THE SUBGROUP THAT WE'RE FOCUSING ON.

MOVING FROM GRADUATING TO WHAT ARE WE GOING TO DO WITH THAT, THE PLANS AT THE TIME OF GRADUATION. THIS GRAPHIC REPRESENTS THE THE PREVIOUS FOUR GRADUATING CLASSES FROM GOOCHLAND HIGH SCHOOL.

AND WE'RE LOOKING AT THE DATA POINT OF HOW HOW THEY PUT THAT DIPLOMA TO USE.

WE HAVE A STRONG TRADITION IN GOOCHLAND OF STUDENTS HAVING WELL FORMULATED, ACTIONABLE PLANS UPON GRADUATION.

WE HEARD A GREAT EXAMPLE OF THAT AGAIN THIS EVENING, AND THIS YEAR'S GRADUATES HELD TRUE TO THAT TREND.

YOU'LL SEE THERE ARE NO MAJOR SHIFTS IN POST-SECONDARY PLANS FOR OUR GRADUATES.

THEY ARE COLOR CODED WHERE YOU'LL SEE WE GO UP A PERCENTAGE POINT OR TWO, WE COME DOWN A

[02:00:01]

AND WE BELIEVE THAT THAT IS REFLECTIVE OF THE ACA PROGRAM AND THE POPULARITY OF STUDENTS ACHIEVING THEIR TWO YEAR DEGREE WHILE IN HIGH SCHOOL.

THERE ARE ALSO SOME NOTABLE TRENDS RELATED TO THESE POST-SECONDARY PLANS ACROSS GENDERS.

THERE'S BEEN A NATIONAL TREND SINCE 1980 THAT MORE FEMALES THAN MALES ATTEND BOTH FOUR YEAR AND TWO YEAR COLLEGE.

AND THIS IS TRUE IN GOOCHLAND AS WELL.

HERE YOU'LL SEE THAT 86% OF THE FEMALES FROM THE CLASS OF 2022 ARE PLANNING ON ATTENDING COLLEGE, AND 55% OF THE MALES IN THAT CLASS ARE PLANNING TO ATTEND COLLEGE.

LOOKING BEYOND GENDER TO RACE AND ETHNICITY SUBGROUPS.

THIS SLIDE LOOKS AT THE CLASS OF 2022 BY THE RACE AND ETHNICITY.

THERE ARE ONLY FOUR CATEGORIES REPRESENTED HERE TO MAINTAIN THE REPORTING CATEGORY OF NOT SHOWING DATA FOR STUDENT GROUPS THAT ARE LESS THAN TEN BECAUSE IT'S PERSONALLY IDENTIFIABLE DATA.

SO WE ONLY SEE BLACK, HISPANIC, MULTIPLE RACES AND WHITE BECAUSE THOSE ARE THE SUBGROUPS THAT HAD GREATER THAN TEN OR GREATER STUDENTS IN THE CLASS OF 2022.

THE FIRST COLUMN OF NUMBERS SHOWS THE PERCENTAGE OF THE CLASS THAT EACH SUBGROUP MADE UP.

THE SECOND COLUMN OF NUMBERS REPRESENTS THE PERCENTAGE OF THE GRADUATES WHO ARE PLANNING ON ATTENDING FOUR YEAR SCHOOL THAT FALL WITHIN EACH SUBGROUP.

YOU'LL SEE, FOR INSTANCE, THAT THE CLASS OF 2022 WAS COMPRISED OF 16% BLACK STUDENTS AND 10% HISPANIC STUDENTS 14%, AND 5% OF THOSE TWO GROUPS, RESPECTIVELY INDICATE THAT THEY WILL BE ATTENDING FOUR YEAR COLLEGE.

WHILE THAT IS SHADED IN PINK TO SHOW THAT IT DOESN'T QUITE REPRESENT THE TOTAL PERCENTAGE OF THE STUDENT POPULATION, THE NUMBER HERE IS IMPORTANT.

WHAT WE'RE LOOKING AT TRULY IS TWO STUDENTS HAD ONE MORE BLACK STUDENT REPORTED THAT THEY WERE HEADED TO A FOUR YEAR COLLEGE.

THEN WE WOULD GO UP 2 TO 3 PERCENTAGE POINTS RIGHT IN THERE.

SINCE THERE WERE ONLY 35 BLACK STUDENTS, HISPANIC STUDENTS, THERE WERE ONLY 21 ONE MORE STUDENT HAVING REPORTED THEY WERE GOING TO A FOUR YEAR COLLEGE WOULD AGAIN GOTTEN US TO REPRESENTATION EQUAL TO THAT OF THEIR REPRESENTATION WITHIN THE TOTAL CLASS.

AND SO THAT'S THE OUTCOME DATA AND A LOT OF GOOD NEWS THERE IN TERMS OF OUR OUTCOME DATA AND OPENING DOORS FOR STUDENTS TAKEN AS A WHOLE FOCUSED ON THE DATA.

WE HAVE A LOT TO BE PROUD OF OUR EMPLOYEES, STAFF AND FAMILIES.

OUR STUDENTS ARE GETTING IT DONE AND THEY'RE AHEAD OF THE PACE.

IN MANY WAYS, STUDENTS ARE ATTAINING CREDENTIALS, OPENING DOORS, INCREASING OPPORTUNITIES, ACCESSING EDUCATION BEYOND HIGH SCHOOL IF THEY CHOOSE.

WE SHOULD BE PROUD OF THAT.

BUT THERE'S STILL WORK TO BE DONE.

WE KNOW THAT TO CONTINUE TO MAKE HEADWAY ON STUDENT OUTCOMES, WE NEED TO FOCUS ON THE QUALITY OF THEIR EXPERIENCE WHILE THEY'RE IN GOOCHLAND SCHOOLS.

AND THAT'S WHY, WISELY, MUCH OF THE DATA THAT WE'RE GOING TO LOOK AT AND WHAT WE DO LOOK AT TO EVALUATE AND REVISE OUR EQUITY GOALS EACH YEAR TAKES INTO ACCOUNT THAT STUDENT VOICE AND THAT STUDENT EXPERIENCE.

WE BELIEVE IN STUDENT VOICE IN GOOCHLAND COUNTY PUBLIC SCHOOLS AND THAT THOUGH IT CAN BE HARD TO HEAR WHERE WE NEED TO IMPROVE, WE NEED TO BE COURAGEOUS AND LOOKING AT THAT, GATHERING THE VOICE REFLECTING UPON IT, AND IT'S GOING TO BE THE KEY TO GROWTH IN THESE AREAS. IT'S HOW WE'LL ENSURE THAT STUDENTS FEEL SAFETY AND BELONGING, BOTH OF WHICH ARE NECESSARY TO MAXIMIZING THEIR INDIVIDUAL STUDENT SUCCESS AND THEIR OUTCOMES.

THUS, THE SECOND PART OF THE PRESENTATION IS GOING TO FOCUS ON THE STUDENT PERCEPTIONS RELATED TO LAST YEAR'S GOALS, AND THE PERCEPTIONS WERE GATHERED FROM STUDENTS IN GRADES FIVE THROUGH 12 IN APRIL OF 2022, BY WAY OF OUR SENSIBLE SENSE OF BELONGING AND INCLUSION SURVEY.

SO I ALWAYS HESITATE TO DO DATA IN FRONT OF DR.

GEYER. WE KNOW HE'S THE MASTER OF IT, SO BEAR WITH ME HERE.

YOU'RE GOING TO SEE MANY OF THESE BAR GRAPHS ON THE FOLLOWING SLIDES AS JUST KIND OF THE GENERAL LAY OF THE LAND.

THE GREEN AND THE BLUE ARE GOOD.

THOSE ARE THE STRONGLY AGREES IN THE AGREES.

AS WE MOVE TO THE PURPLE SECTION, WE'RE LOOKING AT MORE THAN NEUTRAL ANSWERS AND YOUR HOTTER COLORS, YOUR PINKS, YOUR ORANGE ARE MORE NEGATIVE RESPONSES FROM STUDENTS.

THE FIRST EQUITY GOAL THAT WE HAD FOR THE LAST SCHOOL YEAR WAS TO PROVIDE A WELCOMING

[02:05:04]

THAT'S WHAT THAT BAR GRAPH REPRESENTS.

THEIR RESPONSE TO THE QUESTION ARE THE STATEMENT OF I BELONG AT MY SCHOOL.

THERE IS A LARGE NEUTRAL PERCENTAGE.

ROUGHLY 16% ACTIVELY DISAGREED WITH THE STATEMENT AND WE SEE A BIT OF A DISPARITY THERE IN TERMS OF GENDER, 52% OF MALES REPORTED BELONGING VERSUS 44% OF OUR FEMALE STUDENTS. ALSO WORTHY OF NOTE IS THAT STUDENTS BELIEVE THAT ADULTS IN THE BUILDING ARE MUCH MORE INCLUSIVE OF ALL STUDENTS THAN STUDENTS WERE AT BEING INCLUSIVE OF OTHER STUDENTS. THEY RATED TEACHERS OVER 20 PERCENTAGE POINTS HIGHER ON ALMOST OR FREQUENTLY TRYING TO INCLUDE OTHERS THAN THEY RATED OTHER STUDENTS ON THAT.

THIS REALLY KIND OF GOES HAND IN HAND WITH SOME OF THE TRENDS THAT WE'VE SEEN AND THAT WE'VE TALKED ABOUT TONIGHT FOR STUDENT BEHAVIOR AND ADDRESSING STUDENT BEHAVIOR AND RELATIONSHIP BUILDING, FOLLOWING THE ISOLATION OF COVID.

YES, YES.

CONTINUING WITH THIS COLOR CODING OF GREEN AND BLUE BEING GOOD AND PURPLE BEING NEUTRAL.

WE SEE THAT ON THIS QUESTION.

OVER HALF THE STUDENTS IN GRADES FIVE THROUGH 12 AGREED THAT THEY FELT SAFE IN SCHOOL. AGAIN, WE HAVE A LARGE NEUTRAL PERCENTAGE, OVER 30% THERE, BUT ROUGHLY 11% OF OUR STUDENTS DISAGREED WITH THE STATEMENT THAT THEY FELT SAFE IN SCHOOL.

AGAIN, THIS IS GRADES FIVE THROUGH THROUGH 12.

WE DID LOOK AT THIS ADDITIONALLY THROUGH THE LENS OF THE RACE SUBCATEGORIES, AND THERE IS NO SIGNIFICANT STATISTICALLY SIGNIFICANT DIFFERENCE BETWEEN THE AVERAGE RATING OF OUR BLACK STUDENTS AND OUR WHITE STUDENTS, WHICH ARE TWO LARGEST RACIAL RACIAL SUBGROUPS IN GOOCHLAND SCHOOLS.

AND THUS I PROPOSE REVISING GOAL NUMBER ONE FOR THE COMING YEAR TO MOVE SAFETY TO THE FOREFRONT OF OUR STATEMENT.

WE KNOW FROM MASLOW'S HIERARCHY OF NEEDS AS EDUCATORS THAT SAFETY HAS TO COME FIRST.

YOU CAN'T HAVE A SENSE OF BELONGING, YOU CAN'T LEARN, YOU CAN'T ACHIEVE YOUR FULL POTENTIAL WITHOUT FEELING SAFE.

AND SO THE REVISION YOU SEE IN FRONT OF YOU IS THAT GOOCHLAND COUNTY PUBLIC SCHOOLS WILL CREATE A SAFE, WELCOMING, INCLUSIVE ENVIRONMENT THAT FOSTERS A SENSE OF BELONGING FOR ALL STUDENTS.

GOAL NUMBER TWO FROM LAST YEAR FOCUSED ON THE STAFF, EDUCATION, WORKFORCE, EDUCATION THAT WAS INTENDED TO BUILD STRONG RELATIONSHIPS.

SURVEY ITEMS RELATED TO THIS GOAL FELL INTO TWO CATEGORIES EXCUSE ME, THOSE MEANT TO MEASURE STUDENT TO ADULT RELATIONSHIPS IN THE SCHOOL AND THOSE MEASURING STUDENT TO STUDENT RELATIONSHIPS.

ON THIS SLIDE, WE SEE THAT LESS THAN 9% OF STUDENTS DISAGREE THAT ADULTS AT THEIR SCHOOLS CARE ABOUT THEM.

THE GREAT MAJORITY OF STUDENTS FEEL EITHER NEUTRAL OR POSITIVELY ABOUT THIS THIS THIS STATEMENT. WE'D LOVE TO SEE THIS GET TO ZERO AND WE'D LOVE TO SEE THAT PURPLE SLICE OF THE PIE TURN BLUE AND GREEN AS WELL.

BUT OVERALL, STUDENTS SEEM TO FEEL CARED FOR BY THE ADULTS AROUND THEM AT SCHOOL.

THIS ITEM WAS ALSO MEANT TO MEASURE STUDENT TO ADULT RELATIONSHIPS.

THE LARGEST PORTION OF STUDENTS REPORT FEELING THAT THEY HAVE A TRUSTED ADULT AT SCHOOL, SOMEONE THAT THEY COULD GO TO FOR ASSISTANCE IF THEY WERE IN TROUBLE.

BUT 13% ACTIVELY DISAGREED WITH THIS STATEMENT.

THE MAKE UP OF THIS 13% ROUGHLY MIRROR THE DEMOGRAPHICS OF THE SCHOOL.

SO THERE ARE NO TRENDS IN TERMS OF SUBGROUPS THAT ARE NOT FEELING THAT THEY HAVE TRUSTED ADULTS. A HIGHLIGHT HERE IS THAT NEARLY 90% OF STUDENTS FEEL CONNECTED TO ADULTS AT THEIR SCHOOL. SO AGAIN, STUDENT TO ADULT RELATIONSHIPS COMING IN RATHER STRONG.

BUT WE NEED TO LOOK AT WHERE CAN WE GROW.

AND 11% OF OUR STUDENTS SAID THEY FELT NOT AT ALL CONNECTED TO ADULTS AT SCHOOL.

ONE OF THE SURVEY ITEMS ADDRESSED SPECIFICALLY TO SECONDARY STUDENTS.

SO SIX THROUGH 12, THE BELIEF THAT ADULTS TREAT PEOPLE EXTREMELY FAIRLY OR QUITE FAIRLY, REGARDLESS OF RACE, ETHNICITY OR CULTURE.

AGAIN, OUR OUR TEACHING STAFF, OUR ADULT STAFF WAS RATED HIGHLY.

THEY'RE 73% OF STUDENTS.

[02:10:03]

WE'RE GOING TO BE ABLE TO COMPARE THAT TO THE STUDENT TO STUDENT RELATIONSHIP IN JUST A MOMENT. AND YOU NOTICE THAT THE PICTURE CHANGES HERE.

AND WE'RE LOOKING AT TWO STUDENTS TOGETHER.

SO NOW WE ARE KIND OF FLIPPING THE PAGE TO THE STUDENT TO STUDENT RELATIONSHIP, AS MEASURED BY VERY SIMILAR QUESTIONS.

50% OF STUDENTS AGREE THAT CLASSMATES CARE ABOUT THEM.

IT'S ABOUT 9% LESS THAN BELIEVED THAT TEACHERS CARED ABOUT THEM.

HERE, THE NUMBER WHO ACTIVELY DISAGREED, SAYING THAT CLASSMATES DO NOT CARE ABOUT THEM JUMPS TO 13% VERSUS THE 8% WE SAW WHEN WE WERE TALKING ABOUT TEACHERS AND ADULTS CARING ABOUT THEM. THIS SEEMS TO INDICATE A RELATIVE WEAKNESS IN STUDENT TO STUDENT RELATIONSHIPS AS COMPARED TO ADULT TO STUDENT RELATIONSHIPS.

44% OF STUDENTS BELIEVE THAT OTHER STUDENTS ALMOST ALWAYS OR FREQUENTLY TREAT EACH OTHER DIFFERENTLY BASED ON THE WAY THAT THEY LOOK OR ACT.

THERE WAS A SECTION, A SEPARATE SURVEY ITEM THAT ASKED ABOUT HOW STUDENTS TREAT EACH OTHER BASED ON RACE, ETHNICITY OR CULTURE.

AND FEWER THAN 5% SAID THAT PEOPLE THAT STUDENTS WERE TREATING EACH OTHER UNFAIRLY BASED ON RACE, ETHNICITY OR CULTURE.

SO THE DIFFERENCE THERE BETWEEN THAT 44% AND THE 5% SEEMS TO BE SOMETHING OTHER THAN RACE, ETHNICITY OR CULTURE.

THE NEXT TWO SLIDES ARE IMPORTANT ONES, BUT BUT HARD ONES TO TAKE FOR SURE.

UNDERLINING THE TREND THAT WE'VE HIGHLIGHTED HERE IN IN THE ITEMS CONCERNING THE STUDENT TO STUDENT RELATIONSHIPS.

24% OF SECONDARY STUDENTS BELIEVE THAT LITTLE TO NO RESPECT IS SHOWN TO THEM BY OTHER STUDENTS.

AGAIN, WE'RE ALREADY TAKING SOME STEPS TO IMPROVE AND TO UNDERGIRD OUR EXPECTATIONS FOR HOW STUDENTS TREAT EACH OTHER IN THE SCHOOL SYSTEM THAT REALLY GIVE POWER TO THE STUDENT VOICE THAT COMES OUT IN THIS SURVEY.

MY MESSAGE TO THE STUDENTS IS, WE'VE HEARD YOU.

WE HEAR WHAT YOU'RE STRUGGLING WITH, AND WE'RE GOING TO MAKE SURE THAT THIS IS A PLACE WHERE YOU FEEL SAFE AND SUPPORTED AND CONNECTED.

AND LASTLY, THOUGH, GREATER THAN 75% OF SECONDARY STUDENTS BELIEVE THAT THEY MATTER TO OTHERS AT SCHOOL, NEARLY A QUARTER OF THEM FELT THEY MATTERED LITTLE OR NOT AT ALL.

THUS MY PROPOSED REVISION TO GOAL NUMBER TWO IS, IS JUST THAT A REVISION BECAUSE IT'S FAR FROM HAVING BEEN ACHIEVED.

WE RECOGNIZE THIS AS A DIVISION AND THERE'S BEEN MUCH WORK ALREADY BEGUN THIS SUMMER WHERE WE INVITE REVISING AND REINFORCING OUR EXPECTATIONS FOR HOW STUDENTS WILL TREAT ONE ANOTHER. THIS SLIDE REPRESENTS THE REVISED PROPOSED SECOND GOAL FOR THE 2223 SCHOOL YEAR, MOVING AWAY FROM JUST STAFF TRAINING TO THE USE OF CLASSROOM STRATEGIES AND DISCIPLINE PRACTICES AND PROCESSES THAT BUILD RELATIONSHIPS, ADDRESS STUDENT BEHAVIOR, FOSTER STUDENT VOICE, AND ENCOURAGE THAT SENSE OF AGENCY AND OPTIMISM IN EACH OF OUR STUDENTS.

THIS GOAL ALSO GOES HAND IN HAND WITH THE NEW TEACHER EVALUATION STANDARD THAT COMES INTO EFFECT THIS YEAR OF BEING CULTURALLY COMPETENT.

AND THEN OUR LAST EQUITY GOAL FROM THE PREVIOUS SCHOOL YEAR RELATES TO INCREASING THE AVAILABILITY OF MINORITY ROLE MODELS TO ALL OF OUR STUDENTS.

DR. REILLY SHARED THE GREAT NEWS WITH YOU THIS EVENING THAT WE ARE FULLY STAFFED, WHICH IS NOT TRUE FOR SO MANY OF OUR NEIGHBORS AND AND EVEN FURTHER DIVISIONS AROUND THE STATE AND AROUND THE NATION.

WE'VE SEEN LOTS OF EDUCATORS LEAVING THE PROFESSION, NOT NECESSARILY LEAVING OUR SCHOOL, BUT LEAVING THE PROFESSION ALTOGETHER.

AND WE'RE DEFINITELY HEARING THAT THERE ARE FEWER COMING IN THROUGH THE PIPELINES, THROUGH THE UNIVERSITY PREPARATION PROGRAMS. BUT A HIGHLIGHT TO SHARE RELATED TO THIS GOAL FOR THE COMING YEAR IS THAT WE DO HAVE GREATER DIVERSITY AND OUR GOOCHLAND LEADERSHIP WITH TWO OF OUR FIVE PRINCIPALS SERVING AS OUTSTANDING DIVERSE ROLE MODELS AT THE HELM OF THE SCHOOLS AND EASILY ACCESSIBLE TO HUNDREDS OF STUDENTS, EACH OF THEM BEYOND OUR BUILDING LEVEL LEADERSHIP.

HOWEVER, WE SEE HERE THAT THE BREAKDOWN OF OUR OF OUR 226 TEACHING PROFESSIONALS WITHIN THE DISTRICT IS NOT REFLECTIVE OF OUR STUDENT BODY.

[02:15:03]

THEREFORE, I PROPOSE THAT WE MAINTAIN GOAL NUMBER THREE, OVERCOMING THE ADVERSITY THAT EVERYONE IS ENCOUNTERING IN TERMS OF HUMAN RESOURCES AND RECRUITMENT, BUT MAINTAIN IT AS A STATED OBJECTIVE RELATED TO EQUITY FOR GOOCHLAND FOR THE COMING YEAR.

WITH THAT, I'M SHARING ALL THREE PROPOSED REVISED GOALS FOR THE COMING YEAR ON THIS SLIDE. THERE'S ALSO A RED LINE VERSION LINKED.

IF YOU'D LIKE TO TRACK THE CHANGES FROM THE PREVIOUS YEAR AND A FORMAT THAT'S VERY FAMILIAR TO YOU AND I'M HAPPY TO ANSWER ANY QUESTIONS.

THANK YOU. DR. FOWLER. BOARD MEMBERS, ANY QUESTIONS OR COMMENTS? OH, NO. I HAVE A LITANY OF QUESTIONS.

WHERE WOULD YOU LIKE TO BEGIN? AT THE BEGINNING. HOW MANY SAMPLES? WHAT WAS YOUR POPULAR SURVEY RESPONSE? GREAT QUESTION. IT WAS OVER 1000.

I THINK IT WAS 1023, 1023.

SO LESS THAN 50% OF OUR STUDENT POPULATION.

WELL, IT WAS ONLY GRADES FIVE THROUGH 12.

SO IT WAS YES, IT WAS A GREATER PERCENTAGE THAN OK.

WHAT TIME OF THE SCHOOL YEAR WAS THIS INSTRUMENT CONDUCTED AS? AT THE BEGINNING OF THE SCHOOL YEAR.

MIDDLE SCHOOL YEAR ONE IS IT? THIS WAS APRIL 2022.

THIS IS THE INSTRUMENT THAT WAS WIDELY SHARED IN ADVANCE, AND I THINK EVEN SOME SCHOOL BOARD MEMBERS HAD A CHANCE TO PREVIEW IT.

MANY OF THE ITEMS WERE REPEATED FROM SOME OTHER SURVEY ITEMS THAT WERE ADMINISTERED AT DIFFERENT POINTS THROUGHOUT THE YEAR EXCUSE ME, SO THAT WE CAN SORT OF TAKE THE TEMPERATURE OF STUDENTS ON THOSE SAME QUESTIONS AT DIFFERENT POINTS.

SO, FOR INSTANCE, GALLUP QUESTIONS WERE ADMINISTERED IN OCTOBER, AND THEN THIS WAS IN APRIL. THERE WAS SO MUCH IN THE SURVEY, IT COULDN'T ALL BE INCLUDED IN THE PRESENTATION, BUT THERE WAS NO SIGNIFICANT DIFFERENCE IN THE GALLUP RESULTS FROM OCTOBER VERSUS THE APRIL RESPONSES.

YEP, JUST A POINT OF CORRECTION.

SLIDE 16 SAYS THAT I THINK IT'S JUST 3% OF STUDENTS ACTIVELY DISAGREE OR SOMETHING LIKE THAT. IT'S REALLY IF YOU'RE CONSISTENT WITH HOW YOU PRESENTED THE DATA ON SLIDE 15, IT'S 9%. EXCUSE ME, I WANT TO DECIDE IF YOU'RE GOING TO DISAGREE AND STRONGLY DISAGREE IN THE DATA POINT OR JUST STRONGLY DISAGREE.

AGAIN, JUST I CAN'T HELP IT.

SO THIS IS NOT GOING TO NECESSARILY BE THE MOST POPULAR COMMENT I'LL MAKE FROM THIS DAIS, BUT I'M GOING TO MAKE IT ANYHOW.

I STRUGGLE WITH CULTURALLY COMPETENT STRATEGIES AND LET ME TELL YOU WHERE I'M COMING FROM. THAT IS MAKING AN ASSUMPTION THAT WHAT I LOOK LIKE IS WHAT I LIVE AND WHO I AM. SO YOU SEE A PERSON OF COLOR AND YOU ASSUME CERTAIN THINGS ABOUT THEIR LIFE, OR MAYBE YOU SEE A PERSON OF WHITE ETHNICITY AND YOU ASSUME DIFFERENT THINGS.

AND I THINK THAT IF WE'RE GOING TO IMPLORE CULTURALLY COMPETENT TRAINING STRATEGIES, TEACHING STRATEGIES, WE SHOULD ASK OURSELVES, ON WHAT BASIS ARE WE MAKING THAT DECISION? BECAUSE WHAT I LOOK LIKE ISN'T NECESSARILY EQUATED TO WHAT I LIVE.

I APPRECIATE THOSE COMMENTS VERY MUCH AND IT'S A PART OF OUR TRAINING AND ALWAYS TO KEEP IN MIND THE CULTURE IS MORE THAN RACE, ETHNICITY, GENDER, YOUR BACKGROUND.

WE HAVE A CULTURE IN GOOCHLAND.

WE SAY Y'ALL HERE AND THEY MIGHT NOT SAY THAT UP IN MAIN SCHOOLS, RIGHT? SO CULTURE CAN MEAN A LOT OF DIFFERENT THINGS.

AND WHAT IT ALL BOILS DOWN TO AND WHAT IS UNDERGIRDED IN EVERYTHING IS PRECISELY WHAT WE WERE TRYING TO MEASURE HERE.

THE RELATIONSHIP, KNOWING THE STUDENTS WHO ARE IN FRONT OF YOU, KNOWING WHAT'S IMPORTANT TO THEM, WHAT MOTIVATES THEM, WHAT STRATEGIES AND TECHNIQUES SPEAK TO THEM AND WILL CONNECT WITH THEM TO MAXIMIZE THEIR POTENTIAL.

SO MAYBE WE NEED TO START USING SOME OF THAT LANGUAGE BECAUSE I FEEL LIKE WE'RE LATCHING ON TO VIDEO LANGUAGE, THE SBA LANGUAGE, POP CULTURE LANGUAGE.

AND IT'S NOT RESONATING WELL WITH ALL STAKEHOLDERS BECAUSE THEY HAVEN'T INTERNALIZED IT IN THAT MANNER.

SO MAYBE WE COULD EXPAND THEIR DEFINITION TO BE MORE REPRESENTATIVE OF WHAT THIS LOOKS LIKE IN PRACTICE.

THE OTHER THING, GOAL THREE I APPRECIATE WANTING TO HAVE MORE REPRESENTATIVE CANDIDATES. I WANT TO HIRE THE BEST CANDIDATE.

SO HOW DO WE BALANCE GOAL NUMBER THREE WITH HIRING THE BEST CANDIDATE? SO I WILL BLAME IT ON COVID FOG A BIT THAT I DID SKIP OVER ON THIS SLIDE.

THAT THIRD BULLET POINT THAT WE'RE ALSO RECOGNIZING THERE ARE MANY WAYS TO CONNECT

[02:20:03]

AND IT'S NOT JUST A HUMAN RESOURCES GOAL.

IT'S NOT JUST HIRING STRATEGIES, IT'S WORK BASED LEARNING, NETWORKING, GUEST SPEAKERS.

THIS PARTNERSHIP FOR THE FUTURE, IT'S CLASSROOM VOLUNTEERS.

AND SO JUST BUILDING AGAIN RELATIONSHIPS ACROSS ALL DIFFERENT WALLS AND BARRIERS.

THAT'S ONE THING COVID TAUGHT US VERY WELL HOW TO USE THESE THINGS TO CONNECT WELL BEYOND THE WALLS OF THE SCHOOL, FOR INSTANCE.

AND TEACHERS ARE REALLY TAKING HOLD OF THAT, AND THE EQUITY TEAMS ARE BUILDING DATABASES AND THINGS LIKE THAT THAT CAN BE PULLED ON FOR WORK BASED LEARNING MENTORS.

OR IF YOU'RE LOOKING FOR SOMEONE TO SPEAK TO YOUR CLASS ON AN ENGINEERING TOPIC, HERE ARE SOME ENGINEERS WHO ARE, YOU KNOW, READILY AVAILABLE TO BE A VIRTUAL GUEST SPEAKER.

SO THAT'S A GREAT QUESTION.

I DON'T KNOW WHAT SLOTTED IS ANYMORE.

THERE WERE SO MANY BEFORE THE.

FACTIONS ACTUALLY THINK IT'S THE SLIDE BEFORE THE PERCEPTIONS TRANSITION.

DO WE EQUATE GRADUATE SUCCESS WITH FOUR YEAR COLLEGE TRACKING? NOT. I WANT TO BE REALLY CAREFUL.

DON'T GET ME WRONG, I'M ALL ABOUT FOUR YEAR.

I'M A I'M ON THE SCHOOL BOARD OF EDUCATION.

BUT I WANT TO MAKE SURE THAT OUR STUDENTS GOING INTO THE MILITARY, THE WORKFORCE, TRADE OR VOCATIONAL TRAINING DON'T FEEL LIKE THEY ARE SOMEHOW A SUBSTANDARD CLASS OF SIX.

ABSOLUTELY. SO I JUST I'M SENSITIVE TO HOW WE'RE PUTTING SO MUCH EMPHASIS ON THAT FROM OUR METRICS.

AND I'D LOVE FOR US TO THINK ABOUT HOW WE CELEBRATE ALL SUCCESS EQUITABLY.

YES, WE SO THIS IS A DATA POINT THAT I'M OFTEN ASKED FOR, BUT I COULDN'T AGREE MORE.

ONE OF THE REASONS THAT THERE'S A LOT OF FOCUS IN HERE ON THINGS LIKE THE ADVANCED STUDIES DIPLOMA IS IT KEEPS ALL THE DOORS OPEN, WHETHER YOU WANT TO WALK THROUGH THEM OR NOT.

YOU KNOW, GO TO THE MILITARY, GO TO THE TRADE SCHOOL, START THAT 401 K RIGHT OUT OF HIGH SCHOOL AND MAKING MORE MUCH MORE THAN I DID AS A FIRST YEAR TEACHER.

BUT YES, THIS IS IT'S INCLUDED AS ONE OF THE METRICS BECAUSE IT IS SOMETHING WE'RE QUITE OFTEN ASKED FOR, BUT IN NO WAY TO UNDERCUT THE SUCCESS OF OTHER STUDENTS AS WELL.

YEAH, THANK YOU.

THERE'S GOING TO PROBABLY BE FOLLOW UP QUESTIONS LATER, OF COURSE, ALWAYS AVAILABLE.

THANK YOU. ANY OTHER QUESTIONS? OH, ABSOLUTELY. DO YOU WANT TO CHECK WITH MR. RIGHT BEFORE I GET STARTED? MR. WRIGHT, DO YOU HAVE ANY QUESTIONS? FIRST, THANKS FOR FOR GIVING ME AN OPPORTUNITY TO SAY SOMETHING.

ACTUALLY, YOU KNOW, I REALLY APPRECIATED THE PRESENTATION.

I THINK MRS. ALLEN SAID A FEW OF THE THINGS THAT I SORT OF THOUGHT WHEN I LOOKED AT HOW THE PRESENTATION WAS PUT TOGETHER, BUT I FULLY UNDERSTAND THAT THERE IS A LOT MORE DATA AND A LOT MORE THAT YOU COULD HAVE PRESENTED AND THAT YOU PROBABLY REALLY NEED A DRINK OF WATER BY NOW. THANK YOU.

I JUST APPRECIATE THE WORK THAT YOU'VE DONE.

AND I KNOW THAT THAT WE'RE GOING TO POINT OURSELVES IN A GOOD DIRECTION IN ORDER TO MAKE EFFECTIVE CHANGE AND APPROPRIATE CHANGE FOR OUR STUDENTS AND OUR AND OUR FAMILIES.

SO THANK YOU.

JUST TO. THANK YOU. THANK YOU, MR. WRIGHT. SO.

ALL RIGHT. THANK YOU.

THANK YOU, MR. CHAIR.

SO SLIDE SEVEN, EIGHT AND NINE, DIRECTING THE COURSE STATEMENT TO YOUR QUESTION ABOUT THOSE GOALS. SOMETHING THAT WE HEARD FROM DR.

ADOLPH BROWN, IF ANYONE'S EVER HEARD, LISTEN TO HIM.

HE TALKS ABOUT THE THREE E'S.

SO POST-SECONDARY SHOULD INVOLVE EMPLOYMENT, ENROLLMENT OR ENLISTMENT.

SO THOSE THREE ITEMS ARE CERTAINLY ADDRESSED THERE.

AND IT'S NOT ONE OR THE OTHER.

IT'S IT'S ONE OF THOSE THREE.

SO WE HOPE THAT WHEN OUR STUDENTS LEAVE OUR SCHOOLS, THAT THEY ARE ABLE TO MAKE THOSE CHOICES. AND CERTAINLY THAT FIRST CHOICE IS NOT THEIR LAST CHOICE, BECAUSE I KNOW WHEN I WENT TO COLLEGE, THERE WERE WHAT WE CALL THE MOMS THAT WERE SITTING IN THE FRONT ROW ASKING ALL THE QUESTIONS, AND THEY WERE IN COLLEGE FOR THEIR FIRST TIME.

SO WHERE YOU START IS NOT NECESSARILY YOUR THE LAST THING THAT YOU WILL DO YOUR LAST ACHIEVEMENT. SO ALSO ON SEVEN, EIGHT AND NINE, I THINK THAT THOSE CHOICES ARE ALSO REFLECTIVE OF OUR ECONOMY, JUST THE STATE OF THE INFLATION AND COST OF LIVING.

SO SOME STUDENTS MAY BE CHOOSING EMPLOYMENT FIRST TO SAVE UP MONEY FOR SOME OTHER TYPE OF TRAINING IN THE FUTURE.

SO I THINK THAT YOU CAN'T REALLY SEE ALL THAT IN THOSE DAYS IN THAT DATA.

THE DATA ALSO TELLS US HOW CRITICAL IT IS FOR US TO GET A HANDLE ON THE BULLYING, TEASING, HARASSMENT, ALL OF THOSE THINGS, AND WE ARE TAKING THOSE SERIOUSLY.

[02:25:05]

SO IF YOUR CHILD'S BEHAVIOR IS CHANGING, MAYBE THEY ARE SAD, MAYBE THEY ARE ANGRY.

JUST LOOK AT YOUR CHILD AND HAVE THAT CONVERSATION WITH IT AND YOU PAY FOR THEIR PHONE, LOOK AT THEIR PHONE, MAKE SURE THAT THEY'RE NOT RECEIVING THINGS THAT ARE LEADING TO THEM FEELING NOT WELCOME, NOT BELONGING.

MAKE SURE THAT THEY'RE NOT SENDING THOSE.

BECAUSE IF THEY'RE SENDING THEM, AS I MENTIONED EARLIER THIS EVENING, THEY LIKELY HAVE SOME OTHER THINGS THAT THEY ARE DEALING WITH BECAUSE HURT PEOPLE, HURT PEOPLE.

SO WE ALL NEED TO WORK.

WE ALL NEED TO MAKE THAT A PRIORITY.

AND SOCIETY ITSELF, THE ADULTS HAVE STRUGGLED WITH BEHAVING KINDLY TO ONE ANOTHER. THAT IS SOMETHING THAT OUR KIDS.

AH, SEEING, MODELED AND EVERYTHING, YOU KNOW, SOCIAL MEDIA, TELEVISION, MUSIC, JUST THEY'RE SURROUNDED BY VERY DIFFICULT MOMENTS AND NOT THE BEST HUMAN BEHAVIOR.

SO AGAIN, LET'S WORK AS FAMILIES, LET'S WORK AS A COMMUNITY.

WE WILL CERTAINLY WORK AS A FAMILY OF STAFF IN THE SCHOOL DIVISION.

WE ARE ALL WANTING TO SUPPORT OUR KIDS SO THAT THEY ALL WE WANT EVERY ONE OF THEM TO BELONG. BUT EVERYBODY HAS A RESPONSIBILITY IN THAT.

SO LET'S LOOK AT THIS DATA.

LET'S ACCEPT THAT THIS IS THIS IS WHERE WE ARE RIGHT NOW IN THIS WORLD.

AND WE IN GOOCHLAND CAN RISE ABOVE IT BECAUSE WE DO HAVE SOME GREAT FAMILIES.

SO JUST A LOT A LOT GOING ON FOR A LOT OF PEOPLE.

I THINK THAT THAT IS THE MAJORITY OF WHAT I WANTED TO SAY ON THAT.

I APPRECIATE THE WORK THAT YOU DID TO BRING REAL DATA TO OUR GOALS AND IT IS IMPORTANT AND SOMETIMES PEOPLE DO GET STUCK ON WORDS.

BUT REMEMBER, AS I MENTIONED IN A PREVIOUS MEETING, INTENTION VERSUS OUTCOMES.

SO WE HAVE GOOD INTENTIONS.

LET'S SEE THE GOOD OUTCOMES FOR THOSE AND NOT GET SO STUCK ON THE WORDS WHAT IS HAPPENING FOR OUR CHILDREN? ARE WE PREPARING THEM FOR THEIR FUTURE, WHICH WILL BE OUR FUTURES? AND WE NEED TO PREPARE PEOPLE TO SIT IN OUR CHAIRS.

SO THANK YOU.

THANK YOU. DR.

ALI. THE ONLY THING I WAS GOING TO SAY IS EVERY TIME WE TALK ABOUT RELATIONSHIPS, THAT IS A CRITICAL PIECE TO ME.

AND I'M JUST THINKING NOW ABOUT BETWEEN GRADES K AND 12.

I'M NOT SURE WHAT THE TOTAL PERCENT IS OF KIDS WHO ARE IN GOOCHLAND ALL THROUGH SCHOOLS, BUT THAT IS A PIECE OF A RELATIONSHIP AND A LARGER EXTENT OF A COMMUNITY RELATIONSHIP THAT I THINK WE CAN EXPAND ON AND THINK ABOUT.

AS WE LOOK AT IT. WE HAVE WE'RE TOGETHER, WE'VE BEEN TOGETHER, WE'RE GOING PLACES TOGETHER. SO THANK YOU SO MUCH.

THANK YOU, MR. CHAIR. YES. I WOULD LIKE TO SAY I REALLY APPRECIATE YOUR MAKING A CHANGE IN YOUR EMPHASIS ON THESE ITEMS THAT YOU HAVE.

THANK YOU. THANK YOU SO MUCH.

SO BOARD MEMBERS, THIS IS PRESENTED AS A MATTER OF INFORMATION.

THEY ARE YOUR GOALS.

AND SO YOU HAVE NOW A MONTH TO DELIBERATE ON THESE.

THINK THEM THROUGH, ASK ME QUESTIONS, WORK WITH OUR TEAM TO ENSURE THAT THESE ARE WORDED IN A WAY THAT YOU SUPPORT BECAUSE ULTIMATELY THESE WILL DRIVE OUR WORK AS YOUR STAFF TO CARRY OUT THESE GOALS IN THE COMING MONTHS.

AND SO WE'LL BRING THESE BACK NEXT MONTH FOR YOUR CONSIDERATION.

THANK YOU. OKAY. ALL RIGHT.

SO NEXT WE HAVE ON THE AGENDA.

THIS TRULY IS A MATTER OF INFORMATION.

AND SO YOU HAVE IN YOUR AGENDA PROPOSED FEES.

OH, I'M SORRY, MISS. THESE THE SKIP AROUND YOU.

[B. Policy Update: First Reading]

ALL RIGHT, POLICIES FOR FIRST READ, MISS EAST.

OKAY. I REALLY ONLY WANT TO POINT TWO POLICIES TO YOUR ATTENTION.

THE FIRST ONE IS BDD.

THERE'S A LOT OF RED, BUT REALLY, WHAT IS GOING ON HERE? THE POLICY WAS UPDATED TO REFLECT AN AMENDMENT OF VIRGINIA CODE 2.2 3707 AND 2.2, DASH 37 AND 8.2 AND ENACTMENT OF VIRGINIA CODE 2.2 DASH 3708 THREE, WHICH REALLY WHAT YOU'LL SEE HERE, YOU'LL SEE A BUNCH OF LANGUAGE THAT'S BEEN STRICKEN AND REPLACED WITH OTHER LANGUAGE.

THE STRICKEN LANGUAGE EXPIRES SEPTEMBER 1ST AND THE RED LINE UNDERLINED LANGUAGE TAKES ITS PLACE. A LOT OF IT IS THE SAME THERE IS UP

[02:30:11]

SO I JUST WANTED TO POINT THAT TO YOUR ATTENTION.

ALSO, IEC MRS. HORNE HAD A QUESTION WHETHER WE SHOULD INCLUDE BOTH PROMINENTLY AND CONSPICUOUS.

IS IT TO TO REDUNDANT OR WHATEVER YOUR DECISION IS.

I PERSONALLY LIKE BOTH BECAUSE.

ALL RIGHT, LET'S LET'S LOOK AT THE BILL OF RIGHTS OF THE CONSTITUTION OF THE UNITED STATES IS PROMINENTLY POSTED, NOT JUST POST IT BECAUSE POST IT COULD MEAN IT'S WELL, IT'S ON THE PRINCIPLES DESK, BUT PROMINENTLY SAYS SOMETHING AND THEN IN A CONSPICUOUS PLACE.

SO NOT ONLY IS IT IS IT IN A GOOD SPOT, BUT WHERE EVERYBODY CAN SEE, EVERYBODY CAN SEE IT. AND IT'S ACTUALLY I THINK BOTH ARE IN CODE.

BOTH ARE IN CODE.

SO IT MAY SEEM REDUNDANT, BUT AS WE HEARD EARLIER, THE BILL OF RIGHTS IN THE CONTEXT OF THE CONSTITUTION, THE CONSTITUTION IS A CRITICAL DOCUMENT THAT WE LIVE IN THIS COUNTRY. AND IT IS IMPORTANT TO ME AND TO THE CITIZENS OF THIS COUNTY AS WELL AS THIS BOARD THAT WE DO SUPPORT, RECOGNIZE AND CELEBRATE OUR CONSTITUTION.

AND THAT IS ALL I HAVE.

DOES SHE HAVE ANY QUESTIONS? BOARD? DO YOU HAVE ANY QUESTIONS OR ANY ANYTHING ELSE YOU'D LIKE TO COMMENT ON? MR. CHAIR, I WOULD LIKE TO COMMENT A MINUTE ON POLICY, I.E.

POLICY I.E.

IS A MOMENT OF SILENCE.

AND ANY OF YOU HAVE BEEN IN A SCHOOL IN THE MORNING THAT YOU KNOW, THAT JUST LIKE WE DO AT OUR MEETINGS, WE HAVE A MOMENT OF SILENCE IN OUR SCHOOL.

OUR COMMUNITY IS VERY STRONGLY CHRISTIAN COMMUNITY OR A COMMUNITY THAT BELIEVES IN THE POWER OF PRAYER.

BUT I THINK SOMETIMES THAT WE SPEND A LOT OF TIME GETTING OUR KIDS READY IN THE MORNING.

WE SPEND A LOT OF TIME GETTING BACKPACKS AND ALL THOSE SCHOOL SUPPLIES, BUT WE FORGET TO TAKE A FEW MOMENTS AND TALK TO OUR KIDS ABOUT WHAT THAT MOMENT OF SILENCE REALLY COULD FEEL LIKE.

I MEAN, I THINK IF I HAD A SMALL CHILD RIGHT NOW, IT WOULD BE SUCH A POWERFUL CONVERSATION TO HAVE WITH THAT CHILD.

IT COULD BE A TIME OF MEDITATION.

SO YOU TALK TO YOUR CHILD, MAYBE YOU'RE NOT FEELING GREAT THAT DAY AND YOU WANT TO JUST TAKE A MINUTE AND JUST SAY, YOU KNOW, I CAN MAKE IT THROUGH TODAY.

EMPOWER THEM TO MAKE THAT MOMENT OF SILENCE MEANING FOR THEM MEANINGFUL TO THEM.

IF PRAYER IS IMPORTANT TO YOUR FAMILY, MAYBE YOU HELP YOUR CHILD WRITE A PRAYER THAT THEY CAN SAY IN THEIR MIND EVERY DAY.

MAYBE YOU HAVE A PRAYER FROM YOUR CHURCH THAT'S REALLY IMPORTANT IN YOUR CHILD LIKES.

LET THEM KNOW THAT THAT'S THE TIME OF DAY THAT THEY SHOULD FEEL COMFORTABLE TO BE SAYING THAT FOR THEMSELVES.

THIS THIS MOMENT IS IS ABOUT SETTING DAILY GOALS THAT INCLUDE KINDNESS, LEARNING, APPRECIATION.

AND AGAIN, IF YOU BELIEVE IN GOD AND YOU WANT TO MAKE SURE YOU RECOGNIZE THAT EVERY DAY, TALK ABOUT THAT WITH YOUR CHILD.

AND I THINK IT COULD BE MUCH LESS AWKWARD AND MUCH MORE MEANINGFUL TO ALL OF OUR CHILDREN, NO MATTER WHAT THEIR AGE IS.

SO THANK YOU. SUPPORT MEMBERS WILL BRING NEWS BACK FOUR SECOND READ NEXT MONTH.

NO ACTION NEEDED THIS EVENING, SO YOU'LL SEE THESE AGAIN AFTER THEY SIT AND SIMMER FOR A LITTLE WHILE. BRING THEM BACK NEXT MONTH.

THANK YOU, DOCTOR. THANK YOU, MISS EAST.

THANK YOU. SO NEXT, BOARD MEMBERS, LIKE I SAID EARLIER, YOU HAVE IN YOUR PACKET THE FEES THAT WE ARE PROPOSING TO CHARGE OUR STUDENTS FOR THE COMING YEAR.

[C. Annual Review of Fees]

THIS IS PART OF OUR ONGOING EFFORTS TO REDUCE THE BURDEN THAT IS EXPERIENCED BY OUR FAMILIES. WE KNOW THAT BACK AT SCHOOL TIME CAN BE A CHALLENGE TO SOME OF OUR FAMILIES.

AND SO ULTIMATELY WE WANT TO DO OUR ABSOLUTE BEST TO PROVIDE A FREE AND APPROPRIATE PUBLIC EDUCATION. SO YOU SEE SOME REVISIONS.

THIS IS THE NEXT STEP THAT WE ARE TAKING.

YOU KNOW, MANY YEARS AGO, THE SCHOOL BOARD MADE SOME SIGNIFICANT REDUCTIONS IN FEES.

[02:35:03]

AND THAT, AGAIN, ULTIMATELY TO REDUCE THE BURDEN ON OUR FAMILIES.

SO NOT ALL FEES THAT HAVE BEEN CHARGED IN THE PAST ARE LISTED HERE.

IF THERE'S NOT ANYTHING LISTED, YOU CAN ASSUME THAT THERE IS ZERO FEE BECAUSE NOT ALL EXTRACURRICULAR CO-CURRICULAR ACTIVITIES ARE LISTED BECAUSE OFTENTIMES THERE ARE NO FEES ASSOCIATED WITH THAT. SO YOU SEE REDUCTIONS.

SO JUST SHARING THIS WITH YOU THIS EVENING AS A MATTER OF INFORMATION, AND THEN WE WILL COMMUNICATE THIS TO OUR FAMILIES IN THE COMING WEEKS BEFORE SCHOOL STARTS.

THANK YOU. REALLY.

AND THEN NEXT IS THE ACTION ITEM ON A TEACHER EVALUATION INSTRUMENT.

YEAH. SO YOU HEARD A PRESENTATION FROM DR.

[A. Teacher Evaluation Instrument]

AND JUST FOR CLARITY, FOR ANYONE WHO IS WATCHING OR WILL WATCH THIS IN THE FUTURE, WE ARE REQUIRED BY LAW TO HAVE AN EIGHTH STANDARD IN OUR TEACHER EVALUATION INSTRUMENT. AND SO THIS IS ONE WHERE WE DON'T HAVE ANY LATITUDE OR FLEXIBILITY.

YOUR GOALS. WE HAVE LATITUDE AND FLEXIBILITY WHEN IT COMES TO THIS TOPIC.

SO THE TERMINOLOGY THAT WE USE IN THOSE THOSE GOALS, WE CAN ADJUST.

THIS IS ONE WHERE WE CANNOT BECAUSE IT IS LEGISLATED.

SO YOU HAVE PRESENTED TO YOU THIS EVENING FOR YOUR APPROVAL WHAT WE WOULD LIKE TO MOVE FORWARD IN OUR EVALUATION PROGRAM, NOT ONLY FOR OUR TEACHERS BUT FOR OTHER CERTIFIED PERSONNEL AS WELL AS OUR BOARD MEMBERS.

ANY QUESTIONS OR COMMENTS ABOUT THE TEACHER EVALUATION INSTRUMENT? YES, MR. CHAIR. DR.

REILLY, TO YOUR POINT, WE DO HAVE TO CALL THE STANDARD BY THE LANGUAGE FROM THE DEPARTMENT OF EDUCATION, BUT DR.

ARMSTRONG AND HIS TEAM ARE WORKING ON INDICATORS THAT THAT FIT OUR COMMUNITY.

SO THAT IS SOMETHING THAT WE DO HAVE SOME FLEXIBILITY ON.

AND WE CAN BUILD THE INDICATORS, WHICH IS WHAT WE EXPECT TO SEE IN THE CLASSROOM, JUST SAMPLES OF WHAT WE WOULD EXPECT TO SEE.

AND THAT IS IMPORTANT AGAIN, TO ADDRESS THOSE ALLAN'S CONCERNS ABOUT THE CULTURAL COMPETENCY PIECE. SO WE WILL BE CREATING THAT.

I LOOK FORWARD TO THE EVALUATION TEAM DISCUSSING THE RECENT RATING CHANGES OF HIGHLY EFFECTIVE, EFFECTIVE APPROACHING, EFFECTIVE AS INEFFECTIVE.

THOSE THOSE TERMS ARE NOW BEING USED AT THE STATE LEVEL.

AND I THINK THAT THAT IS GOING TO BE AN INTERESTING DISCUSSION WITH YOUR EVALUATION COMMITTEE, WHETHER YOU CHOOSE TO USE THOSE TERMS OR NOT IN THE FUTURE.

THE TERMINOLOGY ALSO RELIES ON CONSISTENCY AS A FACTOR WHEN A PREPONDERANCE OF EVIDENCE IS REVIEWED. SO TEACHER EVALUATION IS VERY IMPORTANT.

IF YOU READ THE DOCUMENT, YOU WILL SEE SO MANY REASONS WHY WE USE A TEACHER EVALUATION.

SO I WON'T GO THROUGH THAT LIST IN MY BRAIN, BUT IT IS A VERY IMPORTANT INSTRUMENT.

IT'S A VERY IMPORTANT PART OF OUR WORK.

AND I THANK DR.

ARMSTRONG AND HIS TEAM FOR ALL THEIR WORK TO CONTINUE TO EVALUATE, EVALUATE THE EVALUATION TOOL. SO BOARD MEMBERS, THIS IS AN ACTION ITEM FOR TONIGHT.

I'LL ENTERTAIN THE MOTION TO ADOPT.

MR. CHAIR, I MOVE THAT WE ADOPT THE TEACHER EVALUATION SYSTEM INSTRUMENT AS PRESENTED.

YOU'VE HEARD THE MOTION. IS THERE A SECOND? I'LL SECOND. WE HAVE A SECOND.

ANY FURTHER DISCUSSION? THAT'S RIGHT. MR. WRIGHT? YES, MR. WRIGHT.

I JUST WANT TO MAKE A COMMENT.

I REALLY DON'T LIKE THAT THIS IS A STANDARD THAT'S COME INTO PLAY.

I WANT TO MAKE CLEAR THAT THAT THAT'S MY FEELING.

I DO BELIEVE THAT IT'S GOOD TO HAVE THIS EVALUATION HANDBOOK, AND I BELIEVE IN THE INSTRUMENT THAT IS BEING PRESENTED.

BUT I DON'T LIKE THE IDEA.

I BELIEVE THAT OUR PROFESSIONALS HAVE ENOUGH BURDEN AT THIS AT THIS POINT.

THEY REALLY DO SO MANY THINGS, BORDERLINE DOING THREE OR FOUR DIFFERENT JOBS.

AND SO I JUST YOU KNOW, I JUST WANTED TO GO ON THE RECORD TO SAY THAT I DON'T AGREE WITH WITH THE ADDITION OF THE STANDARD, BUT I DO AGREE WITH HOW WE CAN ADDRESS IT.

THANK YOU. OTHER COMMENTS.

SO WE HAVE A MOTION.

AND THE SECOND ALL IN FAVOR OF IT, I THINK HERE WE HAVE IT.

THANK YOU, BOARD MEMBERS. WE WILL NOW OPERATIONALIZE THIS AND HAVE THIS READY FOR OUR TEACHERS AND WE'LL CERTAINLY EXPLAIN THIS TO THEM AND EDUCATE THEM ABOUT THE MINOR CHANGES AS WE HEAD INTO THE NEW YEAR.

[02:40:03]

[A. Strategic and Tactical Plan]

GOOD STUFF.

YES, ALL GREAT STUFF.

AND THANKS TO THE TEAMS THAT HAVE CARRIED OUT ALL THE PLANS THAT ARE REPORTED.

SO WE ARE AT.

MR. CHAIR. YES, SIR.

IF I. I WOULD LIKE TO MOVE THAT.

WE ADJOURN MOTIONS MADE TO ADJOURN THIS MEETING.

[A. Adjourn]

ALL IN FAVOR. SAY, I.

I THANK YOU, MR. WRIGHT, FOR BEING HERE AND EVERYONE ELSE.

* This transcript was compiled from uncorrected Closed Captioning.