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Good afternoon. I'd like to call the march 10th, 2026 school board work session

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to order. First, we have an update on esl from ms.

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jenkins. Good afternoon, vice

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chair, school board members, dr. Mary, dr. High. I'm so happy to be

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with you this afternoon. Thank you for the opportunity to share an update on english learner services in

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chesterfield county public schools. Today, I will highlight our student

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population trends, instructional model, performance indicators, and strategic priorities moving

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forward. Our work centers on ensuring every multilingual learner has access to rigor,

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relevant instruction, and the opportunity to thrive

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within our division. Thank you

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for your patience. Our english learners are students who participate in english as a

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second language program. Our english learner population represents 16.4%

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of our total enrollment. And this growth reflects continued demographic shifts

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in our community. We now serve students representing 102 languages, and while spanish

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remains our largest language group, we continue to see growth

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in our top languages. This diversity is strengthening our division, and it requires

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intentional systems to ensure equitable access and strong academic outcomes. Not all

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english learners have the same needs. We consider the multifaceted nature of our

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english learners, with a focus on subgroups such as newcomers or recently arrived english

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learners, long-term english learners, students with limited

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or interrupted formal education, and dual-identified students.

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each group requires differentiated instructional supports, such as long-term english learners, who

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particularly need intentional academic language acceleration in order to prevent linguistic

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plateauing. Our federal guidance is clear. English

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learner programs must enable students to attain english

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language proficiency and participate meaningfully in grade-level instruction

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within a reasonable time frame. Our instructional model prioritizes grade-level access

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and academic language integration. We are intentional about aligning language

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development with rigorous curriculum, rather than separating the two. Language and content must be

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learned together. And master scheduling plays a critical role in protecting access and

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expanding co-teaching opportunities. Staffing for esl

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reflects an equity-based model under virginia's updated

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standards of quality. Support is not assigned solely by headcount. It is

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differentiated based on student proficiency levels. Schools with higher concentrations of

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level 1 and level 2 students require more intensive staffing, and that is reflected

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throughout our division. We currently have 319.7 full-time

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employees that are highly effective, quality teachers who

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are focusing solely on language acquisition. So they are language teachers.

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providing students sufficient time with qualified teachers remains essential for

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accelerating the language growth that we're looking to. We have had vacancies, but we work closely with our

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human resources department through job fairs and intentional programs to support. Building our own

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pipeline within the division. English learners directly

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impact multiple performance framework indicators. As an

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accountability subgroup, their performance is impacting academic achievement, growth,

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and graduation metrics, and we are monitoring both achievement and meaningful access within

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that grade level curriculum. We do have an official english

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language proficiency test. For the state. And that is the wida access assessment, which

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measures english language proficiency annually across four domains, which is

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listening, speaking, reading, and writing. Students can exit esl programs once they receive

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a composite score or overall score of 4.4 or higher. As you

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can see, we are showing our proficiency level distribution. It is important to notice that

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we are seeing a decrease in our level one student population, which used

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to be our largest population. And we're in... On the other side, we're seeing a growth

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in our level three and level four students, which that's our developing and expanding

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language proficiency group. Movement upwards through the proficiency levels is driven

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by multiple factors, and we understand that. However, we are seeing an

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upward trend in our access proficiency growth, which is promising. We want

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to remain focused on accelerating growth for those students in level three and level four

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statuses, where the impact is both language and academic access. That point

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in their journey. Beginning for the 25-26 school year, wida

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assessments did reflect the updated 2020 english language development standards

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framework. Changes include new tasks and revised rubrics for additional accommodations.

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specifically, we're seeing new tasks in the kindergarten level, but

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the accommodations and the reflection for the new standards is a k-12 approach

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to the test, and that's seen throughout grade levels. It is important to note that a

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statewide recalibration will occur in july 2026 to align scoring

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with more rigorous standards. It's important to also note that shifts and cut scores,

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or proficiency growth targets, may impact our proficiency

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rates statewide, and we're preparing schools accordingly for what that data may look

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like. Sustainable improvement depends on system-wide capacity. This

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year, we expanded professional learning beyond esl teachers to include administrators, school counselors,

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and instructional designers. Administrators are monitoring english learner subgroup data

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more than ever and with an intentional focus. And

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so we are making sure that we are providing on-demand reports and support and master

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scheduling decisions to protect access for our students. This work

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moves us from isolated expertise to shared responsibility.

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family engagement remains a cornerstone of our programs, as

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we value our parents as a critical educational partner. We continue expanding family

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engagement through workshops, transition support, and community partnerships.

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and we've strengthened throughout our division interpretation and translation systems to ensure meaningful

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communication with families and parents of our students. Strong family engagement supports student

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academic achievement and graduation pathways. Title iii

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federal funds is a strategic partner with esl programs. We

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use title iii funds to supplement core services and

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support professional development, such as tutoring, newcomer outreach, and

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instructional resources that are embedded into our schools. Title iii

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also supports job embedded coaching, as well as initiatives

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for our families. Our investments align directly with, again,

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accelerating language growth, and improving student outcomes. So I do note challenges and

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strategic priorities for our future. When I look at challenges,

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I don't see them as obstacles, but I see them as those boulders. That are going

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to lift us to the next level of student academic success. That includes staffing

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pressures in high-growth schools, supporting entering students, and accelerating our long-term

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english learners. But our priorities outline... The division's area of focus

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to further english learner success and strengthen overall division performance. We will

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be focusing on access growth with the new recalibrated

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scores, strengthening co-teaching models, enhancing those data dashboards that our schools can

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use, and curriculum resources. We

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like to say within esl, every english learner, always and in all ways. Our multilingual

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learners bringing. Tremendous assets to chesterfield county. And

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by aligning instruction, staffing, and data monitoring, and including and bringing

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in our family engagement, we are building a system that ensures language is not a barrier

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to opportunity. I thank you all for your continued support, and at this time,

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I welcome your questions. Thank you, ms. Jenkins. Board

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members, is there any discussion? Okay.

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I do want to thank you. For the slide in which you had graphs,

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a bar graph on there, and they were individualized. There's a legend and different

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shapes to signify what was which. I greatly appreciate that. So thank you very much

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for thinking outside the box, so to speak, to make sure that anyone

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looking at that chart would be able to comprehend the information. I

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do appreciate it. My pleasure. Thank you, everybody. Next, we

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have a literacy update. From dr. Staines and ms. Carpenter. Good afternoon,

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vice chair, school board members, and dr. Murray. I am

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jasmine carpenter, the director of elementary curriculum development and support, joined by dr. Sainz,

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our secondary curriculum development and support director, and I am also

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accompanied by karen hoover, our division's elementary literacy curriculum support

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specialist, dr. Caroline canning. Our division

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secondary literacy curriculum specialist, and kate hundley, our division secondary

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literacy intervention support specialist. So today,

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we're excited to share our team's work across four key areas. Our core

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promise to students, how we have worked with the community this school year,

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our roadmap for next school year, and a status report on how we're leading the way

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with virginia literacy act. We last provided a update to the board in april of 2025.

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our work is anchored in the fundamental belief that all students must be equipped

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to be a critical thinker, an effective communicator, and a strong reader and writer.

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this isn't just a goal, it's a promise we've made to our community to ensure our

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students can truly influence the world around them through literacy. This year has

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been defined by partnership. We've collaborated with our school leadership directors and

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school improvement teams to work with our principals to track student growth more closely

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through regular data reviews. Our team has also worked with division partners

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to support our principals to monitor student growth. We've partnered with families

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to get more books into homes through our grant funds and family literacy nights. And

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finally, we've prepared our teachers to become experts in the new 2024 english standards of

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learning. By providing them with hands-on, professional learning to bridge the gap between

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research and daily classroom best practices. This continues to be a true team effort.

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for next year's implementation of the ccps literacy plan, we

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will move from implementation to sustainability and impact.

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we will unpack the literacy plan action steps with school leaders to ensure

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shared ownership and clear goals at every level. We will also expand family and community engagement

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through media spotlights and by developing our division-wide family literacy plan. Most

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importantly, we will continue equipping our teachers with the professional learning and tools

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needed to continue using evidence-based literacy practices.

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at the elementary level, we are focused on high-quality instruction

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for all students. We are engaging in... We are engaging in ongoing collaboration

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with principals, english as a second language staff, and the office of special

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education to support all learners. To support this, we've updated

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our instructional guides. We have also introduced the imagine, language and

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literacy digital tool, which provides every student with personalized practice

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tailored to their specific pathway. But we aren't just looking at data. Our division

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leadership team is joining school-based teams to conduct literacy instructional walks

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in schools. These visits allow us to support teachers with classroom practices that align

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with the high expectations of the 2024 standards. Together, these efforts are

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strengthening consistency in instruction and building confident, capable readers

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during their foundational years and beyond.

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at the middle school level, our literacy-specific focus continues to prioritize

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high-quality instruction for all of our students. We've

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continued to provide updates and refinements to our curricular resources to

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support our teachers who are supporting our students, and all align to the state's

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2024 english standards of learning. Our teachers co-designed these resources

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using evidence-based strategies to meet the virginia department of education

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standards. Especially underneath developing skilled readers and building reading

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stamina. With our literacy intervention support specialists leading our now 19

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middle school reading specialists, we are building an

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articulated system that gives intervention strategically to our students as needed.

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with our recently adopted virginia department of education's approved literacy, supplemental and

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intervention resources. This year also... Students

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in kindergarten through second grade and select students in grades three

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through eight have been assessed on the virginia language and literacy screening system, also known as

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vows, to specifically monitor the literacy skill progress. I've also expanded student

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reading plans into grades four through eight. This work ensures that literacy

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development is vertically aligned and sustained beyond the primary grades. One

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of our biggest successes this year is efficiency. We've used technology

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to automate the data for student reading plans, and previously this was a very

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heavy burden on our administrative teams.

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with the data being pre-populated, reading specialists and families can

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spend their time focusing on the best interventions for those students instead

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of filling out the document. We want to largely thank our office of research and

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evaluation for their efforts in automating this for our teachers and our students.

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moving forward, we will align the upcoming virginia literacy act

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workgroup recommendations with our ccps literacy plan. And strengthen integration

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with multi-tiered systems of support to ensure a cohesive,

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responsive system of support. We will also elevate family literacy efforts and ensure

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interventions are tightly aligned to individual student reading plans. This work

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reflects our long-standing promise that every student graduates as a critical

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thinker, effective communicator, and skilled reader and writer.

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by aligning systems, strengthening partnerships, and supporting educators,

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we remain committed to advancing literacy for every learner. Thank you

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for your time this afternoon, as well as your commitment to literacy for all students in chesterfield county public

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schools. Ms. Carpenter and I are happy to answer any questions that you may have

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at this time. Thank you, dr. Steens and ms. Carpenter. Board members, is there any discussion? Mrs.

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chatters? Thank you, mr. Vice chair. I just had to... When I

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was talking to some reading specialists in the county, we were talking about how do we address the

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students who are still struggling. So if you have an individual plan for

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dominique, but now it's time for dominique to move on to the next grade,

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but we're still not at the reading level that we need to be, what do we have in place to help get the

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student there if we're going to move them to the next grade? Elementary

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or middle? I'll take both. So

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we have, we are currently in the process of developing our multi-tiered system of support. So I know that there are some schools that are

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implementing different interventions with students. So it really would depend

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on what is like identified in the student reading plan, what specific skills they're

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targeting. There are opportunities to work with a reading specialist.

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based on what's in that plan, based on if they are receiving any certain type

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of services as well. So it would be very student specific and based on skill. Targeted

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skill intervention. And that

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would be for elementary and middle? Okay. We also work very closely

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in the middle schools to ensure that the reading specialists and the teachers are working

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in tandem year over year. So part of that is ensuring that there's no gap in service.

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so, when students are part of a literacy intervention in grade 6, we want to make

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sure that the 7th grade teachers are aware. Going in of what specifically that student needs, and that's part

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of their reading plan. It's also why we administer vows typically to those students in sixth, seventh,

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and eighth grade in the fall, so that we can see any growth that might have happened, especially if a student

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attended maybe a summer intervention or a remediation program, or even summer school. We

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always want to use the most up-to-date literacy information to help really provide wraparound services

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for the student. So if we're... You move dominique

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to the second grade, the second grade teacher knows that dominique is struggling a little bit, this is her

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targeted skill area that we're trying to work on, and dominique's still not getting

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it. Now it's time for third grade. Does dominique move on to third grade,

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knowing that I'm not advancing in the targeted support? Like, how does that work?

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there are several different measures that ultimately happen of moving a student along, and it isn't just based off

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of their reading. So, for example, if the parent and the teacher are agreeing that

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they do have enough of the acquired skills to move on to the next grade level,

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they may move on. However, there may be an enhancement of the intervention system

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starting on day one for that student. And then my

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last question was about non-digital products. Are we incorporating

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non-digital products to help students with their reading development? And if so,

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which ones are we using? Yes, so ocr has a physical component to it as well. So we still

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value having books in hand. We also have the decodables that

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students can access in the classrooms as well. We

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are partnering with the family and community engagement office to also make sure that we are providing books to families as well. So there

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is definitely a physical component through ocr, which is our core resource

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at the elementary level. Thank you. Dr. Darby. Thank you,

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mr. Vice chair. So there are only so many hours in the day. And I love reading

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and I wish our children could all gain all these skills. But I know that

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at some point something has to go. So I'm curious, how many students are we

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talking about who have these reading plans? And who is

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responsible for monitoring them, and when

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during the school day is this type of support? You mentioned summer school, but that's the

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only one that I heard. That's like an outside of school time type of activity. Well, I can speak

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specifically about middle school. For our students who currently have a

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student reading plan, let me just make sure, or else kate's going

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to jump up and correct me. We recently tested.

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in our fall subtests, 4,116

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middle schoolers. So as we think about that number, that is 6th grade, 7th grade,

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and 8th grade across the district. I love that you highlighted, dr. Darby, that it isn't just summer.

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in particular, in the middle school schedule, we offered three different

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options for our students to currently receive intervention this year. The first option,

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well, really, two of the options were during flex time. That is our

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extended day, where the students get an additional 20 to 30 minutes, depending

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on the school. And they were coming out of their traditional flex times and they were going into a specific intervention

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experience. The third is really when we are thinking about,

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are there other times during the day? That we may be able to specifically move them,

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not moving them out of an english class, but what could that look like as a supplemental resource

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for them as well. We also always encourage before and after school that, as you can imagine, especially

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at the middle school level, that can get really complicated with transportation. And trying

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to ensure that students still get to participate in after-school or before-school

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activities. So we do try to provide families an array of different opportunities that

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they're able to participate in. Very similar

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to elementary school, with the options that we have, we are, some of the schools are

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identifying it as wind time that they're using, which is kind of the adjacent

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to a flex time that you would see in a middle school. Classroom, so we know that

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students are getting time there. We're also doing before and after school

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through our all-in funds, as well as our eiri tutoring, that's happening

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before and after. And I know that elementary teachers are masters of multiple contents,

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but they are very much focused on literacy through all content areas as well. Thank you both

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and I appreciate your support of our students. Okay, thank

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you guys. Appreciate it. Thank you, mr. Vice chair. I

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appreciate it. Thank you all for your patience. Next, we have our school board

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self-evaluation, code of conduct and governance manual discussion. So, if we want to,

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we're just going to go down, read the list, and... Do we want to go in the same order or do we want

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to move it down? Okay, sounds good. All righty. So I'll read

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the question and then you answer. Okay. So, number one,

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our board is committed to a vision of high expectations for student achievement and quality

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instruction. So I know our scoring was strongly agree, agree, disagree,

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or strongly disagree. So

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for this. I said, strongly agree. I will agree as well. I

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strongly agree that this is not only a commitment and a vision,

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but also emphasis on expectation for student achievement and quality

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instruction. So I do strongly agree. I was in between,

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agree and strongly agree, just because I tend to be very optimistic and

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like to... Pull myself back, but I do believe that we have

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high expectations of student achievement and quality

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instruction. So I'll just give it a halfway hanging on that line. I said, strongly

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agree. I strongly agree.

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next, we have. We have defined goals toward our vision

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of high expectations, and you need to identify one

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of those goals. So I scored us a strongly agree. I said,

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with the work between staff and the board and what we have done with our new strategic plan

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that we started for. The school division demonstrates that we

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have a defined goals towards our vision and high expectations. I also said,

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strongly agree. The goal identified was our truancy and the amount of work time.

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financial commitment and leadership on all levels of our education in cheshire

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county to lower that number which we have. So that was identifiable goal that I

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thought we excelled at. I said,

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strongly agree on this one. Um, and I do not have a goal

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that we did. Did. I did not have that one. But, um, you

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know, I think of the one that you're talking about, truancy,

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and I'm talking about absenteeism, which is the same thing, and that is, it seems

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like if the kids aren't in class, they aren't learning, and that is pivotal

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to everything, and I've noticed across the board, we have

300
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brought those numbers down. I

301
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also said, strongly agree. I was looking at our goal of... Having

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graduates who are ready to engage as productive citizens. And I'm particularly excited

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about the new cte programs at cte hull street. And the

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work that has to go into that in budgeting for construction of the new buildings and hiring

305
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new employees and the opportunities that the students will get in those programs. I

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also just strongly agree, and I referenced that same one, but I focused on the cip portion of it. That

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the collaborative work between our board and the board of supervisors is evident

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of our high expectations. Because we're actually working towards building the relationships we need to build

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in order to make sure that we're providing the types of schools and space and things

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of that nature that our students deserve. All right,

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so number three, um. We have

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strong shared beliefs and values about what is possible for students and their ability

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to learn. And of the system and its ability to teach all children

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at high levels. And then identified one of these shared beliefs. So I

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said, agree. One of the shared beliefs is the support that we have for the initiative. To

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make sure that each student takes an honor ap dual enrollment course before they

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graduate so that they can see their potential and their

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successes. I strongly agree.

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so some of my colleagues had cte as number two. I have cte

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as number three. And the reason for that is we are focusing

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on their success and in particular, ability to teach children

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at high levels. And so if we're strictly to a classroom with the basic function,

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functional subjects, and not thinking outside the box. And bringing in outside companies

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to work with our teachers, staff, and children, we're missing the mark, and I

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don't think we're missing the mark in that realm. Because that is a shared belief that we

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have in ensuring that our students are learning at a higher level. Because

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we're meeting them where their skill sets are, where their interests are, and

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then helping them advance that as they continue to move on and graduate. And then,

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for the most part, for those cte students potentially transitioning into a job offer

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by the time they graduate. Because of the companies that were here

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within ccps. So for those reasons, I said, strongly agree. For this one,

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I said, agree. I do believe that we believe every child has

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unique strengths, and I was less specific. I'm just more

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global. We believe as a group that every child has the

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ability, the unique strengths to succeed. And that is what

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it's our responsibility to, as a division, to allow them to

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realize their full potential

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and be fully formed beings that

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are ready to go out into the world. And that is, I

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believe, that every single thing that we say is having

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that in mind. I agree on that.

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I strongly agree. I was thinking of maslow's hierarchy of needs that. We all believe

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that our children can succeed, but they have to have the basic necessities

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of safe schools. And things like the priority put

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on major maintenance in the most recent budget talks, and the priority

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for adding a school for communities. And schools

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show that belief in supporting students in all the all the ways that allow

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them to achieve all that they can achieve. I also said,

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agree, and the shared value, or the shared belief, was the

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infinite learner mindset that we talk about and how we're executing that

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with our l students. And the work that we're doing in there

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and the effort that we're putting in there, the resources that we're putting in there. To make sure

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that we're not leaving any student behind on our path to getting them

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to the ultimate goal

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of graduation. So, number four, our board is accountability driven, as evidenced by the fact that we spend more time

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focused on policies to improve student achievement than we do on operational issues. I said,

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agree. I also agree

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with that. This is always a

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tricky fence to walk, if you will. Because you can

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easily find yourself on the operational side. And I think sometimes I find myself

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on the operational side. Because potentially a policy maybe isn't as well-rounded or

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as defined as maybe it could be. To help navigate some

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of those things. And so, you know, although we do our best

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to not get into the weeds of things, potentially when we find ourselves... I do remind

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myself, okay, let me go find the policy about this. What does that say?

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does this make sense? And so I do agree

367
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with number four. I agree with number four. Similar

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to what mr. Bronto said, it is very easy to move into

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that operational. I almost hovered on the in-between line

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because it is very difficult to do. But I feel like as a board. We've gotten

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better. I know I've tried to get better. And so I'm going to give us an agree

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on that. I also said, agree. Well, I said, disagree for the

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examples that you both gave. Because of the magnitude of the emails and the phone calls that

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we get that are operationally based questions and concerns, sometimes there is not a policy

375
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that directly relates to what they're calling us about or emailing us about. I

376
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said, disagree, because I'd say it's 50-50

377
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on how much time I dabble in the operational and dabble in the policy side,

378
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right? I pull myself back up out of the operational side once I hand it over

379
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to the proponent, who needs to take care of it. But

380
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for being honest, I think it's a disagree. And honestly, if you're doing the job right,

381
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it's probably a disagree. Because you're going to get complaints or concerns, or questions from constituents

382
00:33:12,867 --> 00:33:12,867
who don't have. That is not

383
00:33:17,533 --> 00:33:21,267
related to policy at all. And so it makes it a little bit hard to help them because I can't refer them

384
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to a policy right away. Because we don't have one that talks to mr. Paranto's point,

385
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to that level of detail or that well-rounded language that we need. And if I could,

386
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I'll just add to your your comment, um. But I think once you pass that over,

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then you have stepped back out of that operational side. So that's where I see that it is a

388
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dance and you can find yourself in that operational space very quickly.

389
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but as soon as you pass it over to staff where it should be, then you're back

390
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in where you need to be in your role. And then we can go and address a policy if that's the case

391
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at that point. Okay, number five, we have a collaborative

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relationship with staff and the community. I so strongly agree.

393
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I also said, I strongly agree. There isn't a staff member that I have not

394
00:34:15,100 --> 00:34:15,100
met that has not been

395
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outstanding in their role. To the point of listening to what the concern is,

396
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potentially offering suggestions, and then the follow through and coming back

397
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to say, hey, just wanted to keep you in the loop. We did x, y, z,

398
00:34:33,600 --> 00:34:35,867
which they didn't have to do. I could have prodded and asked those questions, but I didn't.

399
00:34:37,767 --> 00:34:40,367
I don't find myself having to because I do get the feedback from staff. And it's

400
00:34:42,033 --> 00:34:46,000
not just, you know, dr. Murray, dr. High, it's the chiefs, it's the directors,

401
00:34:47,467 --> 00:34:51,233
it's the principals, you know, teachers themselves, you know, whoever it might be. That want

402
00:34:53,733 --> 00:34:56,667
to collaborate and want to make sure that we're heading in the right direction. So I

403
00:34:57,833 --> 00:34:59,067
strongly agree with number five. I strongly agree with

404
00:35:02,133 --> 00:35:04,033
number five. I also strongly agree. Strongly agree. All

405
00:35:09,533 --> 00:35:12,267
right. Number six, we have a strong communication structure

406
00:35:14,067 --> 00:35:17,500
to inform and engage both internal and external stakeholders in setting and

407
00:35:18,933 --> 00:35:22,667
achieving district goals. And please provide an example if

408
00:35:26,500 --> 00:35:30,400
you can. I said, agree. I said that we are all responsive to both internal and external

409
00:35:32,367 --> 00:35:32,367
stakeholders. I agree. If you

410
00:35:39,133 --> 00:35:42,267
have not received an email from ccps about something,

411
00:35:46,567 --> 00:35:48,967
can you please raise your hand? Exactly my point. We, I do

412
00:35:50,733 --> 00:35:52,833
think to a certain extent, have a lot of emails out there

413
00:35:54,900 --> 00:35:58,333
from the district, from the schools, from the teachers, which it's

414
00:35:59,267 --> 00:36:03,233
all great. I am a firm believer that you can never over-communicate. But I do think there are times when the

415
00:36:04,300 --> 00:36:08,100
communication can be more finite in what we're after versus leaving maybe things a

416
00:36:09,967 --> 00:36:13,200
little bit broader for interpretation. That then might leave some wondering,

417
00:36:14,733 --> 00:36:17,667
okay, what does that mean? Or how do I get more information on this?and so I think maybe

418
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that's an area for us to go back and look at,

419
00:36:24,533 --> 00:36:26,133
but it is an agree for me. I'm going to agree

420
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on this. I think, to your point, mr. Pronto, that we get a lot

421
00:36:40,100 --> 00:36:42,767
of information coming from the county, coming from the district. There's a

422
00:36:45,000 --> 00:36:47,633
lot going on and there's a lot going out. I was somewhere

423
00:36:51,000 --> 00:36:51,000
yesterday that we, the county,

424
00:36:55,400 --> 00:36:58,733
the district, we thought that we were communicating something, and it turns

425
00:36:59,967 --> 00:37:01,533
out we weren't. And so there's always room for growth. But,

426
00:37:04,933 --> 00:37:07,800
you know, I'm thinking about the town halls that we just hosted, the budget town halls,

427
00:37:09,533 --> 00:37:09,533
and they have historically, or,

428
00:37:15,067 --> 00:37:18,133
you know, recently, not been as. Well attended, as maybe we would have liked,

429
00:37:19,733 --> 00:37:23,067
and so we clustered them together now. That was probably due to the snow,

430
00:37:23,933 --> 00:37:27,567
but we were doing that anyway. Um, and and we had a robust um attendance and conversation,

431
00:37:30,233 --> 00:37:33,767
and it felt, um, it felt like the engagement level was

432
00:37:35,100 --> 00:37:37,567
heightened. Uh, and I think that can only be good

433
00:37:40,300 --> 00:37:40,300
for us as a as a district.

434
00:37:47,067 --> 00:37:50,033
um, you, I said, agree on this one? I echo your statement about emails and I would add to

435
00:37:52,067 --> 00:37:55,567
that social media and I think that there is a robust communication system. I was

436
00:37:57,433 --> 00:37:57,433
stuck on the idea of it being

437
00:38:01,933 --> 00:38:04,867
toward setting and achieving district goals. And I think that we are really great at

438
00:38:06,367 --> 00:38:09,267
celebrating really great things publicly and communicating that information. But I think

439
00:38:10,600 --> 00:38:12,633
achieving goals also implies that we have to. Say where

440
00:38:15,300 --> 00:38:18,667
things aren't going great, and invest time into communicating

441
00:38:19,900 --> 00:38:22,233
with stakeholders about how we can work together to improve and achieve the

442
00:38:24,267 --> 00:38:27,000
goals that we have set, which are great goals and lofty goals, and it takes work

443
00:38:28,533 --> 00:38:31,767
to get there. So I think communicating, maybe not through social media and email,

444
00:38:33,367 --> 00:38:36,533
but communicating those types of steps along the way is an important thing. I had a agree

445
00:38:41,133 --> 00:38:43,533
for this one, and I'd say that we've gotten better.

446
00:38:45,700 --> 00:38:48,533
over the last, this is year three, we've gotten better in how we're communicating,

447
00:38:49,900 --> 00:38:53,867
but I would agree with mr. Paranto about a finite message. Because sometimes,

448
00:38:55,400 --> 00:38:58,300
and I've had constituents, once I talk to them, acknowledge, you didn't read

449
00:38:59,667 --> 00:39:02,633
the email all the way through, right? Like, it's all the way down at the bottom,

450
00:39:03,867 --> 00:39:07,600
second paragraph from the top, right? We might need to do a better job in conveying information that's

451
00:39:09,167 --> 00:39:13,067
more important, succinctly, right, so that people can get it. And I would agree. With dr.

452
00:39:14,367 --> 00:39:16,733
darby's assessment about when we're talking

453
00:39:19,767 --> 00:39:23,767
about achieving district goals, when we're falling short, that should be discussed as well, right? We're not trying

454
00:39:25,933 --> 00:39:29,333
to mask where we're having struggles. We should discuss them the same way we discuss

455
00:39:31,267 --> 00:39:35,200
our wins so that the community can help us achieve those goals. So we have buy-in on all

456
00:39:36,667 --> 00:39:36,667
things that'll get us there.

457
00:39:43,333 --> 00:39:45,067
so, number seven, our board is data savvy. We

458
00:39:47,733 --> 00:39:50,867
embrace and monitor data, even when the information is negative, and use it to drive

459
00:39:52,300 --> 00:39:55,167
continuous improvement. And if you have an example,

460
00:39:59,767 --> 00:40:03,333
that would be great. Yes, so I said, agree. I said, obviously

461
00:40:04,500 --> 00:40:08,333
we use data lots of our decision-making, even in the tough ones. And lots of times our data is year.

462
00:40:10,400 --> 00:40:13,700
obviously we look at it year over year. And even in the tough one, when we had

463
00:40:15,000 --> 00:40:17,933
to do away with year-round school, right? So we looked at that data

464
00:40:19,233 --> 00:40:21,633
over a multi-year period to decide that that was the best move. I should strongly agree.

465
00:40:25,967 --> 00:40:28,433
we have a lot of data, and this board uses a lot

466
00:40:30,833 --> 00:40:34,033
of data. And if it's not presented, we ask for it. Mrs. Chatters and I more often

467
00:40:35,333 --> 00:40:38,567
are the ones that are asking for specific data points. And we use that to tell the story.

468
00:40:40,733 --> 00:40:43,433
of what we're looking for, or heading towards the

469
00:40:44,833 --> 00:40:48,700
direction of which we want to solve. And it doesn't matter who's presenting. You know,

470
00:40:51,133 --> 00:40:54,133
if we've asked for certain information, it is given right away,

471
00:40:56,100 --> 00:40:59,600
even if that department, through that information, may not look good, if you will.

472
00:41:01,567 --> 00:41:04,267
their acknowledgment of that, I think, is also extremely important

473
00:41:05,967 --> 00:41:09,467
to say, yeah, we know this is where we are, and the goal is to get here. But you asked for the data,

474
00:41:11,433 --> 00:41:14,200
so here you go. So for those reasons, I believe it's a strongly agree. I too

475
00:41:19,167 --> 00:41:20,867
strongly agree. I think we, it feels

476
00:41:24,633 --> 00:41:27,633
like everything is data-driven. The most recent one that I can really think of is the

477
00:41:29,867 --> 00:41:33,233
learning cottages. Our trailers, classroom trailers,

478
00:41:35,000 --> 00:41:37,000
we, no one is going to say that that is a great thing

479
00:41:39,767 --> 00:41:43,233
to have plunked down on your schools, but in our case, it's a necessity. And so that

480
00:41:44,567 --> 00:41:48,133
would be data that is something we don't want look at. Except what we did was we have it as a

481
00:41:50,500 --> 00:41:53,133
goal in our strategic plan to have, by, you know,

482
00:41:56,167 --> 00:41:58,300
the next five years. For for our students to be all in

483
00:42:01,133 --> 00:42:04,067
under a building instead of in a classroom. And so that's that's a place where we are

484
00:42:05,167 --> 00:42:08,267
looking at the data and we are saying, okay, not saying what we want. We

485
00:42:09,567 --> 00:42:11,500
want to move forward another way. I said, agree. I have a

486
00:42:15,367 --> 00:42:18,167
much shorter time in this chair than the rest of you. So my most recent

487
00:42:20,567 --> 00:42:22,667
understanding of the use of our data was dr. Wataka's

488
00:42:25,033 --> 00:42:29,033
talking about the facility condition assessment and using that to inform the decisions

489
00:42:31,367 --> 00:42:34,000
that we make moving forward with improvement of our buildings. I said,

490
00:42:37,567 --> 00:42:40,000
strongly agree, and I like that. We don't just take

491
00:42:41,733 --> 00:42:45,567
the data for what the data says. Right, because our students are more than just data points.

492
00:42:46,633 --> 00:42:49,167
and so we're looking at the whole student and the whole impact of what we're doing.

493
00:42:50,900 --> 00:42:53,967
and my example was the newdale district elementary school, right? To ms. Hudgens'

494
00:42:56,200 --> 00:42:59,533
point about the number of trailers or the learning cottages, we're able

495
00:43:01,000 --> 00:43:04,233
to get rid of them, right? A significant amount of them out of my district

496
00:43:05,700 --> 00:43:09,367
in particular, and take 150 children off a waiting list who want to get an opportunity to get

497
00:43:10,000 --> 00:43:13,967
into pre-k. And we wouldn't know those numbers. If our team didn't do the research and have

498
00:43:15,567 --> 00:43:19,500
the data to support it, so that we could provide it to the board supervisors.

499
00:43:20,300 --> 00:43:23,967
to get them to buy in to why this is important and why it's needed. So I think we did a

500
00:43:27,267 --> 00:43:30,567
great job with that. Number eight, we work to align and sustain resources

501
00:43:32,400 --> 00:43:35,700
to meet district goals, even in the midst of budget challenges. I said,

502
00:43:37,167 --> 00:43:40,500
strongly agree. We have a great financial team. Enough said.

503
00:43:45,300 --> 00:43:47,233
I'm just going to say, ditto with mrs. Coker. I greatly

504
00:43:49,600 --> 00:43:51,167
appreciate our financial team, our operations team,

505
00:43:54,167 --> 00:43:56,500
and the collaboration that goes in that to say, okay,

506
00:43:58,667 --> 00:44:01,767
what do we need? And we heard it several times this budget season, not only from mr.

507
00:44:03,967 --> 00:44:05,700
meister, but also from dr. Murray, the ask

508
00:44:08,000 --> 00:44:11,033
of chiefs and directors to go back and say, hey, what can you acknowledge that you

509
00:44:13,500 --> 00:44:16,533
can cut? What can we do without? So that we can focus on these other goals. And it

510
00:44:19,167 --> 00:44:22,967
was an overwhelming response that was given. And so I think that's extremely valuable to

511
00:44:25,467 --> 00:44:28,733
remember when we're grading this, and that's why I say I strongly agree. And I also

512
00:44:32,400 --> 00:44:32,400
strongly agree

513
00:44:37,067 --> 00:44:40,367
for things that you guys, similar, it's just a great team and it feels very aligned

514
00:44:42,533 --> 00:44:45,833
across. Frankly, the cabinet. And so I was very impressed,

515
00:44:49,867 --> 00:44:53,100
as you said, with the red papers going back and telling me, what can we drop? What is

516
00:44:54,600 --> 00:44:58,033
no longer either working for us? As you know, the time has come. It's very

517
00:45:01,800 --> 00:45:05,700
rare outside of, or in, you know, a public setting,

518
00:45:07,667 --> 00:45:09,567
for that to happen. And I find that remarkable. And we found

519
00:45:12,233 --> 00:45:15,167
money, so that was great, and so I strongly agree. I also

520
00:45:17,133 --> 00:45:19,133
said, strongly agree. I said, strongly agree,

521
00:45:25,533 --> 00:45:28,500
and I was hovering between agree and strongly agree, but I would say that we've made

522
00:45:29,800 --> 00:45:33,700
progress, so that's why I went with strongly agree. There are a lot of challenges

523
00:45:37,533 --> 00:45:39,333
in certain districts, right? I would say that mine has. The

524
00:45:41,667 --> 00:45:45,300
most challenges, unfortunately, for different reasons that are not this board's

525
00:45:47,433 --> 00:45:50,533
responsibility, right? This was inherited things, um? But I appreciate the work that

526
00:45:52,533 --> 00:45:55,300
mr. Meister and our superintendent, dr. Murray, have done to try

527
00:45:57,200 --> 00:46:00,700
to close the gap on those challenges. Close the gap on the differences and the inequities between what my

528
00:46:02,833 --> 00:46:06,833
district has and what other districts have and I. The conscious effort to put that

529
00:46:08,233 --> 00:46:12,167
there speaks volumes. To thank you. Both teams looking at the big picture and

530
00:46:15,333 --> 00:46:18,767
seeing how we can make this better for all of our students. How can we do that? And I truly appreciate

531
00:46:20,900 --> 00:46:24,533
all the work that went into... Making miracles happen, to not have a list of things

532
00:46:26,000 --> 00:46:29,833
on the side where we can't do for the first time, felt really good to look at. And I appreciate all the work

533
00:46:30,700 --> 00:46:31,600
that went into making that happen.

534
00:46:36,800 --> 00:46:40,733
yeah, to your point, ms. Chatters, I was at a meeting last night and I was very

535
00:46:42,233 --> 00:46:44,000
pleased to say someone asked about the column.

536
00:46:46,400 --> 00:46:49,967
of the things that we can't, you know, if we get extra money. And I was like, we don't have that

537
00:46:51,833 --> 00:46:55,767
column this year. Oh, it's fantastic. All right, number nine. We lead as a united team with the

538
00:46:56,833 --> 00:46:58,700
superintendent, with strong collaboration and mutual trust.

539
00:47:02,900 --> 00:47:06,733
I said, strongly agree. We have a great relationship with the superintendent,

540
00:47:08,133 --> 00:47:11,967
with really all of cabinet and all staff members, you know, doing our job. Not to reach

541
00:47:14,533 --> 00:47:18,100
out and get into those weeds. But if we, you know, had a question. The response is

542
00:47:19,667 --> 00:47:19,667
immediate. So thank you. I also

543
00:47:26,433 --> 00:47:29,833
strongly agree. I think we have a very good rapport with our superintendent. That

544
00:47:31,700 --> 00:47:34,833
speaks volumes of this board, but it also speaks volumes of our superintendent. He's

545
00:47:36,300 --> 00:47:39,167
dealing with five very different personalities, and we all have our individual goals

546
00:47:41,833 --> 00:47:43,800
and what we think ccps should look like, and the different

547
00:47:45,967 --> 00:47:49,200
things that we'd like to do. And he has to juggle all that and figure out, okay, I hear

548
00:47:51,067 --> 00:47:54,267
you, but this is important, and would you please look at this? I want to explain why

549
00:47:56,000 --> 00:47:59,800
the answer might be no right now, but I'm not hearing you. And I think, you know,

550
00:48:01,300 --> 00:48:04,900
that goes a long way for someone to not only process the information,

551
00:48:06,900 --> 00:48:09,467
but then get one, be confident in giving feedback. But

552
00:48:11,167 --> 00:48:14,867
in addition to that, then explain the why. A lot of times,

553
00:48:16,200 --> 00:48:18,533
it's just very easy and quick to go, no, we can't do that. Okay, what else do you have?

554
00:48:20,300 --> 00:48:24,300
but why? Right? And I don't find myself very often asking why, because

555
00:48:25,600 --> 00:48:27,133
in my conversation with him, I find out the why. And kudos

556
00:48:30,200 --> 00:48:33,933
as well to dr. High. It's similar. I know it doesn't say your title in here,

557
00:48:36,233 --> 00:48:39,667
but a group of the both of you together. What you get from one, you get

558
00:48:41,467 --> 00:48:44,833
from the other, in my opinion, and I greatly appreciate that about you. So thank you. I also

559
00:48:54,033 --> 00:48:57,867
strongly agree. This is, you know, we're starting our year,

560
00:48:59,733 --> 00:49:03,100
year full, first year, but it's really a year and a half that.

561
00:49:04,267 --> 00:49:07,733
you, how long were you interim? It

562
00:49:08,633 --> 00:49:10,300
did. It did. Sorry. It's been a while. So, you know, I feel

563
00:49:12,933 --> 00:49:15,300
like we as a board have gelled and this relationship has also

564
00:49:18,100 --> 00:49:21,533
grown, and it is, I think, fruitful. Strongly agree. I

565
00:49:24,233 --> 00:49:26,533
also said, strongly agree. I also said,

566
00:49:29,667 --> 00:49:32,767
strongly agree for some of the reasons, mr. Paranto mentioned that managing. Same

567
00:49:34,233 --> 00:49:37,467
thing with elkie, having to manage five different personalities and five

568
00:49:38,833 --> 00:49:42,067
different calendars. Both of you managing five different personalities, five different

569
00:49:43,433 --> 00:49:46,533
calendars, five different objectives. We don't agree to disagree. We just disagree, right? And I

570
00:49:48,567 --> 00:49:52,367
think that's better. I don't like the term, let's just agree to disagree.

571
00:49:53,800 --> 00:49:57,033
no, because I have strong opinions. We all have strong opinions. Superintendent and

572
00:49:58,967 --> 00:50:02,300
deputy have strong opinions. But I appreciate the way that they're communicated to us. I appreciate the fact that we're

573
00:50:03,933 --> 00:50:06,933
not just shut down. With the idea. Crazy it may seem, but they entertain it,

574
00:50:08,200 --> 00:50:11,967
right, briefly, and then explain why it can't be done. And that's fine. And I

575
00:50:13,700 --> 00:50:17,700
appreciate the willingness to have the dialogue in the first place. So I said,

576
00:50:18,967 --> 00:50:21,900
strongly agree. Madam chair, if I may, something else to add

577
00:50:23,533 --> 00:50:24,967
to this that stood out to me, when it talks

578
00:50:29,000 --> 00:50:29,000
about mutual trust, and when we

579
00:50:33,933 --> 00:50:37,533
were at ctc, in the auditorium, in front of numerous staff members and

580
00:50:39,500 --> 00:50:42,167
teachers, a lot of stakeholders in leadership of ccps, and when it was

581
00:50:43,900 --> 00:50:46,833
announced that dr. Murray was going to be the superintendent

582
00:50:48,200 --> 00:50:51,367
and board members, I don't know if you recall this or not, the place erupted. It was

583
00:50:53,667 --> 00:50:57,267
deafening. It was deafening. You don't get mutual trust, in my opinion, from somebody if

584
00:51:00,833 --> 00:51:03,067
that's not the response you get. Right? If it was crickets

585
00:51:04,900 --> 00:51:06,300
and it was like, oh, dear god, right? Then mutual trust

586
00:51:09,233 --> 00:51:12,300
might be of concern. I just bring that up to say,

587
00:51:13,667 --> 00:51:16,467
not only are we trusting our superintendent, but I firmly believe those that are

588
00:51:18,067 --> 00:51:20,867
under him trust him as well. And I think that's extremely important to highlight

589
00:51:23,133 --> 00:51:26,000
in this. Number nine. Thank you. All right, on to number

590
00:51:27,733 --> 00:51:31,000
10. Our board takes part in team development and training

591
00:51:32,733 --> 00:51:36,033
to build shared knowledge, values, and commitments for our improvement efforts. I said,

592
00:51:41,400 --> 00:51:44,467
agree. It's a line on disagree, agree. I see that

593
00:51:47,867 --> 00:51:49,933
look, dominique, because I think we could do more. Yeah,

594
00:51:52,567 --> 00:51:56,167
definitely think we could do more. I should disagree. I'm

595
00:51:57,467 --> 00:52:00,367
not on the line. Look, we do. We do. We go to williamsburg.

596
00:52:02,333 --> 00:52:06,300
that's an experience in and of itself. We attend the vsba conference. And it's on us as

597
00:52:08,733 --> 00:52:11,900
individual board members to attend the other vsba things that are presented virtually.

598
00:52:14,067 --> 00:52:17,833
if you can't go in person, I know I had gone to the... There was one centered

599
00:52:21,267 --> 00:52:24,900
around school board law, and, you know, that was very informative. I don't feel the

600
00:52:26,333 --> 00:52:29,567
need to go that again the next year and the next year. But, you know, that's something that

601
00:52:31,267 --> 00:52:34,800
I had interest in. So I don't expect, you know, mrs. Hudgens if you're not

602
00:52:36,167 --> 00:52:38,933
interested in that, you know, for you to go is not going to be a value to your time.

603
00:52:40,867 --> 00:52:44,867
and if you're, you know, more into, you know, let's say transportation or

604
00:52:46,033 --> 00:52:49,667
something, and I'm not, I'm not going to necessarily attend that. But I do think it's important that

605
00:52:51,367 --> 00:52:53,467
when we attend these things, that we do some kind of,

606
00:52:55,567 --> 00:52:58,200
nothing extravagant, some kind of report or some kind of email to the board members

607
00:52:59,967 --> 00:53:03,000
of what was learned, maybe something that was of interest,

608
00:53:04,400 --> 00:53:07,300
something we'll look into for our own district, school district, division-wide. So I

609
00:53:09,600 --> 00:53:13,300
think we can get better at that. Now, I also recognize that I also have a full-time

610
00:53:15,700 --> 00:53:16,967
job. And so I'm not always available to attend a thursday

611
00:53:20,867 --> 00:53:22,267
afternoon session in person, you know, down in virginia

612
00:53:25,067 --> 00:53:28,567
beach, for example, right? And it's not offered virtually. So there are some things that,

613
00:53:30,100 --> 00:53:33,133
because of our commitments, we do miss out on. But the things that we can attend, like

614
00:53:35,467 --> 00:53:38,767
there was one this afternoon that was virtual for board docs, I think that's extremely important. And

615
00:53:40,067 --> 00:53:43,400
from what I saw, pretty much all board members, including our...

616
00:53:44,433 --> 00:53:47,967
superintendent, we're in attendance for that. So things along those lines are good,

617
00:53:49,567 --> 00:53:50,533
but I do agree we need more of that as much as we can. So I

618
00:53:55,567 --> 00:53:59,433
called mine a week a. So I guess that's, I mean,

619
00:54:01,033 --> 00:54:03,333
it's the same. So hovering on the line. We did that

620
00:54:06,500 --> 00:54:10,267
professional development together, the team building in that first year, and I think

621
00:54:12,433 --> 00:54:16,433
that was really helpful. I don't know if that's something that we wanted to look

622
00:54:18,300 --> 00:54:20,100
into again or what, mr. Pronto is talking

623
00:54:22,733 --> 00:54:25,100
about is individually learning for our, you know,

624
00:54:27,867 --> 00:54:30,067
for this job, which is always, always good. And I remember

625
00:54:33,933 --> 00:54:35,767
back when I was a yearbook teacher advisor, we would go to

626
00:54:38,133 --> 00:54:42,000
conferences and no one was allowed to attend the class as much.

627
00:54:43,067 --> 00:54:46,267
you know, together everybody had, and we divided and we conquered, and we came back and reported.

628
00:54:47,733 --> 00:54:51,633
and so that, um, to your point, would be a really good plan for us to do, if there are

629
00:54:52,567 --> 00:54:54,733
things that are beneficial. Um, so that's that's why, um,

630
00:54:58,100 --> 00:54:58,100
I gave us a week. I said,

631
00:55:02,800 --> 00:55:06,700
agree. I also again have a much shorter time in this seat than anyone here.

632
00:55:07,833 --> 00:55:09,700
and so I was reflecting on, um, the williamsburg bsba

633
00:55:12,700 --> 00:55:14,300
conference. As well as the new board member. That everyone

634
00:55:17,133 --> 00:55:20,100
weighed in on whether that would be helpful to someone

635
00:55:21,667 --> 00:55:24,833
from a larger division. And so I do feel like we have many more opportunities that we

636
00:55:26,733 --> 00:55:30,300
could seek out, but we are maybe agree. I

637
00:55:33,933 --> 00:55:37,633
like your week a, but I don't think that was on the chart. I said, disagree,

638
00:55:39,700 --> 00:55:43,533
because it's about team development and training, and we haven't. I know we had

639
00:55:45,067 --> 00:55:47,800
talked about in our governance document that the vice chair might be responsible for

640
00:55:49,667 --> 00:55:53,533
spearheading how we do our team development. I think we could revisit that and codify that a

641
00:55:55,300 --> 00:55:58,567
little bit more, but the team development is important. And to mr. Peranto's point,

642
00:55:59,667 --> 00:56:03,500
I do sometimes take the classes too, the individual ones, but I look at the price tag of how much it costs. And then

643
00:56:04,600 --> 00:56:08,400
I'm like, the bang for the buck on whether or not I'd rather use that money on a team development. So that

644
00:56:10,333 --> 00:56:13,700
the five of us can do something with, because the one we did before, when merv was here, that one

645
00:56:15,300 --> 00:56:19,267
was really eye-opening. I think that was, and I'm sorry you missed that, dr. Darby,

646
00:56:20,333 --> 00:56:22,667
but it was really good, and so we should revisit doing things like that. Again. Madam

647
00:56:26,133 --> 00:56:29,133
chair, if I may, mrs. Chatters, I appreciate you bringing up the price. Because

648
00:56:30,767 --> 00:56:33,367
when we're spending the people, you know, our constituents

649
00:56:35,900 --> 00:56:39,767
money, we have to be able to speak as to why. And if we can't add the value to it,

650
00:56:40,900 --> 00:56:43,700
I don't think we need to be spending it. So, yes, that is also another reason I

651
00:56:45,033 --> 00:56:46,533
appreciate you pointing that out. Thank you. Now we have our

652
00:56:53,367 --> 00:56:53,367
long answer portion. We have

653
00:56:57,500 --> 00:57:01,000
two questions. First one is, what do you believe is one of your board's greatest

654
00:57:03,933 --> 00:57:07,900
strengths? Second one is, you know, we've got the glow, now we'll have the grow. So

655
00:57:09,433 --> 00:57:12,200
first time is grow, glow. So one of, what I wrote here for

656
00:57:15,533 --> 00:57:18,900
our greatest strength or strongest strength, is the answer. Actually back up

657
00:57:20,267 --> 00:57:24,267
to number nine, which is the relationship with. The superintendent and leadership team, you know,

658
00:57:25,367 --> 00:57:28,100
we have clear understandings of each other's role and support those roles

659
00:57:30,600 --> 00:57:30,600
in a respectful manner. One of,

660
00:57:35,600 --> 00:57:38,267
I believe, our board's greatest strengths is the diversity of our passions and what we're

661
00:57:41,567 --> 00:57:43,767
after. And, you know, if we can find ourselves, I

662
00:57:46,367 --> 00:57:49,967
think, sometimes siloed, but if we take a step back and look at what we're all collectively

663
00:57:52,467 --> 00:57:56,100
doing, we're after the same goal, which is our students. We just go about it differently. I

664
00:57:57,867 --> 00:58:00,600
wouldn't go about it the same way. Maybe, dr. Darby would, but she gets

665
00:58:01,967 --> 00:58:05,900
to the same point that I would eventually get to. It's just a different way of doing it,

666
00:58:07,267 --> 00:58:10,133
which is not wrong. It's just different, and I like that about this board. We bring

667
00:58:11,667 --> 00:58:15,567
different backgrounds, from education to military, to operations, to teaching

668
00:58:17,800 --> 00:58:19,567
at a collegiate level. Working in the business world. And, you

669
00:58:22,333 --> 00:58:24,567
know, all of that has its values that we utilize as a

670
00:58:26,967 --> 00:58:30,833
board, whether we recognize it or not, because of what we're saying to each other when we're

671
00:58:32,300 --> 00:58:35,133
interacting or making decisions. And it's a different viewpoint that maybe I don't

672
00:58:36,400 --> 00:58:39,833
think of, but because somebody else on the board said,

673
00:58:41,500 --> 00:58:44,200
whatever that is, it's like, okay, well, let me understand why that person believes that

674
00:58:46,100 --> 00:58:49,433
or thinks that, or, you know, for me to understand. So that we have that opportunity

675
00:58:51,667 --> 00:58:54,967
to continue moving forward. So I do think that's one of the board's greatest strengths. I

676
00:59:00,800 --> 00:59:04,067
remember last year, that's the one that I took. That's always a big piece

677
00:59:06,533 --> 00:59:06,533
for why this works. What really

678
00:59:10,567 --> 00:59:14,133
stood out to me this year, as I was thinking this through, was our respectful collegial

679
00:59:16,533 --> 00:59:19,467
relationships. To ms. Chatter's point, agree

680
00:59:22,100 --> 00:59:24,967
to disagree, or just flat out disagree, but remain a respectful relationship. And I

681
00:59:27,333 --> 00:59:30,733
believe that we, I think that's what we do. And

682
00:59:31,967 --> 00:59:33,567
I think that when you can do that in an atmosphere of how

683
00:59:36,700 --> 00:59:39,467
great are you if you always agree and you're nice

684
00:59:42,100 --> 00:59:45,267
to each other? But when we don't always agree, and yet we remain...

685
00:59:47,933 --> 00:59:47,933
respectful and having this goal

686
00:59:53,367 --> 00:59:56,867
of our students, you know, the student success remaining at the center of every single

687
00:59:58,533 --> 01:00:01,067
decision that we make. And I think a lot of times, that's

688
01:00:02,900 --> 01:00:05,600
how, you know, we understand. Hey, you might. We might disagree, but I know in your

689
01:00:07,567 --> 01:00:09,433
heart this is your goal, and so that's how we can remain

690
01:00:12,000 --> 01:00:15,733
mutually respectful. I said this board's desire

691
01:00:17,167 --> 01:00:20,267
to listen and discuss, especially as you all have

692
01:00:23,000 --> 01:00:26,500
worked to get me up to speed, your willingness to share information, your willingness to share time

693
01:00:29,033 --> 01:00:32,433
and suggestions. I think it shows this board's willingness to work toward a vision

694
01:00:34,667 --> 01:00:34,667
of a common vision,

695
01:00:38,900 --> 01:00:40,900
where we are a thriving board, where every member is.

696
01:00:43,300 --> 01:00:46,333
active, where it wasn't just that I was going to fill the seat. You wanted me

697
01:00:47,567 --> 01:00:50,800
to be able to be active, that we are a thoughtful board,

698
01:00:51,733 --> 01:00:54,367
a respectful board, even when we don't agree on things. And I have really

699
01:00:56,367 --> 01:00:58,200
appreciated being a part of that. I said,

700
01:01:01,733 --> 01:01:05,033
resilience because of the things that have gone

701
01:01:06,167 --> 01:01:09,033
on for this board. And we've received our fair share of

702
01:01:14,000 --> 01:01:14,000
attacks and name-calling and

703
01:01:19,133 --> 01:01:21,467
visceral comments from the community to us,

704
01:01:23,800 --> 01:01:27,433
and we're still sitting here. So I think our resilience to the goal, which is to make

705
01:01:29,700 --> 01:01:33,367
ccps the best that we can for our students and our teachers. That is why we're still here.

706
01:01:35,233 --> 01:01:38,333
but resilience after it's been a rough some moments, right?

707
01:01:42,000 --> 01:01:42,000
and so I think we're resilient.

708
01:01:48,267 --> 01:01:51,400
okay, final, you, what do you believe is a growth area for your board? Pulling

709
01:01:54,667 --> 01:01:58,000
from the questions above, I did say we need a team building exercise. Sorry if I took

710
01:02:00,233 --> 01:02:00,233
yours. I think it would be

711
01:02:04,867 --> 01:02:07,167
worthwhile. Not educational, right, but then just adding a

712
01:02:11,233 --> 01:02:12,467
little fun in there, too, learning about each other. So

713
01:02:16,367 --> 01:02:19,733
we're going to go paintballing and mrs. Chatters and I are on the same team. Good luck

714
01:02:21,067 --> 01:02:23,633
to all of you. You'll need it. In all seriousness, I believe

715
01:02:26,167 --> 01:02:28,333
the growth area and not to repeat what mrs. Coker said,

716
01:02:30,233 --> 01:02:33,900
but it was the only one that I disagreed with in the survey, which was our development

717
01:02:35,267 --> 01:02:38,833
together as a team. And so as a vice chair, which I'm honored to be, but, you know,

718
01:02:40,767 --> 01:02:43,800
with for. This board is looking into that development and reaching out

719
01:02:45,233 --> 01:02:48,567
to the individual members to say, hey, what interests you? Do we have the same level of interest

720
01:02:51,633 --> 01:02:55,133
in an activity or what? Have you? To mrs. Coker's point, to have some kind

721
01:02:56,867 --> 01:02:59,767
of academic spin to it, but then also, I have found

722
01:03:01,733 --> 01:03:05,400
in team building, relationships grow out

723
01:03:07,533 --> 01:03:09,500
of just the spontaneousness of the occasion, right? You

724
01:03:12,700 --> 01:03:15,900
know, doing rope climbing, I'll just pick

725
01:03:17,000 --> 01:03:19,900
on myself. I might be afraid of heights, and dr. Darby isn't, right? So she's coaching

726
01:03:21,700 --> 01:03:24,567
me along and what have you. Those are things that you wouldn't think somebody might

727
01:03:26,267 --> 01:03:29,500
step up to the plate and do. But through that, you realize, okay,

728
01:03:30,733 --> 01:03:33,667
we have a common goal here of success, to see ourselves forward. So I

729
01:03:35,467 --> 01:03:37,500
do echo, mrs. Coker. I do think number nine. 100% is my growth

730
01:03:41,600 --> 01:03:44,300
area for the board. And as I said, as vice chair,

731
01:03:45,967 --> 01:03:47,233
we will dive into that in 2026. I appreciate this board's

732
01:03:50,033 --> 01:03:52,800
willingness and want to do that. That's also extremely important. Thank you.

733
01:03:56,033 --> 01:03:58,833
and it will include. That's referee. Yeah. So I hearkened

734
01:04:06,933 --> 01:04:09,200
back to one of the previous ones, where.

735
01:04:11,633 --> 01:04:14,167
and I don't think we're terrible at this, but I do think it's easy

736
01:04:16,967 --> 01:04:19,967
to slide the clear boundary between governance and management. And that slide that

737
01:04:21,467 --> 01:04:23,533
we, I feel like we have to beat it back every day. And

738
01:04:27,500 --> 01:04:29,400
so I think that it's something that we have to be aware of.

739
01:04:32,900 --> 01:04:34,233
and we have an incredible staff. There's an incredible

740
01:04:37,533 --> 01:04:40,167
staff out there who's able and willing to help us. So just top

741
01:04:42,700 --> 01:04:45,633
of mind. This seems like a really cruel joke. That

742
01:04:48,267 --> 01:04:51,500
I've been sitting here for two months and y'all are like, what's an area of growth? So, I

743
01:04:53,333 --> 01:04:55,833
can't really speak for much from my limited time,

744
01:04:58,700 --> 01:05:02,133
but what I would look forward to post-budget season is an emphasis

745
01:05:05,367 --> 01:05:07,567
on instruction and the ability to reflect on the goals that

746
01:05:09,633 --> 01:05:11,300
have been set. And some of that more proactive planning and

747
01:05:14,233 --> 01:05:17,533
reflection on the data that revolves around the goals that have

748
01:05:18,633 --> 01:05:19,700
already been set and instruction. So we all have the

749
01:05:23,333 --> 01:05:26,467
same answer for the front of the group. For the team development, I

750
01:05:28,000 --> 01:05:30,800
also think that's really important. And we have an amazing resource in carmen. So

751
01:05:33,500 --> 01:05:37,300
perhaps something that is related to diversity, equity,

752
01:05:38,100 --> 01:05:40,700
inclusion, since it is also... Part of our mission and our goals,

753
01:05:42,133 --> 01:05:45,367
we can incorporate that into a team development opportunity. So that we can understand the

754
01:05:46,767 --> 01:05:48,767
different perspectives and how that impacts how we do what we

755
01:05:55,100 --> 01:05:56,733
do. That would be really eye-opening as well. Okay, I

756
01:06:01,967 --> 01:06:05,500
would like to thank my colleagues on the board for their input today. Next, we

757
01:06:07,400 --> 01:06:09,933
have announcements, communications, and school board comments.

758
01:06:12,200 --> 01:06:13,567
members, are there any announcements or comments?

759
01:06:17,867 --> 01:06:20,700
okay, the next school board business meeting will be held this evening, march 10, 2026,

760
01:06:22,367 --> 01:06:23,967
at 6.30 p.m. Here in the public meeting room. If

761
01:06:26,867 --> 01:06:29,700
there is no further business, we will enter into closed session, which will be held in

762
01:06:31,233 --> 01:06:34,367
the public meeting room's conference room. While in the closed session, the

763
01:06:35,667 --> 01:06:37,867
board will recess to attend the reb banquet in room 502 of the county

764
01:06:40,067 --> 01:06:43,400
administration building. After the banquet is over, the board will resume the closed

765
01:06:45,133 --> 01:06:49,133
session here in the public meeting room. Madam clerk, please announce the items

766
01:06:50,000 --> 01:06:53,267
for today's closed session. It is my understanding that the school board desires to enter

767
01:06:54,600 --> 01:06:57,467
into a closed session. In accordance with section 2.2-3711.a of the code of

768
01:06:58,933 --> 01:07:02,200
virginia, the virginia freedom of information act, and specifically,

769
01:07:04,633 --> 01:07:07,600
under subsection 1, the discussion and consideration of personnel disciplinary matters,

770
01:07:09,400 --> 01:07:12,267
and 2, the discussion and consideration of student matters that would involve the

771
01:07:13,600 --> 01:07:16,967
disclosure of student records. Members of the board, you've just heard

772
01:07:18,100 --> 01:07:21,633
the items requested to be discussed in closed session. Do I have a motion in that regard? So

773
01:07:23,100 --> 01:07:25,233
moved. Is there a second? Second. Madam clerk, would you

774
01:07:27,200 --> 01:07:29,733
please call roll on the motion? Ann coker? Aye. Jennifer darby? Aye.

775
01:07:31,333 --> 01:07:35,233
dominique shatters? Aye. Stephen pronto? Aye. Lisa hudgens? Aye. We are now

776
01:07:37,100 --> 01:07:37,100
in closed session. The recess

777
01:07:42,533 --> 01:07:42,533
has ended. Do I have a motion?

778
01:07:53,500 --> 01:07:57,200
the recess has ended. Do I have a motion to reconvene in open session? So moved. Is

779
01:08:01,067 --> 01:08:04,867
there a second? Second. The board is now in open session.

780
01:08:06,600 --> 01:08:09,233
madam clerk, would you please read the resolution certifying the closed session? Now,

781
01:08:11,600 --> 01:08:15,567
therefore, be it resolved that the school board hereby certifies that, to the best of each member's knowledge, 1.

782
01:08:16,800 --> 01:08:20,100
only public business matters lawfully exempted from open meeting requirements

783
01:08:21,533 --> 01:08:24,433
by virginia law were discussed in the closed meeting to which this certification resolution

784
01:08:25,967 --> 01:08:29,833
applies, and 2. Only such public business matters as were identified in the motion

785
01:08:30,900 --> 01:08:33,967
convening the closed meeting were heard, discussed, or considered

786
01:08:35,500 --> 01:08:37,200
by the school board. Is there a motion to adopt the resolution?

787
01:08:40,667 --> 01:08:43,433
I make a motion to adopt the resolution. Is there a second? Second. Madam

788
01:08:44,933 --> 01:08:47,733
clerk, would you please call roll on the motion? Ann coker? Aye. Jennifer darby?

789
01:08:50,433 --> 01:08:52,367
aye. Dominique chatters? Aye. Stephen pronto? Aye. Lisa

790
01:08:54,467 --> 01:08:56,500
hudgens? Aye. The motion carries. Is there a motion

791
01:08:59,733 --> 01:09:00,100
regarding the student matters? In case numbers 2025-26-re30,

792
01:09:05,867 --> 01:09:05,867
2025-26-re31. 2025-26-re32. It

793
01:09:13,000 --> 01:09:15,867
is recommended that the superintendent's recommendation be upheld. Is there a second?

794
01:09:18,533 --> 01:09:18,533
second. Madam clerk, would you

795
01:09:24,200 --> 01:09:27,833
please call roll on the motion? Ann coker? Aye. Jennifer darby? Aye. Dominique chatters? Aye.

796
01:09:28,733 --> 01:09:31,000
stephen pronto? Aye. Lisa hudgens? Aye. The motion

797
01:09:33,000 --> 01:09:35,433
carries. Is there a motion regarding the first personnel matter?

798
01:09:37,067 --> 01:09:37,067
in case number 2025-26-56-hr,

799
01:09:42,733 --> 01:09:45,400
it is recommended that the superintendent's recommendation be upheld. Is there a second?

800
01:09:48,033 --> 01:09:50,500
second. Madam clerk, would you please call roll

801
01:09:52,367 --> 01:09:55,867
on the motion? Ann coker? Aye. Jennifer darby? Aye. Dominique chatters? Aye.

802
01:09:57,567 --> 01:10:00,567
stephen pronto? Aye. Lisa hudgens? Aye. The motion carries. Is there a motion

803
01:10:02,367 --> 01:10:04,900
regarding the next personnel matter? In case number 2025-26-57-hr,

804
01:10:09,467 --> 01:10:12,967
it is recommended that the superintendent's recommendation be upheld. Is there a second?

805
01:10:15,600 --> 01:10:18,100
second. Madam clerk, would you please call roll

806
01:10:19,700 --> 01:10:22,133
on the motion? Ann coker? Aye. Jennifer darby? Aye. Dominique chatters? Aye.

807
01:10:24,200 --> 01:10:26,333
stephen pronto? Aye. Lisa hudgens? Aye. The motion

808
01:10:29,233 --> 01:10:33,167
carries. Is there a motion regarding the next personnel matter? In case number 2025-26-58-hr,

809
01:10:37,600 --> 01:10:40,100
it is recommended that the superintendent's recommendation be upheld. Is there a second?

810
01:10:42,500 --> 01:10:45,733
second. Madam clerk, would you please call roll on the motion? Ann coker?

811
01:10:47,033 --> 01:10:50,133
aye. Jennifer darby? Aye. Dominique chatters? Aye. Steve impronto? Aye. Lisa

812
01:10:51,433 --> 01:10:54,867
hudgens? Aye. The motion carries. Is there a motion regarding the next personnel

813
01:10:55,800 --> 01:10:56,700
matter? In case number 2025-26-59-hr...

814
01:11:01,133 --> 01:11:03,900
it is recommended that the superintendent's recommendation be upheld. Is there a second?

815
01:11:05,233 --> 01:11:09,200
second. Madam clerk, would you please call roll on the motion? Ann coker?

816
01:11:10,800 --> 01:11:13,767
aye. Jennifer darby? Aye. Dominique chatters? Aye. Stephen pronto? Aye. Lisa

817
01:11:15,067 --> 01:11:18,933
hudgens? Aye. The motion carries. Is there a motion regarding the next personnel

818
01:11:20,033 --> 01:11:20,833
matter? In case number 2025-26-60-hr,

819
01:11:24,233 --> 01:11:27,233
it is recommended that the superintendent's recommendation be upheld. Is there a second?

820
01:11:30,767 --> 01:11:34,200
second. Madam clerk, would you please call roll on the motion? Ann coker?

821
01:11:35,267 --> 01:11:38,533
aye. Jennifer darby? Aye. Dominique chatters? Aye. Steve impronto? Aye. Lisa

822
01:11:39,967 --> 01:11:43,367
hudgens? Aye. The motion carries. Is there a motion regarding the next personnel

823
01:11:44,567 --> 01:11:45,767
matter? In case number 2025-26-61-hr,

824
01:11:50,067 --> 01:11:52,567
it is recommended that the superintendent's recommendation be upheld. Is there a second?

825
01:11:54,400 --> 01:11:58,400
second. Madam clerk, would you please call roll on the motion? Ann coker?

826
01:12:00,233 --> 01:12:03,433
aye. Jennifer darby? Aye. Dominique chatters? Aye. Stephen pronto? Aye. Lisa

827
01:12:04,933 --> 01:12:08,400
hudgens? Aye. The motion carries. Is there a motion regarding the next personnel

828
01:12:10,100 --> 01:12:13,633
matter? Madam chair, I move that the decision in case number 2025-26-02-ph be

829
01:12:17,567 --> 01:12:21,467
reversed. Is there a second? Second. Madam clerk, would you

830
01:12:22,700 --> 01:12:26,000
please call roll on the motion? Ann coker? Aye. Jennifer darby? Nay.

831
01:12:28,700 --> 01:12:32,333
dominique chatters? Aye. Stephen pronto? Aye. Lisa

832
01:12:34,033 --> 01:12:35,633
hudgens? Aye. The motion is reversed.