[18:24] Good evening. We're happy that you're here this evening. It's
[18:28] lovely to see these smiling faces up here instead of
[18:30] in the back. We appreciate you being here for our
[18:33] Tuesday, August 11th meeting. We have been in closed session
[18:38] and we just came out of closed session and we
[18:40] have been in recess. So we are coming back into
[18:43] open meeting. Thank you again for being here this evening.
[18:46] And now I'll ask for return to open meeting, please.
[18:50] I move the board to reconvene and to open session
[18:53] and certify that the Gloucester County School Board while enclosed
[18:57] session discussed only public matters lawfully exempted from open meeting
[19:02] requirements, provided in subsection A of section 2. 2 -
[19:07] 3711. That only public business matters that were identified in
[19:12] the motion conveying the closed session were heard, discussed or
[19:16] considered. Second. All right, we have a motion in a
[19:20] second. All in favor say aye. Aye. Any opposed? Oh,
[19:28] I'm sorry. Jen, would you call roll? I'm sorry. Mr.
[19:31] Anderson? Ms. McPherson? Yes. Mr. Drew. Mr. Sinevic. Ms. Salman.
[19:38] Yes. Miss Scruggs, Ms. Parker. Yes. All right, personnel items.
[19:43] Do I have a motion to approve the personnel items?
[19:46] Madam Chair, I moved to approve the monthly personnel appointments
[19:49] and resignations as discussed in closed session. Okay. Do we
[19:53] have a second. We have a motion and a second.
[19:59] All in favor say aye. Aye. Any opposed. Okay. Madam
[20:03] chair, I also moved that we approve the student personnel
[20:06] items as discussed in closed session. Okay, we have a
[20:09] motion. Do we have a second? Second. We have a
[20:13] second. All in favor say aye. Aye. Any opposed? Okay,
[20:17] thank you very much. We're now at our time for
[20:21] a moment of silence and the Pledge of Allegiance. Before
[20:24] we get started though, I want to welcome Mr. Steven
[20:30] Kresevich. Okay. And Carrie, I believe you have something that
[20:36] you have about. She reads. It. Am I going now?
[20:42] Okay. Steven is a rising senior at GHS. This year,
[20:47] Stephen was selected to serve as Gloucesters NJROTC Battalion Master
[20:52] Chief. Just last week he planned and led over 50
[20:57] rising freshmen through a series of NJROTC training topics. And
[21:01] high school familiarization to become our newest student cadets. Steven
[21:05] has taken a variety of AP and dual enrollment classes
[21:09] and maintains a 4. 3 grade point average. He is
[21:12] active in scouting America and in the final stages of
[21:14] completing his Eagle Scout achievement. Steven was recently recognized as
[21:19] the youth of the year for the boys and girls
[21:20] clubs of the Virginia Peninsula. During the ceremony, Steven reflected
[21:24] on the importance of maintaining a sense of childhood while
[21:27] preparing for adulthood. Drawing from his experiences and scouting, JROJROTC,
[21:34] excuse me, and the boys and girls club. He spoke
[21:36] highly about the value of community mentorship and service. Okay,
[21:42] thank you. We're going to have a moment of silence
[21:44] and then you can lead us.
[21:56] Okay, sir. Well, Rise that can, please. Please join me
[22:05] in the Pledge of Allegiance. I pledge allegiance. Goodify, I'll
[22:11] be nice, safe America. And to the Republic for which
[22:15] it stands. One nation, under God. Indivisible with liberty and
[22:21] justice for all. Thank you very much, sir. Thank you.
[22:31] All right. Uh, Dr. Vladieu, are there any changes or
[22:34] additions to the agenda of the evening? Well, good evening,
[22:37] Madam Chair Parker. Ms. Salman, members of the board, those
[22:40] here in audience tonight. Good to see you all. Great
[22:42] to be back in those watching at home. I do
[22:44] have two recommended changes for the board to consider. Number
[22:48] one, uh, we would like to recognize the varsity softball
[22:51] team led by Coach Red, Lindsay Red. And then number
[22:56] two, that would be as item 8b. And to add
[23:00] item AC, we have a number of new staff here.
[23:04] Uh, in the audience. And I would like to introduce
[23:06] them to the public. So those are the two recommended
[23:08] updates. Okay. A, B will be the softball and the
[23:15] C will be your staff presentation. Okay. All right.
[23:28] Yeah. Um. We have a motion to approve Dr. Vlao's
[23:35] changes to the agenda. I moved it. We approved, um,
[23:41] changes that Dr. Motion second. All in favor say aye.
[23:47] Aye. Any opposed. Okay. Thank you. All right. Um, the
[23:52] next thing on the agenda, I actually brought up, um,
[23:57] policy JECB - E enrollment of non - resident students
[24:01] discussion and action. We have in the past offered employees,
[24:09] um, of our school division to bring their children here
[24:14] to be in school. In our schools here, even if
[24:17] they live across the water or wherever they live. And
[24:20] what my recommendation is, is that we have the opportunity
[24:25] to let the county employees and the sheriff's office also
[24:30] bring their students over here if they so desire. And
[24:35] I kind of ask Dr. Vladu to look into that
[24:38] to see if that was a possibility. So I'm going
[24:41] to now turn it over to you. With the information
[24:43] that you have. So thank you, Madam Chair. As the
[24:47] members of the public know, enrollment is how we fund
[24:50] our schools. Uh, we funded on an ADM basis. So
[24:54] when, um, staff member who may live in another district
[24:57] and wants to bring their students to our school or
[24:59] we benefit from that enrollment, which allow us to hire
[25:02] teachers, support our schools. And because education caused money. Now
[25:06] currently, if you want to bring your child here from
[25:09] one of the, let's say you live in our own
[25:11] name, but you know, let's say you live across the
[25:14] water and you bring your child to, um, our district
[25:17] in Gloucester, that is pending the availability of space. So
[25:21] for instance, if a class is at 24, we are
[25:25] not going to exceed the SOQ and have a financial
[25:29] impact. The answer for that would be no, because we
[25:31] do not have space at that school. So pending the
[25:35] availability of space, which we already do, um, in looking
[25:39] at other districts, they're opening up these opportunities to county
[25:43] employees. As well as sheriff's department to assist with enrollment.
[25:48] And it's a great benefit. We know that families don't
[25:50] spend a lot of time at home sometimes for a
[25:52] mom and dad to know that the child is in
[25:54] the same school or for county employee to know that
[25:57] they're on their way to work as they cross the
[25:59] bridge or they come from the northern neck that the
[26:01] child comes with them. So my recommendation is to extend
[26:05] that. I don't anticipate a big impact, but we may
[26:08] again 10 to 15 students across the district. Can I
[26:12] ask you a question about that? Um, I think it's
[26:15] a great idea in welcoming students from employees who in
[26:19] both departments, but we would get money from the state,
[26:24] but the local fund, we would be picking up. Because
[26:26] are they tuition painting? They're not tuition pain. It's coming
[26:29] at no cost to them. That is correct. So the
[26:32] state funding portion of that, um, it's a little north
[26:35] of 10, 000 dollars per ADM per student enrollment. So
[26:40] the local funding, uh, again, that would not change. But
[26:44] the state funding more than cover the cost of educating
[26:46] those students. They're share of it. Their chairman, correct. Well,
[26:49] that's what I'm saying. Okay. So I just want to
[26:51] put that out there. That we would be absorbing that
[26:54] cost. Because there are students who come to the county
[26:56] who are tuition pain. I mean, because they're not as
[27:01] children of employees, which is fine. I mean, which is
[27:05] great. We would encourage many students to come here and
[27:08] pay tuition. We would welcome them if we have the
[27:10] room. Is there any other questions discussion. Mr. Drew. So
[27:20] the document that we were given. JECB Echo is a
[27:27] form. It's just a form. It's not talking about the
[27:34] policy. That must be an error. That is a company.
[27:41] There is an application form, but we do have a
[27:43] policy on GLOGRO non - residenced students, which covers our
[27:48] teachers and staff. So we will check that and make
[27:51] sure we upload the correct information. So with everything that
[27:55] you guys just said about allowing people from the county
[27:58] come in, correct? That's going to be listed in this
[28:00] policy. Well, here's what happens tonight is just to get
[28:05] the board to give consensus and moving forward. If there's
[28:08] more consensus, what we would like to do is to
[28:10] turn this over to the policy committee to discuss it.
[28:14] Um, evaluate the issue. And, um, you know, bring it
[28:18] back for discussion and possible approval. So tonight we're not
[28:22] asking for approval. We're just asking for is there a
[28:25] boar consensus and proceeding with drafting something to bring back
[28:29] to the board. Okay. Thank you. Go ahead. Okay. But
[28:37] we are you're asking us to approve. It is an
[28:40] approval of students of county employees to have the option
[28:45] to come here tuition free. So we have to vote
[28:47] on that. Right. Well, we still, you may take a
[28:50] vote, but we still need to drive policy to bring
[28:53] before you. And so at this point there wouldn't be
[28:58] approving that. You would just allow us to draft policy
[29:01] to bring back before you at the next meeting. But
[29:03] the board has that option. Right now if you all
[29:05] are in consensus and you decide, Hey, we don't have
[29:07] any issue with this. You could direct again, allow that
[29:11] change to be made. But I will bring you back
[29:13] an update policy regardless. So the board has an option
[29:15] of approving it tonight or bringing directing me to use
[29:21] the policy committee to make changes and bring back to
[29:24] you. Do we need to make a motion. I don't
[29:31] know what the board's pleasure is to whether or not
[29:33] they would like to go ahead and vote on this
[29:36] this evening. And let them. For him to just go
[29:38] ahead. And create the policy. Just have a consensus that
[29:43] it's okay with all of us. So we don't want
[29:46] to have to vote. For it. Right. Okay. Anyone else
[29:50] have any comments. Or concerns? I would be curious from
[29:57] an athletics perspective. If that were to change any eligibility
[30:01] for moving districts and how we can combat people potentially
[30:06] moving students because of program is doing, let's say better
[30:10] like our softball team here in this county, then the
[30:12] current county or district that they are in. That would
[30:16] be one of the concerns that I would like to
[30:17] see kind of spelled out. Absolutely. We talk about VHSL
[30:21] eligibility. But if you're moving or coming to a school
[30:25] and your intent is not academics. It's just to compete
[30:29] with that team VH subprohibit stat. So anyone moving here
[30:33] for the purpose of just playing, um, that would be
[30:37] a violation of some VHSL rule. But we could provide
[30:40] again, that could be the work of the committee, um,
[30:43] to look at that. But I provide those updates to
[30:45] our coaches. We're actually to the AD and the coaches
[30:48] regularly when I attend my meetings. So that's pretty much
[30:51] common knowledge that you cannot move here to play. Yeah.
[30:56] A great point. We have people that try to do
[30:58] that. Has there been a, um, kind of any kind
[31:02] of informal polling of county staff and their interest. Those
[31:07] who live out of town. And so, um, I mean,
[31:10] I ran this by a couple of county officials, uh,
[31:13] letting them know that I am bringing it tonight. Now
[31:15] I have not done anything more formal than that. But
[31:18] if the board would like for us to pull the
[31:20] county employees, uh, we certainly could work with the county
[31:23] government and do that. If we're going to do this,
[31:27] I would like to be able to have it in
[31:30] place for school. For September. So that families that may
[31:37] be interested can go ahead and get, get that rolling
[31:40] so that they can be. For one, we've got to
[31:42] make sure that we have room in our school that
[31:44] they would like to attend. Depending on where they work.
[31:47] I would assume whether it would be closer to their
[31:51] works. And in that case, the boar would need to
[31:54] entertain a motion tonight to approve a county employees and
[31:59] the sheriff's department, um, children to attend GLOUSTA County public
[32:05] schools, non - resident pending the availability of space and
[32:09] staffing. I would put those two conditions on it. Is
[32:15] there anyone that would like to make that motion.
[32:32] Obviously. I think there needs to be. More discussion. Okay.
[32:35] We'll come back then. With discussion for the next meeting.
[32:40] Do we have a work session? We do not, do
[32:43] we? So far September meeting. We will be back here,
[32:50] um, on Tuesday, September 8th, which is going to get
[32:53] here before we know it. And then that time our
[32:55] policy committee will meet and develop policy for the board's
[32:59] review in the next meeting. I would prefer we meet
[33:04] and create the policy and therefore extend out to have
[33:07] the regulation written. That way when school starts. We'll have
[33:11] it in place. Okay. If there are any students that
[33:15] are waiting to find out and they're planning to pay
[33:21] that are here in the county, can that be held
[33:25] in obeyance for a time until all of this has
[33:28] worked out. Well, the next meeting the board can make
[33:31] a retroactive. So we'll use our processes. There's no change
[33:34] to policies. It would be a tuition. Penn would absent
[33:38] the board approval. They would have to follow the rules
[33:40] in the processes. However, at the next meeting, the board
[33:43] can make a retroactive to August 24th. Okay. Cachool does
[33:48] start very soon. Okay. All right. Is that OK with
[33:52] everyone? We'll bring it back in September. Okay. All right.
[33:57] Moving forward. Um, BSBA legislative advocacy conference, September 17th. Please
[34:05] let Ms. Brazil know by September 1. If you would
[34:08] like to be registered to attend the VSBA annual convention
[34:13] is November 18th through the 20th in Waymsburg. Please notify
[34:17] Ms. Brazil by October 15th. If you'd like to be
[34:20] registered to attend. And now we're at committee sports and
[34:24] commissions and updates from board members. Is there any board
[34:27] member that has an update from any committee that they
[34:31] are serving on. Mr. Jo. I believe we have a
[34:39] looking forward to have a notification when our next CTE
[34:42] meeting is going to be. There's a lot of information
[34:44] going to be coming out. About. Our expansion, I believe.
[34:52] Um. That's about it. A report back that I did
[35:00] make the presentation, um, of that legislative proposal for adoption
[35:04] to the VSBA committee. And we'll hear back on whether
[35:07] they are going to accept it. We won't know until
[35:11] the September meeting. And so we'll find out, uh, I
[35:13] guess I could report back on October meeting. Okay. All
[35:19] right. Anyone else have any. Anything. The only thing I
[35:25] would like to say here, it's not an update for
[35:28] committee, but, um, yesterday, um, we had the new teachers
[35:36] here. And I know you're going to introduce some, but,
[35:38] um, it was quite an opening, quite a grand opening
[35:41] for our new teachers. And I think everyone that was
[35:45] there was very uplifted on how they were, um, treated
[35:50] when from the time they walked in the door. And
[35:52] it was a really great morning. I didn't stay past
[35:56] morning. And I know you guys had to stay a
[35:58] lot longer, but we appreciate you. We hope you know
[36:01] that. And we hope we showed you that by a
[36:04] little bit. And as, um, I'm just hoping that you
[36:07] have a wonderful year. And I guess we'll see them
[36:10] a little bit later. And if we could bottle up,
[36:16] Dr. Stams energy, excitement. Yeah. I could use a little.
[36:22] That would be helpful. She doesn't even drink coffee. Okay.
[36:27] All right. Community presentations. BCUeded outreach presentation. And that is
[36:35] Mr. Derek Jones. Thank you for having us. Dr. Do.
[36:45] Ms. Salmon. And the team at Gloucester County Public Schools.
[36:51] We want to thank you for allowing us to be
[36:53] a partner with you in helping our students in Gulfster
[36:57] County. BCU United. If you guys don't know about us,
[37:01] we are a 501c3 nonprofit here in Gloffsta County. The
[37:08] focus of our nonprofit is our K through 12 students.
[37:13] And our seniors in the community. Uh, this past Saturday
[37:18] that you can let our roll this past Saturday. We
[37:20] had our annual back to school block party here at
[37:23] the high school. Well, at the high school, not here,
[37:26] but at the high school where we were able to
[37:28] bless over 200 students with school supplies and backpacks. We
[37:34] fed all of the students that came out whether or
[37:36] not they were in Gloucester Middlesex Matthews or some that
[37:40] struggled in from new pernus. All the kids were fed.
[37:43] We had over 30 vendors out there. And we didn't
[37:47] count the number of, uh, attendees that we had because
[37:50] the most important thing was our students. So, uh, Dr.
[37:55] Doo and his team was out there feeding the students.
[37:57] We had a great time. It was a big success.
[38:00] And we want to thank you once again for allowing
[38:02] us to use the GLOSTA high school. Practice field area
[38:06] for this event. This was our fourth annual event. And
[38:10] we're looking to many more years. We are now able
[38:14] to bless the school system with over a hundred more
[38:18] backpacks, uh, that are stuffed and ready for your students.
[38:21] We have elementary, middle and high school backpacks sitting right
[38:25] here for you guys to distribute. Our supporters, our sponsors
[38:31] range from Centera, Riverside, Gloucester County Community Foundation, Gloucester Toyota.
[38:39] Bayport, Langley, and a host of smaller donations that allow
[38:44] us to do the work that we do. We just
[38:47] let it run. Let's go right on through. We have
[38:50] some pictures up there. Um, also BCU and I also
[38:53] goes into the nursing homes. We go into Riverside four
[38:56] times a year and do a spa day for the
[38:59] ladies and gentlemen that are there. Um, we do two
[39:05] financial seminars for seniors in the community talking about their
[39:11] social security, Medicaid, uh, trust, wills, deeds and all those
[39:16] type of things. Um, we also put on I am
[39:20] enough for young girls. Grade six through 12 where we
[39:23] mentor them, give them different avenues. Viewing themselves as they
[39:30] stand in front of us. They are enough. We bring
[39:32] in speakers from the community. And also some from outside
[39:36] the community. We've had people from the vice president's office.
[39:40] To entrepreneurs, to educators, um, to even one of our
[39:44] local teachers that was there. Um, and then we do
[39:49] what's called, uh, Boys Demand. I think we have. A
[39:53] slide for that. Boys demand is the same program, but
[39:56] it's for young men from six to 12th grade. And
[40:00] that we do the same things. The mentoring program. We've
[40:04] had, uh, educators there. We've had, well, we're going to
[40:09] have, let me rephrase that last year's event had the
[40:12] postponed. This year's event for the I Am Enough and
[40:16] boys demand it's going to be in September. September 19th.
[40:21] So we need registration. We need our teachers involved. And
[40:24] our Glocial County administrators involved to get the word out
[40:29] there, get the registrations going. It is a free event
[40:32] for all students. They'll be fed breakfast, lunch and a
[40:37] snack before they go home. Um, we'll have speakers. I
[40:40] think this year's speakers come from the Air Force come
[40:44] from, I think a doctor. Dr. Jones. Um, we have,
[40:54] uh, a Navy pilot that is now a lawyer. Um,
[40:57] that will be coming. Um. Can't remember all the names,
[41:00] but, but we have a great group of young men
[41:03] and ladies that will be presenting and supporting this event.
[41:09] Do you have any questions. Anyone have any questions. I
[41:14] just want to thank you so much for the impact
[41:16] that you have on our students. I mean, the block
[41:19] party is a huge event. I know it takes a
[41:21] good deal of effort and time to put it together.
[41:23] And we want to thank you so very much for
[41:25] all that you do with all these fabulous events to
[41:28] reach the students, our seniors. So we're blessed to have
[41:32] you. So thank you. Thank you guys. Appreciate it. I
[41:36] was able to be out there that day. It was
[41:38] very hot, very humid, but it was very nice. And
[41:42] the kids seemed happy and everything that was going on.
[41:45] It was a really good site to see so many
[41:47] children out there and getting their backpacks and picking them
[41:50] out, whether they wanted a dinosaur or they wanted a
[41:53] truck or whatever. Um, that was kind of neat to
[41:56] stand back and watch the children trying to decide what
[41:59] special bag they wanted. So I appreciate all that you
[42:03] do. I know I've been able to come the last
[42:05] few years and I hope to continue to come in
[42:08] the future years. So. Thank you. Thank you so much.
[42:11] I also want to thank you for all the work
[42:13] you're done. I said when I write a Glossar, it
[42:16] was a first year. So here are four years later
[42:18] doing some great work. I don't know if anybody's been
[42:21] to Walmart. That's a lot of school supplies. We're talking
[42:25] about thousands of dollars of school supplies. So what we'll
[42:28] do is we'll inventory it. And we'll get involved in
[42:31] actually, um, putting a value on it and actually we'll
[42:35] accept that as a donation from you. The most important
[42:38] thing is that we'll have hundreds of students. We can't
[42:41] afford a pencil. They can't afford a notebook. That because
[42:45] of your work, they'll go there and they'll have a
[42:47] pencil, a notebook, a backpack. And that speaks to love
[42:51] and commitment and our partnership. And I want to say
[42:53] the better way to invest in this community than investing
[42:57] our children in this group, BCUnited is a perfect example.
[43:00] That's what thank you. Thank you very much. Appreciate that.
[43:03] We'll see you back next year. Thank you. Okay. Now
[43:12] we have softball. All right. Our other main event. I
[43:16] see a lot of very excited young ladies. I'll just
[43:20] start was by saying this and, uh, coached red. Their
[43:24] lessons that you learned on the field that you cannot
[43:27] learn in the classroom, how to compete, how to give
[43:30] feedback, how to win together, how to excel together how
[43:36] to just be excellent. And the better example than this
[43:40] team. So that's before I get to my statement. I
[43:42] thought about you all a lot because, um, when we
[43:45] opened up with our new teachers, we actually showed a
[43:48] picture of you all when you were winning. And what
[43:51] did you do? Well, you worked together. And you excelled.
[43:55] And you showed us adults that when you work hard,
[43:58] great things happen and your passion and some of the
[44:01] pictures I've seen posted and on social media, Aedjist speaks
[44:05] volume. So I'm telling you as an adult, you all
[44:08] inspired me, but not just me. I think every staff
[44:10] member in this district, cause that's what we want to
[44:12] do, what we do is educate. So enough about that.
[44:15] I do have a prepared statement. So tonight we're proud
[44:18] to recognize the Gloucester High School. Before we do that,
[44:21] I want you all to come up here. Let's not
[44:23] sit down. You guys are doers. Come up here with
[44:26] your coach. Let's give my hand. All right. Dr. Stan,
[44:33] maybe they could face the audience face their parents and
[44:36] their coach. They come up here. We're going to take
[44:38] a nice picture and then I'll read the statement. So.
[44:55] We're going to. Turn.
[45:06] All right. Now I'm ready to read this. All right.
[45:08] You also, please don't go anywhere. You guys got to
[45:10] have to, you have the limelight right now. So, uh,
[45:12] we're proud to recognize the Gloucester High School varsity softball
[45:16] team for now standing season and for finishing, um, as
[45:19] the Virginia high school league class four, one of the
[45:21] most competitive runner ups. The lady Duke's earned their place
[45:25] in the state championship game. And I travel there. You
[45:28] all traveled there. It was three and a half hours
[45:30] over the mountains and through the hills. Um, and, um,
[45:34] and you played a very competitive team last week, state
[45:37] champs. And you all held your own. I mean, it
[45:39] was down to the wire. And so, um, the championship
[45:44] game and the banada way, um, that we wanted it
[45:47] to end, uh, the lessons you learned, do not diminish
[45:50] your achievements. Reaching a state final is an extraordinary achievement.
[45:56] These young women represented Gloucester High School in our entire
[45:58] community with tremendous pride as they have given all of
[46:02] us something worth celebrating. I also want to recognize coach
[46:08] David, Lindsay, affectionately known as red. And I'm not sure
[46:13] if you guys are allowed to call them that, but
[46:15] after you graduate, he can't, you know, he can't give
[46:17] you directions anymore. So, um, coach read, um, the passion
[46:23] and the commitment you put into these programs and these
[46:25] sports go a long way. And these young ladies will
[46:27] remember these experience for their life, the rest of their
[46:30] life success at this level, takes countless hours of preparation,
[46:34] sacrifice, encouragement and commitment. Tonight was especially celebrate our graduating
[46:40] seniors. And thank you all for coming. That's why we're
[46:43] doing this tonight as they begin the next chapter. So
[46:45] I'm going to, um, read some of your names. So
[46:48] panorsely will attend random making savanna shot hand. Did I
[46:56] say that right. All right. Thank you. Um, I totally
[47:01] get it. We'll attend long with university. Alexis Tishman will
[47:06] attend Methodist University Cameron Palace. We'll attend the University of
[47:11] Virginia Brianna Tatement. We'll attend Bridgewater College and Lily Logan
[47:15] will attend the region university. So to our seniors, congratulations
[47:19] on everything you accomplished here at Gloucester High. You represent
[47:22] the best in us. We hope you carried the lessons
[47:25] of friendship, confidence, uh, memories and also the competitive spirit
[47:31] that will carry well not just in sports, but in
[47:33] academics, life and everything that you will do. And I
[47:37] hope you remember this for the rest of your life
[47:39] to the entire lady Duke's team. Congratulations on an exceptional
[47:44] season and are earning the title of class for state
[47:47] runner up. You can represent the Gloucester with excellence. And
[47:50] we are incredibly proud of you. Congratulations. Let's give them
[47:53] a hand. Does anybody that wants to speak. On
[48:03] three.
[48:15] Coach Red, did you want to say anything. What I
[48:18] like to watch. Would you like to say anything? Like
[48:28] you do the girls. First of all, I would like
[48:33] thank the young ladies who could come tonight. We have
[48:35] a lot of people who are still on vacation. Um,
[48:39] however, we have a wonderful group of young ladies. And
[48:44] this was our 30 second year here at Gloucester teaching
[48:48] and coaching softball. And we have had wonderful parents over
[48:52] the years and we have wonderful parents this year. And
[48:56] it's just been a family atmosphere for 32 years. And
[49:01] we would like to thank Dr. Vladiu because he does
[49:04] come out to the games. And, um, and everyone who
[49:09] does come out to the games, we do appreciate all
[49:11] of their support. So. Thank you so much. Thank you.
[49:22] Nice. Thank you ladies. All right. Dr. Will I do.
[49:29] Have some staff to introduce. Yes. A lot of people
[49:32] wonder what are these all administrators do during the summer?
[49:35] What are they doing with TC Walker? Right. I mean,
[49:37] we see their cars there, um, you know, all we
[49:40] do. We plan for the year. And just like our
[49:42] teachers have every lesson plan, every detail, every learning target,
[49:47] every activity. This is where the planning happens. A lot
[49:50] of state reporting, but, um, the funnest part of this
[49:53] is hiring our new staff, our new leaders. So tonight
[49:56] I would like to introduce some of our leaders to
[49:59] you. Uh, so here we go. We have many of
[50:03] them right here. They're excited. They probably already feel like
[50:06] they've been on job for under job for a couple
[50:08] of months, but we're going to go ahead and, um,
[50:11] introduce them to you. So we'll start. If I could
[50:19] figure out this mouse, Dr. Freeze, it feels like you've
[50:22] been here forever, but we hired you. I think back
[50:25] in March, we board approved you back then. Uh, he's
[50:28] been, um, meeting administrators, teachers, schools, um, visiting everywhere. I
[50:34] think sometimes you make feel like you've been here for
[50:36] a long time, but sometimes you're just learning things. If
[50:39] you stand up to be recognized, let's give my hand.
[50:44] So Dr. Freeze is going to continue the success at
[50:47] the elementary level. And again, we wish him a success
[50:50] in that role. So, uh, Mr. Libo Brian, we have
[50:53] a lot of Bryans to go through. Right. So we're
[50:56] going to start calling these brines by last names. I
[50:58] do apologize in advance. Uh, Brian Lebold, um, he's already
[51:03] been busy. He was helping with our new teacher, breakfast.
[51:09] He's been helping with our staff development. He's around. He
[51:12] is a calm demeanor, but he could keep a kitchen
[51:15] in order, right? You know how they have discerned about
[51:18] too many cooks in the kitchen. He could keep that
[51:20] in line. And he just steps in and picked up
[51:24] right where we needed to be. During his interview, he
[51:26] actually shared that, uh, at ODU where you did this,
[51:29] that you could do sushi for four dollars serving. I
[51:32] don't know how you could do that here. I don't
[51:33] know for a lot to do sushi here, but, um,
[51:35] you could make this happen. And again, let's give him
[51:37] a hand. Please stand to be welcome. So Raven Carlton,
[51:45] um, you probably help serve thousands of sunmeal, right? Every
[51:50] Thursday and Friday when I drove by, and please stand
[51:53] up, Raven, where then I think you have your husband
[51:56] with you. Please. Thank you again for coming tonight, but
[51:58] I want to say something very, um, from a place
[52:01] of gratitude every single Thursday or Friday, I would drive
[52:04] by the high school going to some schools or going
[52:06] to some appointment. I would see you there. Uh, with
[52:09] your staff delivering sun meals. I know that this community
[52:12] counts on those. I know it's in the thousands. We're
[52:15] going to get a number, but you ran all of
[52:17] that. You were in all of the summer reporting. All
[52:19] of the financial aspects. And so I want to again,
[52:22] thank you on behalf of all Gloisso families for running
[52:25] that program. And Raven serves as the financial manager and
[52:31] food service. But she does a lot more, um, than
[52:33] that she rolls up her sleeves and serves meal. So
[52:36] let's give her a hand. So Linieda, if you would
[52:43] stand up from, um, being a phenomenal teacher to be
[52:48] in a phenomenal leader. I got to watch you in
[52:51] PLC meetings. Look at that data help teachers. I asked
[52:55] the right questions, but we're so excited for you to
[52:58] join us at the district level. We know, um, you
[53:01] have big shoes to fill when Melanie's depart, but there
[53:04] is no one better in this district to take the
[53:07] lead and continue the math achievement that this district is
[53:10] proud of. So again, welcome on board and congratulations. So
[53:15] Tammy, welcome to, uh, to Gloucester, uh, we're excited for
[53:19] you to join the Barata Bulldog community. You've already walked
[53:23] that building several times. I believe you're already planning to
[53:27] make sure that we don't back up on Main Street
[53:30] and we don't keep anybody from showing up to, or
[53:33] being late for work because we just have to blame
[53:34] you. Just kidding. Um, but welcome on board. And you
[53:39] know, Tammy has a passion for teaching and learning. She
[53:41] wears sneakers to work and she gets into classroom. She
[53:45] still teaches a lesson every once in a while helps
[53:47] teachers with, you know, sometimes you have one or two
[53:50] students and even adult to talk to, that's Tammy. She's
[53:53] going to help out with that again. Welcome to the
[53:55] Bulldog community. Mr. Cassis, you've done it all. You don't
[54:02] elementary. That's where you started. I believe you have a
[54:04] stint in the middle school. And then I think you
[54:06] were at a high school comprehensive high school. So you
[54:08] really understand that K12, Riley K12 vision. It all starts
[54:12] as a little kid having the vision working hard. And
[54:16] you get all of that. So the Abington community. I
[54:18] want to thank them for the hiring process. Um, they
[54:21] are so excited to welcome you and to lead that
[54:24] community in a direction that, um, takes us to new
[54:28] height. So appreciate your leadership and welcome on board. Let's
[54:31] give them a head. All right, nay from a star
[54:37] math teacher to a star assistant principal stand up there.
[54:41] So, um, what I love about an eight is his
[54:44] ability to engage people through his intellect. He's thoughtful. He's
[54:48] smart. He waits. And then when he says something, you
[54:51] just have to listen because it's really, really good. And
[54:53] so I know that peaceley staff will benefit from your
[54:56] leadership, from your ability to inspire others, for your calm
[55:00] demeter. And I'm thinking you'll be a great role model
[55:03] at that school. So make sure some of us through
[55:06] middle school that need somebody to look up to, you'll
[55:08] be that person again. Let's give my hand of applause.
[55:14] So crystal, if you stand up again, I see you
[55:17] fight for students for the past three years. Every day
[55:20] when I come in, you're in that office having a
[55:22] conversation with somebody about, you know, some intervention, some remediation,
[55:26] a senior who needs help, first grader who, you know,
[55:29] need somebody else to talk to. So I seen her
[55:32] Pfeiffer kids every single day. And I'm sure you'll do
[55:35] the same thing. A Gloucester High School to help, um,
[55:38] again, them reach even greater levels of success. Let's give
[55:41] them my hand. All right. I want to thank you
[55:47] all for coming out here tonight. Uh, let's give both
[55:49] of our softball team and our new administrator hand of
[55:53] applause. All right. Thank you, Dr. V.
[56:04] Um, we're at the citizen comment period. We will now
[56:07] begin the comment period. The board welcomes comments from Gloucester
[56:12] Citizens parents and students on matters related to the Gloucester
[56:16] County public schools. Comments should focus on the programs and
[56:19] not personnel. This is a time. For the board to
[56:24] listen, not engage in discussion. They'll follow up question from
[56:27] board members, our allow. Speakers are asked to state their
[56:30] name district in which they reside and limit their remarks
[56:33] to four minutes per citizen. So is there anyone left.
[56:42] I think they all left. Okay. Uh, Jen, are there
[56:45] any call - ins? There are zero columns. Okay. All
[56:49] right. Well, I looked up from reading and they're gone.
[56:52] Okay. It's nice to have a full auditorium, though. Um,
[56:58] okay. Staff presentations, Dr. Vladi. Thank you, Madam Chair. We
[57:03] have a number of presentation, but most important one is
[57:06] back to school departmental updates. So we're going to turn
[57:10] it over to our cabinet members who are going to
[57:13] share with you what is new in their departments. Good
[57:20] evening, Madam Chair. Madam Vice Chair, members of the board,
[57:23] Dr. Vladi and our community. We are so grateful to
[57:26] be here tonight. We have several topics to present to
[57:29] you this evening, but one of the things that we're
[57:31] so excited about is that we get to go back
[57:34] to school. So we're starting a new year and we
[57:36] are so grateful for the support that you're giving us.
[57:39] I'm going to now turn it over to our directors
[57:42] of secondary elementary, Dr. Freeze and Dr. Magus. Good evening,
[57:52] Madam Chair, board members, Dr. VLADO. I'm excited to share
[57:54] with you the instructional updates from this summer. Our team
[57:57] has been hard at work preparing for new teachers to
[58:00] join us yesterday for all staff to return tomorrow. And
[58:03] then most importantly for our students to come back to
[58:06] us on Monday, August 24th. So this summer, this is
[58:09] just a few of the projects that our team has
[58:11] been involved in. Curriculum writing across all four content areas.
[58:14] We don't do that in isolation here as a coordinator
[58:16] and director team. We do bring in teachers from all
[58:19] of our schools to join us in that process. We've
[58:22] been planning for implementation of high quality instructional materials. You
[58:26] recall that you adopted a math textbook series K through
[58:29] 12 earlier this year. And we are. Having that textbook
[58:33] training at the end of this week. Um, we also
[58:37] were able to host our administrator instructional academy. So spending
[58:41] a day last week with all of our assistant principals
[58:44] and principals and our instructional coordinators preparing them, um, two
[58:48] return for the school year. And then the last update
[58:50] I'll share before handing it off to Dr. Magis is
[58:53] a special education administrator academy. So Dr. Tingley and her
[58:56] team, um, put together a two day special education boot
[58:59] camp, so to speak for all of our assistant principals
[59:01] and principles to make sure that they have the most
[59:04] current updates related to compliance and best practice, um, as
[59:08] they seek to reach our students with disabilities this year.
[59:11] So now Dr. Migas will share a couple of secondaries
[59:13] specific updates with you. All right. Thank you and good
[59:18] evening. Um, so the first update that I'd like to
[59:20] share with you all is about our middle school schedule
[59:23] at page and Peasley. You know, last year we did
[59:26] have to eliminate our intervention and enrichment block that we
[59:31] had been a part of the schedule for quite a
[59:32] while. Um, in order to meet the minimum, uh, requirements
[59:35] for instructional hours for each content area. But, uh, we,
[59:39] we've looked at all of the, all of the minutes
[59:43] we counted every single thing that we could and tried
[59:45] to squeeze out as much as we could because we
[59:47] heard very clearly from our teachers and from our students
[59:51] and from everybody that we do need to try to
[59:53] carve out some of that time. So we were able
[59:55] to put it back in for two days a week
[59:57] and still maintain all of the required, uh, instructional hours.
[1:00:00] So we're, we're looking forward to that. Uh, and the
[1:00:03] rest of the bell schedule is otherwise unchained. There's no
[1:00:05] major disruption there. Uh, and then the other, um, exciting
[1:00:09] thing is that we are hoping to be able to
[1:00:11] implement, we're planning to be able to implement, um, a
[1:00:15] course pilot, which you'll have some more information for you
[1:00:18] about very, very soon. Um, we recently received a grant
[1:00:21] from, um, exploring the trades, um, work - based learning
[1:00:25] coordinator, Mr. Scheck, uh, was able to apply for a
[1:00:28] grant to get some free equipment funded by Ferguson to
[1:00:32] purchase some HVA equipment. It goes right along with our
[1:00:35] goal of trying to expand some of our CTE programs.
[1:00:38] So, uh, we, we were awarded that grant. It was
[1:00:40] a very competitive grant. And we are looking forward to
[1:00:43] being able to get that equipment and hopefully before the
[1:00:46] end of the year, implement, um, a small pilot, um,
[1:00:50] that we will be, like I said, updating all about
[1:00:52] as soon as possible, but we are planning for it.
[1:00:54] And it's very exciting. And I will turn it back
[1:01:01] over to Dr. Stan. All right. In the world of
[1:01:07] human resources, we're really excited to share that we have
[1:01:12] looked at our vacancy rate as of last year and
[1:01:15] going into this year as compared to Virginia. We are
[1:01:18] down in terms of the percentage point. We're lower than
[1:01:21] the vacancy rate statewide. So that's really exciting to see
[1:01:24] last year at the end of the year, we only
[1:01:26] reported three vacancies, which estimated a local vacancy rate of
[1:01:30] about 0. 8 percent. Right now, these are the teacher
[1:01:34] vacancies that we're looking at across the division for our
[1:01:37] teaching staff at Abingdon. We have two teacher vacancies, Achilles.
[1:01:42] We have one, um, badati we have one. Pets worth
[1:01:45] elementary school. We have a 0. 5. That is a
[1:01:48] school counselor. And then at the high school, we have
[1:01:51] 5. 5. And one of the things that we are
[1:01:53] going to get unique with at the high school is
[1:01:56] being able to do fourth block. So where other teachers
[1:01:58] could pick up a four block for a flat rate
[1:02:01] compensation. So we are going to be able to support
[1:02:03] their. And then the other, um, vacancies at the elementary
[1:02:06] level, what we're looking at is enrollment. And so we
[1:02:09] will be looking to monitor those numbers every single day.
[1:02:12] And if enrollment is down in one area and up
[1:02:16] in another, we will be able to make sure that
[1:02:17] we offset that with our FTEs or teachers, um, to
[1:02:23] ensure that we're making sure teachers in front of all
[1:02:26] of our students. So, um, that's the stuff that we're
[1:02:29] working on right now. A teaching staff, as far as
[1:02:32] support staff, we have a vacancy and transportation. That's a
[1:02:35] bus driver. We have two custodial services. And that's two
[1:02:39] of our elementary schools and then five paraprofessionals. And currently
[1:02:43] right now we are doing interviews for those. Thinking about
[1:02:47] how we're working through this, um, you know, we have
[1:02:50] to get very creative. The applicant sometimes just aren't there.
[1:02:54] And so we are going to be doing a substitute
[1:02:56] hiring event in September. We're also doing our GRO our
[1:02:59] own. Um, we have our teacher interns where we support
[1:03:04] them through a teacher apprentice. Um, we have paraprofessionals that
[1:03:07] are becoming teachers. In fact, we have one at Abington
[1:03:10] that will be finished with her degree in December. Um,
[1:03:12] we are allowing our substitutes that are, and we have
[1:03:16] several substitutes that are actually licensed. We are having, trying
[1:03:20] to recruit them and have them come teach for us
[1:03:22] full time. And then we have a partnership with Mary
[1:03:25] Baldwin right now where we have three special education teacher
[1:03:29] apprentices that we're supporting and they will be done at
[1:03:31] the end of the year, um, and they will be
[1:03:33] fully licensed. We do social media advertising. We use indeed.
[1:03:38] And then we do internal advertising. And then of course
[1:03:40] we do job fairs in recruiting at locals and universities.
[1:03:48] Some things looking at the benefit side of the shop.
[1:03:51] We will be having open enrollment, um, that is happening,
[1:03:54] August 17th through the 28th. We had our new teachers
[1:03:57] yesterday and where our benefits coordinator Gale Corey came and
[1:04:01] explained what our benefits are in Glossa County public schools
[1:04:05] and more information will be coming to our employees in
[1:04:08] the next couple of days about the open enrollment. They'll
[1:04:10] be getting open enrollment booklets and things like that. So
[1:04:14] I'm going to turn it over to Mr. Hartley in
[1:04:15] operations. Okay. Good evening. Um, it's certainly been a busy
[1:04:25] summer as far as projects are concerned. So I'll try
[1:04:28] to give a brief description and then share some pictures
[1:04:32] in the following slides. At GHS, the completion of the
[1:04:36] punch list still in progress, um, getting down to the
[1:04:41] end of that. Um, let's go emerge the updates. I've
[1:04:44] been completed. Those are the generator switches. Um, we're working
[1:04:47] on getting the process flowing for repair of the greenhouse.
[1:04:52] Um, so it'll be just like brand new once we
[1:04:54] get some structural repairs done. Um, and all the automation
[1:04:58] taken care of. Um, and then a substantial amount of
[1:05:01] paving going on. Um, it's still in progress. There's still
[1:05:04] a little bit of work to do, but they, they've
[1:05:06] made a great amount of progress at GLOSAR high school.
[1:05:10] And again, we've had several million dollars. We're with the
[1:05:13] HVAC work going on this summer. Um, uh, particularly at
[1:05:16] Achilles and at body tight, preparing for next summer, uh,
[1:05:23] for replacements. And they were doing some control work at
[1:05:26] Petsworth. Um, and then we had another paving project that
[1:05:29] body tot to help, uh, ease with that parent loop
[1:05:32] that was mentioned earlier. So, uh, with that, I'll go
[1:05:36] to some pictures of paving in particular at, uh, at
[1:05:41] Gloucester High School. And these are actual pictures of floating
[1:05:49] equipment. Um, on and off, uh, roofs, uh, you can
[1:05:52] see the size those HVAC units that we were, were
[1:05:55] switching out. You can imagine a work that goes in
[1:05:57] with those. And then, uh, more paving, well, the top,
[1:06:04] uh, pictures are the parent loop or the end of
[1:06:07] the new parent loop of bodytiary school, um, if you've
[1:06:11] ever driven that route, it's not an easy turnaround at
[1:06:15] the end of that parent loop. Sometimes it's a two
[1:06:17] or three point turnaround. We were hoping that this, uh,
[1:06:22] solution provides, uh, some assistance, at least for a majority
[1:06:26] of our vehicles, uh, we do have some plans to
[1:06:29] further address that, um, when we get to our capital,
[1:06:32] uh, our long range capital submission later this fall. Um,
[1:06:36] and then the bottom pictures, uh, the ones on the
[1:06:40] left is actually the parent lupi Gloss of high school,
[1:06:43] then the one on the right is the, uh, student
[1:06:45] parking lot at GLOSER high school. So plans are still
[1:06:48] in the work to have separate parking, um, for buses
[1:06:51] at Gloucester High School and really separate that student and
[1:06:54] bus traffic, uh, for safety reasons. We are hopeful to
[1:06:57] get that done this summer. It looks like it may
[1:06:59] be a little further into the fall. But, uh, the
[1:07:02] work is still on schedule to get done. So I'll
[1:07:05] pause there and see if there are any questions. I
[1:07:09] love how you saved the tree and did the turnaround
[1:07:12] and botta tot around the tree. No, it looks so
[1:07:14] nice. It saves three. Yeah. Love it. Thank you for
[1:07:17] doing that. But much needed. Because you couldn't get around
[1:07:21] without backing up and pulling forward and backing up. And.
[1:07:26] The wonder we'd not had people backing into each other
[1:07:29] doing that. Mr. Drew. On our summer projects, are there
[1:07:34] any behind schedule. First. Well, I think we have some
[1:07:40] punchless stuff with some of our HVAC work that we
[1:07:43] were hoping would be done by the first week of,
[1:07:46] uh, August. We actually met with honey well today to
[1:07:49] talk about their specific issues. Um, there's actually three one
[1:07:54] at body type and two at Achilles that have some
[1:07:56] part issues that we need to address. Um, really when
[1:07:59] the park gets here, what we're told is it's a
[1:08:01] pretty easy fix. We just need to get that part
[1:08:03] here to fix it. So very hopeful everything will be
[1:08:07] taken care of in the next week and a half.
[1:08:09] I got it one more question. It doesn't have to
[1:08:11] deal with what you guys going on, but it's VDOT.
[1:08:14] When are they going to disrupt body tot with the
[1:08:16] sidewalk. So that, that work's still scheduled for spring of
[1:08:20] 27. Okay. Um, again, we have been working with FEDOT,
[1:08:25] the gentleman named Thomas Gordon. It came here and presented
[1:08:28] to the board and talked about all the right aways
[1:08:31] and everything. It's been working on a resolution for us.
[1:08:34] Um, we might have found a different solution to bring
[1:08:37] all parties and all stakeholders together. Um, again, we kind
[1:08:41] of talked about that under the de facto, um, eminent
[1:08:45] domain process, um, again, no difference in impact on the
[1:08:48] school division, but everything seems like it's still on schedule
[1:08:51] for the spring of 27. And to go a step
[1:08:56] further, any disruption to that bus loop or whatever we've
[1:08:59] met with them, any changes need to happen in summer,
[1:09:02] um, we talked about road closer schedules. Been a great
[1:09:05] amount of detail to go into the impact of that
[1:09:08] project would have on body talk or that they can't
[1:09:10] have a body thought, I should say. We do expect
[1:09:16] to have cool AR flowing and body taut and Achilles
[1:09:20] win school starts. Yes. Okay. I hope so. Was it
[1:09:25] just those two. Is it just Achilles and body title.
[1:09:30] I'm sorry. Was it just Achilles and body taunt that
[1:09:33] had that? Achilles and body tot were to swap out
[1:09:35] this summer where he left it to big units off
[1:09:38] and put new units on and rewired and everything. They
[1:09:40] did some prep work. Abbonin is a full change out
[1:09:43] next year, next summer. Um, it's a pretty big project,
[1:09:46] but they did some wire. And this year to help
[1:09:48] with that, um, that swap out of equipment. And then,
[1:09:52] uh, we just really changed Pettsworth to a newer system.
[1:09:57] Um, control system that matches the other systems we have
[1:10:00] in division. We actually have one more building that we
[1:10:02] will have to change controls on that has not made
[1:10:05] it to CIP yet just because other things have taken
[1:10:08] priority. Um, we anticipate that we'll be on a long
[1:10:11] range capital submission this fall. Okay. Abing done is scheduled
[1:10:16] for replacement next summer. Yes, ma'am. Pets worth or they,
[1:10:21] is that going to be they're actually replaced and I
[1:10:23] want to say 14 2014. It was a complete swap
[1:10:27] out. They did the roof. They did HVAC system. They
[1:10:30] did lighting. They did ceilings. They did, uh, a lot
[1:10:33] of work. But the controls had anything care of. So
[1:10:37] wiring was updated wiring then that was done. When they
[1:10:40] did all that, um, the issue back in 2014, he
[1:10:44] still had an old control system on those units. We
[1:10:47] need to upgrade to a newer control system that integrates
[1:10:51] what we currently have in the majority of our buildings.
[1:10:55] Anyone else, Mr. Drew? I'm a guy all kinds of
[1:10:58] questions. Um, we've recently dealt with a piece of equipment
[1:11:05] that went down in a lot of food was spoiled.
[1:11:08] Uh, do we have any and Achilles ice maker was
[1:11:12] down for since March of last year. And the staff
[1:11:16] had to actually go buy ice. Do we have a
[1:11:20] prevented magnet schedule for all the equipment in each school.
[1:11:25] We have a list. Of those that equipment. Do we
[1:11:29] have a plan because everything has life expectancy. And so
[1:11:36] I'm curious that is the maintenance getting done on it
[1:11:40] because it's not just, Oh yeah, it's working. You can't
[1:11:43] do that with electrical stuff that has compressors and stuff
[1:11:46] like that. I'm concerned that I, you know, it's been
[1:11:51] the hottest part of the, uh, the year. And we're
[1:11:53] going into the fall. We're going into the winter. I
[1:11:56] just want to make sure we're not going to get
[1:11:58] hit with something else breaking down when the kids are
[1:12:01] in school. So I don't know if you guys have,
[1:12:06] if there is a maintenance schedule for them, how they
[1:12:09] do it, that kind of thing. So I guess a
[1:12:13] simple way to answer your questions. We're needing to make
[1:12:15] some adjustments. We obviously have some staff and implications. Um,
[1:12:18] that, that impact that, um, and again, I'm going to
[1:12:22] be hesitant to speak to a specific piece of equipment,
[1:12:24] but some of our equipment, we have to evaluate. It
[1:12:28] has some age to it. Um, and you have to
[1:12:30] make them determination of whether or not, right. Well, when
[1:12:34] you don't have a whole lot of money to replace
[1:12:35] it, you do everything you can to fix it. So,
[1:12:38] um, we're going through. We've created a priority list of
[1:12:42] equipment needs the most attention or TLC, if you will,
[1:12:46] and how we might address those, whether it's getting a
[1:12:49] repair, um, or replacement, replacement of kitchen equipment. You can
[1:12:53] imagine is quite costly. Um, to address your other topic,
[1:12:57] we've had two or three occasions where we've not received
[1:13:01] the alerts or the alarms on our freezer equipment that
[1:13:05] cause they lost a food. That's not connected to the
[1:13:08] actual system itself, right? It's separate from the equipment. There
[1:13:14] is a monitoring system that will send us an alarm
[1:13:17] if it goes above a certain temperature. Okay. Um, so
[1:13:20] when we notice the freezers down and we go back
[1:13:24] and we notice that we don't have an alarm. Then
[1:13:26] we have some investigation. Number one, we got to figure
[1:13:28] out how to address the issue at hand, how to
[1:13:31] fix the freezer and then why we didn't get an
[1:13:33] alarm. Um, so some of that is through our monitoring
[1:13:36] company as well. Um, I will say, you know, we
[1:13:40] have been told this before. We have to go back
[1:13:41] and revisit and do some spot checking just to make
[1:13:43] sure that things are up and running. Um, after we
[1:13:47] had the page incident last spring, um, what that freezer.
[1:13:51] So the most recent was belt, but it's, it's up
[1:13:54] and running. It's fixed. The alarm systems are working. We
[1:13:56] actually checked them today. Okay. Anyone else have a question.
[1:14:03] I would like to ask Dr. Migas a question, if
[1:14:07] I may. Sure. All right. Well, I think it's time
[1:14:11] to turn to open house. So I'll turn it over
[1:14:13] Dr. Freeze and Dr. Meyer. Dr. Migas, we talking about
[1:14:19] the, uh, HVAC project there. So. Where in the high
[1:14:25] school are we going to put that projected, be taught.
[1:14:30] So that's, that's the conversation that we're having right now
[1:14:32] is to look at our, um, current electrical wiring and
[1:14:36] voltage and see if we can put this either in
[1:14:39] one of our existing classrooms, which we would have space
[1:14:41] or to put it possibly in like the auto area
[1:14:44] or something like that. Cause it's not going to be
[1:14:46] multiple classes. It would be, you know, one class relatively
[1:14:49] small group. So that's, that's what we're looking at right
[1:14:51] now is where are we going to put this? We
[1:14:53] did get the list of equipment that we know we're
[1:14:55] going to need. And we've met with the representative from
[1:14:58] Ferguson. So I think the purchasing process will be pretty
[1:15:01] straightforward. It doesn't require any funding from us in terms
[1:15:04] of the equipment. We'll just have to figure out how
[1:15:08] to implement it and then get somebody to actually teach
[1:15:12] a section of it. So when do we wait until
[1:15:17] we get the equipment installed and everything before we start
[1:15:19] looking for a teacher or what? How are we going
[1:15:21] to do that? Um, well, no, I don't think we
[1:15:25] have to wait until we get it installed. But we,
[1:15:29] we need to probably get on that, you know, sooner
[1:15:31] than later. It's kind of a recent development. Like we
[1:15:32] got the, we got the grant kind of at the
[1:15:34] end of the school year and we've been working with
[1:15:35] Ferguson to figure out the details of how to implement
[1:15:37] it. But no, I mean, we, we, we know it
[1:15:39] may not be the easiest thing in the world to
[1:15:41] find somebody quickly, but we've been in touch with, um,
[1:15:43] some local folks to see if they may have somebody
[1:15:46] that might be willing to come do it part -
[1:15:48] time, like even come over for one block, you know,
[1:15:50] a professional in the, in the area that might be
[1:15:52] able to do that for us. Okay. Thank you. Um,
[1:15:59] just what we had summer school, correct? Yes, ma'am. Will
[1:16:03] we be getting a report on summer school outcomes and
[1:16:06] a number of students attending maybe. Certainly we'll provide that
[1:16:11] to you at the next meeting. Just summer school was
[1:16:14] in there for the scale down due to the esser
[1:16:17] fund. So it's a much smaller scale, but there are
[1:16:19] next meeting will provide you with an update as far
[1:16:22] as add that one. I know we had a number
[1:16:24] of seniors that graduated as a result of somewhere school.
[1:16:27] So we'll share some data with you. Appreciate that. Thank
[1:16:28] you. And we will conclude our back to school update
[1:16:34] with just a couple of reminders to the board in
[1:16:36] the community, um, open houses are coming up next week.
[1:16:39] So you'll notice that this year, um, elementary, middle and
[1:16:41] high school are each have their own separate day, um,
[1:16:44] to help our families who may have students at multiple
[1:16:46] levels and prevent them from having to go to multiple
[1:16:49] schools on the same night. Um, so elementary will be
[1:16:51] Tuesday, August 18th. We have suggested times by student last
[1:16:55] name just to help with traffic and congestion in the
[1:16:58] buildings, but we will certainly accommodate, um, families at whatever
[1:17:01] of those two options work best for them regardless of
[1:17:03] last name. Um, and then our middle school open house
[1:17:06] will be Wednesday the 19th. We've preserved a dedicated time
[1:17:09] for sixth grade students recognizing that that elementary to middle
[1:17:12] school transition is so critical. We want to have a
[1:17:14] dedicated, um, intentional time for our sixth grade students and
[1:17:17] then followed by seventh and eighth. And then we'll conclude
[1:17:20] open house on Thursday the 20th with our high school
[1:17:22] students, um, again, preserving a separate time for our ninth
[1:17:25] graders as they have that freshman transition into high school.
[1:17:29] Our returning students for open house, um, in that later
[1:17:33] time slot. And then we'd just like to encourage everyone
[1:17:36] that we have a wealth of back to school information
[1:17:38] on our website from registration information, information about school supplies,
[1:17:42] open house and orientation, um, bus stop information. We do
[1:17:45] have a new bus stop app this year, which is
[1:17:48] my ride mist decorator and her transportation team or busy
[1:17:51] loading that information in. So encourage our families to, um,
[1:17:55] access the my ride app to look at their bus
[1:17:57] stops for the school year. Um, and then just one
[1:17:59] last reminder, um, regarding power school annual updates for our
[1:18:03] families who might not have completed those yet to go
[1:18:05] in and make sure that there are students information is
[1:18:07] updated as we prepared again, begin the school year. So
[1:18:11] that concludes our back to school update for the evening.
[1:18:15] And just again, a reminder Monday, August 24th is the
[1:18:17] best day as we welcome all of our students back
[1:18:19] to school for the first day. The other questions. I
[1:18:24] just want to say, I hope that parents do contact
[1:18:28] transportation if they have moved over the summer. I've heard
[1:18:31] a lot of problems with that. The parents just forget
[1:18:34] because they're busy and transportation doesn't know what transportation does
[1:18:39] it know. Yes, ma'am. Earlier they can update and also
[1:18:43] providing that updated address information in the power school update.
[1:18:47] We can get those two systems to talk to each
[1:18:48] other and make sure we have the most current information.
[1:18:50] Okay. Thank you. Yes, ma'am. All right. Dr. Stam. I
[1:19:00] believe we have a cut score presentation. If we have
[1:19:02] the departmental updates, but you do have a pay plan
[1:19:04] up just very short. I think just one slide. So
[1:19:07] Dr. Stan.
[1:19:19] Play an updates tonight. Um, so we have really worked
[1:19:23] hard on efficiencies in HR. And obviously we have room
[1:19:27] to grow. We always will. But one of the things
[1:19:29] we've worked on are our supplements. And so with the
[1:19:32] help of car, Tyler, we went through, and I also
[1:19:36] want to commend our principals for getting in their HR
[1:19:39] action forms to help us with this. But we went
[1:19:42] through and looked at what supplements are we using, what
[1:19:45] is being using used for something and not named correctly.
[1:19:49] Um, and so we went through an update that pay
[1:19:52] plan thus far to ensure that to be in reflected.
[1:19:54] So one of the things that we no longer have
[1:19:56] is, um, our cafeteria monitor. So we went ahead and
[1:20:00] removed those. We added a FOIA officer supplement because now
[1:20:04] we have support for our FOIA officer, Ms. Brazil. And
[1:20:09] that is Candace Keeper. And so she's going to be
[1:20:12] supporting that. Um, all of your changes are in the
[1:20:15] pay plan that was uploaded their in red so that
[1:20:18] you can do exactly what I'm talking about. Um, we
[1:20:20] remove the instructional lead supplements of pages 30 and 32
[1:20:25] because we were seeing that our middle schools were using
[1:20:27] that for department and grade level chairs. And so we
[1:20:31] just named it exactly what it is. It's a department
[1:20:33] in grade level chair. Um, we added the cross country
[1:20:37] coach and assistant coach to the middle school supplements because
[1:20:40] that was approved by the board. And so we wanted
[1:20:41] to make sure that was reflected. We reduced the gifted
[1:20:45] program in Richmond activity supplements from 12 to 10 because
[1:20:49] every school, um, at the elementary level and then our
[1:20:53] two middle schools have gifted program enriched by grade level.
[1:20:57] And so we went ahead and did, um, did that
[1:20:59] at the elementary in the middle to reflect that. And
[1:21:03] then we removed the VTSS division coordinator from page 34
[1:21:07] because that has not been in use for the last
[1:21:09] three years. And so we're looking at where they're, where
[1:21:12] our efficiencies are and we are then going to be,
[1:21:14] um, making sure that we support other things that are
[1:21:17] in need through the supplement process. Any questions? Any questions.
[1:21:24] This may not be dealing with this, but, um, I
[1:21:28] ran into this again. I want to say two days
[1:21:30] ago. Our teachers give and give and give to the
[1:21:33] kids. They go out and they buy supplies. And they
[1:21:37] give themselves even when they're not even working. What are
[1:21:41] we doing? And I think we touched on this last
[1:21:43] couple of years. Uh, how are we going to, uh,
[1:21:47] I don't know what the word reimburse. For the money
[1:21:50] that these teachers are going out and spending out of
[1:21:52] their own pocket for supplies. I'm just wondering how we,
[1:21:57] how can we monitor that and or ensure that they
[1:21:59] get paid back. Well, we do have a process for
[1:22:05] spending funds. And so typically our teachers should be going
[1:22:09] through their principal to get approval to spend. And what
[1:22:13] that typically looks like is they are requesting for items.
[1:22:17] And then if it's something that the school isn't going
[1:22:20] to purchase, then they will allow them to purchase it
[1:22:24] on their own. But typically all of that should be
[1:22:26] going through the principle. They shouldn't be spending out of
[1:22:28] pocket right now. A challenge you to go to Dollar
[1:22:34] Tree on a Saturday. Or a Sunday. School sponsor. I'm
[1:22:41] not saying they're not doing it. I'm just saying there's
[1:22:43] a process. No, I'm not. I'm not pointing fingers or
[1:22:45] nothing. I just want to, I mean, a lot of
[1:22:47] people don't realize how much these teachers give of themselves.
[1:22:53] They get for sure. But I also think sometimes it's
[1:22:56] more of a hassle to go through the process. Exactly.
[1:22:59] You used to go buy it yourself. And that's unfortunate,
[1:23:02] but that we really do need to use the process
[1:23:04] because all of our schools have a budget to be
[1:23:07] to support school supplies for our teachers. And also, I
[1:23:11] mean, we are getting so many donations too. We just
[1:23:14] had another one do on flow saying we've got all
[1:23:17] this stuff to donate to you. Where do we take
[1:23:19] it? So I just think there's a little bit of,
[1:23:22] you know, I want it right now versus I want
[1:23:24] to follow the process to get it right now. And,
[1:23:27] um, although we're grateful because our teachers are amazing. They
[1:23:30] give of themselves more than we can ever imagine. I
[1:23:32] mean, they just have such servant hearts. But at the
[1:23:36] same time, I think that some of them don't take
[1:23:38] advantage of what they're, what is there so that they
[1:23:40] can not have to put their own funds into it.
[1:23:42] So would it be easier to, Hey, I need to
[1:23:45] go to Dollar Tree and buy a hundred pencils and
[1:23:49] then turn in that receipt. Can they do that? Or
[1:23:52] do they have to fill it out first and get
[1:23:54] permission to spend that hundred dollars kind of thing? Because
[1:23:57] if every teacher was doing that, who knows how much
[1:23:59] money we've been spending. So we have probably a monitoring.
[1:24:02] That's what I'm saying. How do we monitor it? Remember
[1:24:04] the peak cards. Remember the peak cards? Yeah. But that's
[1:24:07] illegal. No, the current cards are illegal purchase cards or
[1:24:12] not. Yeah. Yeah. I just want to say we can't
[1:24:17] afford a teacher, every teacher having a peak guard though.
[1:24:20] Right. I. Know. I spent a lot of time in
[1:24:24] the elementary schools years ago. And if you walk into
[1:24:28] the elementary especially, some of the middle school and high
[1:24:31] school rooms as well. But especially the elementary level, you
[1:24:35] can walk in a classroom and it looks like home.
[1:24:38] I know. Um, they make it as welcoming as they
[1:24:42] possibly can. So I firmly believe you are not going
[1:24:45] to have teachers that are not going to want to
[1:24:47] purchase what they see that they like and want to
[1:24:50] do. And a lot of these teachers also bring some
[1:24:54] one teacher brought a carpet from home so that they,
[1:24:57] because it was a nice checkered carpet for the kids
[1:25:00] and elementary. And I don't think we're going to stop
[1:25:03] that. Um, but and I think it sounds bad that,
[1:25:09] you know, they have to go out and buy these
[1:25:10] things, but they don't have to go out and buy
[1:25:13] a lot of this. It's because they want to buy
[1:25:15] some things because they want their classroom to be special
[1:25:18] and very welcoming to the students. So. That's what I
[1:25:21] wanted as a teacher. I wanted to have my stuff.
[1:25:26] I understand completely. I mean, even the low light in
[1:25:30] some of the classrooms is so nice. It's the ambiance
[1:25:35] in walking in one of the classrooms. So yeah, they're
[1:25:38] so creative. They are really good at making those classrooms
[1:25:41] feel amazing. Yeah. Okay. Ms. McPherson, I think you are
[1:25:45] going to ask me something. Yeah. I just wanted to
[1:25:46] ask the removal of the cafeteria monitor, um, could you
[1:25:50] talk a little bit more about that? So will there
[1:25:51] not be any cafeteria monitors or anyone besides the cape?
[1:25:58] Great question. Thank you. So our cafeterias are monitored by
[1:26:01] our, um, paraprofessionals and at the middle schools, I know
[1:26:07] that they have a rotating schedule of administrators. And at
[1:26:10] the high school, they have the same thing. Um, that
[1:26:12] was put in there for a short term that actually
[1:26:16] we, um, dissolved of that last year. So we didn't
[1:26:19] have them last year, but it remained in the paid
[1:26:21] plan. So we just needed to clean it up. Um,
[1:26:24] cafeterias will continue to be monitored. Perfect. And the last
[1:26:29] one, the VTSS Division Coordinator. So you're saying that we
[1:26:34] haven't filled that position in the last couple of years.
[1:26:37] Are we doing anything to, I mean, it looks as
[1:26:41] though that is just more of a data. So, so
[1:26:46] that was a, that was a supplement that was put
[1:26:48] in when the previous administration was here. And she was
[1:26:53] used to pretty much oversee the process of ETSS and
[1:26:57] the data collection. But our directors do that now. So
[1:27:00] that's been absorbed in their roles. And they do that
[1:27:03] with our coordinators. So that was a division level process.
[1:27:07] But our VTSS, MTSS is what it's called. It's still
[1:27:11] in full swing and we still have that process. We
[1:27:13] just haven't had someone lead it because we have our
[1:27:15] directors in place. Okay. So is that role funded by
[1:27:19] the VDOE or no GOLD.
[1:27:31] Okay. All right. Um, we, you want us to vote
[1:27:36] on this this evening. I assume. For the paid land.
[1:27:42] Do I have motion to approve. The pay plan that
[1:27:47] was presented. Second. All right. We have a motion and
[1:27:56] a second. Any more discussion. Jen, would you please pull
[1:28:01] the board. Ms. McPherson? Yes. Mr. Drew? Yes. Ms. Salman.
[1:28:06] Yes. Mr. Anderson. Miss Scruggs. Yes. Mr. Cinevic. Yes. Ms.
[1:28:11] Parker. Yes. Thank you. All right. Um, cut score presentation.
[1:28:19] Dr. Vlido. Thank you, Madam Chair. Um, I know we're
[1:28:22] going to shift gears a little bit. Um, and talk
[1:28:25] about something that is familiar to you. And hopefully to
[1:28:28] the public. I know we don't have many here in
[1:28:31] audience. However, this will affect. The work of every single
[1:28:37] child, every single teacher and every single parent and Gloucester.
[1:28:42] The purpose of school is to graduate, to graduate. We
[1:28:45] have an SOL curriculum. At the end of that course,
[1:28:49] particularly end of course grades. There is a test. And
[1:28:53] that test is used to give you a verified credit
[1:28:56] at a high school level. And those verify credits are
[1:28:59] used to me graduation requirement. And it's not just teachers.
[1:29:03] It's the work of every single bus driver that drives
[1:29:06] them to school. And every teacher and every director, our
[1:29:10] work is going to look different. My work as a
[1:29:12] superintendent is going to look different. I'll quote calling power
[1:29:15] before I get started. Leadership is known what's around the
[1:29:18] corner. And what's around the corner is our work. Our
[1:29:21] work is changing. Why do I say that? I'm probably
[1:29:23] making a big deal. If you do something in life
[1:29:26] 27 times and the 28th time you got to do
[1:29:29] it differently, this is the year. I came into education
[1:29:33] like many teachers 27 years ago. SOL was a minimum
[1:29:37] achievement test. Some of the passing rates of the SOL
[1:29:40] are 46 percent to get a 400. And so they're
[1:29:46] going to be bumped up a little bit. It's a
[1:29:48] done deal. We talked about it now on October 14th
[1:29:51] last year, but it's happening and it's here and it's
[1:29:54] affecting the work. So that's my spill. But that's our
[1:29:58] work. That defines the work. My work are strategic plan,
[1:30:01] the board priorities, probably some funding, the budget. We're talking
[1:30:05] about a lot of discussions. And this is going to
[1:30:07] be driven from that. So you saw these charts, but,
[1:30:11] um, for our parents, I'm certainly going to work on
[1:30:14] developing a communication plan back to schoolhouse. Probably needs to
[1:30:18] have this information letting our parents know that there is
[1:30:20] a new cut score. So grade three, for instance, approaching
[1:30:24] is not quite proficient. But that is the minimum expectation.
[1:30:31] Proficient is what we like folks to go, but that's
[1:30:33] a big spread. That is a huge spread, right? To
[1:30:37] go from, um, 400, which was last year or this
[1:30:42] year we just completed to a 418 to 443 in
[1:30:46] order to be able to be, or approaching proficion. So
[1:30:49] we see that, um, those changes, particularly in the mustard
[1:30:54] color, uh, column in the middle. Um, so I'll move
[1:30:58] to the next slide. Grade six at the middle school.
[1:31:02] You see it goes to 413 for a minimum approaching
[1:31:06] and reading grade 74 13 minimal changes. The middle school,
[1:31:10] but those changes are significant. I want to share this.
[1:31:13] The majority of our students passed the SOL slightly above
[1:31:17] the minimum score. So we do measure advanced score. So
[1:31:21] we have a lot of students that score a 401.
[1:31:24] So moving this sliding scale just a little bit affects
[1:31:27] everything and everyone. So this is the big change. Um,
[1:31:32] I want to start with this. If you're graduating senior.
[1:31:36] Is still 400. So parents with seniors right now. Right.
[1:31:42] Because that's important that you walk across that state. We
[1:31:44] want you to do your best. By our ninth graders
[1:31:48] are expected. To have a very, very high score on
[1:31:53] their English reading in your board packets. You will see
[1:31:58] actually the four year implementation plan. I didn't want to
[1:32:01] make this presentation too long. They're going to be required
[1:32:04] to increase their passing rate. Let's from a 54 give
[1:32:09] or take to a 77 percent if you think about
[1:32:13] 0 to 100 to pass your English reading in order
[1:32:17] to graduate. So again, this year's ninth graders, when those
[1:32:20] parents walk into the building with their ninth graders, we
[1:32:23] all need to know that three years later, when you
[1:32:26] take that test, you no longer need a 54. You
[1:32:28] need a 77. In English in order to graduate. That
[1:32:32] is huge. Cause I share with this for our students
[1:32:35] of this abilities. It goes down from having single digits
[1:32:41] from heaven dozens me graduation. So that's why I say
[1:32:44] this not to scare people. It's here, but we have
[1:32:47] a plan and I'm willing to share that tonight because
[1:32:50] we have talked about that. And we have provided professional
[1:32:53] development all summer long. Let's make this more tangible. Sometimes
[1:32:57] the 400 is arbitrary and capricious. We don't know what
[1:33:00] it means. Sometimes it means a 64. Sometimes it means
[1:33:03] a 48. So here's what it means. In algebra 1
[1:33:07] currently to get a 400, you need to get a
[1:33:09] 43 percent 43. That gets you a pass that gets
[1:33:13] you to graduate. That goes for our ninth graders for
[1:33:19] leader for graduation. It goes to 69. 93. That's a
[1:33:27] 26. And I'll share with you what this means because
[1:33:30] we did the analysis. What is the impact? EEOC reading
[1:33:35] the end of course, not EOC. I'm thinking about something
[1:33:37] different. EOC reading 53. 33 to 77. 78. That is
[1:33:44] for our ninth graders coming in into the high school.
[1:33:48] Now let's look at elementary. So this is the one
[1:33:52] year, right? High school seniors. Not affected. Third graders this
[1:33:58] year affected. I want to make that distinction. I want
[1:34:00] to be very, very clear. So last year's third graders
[1:34:07] in math need 56. Reeding, um, in fifth grade is
[1:34:13] significant 12. And from 47 and great, um, fifth math
[1:34:23] to 64 for a 16 point increase in one year.
[1:34:28] There's a four year implementation plan and that's coming. Middle
[1:34:33] school again changes not as big. And grave six mat,
[1:34:37] almost a six percent. You notice that reading is a
[1:34:42] little bit higher than math. There is a focus on
[1:34:45] reading. And that's our Achilles heel. That we do need
[1:34:49] to unlock reading particularly at the middle school level to
[1:34:52] make it interesting to make it fund, to make it
[1:34:54] engaging. Now you sow a lot of forties and fifties
[1:35:01] moving to 60s. We could get kids. To get a
[1:35:07] 65 percent on a test. But only when we do
[1:35:12] things differently. So we can't pull out last year's plans
[1:35:16] because that will get us last year's results. West teachers,
[1:35:22] this is not too scare you. This is actually to
[1:35:24] inspire you. The grace seven reading. We move from 52
[1:35:28] percent to 60 percent. We could do that. But again,
[1:35:32] by working together, by taking off what doesn't work. Let
[1:35:36] me give you an example. We pull IXL. You all
[1:35:39] see it in rooms or kids are answering. Well, we
[1:35:43] look at the effective ISL on the SOLs. Anybody want
[1:35:46] to wonder what it is? It's not positive. So let's
[1:35:49] do a little less. I excel belongs at home as
[1:35:52] practice. Maybe belong somewhere as a little bit of a
[1:35:55] slice by putting kids on ISL the entire period. If
[1:35:59] you see that, that's not going to get us there.
[1:36:02] So that is the level of detail where data informed.
[1:36:05] We're going to find out what works. What doesn't work.
[1:36:07] And we're going to support our teachers. And we're going
[1:36:09] to do this together by locking arms. And working together.
[1:36:14] Impact. I want to show the board how this will
[1:36:16] impact us. So when we look at, um, sped. In
[1:36:23] reading currently for the district, these are all the reading
[1:36:30] tests. Three through 11. That goes down to 11 percent.
[1:36:35] That means that nine out of 10 students with disabilities,
[1:36:39] if we don't do things differently, particularly our tier one,
[1:36:44] we go from four out of 10 passing to one
[1:36:48] out of 10 passing. In one year, and this is
[1:36:51] based on a projection on actual scores. Actually, it's not
[1:36:54] based on a projection is implementing the new standard, uh,
[1:36:58] the new CUS scores to this year's course. About math.
[1:37:04] Currently 50 percent of our students with disabilities past math.
[1:37:08] If we do nothing, thou will go to 17. So
[1:37:13] we'll share with you a couple other forces. I share
[1:37:16] special education because that's where, um, you lift up special
[1:37:19] education. You lift up everything because the clarity of teaching
[1:37:22] and learning works. That's why the focus. But let me
[1:37:26] give you some statistics that I memorized. And I want
[1:37:30] everybody to memorize these if they, you know, they're just
[1:37:33] four numbers. And reading as a district. We go from
[1:37:37] 78 to 43. In math, we go from 82 to
[1:37:47] 50. As a district. These are general, all of our
[1:37:50] students together. I share with you special education. So those
[1:37:55] are in a sum what are the major changes. Algebra,
[1:37:59] uh, one English end, of course, reading, um, you see
[1:38:03] the difference in percentage increase over the year. I'm going
[1:38:06] to stop here because I know I present a lot
[1:38:08] of information. I think what comes after this is our
[1:38:12] response to this. As a district, we're responding like other
[1:38:15] districts and, um, in the region. So what questions were
[1:38:19] comments do you all have based on this data before
[1:38:20] we go on. How our parents going to be
[1:38:30] brought into the loop on these huge changes. When it
[1:38:36] directly affects our kids. Back to school, what we're doing
[1:38:40] here tonight. If you're an elementary, you just get the
[1:38:42] elementary version. We have also, uh, directed our schools to
[1:38:49] include the community engagement coordinators in the instructional meeting every
[1:38:53] week. What better way to have the person that communicates
[1:38:58] who pair and everything is to know about your reading
[1:39:00] program to know about the PLC, to know about what
[1:39:02] the standard. So those community engagement coordinators are going to
[1:39:06] be critical in commuting that. So communicating that. Uh, so
[1:39:10] we will have, uh, numerous opportunities to communicate that pay
[1:39:14] and reading, I literacy night anytime we get parents together.
[1:39:18] We're going to show them this. But I want to
[1:39:19] say this. We need to provide hope and optimism. And
[1:39:23] I'll go back to those charts about passing rates as
[1:39:26] a percentage versus the 400, which means different thing to
[1:39:29] different people. So, uh, here's the big, if we remember
[1:39:34] anything from tonight, remember this. SOLs go from a minimum
[1:39:38] achievement test of 43. 75 in algebra. To an achievement
[1:39:43] test over four years. Remember back in the day, where
[1:39:46] you wanted to get an A, that's what we're going
[1:39:48] to do. Is no longer a minimum achievement test. So
[1:39:53] we've done this for 27. In 99 and 2000 NCLB
[1:39:57] came here. Another child left behind. And here we are
[1:40:01] in 2026, 2027 changing everything, right? And we didn't change
[1:40:08] it. However, it is here. Therefore, we must adapt and
[1:40:11] overcome. So how do we adapt and overcome one high
[1:40:15] quality instructional materials. The board has invested a tremendous amount
[1:40:19] of funding in K12. Literacy. And we got that big
[1:40:26] grant for almost 800, 000 last year. New material support
[1:40:30] these new standards are learning. What does that mean? Don't
[1:40:33] go back and use the materials from 20 years ago.
[1:40:36] Please don't do that. Use this high quality materials. Let
[1:40:40] me give you an example of HMH. What we invested
[1:40:43] in that. The teachers that sold the most growth use
[1:40:46] the rigorous part of HMH, not the worksheets from HMH.
[1:40:51] High engagement and high rigor is when we struggle a
[1:40:54] little bit with support and with love when we care.
[1:40:56] So we need to use our high quality instructional material.
[1:41:00] The board is invested. We invested more than a million
[1:41:02] dollar in that. And we need to be all behind
[1:41:05] that. Pacing guides. We need a better measuring stick. So
[1:41:10] right, if you're going to measure an engine, you might
[1:41:12] need to measure use a caliper or dial indicator. So
[1:41:16] our measuring is to get more precise. Why? Because we're
[1:41:19] going to decide who needs help with a better tool.
[1:41:22] So we're going to move to a CIP benchmark, which
[1:41:25] tell a student that they missed standard 6. 6B. C,
[1:41:30] which means that I need to be able to analyze
[1:41:32] and identify the main idea. Versus just teaching without an
[1:41:37] objective. We need to focus on those objectives and intervene.
[1:41:40] And then, um, MTSS, multi tier system of support, you
[1:41:45] know, has been here for a long time. It's one
[1:41:47] of the reasons why this district shines will have to
[1:41:50] revamp that system as well. Better measurement, more response, more
[1:41:54] intervention. School leadership. This is us. Professional learning communities. This
[1:42:00] is done together. Um, our administrators need to be able
[1:42:04] to, uh, hone up their structural leadership skills. What does
[1:42:09] that mean? They need to inspect what they expect. If
[1:42:13] you expect engagement, then be willing to put in the
[1:42:15] time just like our coaches. You saw coach red. He
[1:42:19] pours into his kids. So we got to pour into
[1:42:22] those lesson plans because that's key. Um, monitor progress every
[1:42:28] quarter, we will know whether we're ahead or we're behind.
[1:42:32] Why? So we could intervene in a lot of resources.
[1:42:35] And the MTSS coaching is going to be critical. Lastly,
[1:42:39] for teachers, what does it mean. Pacing guys slight adjustment.
[1:42:43] They're not major by the way. Slight adjustments to match
[1:42:45] the new assessment. Use high quality instructional materials. Use evidence.
[1:42:51] Teaching is both a science and art. You got to
[1:42:54] love your children. Support them. But you all got to
[1:42:58] know that when you come into a classroom, you got
[1:43:00] to be managed at classroom. You got to have rules,
[1:43:02] procedure, discipline, objectives, closure, data, and being forms that you
[1:43:08] could adjust the next lesson. And then the MTSS feedback
[1:43:12] as a coaching strategy. So I shared a lot of
[1:43:15] information. We presented this last year just that it happened
[1:43:20] now. So I'll just share with this. We had a
[1:43:22] Republican administration that introduced this. And then we have a
[1:43:27] democratic administration that approval they increased standards. They were listening
[1:43:32] sessions from VDOE. So all of us had our opinions
[1:43:36] on this. But the time for that is now it's
[1:43:39] time to do. And time to act and time to
[1:43:42] change rather than time to argue. Cause we just don't
[1:43:45] have that option. If you're in third grade, you're only
[1:43:47] in one year. If you're a senior, we need an
[1:43:50] SOL. You only dare one year. So as we work
[1:43:53] this system out, we need to balance the need of
[1:43:56] students. And continue to advocate for good assessment, continue to
[1:44:00] advocate for resources, continue to advocate for interventions and literacy
[1:44:04] and mass specialists and reading specialists and special educations. So
[1:44:08] the work will continue. I presented a lot of information
[1:44:11] at this time. I'm going to open it up for
[1:44:12] comments. Can you go back a slide, sir. Go back
[1:44:20] now. One more. Progress. Is that going to mean more
[1:44:26] testing. Actually, there's going to be a reduction in testing.
[1:44:30] Okay. So we look at, we were taking three whole
[1:44:33] days. So we're gaining three days this year from the
[1:44:37] reduction and testing. So we had an assessment that told
[1:44:39] us nationally for on par below or above. But what
[1:44:43] it didn't tell us is the specific standard. So that's
[1:44:46] being replaced with a specific CIP benchmark. And that CFP
[1:44:51] benchmark is going to let us do it in a
[1:44:53] teacher now with standard they're doing well and which standard
[1:44:56] they're doing. So one assessment comes off the table. But
[1:44:59] great point. We need to be very credible about teaching
[1:45:02] and learning. If it's not working, let your principal know,
[1:45:06] let your director know. Let's take it off the table.
[1:45:09] If it's working and you have proof. And I'll do
[1:45:11] this. If you have evidence is working advocate. We do
[1:45:15] not need to add more things for our teachers. If
[1:45:18] anything, we need to make it more clear and more
[1:45:20] actionable. I have a question. Are you ready? No, go
[1:45:27] ahead, Nico. I think it's interesting that. Both, uh, both
[1:45:35] sides of the fence were agreement upon this. And I
[1:45:38] know that we've had a couple of conversations about this.
[1:45:42] You know, it is, it is about mastery and it
[1:45:45] is about being proficient. As you go on, um, one
[1:45:49] of the things that I think a lot of people
[1:45:53] have concerns about is. Teachers, our masterful in always finding
[1:46:00] a way. And, um, you know, how will there be
[1:46:05] a clear communication up and down this chain to ensure
[1:46:09] that they're getting the information that they need. And we
[1:46:12] are getting the information that we need to be successful
[1:46:14] with these new scores. So it's a system. We put
[1:46:19] together a playbook, just like remember when we started doing
[1:46:22] the, um, this is back in 23 and high dosage
[1:46:28] to the ring, the all - in model. We had
[1:46:31] a playbook. We knew that if you was, Lexia, that
[1:46:33] works. If you did this, that worked. So we did
[1:46:37] with our leadership. We had leadership academy for two days.
[1:46:40] One of those days was an entire day devoted to
[1:46:43] this. I'll go back to the science of teaching and
[1:46:45] learning. All of our principles tomorrow will welcome teachers. They're
[1:46:52] going to be present them with this information. They're going
[1:46:55] to ask for inputs. It's going to be collaborative, we
[1:46:59] said. Ask them. If this is the standard, you all
[1:47:02] are, they can't content area experts. How does, how does
[1:47:06] English at the middle school need to look different. How
[1:47:10] this mat need to look different. And as the teachers
[1:47:12] and listen to them and then provide the evidence and
[1:47:15] implement that into a plan. And so we have a
[1:47:18] playbook, um, what we can do is, um, well, we
[1:47:22] again, what we don't want to do is fly a
[1:47:24] plane without instrumentation. We need to know for moving in
[1:47:28] the right direction because our teachers are already busy. So
[1:47:31] I think the measurement is going to be the biggest
[1:47:33] key to be able to say at the end of
[1:47:35] the first quarter, you're ahead. Well, we need some work.
[1:47:39] And then to allow coaching and division resources and materials
[1:47:43] to, to, um, to be provided. So how will our
[1:47:46] teachers know this is our work, our PLC. This is
[1:47:50] our work. Tomorrow we're going to visit somebody's schools and
[1:47:53] to see how, um, how they're going to respond to
[1:47:56] it. But we do have a plan. And we, anyone
[1:47:59] that has questions, we ask, come and ask us, ask
[1:48:02] your principal, ask me, ask Dr. Stam, as Dr. Freeze,
[1:48:06] Dr. Migas, this should be something we do together, not
[1:48:09] a part. Um, I know that, uh, to be successful
[1:48:19] too, will require, you know, teachers will ask for, um,
[1:48:22] the IE bloc was so important because you needed that
[1:48:24] intervention time. So time is what they don't have enough
[1:48:28] of. Um, because they have so much to do and
[1:48:31] always are saying so little time to do it. Um,
[1:48:34] so we'll obviously probably have to be doing before and
[1:48:37] after school tutoring or our programs as well. Absolutely. I
[1:48:42] remember back before Esther that, um, as a department chair,
[1:48:46] social studies and science stayed on Tuesdays. And math and,
[1:48:53] you know, English may be on another day or vice
[1:48:55] versa, whatever works. He asked, um, we're going to have
[1:48:57] to support students during the day. I know we have
[1:48:59] them, but also after school, some of our schools did
[1:49:02] before school with all intuitoring. So we're going to be
[1:49:05] looking at resources as well for that, but also I
[1:49:08] think, um, we're just all figuring this out along the
[1:49:12] way, but student supports are a big key of that.
[1:49:15] That was a state funded program, the all in tutoring,
[1:49:18] who's very successful. I mean, it really made an impact.
[1:49:20] So we are now having to pay for that. If
[1:49:23] we implement something like that. It's coming out of our,
[1:49:26] obviously out of our budget. Right. So we have to
[1:49:27] compensate the teachers for the time, obviously. But it seems
[1:49:31] you're going to, we're going to have to do that.
[1:49:33] So we'll have to prepare. So we'd like to see
[1:49:36] how much that you are absolutely correct. Another way to
[1:49:38] look at this, you could technically say this is on,
[1:49:41] unfunded mandate. This will cost money. And, um, you know,
[1:49:47] the state, unfortunately when the state comes in, because you
[1:49:52] didn't meet a standard, then that's when the money comes
[1:49:54] in with their coaching cycles. We want to advocate for
[1:49:59] money to be given ahead of time before our kids
[1:50:01] get behind. I think what gives me the most heartburn
[1:50:08] is every year towards the end of the school year,
[1:50:11] we have parents that come in upset because their child
[1:50:15] is not doing as well as they had thought they
[1:50:17] were doing and may or may not graduate because of
[1:50:21] it. I have a lot of fears right now about.
[1:50:27] The largest of the group of parents that will not
[1:50:31] understand how this is going to definitely, in some ways,
[1:50:37] work against their child and hopefully we can pick up
[1:50:42] that slack and they will be successful. But it does
[1:50:46] worry me that we are looking at more unsuccessful issues
[1:50:53] than we are successful. Not for the most part, I
[1:50:56] think we're going to be fine. But I do worry
[1:50:59] about those parents that do not understand. What all of
[1:51:02] this actually means. And I don't know how we convey
[1:51:05] it as the school district to make sure that everybody
[1:51:08] is on board. Is there something we could have at
[1:51:11] each school a night where they come in and somebody
[1:51:17] comes in and explains it a little bit. To them?
[1:51:20] Would that be helpful to parents. There's probably not one
[1:51:26] thing that is going to. Communicate is it's a number
[1:51:30] of things. It's back to school night several times. Literacy
[1:51:34] night, math night, um, pushing out messages, pulling them in
[1:51:39] for conferences, student - led conferences. We need a system
[1:51:42] because there's no one communication tool that's going to convince
[1:51:46] somebody that things have changed. I think, not, I think,
[1:51:49] I know our teachers love our kids. And when they
[1:51:54] realize that, okay, the standards have increase. Our teachers are
[1:51:58] going to do what it takes to respond to that.
[1:52:00] But I also want to say this. If I'm going
[1:52:02] into an algebra class, I take this meeting, for example.
[1:52:06] If I'm already talking to you about things you already
[1:52:08] know, we're not going to pay attention. So the teaching
[1:52:13] below grade level skills and algebra to talk to kids
[1:52:16] about six great skills. I had nauseam. That probably needs
[1:52:21] to change. We need to challenge and we need on
[1:52:24] gray level standards because we can't teach below the curriculum
[1:52:27] anymore. But that does go back to your point. Now
[1:52:30] that student may need some after school tutoring before tutoring
[1:52:33] because they may not be on grade level. So, um,
[1:52:37] the biggest thing we can do is communication and feedback
[1:52:40] loops. Before I leave that lesson, I got to be
[1:52:44] able to determine if that learning target is actually master
[1:52:47] or non - mastered. Um, and if we are able,
[1:52:54] and I hope we are, uh, you know, more before
[1:52:56] after school, um, I think one way to get students
[1:53:00] to participate, because it could be a burden for parents
[1:53:03] as ours transportation. So, you know, can we, again, it's
[1:53:07] a cost, but it's some necessary causes to provide them
[1:53:09] transportation somehow to be able to attend. So we currently
[1:53:15] have activities buses, but not enough. We may need before
[1:53:18] school after school. So our team will evaluate. We got
[1:53:21] our instructional directors working with a principles listening to them
[1:53:24] and how we're going to respond. That's going to be
[1:53:26] on a table. You may see me come here, us
[1:53:29] come here asking for more resources, good teaching takes money.
[1:53:32] And that's what makes this an unfunded mandate. I think
[1:53:35] parent - teacher conferences are going to be vital. This
[1:53:39] coming year. That teachers reach out to their parents in
[1:53:44] order to have them understand we need to come in
[1:53:47] and talk about this so that we can catch that
[1:53:50] child while they can still do the things that are
[1:53:55] needed to make them successful. That's absolutely.
[1:54:09] English adoption, six through 12. Dr. Magus. I don't know
[1:54:14] how you follow that, right? Actually, it's a good lead
[1:54:18] in for the next topic, which is our proposal for
[1:54:25] high quality instructional material, uh, adoption for English language arts
[1:54:29] in grades six through 12.
[1:54:41] So this presentation will be very similar to the one
[1:54:43] that, uh, Dr. Stan and I gave a few months
[1:54:45] ago when we talked about, uh, high quality instructional materials
[1:54:49] for K through 12 math. Just as a refresher, as
[1:54:52] a background, um, there is a state law that requires
[1:54:55] all public schools to adopt high quality instructional materials. Uh,
[1:54:59] which builds on the Virginia literacy act, um, which was
[1:55:03] passed a couple of years ago. And that's when our
[1:55:05] division was required to adopt high quality instructional materials for,
[1:55:09] um, elementary K5 reading, which was HMH. And so now
[1:55:13] we're looking to expand that into six through 12 English
[1:55:17] language arts. Uh, and I just wanted to go back
[1:55:23] a few months, um, I gave a presentation about a
[1:55:26] middle school literacy audit. I talked about how, um, the
[1:55:30] instructional coordinators myself. We went and we visited pretty much
[1:55:34] every middle school classroom, English classroom in the division. And
[1:55:38] we just took some notes and gathered some data. It
[1:55:40] was not, um, you know, there was no names attached
[1:55:43] or anything like that. But one of the things we
[1:55:45] really looked at is are our students observed behaviors aligned
[1:55:49] with the one that is in the curriculum framework. So
[1:55:51] if it says that a student is supposed to be
[1:55:53] analyzing that they're supposed to be comparing and contrasting are
[1:55:57] the students really doing that. Are we reaching the standards?
[1:56:00] Because that's what's going to be required to get the
[1:56:02] students to that level of proficiency that Dr. Vladi was
[1:56:05] just talking about in his presentation. And we found that
[1:56:08] many times students were not. Uh, and we did bring
[1:56:10] the teachers in a representative group. And, you know, one
[1:56:14] of the things that came out of that was the
[1:56:15] teacher said, we really need some help in getting the
[1:56:19] students to reach that level. You know, help us to
[1:56:21] understand what that level is. But then the lesson plans,
[1:56:24] the materials, the resources that we need to help the
[1:56:26] students to get there. So, um, that is one of
[1:56:30] the reasons why we're putting this out there is that
[1:56:32] the need for high quality instructional materials goes right along
[1:56:35] with that need for the increased cut scores that Dr.
[1:56:38] Vladi was just talking about. Um, also the legal requirement
[1:56:41] here, uh, in order for our schools to stay accredited,
[1:56:44] we do have to continue to adopt these high quality
[1:56:47] instructional materials, not just the ones that we already have,
[1:56:50] but we actually have to expand and adopt more of
[1:56:52] these materials. Eventually, uh, it's going to be across multiple,
[1:56:56] all of our content areas. I wanted to put this,
[1:57:00] um, money part, uh, up front and just show you
[1:57:03] all what the total cost is going to be. I
[1:57:05] want to just let you all know this is not
[1:57:07] an ask for an increase in funding from the county
[1:57:10] or anything like that. This is all going to have
[1:57:12] to come from our budget that we do have. But
[1:57:14] I wanted to put the dollar sign up there. This
[1:57:16] will be the ask for us to be able to
[1:57:19] spend this amount of money on these materials. Again, not
[1:57:21] a new appropriation of, you know, additional funds from anywhere,
[1:57:25] but this is what it's going to cost. Uh, and
[1:57:28] so the timing of this is obviously not ideal with
[1:57:30] the new, the new school year starting. This is something
[1:57:32] that we've known we were going to have to try
[1:57:34] to do. But if you recall through our budget process,
[1:57:37] it did take the state quite a while to come
[1:57:40] up with a budget and give us a final number.
[1:57:42] And we had to go back to the county multiple
[1:57:44] times and do, uh, revisions with, with the pay raise
[1:57:47] and all of that. Um, the good news is we
[1:57:50] do have some increased enrollment projections. Those slides of Dr.
[1:57:54] Vladiu shared with you all, um, over, uh, the budget
[1:57:57] period. We do think our enrollment coming into 26, 27
[1:58:01] is going to be higher than what the state had
[1:58:02] told us it was going to be. We're monitoring our
[1:58:05] numbers every day. But with that higher increase in student
[1:58:08] enrollment does come some increased funding. Dr. Vladiu mentioned that,
[1:58:13] um, you know, we have a number of instructional programs,
[1:58:17] electronic online subscriptions that we use. Some of those have
[1:58:20] been paid for over the years by the instructional money,
[1:58:25] the, um, textbook money that the state gives us to
[1:58:27] buy instructional supplies. And so now that we know we're
[1:58:30] going to have to buy these instructional materials. We have
[1:58:32] been looking at all of our subscriptions and saying, which
[1:58:35] ones are actually being used. Not only the efficacy, the,
[1:58:39] the, um, the value of them, but are they even
[1:58:41] being used? And so looking at that and making sure
[1:58:44] that we are really, um, spending money on the things
[1:58:47] that we really have to have, but maybe sunsetting some
[1:58:50] things that we don't have to have. Um, from a
[1:58:52] personnel standpoint, as you all know, we are reviewing all
[1:58:55] of our positions constantly in light of enrollment and just
[1:58:58] making sure that we are being as efficient as possible.
[1:59:01] And also, um, last year we were able to reduce
[1:59:04] the number of early graduates at Gloucester High School by
[1:59:08] well over 50 percent. There was a huge drop and
[1:59:10] we're hoping to drop that even lower this year. Uh,
[1:59:12] so, um, that does help out with the funding as
[1:59:15] well. So this is just an overview of the process.
[1:59:21] Um, our instructional coordinator for secondary literacy, Mr. Minguez. She
[1:59:25] looked at all of the, uh, approved high quality instruction
[1:59:29] materials or textbook series that were put out there by
[1:59:32] the state. We did not ask our committee to review
[1:59:34] every single one of those because there to go ahead
[1:59:39] and review that and see which ones were really the
[1:59:41] most aligned with the state standards. Same process that we
[1:59:44] did for elementary and secondary math textbooks. It's not on
[1:59:48] this, uh, slide, but I also asked Ms. Dominguez a
[1:59:52] few months ago to actually pull data from the state
[1:59:55] and look at who are the highest performing school divisions
[1:59:58] across the state in English language arts at the secondary
[2:00:00] level. Who has the highest SOL scores? Which school systems?
[2:00:03] And then to reach out to those school systems and
[2:00:05] find out what materials they're adopting. Because everybody has to
[2:00:08] adopt something. So what, what have they adopted and what
[2:00:10] have they seen so that we would have a background
[2:00:12] and we're making sure we're looking at the best of
[2:00:15] the best before we narrow it down. Um, we did
[2:00:19] send out sample materials to every school and we had
[2:00:21] them up here in the CAFI at TC Walker. We
[2:00:24] did get a committee together. Um, and we also collected
[2:00:27] data from our, uh, staff and community to review the
[2:00:30] materials. And then our committee got back together and made
[2:00:35] a final product recommendation. All of this work was going
[2:00:37] on while we were still trying to figure out if
[2:00:39] we were going to hopefully be able to find the
[2:00:41] funds to do this. Because unlike in math, there was
[2:00:43] not a grant for this. But I do want to
[2:00:45] just say thank you publicly to the teachers who took
[2:00:47] the time to come up here, review the materials and
[2:00:50] they really, they were very diligent in their work. And
[2:00:56] here you can just see, uh, who we had. There's
[2:00:59] no names attached to this, but we did have a
[2:01:00] representative committee from page, Peasley, Gloucester High School and Division
[2:01:05] staff across multiple grade levels. And we also included, um,
[2:01:09] special education staff as well. And these are the three,
[2:01:13] uh, textbook series that we looked at. So they were
[2:01:15] called into literature. My perspectives and study things, studied sync.
[2:01:20] So those were the three. Um, and here's the timeline
[2:01:23] that we followed. So back in March, um, we started
[2:01:26] looking at the materials and getting a committee together, uh,
[2:01:29] throughout the spring. We did the work that I just
[2:01:32] described about getting the feedback. Um, and we are hoping
[2:01:35] now that we, um, have looked at our numbers and
[2:01:38] figured out that we can fund this, um, to, to
[2:01:40] get school board approval for adoption. Um, and I will
[2:01:44] let you know that, you know, there has been a
[2:01:46] lot of work going on. Um, in preparation so that
[2:01:49] if we do get board approval tonight, we are ready
[2:01:51] to pull the trigger and place the order. We do,
[2:01:55] we do have that ready to go so that, um,
[2:01:57] we can get things in place as soon as possible.
[2:02:00] Um, so that we will be able to, to order
[2:02:01] the product, get the digital materials immediately and get the
[2:02:05] physical resources shortly thereafter. So these are the criteria that,
[2:02:11] um, we asked our committee and our teachers to look
[2:02:14] at the five criteria were the overall quality of the
[2:02:17] materials. The quality of the text that the students, um,
[2:02:21] would be reading. The writing instruction involved, how usable the
[2:02:25] materials were, both from a print and an online standpoint.
[2:02:28] And then our supports for our diverse learners. We know
[2:02:31] we have students across the spectrum at all different reading
[2:02:34] levels, even at every grade. And some of our students
[2:02:36] have disabilities and some of our students are reading at
[2:02:39] a 12th grade level in elementary school. So do we
[2:02:41] have, you know, something support for all of our students.
[2:02:45] And so these were the ratings that we got from
[2:02:47] our teachers. And so this one here, um, I think
[2:02:50] makes pretty clear why it is the recommendation that we're
[2:02:53] bringing to you tonight. So the blue graph fair, the
[2:02:57] blue bars on the graph represent study sync, the red
[2:03:00] represents my perspectives and the yellowish orange represents into literature.
[2:03:06] And you can see, um, we, we ask them to
[2:03:08] rate on a scale of, you know, not effective at
[2:03:11] all to very highly effective. Um, those five different domains
[2:03:15] that I just, uh, described. And across all of the
[2:03:19] domains, there was one textbook series that stood out, which
[2:03:22] is the my perspectives. Um, uh, series. So that is
[2:03:27] the one that we're, um, that I'm bringing for you
[2:03:29] tonight for approval as our adopted curriculum. And here's some
[2:03:35] quotes that we, um, got from teachers, um, they range
[2:03:39] from some practical things like they love the digital features.
[2:03:42] Um, how easy it was to integrate with power school
[2:03:44] and with canvas, our existing systems. And then also some
[2:03:49] things on the instructional side, like the supports for our
[2:03:51] students with disabilities, uh, things about the vocabulary instruction, the
[2:03:55] high academic standard. So again, I just appreciate our teachers
[2:03:59] really took the time to review these materials and give
[2:04:01] the best possible recommendation. And so these are our proposed
[2:04:06] next steps. Um, we are asking tonight for the board
[2:04:09] to approve this. We haven't implementation plan that we have
[2:04:13] been working diligently on to get ready and pull the
[2:04:15] trigger. So we're ready to hit the ground running. Um,
[2:04:18] PD starting as soon as possible. Um, and then monitoring
[2:04:22] our support and implementation throughout the year, um, it will
[2:04:25] be an ongoing process. As we know from our, our
[2:04:27] previous, uh, adoption of HMH, it's going to be an
[2:04:30] ongoing process with teachers, professional development and learning as we
[2:04:34] go. And so at this time, I am asking for
[2:04:39] that approval. And if y'all have any questions or, um,
[2:04:42] any comments, I'm happy to take those. Number of hard
[2:04:48] copy items included in that price quote approximately. So, um,
[2:04:53] here's what we will be getting just because I figured
[2:04:56] you would probably want some to know. So we will
[2:04:59] have a digital copy for every single student in our
[2:05:02] division. Um, however, I will let you know that that,
[2:05:06] um, we did as much cost savings as we could.
[2:05:09] So like grade six, seven, and eight, we got one
[2:05:10] for each student. But like at the high school level,
[2:05:13] because the semester based courses were able to kind of
[2:05:14] cut that at half a little bit and keep the
[2:05:16] cost down. The hard copy books, we have enough to
[2:05:20] put a class set in every classroom. So at the,
[2:05:24] um, middle schools and the high school. And I don't
[2:05:27] know the exact number right here. That is there is
[2:05:29] a number somewhere I could, I could certainly send you
[2:05:31] that invoice. But it's a class set in grade six,
[2:05:34] seven, and eight in both middle schools and then a
[2:05:36] class set in nine through 12 at the high school
[2:05:39] as well as some additional copies for students who need
[2:05:42] to take them home. Where are they? Yeah. Go ahead.
[2:05:46] Say the reason I was asking is that shipping and
[2:05:48] handling price looked super steep, but without context, I could
[2:05:52] be off. It was almost 10 grand and shipping. I
[2:05:55] was literally my question is where are they shipping from.
[2:05:58] Right. And so that's actually, um, that's less than the
[2:06:01] initial quote that they gave us for shipping and handling.
[2:06:03] Cause it is, I mean, it's still, even though it's
[2:06:04] not, you know, 3000 books. It is still, it's still
[2:06:08] a lot. Um, and chipping is a lot these days.
[2:06:10] So this was the best negotiated price we could get
[2:06:13] even with the discount because it happens to be the
[2:06:14] same company that we adopted the, um, MacBooks from. And
[2:06:19] do we know where they're shipping from? I don't know
[2:06:22] where the, where the warehouse is or where they're produced.
[2:06:25] No, man. Yeah, I will gladly drive a vehicle and
[2:06:28] pick some of them up. It's a lot of money.
[2:06:34] Again, it might not be. I mean, are we talking
[2:06:36] a thousand hard copies, 2000 hard copies? In my head,
[2:06:39] it was in hundreds. Yeah. That's what I was saying.
[2:06:41] Uh, no, it's, it's, it's more than in the hundreds.
[2:06:45] I mean, it's, it's a lot of books. And again,
[2:06:47] I can get you that exact number. It also includes,
[2:06:50] I will add, um, in addition to the actual textbooks,
[2:06:53] it includes some physical copies of novels that go with
[2:06:55] the textbook series. So you, um, you're reading the book
[2:06:59] as you're doing the activities that are in the, um,
[2:07:02] that are in the textbook series. Is that in the
[2:07:06] digital as well. Yeah. Everything is also in the digital,
[2:07:09] yes, ma'am. Yes, sir. Go ahead. So the new SOL
[2:07:15] thing has been in the works for what two years.
[2:07:17] We knew it was coming. The cut scores, you mean?
[2:07:20] Right. Yeah. Cut scores. How long have we known that
[2:07:23] that's going to be coming down the pipe. Well, they've
[2:07:26] been talking about it for a couple of years. Like
[2:07:27] you said, but I think, um, we've gotten even in
[2:07:29] the last few months alone multiple different updates as far
[2:07:32] as the phase implementation. So I know we did this
[2:07:35] whole thing last year. We did a book purchase part
[2:07:40] of the cycle. So the most recent adoption the board
[2:07:45] approved was, um, K through 12 math a few months
[2:07:47] ago. And a couple of years we did a couple
[2:07:50] two or three years ago. We did HMH for K5
[2:07:52] reading. And a regional mask in this is that all
[2:07:55] these books that we've already bought going on a line
[2:07:57] with these new SOLs and I mean, yes sir. So
[2:08:01] we've adopted high quality instructional materials that are aligned to
[2:08:04] the standards in K5 reading and K through 12 math.
[2:08:10] This will get us to six through 12 reading as
[2:08:12] well. The standards didn't change. The cut scores changed. What
[2:08:18] we've adopted was to meet the new standards which were
[2:08:22] adopted how many years ago. Probably four years ago, five
[2:08:25] years ago. Three. Yeah. You know, at the high school
[2:08:29] they had some, one of the teachers teaching with a
[2:08:31] 15 year old history book. And I'm like, you know,
[2:08:34] history doesn't change, but. Well, and you bring up a
[2:08:37] good point. I'm going to be honest that, you know,
[2:08:39] the state has made it clear to us that we
[2:08:41] are eventually going to have to adopt textbook resources for
[2:08:44] other content areas as well. And so I'll use the
[2:08:46] same term that Dr. Vladiu used, which is unfunded mandate.
[2:08:50] Um, this is what we're going to try to do
[2:08:52] now because we know literacy is the one that we
[2:08:54] need to, we need to get to, but that is
[2:08:57] the push that is coming from the state. I just
[2:09:01] want to make. Sure we didn't spend on something that's
[2:09:04] not going to, by teacher may not be able to
[2:09:07] use. You know what I'm saying? Or something. Yes, sir.
[2:09:09] And so that is, you know, when the state comes
[2:09:11] out with the adopted, the approved list, that is the
[2:09:14] one that we have to go by. So once they
[2:09:17] come out with the new standards, you know, in each
[2:09:19] content area, they'll give us an updated list. And certainly
[2:09:22] we're not going to purchase something that's going to be
[2:09:24] out of date. So those standards that, um, that these
[2:09:27] are aligned to, it'll be aligned to that throughout the
[2:09:29] life of this textbook series. If I could also share
[2:09:35] with the board, if we click no on the standards
[2:09:38] of accreditation report because of this purchase, we would not
[2:09:42] be accredited as a district. So this is an advocacy
[2:09:45] piece. And, you know, I actually went into adminton and
[2:09:50] I looked at, I said in the science classroom and
[2:09:52] I tried to find, they asked us to report when
[2:09:54] is the last science adoption. You ready for this? 2006.
[2:10:00] Wow. So many districts are not fun. We checked with
[2:10:02] other districts. The money they give us for textbooks is
[2:10:06] not enough. I mean, it's not even enough to replace
[2:10:09] that where you have. And so we talk about true
[2:10:13] on fundamentate. This is, it's almost like pulling your hand
[2:10:16] behind your back and say, uncle approved this or we're
[2:10:20] not going to accredit you. So I think the advocacy
[2:10:23] piece, the VSPA piece, I know I'm going to speak
[2:10:25] to VAS. Is it a good thing for our kids?
[2:10:27] Yes. Does it make us one extremely tight budget's absolutely?
[2:10:32] And that's what we are. Because I require just looked
[2:10:36] at the, um, COLC tool and we got like 450,
[2:10:40] 000 from the state that we then have to match
[2:10:42] our funding for. So. You already halfway there. Yes, ma'am.
[2:10:47] I don't mean to push back on this shipping expense.
[2:10:51] It's not adding up. And even if you look at
[2:10:54] international freight, um, or domestically, I'm genuinely curious as to
[2:10:59] where these textbooks are coming from. I mean, I just
[2:11:01] did a simple Google search asking what it would cost
[2:11:05] to ship a thousand textbooks overseas and it's 1, 500
[2:11:09] to 3, 500 dollars. Now, if it comes air, that's
[2:11:14] a different story. But domestically is even lower. And I,
[2:11:18] I mean, I deal with shipping on a daily with
[2:11:19] my work and I would absolutely push back on that
[2:11:22] shipping expense. So and certainly we, when we place the
[2:11:25] order, we can try to see and negotiate a better
[2:11:28] price on the shipping and handling. Um, I will just
[2:11:31] tell you that the initial number that we got was
[2:11:33] significantly higher. And all of those numbers that, that you
[2:11:36] see up there, we did as much as we could
[2:11:38] to still provide the right resources while keeping the cost
[2:11:42] as low as we possibly could. Yeah. It just seems
[2:11:45] like they're potentially getting more out of us in a
[2:11:48] shipping and handling fee versus the book cost personally. Right.
[2:11:52] And I can certainly, um, like I said, you know,
[2:11:55] go back and look at the invoice. It is, you
[2:11:57] know, I mean, it is probably at least a couple
[2:11:58] of thousand textbooks plus some novels. Well, we get, we
[2:12:04] get this, I'm surprised. I think it was closer to
[2:12:06] 50 to bring it down to 10. And so there's
[2:12:08] a, there are trucking companies. You could go online, tell
[2:12:11] them how many pallets. And they could bid on it.
[2:12:13] And so I think what the message we're getting is
[2:12:15] to explore other shipping options with that contract because shipping.
[2:12:22] So we'll do that research. All right. Line.
[2:12:32] Just order them through Amazon. Yeah. Uh, the way to,
[2:12:36] I'll rent. I'll go pick them up. If we can
[2:12:40] get them on Amazon Prime, we will do so, I
[2:12:42] promise. Let me know. Sorry, Dr. Maggis. I know that's
[2:12:47] not you. I'll close this by saying we're picking on
[2:12:50] you about the shipping and handling, but overall great presentation.
[2:12:53] And it seems like the selection was well researched. And
[2:12:56] it sounds like you also need an approval. So I
[2:12:58] would make a motion to approve the high quality instructional
[2:13:01] materials as presented by Dr. Migus. Second. Second. We have
[2:13:05] a motion in a second. Um, I've got one comment.
[2:13:10] Just if you can do whatever you can do to
[2:13:12] get that down. So carry doesn't have to make a
[2:13:14] trip down for a joke. We will absolutely look into
[2:13:20] getting every, we will say about every penny we can,
[2:13:23] I promise you. Okay. All right. Um, we have a
[2:13:27] motion and a second. Any more discussion. If not, Jen,
[2:13:31] would you pull the board, please? Mr. Sinevic? Yes. Ms.
[2:13:35] Scruggs. Mr. Drew. Yes. Ms. Salman. Ms. McPherson? Yes. Mr.
[2:13:44] Anderson. Ms. Parker. Yes. Just think of gas. I have
[2:13:50] a friend who has a track. Thank you. Okay. Thank
[2:13:54] you, Mr. Miss. Appreciate it. Hey, Madam Chair, I'd like
[2:13:59] to make a motion that we approve items A through
[2:14:02] K of the consent agenda. A through K. Yes, sir.
[2:14:07] There's no disciplinary report for you to pull out. They're
[2:14:09] not in school.
[2:14:21] Do what? Wait, we're not on policy yet. The consent
[2:14:25] agenda. Oh, sorry my fault. You want to do what
[2:14:34] now? Operations department monthly report.
[2:14:59] Maintenance report. I didn't G.
[2:15:17] We got 16 maintenance requests overdue. Uh, yes, sir. That's
[2:15:25] what it's reading. Are they detrimental to opening. Or to
[2:15:29] the kids. Not, not that I'm aware of. Um, I
[2:15:32] don't have the specifics on those 16. I'd be glad
[2:15:36] to pull those 16 up and provide the board more
[2:15:39] information. I'd like to know about that. And the 21
[2:15:43] plan maintenance tasks that are overdue. Those are most likely
[2:15:48] again, and I'll come back to the board with the
[2:15:50] most likely PM stuff that we were discussing earlier. But
[2:15:55] I do have to say you guys 187 scheduled requests
[2:16:00] completed. So that's my hat's off to you, but I'm
[2:16:04] just concerned about these ones that are overdue. What in
[2:16:07] operations do they affect. So certainly. If it's not going
[2:16:13] to cost too much trouble, I mean, I don't want
[2:16:15] to put more on you. But I just think that
[2:16:17] that's pretty important to. And I will say, hopefully we
[2:16:22] have access to the system's reports from our old system
[2:16:26] FMX. And we just switch the incident IQ. Again, there's
[2:16:30] just some adjustments and growing pains with that. But we
[2:16:33] will provide what we can on this two items. Thank
[2:16:35] you. Yes, sir. And I'd like to go ahead and
[2:16:37] second your motion. So you're OK with A3K. Yeah. I
[2:16:42] just want a little more information on that. All right.
[2:16:47] We have a motion. For A through K. We have
[2:16:54] two seconded Mr. Drew. Okay. This ma'am. All right. All
[2:16:59] in favor say aye. Aye. Any opposed in terms of,
[2:17:05] I'm sorry. Thank you, Mr. Anderson. Ms. Jen, would you
[2:17:09] please poll aboard? Mr. Sinevic? Yes. Ms. Scruggs. Yes. Ms.
[2:17:14] Salmon. Yes. Ms. McPherson? Yes. Mr. Anderson. Mr. Drew. Ms.
[2:17:22] Parker. Yes. All right. Is everyone okay if we take
[2:17:31] a three minute break. Except I'm not asking Mr. Dur.
[2:17:40] Just a couple minutes. Thank you.
[2:24:58] Dr. Vlajeu, you have the strategic plan update for us.
[2:25:03] Thank you. Mr. Thank you, Ms. Parker. This will not
[2:25:06] be a long update at all. I'm asking the board
[2:25:09] to schedule strategic plan meeting, the Code of Virginia requires
[2:25:13] us to revisit the strategic plan. We provide a strategic
[2:25:18] plan updates all the time. It's almost nonstop, but every
[2:25:21] two years we like to sit down, see what the
[2:25:23] board would like to see different, look at our goals,
[2:25:27] but also this meeting I would like for the board
[2:25:29] to consider the strategic direction for CT career and technical
[2:25:33] education. Our committee has done a lot of work there.
[2:25:36] We had a community survey. I like to present that
[2:25:38] to the school board and ask for direction and for
[2:25:41] some goals. We are very lucky to have put on
[2:25:45] our calendar some dates, just in case we need this.
[2:25:50] And I would recommend that our meeting in November, we
[2:25:54] have a work session schedule on the 19th. That used
[2:25:59] Air Force strategic plan meeting. It's already on the calendar.
[2:26:04] And so that is the ask, the request to schedule
[2:26:07] a strategic plan meeting war or on November 19th. What
[2:26:13] day did you say? November 19th. And the reason that
[2:26:17] is by them will have accreditation scores. I think everything's
[2:26:20] going to be unlocked. It'll give us a lot of
[2:26:22] information to review and see if our strategies are working.
[2:26:28] That's a VSVA conference. All right, in that case, we
[2:26:34] will need to find another date. I do think October
[2:26:38] is too early because the data may not be out
[2:26:40] by then. We may not have school accreditations. So I
[2:26:44] would recommend we meet again in November if we, the
[2:26:48] 19 is off the table because of the VSBA. Can
[2:26:51] we go that Thursday the 12th to be a consideration.
[2:26:58] Thursday, November. So we would have two meetings that week.
[2:27:01] We would have the Tuesday, but then a Thursday. No.
[2:27:07] Yeah. No, I thought. It's just 17th. Isn't it? Well,
[2:27:11] we have a regular meeting on November 10th on Tuesday
[2:27:14] at 6 p. m. So we'll have two meetings that
[2:27:16] week. We'll have our regular meeting on Tuesday, but we
[2:27:18] would meet again on the 12th. On the Thursday, forest
[2:27:23] strategic plan meeting. I'm open. You know, the birthday every
[2:27:30] day. And this celebration every day, Mr. Drew, so we
[2:27:34] got to pick something. All right. What time. Same time.
[2:27:45] Seven. What are you talking about? I would say, I
[2:27:46] mean, Borkin considered five, so we could, you know, two
[2:27:49] hours, five to seven. You know, it's appropriate. But again,
[2:27:53] I'll defer to you all. You guys schedule families times.
[2:27:57] I think if we do a six, that's fine too.
[2:27:58] Our staff is ready to do either work. But I
[2:28:01] prefer a five if we can. But I see that
[2:28:04] we may need a six. 5. 30, absolutely. Yep.
[2:28:14] Okay. No. 12.
[2:28:26] Okay. So you need to get VSBA on your calendar.
[2:28:34] Clearly, I plan on being there. So, uh. Okay. It's
[2:28:38] really. The 19th is the day. We go. The 18
[2:28:42] we have. The dinner. Okay. You're the first. Yeah, I
[2:28:50] would recommend we do it here. All right. Operations. Mr.
[2:28:55] Harley. All right. Good evening. Once again, it's time for
[2:29:02] policy updates. And as you can see from the summary,
[2:29:07] a lot of this is driven by legislative updates. And
[2:29:10] I, I know we kept a rather slim agenda in
[2:29:14] July. So we were bringing these in August. A lot
[2:29:17] of them really impact the start of the school year.
[2:29:21] Again, I know Mr. Smith is laid out the summary
[2:29:23] for the changes. But, um, items, uh, one through seven
[2:29:29] in particular, uh, is the request for tonight that we
[2:29:32] see if the questions that we can answer this evening
[2:29:35] in hopes that we could get a first and second
[2:29:37] reading, um, and then below in part two, those are
[2:29:40] all regulations. And we're bringing for informational purposes and the
[2:29:47] bunch of forms that, uh, are attached to those. So
[2:29:51] with that said, I'll see if there's any questions, um,
[2:29:54] for part one. And I will advance. Slide. So. Um.
[2:30:04] Do students and parents still sign the computer system. Use.
[2:30:11] Yeah. And in were some legislative updates and further down
[2:30:14] in section one, I think item six and seven, um,
[2:30:17] have the same title, different lettering, um, because one section's
[2:30:22] in the, uh, employees in the one sections for the
[2:30:25] students. But they're exact same policy, but there wasn't legislative
[2:30:29] changes that made us address those and certainly would impact
[2:30:32] anything into code of conduct as well. Okay. Any questions
[2:30:37] of the polished C revisions. No. One through seven. I
[2:30:43] like to make a motion to accept. The agenda items.
[2:30:50] And their operational department items except. Okay. There needs to
[2:30:55] be a change to regulation GOR section 13. It's the
[2:31:05] annual renew audit and certification. There's a numbering issue in
[2:31:10] there. Number an issue. Yeah. No, it's instead of starting
[2:31:15] with one, two, three, four, five. It starts with eight,
[2:31:17] nine, 10, 11, 12, 13. Just need to change the
[2:31:20] numbers. That's all. We'll certainly take care of that. Yep.
[2:31:23] That's all. Okay. Are there any other comments items for
[2:31:32] is your motion for one through 18? Well, I mean,
[2:31:35] we don't have to, cause I would like to pull,
[2:31:38] okay, one through seven, that's your motion. Okay. I will
[2:31:42] second approving one through seven as a first and second
[2:31:45] read. But I have regulation questions. We have a motion
[2:31:51] and a second. All in favor say aye. Aye. Any
[2:31:56] opposed. Okay. All right. Now in the section two. Uh,
[2:32:02] again, these are, our regulations a lot, um, the forms
[2:32:06] attached, uh, in. A lot of forms presented this evening.
[2:32:11] Excuse me or attached to JR, which the GO dash
[2:32:15] R is really a comprehensive regulation to make sure that
[2:32:19] we are thorough and complete as possible with sharing information
[2:32:23] in our code of conduct with our parents making sure
[2:32:26] our staff sharing it with our students, um, and providing
[2:32:29] some forms to acknowledge those tasks. Um, and then moving
[2:32:34] further down, there is a regulation update on EBDR. A
[2:32:41] slight regulation update on our home instruction, um, and then
[2:32:46] some associated forms with home instruction where we've kind of
[2:32:49] combined some forms and keep things simpler for, for record
[2:32:53] checking. So with that, I'll stop and see if there's
[2:32:57] any questions I can provide clarification to or questions I
[2:33:00] can answer this evening, um, on our regulations that are
[2:33:03] presented this evening. Yes, the, uh, I'm looking down at
[2:33:07] the last section number 16, JECBE, because we talked about
[2:33:11] that in the beginning. Um, same policy. And the one
[2:33:15] that's online here looks actually different from one that was
[2:33:18] presented to us earlier. So anyway, just we, I guess
[2:33:22] we, the policy committee needs to talk about that one
[2:33:25] because that's what we decided. Yeah, we certainly can. We
[2:33:27] took two forms and combined them together where it was,
[2:33:30] uh, I think forgive me home instruction. And non -
[2:33:35] resident student enrollment? No, non - resident part - time
[2:33:37] students. And part - time suit, right. But the other
[2:33:39] one just had non - resident students. So, I mean,
[2:33:43] the looked at earlier. Correct. So we're proposing that those
[2:33:47] two forms would be combined for, but certainly. So since
[2:33:52] we didn't make a determination tonight and it's coming back,
[2:33:55] should we pull that one. Well, again, it's just a
[2:33:58] form that support time or non - residential students that
[2:34:02] would complete that. So, I mean, you need it there
[2:34:04] because you still have students who are non - residents
[2:34:07] who tend to hear. Right. As tuition pain students. Yes.
[2:34:10] Okay. Yeah. I'd like to pull 14 out and take
[2:34:19] a look at that. Specifically if you open up the
[2:34:25] 79 - page document on page 60, section 14. Where
[2:34:32] it discusses, um, prohibited memorial activities. It says the following
[2:34:38] activities are explicitly prohibited. And there are two that I
[2:34:42] would like to remove from that. The first day I'll
[2:34:50] look at years. The first bullet that I would like
[2:34:51] to remove, or at least leave up for discussion is
[2:34:55] the permanent memorials that altered division property. And the second
[2:34:59] would be monument statues plaques benches trees, markers or named
[2:35:03] facilities. And do not want those in there. Ms. Brooks,
[2:35:09] what number page is it in the presentation? Page 60
[2:35:12] of 79 in the larger packet where everything is spelled
[2:35:15] out. It's at the bottom. 60 page 60? Yes, ma'am.
[2:35:23] Yes, ma'am. Which ones did you want to focus the
[2:35:32] others? Uh, bullet number three and four permanent memorials at
[2:35:36] alter division property. I think it goes in line with
[2:35:41] the next one. Because these others would alter division property,
[2:35:45] but monument statues plaques benches trees, markers, or named facilities.
[2:35:53] Why would you want to pull those. Um, I would
[2:35:56] say that in recent events of the summer, there are
[2:36:03] very likely going to be some facilities that are going
[2:36:06] to come up as potentially naming for people who are
[2:36:10] no longer with us. Come up for recommendation. And this
[2:36:17] currently reads as they are not. We do not allow
[2:36:21] that. But when you look at policy FFA, we do
[2:36:30] allow for facilities to be named. And I just believe
[2:36:34] it's a little bit of conflicting wording there.
[2:36:48] So are you saying that a potential name facility could
[2:36:51] be interpreted as a permanent memorial. I mean, in the
[2:36:55] way this reads, we as a board or not allowing
[2:36:59] that. But in policy FFA, it says the board may
[2:37:09] rename a school or school facility upon determination that is
[2:37:12] appropriate to do so. So it's somewhat contradicts. It's. Okay.
[2:37:21] Can that one go back to the committee. Certainly we
[2:37:25] had some discussion earlier about bringing items back to policy
[2:37:28] review committee. I'll put a plug in for a third
[2:37:32] member. If a board member's willing. It would certainly be
[2:37:36] helpful to have another set of eyes. Um, we need
[2:37:39] a third member. When do you? Uh, we can certainly
[2:37:44] pull that one and take it back to the policy
[2:37:46] review committee for further review. So you're pulling 14 and
[2:37:51] 16, I think was coming back for discussion. And we're
[2:37:54] putting an ask in for another volunteer to serve on
[2:37:57] the committee. Because right now she's Mr. Drew and myself.
[2:38:02] When do y'all meet. Meaning the third Thursday, I think
[2:38:06] of the month. Which simply shoot for the third Thursday.
[2:38:09] Right. In the afternoon. What it's in the interview. Usually
[2:38:13] at three o'clock, we try to keep our meetings to
[2:38:15] an hour. Um, certainly as we get into the fall,
[2:38:19] we look at some larger reviews. So probably either be
[2:38:22] multiple meetings or longer meeting, but, um, we'll try to
[2:38:25] do our legwork ahead of time and make sure we're
[2:38:27] involved in the employee stakeholders ahead of time for their
[2:38:32] input. What day of the week is that? Thursday. Tipley
[2:38:38] Thursdays. That's my babysitting.
[2:38:51] The committee can talk about that. Under to the board.
[2:39:01] So you have to have a third member in order
[2:39:04] to do. Have the committee. I don't want to misrepresent
[2:39:08] the committee. We've, we've been operating with two members previously.
[2:39:12] We had three members on the committee. It would again,
[2:39:14] I think it'd be helpful to the committee to have
[2:39:17] another set of eyes, but also another board member that
[2:39:20] can share with the rest of the board. Yeah. That
[2:39:22] this has been looked at, um, that has been discussed.
[2:39:26] Not that I can't provide his explanations, but good discussion.
[2:39:31] It does. You hear additional viewpoints. And we're able to
[2:39:35] in these committee meetings bring stakeholders that might be involved
[2:39:38] with different policies in. So it's not just Craig Smith
[2:39:42] and I. You could have, um, department heads also. Maybe
[2:39:48] able to work around the schedule, but I'm not positive
[2:39:51] at this point. So just putting it out there. Hopefully
[2:39:54] it started again. We did take a couple meetings off
[2:39:58] over the summer. Things were a little less. So I
[2:40:02] guess a proposal is to pull that regulation or policy.
[2:40:07] 14 and 16. Right. Okay. For additional review. Yeah. Okay.
[2:40:15] Do I have a motion then to. Adopt the regulations
[2:40:20] other than 14 and 16 that will be sent back
[2:40:23] to committee. So I moved. I don't think we don't
[2:40:29] think we have to adopt. We don't. Okay. We don't
[2:40:35] need a vote on regulations. Okay. All right. Just a
[2:40:41] point of the clarification. The board policy trumps is superintendent's
[2:40:45] regulation. Um, I also want to consider this. If you
[2:40:49] were to have a resolution and put a committee together
[2:40:52] to name a field, then that's certainly the board has
[2:40:55] already has that authority to do that. Um, I would
[2:40:59] also caution us in terms of if you allow it
[2:41:02] to be NAMA after anyone, it could be at some
[2:41:06] point, some were down the line 10 years from now.
[2:41:09] So the board can treat it as a standard policy
[2:41:12] or as a one - off. Anytime it feels that
[2:41:15] they want to name something, then certainly it could pass
[2:41:18] a resolution and we run that by the attorneys. What
[2:41:21] would they need to do in order to do that?
[2:41:22] So I think you have a couple options before you.
[2:41:33] I think some people initiate some discussions about name in
[2:41:36] whole or in part, whether it be a field or
[2:41:39] part of a building or whatever, but back to the
[2:41:41] regulation we reference, I believe the person has to be
[2:41:45] deceased for a certain amount of time before it can
[2:41:47] even be considered. You know, and it's a tough topic
[2:41:52] to discuss when we start talking about the death of
[2:41:54] a student or an employee in people look at regulations
[2:41:59] such as this and might think that they're rather cold
[2:42:01] and I can understand that perspective or that lens, um,
[2:42:04] if you will, but we also need to make sure
[2:42:07] we can control everything that's done and memory of a
[2:42:11] lost one, um, so it's certainly a tough topic, one
[2:42:16] worthy of discussion. And I will tell you haven't been
[2:42:20] involved in at least some of these conversations. They are
[2:42:23] committee conversations. There are mental health experts at the table.
[2:42:27] Their administrators at the table, um, and it's again, not
[2:42:30] an easy conversation. They talk about what we can and
[2:42:33] cannot do. Um, and there's some dissension over all of
[2:42:36] it. And, you know, we don't want to come across
[2:42:39] as cold by any means, but we want to make
[2:42:41] sure that what we do is done in the right
[2:42:43] way. FFA also does state that a school or facility.
[2:42:52] Can be named upon the appropriateness to do so. So
[2:42:55] it doesn't necessarily restrict to that timeline. So I just,
[2:43:00] I found them conflicting and thought that we should clean
[2:43:04] that up a little bit. Absolutely. We can take another
[2:43:08] look at it. Anything else. Good. Thanks. We ready. All
[2:43:17] right. Thank you very much. Thank you. Okay. We're ready
[2:43:22] for public announcements. Wednesday, August 12th, 2026, all staff report.
[2:43:28] Thursday, August 13th. Friday, August 14th and Monday, August 17th,
[2:43:35] our teacher work days and professional days. Tuesday, August 18th,
[2:43:40] Wednesday, August 19th and Thursday, August 20, our open houses.
[2:43:45] Um, the specific times. And for those. So please parents
[2:43:49] look at those dates with your prospective school. Um, Friday,
[2:43:54] August 21st is a teacher work day professional day. And
[2:43:58] Monday, August 24th is our first day of school. So
[2:44:03] Friday, September 4th and Monday, September 7th, the division is
[2:44:07] closed for our Labor Day holiday. And Tuesday, September 8th,
[2:44:11] school board monthly meeting at TC Walker at 6 p.
[2:44:15] m. As for a motion to adjourn. Ms. Parker, before
[2:44:21] we do, could I just give a shout out to
[2:44:24] Ms. Carino? Yes. Uh, Ms. Carino is our technology resource
[2:44:30] teacher at, um, and when she made the bulldog for
[2:44:36] their blue ribbon, um, award celebration. I took it upon
[2:44:41] myself to tell her it was the will of the
[2:44:42] board that we would like mascots for all of our
[2:44:44] schools. Uh, but I picked them up today and just
[2:44:48] wanted everyone to kind of acknowledge the fact that they
[2:44:51] will be on a rotating basis. We can't fight over
[2:44:53] who you get. Did she thank you, Ms. Career? But
[2:44:55] she did. She made every single one of these. So
[2:44:58] each one of these little stuffies is a representation of
[2:45:00] our eight schools in Gloucester County. So. Amazing. Yeah. Yeah.
[2:45:05] And by the way, I do have three schools in
[2:45:08] my district. So just so, you know. Jen is the
[2:45:11] one with the power of picking. So. But any requests
[2:45:15] now for next month. You may all come and talk
[2:45:17] to me and bribey possibly. Okay. Now we can adjourn.
[2:45:21] I second the motion. Okay. All right. We had a
[2:45:24] motion and a second to adjourn. We are adjourned. Thank
[2:45:27] you. I'm sorry. All I'm saying.