Good afternoon everybody. Welcome to our work session today being May 21st, 2026. Um, appreciate you all being here. We are going to jump right down to roll call of board
members, please. Mad Adam clerk. >> Sorry. Sorry. Uh, Miss Bryant >> present. >> Miss Burns >> here. >> Miss Cooper >> here. >> Miss Douly >> here. >> Mr. Meyers >> here. >> Miss Richardson >> here. >> Miss
>> here. Yes. Thank you. >> I know. And I just for clarification, we did um move and approve Miss Richardson's remote participation in our closed meeting. Do we need to do that again? >> Okay. So, if we
to allow Miss Richardson to uh participate in our work session remotely due to personal illness, having provided prior notification to the board clerk and the board chair, she will join the proceedings electronically via Zoom from a private residence in Charlottesville, Virginia.
>> Need a second, please. >> Second from Miss Cooper. Um, all in favor, please say yes. >> Yes. Any opposed? Great. Thank you. Thank you for joining us, Miss
Richardson. We have roll call. And now I need a motion for approval of our agenda, please. >> Move to approve our proposed agenda. >> Thank you, Miss Douly. May I have a second, please? >> I'll second. >> Thank you, Miss Cooper. Any questions,
discussion? All in favor, please say yes. >> Yes. >> Any opposed? Great. Thank you. Now, we are moving to um comments from members of the community. So, we do have um up at the
podium. If you're interested in making public comment, you are um have three minutes. If you'll clearly state your name and your address, come on up. Thank you. Okay. Um, hello. My name is Everest Kuster and as
of yesterday, I am a proud graduate of CHS. During Thank you. Um, during my time here, I was president of Green Bacon, the environmental club, and the Green Team Alliance, which is a group of local high school environmental clubs supported by the community climate
collaborative. This year, the Green Team Alliance has been working on a cohesive approach to recycling and composting programs in city and county high schools. All of the environmental clubs in the area have identified problems with recycling and composting systems in the Al Maran County, Almo County, and
Charlottville City public schools, including inconsistent management, poor communication, and high contamination. At CHS, Green Bacon manages the entire recycling program. Our club meets 1 hour once a week, and about half of this time is dedicated to taking out the
recycling. Um, students have had to sort through moldy food waste, mysterious liquids, and lots of trash in order to have a recycling system for the school. We've had to at times discard entire bins because of the extent of dis uh um dec contamination.
And our composting program is available only to kitchen staff, limiting its effectiveness in reducing waste. Despite these challenges, we believe that it's very important to have these programs and students have spent a long time to create and maintain these
programs. That being said, students have little success in addressing the challenges at the individual school level. So, we are coming to you to work on a universal solution. The petition that we have presented to you or will present to you um outlines six concrete
methods for improving recycling composting systems in all the Charlottesville and Alamar schools. We are asking you for to adopt a paper and metal only approach to recycling and ensure that every classroom has a clearly labeled recycling bin. We are asking you to introduce paper towel
composting in bathrooms and food composting during lunch periods. We're asking you to increase education efforts around recycling composting and clearly communicate changes to waste management systems to the community. Finally, we are asking you to facilitate a gradual
transition towards school staff managing recycling composty systems so that student environmental clubs can focus on education efforts and other issues. It's absolutely essential for staff to be fairly compensated for this increased responsibility to ensure that they are
incentivized to properly manage these waste systems. The Green Team The Green Teen Alliance's petition was signed by 285 students, school staff, parents, and community members as well as local organizations. Around 60% of signatures
came from students, 11% from school staff, and 12% from parents. Clearly, the communic community is invested in interactive is invested and interested in seeing those programs carried out. We believe that positive environmental
action only works if it is carried out collaboratively. So we want to work alongside county and city schools divisions to implement meaningful change. We understand that this may be a long and complicated process, but the Green Team Alliance and high school environmental clubs are happy to share
our experiences. Thank you. >> Thank you. if you want to leave the Yeah. with the clerk. Thank you so much. All right. Next up, we have Sarah Delgado. Hi all, my name is Sarah Delgado. Um I don't have a student in Charlottesville schools this year, but I did last year.
Um and I work at the Community Climate Collaborative. I do youth and outreach work there and um working with local high schoolers and youth in the city and the county these past several years. Um I've had a myriad of students, activists
reach out to me asking about composting and recycling in schools, in their communities, in their neighborhoods. Um and we've tried to help send them places to get assistance. Um, and the city's been great about supporting so many sustainability initiatives, and I know
that the city is working really hard to reduce greenhouse gas emissions and um, you know, do a lot of different projects to help green the earth. But when it comes to schools, um, I'm trying to listen to the students. Yes, C3 supports
the Green Teen Alliance, but when we asked all of the students from all of the different schools, public, private, in the Charlottesville Alamar area, their number one complaint, concern, issue was just consistent recycling and composting from kindergarten through
12th grade. Um, it is challenging for us to keep trash out of the landfill, out of the recycling, out of the composting, especially when it's not consistent and educated from kindergarten through senior year. So, we're asking for consistency. We're asking for your
collaboration and cooperation. We know that there's a lot of different facilities that manage these things. There's the sustainability department, the school, maybe child nutrition, uh, waste management. Um, but if staff, admin, and other folks don't know how to recycle and compost effectively in city
schools, then the students really aren't either. So, I really encourage you to read through this letter. The students have spent a lot of time, research, personal experience, digging through, you know, trash and reaching out to the composting folks locally, business
owners, and um, setting up meetings with local community leaders. Um and yeah, we're asking for help. The students have some great initiatives going on. There are some schools where it's happening and it's great and there are teachers and students that are really um uh
embracing it. But if it's only one class here and there, then it's not going to be, you know, supporting the entire student community. Um so yes, really um encourage you to listen to the students um and support them in their initiatives
and this is really important to them. So, thank you for your consideration. >> Thank you, Miss Horn. >> Hi. I think I'm out of turn. Um, but here I go. First, thank you so much for a great graduation. It's a team effort.
Your speech was wonderful, Dr. Gurley, and it was a beautiful night last night. Thank you. Um, following are some thoughts before your policy conversation. Um, regarding the policy section on community involvement in decisionmaking,
um, I assume that you include CCS teachers and students in this community. If so, please know that the talk to your teachers and talk to your students please request is still out there and needed. An example, and I promise this
will be the last time I talk about it, I think, is grading. I attended the grading committee meeting last week and though I truly appreciated the invite, it seemed like the discussion was disjointed and this is not due to any of
the members being unqualified or less than brilliant. I respect everyone who was in that room. No, it was because our current equitable grading and standardsbased grading for all doesn't make sense. CMS and CCS teachers and
students have been talking over the past few years about what might make more sense. I have heard some really good ideas. Please involve this community. Um, next, mental wellness in an active
academic environment. One of your policy uh moments. Okay, here begins the big fight that I will be in the ring with forever. Your policy document talks about mental wellness without mentioning screens.
This is a mistake. We need screen-free classrooms. My own screenfree classroom has worked really well, but you don't have to take my word for it. This is the book,
The Digital Delusion by Dr. Jared Cooney Horvath from Harvard. It is a detailed and wellressearched argument for minimizing screen use in education. It debunks edte progressive claims and vividly captures the harm that's being
done to our kids via screen learning. If you can't get a copy of this book, I will buy it for you. I will hold book clubs at my house and provide pastries for Mary Bett and fresh coffee. I will
hold a fundraiser to get Dr. Horvath to come here for our PD in August. For now, I'll leave you with a quote from the book. The book's opening line is, "This might be one of the hardest truths our generation has to face, but better to confront it now than to keep
pretending it isn't." So, our children are less cognitively capable than we were at their age. That's the first time in human history that is the fact and our children deserve better. Thank you.
>> Thank you, Miss Horn. Um, we have Reed Shrobe. Uh, members of the school board, my name is Reed Crobach and I'm a junior at Community Lab School in Albarl County. Um, I am a member of the Green Teen Alliance and I strongly support the petition to improve recycling and
composting in all of the Charlottesville and Alba Marvel schools. Over the past few weeks, I've dug damp paper towels and halfeaten food out of recycling bins and removed plastic bags and glass bottles from compost bins at my school. Students at other area high schools face
similar challenges, often at a much larger scale. Um it should not be students responsibility to take time out of their busy days to manage recycling and composting systems. Additionally, myself and other students have given dozens of presentations and put up
countless posters over the last few years promoting better recycling and composting practices. We've talked with teachers and raised the issue to school administrators. Yet none of our efforts have been successful largely due to the lack of consistency in waste management
systems across schools. Um, by adopting the universal recycling and composting systems outlined in the petition, as well as increasing education efforts around these, you can help solve this problem. Efficient universal recycling and composting systems managed by school
staff will significantly lessen lessen the unfair burden placed on uncompensated student environmental clubs. consistent and clear communication to students, school staff, and the broader community about what can and cannot be recycled and composted as
well as the importance of both of these systems uh will help address the high contamination rates seen today. Making these c these systems easier to manage. Though I am not a city student, it is very important to me that both Charlottesville and Albamar will adopt
better waste management systems. Um, as noted in the petition, environmental action is only effective if it is carried out collaboratively. The Charlottesville and Albam Marvel school systems are well suited to collaborate together and with the Green Team Alliance um to work on improving
recycling and composting systems in order to work towards a healthier planet for current and future generations. My generation will inherit a world shaped by the environmental decisions made by today's leaders, including you all. Um, it is essential that these
decisions keep student perspectives in mind in order to ensure long-term sustainability. The nearly 300 signatures on the petition highlight the broad support for this initiative among students, school staff, community members, and local organizations. Please
review the petition and add a discussion of it to the June 4th meeting agenda. Thank you. >> Thank you. And we have Willa. >> Hi, my name is Willa and I just graduated from community lab in Elmoral County. So although I'm not a city
student, thank you. Although I'm not a city student, I agree with everything Reed said that the city and the county can work together and that's really important and I think it matters a lot that we're not just like separated. And
I think I mean it it's kind of hard to separate when there are so many schools overlapping with Charlottesville. And I've also helped at lab with the compost. And I must say it's quite an experience digging through food with thin latex gloves and you can feel
everything. So I just think it's really important that we find other resources or we use other resources to help students so they're not only dealing with this and trying to figure it out, but also so they still have time in their day. Because I remember when I was
doing it, it was every Friday for like the last 30 45 minutes of my last block and that took away a lot of time from my school period. So I support this recycling and composting.
Thank you. And then um I can't read the first name, Miss Flynn. Sorry. >> Um Sio Flynn. I'm also with the community uh climate collaborative. Um, obviously I'm here in support of the Green Team Alliance and the requests
that they're making to get some I mean essentially I think what you're hearing is that they're asking you to support them in something that they have been fighting tooth and nail to get their own schools you know like they're asking who is in charge of this? How can we get support? How can we make this happen in our school? Then they talk to another
school. That other school says we're having exactly the same type of problem in this way. There is just no consistency. There's no support. It's left up to these teenagers to, you know, I mean, as they're saying, take time from their busy day. I know we want to empower students to do good work. But
this is waste management. This is a municipal issue. This is like an issue that should not be something that these students are trying to figure out year by year, semester by semester, how are we going to deal with this this year? How are we going to get buy in from other students? This should be for custodial staff to be paid correctly,
trained well, um, and upskilled to do this waste management. it. I think it's just as simple as that. And they're asking for your support, your direction um to the various schools in the system. Um to do that, we often talk about wanting to empower students, wanting students to, you know, stand up for
themselves, get involved. Uh I feel like often that's done just like and we see them do it and we're like, "Okay, cool. They did it." But are we actually listening to the issues that they're bringing to our attention? This is a very practical issue. This is a very real world issue. So it should be, you know, for your consideration. you do
have capacity to to direct schools to investigate it to come up with pathways. Collaboration would be excellent. As they've pointed out, they're collaborating with each other across schools. It's phenomenal to watch, but it's also phenomenal to listen and actually learn from what they have highlighted as issues. Um so I hope
you'll put this on the June 4th agenda. Um pivoting um as Jen Horn was just talking about with the screens today at the CMS showcase. Um there was a showcase. I'm not sure how many people are aware of. It was really fantastic. Middle schoolers were um over at
Jefferson School uh talking about problems that they had identified in the community and then suggesting some solutions. There were three um kind of you know maybe 14-year-old boys who were talking about their their problem they had identified was there's no third
space type thing. No place for them to just like be around each other engage in activities. They were talking about all of them three like three teenage boys were talking to me a stranger about their emotions how they feel addicted to
their phones. They can't put them down. They want support to put their phones down. They directly said that to me. They said that they are feeling lonely when they're sitting in a group of their friends and all they're doing is looking at their phones. They spoke of it as an addiction. So they need to be supported in that and they're asking for that too.
So thank you. >> Thank you. Anybody else here in the media center? We didn't have anybody else signed up. All right. And I don't think we had anybody online signed up. All right. Thank you. Thank you for your comments.
We did just quickly we did respond to emails I think that you all sent. And if we have followup, we'll we'll do that again. Thank you. All right. And then we are moving um on to the consent agenda. Um, I would like to move that we adopt
our consent agenda uh with the revised personnel recommendations. >> Second. >> So, we got the first and the second. Any further discussion? All right. All in favor, please say yes. >> Yes.
>> I'd like to abstain. >> And one abstension from Miss Bryant. All right. Thank you. And now we will move on to our items for discussion, our policy work.
>> All right. Good evening. Um, good evening board members and anyone Oh, and Miss Horn, Dr. Troder, those assembled in the audience. Um this evening we will um have a work session directly related
to some policies and I will um take us through those policies and and hopefully we'll have some dialogue. Uh next slide please. So, so we had originally posted a
presentation for you all and then we had on yesterday um a work session with VSBA as it relates to policies. And so we updated our presentation to incorporate several slides from VSBA following that
training that was attended on yesterday. Uh during this thorough and detailed session, they provided guidance to school divisions on the distinctions between policies and regulations. As outlined on this slide, policies are
formal statements adopted by the school board um that reflect legal requirements as well as the VA values of our community. Um policies are binding, enforcable, and serve as an accountability tool. Um what a what
policies do not cover are the administrative functions, the day-to-day procedures, the step-by-step processes, those operational details that are typically found in regulations, procedures and handbooks um rather and
handbooks rather than in board policies. So, I just want to the first couple slides will just kind of shape what are we trying to accomplish on this evening to really center um and maximize your time here and and really um set the
stage for um the outcomes because I really believe that what's gathered us here tonight is we want greater outcomes for our students. We want to ensure that we have um accountability measures. So these first couple of slides will set
the stage for that and then I'll introduce our um our policies we're we're looking at. Next slide. So as we embark upon this very important work this evening, it's important to understand it's important that we
clearly understand the respective roles related to policy, governance and implementation as well as the factors that in can increase risk for school boards. So our job is to make sure we set you up for success. Uh when we look at the role of
the school board, your responsibility is to establish policies, set expectations, provide governance, and oversee the implementation of those policies. On the staff side, our responsibility is to implement those policies through the
day-to-day operational rules found in handbooks, regulations, procedures, and to consistently enforce those expectations. As outlined through the training yesterday, several factors can increase
the risk can increase risk for school boards. These includes policies that contain too much operational detail, policies with incorrect or unclear language, and policies that are not s um
sufficiently specific. Risks also increase when schoolboard members become personally involved in administrative decisionmaking rather than policy implementation and when there is interference with the
administrative ability to develop policies and procedures and operational guidance. Additional concerns arise when policies are not clearly communicated and when u policies and regulations are not applied consistently. Um I know that
we've spent a consistent um I know that we've spent a significant amount of time discussing the importance of both um policies and regulations and I know that that remains a critical component of our work. Next slide.
because some of our topics um this evening relate to certain practices and are implemented within our school division. It's a it's important that we use this slide to kind of balance the two which what is policy and what's
regulation. Um our policies outline what will happen um while our regulations provide the day-to-day. Um as you know the school board is responsible for establishing policies which I said on the previous slide while the regulations are implemented um and they're carried
out by myself and the staff. Um as I mentioned earlier those policy governances are you all while the regulation uh those um while the regulations bring those policies to life operationally and though and although
not every policy and I think this is really important for us as we think about the work we want to accomplish this evening. Although not every policy requires a corresponding regulation, in many cases it's helpful that the regulations are clear um clearly
specific uh I'm sorry in many cases it is helpful to have regulations that clearly specify the procedures and and details for implementation. And that is a lot of how we got here like the the how part. So on the next
slide where we will um end with from our from the training the last component from the training yesterday um was that what we want to present for your consideration as we work through tonight's topics
is that um is the issue centered on legal compliance values goals and expectations. So as we think about each one of the policies that we move through, is it about compliance, values, goals, and expectations?
If so, it should be addressed through a policy. As we reflect on these issues, many of the matters that are important to you, they already are in policy. So everything we're talking about this
evening is already in policy. So what about the policy? So what about that policy? The existing policy is not working. Um so then the question becomes which component of the policy do you need to modify and how do we ensure
those changes remain aligned to state code and legal precedent. Right? So as we move through this everything we're talking about today is already in policy. So what do we need to modify about the current policy? And so I'll
keep reminding what are we modifying and then are we remaining in alignment with code and legal precedent. Conversely there um the topics being discussed are focused on methods, procedures and how
implementation occurs. If we are only having conversations about operational matters, then we need to move away from like spending a lot of time here. And I think that what I would ask as we we can still talk about the topic, but what
you'll hear me ask is what do we hope to achieve? Um what do we want to see as an outcome? Because that's the work that then we will go back and do as a staff. Any questions before we start talking about
the um subsequent policies? All right. So, let's get started with student services first. Um and a couple of us will walk you through that. It will be Miss Raznik. Um
it'll be Miss Pal, myself. So, when we look at student services, we have a couple policies here. And you'll see on the slide, it deals with um tobacco products and nicotine vape products, substance abuse um substance abuse
assistance, and then we have a overall student services policy. you've you all have asked us to elevate this and I know some of this um was as a result of um you know some recent incidents that have happened in the
school. So, I guess to get us started, what are we seeking to accomplish? And then what we can answer for you and we um and what we can do is we can we can bring up policy. We can cite things that
we're already doing. Um because in some areas it may be a knowledge gap which that was one of the areas that was a vulnerability that sometimes is the information just has it not been communicated correctly um or does it
need to be the actual policy needs to be revised um or is it just that the regulation and the implementation and and again sometimes it's about gaps. So I will um I will kick it off to you all and I
think the first thing is and it I don't think everyone has to respond to it but it really is about what do you want to see accomplished here um because it's we've brought it here for discussion and I think what would you like to see as an end result
of this work and then we can tell you uh what already exists or andor we can decide whether the policy is sufficient enough. >> Would it be possible? Miss Sacker, can you bring up that policy, the JF CH or
do we have it linked somewhere else? Either or all three. Yep. >> Miss Burns start. >> It's all the same policy. Oh yeah, >> they're linked. What is it the difference? >> JFC.
>> You got to turn You got to bring the mic to >> there. Um because it addresses >> because it addresses It doesn't >> Well, it closed in. There we go. >> Very uncomfortable for me. Um I'm a little short. um because it addresses
students, staff, and visitors. There's multiple so it's reflected in different sections of our policy manual. JFCH is the student um because student services is J. That's why that's why it's like three
different policy numbers or letters. So, if we're addressing students first, we'll pull up policy JFC for review. >> It's all the same. >> All the same.
>> Okay. So, I think I don't know does who want who who would like to bring start this? Miss Cooper. No. Put you on the spot. I mean I can start do I can start us off to get it to get us going so we can for
this. So the reason why we're here because the concern was about vapes. So what is it that you would like to see as a result of this work and then we can tell you whether this I mean then we can make a decision. Does the does this
policy meet the litmus test? Because everything beyond this is the work of the staff, >> right? And I guess then then my thoughts on it would be we have the policy. Um this would be the opportunity for the
board to share their concerns or what our uh our questions may be. >> Yes. around um whether there's anything that we're missing code or compliancewise or what you all are doing on your end as far as like how for me
I'll speak for me. So, how much can we mandate students who are struggling with um substance abuse or repeat vape offenses that they go through some type of um restorative training or some type of
substance abuse counseling? I know we've talked about I know you you and I, Miss Raznik, were were part of the uh student rights and responsibilities work and we looked at that at another school division. So, that's kind of where I'm coming at. Um, so I acknowledge that we
have the policy, but this is my my opportunity to put my voice in that I think we need to be doing more. And how much can we do more? How much can we um how can we better support the students and the families, you know, for them to be able to return to school and to break
the cycle of of just the damages that that the substances within those vapes are doing to our students. So that's how I will kick this conversation off. And for me, I think it was more of the educational component. We know that our students are struggling
with this issue and how do we create spaces to support them. Um, I think that when you know someone is dealing with a substance abuse issue, suspending them is not, you know, is not helping them, right? And so, what are things that we
can do or put in place that or that is put in place already that's supporting um our students that is dealing with um addictions? Thank you. I think um having a high schooler, I just want to acknowledge like this is near and dear to my heart, right? My my child walks through these
halls every day. Um and we regularly in the car have to talk about uh where she's going and what she's doing and what she might be exposed to. Um so uh there's a number of things that we implement in the different tiers of
support for substance misuse. Um and that stretches across alcohol, tobacco, and um illegal substances. Um we since our last presentation kind of our third big presentation on this topic
we did implement um our school mental health professionals are trained in a program called brief challenges that is a um a brief intervention refer to treatment program. Um we have a number
of preventative um and instructional models through our health and PE and our student health advisory board. Um one of one of the things that we have been discussing with the student rights and responsibilities
is being very clear about what happens the first time, the second time, the third time. Um to your question about what we can mandate, we cannot require someone to participate in treatment. We can require someone to participate in educational activities.
So what we're working through um so Dr. Dr. Troder is facilitating um and working through um the student rights and responsibilities, but making sure we're aligned with our um our health and wellness policies, our
health services policies, is what what is the education that needs to be provided the first time a student interacts with um an administrator? Um because it is a violation of the student rights and responsibilities, right? having having a vape um whether it is
tobacco or something else. Um having cigarettes, we don't see that very often, but um it's a violation of the rights and responsibilities, but we're all educators. So um what we're proposing is a tiered approach that the first time it happens, there's
some um intentional um engagement with educational activities. Um and we have access to a number of resources so it can be tailored to what the student was engaging with. Um that second time that
uh that engagement is going to be for a longer duration with a greater amount of facilitation. Um and then the third time longer duration greater amount of facilitation. Um so what we can mandate is education. Um,
in kind of preparation for tonight, I did want to go through our student interactions with our school administrators in relation to this topic. Um, and uh, of the students in our school division who have violated
the student rights and responsibilities in relation to this, we have three students um, who it has been more than one time. Um so without divulging anything about them um knowing that they are referred to and
have the option to participate in treatment. Um and then I think the the piece the other piece that we can um be really intentional about is um something Miss Richardson brought up at our last meeting which was um having some more
like intentional family engagement around uh this topic. having um maybe a guest speaker. Uh but what I would also share is if parents are concerned about their child's use of
substances, even if they are not getting caught at school um with those devices, then they we really want to hear from the parents because we do have resources. Um we have we have 22 students who have accessed
our brief challenges program this year. We have seven students who were referred to SAP to access their um intervention and refer to treatment program. We have 15 school mental health professionals trained to deliver it in our building. That's in addition to SAP. So um parents
might be worried first. And so if they can reach out to their school counselor through parent square, their cohort administrator, if they don't know who those staff members are, they can call student services at 2452405 and we'll connect them with the
counselor that can make a referral. I have a question. Um, you mentioned health and PE classes. So where some of this education's being done? Um my understanding is that after 10th grades or 11th 12th grade students
aren't in health or PE anymore. So where are they getting that education from if they're not in health or PE? >> Well, they all would have gone through. So the initial part um the universal part is every child would have gone will
have at least have gone through it at least twice, right? So we are educating them as we onboard them. So it's the exposure to it and then if these students so subsequently 11th and 12th
grade as we engage with these families a student gets caught with substance whatever we are then their education piece would then come from one of the our building level providers.
So, universally, we're not saying we have to wait for you to get caught because as ninth and tth graders, every child's getting the exposure, but beyond that, then you would be getting it from one of the 15 providers in the building.
>> Only if you were caught with something, though. You wouldn't have ongoing, there would not be ongoing education and support. It would truly only be if you were caught with something at that point. >> That education starts in elementary school. So it it isn't it isn't just 9th
and 10th grade. Um we have a variety of different curriculums depending on the age that's appropriate and developmentally sound. Um that can be something that um I work with Dr. Malone uh the
um health and wellness committee and the student committees that are doing a lot of the healthy habits work. Um because I mean I think that's that's part of it too. It is built into the student work around healthy habits and um treating
your body with respect. >> Yeah. And I think you know as we talk about um as we talk about data that you know one of the things that we have to do too is in our data collection it one of the gaps I think I recognize is that
you know we have families who are um like Miss Cooper said you know I always the principles hear me say you can't suspend your way to a better culture and so you can't suspend a child and think that you know it's going to get different and so we do offer Um, I don't
think that we use the suspension as a way to get better results, but what we know is that we say you can have 3 days out or it can be one day out if you do the brief challenges and then we don't we're not keeping the data on the number
of parents who are declining. And I think that that's what we need because I I you know so often we speak very generally because we hear a phone call from this person or that person we see this but to be able to speak to like you know the number overall isn't as high as
we think and in this smaller number this is the number of families who we are offering brief challenges to and we're trying to get the student back to the school and the parent is saying I don't want the service. Um, so I think that that's a data point that we should be
collecting moving forward. >> I think some of the differentiation there though is we're giving the student who was caught vaping the same amount of time as the student who sold the vape to the like it's the same where I think >> not always.
>> Okay. I think >> I I think that Yeah, I think you would have to do a little bit of digging so that we we're not speaking generally about because sometimes it's it's just based on students were vaping and it
looked like the students all received the same thing and sometimes it's the student received the same thing but the stu this student was not offered brief challenges this student was offered. So on the surface it looks like we all
received the same thing because we have to be mindful that parents only know what happened to their student. >> I have a question. So I understand the distinction between um policy and regulation. I guess in this case I'm wondering a little bit more about the
vape detectors. Um just so that because I think it gets tricky to distinguish the two, especially between policy and regulation when in this case like we want to be careful that we're not creating policies that would be disproportionate. And I think when it comes to vaping, if you're if you have
to get caught and there's not a lot of usage of vape detectors, then we could be creating a policy that is going to um be not equitable across the board for students. So just wondering what are the vape detectors looking like now? What's the usage of those? And what will that
look like moving forward? >> Right. And I think that that absolutely right is the B that's the business of the board. Um you know like do we need more vape detectors? So I think you we could say like based on the data that's presented, we have vape detectors right
now in our new arrest rooms. U Miss Pal talked about at our CIP our last CIP conversation that as we expand to the next set of restrooms, they will have vape detectors. So as we continue to do the modernizations, we can add them. So like the board can say we want to keep
prioritizing those things. And I I agree those things are very much so in your lane. Um, and so I guess the question is we do have them. They're in our newer bathrooms down here. Our the ones that we have not touched do not have those
things. But that could that could most certainly continue to be a priority of the board that as we modernize the restrooms to include them there. And I see Miss Pow. >> Yeah, I just want to add to the the why only the newer restrooms have them and the older ones don't because I could imagine that might be a question that
you would have. Um, we learned from the experiences at KEK because they were actually the first uh one of the they they were early adopters for these vape detectors even before we acquired K-KE they had them. And what we learned from the experience at KEKCH is if students have access to water like the sinks,
they will use that to keep the vape detectors from going off and it makes a it just makes a major mess in the bathroom. So, in order to have the vape detectors work in the old style bathrooms, you pretty much have to post up staff to keep the sinks from being
used in a very in a way that creates this massive like water mess all over the floor. So, that's why we're just rolling them out when we get to the um the nicer p more private um restrooms that you see out here in B Commons. And then all the middle school has them and
they just got um fin the final programming and activation in the past week. In fact, um there were I saw some emails where admin were like, "What are these messages we're getting?" Because they just um got turned on, so to speak, or fully functioning at the middle school, uh recently. So,
>> is that the case at Lugo McInness as well? Um are there vape detectors? Are there instances with vaping or >> I've not been involved with putting vape detectors in at Lugo for the same reason because of the way the restroom are structured. But um I mean it's not to
say that it's not worth trying that we haven't been approached by the administration to prioritize as one of that is one of our improvements there. So we've done some other things there for safety. >> Yeah. Anecdotally, I haven't heard like that that is a problem, but I'm just thinking proactively, especially as like
I feel like the enrollment for Lugo McInness, I'm not sure like what the numbers are right in front of me, but I feel like it has increase, especially as more students are like opting to go to Lugo instead of just um the like larger high school at CHS. So, I just wonder if that's something that will be thought of
in the future. >> And I know Dr. Troder's here and we've met frequently. He's doing a thumbs up. I mean, I haven't heard him say issues about vaping over there. Thumbs up, thumbs down. >> I think I want to reiterate, too, like
we we want students to self-reer. We want to hear from parents. We we want to support students before it is a violation of students rights and responsibilities. Um and so um as often as we can help individuals
in come to terms with the fact that they're having a they're having difficulty and then we can support them through that then they would they our goal would be that they never have to encounter discipline.
um we're not going to use discipline when a student comes to their school counsel and says like I'm struggling with this. Um and so uh as much as you all can share with your constituents that we have these services available um
we share as much as we can. I appreciated Miss Bryant in the past you've said like how do we have these services at our school? I think this is something that we have um and we we want to help our students who are struggling. >> Right. >> Thank you.
>> And I would just have a quick question. And I know that um kids are getting younger and younger and so have we thought about like you know having them and as we moving um fifth grade back to the elementary school um is having those
um thinking about you may be having those in those um schools too because it's a growing issue and for a lot of parents they don't know um especially when your kids a lot younger um because a lot of the times the vapes look like toys. they do. >> And so, you know, just kind of also
keeping that in mind as well. >> And, uh, we have school mental health professionals trained for the high school and the middle school. Um, so middle schoolers can receive brief challenges. If we had, um, I don't think brief challenges is probably developmentally appropriate for
elementary. Like, we would have to look at that. But um we do have within the health and PE we have that prevention and talking about vapes and we have had as young as fifth grade um and fourth grade. Um sometimes they're
even bringing something to school that they don't they don't know what it is. Um so yeah, we definitely hear you that it's um it's this is not just a high school a high school issue. I think is there an opportunity to add
resources to our website? Like the well-being site doesn't have any information that I can see. Um like vapes terrify me. Um I'm on the student health advisory committee and there's a nurse from UVA on that that um we were
all like just the additives and people think that vapes are now a safe alternative um which they very much are not. Um, and so I just think we need to push the education and just beat people over the head with it that like it's it
is addictive, it is not safe. And I think making that more forward facing um would be >> yep consideration. And I would like for us to do a campaign around it. I know that um I don't know if it was last year or the year before when I went to the
BSB um training, they did a um one of the schools had um did like a campaign around vape um vaping and they had like billboards and um like all this information on their websites um in their schools. they had um information
that you could access and I think that we just need to start thinking about how we kind of push that information um out and I would say with our children being younger and younger and having access to the internet um you know we need to
start having those conversations earlier um because they already know like we may be afraid to have conversations but trust me um if they have a tablet or a phone they have access to the information already anyway. Okay. >> Yep. And I think and we we definitely are noting that in tracking that Miss
Cooper with you. Um you know Dr. Dr. Troder has shared some information with me and I passed it along to the team. Um we definitely see the the big part um as far as just making sure we keep the information in front of students and families that like this isn't like some
safe alternative. Um, and so I think that that's the part we'll we'll work through with the team, with Miss Raznic, uh, with Miss Small Chick and and various folks in terms of how we continue to campaign this and keep this in front of our students and families that this is definitely not a safe
alternative. Miss Rnik, I heard you mention student the student component and just think um as Miss Bryant and I are leaning in with our student mentors next year if there's anything that we can help um
you know get them involved in from the school board perspective and how they might assist that messaging and link crew. Sounds like you were already working with SCA but thank you. definitely link or
>> yes >> so colleagues I I think our tobacco policy is again it's got the piece about enforcement and it's also again mentions the need for referrals to resources and so you know I I I like our conversation
about probably doing more education and the implementation side of it and and again that's more on your side Dr. Gurley so yeah u I do appreciate that I one thing I Uh I also cross referenced this with JFCF
which is drugs in school because again you're not just vaping tobacco products these days if I understand correctly you're vaping other more elicit substances potentially and so I guess I was uh and I think that's one of the instances that came up previously is you
know more recently and so I I think in your just for clarification Dr. and staff. Are you is a vape also potentially a drug? And then it we trigger again potentially especially
again I I get concerned about yes we need to offer treatment opportunities for folks but kids who are selling drugs or adults who are selling drugs in our schools that's a whole another issue. >> Yes. >> And I think a lot more serious issue and and again I think we know that's happening. And so I mean it looks like
we can up to expel a student for that uh if I understand things correctly which have to be pretty drastic in my mind and and but also like could be selling really just bad stuff that could kill somebody like yeah uh anyway so I'll
just say like I wanted to bring that to my colleagues attention but and I think you know when we consider this we need to think uh that other side and I I do feel confident our our policies are pretty good here. Um
so and and it's kind of a whack-a-ole uh and things we need to educate our students about definitely and then keep focused on u but I I feel good about where we're at currently with a set of policies and how they're written at the moment. >> Well, actually I have a question. So
without getting too specific, um how is there any case under which someone could be distributing a vape and still have the same amount of time like suspension or whatever as a student who is the one
receiving though they're both maybe engaging in dealing with or having interaction with the vape. like what type of larger precedent are we setting or example to students that like I can
go through this process, this help, this support and I can be out here distributing these sort of devices and still end up with the same amount as a student who is smoking it or whatever. like how do we
>> I don't think that you you know I don't think you're going to see um cases where we have substantiated that a student is distributing and the student is getting the same instance. Okay. >> Um you know I know that sometimes there
are concerns that like >> you know Johnny brought it to school and Jane was you know smoking or whatever they call it puffing with the person smoke. they were both puffing and sometimes families feel like, well, my
child didn't bring it to school. Um, and there's some delineation there where on the surface sometimes it looks like it's the same because one student brought it and the other student was just, you know, part of like pulling off of it. Uh, but you know, when you dig deeper,
the um the the responses because a lot of times we don't call them consequences. The responses um are different. >> Okay. Okay. So, but yes, I mean when we talk about distribution, I mean there's a definition and there's a threshold when it comes to distribution.
>> Yeah, I understand that like again our rule is not regulation, but I guess to avoid having to like sit with these instances as they arise like how are we putting into policy a difference there? Like what is that?
>> Well, it's I mean it's generally easy for us because it's in code. Um, you know, when we talk about distribution, I think what's hard is, you know, when you get a when you get something from everything that you get is usually a generalization because the parent is
saying this is what happened to my child and then sometimes they will say I know what happens to that other child but they don't because you know they, you know, they don't have access to the letter, they don't have access to, you know, what the family did, what the school did to um delineate the two And
and so I think a lot of times you're in a tough place because you know you're just left to like kind of piece the puzzle together and then I've already talked to like the school. I've you know put my eyes on like the letters but then I can't share with the other family like your child
actually didn't get the same thing. Um, and and the distribution part is I mean I think it's easy on our end because again you can't write a policy that's different than what's in code when it comes to distribution. I mean a parent
may want that but I mean it's just I mean it's state code and it's just not going to happen. So, it would be against code for us to create our own policy that says if you have a vape and another student isn't like using your vape that there are
additional consequences for that. That would be out of line. >> Say it one more time. >> If you bring a vape to school, since everybody should not be vaping, right? And then you another student is getting your vape and it is trackable or traceable that it's your vape. Should there not be more consequences? And do
we not have a specific policy about that? I'm only asking because it is like we talk about, you know, greater threats to the general population of other students and that is a prime example of one. Like if I'm my vape around, >> I think we can I think that that's a I
think it's an interesting one, but I think that that's one that we could be here all day with. And I think at the end of the day, the reason why we have moved from like the using the word consequences to responses at the state
level is because what are we ultimately trying to get at? And if a student brought a vape to school, not with the intent to distribute, but like I'm puffing on it, and this student and I I brought a vape,
I'm I'm puffing it. Miss Burns uses my vape. I mean, the behaviors aren't different. I mean how I address the behaviors in terms of what I need them to ultimately stop doing but I mean it's to me the
intent is the same because and in these instances and I think in the inst and I and I want to say this because in these instances what we what we do what what we find is that I'm never forcing Miss Burns to pull from my vape.
>> Right. So, and and I think it it gets to a larger systemic thing that when we start then want to like who brought this vape that's green with a number one on it. When we talk about what administrators spend so much time on,
it's investigating these things. But then we hear teachers saying like nobody's coming in my class. Well, I mean this is when we asked them to get this granular that like Royal brought a vape. Amanda also puffed from it. He did
not like put it up to her lips. She was like, "Can I get some that I can delineate? I can delineate, but ultimately we both wanted the same thing." >> Yeah. >> And and I'm not leaving my vape with her. >> I mean, I get that. And I feel like now
we're getting into like law and order, like court, >> but that's what this is turning into, right? >> And it is, right? But what I'm saying is if I have a vape and no one else is like using vapes up to this point, right? But I'm going to the bathroom and there are four other students in there and I'm like, "Oh yeah, you should try this. You
should try this." Though I am not forcing them to. Now four students are interacting with a vape when they may not have otherwise. And we're not even going to talk about the vape detectors cuz maybe it's not working that day. Point being, is there not more consequences for that student? And to
get back to the point of policy, what are the policies to make sure that there are if any at all ch like differences and how that what kind of stairstep do we have for that? Because I feel like that actually is a little more unacceptable. And I I feel like we're not going to deter more
students from bringing vapes and making it a fun community activity if we don't have those types of um things written in policy. So, I'm just trying to bring it back to like the policy piece. I know it we're kind of on the edge of regulation but >> yeah no I I understand like what are we
doing for the person who's bringing the what are we doing for the person that's bringing the vape and there are differences there are differences and I can think of an instance where there are differences but I mean if you if if I
say both of you got three days out but you get three days but you have you get to do brief challenges But my three days I don't get three I don't get brief challenges. I have done something different. >> Okay. >> Because you could you're coming back
sooner. But if your parent declines it, then we both got the same thing. That's on that's on your parent. >> And we're talking about vapes, but I mean that for marijuana. I mean that for every single substance. >> And we do and we do that for every single I mean it's not that we're just giving everybody a blanket. You were in
the bathroom, you get five days. >> Okay. >> Yeah. because I I know that there's also sorry to like continue on this but I do think it's important especially with recent incidents um >> if there is a student who has a vape and
it has something other than I guess tobacco or THC >> THC right like how are we what are the I guess changes there >> oh yes it's a it's a big yeah we we clearly um delineate when it's um when it's THC versus a regular nicotine that
>> but also the code for distribution is even like I guess my point is what is legally considered distribution can be argued one way or the other and we see it all the time in court right so like how are we how is that >> yeah so a lot of what I'm hearing you
you all talk about with um a being shared and things like that >> um doesn't necessarily rise to the legal standard for distribution but there are legal standards for distribution ution and thankfully um un unlike the nuances around discipline which are more in the
st the student rights and responsibilities as to who had what responsibility in any given incident when it comes to distribution in the schools when there's a quantity >> of of um and substance we don't allow in school and then of course when it comes to the contraband there are different
schedules they talk about schedule agency >> admin admin none of us need to make those decisions that's where the police come in they assess what's been confiscated And then the process goes from there and that process is out of our that piece is you know out of our hands and it is a largely quantity
driven. So that question was I was actually going to go to a point that's beyond vapes and it's also beyond like I'm saying the threshold is a certain amount for the legal code but like >> what if it doesn't reach that but we there is proven distribution like then
what is then how do you decide right like a well a transaction >> and if it's not like it is a sale a sale a transaction how are we >> I should clarify you make a great point it's quantity based unless someone's caught in the act. Okay.
>> If they're caught in the act, >> um then it's the same as if it were a quantity based decision as far as the legal part, right? >> I think it just does get tricky. Yeah. Because like if a student is bringing a certain like they're like I feel like
students are also savvy and they know that this will not reach the distribution threshold but I still want to do what I want to do. So I was just wondering if we Okay. Thank you. kind of along those lines, but not. I was just curious um regarding our
student rights and responsibilities when we look at the SBAR codes um which are the BSC codes. Um I was just curious as to why and maybe this isn't the most updated version. So there's alcohol possessing, there's alcohol distribution
or distributing which goes up to level four. But then when we drop down to drugs, which is BSC3, there's possessing and violating, but there's no distribution there. So I just didn't know if if that's something that
we can look at or >> it's in category E >> in E. >> So the within the student rights responsibilities and ESBAR codes come from >> the state, >> the state um we identify our available
levels of response. That's how we that's how we can maybe the first time a student engages in a disciplinary matter they might have a different consequence than the third time or the fourth time. Um but the the codes itself come from
how we have to report. So like we and I printed it it's very small. Um like we know when students have possessed versus distributed whether it's alcohol, drugs or tobacco um based
on how it is like coded from the from the administrator. >> So that's be S056 and 7. >> You should know those from memory. I'm very impressed. I don't know them from
home. I have I at least have the list in front of those are the ones. Okay. >> All right. And so the anything that's detected in the vapes, the TC THC >> Mhm. >> that would fall under these categories. So there is a higher threshold of
potential disciplinary action that could be >> Absolutely. >> Okay. And if you um so there's in our student rights responsibilities there's the part that talks about the leveled responses and there's the tables but if you go below that it's more kind of
parag there's more paragraphs um there is specific description for alcohol drug possession and distribution um that is kind of more clearly outlined than than
um like just the chart with the little X's. >> Okay. Thank you. So, I mean, I think from for me what I hear and again, thank you everybody for the discussion. I mean, we have the policy, but I think we've heard kind of um just overall
concern. I mean, and this is and we're all in agreement of that. So, to whatever extent, and I'm speaking for myself personally, that you, Dr. gurling and your staff can get in place to just
provide um more targeted supports and again pushing out that education younger and younger and whatever we can do. I know I've talked to a few different people just collaboratively again about getting
together with UVA and Albamaral and trying to do some big community um outreach or educational. I mean, that's kind of the big the big reach and the big goal. And Miss Burns, I'm sitting here trying to figure out the name of that lady that we heard speak at
VSBA. So, if you can help and down the road like email everybody again her name um that we heard at an early bird session. I mean, it was so powerful her presentation and just I mean frightening
um as far as what she's a researcher. I thought she was from Boston University at BCU. No, I thought she was up. Anyway, but they actually um retrieve some of the vapes and do research on on
the what's in the vapes and looking at the damage. Um anyway, so is there anything else that we need to >> One last quick question as far as the vape detectors go? Um, are they only I guess it's a question for Miss Pal, are
they only seen to be effective in bathrooms or are we thinking about stairwells? Like how's that what are the instances outside of the bathrooms? >> So, generally we focused on putting them in the newer restrooms because those are um areas where you don't you can't
supervise the students readily like that. That's was the thinking and when they're in stairwells and things like that, ideally our CSA team and other staff members are, you know, knowing what those areas are and are in those same spaces. Um, so we haven't we
haven't really explored putting them in other in those areas and we haven't heard from the schools, you know, that that was be something we would need to prioritize now, but um yeah, so not right not at this and also I should add Dr. Health texted me to let me know that um they discontinued the they they don't
have any active vape sensors now at K-tech in any of the restrooms. Um they had piloted the one and then they didn't and that one's they're not even using that one now. So um that's the status. I didn't want you going there thinking that they had them. But it was we I'm very grateful for the lessons we learned
from them being the trailblazers and what they what they tried back again before we even owned KEK. Thank you. >> All right. So, it sounds like um the um expectations
um that what's outlined in that policy are appropriate. Miss Swift just motioned that she's taking some notes. Um and then we will work on continuing to just continue to add substance to what's already there. Um we will now
focus our attention. If you want to pull up policy JL, fundraising and solicitation. I know this recently came up. Um, Miss Hoover. Um, so we've done some work
on this. Uh, we've done some work on this initially. I will tell you that I don't know that this one is one that we need to spend a lot of time on this evening because we've done a survey and what that survey is telling us is that
there's a a lot of work among our staff that we will need to do. Um specifically as we look at the qualitative data um from the um survey that staff members, you know, have
general concerns about um you know, I put a lot of work into um doing these grants and who gets the property and and and Miss Simulk can expound on that some more, but I think
what we know right now is that some of the immediate things before we go straight into no more crowdsourcing. The first thing we talked about in our um meetings is that we really need to educate people on like how to access the
funds in the building. Um first like do you know how much money is allocated um making sure that like we're planning uh we're planning uh whatever projects and and things in our building. We've talked about um I had a meeting with Miss
Gillicanin before she ended her term and we were talking about rugs in classrooms and that was a big thing that big conversation we had earlier in the school year and we know that that's one of the things that people were doing like these um were doing crowdsourcing
to to get new rugs and so what we've talked about is what is a rug replacement schedule like I mean it's a real thing in kindergarten in first grade, second grade, that these little kiddos sit on these rugs all school year
and they get very yucky. Um, that's Holland's word, not mine. Um, they do they get really yucky and and so like how can we replace So how can we instead of buying teachers instead of getting a $150 rug, get a $400 rug that'll last
two years so that every other year you're getting a new rug. So coming up with a rug replacement schedule and you know hearing the things that are really important from our staff. Mr. Mulch, do you want to just give us a like what the survey that we put out to the staff?
>> Sure. So this was a a survey that we put out. They it was just over a couple days, but we heard from about 200 staff members on this and uh without going into details, I would say that the two, you know, the two chief concerns that came up from the survey were just the um
the request that teachers be able to manage their own classrooms and and fulfill student needs based on their own professional judgment. Uh but dovetailing with that, I think it was also that message that they use crowdfunding um or they like they having
the option to use crowdfunding in their own way um is needed because they don't feel that they have access to sufficient resources for the things that they know that they need. And so in response to that, the conversation that we've initiated among the staff is basically
that before we go into regulating into um any more details about policy changes and then and then related regulations where we say, you know, this is these are the platforms that are okay and this is the process and these are the amounts of money. We need to make sure that we
uh we we believe there's a lot of good work, some of which Dr. gave the example of the rugs, but there's a lot of other examples that we don't have to go into of how staff at a lot of different levels can uh work to make sure we're filling in the gaps that are leading people to crowd source in the first place. And we think there's really a lot
a lot that we have available to us at this time that would be able to go a long way. But at the same time, I just want to say we're really glad that the board brought this up so that we could begin this conversation with the staff because it's it's clearly uh it's very close to teachers hearts, you know,
being able to properly source their classrooms and and get their students give give their students basic needs, but also enrichment needs. And I think that um this is this is going to spur a really important conversation about how we can just make sure that the left hand
knows what the right hand needs and so that they can help each other out. So that's that's a thing that's where we're at. >> Thank you. Um what questions? >> Oh, I just you know part of this there is an equity element to this in my mind
just there are some teachers that are just maybe better at writing grants or at putting needs out there. Others maybe are stretched than in other directions. And so um you know my interest in this area is not to restrict teachers ability
to provide for their students. I think I think we all agree that the teachers are closest to them in knowing what the need is. Um but I wouldn't want a student in one classroom to be disadvantaged because they're not in another. And so I'm very appreciative of the work that
you're doing to educate about the funds that we do have available. um and Miss Hoover probably some of like how do you even go about accessing those and purchase orders and timelines and there's certainly going to be a need to
do some planning ahead. Um so fun times ahead. >> Yep. And and that's really where we landed that you know the answer is never know. Sometimes it's like not right now and we want to help people like be able to plan like down the road. I think a
lot of times what we learned through the through this um survey and conversation is that sometimes it's like I know I can get this done in like the next 10 days versus the procurement process is can be like 30 days in some instances and it
doesn't seem like it's going to accomplish what you need in the time allotted. So letting people know that like okay the money is there um and you know generally we find a way as long as it's aligned with the curriculum and so
I think that the education piece I think there will be a lot of aha moments like oh I didn't realize that I could do that. Um well that and that's what we're hoping from this process anyway. I guess my question is if that was already in place, why is this just
coming up? >> If what's in place, >> like, you know, for teachers to be able to access the resources or the funding to be able to do what they need to do, whether that's changing a rug in the class, why haven't teachers known about this process? >> I don't think that it's not that they
don't know. I think what we see a lot of it's the people who are like doing the above and beyond. Um and we see a lot of um we see a lot that's what really draws a lot of the attention. There is funding to meet everything that is in our
curriculum. Um but when you you know want the razzledazzle or when you want to um or when you want to take it up a notch it's like let me let me go and see if I can get the funds from somewhere else because that will enhance um you
know or it's meeting my needs. it's meeting my needs at a at a faster pace than going through the school process. You know, we heard some dialogue about, you know, we know that this donor is willing to support this classroom initiative. So, it's not that the school
doesn't have the funds or resources. It's like I know that someone had that this person is willing to invest in my classroom. So, I a lot of things um trigger um or or prompt a teacher to
want to do the crowd funding for classroom projects versus it's not that the money doesn't exist in the school. And uh from the accountability on our piece, what we also re recognize too is
that our administrators, Miss Cooper, do have to do a better job of like making sure that the teachers understand like what the process that this is available. Um and then as we think about we've had conversations about inflation, right?
Sometimes it's like, yep, the money is there, but stuff definitely costs more. And so what does it look like if we are changing the per pupil ratio? Um so those are all like you know really good data points that we need to help
synthesize as we move forward with supporting staff. >> I have a question. Um, how are like I would love to see if there's any data around like what types of classes are using that additional funding for their
purposes. Mainly because like the more project based courses are using or probably likely getting more funding for like additional resources for things of that nature. But I mean I think we have discussed for a while with achievement gap and black achievement and things of
that nature. those students who are students of color are often not in those project- based courses. And so what I have seen is just from observation, we are seeing more black and brown teachers creating these fundraising platforms,
donors choose, whatever it may be, because their students are food insecure or bringing other needs into the classroom that may not be directly tied to whatever the curriculum is for that course. And so
I've seen a lot of angles from community members being like, let's all as a community band together and support this black teacher who has less resources for whatever reason, right? >> And I just think as far as like equity, if we're keeping that at the center of this policy discussion, like how are we
making sure that all of the teachers are being equitably funded and like where's the data around that? >> Yeah. So I mean we do have a we have a baseline. So, you know, there's level funding where all there's an allocation for all teachers. I think that, you
know, Miss Brian, and particularly in our community, you know, there's always a call to help and people just and and I should shouldn't even need to say a call to help like people just want to do. Um, they inherently want to do. And so, I think a lot of times what catches our
attention is like people are like, "We're going to focus on Royal's classroom." um because we know that, you know, he's working with a particular population of students. One thing that I took away from this is that we should never be crowdsourcing for food
insecurity. We have pantries. We have I mean we have the resources in house and that is like publicized. People do it anyway. And I think again when we continue to live in worlds of
generalities and responding to people speaking in generalities, we're going to continue to promote this notion that like we don't have or this these poor children. And that's not the narrative. I mean, we fund, we partner, I mean,
every resource that we can think about, we have access to to support our students. But it still doesn't stop the next organization to come and say, "We really want to do these things." And you know, it it feels like bad business to turn someone away. Um to say, "Well, no,
we don't want that." Um so it just, you know, I think a lot of times that's the feeling that we see these things happening and it's because we don't have and it's just because a lot of times people want to do. But we definitely have educated people on like their
clothes p their clothes closets food u food pantries um you know we're giving out gift cards book bags I mean and so but when we talk about data points when we embarked upon this work we logged in to see like how many active um I forgot
the site we went to donor donor's shoes there was one active so we're having a conversation now and there's only one active donor's choose. So I mean and so when we think about how we spend time, how we spend resources,
we are talking about only one donor, one act of donor's choose and we've done that for how many minutes. So that's why it's like how many what are we trying to solve here? Um and that's >> I don't even remember how exactly the topic came up. Um, but my issue wasn't
food insecurity in particular, like as far as like snacks being donated and things of that nature. But I mean, this is a newer thing. Let's I mean, there haven't been food pantries since I was >> since I've been here, >> right? Since you have been here. But that's not a long that's not a thing
that's been around forever. So, let's >> It's not been long, but it's like like we don't have to live in the past, right? Because when people come to the podium like we want them to talk about what's happening right now. I mean a lot of times people's lived experiences. Let's value people's lived experiences.
But like when you come to that podium and and someone says we're not we're not providing these kids with well for the last since I have been here we have provided students with so let's help people to stop speaking generally like
because it is so harmful to the work you're doing to the work teachers are doing I mean and these teachers are putting in a lot of sweat equity. So yeah, there's some value in it didn't happen in 2019, but in 2026, they can walk right up to the school and I mean,
and we do it so with so much dignity that no one should stand here and make those kind of statements. >> Well, I want us to be less defensive because that's we're not here to combat public opinion. Um, but I just wanted us to like focus on the fact that
>> it's like it is happening. it is. It's happening. But also, are we sure that, and this is not to come at any staff people in particular, but are we sure that it's being spread out equitably? Because I feel like that's why we have the citywide PTO fund. Like that didn't just arise because there's no need.
There is a need to make sure that every school is getting the same amount of resources. So for us to sit here and act like that's not an issue, it is. And that's why they exist. So I just want to make sure >> point crowdsourcing PTO the point is to bring resources to our students and our schools. So the question was, are we
making sure that every single school has the same exact opportunities? And I think that that like I don't want us to get because when we start trying to respond to public opinions, we get off track. So I just want us to like refocus on that. >> Yeah. And that's but that's what's bringing us here because we want to
support our we want to support our families. And I think that what the citywide PTO is doing, I mean they are ensuring so that's another tool that to ensure that there is access that all schools do have the same the same
funding. So when we are having these conversations it's not defensive by any means. It's like making sure that we are educating cuz that's the part you're holding us accountable to, right? To make sure that like people understand and this is like one area that we can
unequivocally say that there's no gap like there's no gap that like we are constantly pushing out. We have mental health professionals, our social workers, like we are always out in front of in front of these things. And so that's that's mutually exclusive from
like, okay, so if we're crowdsourcing, what things are we attempting to access and making sure that people aren't duplicating efforts cuz teachers are putting in a lot of sweat equity? And we we appreciate that, but we want to make sure that we can take some of that lift
from them that like these are the things you can access within our within our locus of control. And then yes absolutely you can still go out and seek these things and then these will be the parameters. >> So with that being said since we are having this conversation on the record
I'm confident that we should not hear that any teachers or any school is having these gaps because you're telling us that all of the needs are met and there shouldn't be any needs in this way. So I'm hoping that we don't receive any emails or calls like who are >> you're always going to find you're like
if you're looking for something you're always going to you can find >> it. No, I'm saying like some people going to reach out, right? Like >> they will. They will because if you what you have to remember and the reason why I was saying like if you're looking for something, you'll find it, not you. But I'm saying if there's something you needed in your classroom and it's like
it doesn't fit, it's not fitting perfectly within the curriculum, then it's like yes, you want to seek outside, but almost always that when it's in alignment with the curriculum, we're we're funding we're funding those things. So someone's going to say, well,
in my class there's like we're showing on tissues, we're showing on this. Well, I mean, what part do we start in the community stop? You know, where does the start and stop? So, absolutely, you're always going to get an email, but I can tell you that we always find a way. So,
I'm not going to stop the emails, but I'm always going to continue to find a way. >> Okay. So, all needs are met. That's good. Thank you. I do have a question about um this this potential policy or maybe while we're looking at the potential it wouldn't affect like I
think of like the Black Knight Athletic Club who sells sweatshirts with a tap to pay or when I go to theater production and I'm tapped to pay a Venmo for some snacks or it's not going to affect any
of those types of things. >> Okay. So, can they still like a teacher still apply for the public education foundation grants? >> Yes, ma'am. That's totally different. >> Okay, >> Miss Richardson, I didn't want to forget
you online there. Do you have any input or questions? Um, no, I don't have any um questions, but I mean, we're talking about funding and grants, and I and I did participate in the federal program um advisory
meeting today, and I just want to highlight the great work that um everyone is doing with Title One to Title 5. So, we know there's money coming in, and we're figuring out how to use it for our students. So, I just want to say we appreciate the hard work that those groups are um putting towards our
schools. >> Thank you. >> And then just want to check one more time, Miss Douly. This this kind of meets this discussion and met your inquiry into this. Thank you. >> All right. Anything else board members around this?
>> Will we see this? Your group will gather more information. we may see it again or hold off or do we now? >> Well, you're going to see some regulatory changes. I mean, well, may or may not. I mean, yeah, we're gonna we have a lot of teacherf facing work that
we need to do just to make sure again I think we we've learned a big part of this is education. Um, so we may not need to make any changes, but we definitely know we need to engage teachers um more based on the feedback that we're receiving. And then if we are
receiving as board members kind of that feedback of like well I can't get this or I don't have that or we have kids that need clothes we should be referring them to their principal and then to Dr. Johnson and her team like is that the
appropriate avenues? >> Yep. You can just use the published you know use the published mechanisms that we already have out there. >> Great. Thank you. >> So so Dr. in the slide deck you have >> a policy regulation that is revised that
has very significant revisions. So what I think if I hearing things correctly is after some feedback loop is that is not >> it's not >> that's we're not looking at making five pages worth of okay they're the regs okay >> thank you
>> that's >> that's not published on the website either so the regulation that's just a revised and yes and we'll look at that >> and Dr. I I I feel a little concerned that we might have left it a little bit of a confusing in a confusing place. So,
I just wanted to make sure that we're being clear that I think that around requests for basic needs. I think we feel like we've got the pipelines for that fully fully in place and that's just like getting the right person to the right place. And I think for the
other piece, that's where working with the teachers, working with the administrators, talking about how to make sure, like I said, the the left hand knows what the right hand needs. I think there's a lot more work that we need to do there. >> I wanted to just >> Sorry. Go ahead. >> Go ahead. Yeah. think you make a point
real quickly too that I remember and I don't remember it doesn't matter who but it was a newer principal and looking at the end of the year budget you know there was a big chunk of money sitting there and it was just a matter that that newer principal didn't realize that they could be spending and using that money
so just as a reminder that it's education to teachers but it may also be education to newer principles that that money is there and available >> and sometimes it's experience because and This happens from top to bottom with principles, department heads, anytime
you're managing a budget until you go through at least one cycle to see what the needs are full for a full year because there's nothing an administrator at any level wants to do worse than have to come to their leadership and say, uh,
can I get more money? Because the way that school, it's not like we're a for-profit business where we we can do something to boost sales, right? The income is pretty locked in at the beginning of the year in many ways. and everybody's just trying to make sure they don't overshoot their line. So, a little bit of that is experience with
new administrators. I just want to throw that out there. >> Yeah, thank you, Miss B. >> That's where my question was actually going to be about like how are we are teachers saying from experience that like they're having a hard time with their principles approving things and like you're saying like a principal may
not want to come ask for more money, but as a result like are all of the things that teachers could be using are those needs actually being met? because like if you're seeing a chunk of of money at the end of the year, but also our budget is steadily increasing as a school
division, that's like a problem. Like it just doesn't add up. So like how are we making sure that those funds are being used as requested? Um, and like what are like if it's up to the principal's discretion of like, oh, I'm going to turn this one down or I'm going to use
this one, then we get into I feel like deeper conversations about whose classes are back to my point about project-based courses and the like demographics of those classes like how are we I guess that would be some of the numbers that I would like to see as a follow-up like
how are we tracking all of those things? What classes are getting funded more? What are the demographics? what's the makeup of those courses? Like I think we should get granular on this especially because like again we're not trying to restrict fundraising from teachers. But like since we have such a philanthropic
community, I do think that type of data would be helpful for the public to know as well. I I would I want to push back on it a little bit because uh it I I feel a lift there because I'm I'm trying to make sure that I understand in the interim what we're trying to solve in
terms of so anything I want to make sure I'm saying that right anything. So all of our curriculum related things covered right? >> Yes. So, in terms of >> like what type of requests are you
getting? Like just I guess that would be interesting. If they're having to fill out a form, there should be like files of these forms or something like that to be able to pull and say, "Okay, there's a trend of >> Miss Hoover, when are we talking about?" So, I guess I'm think I'm trying to
figure out like what I'm trying to think of a starting point on like what request >> which ones aren't getting funded and why. Ultimately, that's the larger question. >> But it's usually not like um >> like we're not usually putting in like I don't think that they're normally I mean I guess they would be putting in like
I'm attempting to do >> a marshmallow project. I'm just making up something. I'm attempting to do a marshmallow project. So I need marshmallows, popsicle sticks. But I think what I would be looking at is like what stand like this would be something
that we've are expecting them to do like anything that we've we're expecting them to do is cut like yeah I think we can look at what we can figure out a way to look at what things have been denied. >> That's ultimately >> use the microphone please and turn it on
it. it. Um, and in looking at the policy, the the last statement is that the superintendent makes a report back to the board on the fundraising efforts that have been made at the school level.
So, he can make a part of that report is what fundraising efforts were denied by them by the principles and and why. >> Okay. But I think that that's not the question. The question is not about what fundraising efforts are being denied.
It's what additional like funding is going to classrooms for their specific causes. >> I think if I remember last year like Harper who graduated yesterday um would would
laugh would at times bring to the board like her art teacher needed more things and felt like she wasn't funded. >> Right. think I think that's what you're exactly and >> but I can but you remember what happened with that right
>> I do is that it was like when they had to submit their plans their lesson plans with all their like asks for the year as you were building the budget it was like oh they hadn't budgeted for said items
and so >> it wasn't in there >> and then they went back and asked like I think >> and we made it and happen. >> Yeah. >> Yeah. So that's why I think that you can provide we can provide you these we can provide you these data points. I think
that >> what would be really taxing and hard is that there are often stories that go along with it. And I think that was a really good one. And I mean and nothing against the teachers. I mean cuz Harvard was advancing it too. She was getting the information from the staff members.
But what had happened was there were some timelines. not like this wasn't something that was originally budgeted. So what we could do is like when we got to the end of the school year what available funds and so I think that yes you can see it but then you may not get
the whole story. So then again, you be you may make some general assumptions based on what you see, but then like after you unpack and I just feel like that's a lot of work and I don't know that that was the work of of this part
that that wasn't the work of this. >> Yeah. I mean I I understand that and I'm not suggesting that y'all don't make it happen. Like we appreciate the work that y'all are doing and I want to be clear about that. I'm just saying that we're trying to help the teachers period. So I would like to see the data
around this so that if this is a recurring problem that community can come in and help or if there are things I need but like I feel like we're we're asking what are we solving for but we don't even clearly know the the problem because the survey just went out right like
>> well this wasn't prompted by but you got to remember the crowdsourcing is what prompted the survey so that's that's why I said what problem are we trying to solve with crowdsourcing >> right yeah no I understand what you're saying. Like I guess I just want to know like how can we make it all an equal
conversation crowd sourcing and funding from within the building. And I feel like the only way we do that is by level setting with some sort of data or something to know who's crowdsourcing and why or who's getting funded and why and who's not getting funded. And I feel like right now we're just talking hypothetically. We're mentioning stories
that like everyone doesn't even know. So, it's like, >> well, I mean, and that's why I want to I mean, that's why I appreciate the perspective you brought to the board because that's why I'm saying right now there's only one crowd source out there. >> Yeah. >> So, I I appreciate that we want more
information and I guess I weigh that with and this was about anything and maybe about policym too, Miss Bryant, but like all right, well, we have to collect that information. Somebody's got to fill out a form. Somebody's got to process it, etc. Right. and and all of a sudden we've created more administration
and bureaucracy and hoops that teachers have to go through and administrators have to go through to implement things. So, and maybe I'm misinterpreting you, Miss Bryant. >> I think you are because I actually want to make it easier, but I need to know like how many instances of like we're
we're having a policy discussion and we don't have I feel like enough information. I'm new to the board, so I wasn't here last year when Harper was advocating for whatever she was advocating for. And I don't know how many teachers have reached out to board
members over the past few years about this issue in particular. So, I'm yes, someone will have to collect the data, but I think we won't have to do it every single time if we have a baseline set of understanding of how widespread this issue is. But right now when we're sitting here trying to fill in
information that we don't have, it just it feels like what are we exactly trying to do? I think that is I think you and I have the same question. What are we trying to solve for? Are we trying to say that we want there to be a more streamlined process for when teachers
are crowdfunding ultimately? Like is that the bigger picture or are we trying to make sure that all of the resources stay within the schools? Like what are we solving for? Well, we would need to know more information about what the current problem is and the state of things. So, that's I I just I have a hard time making policies around things
I don't know about. >> No, no, I understand that. But, so what do you think is the problem? >> Well, I'm not a teacher, so that would be helpful to look at the survey and to see what the teachers are saying, but I think the problem here is that I stated before is that we want to make sure that
all teachers are equitably having the same access to all resources within the building. And if they're not, how do we engage the community to be able to meet those needs? And it's not just about snacks, it's about whatever is needed for project based things that are going on or if a teacher does want to go above
and beyond. What does that look like? Like we want our teachers to go above and beyond and we want to support them and the community wants to support them. So what does that look like procedurally? And I think it just we won't have to revisit this every year, every May, if I feel like we have like a
very like a clear conversation. Um, so that's all I'm I'm not asking for unnecessary data collection from the division. I just don't want to have the same exact conversation next May. So, I'm just trying to be present. >> For me, timeline wise, it seems like this we're getting into like budget
territory that like this is I think a lot of this is how are we allocating funds more broadly in our in our budget to schools and then from schools to departments or programs or whatever it might be. And so that's where we maybe
need to think about like what is the data the information that we want leading into our n our next budget cycle. Um feedback from teachers about where they felt like you know they were stretched too thin or didn't have enough or had too much although they may not
ever tell us that they had too much. um you know that I think this we've veered into different territory than what my initial >> I'll get but I think as I think it is appropriate though I'll get Miss Hoover and we'll we'll work on like pulling requests because I think more largely it
does have budget implications and so that'll be a great segue into the >> I think what you're hearing like back to our board policy roles like you're hearing some conversation about like what our expectations are right and >> then we would look defer to you to make
that happen. >> Yeah. Whether it's now or like later closer to budget season, I just think it would be helpful for us to have this data and so it doesn't have to be like an ASAP type of thing. Um, but I do like I just want there to be better processes in place so we don't reinvent the wheel
every year, every time we're trying to write a budget or decide what we're going to ask the city for because there are questions about how we are spending our funds and I I don't want like us to see a bunch of fundraisers or whatever and then there that to be further implying that we're not using our funds
correctly when we are. So yeah, that's ultimately what I'm trying to Thank you, Miss Brian. >> Thank you. We're ready for our next one. >> All right. So, our next policy that we will um draw our attention to is I KEC.
Um that's our promotion and retention policy. Um and I think that um I lost my place. Got a Okay. So
I think that um I know that this one has been near and dear to a few folks on this um to our on our board and I think the first thing you know we need to do is come back to what I said originally in terms of does
the policy itself set the expectation of what you are looking for as a school board cuz remember the other pieces are the pieces that we handle. Um so you know in your reading of this does
this set the expectation not the the how or if you like does I KC set the expectation of students being promoted andor retained. And it's not the it's not the how.
I think the first thing that jumps out to me is that each student should learn the relevant grade. Like learn is subjective, not comprehend or master or it's learn. So did you learn it? Sure, someone
taught it to you. But did you comprehend it, retain it, master it to be promoted? That that was the first piece that jumped out to me. Um
I think the question about criteria goes to regulation. So understanding what the criteria is so that we can ensure it is equitable and that it isn't subjective
um that it is a level playing field for all students. Was the next piece um make sure I understand the criteria. So say that one more time >> so that the criteria
um for determining the promotion is equitable. So that it's very it's clear and I understand that that's probably in regulation. >> Right. So but it may not be equitable depending on the student. Right. >> Right. I don't it needs
>> it's applied equitably >> so that all student data is reviewed >> the same. >> All right. So in the context of policy though, do you want criteria referenced
because because some of your comments sound like you know when you talk about applying it that's about that's about regulation, >> right? I Yeah, I'm agreeing. >> So you're okay with it sounds like you were saying you're not okay with the
word criteria. >> No, I am as long as we know what the criteria is on the regulation side. Okay. Yeah. Yeah, because that's how we would um that's how we would ensure that the policy was being followed
>> that there are set criteria that are clearly outlined in regulation. >> Mhm. And if we were to refer to the regulation and see that over time we were not applying that
consistently then we would be in violation of a policy >> policy. >> Yeah. >> Yeah. I kind of feel like the I mean even though it is the regulation piece the criteria could change the student I mean I mean and and so to say that it's
going to be clear in that regulation I mean they're constantly having to update >> consistently change >> correct I'm just talking through this with you. >> Yeah. >> Yeah. Um, >> I I think that when we I think when you um I think when we use terms like apply
it equitably, that's where we run into we that's where we run into some some hard spaces because either you're going to it's going to be this way applied all the time. Um because sometimes that
equitable piece is like who's doing it and who the child is. And I think that everything should be about who the child is. So make sure I say that. I think everything is about who the child is. But when you you I think you just have to make sure that people understand that if you want them to do it equitably and
you want them to do it the same and you and we use words like inconsistent, then they all are going to live in the same they're going to all live in the same world. Uh because all of those terms are not they're not the same. But I think we want the same outcome if that makes any
sense. >> Does with fidelity make it better? >> I don't know. >> I think fidelity I think with fidelity has a different level of intention to it. But I mean I don't I mean I think that somebody would still argue it's
still one of those same it's still one of those same words. But >> Dr. asyn you were going to say. >> I think um what's important to remember here is that we we have a variety of of criteria and different sort of categories of criteria from academic
performance, developmental needs, other factors and these things listed here sort of fit into that and are spelled out a little bit more further on. But you know it would be to say you know this student with these specific exact developmental needs is a yes and this
one is a no in terms of like like every student is is going to be unique and have different different components here. You can't use one single criteria, point of criteria in making these decisions, which you you see the multiple criteria up there. But particularly when we get to the developmental needs and you're talking
about, you know, individual like a even a student's physical development or their chronological age or like it's going to be very hard to be like if you have this birthday then, you know, you like I mean that's that's what it kind of sounds like when when I'm hearing you say like it's got to be this exact
criteria. And I think um we've got to look at all those pieces for every individual student like Dr. Gurley said and and sort of look at the whole picture when these decisions are being made. >> Can I also say were you about to say
something? Okay. Um, can I just also say that though like we do not there's a lot of edtech issues here and so I feel like when we're talking about retention I feel like we definitely need a more um robust edtech policy because a lot of
there are students who are like being promoted who are not like to Miss Burn's point who are learning but are not comprehending and that is a serious issue and without that edtech policy to be complimentary to this we are solving for something that we will be unable to
solve for. Um, so when we have like students taking like courses on I think it's egeneuity or things of like platforms like that and we we're unsure like yes this is getting into regulation. So, please let me know. Like, I apologize, but I just want to say here like if students are passing
courses on Ingenuity and there are no blockers up or like um detectors of whether they're using outside sources to pass those like things that you like you can't Google search something when you're taking so but if you're on egeneuity, can you like what are those
policies in place and how are we monitoring that? Um, and is it equal across all like spaces like Walk versus um, Lugo McInness? Like how like I just want to know how we're doing that before
like making changes or additions to this policy just because I feel like edtech has really changed what retention should and shouldn't look like now and we just don't have a really good policy for that right now. I don't think. >> Right.
Yeah. I think Chris said uh >> well just real quick just just to address that need there everything that a student does on a Chromebook which is all we allow students to use for our work is every click or move that they
make is trackable unless they're intentionally violating acceptable use policy. So we have it comes back to that we educate students on how to make good choices. We put things and systems in place like we use a program called classwise which gives teachers who
utilize it an access to every single screen that a child accesses during an event. And so yes during classroom instruction if a teacher uh had suspicion or wanted to make ensure that everything was being done in in an integrity way. they could see
every screen or generate a history after the fact if they had questions to see if that child veered. That same tool also allows teachers to lock down. So when they are taking an assessment or um if technology is being used as the tool um they have ways to lock down and limit
and restrict students to just those things. Um but it does fall most of it falls back to the student rights and responsibilities that we do try to give those tools and um give staff what they need while educating a student on that um expectation. We give them those tools
to you know to guide them while they're still maybe curious about trying to use Google to find an answer. Um you could certainly search that and if it's if a teacher in best practice is circulating the room, they're going to see that. But if they were really just looking at
their device and had all those screens up, they could see instantly, you know, that a child is putting in a search, you know, what is what is the answer to this question? >> No. Yeah, for sure. I think those are definitely helpful. Thank you for that information. I think um I wasn't really
concerned about our like the movements on a Chromebook trackable. I I am certain that students also know that. Um, and I'm concerned about what are the larger implications of so much Chromebook usage or like these online
platforms like how are like are students genuinely comprehending and retaining the information that they need to be promoted to the next grade. I think that's so much bigger than that. But I do appreciate that Mr. Cuomo because like I have had questions about that before. Um, but I was in a classroom
before with a teacher and she was saying like I think students know that you can see that. And I I'm not concerned about those students. I don't mean to like generalize, but I'm I'm not concerned about the students who are in like the higher level courses. I'm concerned about the students who are at risk for
not even meeting grade level. Like are they actually learning on these Chromebooks? >> Yeah, I think we can delineate the I think we can delineate the two spec particularly for the students you're referencing. I think I I think we can segue back to the promotion retention
and you know with the students when we when we talk about whether students are retaining we just had a conversation um and the conversation was about Luggo um and I think you can also generalize it to walk I mean this conversation wasn't about walk but it was about L the
students at Lugo and we were um just we were speaking about um you know like they were really knocking their SOS out of the park um which was a graduation requirement and that and while an so is
one measure you know so I mean it's not always like the measure of whether the student has mastered the the um work but I mean it is an indicator of whether they are meeting the grade level material and so we know that they are learning in a hybrid manner you know
it's u on it's through egeneuity online and then they're getting the support of a classroom teacher. So what we see there is like and we we saw that by you know the 13 students who walked across the stage um on yesterday that it you
can master the material through an online platform with the appropriate supports. So I say all that to say that yes it can it can it can happen through the online platform and I think what we're trying
to get to here through this promotion and retention is like how do you know when a student has um when they have obtained the information when or or I should say when they have retained the information they know the information um
and you know at what point at what point does a student move on and and at what point does a student need to do another year in the grade? >> Yeah. Like I'm proud of those students who graduated and I'm confident that all of them should have graduated and have
done the work and that you know the teachers who worked with them did the work. However, I think that using graduation rates as like support for thinking that every student is passing as they should is probably
not the strongest only because like we're literally talking about how students are being passed through without getting what they need. So, you can pass the SOS all day long and still not actually retain or comprehend. And I think that like I think that that's what
we need to be getting at somehow whether it's this particular policy or one in the future. Like how are we actually tracking that? I mean because it's this is not a new issue and it's I feel like it's improved a lot since you've been the superintendent and I will absolutely credit that every single day and I'm
saying that this is not just a Charlottville city schools issue like students are graduating and not reading on grade level and that is absolutely >> a problem. And so I just want to make sure that like we can only control CCS. So what are we doing on our end to make
sure that that is not happening and looking at graduation rates is not going to address that unfortunately because we're saying that students are graduating but are not on grade level. >> Yeah. No, I wasn't saying the graduation rates. I was just saying that when we talk about like do they know the
information they we have students who are taking tests online who are demonstrating that they do know the information because they've passed an they've passed an assessment. Um and that's just one indicator. That's just
one indicator. Um >> yeah. >> Yeah. Thank you, Miss B. EdTE. I I think we're going to dig even more into I hope I hope. But I mean and if I may bring it back to this policy retention side, the policy is moving from one paragraph to
>> three pages which is a lot. Uh I'm fine with more and I in my mind this calls out more with more detail you might say even though we're not trying to get in a lot more detail but uh a lot
I guess expectations again is what we you've been we've been trying to use um there were specific and getting back or there's been a lot of talk around third grade reading scores being very important and that's where a lot of states have said all
right if you're not reading and they're not they're not using multiple they're using one variable I guess or multiple variables can you just dig into why were they doing that and what has been the expectations of that and why are you not suggesting that >> sure um well first of all it's against
the code of Virginia for us to do that to to only use one one criteria and to use the so to retain a student um second I think those states that um we're referencing that's it's a state decision
and the and the state um testing and um system around accountability is based in an expectation that students um would not progress to the next grade level until they master and um demonstrate that mastery on an on a state assessment. So for instance, in those
states that have that, it's not a local school division setting that policy and then working within constraints of a state that um doesn't have parameters and a system set up to accommodate that expectation. So um for instance, often
those states have multiple testing opportunities for students. You don't have to score a certain amount on the test to be able to to to retake it multiple times. Um I taught in in that situation one time and um I know that you know the first administration of the
of the state test was um much earlier in the school year than what it is like in a state like in Virginia. Um they also had multiple attempts and um again you didn't have to get a certain score to to
um to take it again. So the the way our accountability system is set up, we get, you know, students receive an attempt or if they score within a certain range, a second attempt um and in under 8th grade. So um you don't like it's not
really set up to it would be like a a one one shot at at sort of meeting that that expectation. And again, um it actually the code pretty pretty clearly spells it out that we can't just use that as a determining factor. The standards of quality
require us to look at multiple criteria when determining promotion and retention. >> Right? So state code and obviously when I read about and the studies about it and the results about it were right. There's you know it's just not usually
just one test. There's also other supports provided very similar to the supports we provide also etc. when we find students that are again okay um >> and they can test up until like the summer I mean so they start as early as February March and they get multiple attempts
>> so take the test >> what was the whether it's working or not what was the logic behind that third grade test and you have to pass a test was there we expect more parent buy in
and accountability and fear and then they engage more or Is it and and I guess what what do you think is the logic behind it? >> I think looking at some of the research um to help us kind of craft this policy
that in third grade you're kind of going from, you know, learning to read to reading to learn. And so that becomes that age where it's like as you progress and go, you know, promoted. >> So you want to make sure they can do that? >> Yes.
>> All right. Yes. And the theory being it motivates the student to have a test and know they're not going to graduate. So they're going to individually maybe put more oomph into it and pay attention and if they know they're not in as a third grader potentially going to fourth grade with their friends, >> right? Yes.
>> Uh do we have that type of built into what we're doing right now for supports and when we think about this? I assume we do. >> Does that make sense? >> What? Yeah, >> I think I know what you're saying. Do
our families feel that same pressure? Is that what you're saying? >> Well, right. Whether does a student or a family feel pressure or should they feel pressure of potentially not moving forward >> or having their child move forward or the student move forward or we never
kind of holding that over their head and that accountability >> and not that we should I mean, >> right. Well, and I know the state that you cited like in Mississippi. So, thinking about the science of reading, so they implemented the science of reading in 2016. And so, Virginia didn't
the Virginia literacy act started um in 2022. And so, since then, students if you fail the so like you're put on a student uh or a reading plan. And so looking at and looking at vows and all the benchmarks like and putting making
sure that we're intervening early and also having those literacy interventions in place and targeted supports in place for students starting as early as in kindergarten. And so hopefully we are intervening before third grade and making sure that as we're promoting
students we've got those necessary supports in place. And then we're looking at multiple criteria, not just the third grade >> so like I just Yeah, I like this new iteration of it. I I just my my question I think you to Dr. Gurley is is this
change anything or you think or not? >> I mean currently and so what we did was we pulled data. I mean, there's students currently being retained at the lower grades. Like, I mean, we don't even have to talk about the secondary because even
though that's in that I mean, that's not technically a promotion retention because that's whether you fail or pass the grade, fail to pass the class, I'm sorry. But, I mean, I don't I don't know. Um, just, you know, we are still like new in the work. uh we're creating
the guard rails, but I mean I think beforehand we were having general conversations that just sounded like kids just move on. >> We pull the data, kids aren't just moving on. There are kids who are
retained and you see I mean the thing that people hold us accountable for are you know test scores but you see how those students are performing. Um, so I don't know that
it's nec I mean unless you're looking to retain more children then you I mean you could I mean you could figure out a way to retain more students but I mean children are being retained and we're providing them with the appropriate
supports. Is the retention due to um parents involvement to say you know I don't feel like my child is ready to move forward or is it something that comes from the school to say that um we
believe that this child should be retained. >> I don't I mean I don't have we we're just pulling we just go in and pull it the number of students who've been retained. I I wouldn't want to I wouldn't want to make an assumption on how they're are retained. I know that
that it does happen both ways. I mean, I've had conversations with principles recently about students who are the building is recommending to be retained. And I know that there are instances particularly at a kindergarten level where parents are like, I would like for my child to do another year in
kindergarten. So, I mean, anecdotically, we see both, >> right? And and regardless I mean the parents are involved in the conversation along with the all educators. >> Yeah. But what I have seen from just like working is more of like the parents initiating the conversation not the
other way around where the school is sitting down with the parent to say um I think it's a great idea if we hold your child back because of X Y and Z. It's more of like the kid has been struggling all year and now we're to the
point where the parent feels like the child should stay in that grade so that um he don't he or she don't be pushed forward. But I had another question in reference to like um the intendance and how can we kind of talk about like how
that um fits into like the policy of like um retention in reference to is it a time frame of like how many days um a child needs to show up um throughout the school year or if they don't show up
they will be retained. Um, is that kind of spelt out in the policy or is it just vague? >> That Well, that would be more for like a regulation. So, we would look that would be part of like kind of the criteria and looking at like unexcused absences um
and kind of going from there, but it wouldn't just we wouldn't retain a student just for attendance issues >> because we would want to look at the whole child and look at >> Okay.
multiple criteria. I don't want us to hold more students or retain more students. Like I I feel like there's a lot of good work happening. I just to Miss Cooper's point about like who's initiating those conversations. I
think I guess my question ultimately is like at what point does it stop, right? Like if there's a student who is high risk or at risk year after year after year, like at what point do we say like clearly they're not meeting like grade
level three years in a row? like are like, you know, I just I'm concerned that like yes, scaffolding is important and yes, having necessary supports in place is key, but if this student needs that support every single year and is does not have a IEP, like you know, or
doesn't have like I don't know how to say this correctly, like I wouldn't say like a real reason, but there like there's just like not >> right, >> maybe it is attendance, maybe it is behavior, there's all of these things in place like but it's still not clicking for the third year in row then I think
maybe there should be more like school initiated conversations about retention that are more of like recommendations to the parents because I don't know of many parents who are going to willingly say like oh yeah I just want my kid to be held back like you know >> it's just it's a pride thing it's a
cultural thing so with that in mind like how how are those conversations being initiated with parents and like what kind of like support are they getting to un not just advocate for their student but understand like this is necessary because your kid is falling behind three or four years in a row. Like we need to
>> No, I I think all of that is great feedback, Miss Bryant. You know, I I would say that we have a very good MTSS system. Um where, you know, our teams are meeting, we are putting um we're putting interventions and supports in
place. Um I I definitely echo that. you know, we definitely don't want students to go three years um and, you know, to, you know, just blatantly struggle with no support. I I can't think of an instance in Charlottesville city schools
where an educator is going to just allow a student to struggle all year. I mean we are putting some very high dosage interventions in place and you know and we are you know we're we're seeing like you know is there a pattern of strengths
and weaknesses um you know what's the response to interventions? I mean, it's a it's a heavy lift. And I think that most of our educators, I'm going to say all of our educators because we have high expectations for our educators, but you know, we are I mean, we're expecting
them to get in do these things with fidelity. I mean and we're you know doing root cause analysis you know and like what's going on and sometimes we are sometimes the things we're in play some sometimes the things that we're
putting in place we are putting those systems and structures to support the students in the classroom but we also are um we also are um putting these things in place to try to address some of the things that are happening in the
in the um in in the home. And so some things are happening concurrently and and and that's why and through some of a lot of the conversations that we have that you know many times when you see our students who are economically disadvantaged why why it's taking them
so much longer to catch up because the system just is not built for them. And that's the system that we're trying to build here, particularly as we try to address, like, you know, we're we're definitely not teaching to test, but that's always the thing that we're held
accountable for. So, we're we're making progress in those areas, but it's always like it's it's compounding when we talk about some of our our our learners who are struggling the most. It's like it's they're struggling here. They're struggling at home and and we're
expecting teachers to not saying that you all are, but like it feels like the world the accountability system is expecting teachers to address all of those things. So no, I don't think that anyone is I mean it I will say that
teachers have said and people who have sat in this room have I mean the feel is like well because the student is not then right we need more students to be retained and I don't think that that's the message and I I don't want that to be the message that we are sending out
to our community be but I mean to do anything to put anything other things in place we would not be equitably addressing the needs of our students because you're just talking about a lot of classrooms of retained black
students. >> Yeah. No, I get that. But I'm Yeah. I like and that's why I'm saying I I am confident that the educators are doing everything they can and I'm like we see right now even like your staff is sitting here like I know they're doing the work to try their best and I'm saying that like if we need to retain
more students I would be in support of that and like I'm sure the community people will have their opinions of that. I mean that's natural but at the same time like we will pay there are real life consequences when students are passed through and they do not have the tools that they need to make real
decisions as young people or as adults like and the community will pay for it in other ways if not per pupil spending and retaining them in school. So >> I'm just saying in this space and on the record like >> maybe there need to be more students who are retained so that we can
>> like and then that gets into the question of like okay so what happens when they're retained another year like what and maybe there are things that we cannot solve for >> that are outside of the school's purview but at the same time like I just I don't know any other way like right now I
think that's one way that we can help students not continue to graduate without basic basic skills that they need. >> Yeah. >> And I would say I agree I I 100% agree with that. Um just because you know we're if a kid is not reading on grade
level um and say if they're in third grade and they're not reading on grade level and we pass them to the fourth grade, the curriculum only gets harder. And so if I can't read third grade curriculum, how am I going to read fourth grade curriculum? And yes, there are interventions in place, but like you
said, there are other factors. It could be home, it could be community, other factors that could could be or it could be a parent that struggles with the same thing because they will also push through the system and don't have the skills to support their child at home. And so I think we need to think take
some of those things in consideration um when we're able to identify early that a child is struggling in these areas and maybe you know I'm not saying that we hold our all our children back but I want to what I don't want to see is that we continue to push our children along
with not and without the skills that they need to be successful. >> Yeah. And you sorry you bring up a great point because early identification that's what all the research supports like so when we looked at all the research and the meta analysis around
retention um and looking at 84 studies 22 studies that it it truly the there could be short-term gains but the long-term effects from retention especially like retaining students more than once I mean it it definitely um has
negative outcomes for students and the dropout rate. Um, and so what all the research does support though is what you said, the early identification, targeted instructional supports, and making sure that, you know, um, when we go through that MTSS process, like if the
intervention is is not if they're not responding to the intervention, then we need to change the intervention and look at our progress measures and make sure that when we are promoting students with supports that we have the right supports in place to meet the needs of those students.
I do think maybe it's not just retention, but I know this year we're limited in our summer school capacity with reconfiguration and building movement, but wonder if there's an element of this for a more robust summer
school um opportunity. I mean, time is the only thing that we can like time is what we're working against and what we're working with. >> Um, and so if retention, maybe they don't meet the criteria for
retention, but if we had a more robust summer school program that, you know, can give the opportunity of time, >> um, I think that's worth a discussion as well. And I think echoing Miss Bryant,
Miss Cooper, um just um literacy is the pathway out of poverty. It is a basic human right. And if we do not get that right, we continue to perpetuate
what we are working against. And this may be our only opportunity. And I think what we saw during the Black Student Achievement Data Review was that when Dr. Gurley came and implemented
some really strong, robust programs and processes, our children in grades K through six, seven are are excelling and they are they are they are making gains. I think the
concern is these, you know, how do we how do we then work in the 8 through 12 space? Um, again, maybe not with retention, understanding that retention in older grades does lead to higher dropout
rates, and that's certainly not what we want to go for. But how do we do this in a way that I think fosters hope for some of these students that don't they don't know what else is out there um because
it's all they know. um all they know is what they see at home or what they see in these pockets of the community that they're in. Um so how I think that is our our mission should be to provide
that opportunity out of um poverty and how do we how do we change the narrative and change the conversation. So I appreciate right >> and that that's kind of our push in this policy is for the summer programming because I know one of the articles that you shared it cited that you know
interventions um high dosage tutoring and summer programs. So that was kind of the push for the middle school because yes, when you retain in middle school um it I mean it's clear in the research that the you will see higher dropout rates among those students
>> and I think the walk program having a you know we've got some really exciting things happening there. Um I'm looking forward to the new leadership in that space and what that might look like. We have Dr. Troder coming into his new
roles. I think there are a lot of really wonderful things like right at our doorstep. And so I hope that you know if we can couple that with some of these other >> policy and then family family education
opportunities that that this is what we are going to do. and how do we help your family navigate this policy in a way that helps your child is the next conversation I think. >> So, thank you.
>> Real go ahead. >> Just say real quick. I I do like that we added the section to with students and disabilities and language language learners to differentiate >> them which wasn't in there before. I understand that correctly. Yeah. >> And then I also again getting to some my
I think colleagues concerns here that we'll have notice requirements now uh for possible retention to parents. Uh I like that that's explicit in there. Uh which could have been I think part of our regulation before maybe but that it
is now part of the policy. Uh I like that also. Uh thank you >> Miss Douly. I like all of those things, but I I think this is way too much policy. Like most of this I think should be back on the regulation side. I don't
know if there's any appetite for that. Um like really the first three paragraphs to me read like our policy and then promotion and retention on is the articulation of the regulation.
I I hear what you're saying. I think I'm concerned that if it's not boldly all spelled out in the policy that we get into like battles about what is being regulated equitably and what is not. I think it's
better to have a little bit more in this case. I feel like we could say that about for most policies and then we end up with the regulation in the policy which is what we're trying to clearly delineate like what is our charge to Dr. girly
to then implement. Um, and so I recognize I am only one of seven, but I don't I feel like we are creating an exception to our delineation of policy versus regulation on this
document. Um, that is not consistent throughout our other policies. >> Mr. Myers rolling his eyes over there. >> I know. No, I I mean I appreciate that perspective. I mean I think there was conversation around wanting to see more.
So I do want to acknowledge um >> and I do want to see more. Like I think this is the conversation, right? But I this this is getting in in the weeds. Yeah. >> Um >> no, I think that's a great reminder. So I want to I wanted to say thank you for that if I may real quickly. I just had a
question about um the the students the numbers of students who were retained. I didn't know if you just had um off the top of your head like were they K through six as far as the breakdown of were they earlier grades.
>> Right. So we um looked at K through six um I mean high school obviously based on credit but at the K6 level the majority was K through three. >> Okay. >> Which is what what we would want and hope for.
any sense of just to Miss Cooper's question teacher or school recommendation ver versus the parent request. >> I don't have that information. >> Yes. Okay. Thank you. But that's good to hear. No, I appreciate that, Miss Dulie.
I think we should probably think about that a little bit um and look at this some more. Mr. Myers, I I know I see you down there. I mean, ultimately, I have a question for you. So, you've brought this up multiple times and I was just
curious. So, what is your what was your ask or your hope out of this policy discussion and wanting to see it potentially changed? Did you have kind of an endgame ask or thought around this? >> No, they well, you know, I don't think
it was just me. I think Miss Cooper, correct me if I'm wrong, Miss Burns. And >> I'm not trying to put you on the share share concern here. I mean I was interested in when I asked about this third grade kind of more hard cut off like does that make sense and you know
uh and interrogate that question for our our students you know based on the resources we have the student dynamic makeup we have etc. um after doing further research and you know I
I am and again I think what the staff has presented like I feel better about this um I understand excuse me so in my mind yes I know I think we've interrogated it which was part of what I wanted to do which we
hadn't been doing and we've been talking about doing and through right now and again what the staff has done I think we've interrogated it and I think we have a in my mind uh excuse me anymore a
clear set of expectations uh that are delineated in this new proposed policy that staff has put forth to us. um that still I think gets us and achieves what at least my goal is and not to my colleague but is ensuring that
our children are again getting the skills they need as they progress and then again able to then further education. So I think this policy is
now is achieving what I think we've done the work excuse me or at least interrogated it and in my mind um I've seen this and the result here is at least if this is what everybody else supports but I'm in favor of this
achieved what I wanted to do. Thank you for asking chair >> Dr. Gurley um with some of the feedback here right recent I mean would you consider or how what are your thoughts about some of that moving to regulation
because in looking at the regulation it's very different >> right I do think that based on the VSBA recommendation that there's too much there I mean I think it I think it is the how um I mean I I think we can all agree on
it's the how um and the how is it should be in the regulation >> and so you would be comfortable I mean if it was the will of the board I mean to flip flip that other stuff into the regulation >> yeah and and to be clear there's not a VSBA model policy for promotion and
retention just if you were wondering >> I have a question was this compared to any um districts that do have policies on retention >> yes we looked at multiple divisions across the state. >> Would it be possible in a followup to have those sent to us just who you
reviewed >> the Oh, all the divisions that we reviewed. >> Thank you. A list of those. Um, so >> is everybody would everybody like those? >> If everyone would like what they are just for comparison >> and I have the research that we looked
at as well, so I I can share that. >> Yeah, I get I get why this is um teetering the edge of regulation. At the same time though, being that retention has been brought up consistently over, I don't know, the past year and a half,
like in board member comments, I think that this is good and I would not want to see this folded just into regulation. I think it needs to be spelled out. It's a it's definitely a persistent issue and it's a
very serious one and I think especially when you're talking about parents and their involvement in retention and things of that nature, I think it needs to be spelled out very clearly um so that when we're talking about who's responsible for what and we're talking about who should be
accountable for what, then we have a policy that we can clearly point to that is standardized. Um and so when we talk about what is the community's role, what are community partners, all of those things, I think a policy is really
helpful um for like streamlining and regulating that work. >> I also were any um teachers, students or parents consulted on the policy?
We looked the policy um in ELT and then we brought that one. It's going dead. It's going dead. >> Um is this one working? >> Yeah. >> Hear me? Okay. So, we brought it to ELT
and then um to the principal meeting. We looked at it there and then to our um all the coordinators. >> Okay. I just um we sent out a survey about crowdfunding
and gathered more information on that. But I feel like retention is such a huge topic with big implications. And part of the reason I have continuously brought this up for three years is
because I've heard from teachers more mostly in the high school >> about how difficult it is to teach um because children can't read and they are >> generally
>> generally correct. Um, so maybe it's one, maybe it's seven, I don't know, but generally. Um, and so I just like wonder about that engagement like
>> I know it's the end of the year, so we probably don't >> I think it's more of the comprehension piece. It's not that they can't read the comprehension. So like can they tell you what they read after they read it is the issue and it's a huge issue. It's right because what's the point of
reading if you don't know what you read? So, I mean like um that's I think that further underscores why we need all of this spelled out in this way. But since VSBA does not have an example retention
policy, I mean, I think we can make our decision and I don't think we need to be like worried that it's going too far if we don't even have an example of what go >> I think that was just an FYI. >> Yeah. >> Yeah. >> Do we approve We approve regulations
also, right? >> No. >> No. >> Okay. >> No. not not to be I don't even know what the word would be flip about this you know I mean we have had this conversation or have been asking to have
it expressing our desire thus we are here thus this work was done so I appreciate that and I think having the opportunity to voice this I don't think I recall anyone ever disputing you know
the fact that um any student a student a couple of students a few students struggling to read or unable to comprehend what they're reading in high school is not a concern. I think everybody has acknowledged that. I think
um I mean just this is this is just my opinion. You know, Dr. Gurley has put a charge out to staff in the school division and we know this. We know this is a concern and I think there are reading plans and I think there are interventions. Is it hard to capture and make up that
progress, you know, when you're when you're looking at a junior, a sophomore, freshman? Yeah, it it is. But I don't I personally I think we're the staff are doing what they can do to support those
students. So, I don't know that um I don't I don't know what I'm going to say. I just, you know, other than the fact that it has been acknowledged. So, nobody is is not saying that that isn't a concern um or that we've been ignoring it. It's
just now that it's here. And I think we're doing good work and the staff is doing good work. And and I um tend to agree with Miss Douly as far as just the the policy piece and and reminding us of of where we need to be. And just because
um all of this isn't explicitly written in the policy doesn't mean this division isn't committed to doing that work. >> But I think like and I agree with everything that's being said. And at the same time, I just want to add that like good intentions and a few people
acknowledging things does not change the reality. And so like I know that everyone's doing the work and like trying their best. And I think that is a bigger reason why we need a policy that explicitly states these things because
it it is such like reading has been for black students a problem for generations in this division. Dr. Gurley has been doing the work and we appreciate it and policies will last beyond any of our tenure. So at the same unless it's
changed or you know like modified but I think like we need to keep that in mind too like it's it's bigger than just like acknowledging that like work is being done. We I think we need very clear expectations which is the goal of this and I think that this version of the
policy states those expectations. Um so I would like to see it remain the same. I again I'm only one person but >> and again I don't mean to disagree either but again it's expectations I think would go we can share those but
then it's the how it's being implemented and again that's regulation. I think it's also telling if we look at the policy, it hasn't been revised since 2008. >> Like that's the gap. That's the data gap that we continue to look at and talk
about. We haven't revised it since 2008. So, >> is that because it's not a VSBA one that like comes up periodically? >> Is that why it hasn't been revised? >> Right. Yes. So it has
>> and Dr. OD was working on it um >> la last year for um and so and then when we presented that policy it was not approved and so then this year we've been working on it. So we have been working on it for a couple years now.
>> Yeah. Absolutely. >> Yeah. I think at at least it has to have something about um the notice of requirements for possible retention of parents. I think that's that's essential. Um, and I mean
it hasn't been revised since 2008. So like and we do not approve regulations. So like what are we I guess what I'm trying to understand is like what are we proposing if we don't approve this? What are folks thinking that we should do? >> And and so let me so after going to the
policy workshop. So just because it's in regulation and you all don't approve it doesn't mean that it's not a legal binding document. So it is still considered policy. So if it's in the regulation, like it's still we're still legally bound to it,
>> right? The board just doesn't have a say over it, though. So >> no, but we have oversight. We look at that. It's attached to the policy and we can come back and if they're not following up with the regulation, then that's where we we step in. >> But it's it's still considered policy.
>> Okay. I mean you all someone dropped to this from staff I guess based on feedback and some of the feedback we've given you already. I mean I again I asked Dr. Gley earlier
you know is this going to be problematic and or change things and you said I don't think it really would. I mean what were you I assume you wrote it in a way that you thought would be implementable
and and not again have any conflicts. There's references to again the various state code etc. Right. So >> right yeah well we took what Dr. OD was working on and then um which was actually much longer than what you're
seeing here. Um but and just kind of took out some of the redundancy and then looked at some of the research wanted to make sure because you still when you create policy we still want to make sure we're we're following and we're in line with code and regulations and then standards of quality requires that the
school board have a policy on promotion and retention. So we wanted to make sure all those pieces were in this policy. >> Okay. So, but would staff recommend this policy? >> I would I don't see why not.
>> Yeah. I mean, it's it's implementable >> because we you we are going to look at the whole child. I mean, right. >> And run through our MTSS process as issues come up. Um, so I >> yeah, I guess I just thinking about
process and and misdoing the bigger questions here, but not just related to this, but I would hope when we're seeing draft policy that it is coming from staff. It is something that um you think is implementable, want to do
>> and and I think I mean we're all former teachers as well and so when we >> we looked at it as ELT, we looked we brought it to all the principles. We got a lot of feedback from the principles as well as our content coordinators, our literacy coordinator, our math coordinator. Um, and you know, we we got
feedback from all of our uh instructional leadership in the division. >> Well, I mean again based on that and the colleagues I I think this has been vetted from staff, right? And again, we >> challenged you I think all to again do some other things with it. Like >> I feel pretty good about this. Thanks.
>> I think so too. I mean, if we we keep saying we want to protect staff time, I think we should make use of what they're spending their time drafting for us. Um, the only I think thing that I would after looking closely with Miss Burns is that like a substantial body of research
indicates that grade retention is not effective intervention for improving long-term academic outcomes and may increase the risk of disengagement and dropping out. I actually am not sure that that's like helpful for the policy specifically, but I don't know if y'all
just added it for context and just like >> So, I agree with taking out substantial. >> I do think leaving in the research because we did look at a lot of research and then I would cite it like in a footnote. Um >> I think that's better. Yeah, thank you so much. >> But I I agree with that change.
>> Um yeah, I just thank y'all for taking the time to do this. I would like to use it because you spent so much time doing it. >> Thank you, Miss Miss Bryant. >> I would um ask for the in that same area if you're removing the word substantial
um indicates that grade retention alone is not effective intervention because I think that is what the research says that if it if it is a standalone intervention, it it is not helpful. it is MTTS it like it's all the
other things coupled. So I would ask respectfully to add alone. Thank you. >> And I do want to go back to um in the very beginning Miss Burns just to point out you made reference to each student should learn. So in that okay because it
was crossed out correct. Okay. Yeah. Yep. >> Thank you. That >> I forgot I made myself a note. I don't think oh let me >> thank you new policy addresses that concern. Thank you for asking. >> All right we will move on to the next. >> Oh I'm sorry. >> Thank you.
>> What's Yeah. Hey everybody. I'm shifted over here tonight. Um, just going to try to give a uh brief overview. You'll notice right off at the top of this under discussion edtech policy, there's no sub
bullet because there exists no CCS policy at this time for edtech uh screen time limitations, edtech use. There are some model what they call quote unquote guidelines from Virginia. There are a
few states that have started to begin implementing screen time. Um the biggest one in the news is the Los Angeles USD. Um they passed a resolution. The board deemed that it was uh an important enough topic and they are uh
spending time to draft policy. Um but the historical side of technology has typically revolved around the regulations of laws of what can be presented, what needs to be filtered and
what needs to be included or not included. So those in um those laws and rules that we abide by right now are typically related to acceptable use policy which is how students make acceptable and appropriate choices with
uh the device in hand. Uh we've created generative AI policy and regulation which limits the ways in which students have access to generative AI. Um we embed a lot of those responsibilities into the students rights and
responsibilities which again is is a long list of things students uh have as expectations for uh computer use. Uh we're bound by certain national codes um SIPA which is a children's internet protection act that is
requirement for us to provide filters on all school devices. I was saying earlier uh we use programs like classwise and linewise which allow us to see into what students are doing. Um it allows teachers to provide uh restrictions. It
allows them to pause internet reduce the their experience to a single website which I will speak as an advocate has been a wonderful tool. Um there's an extension of that called custodio. We did some preliminary communications earlier in the year that would allow any
devices that go home that are owned and maintained by CCS for parents to put a pause all internet or set time limits or set restrictions at home in addition to um their own expectations. Uh, a neat thing about custodio is that it also
allows um parents to take one personal device. So it could be a cell phone for a student and add that device to the custodial interface which gives again just ways for parents to support at home um
you know use for devices at home. Um the other piece is copa copa which is an online privacy protection that's just about protecting student data. Again, these are all of the when students have devices, these are the things that come
into play. Um, I will acknowledge what Miss Horn uh said today. Um, the book, The Digital Delusion, is indeed worth investigating. It is one source of information. Um, I want to be very clear that Dr. Horvath
doesn't say no screens, no technology ever, ever, ever. It is more of we need to find what works and as educators we all are striving for what's the best practice for this experience and there
are instances where in person paper pencil experiences are the best and I think that if we do further surveys to staff and to students and educate everybody on best practices we we will
find a nice balance of um where technology might be the best answer and where technology might be not the best answer. Um, being a technology director does not take away that I was formerly a teacher myself and a principal and a building administrator for a number of
years. Um, I have always asked that same question. How do students learn best? And when we hit COVID in 2020, I think we learned a pretty big lesson that technology is not always the best way to do things, but sometimes it's the only access we have and we got to do our best
with what we have. Um, for Charlottesville City Schools, I would say there's two types of device access points that I want to talk about today. And this is kind of like knowledge field, so I apologize if it gets a little uh boring, but it's important to
have a little background knowledge. The two types of device issues that we give for students, I I call them um off and away, which means the device starts in a computer cart. Um and then the other one is CA the carry model where students
carry their devices uh throughout the day. And then those either have a take-home expectation or a stay at school expectation. So my philosophy based on what I've learned over the last few years is let's try to move to a
often away and where possible keep it home. Now any choice that we make with either of those is going to have unintended consequences if we're not prepared for if kids are expected to take a device home to complete work and we just pull that device out of their ecosystem, we need to have a plan for a
substitution model. Um, and so I will say right now, um, for this upcoming school year, a couple of big changes that are on that philosophy of mine and and others I think who support it is the the off and away computers are in a
cart. They start in a cart and they are accessed when teachers deem the instruction is best when technology takes the front seat. So right now that model is currently in place for grades K through four. Um preschool next year
I'll just start out preschool next year there's no intention of a student used device. That's just the model that Dr. Corb and I have settled on. Um the kindergarten through fifth grade model would be a device in carts off and away.
And right now Walker is fifth six. So, fifth and sixth grade, they have carts, but they take their device out in the morning. They carry it around throughout the day. They put it in the cart at the end of the day. So, moving through K5 for this next year, moving to that off
and away philosophy, all elementary schools will have the device starting in a cart and away, and the teacher would make the decision and determination of when those devices would need to come out for best instruction. um for middle school currently middle school in 78
they take their devices home and they bring them to school there is no cart there is no there is no off and away cart for students to um put that device at the end of the day uh Dr. Thompson and I have had extensive conversations.
I had planned on rolling out uh we'll move sixth grade to an off and away model and then the second year of the full implementation of the middle school, seventh grade would be off and away, then eighth grade off and away. Um after long conversations with her and some some knowledge from reading some
books, uh we agreed we were going to try if it was you know fiscally responsible be able to do is to start all of the middle school as an off and away devices stay home. Um we have a we are able to implement that model for the fall of
2026. Um so she and I have had um lengthy discussions with teachers, we've had lengthy discussions with needs going everything from A to Z if we do this model in the fall, what's needed and what what our unintended consequences
are. Um the data that she shared with me was predominantly in favor of let's do off and away for grades six, seven, and eight. Let's take those computers. Let's leave them in school all day. Let's start them in carts. Let's provide each classroom space, each learning space
with computers in carts. And at the end of each class, let's put those devices away so kids are not no longer using the carry model. Um she felt and I felt that it would be uh a best mindset for middle schoolers and then those devices would
not go home. And there's there's nuances to that. You know, we have to solve some problems for children who are taking certain classes that may require uh work at home on a computer. But the predominant model for middle school next year will be devices off and away, no carry model, just keep it in the cart
and teachers will use it. And that brings us to high school. High school right now is still devices issued, devices used throughout the day. They have the carry model. Um that is a very big piece of pie to bite in in a single
year. I think that that deems a lot of conversation. There are a lot of college level courses, AP courses. There's a lot of unintended con consequences of us drawing like a really hard line in the sand. Um, but I think just initially off
the bat, we're we're philosophically moving to like an off and away kind of model. And um I will note that it's not under my purview specifically, but there was a Virginia law passed and I just want to pull it up for reference. It's
HB1486. I think this is Virginia's first attempt at trying to get it right beyond saying best best practices. Um it amends Virginia code to include instruction concerning time spent using electronic devices such as computers and cell
phones and other smart devices. Um and it it it showcases the addictive potential thereof that we shall provide um the p by the public schools will provide instruction as prescribed by the board. So that goes to kind of your mental health and your wellness
capabilities. There will be a component added to that where an instructional component of teaching children about the addictive nature of screens which I think would support some of the limitation we're uh seeing there. Studies have shown that um screen times
can be addictive. Screen times can be distracting to learning. Screen times can be disruptive and screen times cannot be uh always the best choice for uh different for various learning activities. All that said
um I'm I would love to have feedback from the board and I've had long discussions with Dr. Gurley and Dr. Eley. We all have copies of that digital delusion book. It's a great centerpiece for things that we should consider. Um,
but yeah, I mean, I'm a tech I'm a tech guy. I have a daughter who just graduated high school. I'm thrilled that she does not use the computer as much. I'm thrilled that my fourth grader doesn't use the computer so much. But I think for a policy standpoint, there is
no policy. And based on Dr. Gurley's presentation tonight. Um, you know, I'd be greatly curious to hear um the board's perspective on um on that policy standpoint if uh if a formal statement
would would like to be considered as you know let's let's let's take a let's take a moment and and talk about uh edtech and let's see if there is some work my proposal when I was talking to uh Mr. Meer and Dr. Gurley was, hey, let's get
this right. Let's take the time and involve our stakeholders. Let's send out those surveys. Let's gather that research. Let's make sure our teachers know. Let's educate everybody on on these these negatives. Let's educate people on the positives. Let's hear what
they have to say. And um if you know if there's a policy that's deemed for uh screen time restriction, it would it would be my absolute pleasure to uh work on regulations to help define it. Um it's new. It's not required by the
state. So there's no special code yet. Uh if you look across the country, the Los Angeles school district put a resolution in place. States like Iowa um and Oklahoma are starting it. There are two or three divisions now that are presenting, hey, we need to limit screen
time. But I will say when I look at our current practices for technology, and this will be the LA the last thing I'll say. I've already taken my three minutes. So, um, I will say that when I look at the LA school district, who's supposed to be like super progressive
and like we are just dropping the hammer down, their their bullet points are pre-K through first grade. um they have a ban on a district issued device except for required assessments. We don't have too many big requirements
for little guys to be using the computers and we are actually we're not banning but we're not using preschool devices. Um second and third grade they have a maximum of 20 20 minutes per day outside of assessments. Our
instructional um components are 15 to 30 minutes a day anyway. Um, in our current state, fourth and fifth grade, a max of 30 per day. I think we're somewhere between 30 and 40 minutes a day as as a requirement. Um, again, it's how
teachers choose to use it versus the requirements. And then 6th through 12th grade, there's just non-mandatory recommended limits. So, it's we think this is best practice, but we're not going to stop you. And we're already saying grades 6 through 8, we're going to have devices off and away. We're not
taking them home um unless there's a really prescribed need and um like I said 9th through 12 I'm not that's not a conversation I'm prepared to to have tonight but oh and also they say video content prohibits students led use of
YouTube and video streaming. We already do that. Our default posture is YouTube off games off. If a teacher feels it's a deemed need they have to go into the program and unblock it. And when that class ends, that rule expires and the
kids are back to um no no access to YouTube uh in the classroom. But with all those thoughts and a really blank bullet point under that slide related to edtech policy, I mean, I welcome the discussion. I I lean on Dr. Gurley and
Dr. Eley or educational experts to to lend insight into these pieces. But I mean, I'm here to say there's no edtech policy on screen limits. I presented my what I think is a good division philosophy on its on the direction we're
heading. And um yeah, I I pass the mic back to uh to the board and and for the discussion that this is meant to be. >> Mr. Meyer. Uh well well colleagues and and thank you you Pat. Um
I am heartened to hear about the the changes that are are going to be implemented next year. Um you know I what we don't have here is policy language colleagues which is I think at this moment is fine with me uh based on
kind of what I think I'm hearing is being proposed by um the leadership team. Um I yeah so you know what I I would hope is that by this this time next year we we
our goal would be to have more explicit policy uh language uh based on the learnings of of the year. Um again my preference and if my understanding again kind of the analysis at the moment and the studies is that
less is you know we should not we should not be using screens a lot in general. Um >> yeah, I think the edtech world of you know the drill and kill and gaming the gaming atmosphere to successfully complete a problem is deemed to be to
have limitations and online screen like screen reading has def a definite time constraint of I think it's about five minutes after five minutes of digitally reading online that um content retention I think um Miss Bryant was talking about
it that transfer of knowledge from, hey, I did this on a computer, but when I go to put it in the real world, it's not happening the way it's supposed to. Um, but I also want to be clear, there are adaptive programs that have proven to be very, very successful. But yes, the
screen time in general when it's used for edtech, you know, let's do these points and get a thousand points. It's the old um Oregon Trail is like that old example where it's just it's fun to play and you advance your levels, but the um I I'll reference Duo Lingo, but when you
take it to Guatemala on a mission trip, you may find out that you didn't quite remember as much as you thought you would by playing a game um you know with with an owl for 30 minutes a day. >> Yeah. So the only thing I would like to say is I think again not like but Pat
you you outlined I think some new changes and I'd like to see us communicate those changes to the public if that's what again the rest of the board is interested in also colleagues uh but so that we make sure parents understand that and again obviously you communicate to all the
staff but so that folks know about it and then you know we're all going through this together and and can provide input as we go forward. Thank you. operational changes. Um, Mr. Cuomo, if you could um share that edtech, I
mean, I know it's not in like a it's a lot of it is kind of shorthand, but so that the board can have for reference like work that's already been done that the document that talks about current and future alignment. >> Sure. Yeah, I can share that.
>> Thank you. Um, I think for the high school, um, so for 9th through 12th grade being on the screens, I think it's bigger than just like social media or the thoughts about like YouTube. There's also doom scrolling on like news sites.
Like there are students who sit in your AP gov or whatever class and they're, oh, I'm just on, you know, CNN and they're like not paying attention to class. Um, I think that that's just that's equally as like dangerous for
like retention of actual content in the class. Um, but also like a lot of undergraduate courses as we talk about like preparation for beyond high school, a lot of undergrad classes have a no tech policy. Like I sat in quite a few of
them. um it's recommended that we take paper notes like and I was like oh I didn't really do this at all in my AP classes and now I'm being expected to do it as a college student. So I mean I think that's important to think about too how like universities are also being
reactive to the issues and the trends that they're seeing um around lack of like comprehension and retention of information and thus creating like no technology in my class at all type of policies. And I don't think that that's a bad idea. Um I know that like we need
another we need more time to like try this out and see how it goes. But I and I don't want us to like try to get too granular because again regulation versus policy. Um but I do think it would be interesting to see how those more writing based courses could benefit from
like having a like no tech policy at all and see what teachers think about that. how much are they using it for instruction? Um would be really helpful for us to make a like to do more on edtech policy as a board. >> Yeah, I think I think the data is out
there and like you said it's it's well I said earlier it's a big that's a beast of a of a cookie to eat, but there are studies worth educating staff members about. um feedback. Like you said, you yourself as a student may have noticed
that in your experience, having a computer was not the best way for you to receive instruction. Um I will advocate for class-wise and line-wise if in if devices are used. Um I I will advocate for the continued training of that
program because it does with a push of a button. If you if you don't have a place to store the carts, you can push a button and all those devices are done and the teacher can work on expectations. But it's not it's not a simple problem to solve. But there so there are some great tools um while
we're working towards uh fundamental shifts in what we might be doing over the next year or so. Um there are fundamental tools that teachers can use that have told me directly this is the best tool that I've this is the best tool if I have to use when I have to use a computer I can significantly reduce
that doom scrolling that distraction like your 25% or more distractability with kids going where they want that lock down of that screen or pause of that internet can really help focus uh can be a tool for a teacher to help focus students. So yeah, >> we're also spending a lot of money on
textbooks as we should because it's a school division, but I just want to say like it would be nice to know how often teachers are using those in the classroom versus like um technology like computers and you may not like know that right now obviously, but like it would be worth surveying teachers about that
because like we just discussed like a new AP textbook for AP um African-American history. So like this is a substantial, you know, investment we're making. are students actually using them? Like are they being expected to only use them at home? Like those
types of things would be helpful to know too just so we're not continuing to like invest in maybe we get the digital version or something like that if students are spending more times on their laptops. Um it just I think like as we think about budget and stuff like that all of that matters as well as like
the the policy and the regulation. That did make me that did make me think as we're as we're thinking about the budget conversation um you know how we fold how do we fold all of these things I'm looking to miss um like how do we fold all of these
things into like one comprehensive thing and and just because we've talked a lot about surveys but then we get a we get feedback and this is kind of it's kind of generally speaking but it's you know anecdotically too we get a a lot of
feedback about the survey fatigue. And so like how can we maybe use some of this as like um budgeting tool to your point? Use it as a you know um you know how we spend money on textbooks and um
what was the one earlier um when we oh the Yep. the resources for the classes. So, if we can kind of align these things into to one priority as we roll into um as we roll into the the budget so that we don't like we're not
surveying people about like six different things and getting a very low response rate >> and like also if we don't need a survey or we just want like a focus group of teachers like or I don't know how that I mean it doesn't have to be like a every teacher responds to this. We could just
>> I get the feedback. I think the survey I think your point about the survey is a good one. I mean because you know consequently if we don't survey everyone then people will feel like their their vote their their voice wasn't heard in the sample that we picked. So I mean
>> so yeah >> that's true. >> Thank you. >> Yeah. >> Miss Burns, do you have any thoughts? >> Thank you Mr. Cuomo. Appreciate your work on this topic. It is clearly of interest to all of us here on the board. look forward to reviewing the document
that Dr. Gurley mentioned this evening. Um I do wonder if we could be working on a proposed resolution um for the House Bill 1486 for us to have a resolution on edtech policy just
reinforcing our commitment to that um as part of this work. I think that requires I mean I think that requires I mean it that requires conversation from you all. I mean I think what Mr. Cuomo said is like we're
moving in that direction. So it it sounds like you would be then you want a resolution that then would have a subsequent um policy. I mean >> so it's two things. >> Yes. Thank you.
Miss Richardson, are you there? You feel like I not intentionally forgetting you? >> No, I'm here. I'm taking it all in. Thanks. >> Do you have any thoughts or comments that you'd like to share around EdTech? >> No. >> Okay. All right. Thank you, Miss Cooper.
So before we move so to the resolution part, I think you all would need to um share with Miss Torres by X date what you want to see, what you want to have resolved
um so that it can be pulled together. >> HB. Yeah, I looked at it, too. All right. Thank you. Miss um Cooper, do you have any thoughts? >> I don't. Okay, Miss Dulie. No, thank you for your work, Mr. Como. I appreciate that. I think that's a good a great
starting point that I'm supportive of. Um I I've been intrigued from the get-go um when one of our educators who was here with us tonight has shared their screenfree classroom and just the results of that. And I am in support of,
you know, even piloting that or trying to get more teachers on board with doing something like that. um if for nothing um what I'm the benefit to me I mean as as shared was just phenomenal as far as
just the interaction the studentto student engagement and the ability to turn and work with each other on first drafts you know and then relying on technology for editing and those types of things and research support um I just
think those skills are skills that we all need more of and we need not to lose. So, however we can build that into the middle school, high school, you know, as as the students get older, I would be in support of that. Um,
and that's it. Thank you. And the last thing, excuse me, the last thing um that we had up here was KN AJ relations with law enforcement. Um, and I think theou
speaks clearly to this, but >> I know that um, we received some feedback about that one in an email um, because the policy I think stated um, once every two years maybe and then the theou is annually. So I didn't know
if the board wanted to discuss do you want to change the language um, in that in that >> Thank you. No, I think I brought that to your attention just in and in working so closely with theou. I mean, I am in support especially now of continuing to
review that annually. Um, and would I'm in support of of asking the rest of the board if you're supportive of that so that we can align the language. I would be in agreement. What's the same?
>> Any other? Yeah, Miss Duly. She Yeah, she nodded. I saw that. >> Just to Sorry, I I think I'm happy with that. Okay, so it is Sorry, I was trying to find the modification. Okay. And in practical terms, it is the
administration and Dr. early reviewing that with the team or or is it all of us reviewing? I mean this is beyond the reports that we should be getting etc. Right. >> There's the reporting but there's also three um meetings that are just um
required for review of the program review and that can include board representatives you know up to two um and then there's the reports to the entire board that would be given throughout the course of the program. the quarterly at a minimum there'll be
like the written reports that are the quarterly data. We're still trying to get that settled with CPD. It'll um be on your it is I've been told as of today because I checked in on it again that it'll be available to go with your June meeting agenda, the first quarter
report. Um they're trying to make sure that they get the format and the data exactly right so that it's repeatable each quarter and making sure it's apples to apples um with the additional data that's been requested. And the the current language that's highlighted in red, that's from just to
clarify like that's from the VSBA model policy. So that's why we left it there. Um but we can change that to reflect our current to annually. >> Yeah. And the VSBA language says at least every every two years, but you're
correct alignment if it just goes ahead and spells it out annually. It's not contradictory, but it'll be more consistent to go ahead and change it. >> Mr. Meyer, was your question answered? >> Yes. Thank you. >> Okay. Any other questions, concerns,
Miss Richardson? >> No, I'm good. >> Okay. Thank you. Anything else, sir? >> Nope. All right. So we are now moving forward to comments from the board. So if we would like to
offer any I'll start down here with Miss Dulie. You have any comments? >> Um no just reiterating the praise for last night's graduation celebration. Um I was particularly impressed with the student uh speeches. Um and just this is
as I said last time the best time of the year. So love all the celebrations. Um, and I know it's a lot of chaos um for teachers wrapping up the school year. So, my gratitude as you wrap out um wrap up finish out a very successful school
year. Thank you. >> Thank you, Miss Cooper. >> Um don't have a lot. Um just kind of want to um give a shout out to all of the teachers that is doing an amazing job in our district. Um, thanks for all of the hard work with working with all
of our students. Um, congratulations to all of our graduates. Um, and um, hope everybody have a great and safe summer. >> Thank you. Um, Miss Richardson, any comments from you?
>> Yeah, I really appreciate the presentation tonight. Um, and especially the dialogue you guys had. Uh, I enjoy hearing you guys go back and forth and just asking the questions and and trying to get to the to the center of um the
things that we need to get to when it comes to our students. I'm excited to um participate in Shalazoo Middle School's graduation. So, um that's on my to-do list and um yeah, thanks.
>> Thank you. So, hope you feel better. Miss um Burns, >> thank you for the policy dialogue this evening. Much appreciated and the work that went into that. I know >> um we continue to dig in and ask
sometimes difficult questions, but really appreciate the work on behalf of our students and the community that we're here to do the work for. Um, again echo sentiments of just grateful and thankful for all the work our teachers
are doing and our students are doing to get in those last minute assignments, make sure those are in, my child included, um, to be talked about another day. and
um just really want to finish the school year strong and thank you all for your work and look forward to our upcoming meeting we have scheduled on June the 1st um as a school board just how we um
are going to lean in and work together um to talk about policy as a board and how we govern and how we work together. So just look forward to that next conversation. Thank you, Miss Bryant.
Yeah. Um, graduation was amazing last night. Um, thank you to all of the staff that's present here and not for all the work that you do. Um, thank you to the retirees who continue to come back and serve the division and all the ways that they do when called upon. Um, and thank
you special shout out to um the teachers who are doing all of the work that they're doing with night school at Lugo McInness Academy. Um, it was really special last night to see students walk across the stage who have faced a lot of challenges and who are extremely
resilient. And to know some of those stories and to see those students walk across the stage, it was honestly like such a moving and powerful experience. Um, we have some really resilient and brilliant and compassionate students. It was great to see how many students
clapped after their peers were walking across and during and after the speeches. Um, if we all paid attention to the things that were said, there were some really moving statements about just like how inclusive Charlottesville High School is, how welcoming our school
division in our city is, and how so many people are able to get another chance in this city. um those who come from other countries and cultures and those who are here within Charlottesville, born and raised. I mean, there there's so many stories that we saw on display last
night and I think that's really powerful. Um but I also want to say like I know this week there was a notification that went out um about our statement um regarding all of the things that have happened with collective bargaining. And while I can't say much,
I just want to say that we are committed to or I know that we are committed to and I don't mean to speak on behalf of the board, but I know that we are committed to continuing to support all educators and all support staff. And I hope that we continue to build that relationship with the CA and rebuild
trust and um just do our part as a board to make sure that we're engaging thoughtfully um and in a way that's productive. So, I hope that we continue to do that. And lastly, I'll just say to the graduates, congratulations. I know we've said it all night. Um, some people
may not have another graduation in their lifetime. So, to the students who had all the cords and all the honors and the students who didn't, like you all did it. And I hope that we um as a community continue to um amplify that as an achievement. It's important. and
regardless of whatever your next steps are, you did something so important and I hope you're proud of that and I hope that we continue to um do the work and push all students forward to be where they need to be. Thank you. >> Thank you, Mr. Meyer.
>> Uh I will repeat congratulations to all those graduates. I will say uh attending the completer ceremony for KEKCH the other day was special again to see I think a lot of the the trades and technical uh expertise that our students
are getting and important to again serving our community and and I do uh don't want to forget all those. Um I want to appreciate this conversation this afternoon or this evening colleagues. Uh I thought it was very constructive. I appreciate you're indulging me with how many questions I
might ask sometimes. Staff uh very good job of preparing. I it writing these policies or regulations or whatever we want to call them uh you know I I policies uh is not easy and and and I know a lot of work goes into that
and I as we think through them though and and again and we go down a lot of different I would say rabbit holes but different scenarios and and wanted to understand them and I think that's important I appreciate you uh working with us on that. Uh
I did want to also highlight uh I think we were recognized either late last week or earlier this week by uh some university studies about our reading results and again I think Dr. Dr. Gurley, this goes to some of the
comments you've been making and and again data we're seeing around uh our students are recovering from COVID and and as a division we are uh I think as you and the staff are doing a great job of I think getting better results and
getting especially those younger grades. So please keep up the good work. I hope people see that and saw that. I hope people paid attention today or this evening about our edtech discussion here and I think it'll be important. That's why I mentioned let's very communicate. I think some of these changes we want to
make and implement next year. Uh we'll be leading I think in this state and people will be continuing to look at us and see how we're implementing. So uh want to leave us with that. Look forward to further conversations with you colleagues here in the next couple of weeks. But um
again, I really do appreciate all the thoughtful conversations we had and and thoughts and questions this evening. Thank you. >> Thank you. Thank you everybody. Yep. Congratulations to everybody. Um yeah, I as hard as everything might feel
daytoday throughout the year. Yes, watching those students walk across and and seeing those smiles is worth it all. So really grateful to be part of that. Congratulations to you, sir, your staff. Thank you to the teachers and the
families for supporting those students and for for everything um and getting us to this point. Thank you to all of um you here tonight, the questions, the dialogue, the different perspectives, and thank you to all of you for your
patience with all of us um as as we continue to grow. So, um much gratitude to you all and and um that is it for my comment. Uh Miss Swift, you have a list
for for all of the meetings where you're kind of like I don't have anything. >> I know. Um so I I have notes but the feedback regarding targeted supports for the vaping drugs. to that policy JFC.
Um, and then I will send a list of the divisions of the retention policies that we reviewed along with the cited research that we use for our policy. >> You know, we at one point had that spreadsheet. You have it? >> We still do.
>> Is it shared with us? >> It should be. >> Okay. I don't know if you can re maybe reshare that just in case there's thoughts that we might have >> to add or supplement to what her list was, but I don't know. I used to appreciate looking at that and as things were crossing. >> I just add a new tab every year.
>> Yeah. Yeah. Thank you. Um upcoming meetings. Um as Miss Burn said, we do have a uh school board work session um regarding board governance and development. That's on June 1st, 4:00 at KEK. Everybody ke 4:00 um on June 1st
and then June 4th is our next regular schoolboard meeting 6:00 p.m. here in the media center. Um we didn't have it on here but Dr. Gurley, do you have any comments that you'd like to close with or you good sir? No, ma'am. We are
almost at the finish line and um I just want to I I shared with school some schoolboard members last night, but you know, our unsung heroes, our communications team, >> um if you ever need any joy, any
positive, our social media is rocking it out. And I mean, every facet of our school system is being showcased. And I know that we had some board members who um that was a passion project and I hope
we are exceeding expectations in that box because our hearts are warmed daily with our social media. Yep. Have a go.