001Do uh I have approval of the minutes. Sorry, you had a chance to review those. >> Yes, I did. And I approve them. Yes. >> Goodness. Do I? So, the minutes are approved. Um today's agenda with that. Any [clears throat] questions or issues with that? I just wonder, do you put together this agenda? Who who puts together? >> Dr. Woodford puts it together and I review it and change it or comment if if need be. >> I've tried it a couple of different ways. The last time, so the team kind of brainstormed some curriculum things we could share. And so before the end of the last meeting, I kind of said, "Oh, these things are at the bottom. Are these good topics?" And so yeah, but >> I mean I I don't disapprove of them.
002I just wondered how they like we came to them. >> So sometimes it is the the two for today, the high demand jobs and um DARS. We talked about that when we did the special education indicators and I think you had asked the question, how do they get the the credentials? Who who says they're high demand jobs? So that kind of spurred us to get Trevor to do a presentation on that. And then for um Erica Rogers, she's going to talk about DAR and and how we use DAR with our students instead of special education. Um so that is sometimes it's just things you guys ask about. It kind of spurs me to think, oh, we could do a presentation about that. Um uh we also I kind of knew our benchmark data would be
003available so I always try to put data in on the agenda so we can keep you updated on data. Um so that's kind of the way I go. But if there are things you guys want to know just tell me and I'll get them on the list. >> Yeah. The reality is that CPO is kind of a new thing and we're we're kind of winging it >> right. it's not as clear sometime like you know every month there's a financial report and there are always policies and there so CPO is kind of like we're kind of coming up with the game as we're playing so >> well a lot of it was justformational for us at first to try and get a feel for what's out there and then a lot of it was curriculum
004when we were going through the math curriculum and >> so there are issues that come up but we don't really have a long-term game plan >> and maybe we good, you know, of things that we want to cover rather than just kind of tangential shoots of conversation that >> Right. But >> one of the things I did put on for next month's agenda are I'm going to ask my team to kind of come and advocate for some of our big expenses with curriculum. I feel like the board hears a lot about facilities and you hear a lot about staffing. all very important. Um, but kind of want to just draw focus to the curriculum and instruction side and how we keep that daytoday and what our teachers are doing going. Um, so I was kind
005of thinking next month we could kind of discuss those budget needs. Um, share those with you. We're going to try to get some approximated cost for things. Um, but that'll also include technology. So very we went to a cyber security conference last week and boy oh boy that's some expensive stuff to think about. So we're going to start coming together with some plans and so I thought we'd share that from our four departments and instruction next month. If if that's if that's okay with you, if you want something else we can since we're headed into budget season. I' I'd like a an update at some point on the how the math curriculum is going. >> Okay. >> I've heard some you know anytime you incur in incorporate something new people are going to >> change
006is hard [laughter] >> but I just I want to get an update on that and and I had somebody ask me if there was any common core stuff in there >> and I think there's none. Right. We didn't go with any kind of common core math stuff. >> Um Well, KDUm is designed specifically for Virginia only. Um and then um the secondary >> Virginia requires common core or doesn't >> Yeah. Okay. That's my thought. Okay. >> So, if there's any common core in it, it's just coincidental that SOS may be the same. SOS are a little bit more rigorous than common core. So, >> okay. I just want to make sure that we didn't have any of it in there. Would would this also I'm opening can of worms here but a place to talk
007about um framework uh growth scores cut scores >> all those things if we ever get any >> so >> notice I have accountability and all but it's >> so I I can do a 30 second update on that actually probably less than that we don't have anything [laughter] um so I went to vast conference and yesterday's topic they had a breakout on all of the things that are uh related to frameworking uh performance framework cut scores is the biggest thing right now that that there's been discussions and I think they've they've come to the fact that they aren't going to start it this spring they're going to start it next year because they're so far behind um uh all kinds of different there's there what is it about four or five components of things that
008they're working on right now and they can't come to any concl conclusion on it because it has to be voted on by the board of education and we've had a in the last six months a change over superintendent and and a lot of people exited out of the department of education new people in and so when you look at all of these things that relate to scores and how they score so and and where they cut off that's what they're called where they cut the scores off to say that you passed or you didn't they're making all of that more rigorous So, [clears throat] this is something that has been promised to us for how long? Several months. >> Yes. >> And they can't agree on anything. So, they've been having public forums. Principles have
009been weighing in. Um they had a committee of parents from across the state push back to not have them ascard or as rigorous. Is that what >> No, they're trying to make them more rigorous >> even more than it was six months ago. Well, it's all changed. >> It's a new Who's the new superintendent, then? >> Uh, Ellen, it's last name's Gullock. So, >> Oh, she's she was there when I was Yeah, she's she's been there for a while. >> No, just since last spring, they >> Okay. She was there when I went to the um to the cut score. >> I think the concern is the way the timeline for implementation and the lack of um giving teachers and school divisions enough time to really be able to look at their data and prepare
010because originally they were going to use these cut scores for spring testing. Well, they're not even finalized yet and we're half almost halfway through the school year. So, I think that's been the push back like >> um you know progressive model >> a little another year at least. Yeah. >> Yeah. There the debate was over whether to do it a five-year roll out as opposed to one group wanted an eight-year roll out uh one year wanted [clears throat] to graduate in uh or to grandfather in graduating senior so they don't have to change and do something in their senior year. So there's just a lot of confusion. So, um, I think the board looks at it on November I think it's the same day as our board meeting, November 13th. On Thursday, they look at
011it and they can decide to extend it out in more time or to approve. So, at this point, I mean, I'll just sum up how it's been going. I emailed Dr. Woodford yesterday and I said, "Well, we went through the whole discussion and the lady giving the presentation for Department of Education said it it should be all finalized and out before the holidays." And a guy raised his hand and said, "Which holidays [laughter] are going to in which [clears throat] case in a large room busted out laughing [laughter] because is it Thanksgiving, Christmas, or is that Easter?" >> It would be Easter. So, it's just that they're I mean, I know that they want to get it right, but they've had so much turnover from the superintendent down. It's hard somebody new to jump in
012and start leading it. So, and they left some groups out that they wanted to get feedback from. So, now they're doing that. So, that's really that should be a full that will probably be a full-blown CPO meeting just trying to explain all that, but it's just not here. >> Well, I appreciate that. Yeah, just here. I know there's a lot of changing going on and I want to see what >> and here's something interesting. So the NAPE scores come out >> and Dr. Ger can tell you how many schools could you explain to them how they give the test just to certain certain students? >> So they do just a sampling of students from across the nation. So the last two years we've had two schools picked and it's been fourth graders. So Forest Elementary
013and Bedford Elementary last year. This year we were notified it's Bedford Elementary again and Big Island Elementary. And it's just the fourth graders and it's not even the entire class. Once they say this is the school and this is the grade level, they then send you a random list of students and those are the students who take the test. There's no prep, there's no they just come in and take the test. And so that's why they don't give school division scores because they're not testing the entire school division. They're only doing random pockets um and putting that information together. I actually uh well Jess Shenko asked for me. You know, Bedford Elementary did it last year. They're doing it again this year. That is a big disruption in instruction, especially for a school that really
014needs to focus on their accreditation. >> And they said, "Nope, this is the group that was randomly selected. They have to test again." >> So we don't How long does the testing take? >> Um >> talking about a day of disruption week or >> like a day. Yeah. So, they come in and there's lots of prep work as far as getting >> right parent permission and all of that ahead of time, but for the kids, >> it's one day. They do all of it in one day. >> Am I I'm right about that. Right. >> I think so. Yeah. >> So, there's only like five kids or 10 or >> I'm not sure. I haven't seen it either. >> I haven't seen it this year. I know at Stanton River they would pull like 15
015kids out of I think we tested eighth grade there. half the class. >> Yeah. So, here's the part because at Stanton River >> Middle A couple hundred. >> So, here's the troubling part of this. >> Only we found out at our meetings only four divisions in Virginia were used to calculate Virginia. >> Yeah. >> And we're always >> we got it a second time >> and and so we're up for next year. We did it this year, but we we're up for next year. And when you mean when the >> 26 >> when the person from Department of Education from from VAS said only four schools were picked, only four divisions were picked, the room was like, wait a minute, did is it my was it my division? And so raise your hand. How many
016divisions got picked? And only about half the room. And then but there were more than four. But yet only four divisions. So we don't know that ours were is even used. >> We don't even know if our scores are used. >> So they so this this is a national test and a lot rides on it and a lot of negative comes out of it but yet the the population is really small and nobody knows which ones they're using. So there is some discussion about trying to get more clarity there as to how they give that test because some schools some states give it as like the whole state takes it like I think it was Massachusetts or something like that. They've got to have enough student input data to make it statistically significant. Otherwise, it's
017just >> I say that because I say that because you ask a lot of questions about the Nate and for Virginia, >> you know, a lot of whole lot of >> you can't hang a big on that kind of nail. And I think that was probably when when that first came out with the, you know, kind of yeah, these are the Nate scores for Virginia and we're at the bottom and all of us were like, but you only test like 10 kids a year and like they're not even representative of the whole division. So, um, yeah, there's it's an interesting process that they use there. >> That's something that they've got to tackle at a state state and state level is how [clears throat] are you using our scores and and how are how are
018they being designated as to who it actually counts. What and what are you actually doing with those scores? >> Well, they it it it rides when you watch the news, it's like, you know, Virginia is last. Virginia and you see that graph and Virginia is way down there, but we're not testing everybody. >> So, it's not fair as a marker. And are they testing they test the same number of students in Virginia as they would test in Rhode Island >> or you know is it is it really a percentage representation of the students in the division? >> That's a good question. Nobody knows. >> I don't know >> because if they're going to rank you compared to everybody else then you ought to have fair representation. >> It's a conversation that is being had. So,
019>> all right. Once you get back to the >> Sorry to get you off topic talking. >> No, it's it's [clears throat] Do we approve the agenda or what? >> Sure. >> Okay. [laughter] >> It's approved. >> We're very professional here. [laughter] >> CT Mr. Tucker. >> Excuse me. >> Yeah. Yeah. All right. So, um >> she's changing. >> We what we're doing to make sure I did [laughter] I was like, "Oh, no." What we're doing is we are going to start updating the board monthly on strategic framework. And so we thought this would be a good place to start. Uh and really the the purpose of why we started this was to talk about why do we where do we get that list of high demand credentials. We've heard a lot about that. So
020we're going to answer that question today and we're just going to talk also about how we're helping our students with career planning. And so oh we have a presentation if you don't mind to pull up. Sorry I already got away from the slideshow. And so this is a a kind of a preview of what we'll do. And so we want to also get your feedback as we as we go through this. >> Thank you. >> I will eventually, but I do this for now. So as I said, we're going to give some strategic framework updates also. And so, um, I want to start by just kind of showing a snapshot of the five goals. And if you remember at the last board meeting, we added a fifth goal. Today, we're going to focus on goal
021four, family and community partnerships, uh, which essentially means developing mutually supportive relationships with families and community organizations to enhance student well-being and expand workforce opportunities for all Bedford County students. If you look at the the goals, we also have strategies that fall below that. And so we're going to focus on that second strategy, which is strengthening our CT offerings by increasing work-based learning experiences through mutually supportive partnerships. So students are provided opportunities for career exploration and workplace development. So that's it is blurry to see, but that's why I I read it out there, but essentially workforce development, exploring careers. So that's what I want to talk about today. Um, one of the things that we found when we developed the strategic framework a few years ago is that families just were not informed about CTE.
022There was a lot of questions. There was a lot of good things happenings that that they just weren't aware of. And so, a lot of our work has been about expanding that communication. And so, we've we've look at our website, our program of studies, and any other methods that we're going to discuss here. So um just really quick I want to give you some background just some strategies that we have taken or some steps we have taken before um this meeting and kind of as with the implementation of the framework. The first step that we really focused on was partnering with businesses for workbased learning opportunities internships and job offers through uh post high school graduation. So we're doing things like meet the graduate events at Susie Gibson. We're doing advisory meetings at our base
023school. We've asked each of our CTE teachers to have advisory council with local businesses to talk about what does the local workforce need and how can we meet those demands and make it more relevant. The next step is we've hosted a CTE day at elementary schools. So our Susie Gibson teachers go to every elementary school and kids will see every program at least once in fourth or fifth grade and they just talk about their programs and start getting kids thinking about and excited about that. So, that's been a really fun thing that we've added over the last few years, just that CTE day in elementary school. We've been facilitating on-site tours and activities at Susie Gibson to showcase our course offerings. So, this year, all 10th graders in Bedford County are going to go tour
024Susie Gibson. Yesterday, Liberty High School did. I believe tomorrow Stanton River High School will. Uh, and again, they get to see all the programs and hear from the teachers and essentially think about that as a potential option for them as they move forward in their career. We've worked with the Chamber of Commerce to offer a career expo for all eighth graders before they start their academic and career plans. That's something every student in seventh grade has to take. And so we're we want to get them prepared. What they'll do is these students will go to the base school, the base high school, meet with students from the CTE classes and and talk about what offerings are available up there as they start to sign up for courses. We've partnered with the Lynchburg Regional Business Alliance
025for World of Opportunity. And this is a little bit different. We we just recently were able to to do this where students would go to Lynchburg and they would hear presentations from local businesses about local careers in the community. And so you can see the theme of just exposure, just talking to kids about it. Um the other thing is we're looking at our CT offerings through the program of studies. And so that's something that we'll bring to the board next month, just some additional program of studies updates. And we want to make sure that what we offer aligns with the high demand credentials that the state is asking us to align with. And so Mr. Hos is going to share about that a little bit more later. We have a CT advisory committee. Originally, our
026goal was to meet quarterly, but we're actually meeting monthly and that's been a really dynamic committee. A lot of good input. We do have two board members that are members on that team and have been really helpful as we've think thought about how to partner with local divisions. Uh and then finally, we're looking at local businesses and organizations to kind of think about community needs um and curriculum needs. So, um there are one of the things that we're really excited about. We there's a lot of opportunities we've been able to provide for our students with disabilities. We've redone the application process and we've got over 30 students with disabilities this year at Susie Gibson, which is far more than we've ever had. Um and and the nice thing about it is in the application process,
027it's purely about those that are qualified. Um and it's it's not as subjective. And so truly the most qualified kids are getting in that program. And it does include our students with disabilities. So we're really excited about that. um we've pushed some of our programs back to the base schools just to give them some workplace opportunities there. And so that's been really neat to watch them grow and learn. And then finally, we have an open house at Susie Gibson on November the third. So we're going to invite the community to come on in and see what our offerings are. So we've already done a lot related to our framework. And then moving forward, we have a lot more to do. Uh we're going to continue to work with CBCC to think about our dual enrollment
028offerings. We have a tour scheduled with some representatives from CBCC in the next few months and they're going to look at each of our courses and think about how their curriculum aligns with ours so we can try to get our teachers qualified to teach dual enrollment. So kids can get CT credits, credentials that are helpful for employment, but they can also get opportunities like credits through college that can transfer into whether it's CBCC or anywhere else. We are looking at expanding CT opportunities at Susie Gibson. So, you want to share some of the conversations we've had this year? >> Yeah. So, one of the things that uh Mr. Hington is looking at adding uh for next year, which we're really excited about is bringing back EMT, and we're also looking at uh firefighting and criminal
029justice. So, those are three right off the top of my head that I can think of that he's want to to bring over at Gibson. So, yeah, we're excited about that. It aligns with the job market. >> And just to be clear, that's dependent on funding, that's dependent on staff. So, we're we're in the exploration phase. you know, that's been something the community has said they'd like to see more of. So, uh, we're trying to align those offerings with the community. >> So, um, a question about that because firefighters I I know personally some friends of mine who have had to take volunteer positions because there's no paid positions for fire and EMTs. So, that doesn't really get them into a career that pays them anything if that's >> not right out of high school
030anyway. Yeah. They have to be paramedic, >> right? One of the requests from the board of supervisors um has been that we beef up our fire EMT um offerings because I think they are going to have to start looking at paid positions because they just don't have volunteers. So I think in conjunction with that, okay, >> they're asking us, can you start make sure we have jobs for them and >> set up I'm sorry I didn't mean to interrupt you. It's a discussion too that Robert H and I have had because they're trying to get a they're trying to find a way to get away from volunteers and [clears throat] make them paid and also you guys would be happy to know that you put together your request and he said he'll take that to
031the board of supervisors because they need it so badly. >> Oh wow. >> He gave me a number. I'm not going to give it to you publicly but he gave me a number of how much he thought they would give. >> Oh that's great. >> Up to >> Okay. >> So it' help you with like equipment and stuff like that. >> Okay. That would be fantastic >> because they know they're they're in a rock and hard place here as far as finding, you know, qualified people in there >> and and a thing that we're looking at exploring about how to bridge that gap is you had mentioned the paid positions. So Bedford, I know for criminal justice, for example, the police department, I know Lynchberg and I think Rono, they can do 18 right out
032of high school, but Bedford's 21. And so they're exploring ways that hey, we're behind on that. We've got to fix that. And so they're actually saying that if we start a criminal justice program, they can help bridge that gap by getting them in the telecommunications piece of it. >> And guaranteeing them a job in that to see that side of things. And then if they complete that program, there could be a chance for guaranteed acceptance into the police academy. So um there's there's a big need and so they're they're working at different strategies outside the box thinking to help help students out. >> Why why the age discrepancy from county to county? any idea? >> I I don't know. >> Seems like that would be an easy fix. >> It should be >> lower the
033age to 18 and >> put us on par with everybody else. >> And then the last few things I'll share about CT. So we we have asked all of our CT teachers to offer a credential that would help students with their employability once they get into the workforce. So we're we're finding we need to change that a little bit because of the high demand credentials that we're that's going to be a part of our accredititation. So we're we're looking into that. or is it better to go more of a work-based learning opportunity? So, so Trevor is going to talk a little more about that, but those are some of the places that we're going uh in the future with CT and some of our ongoing strategies. So, I'm going to let Mr. Hos talk about
034those high demand credentials. >> Yeah. So, the I just wanted to share with you all the the high demand where that's coming from and where that push is coming from. So, the the big need for the high demand credentials, it's part of the new accreditation process. And so we have the three E now, which stands for employment, enrollment, and enlistment. And that's replacing the old accreditation model of the CCCRI, the college, career, and civic readiness index. And so this is we'll focus on employment because we're doing CTE. And and this is the chart of how students earned points. So the lowest amount of points is for a CTE completer. And so the CTE completer is someone who takes a sequence of courses that go together. culinary arts one and two ad classes that go together.
035So if they become a CTE completer and pass a high quality workbased learning experience, they get 0.5. And then to get 75 is where we've been as a division up to this point is a CTE completer who gets a state recognized credential and most of the students have passed the wise test to get that industry credential. And we shifted from that because we don't want them to get 75. We at least want a point because that's That's what the state is now looking at for accreditation. They want an average of one point per student. So when we look at the one point column, in order to get one point, you have to be a CTE completer who earns a high demand credential or a CTE completer who gets a high quality workbased learning opportunity. And
036so and we'll go into the high demand and I'll show you that chart. But what we had teachers do is we wanted to focus on that high demand credential. So, we had every teacher because the goal was every CTE student in every CTE class gets a high demand credential. We thought that's the easiest way to tackle it and get a point. Well, when we had teachers go look at it, out of the 43 CTE options at base school, only 18 classes had high demand options. So, then that so now we're thinking outside the box. We're going to have to get a committee together to figure out what are we going to do, for example, high demand for the classes that have it, work-based learning for those that don't. Do we move away from the high
037demand credential and focus only on work-based learning because it's free. So, those are the discussions that that we have to have. Um, and then you see the 1.25, that's most that's mainly a Susie Gibson thing. The 1.25 is a CTE completer who gets a high demand credential and a work-based learning opportunity. a school student with 50 minutes for a class period, that's going to be extremely tough. So, the 1.25 is probably going to be your Susie Gibson students. But, I just wanted to show you that chart. Uh, this is how the accreditation model works for the employment piece of it. And the three E count as 25% of the accreditation now. So, the a big chunk and and then on the next screen is this is where the high demand credentials came from. So they
038are determined by the VOE who partners with the um they partner with the VDOE and state workforce. And so what they did was they got with those state workforce folks and said, "Hey, here's all of our CTE classes. Here's the credentials they can earn in there. What do you say is the high demand credential that they need to have in order for you to hire those kids to help them stand out above everybody else?" And so that's the list that you see right here. So this list is broken down by cluster. So you see a and then it goes into business. And then the X on the far right is what they have labeled as the credentials that meet the high demand criteria. >> When you say high demand, that means careers that are in
039high demand. >> Correct. Yes, ma'am. >> So that's an extensive document. We just wanted you to see where that information came from. And so that's part of our job now is to make sure our coursework aligns with with the high demand which as you saw helps with our points with our accredititation. So it's hopefully it's relevant for the students and it's also helpful for our accredititation. >> But that that's really where this high demand credential push came from and this is the list where where we got that from. >> So Dr. Tros, I know that you're not just working with CTE. There's um and I'm on the board and the STEM Academy as well as Gov School. >> Yes. >> STEM Academy, they graduate from there and usually have some kind of credential which is
040awesome, but the gov school does not >> and I'm concerned about that because these kids are they're not getting full rides and they have to [clears throat] put theelves through college. It would be nice for them to have some kind of credential coming out of gov school instead of just nothing. >> Sure. Well, they part of that we have the employment, the enrollment, enlistment. So, I think a lot of their credits come from the enrollment side. They get a lot of dual uh dual enrollment credits. So, I think that's the advantage of gov schools. You get um I'm not sure the exact number, but they get some college credit going into it. >> And they also they spend half the day at their base school. So, they do CTE courses because part of graduation requirement
041is one CTE course. So, they're getting that at their base school either before they get accepted to CBGS or in the afternoons when they leave there. >> Something at least. Yeah. >> Yeah. >> All right. So, now Zello, I don't know if y'all remember when I was in here last year, I got fired up about Major Clarity. So, I'm even more fired up about Zello, but I'll I'll tone it down. I won't go off the rails here. So, Zello has replaced Major Clarity as our career exploration platform. Zello does a lot of what Major Clarity did. They just do it better. So, the students still go through self assessments. Um, what that does is that groups them in with careers that fit their interests and then we do activities and lessons throughout the year that
042are built by Zello. Um and and it's catered to each grade level. For example, eighth graders will do a lesson provided by Zello on transitioning to high school and then 11th graders have a lesson on resume building. So it's catered by grade level the lessons. And so we linked the sequencing guide here just so that you could see what students are doing. So right now we have Zello for grades 7 through 11. And so the first lessons that you see on there uh were due September 5th. You've got your just teaching them how to log in. You've got your uh matchmaker quiz where it matches students with careers that that fit their interest. And and so just wanted to give you a glimpse of what what the students look at throughout the year. And this
043is what you're seeing here is the pacing guide that was built in for the classes because we didn't want it to be considered extracurricular. It's just curricular. It's just part of what they do in the class. So that's what this is. Just wanted to show you an example of the of the sequencing guy. All right, you go. >> I took one of those tests when I was in high school and they gave me two possible careers. One was an accountant and the other one was a stand-up comedian. >> Oh, [laughter] >> I didn't do either. >> And so this screen right here, I just wanted to give you a a glimpse of what the students see. So this is on the students homepage. So, it's not a social media platform, but it's laid out like
044social media. So, they laid it out in a way that students are are familiar with. They can it shows them these type of things based on their interests and they can like it and then it'll show them more stuff like that. And then on the right, it shows the timeline with the due dates. And so, um, it's it's easy to track, >> right? And so just wanted to show you an example of the matchmaker quiz. Um so students fill out 39 questions and and they put how much they like or dislike something. When they get done that kind of narrows down the choices match with a career. >> Yeah. >> Yep. It's matching with a career just to be clear, not with a person. Just want to be clear about that. [laughter] >> Say match
045mislead not a dating app. [laughter] And then this uh then it goes into the learning style after they do the matchmaker quiz. They do a learning style assessment. And so this is just an example when reading a novel. I tend to and students select what what best applies to them. So they get through that and then another thing that they do is a personality style assessment. So once they finish all three of those assessments, it shows them this screen and it shows them careers that match based on their assessment answers. And so then they can filter it. So at the top you can see salary. So they can filter by salary, they can filter by education, whether they want to go to college or not, two-year or fouryear. And then it shows which which careers
046are high demand. and then they can heart those careers and then it will show more within that cluster. So, as they continue to go on through the year, um, it shows more indepth versions of these these careers and they can >> That's very detailed, >> very narrows it down pretty quickly. >> And then I put this up here just so you could see this is what teachers and counselors can print off for reports. And so, um, the goal is that teachers, all teachers have access to this. So, the goal is for teachers to say, "Hey, um, I'm going to click on tactile learners here." When they click on that, they can filter it by grade level, by school, by their class. And the hope is that teachers see that and say, "Hey, >> based on
047this data right here, 75% of my fifth period are tactile learners. I need to do some more hands-on stuff for them." >> And and they can also run reports like this right here for uh saved careers. They can do it for saved colleges that kids are interested in. And then from here, counselors and teachers are able to send messages to those groups within careers, schools, personalities, whatever, and click a button to email the parents as well. So, it's a it's seamless for communication. the whole tactile learning or audio auditory and all of that used to do that with my students in Spanish class just to figure out who I mean it was so helpful and the kids made a difference right >> the kids help it helped the kids understand who how they learn too
048it's really important >> very good >> yeah and another thing I just wanted to point out the the counselors are loving this too because uh >> a negative of major clarity was things didn't sink Well, so when counselors would do academic and career plans, often times it wasn't saved and they'd have to go redo it, which is which is a lot of work. Now Zello has academic and career plans. It syncs with P school, which means they can also do the student schedules. So students can select their schedules in there and hit submit. Counselors can see it and then counselors can even take the submitted schedules and send it to parents for approval right right from there. >> Wow, that's awesome. >> Yeah. And so so counselors are loving it. I mean, so far it's
049it's been it's been >> colleges need to do that. My daughter had a terrible time and I won't even get into that, but they they didn't have counselors to make sure that they were on task on what what classes they had to have and all that. It was touch and go. So this is this puts out their whole career for the high school level. It it can. And so based when they save careers, it will it will give them one of the tasks we have them do is explore that career. And so it asks questions like, "What are some things I need to know about this career? What are some high school classes that I should be taking to help me prepare for this class?" And it'll give suggestions as students are are selecting classes.
050Do they ever actually get to go shadow somebody in that career to see if they really like that before they start getting any? >> We we've got some things like the Bedford one tours that that we partner with the Chamber of Commerce where they get with students to find out interests. It would be hard for, you know, every kid to do a a job shadowing experience. But if we have a group of kids that we we pull up here and the students, there's a large number that want this specific career, we can use this data right here to set to set those opportunities up. >> Have you set any up before? >> No, we haven't had the chance to use this type of data for that. We're we're going old school and and we've just
051been listening to and counselors have been telling us what students are interested in and the chamber does some surveys and stuff like this, but we're hoping that Zello can really help transform that process. >> But have you had any had any shadowing at all? >> We've done a lot of Bedford One tours. We we've done a ton of of Bedford One tours. >> Okay. >> But if you're talking about like a job shadowing for each student that wants to explore their own career, we we haven't done anything like that. But we've done large groups based on career clusters and things like that. >> Awesome. >> Oh, okay. Last one. All right. So, the idea was to to kind of talk about the framework, but really get specific. So, we were hoping to present this or
052something like that to the the larger board. So, do you have any feedback for us about what that how we could what else we need to address or any questions? I I guess the the question that I have is going to be more long-term in terms of okay, we've got this great tool that helps us to pigeon hole kids. How many of them are then following through with that career choice and actually putting rubber on the road? Um and if they're and I wouldn't expect you to have that data right now, but maybe a for some foresight into how we're going to get that data. >> Yeah. follow-up plans >> and and the question I had about shadowing and stuff like that, maybe just have a little bit more of information on how have we
053been connecting the kids not just at the end of the career but during the career um seeking process in shadowing and getting out in the community and doing stuff like that. Um what what have we done already and what are our goals for the future? >> Thank you. Do you have any feedback from from the students now from using Zello and saying, "Wow, this is cool." And >> we have it's been overwhelmingly positive. Um the students were a little discouraged using major clarity because the lessons were kind of kind of repetitive and weren't in this format. >> So they're early on with just the first nine weeks lessons being done. But um the department chairs and teachers and students that we've talked to have said they love Zello. It's so it's such a better product
054and so we're hoping that that encourage them to continue using it for what it's for and really get into it because it's only as good as you know the effort you put into it. So we're hoping that they continue to use it. So one of the things that you had mentioned was whether or not they're tactile and visual and so so one of the things that I encourage my students to do is there is different ways for them to study as well because of that. So do you incorporate anything like that to give them skills on how to um you know utilize their specific lean towards learning and how they can do that better when they're just studying or preparing or doing whatever they need to do. I mean that would be not just um
055for careers but that would be overall in our academics. So that would be for um you know Dr. Woodford as well. Just do we do much with that where they understand like if they're an audio uh audio learner auditory sorry auditory learner they might be better off listening to a book that they're supposed to read than or you know if they're a visual person maybe they need to watch a video of uh you know just or even if they're just they have the same material but they're you know just giving Um, here's how you you'd be best utilized your time for studying anyway. Do we do anything like that for the students? >> I would have to ask Mr. Tucker. I feel like it's definitely something the counselors probably do and share with teachers um
056prior to them actually getting into the Zeller program. But I I don't know 100%. Um, but is that >> I guess I guess the question is when they determine how many students are auditory versus visual versus tactile, is that information shared with the student on a one-on-one basis? >> We hope that it will be. Uh I mean this this data was just compiled from the first week's data but we we have already seen teachers in because this is done through English and history based on the grade level because it aligns with those standards but we have seen math teachers saying man I didn't know that this many of my students were this type of learner that that's going to help me with my lessons. So, we're hoping that as we learn more about Zello and
057the teachers learn how it can be beneficial that the hope is to do exactly that so that we can use it for something like that. >> Well, I mean, it's extremely helpful for the teachers, but I I think it it would also be helpful for the student to know, like you said, to know his own learning style so that they can then incorporate it >> through college, through anything. Sounds like there's lots and lots of possibilities with Zello that we've just barely scratched the surface. >> All right, >> our turn. >> So, we don't have this big presentation. We do have some handouts that um we'll provide to you, but we did want our students absolutely with disabilities have all the access to what they just presented, of course. Um, but there's also requirements for
058students with disabilities when it comes to transition and the jobs and, you know, whether they're collegebound, those kind of things. And so, Erica Rogers is our supervisor of high school. She's been doing this for years and years and years. And, um, definitely my go-to person when I'm like, "Okay, explain this to me again." Um, when we're talking about our kids and transitions, she's very involved with our high schools. So, um, she's put together just a little quick presentation of what that looks like, um, in the high school for students with disabilities and to include paths, stars, um, and transition plans. So, I will hand it over. >> Yeah. Um, so we starting no later than age 14, um, we through the IEP have to include transition services. And the thing that I I really love
059about transition is that we are working to prepare all the students um across the board, but especially students with disabilities for life after high school through these coordinated activities. And it really starts for for them at a point looking at their strengths, their preferences, and their interests. So many times through IEPs, they're told, you know, we can't do that. This is hard for you. This is going to be a challenge. But when we're thinking about transition, we're really coming at it looking at what are their strengths and how can we incorporate that into life after high school. So um when we're looking at that there are measure we have to have measurable post-secondary goals that include education, training, employment and independent living. Um independent living is um as optional or as needed but I can't
060think of anything. every student needs an independent living goal. So, we do require that for all of our students in their IEPs. And it's looking at the services, the course of study, linking that back with how Zello is going to help with that as well. Um, getting student and family participation, and we have to review this annually, and it's updated annually as part of the IEP. So, how does the department of aging and rehabilitate re rehabilitative services fit into that for DAR? Um, that's a state agency that partners with the schools to provide vocational and transition services and um they're really looking to help students obtain and maintain a job. Um, a lot of students with disabilities are able to obtain the job, but it's that maintaining part. Um, so that's where they fit in
061a lot. And while they're in school, the DAR's counselor is really working on the PRATS, which is the pre-employment transition services, which is can be job coaching and supported employment, and how those services once they're started in school can continue postchool as well. Um so those the five areas of PRAT um the five core areas are job exploration and counseling, workbased learning experiences, counseling on post-secary education options, workplace readiness training and instruction and self- advocacy. So that is where our daughter's counselor really focuses because that's the ages between 14 and 22 which are our kids in this school right now. Um, and it's important because it builds those career paths and job skills and early awareness of what they would like to do. Um, it helps build the confidence and independence. It helps connect the
062school, the families, and the employers. And we're looking to increase that successful post-secary outcome for our students. Um so some of the things that we can do through priaths and DAR can partner with us working on interviews, resume, career interests, college campus visits because DAR can apply um for students going into college. They could still support their student self- advocacy workshops. Um all things that we know students are going to need postsecary for their goals. Um so what we're trying to do um between DAR and the schools is prepare students for employment in adult life while ensuring that smooth transition from schoolbased to adult vocational supports because once they graduate or age out of services the path stops and if they choose to keep the DAR open it would go to the adult vocational support.
063So that's why having that that layer at school and that support at school really helps after school because they already know who that person is, how to contact them and keep that referral and that line open for support. Um so the schools um we have a transition coordinator um so to speak at each school one of the case managers they are making referrals to the DAR counselor and anybody with an IEP or 504 is eligible for these services. Our daughter's counselor works to attend as many IP and 504 meetings as possible as well as she comes to the school monthly to meet with any new intakes to do some of those more career exploration those paths and then um she goes to the IP meetings as well and then we're always looking to figure out
064ways between the school and ours to coordinate those paths with family communication so families are aware that this agency and services is available. So, [clears throat] um I'm going to be honest, we haven't always had the best um numbers in this area and we've been working really really hard to strengthen that because we want to see those post-secondary outcomes improve and increase. So, um, July 2024, um, we really made a concerted effort to to increase just that our referrals, our numbers, our outcomes, and we began having monthly meetings with our DAR counselor to talk about what are our processes, how are referrals getting to you, what do you do once you get them, what do we need to do better to get you the paperwork more efficiently to work through that. And our DAR counselor
065has been invited to all our high school department meetings, special ed department meetings monthly. Sometimes she comes in person, sometimes she gets to hop on virtually. Um, sometimes she's she's busy because the counselor we have is also the counselor in Campbell County. So, she has these same responsibilities in Bedford and Campbell. So, she does the best she can between all the schools. Um, in August of 2024, we did present at a PD day with um, Katherine Prader, who's our DAR counselor, to all middle and high special education staff, just giving an overview of DARS and PRATS so they knew what was available. Um, we went to a transition fair with the central Virginia transition team at CBCC to talk about and that's a family and student time for our council or area. That council is
066made up of Lynchburg, Campbell, Amherst, um, Bedford and Appamatics um, for families to come in and learn about transition services in general. So, we were there um, as a part of that with our DAR counselor. And then at our big feet meet in April, um Katherine is able to come to set up a booth again to reach the families as well to see how she can help and support our families. Um and then I was really I've been so so so excited um this August um because while the the big PD was great, it was it was a lot of information. So, we broke it down and we called them um high school block parties. And the teachers came during their planning block and they came in and we had a we brought some food
067and had a little banner and they were able to come in individually and talk with Katherine and myself about okay really help me understand this. It helped open up communication. Katherine was able to meet some of these case managers. um they were able to come with, hey, I have this question. I have this concern. Um it it I feel like has made a world of difference having that communication directly with her instead of a a big group, that individual piece. And we have seen a lot of good results already from that from August. And um some of the new teachers who we hired on this year who weren't able to be a part of last August PD day were able to come to this and every teacher came at all three high schools. Um I
068think except for one teacher who was out sick that day. So we circle back to meet with her. Um and for September and November are professional development days. this year. So far, we are bringing in um TTAC transition specialists again to keep you know explaining the importance of this transition and how DAR plays a part in that. And we've also been able to start this year we're calling them DAR days. We've had it in September and October. um students um who have opened doors cases have gone to Liberty University in September to learn about different jobs there as well as what higher education looks like and then tomorrow weather permitting they're supposed to be going to Peaks of Otter to see about what jobs are there and you know we think oh what what could
069it be but the the restaurant the lodge the maintenance the trails all of that it's going to be able to incorporate all of that and we're really trying to look at this as a monthly activity moving forward and then again this November they're having that transition fair again and we're planning to do the same thing. Um, so when we were looking at our referral trends, um, just looking at brand new referrals, um, going back to the 23 24 school year, you can see each of the high schools. Um, and again, we're only through the end of October and we already have um the same or greater in every high school already of referrals being made to open up these doors cases and get student services. So, I'm so excited about how this can impact them
070and if we're catching the students younger and opening them up at 14, the amount of time they'll have to work with Katherine and DAR to be able to go to postsecary with success and then where our open cases stand for each high school. Um, and again, those numbers um are just through October right now. Um, again, those numbers have been increasing. So, it's really encouraging to see how this can move forward. And then who, like I said, Kathern Prader is our DAR um counselor for for Bedford. And I just included her information as well because she has been um really helpful and wonderful to work to keep these communications and these things moving forward for our kids. And I think one of the other thing that we probably didn't talk about as much, but um
071Trevor and Erica work very closely together as well with the CT and Susie G. And as you as they said, our students have really increased at Susie G, which was something that I know when Trevor came aboard and start like is a passion of his and I know it's a passion of theirs as well to get our kids included and get those job skills, those hands-on skills and doing all of those things. And um so that's been a great um collaboration that we've been able to have as well as um I know you were talking about do the kids get to shadow. We get to do a lot of that with these transition services and what we're doing with our students with disabilities so they can go and see and get some hands-on experience um
072with those jobs through DAR as well as through some of our classes that we have for our students. So um it's something you know we talked about our indicators last time and we talked about those post-secondary indicators. It's why I really feel like we're we're moving the right track to get those indicators increasing so that we do see students graduating with those standard um and advanced diplomas as well as coming out with jobs or whatever it is that they may want to do when they graduate. It may not be college, it may be having that job. So, and these services too, I didn't put in here. um once their case is open, um Katherine and also other outside vendors can work with students over the summer to keep those services or to do more job
073shadowing and look at that even after school on weekends. They've been doing um virtual peer peer groups to work on social skills. Um, so it's really, Katherine likes to say, if you can dream it, we can figure it out. How to make it work because the pre-eps is so open-ended at this point. Um, that and to let them explore as much as possible before they do hit graduation or aging out so they have that experience and have a a resume built for them as well. >> Yeah. And we just had a flyer sent to us about agencies in the community that actually hire students with disabilities as well. And they're having a meeting and I forget the date on that, but there's something that the community is very involved with as well. And we're getting
074more community support to employ our students and and have them working at different locations. So, that's been exciting as well. >> Any questions? >> Very good. Thank you for You don't have any questions for that? >> No. >> Um I had a couple. Um so when you say the DAR program and the transition, is that for all students with 504s and any IEP? And then some of the really um special needs students, all of them get to participate in this. >> Any 504 or IEP and including our adaptive students. Yep. And we've had a a very large and increase in the referrals actually through the adaptive program lately [clears throat] because um again all of the information being shared I feel like is is really helping but um they they're employable too and DAR is
075open and we're all working to to figure that out. So it's been really nice. >> And your DAR representative is that somebody that's hired by the state? >> Yes, I agree. Yeah, we have >> regional areas or something. Okay. >> Um, and then the other question is where do you guys get your support, your ideas, your collaboration? Um, because I'm I'm a big proponent of best practices. So, where do you find um, you know, have you guys explored the the communities where this has been very successful? This is an area as you mentioned that we have not been as successful in as we want to be and so have you explored best practices in other communities where they have had more success and what are they doing differently that we can incorporate? >> Well actually
076and I'll speak for you and then you can go um last year Erica was accepted I think it was 30 people that were accepted into >> give me the title of it. It was with through VDOE. >> Um it was the Stella the state transition leadership academy. So we met monthly. Um it was about it was two days I'd say monthly. Um where it was everyone they tried to have four people from each um region of Virginia. So they were close. They had 30 32 um where we met and just talked about all of these ideas and how do we get there? What are you doing? What are we doing? you're a bigger, you know, a bigger school division. We're a smaller one. You have public transportation, but we don't like we just tossed out
077all these ideas. And that's where part of that block party came from and the success of that. Another division talked about that. Um, another division that [clears throat] talked about and and Trevor and I collaborated briefly, we're going to do it again. Part of that indicator 14 of followup with students because a lot of our kids overlap. So rather than making two phone calls and parents like I've already answered these questions, how do we combine these together? Um so that was another idea that came out of that. Um so yeah, that was that was really um I really transformational. I think [laughter] I've come back so excited about all these ideas and things we >> for you guys. We have monthly meetings trans that Erica attends with the transition council that has the five areas
078that the five school districts she talked about which is Campbell, Appamatics, um Lynchburg, um us and Amoris where we talk about all of these things and community providers come into those meetings and talk about what they're able to provide and what they have. Um, so we're all she well I say we um Erica is always working very very hard and working with community and and all of those outlets to find out more what can we do for our kids. Beford is unique. We don't have that public transportation like you know and Lynburg has more job opportunities and or Rono than you know sometimes Bedford like we were talking about the firefighters they're paid in Lynchburg and Ron Oak but they're not paid here. Um, so you know, those are some of the things we try
079to see what we can overcome. Um, and then our adaptive curriculum kids, they go out, they do what's called curriculum based instruction. So they're going out all the time to different jobs in different places and and working at different things as well. I meant to mention that before. Um, so we're always out there. We're always in the community. Um, I've actually had people call me from the community and just compliment. Like we had one of our teachers from JF take the kids out to Walmart and she was helping them prepare. They were doing recipes and they had to find ingredients and do all that and I had this stranger this guy who was there and he said I just wanted to call and tell you I saw a group of your kids out and they
080were amazing. That teacher was the most amazing teacher working with those students. So you know we are out there we're seeing and that's what our goal is is to always be collaborating finding out more what can we do for our students so that they're independent successful adults. Well, I mean, we we need that in our high schoolers, you know, they need to know how to balance a checkbook. They need, you know, they need life skills as well because sometimes they graduate, they have calculus down, but they can't balance a [laughter] checkbook. So, you know, there's that. So, it's it's important that we do it all all the way through. So, >> thank you. >> Now, the DAR referrals sounds like those are optional, right? Those are those are initiated by either teachers or parents or
081other groups too. >> I would say really those are the main ones. >> Okay. And the obviously the uptick in referrals is from some education and exposure that you guys have done. That's cool. um do we have uh to be able to kind of understand those numbers a little bit better? What's the base? Right? So, the number of students with IEPs and 504s, what percentage referrals are we getting? And is that percentage climbing or is it just the number of referrals? >> So, >> kind of give me some context. >> Yeah. So some when you look at the referral trend to open cases, some of the students once they graduate, they would close out and go to the adult folk side. So some of the numbers look a little bit lopsided that way um because
082they were older, but then um other times they might open the case and then parent or student can say no, we we want to do this on our own. They can close it at any time. just because they open it, it doesn't have to stay. Um, also on the on the flip side, if Katherine doesn't get um information back from the parent, she has to she has to close it due to her standards within 60 days if there's no communication back and forth. >> Um, but each school, I would say, >> um, >> there's you're looking at IEPs about about 100. I was going to say about 100 students which is each high school >> and probably between 25 JF has the most 504s right now. I think they have 43 um 504s. So >>
083it's a it's a lower for the 504s. Um and and kids also can opt they don't have to do this. like some of the kids who are really set on going to college don't necess and can DARS assist through that absolutely but typically they're not looking at that route. >> So um it's still low but considering where we started with one and zero like I'm I'm pumped. [laughter] >> Also not only with ours like she said earlier we do transition plans in every IEP starting at the age of 14. So every child has a transition plan. We're working with them on those skills of what and you know as they're younger they may not know what they want to do but as they get older we'll be able to see that and I really like
084listen to what you were talking about with Zello knowing where like those reports and that information that comes from there will be really helpful for our case managers and our teams to actually discuss at IEP meetings and talk to the child u because they're invited to their IEP meetings after that so they they h they can give that input at age 14 um and really working on those transition plans through our case manager. So if they don't want to do DAR, we're still trying to work with them and prepare them for that post-secary um and that independent living. >> All kids don't need a referral. >> Right. Right. >> Right. Yeah. Exactly. >> Great. Thank you. That was helpful. >> Any other questions? >> Thank you. Thank you. [laughter] appreciate that. >> Uh Dr. Crossber,
085I think we're back to you with benchmark data or >> so I'm going to give you an overview of the benchmark data for the first quarter. So in your packet there's a handout on the front that's got a couple tables. So I'm just going to take you through that and what I tried to do was give you an idea of where our schools and subjects fell. starting with kind of a big picture of when we tier our schools based on core subject. Then we'll break it down by pass rate um for the division per subject and then we'll look at some of the school pass rates and then just a reminder we're in the CIP consortium. So the I've got some data statistics on there and that's 72 school divisions in Virginia. And so when
086we're talking about percentile rankings, we're looking at those divisions, 447 schools, uh, and then all the way down to 104, a little over 104,000 students. So, we've always found the percentile rankings or how we stand compared to other divisions and students more helpful than pass rates really. And so, I'll just kind of break that down for you. You'll follow along in your packet. So, the first table there says cumulative benchmark division data by core subject. And so we'll on the on the left column we see the subject and then the tier meaning top tier meaning this is where they rank in percentile and the CIP consortium in the top third. Then there's the middle third and the bottom third and on the right it shows specifically what schools fell for that subject. Uh and so
087I'll kind of walk you through that real quick. And so the first the first one we're looking at is history. And so as you can see a good portion of our schools landed in the top or the middle tier for history. And so there's some stability there. Uh and it it for a while there we did not have that. So we're thankful to to see some stability. Um we've only got two in the bottom tier, but obviously those are areas of need where we need to really look at content knowledge and alignment. And so what what happens is our supervisors will look at that data set and they'll look at the teachers themselves and they'll they'll make visits to the schools. They'll meet with them. We'll talk about strategies, try to find out kind of
088what's going on there. Um and there are benchmarks. They're not SOS. It's so it's you just never know. There's always factors that play into that that we're not aware of, but it's it's good to get on top of it now before we really get into it. But what we found overall is history is actually one of our stronger content areas based on this. Um most of our schools are performing above average. Looking at math, math is a subject that I I see us kind of like science was in Bedford County a few years ago. We struggled for a couple years to get our scores up with the new standards and and it looking back it was just the standards were much more rigorous, much more in-depth and it took us a while to align our
089instruction and really adjust our teaching methods and over the last two three years science has been very strong. Um, but with math we're kind of in that phase where we started new standards last year and we're seeing a bit of a step back. It's not not like a a red flag things are bad, but it's it's not traditionally as as strong as it traditionally has been. So just looking at uh cumulative in math, we've had that should say seven. There should be seven schools were in the top tier there. So there's some strong practices at a lot of our schools in math and then nine showed up there in the middle tier and two in the bottom. Just to point out that's algebra one. Uh and that is those are the kids that have not
090taken algebra 1 yet. A lot of our advanced kids take that in eighth grade or even seventh grade depending on on where they perform. So these are kids that have not yet passed the so. So we don't expect high pass rates right away. Um but we do know it's a different group. And then the other part about that algebra test is it's really difficult that benchmark. Uh they frontload the toughest parts first so we can kind of get it out there and then start to remediate. But um even so that we want to make sure our our high schools are moving a little bit better than that. So um overall it there's it's kind of topheavy in math. We've got some really good schools, but we've got some concerning trends that we need to jump
091out there and and work with. Um, and again, I think it's probably just struggling to adjust our instruction to the new standards. So, we've got to to really make some changes uh if we're going to see improvement in those areas. Um, looking at reading, we had seven schools in the top tier. So, that's really positive for literacy instruction. We had four in the middle tier and five in the bottom tier. So, there's a few gaps there um that we need to look into. Um what's what's really interesting is just some of the some of the schools that have made it into at the top tier um they're showing a lot of progress. So coming into the year we were concerned about schools that are in the middle tier like um Stewartsville and Huddleston. They're they're
092kind of moving their way up and you can see some improvement. So we're really really pleased with those scores. Um and then we had a few I would say surprises in the bottom tier but schools that typically do better on the on the so scores like Montville and Good View. um and even Big Island. So, we're really keeping a close eye to see if that's a trend or if that's just a one-time thing. But, um overall reading is fairly strong, but we we've got some clear weaknesses we need to look at. And then in science, this is really our our strongest subject for the first quarter benchmark. We had 10 schools in the top tier in the CIP. And so, there's a real strong content understanding. Kids are really starting to think about scientific reasoning
093and using some of those skills that they need to think analytically. We've got two in the middle tier, none in the bottom tier, which is really exciting. So, as far as a division level goes, science is a strength consistently high performance with those tiers. So, now going on to the second page, we can look at the subject itself. >> The second, >> yeah, >> some of these looks like they all are elementary, some of them look like there's middle school. >> Yes. And >> sometimes there's a high school. So, >> yeah. And I think I skimmed over and I should the benchmark test given that tells the specific test given. So like in English only grades two through eight took it. Um but in math >> reading >> two through eight then algebra one which
094is which is middle school and then some high school kids. >> Every subject at every grade has a group of teachers from those school divisions that get together and talk about what they need. They write the benchmark. They monitor the alignment. And in some cases they decide we only need a semester benchmark. So um on that chart like for example you won't see uh like biology which is one we look at that's a semester benchmark um civics world geography we'll we'll know more after the first semester but they're not on the first quarter so that's why there's a discrepancy in the number of schools showing up. All right. So, that next table again is a division level just kind of looking at the chart. And so, it tells the pass rates from 2024, pass rates
095from this school year, and then the difference, whether it's grown or whether it's not. As you go down that difference column, there's a lot more green than red, meaning we've shown growth from last year to this year. The good thing is most of the new standards were assessed last year, so we're finally getting, I think, kind of an accurate comparison. Last year, it was difficult to show that because it was older standards. So, um it's it's over the next few years, we'll start to really see the trend. And then just a reminder, PR is that percentile ranking. So, the scores that um the pass rate, how they fell into the percentiles for 2024 and 25 and then the difference. And again, if you go to the far right column and the difference, you can see
096some of the a lot more green um than red there. And so, just kind of taking you through that really quick. If we look at English, we had some real growth in English two, English six, and English 8th in terms of pass rates and percentile ranks. So, really pleased with some of that growth. And and again, that speaks to fidelity to the curriculum we're using. Um really aligning our instruction with the new standards. And so, that's that was really impressive. As we look at concerns for English, English three and four showed some drops, not not major drops, but some drops in the pass rates. But what's interesting is even though their pass rates dropped, the percentile rankings in grades three and four, English actually rose, meaning a lot of divisions struggled. And so that's just
097it every year we kind of rewrite the benchmark to address weaknesses that we saw from testing. And so I think that that shows me there's a good understanding of what we need to try to target. Um, and it's good to see kind of other schools are targeting that as well. English 7 did drop in percentile rankings. Um, so we've got to look at English 7 and keep a close eye on that. Um, but you'll see a little bit later. Overall, our middle school reading is really solid, but that that one English seven we've got to look at. So, overall reading in English are are division strength with some pockets that we need to look at. If you're looking at math, um, some of the highlights, algebra one actually improved the pass rate. And again, that's
098a very difficult test. that's intentionally difficult to try to figure out what we need to remediate the rest of the year, but they did improve their pass rate by 12 and also their percentile rankings by 12 points. Math 3 showed major growth in terms of pass rate um and then 28 points in percentile ranking. So, proud of our third graders that typically is kind of a lower score because it's the first year they test. And then math five and math four made moderate gains. Not great, but moderate gains. Um in math seven, we've talked about this a lot. That's typically a little bit lower. Um now it's percentile ranking did rise slightly. So that that tells us we might see better so scores. Uh if this is consistent with all the benchmarks um but that's
099again the percentile ranking shows some improvement. Math 8 declined a little bit in the pass rate and the percentile ranking. So something about that seventh and eighth grade math is is trending in the wrong way. So we need to get in there and figure out what's going on. And that's that's what my team does is we talk about how can we support what teachers do we need to look at? um is it alignment issue? Is it a rigor issue in terms of are we challenging kids enough? So that's what we're doing now and and and the key for us is let's get in there early and see if we can start seeing some movement. So um alignment and curriculum implementation will be the focus for math. Now looking at science, >> you think do you
100think any of that has to do with the new curriculum? >> I that there's probably a lot of that. It's the new standards from last year and this year we're still adjusting to. Anytime you do a new curriculum, it's going to be challenging at first. I I I will say I've heard a lot of positive, especially in the secondary, about the math curriculum. It's just learning how to use it. Um, and learning what to teach, what what needs to be supplemented. And I think that's the biggest challenge of we can teach it, but we've always been clear about there are times when you've got to go ahead and supplement that with other materials. And so, they're learning now with this data. Okay, I taught the curriculum. It looks like this area wasn't really covered well
101in the curriculum. Now I've got to go back and supplement with my own resources. So that's that's kind of the conversations we're going at now. So but to answer your question, yeah, there's usually a bit of a dip that first. >> Haven't we supplied >> I'm sorry. >> Haven't we supplied the um supplementation? >> Yeah, we have. And that's part of our instructional guides. We give instructional resources and we do give teachers autonomy to choose that, but we try to support them. And in schools where the scores are lowest, sometimes we'll go in and say, "Let's plan this together. Um let me give you some resources to use." It really just depends on the school how directive we are with that. And then science, we've only tested in grades four and five. Uh we'll we'll
102see the others at this the semester, but grades four and five were actually tested together on the fifth grade so that's a that's a strength where fourth grade jumped up and then science five had a high pass rate and and jumped up um pretty high as well in the percentile ranking. So we're we're feeling really good about where we are with science. Again, that's a division strength. Um, and then just looking at our history scores, that's Virginia studies, which is taken in fourth grade. It's it's been stable. Not not necessarily improved a whole lot, but it hasn't dropped. So, we need to figure out how to get better at it, but at least, you know, we're thankful for the consistency compared to the previous year. So, um, that's our overall chart. Any more questions about
103just specific subjects for the division? >> I know [snorts] that when we first started, when I first started on the school board, their science was struggling. So, >> I'm glad that this new new curriculum and and science has >> it's been really it's been really good and I and I I >> I looked at the new curriculum when I first came and I was impressed with >> Yeah. And it came alongside with new standards. So, it was it was it was tough >> hands on. So, that's that's always >> So, that's kind of where I'm seeing math right now as it's tough a lot of changes, but if we can be consistent with it and hang in there, I think we'll start to see a lot of growth. So yeah, I'm I'm really pleased with
104science because that for years we couldn't get them to move forward and now they're definitely one of our strongest. Um the the last page is how our schools did individually broken down by core. So I've got it on the top two columns are our elementary schools and then on the the bottom is our secondary schools. And so what you'll see is the school on the left column, then the core subject, their pass rate. The total number is the total number of kids that took the benchmark and then the percentile rankings which is where they fall with those 74 school divisions. So just to kind of break this down for you, if we look at our higher performing schools, those that generally scored a 70% and above across most of the subject areas, New London would
105fall in that top tier, Otter River, Manita, Forest Elementary, and Thomas Jefferson. just taking all their scores together, they actually were over the 80th percentile in reading, math, and science, and were in the top tiers with with history. So, um, we just need to continue to keep that momentum and and maintain that growth and and maybe find out, you know, what are what are they doing really well and use them as models for the rest of the division. If you look at some of the middle performing schools, schools that have some pockets of good, some things that we need to work to look at, uh, Boonboro, Huddlesen, Stewartsville, Good View, and Montville. [sighs] So really really pleased to see Huddleston Stewartsville in there because again they were we were really concerned about them last year
106coming off the score. So then you've got Hudson with a new new administrator working really hard to kind of get her school um kind of get adjusted and acclimated and and seeing what kind of changes need to be made. So that's that's a good sign for us just kind of looking at those that we would like to see more of those tier 2 schools move into the tier one schools. Uh Boonburg for example generally is in the tier one. So, we got to figure out, you know, what do we need to do to move forward and get them in that tier one range. Um, then moving down into the tier three, those that really are going to need some targeted support from the division would be Bedford Elementary and Big Island. They were consistently in
107their percentile rankings below 40%. Um, reading was generally 25 26th percentile and history was, you know, the 29th to 35th percentile. And then the math and science were in the 30th to 50th percentile range. So, um, when there's consistent low percentile rankings, that kind of triggers some alarms for us. So, we're we're going to continue to meet with administrators, meet with teachers, plan, break down the data, really think about how we can support them. But, um, overall, it's it's first quarter benchmarks. It's they're important first step to kind of giving us an idea. What we can do is compare those to so scores to see again if there's trends. We'll we'll look at second semester, excuse me, first semester, second quarter benchmarks to really think about our next steps. Um, what we need to focus
108on. Um, what we're starting to see now is schools have remediation money. They have algebra readiness money. So, they're they're now able to start bringing in their tutors and they know what kids need to be remediated. The teachers now know what standards need to be retaught. So, I always say first benchmark is just kind of a data point where we start. It's our foundation. Now, we know where we are and let's go from there. So, um, overall they're they're better than I remember in previous years, but there's always work to be done. And so, that that's kind of our game plan is working on those schools and those subjects that we talked about moving forward. So, any questions about benchmarks? >> Big Island when I first came was all green like amazing. I know they
109have a new principal. Do they have a new a bunch of new teachers as well or what happened? Because >> they've traditionally been very strong. So there there's it's I think it's her third year, Miss Manily's third year. [sighs] Um >> and it has consistently come down. >> Yeah. The last couple years have dropped. One of the hard parts about a small school like that is every kid counts. >> Well, that's >> significantly. And so >> you got some groups of 14. Just an example, when I was at Manita, we we always looked at like every kid's like we're two points. I mean, if that kid fails, two-point drop. And so, if you have a teacher that goes on FMLA, for example, or maternity leave and a class kind of struggles, um that could significantly
110hurt your school. So, I'm not saying that's what's going on at Big Island. Sometimes there are issues like that or maybe there's a group of kids that are really just just tough to move forward. Um I know we're seeing a little bit of that where those kids are progressing. they're showing improvement, but they've just came to us really low. Um, sometimes you get those cohorts that struggle. Um, >> why why did the discrepancy in number of students tested and at Big Island, I'm looking at in science versus the the reading, >> science versus reading. So, reading was grades two through five and then science was just grades four and five. Now, there's 14 kids in science. That's that's too low. So occasionally what will happen is a teacher will fall behind on their pacing and
111they'll go to their principal and say I can't get it all covered. And what we've told them is if you haven't covered it all we want these benchmarks to be a true representation of did they learn it or not. Um talk to your principal. Principal will call one of the supervisors whoever's over that subject and they'll kind of rewrite um a curriculum or a pacing for them or they'll go out and meet with them and say okay here's how we can get caught up. So, we're gonna we have a few that are catching up on testing this week. So, by by next week, this will change a little bit. It will be more than 14. Um, this is just the most accurate we have um as of right now. So, that's that's probably what happened
112there. Um, we do have a division schedule. We're pretty clear. This is when you test. And so, for the most part, they are given them, but occasionally a teacher has to get off that. And again, there could be any number of reasons. Kids are just really struggling to get it. Could be some illness. Um, but we we try to be flexible, but we we encourage them don't give that assessment because we don't think it really shows if they've learned it if they take it, they haven't been taught the material. >> That's true. >> It's more helpful for remediation if they've been taught and then we can see what they really retained. >> So, Bedford Elementary, I've only been on the board for two years now, but Bedford Elementary has consistently been poor in their academics.
113>> Yes. >> I mean, I've obviously In the past, we've had the alert that we needed to, you know, sound the alarm, do something about it. I don't see any changes or any positive things going on there. What else can be done? >> Yeah, that's that's been a really difficult It's been really difficult to move this course forward. You know, we've in previous years, we've done academic reviews where we just kind of go in as an instruction team, really as a division team and just look at all aspects of the school, the culture, climate, instructional practices. Um, we did that a few years ago. We we last year my supervisors were planning with certain grade levels really on a weekly basis and that's a school we've been more visible at than most of our schools.
114Um, this year kind of the same thing. We're just trying to be present. We put some some really solid teachers there to provide some coaching support to get in classrooms and model lesson planning, looking at data analysis. Um it's it's one where there's just a lot of things there there also concerns about attendance, student behavior that all plays into the academics. So um you know it's that's one where we're we've got to give more attention to. We've got to start seeing some movement. I mean that's the bottom line. It's just >> seems like there needs to be some change. Well, there's been issues at Bedford Elementary since I was a supervisor, and a little bit of it is because K1 is in a separate school. >> Yeah. >> When you're trying to get consistency in
115a reading curriculum or consistency in a math curriculum and you have two different faculties, >> it's very difficult because there are different ways of doing things. and >> primary >> and K1 they don't feel the struggle of SOS they don't give any of those tests so um you know one thing I think we also fight is because of attendance issues and all of that sometimes there are some low expectations and so trying to get people to to realize that we have to push our kids to be more rigorous and so that has definitely been it's one of our higher poverty schools and it's definitely been one that we've struggled through. So >> that's higher pro poverty than even like St River. >> Yeah, the Liberty the Liberty zones are are the highest. Um it's hard
116to tell right now because they're all considered CP or 100% paid for free and reduced lunch. Um but typically they've been the highest in this area. It seems like that definitely needs to be some place that you need to >> Sure. >> Focus a lot more attention on this. >> Absolutely. >> And when I say changes, I think somebody some people might need to be fired. Just saying. It looks like some some things need to have to radically change there. is that that's >> it doesn't seem like that separation of faculty should cause that egregious. >> Yeah, it's always been a struggle. Um >> is there not a way to help them collaborate better so that they're on the same page. >> We've we've done that. I think having a standard curriculum before when everyone
117was choosing their own reading curriculums that was difficult. Um, and I think the principles do collaborate as much as possible. Um, and it's hard to get it's hard to get teachers in some of our need schools when you've got high absenteeism, high discipline. Um, we're seeing our youngest teachers coming into those buildings, some without full lure and so that's hard. So, we have inexperienced teachers, we have discipline problems that that they're not >> accustomed to dealing with, >> lots of absences, and we need a lot of parent support on those ends. Um, so >> I know that I had spoken a little bit with Mr. to care about. When we were looking at the zoning and stuff, we talked about having [sighs] special needs children put in a different school or a different classroom in
118order to free up the other teachers who are trying to teach and the students who are trying to learn. >> You saying special needs or you talking about discipline problems? >> Sorry, discipline problems. Yes. >> Because you can't do the special needs that way because they have to be integrated. >> Yeah. >> Right. But the discipline children who are struggling with you know self regulation. Well, in order to >> I know as a teacher when I had students who were not regulating very well and I had high schoolers so that was a totally different ballpark than elementary but well I taught elementary too but I mean generally they take a lot of your the time and it takes away from the classroom management takes away from classroom teaching takes away from you know classroom learning
119honestly. So, is that something that could be addressed in this situation? >> So, I think that probably what you'll hear coming from us on budget needs, the elementary schools have no behavioral support. Everything's at middle and high schools, all the IDs, ISS. If a child in elementary school is in in school suspension or has to be removed from the classroom, they go to the principal's office. So, one of the things we are talking about is our the dysregulation of our young kids is steadily rising. >> We've got to somehow get some supports in there that can help pull those students and they and they have to have time to work with them. Um, and sometimes being in the office is entertaining and so you're trying to balance out >> um what do you do and
120you don't want to send them home because then that sends a message I misbehave I get to go home. So we're we're talking a lot about that and um actually have some meetings set up in the next week or so to talk to the county DSS about funding for some more elementary support. >> Are there grants or any of that? I just finished a $ 1.7 million grant last night for more mental health support for elementary. So, yes, there are some grants out there. >> And this was a topic this was a topic yesterday on [clears throat] uh priorities that are going to legislation and one of them was school safety and student safety. and I brought up um in a small group of about 25 to 30 um superintendent to see if I was
121the only one we were the only one experiencing this basically um was the disregulation. I [clears throat] some of the superintendents use the word regulated but disregulated kids the kids who don't know how to respond to discipline they don't respond well to structure and this is a growing um issue across the whole state. Every single person in our group that had this discussion acknowledge that they have more kids that are having issues regulating themselves or would be considered disregulated um because they don't respond well. So there are there were three tiers discussed. One of the discussions was well tier one is is the is the student does respond well uh to the classroom or to the school's management and behavioral expectations. The second tier which where we have IDS involved uh to some degree was
122more of a uh certified tech who would do and work with kids with behavioral problems. And the third tier that came out of that discussion was having almost like a behavioral classroom set up between maybe three three elementary schools where kids were would be sent there. They would be educated in that setting, but they' also be given behavioral intervention um and then they could be integrated back into their school. So, um, it was very clearly a statewide problem. And say what you want about where these kids are coming from, they are coming out of COVID. And a lot of it stems from these kids that are three, four, five years old. Three, four, five, six years old. >> I hate to push us, but >> the heart safe ceremony starts at 5 at Liberty Middle
123School. >> And I have to introduce introduce >> you're speaking. Is there anything else we can answer for? I'm so sorry that we're pushing you. >> Can I I'd like to come back to this. >> Okay. Um, in terms of maybe hitting the uh hot three things that you think are keeping uh these lower tier schools down, >> and ways that we can address them short of a $1.7 million grant and behavioral >> stuff stuff that we can do within our means. Um, and a topic that we've talked about in the past, um, that I'd like to do a little pilot with Montville Elementary in terms of when there's a next parental gathering of giving them a fact sheet that we've talked about, Mr. Bear, uh, of just some statistics based on how cell phones
124affect their kids. Just a one 8 by11 sheet. Uh, and I want to get together with Mr. Spalding and uh, coordinate that if that's okay. Um, >> you've [snorts] noticed I've started that introduction into my reports. >> Yes. Yes. >> I'm going to go a little bit deeper each time. >> Thank you. >> Good. Maybe we could talk about what I'm thinking uh, in your office and then move forward with that. >> Yeah. No, it's intentional. So, we'll bring that talking about the top three things, some of the biggest issues we see at our next CPO meeting. >> Y >> also an update on the math curriculum. >> Yeah. >> And then um uh some budget needs probably and that'll kind of all kind of probably go together because a lot of our budget needs
125are having the personnel to work with kids. Um, and our next meeting is scheduled for November the 25th at 3:00, the day after the IG meeting. >> Yes, ma'am. That sounds good. >> November 25th. >> Thank you. And apologies again for pushing