Caroline County School Board Meeting July 14th 2025

001If anyone's here for public comment, you can come sign in at this time. board members. Ready? Good evening, school board members, CCPS family, students, staff in the Caroline community. I Calvin Taylor, chairman of the Caroline County School Board would like to call the July school board meeting to order. It is my privilege to welcome those attending in person at Caroline High School as well as those viewing on our CCPS YouTube channel. Each provides an avenue for you to receive information, heightened education awareness and involvement. The school board is grateful for your attendance as we continue to move our school division in a forward direction as hashtag one Caroline. Again, welcome to the school board meeting. And now I would like to ask the clerk to call the role. >> Dr. Michael Hubard representing the Bowling

002Green District. Mr. Mr. Lido Fortune representing the Madapana district. Mr. Calvin Taylor representing the Port Royal District. Marshia Stevens, chief operations officer and superintendent designate. Dr. Gerwanda Rollinsfells representing the Rei Church District. Mrs. Allison Sears representing the Western Caroline District. Mr. Sha Kelly representing the Madison District. And I'm Lisa Stevens, clerk of the board. Mr. Chairman, we have a quorum. >> Thank you. We will now move to words of inspiration by Mr. Ladel Fortune followed by a pledge of allegiance. Uh good afternoon. Thank you for being present tonight. Uh before we begin our meeting, I would like to offer words of inspiration. As quoted by Edward Hail, together is one of the most inspiring words in the English language. Coming together is a beginning. Keeping together is progress and working together is success. Together families

003are stronger. Together sports teams are victorious. Together friendships are strengthened. Together is better when unity is a priority. Thank you. Thank you, Mr. Fortune. If we could stand for the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> This takes us to approval of the July 14th agenda. Are there any additions to our agenda or corrections? >> Mr. Chairman, I move for approval of the agenda as presented. >> Is there a second? >> Second. >> It's been moved and properly second that we would approve the agenda as presented. Miss Stevens, would you call for the vote? >> Mrs. Sears, >> I. >> Mr. Fortune, >> I >> Dr. Hubard, >> I.

004>> Mr. Kelly, >> I >> Dr. Rollins Fels, >> I >> Mr. Taylor >> I and the agenda stands approved as presented. That takes us to achieve 2027 spotlight. The achieve update year in review. Mr. Mood. >> Good evening. There we go. I invite our achieve champions forward. They will be helping to present um this topic this evening. It is that time of year where we are doing a year in review. um recapping our um successes and areas of focus for the coming school year. Good evening uh Chairman Taylor, Vice Chair Fortune, members of the board, and Mrs. Stevens. Tonight, tonight we present to you Achieve 27, year three in review. Our presentation tonight will will highlight successes for each goal area as well as focus areas for the 2526 school year. Our CCPS vision

005is to empower a community of lifelong learners to be 3E ready. We do this through the creation of an inclusive culture where teaching and learning inspire and prepare students to be contributing citizens. Our strategic plan brings our vision to life through our goal focus areas of teaching and learning, relationships, health and safety, and talent management. This evening I'm joined by our achieve champions um to provide you with an update for achieve 27 2425 year in review. First we will uh be discussing goal one and I will be reading this one this evening. Miss Brock who is our achie achieved champion for goal one is unable to be with us tonight. I'm happy to share um that team's successes. When uh when we last reported to you in February, we identified the following areas of strategic

006actions for our work with this goal. Our accomplishments and successes in this in this spring include the full implementation of our new math curriculum, reading curriculum, benchmark advance, and successfully expanding our PBAs, especially in the science and history fields under our academic objective. Under the access and opportunity objective, uh there was an increase in CTE courses and off AP offerings which in turn resulted in an increase in the amount of students enrolled in those programs. We also received a grant for the BOTVIN life skills program which will aid our middle school students with their mental health needs. Under the profile of a graduate objective, we are highlighting that teachers across the county received professional learning opportunities to increase their skills in using AI in the classroom uh to create greater efficiencies and we still have

007work to do with that. We'll be continuing that in the in the new year as well. In addition, professional learning offerings to support the implementation of more opportunities for PBLS in the classroom uh will be is another highlight of this objective. And finally, CCPS is pleased with our countywide adoption of our new environmental literacy plan which was rolled out and implemented this school year. As in regards to focus areas in moving forward for goal one, the big area of focus will be continued monitoring of the implementation of our reading and math standards with fidelity um as monitored by our growth um our by our student growth and assessments which is all part of the work we do in monitoring for accreditation. In addition to that, we will we will continue to implement the new curriculum

008standards and resources um that we have received this past year and then will be receiving in math um this current year, this coming year. Um and then we're also one of the other focus areas for this team is examining uh activity bus route options for afterchool um specifically for elementary students. So wanting to explore that a little bit. We're very pleased with the decreases in chronic absenteeism for ev um for every school this year. We will continue the momentum as we seek to ensure that all schools have fewer than 15% of students chronically absent. Overall, we're very pleased with progress on goal one, their successes, and we're excited about our roadmap for the coming school year to support new and continuing focus areas. Up next, Michelle Gonzalez will be highlighting goal two, relationships. >> Thank

009you so much, Mr. Mud. >> Good evening. When we last reported to you in February, we identified the following areas as strategic actions for our work with this goal. Under objective 2.1, communication, several key initiatives were implemented to strengthen schoolwide communication and engagement. The attend program provided an automated intervention system specifically targeting chronic absenteeism aiming to increase student attendance through timely and datainformed outreach. The introduction of connect a unified communication platform replaced previous systems like class dojo and school messenger offering a streamline streamlined tool for teachers, families and staff to stay connected. Additionally, the school climate survey was admin administered to both students and staff, serving as a valuable tool for gathering feedback on perceptions of the school environment and culture. This data is used to inform ongoing efforts to create a safe, inclusive, and

010engaging school climate. Aligned with objective 2.2, which is the teacher student partnerships, several practices were put in place to deepen student ownership and strengthen connections between students and educators. In elementary schools, studentled conferences empowered students to actively actively reflect on their academic progress and share their learning with families, fostering accountability and pride. For students with disabilities, transition plans were formally implemented to outline individualized support and transition activities, ensuring successful movement between grade levels or programs. These plans offered often included structured transition meetings with staff and families. Additionally, the implementation of a designated transition day provided students entering preK, kindergarten, sixth grade, and 9th grade with a dedicated day to explore their new learning environments, build relationships with staff, and ease into the school year with competence and support. Next slide. Thank you. Expanding community involvement,

011which is objective 2.3, partners in education. This promoted collaboration through initiatives like the preschool policy council and preschool wellness day which brought together families and community partners to to support early learning. The annual PI recognition event honored local partners for their contribution to schools while the CHS alumni Facebook page and website strengthened connections with former students building an engaged alumni network. Objective 2.4 Four, family engagement fostered on deepening partnerships between families and schools. In addition to the student led conferences, family engagement coordinators played a key role in promoting events that bring families into the educational process. The preschool policy council also provided a platform for parent voice and decision-making and the attendance officer worked closely with families to ensure consistent attendance contributing to both academic success and overall student well-being. Our focus areas for goal

012two. As we look ahead to the coming school year, we're excited to build on the progress made and expand our impact through several key focus areas. One major initiative is the development of a stakeholder survey. This tool will gather meaningful input from students, families, staff, and community members to better understanding their perception, needs, and priorities. The feedback we'll see we receive will help inform our strategies and strengthen our connections across Caroline County. We'll also continue emphasizing productive struggle in classrooms, our powerful instructional approach that challenges students with rigorous tasks designed to stretch their thinking. Another exciting step forward is the expansion of the student led conferences to the secondary level. Carolina Middle School will be will begin implementing next year, empowering students to take greater ownership of their learning, and Carolina High School is expected

013to follow in the future. Our ongoing commitment to celebrating excellence will continue through the CCPS Hall of Fame, which honors individuals who have made lasting contributions to our schools and community. This initiative not only recognizes service, but also strengthens our sense of district pride and legacy. Additionally, we are expanding our preschool offerings to include a peer modeling classroom. These inclusive environments support social emotional development and build strong peer relationships. We're proud of the work accomplished this year under goal two and look forward to deepening that success as we pursue these new areas of focus in the upcoming year. And up next we have Rachel Wheeler who will share updates related to goal three. Thank you. Good evening. Um I am proud to present on gold three for health and safety. Um, you can see we

014have several accomplishments that we can check off for 2425 and be proud of. Those range in different areas from extended staff support for our our school our school-based staff as well as strengthen mental health initiatives, enhanced behavioral and seal supports for our students and improve special education services on our school buses as well as a great increase in RBT BCBA trained staff. When we look at crisis prevention and preparedness highlights, we have made so many facility and equipment enhancements. And as everyone knows, we are continuing that great work. Um, we have secured over $300,000 for safety grants and implemented several measures for emergency preparedness. for facility management. Um we have continued to monitor and evaluate our efficiency with our infrastructure systems and um develop some facility improvements and accessibility for our school buildings so that

015all will feel welcome in our school communities. Moving forward, we've identified a few areas for health and safety. We do want to explore more mental health wellness supports for staff and work on enhancing our student support services through additional care team training. We will also be looking to develop a care center where we can support our students and families with clothing, food, and basic and physical needs. We are already underway with enhancing our crisis response protocols. These will be protocols for our school-based mental health teams to implement after a crisis. And we are going to continue our efforts to focus on refining our prevention, response, and recovery strategies to continue to maintain safe learning environments for all. That was a lot. I'll hand it over to Miss Brown who is our goal four champion. Good

016evening. We are excited about goal four for TA talent management. New supplemental insurance will be started as Athlect will be going away. The Pierce group will be starting for the 2526 school year. We have conducted stay interviews which has really helped to keep and recruit many of our CCPS employees. We were also very very blessed to have our thousand retention bonus for all our returning employees. We also partners partners with the University of Mary Washington to do our mentorship program that completed their second year and trained an additional five more teachers to serve as mentors within our schools. Human resources has launched their new internal web page for employees for greater assistance on accessing different forms and any information. HR has also expanded their office hours into the buildings to support our employees on site

017and we've also continued our Richmond teacher residency partnership areas. Moving forward, uh we will be developing a growth group or a focus group on developing a career ladder for pair of professionals, extending partnerships with different universities to recruit career changers with aspiring teacher leadership programs. Extending the I teach program with VDOE to more employees has been instrumental with the hiring process. currently CDL classes and license extended to current CCPS employees to recruit even more bus drivers. Next is Mr. Mud and Miss Young to close out our presentation and to recap achieve 2027 year in review. All right, thank you. So, as you can see, we've been busy this year. Um, and we have a lot of great things that we're looking forward to in the year ahead as well. We're very proud of the work

018happening in Caroline and excited to share our story with the community and it's that time of year that we get at this point to now put it all in in one spot for us to celebrate and for our community to be aware of as well. So, Miss Young is going to close us out and talk about our year and review book. >> Good evening. So, I have laid a lot of these books on your chairs for distribution. We're super excited. Fresh Off the Press is our second year in review. We did one last year like this. Um it's full of great information. Um it's also available as a flip book on our website. It was in the July issue of the CCPS Express and it will be in the August issue as well. Um we're

019going to get these distributed throughout our community, share them with our business partners, get them out to our families. Um I'm giving all the principles copies. If you all want more, please let me know. But it's again full of really exciting good information from the year. So thank you. Thank you, Miss Young. We're happy to answer any questions you may have about any of our successes or goal areas from the year. >> Well, thank you very much for the information. Um, are there concerns or questions, comments from the board members? >> Mr. Chair, I have a question just for clarity. Where can I find the electronic copy of the year in review? >> It's fabulous. I want to make sure I get it out. >> Yeah, it's actually embedded in Dr. Calvar's message on the

020main front first page of our website right now and then it's also in the CCPS Express. >> Can can we explore having it >> We can put it up at the top. >> I'm sure we can put it at a button at the That's a Yeah, up at the top of the page. That way it's on all of them. Yep. Okay. Do that. >> Thank you. >> Other questions or concerns? >> If I may. >> Certainly. >> Um let's start with the last. It's o is there any issue with posting that link on social media platforms? >> I actually think I did that before I went on vacation, but we can do that again. Absolutely. >> Yep. >> Thank you. Okay. Um, great work. A lot of work has gone into this and I certainly

021appreciate it. Um, with all the data that you've gathered and collected, uh, has that data led you to, uh, see a need to adjust any of these goals or to tweak them in any way? >> Yes, that's a great question. I think an area of uh, that we're continuing to strive for is how we capture our metrics and then how we use those to help um, share our story. But certainly the the information that you heard here tonight is um compiled from both um num data by numbers but also um by the anecdotal evidence that uh these folks are collecting from their various team members and others in the school division. Um and so to answer your question, the focus areas identified were identified from uh are identified from the data as well as the

022um conversation with um team members uh in determining which which direction we need to go next. Some in some cases it's continuing some of the work and in others it's exploring new areas depending on the goal. >> Okay, great. um kind of do a little deep dive here. Um how this is a a subjective question. Um how do you think we did uh in the area of objective 2.1 specifically with regards to engaging with families? That that's a subjective question. So you know what what what are your thoughts? >> I think we did an amazing job. I think that one of the things >> Sorry. Sorry. I think first of all, it's a great question. I think we've done an amazing job. I think one of the things that um what we're seeing is as

023we learn and get more information, we realize that there is a need that opens up. So, for example, I'll do through the the preschool lens where a lot of the teachers were using Class Dojo in their classroom, but then other classrooms were using another platform. So by looking at the different lenses and that we're communicating with families at you know using different platforms this is bringing it together and saying let's try to to streamline it and let's try to um you know make sure that we're communicating with families um more intentionally and more more streamlined. So does that kind of answer your question? >> Yes. And I go ahead. I was going to jump in and and our new platform the connect platform has the ability as she said it's going to replace all those

024other the co the dojo the different ones and so what the families are going to see is that they can use the same platform as their child progresses through all the different grades and schools >> consistency and continuity >> consistency and it has the ability to translate messages and that's been very interesting as we've sent messages out recently it actually tells us how many families have selected u Spanish and we can send messages out that way so I feel like that's going continue to build as well. >> Great. Thank you. The reason I I'm asking that question because I know that my colleagues uh and I have had some concern as to are we effectively uh reaching out to the parents because we know that the parents play a critical role in the partnership that

025is education. So, uh I I really appreciate that. And >> Dr. Heard I think as we examine um particular family engagement events um or activities or ways to communicate and we see uh the successes particularly where we where we have a lot of engagement um I think that then gives us information to to fi to determine in the future how we might use similar modes of communication to attract families to um engage with us. one um very recent um success is happening as we speak with our STEM um community activities happening. We've had um very good participation with that this summer. Um so again on the back end of that looking to um see you know what brought people out and then how do how do we um recapture that in other ways for other

026events or other ways to engage families. Yes sir. >> Um only two more. uh help me understand what a peer modeling classroom is. I mean I that's first I've heard that. >> Yeah. >> Um we have uh two of my counterparts. So um >> who are they? >> Andrea Roth and then Pette Haron. So we are taking preschool and we are taking our early childhood special education classroom and we are bringing them together to do that one Caroline preschool again. So where we have classrooms that have early childhood special education students, students that have been identified with a disability, we are bringing peer models or or students that aren't do not have a disability into those classrooms in order to aid in functional skills and teaching those kids how to self-regulate and showing those kids

027um some of the play-based ways of playing together and self-regulating and those types of things. So it's just a really great opportunity to bring um more opportunity for learning into these classrooms >> and at the end of the day what we are saying is everyone can achieve >> correct >> everyone. >> Yep. Very inclusive. >> That's important and I think uh we would hear that echoed by the two leaders in the back that have mentioned that. >> Yeah. Very excited about this. So thank you for pointing that out. Appreciate it. >> I'll add Dr. Hubard that the curriculum is the same. So all of our all of our preschool classrooms um teachers will will be using the same standards and curriculum resources. Um and so to your point um it is curriculum for all no

028matter your your ability or disability. Um and so this this particular model has been around in Virginia for some time and has proven to be of benefit for all students um both uh those uh that are typically developing as well as those with disabilities. >> And I'll be honest that was a little misleading because I have been educated by uh the two leaders in the back on that. I just wanted to reinforce that every opportunity that I can. Last question and I'll be done. Mr. I did hear and I just want to clarify all employees in CCPS received a $1,000 bonus. All >> Miss Stevens is going to chime in here for you to Dr. Hubard. >> Dr. Hubard, the $1,000 retention retention retention bonus was um the employee had to perform an action. The

029action was signing their contract for the fiscal year 26 by a particular date and deadline. All those employees that performed that action did receive the $1,000 bonus in their June contract. >> The only reason I asked that is because when we use the word all and then the publication goes out and folks maybe didn't meet that requirement, the request or the question that will come back to me is well, I didn't get that. So, I'm just making sure I understand what we understood to mean all. That's okay. Thank you >> again. Uh, thank you very much for the update. Um, it's obvious that we are being proactive as opposed to being reactive. So, many of the issues that we would be faced with because of this action, we're not faced with. And so the board

030certainly appreciates that and we thank you so much for what you do. That takes us to uh board committee updates. Uh at this time I'll start with uh Mr. Kelly. >> Thank you. Uh the only committee that I've been to, the uh Mary Washington uh lab school board met and we talked about um doubling the size of the school. They're going to have sophomores in this year um and doubling the staff and uh how to handle leftover monies at the end of the year, which there really wasn't a lot. and um getting a concrete way to perform a uh director's evaluation, which we Carolina County has had a big hand in because I think we do a really good job with superintendent evaluation. Um and just looked at really what their model is to try

031to grow and potentially add some additional school divisions in. Um and that is that concludes my report. Mr. Chairman, >> thank you so much. Uh, Miss Sears, >> Mr. Chair, I have no committee uh reports for this month. Thank you. >> Mr. Rollins fails. >> Yes, sir. Um, I had the opportunity to go to the CASPA safety conference, which is a national conference. Um, and I will be more than glad to share the information that I'm I'm bringing back with Dr. Calverick and um, Mr. Wick. we had the opportunity to hear from uh the principal at Coline High School and the response teams that come out after um an event. And so in listening to the update previously, it sounds like our mental health piece, our counseling piece um is something that we're already paying

032attention to, but I would like to share those resources. >> Thank you. >> U Mr. Fortune. >> Uh thank you, Mr. Chair. Uh I did not attend any committee meetings um since our last uh schoolboard meeting but I am excited to u participate next Wednesday in our quarterly uh Carolina Education Foundation meeting. Thank you. >> U Dr. Hbert, >> nothing to report. Okay. >> And uh I have nothing to report at this time. Uh well, not from the committee. Uh, and maybe I could save this for later, but the board did um do a retreat this past week, um, which was very, very good. I thought, uh, we got to sit down and to talk about the strengths of the board and how we can better serve, uh, the students in this county. Um, I

033won't go into details. uh some of the board members probably will talk a little bit about it a little bit later but uh just for your information we did do a retreat uh and we are again a master board we were able to complete our master board training which I'm very proud of the fact that uh our board is still uh pursuing that uh it it means that uh we are going the extra mile to do what we need to do in order to serve serve the students of this county. And again, you probably will be hearing a little bit more about that, but when you're the last person to speak, you got to get the jump because they say all the good stuff. And uh so we'll we'll move right along with that. Uh

034we don't have any recognitions uh this month since it's July. And so that takes us to um the information from the district uh the plan forward partnership benchmark advanced implementation and secondary teacher efficiency with uh Miss Haley and Dr. Neighbors summer brain. All right. Good evening, Chair Taylor, Vice Chair Fortune, members of the board, Miss Stevens. It is my pleasure to share the end of the year review from our partnership with Dr. Anne Spear at Plan Forward in partnership with Miss Haley, who's not able to be here tonight. So, Kim Hlip, our ELA specialist, is here as well. Um, and to share about our monitoring of prog progress of the benchmark advance implementation at elementary and teacher efficiency at secondary level. We are very grateful for this partnership and thrilled Dr. Anne Spear could be

035here tonight to share the results of this work. >> Good evening board members. Thank you for allowing me to be here tonight. I appreciated what I heard on the updates of achieve 2027. And what you're going to hear tonight in this presentation is some of the metrics that allowed them to get to some of those wonderful successes over the years. So, thank you for the opportunity of sharing the end of the year review on behalf of this partnership between Plan forward and Caroline County Public Schools. I am Dr. Anne Spear, the CEO of Plan Forward, and I'm excited to walk you through a reflective data review that looks at the CCPS's teams and how they supported their teachers learning in the secondary level and how they monitored the curriculum implementation at the elementary level during

036this year. Through our partnership, we monitor the work in order to get feedback to be able to tell the impact stories of the successes at Caroline County Schools. And we are able to show through the evidence that was found in some of these monitoring events that beyond the test scores of the team, they were able to grow the ability to give the best educations to the students of Caroline County Public Schools. So, tonight we're going to go over three things. First, I'm going to do a brief review of the progress monitoring of the um curriculum um K5 ELA buildout um and then we're going to go into de two into depth on two surveys. One is the endofear evaluation of measurement of feedback for the support at the elementary uh ELA teachers and then in

037order to report the end of the year teacher efficacy at the secondary level and where we saw the benchmark at the beginning of the year and how you ended at the end of the year. So, first we're going to go ahead and dive in to be able to understand how um the curriculum unfolded. So, we conducted the um monitoring of the curriculum in three phases. So, first in August and Dr. Haley was very pivotal in and being able to identify where do we need to be asking and what insights and when do we need to hear teachers voices to make sure there's a success. At the very beginning of the year, you may remember um as we presented in the October board meeting, um we asked, "Are teachers ready and prepared to teach this curriculum?"

038And what we found um with 53 responses from teachers is that while there was a need for more training, there was a general positive attitude with the curriculum that was selected and the teachers were excited about the potential results. This is huge because we know that research shows that when teachers believe in a curriculum and they have the ownership of it, they're going to they're going to implement it with fidelity. This is something that the team at Caroline County did great before choosing and launching the curriculum. They also acted on that need for additional training and they brought in additional professional learning as you probably remember. And so we wanted to measure after receiving that additional support, were the teachers feeling that they could make this work? And what we learned from a total of

03973 teachers at the elementary level is that they continued to feel confident about the curriculum, but they struggled with the usability of the resource uh library. You're going to hear later on how the team addressed this and moved forward towards the end of the year. By May, it was time to ask, "How can I improve?" And that is why we launched into a survey to get their feedback on the feedback that they were receiving. Um and this is what I will go into detail the next slide. So to understand how the walkthroughs which the team took great care in implementing and structuring and thinking through we conducted a focus survey on 66 of the teachers all represented in the K5 grade levels across all three schools. We sought to understand how teachers interpreted and applied

040that feedback that they got, how those feedback conversations supported their professional growth, and how the instructional coaching can be improved as we go into the next year. So, what we learned is that the educators emphasized that the feedback was most powerful when it was specific, affirming, and actionable. Teachers, especially those young in their career, said that the balanced feedback allowed them to engage more in building new strategies as well as feeling confident that they could continue to build their skills. At the schools such as Bowling Green and Lewis and Clark, the affirmation was linked to a greater willingness to go above and beyond and try additional strategies. Mid to late career educators, particularly in the third to fifth grades, stressed the importance that the feedback was aligned to their current curricular demands and that could

041help them really address the real challenges going on in their classroom. The written notes, which was a huge ad to the team, was in particularly found to be very vital from the responses of the survey. The teachers reported that they clarified the intent, promoted reflection, and helped even the experienced teachers maintain and improve their strategies. Along with the value feedback, many of the educators did site a couple of things to learn from. They said timing of the walkthroughs in the feedback conversations were important especially when there was a time during high stakes uh periods it was hard for them to apply the feedback and absorb it. The second was that they wanted to make sure that the feedback felt relevant to their daily practices so that they feel that they could absorb it and for

042it to be more specific rather than general in nature. And then finally, the teachers really enjoyed having observers who had been in their footsteps, had been in the classroom recently and had taught. This is pretty evident as we're always seeking to learn from those who have been in our footsteps. But this allows us to understand that when the feedback is successful, it's successful when it's structured in a human- centered process, which the team at Caroline was good at achieving. The teachers thrived when given peer collaborative time and they really responded to the modeling of the coaches. So when they got feedback of a certain strategy, being able to see that in practice uh was something that they felt that allowed them to be more successful in their own classrooms. Everyone from the new teachers to

043the veterans voiced a strong preference for that prompt, written and clearly communicated feedback. So this tells us that we're reminded it isn't just what we say, it is how, when, and by who we engage the educators in the process and getting them their voice. So to hear a little bit more about the action steps, I'm going to let them share. >> Good evening. Our journey with a new core instructional program for K5 English language arts has been thoughtful and intentional as you've heard along the way um beginning um prior to last year in response to feedback and with a goal of building knowledge and capacity for quality implementation of the K5HQIM benchmark advance. In early fall of 2425, we created an opportunity for teachers to express interest in additional train the trainer professional learning with

044benchmark advance and to become benchmark champions for their buildings and grade level bands. The benchmark advanced champions participated in targeted professional learning with a benchmark education consultant twice during the year and co-f facilitated half-day planning sessions with reading specialists for PLC teams um during the year as well. This final survey that Dr. Spears highlights tonight encompassed all observation formats using connected observation tools for those purposes. So administrator observations, content learning walks and division learning walks. In response, action steps will to this survey data as well as other survey data collected uh with plan forward. um action steps will include a concrete phase plan. So this summer um and very early in the school year um we have a continued focus on lifting a standard walkthrough tool or template the benchmark advance implementation look for document.

045a dedicated professional learning session for elementary administrators in late July with our benchmark consultant. Uh will be focused on the use of the aforementioned look for document and just help to give them um a really clear picture of what to expect as they go into the classrooms now that we have year one under our belts. just getting an even clearer picture of what am I looking for for each of the components of benchmark advance and ELA as I enter the classrooms in the fall of 2025. Um we'll have ongoing discussion and reflection cycles embedded in PLC meetings and will equip teachers with personal reflection tools that encourage goal setting and self assessment. Planning sessions focused on the HQIM will be supported by reading by building level reading specialists. We will continue to focus on professional

046learning, providing models of highquality instruction and to strategically schedule opportunities for learning walks and focus on providing timely, constructive, actionable feedback to support ongoing and sustainable success with the implementation of benchmark advance. Additionally, we will continue to monitor our feedback practices and focus on professional growth through plan forward surveys and school pa school-based coaching touch points. Thank you. So, now some more good news going to the secondary schools. As you may remember in in October again, we presented a initial teacher efficacy and leadership efficacy survey to be able to know where are your principal school leaders as well as your teachers and their efficacy to build on their professional learnings. In May, we surveyed 122 secondary educators with that same survey to assess the e efficacy in their classroom management, their instructional strategies in the

047professional learning. This was what we call a summitative assessment which allows us to be able to compare the results from where they started to where they ended up. And I do want to give kudos to the whole team at Caroline County because it's not easy to put yourself out there to get feedback because you never know what you might get. in this case though, you have a team that is doing truly amazing work and we're honored to be able to uncover some stories that numbers don't always tell. The survey's results were overwhelmingly encouraging. In fact, there wasn't a single uh question that we measured where we saw a decline or a lack of growth. For example, the teachers confidence leveled most notably doubled um over the from the fall to the spring from 75 teachers

048reporting extreme confidence in the spring from 27 in the fall. Confidence in implementing new strategies also grew significantly while those that reported lack of confidence declined. Coaching and peer mentorship appears to have had a direct impact on their perceived abilities. Teachers affirmed that classrooms when both instructional and behavioral was able to give them more confidence in their ability to make a change and grow professionally. In the fall, the teachers had reported heavy reliance on external support with limited self-reflection and low active coping skills. During the year as the team focused on their PLC structures that included the intentional reflection, instructional rounds as well as teacher coaching and more targeted professional learning. What we saw in the spring is that educators expressed that deeper internal confidence empowered by the successes they experienced over the years. They

049reported lower anxiety and a higher ability to be able to implement new behavioral structures in their classrooms. I'm going to pass it now to Dr. Neighbors to talk a little bit more about the action steps. Thank you, Dr. Spears. So, based on these survey results, we have insight to what has been most effective, coaching and peer mentoring. However, time is a persistent challenge. Teachers also report a variability in support structures. Uh meaning that some teachers feel more resource than others. So we have some differential there. These findings point us toward addressing a greater system level consistency and continuing to build our professional learning offerings. For this upcoming year, we strive to continue to deepen the work with coaching, peer mentoring, and relevant and timely professional learning designs. We will address the time constraints by embedding

050more professional learning in existing structures such as faculty meetings, department meetings, as well as giving teachers choice and relevant and timely professional learning on our three half days built into our calendar. We will use nononsense nurturer training for all of our new teachers to build confidence in managing behavior and our coaches will use this to support a safe and supportive learning environment. And finally, the continued use of instructional rounds that we began at both CMS and CHS will be another structure to help provide meaningful feedback to teachers and build collaboration. In closing, this work represents the hard work of the entire staff of CCPS. We when we intentionally measure we are able to have insight into the impact as well as the resp um as well as respond to the needs and we are appreciative

051of the partnership with plan forward and Dr. Ann Spear. We made progress and we identified areas to strengthen. We look forward to building on the foundation and continuing to invest in teacher growth, student outcomes, and a culture of learning. We'll be continuing to monitor the work along with our priorities next year and be able to share the impact stories of Caroline County Public Schools. Thank you. And we're happy to take any questions. And please know you each have a folder with the full report from both these um data dives. >> Board members have questions. >> If if not, I I don't have a question, but um I do have a comment or several comments. Uh well, first of all, thank you for the program. Um I'm certainly um impressed with what I hear. Uh especially

052when it comes down to working individually with teachers and going into their rooms and talking to them and giving them feedback uh as to how they can do u a more effective job. Um, we know that classroom management and student behavior ranks extremely high when it comes to achievement. And the fact that students are that teachers are saying they are relying less on outside help says to me that they have learned the skills necessary to deal with the situations themselves. Those of us who have been in the classroom know that it is the teacher that makes the difference in that classroom. And when that teacher gets the skills that's necessary to take care of the management issues, it makes them strong and it also helps them to develop the kind of relationship with students that

053will have a student meet you on the street five years from now and say, "I appreciate what you did for me. Uh, I appreciate the time that you put in and that's the most rewarding thing. It doesn't put money in your pocket, but it makes your chest grow. So, thank you so much for all of your help and assistance. >> Mr. Chairman, >> yes. >> Um, Dr. Sears, there were two points that you made that I hope everyone hears not only in here but also uh through the the network. uh and that was a point where you said beyond the test scores and you also mentioned that the numbers can't always tell the story and I think as a division school division whether here or in higher education this is a fact that we have

054got to be able to get our arms around the data is good I respect the data and we'll always uh uh drive on, you know, data-driven decisions. But at some point in time, as human beings, as educators, we have to truly understand what the numbers mean. Uh, and I think what you've been able to articulate here is that you've done that. You've looked at beyond the numbers and you have governed yourselves accordingly. My question is um are we funded for her ser the your services into the next year? Is that a part of the contract? Am I not allowed to ask that question? >> Any question? >> Whether we get an answer is another story, right? >> Okay. >> Well, um I'd like to make two comments. This is data which is what's it helps

055understand the data and it allows your your team to be coaches so they have the insights to know that what they're doing is working whether the numbers tell us something but we also know sometimes there's a long game but it gives them the insight so that they can be confident in what their decisions are when they're going to their teachers and uh we are actually a fairly local I'm a Caroline community member by default of my parents and so we make sure that you can afford our services >> I default you said >> well I don't want to claim like residency I don't I don't like I don't like to lead I'm I am data after all so I like the honesty and transparency um but I am here quite frequently and getting um and

056part of the community in a lot of ways so it's it's quite an honor to to be part of the community and the school district >> thank you very much >> Mr. Mr. Chairman, I just had one comment. >> I'm sorry. Excuse me. >> And and this is directed to Dr. Neighbors. One of the things that I know I've had a >> I don't want to say a concern, but it's an area of opportunity is our PLC's. So, I was relieved to hear how much is being embedded in that and then the value of having a third party to ask the honest questions and get the honest feedback. Um I also wanted to say that um and I believe it was in the last couple of years we had to make a decision about extending

057the contracts for our instructional leaders and I think this is a return on the investment of having um you all come in and having more time um to prepare. Um, there was also another piece, active coping was something that I made a note of. And so from a HR standpoint, when we look at test scores and teacher retention, this is speaking to a positive climate. So I'm really glad to hear that we are a place that um our staff feels empowered to do what they need to do. So um thank you for that. And if we can continue to support in that PLC model, I think that's a great place for us to grow. >> Thank you. >> Okay. Thank you very much. We appreciate your time and effort. That takes us to agenda item

058B, information summer academy. Uh, Miss Haley and I believe Miss Heron. Technology is something, isn't it? Oh, that means you can't talk no more. He playing that. Okay. Um, good evening, Chair Taylor, Vice Chair Fortune, members of the board, and Miss Stevens. Tonight, we'd like to share with you some of the highlights from the 2025 summer academy ESY program that was hosted at Lewis and Clark Elementary School in Caroline High School. Uh, Miss Laya Rajam Bland will highlight our elementary summer academy. Mr. Samuel Perkins could not be here tonight. and he had a family emergency. So, I will be filling in to highlight our secondary summer academy and Miss Pette Heron will highlight our ESY program. Good evening, Assistant Superintendent Michael Mud, schoolboard members, and our designated guests. It is an honor to present to

059you our elementary summer academy destination success presentation and thank you for your leadership and ongoing support of our students and our schools. Summer Academy integrated our three elementary schools BGES, MEES, MEES and LCEES pairing two teachers per grade to serve a total of 211 rosters. Student enrollment included preschool through fifth grade, resulting in BGES 72 present with 12 no shows, MEES71 present with 18 no shows, and LCE with 68 present with seven no shows. Students enjoyed the warm weather outside and science activities implemented in the garden, interactive classroom experiences, the continuation of our high quality instructional curriculum benchmark advance and moving with math hands-on instruction. In addition, we piloted the University of Florida Literacy Institute Uli Foundations resources to target students varying needs. Students received breakfast, lunch, and weekend meals. To foster community engagement, students

060and staff regularly participated in weekly gatherings and enjoyed spirit week activities. Furthermore, the first week featured our enrichment camp, specifically designated for gifted search learners. This daily program provided rising second through fifth graders with opportunities to participate in critical thinking exercises, rigorous and interactive brain teasers, and engaging hands-on activities. Our invited students, their parents, our teachers, and staff embarked on a wonderful learning experience, reaching new academic heights, making new friends, sharing memorable experiences, and destination filled with success. Collectively, our students achieved an 88% growth in ELA and 95% growth in math. While inconsistent attendance may have been a factor to impact some results, we believe that our elementary summer academy was instrumental in furthering students skills and preparing them for a successful 2025 2026 school year. The theme destination success was achieved through excellent educational

061experiences for all students. We are grateful to our teachers and staff who championed the way during the four-week program. They brought their energy and passion to this experience. Thanks to our transportation department who safely delivered our students to school and home. And finally, thanks to our amazing nutritional department that kept our scholars well-fed and supported our program goals. I will leave you with some survey, some excuse me, with some survey feedback from our staff. Many of staff members shared that the most enjoyable part of summer academy was the fellowship with the staff and admin was helpful and transparent about expectations. Another major highlight was the impactful use of the ULI phonics program which several teachers praised. It was encouraging to hear that the materials, especially in literacy, were seen as an appropriate and helpful. Teachers

062also reported that they were better able to meet student needs, build community, and maintain instructional momentum. Lastly, it's worth noting how powerful it was for some teachers to be working with students from their home schools. That familiarity helped tailor instruction and support where it was needed most. As with any program, there are areas of opportunity that included direct supports and some behaviors. But today, I want to shine a spotlight on the good, our commitment, our community spirit, and our determination to create a meaningful experience for our students in the summer. I am grateful to have had the opportunity to coordinate, lead, and serve alongside Mr. Townsen, our ESY coordinator. We thank everyone for their exceptional work as we believe that together we've made a lasting impact and a successful destination for elementary summer academy. Thank

063you. Elementary summer academy sounds way fun. this year's secondary summer academy as our strongest implementation yet. With 258 students served across CHS and CMS and Lotus Academy and the standalone so boot camp, we saw a 94% credit recovery rate at the high school level. Two summer graduates and the lowest student removal count in three years. Attendance remained exceptionally strong with CMS recording just 18 absences across a possible 1,14 possible student days. Um, that's adding up all those students and the CHS logging a mere 1.02% loss of instructional time. So, our students were on task there doing the work. Strategic changes such as scheduled breaks. This year at middle school, we had a recess break. Um, clear expectations and student incentive systems boosted engagement, focus, and instructional effectiveness. We also had clear goal setting for our

064high school students as they came in and worked through their credit recovery. Even with minor staffing absences, instructional continuity remained steady thanks to a team being really flexible and sharing coverage. Notably, the secondary summer academy also provided a vital second chance for so retesters with algebra 1 achieving a 50% pass rate from the boot camp testers and other subjects like biology, history, and reading also yielding measurable gains. These successes reflect the strength of our instructional model and the responsive system that we put in place. Uh Mr. Perkins wants to note he's especially grateful to the hard walking working staff as well as I and the central office team and our transportation department whose reliability and collaboration helped to make this environment possible. Together we built a summer program that delivered meaningful academic growth, consistent support,

065and elevated a great experience for our students. And now to Miss Heron. This year's summer academy also hosted the ESY program at Lewis and Clark Elementary and Caroline High School. We serviced a multitude of students with various disabilities. 43 students at Lewis and Clark Elementary and 14 students at Caroline High School. All students participated in funfield activities that focused on their academic, social, emotional, and functional needs. Some highlights include our collaborative partnership at CHS with the STEM program, providing our students with a unique experience with our community partners. In addition, our elementary ESY was provided support through community partners as well as through summer treats. ESY goals were met for all of our students that attended ESY. We would like to thank all of the school administration, maintenance staff, transportation staff, custodial staff, and our

066summer academy and ESY staff for making the 2025 summer academy ESY program a success. At this time, we would answer any questions the board may have. >> Do the board members have questions about the summer academy at this time? Are we funded? Are we funded? It works. It didn't work there, sir. Uh, are we funded uh for next summer as well for these programs? >> Summer school funding is a state funded project. It comes out as um for the fiscal year for 206. We will report these numbers. We will receive our funding for this year. Next year, the same thing for 27. It'll be next year's budget that funds um school funds summer school >> again. Uh thank you so much again for what you do summer academy and you know I can remember when

067I was working I always worked during the summer. Well, I needed the money for one thing, but the other thing, more importantly, you really formulate some really good relationships with children during the summer. You know, you have a smaller group and so you get to do some things individually that you may not be able to do in a regular program. So, it works. It's good. And thank you so much for what you do. All right. U that takes us to information uh no school status uh with Mr. Wick. Mr. Wick is a it's like a a newlywed so he can't stay too long so you don't >> Thanks Mr. Taylor. I'll be leaving right after this soon as soon as I finish. Um so good evening uh chair Mr. Taylor vice chair Mr. Fortune, members

068of the board, and Miss Stevens. Um, I have Miss Gardner here with me from Attend, and she is going to do an update of our attend program that we initiated this year, and it's a follow-up to a presentation that you heard in February. So, Miss Gardner, >> thank you, Mr. Wick. Good evening. Thank you, members of the board, Mr. Wick, faculty, and staff of Caroline County Public Schools, and the community members present here tonight. My name is Sarah Gardner. I oversee our Virginia partnerships at school status. We partner with districts across the country on school to home communications through school status connect which you all are partnered with us for also status attend and teacher growth and development through school status boost. This year we began working with your district on attend a comprehensive tool

069that automates attendance interventions and provides a data platform to support your staff. Tonight we're going to go through a brief overview of your current attendance trends. We're going to start with a 10,000 foot view of attendance. So, our attendance rate is showing the days that were available for students to be in school. How many students were able to be there for learning time? Keep in mind this is comparing Caroline. Thank you. Did I not turn it on? Okay. Pull closer. >> Is that better? Okay. Sorry. I'll start again. We're starting with a 10,000 foot view of attendance. So the attendance rate that you're seeing here is showing the days that were available for students to be in school and how many students were able to be there for learning time. Keep in mind that this

070is comparing Caroline County's data to our school status attend average and is as in the average attendance for all of our partner districts across the country. As we continue to partner together, so next year when I come to do this presentation, uh we'll use your own year-over-year data for comparison, but just for the purposes of tonight, we have that average for all of our partners. This data was run on May 22nd, so right up through the end of your school year. Currently, we're seeing that our attendance rate is 93.9%. On average, as of the last day of school, students have missed nearly 10 days of school each. For our grade groups, all of our grade groups are above the attendance rates of our other attend districts across the country. And we're seeing the biggest increases

071in our 9th through 12th grade families, which is phenomenal for high school groups. Um, something to be very proud of. We're now going to look at our end of the year summary. You'll see here that we broke your active student population out into different categories based on their absences. Excellent, satisfactory, manageable, chronic, and severe chronic. Let's start with the kids. Kid kids and families to celebrate your excellent and satisfactory attendance groups. This is 53% of your active student population. These students have missed less than 5% or less than eight and a half days of school. Our goal is always to grow excellent and satisfactory and shrink everything else on that pie chart. So now let's look at the manageable category which represents 1400 students. These are our tipping point kids. Positive attention at the beginning

072of this coming school year will go a long way with these students who fell within this category during the 2024 2025 school year. Let's now look at our students falling within the chronically absent category. This is 13% of your active student population. This student list can be pulled from attend and be seen by campus to make action here more targeted moving into the new school year. We also have 136 students who are falling into the severe chronic distinction. Uh the team will continue to support these students and families, but it's worth noting that the last time we presented here, this number was 145. So from February to May, we got nine students out of this category, which is great. Your schools have been doing a phenomenal job focusing on all kids, not just absent kids,

073but the kids who consistently show up to school every day. There's a lot to celebrate here. We'll go to the next slide. Thank you. Here we're looking at a grade level uh chronic rate. We're seeing nationwide our attendance is improving for our attend partners. And in many grade levels, we see that Caroline County is actually doing better than our average attend district. That light blue line represents about two million students across the country. and Caroline County is below the average for our preK and kindergarteners, our second graders, fourth and sixth through 12th graders. Our other partner districts have a lot to learn from Caroline Countyy's high schoolers, and the attendance team there. We're seeing the highest chronic rates in our first uh graders, third, and fifth graders. I'm excited to continue working with you all

074to bring down these chronic rates even further. Here, we're comparing ethnic groups to give an equity view of attendance. Our goal is to move everyone into the excellent and satisfactory groups and have these evened out. Oh, some of the numbers came out funny there. I'll uh re add this slide for you all so that they are percentages and not uh strange looking numbers. On the next slide, uh we're seeing that subgroups are performing similar to the average student population, but we need to pay special attention to our Mckin Vento students. Here's our daily attendance as a division. It's run through the last day of school. This report is also available with in attend by each campus. So across the division, on average, we're seeing 290 students out per day. On a good day, we're seeing

075239 or less students out. And on a high absence day, we're seeing over 341 students out. We had a solid solid start at the beginning of the year. So that's the green that you can see there. Uh then we had some safety concerns early on in the school year. So you can see those red days. Around the holidays, we see a dip in attendance. Upon returning from the winter break, our attendance was fantastic, but then we had some inclement weather. Lots of kids in seats in April. We saw a change in behavior during this month and we're excited about how the effort from the school teams paid off to close the school year strong. Other than that, Mondays and Fridays have been lower attendance days overall. So, just a trend to take note of. Next

076slide, please. As far as communications that have gone out, there have been over 18,500 communications sent out from school status. Uh, you have a save rate of 49%. What that means is that 49% of students who got the first truency or excessively excused absence letter have not qualified for a second letter. This shows that you all have slowed down your absences. And when a letter is sent or a phone call is given or a conference is completed, it is having an impact on student attendance. And lastly, any conversation with a family is an opportunity to make a connection, build a relationship, and learn what their barriers to attendance are so that we can better support students. conference effective effect effectiveness would be a great focus for next school year and there are reports for that

077within your attend platform. So in summary, we're developing a culture of showing up in Caroline County which is awesome and the data has a lot to celebrate. There's also continued work to do across the division but especially at certain campuses and within certain grade levels. Thank you. >> Thank you. Um, did you have anything to add, Mr. Wood? >> I do not. Just if you guys have any questions. >> Okay. Um, board members have questions. Um, we know that chronic absenteeism is a major issue and we do appreciate the work that you're doing and we can see the improvement. So, thank you. >> Thank you. >> Okay, that takes us to uh school. I'm sorry. Uh, the modular building update, Mr. Chris Codwell. >> Good evening, Chair Taylor, Vice Chair Fortune, members of the board,

078and Miss Stevens. Tonight I want to share with you updates to progress at Bowling Green Elementary School on the modular classrooms. As you can see, June was a productive month for Bowling Green modular units. We received approval for a waterline connection without needing meter updates on June 11th. An application for electric service was submitted to Rapahhanic Electric on June 16th in anticipitation of the modular power calculation worksheet. A signific significant step was taken on June 17th with the approval of a solution to add a 6-in valve to the water line under the modular complex. This valve was located strategically location was strategically moved to the western side of the grounds to facilitate future waterline relocation associated with the proposed addition to Bowling Green Elementary School. Our water line was decided at that point to be

079included as an adult for the actual move of that. We also conducted a teams meeting with the engineer on June 23rd to review this waterline plan. On June 25th, RRMM received a set of CAD drawings from Wilmont to align everything with the site plan for the modular connections. A utility map was received for the fiber line that services Bowling Green Elementary School from our IT department on June 26 and the geological survey was completed on June 27th. Moving into July, we continue to make progress. On July 1, the modular power calculation worksheet was received and submitted to RECC. Also on July 1st, the application a pre-application meeting was held with RRMM engineers and the Caroline County Public Planning and Development to review the site plans. Site plans were sent to prospective contractors on July 7th

080and received and submitted permits for on July 8th. A meeting with the planning building officials was also held on July 8th at the time of application to review any further needs. On July 9th, we received a copy of the RECC work order, fault current letter, and invoice, and whiteboards for the classrooms were ordered. Finally, on July 10th, a pre-construction meeting with RECC regarding power was held and critical electrical infrastructure components were located and ordered. Our next steps involve receiving bids from contractors, receiving the sealed set of plans from Wilmont, and obtaining the necessary permits. Following this, we will install the infrastructure, and we will assist our contractor to apply for a fire alarm permit application that is expected to be submitted on July 16th. Regarding the units themselves, the original plan was the units to

081be transported from the factory on July 21st and set up on site on July 28th with teacher movein scheduled for August 4th. However, we've received new information indicating a potential delay in the arrivals and setup of the modular units. This mean the date for the units transported from the factory, units set up on site and teacher movein may be pushed back a little. At this time we Wilmont has stated that the units will be transported from the factory beginning on July 28th. I want to assure everyone that Balden Green Elementary School does have a comprehensive plan in place to condomate students, staff within the existing building if this delay becomes fruition to fruition. We're actively working on contingency plans to ensure a smooth start to the school year regardless of the modular unit timeline. We

082will provide updates as soon as we have more concrete information regarding the revised schedule and we'll also provide another update during the August school board meeting. Thank you for your attention and at this time do you have any comments, questions or concerns? >> Um does board members have questions? Uh the only question that I would have is and I know you said that there possibly may be a delay and we I know we're going to do everything we can to to get them. Um as far as where they are being placed. I I just want to emphasize the fact that the hopefully the placement will not obstruct the planned um addition uh to Bowling Green. Uh could you kind of talk a little bit about that or kind of re reassure that? >> Yes, we

083are >> we are planning the the site location for the modular units is the basketball court closest to the community center. >> Okay. The addition plan for the classrooms when was designed back in 2010 for the additional classrooms was on the western side of the uh facility closer to my facility maintenance shop. >> Okay. >> So, we are definitely off off that location onto the other side. >> Okay. I I just didn't want that to be, you know, become an issue. Okay. Any other questions? If not, thank you. Uh Mr. Cwell, I believe you also have the CIP. Yep. Okay. Good evening, Chair Taylor, Vice Chair Fortune, members of the board, and Mrs. Stevens. Tonight, I'll walk through the capital improvement process at Caroline County Public Schools, a vital framework for enhancing our school facilities.

084Let's start by defining two key terms that often that are often used. Capital improvement and capital outlay. Capital improvement. This refers to projects valued over $50,000 or more that introduce a new or enhanced level of service to our facilities. Think of it as an upgrade that brings something new or significantly better. Capital outlay. This also covers items valued at $50,000 or more, but these projects do not increase service beyond current levels. These are more about maintaining or replacing existing infrastructure without new capabil capabilities. The capital improvement process is critical for ensuring quality education. It is how we upgrade our facilities and resources to create effective learning environments that benefit our students, staff, and the entire Caroline County community. Let's dive into the key steps of this project process. It begins with identifying needs through requests

085from our school departments. We also identify replacement of capital items based on their life expectancy condition and addressing deferred maintenance. Next, we review the request to ensure alignment with our strategic plan. This is followed by conducting facility walks to assess needs firsthand. We hold committee meetings and various act with various activities to gather input and prioritize items. Then we move to schoolboard workshops for in-depth discussion. The process plan is then presented at the schoolboard meeting for approval. Once approved, we submit to Caroline County admin the Caroline County administrator. Then we meet with the Caroline county administrative staff to review CIP and provide clarity. Please be aware that this that the county has changed its process in recent years. We have not had the opportunity to present the CIP to the county planning commission for review,

086public hearings or recommendations to the board of supervisors. Similarly, we have not had joint budget work sessions with the board of supervisors where we could present both the operating and the CIP budget needs. This process is a collaborated effort involving various stakeholders. Community involvement. This includes parents, local residents, business leaders, county administration, and members of the board of supervisor. Their input is invaluable. As a side note, the last two years we have not had any county administration or any of members of the board of supervisors involved in the committee, though we still invite them to join us. Our school community plays critical role including board members, the superintendent, administration staff, teachers, staff, and most importantly our students. The CIP planning phase, August and September, we conduct an initial survey to gather the board input from

087the Caroline County Public Schools administrators. We review all requests comprehensively. Critically, we verify alignment with our strategic plan to ensure our investments support our long-term and support our long-term goals. We also examine previous CIP requests for historic content and make sure that we are including past year's unfunded requests. Facility walkthroughs are performed to get direct understanding of the needs. Finally, we create a comprehensive spreadsheet of all requests for clear organization and tracking. In October, we gain stakeholder input. The period involves senior staff meetings, committee meetings, schoolboard workshop. We conduct sorting activities at all lever levels to prioritize the needs. Schoolboard meetings November and December. The school board plays a pivotal role in the approval pro process through the workshop and the first read. This is where all the proposed information is reviewed and initial feedback

088is g is gathered. The second reading here is here is any changes made and reviewed and we speak we seek formal approval for the proposed CIP budget. Once approved, this budget is then submitted to the county for inclusion into the Caroline County CIP program. Our action plan once the school board approves the CIP is straightforward. We submit to the the schoolboard approved CIP budget to the county for inclusion in their overall CIP plan. We then request a meeting with the county administration to discuss the details. The county administration will then announce its proposed CIP funding during its first read of the county proposed budget. Thank you for your attention. Take any questions or comments you might have. Thank you, M. Mr. Codwell. Um, do board members have questions regarding the uh the CIP or its

089delivery of that information? Mr. >> Chairman, um, I don't have a question, but I do have a comment um, to say thank you. Um, I was taking notes in our last joint schoolboard meeting and this was actually a request of one of our board of supervisors partners to have a better understanding and to make sure that we level set and we all understand what the CIP process is. I would like to point out um if we can back up one slide um in this process there are places for stakeholder input um and that happens in the month of October. I also wanted to point out because a question came up about do students have an opportunity to contribute and yes they do through the various um for through our student schoolboard rep or through our

090superintendent advisory council. And so I want to encourage as a call to action because right now we're talking about a lot of CIP things. The time to have that input and to be involved in that discussion is early on so that by the time things emerge to board level it has gone through those rounds and the feedback has been um gathered. I also think it's important to point out the last um bullet under November and December. So a question that was posed to me was you know why why is a joint meeting important? Um what does that collaborative look process look like? What would be ideal? And I would say in my opinion that that bullet answers it. If we have the opportunity to have a a conversation with an appropriating body to say, "Here

091are the concerns that have come forward. Here is how we've rated them and you've been a part of that rating process as well." Then when the county is approving um a CIP plan, it has voice, choice, and input at that time, and it allows all of us in decision-making capacities to be able to make informed decisions. So, um, in closing, thank you for taking the time to document and put this back out there. I would encourage all of my, um, colleagues to use this presentation as we're having the conversation in the community. And then to our partners on the board of supervisors, this is the process that helps us be efficient, manage our time well, and manage our resources in the county. Those are my comments. Thank you. >> Thank you. Other board members, Mr.

092Chair. Yes, >> Mr. Chair. Uh, thank you, Mr. Cwell, for uh going over this uh very detailed and thorough process uh with respect to the CI CIP development. Um I guess my comments are going to be tangentially related to the CIP process. Um I know I've shared some concerns uh regarding our working relationship with the board of supervisors. Um, as noted in your presentation, um, there seems to be a area of opportunity with respect to working with our appropriating body with respect to the CIP. Um that concern for me is heightened with with respect to our 10-year facility plan and our ability to um work that plan, if you will, um to address our current overcapacity and our uh future growth needs and concerns. Um as my colleagues on the board um are well well

093aware u we have in the past requested joint meetings with our u counterparts on the board of supervisors um to address some of these concerns. Um some of those invitations have been um I won't say ignored but we haven't had a response u to our most recent uh invitation which was sent to the board of supervisors on June the 12th I believe. Um so at this time Mr. Chair, I just want to uh if you will open a conversation with my colleagues on the dis uh to uh that the idea of proposing a joint CIP facilities uh committee uh that would be charged with moving the work forward um with respect to our uh 10-year plan that includes um expansion of our current facilities ities um and the eventual uh construction of a new elementary

094school. Um my concern is that this work uh that needs to be done ASAP in my opinion um won't be done unless there is a dedicated committee uh that encompasses members from the board of supervisors, our board um as well as uh staff to include uh for example the county administrator, our superintendent um me Mr. Caldwell and perhaps even the town manager of Bowling Green um so that we can have a comprehensive uh well-rounded team um to make sure that all the work needs to be done um to uh make sure that we are in the best position possible from a facilities perspective to handle our current uh overcapacity and our future growth. Uh so with that uh Mr. Chair, I just wanted to uh if if it's your will and pleasure to have some

095dialogue. >> We would never uh prevent board members from speaking especially on an issue as as important as this. So my answer to that is by all means we we we can do that. Um the uh the only thing that I would do before that I can kind of bring the board up to speed a little bit on some conversation that I've had with the chair of the board of supervisors. Now when I say this I I didn't speak to the chair as uh speaking for the board because the board had not given me authorization to do that. But I did speak to the chair on a one- on-one basis as me being the representative of the Port Royal District and she also being the um representative on the board of supervisors for the Port

096Royal District. So we kind of have that uh uh that connection I I would say and I I did speak to her um on the importance of the board both boards meeting and talking and having an opportunity to speak about what future plans uh the school board feels are going to be necessary and to have an opportunity to get feedback from the board of supervisors as to what uh their interest or concerns may be. Because when you sit at the table, you can respond in a way that's a little different than when you're writing a letter or when you're posting something on social media. Um she has pretty much assured me that once we pass the memoragraph of understanding that we are now working on for the uh addition to the new uh to Bowling

097Green. Once we get that uh taken care of through our attorneys or however we end up doing that, whether our whether we send information to our attorneys and they do that or our attorneys work out an agreement that's agreeable to both, whichever way we do that, once we get that done, um she has pretty much said that she would see or look into or try to be certain that uh we would have a joint board meeting. Uh so I kind of left it at that because as I said I did not have uh permission. The board didn't send me to talk with her and so I was speaking to her basically on my own and as a representative from the Port Royal district. So having said that I will then allow anyone else on the

098board who would would want to make a comment regarding uh Mr. Fortune's uh suggestion. >> Um Mr. Fortune, um I appreciate you bringing that topic up. I was waiting for my peers to see if anyone else um had something to say, but I'll go for it. Um, I do think that the idea of having a joint committee um, with the specific focus of looking at that 10-year uh, goal is not a bad idea. I would say though that the process that we currently have in place values the feedback from our teachers who are in our buildings and in our classrooms. Um, our administrators who know um, what they need and what they see. um the directors who are charged with doing the walkthroughs. And so I would pause with anything that would um have an

099unintended consequence that board members either on this board or our board of supervisors would supersede the voice of those who are in the trenches and involved in the daily operation. So, if it is a way to parallel that, um, because the last thing that I think we want to have happen, um, and this is no disrespect to anyone, but I do not think that it is a a proper insertion of board authority at the level um, of generating the concerns or the request and taking it through that process. So, I think the process that Mr. Cowwell outline with our CIP committee needs to maintain the integrity of that. Board members should not be top down telling principles and teachers what they need in their building. Um but rather we should be getting that information um

100from the grassroots. I hate to say bottom up but we understand the hierarchy and the structure. Um I do think that the benefit of doing a parallel process is that if members engage in this stakeholder cycle where where it is designed to be then there is more opportunity for ongoing conversation and engagement. Um I think the other thing that dovtales into your request is um and I ask about this often. I am interested in seeing the county strategic plan. The county strategic plan because in a county strategic plan, education, yes, there's a zoning piece, there's an economic impact piece, but again, there's that impact on schools. So any opportunity for us to continue to have a conversation is good, but I think that the boundary >> said that he would be willing to jump in

101and participate and then like two days later just said he thought it would be a conflict of interest if he did that. But I I'm all about at any opportunity to I think more eyes and more opinions are good, but um like Dr. Rollins Fel says, you know, as someone who works in a building, like people in the building are the ones who are really going to know, especially with CIP, what needs to be done. Um, I'm not, you know, case in point, like football stadium. I'm not under the bleachers checking out to see what's there. And when there was stuff that wasn't up to code, you know, I'm not the guy that's going to know what the code is exactly. U, but when Chris says we've got to get this stuff up to code,

102that means we've got to. So, uh, if we could get them involved at the committee level to talk about this and see some of the things and understand some of the nuances of what goes into it, I would be all in favor of that. >> Chair, >> yes. you know, based on your conversations with your counterpart, our current uh chairperson of the board of supervisors, it sounds as if she has provided some rudder uh and direction going forward. And I think we ought to govern ourselves um with we were trying to go and again, Mr. Fortune, that is by no mean to say that I feel like you have overstepped or that I don't agree. Uh I I hear what you're saying. Um I'm just thinking that based on what I'm hearing from the majority

103of the board, maybe we want to give it an opportunity with what we have. Like I said, um you know, I guess my concern with a joint committee working on on those issues um so that the work doesn't get lost and that the work is a contingent upon agreement of joint um meetings here and there, there's a rhythm, if you will, if there's a committee uh that's dedicated to that work. So that was my only point. >> Okay. Okay. Thank you very much. Um any other comments? If not, thank you uh Mr. Cwell. We we appreciate uh all of your hard work. >> Thank you very much. And >> and we're going to get there. >> I did have one thing. One other thing I did want to mention because I've heard it come up

104several times is, you know, we have a 10-year facility plan. Um we build a five-year CIP plan. The county looks one year in advance when they provide when we provide that data to them. >> So, >> thank you very much, sir. Okay, that uh then takes us to the uh legislative uh information. Mr. Mud. >> Good evening, Chair Taylor, Vice Chair Fortune, members of the board, Miss Stevens. Tonight, I'm sharing with you recent legislative updates that will or will potentially impact students across the Commonwealth. This legislative season, there were 236 bills related to education that were proposed. A number of these bills take took effect this month. Some of which were related to things like student health services. We'll be coming back to you actually in a month or two to update some policies um

105related to um uh some of this new legislation. Um, in addition, there were some updates regarding student enrollment and records and a few items related to students with disabilities and process related uh items uh regarding due process hearings among other regulatory items. I'm naming here just a sampling of what was g what has gone into effect on July 1. There are two items in particular I would like to specifically share this evening related to two different bills. The Virginia Department of Education has provided technical assistance and/or updates related to these matters to support school divisions in the Commonwealth with questions andor implementation. First, I'm going to share with you House Bill 2686 that recently went into effect for implementation this coming school year related to acceleration in math or accelerated mathematics. The policy should provide

106for the automatic enrollment of eligible students in advanced or accelerated mathematics based on standards of learning assessment scores in the statewide upper quartortile subject to course offerings and availability for auto autoenrollment in advanced or accelerated math for the 2526 school year. school divisions are to use the statewide upper quartortile scores in the table that you can see on this slide on the left. These scores were generated from 2025 standards of learning mathematics assessments and a new table will be released to school divisions each June following the spring testing season. As staff learned more about the potential of this bill late this past spring, we began meeting to determine potential to determine potential impacts. Now that this bill has passed, we are identifying students and and has gone into effect on July 1. We are now

107identifying students and contacting parents to explain the change as well as the as well as explaining the already established math pathways that we have here in Caroline County. Our pathways, which have already been in existence, align well with this new practice. Parents will have the option to opt their child out of the accelerated math pathway should they wish for their child not to take the accelerated pathway. In addition, we're currently in the process of creating a policy that we will be bringing forward to you likely in a August for first read that includes components related to math acceleration as required by this bill. The second item I wanted to bring to your attention is was House Bill 1957. This one is the one that we're keeping an eye on. This did not go into effect

108this year. Um but it is one that was noted to um be considered again uh in the next legislative season with some components of it being implemented beginning July 1, 2026. This bill uh board of education standards of learning assessments largely aimed at maximizing instructional time and optimizing time used for assessment administration. This bill includes provisions relating to eligibility and timelines for students to retake assessments and the scoring of standards of learning assessments and related assessments. This last piece is particularly noteworthy because the proposal at this time is a change in scaled scoring for target grade levels on the so test moving from a 600 to 100 point scale. The bill includes a requirement that all end of course assessments at the target grade levels, which are likely our upper grade levels, um would be

109administrator administered no earlier than two weeks prior to the last day of the school year as well as assessments in administered as part of competencybased assessment systems would be included in that as well. Potentially, the proposed bill requires the board of education to provide any teacher who participates in the scoring of standards of learning assessments professional development points towards renewal of their license for the time spent scoring such assessments. Certain provisions of the bill do not be do not go into effect unless reenacted in the 2026 legislative session. um and some are earmarked to be delayed for a July one implementation. We will be revisiting this item with you likely again next summer. But because of both of these items have been you have potentially likely read about these recently, we wanted to bring them

110to your attention here tonight. This concludes a review of of some legislation um that was captur that's captured some attention in recent weeks. You may have heard or read about both of these items. We wanted to bring them forward to you for your awareness as well as our community's awareness. Bills requiring new or updated policies will be brought forward to you in the coming months. I'm happy to take any questions you may have. >> Um, well, I do have a question. Uh, and I don't know if I if I heard correctly, but I I heard you say something about the assessment being for this 1957 bill. of the assessment uh being given not earlier than did you say two weeks >> that's right >> prior to >> what was proposed this year and again it

111will be revisited so could certainly change but what was proposed this year was looking at target grade levels again not elementary kind of morphed into not elementary but more upper grades um but that the testing window would be pushed to really the the last two weeks of school >> right and uh and and I'm thinking in terms terms of a graduating senior >> who needs that class or that uh score could be um a deterrent to that person graduating or not graduating. And I I don't know what we can do about that, but that that concerns me greatly >> because that could very well affect our graduation rates. Um, and it's I I don't know if it's if it's fair to the student as well. Um, >> I think you're raising some questions that I've

112read others raising as well related to that particular item. We have we have had opportunities really in both cases, really all cases, um, to provide feedback. Um, but there has been quite a bit of feedback related to this particular bill 1957. >> Okay. All right. Well, just kind of keep us informed. Let us know, >> Mr. Oh, I'm sorry. >> Just a quick question about um so it's just the last two weeks of this the academic year. So if um does that like with how seniors always usually graduation is before the end of the academic year is that going to change anything for us? So depending on how it's written and of course this isn't anything that's u been approved at this point but um we there certainly would be calendar implications um depending on

113how it's written in past um but again that your comment is one that I've also read as feedback um for things that need to be considered related to this bill. And last question to your knowledge is there going to be um students who like don't pass the so there's still going to be an opportunity for a retake depending upon what their first score was. >> Right. So that is also um part of the concern in condensing the window is it limits uh retake opportunities. Uh so that's that's a big question out there as well. >> Okay. Thank you. you you're raising many of the same questions that that I've read about that others across the Commonwealth have asked regarding this particular bill. >> Okay. Well, thank you very much. Any other comments from any board

114members? If not, thank you, Mr. M. We appreciate the information. >> Okay, that takes us to um monthly revenue. Okay. Good evening, Chair Taylor, Vice Chair Fortune, members of the board, and Mrs. Stevens. This evening, I'll be presenting the financial report for June of FY25. Operating revenues for June were $4 million with year-to- date revenues of 62.2 million or 98.27%. Special fund revenues for June were $25,000 with year-to- date revenues of 7.1 million or 70.91%. Total revenues for all funds for June were 4.3 million with year-to- date totals of 69.4 million or 9450%. Under expenditures, operating expenditures for June were 6.2 million with year-to-ate expenditures of 56.2 million or 88.82%. Special funds expenditures for June were $650,000 and 7.3 million year to date were 72.94%. Total expenditures for all funds for June were 6.9 million

115with year to date and were 86.63%. Be happy to take any questions from the board on the June fiscal year 25 financial report >> for whatever it is that that we get. I know that that always is fun with bookkeeping because that revenue comes in for the fiscal year even though our fiscal year ends. Um, but how are those projections looking? >> Did you say food tax? >> What What is it called, Miss Stevens? The sales tax, the dining tax, whatever it is. >> Certainly, Mr. Kelly, it's the sales tax. The sales tax comes in in July and August. We are monitoring those. We are showing that we are above projections at this time. >> Okay. because I know there's been times where we, you know, we budget for what we think it's going to

116be and then it's less and then sometimes it's more. So, it's always, that's why the audit's always so much on. All right, there's the only question. Thank you. >> Yes, Dr. >> I'm looking at the the Head Start uh balance remaining balance. Help me understand what I'm seeing there. >> Um the 119,000 >> I got one head start 170. >> Are you under revenues or expenditures? >> Expenditures. Other questions? If not, thank you sir. >> Thank you. Appreciate it. >> Okay, that takes us to I believe our consent agenda. uh that is to approve the consent agenda with which includes minutes from June 9th regular meeting, schoolboard meeting, June 11th meeting continuation, minutes from CCPS board retreat, CCPS master board training, donations, homeschool report, Head Start financial report, and monthly bills with financial reports as

117provided. Are there any items on the consent agenda that any board member would like to pull or question? >> Mr. Chair, I move for approval of the consent agenda as presented. >> Second. >> It's been moved and properly seconded that we would approve the consent agenda as presented. Uh, Miss Stevens, would you call for the vote? >> Dr. Rollins Fells, >> I. >> Mr. Taylor, >> I. >> Dr. Hubard, >> I. >> Mr. Fortune, >> I. >> Mrs. Sears, >> hi. >> Mr. Kelly >> I. >> The motion carries and the consent agenda stands approved as presented. That takes us to citizen comments. Um the Caroline County School Board welcomes public comment during regular meetings and public meetings. Speakers may address an item on the board meeting agenda or an item not on the agenda

118during this time. Any comments should address a matter related to Carl. Any speaker who uses language that is obscene, constitutes fighting words, true threats or solicit threats or solicitation to commit crimes and incites immediate lawless action. Moreover, the chair may stop or have removed any person who disrupts the orderly functioning of the meeting by making loud, boisterous, or threatening comments. Once you have come to the elector, if you would have signed in with the clerk, please complete the appearance request form. State your name and your district at this time. The clerk will call for those who have strict at this time. The clerk will call for those who have signed up prior to the meeting. All right, signers. Are there anyone or is there are there anyone or is there anyone here who would like

119to speak at this time? Is there anyone here who would like to speak at this time? Again, is there anyone here who would like to speak at this time? Seeing no one with the uh intention to speak, I will now declare this period uh closed. Okay, that takes us to We're getting there action items. Uh approval A 2526 tuition rates per pupil. Dr. Farley. >> Thank you, Chairman. Good evening again, Chairman Taylor, Vice Chair Fortune, members of the board, and Mrs. Stevens. I'm here this evening to request approval of the 2526 tuition rates as well as the per pupil expenditures report in accordance with Virginia code 22.1-92 because the per pupil expenditures report informs the tuition rates. I'll begin with that. The Virginia Department of Education includes the following components in the calculation of per

120pupil expenditures. regular day school, school food services, summer school, adult education, and other educational programs. However, expenditures related to facilities, debt service, and capital outlay additions are excluded. The average per pupil expenditure is derived from table 15 of the Virginia Department of Education's annual school report. The estimate for fiscal year 2026 is based on the school board's adopted budget. The total estimated per pupil expenditure is $17,300 which compromises $9,755 in state funds, $1,611 from the state sales tax, $1,743 in federal funds, and $4,190 in local funding. Now, regarding tuition rates, each year the school board adopts tuition rates based on the per pupil expenditure outlined in the adopted budget for FY2026 or FY26. The proposed rate for outofcount tuition is $4,190 reflecting the local perable cost. The tuition rate for outofstate students is proposed at

12117,300 which represents the total perpable cost. be happy to answer any questions the board may have regarding the 202526 tuition rates or the per pupil expenditures report. >> Any board members have questions uh regarding the tuition rates? >> Just a quick question. >> Yes. >> Um federal funds. So each allocates 1743 per student. Um >> if we is there any chances we would lose those funds? Yes, good question. Uh, some of them, in fact, I thought that might come up in my last presentation. So, let me just grab notes because I've got a memo from the state. >> Okay. >> So, uh, division superintendents received a notice from VOE on federal funding update um this past week. The Virginia I'll read just parts of it that hits the highlights. >> Sure. Virginia Department of Education

122has recently received a series of federal updates from the Office of Elementary and Secondary Education at the United States Department of Education and the United States Office of Management and Budget Management. OES recently informed states the agency is reviewing six specific grants for federal fiscal year 2026 or 2025 awards. Was there title one part C migrant children? Title two support and effective instruction state grants, title three part A English language acquisition, title four part A student support and academic enrichment state grants. Title four part part B which is 21st century community learning centers and then adult basic and literacy education state grants. So these grants are not going to be distributed until a com a final review is and decisions are made at the federal level and so they're going to identify a date uh

123date has not been identified yet for completion. So we're in wait and see mode. Um if there's any good news the two largest um funding streams for K12 schools which is title 1A for low-income students and IDEIDA for students with disabilities are on schedule for dispersement. Miss Stevens did a work up for the superintendent in looking at FY24 uh grants trying to base possible loss of revenues based upon those six areas that are being reviewed. And the cost for us uh could be as much as $173,000. So um we're on pins and needles waiting to see uh you know when that's going to come down. Um there is potential um it's possible those you know we don't get to a full $173,000 based upon um you know what they're looking at um but that is

124a concern >> followup. So let's assume the worst uh and we don't get the 173 um how do we envision mitigating the shortfall? >> Yeah. So I think it's a good question and I think the approach would be like we would for any possible loss of revenue look at all our funding streams um look at how we can maybe have some cost savings and um where we could trim. So that would be a a broad looking at you know our entire $73 million um or at least our operations budget to see how we could support these >> sure that when we prioritize what is impacted we we've articulated clearly you know what's what should not be touched or what >> sure you what are really protecting those areas. So I'm sure that we've done a

125we've done the due diligence. I I know you have, but u you know my my responsibility on the board is funding. Part of that is funding. So I want to make sure that um if if we have some choppy waters ahead of us that we we try to plan as best we can and I know between you and Marsha, you know, we will do that. I just want to make sure that uh if there's anything we can do to support, just let us know. >> Yeah, absolutely. And the superintendent um has called for us to have a meeting with directors who are over those those funding sources along with Marsha and Mr. And um we'll be doing that short order. Again, we just got this. Um but one of the things I will say um

126not just because I work here now, but in education 35 years and this division um communicates like no other and the pre-planning and then the delivery of whatever it is we're doing is exceptional. So like anything else we do, we'll study, we'll debrief, uh make decisions on what's best for children, and then collaborate with the board and make recommendations. Can I indulge just a rabbit hole just for 30 seconds? So, you know, part of the governor's uh proposal has also been uh providing, you know, tax rebates and whatnot for uh school choice. Uh now, if I understand it, so if a if that goes through, would we lose let's say this is one student, let's say we lose one student. So, would that 17173 go away? And we have to basically, you know, mitigate for

127that as well. Or am I mis misreading and misinterpreting that? >> What Mara, I'm not a good lip reader. I need glasses. >> Good evening. The state funding portion would be the one that would go away because that's based on ADM if we lost that student due to sto school choice. you know, and projections are projections and appropriations are appropriations and then you drill down throughout the course of the year and you see what funding sources have got have come in. And you know, right now we're still um we're still working out of two fiscal years right now because we're trying to close out FY25, open up FY26 and and work collaboratively um with our partners in in the county. We have some um mandated services uh that are would be involved in these funds

128if they were cut. So h how do we address mandated services if we have no funds if the funds are not there? I mean I know too but um that's what you can >> Yeah. So I mean you know if it's mandated we have to do it. We've got to find a way and you know um approaches could be looking at um you know what fund funding sources do we have? What carryover do we have? That's another big thing that would offset some of this is we have several grants we carry over um which makes us be able to sleep a little bit better at night. Um so again it comes down to you know making decisions based upon what we have to provide children what we should provide what they need and then there's

129always ways that you can cut back a little bit here and there um you know and there's various approaches whether it's materials and supplies or um professional development or whatever it might be and it's you know a lot of times it's based upon the um parameters and the goals that are in that particular grant in that grant. So job one would be to go a deep dive into those grants and what the objectives are, what we've signed off for, and how they align with our division plan. >> Okay. Uh are there other questions? >> Mr. Chairman, I move for approval of the tuition rates as presented. >> Is there a second? in. >> Okay. It's moved in and properly second that we approve the uh 2526 uh tuition rates per pupil as presented. Um Miss

130Stevens, would you call for the vote? >> Mrs. Sears, >> I >> Dr. Rollins Fells >> I >> Mr. Fortune >> I >> Dr. Hubard >> Mr. Kelly >> I >> Mr. Taylor >> I and the motion stands approved as presented. That takes us to the calendar update. Uh, Mr. Mud. >> Good evening. Uh, Chair Taylor, Vice Chair Fortune, members of the board. As we were preparing for the start of the school year, it was brought to my attention that our nine required workday PD days for our PAR educators as part of their 184day contract did not include Monday, August 4th, which is the beginning of our return to to work a week. and uh getting ready for the school year. Recognizing the importance of our pair of professionals reporting to work on this date

131along with other instructional staff, I'm here tonight requesting approval to a small calendar change after consulting with division and building leaders. We are proposing to add August 4th as a required workday for pair professionals and remove March 9th as a required workday. The removal of March 9th uh reflects minimal impact to our professional development calendar for pair professionals. We request waving of the first read of this action item so that we can begin communicating this change with pair professionals. I'm happy to answer any questions you may have. >> I have questions regarding that proposed change. >> Mr. Chairman, I move for approval of the updated calendar as presented. Is there a second? >> Second. >> Okay, it's been moved and properly second. That >> was a question. >> I'm sorry. Question. I'm sorry. >> So,

132um, if I'm understanding the dates, we're just switching, uh, days. So, it's not an increase in >> pay or anything. >> That's correct. The original dates are in the first bullet there. You could see they started with 85. Um, and so we recognized the error, but we looked collectively as building and division leaders to figure out which of these dates would be best to kind of we called it a trade out. >> Perfect. Yep. Thank you. >> Okay. Any any other questions? Are we ready for the vote? >> Okay. Call for the vote. Uh, Miss Stevens. >> Mr. Kelly. >> I. >> Mrs. Sears. >> I. >> Mr. Fortune. I >> Dr. Hubard >> I >> Dr. Ren Spells I >> Mr. Taylor >> and I vote I as well that stands approved uh as

133presented. >> Thank you. >> Uh that takes us to the VPSA technology bond resolution. Mr. Robinson. >> Good evening chair Mr. Taylor, Vice Chair, Mr. Fortune, members of the board, Mrs. Stevens. This evening, I come forward seeking approval of the technology bond reimbursement resolution, also known as VPSA in the amount of $180,000 plus a local match of 20%. In previous years, the state has provided these technology grants to local school divisions to equip schools to participate in online testing. The purchases are financed with proceeds from bond sales conducted by the Virginia Public Schools Authority. Expenditures incurred by school divisions are submitted to the state for reimbursement. Because the bonds are taxexempt, the Virginia Department of Education requires the adoption of the attached resolution located in your packets to comply with federal regulations regarding reimbursements from

134bond proceeds. Therefore, it is recommended that the board approve the technology bond reimbursement resolution. At this time, I can answer any questions. >> Are there any questions for Mr. Robinson? If not, we can entertain a motion to approve. >> So moved. >> Second. >> It's been moved and properly second that we approve the VSPA technology bond resolution as presented. Um, Mr. Stevens, would you call for the vote? >> Mr. Fortune, >> I. >> Dr. Hubard, >> I. >> Mrs. Sears, >> I. >> Dr. Rollins spells. >> Mr. Kelly, >> I. >> Mr. Taylor, >> I. And the motion carries. That takes us to agenda item D code of conluck edition. Mr. Wick, good evening chair, Mr. Taylor, vice chair, Mr. Fortune, members of the board, and Miss Stevens. The board approved in June the latest

135code of conduct updates, which was very few, but uh then then we learned of a piece of legislation. It was passed this past spring, I guess. Um, it came to my attention last week where legislation called Senate Bill 908 requires schools to include in their code of conduct and in their policies um, a stipulation where they address instances of cyber bullying that occur outside of school property between students enrolled in the school division. So tonight, I just want to get get your approve, make you aware and get your approval to add that sentence basically into the bullying portion of the code of conduct. >> I, >> Mr. Taylor, >> I and the motion stands approved. That takes us to approve. That takes us to agenda item number 10, new business of first read CCPS and

136VSBA policies update. Mr. Mud. SBA policies update. Mr. Mud. >> The time has come. Mr. Kelly. All right. Good evening, Chair Taylor, Vice Chair Fortune, members of the school board. Tonight, I bring to you VSBA policy suggested changes that have been uploaded to board docs in draft mode for your review. The Virginia School Board Association provides updates in February and May based on changes in law and regulations. In addition, law and regulations. In addition, a few policies are revised for editorial reasons or to correct technical errors. In the following presentation, we have the policies that are currently being revised and are reviewed by Caroline County Schools. Tonight we're providing the first read of a portion of the May 25 policies and in August we will ask for the adoption of the revised policies. In addition,

137we have numerous May suggested policies that are needing substantial review. I will be convening a policy review team this month to provide us time to take a deeper dive into some of these policies. We will come forward in August with some additional first readings of those policies as well. I will now continue with VSBA suggested policy changes that were reviewed by CCPS senior leadership. And as you know, I will read through each one, the title, and uh move our way through as quickly as I can, but certainly happy to address any questions you may have. Policy EBBA, emergency first aid, CPR, and AED personnel. Policy EBCB, opioid antagonists. Policy FEA educational facilities specifications policy GABIAL computer systems use policy GB staff weapons in schools. Policy C, excuse me, GCB, professional staff contracts. Policy GCDA, effect

138of criminal conviction or founded complaint of child abuse or neglect. Policy GCG, professional staff, probationary term, and continuing contract. Policy GCPD, professional staff discipline. Policy IG AG, teaching about drugs, alcohol, and tobacco. Policy IG AJ, driver education. Policy IGB, online courses and virtual school programs. policy IBGAB acceptable computer systems use. This next policy um was deleted in in its entirety and no longer exists. Policy JCJ, classroom assignment for twins. Policy JEC-R, School Admission. Policy JFC, student conduct policy JFCD, weapons in schools. Policy JFCI, Substance Abuse Student Assistance Program. Policy JO, student records. Policy KBA, requests for public records. Policy LBD, home instruction. Policies reviewed but not revised from May 25. Policy BDDE, rules of order. G Access to employee social media accounts, GB-f report of discrimination, and IEB national motto. As I mentioned before, we

139have 19 policies that will require a deeper review. A policy review team uh meeting will be taking place later this month in anticipation of bringing new and revised policies forward for first read in August and September. Thank you for your time and attention to our policies first read. Please refer to board docs to review all changes in draft mode and we'll return again in August for approval of revised policies that were reviewed this evening. >> Thank you, Mr. Mud. Okay. Um, that takes us to school board member comments. I'm sorry. All right. Uh, we will start up at the sin this time. Dr. Hubbert, would you like to go first this time? Okay. Well, uh first and foremost, uh let me begin by saying I trust everyone is despite these meetings and every all these

140other uh events, uh that everyone is enjoying their summer break. um continue to uh recommend folks to get out and relax, read a book, get away uh spend some quality time with your your folks, you know, but just, you know, get away and remember and recharge before you, you know, before we get back into things. Um, the second point, uh, I thoroughly enjoyed hosting, um, the CCPS, uh, leadership team, uh, down at the University of Mary Washington's Dog campus. Uh, I think we had a a a pretty good time. Um, and, uh, look forward to, uh, getting you all back down there, uh, next time. Usually when we have adults, we uh pull out some of the uh uh the the the gear uh that we use to uh uh challenge the students uh and

141put you at a table and let you go at it. So uh you know, that's what you got to look forward to the next time you come down. Um, I would remiss to say that yes, we did indeed participate in the schoolboard retreat and masterboard reertifications uh there in Charlottesville. So, we certainly uh do a shout out to uh the Virginia School Board Association for uh guiding us through uh masterboard reertification uh and our leadership for getting us through that first day of uh uh retreat. Um, I'm looking forward to hosting our second annual uh CCPS day of STEM uh that's going to take place this Wednesday. Uh, I really want to do a shout out to uh Melanie Mosley who uh has spearheaded uh our events um this Wednesday. And if I'm not mistaken,

142our our newest count is we've got just about 40 students who will be down to uh to participate in STEM activities for the day. Um, uh, let's see. And I guess the last thing is to just to, you know, push out a, uh, a sincere thanks to the families and friends of my Bowling Green district, uh, for their continued support as we, uh, continue this journey of ensuring that our kids get the best possible education uh, that we can that we can afford. Um, other than that, Mr. Chair, that's all I got. Thank you so much uh Dr. Hbert. Uh Mr. Fortune. >> Thank you, Mr. Chair. Yes. I just want to uh personally thank Dr. Cal for facilitating our um board retreat uh in Charlottesville. Um I think that u that retreat um and

143the work that we did in that retreat has made us a a much stronger and more cohesive board if if I may say so. Um also shouted out the uh VSBA for the um master board certification training that we uh underwent on the on that next day. Um once again I just commend my colleagues on the dis uh for doing the work um that really makes us a master board. we had opportunity to review our norms and protocols and engaged in some uh courageous conversations uh that once again I believe puts us in the best position possible to do the very best that we can uh for our students staff and families in the division. So with that Mr. Chair I'll yield the floor. >> Thank you Mr. Fortuneh Dr. Rollins fails. >> Yes sir.

144Um, so while there were no recognitions listed in the program tonight, I did want to center my comments on celebratory remarks. Um, and I wrote them out so I could stay on task. >> I am so grateful and thankful to work alongside such amazing people. Um, my my fellow board members. Um, and I wanted to just take a moment to celebrate you because we've put in the work. Um, and I think it's important as we end one school year and begin Another you all are student centered and what I experienced was being in a room with selfless servant leaders. The thoughtful questions that are asked that help us to deepen our understanding and our community's understanding is truly appreciated. Let's keep the good meaningful questions coming. The time that you all and we all have

145invested to do background research to be able to speak factually and not emotionally speaks to your dedication. Thank you, sir. Celebrating the courageous thoughts and taking the initiative to propose new concepts and approaches to ideas is refreshing. The dedication of board members to understand the culture of Caroline County and to move swiftly past campaigning into service has been an absolute view. While in St. Louis at the National Safety Conference, there were panelists and experts um that happened to be sitting at the table where I was. I mentioned earlier the keynote and facilitator for a a full day was the principal at Coline High School. After their presentations, one of the speakers asked me what was a key takeaway point from the presentation and I said there are two that I'll take home with me. One

146was that relationships matter. Relationships matter. Relationships with our kids, with our families, and with our community. In our board retreat, we had a self-reflection time and we spoke about continuing to do the it's time to revisit that. I think there's much work to be done for our community in the days ahead. And while we may not have needed it in that way in the past, we most certainly when we look ahead know that there is much work to be done. Having said that, um the work that needs to be done is heavily related to schools and the bigger community conversation. Last month in my comments, I stated that we are in both boards 12 people who make decisions that impact over 30,000 individuals. Relationships matter. And then the second takeaway was while watching the panel

147of the most highly degreed alphabet soup. Um these are folks that are the call to that are put on helicopters and planes and and sent out immediately. Um the panelists would make Google blush and what I took away was watching them talk to each other and amongst themselves and to the audience. Everyone was so humble. Humble. It almost brought me to tears when I thought about what in the world have these people seen and experienced that have given them the wisdom that they had in order to be able to share what they were sharing. Why here? As we're embarking on a new school year, there is sage wisdom for all of us teachers. There's no pride in being the expert or shame in being the novice. If you have a question, ask it. There is

148a system of support and we've talked about that all night here to support you to help guide you in your career path. If you are part of the one Caroline family, we want to keep you here in Caroline County. Make an appointment with HR if you are not certain. I know there's a lot of conversation happening with our provisionally licensed teachers. You don't need to fumble through that. Call HR, make an appointment, get the help that you need. You are here and you're part of the team. and the messages that we got you for our students and families as we begin to get back into the pattern of school routines starting maybe we got a couple more weeks left of summer but starting the top of August um I want to let you know that

149Caroline's promise is hosting a school supply distribution event on July 26 from 10 to 12 and it's held here at Caroline High School. So, if you are listening, the call to action is mark your calendar and come. Here's an opportunity for our community members to be a good neighbor. Tell your neighbor as well. Um, with that event, you'll get a book bag when you enter and you will literally go around a parade of tables of different community partners that have everything that is on our school supply list. So, if you're in need, please come out. Know that we're going to celebrate your achievements and your progress. And then to our school board members and to the directors who are always here in this room, I want to applaud you because you are subject matter experts.

150To our board, they are all around us. I want you to continue to focus on and I'm talking to our board. It's our role to set the focus and the vision for our um county and it is our responsibility to empower our leaders who are to be the subject matter expert that you are. We have created a culture where your voice is valued. It is allowed and we don't want you to tell us what you think we want to hear. We want you to give us your recommendations based upon your subject matter expertise. We have the top staff in the Commonwealth and I would dare say I'd put you up against folks across the nation. So keep up the good work. Days that are coming, we need to lean into your subject matter expertise. A

151comment to Bowling Green Elementary. All I want to say to that is thank you for being a champion for impact. And as we delve deeper into capital improvement and capital outlay, the bigger conversation about this jointou that's in development and our journey to a new elementary school and the 10-year CIP plan, let's continue our board agreement of being a good partner with our board of supervisors, the appropriating body. We all have something in our backgrounds that have equipped us for our service. It is a season to be humble with our knowledge and come together because together we are smarter and we are stronger than we are individually. So let's be agile enough to pivot with the needs of our time and let's take actionable steps that move us forward. Thank you. Those are my comments.

152Thank you, Chair Taylor. Um to continue with the celebratory feeling, I would like to congratulate um our five CSH CHS students who have attended or are going to be attending both the Commonwealth Governor School summer residential program for performing and visual arts and humanities which was held at Radford University and the uh region one gifted CTE governor school residential program which is going to be held at Randolph Min college. Um these are very intense programs and we are very proud of our students who attended those. Um as stated by my colleagues, our board retreat was um excellent. There was lots of learning and conversation happening and I'm really proud to be a part of this board, especially with people who are willing to learn and change and and grow as board members. I'm growing as

153a board member. Um, and so I really appreciate the conversations that we can have. Um, and that is all. Thank you. >> Thank you, Miss S. Mr. Kelly. >> Thank you. Yeah, the the board retreat was excellent um with Dr. Calverick. That was very interesting. My favorite part was us looking at our styles and how we do stuff and how we're each one of us is a different style, but we all work together. And um like Joanda said, it is all about relationships and we all have a relationship here. And at times we're like family because we're all in this together for the same thing. And sometimes when you lock us in a room together, we don't always agree on everything. And I think that those are good, healthy conversations for us to have with

154each other um for us to grow and see where each other is coming from and our motivations and and we help develop a way to get to where we want to go. U statements about our staff is absolutely incredible. um she was here when we did the renovation before. I started when they did the first renovation on Bowling Green Elementary School. And I know we've got the academic aspect of the year coming ahead and when you start throwing in all the construction, starting to build a new school and do what's best for our kids. Um we see our staff getting pulled in multiple directions and Mr. Caldwell, I know you are burning the midnight oil and burning the candle at both ends. It >> Thank you. Thank you very much. I was going to say

155this is not Sarah, but u she did a good job pinching for Sarah. Uh and not only she, but that's typical of the staff that we have. Our staff, as has been said, is a great staff. I will put them up against staff anywhere. And I can't acknowledge enough how appreciative we are for the staff that we have and for the job that you do. Um I can't say enough how much I appreciate my colleagues on this DAS. And you know we we say that all the time but we really mean that. Uh I believe that we are an example of what a school board should be. And I don't mean ragging type of thing. I I don't mean it in that way. But I believe that we have shown the students and staff how

156leadership is supposed to look to the public. You know, if you've been reading the papers, you read about school boards in this general area that have real issues. the DAS themselves they disagree and that's okay but sometimes they actually become hostile toward each other we we never do that we never have had that and I don't believe that we ever will that we have with each other we are very fortunate because we have had or we have experiences in different areas and so there is no problem that we come up with that somebody doesn't have some experience with and that's a good thing. Um, as I said uh in the beginning uh Dr. Calic as you know is not here tonight because she is attending the national uh superintendence conference where I might add she

157is presenting that lets you know what kind of superintendent we have. Uh she was superintendent of the year. uh she has been recognized by many many different areas and when we go to conferences and we say we're from Caroline people say oh that's that's Sarah Calver she's a real good superintendent and they're not saying that just to us they say that because she has done a good job she's been a good leader uh she's not perfect but then we're not perfect either but We all are perfect in the way that we recognize our weaknesses and we are willing to do what we have to do in order to make it better. So again, having said that, thank you for being here and thank you for all of that you do, all of what you do.

158And we're going to go into close session so the newlyweds, Mr. Fortune and Jeff can go home. uh before it gets too late. Oh, I'm sorry. And I I do Oh, I forgot that. And then I will have comments from our uh from our today's superintendent. >> Thank you, Mr. Taylor. While summer often signals a time of rest and recharge for Caroline County Public Schools, it's also a season of purposeful planning and hard work behind the scenes. When the school doors close for the students, the work continues as just as much energy and intention. Across the division, our operations teams have been hard at work finalizing the school year close out, balancing and reconciling budgets, cleaning up files, and operational systems, making sure we're fully prepared to launch strong next month. It's close. It's close.

159Facilities work hasn't slowed down either. We continue progress on the CMS HVAC project, C CHS project, tackling force stripping and refinishing and managing the distribution of classroom furniture. All efforts aimed at creating a welcoming, clean, and comforting learning environment for our students and staff. But that's half of the story. Our summer programming has just been as vibrant. From engaging STEM and reading pop pop popups to the successful summermies, we're making students stay connected to learning. Our senior leadership team has actively been seeking to continue amazing partnerships visiting MW Dowgrren and the State Fair of Virginia to explore innovative opportunities that align with our mission. Our summer learning has been in full swing with our retreats for leadership, administrative assistants, instructional leadership teams along with our schoolboard and the master board training. Learning AI products has

160been adding enhancements to each of our tool belts. We will be proudly supporting bright beginnings with YMCA. Watch our students attend the FFA camps and celebrating students accomplishments at our summer graduations. The Cavs golf tournament is coming soon and will bring the community together to support student success. And we're continually welcoming new employees to our team through orientation and recruitment efforts that ensure our staff are ready and inspired for the year ahead. Even during these hot days, CCPS is working, planning, building, partnering, and striving for excellence. So much of what ensures a strong start to the school year happens and we're proud of the teams who make that happen every single day. Thank you to everyone who continues to move our mission forward. Even when the hallways are quiet, together we're preparing for another great

161year in Caroline. And Mr. Chairman, I yield the floor. >> Thank you very much. Uh we will now entertain a a motion to go into close session. Move to enter into close session for the purpose of the superintendent's personnel agenda for the discussion of appointments and stipens, grants, summer school resignations, retirements, corrections, position changes, step changes, and a number of days changing as authorized by the Virginia Code 2.2-3711 2-3711 A3. We will entertain a motion at this time. >> So moved. >> Okay. >> Second. >> It's been moved and second that we would go into executive session uh under the above red conditions. Uh M. Stevens, would you call for the vote? >> Mr. Fortune. >> I. >> Dr. Hubard. >> I. >> Mrs. Sears. Hi, >> Mr. Kelly. >> Hi, >> Dr. Rollins. Spells.

162>> Hi, >> Mr. Taylor. >> I And the motion carries. We are now in executive session. Dr. Rollins Fels. >> Hi, >> Mr. Kelly. >> Hi, >> Dr. Hubard. >> I >> Mr. Fortune. Hi, >> Mrs. Sears. Hi, >> Mr. Taylor. moved. >> Mike, I need a motion to um approve the superintendent's personnel agenda. >> I move for approval of the superintendent's personnel agenda. >> Order. We need to certify first, please. >> Okay. It's been moved in properly second that we approve the superintendent's personnel agenda as >> point of order. Uh we need to certify close session. >> Okay. Before that, we have to certify. Sir, uh, we have to certify that we only discussed those things that, uh, we went into close session to discuss. Um, do you so certify, Mr. Kelly? >> I

163so certify. >> Mr. Sears, >> I so certify. >> Dr. >> I so certify. >> Mr. >> I so certify. >> Dr. How? >> I shall certify. >> And I so certify as well. Now we will entertain a motion to adopt the superintendent's agenda as presented. >> I move for approval of the superintendent's personnel agenda. >> Second move and probably a second that we adopt the superintendent's personnel agenda as presented. U Miss Stevens, would you call for the vote? >> Dr. Hubard, >> I. >> Mr. Fortune, >> I. >> Mr. Kelly, >> I. >> Dr. Mr. Ronfelds >> I >> Mrs. Sears >> I >> Mr. Taylor >> I and the personnel agenda has been adopted. Move for adjournment. >> Has moved for a German. >> I couldn't help it. Um yes. >> Okay. It's

164second move and properly second that we would so adjourn. All in favor let it be known by saying I. >> I. I. >> All oppose. Drive safe.