Caroline County School Board Meeting January 12th 2025

001Good afternoon. I would like to take this opportunity to welcome you to the January uh school board meeting. We are glad to have you. appreciate your attendance and would like to thank those who are with us online. Having said that, I will ask that the clerk will call the role. Jay Keller, student schoolboard representative, Dr. Michael Hubard, representing the Bowling Green District, Mr. Lido Fortune, representing the Madapana district, Mr. Calvin Taylor, representing the Port Royal District, Dr. Sarah Sarah Calverick, superintendent of schools, Dr. Joanda Rollins Fels representing the Rei Church District. Mrs. Allison Sears representing the Western Caroline District. Mr. Shaun Kelly representing the Madison district. And I'm Lisa Stevens, clerk of the board. Mr. Chair, we have a quorum. >> Thank you. At this time, I will turn it over to the superintendent for

002reorganization. >> Oh, I'm sorry. Let's do the pledge of allegiance. of stand if you will. I pledge allegiance. I'm sorry. >> I'm sorry. Madison Mustangs, thank you for being here. 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. Okay, thank you very much Madison students. And now I believe we can turn it over to the inspiration. Do we do that before? >> Okay, let's let's go with words of inspiration and then I believe we will go to reorganization. Thank you. Uh good evening and thank you for being present tonight. Uh before we begin our meeting, I would like to offer uh words of inspiration. As quoted by Edward Hail, together is one of the most

003inspiring words in the English language. Coming together is a beginning. Keeping together is progress. And working together is success. Together, families are stronger. Together, sports teams are victorious. Together, friendships are strengthened. Together is better when unity is a priority. Thank you. Thank you, Mr. Fortune. Um, we do need to approve the agenda as presented. >> It's been moved and properly second that we approve the agenda as presented. Uh, Mrs. Crick, would you please call for the vote? >> Dr. Rollins Fels, >> I. >> Mr. Kelly, >> I. >> Dr. Hubard, >> I. >> Mr. Fortune, >> I. >> Mrs. Sears, >> I. >> Mr. Taylor, >> I. And the agenda stands approved as presented. Now, that takes us to the reorganization, and I'll turn it over to Superintendent. >> Thank you, Chair Taylor. Today's meeting

004is focused on the reorganization of the school board. Pursuant to the Virginia Code, section 22.1-72, the board is required to establish a meeting schedule for the coming year. And section 22.1-76 mandates that the board organize reorganize annually with the election of officers at this first meeting in January. This reorganization includes the selection of the chair, vice chair, approval of the clerk, deputy clerk, superintendent designate to attend meetings in the absence of the superintendent, student schoolboard representative, approval of the meeting schedule for this calendar year, and confirmation of the school board and clerk code of ethics. As superintendent, I will presside the selection of chair and then transfer the gavl to the newly elected chair. The chair has multiple responsibilities for which the vice chair will fill in as needed. Some of these responsibilities are the

005following. Presides at regular meetings, special call meetings, workshops, joint meetings with the board of supervisors, and school board close session meetings. Facilitates and moderates discussion among board members seeking consensus as appropriate using Robert's rules of order. Prepares board committee assignments. Communicates regularly with other board members, keeping them informed of school matters. Maintains ongoing contact with the superintendent on relevant school matters. Prepares board agendas with the superintendent. Takes the lead on contract negotiation, evaluation, and goal setting with the superintendent. Takes the lead on developing priorities for schoolboard annual goal setting and board professional development. Prepares and delivers in conjunction with vice chair and the superintendent the approved school board budget presentation to the board of supervisors. signs contracts, official minutes, and resolutions approved by the board, approves board member local travel reimbursements online, and signs board

006member expense reimbursement vouchers. These activities and duties require considerable time and dedication by the chair and vice chair. This list is not all-inclusive, but does provide some idea of what is entailed with the duties and responsibilities of the chair and ultimately the vice chair if needed. These leadership positions are critical to the effectiveness of the board. And now we will proceed with the selection process. Board members, I will begin with opening the floor for nominations for chair of the Caroline County School Board for the 2026 school year. >> Madame super superintendent. >> Yes. >> I'd like to place a nomination, Mr. Calvin Taylor for chair of the school board. Chair Taylor has been nominated for chair of the school board. Any other nominations? I would like to nominate Mr. Lidell Fortune as chair of the

007school board. >> Any other nominations? Hearing none. May I have a motion to close nominations for chair? >> Move. >> Second. And the first went to I'm sorry that all of you answered at one time. So I will go with Dr. Hubard who I heard and Mr. Kelly for the second call for the vote please. >> Dr. Rollins Fels. >> Mr. Fortune. >> If the vote is to point of order is to close the nomination process. >> I thank you Mr. Kelly. >> I >> Dr. Hubard. >> I >> Mr. Fortune. >> I >> Mrs. Sears >> I >> Mr. Taylor. >> I >> may I have a motion to approve the first nominee. May I have a motion to approve the first nominee? >> So move second. >> Any discussion? >> Uh yes. You

008know, Mr. Mr. Taylor has led us over the course of the last year uh and has well over six years of uh experience on the school board and nearly two decades on the board of supervisors. He has brought a great deal of experience and mentorship to this board that has many new members. Traditionally we have kept the chair for uh two years. Um the direction that we are going in now is the direction that has been uh accomplished and has received accolades from both members of the community and the dis. I fully support uh Mr. Taylor's uh renomination and his selection to be our next chair. He brings the experience that we need in these challenging times. And I certainly hope that we aren't just moving direction because someone, you know, has decided that uh

009we need to be less than uh cordial with other bodies uh that we from time to time have to work with. Um this is no time to change. >> Thank you do Dr. Hubard. Any additional discussion? >> I would first of all like to thank the board for the opportunity to serve as chair. To serve as chair is difficult. But I have tried to be fair and honest and I've tried to lead this board in a direction that the board has plainly said it wanted to go. The chair is not someone who does what he or she wants to do. The chair does what the majority of the board decides is in order and I have tried to do that. I've also been told by every member of this board that you have done a

010very good job as chair. We feel like you were effective and we feel like you did a good job. Well then if I have done a good job then don't reward me by taking the job. I think in closing I would say that as chair of the board and the experience that I've had years in the school system as a teacher and an administrator, 20 years on the board of supervisors working with county constituents and also Also going into my seventh year on the school board, I think my experience speaks for itself. I think I have a good relationship with this board as well as the board of supervisors. And I don't believe there's anybody up here who will have a better relationship with the board of supervisors than I have. Now, does that mean

011I can get them to do everything we want them to do? Not by any means. But I respect them. They respect me. And I believe I can move this school system or continue to move the school system forward. And I appreciate your support. Thank you. >> Thank you, Chair Taylor. Any additional discussion? Hearing none, call for the vote. Mrs. Sears, >> no. >> Dr. Rollins Fels, >> no. >> Dr. Hubard, >> yes. >> Mr. Fortune, >> no. >> Mr. T Mr. Kelly, >> no. >> Mr. Taylor, >> yes. >> We will now proceed to vote on the second nominee. May I have a motion for the second nomination? >> So moved. >> Second. >> Any discussion? And this motion is to support Lidell Fortune as chair of the school board for the 2026 school year.

012Any discussion? I have a comment that I'd like to make. Um, I think that both of our colleagues on this board are exceptional um, human beings and I think in this moment I do not want this to be couched as one person over the other because our board is highly effective. We work well together as a team as um, Mr. Taylor has said. Um our process with determining chair and vice is really a result of our strategic planning meeting. Um and so that is why um I will be voting in the manner in which I'll be voting this evening. >> Any additional conversation? >> I would like to make a comment. I um am trying to understand how this discussion as was just mentioned was made at a strategic meeting that um I if I

013misunderstood please clarify um how we are substituting uh experience for uh we both came on the board pretty much the same time um and why we are deciding that experience is not of value here. Um I I I just don't understand why you're making that uh that call. But if that's your call, that's your call. >> I didn't I didn't to clarify. Strategic planning is what we do each year where we do a board assessment and then we do strategic planning and we do goal setting. It's where we decide our norms, our protocols. It is where we set our board board goals and objectives. We were all there and I think that is what informs our decisions. Any further discussion? Hearing none, please call for the vote. Mrs. Sears, >> I. >> Dr. Rollinsfells, >>

014I. >> Mr. Fortune, >> I. >> Dr. Hubard, >> no. Mr. Kelly, >> I. >> Mr. Taylor, >> I >> The vote is 5 to one. At the m most mo moment, I congratulate the newly elected chair, Mr. Fortune, and pass on the gavl as a symbol of the duties and responsibilities that accompany this position. Our fellow board members pledge their support to you as chair as we move forward. We look forward to working with you in anticipation of that leadership role that you will provide to this board. The newly elected chair will continue with the reorganization of the board. But before this formal seat transition transpires, I do want to pause and take a moment to publicly acknowledge the joy and the value that I have found in our partnership as superintendent and chair

015for this past year. Um, as was stated, you've been a mentor to many and I include myself in that pool of people that you have had such a great impact on and I know that impact is only going to continue um in your role as board member. So, thank you very much, Mr. Taylor. >> Thank you, Superintendent Calverick. Um before I continue with the reorganization meeting, um I just want to pause and thank the majority of my colleagues um for showing confidence in the uh in leading our school board forward. Um I do not take this responsibility lightly and once again I do appreciate you your support as we move forward in this endeavor. Uh I want to also echo the sentiments of Dr. Calverick. Um Mr. Taylor, thank you so much for your leadership

016during this transitional period as the new members of the board were able to acclimate ourselves to the vital work that needs to be done in our school division. you've done so with um a steady hand and I definitely appreciate the opportunity to work side by side with you this past year and I know that not only this board but this county honors your work and I look forward to working with you going forward. >> Thank you and Mr. Taylor, as you stated last year, uh, as a member of this Caroline County community, as someone who grew up here, as someone who graduated from Carolina County Public Schools, uh, this moment is a circular moment for me as a Caroline County born and bred um, young man, as someone who someone who grew up in the

017county, who's uh 1992 graduate of Carolina County Public Schools. This is a truly a important moment for me. It's a life-changing moment for me and I just want to thank the county for um being what you are. I would be remiss if I did not um thank my parents who are in the audience. Um, I wouldn't be who I am if it weren't for you. Um, I know this moment is especially um, sweet for you as my mother is a 30 plus um, dedicated 30 plus years to this school division in various roles and my dad dedicated over 20 years of his life to this school division as a county bus driver. So I am extremely blessed to be able to share this moment with you. Having said that, we will now move forward in

018our reorganization process. And at this time, I would like to call for nominations for vice chair. >> I nominate Allison Sears. Are any Are there any further nominations? Are there any further nominations? Are there any f further nominations? Hearing none, may I have a motion to close nominations for vice chair? >> So moved. >> It's been moved and properly seconded that we close the nominations for vice chair. Uh madame clerk, please call for the vote. >> Dr. Ron spells >> I >> Mr. Kelly >> I >> Mr. Taylor >> I >> Dr. Hubard >> I >> Mr. Fortune >> I >> Mrs. Sears >> I >> congratulations Mrs. Sears you are now elected as our vice chair of our >> point of order. >> Yes >> that was to close nomination. >> Oh I am

019so sorry that >> that's okay. Okay. So, the motion is uh moved and properly second and the nominations are now closed. May I have a motion to approve the nominee the nominee for vice chair? >> So move. >> Second. It's been moved and probably second that Mrs. Allison Seal would serve as our vice chair. Madam clerk, we call the role. >> Mrs. Sears I. >> Mr. Fortune. I >> Dr. Hubard. >> I >> Mr. Taylor. >> I >> Mr. Kelly. >> Hi, >> Dr. Rollins. Fel >> I. >> And now, uh, Mr. Sears, congratulations on being elected vice chair of the school board. >> Do we move now? Oh yeah. [clears throat] Okay, moving on with our real organization meeting. Uh I would now ask uh Superintendent Calver to recommend the clerk of the board.

020>> Thank you, Chair Fortune. I recommend Miss Lisa Stevens as clerk of the board. >> May I have a motion? >> So moved. >> Second. It's been moved and properly second that Miss Lisa Stevens will serve as the clerk of the board. Are there any questions? >> Miss Stevens, please call for the vote. >> Mrs. Sears, >> I. >> Mr. Fortune, >> I. >> Dr. Hubard, >> I. >> Mr. Taylor, >> I. >> Mr. Kelly, >> I. >> Dr. Rollins Fells, >> I. >> Motion carries. Congratulations, Miss Stevens. Now we will have uh Dr. Calvarik select or nominate the uh deputy clerk of the board. >> I recommend Christy Shaw as deputy clerk of the board. >> May I have a motion? >> So moved. >> Second. >> It's been moved and properly second that

021Christy Shaw will serve as deputy clerk of the board. Madam chair, please call for the vote. >> Mr. Fcher. Hi, >> Mrs. Sears. >> Hi, >> Dr. Hubard. >> Hi, >> Mr. Taylor. >> Hi, >> Mr. Kelly. Hi, >> Dr. Roundsfelds. >> I >> And the motion carries. Congratulations, uh, Miss Shaw. >> Next, uh, Dr. Calver will now recommend a designate to attend meetings in her absence as superintendent. Superintendent's designate to attend meeting in absence of superintendent. Recommendation, Mrs. Marshia Stevens. >> May I have a motion? >> So moved. >> Second. >> It's been moved and properly second that um Marshia Stevens will serve as the superintendent's designate. Miss uh Madame Clerk, please call for the vote. >> Dr. Rollinsfells. >> I. >> Mr. Kelly, >> I. >> Mr. Taylor, >> I. >> Dr. Hubard,

022>> I. >> Mrs. Sears, >> I. >> Mr. fortune. >> I motion carries. Congratulations, Miss Stevens. At this time, I will ask for At this time, I will nominate our student school board representative and we'll play would like to place a nomination or recommendation, Miss Joy Keller. Keller, Jay Keller. And point of order, this is for a continuation of Jay Kellaher's current role. >> So moved. >> Second. >> It's been moved and properly seconded that uh Jay Keller will continue in her role as student school board representative. Madam clerk, please call for the vote. >> Dr. Rollins spells. >> I. >> Mr. Kelly, >> I. >> Mr. Taylor, >> I. >> Mrs. Sears, >> I. >> Dr. Hubard, >> hi. >> Mr. fortune. >> I congratulations. All right. Next on our reorganization meeting agenda is

023the board calendar uh for 2025. At this time, the chair will entertain a motion to approve the board calendar for uh 2026, which includes the following dates. And once again, these are the proposed 2026 school board meeting dates. Uh we have January 12th which is today 5:30 general session 6:30 public hearing February 9th 2026 March 16th 2026 April 13 2026 May 11th 2026 June 8th 2026 July 136 August 176 September December 14th, 2026, October 19th, 2026, November 9th, 2026, and December 14th, 2026. >> I move for approval of the dates as presented. >> Second. >> It's been moved and properly second that the board calendar for uh 2026 be approved as presented. Madame Clerk, please call for the vote. Mrs. Sears. >> Hi. >> Dr. Hubard. >> Hi. >> Mr. Taylor. >> I. >> Mr.

024Kelly. >> Hi. >> Dr. Rollins Spells. >> I. >> Mr. Fortune. >> I. >> And the board calendar has been approved. Next on the agenda is schoolboard committee responsibilities. I will the chair will entertain a motion to approve the schoolboard committee responsibility appointments for the 2026 school year. >> So moved. >> Second. >> It's been moved and properly second that the school board committee responsibility appointments uh for the 2026 school year be approved. Madam clerk, please call for the vote. >> Dr. Hubard. >> I. >> Mr. Taylor. >> Mr. Kelly. >> I. >> Dr. Rollins Fells. I >> Mrs. Sears >> I >> Mr. Fortune >> I and the committee responsibilities have been approved. >> Next we'll have the code of conduct ethics and code clerk code of ethic. The chair will entertain a motion

025to reaffirm the code of ethics for schoolboard members and the clerk's code of eth ethic as specified in board policy. >> So moved. Second. >> It's been moved and properly second that we are reaffirm the code of ethics for schoolboard members and the clerk's code of um ethics. Madame chair, madam clerk, please call for the vote. >> Mr. Taylor, excuse me, point of order. Um could you allow for a period of discussion about this? >> Oh, absolutely. >> Um I don't know if the public is aware of this document. Would you please read through our code of conduct for board members? Thank you. >> Yes. Thank you, Dr. Rollins Fels. I will now read the VSBA code of conduct for school board members, and it reads as follows. As a member of my local school

026board, I will strive to be an advocate for students and to improve education. And to that end, one, I will have integrity in all matters and support the full development of all children and the welfare of the community, Commonwealth, and nation. Two, I will attend scheduled board meetings. Three, I will come to board meetings informed concerning the issues under consideration. Five, I will make policy decisions based on the available facts and appropriate public input. Five, I will delegate authority for the administration of the schools to the superintendent and establish a process for accountability and administrators. Six, I will encourage individual board member expression of opinion and establish an open two-way communication process with all segments of the community. Seven, I will communicate in accordance with board policies, public reaction and opinion regarding board policies and

027school programs to the full board and superintendent. Eight, I will bring about desired changes through legal and ethical procedures upholding and enforcing all laws, state regulations, and court orders pertaining to schools. Nine, I will refrain from using the board position for personal or partisan gain and avoid any conflict of interest or the appearance of impropriety. 10. I will respect the confidentiality of privileged information and make no individual decisions or commitments that might compromise the board or administration. 11. I will be informed about current educational issues through individual study and participation in appropriate programs such as those sponsored by my state school boards associations. And 12. I will always remember that the foremost concern of the board is to improve and enhance the teaching and learning experience for all students in the public schools of Virginia,

028>> Mr. Mr. Chairman. Yes. >> Um I don't have a copy of that in front of me. Um and that is our BSBA approved uh that we've supported. >> Correct. Yes. This is the VSBA code of conduct for schoolboard members. >> I didn't catch them all. Would you reread please number four, number six, and number seven, please? >> Number four, I will make policy decisions based on the available facts and appropriate public input. Number six, I will encourage individual board member expression of opinion and establish an open two-way communication process with all segments of the community. and seven, I will communicate in accordance with board policies, public reaction and opinion regarding board policies and school programs to the full board and superintendent. >> Thank you, Mr. Chair. >> Sure. Thank you, Dr. Hubbert. >> I

029move the previous question to call for the vote for acceptance of the board policies. >> Second. Uh it's been moved and properly second that we uh reaffirm the code of ethics and the school board members uh and the clerk's code of ethics. Madame clerk u please call for the vote. >> Dr. Rollins Fells >> I. >> Mr. Kelly >> I. >> Mr. Taylor >> I. >> Dr. Hubard. >> I Mrs. Sears >> I. >> And Mr. Fortune >> I. And the motion uh passes. Thank you, >> Mr. Chairman. I have an amendment for consideration if appropriate at this time. >> Yes, Dr. Rollins Phelps. >> Um with consideration to our public hearing at 6:30. Um if the board agrees, I'd like to recommend that we move item five, awards, recognitions, accommodations prior to the achieve

0302027 spotlight. >> Okay. Okay. So, Dr. Ros, at this time, you want to want to move the awards uh recognitions and commendations to to this point of the agenda. >> Correct. >> Okay. >> I second it. >> Okay. It's been moved and properly second that we move the awards, recognitions, and commendations section of the agenda um to be done prior to the achieve 2027 spotlight. Madame clerk, please call for the vote. >> Mrs. Sears, >> I. >> Dr. Hubard, >> I. >> Mr. Taylor, >> Mr. Kelly, >> I. >> Dr. Ron Spells, >> I. >> Mr. Fortune, >> I. And the motion carries. So, at this time, we will move forward with the awards, recognitions, and commendations portion of the agenda. Dr. Calvert. Good evening, Vice Excuse me. Good evening, Chair Fortune and Vice Chair

031Sears and members of the board. Exposure to art is critical to the development of every child. Art not only teaches students how to express themselves in creative and individual ways, but students who participate in regular art related activities perform better academically, develop greater confidence, and sharpen their fine motor skills. Beyond these benefits, our education promotes problem solving, critical thinking, perseverance, growth mindset, collaboration, focus, and accountability. All power skills CCPS graduates need to be 3, enrolled, employed, and/or enlisted. In cooperation with CCPS art teachers, I have the great fortune to recognize one student each month with a certificate of honor for their individual work. The students art will be on display at the schoolboard office for the remainder of the month and we promise we will deliver it back to you in one piece. Mrs. Kyan,

032our art teacher from Madison Elementary School, will now introduce the January recipient of the Superintendent Student Art Honor. Mrs. Kyan, please come forward to the podium at this time. Good evening, Chairman Fortune, Vice Chair Sears, Dr. Calick, and board members. My name is Tyena Kyan or Miss Kan, and I'm the art teacher at Madison Elementary. Uh, Austrian painter Gustav Climpmpt rebelled against art standards of his time in favor for a highly decorative style. Gold embellishments and distinct geometric patterns made Climp's work uniquely his. In December, my fourth grade students were asked to take inspiration from Climp's tree of life painting, which features a huge golden tree with spiraling branches. Each student began by painting their tree in the center of their page and then to give the effect of Climp's ornamental uh trees. They were

033given shiny glitter, scrap paper, and magazines pages to embellish their work. Damian's tree stuck out to me for its additional characters. a moose on one side, a chicken on the other, and a flying pig over top. Although I'm still getting to know Damian, its charm feels uniquely his. And I think that's the best kind of work to see come from our students. Work that lets their personal voice shine through. So, congratulations to Damian for being spotlighted at this month's school board meeting. [applause] All right. Thank you. this time. Mr. Mur, do you have the floor? [clears throat] >> Yes. Good evening, Chair Fortune, Vice Chair Sears, members of the board, and Dr. Calic. It's my pleasure this evening to honor and celebrate our great building leaders from each of our six school campuses. As I

034call their names, I invite our school leaders forward. Cindy Brown, principal at Lewis and Clark Elementary School. Tom Connelly, principal at Caroline High School. Cynthia Hexall, principal at Bowling Green Elementary School. Teresa Hicks, principal at Madison Elementary School. Josh just principal at Caroline Middle School. and Melissa White, our administrator at Lotus Academy. Again, this year, Governor Yncan has dedicated this week, January 12th through 16th, as Virginia School Principal Appreciation Week, and he is honoring great school leaders throughout the Commonwealth with a proclamation. Principles will receive a copy of this proclamation along with a certificate this evening. Okay. Each of the school leaders before you this evening offer a unique skill set and we are grateful for their leadership this year. They have held the very important keys to success. Each of them along with their

035staff have been working hard to unlock the potential of every child in Caroline County and unlock the potential they have. As we continue to celebrate their tremendous work and recognize once again that all schools in Caroline County are fully accredited, we look forward to celebrating our school leaders throughout this week. Please join me in thanking these school leaders for the tremendous work they do. [applause] Thank you so much uh Mr. mud for recognizing our amazing principles during Virginia School Principal Appreciation Week. At this time, we will now move to recognizing our 2026 District 15 all district concert band members, member and teacher, Dr. Neighbors. >> Good evening, Chair Fortune, Vice Chair Seir, Superintendent Dr. Calvaric, and members of the school board. I'm honored tonight to celebrate one of our secondary students in the area of

036band. I would like to invite our band and orchestra teacher, Mr. Carter King, down to the podium to explain more about this honor and the student. As he comes down, please join me in congratulating him as he has brought so much enthusiasm and an excitement as a first year teacher here in Caroline High School. [applause] >> Hi friends. Hi, I'm uh Mr. Carter King. I am the director of bands and orchestras at Caroline High School. I'm also director of orchestras at Caroline Middle School. So in January, no December, we had uh all district band auditions. So it's district 15 is made up of Caroline County, Fredericksburg, kind of northern neck area, all the area kind of north of Richmond. And we had several students audition. And out of um the several students we had audition,

037we had one member made it. out of 70 flutes that auditioned, Alice Heath, who is a sophomore, she made the band and she's going to in early February be a part of this big old district band with um some very very great guest conductors and some very very great music. Part of some of the best performers in the district, which is a really really great thing. Yeah. [applause] Well, she is very calm. >> [applause] >> Mr. Chairman, >> I'd like to move for I'd like to move for a five minute uh or four minute break >> so we can wait until 6:30 for the introduction of public hearing. The next item. >> Is there a second? >> Second. >> It's been moved and properly second that we take a 4-minute break uh just ahead of

038our scheduled public hearing. Madam Chair, please call for the vote. >> Mrs. Sears. >> Hi, >> Dr. Hubard. >> Hi, >> Mr. Taylor. >> Oh, I'm sorry. Dr. Rollinsfells. >> Hi, >> Mr. Kelly. >> Hi, >> Mr. Fortune. >> Hi. So, we are recessed until 6:30. Uh, at this time we will proceed with our scheduled public hearing. Uh, Dr. Farley and Mrs. Stevens. >> Good evening, Chair Fortune, Vice Chair Sears, members of the board, and Dr. Calvaric. Dr. John Farley, director of finance, and I will be pleased to present to you this evening the introduction of the fiscal year 27 budget priorities for the school board public hearing. In this evening's public hearing, we will review the highlights from the governor's proposed fiscal year 27 budget, the projected state funding from the BDOE planning tool,

039and we will also then review our comprehensive stakeholder input process and our fiscal year 27 budget priorities. Lastly, we will cover next steps for the fiscal year 27 public school budget process and then open up the public hearing. Governor Yan released the proposed budgets for the 2628 bianium on December 17th. The budget include 543.8 million in general funds to fully fund the state share of rebenchmarking. The budget also provides 382.9 million for a 2% salary increase in both fiscal year 27 and fiscal year 28 for SOQ standard of quality positions. In addition, the proposed budget allocates 127 million in school construction and 172 million in literary funds for the con the school construction assistance program. Lastly, the Virginia teacher related VRS contribution rate is expected to be reduced by approximately 2% which would take effect

040July 126 for the bianium. Dr. Dr. Farley will now share the budget priorities for fiscal year 27. As CCPS began preparing the FY27 budget, principles and department heads submitted 30 budget requests, each aligned with a specific goal or objective in the achieve 2027 division plan. The new performance framework was also used to help establish priorities. These requests were evaluated through a collaborative process involving superintendent le committees with more than 150 participants, the budget advisory committee, senior staff and the school board. Each request was reviewed and categorized as mandatory critical need or want. To further engage stakeholders, CCPS invited parents, students, staff, and community members to participate in the FY27 budget survey released in December. A total of 5445 responses were received, approximately 60% of which came from employees. Feedback from the school community help shape

041and prioritize the highest critical need items in the FY27 operational budget. You have before you a hard copy of the draft FY27 volume 1 budget booklet. Please note all budget priorities included in the booklet and included on this slide are listed as approximate costs. Position estimates use step five salaries plus expenses associated with all benefits including health insurance rates for employees plus one compensation and benefits. Achieve 2027 goal four talent management aims to attract, invest in, and develop a diverse and highly qualified staff who facilitate educational excellence for all students. Regionally, competitive compensation and benefits strengthen CCPS's ability to recruit and retain top talent, reduce turnover, and ensure continuity in instruction and support services. employee compensation salary. To remain competitive in the regional labor market and to strengthen recruitment retention efforts, Caroline County Public Schools

042seeks to achieve a 2 to 3% annual salary increase for instructional and support staff. While the proposed K12 budget for the 26 to 28 bienium includes 2% salary increases for SOQ positions, CCPS recognizes that continued investment in employee compensation is critical to addressing ongoing workforce challenges. Over the cover over the coming months, CCPS will closely monitor actions by the general assembly related to teacher and staff competition compensation. Health insurance for the 2526 school year. Carolina County Public Schools experienced a 12% increase in health insurance premium premiums. This increase reflects higher utilization, rising health care costs. Final health insurance premium rates for 2627 plan year will not be available until February or March. As a result, CCPS will continue to closely monitor claims activity and work with benefits providers during this period to assess potential cost

043impacts. Maternity/paternity benefit. We are requesting funding to provide employees with up to six weeks of paid maternity or paternity leave, including provisions for those with supplemental short-term or long-term disability coverage. This benefit would ensure employees on parental leave receive income replacement equivalent to 100% of the regular base pay during the approved leave period. For employees participating in the VRS hybrid plan or who elect and qualify for supplemental disability insurance, the disability benefit would be applied first with the organization covering the difference to ensure full base pay. This approach guarantees that all employees regardless of supplemental coverage status receive full income replacement during parental leave. Exceptional education. The Office of Exceptional Education Services provides a comprehensive range of support services to students with disabilities. By utilizing FY27 survey data data, CCPS aims to ensure that each

044student receives individualized support, promotes academic success, and fosters social emotional growth. One collaborative teacher at Bowling Green Elementary School. Bowling Green has the largest population of students with disabilities at the elementary level with 160 students. BGES currently has four collaborative teachers to support kindergarten through fifth grade. The addition of another collaborative teacher at BGES would provide targeted instructional and behavioral support, increasing co-eing capacity, and directly address proficiency gaps. This additional support is essential to improving academic outcomes, ensuring compliance with individualized educational plans or IEPs. One parent professional parent professionals in the exceptional education department provide direct support to students with disabilities under the supervision of a licensed teacher. This request is directly related to an intensive support classroom position request. one behavior support teacher at MEES. Madison Elementary currently serves 94 students with disabilities and

045is the only elementary school in the division without a behavior support program. As a result, students who require this level of behavioral support is determined by their IEP teams must be reassigned to other schools. Four students to Lewis and Clark and two students to Bowling Green. The programs at both Lewis Clark and Bowling Green are at capacity. Establishing a BSP at Madison would allow these students to remain in their home school, ensuring equitable access to services, minimizing disruptions for families, and strengthening inclusion within the medicine community. Budget increase for contracted services. Amount to be determined. Due to a critical shortage of related service providers, CCPS relies on contracted services for students requiring speech therapy, occupational therapy, physical therapy, support for deaf or heart of hearing students, orientation and mobility services, teachers of the visually impaired,

046and skilled nurses. With the number of students qualifying for exceptional education services increasingly steadily over the past three years, these costs continue to rise. The division must ensure all IEP services are delivered. Due to the heightened expense of contracted services, a budget increase is necessary. General education teachers. Let's take a look at the general education positions needed to address increased student enrollment, standards of quality mandates, programmatic endeavors, and coursework aligned with the new VDOE performance framework. three classroom teachers. CMS math teacher. Virginia is increasing cut scores for middle school mathematics, underscoring the need to accelerate student achievement. Adding a new math FTE will allow for dedicated algebra algebra sections with split block intervention support as well as at least two math workshop sections to serve as tier three intervention across all grade levels. This position

047would also enable the current part-time math coach to transition into a full-time role, strengthening tier one instructional support, improving math instruction schoolwide. CHS history/ social science teacher. As the number of students pursuing an advanced diploma continues to grow, students are required to take four years of history science increasing overall course demand. CHS has also expanded AP history/social science offerings and electives further increasingly further increase instructional demands. An additional history socialsocial science teacher would also allow CH CHS students to remain in their academy cluster for team instruction similar to the current ELA model. Lotus Academy elementary teacher. This position would provide instruction and targeted support to students in grades two through five within an alternative education setting at Lotus. The teacher would deliver intensive behavioral interventions and provide all instructional services, including those with 504 plans.

048Literacy. Literacy is a foundational priority in the Caroline County Public Schools because strong reading and writing skills are essential for student achievement across all subject areas and grade levels. Two reading specialists, one at Bowling Green and one at CMS. Bowling Green Elementary School reading specialist request. BGES is requesting a full-time reading specialist. Over the past three years, BGES's reading performance has shown only minimal improvement, increasing increasing from 50.1% to 53.1%. This indicates that additional targeted support is necessary to help students reach proficiency. The need for dedicated reading support has grown significantly. Last year, 203 students in grades K3 required student reading plans with the expansion of VEL's testing to fourth and fifth grade. This year the number of required plans is increased to 332 students. That is a 63% increase. CMS request CMS read and

049per performance is improved from 55.45% in school year 2324 to 63.71% in school year 2425. However, significant gaps remain in literacy outcomes particularly for students with disabilities and English learners. This year, in alignment with the VA, CMS implemented Val testing for sixth through eighth grade students. The data identified 305 students who require student plans, highlighting the critical need for targeted interventions to move students towards reading proficiency. Adding a second reading specialist at CMS with over 950 students is essential to support overall student achievement and accreditation improvement efforts. K12 literacy support specialist. We are requesting that the K12's literacy support specialist be transition from an expiring grant funding to the permanent local budget. This position is critical to sustained momentum and ensuring long-term success under the VA. The specialist supports divisionwide literacy improvement by strengthening foundational

050skills and promoting the effective use of high quality instructional materials. Career and technical education plays a vital role in Caroline County Public Schools by supporting the 3E ready goal within Virginia school performance framework through hands-on real world learning. CTE prepares students for enrollment, employment or enlistment by developing technical skills, earning industry recognized credentials and exploring career pathways uh pathways aligned with local and regional workforce needs. Career Counselor 612. A full-time grades 6 through 12 career council will strengthen college and career readiness by ensuring consistent implementation of academic and career plans or ACPs, providing staff and student support, and ensuring compliance with state 3E requirements. The counselor will also support high school seniors with college applications, financial literacy, scholarship access, and career pathway planning, increasing the percentage of graduates who successfully transition to post-secary education or

051sustainable careers. CTE coordinator. Establishing a district level CTE coordinator will provide K12 oversight, foster early discussions around 3E readiness, expand pathways and middle school exploratory programs, enhance the academy model, and support evolving CTE requirements and employer partnerships. With the Virginia performance framework placing great accountability on CTE completers, credentiing and work-based learning, the CTE coordinator will focus on grant applications and monitoring to sustain and advance these critical programs. Elective teacher CMS and CHS. As interest in CTE pathways continue to grow, an additional secondary program FTE is requested to support the agriculture and STEM programs. Standalone priorities. The following budget requests are presented as standalone items. Each request has been developed independently to address a specific operational, instructional, or strategic need within CCPS attendance officer. To ensure continued success in improving student attendance, we prop proposed transitioning

052the attendance officer position from expiring grant funding to the permanent local budget. Chronic absenteeism improved significantly across the division last year with each school showing notable decreases ranging from approximately to one from 1 to 11 percentage points. CMS experienced the largest drop at 10.8% 8% followed by Louisis and Clark at 6.5, Bowling Green at 6.2, Madison at 4.8, and CHS at 1.2. These improvements reflect the positive impact of the attend program and promoting consistent student attendance. The attendance officer would monitor attendance data for all schools and uses this information to guide both individual student meetings and weekly attendance team meetings at each school. Transportation routing system. We are requesting a new transportation routing and fleet management system to replace replace the current outdated software. The existing system does not support the county's growth or the

053updated county GIS system which is critical for accurate bus routing. It cannot accommodate new communities and housing developments limiting transportation operations. Additionally, a modern system would enable a bus app, allowing parents and students to see real-time bus arrival and drop off information, improving communication and convenience. Office administrative assistant at LC LCES. We're requesting an additional administrative an administrative assistant for the front office at Lewis and Clark which serves over a thousand students. Based upon the CCPS office position formula of four positions, office positions per 91 to,00 students, this request is fully supported. This position is critical for ensuring smooth daily operations by managing phone and email communications, greeting visitors, and handling front desk tasks. The assistant will oversee student check-in and checkout, maintain attendance and enrollment records, support staff with scheduling and clerical work, and

054help us ensure safety by monitoring visitors and assisting with emergency procedures. We encourage all community members, staff, and students to remain involved in the budget process. On February 9th, the fiscal year 27 budget will be presented to the school board. And the following night, the budget will be presented to the board of supervisors. The county administrator is scheduled to present the fiscical year 27 budget to the board of supervisors on March 10th with a public hearing held by the county on April 7th. Chair Fortune, we are ready to have you open the budget public hearing at this time. >> Thank you, Mrs. Stevens. At this time, the budget public hearing is now open. If there are any one who wants to speak at this time and give comments regarding the FY27 budget, you're welcome to

055come forward. Are there any members here that want to speak on the FY27 budget? Once again, are there anyone Is there anyone here that wants to speak in this public hearing regarding the FY27 budget? Hearing none, I declare the public hearing closed. Thank you, Miss Stevens and Dr. Farley. At this time we will move uh forward in our agenda and go back to uh achieve 2027 spotlight which will be on the first semester review by Dr. Calvert. I remembered my glasses this time. Good evening, Chair Fortune, Vice Chair Sears, and members of the board. As the midyear achieve 2027 spotlight this evening, I am pleased to provide a highlevel overview of many of the first semester successes experienced by our students, staff, community, and school division. Goal one, teaching and learning. We are thrilled to

056share that all Caroline County schools, Bowling Green, Lewis and Clark, Madison, Caroline Middle, and Caroline High School are fully accredited. This milestone reflects years of hard work by our students and staff and the strength of our supportive community. We are incredibly proud of everyone who learns, lives, and works in Caroline. The recently released Virginia School Performance and Support Framework highlights several notable successes for CCPS. Madison Elementary ranked among the top five elementary schools in region three for math growth. And Caroline Middle School led all region 3 middle schools in chronic absenteeism improvement. CMS also celebrates a major milestone, having exited federal identification. Caroline High School earned the Virginia Department of Education's highest designation, distinguished, and ranked in the top five region 3 high schools for overall 3E readiness. Among this group, CHS stands out as

057number one in employment work and number three in enlistment. We are proud of these outstanding achievements across Caroline County schools. Literacy Grant Award with over 150 Virginia school applicants. We are pleased that Bowling Green Elementary and Caroline Middle School have been elected to receive the 2526 Comprehensive Literacy Improvement Grant. Each school will re will receive over $109,000 to support targeted professional learning, evidence-based resources, and collaborative literacy practices that accelerate reading achievement and ensure sustainable growth for all learners. Math literacy, math curriculum adoption. The roll out of elementary and secondary math high quality instructional materials has shown strong early success with teachers reporting high confidence and engagement. Mathspace supports deeper student thinking while reducing prep time through structured lessons and built-in tools. And KDUM streamlines planning with standards standards aligned readytouse resources that positively impact learning.

058Ongoing professional development will continue to strengthen implementation and instructional consistency. Goal two, relationships. This summer, CCPS implemented a new communication platform, school status connect, to strengthen how the school division connects with families. The platform allows the division to share information via email, phone calls, and text messages while also giving teachers a direct way to communicate with their students families, helping increase timely communication and family engagement. 2526 was the school division's firstear roll out for enrollment express and e-lect for student enrollment and return of those many school forms in August. This product resides in P school, is accessible for parents from their already existing parent portal account, and helps streamline access and completion for our families. CCPS Hall of Fame. CCPS held the inaugural 2025 Hall of Fame induction in November. The 2025 inductees represented nine

059athletes and seven coaches. The community submitted nominations. The Hall of Fame committee used a rubric to score all eligible nominations and 16 recipients were ultimately identified and celebrated prior to a CHS football game with the community and at the fully sponsored Hall of Fame gala. Moving into goal three, health and safety, CCPS engaged in two targeted initiatives to strengthen classroom climate and behavior supports. All preschool staff completed a two-day conscious discipline training prior to the school year and mid-year coaching support aimed at strengthening student self-regulation and adult emotional management. In addition, the implementation of the nononsense nurturing provides new K12 teachers and administrators with clear, consistent, and practical strategies for effective classroom management that promote positive student behavior and focused, supportive learning environments. Bowling Green Elementary School Learning Villas. As the fourth fastest growing county

060in Virginia, CCPS used FY24 year-end monies and FY25 operational funds to add a muchneeded temporary space solution to Bowling Green Elementary School. The Bowling Green Villas house six second grade classrooms. The school board continues to seek the board of supervisors collaboration in identifying a viable long-term option to match current programmatic and tenure growth trends across the county. Walk-in cooler at CHS. A walk-in cooler was installed at CHS. This installation completes a multi-year project that has provided each school with additional cold storage. This saves money through lower fees and allows us to leverage product availability. Goal four, recruitment and retention. Employee preschool benefit. Finally, entering goal for talent management, beginning with recruitment and retention. Each year, CCPS seeks input from staff on potential benefit enhancements. After receiving a request for employees to be able to access

061three and four-year-old preschool, CCPS did an in-depth analysis to determine impact and feasibility. We were elated to roll out this benefit enhancement to eight staff members. We are thrilled with this opportunity and the prek peer modeling classrooms that have developed as a result of this new benefit. FY26 salary increase and scale adjustments. The school board approved a $2.4 4 million increase in employee salaries for FY26. This included a 3% salary increase inclusive of a step for all employees as well as adjustments to the starting wages for several support group positions including paraprofessionals, custodians, food service techs and cashiers. UVA leadership cohort. We are th thrilled to share that the UVA University of Virginia has been selected to host a CCPS funded administration and supervision masters cohort. We are excited to support 11 outstanding Caroline County

062educators who will be completing this program and help us build our own internal leadership pipeline. And finally, goal four, teachers of the year together. Our teachers of the year, Rebecca Parker from Bowling Green, Samantha Hall from Louiswis and Clark, Amy Melson from Madison, Sarah Vaughn from CMS, and Maggie Braun from CHS re represent the very best of Caroline County Public Schools through their dedication, leadership, and genuine care for students at every level. They inspire learning, strengthen school communities, and make a lasting difference in the lives of the children they serve. As I draw the first semester spotlight to a close, this semester confirms what we already know. When we align strategic purpose with practice, progress follows. We are proud of how far we've come and energized by what lies ahead with focus, partnership, and intentionality.

063Our best work is still in front of us. Thank you. >> Thank you, Dr. Calver. Does any board member have any questions or comments? Thank you. I just want to say what a first semester and I know there's more in store. At this time, we will uh transition to information from the district uh where we will now hear from Mr. Mud on accreditation and accountability update. >> Good evening, Chair Fortune, Vice Chair Sears, members of the board, and Dr. Calvaric. Tonight we are pleased to spend time talking taking a dive into our newly released school performance and support framework that was released in December. Miss Howler and I will take you through information detailing CCPS accreditation and accountability. I will begin first with an overview of accreditation and Miss Howler will follow with a review

064of our accountability measures. [cough and clears throat] First we will start with a look at understanding accountability and accreditation. In more recent years we have interchangeably used the terms accreditation and accountability. But under our new system we now have two distinct systems. We have spent a lot of time over the past year understanding the new accountability system. As you are aware, Virginia schools are measured based on a variety of factors to create a balanced picture. Later in the presentation, Miss Hower will provide a review of how we are measured using the new student performance and support framework. I will kick us off in the next slide with sharing an understanding of accreditation. Virginia public schools receive annual state accreditation designations based on compliance and meeting the standards of accreditation. Schools are assigned one of the

065following accreditation designations based on submitting satisfactory evidence on the areas outlined in the standards of accreditation. Those uh criteria are fully accredited, conditionally accredited, accredited, accreditation denied, new school, and accreditation withheld. Each [clears throat] year we verify, certify and maintain evidence that we meet standards set forth in the standards of accreditation. These standards enable us to provide a highquality learning environment for students in each of our schools. Examples of these standards include that the standards of learning have been fully incorporated into the curriculum and standards of learning material is being taught to all students eligible to take so tests. It [snorts] includes that instruction is designed to accommodate all students, including those identified with disabilities in accordance with the Individuals with Disabilities Education Act. And it includes that career and technical education offerings incorporate knowledge

066of regional workforce needs and opportunities that prepare students as a career and technical education program completer. These examples are reflective of just a few of many standards our schools must adhere to. Some of the standards are more complianceoriented, such as adherence to class sizes at various levels or required staffing standards, while others, as stated in these examples I just shared, are more related to the direct work of teaching and learning in our classrooms every day. And of course, as you are already aware, we are very proud that all of our schools in Caroline County are fully accredited for the 2526 school year. Accreditation and accountability are equally important in the annual evaluation of our schools, which is why it's important for us to provide a detailed understanding of these components to you tonight. We are

067now going to transition from accreditation to accountability as Miss Howler takes us through the next portion of our presentation. The Virginia School Performance and Support Framework fulfills requirements under the Every Student S Succeeds Act or ESSA to identify specific categories of schools and provides a comprehensive tool used to identify areas of strong performance and those in need of further support. With this system, a school's overall performance is evaluated using an index with weights depending on grade band based on three primary components: mastery, growth for elementary and middle school, graduation for high school, and readiness. The resulting cumulative index value places each school into the associated performance category distinguish ontrack offtrack or needs intensive support based upon the indicators for all students in the weighing of the framework. Schools can be federally identified as comprehensive support

068and improvement, targeted support and improvement or additional targeted support and improvement. CSI schools are the lowest performing 5% of title one schools at each grade band or high schools with a four-year graduation rate below 67%. Schools with a weighted score for any student group that falls below the highest performing CSI school are identified as TSI. When a school is identified as TSI, the performance category is lowered by one. For example, if a school has a cumulative point value of 84, they are categorized as on track. If one student group does not meet the threshold for math, reading, and science, the school's performance category would be lowered by one to off track. The school performance and support framework is a weight weighted index. All total scores will be out of 100, but component scores vary based

069on the grade span. Using mastery as an example, this category includes indicators for reading, math, science, and English learner progress at each level. The weighing of this category has a higher value at elementary at 65% compared to 60% at middle and 50% at high school. First, I will detail the elementary results starting with Bowling Green Elementary schools are evaluated across three areas: mastery, growth, and readiness. Mastery reflects how many students meet the state's proficiency bar on soap assessments. It includes additional credit for advanced performance and partial credit for students making progress towards proficiency. Overall, 53% of students met or exceeded proficiency in reading. 55% of students met or exceeded proficiency for math and 60% met or exceeded profici proficiency for science. English learners take a yearly assessment to evaluate their progress towards English proficiency. Of

070the English learners who had access test scores over two years, 43.5% showed progress. The indicator score for mastery, as you can see on this slide, is 50.48 points out of 65. Growth shows how much progress individual students made from the start of the in the start to the end of the year based on their prior so or VAP results in reading and math o at Bowling Green Elementary overall 42% of students met or exceeded annual growth expectations in reading and 41% of students met or exceeded growth expectations in math. math. The indicate indicator score for growth is 15.77 points out of 25. Readiness shows how well we prepare our students for what's next. At the elementary level, this is based on chronic absenteeism rates. Chronic absenteeism is defined as the percentage of students missing greater

071than or equal to 10% of the school year. At BGES, 83 83% of students were not considered chronically absent. The readiness score is 8.2 points out of 10. Okay, this is going to be a little bit of an explanation Scott slide just to help um understand the difference between passing percentages and the measures that we use in the new performance framework. So as detailed in an earlier slide, schools can be federally identified as targeted support and improvement if they have a student group that does not meet the established threshold threshold for their grade band. Before I move on to the next slide, it is important to remember that we are talking about mastery points calculated using a weighted score. Typically, when presenting student data, we talk in terms of the number of students who achieve

072proficiency. With the new performance framework, our points are calculated by the number of students in each performance category multiplied by a category specific weight. In the example above, the number of students who achieved a pass advanced score were multiplied by a value of 1.25, pass proficient by one, fail basic by 75, and fail below basic by.25. The cumulative point value is divided by the number of total students resulting in a value of 81.47. This value is marketably different than the proficiency per percentage of 53%. Okay. So this chart details the student group performance for reading, math, and science at Bowling Green Elementary. At the top of the chart, you can see the established thresholds. So you can see for reading it's 71.3%, mathematics it's 74.51% and science threshold is 84.25%. For each student student group

073you will see the indicator value and the number of points above or below the threshold. At Bowling Green Elementary you can see that the student group students with disabilities did not meet the established threshold in all three content areas. Additionally, the math indicator for the black student group was about 410 below the threshold. Bowling Green Elementary scored 74.5 cumulative points, putting them in the offtrack category. However, because the students with disability group did not meet the threshold for reading, math, and science, the school was identified as TSI. As detailed in the previous slide, federal identification results in the performance category being lowered by one to needs intensive support. We will move on to Lewis and Clark Elementary. Over and all overall 71% of students met or exceeded proficiency in reading. 70% 76% of students met

074or exceeded proficiency in math and 76% met or exceeded proficiency in science. Of the English learners who had access to scores over two years, 58.3% showed progress. The indicator score for mastery at Lewis and Clark is 57.32 points out of 65. Overall, 51% of students met or exceeded annual growth expectations in reading. 57% of students met or exceeded growth expectations in math. The indicator score for growth is 18.8 8 points out of 25 at Lewis and Clark. 88% of students at Lewis Lewis and Clark were not chronically absent. The readiness indicator score is 8.87 points out of 10. Looking at the weighted indicator value for all student groups, Lewis and Clark met the thresholds for reading and math for all student groups. Lewis and Clark did not meet the threshold for science for the students

075with disability groups. Lewis and Clark achieved an overall indicator score of 85.1 points earning a perform performance category designation of on track. Lewis and Clark is meeting the state's expectation for achievement growth and readiness. Now we will look at Madison Elementary. Overall, 68% of students met or exceeded proficiency in reading and math. 63% met or exceeded proficiency for science. Of the English learners who had access test scores over two years, 51.7% showed progress. And just something to add about access scores. Um, in an elementary school, you're actually talking about students in grades one through five. The indicator score for mastery is 55.16 points out of 65. At Madison, 58% of students met or exceeded annual growth expectations in reading and 67% of students met or exceeded growth expectations in math. I'm going to repeat that.

07667% for math. The indicator score for growth is 20.45 points out of 25. 85% of students at Madison were not considered chronically absent. The readiness indicator score is 8.52 points out of 10. Looking at the weighted indicator value for all student groups, Madison met the threshold set for reading for all student groups. Madison did not meet the threshold for math for the English learner student group or the threshold for science with stu for the students with disabilities group. Madison achieved an overall threshold score of 84.1 earning a performance category designation of on track. Madison Elementary is meeting the state's expectation for mastery, growth, and readiness. Secondary accountability at the middle school grades span is very similar to elementary with the same three component categories of mastery, growth, and readiness with an increased emphasis for student

077preparation for adulthood. The growth category at the high school level is replaced with graduation. First, we will begin with Caroline Middle School. Overall, 63% of students met or exceeded proficiency in reading. 59% of students met or exceeded proficiency for math and 54% met or exceeded proficiency for science. Of the English learners who had an access had an access test scores over two years for 45.1% showed progress. The indic indicator score for mastery is 46.68 points out of 60. 49% of CMS students met or exceeded annual growth expectations for reading and 37% of students met or exceeded growth expectations in math. One important um point that I actually didn't put in my scripting is at CMS students that are enrolled in algebra they are not a not a component of this growth performance. So that's important.

078The indicator score for growth is 12.76 points out of 20. At the middle school level, readiness is based on chronic absenteeism rates and advanced course enrollment. So that would be for algebra 1, geometry, and algebra 2 at the middle school level. Currently overall the readiness indicator score for CMS is 18.79 points out of 20. For chronic absenteeism 94% of students were not chronically absent at CMS. That's an amazing number. at CMS um advanced coursework participation was 9% as in reflected in student enrollment for the advanced math course algebra 1. So, it's possible um and it's true at CMS there may be seventh grade and eighth grade students um well actually I think last year it was only eighth grade students enrolled in algebra 1 for the most part. The thresholds listed in the chart are

079based upon the index scores of the highest performing targeted support and improvement middle school in the Commonwealth. So you can see um at the top of the chart the numbers for the thresholds for middle school are different than what they were for elementary. The reading threshold was 69.83%. Math was at 70.52% and science was the highest threshold at 76.09%. At CMS all student student groups met the threshold for science. And as a former uh CMS science teacher, that makes me very excited. The student with disability group did not meet the threshold for reading and math. Um, additionally, the English learner student group did not meet the threshold for math. With an overall weighted performance of 78.2 cumulative points, CMS was given a performance category designation of offtrack. Although CMS did not meet the state's expectations

080for mastery, growth, and readiness, it did come very close to the 80 points required to be classified as ontrack. Finally, we will look at CHS. High school is evaluated across three areas: mastery, readiness, and graduation. Mastery results for reading, math, and science include seniors who graduated in the 2025 cohort and student students from previous cohorts who did not graduate on time. Mastery results are acred over the four years that the student is in high school. Overall, 78% of students met or exceeded proficiency in reading, 84% met or exceeded proficiency for math, and 79% met or exceeded proficiency for science. Of the English learners who had access scores over two years, 46.4% showed progress. The indicator score for mastery at CHS is 43.12 points out of 50. Readiness shows how how well we prepare students for

081what what's next based on chronic absenteeism rates and extended six-year graduation rate and 3E readiness. So that's college enrollment, employment, and military enlistment. Overall, our readiness indicator score is 36.36 out of 35 points. So, yes, that number is greater than the 35 points um in that category. 52.9% of students at CHS were not chronically absent. For the 3E indicator, we received a combined weighted percentage of 29.16 out of 25 points. In this category, we had 22.72% for enrollment, 59.3% for employment and 17.9 96% for enlistment. With this indicator, a single student can be reflected one time for employment, one time for enlistment, and one time for enrollment. The final indicator in this category is the six-year graduation rate. The combined rate includes standard, advanced, and applied studies diplomas. And this rate was 91%. The indicator

082score was 4.56 out of five points. Oops. Go. Graduation reflects the cohort graduation rate, the percentage of students who earn a state approved diploma within four years with credit for students who complete in the fifth year. So that would be and you can see from the chart we're talking about standard and advanced diplomas only. Overall, our four-year graduation rate is 89.53%. Our indicator score for graduation is 13.46 out of 15 points. As with elementary and middle school grade spans, high schools have their own designated thresholds and you can see what they are at the top. For reading, it's 59.72%. Mathematics, look at that number, 86.05%. That is actually the highest threshold if you look at thresholds in elementary, middle, and high. And then the science threshold of 63.63%. Looking at the student group performance for

083reading, math, and science, all student groups, I'm going to say that again, all student groups met the threshold set for high school. And remember, look at that math threshold. It's it's very high. With a combine combined point value of 92.9 points out of 100, CHS is considered a distinguish is considered to be distinguished, exceeding the state's expectation for achievement, graduation, and readiness. And I am going to turn it back over to Mr. Mud. Thank you. >> Thank you, Miss Howler. Next steps include meetings that are already taking place with school teams. The instruction team at central office wanted to ensure that our school administration had a deep and firm understanding of their data as it is reported in the student performance and support framework. These meetings involved discussions around the performance framework report along with

084an opportunity for school teams to ask questions and run through various scenarios. Following [snorts] these meetings, our school administrators will be updating their schoolwide plans to be to be reflective of the language in the newly released frameworks. At the end of the month, school-based faculty meetings will be taking place to ensure our faculty also understand student performance in the new framework. And finally, at the end of the month, the division ILT and CNI teams will be engaging in a mid-year data dig to review data and establish action steps to inform core instruction and intervention needs for the school year, as well as professional learning needs this spring and summer for our staff. This [clears throat] month and throughout the rest of the year, our division leaders and specialists are working with school teams to ensure

085our intervention services are responsive to the data, which includes shining a laser on student groups where data indicates a concern, including but not limited to students with disabilities and larners in reading, math, and science and black students in the area of math. We will be contracting with an educational network provider as part of our recently awarded grants to help us take a deep dive into this data and evaluate our current practice and resources we are using to address these deficits. The network provider will also conduct an evaluation of intervention services for these students and provide guidance to division and school staff on best practices and resources to support student learning. We're excited to begin our work with our network partners soon. We appreciate your time this evening as we took a dive into accreditation and

086accountability for CCPS. And at this time, Miss Howler and I are happy to answer any questions you may have. >> Thank you. Do does any board member have any questions or comments? >> I have a comment. I just want to say thanks for the information. Um, as a classroom teacher, I know it's very very complicated. Um, and I I feel like you use enough one-cllable words so that I could understand the process and uh see see how they came up with what they did for classification. Um, my question though is uh I know a while ago the state used to do a school by school report card and then they did like a county report card as well with the whole data. Do we do they still do the same thing where they take all

087of the student tests and say like the county is accredited or anything like that or is it just by school? >> So they have populated the school quality profiles right now. I I know they're in the process of actually updating the web page right now. There's a downloadable report that you can pull for each school and then you can look at there's not a lot you can see actually on just the CCPS part of that side but multi-page report. So for any parents or community members that are interested in learning more because I know I went through a lot of information you can actually you can download that report and then you know look at it at your leisure. >> All right. Thank you. >> Sure. If I could piggyback off of what Mrs. Howler

088has Howler has shared uh the state board of education and department of education they have jointly been working on the development of a much more robust parentfriendly accessible platform for data and with the transition I believe with the gub gubanatorial um administration that has slowed in pace and so the stagnant reports that Mrs. Howler mentioned is what's accessible. But for this next school year, the goal is to have that fully functional website where you can drill down and actually ask for the database to spit out a new report for you. >> Any additional additional questions or comments? If I may, >> Dr. Hubbert. Uh >> just just a few. Uh first of all, thank you for the brief very thorough uh numbers heavy. Uh the first request that I would make is to be mindful

089of parents who may not be as savvy as you all are or as members of the dis with understanding and digesting what all of this means. So the opportunity to kind of put this in dare I say uh pe uh parent language as opposed to teacher language um would be extremely helpful as we go forward. Uh but first of all, thanks for for the numbers. Um what seems to be consistent uh and some of the challenges are students with disabilities um across all uh the reports. Uh my question is uh one we've known that this is this has been a challenge. You know, we're in the budget cycle. So one, I'd like to know what resources are required to help mitigate and address some of these uh challenges that we are seeing uh with students

090with disabilities. Question one. Question two, how will the new cut scores impact what we are currently seeing with these with these numbers? uh we see where our students are performing now when those new cut scores. How much of a um slide in the opposite direction are we anticipating if at all? Um because I I think we really uh need to uh address that as well. And then I'll I've got one more, but I'll let you get those two first, please. >> Ready? Okay. Um, I'm gonna I'm gonna share some thoughts on this students with disabilities resources and I'm going to begin the response to the cut scores and I'm probably going to have Miss Howler swoop in behind me and share a little bit more on that part. Um, students with disabilities resources. First, um,

091I want to call attention to the current all-in grant that we have. We are we are already um dedicating a good good sum of money to provide support um and training for Orton Gillingham. Um that is something that we had collectively decided collectively decided as an instructional team that that is um a a methodology that we want to pour time and resources into for our staff. Um there I have um as a principal and um teacher in the past I have um worked with students who have had the benefit of teachers who have had been trained in Orton Gillingham. You'll refer to it as o OG sometimes. Um and I have seen tremendous results as a result of of that work. Um so that is already in process um using current grantyear funds. The second

092part to that answer is I referenced the network provider that's part of the literacy grant are that is one of the things that we a number one are asking our network provider for their eyes and ears on as they come and engage in time and work with um the division leadership team and then also school-based teams. Are we are we moving in the right direction? do we have are we going in the right direction with the resources that we have selected um and the the way in which we are implementing those resources. We are very much um wanting their feedback as they come and engage with us. And then from there um through the literacy grant we built in some additional funds not only to pay for their um consultation but also to provide resources

093on the back end of that um based on their recommendations from their observations in our classrooms and then their time diving into data alongside us. Uh [snorts] so I think that covers our the student with disability response. The cut score impact cut scores will impact um in the the initial impact is going to be the the feeling of um how our um our references to pass and failure shift. So we have fail fail basic proficient uh past proficient and advance. That's that's our current language and that that language will continue add adding one additional I have it's escaping my mind at the moment. So that [clears throat] will shift with the cut scores and then um there there the other component that I wanted to mention is we've been studying the current thresholds that were

094mentioned in the presentation tonight. And really the the thresholds are where we're going to spend our time and that's where the cut scores will come in. How many how many students do we anticipate with um where we see the mark for um pass advance or um advanced uh excuse me pass proficient or advanced. How many students did not achieve that this year? and how many of those students can we move the needle on to get them to achieve and kind of move into that next category so to speak. So in my mind I think cut scores and thresholds the threshold will continually change but they'll kind of work hand in hand. What else would you like to add to that? >> Well, we know this year so the information about cut scores was passed by

095the state board. this year it has no impact on our student results. And then starting next year, we're going to have the inclusion of what they call like the approaching category that's falling between proficient, so pass, and then the fail or fail basic um category. And that that will start out like at a broader wider range and then gradually I think over the course of three years it'll slowly disappear. But I agree. So if you think about the thresholds that I was talking about that are calculated that we're using for our student groups, you know, those thresholds are determined after testing occurs. So it's based upon results for, you know, schools that are across the Commonwealth. It's actually based upon the title one schools. So that that number is going to be a little bit

096of a moving target >> as well. So I mean there's search of stat statistical significance uh is going to slip in there and I understand that and I I don't uh expect that you have the answer right now. So don't think I'm trying to put you on the spot but I I really think it's something that we have got to get our arms around sooner than later because we can see the impacts of students with disabilities and we're going to see that in other areas potentially. Um I think it's uh also important um just as a kind of hindsight have we looked at technology specifically AI uh in the realm of helping our students with disabilities get to where they need to get because there's scholarly research that's out there that suggests that this is

097potentially a gamecher uh for um students with this with disabilities and there's tremendous uh possibilities out there. Now, before you go there, I see everybody's eyeballing. >> Oh, I see. >> But before we go there, uh I want to applaud the um the campus leadership, the principles who were uh acknowledged tonight. These scores speak to your hard work on those campuses. uh and I would highly congratulate you and just say keep up the the great work and moving forward smartly. So thank you for that. Now let's go to the AI. Can I say well before we go to AI can I just say one thing that we have been working behind the scenes collaboratively all of the individuals that are sitting out here whether it be at the schoolboard office and also within the school

098buildings together looking at the data and then you know making adjust well make we're going to they're going to make adjustments to the schoolwide plan. So like hit the ground running and running and running. Um >> and keep running. >> Yes. And we're going to keep running. So I wanted to say that. But >> um Dr. Hbert, I wanted to comment too on um your comment regarding not wanting to lose sight of the cut score conversation added threshold and that that work uh as I reviewed our current next steps that work really has begun this month. Um, in particular, as we looked into looked at the numbers together, as we're investigating the schoolwide plans and rewriting our goal language, it is to align with our new system. Um, and so all of that will be

099is is being rolled in uh to that conversation, but that that work has begun. Want to go backwards real quick on students with disabilities as well as I I uh intended to mention one other um enhancement this year. Um you all approved in our budget the addition of our e um exceptional education specialist positions one per school. The purpose of those positions is to um do a number of things um and to largely support our novice special education staff too. So hiring experienced folks to form um be in those roles and provide guidance, support, mentorship to um our less experienced special education teachers. So that I didn't want to lose sight of that, but that's been a valuable resource um in the schools that we that we have those positions this year. Um, and on

100to your AI question, we actually researched um starting this past summer and then engaged with some um companies this fall and are working to um through procurement. I'm not have we officially >> we're in legal >> currently in legal review um to um purchase a um I guess it's a connection to a platform along with their ex their AI experts and as Dr. um Cal Veric and I feel um they this group um is this platform is is likely the best um a AI expert for educators um that we that we have found out there at this point. We already actually had a number of our teachers using this the free version of this um of this particular platform. One of the questions that was um asked when we engaged in our research was to

101what degree does this platform support our teachers and ultimately our students with disabilities. Um that was we wanted to ensure um and protect student privacy um and the engagement of using that platform. one um but two in what way can we really leverage AI to support our teachers in um planning the best um strategies and best lessons for our students and then it to what degree do students engage with the platform themselves. So um coming very soon once we sign on the dotted line um but we're really excited about that. I think Dr. Calvaric may want to add to that as well. I was indeed going to mention the platform that we are in procurement and legal review for, but additionally we have a very strong partnership with William and Mary TTAC and they keep

102us a breast of all of the modern trends including AI technology that is supportive of those students whose IEPs require assist of technology. Additionally, many of our online platforms are computer adaptive. And so AI is baked into um some of the products that they're currently using in order to adapt based on their individual performance and then to either um intervene and remediate andor accelerate at the students um individual pace. So, um we do definitely keep our eye on the prize of that cutting edge, but also welcome partners to approach us or um other universities of higher education that some folks may have affiliations with to send things our way because we are definitely eager um to find the tools that will really make a difference um with our students that have disabilities. I mentioned that

103I'm doing my post-doal work at MIT in AI and it is >> the possibilities are unlimited and I think we have the opportunity at the front door now to start in that area but uh when you all come out to visit later in the summer you're going to see some of you know the augmented reality that can possibly be used with some of these students. >> Thank you Dr. Herbert. Does any member have any additional questions or comments? >> Mr. Chairman, I do have one. Um, I just wanted to say thank you because it's so much data. Um, and so thank you for putting it together. And then thank you for making sure that the board has been tracking through all of these coming changes so that now when you have these two things side

104by side, we can follow and it makes sense. Um I did want to note that um I made a note here about the number of advanced diplomas at the high school. Um so we are issuing just as many advance as we are standard diplomas and I thought that was amazing and I'm really excited about the midyear data dive and staff understanding what this is from a teacher standpoint. Um, so I'm I'm encouraged about that and I'm also really excited because we've invested heavily in coaches and instructional specialists and I just see the Calvary coming in um and equipping and supporting teachers and really being in the classroom. So I'm very interested to hear some updates as to what that looks like when all of those specialist mobilized. So thank you. >> Thank you Dr. Rollins

105and thank you Mr. Mud and Mrs. Howler for this excellent uh presentation. So we will move forward um with information from the district. Now we have uh Miss Paige Tucker to bring us a presentation regarding sweets with the superintendent. >> I'm sorry I don't have sweets for you guys. Good evening Chair Fortune, Vice Chair Sears, members of the board and Dr. Calvaric. I am thrilled to share the outcomes of our suites with the superintendent staff meetings that were held in December of 2025. These gatherings provided an excellent opportunity to gather valuable insights from staff across all of our CCPS schools. Additionally, this practice aligns with achieve 2027 goal 2.1 communication and goal 4 talent management. This evening, I will highlight key trends that emerge from these discussions and outline the next steps based on the

106feedback received. Our meetings are a cornerstone of our staff retention efforts, serving as a vital in-person forum for employees to voice their concerns and share ideas on topics such as benefits and retention strategies. All feedback is carefully reviewed and presented to senior leadership for thoughtful consideration. I just want to add Dr. Calvaric was mentioning the preschool incentive that we have and that came directly from our soup with the soup last year. So we definitely take what we hear and and work to have it um done. We had our meetings held across all six buildings in December and as we near completion of the first semester. Those were our meeting dates and we had a consistent list of questions that was shared with staff during the gatherings. These questions were carefully crafted to gather valuable insights

107on first semester successes, second semester resources and needs, budget priorities for the 2627 school year, benefit enhancements and suggestions, and any other topic of interest for our staff. During our 20 or during our sweets with the superintendent meetings, staff consistently highlighted strong student growth, effective leadership, and a positive culture across all schools. Employed shared enthusiasm for the impact of instructional initiatives such as UFly, KDUm, science notebooks, novel studies, and the bookmobile. There was also heartfelt appreciation expressed for the dedication and collaboration of our principles, our teachers, support staff, custodians, counselors, and exceptional education teams whose collective efforts continue to support student successes and a thriving school community. Staff did share several operational instructional trends that um will guide our next steps. These included um delays in instructional materials such as math workbooks, Virginia study resources

108and encourse supplies highlighting the need for improved advanced communication training and opportunities for mid-year ordering. Additionally, staff identified ongoing exceptional education classroom needs, including adaptive tools, Teachtown, Prometheium boards, and behavior support equipment, as well as general classroom support items such as copers, rolling carts, and anchor chart paper. Moving forward, the division will prioritize timely ordering, targeted training, and equitable access to resources across all classrooms. Also during our meeting, staff identified several key budget priorities for the 2627 school year. Some have already been highlighted prior to my presentation. A consistent theme was the need for competitive compensation of course including teacher and pair professional pay increases and I did submit a request for salary increase for all employees as part of the FY27 budget development process. Uh currently I think we have two to 3% increase

109request. Staff also emphasized the importance of competitive stipens as well as market aligned substitute pay which will be informed by regional com compensation analysis. Additional priorities include increasing staffing to support exceptional education including teachers, pair professionals, behavior support personnel and speech language pathologists. Human resources is currently analyzing our staffing needs and working collaborative collaboratively with finance to inform hiring and budgeting decisions with a focus on strengthening proactive recruitment efforts and exploring incentives for specialized pair professional roles. Staff also highlighted the need for additional mental health professionals such as counselors, psychologists, and social workers. The division will continue to monitor these areas and adjust staffing and resource allocations as needed to best support students and staff. Staff also shared fi feedback related to benefits and workplace supports. Common themes include interest in additional dental coverage tiers

110which will be reviewed for feasibility and potential implementation. Employees also expressed a desire to explore benefit enhancements for our long-term substitutes, recognizing their important role in maintaining instructional continuity. In addition, staff emphasize the needs for practical supports to help reduce workload related stress, and we will assess options such as flex days, comp time, and other supportive measures to to promote employee well-being while maintaining operational effectiveness. We also uh staff had several additional concerns and recommendations aimed at improving instructional effectiveness and clarity of expectations. Employees noted excessive testing and data tracking can reduce instructional time, prompting plans to streamline assessment requirements and move toward a more unified data collection. and our our IoT team has already met with IT to support the development of a more streamlined data reporting document with targeted staff actively working on

111this effort. In addition, ILT members have met directly with teachers to gather specific examples and better understand instructional challenges which will help inform next steps and solutions. Staff also shared concerns about professional development overload, emphasizing the importance of aligning professional learning more closely with instructional priorities. And additional feedback included the need for greater clarity around the walkthrough process and clearer job due job duty expectations for newly created positions. Operational suggestions were also s uh discussed including adjusting our meet the teacher night schedules to better support families and beginning in the 2627 school year secondary and elementary schools will now host these events on different evenings. Finally, staff raised questions about student fees and substitute preparedness. We will continue to review student fees following last year's audit and HR will build upon recent enhancements to substitute

112training included expanded classroom management support. And our next steps in this process will include hosting a more healthier option of salad with the superintendent sessions in the spring as well as developing the CCPS 2627 recruitment and retention flyer. And this flyer will incorporate many of the valuable recommendations that emerged from these insightful meetings. I'll take questions now. >> Thank you, Miss Tucker. Does board do board members have any questions or comments? >> Yes, sir. Yes. First of all, I'd like to thank you for the information with this and I think it says a lot about our school division that um not only do we uh make ourselves approachable and presentable. Um but it shows a high degree of transparency when we're able to say, "Hey, here's some great things that we are doing and here's

113three or four slides that are some staff concerns and that we are working on them." So, I really appreciate that. Um my my question is because I was looking at the dates that we that we offered this. Um how is that's not like the whole day and is is this open to like all staff members that are inside the building like you know if I'm teaching and it's like oh I don't I can't get a sub to cover my class like how do what's the logistics look like for an average teacher in a building if they would like to participate? >> Yep. There we have them for a few hours at each school building. Principles are made aware ahead and have a location for us and typically they're after school hours or before school hours

114so staff are able to come. >> This is actually the first time we've done it after school. We've always done lunch and so um we felt like every person has an unencumbered lunch time period or they should probably should not say all and so in the fall we were doing soup with the superintendent in the spring salad with the superintendent. The reason we were avoiding afterchool hours, especially at the secondary level where there are many extracurricular activities that require staff to go and attend to those, is we didn't want to diminish their opportunity to participate, but we weren't able to find five to six days, including Lotus, where we could align our two calendars to be quite frank. And so we ended up having to go with the afterchool hours because it's the only time

115we could get it in. Do you feel like that was just as beneficial for the information >> building dependent? It was really interesting. So at uh Lewis and Clark, we had to do breakfast because we couldn't find an afternoon time and breakfast Keith Connor food service made beautiful cinnamon rolls and the odor wafted down the hallways and people came in flocks. Um the high school traditionally has a smaller number whether it's lunchtime or whether it is after school. We tend to get the same cadre of folks about 10 people who are extremely involved in the building and come and are really prepared to share strengths and areas of opportunity and they are very bold and courageous in putting those out there which we are extremely appreciative of. But it's generally a small number at the

116high school, very well attended at elementary and middle has a solid size as well. >> Is there is there a way that we could because I work in a high school and I know I know how high school teachers are. Is there any way that we [laughter] could reach out to some of those staff because usually it's like h I have to go, you know, I mean I would because a lot of times they feel like it's they're not going to show up because it's not going to matter. And I just know what we do well enough to know that it does matter and we take we take the feedback to heart. >> So we actually take all of the feedback and create a division summary and it goes right into the Friday insider. So

117the staff is keenly aware that their feedback is making it into the hands of senior staff because we share the trends like we just shared here as well as what the next steps are. And then we color code those in senior staff by the stoplight colors. And so when a task has been completed, it's turned green because it's been addressed. Some do remain red because they're not feasible. And so they just maintain that color distinction. Um but pages, excuse me, um Miss Tucker is 100% correct. They're seeing a lot of the fruits of their labor. Um, specifically right now, the benefit of the paternity maternity leave shared by a staff member. That's how it made it into the budget process. Um, Miss Haley and Dr. neighbors, I believe, but specific to elementary mainly, there was

118a massive concern in all three buildings about the quantity of data collection and the ability to have the unencumbered time to do the dissection and really use it in meaningful ways. They've already put together a committee. They've met one time and they have a second meeting coming up if I read the notes correctly. So, um, we're really putting our money where the ma our mouth is and it's part of the strategic plan that we enhance two-way communication. Um, so it and it's enjoyable. I mean, to be able to sit there and have >> this unencumbered time to talk shop and probably 25% are things that aren't even associated with the questions that people have just maybe had a burning idea or or a concern and this just gives them a chance to talk with us.

119And generally we have to divide because the room is so crowded. We we can't we don't want it to become like an open one person kind of steals the full time. So we divide into two sections when the number gets a little less manageable so it's a little more intimate. >> Thank you. I I really enjoy the information that we get from this. >> Thank you. Uh Mr. Taylor, I think you have a comment or question. >> Yes. Thank you. I just wanted to say thank you for the effort to uh communicate with the staff. Uh it's very important that staff get an opportunity to do things like this because when there are issues otherwise you you won't know that there are issues and they just tend to get worse. Um the only other thing

120I would ask is and I don't know if you do uh do you have a way of at the end of the process evaluating you know give people a chance to evaluate the the program uh as to you know so you can get ideas as to whether it's really working or maybe some suggestions of how it can be improved or that kind of thing because evaluation tells you the real story and you won't find that unless you have a chance to do that. >> Absolutely. Dr. Coic and I certainly can get together and discuss maybe sending out a survey for feedback before we do our salads with the soup in the spring. >> Thank you, Mr. Taylor. And I just wanted to echo um the sentiments I already expressed just from a human resources perspective.

121I I do thank you, Miss Tucker and Dr. Calberg for intentionally engaging uh with our staff. There's not a better retention tool in my opinion than making sure that our staff feel valued um and heard coupled with the fact that you guys are able to take recommendations and feedback and turn them into action. So definitely kudos for that intentionality um that has been developed um through these through these programs. Does anyone else have a comment? Dr. H. >> Um, one I applaud the decision to go healthier. >> I know you I know you do. [laughter] >> Um, I I'm also interested in the overlap. You know, we just heard a brief of how uh some of the leadership is going to the campuses to work with uh staffs to develop plans and whatnot. Are you

122seeing any overlap between what your findings have been and some of the efforts that uh that Mr. Mud had pointed out, you know, looking for are there opportunities for synergy uh where you're actually addressing some of those issues that may have come up in some of those um you know those meetings that uh that they're having. And then the second question and I'll let you go. Earlier we heard uh 2% SOQ position uh raises. What about the rest of the uh staff that aren't S OQ? I >> think we put in for two to 3% overall. So every year when the state indicates what the salary increase will be for employees of school divisions and across the state that well specifically schools. It is only the standard of quality that is funded. And that is

123a conversation that we've gone to bat um in partnership with the board of supervisors with our state representatives because you don't even necessarily get full funding for each SOQ position. It could be a 75. Additionally, not every position that is needed is included in standards of quality. So that is why the state is discussing and it was in the JARK study a different funding formula. We are one of seven states possibly eight um that have a rather archaic funding formula and so we are really hopeful that um the new state superintendent who will begin when the gubanatorial transition occurs um will really lift the JARK study and really spend ample time in that arena. I would love to advocate alongside our our local government um on this topic because we do need more funding and

124without it the local entity or additional state funds that we receive are paired together to create that salary increase for all employees. So the burden is felt by the local government, the supervisors who are our funding stream as well as many times we've been able to take additional state monies because our ADM has been increasing. We've gotten additional at risk add-on monies and those have been earmarked to support salaries for the applicable employees. So my question goes back to are we going to be able to take care of those who are not SOQ? >> We have never not taken care of all employees. We have always found a way to be inclusive of all employees. >> And that then also requires us to go to the board of supervisors asking for funds to help meet

125the end. >> Annually we go to the supervisors. some years we've been able to use some of the state money that we have had increased because our LCI actually has decreased um with the new state data um and so we should get a little bit of increased funding there. We also are expecting a VRS reduction so we'll save money there. So, we only go to the local government to ask for additional funding after doing a deep dive in the state monies and that is part of having those joint workshops. We're able to go into detail associated with the money that is in our template that we receive. >> Do we have a a forecasted amount that we know that there's 2% for SOQ? we have an idea uh what that number might be for us

126if that makes sense. >> As we get further into the budget process, we will certainly have that idea by line item. So, we will be be able to present line item information in February to you. >> Historically, >> it depends on the raise that the governor gives. the lack >> 1%. We could give a 1% when we do have to do a 1% increase. That tends to be between six and $700,000. Am I inaccurate in saying something of that nature, Mrs. Stevens? >> I think it's around there, but I believe he's asking the state support. >> Both both. >> Okay. >> A 1% raise is between 600 to 750, and that is from recollection of what we needed to do in the past. And that's an estimate. >> Absolutely. >> The number that we need

127to >> Yeah. And there's also a required local match on the state supported SOQ funding for the race. >> Yep. Thank you. >> All right. Thank you, Miss Tucker. >> Thank you. >> All right. All right. Moving forward, uh Dr. Farley will come before us with the monthly revenues and expend update. >> Good evening, Chair Fortune, Vice Chair Sears, members of the board, Dr. Caleric. This evening, I'll be presenting the revenues and expenditures report for December. First, revenues. Operating revenues for the month of December total 3.4 million, bringing the year-to- date total to 30.2 million or 46.29% of the annual budget. Special fund revenues for December were $400,000 with a year-to-ate total of 2.3 million, representing 28.86% of the annual budget. Combined total revenues for all funds in December amounted to 3.8 million bringing the

128year-to-ate total to 32.6 million or 44.35% of the overall revenue budget. Expenditures operating expenditures for December were 5.6 million with year-to- date expenditures of 28.4 million or 43.47% of the annual expenditure budget. Special fund expenditures totaled 552,000 for the month with year-to- date totals of three million or 36.887% of the annual budget. In total expenditures across all funds for December were 6.1 million, bringing the year-to- date total to 31.4 million or 42.74% of the annual budget. This concludes the financial summary for December. Be happy to answer any questions from the school board before reporting the ADM report. Are there any questions? Hearing none, go forward, Mr. Farley. >> Thank you. Next, I'll be presenting the average daily membership update for December 2025. Average daily membership is determined by dividing the total aggregate daily membership by

129the number of days school is in session during the school year. The December principal's ADM report was 4,285.391. The year-to-ate date total is 4,290.769. Be happy to take any questions from the board on the December ADM report. >> Board members have any questions on the ADM report. >> Hearing none. Thank you, Dr. Farley. >> Thank you. >> So, this takes us now to our consent agenda. Uh if there board members who do not want to remove anything from the consent agenda, the chair will entertain a motion to approve. >> I move for approval of the consent agenda. >> Second. It's been moved and properly second that we approve the consent agenda. Madame clerk, please call for the vote. >> Mrs. Sears, >> I. >> Dr. Hubard, >> I. >> Mr. Taylor, >> I. >> Mr.

130Kelly, >> I. >> Dr. Rollins Fells, >> hi. >> Mr. Fortune. >> I uh the consent agenda is approved. Next, we will have citizens comments. Uh the Carolina County School Board welcomes public comments during regular meetings and public hearings. Uh speakers may address an item on the board meeting agenda or an item not on the agenda during this time. All comments should address a matter related to Caroline County Public Schools. Each speaker may speak for up to three minutes. Once you see the red light on the traffic light positioned in front of the clerk, please make your last statement. Once you come to the lect turn, if you have not signed in with the clerk, please complete the appearance request form. State your name and your district. At this time, the clerk will call those

131that have signed up prior to the meeting. All right. Hearing none, uh, no individuals have signed up for the meeting. Are there any citizens in the audience that would like to make a citizens comment at this time? Are there any citizens in the audience that would like to make a citizens comment at this time? Are there any citizens in the audience that would like to make a citizens comment at this time? Since there are no additional no comments at this time, the citizen comment period is now closed. We will now move on to uh action items. The approval of new course proposals for the 2627 program of studies. Dr. Neighbors and Miss Wheeler. >> Good evening, Chair. Um, good evening, Chair Fortune, Vice Chair Seir, Superintendent Dr. Cal Veric, and members of the school board.

132Tonight, I'm here to present our new courses to propose for our school year 2627 program of studies. Rachel Wheeler unfortunately was not able to join me. Um but we worked together on these updates and are requesting to wave the first read so we can quickly add them um into our program of studies as our counselors are beginning to schedule our students for this upcoming year. On the next slide, I will review the new courses and the rationale for why these were not part of our presentation this past fall as well. We are proposing three new courses. These courses provide additional opportunities for our students to take dual enrollment courses and supporting earning an advanced diploma. The first two courses are to convert our current teachers for tomorrow one and two courses to offer as dual

133enrollment in partnership with German community college. Germana had to change had a change in their courses that they were offering. Therefore, we had to wait for those to get approved at Germana which was late November. And so that's why we had to wait on presenting these now as opposed to when we presented the other courses in the fall. These courses are ED edu 200 foundations of education, edu 2000 2020 207 excuse me tired eyes growth and development edu 204 teaching in a diverse society and edu 206 classroom management. The first two pending approval would be implemented this upcoming year and the following two for school year 2728. The second course is building out our ASL program. With this strong new ASL teacher secured who's building a culture of ASL with a growing group of students

134interested, we'd like to offer the opportunity for the students to continue with ASL 4. Currently, we have 26 students in ASL 3. And again, that will help with the advanced diploma. And I know there's some um big advocates for ASL. These courses have all been reviewed with the high school team, the counseling departments, and most importantly, these courses support our achieve 2027 strategic plan and will prepare our students to be 3. What questions do you have? >> Are there any questions and comments from board members? Yes, Mr. Taylor. >> I don't necessarily have a question. I uh mine is more of a thank you. These courses are really needed and I think that the system will benefit greatly for them. When I think about a diverse society, our school system is so much different now

135than maybe even four or five years ago. We're getting people moving in from different cultural backgrounds. And in order to be able to work with them successfully, they will need to be able to uh to teach them. And of course, classroom management is the backbone of a successful school system. And if we can get our people to understand that and give them the tools that they need, they will be more successful. So, I just think it's a good idea and I appreciate that. Thank you, >> Mr. Chairman, if I may. Yes. Um, I want to echo that as well. One, it's building our pipeline, and then two, and I hope I'm not misquoting this, but I remember when we first instituted the ASL classroom, um, there are a group of students who when entering college,

136because my daughter was one of them, if she did not have four years, then she had to start a new foreign language in college. So, learning Spanish as a freshman with three years of ASL was it was a challenge um that she took on. She passed, but um to provide that fourth year sets our students up for success. So, um if there are no other comments, I would enthusiastically like to make the motion to approve this. >> Second. >> Right. It's been moved and properly second. Now, do we have to amend the motion to wave first read or can the motion proceed as articulated? >> I'll include that in my motion if the second will still stand. >> Okay. So, it's been moved and properly second that we uh wave first read and approve the

137new courses as presented. Madame clerk, please call for the vote. >> Mrs. Sears, >> I. >> Dr. Hubard, >> I. >> Mr. Taylor, >> I. >> Mr. Kelly, >> I. Dr. Rollins Fels. >> Hi. >> And Mr. Fortune. >> I motion is approved. >> Mr. Chair, I have a question. I do have a question for you though. >> Um, as higher education moves, uh, modifies classes and whatnot. Um, they adjust and they move things. And you just, uh, explained how there was a delay, uh, in being able to bring this to us. Is is how much of a challenge has that been in the past? And as higher education to you know community colleges are going through the same thing you know they're finding classes which classes matter and how they're going to fine-tune those.

138How much of a delay do you see or have is this the first time it's ever had? >> Um we really it didn't really affect except that we brought the the courses back in the fall. someone would explain why they weren't part of that package and so needing to come again today and um request the wave but Germana has really been a great partner with us and keing keeping us informed along the way and making sure that as we move from teachers from R1 and two into these dual enrollment classes that it was the most upto-date and um and meaningful. So we're excited about this and not to put the um cart before the horse, we're hoping this will then eventually lead into an associates degree. um in education that we'll have in partnership. So,

139more to come. Um but that is our hope that these will be part of that education associates degree that we'll be able to offer at CHS in the future. A lot of work more work yet to do with that. >> Thank you once again, Dr. Neighbors. >> All right, we will now move to do new business. Uh Mr. Mud will enlighten us on the proposed instructional calendar. >> Yes, sir. Me again tonight, Mr. Fortune. Um, good evening, Chair Fortune, Vice Chair Sears, members of the board, and Dr. Calvaric. It's my pleasure to bring forward this evening the 2026, 2027, and 2728 proposed CCPS instructional calendars for first read. This evening's presentation will include a review of our process and draft feedback. Copies of the proposed calendars are available for you this evening in the materials

140before you on the DIS. >> [clears throat] >> The presentation tonight will include a review of calendar development process, review of rationale and state mandates related to instructional calendars, a review of survey and other stakeholder feedback, and a review of the proposed calendars. The calendar development process began this fall. We had 38 committee members who were invited to participate in two meetings in October and November. From there, draft calendars were presented to both the support staff and teacher advisories in November and then shared in a survey of our community that took place in December. This process allowed various school division stakeholders to indicate their preference and which draft they preferred as well as provide feedback when the process began in October. Sorry. Yeah, you can just keep doing. Sorry about that. When the process began

141in October, our calendar committee um meeting began with a review of the rationale and purpose of an instructional calendar, establishing effective commitments, excuse me, establishing collective commitments to the work shown here on this slide. We were able to have a shared focus as we engaged in the process. Following the review of purpose and rationale, we reviewed state code, which outlines that all school divisions must have at least 180 teaching days or 990 teaching hours in any school year at all levels, as well as 140 required seat hours for verified credits and credit bearing courses. We also reviewed division contractual obligations to ensure our calendar supported a 200-day contract for teachers and a 184-day contract for all support staff. Our review of purpose and rationale as well as state and local mandates and obligations led to

142several hours of work time at e uh as the committee created two drafts for both school years. Draft A included on 177.5 student days, a transition day for preK, kindergarten, 6th, and 9th graders at the beginning of the year. Two professional learning/work days, an early release day on the last day of school, and a holiday for teachers, prayer professionals, and students the entire week of Thanksgiving. Draft B offered most of these same features with the exception of the holiday the full week of thanks the full week of for Thanksgiving. Draft B called for a traditional Thanksgiving break as we have seen in recent years and a revised teacher work week schedule that pushed the start of new teacher work week to the be to the middle of the week and continuing into the following week

143followed by teacher work week which would follow a similar pattern. That structure was explored to provide our operations team with a with a few more days to get buildings ready in the midst of a busy summer. An additional benefit included a shorter first week of school to support student transition. You can go through these two. Sorry. After drafts were reviewed with staff advisories, the survey was launched. There were 545 survey respondents which included 94 calendar specific comments that were submitted. Themes from feedback received included many positive comments about a full holiday week for Thanksgiving, mixed reaction to the modified teacher work week schedule, a request for unencumbered teacher work days to follow long holiday breaks, a request for consideration of making election day a wellness day. A request for more unencumbered work time to be

144built into the schedule. concern that professional learning days are attached to long holiday weekends and mixed reaction to the early release day at the end of the school year. Ultimately, after review of all feedback, reviewing committee notes, our initial commitments to the purpose of the instructional calendar, as well as state and local mandates and obligations, I present to you draft calendars to today most reflective of draft A. The proposed calendar includes 177.5 student days, school years ending prior to Memorial Day, and a traditional new teacher work week and teacher work week schedules. Additionally, the proposed calendars include a transition day as we have done in recent years in Caroline at the beginning of the school year, two professional learning/work days in October and February, a holiday for teachers and pair professionals the entire week of

145Thanksgiving, and an unencumbered workday following winter break each year. As you heard earlier, the Thanksgiving holiday received very positive feedback. In fact, it was the single item that generated the most comments. What is important to note is that we are entering the next few years where our Memorial Day weekend is later than it has been in recent years. Pushing that holiday back affords us time in our calendar to make this long holiday during Thanksgiving week possible. In future years, when Memorial Day falls earlier in May, calendar committees will be challenged to fit everything into the instructional calendar that I'm presenting to you this evening. I think it's important to make this note as I share this proposal. And finally, the proposed calendar includes parent teacher conferences in November and February both years and unencumbered work

146time built into the calendar for teachers in August, October, January, February, March, and May. My comments this evening about proposed calendar are certainly not exhaustive of all of its features, but I have provided you with the highlights reflective of items that generated most comments from stakeholders. Tonight, I share the proposed calendars as a first read to give you time to review the calendars over the next months. At this time, I'm happy to answer any questions you may have. >> Are there any questions from board members? >> Yeah. Parent, >> Dr. have a >> parent teacher conference. I mean in the past there's some concern about parents who have kids in uh elementary school maybe at middle school and whatnot and the uh parent teacher conferences are all on that one night. Has was that addressed

147or >> we have we have looked at that. Um so two things. First, the fall November um parent conferences um run a longer span of time. So, in the fall, there's greater flexibility for parents to be able to get from point A to point B. In the winter, we are staggering the time. So, our secondary will be clustered at a on the same day, but at certain times, and then elementary will be clustered a little bit later in the afternoon. So, we accomplished it, excuse me, in that way. um not necessarily two different days. Um we did look however as Dr. Calveric and Miss Tucker mentioned our back to school night for example will be done on two different nights. So we we did look at various options and tried to stagger things as best

148we could. >> So it was addressed. >> Yes sir. >> Great. Thank you >> Dr. Calvary. >> Thank you. I do want to uh inform the board that we have a number of media outlets that we'll be using to ensure that our community and our staff members are keenly aware of the proposed calendar and we will be meeting with all of our superintendent advisories over the next few weeks. And so this will definitely be a topic on each of those agendas. We do our weekly Friday newsletter to staff and so we'll be sure to include option 2627 and 2728 within the insider over the next few weeks. And then finally, our communitywide newsletter goes out on the first of every month, which will be February 1st. And so parents will not only be able to

149find this on our website, possibly in principal newsletters, but also in that um study news source on February 1st. So we wanted to make you aware that we have a lot of opportunity to share this. While the Thanksgiving week was very popular with our respondents, it definitely is one that we want to promote so parents can plan accordingly um as it does impact of course um any type of daycare, but it also allows families to travel who have indicated that's a huge priority. >> Mr. Chair, just a quick comment. I I love that we shifted to doing two years of calendars. Um I think that is a great enhancement. So, thank you. >> Thank you. And Dr. Rollins fells, one thing I forgot to mention, so thank you for saying that. Um, and we'll make

150sure the community is aware, but the the calendars are nearly identical. They just kind of shift one day. Um, with the exception of spring of the 2728 because we have a leap year. So, after that February 29th period, those days then shift by two because of that leap year added in there. So that's one nuance that we'll make sure uh as people are looking at it that they're aware of that. Thank you for mentioning that. >> Awesome. And I have one recommendation and it's probably done internally, but could you document somewhere on the slide the comment about May so that future boards don't lose track of that >> on the actual slide. Yes. >> Or wherever appropriate. >> And we can do that. Um I could also do that in my second read review as

151well and document there. I shared with him how critical that is to publicly state. I know both you and Mr. Kelly have served on that committee and it is painstaking. It is a a mad science behind creating a calendar. But I said once you give that Thanksgiving week, you're not going to be able to take it back. So you need to be really clear that when Memorial Day shifts to an earlier time in the calendar or year that we may need to go beyond Memorial Day to that week after in order to accommodate >> the cherry on top. So um that has been made very clear, but I'm I'm grateful for >> that's what the division up north has done. They just go on the the week after Labor Day or after Memorial Day just

152so they can get the full weekend. And it's >> right. It also provides extra days by by acknowledging that you're going to go an extra four days after Memorial Day. It does build in time for more professional development um throughout the calendar year. >> That's a good point. Thank you for that. >> And sorry, I have one more question. Um spring break at one point we shifted to spring break is the first weekend of April, but for 26 27 >> it's the last week of March. Yes, >> that is yes that is in alignment with the Richmond region. Okay. >> Um and so I questioned that to triple check myself and that is what my colleagues have been doing as they've developed calendars. So I made sure of that. Um to your point the one

153um one thing that I'll need to keep my eye on is um it's a little up in the air what 2728 there hasn't been a regional commitment yet. However, I followed the same pattern and if and if as I engage in conversations this spring, um people adopt their calendars at learned at very different times of the year. Um so I'll be keeping my eye on that, but I did keep it within the same pattern as did some of my other colleagues as well. So >> Thank you, Mr. Mud. >> Yes. Thank you. So we have now arrived to board committee reports and comments and I will start u to my left with Jay. >> Oh well first of all good evening. I hope everyone had a lovely break. I'm sure for many it wasn't long

154enough especially as we start to get into semester 2 and things I can confirm as a senior are starting to get a little hectic. Um, so I'm I'm going to keep things a little short and sweet. I don't have much to say. Well, I say that, but I do have a little bit of a rant for my first point. So, maybe not short and sweet. Um, I would like to start with a little bit of an update on my student platform. As of this past weekend, I have completed putting together a survey with the help of Dr. neighbors meant to gather a little more information directly from students across the county on fostering and promoting a positive environment within schools where students look forward to showing up every day and walk into the building ready

155to put their best foot forward and put in their best effort. Um, oh, I lost where I was. I'm sorry. So this will be sent out very soon as everything gets finalized and reviewed and I would like to highly encourage that any student across all the schools fill out this survey. It's not very long. I try to keep it short so it shouldn't take up most of your men most it shouldn't take up much of your time but as the student schoolboard representative is my top priority to accurately represent the students of Caroline and these questions allow for a basis of pushing my platform further in a direction that accurately represents students with information directly from the students themselves so I can represent present the true wants of the students across Caroline and not just

156what I might think they want. Um, and so for my last point, this spring, Caroline High School will be putting on the musical Little Shop of Horrors, but as with anything, there comes a cost. So, on Friday, January 30th, coming up, the CA Cavalier Theater Company will be hosting an improv night with an arrangement of fun and comedic improv games hosted by the students themselves. So, the audience will get a little bit of a taste of what the drama students get to do during theater class. And there will be audience participation. So, if you're interested in playing some improv games, I recommend you show up. It's gonna be really fun. And with that, I yield the floor. >> Awesome. Thank you so much, Jay. And I know I speak for my colleagues in the DAS.

157We cannot wait to see the data um that you are eliciting from your um counterparts and your colleagues and friends uh in the school division. So once again, thank you uh Dr. Hubbert. >> Thank you, Mr. Chair. I'm first of all um very glad that uh we had the opportunity uh hear you go over the code of conduct uh that we've agreed uh upon because it's it's very important uh and you know that along with uh I think in our packet we also saw the the governance and norms so very important that we you know we understand those uh as as we're going forward uh in my capacity as the elect representative for the Bowling Green district. Uh I am formally submitting the results of a constituent survey conducted between January 9th and January 11th

158in accordance with um item number seven in our code of conduct. Uh the intent of this constituent outreach was to fulfill the dual mandate of school board governors acting as a trustee of the public's resource and a delegate to the public's will. The democratic legitimacy scholarly research identifies school boards as essential sites of local democracy. This survey provides the deliberate data necessary to ensure our decisions carry the legitimacy of community support. The delegate model also by documenting the specific preferences 193 stakeholders in 72 hours have upheld the representative duty to serve as a direct conduit for the community's voice at this table. The trustee model effective governance requires board members to use professional judgment and informed by data. This survey moves our discussion from anecdotal feelings, something that was just pointed out, uh, feelings to

159empirical facts, strengthening our ability to act as prudent trustees of our facilities and our budget. National standards for schoolboard excellence emphasize that two-way interactive dialogue is the foundation of community trust. This engagement takes the pulse of the district to prevent misalignment between the board and the voters. The data showed 97.4% support for the Bowling Green facility expansion. 94 3% support a collaborative effort with the uh board of supervisors, demonstrating a near unanimous alignment between our proposed direction and the community needs. I submit these findings not to bypass the board's authority but to provide this body with the high quality data required for sound professional decision making. it. Over the holidays, I had the opportunity to be invited into homes uh and actually uh ate probably more than I should have pies and cakes and whatnot,

160but that's what happens when you're in the country. Um but a lot of folks had concerns about the expansions at Bowling Green Elementary and about other things that were going on within a school division. My responsibility as their elected representative to this board is to listen to them but not only listen to them but to bring that information back so that we can make an informed decisions. So uh it was a a great experience. I want to thank all folks that responded to the survey. Uh there's going to be more surveys as as we go down this road because they are very informative. Um and I I welcome that and again the purpose of the surveys are to really uh to help me uh and to inform uh decision making this strategic decision making process.

161So um I will provide this so it can be added to uh the record. That being said, that's all I got. >> Okay. Thank you so much, Dr. Hubbert. Uh, Dr. Rollins Fellows. >> Outstanding. I have some celebratory remarks tonight. Happy New Year to everybody. Um, my word for the year is intentional. And all night we have been hearing the word alignment. Alignment, alignment, alignment. I think part of our responsibility in this seat is to make sure that the staff feedback, community participation, the data reports, the proposed budget and the strategic plan all align. And tonight was a great showcase of how that has happened. Um, our self assessment and our strategic plan is our anchor as a board. I um made a note here that it provides us with a framework for centered governance

162and operation based on student outcomes with a focus on teaching and learning relationships, health and safety and talents management. I am excited about that daycare support for eligible staff, the maternity and fraternity benefit when you look at what that investment actually cost versus the return on that investment. That is super exciting to me. Um the passing tonight of our uh teachers for tomorrow program and our ASL which absolutely um has a direct impact to our students is phenomenal with the budget priorities. One of the things that I did in in preparing and doing my homework was looking at exceptional education and where that feedback happened in the staff survey where it happened in the budget request and how it played out in the data. So I think we are moving in the right direction. I

163also wanted to personally thank um our director with that. You have kept us informed with the numbers and we know where our students are and how that's working. So we know that we're seeing historic numbers in that category. Um which indicates that we must be doing something right because parents trust us in that space. So you have our commitment to continue in that. Um the bus routing system um that is one that I think is a necessary cost of doing business and the added value of that parent app is going to be phenomenal. Um from a teacher standpoint, um yes, we're celebrating that we're fully accredited, but I did appreciate where we're also, you know, we're hunkering in and we're looking at those bubble students, what we call bubble students on that threshold and moving

164the needle forward. So it's not um we're not getting complacent with students are passing but really looking at that pass advanced um category. So I think that is great. Um my personal call to action for the community is please visit our website make sure that you are a breast of the information that is available. We have a lot of major educational initiatives that lie ahead of us in the coming year. Um on that website you will find not only the school calendars but you'll find all of the information um that is representing the collective board um in terms of our demographic study, our school study and all of the things that will come with that conversation. Um please mark your calendars for the constituent meetings that are coming up that are intentionally planned where we

165will um be available. We will also have our staff on hand. Oh, I'm not the only one that wanted to promote that. Very good. Uh January the 15th. I'll go ahead and give the um times and the locations. So, the mix house is going to be um from 7:30 to 8:30 in the morning right there in Bowling Green. If you come to the Mix House in the morning on the 15th, um you will be joining Mr. Calvin Taylor and uh Dr. Michael Hubert. Second Mount Zion Baptist Church will be held at 5:30 pm. 5:30 to 6:30. That is again at Second Mount Zion Baptist Church. If you're coming to that, you're going to uh be there with myself and um Mr. Fortune. And then 7:00 to 8:00 p.m. Timbers restaurant where you'll have the opportunity

166to hear information and be there with Mr. Sean Kelly and Mrs. Allison Sears. Um, so come with your questions, come with your feedback, come uh just ready to hear the information, but more importantly, we have our listening ears on and it's an opportunity where once again, we want to show that trust factor that we ask the questions, we get the information, and then we plan and move forward. Um, so with that, I'm excited about what we have going on this year. I'm excited about our alignment and I'm excited about us continuing to be that master board in our decorum and our decision- making. Those my comments. Thank you. >> Thank you, Dr. Wallace Pel, Mr. Taylor. Thank you, Mr. Chair. Uh would like to start off as always by saying thank you to our staff

167for all of the good things that uh you do to make the system work. and certainly to congratulate again those u teachers and principles for going beyond the call of duty to do a good job. That's what makes the system work and we do appreciate it. I would also like to offer condolences uh to I believe it is the Terrell family. Uh there are students in our school system. I know one of the young men plays basketball. I believe uh or three of them. I I know that there are several of them and um their mother passed away I think kind of suddenly and you know that's a that's a hard thing. Um it's it's it's hard enough to grow up with both parents but to lose one at such an early age is is

168is detrimental. And so our concern and our prayers are synergy with that family. And if we can do anything if there's anything that we can do to help uh ease that burden, I just know that we are all willing to do that. So, I just thought I wanted to mention them and let them know that we are thinking of them. uh would like to also take the opportunity to congratulate Miss Fortune and Miss Sears on uh becoming the new leaders for the school system and offer my full support to them in any way that I can for you see. If they're not successful, then we're not successful. If they are successful, then we are successful. and we're going to do everything that we can to help to continue to keep the train moving in a

169direction where we are all going to be uh uh successful. Uh because that's truly what it's all about. Uh and I guess finally I I I think about the budget priorities and how there is a correlation between our budget priorities and our student success. Uh we need to make sure that we do everything that we can to let our community, our supporters know how important these priorities are because if we don't if we aren't able to make those priorities, then the people who suffer are the children that we serve. And so we want to do everything we can to help them to continue to grow and be successful. And uh that's my comments. Thank you. >> Thank you, Mr. Taylor. Uh Mr. Kelly, >> thank you. Um I just want to start off by thanking

170Calvin for everything. Um for his role as a chairman and when he started here, he replaced Tinka Harris who had been here for several years and I think Tinka's probably had just about every job in the county as an employee at one time or another. Um, and I was I had worked with Calvin before as a when he was member of the board of supervisors and I just I remember when he came on board I thought well this is going to be interesting. Um, and it really and just to take you back this is 2020. I mean this was right when co was starting and we were just getting to know each other and he brings a very calming presence to meetings because he has seen so much stuff. But more than anything, the integrity

171that you bring to the seat that you have right now as you represent the people in your district and all of us, I personally thank you. I know for I can probably say for a fact that I talk to you more than anybody else on this board one-on-one. Sometimes just call to yell, sometimes you call to yell at me. >> Um, but I really appreciate what you bring to us collectively as a board. uh to Liddell and Allison. It it is a learning curve, but I think that it's going to be something that benefits the entire board as you sit there and learn. You get a lot of behindthe-scenes stuff. Liddell, I know you've been the vice chair before, so there's a lot that comes with that. Allison, it is going to be a challenge.

172Um we all support you as I know that you support us, and I look forward to us moving together as a unified board. We're going down in January at the end of the month to go meet with some state delegates at the VSBA and I'm sure that you two will participate in the new board chair and vice chair training together as you continue to grow and improve in your roles as board members. Uh for the staff, we're halfway done. I've had this discussion with my students over the last week like the seniors I teach are just like what do you mean? What do you mean? It's almost there. What? Like yeah, like what are you doing in eight months from now? They're like, "Uh, not going to school." Like, "Well, maybe." Um, our ADM numbers

173do continue to rise. Um, and it's looking at all the elementary schools, it's like it it they just keep going up. I I look forward to tomorrow's meeting where we can get together um as joint boards and talk about where we are going, what we are doing, and what hopefully what the long-term plan is. Uh, I know that we pride ourselves on long-term strategic planning. So much so that when when we went to the Eastern Regional meeting many years ago, they begged Dr. Cal Veric when she was not the superintendent to come up with and show what her strategic plan was to everybody. Um, and it's something we pride ourselves on and I hope that we can use that skill set with the board of supervisors and we can develop a plan with quite quite

174honestly where we going to put these kids, where are they going to go? Um, I don't have any meeting updates for committees because we were on break, but I know we have some coming up. So, in February, I will have more committee updates for you. Thank you, Mr. Chairman. >> Thank you, Mr. Kelly. Uh, Vice Chair Sears. >> Thank you, Mr. Chair. Um, I hope everyone was able to relax and rest up over break and spend time with families, friends. Um, right before we went into break, um, I was able to attend the Christmas concert that had both the middle school and high school chorus performing and they did a fantastic job and I really want to thank Miss Young for all of her hard work in preparing these students. Um, they sounded great. The

175songs were fun. It really put everyone in the audience in the Christmas spirit and you could also see how much the program is growing because there was not a seat in the house. It was standing room only. So, it was really fun way to to go into break. Um, I have been super impressed with our winter athletes. I've attended um some basketball games, some winter track meets, and I really want to say how proud I am of the students because I have seen some great sportsmanship on the court, on the track, between our teams and other teams. And I just it made me really proud to see that because it's you know students act differently when they're in competition and to be able to watch them still hold themselves with such high respect and high

176regard and respect for other teams has been it's just really good to see. And with that I just also want to say thank you to all of our coaches because I know how much time it takes and you are dedicated to our athletes. you are dedicated with the knowledge you provide them on how to be a good teammate and how to excel in their sport um and the time that you put in to work with these kids. So, thank you so much. It is really appreciated. um at the end of the month, I believe it's January 31st, the Saturday, um our newly um inducted um Caroline Scarlet Winter Guard will have their very first competition. The high school has not had a winter guard in about 10 years. So, they have been working tirelessly to

177put together a great performance. And when I say tirelessly, they are at the high school on Saturdays for about six hours for the last three weeks or so putting in the work um for their first competition. And I just want to say good luck to them and their coaches. Um as far as committee meetings, I have a Commonwealth Governor Board meeting coming up on Thursday. So I'll be bringing back information from that um in February. And with that, thank you very much, Mr. Chair. Uh thank you, Vice Chair Sears. So uh I would like to just once again give a heartfelt thank you to Dr. Calverick, uh senior leadership, teachers, parents, support staff, and all CCPS employees for your hard work, dedication, and teamwork uh that made it possible for all of our schools to

178be fully accredited. This accomplishment shows that there is nothing we cannot do if we work together. And I believe that sentiment also applies as it relates to our relationship with our board of supervisors. Once again, there is nothing that we cannot do if we work together. I want to make clear that the change in board leadership tonight should not be seen as a devaluing uh of the importance of developing a good working relationship uh with our government counterparts. Uh, in fact, as my colleagues in the DAS and members of the community probably remember, I requested a retreat several months ago because I acknowledged the importance of being able to work together for the benefit of our students. And I don't think there's anyone under the sound of my voice that won't acknowledge the fact that

179our school division and our county cannot reach its fullest potential if we do not work together for the benefit of our division and our students. So tomorrow I am looking forward and excited to participate in the joint meeting we have with our board of supervisors. We will be discussing some very critical issues, none more critical and more time-sensitive than our request to use our reversionary funds to meet the immediate crisis of over capacity at Lewis and Clark Elementary School. At this particular point in time, this one isolated issue is once again of critical importance and is the issue that is the most timesensitive. Once again, I know in my heart of hearts that we can come together and work for the good of not only our students, our staff, our faculty, but our entire community.

180And with that, I yield the floor up to Dr. Calverick for superintendent's comments. >> Thank you, Mr. Fortune. I'm going to start off uh by saying that not many superintendent can say that they've been in one location as a superintendent for eight years, let alone 10 in one division. And these six individuals are why I stay. And I tell them that, and it sounds silly speaking to your bosses and saying that out loud, but to be able to have intellectual discourse that helps us grow, to be able to work strategically to make things happen is a gift to a superintendent. to not be a news story of a negative light or to um be able to be out in the community and have anyone approach any of these six individuals is a real blessing because

181they're so visible. And so um I am eager to work with anyone that becomes the chair or the vice chair. I am grateful for those that have come before Mr. Fortune and Miss Sears. I'm grateful for those who will have a future opportunity to serve in this capacity because we can't really go wrong. I believe it is about the tools in your toolbox and the season that we are in and who best aligns with that and it's the board's decision to um develop that pla that plan that path and I'm here to champion you and support you. So, thank you from the bottom of my heart to Mr. Taylor and welcome to this new capacity for Mr. Fortune and Miss Sears and let's roll our sleeves up and keep doing some good work. With that

182being said, did you know that we are doing a literacy campaign called Caroline Reads? Um we are really excited. We kicked it off with the uh actual Caroline Cruiser hitting four community stops. We passed out hundreds of books to our families um and were able to put books in the hands of our students in December. We now have filled all three of our adult book clubs, mystery, contemporary fiction, and the historical fiction are 100% filled. The kickoff meeting is here in this very space on the 22nd of January where we hand out the books. You get bookmarks and you meet the members of your book club. There'll be two months to read and then we'll have our debrief meeting together in person for two out of the three clubs and virtually for the third. And

183we have just begun advertisement for what we have deemed the Main Street kickoff taking place on February 7th on Bowling Greens Main Street. And please, if you will indulge me, I want for you to have a really good understanding as to what this entails. First of all, Gibson's is open that day. It is their one day in the month of winter that they or in the season of winter that they are open and it is actually have ice cream for breakfast day. So, we capitalized on that date and we met with them to see if they would work with us and then we proceeded to travel around to a variety of other businesses. So, this is what you can expect on Saturday the 7th from 10 to 1:00. You will come to Main Street. You

184will check in at the corner store where we will have a plethora of mascot book characters to have your pictures taken with. And you'll receive, your student will receive a literal passport. The passport is titled Travel the Town, Complete the Tale. And they will travel from shop to shop where the shopkeepers will be hosting a wide array of literacy events. The corner store. Pick up your passport and get your photo taken with your favorite book mascot. The heist. Jay, I have a job for you. Enjoy poetry reading while you write a postcard and make an origami bookmark. We need your peers to be our poetry readers. Little Shell Silverstein light poetry for youngsters. Make that happen for me. Okay. Moving beyond the heist. Burke and Burke Insurance. stop by for story time. Some of our

185teachers, our principles, our central office staff will be reading every 15 minutes. Maybe a a board member will be reading aloud. I'm sure I can twist a few arms. The sundry. Make a favorite book title or a character friendship bracelet. In the season of Taylor Swift, where those beaded bracelets are popular, we know this will be a doozy. in the Pits and Mans in front of Pitts and Mans. Visit a Caroline County librarian to apply for your own library card. So, working with the local library there at Pits and Mans at the Main Street Books and Print Shop. Add your favorite place to read to our map of Caroline County. So, we have a big blown up map and students will be able to identify where their favorite place to read is in the county.

186Artism by Joey. Decorate your very own writing journal. Capture all of your great reading memories. Tinkler Insurance. Try your hand at children's book title Pictionary using emojis. Speaking the kid language. Tyrannosaurus Tot. Remember the old school cakewalk game? Come and play our CCPS bookw walk version. And to be verified, we have a request out right now. In front of the uh courthouse, a story walk. Choose one of two story walks. One is fiction, the other is non-fiction, I believe, to complete. You'll receive a copy of the book to finish at home when you are done. And we also will have bounce for books where students can get into the bounce house which has been sponsored by some of our faith leaders. And then once they bounce, they get to choose a gently used book that

187has been donated by our faith partners and some of our other sponsors. And then finally, as they've collected, you have to collect seven out of 11 passport stamps. So you got to go to at least seven of those shops. You get seven passport stamps. You come back to the corner store, you turn your passport in, it gets checked, and you get handed a free ice cream to Gibson's. And Gibson's is actually staying, I believe, an uh open an extra hour for us. That coupon's only good for that day because we need to be able to track usage and pay the bill to Gibson's in a timely fashion. And they're only open for that one very day. So come out, be part of that. We're super super excited and we're going to be doing advertisements for

188each of those businesses from now through February 7th. Uh, congratulations to Madison Miner, Ava Smith, Rory Twiner, and Riley Forehand, who broke the CHS 4 women's 400 freestyle relay record. Um, also, uh, rising 7th and 12th graders, if you need your school required vaccinations, there is a free vaccination clinic at CMS and at CHS on March 25th, but you've got to turn in the parent permission form by the 28th of January. And that is available at each of the schools in the nurse clinic and in the office. I do um have one more comment I want to um piggyback off of what Mr. Taylor mentioned about the unexpected loss of Mrs. Terrell. Um we also had um the partner of one of our preschool teachers unexpectedly pass away overnight. Um and that person is also

189very connected to staff at CMS and at CHS and at Bowling Green. So, we've had two unexpected deaths over the last week. Um, so we definitely want to reach out and support our folks who may be struggling um to to work through this hard moment. And then also over winter break, we had a Madison family lose their entire home. And shout out to Caroline's Promise who was Johnny on the spot immediately getting their immediate needs addressed. and then to Teresa Hicks who addressed long-term needs of reoutfitting a a new space to live in um with the Madison staff. So with that, I yield the floor. >> Thank you so much, Dr. Calvert. So this takes us to our close session. Uh the chair will entertain a motion to enter into close session for the superintendent's

190personnel agenda for the discussion of professional appointments uh class appointment stipens referral bonus professional rec resignation class resignation professional position changes classified position changes and substitutes as authorized by section 2.2-3711A1 of the code of Virginia 1950 as amended. >> So moved. Second. It's been moved and properly seconded that we move into close session. Madame clerk, please call for the vote. >> Mrs. Sears, >> I. >> Dr. Hubard, >> I. >> Mr. Taylor, >> I. >> Mr. Kelly, >> I. >> Dr. Rollins, >> I. >> And Mr. Fortune, >> I. We're now in close session. I move that we return from close session. >> Mr. Taylor seconds. >> It's been moved and properly seconded that we return from close session. Madam clerk, please call the role. >> Mrs. Sears >> I >> Dr. Hubard >> I

191>> Mr. Taylor >> I >> Mr. Kelly >> I >> Dr. Rollins Fells >> I >> and Mr. Fortune >> I motion carries >> I move for certification >> I so certify >> I certify >> Dr. Ron Fels >> I so certify >> Mrs. Sears >> I so certify >> Dr. Mr. Hubbert. >> I so certify. >> And I so certify. >> I move for approval of the superintendent agenda or personnel agenda. >> Second. >> It's been moved and properly second that we approve this superintendent agenda. Madam clerk, please call for the vote. >> Mrs. Sears. >> I. >> Mr. Taylor. >> Hi. >> Dr. Valins. Hi. >> Mr. Kelly. >> Hi. >> Dr. Hubard. I >> Mr. Fortune >> I and >> wait wait wait wait. Okay. All right. Uh prior to moving for

192for join adjournment uh just want to bring a couple of school board matters of interest uh to bear. Uh we have coming up tomorrow of course our joint board of supervisors meeting. Uh also, uh we have later in January the VSBA uh capital conference in Richmond along with the new chair board member uh superintendent orientation on the 27th. All right. So with those announcements, the uh chair will entertain a motion to adjurnn. >> So moved. >> Second. >> All those in favor of adjournment, please make it be known by saying I. I. >> We are journ.