October 9, 2025 Charlottesville City School Board Meeting

001All right. Good evening everyone. Uh it is past 5 so we're going to go ahead and get started. Um I will call this meeting to order and we will begin with a moment of silence. Thank you. Uh, and if you will stand and join me in the pledge of >> allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Right. Uh, Madame Clerk, would you please call the role? >> Yes, Madam Chair. Miss Burns >> here. >> Miss Cooper >> here. >> Miss Douly >> here. >> Mr. Morris? >> Yes. >> Mr. Meyer >> here. >> Mr. Richardson >> here. >> Miss Torres? >> Yes. >> And Mr. Schwarzman >> here. >> Thank

002you. >> And next up, item 5.0, approving our agenda this evening. Is there a motion? So moved. >> There is a motion. Is there a second to approve our agenda? >> Second. >> Any discussion? >> All right. All in favor say I. >> I. Any opposed? >> Wonderful. And uh we amended our agenda a little bit before the meeting uh so that our student rep can give his uh report out and then head to a choir concert. Wonderful. All right. Thank you. Go ahead. >> Um All right. Okay. Um, hi everyone. In case you don't already know me, I'm Sully, the student representative. And due to a scheduling conflict with a choir concert, as already mentioned, I'm going to leave this meeting early. I think I'll be able to stay for like the first maybe

00345 minutes or so. But luckily, I can still give this speech. There are a couple things that I'd like to report on. First, school is really back in business now, and everything's back to how it was before break, but seemingly better. We've all adjusted, and school's doing really, really well. Students are loving the extra days off they have this year and are excited to um be officially and are excited to be a quarter of the way through this the year in just a couple of days. We're looking forward to an amazing homecoming. Truly students are really really enjoying this year and on behalf of the student body I'd like to thank everybody who contributed to that. Moving on to another issue. Since our last meeting, I've spent a lot of time gauging the opinion of

004the student body on school resource officers and I've probably talked to somewhere around a 100 students and I've come up with two major conclusions about the average students opinions on SRO's. First, and most importantly, most students don't actually feel super super strongly about the police officers themselves. And if anything, many students are in favor of the officers. The majority of students at the school recognize the problems that CHS has and the inability of the current system to solve these problems. Many students have had enough of well-known issues improving in small increments and yet never going away, resurfacing every few months. A constant phenomenon at the school that motivates students to tent to tentatively support policies that could possibly fix these problems. During my previous report, I mentioned that the general opinion of the students at

005CHS has been cautious optimism and this holds true for this meeting as well. People want their problem solved and from my conversations, the average CHS student finds that uh SRO's could be the solution to their problems. That being said, students, like the rest of the community, have some very, very serious concerns. One of which stands out among other ones. The most important issue in the mind of students is the fact that SRO's will have guns and that most importantly they actually haven't heard why. Every single student I talked to without fail said that if SRO were implemented they'd prefer them without guns and they'd feel more secure if they didn't have guns. But that's obviously not possible. And many students uh opinions on SRO as a whole shifted from positive to negative after the fact

006that they would possess guns was made clear to them. This distaste for SRO's having guns comes from uh from my perception two places. First is a pretty simple feeling of insecurity that comes from the presence of weapons so openly presented in a school setting. A feeling that no matter how many security measures are put on the guns will always exist. Students understand that this feeling isn't a logical one. But the idea that however unlikely it's possible for with one person's bad judgment to be killed in the transition from first to second period is terrifying for all students. And second, the fact that they don't actually understand the reason for why guns are needed for this entire project. Whenever I talk to people about SRO and guns, the question of, "Well, why do they need to

007have guns in the first place?" always gets asked. And no student has ever been satisfied with the answer of because um one line in the police uniform policy says so. They don't interpret that as a particularly cohesive answer. And because most people's number one issues about SRO are guns, which turns an otherwise pretty positive thing into something that most students find to be very negative, students just don't understand how like the guns are necessary. And this issue is possibly the hardest for the board to actually address. But as the representative, I'd advise a couple of things. First is to make extremely clear why the guns are needed and the actual justification for like the officers having them. Second, uh to make it again extremely clear that the police officers would not use the guns in

008any normal circumstance and that that is something that they are trained to be doing. And that third that there are um pretty significant security measures in place to prevent people from stealing the guns. And along with the issue of guns, students have a couple other concerns, especially about possible SRO involvement with ICE and regularly and in regular disciplinary actions. But those problems seem easier to address because after like pretty simple conversations with the students and letting them know the information in theouou, most of those concerns are cleared up pretty quickly. But it's always important to remember that despite these ideas that students have and the possible issues that they have with the policies, many students are still in favor of SRO's overall. It's only um but they like although their like for it is detracted

009from by guns um students still feel generally positive about that. So I hope that that report can help contextualize some things about the debate today or about SRO's today and thank you all for letting me attend this meeting. Um and we're extremely excited to be done with a quarter and for homecoming on Sat or two two Saturdays from now. >> Thank you Mr. Schwarzman. And I think some of your concerns uh may be uh addressed in one of our agenda items uh later this evening. Um next up we have 7.0. Miss Cooper, your disclosure. Ashamore Cooper declared that I have a personal interest in a transaction of the Shawsville City Public Schools for the reasons set forth below. I believe that I have I may participate in the deliberation and the voting on the transaction

010as permitted by the Virginia code section 2.2-3112B [Music] 1 and 2.2-3115H. specifically the transaction in which I intend to participate in deliberation regarding the vote on the Charlottesville City School Board operating budget for the 2025 and 2025 2026 fiscal year which includes pay to my daughter. My personal interest in this transaction stems from my daughter daughter's employment by the Schlesville City School Board as a safety care assistant by the way of my association with my daughter. I am a member of a group or three or more all employed by the school board the members of which are affected by the budget deliberations and approval. I I am able to participate in the budget deliberations and vote fairly objectively and in the public interest. I ask that the statement be maintained with the minutes of the

011Charlottesville City School Board. It is my intention to orally disclose the existence of the interest during the meeting of the Charlottesville City School Board at which the 2025 2026 operating budget is discussed and asks that each such disclosed be recorded in the prospective meeting minutes. This disclosure will be respected reflected in the public record of the clerk of school board for five years. Thank you, Miss Cooper. Um, next up, we get to move on to some student and staff recognitions. Um, so we start off with Miss Rasnik, uh, recognizing disability history and awareness month. Hey members of the board, um I am here to um put forward three uh different acknowledgements tonight. Is it okay if I do all three together? Okay. Um so dyslexia awareness and disability history awareness month allows us the opportunity

012to celebrate the strengths of individuals with disabilities abilities while taking an active role in creating a more inclusive and accessible environment. Schools will take opportunities to celebrate students and adults with disabilities. They'll be provided with age appropriate books selected by our special education team leaders for use in classrooms. Teachers are selecting texts that will bring awareness to students without disabilities and allow students with disabilities to see themselves in literature. Additionally, materials are provided for public display. Um, we're also acknowledging October as bullying prevention month. Our school counselors will take the lead in increasing awareness among stu students and staff to promote safer, kinder environments. Schools will celebrate with spirit days, but also through the thoughtful delivery of social emotional learning lessons. For each of these, our school administrators will receive resources to share with their

013staff each Friday in our instructional updates. I ask that you acknowledge October as dyslexia awareness month, disability history and awareness month, and bullying prevention month. >> Thank you. Um, next up we have Miss Chuck with our boys tennis recognition. >> And I am inviting athletic director Andy Jones to come recognize our tennis stars. Welcome, Mr. Jones. Are we lights or are stars? >> We'll figure it out. >> We'll do We'll do the stars. Yeah. >> All right. Um, good evening. Um, I'm thrilled to recognize a truly remarkable group of student athletes, um, the Charlottesville High School boys tennis team. Um, who have once again brought pride and excellence to our school and our community by winning their second consecutive state championship with an outstanding 20 and two record on the season. This team has shown

014what happens when hard work, discipline, and team chemistry come together. They didn't just win, they dominated throughout the postseason. and they played at an exceptionally high level, making a powerful statement with every match. In fact, they only had to go to doubles in one match, the state championship. Um, a testament to just how commanding their performance was from start to finish. This level of consistence, consistent excellence doesn't happen without strong leadership. And we want to extend a heartfelt congratulations to head coach John Neil and assistant coach Peter Gunter. Your guidance, mentorship, and belief in these athletes have been central to this team's success. Not just in the win column, but in their growth as competitors and young men. To our athletes, you have earned this moment. You have made CHS history. Winning one state championship

015is a tremendous accomplishment. Winning back-to-back titles puts you in a league of your own. You have shown what it means to represent Charlottesville High School with pride, determination, and sportsmanship. I'd like for you to come forward as I announce your name. George Aiden, Patrick Cassidy, Tomas Chow, Gray Douglas, Reed Douglas, Wen Elbomb, Sha Frank, Grant Gastinger, Kai Leonard, Asher Marini, T. Nabi, Gino Park, Arlo Prey, Calvin Shoulaw, Louie Vogelang, Parker RLE, Sydney Schulman, Coach John Neil, Coach Peter Gunter, and Coach Mark Illinger and Harry Schul. wrong. >> Am I on? >> No. >> Yeah. Sorry. Guys, we're so proud of you. We are inspired by you and we are grateful to be able to celebrate your success as a team and as champions. Once again, congratulations again to the Charlottesville High School boys tennis team,

016twotime state champions. All right. Well, I have some other exciting news here. Um, uh, tonight we also want to take a moment, uh, to express deep gratitude on behalf of Charlottesville High School, our student athletes, and the broader community for our school board and Charlottesville City Schools. Uh, your unwavering support and bringing lights to the Curtis Elder track and field complex. This project would not have been possible without the vision, voice, and financial commitment of the Charlottesville City Schools and this very school board. Your support has not only illuminated a track, it has brightened the opportunities available to our students in our community. With the installation of these lights, the Curtis Elder Track and Field Complex can now be used during early mornings and well into the evenings. It will continue to serve as a

017hub for health, wellness, and community connection. Well, at least until 10 o'clock at night when the lights get cut off. Um, again, thank you for your leadership in making this happen. We are also uh incredibly grateful to the generous community partners who have stepped forward and helped make this vision a reality. A few of them are here with us tonight. Um first FL motors um played a significant role and we especially want to thank Jason Karinan Bennett Akuff and Laura Renegger for their enthusiastic and ongoing support. U Jason and Bennett and Flow Motors have long been champions of CHS athletics and their donation toward this lighting project was a substantial one that made a huge difference. Uh we're also we're proud to acknowledge and thank the Perry Foundation and Wade Tremble. um being selected as

018a project worthy of their support truly gave us the m momentum we needed to get this off the ground. We also want to acknowledge the Charlottesville track club. Um thank you for once again showing how much you care about running and about Charlottesville. Um your generous contribution and your passion played a crucial role. Um a heartfelt thanks goes to Mark and Cynthia Laurenzone, Diane Rosson, and Tim Wendell uh for standing with us throughout this process. And lastly, but certainly not least, I want to thank our Black Knights athletic club. Uh the parent volunteers who worked tirelessly behind the scenes to support our student athletes. Um this project took coordination, outreach, and dedication and our BKAC rose to the occasion. Um especially Dan Zimmerman. Um thank you for the countless hours you poured into this project.

019Um you were you were a driving force behind the whole thing. Um also James Pierce, Raul Arbles, Mary Gentry, and the entire BKAC board. Your work, your commitment, and your love for our school made this possible. Because of this incredible team effort from our school leadership, city school board, community organizations, local businesses, and parent volunteers, Charlottesville High School now is a space where students can train, compete, and build memories no matter the hour of the day. It's a place that reflects the values of inclusion, activity, and community spirit. So, from all of us, thank you. On Tuesday, October 21st, we're going to hold a ribbon ribbon cutting ceremony at the Curtis Elder Track and Field Complex at 6:15. And we would we hope that you all can join us. Uh we're hoping to make that

020a big community event. So, we look forward to seeing the lights on, the track filled with runners, and our community continuing to gather at the Curtis Elder Track and Field Complex for years to come. So, thank you, and we greatly appreciate it. >> Thank you. I would love uh sorry and I would love for our uh those that are here that I mentioned would love to have them come up and be recognized. >> Yes. So if you were in Mr. Jones's remarks please come. >> Jason Karen, Benedict, Laura Renegger, uh Wade Tremble, you're here. Um any of any of the folks from the Charles Track Club and then obviously our BKC members, please come on up. Thank you. All right, we get to continue on with some recognitions um with our Piedmont Education Foundation grant

021winners. Thank you. So, we've gone from stars to lights and now we're back to stars again. Uh I just want to briefly recognize we really had um too many teachers to recognize fully in the way they deserve but I just want to have two slides here of teachers who have recently won awards, fellowships, grants, things of that nature. Uh you can see before you on this slide the eight teachers who won the public education foundation grants doing things ranging from uh environmental education to writing to um soccer just a whole bunch a whole variety of ways that are really enriching our students lives. Next slide please. These are uh I'll read these by category. We have uh again onto fellowships. We have uh fund for teachers fellowships, national center on restorative justice scholarship, US state

022department virtual educator program participants and a a brand new fellowship that is helping Virginia celebrate the 250th anniversary uh just of the Declaration of Independence. So, it's really just um just a huge array of ways that our teachers are making an impact not only in our schools, but especially through the last one, it's schools throughout the state and also in the third one really schools around the globe. So, uh I just really want to thank our teachers who again just really go above and beyond. Uh we appreciate everything they do during the school day, but this really reflects even a larger commitment. Thank you. >> Thank you. And then the last category I believe sorry I'll wait for >> Joe I was yes the academy awards thank you >> the last category I'm going to

023move quickly because we've had a lot of recognitions but the last recognition is just to the people who are sitting on the dis the put recognizing the professional learning that you all have done to become better school board members for our community and I just want to uh on behalf of the community I just want to say thank you for putting in not only the time of governance but for the time of training to do governance. Well, >> thank you Mr. Truck. >> Quick point of order. I noticed that at the top we have info and action um for the excuse me disability history and awareness month. >> Thank you. Yes. >> All right. >> Okay, then let's backtrack. Thank you, Mr. Morris. Um, so for 8.1, our disability history and awareness month, is there

024um a motion to approve? >> Since they were presented at the same time, can I do a motion for all three? >> Um, let's go ahead and do them separately. >> Okay, sounds great. Um, I move to approve the disability history and awareness month as presented. >> Is there a second? I'll second. Any discussion? All in favor say I. >> I. >> Any opposed? >> All right. Um, and now a motion for uh dyslexia awareness month. >> I move to approve dyslexia awareness month as presented to us earlier. >> Got a motion. Is there a second? >> I'll second that then. >> All right. A motion and a second. All in favor say I. >> I. Any opposed? >> I move to approve the Virginia School Board Association Bullying Prevention Month as presented as well.

025>> I'll second that. >> Wonderful. A first and a second. All in favor say I. I. >> I. opposed. >> All right. Thank you, Mr. Morris. I got excited for all the recognition. So, thanks for bringing us back to that. And now we will move on to uh 9.0 or comments from members of the community. If there are any students in the media center who wish to give comment, please feel free to approach the podium. >> Thank you, gentlemen. So, if you can say your names for us and maybe what grade you're in before starting your comments and you have three minutes. >> Okay. Hello, my name is Gabriel Dixon. I'm currently a student at CHS and me and my partner are really leaning towards an idea of establishing an entrepreneur club not just for

026ourselves but oursel and others in the community is along with us. We would like to become a sensation for our own community and help people get out of their comfort zone, improve on their own skills and just create a community every student is welcome. We want to have a lasting club for future success and inspire people to use their skill for their own personal benefit in their lives. The club will be the club will bring pride and passion to CHS because it brings pride and passion to myself. We would like to have a long and lasting successful club. Is there anything you want to add? >> Yes. >> Hi everyone, my name is Subhan Shafiki. I just want to add on what was said earlier by Gabe. Even if you don't have any experience, you're

027still more than welcome to join the entrepreneur club. The is a safe space where we all learn and grow together. Uh we plan to meet every Wednesday after school for about an hour and 30 minutes. So, and our goal is to like help everybody be successful in what they want to do. And if you're if you're like worried about starting, that's okay because that's what the club is for. >> Thank you, gentlemen. Before you walk away, well, we will give you some applause because that is just outstanding. >> Thank you. Thank you. >> And we're going to allow a little bit of discretion here. Miss Torres said she had a question to ask. >> Thank you, Miss Die. Thank you, chair. So, gentlemen, I I do want to and I know that um one of

028at least one of the board members was actually present um and heard you speak in front of city council this last week and I was listening online. So, I was um very impressed and tried to text um Miss Burns to like make sure that that they caught you or she caught you to follow up. >> She did. >> Yeah. Absolutely thrilled to see and hear you here. And I was wondering if you and I don't mean to catch you by surprise, but can you share a little bit about what what prompted this? So your experience. >> Okay. So what prompted this is back in my freshman year when I first started CHS. I was noticing there was a lot of other students currently. They bring their product to school and sell it in school. There's

029just a whole lot of really really small businesses and they try to thrive at school. And I was more so leaning towards the fact that I can just make a place a safe place for people to do that exact same thing just in the right way instead of doing it and bending the rules. >> So, and did I hear you correctly? Maybe I was wrong. Did I hear you were part of the Kip program as well? >> Yes, I I was part of the Kip program for one summertime, but I was hired on as an actual worker and I got a manager position at 16. >> Awesome. Thank you guys so much. We're excited to see your club take off. So, thank you for presenting. Um, and now um unless there are other students who

030wish to give public comment. All right. So, we'll uh move on to adult members of the community. Um, anybody in the media center who wishes to speak um please come forward. I think I'll start with my list. I got Derek Hurtline is my first um in-person signup. So again, if you'll say your name and limit your comments to three minutes. >> Good evening board members and superintendent Dr. Gurley. Eric Hartline, 1517 Antoanette, lifelong sizzier resident. I'm here this evening to discuss a couple safety issues I feel are important and need attention. Next month will be the one-year anniversary of the vehicle fires at Jackson Vaia. With the leaves starting to fall with the season, I'm asking that the city schools and either facilities or park and wreck can start picking up the lot lease earlier

031this year. Monday, November 3rd is a PD for staff, which will leave all lots empty at our school so lease can be picked up that day before elections. This will ensure that pole workers, voters, and community members are safe as no one wants a repeat of what happened last year. If leaves can be picked up on that day and possibly again on the Wednesday before Thanksgiving break, I feel this will prevent the leaf buildup which led to last year's fire. Mother safety concern I have has to do with the arrival and dismissal of Java with speed zone cameras at three schools currently. When will Java be seeing cameras installed as it's in proximity of one of the most dangerous intersections in Charlesville when drivers reach this street when heading east on Harris? Today marks the

03239th day of school. Each morning I'm on duty opening the loop in front of Jackson for bus arrival from 7:30 to 7:40. So far this year I have seen zero police setting up radar to catch violators of the posted 15 mph zone at arrival. In that 10 minutes each day, what I have seen is sometimes alarming and worth noting. So far this year, on two separate mornings, there have been car accidents at the intersection of Harris and Fifth Street requiring emergency responses. On one particular morning, I witnessed three different drivers in a 10-minute period uh smoking drugs while driving down the street. We're not talking passenger, we're talking about drivers impairment in a school zone and also in a uh place where it's uh drug-free. on one day an Al Marl County school bus was

033speeding because it was late picking up two Woodbrook Elementary students in front of Jackson Via for some reason. When I inquired with the parent of the two children, she said that they had missed their stop and to have the bus meet them at the corner of Harris and Welk even though it's not in the county. That bus had to be doing at least 4550 to pick them up. I realized it was late but still unexcusable. On yet another day, a Charles Fire Department official was heading west on Harris toward the Fontaine Firehouse, speeding, but wasn't on call as no lights or horn were being used. If a bus driver and a first responder won't follow the post at 15 mph school zone flashing sign, how can we expect others to comply? It seems that if

034there isn't a camera to catch speeders, then this chronic speeding problem will continue. I'm interested in knowing the timeline for when more cameras will be installed. Last this evening, I want to thank HR HR for posting positions for substitute elementary teachers and substitute instructional assistants on 101. This is a real need this year starting out uh for coverage as a position as positions are open as many staff had to fill in for when student I mean when teachers are out. >> Thank you, Mr. Hartline. >> Thanks. >> Do you have can you wrap up in the next few seconds? >> Sure can. >> Thank you. >> Yep. um just want to say it's not sustainable. Um but I know that um you know the middle and high school are getting paid a little bit more.

035So I hope that um we can make it so that the um elementary also gets uh what they need as well. Thank you. >> Thank you. >> All right. Anyone else in the media center who wishes to speak, please approach the podium. if you'll say your name and then we'll make your promise to three minutes. >> All right. Good evening. My name is Gabe Schneider and I am a Can you hear me? The parent of a fourth grader at Sunshine Elementary. Over the last year, I've had the opportunity to work with parents from all of the other PTOs in the city to help start the Charlottesville Citywide PTO fund, which has officially launched in the last few days. While not all of the other parents that could be here tonight that I've worked with, I

036would like to call out Jill McKinley from Tall Oaks Elementary who is here with me as well. While not news to likely anyone in this room, the reality in Charlottesville is that some schools PTO's are able to raise large amounts of money and others have significant trouble raising funds. To address this, we have created the citywide PTO fund. This group has been meeting and planning for roughly the last year or so to get this fund up and running, and we are excited to finally be able to provide support for all of our wonderful students and staff across the city. The the citywide PTO fund aims to increase funding across the board at all Charlottesville schools while also attempting to improve equitable funding across those schools. We aim to do that by targeting corporate and philanthropic

037groups and also using a formula for fund distribution that takes into account the percentage of economically disadvantaged students compared to the average across all schools. We have created the fund at the Charlottesville area community foundation to receive the funds. It makes them taxdeductible. And we've also begun outreach to local and national companies and foundations so that we can help all city city students and staff. Our goal for our first year is $100,000, a figure that would greatly improve the resources of many PTOs who are currently not able to raise needed funds. And on the sort of non-tangible side of things, we're also more effectively building our community and providing a forum for PTOs and school communities to join together and leverage all of the talent and resources that our families and communities have. We do

038appreciate the support of the school board and the administration as we set out on this journey, particularly Chris Meyer, who has given us some background information on the previous fund. And we look forward to working and allowing all city schools to have the resources and support from their communities that they need. If you would like to learn more, we have a website that can be found at seville citywide ptound.org. You can also email us at charllesville pto fungmail.com. And I think I also provided you a couple of flyers and documents. One of them is for our first fundraiser kickoff which is happening on Thursday, October 23rd at Random Row Brewing from 4 to 10 p.m. A portion of all of the beer and food sales will go to the fund and there will be live

039music with some of our parents who are more talented in that area. And um the other document you have sort of gives a little bit more information about the fund. So, just wanted to announce that we've started things and uh yeah, thank you for your time. >> Thank you, Gabe, and to all the parents and community members that have been uh part of making this come together. Um any other members of the public wishing to give comments? Come on down, state your name, and limit your comments to three minutes. >> Hi everyone. Good evening, Dr. Gurley, members of the board. Good to see you guys tonight. My name is Audrey Vet Abalis, 2011 West Main Street. Sorry guys, these microphones are always finicky. Um, so I just wanted to make a quick announcement today that

040we, um, Charlottesville United for Public Education are doing a collaborative event next Tuesday with Seville Dems. Um, and it is our schoolboard candidate forum. So, um, a a quick sorry for having this like announcement delayed. We had a lot of trouble securing a location and then figuring out the logistics of the event itself. Um, but it will be next Tuesday at the Jefferson School starting at 6:00. Um, we will have all four um, candidates um, there and we're looking forward to seeing as many of you as can make it. And that's it. >> Thank you. Other members of the public wishing to give comment. Good evening, Zion Bryant, Charlottville resident. Um, so I have a couple of points regarding the school resource officers. Um, so I've been to two of the community engagement sessions, info

041hours, and these are a couple of points that I've made note note of. Um, so it appears that there's been a misrepresentation of the survey data from the community. Um during the discussion of your rationale behind bringing officers back into schools, Miss Chuck has referenced repeatedly uh the 2024 survey that indicated most parents felt positive about SRO's. Um this is this exact survey that like I said she continues to site. However, I am not sure that has been publicly stated by Miss Chuck or anyone um that the actual question listed on the survey for respondents interest um is about learning more um about the Cambridge model, which is not what the CCS draftou mirrors at all. Um and so it's misleading and to continue to cite that um it's showing community support. Um and it's

042just like I said a misrepresentation of the data and what the respondents were actually asked to respond to. Um in the data that you all have presented the language from that survey is further exploring youth officers um or youth resource officers and that is not what thisou is doing. So it's important to make these um these points publicly available to the community so that they understand how you shift it from that language to now writing. Um, it's also important to note that only 29% of black respondents and 37% of Latinx respondents were a five, you had numbers of, you know, 5 4 3 2 1. Um, and so yes, of that 29% and 37%, um, there were only like a few fives essentially. like the only way that you're able to get your majority of

043these demographics being interested is by combining um together the threes, the fours, and the fives. This is all important because again, it makes it seem as if the data shows that these two demographics in particular are really supportive of this SRO model or thisou process. And that was not what the data is showing. And so I'd like for um those who were in charge of putting out that survey to make those clarifying statements. That would be great. Um I also think that it's important to note that at the two office hours or SRO info hours that I've been to, only uh a few schoolboard candidates have been there. And I want to note that it's only been the women. So uh Mr. Morris and Mr. Meyer have not been present. And I think that sends

044a really loud statement to the community that the board is not all fully wanting to participate in the process or willing to hear from all sections of the community. And if you're only going to the meetings that are with the people that go to your kids' school or your friends, then you're not really listening to the entire community. Thank you, >> Bryant. Other members of the community wishing to give comment. All right, seeing none, if we'll go to Zoom. If anybody wishes to give comment, raise your hand and we'll promote you to speaker. All right. Uh seeing none, uh we will move on to adoption of our consent agenda. Madam Chair, move that we approve the consent agenda. >> A motion to approve the consent agenda. Is there a second? >> A second. >> All

045right, we've got a motion and a second. Any discussion? All right, all in favor say I. I. So, we've got a motion and a second. All in favor say I. >> I. I. >> Any opposed? >> All right. And uh point of privilege, I'm going to pass it over to Dr. Gurley here for a moment to comment on one of >> Yes. items just passed. >> Miss Douly and members of the board, I want to thank you all for accepting my recommendation. Uh this evening, I did make a recommendation on the personnel report to appoint uh Dr. Anna Eley as our chief academic officer. Uh she has served us well in the interim. Um and I do believe that it's time for us to drop that and let her be do the job fully. So

046thank you Dr. Eley for stepping into the role. Let's welcome Miss Eley. Welcome to the same place you've been. But we're happy to have you. Um we will move right along to item 12.0 O since we did not pull any items from our consent agenda. Um so Miss Hoover, good e good evening. Um last month the budget development uh calendar for the fiscal year 2627 was presented to the uh school board. um those dates uh that are with the city council have been finalized. So, please note those on the calendar. Um is there any questions or anything else? If I may, I just wanted to draw attention that in in the agenda and in the um online too that we you did include the city's budget development calendar as well, which I appreciate. Um and

047I think it's important that that those board members who can and and uh the public try to attend or or um watch those meetings as well. So, thank you. >> Yes, ma'am. >> All right. So, we do need to take action on this calendar. Um so, may I have a motion to approve So move. >> All right, Miss Burns. Thank you. Is there a second? >> Second. >> Thank you, Mr. Morris. Um, is there any discussion? Further discussion? All right. All in favor say I. I. >> I. Any opposed? All right. Thank you. Um, moving on to 13.1. Uh, Dr. Troder with an update on some alternative programming. Good evening, school board chair Douly, Superintendent Gerley, and school board. Tonight, I'll be presenting on our alternative school education programs, our Lugo McInness, and our night

048school. Advance, please. Our strategic plan is aligned with target one that we will maintain a graduation rate that is at or above the state average across all members groups uh and graduation rate. Target two establishes a baseline and increases family and student engagement. Strategy one enhances academic advertising tools and practices with a focus on equity and encouragement of course plans that include rigor, balance, and wellness within the school counseling department. In strategy two, alternative programs will continue to develop outside partnerships in collaboration with the division of equity and inclusion. Advance, please. We're super excited to announce uh it was no secret last year when we talked about the number of graduates that we wanted to complete and we did uh successfully meet that target of 18 graduates and those were students that were in that

049particular cohort. Uh if you look here, those are who those students are. Just a little um information, some of those students are currently working at FedEx. We have one particular student that's attending Virginia Union University. uh one particular student that is uh in collaboration with pipelines and pathways working through the HVAC and then one of our students that's not posted there works with the postal service. So we are closely monitoring those young people and um just letting them know that the door is always open for them to come back to our community day. Please advance. So our instructional model is is outlined. Uh we continue to use egeneuity as one of our platforms and again as mentioned before that's definitely outlined through Mr. Grady and the math concepts that he um instructs. We had an

050opportunity to share with one of our board members just exactly how Mr. Great is able to flip his mind from algebra 1 to geometry and so on. Um as we look at the applied learning opportunities, uh that's really just us being able to take our students off campus. Uh you'll hear more in the presentation about the real money real world opportunity that was presented as well as the RI revive and thrive. But I definitely would like to just take a moment and highlight how uh we were instrumental with attending the state fair and our students participated in the career expo uh and found that to be very rewarding. As we look at the pathways of courses, uh we continue to uh look at ways that we can continue to uh robust our engagement with the

051K-tech program and I'll share more with that. Uh Dr. Ozy and I are collaborating to work on ways that we can continue to find avenues for our electives for our students as well. And so finally, uh the core instruction, we follow the same model as our um high school counterparts. And so when students come to us, we align those courses exactly with the courses that they have here at the high school. Advance, please. So Lug McInness, just very quickly, you can see our student enrollment is uh 29 and then you see the breakdown of that. We currently have 12 graduates that we are uh looking to complete this year. We know that number may increase as the year goes on, but uh just want to highlight some of the instructional uh points that are occurring.

052Um, Miss Phelps is leading our DBTC sessions every week that occurs in our core classes with each particular instructor. Uh, additionally, um, Dr. D, um, Durangri is working with our YPAR as you know each year they participate in a particular research project and this year is no difference as it relates to that. And then um I would just like to highlight that we uh support our students on a semester basis so that they are able to deliver credits that are needed as well as credit recovery opportunities noted there. And with our night school you can see as well we currently have 13 students that are in our night school program. Um we have implemented with the support of Miss Bianca Johnson and Miss Dejourne our community circles. We also do that at Luggo um day

053school. But uh we're really honing in on the supports and needs of our students through community circles uh within our night school program. I'm super excited to talk about the partnership that we have with the Virginia Cooperative Extension uh as well as the 4 with Miss Sarah Brown and Miss Sarah Morton. uh they've been very instrumental as you can see with one of the pictures uh with a garden that we continue to uh establish within our our particular campus as it relates to um student information. Um I do want to highlight our uh again our planned parenthood that's a partnership that came along to work with our students on various aspects of um maturity adolescence and um hygiene and measures of that nature there. Advance please. So we've outlined three program goals, attendance, student enrollment

054with K-H and the development and our workforce experiences. Uh what we are finding um is that we have a great campus percentage of attendance where our campus attendance looks well but our student attendance is where we continue to need uh support. And so myself and Miss Phelps and others are uh finding particular avenues of ways to encourage our students to u attend school. And you'll hear more about that in the next slide. Uh we want to increase our student enrollment uh to Kchek by 12%. That's just really eight students. And so uh Dr. Heltz and her school counseling team works uh adamantly with Miss Felts uh when it's time for programming to make sure that we have particular students that are able to uh sign up and enroll in that. And uh lastly, we want

055to enhance our workforce opportunities. That's really driven with our night school program. Noticing that we have particular students that are working during the day. And so what we uh we meaning Miss Brown and others, we are now finding ways where we are going to meet with the employers during the day of those students at night school uh so that we can talk about those interpersonal skills, those soft skills that have been established and figure out additional measures in which uh supports can be provided uh with those particular students. And that's just really at the ground level that we're beginning to build that out. Next slide, please. So, our attendance and interventions, as noted before, um our attendance looks good as it relates to our daily attendance with students coming to school, but we continue to

056look at what needs to be done for those individualized students. We have began to uh develop individual attendance plans with goals, incentives for those particular students. Uh we've also highlighted where those students that have five or more days that are chronically absent that we're working on those measures there. So um students in the next couple of days are being celebrated for those young people that have attended for the entire month as well as so far with um the in beginning with school and then we also have those meetings with those particular students that have five or more absences that we can provide additional supports and find ways to knock on doors to get those young people at school as well. Next slide, please. So, what are we looking forward to? Our night school program and

057LMA finding innovative ways that we can bring our night school students in on Fridays and do some collaborative work with our groups um that we have on our Friday afternoon so that we can have more of a holistic support and interventions and engagement with those particular young people as well as finding ways that they can come on Fridays to possibly make up assignments and measures of um instructional supports there. Um, our next slide will be able to outline recent experiences. On September 27th, with the support of Dr. Johnson, uh, making this connection, our students had the opportunity to attend the Jefferson School where they participated in the Revive and Thrive event. Uh, we had a financial literacy course. We, uh, did some boxing with wartime fitness and we also had some mental health um, circle

058of wellness engagement as well. On September 24th, in collaboration with the Virginia Cooperative Extension, Miss Sarah Brown and Miss Sarah Morton, our seniors at LMA, as well as collaboration with our um Charles Shawsville Middle School had the opportunity to attend a simulation of real life experiences with our real money, real world. That really gave a lot of traction because they came back the next day thinking they were heading back over there to learn more about that. So, that's something we need to build upon. Uh with that uh one of the activities that we are looking forward to in collaboration with the Virginia State School of Agriculture for our night school students is trying to develop a trip to have them go down to Virginia State to work with the uh school of agriculture because we

059have begun that work with our night school program as well. Next slide please. Our community partnerships are led by Mr. Williams. And so, uh, those particular engagements are between home and school, uh, outside of knocking on doors and trying to find ways to bring our children and families into the building. We're also trying to find innovative ways to continue that partnership, uh, between home and school to continue the trust that our parents have with our uh, particular campus. It's no secret that um it the word is out that we are doing a phenomenal work and so um we want to make sure that we continue that momentum for those new parents that may be interested in allowing their students to come to uh LMA. So uh the partnerships within the community are organized for meaningful

060relationships, real world experiences and one particular example of that is uh the leather and honey partnership that we have with Mr. James Da and Mr. um Sean Goodwin, excuse me, Mc Goodwin. Uh last year they had the opportunity of creating particular t-shirts and so we had a contest uh as related to rebranding the leather and honey opportunity. Uh and so that was a big hit for us last year. Next slide please. Here you will see the community engagement partnerships that we uh have established at uh the academy. As you see we have leather and honey uh movement church with Miss Taylor Boris. That's a particular opportunity where each year we have a school beautifification. And you can see here where uh team of us came together on a Saturday and we replanted uh part of

061our courtyard. You see uh the department of human services where we had a wellness day wartime fitness. And I just would like to highlight where you see two of our students that participated last year in the uh civil rights southern um pilgrimage tour. Uh that they had a great time hanging out with Mr. Williams and others there. Next slide, please. So what's next? Uh we're having a cook it up math night with Mr. Williams and Mr. Grady where breakfast will be for dinner. Uh we will also have our uh partnership with DAR uh come to talk to our students with disabilities and our families about particular um opportunities of access uh for our seniors. And so we're looking to have that October 22nd from 4:30 to 5:45. And that is a collaboration between our night

062school and our LMA um program. Next slide. And before I take any questions, I would just like to uh introduce and bring up Miss Zion Miner. She's one of our night school students, and I just would like to allow her voice to be amplified at this moment, and then I'll come back to take questions. >> Good evening. Okay. Good evening, Madame Chair, Dr. Gurley, and fellow board members. My name is Ayanna Miner. I currently attend night school at Lugo McInness Academy. When I first arrived at night school, I wasn't sure what to expect. From the moment I walked through the door, everyone welcomed me with open arms, which I graciously appreciated. The teachers and staff play an amazing role in my growth and development. The smaller class sizes and personalized support helps me reconnect with

063learning. In the past, I have had issues with my attendance, but the teachers at night school are encouraging, pushing me to do my personal best. Staff members go the extra mile to ensure that students who may not have transportation can attend night school and that plays an important role in students being successful. In addition to academics, we have an opportunity to participate in average in enrichment activities such as gardening, music, learning how to manage our money, and sewing. We are able to do this with the support of our community partners. My goal this year is to attend school daily. However, it can be challenging sometimes because I work full-time during the day. But I am determined to attend night school and complete my courses. My ultimate goal is to graduate from high school and to

064become an NICU nurse, working with premature babies. Another goal is to transition back into Charlottesville High School and enroll in the CNA program at KEK. This will prepare me from reaching my goal of becoming a nurse. At this time, I would like to thank you, Dr. Troder, and the night school staff for giving us an opportunity to move forward and pursue our dreams of becoming productive citizens in our community. We are so grateful for your service, commitment, and dedication to the Charlottesville City Schools. In gratitude, Ziana Miner. Thank you. I'll take questions at this time if there are any. Thank you, Dr. Troder. Start on your end, Mr. Meyer. Mr. Morris. >> Well, Dr. Troder, um I think I'll simply say this and I I thought about this earlier today when I was kind of

065reviewing the the slides again um before we came into the meeting. Um my time on the board is ending here. I don't know how many more times I'll see you, but it's it's honestly been a pleasure to see the work that you've done. um you from the outside looking in it, it seems like you're always approaching this and you're like honestly seeing the students, which I think is reflected in the pictures that I see here. Uh what we just heard from Miss Miner. Um from what I'm hearing in terms of how many students that want to attend Lugo and want to attend night school, I I just want to deeply um show my gratitude towards you. Um we're just thank you. Thank you for your work here in Charlottesville City Schools. Um, I guess the

066only real question that I have is, well, I guess two questions. The first question is how do we transfer some of your model what you're doing now back to Charlottville High School or even the middle school? Like what what can we do to enhance the opportunities um for I guess general population or comprehensive school? We I us that's right um need to tell our story a lot better at Luggo. Um I've said it since I've been here going into year three. Um and I am holding myself accountable. Um we need to put out video footage um um student expressions on the things that are going on so that those can be out shine so those can shine within uh CHS as well as um the middle school to say that this is a beacon where

067supports can be provided. We're not only for students that have disciplinary measures but we may be for those young parents as well um male or female. And so that's where the story needs to begin. I have to do a better job of that. So yes, >> what um what what would you need from us? Because I think we've ran across this at least for one year and if not two years now of you know being at near capacity or full capacity. Um you know school buildings is always a has been a conversation. I don't know if that's what you need or if we need to figure something else out, but I I think like this board really appreciates you as a person and we want to make sure that you're supported. >> Yes, sir. >>

068Capacity. >> Yeah. and we're working but yes co capacity just to be honest um and I know that comes with time I know things are in motion uh for that and so just finding those spaces for our students to be successful I recently just got back last night from New Orleans with the alternative uh um school conference and so um looking at ways that other schools have done it and and finding those innovative ways to provide those supports for our kids as well. >> Yeah, thank you very much. If I can just make one comment, and it's probably out of my capacity as a board member, but I'm going to say it because I got I'm short on time. Um, I I I think it would be from my perspective, I think it would be

069helpful um a different PD opportunity for teachers at Charlesville High School to spend a day with Dr. Troder, a half the day to kind of see what they're doing, seeing their model, and seeing what they can bring back to CHS. >> Thank you, Mr. Morris. Miss Burns. >> Sure. Thank you. Um, it is no secret that I am a fan of LMA because my own child went there. Same one I spoke about last week or last month is the same one I'm speaking about currently um who thrived there. But just when I think of all the hope that you and your team provide um to our students in that space now and this how you've been able to grow the program and I think um it's it's extraordinary and I don't use that word lightly

070and I thank you and your team. I know it takes a team >> um to do the work and that speaks to your leadership as well and so really want to echo um what Mr. Morris is saying. And so I I do wonder um and I hope that there are folks out there listening that say they want to get involved. They want to be a part of what you are doing and they want their businesses and their organizations to provide jobs and hands-on training and mentorship and all the things that we need to keep your program successful and students having the opportunity. And so I'm wondering how might a community member who wants to be a part of what you're doing, how might they go about doing that? >> Absolutely. I say it all the

071time. Don't call, just show up. 341 111 Street Northwest. >> Careful now. You go have lion at your door. >> You're right. But yes, uh don't call. Uh just show up. Uh we do have some things in play. Miss Phelps is working very hard with Ben Allen and and PVCC on some measures as it relates to a portrait of a graduate that has been established for our seniors that have expectations and opportunities like that as well. >> Great. Um, and I think if I heard you, you need more space. >> Yes, ma'am. >> Okay. Thank you. >> Um, I really don't have any questions. You know, I'm a fan. Um, one of the things I would say, I love that you all communicate. Um, and I think that's important because one of the things that

072I think that Elme does well, um, is you bring in parents and you are connecting not only with the student, you're connecting with the parents. And so you're also asking the parents what it is that they need so that their student can be successful. And I think that's a missing component. And I would like to see that incorporated into all of our schools is to making sure that we are connecting with the parents because the parent is the foundation of most of our children's home. And so if the parents are well and we're taking care and helping the parents grow, then you're going to see that reflect in the children. So that's one component that I appreciate. But I also would like to highlight that I didn't see in your slide when I was also

073reviewing it is something that um I attended was the um I think it was the Virginia Film Festival where you had some children um that did a small film that was highlighted and so I also want to talk a little bit about that because um I was able to attend that film festival and to see the work that and the part partnership that you had. I think it was Lighthouse. >> Yes, ma'am. White House Studios and all of the work that um some of the that went into that project. Um and so um I think while >> Dr. Gurley have you all keeping it to nine or 10 slides, it's a lot of great things that um that are happening um that we are not able to see. So just being able to share that

074information with the public. Thank you. >> Yes, ma'am. >> All right. Thank you. Thank you. I really appreciated uh your presentation and a lot of my questions have been answered, but do you guys have a wait list? I mean, I know the capacity is is Well, >> not yet. We don't have a weight list. Okay. We don't honestly >> because I remember last year you said you had a wait list or people were wanting to come to night school because of their living situation. So, do you come across any situations that seem special or circumstances that you have to turn away that may be good fit? >> No. Um we're working with our school counselors here at CHS and so there's probably about three young people that we are currently looking at for either our

075day or night. Um we're really just looking at those three. Um so the answer is no because I will always circle back with Miss Phelps and I will talk to who the school counselor is to try to figure out what that best space is for that particular young person. >> Okay. And then as for Fridays, so can I get a more clarification on that? So if >> yes, >> they have night school on Fridays. they could come in early and then they don't have to go to night school. >> So, um um for night school there is no course on Fridays. Um that time is used for either if they're working. We still have the collaboration with KUP for those students that need jobs. What we want to do is we want to also have

076the opportunity for those night school students to participate in the clubs that we have that we participate in lugo day are cooking, sewing, art, sports. And so we don't have really the space for that at night school. So we want to uh allow those young people to be a part of that as well as uh if they do have assignments and things that they need to make up trying to find that particular one teacher that they can either work on egeneuity or those project based. So that's what we're leaning towards for second semester. How do we infuse that into our particular program? >> Yes ma'am. So, I just I don't know if you could feel it, but I just wanted to like hug you um as you were presenting because as Mr. Moore said, I

077mean, it's just been such a joy to see the program with you evolve and change. And um I have to say that every time you do present, I love I should just say all the presentations, but I just get so excited to see um what the programs how how they're expanding and what they're offering our students as far as just life experiences. I mean, it's really really powerful. Um so, thank you also from the bottom of my heart. I do have a couple of questions. Um you mentioned um trying to increase the enrollment into decriers um or what are you working through that potentially to to get those kids into those programs? >> Encouraging them to go >> encouraging >> they're comfortable uh at Luggo and encouraging them to go but also informing our night

078school students of the opportunity. So it's twofold. Um and so um finding those uh avenues to um for tours and measures like that which is just a simple phone call. Um it's just the encouragement of them to go. >> Yeah. >> Yes. And our numbers have always since I've been there been low just because of that level of apprehension of what's going on over there. And so um it's also our young people that are there telling the story of what's happening at KEK also. This is why you need to go over there. So that's why. >> Okay. Well, if there's anything we can do to help with that, please know. Also, I was curious just about um in one of your slides, um it said all new enrollments participate in a reading assessment. So, I

079was just curious once once you get those results, what and how are you differentiating supports, targeted supports to the different levels and is there anything else we can do to help with that? because I'm sure you see a wide range and that is a key um area that we all you know really prioritize. >> Yes ma'am. So um that's headed up by uh Dr. Dang gi when she when our students are enrolled um they will take a particular reading assessment to find out where their uh reading skill uh lies and if it is a level of deficit or growth then that's how we know how to support uh with scheduling them either through her particular course where she works on those particular skills comprehension um um reading stamina measures like that or uh supporting them

080through uh Miss Rose who is our English teacher with a higher level of need um Dr. Duranji and I sit and we do look at data from time to time to look at those students that have shown growth throughout the semester and applaud and celebrate them there, but also supporting and looking at the students that are in our core English class and um continuing to push them along with the supports that they equally need as well. >> Thank you. Thank you again. >> Yes, ma'am. Thank you. >> All right. Thank you. I'm going to pile on the thanks. Um I think there historically has been the perception that LMA is where kids go. um for a punitive reason and you have changed the narrative on that um that we have students who are self- selecting

081and want to go to LMA and I think everyone in this room recognizes that and um to the extent that we can continue to push that out as you said I think is only going to be uh beneficial to the program and to our our schools. um this kind of you know prescriptive um just providing alternatives to students I think is what like we're all about. Um and we know that there are still some small pockets of students um that are not um you know maybe they're not the right fit for LMA. They're still at CHS. Um, and so I think we're getting some more information here in a couple of weeks at a work session um to just continue to build upon this this work to try to keep meeting students where they are

082and giving them what they need. >> Indeed. >> Thank you. >> All right. >> Thank you. And I would just in case folks are watching, thank you to my LMA team as well because this is definitely a team as well as our night school as well. So, thank you. >> Yes. Please be sure to Yes. echo all of our thanks to your staff when you see them tomorrow. Um, and is Miss Miner still here? Yeah. So, again, thank you for your your comments and being here tonight. We do appreciate it. Where am I at? Miss Yeah, Miss Swift's getting up. So, I think it's her. So, 13.2, our accountability report and data dashboard. Sorry to disappoint, but I couldn't get my slides in six to 10. So, sorry. Okay. So, good evening, Madam Chair, members

083of the board, and Dr. Gurley. Um, tonight we present the standards of learning assessment results from the 2425 school year. The presentation will provide an overview of these results um starting with the overall reading and math annual pass rates and then we'll review the performance data for grades three through eight um high school reading and algebra 1 and then I will also provide a few updates regarding the strategic plan data dashboard. Um, and just want to make note that we initially planned to review the um, state's new accountability framework, but due to the BDO BDOE delays, um, we will postpone that and um, until that data and materials are finalized. All right. So, priority one of our strategic plan is focused on student achievement with clear targets to guide our work. In reading, we aim

084to raise achievement to at least 75% and in math to at least 70% across all student groups while annually reducing the failure rate for black and brown students and students with disabilities, keeping our focus on closing the achievement gap. So, this past spring, students took so tests based on the new math and English standards, which are more rigorous and set higher expectations to prepare them for the next grade level. These the assessments now include more complex questions that require students to think critically and apply what they know across different standards. However, with new standards comes new cut scores. And so the state recently approved new so passing scores which are much higher than the current cut scores. And so this change will be implemented this spring and will impact a large number of students across

085the state and across the city schools. Um but to show a comparison of the previous standards to the new standards, here is a fourth grade reading example that shows higher expectations of the new standards. So instead of memorization and recall, students must justify their reasoning and demonstrate a deeper understanding. In this fifth grade math example, students are asked to connect and apply multiple skills across standards instead of demonstrating one skill at a time. And so they have to get both question one and two correctly uh for that for them to get that entire um set of questions correct. All right. So now um we're going to look at the overall performance in reading and math and this includes assessments from grades three through high school. The division's overall reading pass rate was 67%. a four-point

086increase since 2022 and up two points from the previous year. In math, we achieved a 67% pass rate as well, a 12 point increase since 2022 and up four points from the previous year. And so now we're going to take a look at grades three through eight. So overall in reading in grades three through eight, we continue to see improvement with a six point increase since 2022 and up two points from the previous year. In grade three, we outperformed the state by three points. And in grade six, we saw a eight point gain at 66% which was up from 58% over the last two years. So despite the rigor of the new English standards, most of our student groups demonstrated improvement. We saw meaningful gains of our black students, English learners, and students with disabilities.

087Our black student group increased by eight percentage points since 2022. And grade four was up seven points and grade six was up three points or excuse me, 13 points. English learners showed steady gains across grades five through eight. And for students with disabilities, while there was a slight decrease in the overall pass rate, grade three improved by six points and grade six increased 10 points from the previous year. So we know that achievement gaps remain and so literacy remains a key focus as we begin year two of the VLA implementation and now extending through grade 8. Last year, teachers in grades four through eight completed required training in evidence-based literacy instruction to ensure they are equipped to provide high quality instruction aligned with the science-based reading research. In this fall, teachers in grades 5 through

088eight administered the vow screener for the first time, and this will be used to identify relative strengths and weaknesses in specific literacy skill areas. And the teachers are now they're setting goals in the required student reading plans. We're monitoring progress and using the student level data to inform instruction and our intervention. Okay. Now on to math. So grades three through math continues to show improvement, increasing 11 points since 2022 and up three points from the previous year. And some of those grade level gains include an increase of seven points in grade three with um increase from 60 to 67%, six points in grade five, 54% to 60% and then eight points in grade six, 55% to 63%. Most of our student groups continue to make progress even with the increased rigor of the new math

089standards. And over the past four years, our black student group has improved by 13 points. Hispanic students have increased by 12 points and the multiple races group by nine points. English learners and students with disabilities are also showing notable gains. And some of those include in grade five, our English learners increased by 11 points. And in grade six, students with disabilities rose by 20 points. As we work to close the achievement gap, we are strengthening tier one instruction in math, providing targeted interventions, and expanding learning opportunities. We are also in the process of reviewing highquality standard aligned materials for the upcoming textbook adoption. High quality instructional materials are evidence-based. They're accessible to all students and they will help us increase the rigor of our instruction. All right. So now moving to high school. Um so

090EOCC reading. So high school reading has improved compared to last year increasing by two percentage points. Um we also saw progress across our student groups. Our black students increased from 48% to 54% in um up by six points. Students with disabilities improved by nine points and English learners gained eight points. And building on this progress, the English department is engaging in ongoing professional learning that is grounded in the science of reading. and they are collaborating with special education and English learners teachers to strengthen comprehension and vocabulary instruction, ensuring that all students receive consistent high quality literacy instruction. Um, so next, the algebra 1 pass rates continue to show strong improvement over the past two years. At CHS, the pass rate grew by 10 percentage points with gains among our student groups. Black students increased by

09114 points from 66 to 80%. Students with disabilities improved by 33 points, going from 44% to 77%. And then our English learners achieved an 81% pass rate. All of these pass rates um higher than the state averages. Divisionwide, the algebra 1 pass rate increased by seven percentage points and surpassed the state average. This rate includes both middle and high school students who took the algebra 1 in of course test. And so these results reflect the impact of solid tier one instruction, collaborative team planning, and the continued implementation of standardsbased grading practices that supports all learners. Um, and as I shared earlier, uh, we will as soon as this information is released, um, we will bring that to you. >> Okay. >> All right. So, we're going to move on. A couple of updates with the

092data dashboard. >> Can I I'm gonna interrupt you and just maybe this is a good stopping point for questions on the first set of slides that were shared. >> That makes sense. >> Oh, yeah. Absolutely. Yes. place to intervene. Mr. Meyer, you look like you're ready to go. Hi. >> Thank you, Mrs. Swift. Um, >> I like to see the trends >> and I appreciate you sharing the the multiple years of data here and I'm happy to see the trends going in the right direction um for I think everything. So, >> within you know there was some key takeaways here which were all great and were all very positive. Uh, I didn't see any significant, you know, in a couple groups declines, but was there anything in there that popped out that I guess that

093wasn't in the slide that you're particularly concerned about? >> Um, there were a couple, like you said, not all student groups, but we did have a couple student groups. Um, I mentioned students with disabilities. there was a slight decrease in math um as well as in reading and um couple of our other student groups Hispanic kind of maintained um and Asian went down. Uh yeah, what I think is I'm going to link this to something later on the agenda too, but our absenteeism and you know I >> I think I sent an email pointing out and asking some questions and some of these slides now aren't relevant because we took them out but um >> is there do we see some relationships between as absenteeism and some of these results or Um um yes, I

094mean it chronic absenteeism is one data point um that you know what we were going to share in regards to the framework scores and total points. Um the thing to keep in mind when that information does come out um for the elementary framework scores that also includes K2. So it's all students at the elementary level. And so, um, when I pulled some numbers, because the most you can get in that category is 10 points. And so, the majority of the schools that were considered off track, you would have to have almost perfect attendance to bump up a few points. But the students in grades three and four, if they had if they were not chronically absent and also passed, then that could shift points. um within that area. But yes, I mean there is some

095of a correlation, but I think on a on a scale of you know what what's within our control also is you know really looking at tier one instruction and and strengthening those pieces and also making sure like our tier 2 supports and our tier three interventions are meeting the needs of the students. >> And I mean yeah unfortunately we can't really discuss and didn't mean to lead you down that path. I'm sorry. Uh but related to the absenteeism, we don't break out our absenteeism by in these categories also. I don't think >> by student >> only by school. Yeah. >> Yes, we do. >> But we do. Okay. So there could be some analysis done again by grade by these different demographics also. Okay. >> And schools do look at that information like we look

096at as a division attendance team and then our schoolled attendance teams we also look at that information as well. Thank you. >> Yeah, >> thank you Miss Swift. Um, just in the reading pass rate, I think it's slide 16. >> We see in 2022 at 81 and 7173 why are we still what happened there? >> Right? >> What's the difference? >> Good good question. Um so that was the last year where the work keys reading assessment was consider was um in that pass rate and so after that um they have now taken that out. So that's when the work keys was included >> and the test is different. >> The test Yeah. So the test is it's just the EOC the high school reading test. >> Yes. And then um stood out to me the

097algebra one pass rate >> um specifically with our black students. And I just remember hearing um and seeing Mr. Patterson's work with those students specifically in algebra one and wanted to um you know just highlight that and note that. But also know he's in a new role right now. So, I hope he's passing some of that wisdom along to his friends so we can continue that that progression there. But wanted to >> No, and I think in his role um as an instructional coach, he can really help um coach those other teams within the math department and also in other departments. Um some of the things that >> he does really well and then um the relationship piece also. >> All right. Thank you. So I guess my question was um looking over the some

098of the slides in which number is um I think six where the rigor will change for new testing and how are we kind of preparing our students oh >> for that >> with so many of our students that are struggling with um math and reading. How are we repair preparing them for the um the test that seems to be a little harder than what >> Right. Right. Yes. So we are in year two of implementing those new standards. Um so currently right now we are in math looking at adopting a new curriculum um that's aligned to the new standards and um so hopefully that will help teachers prepare students and increase the rigor of their instruction. um also in English language arts um now with the Virginia literacy act. So all of our teachers K8

099have gone through the required training and any new teachers that come on board will go through that training to make sure that their instruction is aligned with the science of reading. So hopefully we will start to see um that training and that professional development pay off this year and beyond. Um, and now with the new vowel screener in the up, so in grades four through eight, um, teachers can use that information to really dive in and to see where students are like around comprehension and vocabulary and spelling and those pieces, fluency, um, so they can better support students and then make sure that we're providing the the right intervention to meet their needs. And I know we have like the tiered services, but outside of those tiered services, what other supports will like the children

100that have are really struggling with some of those skills? What will we be having in place? >> So within our master schedule at each grade level, including the high school, they have an impact period. We have when time, what I need, and so that's truly based on what the students need. And so every quarter um schools are looking at their data to then see okay what students you know kind of based on um the skills and the concepts that are being taught like do we need to take them out of this wind block and maybe place them here. And so they're flexible groupings to make sure that students are truly getting what and supporting those students that are struggling and they're getting that in reading and in math. Um, I don't have any questions, but

101I do want to highlight that um, my son, he did score a perfect 100% on the IDM essay score. I got an email, a text message from his teacher and I just want to show that, you know, our schools are we are putting out the work and our students are achieving the things that we are working towards. So, highlight Zire for that. Thank you. Thank you. >> Hopefully he's watching. I'm sure. Yeah. >> Good story. >> Love the shout out. >> Um, so I I attended just a quick literacy forum yesterday. Um and and it was I know this isn't our literacy presentation, but I just want to make note for those who might and and we can carry it forward to when um she comes back to report to us again. And I I'm

102just so thrilled that that we've done the training that science of reading is here. But one thing that I heard um several of the presenters talk about was it um not just training the teachers, but then the followup with them and making sure that that the science of reading and the training that they've gone through that to fidelity that they're able and that they are supported because it's that followup to make sure I mean and we know that but um just really wanted to make >> put a pin in that and we'll come back to it. >> Right. And I know um I think Anna mentioned some of this at the professional learning update um but I know like even at the high school they're working with Dr. Wexler and um with the ongoing professional

103development and also like at Walker and um I almost said Buford CMS um are working with outside literacy consultants to support that ongoing um training and embedding that evidence-based instruction. >> All right, thank you. So, we'll get back on track. I think it was slide 20. Um, oh yes, the strategic plan. So, a couple of updates. So, we um so the 2425 data has um has been updated on the data dashboard. Um however there have been some changes to some of the measures due to the new state reporting. So um for vowels which formerly PALS um so we and this is just a screenshot of what that looks like now that we added a new graph and just kind of a a little note there to say we can't I couldn't add it to that

104same graph because you can't compare those two measures um because they're measuring different skills and using different completely different benchmarks um and so that's why you will now see a new graph but we will leave that there or even the as we build on to this, we'll link it um to another page as well. Um and then we were going to discuss the graduation um the new graduation calculation rates and um the 3E readiness which is the employment enrollment and enlistment that the 3E has now replaced the um college career and civic readiness index that was in the old accreditation model. Um and so again once all that information has been released from the state we will we will update this data dashboard and then bring that information to you all. And so just on

105the next couple of slides um so each year of the strategic plan we review our targets the metrics and strategies to ensure accountability holding ourselves accountable. And so in these slides we highlight our progress on the strategies aligned with each of these priorities. And so we've just kind of highlighted um where we are making progress. So in some cases in some of the strategies where we've moved from the planning year to to the implementation year um we're making progress or if you see we were in planning year we were on track but now we're implementing and so very different from planning to implementation but we still are making progress um for those strategies. So for priority one, that's strategy one and three. Um for priority two, we were we are on track for all of

106those culture of safety, wellness, and belonging. For priority three, um so supporting our staff. So for three, we are making progress. We've gone from um planning to implementation and in the planning year that was a needs attention but we we've looked in into that um strategy and so now we are making progress as we start to implement in strategy 713 and 16. Um we are we have moved from planning again to implementation and are continuing to make progress in those three strategies. And then as we move to STRA or excuse me priority four um ensure effective and efficient operations um for strategy three three and five um on track to making progress as we've moved from again planning to implementation strategy nine making progress and then strategy 13 um still needs attention and so I

107know operations they're looking into that working on that um that's around I think the recycling and composting program. So we we are looking into that and hope to be making progress this year. So I know I went through that quickly but there are any questions around the strategy progress and those are all updated on the data dashboard as well. >> Um I have a quick question and please forgive me if I missed it. Okay. um in terms of on track or making progress, how is that um I guess compared or reflected to the targets that we have like are the targets uh accounted for in determining if it's on track or making progress? >> Yes. So we looking at the metrics and um the different measurements that are aligned to the targets and the strategies

108that um and then also you have to take into account like the planning year versus the implementation. So, if we're implementing and we're on track, then we feel pretty good that we're we're approaching that overall target. Um, but if we're in if we are making progress, we feel like we've got headway, but we're not quite approaching um that benchmark or that target. >> Thank you. >> It needs attention. Is it It needs some attention. >> Gotcha. Thank you. Other questions on the dashboard? >> Okay. Thank you, Miss Swift. >> Thank you. >> We hope the state provides some clarity. >> Yes, >> me too. >> And next up, I believe we have Dr. Johnson. Good evening, Madame Chair, school board members, and Dr. Gurley. I'm excited to be here tonight to share two important updates

109related to family engagement and strategic initiatives. Last budget year, you approved a new position for our division, the family and community engagement outreach specialist. This role was created to strengthen our division's capacity to build strong partnerships with families and community organizations. This position also focuses on providing learning around family and school engagement, organizing workshops that promote student achievement and facilitating and attending events as a CCS uh engagement ambassador. In September, we welcomed Abigail Ferguson to our team as the first to hold this position. Abigail brings energy, professionalism, and a deep commitment to relationship building. She has already made an incredible impact, and we're thrilled to have her as part of our department. I've invited her here this evening so you can officially meet her. >> Hi, good evening, Madame Chair, school board members, and Dr.

110Gurley. My name is Abigail Ferguson, and I'm specialist. Before this role, I spent over three years with the International Rescue Committee, supporting families and students from diverse backgrounds. In my short time at CCS, I've already had the pleasure of meeting many principles and working with some of our wonderful students and families. I'm committed to keeping families engaged and informed and I look forward to all that we will accomplish as we work together to support student academic success. Thank you. We are truly excited to have Abigail on our team. Our second update focuses on the division's official transition to the community schools model. A community school serves as a hub for its neighborhood, a place where not only education happens, but where students and families can access wraparound supports such as health services and family engagement

111programs. The goal of this model is to remove non-academic barriers to learning so that every child has the opportunity to thrive. In 2019, the Virginia General Assembly directed the Virginia Department of Education to create a statewide community schools framework. Then in 2022, the VOE announced a funding opportunity for divisions to develop and implement this model. The framework emphasizes collaborative leadership, family and community engagement, student motivation, mental health, and meeting students basic needs. The video extended at funding opportunities where interested divisions could apply for planning and implementation implementation grants for individual schools, clusters of schools, or at the division level. Here in Charlottesville, we have long recognized that students and families thrive when their needs are met and when their relationships and support networks are strong. We are grateful for all the community partners, organizations, and

112individuals who have been doing this important work for years. Additionally, CCS began having discussions during our initial reconfiguration conversations in 2021 about what it could possibly look like to build an infrastructure for wraparound services, possibly through a community schools model. Building upon these efforts, we applied for the community schools planning and implementation grant in July of this year. And we are thrilled to share that we were we were awarded $235,000 to support our division's community schools initiatives that focus on literacy, attendance, and mentorship. While this funding was proposing, we proposed an umbrella initiative called the community mentorship coalition. Through the CMC, Charlottesville City Schools and the greater Charlottesville community will work together to to create a structured program that uses community relationships to build a network of support for our students. Guided by the belief

113that we are better together, the CMC will bring together parents, families, nonprofits, the city of Charlottesville, the University of Virginia, businesses, and other community members to mentor students from early literacy through life and career readiness. Rooted in the community schools model, this initiative aims to transform our schools into hubs of opportunity, connection, and care. The CMC will include three key program initiatives. The first is the what we're calling the confidence and comprehension club or triple C for grades K through six. In this program, community mentors and partners will volunteer during and after school to support literacy through tutoring and mentoring. They'll use division provided literacy software and books to help strengthen students foundational reading skills. We will train community partners to use Alexi Lexia literacy program, purchase take-home literacy kits for participating students and establish

114reading clubs at schools. And I want to give a special shout out to Miss Bzina Howard who's leading leading our first reading club at Summit under the leadership and facilitation of Miss Wanika Howard through the city of Charlottesville. In addition, we are partnering with the Jefferson Madison Regional Library to host a reading celebration and this will be hosted by Dr. Gurley on November 1st. This is an exciting opportunity to celebrate the joy of reading with students and families. The second program is called our buidgebuilders program. This is designed for seventh and eighth grade students. Its goal is to help students develop a sense of belonging and curiosity through exposure, mentorship, and authentic relationships. This program may include monthly teen time events at schools, complete with food, games, and enrichment activities led by community members. These

115events can be held after school or on weekends, either on school grounds or in partner facilities. Bridge builders may also include mentorship opportunities with with trained adults from from the community and real talk circles, what we're calling real talk circles, where mentors and youth facilitators guide conversations around identity, mental health, and purpose. The third program is called the lab, also referred to as the life ready academy and will be designed for high school students in grades 9 through 12. The lab will focus on promoting literacy through life readiness experiences. Selected students will participate in rotating workshops on on topics such as financial literacy, resume writing, car maintenance, nutrition, time management, and tenants rights. The program will also connect students with career exposure opportunities and every senior participant will be matched with a CMC mentor who

116will help support their transition to post-secary education, training or employment. At the division level, the grant will fund a one-year community school specialist position to work alongside me and Abigail in in implementing the CMC model and building the formal infrastructure needed to sustain the CSA C CCS goal of a smooth connection process for community partners, families, and students to a to access wraparound services and essential resources where needed. This will also include a discussion of our long-term goal of working with partners to provide medical and dental services. Additionally, we are developing a digital talent bank which will serve as a living directory of community members who wish to offer their time, talents or resources to support our schools. The grant also includes funding for a van, which we're really excited about, which will tr will

117help which will help transport students to and from community schools events, assist with attendance initiatives by providing second chance pickups for students when needed, and deliver supplies and basic needs items. The van will also become part of our face branding setup through during events and activities. As part of the next steps, we will formalize an advisory board and working groups and they will take the lead in organizing and implementing the programs outlined in the proposal. The advisory board will function at the division level while each of the three working groups will oversee the three program initiatives. We will have each group um will include a diverse mix of staff, partners, families, students, and other community members. These groups are scheduled to begin meeting this month. We are incredibly excited about this opportunity that the grant

118provides and deeply grateful for the partnership that makes this possible. We believe this initiative will significantly strengthen our collective efforts to support students and families across Charlottesville City Schools and thank you for your time this evening. I'm happy to answer any questions or any thoughts you may have. >> Thank you Dr. Johnson and welcome Miss Ferguson. We're so happy uh to have you. Uh, Miss Torres, I'll start down with you if you've got any questions. Miss Richardson. >> Um, no questions, but I was excited to see the tenants rights included because that is very important. Um, especially because I'm in the housing sector, so I really appreciate that. Start them young so they understand um what they're going to be dealing with in the real world. Appreciate it. >> And perhaps you can come speak

119>> maybe. Yeah, >> um I just had one quick question. Um I know that Lisa and I had met with Dr. Gurley um sometime beginning of the month and one of the things that um I shared is um having we have some amazing groups that uh that are doing the work in the community. Um especially like resident services groups um I know that PHA and CRA both have um resident services groups that they're working with some of the children in the community. And so one of the things that I will hope that we start to brainstorm is how we bring after school programs back into the community. Um, yes, it's great to have them in the schools, but if we had them on site in the community because, you know, some of our children are

120watching older siblings and stuff like that, and so they can always take advantage of some of the after school programs, and so if we had them on site in the community centers, we are doing all of this amazing redevelopment with some of our properties and they have beautiful community center spaces. Um, and so hopefully that we're integrating with some of this into our communities and we're working with our community partners and the folks that are doing the work to serve our kids. Well, >> I really appreciate that. Thank you. Um, we had a conversation about that recently as well and I remember I was at City of Promise at the time when then Roland Moran was um, doing reading and after school care in the West Haven Community Center. I remember the impact that it

121had. So, I'm interested in that conversation as well. Thank you. I have also been serving on the parks and recreation advisory board as part of my duties on the school board. And so um to Miss Cooper's point, I think Parks and Rec is trying to do some creative um work in the community with their connect sites >> and um how they're trying to grow some programs for people. And so I'm just wondering if that could be another avenue of leveraging like the people and the communities that people trust >> um to build out some of that programming and and be more of a I think collaborative relationship with the city and that the city >> our partners can see our students >> in that light as well. Um and so just would advocate for some

122work in that space as well. Thank you. Thank you. >> Uh thank you Dr. Johnson and welcome Miss Ferguson. Glad to have you join the team. >> Uh I this all sounds great. What I I did not it seems to be funded only by a grant. >> This is currently grant funded. >> Okay. And this is going to be for a one-year grant. So >> it is. >> What happens after the grant funding gets >> So part of the conversation for this year is the sustainability plan. part of the proposal had to include a sustainability plan. And so when we convene, we're looking at partners and the current work that we're doing um to be able to sustain what's working and what's not work and roll off what's not working. And so as part of

123the conversation, Abigail will go alongside the grant funded position so that we can build that infrastructure and continue to um have it in in the upcoming years. And so we will need to continue to build off of the base that we will build this year. and then Abigail in her role will continue to take the baton and we'll we'll sustain it as we need to. So we we hope to use data and figure out the impact that we're making through the programs, figure out what's what's working, what we may need to look at and do differently and then build off of that through partners through partner work and our current work. >> You answer my next question which was a lot of what are you going to be you are going to be measuring things

124and seeing what's working and and then again keep that going and again >> drop off other stuff. Thank you very much. Appreciate it. >> Yes, absolutely. Thank you. >> Yeah, quickly. Sorry, I got my memory joged by a couple of um folks up here. So, thank you for that regarding just partnering with um the city parks or whoever a couple of years ago. I know that um a few of us advocated for city council to kind of put a pocket of money aside for youth programs and youth support. I don't know if that's still there, but I think it would be worthwhile. Um maybe Dr. really can ask her or somebody, but that might be a a possibility, another in to have a conversation because I do feel like we really do need the supports

125in the community as well. So, it seems like a nice opportunity to see what we can do. So, thank you. >> Thank you so much. And I think you get to stay with us. Good evening, Madame Chair again, school board members, and Dr. Gurley. I'm here this evening to share important updates related to the school resource officer memorandum of understanding orou. In this presentation, I'll provide an overview of the major updates and highlight additional revisions to what we're calling version two of theou. I've given each board member a copy of theou. And if you're in the audience and you'd like to follow along, there is some versions on the back so you can walk through it with us. Bianca will also share a summary of the feedback we received through community engagement efforts and discuss

126upcoming feedback opportunities. Please feel free to ask questions as they arise. Members of the committee who are present will do their best to respond and if additional information is needed, we'll be sure to follow up. Just a quick reminder, theou outlines what will happen while the standard operating procedures or SOP does more to describe how it will happen. The second version of theou was published as part of the presentation materials and is available on the Charlottesville City Schools website. The accompanying SOP will be published around October 15th. I'd like to begin by highlighting five major updates to theou which were made to align with some of the feedback we've ga gathered over the over the past several weeks. First, the number of SRO has been reduced from four to two. One will will be based

127at the high school and one will be based at the middle school and both will float as needed to serve LMA in other schools. This change addresses concerns about the financial impact as well. The Charlottesville Police Department will repurpose two existing vacant positions in order to implement theou with no requests for additional funding to add positions. The revised also strengthens accountability by measuring uh accountability measures by specifying that the agreement will automatically pause if there's a federal takeover of the Charlesville Police Department or any agreement with ICE. In addition, it now clarifies that the SH that Charlottesville City Schools will co-elect school resource officers in partnership with CPD. Finally, this version incorporates student centered language and protections inspired by the NYCLU model, reinforcing our commitment to maintaining student rights and well-being in everything we do.

128We'll review those changes a little more in depth along with additional updates on the following slides. We'll also encourage we also encourage interested stakeholders to review the full updated version of theou for a comprehensive understanding of all revisions. Good evening, madame chair, members of the board, and Dr. Gurley here to share an update on our recent community engagement efforts regarding the school resource officer program. I want to start by saying thank you to everyone who has taken the time to share their thoughts and perspectives. We know that this issue this is an issue where people hold strong and wide-ranging beliefs and we value all of your voices. Since our last update, we focused on creating numerous opportunities for dialogue. Our survey remains open at charleschoolschools.orgs and we've hosted six dedicated community or staff information hours

129for attendees to hear updates, have their concerns addressed, and questions answered. We've also held student focused events at both the high school and LMA. And just yesterday, Kim and I participated in the Justice Coalition meeting to share updates and answer questions. Through all of these engagements, including community and student info hours and the responses submitted through the Google form, we've seen some themes emerge that are guiding our next steps. We have clearly heard the dis dissatisfaction with the decision-making process. Many have expressed um a desire to been involved earlier, and I want to acknowledge that concern. We've listened to a range of opinions on the program itself. While a larger share of the voices at these events and in the form responses have expressed some opposition to the current decision, we've also heard from parents,

130staff, and students who support the presence of SRO and their role in school safety. We continue to take all viewpoints into consideration. We appreciate the detailed questions we received about the uh specific training, background, and supervision that the SRO's will have. We hear and acknowledge the community's desire for high standards and we are focused on ensuring that the SRO's are trained not just in security but in topics such as deescalation, relationship building and how our schools operate. We've heard concerns about the fact that SRO are storm police officers who are armed. The SRO's u must be sworn officers because they are the personnel authorized to handle state required police task and criminal matters on the school property. We'll continue to define and explain this requirement while also detailing the specific limited scope of their day-to-day

131role in the building, which is another thing we've seen highlighted as curiosity in the feedback. We've heard questions like, "What does their role look like in specific scenarios or how will they interact with students?" Ultimately, we've seen that every piece of feedback we've received is driven by a desire to achieve two things. Safe schools and equally important that schools feel warm and welcoming for all of our student. And this is our commitment to thank you all for continuing to engage in this necessary dialogue to make this successful. I now like to take a minute, a few minutes to walk through the additional changes included in the updatedou. And just to note that thisou is still under review at the city attorney's office and may undergo additional changes based on their direction. So we have our

132mus and if you um would like feel free to walk through as I name the page numbers to follow along. As we discussed earlier feedback from various stakeholders including some board members questioned the need for the original number of SRO officers which was originally four. After careful review the decision was made to pilot the program with two SRO instead of four. Starting with two officers allowed us to gather meaningful program data, evaluate school needs, and make informed adjustments in the future. There were also concerns about the financial impact of onboarding four officers. By reducing the number to two, CPD has committed to staffing the SRO positions by repurposing two existing vacant positions. This means there will be no new budget impact for the program's roll out. We also received a recommendation to review and incorporate

133language from the New York Civil Liberties Union's model, which we're calling the NYCLU model. According to the NYCLU, their model was created to meet legal requirements while safeguarding student rights and promoting a supportive school climate. They emphasize that it's not meant to describe a perfect school environment, but rather it to establish policies that prevent overreach and reduce potential harm caused by excessive police involvement in day-to-day school operations. The NYCLU encourages districts like ours to use it as a framework for handling unexpected situations so educators are not called upon to make policy determinations on the spot. Drawing from this model, CCS has incorporated additional language throughout theou. For example, you can go on page two and see that regarding circumstances and processes for removal or reassignment of an SRO and more language in the program evaluation

134section that's also on page six. And you should notice some darkening of the text and that's where the changes are highlighted. Specific specific additions include the stakeholder feedback and complaint subsection started on page eight and the public reporting subsection at the beginning of page nine. The goal was to incorporate more details about these program components in theou and if you have any questions along the way feel free to ask. We will also ask to clarify how officers will be selected for the SRO program. If you look at the top of page 12, it now more explicitly states that the Charlottesville City Schools and Charlottesville Police Department will jointly select officers for the program. It's at the very top. It also clarifies that training, supervision, and evaluation of SRO's will be a shared responsibility between CCS

135and CPD. If you look further down on page 12, theou expands on specialized training requirements. It specifies that every SRO must receive training in key areas such as relevant state and federal laws, school and p and personnel liabilities, personal liability, security awareness within school environments, mediation, conflict resolution, deescalation techniques, disaster and emergency response, systemic and individual racism, cultural diversity, implicit bias, working with students with disabilities, mental health needs, substance use disorders or past traumas and student behavioral dynamics including current research on child and adolescent development. Finally, there was a request to define the c specific circumstances that would automatically terminate or pause the program. If you head back to page two, then you'll see the language that states that either the Charlottesville City School Board or CPD may terminate or pause this agreement at any

136time if local conditions or uncontrollable external factors create conflicts with the goals of theou. The this latest revision now adds more specific language that theou will also be considered null and void immediately if the Charlottesville Police Department comes under federal operational control or if CPD engages immigration enforcement activities that involves sharing student or family immigration status or facilitating immigration related arrest. Do we have any questions before we move on to the next slide? There was also a request to clarify whether the SRO's will use body worn cameras. This is being addressed in the SOP which will which will outline the S that SRO will use body warn cameras in keeping with the CPD policy with additional measures to protect student privacy. I'm heading over to pages 13 and 14. There were several inquiries requesting an

137explanation on specific incidents or circumstances SRO would interact with students. General guidance and expectations are covered throughout theou including on pages 13 and 14 which notes unless there is a clear and imminent threat to safety, the SRO should act only upon a request to school administrators. Requests for SRO law enforcement assistance are to be channeled through the through a school administrator. Guiding principles for conduct representing a clear and imminent threat to safety may include poses sub substantial harm to physical well-being of another person is willful and malicious and causes substantial harm to the property of the school constitutes the permanent taking of property of substantial value. It also says that SRO shall not act as school disciplinarians as enforcers of student rights or responsibilities. Nor may they act in place of school officials for classroom

138management or in place of school social workers, counselors, psychologists or psychiatrists on school property or at school sponsored events. Generally, SRO shall not have shall not use police powers to intervene in normative child and adolescent behaviors and school staff shall not request intervention of SRO's when responding to normative child and adolescent behaviors. There will be more specific guidance and examples in the SOP. We're going to page 17 of theou. We also clarify protections for immigrant refugee students and overall student privacy which can be found under the information sharing section of theou. The addition specifically notes that CCS shall not initiate communication with any law enforcement agency regarding a students or family members furer protected or otherwise personally identif identifiable information. CCS and CPD shall not enter into agreement to share information with federal immigration authorities

139except as required by law. In the SOP, we are also outlining other protections needed for special victims, which is also a concern. Special victims are victims of a sexual crime, attempted crime, or abuse. Special protocols and properly trained personnel need to be used when addressing the situations and this is especially true for minors and we are taking that into account. On page six in theou under the section called evaluation of the school law enforcement partnership we discuss program feedback and evaluation metrics. The document notes that the feedback and assessment process is continuous and must include qualitative and quantitative measures perspectives of various stakeholders from within CCS, CPD and from families, a focus on youth perceptions, measures of assessing collective impacts on school climate. Specific metrics include the climate surveys required by the code of Virginia.

140Under this code, school divisions complete school safety surveys of staff and students alternating between the middle and high school each year to assess school climate. Uh student behavior and administrative response or what we call ESBAR reporting will also be used. This allows evaluators to consider measurable objectives such as how many incidents are reported to each school are reported each school year and how many resulted in law enforcement action. analysis will differentiate between incidents of administrative discipline and law enforcement actions. Additionally, the CPD will provide data regarding youth involvement with law enforcement quarterly to the CCS coordinator of safety and security unless otherwise requested by CCS. Information sharing between CCS and CPD will be essential for providing the quantitative data required for overall program evaluation. In addition to CPD juvenile offender data, all occurrences in which

141SRO makes official contact with a student on school property must be logged by SRO's and all such reports must be reviewed by CCS administrators. For the purposes of this MOU, we define official contact as questioning a student for law enforcement purposes, detaining of a student, an apprehension, citation, or arrest of a student, other contacts between SRO's and students deemed necessary to support student safety and well-being as determined by the SRO, SRO supervisor or CCS administrator. This logging of official contact is in addition to the reporting required by the schoolboard policy or by the statutory requirement. Theou also describes ongoing performance review meetings, evaluations, and the development of a mechanism for students, staff, and families to provide feedback, which is also what we heard was needed, and we all we agreed regarding the SRO program by

142reporting positive and or negative interactions with SRO's via the online form. This form will serve as a way for stakeholders to initiate a report of any notable interactions or observations involving SRO's. These are feedback items that have been addressed thus far. There is a version again, there's a version of thisou available online that highlights the key differences between the original published draft and the updated version of ourou. Any questions about the second half? >> All right, Mr. Meyer. >> Uh, Dr. Johnson and team, I really appreciate the report out and the version you provided that shows those changes. I think it reflects what I've been reading in the report outs from all your different events in addition to the conversations I've been having in the community. Uh, you know, I I think people want to

143see a lot of explicit things and then, you know, to certain extent it's anou like you mentioned is a little bit higher level. SOP is a little bit more in the weeds and and I do ask people to give a little bit more I think there's a lot more explicit content now in thisou which is great and again I think hopefully address a lot of the concerns we've heard but also that people understand that the SOP is where a lot more explicit things will be so uh thank you for all your work on that I don't have any questions thanks >> not specific to this but I did want to point out there was some feedback from community members in regards to making sure that we heard student voice and just want to um make

144sure we really highlight the good work that I think we've done there. Um and I think in last month's presentation we just highlighted the few opportunities that were here at the high school but were able to then identify that we should go to the middle school and that opportunity is upcoming and then doing the work at Lug McInness Academy. So just highlighting that student voice is being heard and taken into account um that these comments are not all from you know the community adults and adult stakeholders but really highlighting the feedback that our students have given us and and I think unfortunately Mr. Schwarzman had to go. But um just to be able to echo that our student feedback has been um I think quite remarkable. I've been able to take part in that as

145have Miss Douly and Miss Cooper and Miss Torres um along with Dr. Gurley and his team and really um hearing the reflections of our own students um weighs heavily I think on our group and what they're sharing and is reflected in this work. So just wanted to make mention of that. Thank you. Absolutely. >> Um I had a question um on page eight in the first highlighted so second paragraph on page eight where it um talks about the official contact reports and identifying whether the incident was or was not school related. And I was just hoping to get a little bit of clarity about what like it's in school. So how are we like what makes it not school related? Um, so second paragraph, the highlighted paragraph at on the top one on page eight.

146Good evening, members of the board. Um, just to get into the weeds a little bit. Um, this could be referring to um, incidents that are being reported by a student at school related to things that have occurred outside the school. That's the most um, self-evident um, example I can come up with. I'm sure there would be others. um members of the work group have really kind of tried to get down as far as we can to come up with every available outcome to think of, you know, everything we can to think this through. And that's where a lot of this language comes from. It's us trying to >> um work out every possibility to make sure we're covered. >> Thank you. >> And Mr. Wade, before you go, that Lieutenant Wade, >> that's already happening

147currently, right? Our officers are already interfacing in this role. This is just >> Yes. naming it in a document. Correct. >> Thank you. >> And then my other question is in regards to the evaluation tool of the SRO. You know, I'm familiar with evaluation tools that we use for school personnel. Um, and so, and this may be forthcoming, but just is there an evaluation tool that's unique to the school resource officer that this combined evaluation group would have over them or is it like the CPD? Do you guys have a similar evaluation tool like what we use for school personnel and just kind of how how is that going to look? >> So, I'll give you my um opinion. I won't speak for the the breadth of the work group. But what I will say

148is that CPD evaluates their employees every year. Um I haven't seen the evaluation tool that's used for the teachers, so I can't make a comparison to that. But what I would say is that um across the board, uh we're viewing this as a collaborative effort. So it wouldn't make sense not to have the evaluation be handled the same way. And so perhaps I'm just adding more work to the work group to you know think about what what that looks like to be this um because it says that we the two entities are going to work together um for training supervision and evaluation and so just I think we need a tool we need something some rubric that's being measured >> and and I'm certain we probably do not have to like reinvent the wheel. We

149there are clearly other school divisions that have school resource officers, so we could use their document and and craft it and make it into our own if there isn't something that's specific to school resource officers. But we most certainly can see what other places are using and then tailor it to meet the needs of Charlottesville city schools. >> And Miss Douly, I don't know, and Miss Burns, help me out, or other committee members. I think in in discussing this, there was definitely a desire and there was feedback to really want to be able to, like Lieutenant Wade said, collaboratively evaluate the efficacy of the program and and how it's going. And so using some of these reporting as far as the incidents and really being able to um designate, you know, what types of incidents

150and and looking at that to see if there were trends. that some of that data would feed into the evaluation just of the overall program. So, I think that feeds into it, but I don't know if the Colorado model um or any of those other templates we looked at, but there was some strong language in those where it really did pair down. Maybe it was the Alexandria model initially looked at how they would evaluate the program and the SRO's that are assigned to the schools, but >> yeah. Well, it's almost like there's we're evaluating two things. we're evaluating the program over overall, but then also the unique individual at each school. And so I think like there's going to be some crossover in that data, but then like there when it comes down to it

151like we're that one person is it the right fit that I don't know that data maybe doesn't align and so what is the I don't know what is the tool and it doesn't sound like we have it yet which is fine but just if we can continue conversation around that. >> Sure. Sorry. Am I going the right way? >> Yes. Do you have any questions, Miss Richardson? Miss Torres. >> Um, I did want to just kind of piggyback a little bit, Miss Burns, as far as some student feedback. And yes, several of us had the opportunity to spend some time here at the high school and I felt like it was worthy for those of us here right now to kind of hear and I know that we have been doing an exceptional job trying

152to push this out in in different ways as far as parent square and and making this available for people to look at and provide feedback and I appreciate that we've extended that and we're still gathering feedback. Um, but I think what struck me today and and just kudos to these high school students because they were very engaged and they were very gracious in letting us kind of interrupt their lunchtime. Um, so I was I was um grateful for that. But I think it it even though we've pushed this information out, there were still really valid and um thoughtful questions. and to the extent that that you or and whoever comes into this school to work. And as we um really roll out the program, I just wanted to share um some of the questions that

153I heard today in the comments because I felt like uh several hours after the fact, I was still able to sit down and write them out. Um so again, just questions about what will CSAs do? So, just needing clarification again around or some students just haven't figured that out, you know, so but hopefully we're taking notes here. Um, I have them. I can pass them on. How will SRO be introduced to students in a non-threatening way? And we've talked about that, but again, to hear it from a student, obviously, it's weighing on them. Adding SRO into the mix will increase the already adult-heavy presence and pressure within the building. Um, another comment was, "My sibling was here when SRO's were in the school and it it felt like it was an aggressive type of presence."

154Um, under what circumstances will they pull their gun? And there was a lot of conversation around that. So, um, and and safety concerns. Um, how do we know how secure their weapons are? What type of training will an SRO receive? Is it different? And how long does it take? Um, will they be policing the hallways? Will they be arresting kids? And if so, for what and under what circumstances? And I know we have answers to all of this, but again, I think the fact that these questions were percolating um, still, you know, just shows that we still need to do work. And I don't know what the best way to reach every single one of those kids with this information. And I'm looking at you and it's not like it's your fault. I know this

155is teamwork, but I just want want everybody to hear this. um and what other types of duties will they have to fill their eight-hour day if they're not out in the hallways. So anyway, I I don't know that any of the students are listening, but I want to thank um Dr. Malone and everybody for allowing us to push in and and receive some of this information. And I think this just shows that nowhere did I hear people everybody said, "Yeah, we've heard about it." So I think that's that's a good first step. Um but these questions I think were like I said very um thoughtful and and respectful questions and they were interested to want to know these things. So thank you. >> There's also a couple of additional slides around timeline and next steps

156if you would like to review those at your convenience. Thank you all for having us. >> Thank you. Um, next up we have uh some board response to written reports. Um, the first one is our school board member committee reports and kind of go through these if anybody has comments um that they or questions they have on them. >> Yeah. Uh, M. Douly, poor chair, if I could, on the member committee reports, um, several of us were able to take opportunity to, um, visit schools. Um, just the past week, that was the week of the 29th that we had designated as a board to do some visits and wonder if we might have a little bit of discussion there as to what we were able to um, you know, observe and how we were able

157to interact with our students. So I just wonder if the board would be interested in that conversation. >> Sure. If people want to share any kind of high level highlights or reflections on their time, we can kind of go down the line again. Chris. >> Yeah, thanks. Uh I visited summit and I think I wanted just one reflection from my visit there in conversation with uh principal Johnson uh was an unfortunately continued kind of drop off pickoff situation with unsafe uh behavior by a lot of drivers and disrespect to the crossing guard and and getting um kind of reflected on that with Dr. or Mr. Hartline's observations too. So I still think we have some work with our city partners um in this case to do around that specifically at Summit. Um I also thought

158about kind of as we uh change up I heard a little bit about fourth graders and a certain amount of chronic abstetism kind of issues and as we push fifth graders back down into the schools. I think that's an opportunity, but again, kind of those supports uh for helping students and families norm norming uh school attendance. I think seeing a lot of changes that we need to keep that up. Finally, um I visited Charlottesville Middle School after a brief stop here at the high school having got my calendar wrong uh but wanted to uh sorry Dr. Malone uh but uh had a great conversation with u sorry principal Jordan um and hearing about how a lot of his teachers are doing a great job kind of meeting his students and then setting up a kind

159of good examples and engaging with students right away in the classroom. So uh that those are my observations. >> Thank you Miss Morris Burns. >> Sure. Thank you. I had the opportunity to visit some schools. Uh start with the Charlottesville Middle School with Principal Jordan and um just really want to acknowledge the work that Mr. Jordan has done. It is a tremendous undertaking to renovate, build, reconfigure a building and have to be in it and lead instruction. And so um really wanted to take the opportunity to thank him and his staff for that time. um something that he did mention um so where they're currently serving their meals will um need to be demolished winter breakish time and so the quasi cafeteria will need to move into the new cafeteria and I think there's still

160some like lingering questions about um that work that that so much needs to be done during that time and While our staff should be taking that time to rest and rejuvenate, I think there's some concern concern that um Mr. Jordan and our facilities team may have to be there to do some of that work and just want to somehow honor um their need for some rest coupled with the work, right? It's so much work to do. If I need to throw on some sneakers, I'll go over but I you know, we we might have to. So, it could be a community-led effort. I don't know. But just want to be really mindful of what we're asking our staff to do um during that winter break time so that we're ready to come back to a

161brand new cafeteria. Um and then visit great there. um was really wonderful to go by the classrooms and see be able to see into the classrooms and not has to have to necessarily dis um interrupt learning by unlocking, opening a door, going in c like we could really see actual learning happening. And one might think that windows are distracting, but actually what Mr. Jordan tells me is that because we have classroom has windows and you can see in it becomes less of a distraction. And so that was really um impactful to see all the learning that was happening in those spaces. And so from there went over to Lugo McInness Academy. I think I've said everything I need to say about Lugo um and Dr. Troder and his work. Um but just also being mindful

162of the role that he has. Um he's overseeing Lugo McInness Academy. He's he's helping at New Pathways. He's helping with night school. He is wearing several hats and also now our disciplinary hearing officer and and taking on some consulting with principles on discipline matters. So, I just want to be mindful of what we're asking the hats that we're asking our staff to wear and that they're um being compensated appropriately for those hats. Um and then I was able to spend some time here at Charlottesville High School and just um to echo Miss Torres, um our students are just truly remarkable. the words that they shared. Um during my time with them on our visit, Miss Cooper and I came and went separate ways to capture as many um students and staff voices as we could.

163Um, but there's still some work to do and I think that's reflective of our upcoming work session on October 23rd where we will talk about some of these behaviors of our students and what it looks like here in our high school to support our staff um and also support our students and families to meet them where they are at and what hear what they need from us to be successful. And then I went to Summit for my usual harvest of the month, which was lovely. It's my favorite place. Thanks. Um, so briefly, I went to Trailblazer uh and spent some time um with Dr. Baptist, who is kind of our pinch hitter principal um and Miss Beverly and just had a great time um observing some classrooms. That's a very vertical school if you guys

164haven't been there recently. Lots of steps. Um but um yes, was just a joy to be there and also got to see two practicum students um from UVA that I think were a little bit terrified that a schoolboard member walked in as they were doing one of their um one of their lessons. Um but they did great. So was lovely to see that. Um spent some time over at Walker. Uh the nurse was out. Um so I um really got to observe the clinic. Um and just to see Dr. Thompson and really all of the staff pitch in um to help was really awesome. But a note to us in budget season, we should not be cutting nursing positions because nothing, you know, nothing got done besides nurse clinic uh things. Um and then got

165to be um at CHS uh as well. And my only comment there is how great the off and away policy is. Um like at lunch like kids playing hacky sack. That's what we did when I was in high school before we had cell phones. And so it's just been that's one thing that I think like seeing kids talk to each other and talk to us was pretty cool. Cooper uh so yeah visited a lot of schools. Um so elementary schools um Summit I spent a lot of time there. Um I would say I want to say that Carmela Johnson and Pamela Davis is doing an awesome job um at Summit. Um I want to say that um you know Summit is one of the schools that have a lot of social emo students with social

166emotional um challenges. Um and so just watching them and how they navigate some of those sometimes you can see four or five students in the office at one time. Um but you know the love and the compassion for that they have for their students is just amazing to watch. Um so I just kind of want to highlight that. Um, uh, also had some time to sp I spent some time at Trailblazer, um, with Miss Baptist and Miss Beverly as well. And one of the things that I enjoyed seeing, um, I would say with all of the elementary visits that I was able to do, um, was that they were actually teaching. Um and you know um the the kids weren't like sitting in front of a laptop like you actually seen some instructional the teacher

167up at the board um talking and engaging with the students. So you know that was really like good for me to be able to kind of witness some of those interactions. Um you know um I got to a point where I was like let's not go into the class because I felt like the kids were getting distracted. I was like who is that? And um but just uh it was warm to see my heart and I want to um highlight um that I did also visit uh Charlottesville Middle School and I got to spend some time with Mr. Jordan. Um and so I one of the things I felt like um it was a sense of calmness when I walked into that school. Um, and I would say that when we was on our walks,

168one of the things that I observed and I really appreciate it is that he took the time to speak to everybody that he walked past and to engage with them. Um, and I think that's important when you're in a leadership role. Um, even when it's time since you don't feel like um, you know, to show up your best self, he was smiling, he was talking. Um, a couple times we had to talk and engage with the construction crew. So, like Amanda said, I think he's wearing a lot of hats and for us to be able to appreciate and acknowledge that. Um, because when we have good quality people, we want to keep them keep them keep them around and acknowledge the good work that they're doing. Um, so I appreciated that. Um, and also I

169had not taken a tour of Charlesville Middle School, so it was nice to walk the school and also being able to look into the classrooms and to see the teaching that was happening. Um, I had a sentimental moment that brought tears to my eyes when I was there as well. Um, I saw a young lady and I'm sorry that I don't remember her name. Um, but it was two young u males there that um, you know, they had gotten themselves into a little bit of trouble, but um, she was taking the time to have a conversation with them and she was sharing with them about her experience in her life. And I think that um, those are the moments that goes unmissed. whether they take what she said at that moment. I think but when

170they become adults, they're going to always remember that conversation that she had with them. And so I really appreciate seeing that um that level of connection because even though they were in trouble, they were engaged and they were listening to what she had to say. So that showed me that they had a great amount of respect for her. Um and so um and also I came to um visit Charlottville High School. Um and I've been here several different times. And so again, um, you know, I think that our teachers, one of the questions that I ask all of the principles that I engage with is how are you taking care of yourself? Um, because I know that this work is hard and to remind them to take care of their yourself because self-care and burnout

171is real. Um, and so when you're dealing with um, so many things that are happening within school, within your personal life, I want to remind each and every one of our students, our teachers, and our admin, and even the, you know, the other employees of Charlottville City Schools to always take care of yourself. Um, and recognizing if you feel like you are to a point where you burn out, then take time for yourself, whatever that look like for you. Thank you so much, Miss Richardson. >> Yeah, I had the capacity to visit CHS this week. I came during a quiet time. I was here like from 1 to like 1:30. Um, I will probably be back early morning. I was told to come Thursday, Friday, see some action at 9:00. The long lines I was

172look out for a lot of late students. Um, so yeah, that's where I stand with the the school visits. uh right now when I do have time and I could pop in, I will pop in. It's good to hear that all of you have been visiting the schools. So when they saw me, they wasn't too surprised to why I was here. Um so yeah, that that's my Did you visit any schools and stuff? I was um able to just get two in and I also had a schedule mixup. So Mr. Meyer, you were not not the only one that showed up um and surprised the principal and said hi and nice to see you. see you another time. Um anyway, I was able to just again two elementary schools and my so I went to

173Greenbryer and um Tall Oaks. Which one did I actually see Jackson? But really was focused um my time on on walking and looking at spaces and as they prepare for um receiving fifth graders next year. So kind of uh discussing with the principles um you know just how they're looking and what they're planning to do as far as space and where different classes will go um and and just trying to check in with them as far as what their needs might be to make that a smoother transition. Um of note and and I did elevate this to Dr. Gurley and the team as far as a a budget priority of mine that I added late to my list. Um, and this was not the first time that I've seen this through the years, but seeing

174our specialists um, working with kids in hallways or in stairwells and um, doing an excellent job and the kids were totally engaged. Um, and and I think there are some benefits to sometimes being um adjacent or close to the actual classroom as far as time and and getting them what they need, but really wanting us as a board and and then as we look bigger as far as our CIP and what we can do for space to have designated quality um spaces for our specialists and our students who need that extra time so that um they're not sitting three little chairs and an adult at the top of a stairwell. Um but kids looked happy and engaged and I think everybody is doing the planning um you know while they're running running their ship currently

175but really trying to um look ahead and see where the fifth graders will go and and you know trying to juggle class size and those types of things. So really um And I know you all are working on that and that's an ongoing planning thing, but it it it seems like it could be something that's going to sneak up on some principles as they're trying to focus on what they're doing right now. So, but enjoyed it. Love love to have that opportunity. So, thank you. >> Thank you. Um we also had um we have the outcome of student disciplinary matter um 14.3 chronic absenteeism. Uh colleagues, we have this excellent report uh in here. What I'd like to note is the continued improvement, Dr. Gurley, uh and and trend. I do see some schools ticking

176back up a little bit. Uh but uh we will watch this and see what happens. But I think we're back down to 16% at the moment. It's a good start. Uh we were at 21% at the end of last year. So uh let's keep up the good work. I did get two notices I think today. My phone rang or I got the from my kids having perfect attendance. So um I like to see that continued type of uh communication. I think this is again different than we did last year. So >> awesome. Um and then the last one is facility rental rates. All right. Oh, I'm so sorry. >> Um, I do have a quick question. So, I see at the top it said recommended to go into effect for new rentals beginning January 1st.

177Um, would that be if after January 1st someone says, "Hey, we want to reserve this space and not if they want to reserve it today for a future date." Is that correct? So, we would only be accepting reservations through the end of this school year now, but if someone did make a reservation prior to January 1st, it would be under the current rates. Um the the thought was that those rates would go into effect for new reservations that we start taking as of January 1st. Okay. >> A lot of things are already frankly booked for the year um between parks and wreck and different, you know, so churches. So the dies kind of set largely anyway. >> Gotcha. Thank you very much. >> Oh, not so fast. So sorry. Um, can you speak to why

178the pack did not increase? We've gotten some feedback previously that there are much needed repairs and chairs and carpet and things like that. I don't know if that's >> so costwise the rate for that didn't appear to be to wildly out of line with other facilities right now. What that facility really has going for it primarily is just the size of it, but as you stated, there are a lot of repairs needed. Um, we are just now getting um some under uh leadership of Virginia Cauldron has done a great job. We are starting to see more of a break even with cash flow from rentals with with what we track with the operations of just very limited staff that support that space. My thinking um was not to make a move on that until those

179facilities are actually improved because we're not going to generate enough rental revenue to move those big capital projects. But if we can sustain the momentum, we've recovered with rentals since the pandemic, keep that going. And then yes, when the when the facilities are nicer, when the carpet and the lighting and these other things are addressed, then I think we absolutely, similar to the take on the middle school, right? Much nicer facilities, the rate needs to reflect that. I think that's the time to make it more of a move there. That's my opinion. Of course, it's the >> No, that's that's what I was thinking. Wanted to confirm. Thank you. Thank you. All right. Um, next up we have our second opportunity for comments from members of the community. Anybody in the media center, come on

180down. And simultaneously, if there's anybody on Zoom who wishes to speak, raise your hand. Okay. Um, we're now at comments from the board. If anybody has additional comments they didn't get a chance to share out, uh, Mr. Meyer, go ahead. >> All right, colleagues. Um I think for some of you and you're this is your second to last meeting. Um and not trying to uh again decipher what might happen on election either. Sorry colleagues, but I just want to note that I think appreciate everybody's constructive engagement. I think we all uh believe that we're here to do good work for our district's children and we don't question that and I think we don't have public disagreements and if you look around the state uh you see a lot of boards that are dysfunctional unfortunately and

181and that's not the case with us. So I appreciate you all for all that. Second, uh I just want to note that, you know, there was a UVA donating or leasing for a dollar the Oaklan property to the city. Um I think that's interesting. Uh I appreciate that. I do not think that's equal to the FBI building. Uh and I want to keep, you know, I hope we keep that in mind. Uh in my mind, you know, UVA still did us a very big disservice by how they acted uh around the FEI building and the you know more or less donation of Oaklan property to us is not equivalent and we still need to have I think a broader conversation with them and how they uh support our school system um and the city in

182general. Uh second I mentioned sorry the summit elementary school pickup and drop off issues. I think this dovetail with Mr. Hartline. We still have some issues I think in some schools and and I think like to get a report maybe in the future about you know how do we decide if we need to speed cameras to some of these things and or how the police department is working with our school staff to help ensure safety especially with again summit. It's just a tricky situation. I know a lot of people been working on it, but it is still not working according to parent reports. Um, finally, I want to thank the the parents that have gotten together and the joint PTO fund. Again, this happened a couple years ago. Great to see it happen and I

183look forward to hopefully seeing it success. It's a great way for a lot of different stakeholders in our community to engage uh and keep our parents engaged, parents engaged. And finally, colleagues, uh just a quick report out. I think it was an important uh update from our joint CIP uh meeting with the city councilors the other day that uh city staff will be putting together a medium long-term infrastructure plan. Uh I think this is important uh we'll not jinx it this year hopefully, but if the general assembly were to pass a sales tax increase that uh the ability to have a reprimand on that that we would have a plan that we could then take to the community promptly in the fall of 2026. So, um, I think I really appreciate our city's colleagues thinking

184about that and getting that in place hopefully for early 2026. Thank you. >> Well, I want to say a couple things. Um, but I think the main thing, um, because I'm ready to go home is, um, you know, there's been a lot of political violence, um, lately, and I just just simply want to denounce that. Um I I think it's very important for us as elected officials as well as community members to ensure that we are having uh proper uh conversations and discourse with each other. Um I I think it's just really important that in all aspects um whether it's community violence, black-on-black crime, whatever whatever it is, like I think like we need to love each other and I think that's really really important. I know in different situations, I mean honestly in any

185situation that someone is um trying to commit some type of violence towards a person like you know at at that moment you might need to take um find some help for yourself. So, I encourage those that, you know, might be struggling with a political climate or struggling with, you know, a neighbor or whatever it is that, you know, go seek help for yourself. Um, and not just for yourself because you want to harm that person, but even for yourself as well. Um, I I think just overall it's really really important for us as a board, as Chris kind of mentioned, like as a board continue to have positive conversations with each other. that doesn't mean that we can't be real and state our actual opinion, but just being respectful of each other is greatly appreciated

186and I think generally appreciated in the Charlottesville area. Um, so I just, you know, with state and federal stuff, um, I think sometimes we can get caught up in those emotions and I just want to say for the the whole community is to, you know, just understand that, you know, we're still people. Um, at the end of the day, we're still people. Um, and generally speaking, we all, you know, have the same goal. Just how do we get there? It's different. Um, that's all I have to say. >> Cooper, >> um, so had a couple comments. Um, one of the comments was in reference to, um, we had a SRO um, conversation at Kendallwood yesterday. Um and so when we have community um conversations or interacting with the community, we have to be mindful of

187the community that we are serving. Um and so you know if we are in a community that we know um you know need an interpreter, we need to make sure that we have folks there to service um the community um so that everyone is getting the information and they understand um what's happening. And so again, when we are planning these community meetings, um I don't know if it's like a checklist or something that we need to put together to making sure that we're checking off the boxes so that all of the needs of the community is met. Um and so I wanted to highlight that. Um, I also wanted to talk a little bit about that I didn't really mention um is um when I was in some of the older schools um upgrades um

188and so I would like to know like where are we with some of those upgrades um I was able to see some of the classrooms that weren't utilized and so if those classrooms aren't utilized why aren't we taking the time to upgrade those classrooms where nobody is in them if the goal is to bring fifth grade back to elementary. If those are little things that we can be doing um throughout the year um while school is in session, I think that we need to look at that and see how we get some of those things done. Um, and just like, you know, in conversations with Sen City Council, when you go from Charlottesville Middle School to some of the older schools, you just realize like the air quality and stuff like that. And so being

189mindful that when we have a school that's 100 years old um and then we have like these brand new schools, we need to invest in the schools that um are a lot older so that we making sure that our kids not only get a quality education but they're breathing in healthy air while they're in our school system. Um and then um one of the things too um is like you know we know some of our schools um are dealing with big emotions um children with big emotions and so making sure that we are supporting those um schools and making sure that we you know if in budget session if we need to advocate for more funding to have someone to do that just that work that that's what we do. that we are supporting um

190those schools and checking in and making sure that things are going well and how can we support you um because that work can be hard and can be challenging. Um um and also I I kind of wanted to highlight on just some of the feedback that I've been hearing from the community because I am um I work in the community. Um I'm hearing a lot of parents saying that they don't feel supported with their child's um individual education plan. And so I want us to be um you know engaged with our families and being able to work with our families. Um some of our families don't understand um that language. And so being able to break it down for our families to be able to understand um and and listening to their feedback and what

191they need because if it's their children, nine times out of 10 they know what's best for their children. And so making sure that they feel a part of that process. Um because I've heard this conversation from about four to five different people. And so just kind of being mindful of how we have those conversations, who's in the room, and how we are facilitating those conversations so that parents feel like they're getting what they need for their children. That's it. Thank you. >> Thank you, Miss Richardson. Additional comments, Miss Torres. >> So, Miss Cooper, I want to make sure you know, hopefully you know, um, but we do have the special ed advisory committee, so please, please refer them. to somebody on that committee. Um, andor it's kind of why I'm sitting here. So, I mean,

192I I would always be another ear, you know, to kind of help guide them, but that's important. So, thank you for for receiving that feedback from families. Um, some of you have already said it, but I I too was really excited to hear about the citywide PTO. Um, so I'm excited to to hear more and see how we can support them because I think that's a great a great um move that the PTO's the joint group is doing. So, thank you for that. Another little shout out to the the tennis athletes and the back-to-back state champs. Um, I also wanted to just take a minute. I don't I think maybe we all got some, but we got some postcards um from community members um that were um just reaching out to share their concern and

193to talk a little bit about budget, budget priorities and then um specifically how it it may have impacted uh funding for the SRO's, but that's been discussed. But I wanted if anybody's listening wanted to say thank you to the community members for reaching out and taking the time to write postcards. Um, there was one more thing I wanted to say. Oh, November 4th. Um, please everybody go out and vote. It's election day. So, uh, we got a big statewide election and, um, just remember to do that, please. And thank you, Dr. Gurley, for everything. Appreciate you, >> uh, Dr. Gurley. Um I had the opportunity to um give the greetings this morning for um Chesper that is the school school communications uh school comm community school community school communicators um organization and it is comprised

194of school communicators from DC, Maryland, Virginia and West Virginia and so they are holding their um conference here and Miss Chuck and Miss Corman are doing some presentations there. And um I I mentioned them because people are watching Charlottesville City Schools. Um and you know, a lot of wonderful things happen here and I think that people are intrigued about um how we navigate very difficult spaces. Um and and so I say that to thank each board member um for the work that you do because I think it shows that people are watching um that you know you're listening to the community um that you entrust me to do what's right on behalf of our children. And so I just and and so we often get asked a lot of hard questions about how we can

195help them through um some of their more challenging situations. So, I just wanted to give you all kudos that people are watching us and giving us high fives. And um I also want to um just acknowledge Jessica Brantley. She's also on the personnel report today. Um and the board approved um her appointment. She will serve as the professional learning coordinator. Um so, we will take a little bit off of that, trim a little bit off of that job and Dr. Eley will keep some of it. Um but she will be onboarded um as the professional learning coordinator and I think it comes at a very good time where she gets to do the work along alongside someone who currently does it instead of most times people get hired in August in July and they're right

196in the thick of it. So really excited about um you know she's on the team but keeping her on the team and in another role and she'll continue to support um health and physical education as we continue to navigate the rest of the school year and um the nine weeks is getting ready to end and I have just um had a wonderful time being in and out of our schools and our students continue to amaze me. Um uh again, the conversations we had with our students today in the cafeteria, the conversations I've had with elementary children on the playground, um with our parents at the grocery store, out at games, and um we have a wonderful community. Um and our families, I don't let people say that our families don't show up for our children

197because they do. Um, all families, all families, regardless of social economic status, all families show up for their children in some way. Um, and I appreciate the work that they do and I appreciate when they reach out to me. Um, so that's it. >> Anything miss for work session wrap up? Okay. Um, we do have several upcoming meetings. Um, one is two weeks from today. Okay, folks will have a really hard decision about coming to our schoolboard work session or the random row event with the citywide PTO, but maybe you can do both. Um, so we have a work session uh starting at 4 um that will then transition into our meeting with legislators um thereafter. Um Thursday, November 6, we're back here for another school board meeting. Um and then uh we're taking the

198show on the road November 18th through 21st uh heading to the SBA annual convention. Um and I lost my agenda. Is that it? And with that we are adjourned.