001October the 2nd, 2025 meeting to order. Before we start, for the record, uh, Miss Walker will be joining us, uh, virtual this evening. Miss Walker will be joining us virtual this evening. Madam clerk, please call RO. >> Dr. Williams, >> present. >> Mr. Payne, >> here. >> Miss Walker. >> Mr. Terry, >> here. Mhham >> here. Mr. G >> here. Next we'll move to item 1.3 approval of the agenda. >> Make a motion to approve the agenda is presented. >> Second. >> Motion made by Mr. Terry, second by Miss Cunningham. Any discussion on the motion? Any discussion hearing? None. Madam clerk, please call roll. >> Miss Cunningham? >> Yes. >> Mr. P? >> Yes. >> Miss A? >> Yes. >> Dr. Williams? >> Yes. >> Mr. Terry? >> Yes. >> Miss Walker? >> Present. M.
002>> Yes. Next, we'll move to item 1.4, moment of silence and pledge of allegiance. It'll be led by Miss A. >> Stand for a moment of silence. And during this time, we do ask that you remember the families and friends of one of our fourth grade students from Woodbury Hills in his passing and also former track coach and employee of George Washington High School, Coach Robert Marshall. Pledge to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Thank you. Next, we'll move to item 2.1, approval of the minutes. These are the minutes from the September 18th, 2025 regular meeting. >> Mr. Chair, I move that we approve the minutes as presented to us tonight. >> Second. >>
003Motion made by Dr. Williams, second by Miss A. Any discussion? Any discussion? Hearing none, Madam Clerk, please call. >> Miss A? >> Yes. >> Mr. Payne? >> Yes. >> Dr. Williams? >> Yes. Miss Walker, >> you might have to pull the microphone closer to your >> Miss Walker. >> Yes. >> Miss Cunningham. >> Yes. >> Mr. Terry, >> yes. >> Mr. G, >> yes. >> Next, we'll move to consent items. We'll approve both together. Item 3.1, National School Lunch Week, October the 13th through the 17th, 2025. And 3.2, to school bus safety week October 20th through the 24th 2025. This is an action item. >> Mr. Chair, I move that we uh approve the proclamations for National School Lunch Week and for school uh bus safety week. >> Second. >> Motion made by Dr. Williams,
004second by Mr. Payne. Any discussion on the motion? Any discussion hearing? None. Madam clerk, please call ro. >> Dr. Williams, >> yes. >> Miss Cunningham, >> yes. >> Mr. Kane. >> Yes. >> Miss Walker. >> Yes. >> Mr. Terry. >> Yes. >> Miss A. >> Yes. >> Mr. Gra. >> Yes. Next. We'll move the recognitions item 4.1, Virginia Disability History and Awareness Month. At this time, I'll ask Miss Mentor to come forward and I'll turn it over to Mr. Terry. Certificate of recognition. By virtue of the authority vested by the constitution of Virginia and the governor of the common commonwealth of Virginia, there is hereby officially recognized disability history awareness month October 2025. Whereas according to the most recent July 2021 US Census report, more than 1 million Virginiaians have a diagnosed di disability. And
005whereas the Americans with Disabilities Act of 1990 was a bipartisan bill passed by Congress and signed by President George HW Bush. And whereas the ADA is founded on four principles: inclusion, full participation, economic sufficiency, and equality of opportunity for all people with disabilities. And whereas the Commonwealth is committed to lifelong learning and the principles of diversity, opportunity, and inclusion for all people. And whereas educating children and the public about the numerous achievements of people with disabilities and their contributions to American society increases awareness of all our shared history, values, and societal beliefs. And whereas beginning in 2009, in response to advocacy by high school students with disabilities, the Virginia General Assembly resolved that October be set aside as an annual month-long observance of the history of the disability rights movement and commemoration of the achievements
006of those with disabilities. And whereas Virginiaians with disabilities have been successful in reducing barriers they face in employment, health care, education, and community living by successfully advocating for changes throughout the Commonwealth. And whereas throughout the history of our nation and Commonwealth, Virginiaians with disabilities have made profound contributions to strengthening the spirit of Virginia. And whereas the Commonwealth acknowledges these efforts and will continue to represent the youth who have advocated for this monthly designation to create a culture of mutual respect, understanding, and equal opportunities for all. Now, therefore, I, Glenn Yncan, do hereby recognize October 20, 2025 as Disability History Awareness Month in the Commonwealth of Virginia, and I call this observance to the attention of all citizens. Signed by Glenn Yncan, Governor, >> Mr. Chairman, good evening. Miss Vice Chairwoman, good evening. Dr. Haristston, members
007of the board, celebrating disability histories awareness month. With me is Mrs. Melissa Sin, one of our exceptional children's teacher from Arnett Hills Elementary School. The Code of Virginia calls for us to celebrate the month to acknowledge and increase awareness of respect and the acceptance of peoples with people with disabilities. But by recognizing disability histories awareness month, DPS is affirming its commitment to equity, access, and high expectations for all students. Within the coming weeks, we will kick off our celebration with learning activities and recognitions for our students. all students. Week one, we have our kickoff week. Week two, we'll dive into the history and advocacy of special education. Week three, we will discuss accessibility and innovation and new technologies that are available to assist our students with disabilities. And week four, we will conclude with the
008importance of inclusion in celebration of the disability histories and awareness month. Thank you so much. >> Thank you. >> Okay. Let's give them a round of applause. Next, we'll move to item 4.2, bullying prevention month, October 2025. And at this time, I'll ask Miss Harris and Miss Richardson if they would come forward. And I'll turn it over to Mr. Payne. >> Proclamation Bullying Prevention Month, October 2025. Whereas school bullying has become an increasingly significant problem in the United States and Virginia. And whereas over 20% of the youth in the United States are estimated to be involved in bullying each year either as a bully or as a victim. And whereas an estimated 160,000 students in kindergarten through 12th grade miss school every day through to a fear of being bullied. And whereas bullying can take
009many forms, including verbal, physical, and most recently in cyerspace, and can happen in many places on and off school grounds. And whereas it is important for Virginia parents, students, teachers, and school administrators to be aware of bullying and to encourage discussion of the problems as a school community. Whereas the VSBA has developed a model policy on anti-bullying to encourage positive behaviors and to eliminate bullying behavior. Now, now therefore, DAM public school recognized the month of October 2025 as VSBA bullying prevention month with the intention that the the issue of bullying and its prevention to be discussed in Virginia schools and classrooms during that time. adopted by the Danville School Board on September 18th, 2025. Signed by Chairman Mr. Taquin Graves, and Superintendent Dr. Angela S. Haristston. >> Chairman Graves, Vice Chair Everett, school board members,
010Superintendent Haristen. It is my pleasure to come to you to talk to about bullying prevention month. As you know, October is recognized as bullying prevention month. Our schools focus on raising awareness about the impact of bullying and fostering a safe and respectful environment for all students. Not only during this month, but throughout the entire year. We encourage staff, students, and families to work together to promote kindness and empathy. By addressing bullying proactively, we help build a positive culture where every student feels safe, valued, and supported. Such environment not only reduces negative behaviors but also promotes greater student encourage engagement and achievement. And so like and right now I would like to introduce to you Miss Richardson the principal of Woodberry Hills and she's here also with Miss Casey who is our counselor and Dr. Coleman
011who is a teacher and they're going to talk to you about some of the things and the activities that they're doing for bull bullying prevention. Good evening everyone. Thank you for having us. We it's our honor to share what we're planning on doing at Woodbury Hills. Um we just left a conference um with parents talking about bullying and so it's really I'm really passionate about this. Um, so we're tying it in with Red Ribbon Week. And so the theme for Red Ribbon Week is life is a puzzle solve it. So we combine that theme with be a key piece in our school's puzzles. Kindness and respect. So we're focusing on positive actions and character traits. So, our spirit week, we're going to have days like kindness is the corner piece and we'll wear particular colors
012and doing different things for those days. Um, that's Monday. Tuesday, team up to keep peace. Wednesday, staying bullyree keeps the puzzle strong. Thursday, be the missing piece. Include everyone. And Friday, together we complete the puzzle. So, we thought this was really neat because our theme this week is together we can and we have a puzzle piece to go along with that. So, um we really are excited about this. some of the other activities we're going to do. Um, of course, we're going to pass out different, um, red ribbon items for our kids to make bully um, anti-bully awareness, but we're also going to create a kindness wall where students have to do a pledge and they're going to sign off on the pledge um, to be kind. And um, we also going to have the
013teachers incorporate with the students by having a contest decorating their door. And so this is involving not just the students but also the adults because sometimes we want adults to be kind as well. Correct. Um we also are going to tie everything into reading of course. So we have three books. I have more but we chose three that we will share. Um each kindness the kindness read and we don't eat our classmates. So these are three of the books that our media specialist is going to be reading with our students. Um we she brought me a lot and I said I was so excited of books books books but our goal this year is to increase our students reading more books. So of course we wanted to incorporate that. We are also going to we're
014also doing things already anti-bullying. So we this year have the initiative with our partner with our faith specialist Miss Vivica Eldridge and we started the positive praise postcard. So each week students are identified in their classroom for doing positive things and so they get an actual postcard and it's bright of course with our colors and we take their pictures and their name go in a drawing each week and so at the end of the month we draw their names and the students names are drawn and get prizes. They're really excited about those things. There are other initiatives we do. We do um peer mediation with our counselor and sometimes it's small group and sometimes it's just one-on-one counseling with our counsel just to try to be proactive and not reactive. Um I think I've shared
015a lot but we have a lot of things that we're doing that we're doing now and that we're always doing through the school year. So thank you for having us. Jesus Item 5.1 202526 so proficiency cut scores. At this time I'll turn it over to Dr. Babalolo. >> Good afternoon. board chair, vice chair, school board members, and Dr. Haristen. I'm here to provide an update from the state board meeting on September 25th regarding the school so proficiency cut scores. On September 25th, 2025, the Virginia Board of Education approved the new standards of learning proficiency cut scores for reading and mathematics at the state board meeting. Here's a timeline um regarding the state um the state's um organization related to the standard setting committee and having a group of people together to agree on the recommending
016cut scores. So they had about 230 people um from across the state of Virginia who served on a selection um standard setting committee. That committee included 73% of the Virginia teachers and leaders across the state of Virginia and it also included business partners, parents and higher education. From April until June that committee convened. They had a agency that worked with them to train them on setting the standards and also train them on identifying how to adjust the cut scores based on the standards. According to the Virginia Department of Education, the reason why they had to revise the cut scores was due to the new standards. Um, in 2023, the board approved more rigorous math standards and that has been implemented this last school year. And then also in 2024, they have revised the reading standards
017um which was implemented 2024 last school year. And the standards were to raise the expectation for all students regarding what they should be able to know and be able to do with an emphasis on higher ordered thinking and also the integration of multiple skill sets. So for example in reading the previous so standards a standard would be where students have to identify and retail cause and effect. But the new standards, they have to describe, they have to summarize, they have to analyze cause and cause and effect relationships. So that's just an example. In 2024, 2025, this last school year, our students across the state of Virginia um took the new so assessments that were aligned to those rigorous more rigorous standard that emphasized higher ordered thinking and integration of multiple skill sets. and they completed
018the standard setting process in summer of 2025. The current cut scores that were in place for 20 24 and 2025 school year is was the minimum score a student must achieve to reach a performance level on a test. Last year it was on a scale from 0 to 600 and the proficiency score was 400. So for all students to have a pass score on the SO 400 was the minimum and that was for reading, math, science, and history. And then an advanced proficiency, that's students who score beyond that 500 was advanced proficiency. Now these cut scores that are in place currently came into place November 2020. So we've only had those cut scores for four school years. So the new cut scores is what you see on the screen. The top section is the reading
019cut scores and then the orange rectangular shape is the new proficiency scores. So if you notice from 20 from this past school year it was 400. Now it ranges from 44 44 to the highest for EOC reading which is high school 479. And as you look at the bottom section, which is the math performance cut scores from 400, the new pass rate is 430 to 453. And you can see there outline 453 is in algebra 1. And the reason why these scores have changed um according to the state is due to rising the standards for all kids, but also closing what is called an honesty gap. In Virginia, the pass rate for like fourth grade um students is 73%. But on the National Assessment of Educational Progress, which is a national test that all that
020students take across the the world, the score was 31%. So they're saying that our our rigor was not equivalent. And as it relates to eighth grade, for math, it was 63% pass rate in Virginia, but in on the NAPE assessment, it was 29%. So they want to get our cut scores as close as possible to the national average. So they anticipate that due to these changes that we will have drops in our overall test scores in Virginia. So they provided three examples of that. For example, in Illinois in 2015 when they raised their cut scores, they had drops in reading and mathematics, they had a 21 to 37 point drop statewide for math and 16 to 22 point statewide in ELA. And they provided another example like Massachusetts was in 2022 and then Tennessee in
0212017. So they're anticipating this drop um across the state. So they did provide a projected um reading performance in Virginia with these new cut scores. So you can see across the blue represents below basic, the orange represents basic, the gray represents proficient and then the advanced represents above proficiency. So like for example, grade three is 37% proficient with these new cut scores compared to 67% currently. And then for the EOC currently in Virginia is 86% but with the new cut scores they're projecting it would be about 41%. Initially and then that's the same with mathematics. They provided the projected math performance as well. And for third grade math um the current standard for um the state is 73% proficient but with the new um increased test scores it may be at 44%. So they anticipate
022that there will be some um drops across the state until over time. So they did share a preliminary implementation and support plan for across the state of Virginia. They are planning to implement a multi-phase approach with the roll out of the new cut scores where they roll it out incrementally over a couple of years, no less than four years. So it may be four, it may be five years. They are also adding a temporary indicator which is called approaching. So like if you notice on this slide, oops, let me go back. Can you guys go back a couple of sl keep going right here on here there's only four standards it's below basic basic proficient and advanced they will have a approaching category which would be between basic and proficient so that divisions can see
023how their kids are tracking along the way as close as we are to proficient or They're also going to revise the score reports for parents so that they can include parents with the score earned, the proficient performance level, the mastery growth areas and strategies and resources to advance learning and to support students who need additional help. And they're also going to provide professional learning across the state. They're going to provide resources and guidance to support the educators and the families and helping meet these new proficiency expectations because it is a higher bar. One thing that's not going to change for the current graduating class, they will stay on the current proficiency score. So, the class of 2026 will still have 400 as their proficiency score for reading and mathematics. So, that will still track for
024students who are graduating this upcoming school year. And then in addition to that, we do have credit accommodations. We have locally award and verified credit substitute test that will stay in place. They're not changing any of that. So this is an example of a possible transition plan that includes approaching as a category for the state. So if you notice like 2025 and 2026, the approaching is 415. So they're thinking about incremental improvements. So like 414, then 424 and 434 as a category to help with the transition. So this is an example of a 4-year model. They also shared an example of a five-year model. Um at the last board meeting, they talked about their immediate next steps, which includes that they were going to meet with division leaders, and they did have some of those
025meetings already cuz Dr. Harrison participated in one of them to discuss like the impacts support for teachers, principles, assistant principles, and other educators across the state of Virginia. They're also going to collaborate with division leaders to develop appropriate communication resources that support the alignment and messaging and preparing families for these higher standards. They're also going to have additional stakeholder meetings to discuss the impact and support to inform to inform their final policy implementation plan. So on the October 24th, 2025 board meeting, they will bring the final policy implementation plan for approval at the board. So the items I shared previously is what they're recommending, but it's not finalized. They won't bring that until the next um the October 24th board meeting. Any questions? >> Any questions? Dr. Williams, Dr. Revol, thank you so much for
026that presentation. Um, can you go back to the slide with alternative testing? That's a quick question. Um, so will test like Yeah. >> I can't go back. Yeah, it's not letting me >> keep going. Couple of more right here. >> Yeah, right here. So, will tests like the works assessments and things still qualify as alternatives for writing? >> For writing? Yes. But not for reading. >> Okay. Not for reading, but for writing. Okay. Gotcha. Thank you so much. >> You're welcome. >> Any other questions? Any other questions? Miss Clint, >> I have a question. >> Okay. Go ahead. >> Thank you, Dr. Babalona, for that information. So, um, in regards to I guess it would be slide number six, the slide for number six. Um just some just some for some clarity where it has
027like EOCC reading and then the algebra one, algebra 2 and then the geometry where it has I guess um not available. Is it the rationale and the expectation is for those students to be performing on a proficient level? Is is that what why there's no information there? >> Is is this the slide you're talking about? Can you see the slides? >> Yes, >> this slide here. >> Yes, this so yeah. And so it has grades 3 through 8 for um reading and high school reading. Then grades three through eight for math and algebra 1, algebra 2, and geometry for high school. >> The NA. She's questioning the NA. >> The >> Oh. Oh. Oh, okay. Yes. So the currently high school so they the lowest they can score they they don't have like the score
028range for that. I I was confused when she was asking that. So they have only two levels. They either get it or not. So they will have if they're below like for example algebra 1 if they're 452 then they're they don't they don't get any points if they're I mean they get 75 which is just not passing but they don't have two different levels below that. >> Okay. So yeah that answer I was just making sure if they wasn't making those levels I think you answered it then it would they would only have to be at proficient levels for those um >> for pass. >> Yeah. Okay. All right. Thank you. Any others? Any others? Mr. Gunnham, >> I might have two questions. Okay. >> Um, on slide seven, you showed the three different states,
029Illinois, Massachusetts, and Tennessee, how the initial drop happened because of the differentation of the score. >> Um, if at all possible, do we have numbers of how it may have increased since 2015, 2022, and 2017? >> They didn't share that at the board meeting because this is exactly what they shared. So they didn't they didn't present that at the state board meeting. >> We know that there's >> this dropped initially. >> We haven't been told how they >> increased later. Mm- >> Okay. And second question is right now we're only being told as far as cut scores, not basis of the actual curriculum of the testing being changed or altered at all. Just the scores. >> Yes. Because the curriculum we've already implemented. So we have implemented the math curriculum already and the reading curriculum
030already and they've already tested on those new standards with the old cut scores. >> Yeah. So that's why they didn't talk about that then because we've already implemented that across the state. >> Okay. >> Y and kind of a followup and that includes the integrated read and writing so test. Correct. >> Awesome. Any others? Any others? >> Thank you. >> All right. Thank you. >> Appreciate that. >> Thank you. Next, we'll move to item 5.2, update on student internship program. I'll turn it over to Dr. Barnes. >> Good evening, school board members and Dr. Harrison. How are you doing? >> Good. >> Doing fine. I'm here this evening to give you an update on the school internships. And first of all, I want to tell you as far as the school internships, it falls under
031our strategic plan alignment, which is the goal one is student achievement. It falls under objective C which is to increase college and career readiness for all students and his first initiative is to increase work-based learning opportunities for students. Also what is do is increase postsecary readiness for students. Our purpose as far as for the internships is to provide meaning on the job training for students. These internships give students real world development opportunities experienced from diverse career fields. And this year, as far as for last year, which was um 2024 to 2025, initially 80 students expressed interest in the summer internships. But out of those 80 students, um between the 14 and 15 year old group, 20 students actually participated and completed the program and 16 years and over. Out of that group, 14 students participated
032and completed the program. And as you can see in this slide, this was some of the uh sponsors who actually helped participate and we recognized them on uh the of our internships. And as you can see, there were the Boys and Girls Club, the Dan River Nonprofit Network, uh the Dan Public Danville public schools, Danville Parks and Recreations, the Danville Museum of History, the Danville Science Center, the Danville Sheriff's Department, uh Innovative Academy of Beauty, and also Glitz and Glamorous Boutique. And what we did is we took a survey after the end of the summer internships to from the employers and also the students to get their feedback. And we also we had a lot of positive feedback but some that really stood out was from example from an employer which read was she has
033been stellar. She is punctual community communicative positive and eager to learn. She will do well in the workplace and is an ideal intern. And this is one of the things that we really taught as far as when we had our boot camp and through the process when we're vetting the students is to have those soft skills and be able to relate with the employer. And one of the students feedback was um I feel more confident in leading and teamwork. I also feel like I was able to improve in dealing with conflict. And so conflict resolutions was one thing that we really worked with those students. And as far as with our time on this year, we've already started. So we've already started in September, but right now what we're doing is we're having our interm
034committee as far as we're meeting and we'll start rolling out our interests for the students. They'll start getting notice about it, the internship program at the beginning of November. And so from November to December, this is where students start to apply and we'll have our interest program at the beginning of December where we'll tell the students as far as what the internship is about, what our expectations were, if they have any certain questions. And then a big chunk of the internship programs from January to March is where students start to actual know as far as what our requirements. See, we we vet our students where they they learn about how to write a resume, cover letter, um they have a course on soft skills, they have mock interviews. So, by the time they're applying in
035March, they have an idea. This is what the internship expects of me. This is what this is about. And so, when we have uh May, we have our onboard and also we have our meet and greet where they actually um are being processed, they meet their employers and in May. And so in June they have what's called our boot camp which is typically between three the four days where they learn more as far as about what the job requires what they're expected of conflict resolutions and the internship is from June to July which is roughly eight weeks and so what they'll do is they'll work with one of the different agencies and then the last part is we'll celebrate the interns and uh intern celebration day. >> Are there any questions? >> Any questions? Any
036questions? have none. Thank you. >> Thank you. >> Next, we'll move to item 5.3, update on family engagement. And I'll turn it over to Miss Green. >> Good. Good evening, Chairman Graves, Vice Chair A, Dr. Harrison, and members of the school board. It is with great privilege today that I update you with the year at a glance in regards to family engagement. I must be honest that initially I had over 10 slides because I was so infused and excited to share our updates and then in typical Dr. Babalola fashion she she told me I needed to deduce it. But with me today are my bosses the face specialist. I will I would like to take time to introduce them to you. Um today we do have um an absence of one of our faith specialists,
037Miss Vivica Eldridge, um who's out due to bereavement. And so we extend our sincere condolences to her and her family. But with us today, we have Miss Maxine Petty, Miss Amber Smith, new to our team and who jumped right in. Um Miss Amanda Karpio and Mr. Eric Nice. [Applause] A small but mighty team. So, family engagement falls under goal area four of our strategic plan. And our main objective, as you can tell here, is to increase internal community and family stakeholder engagement. Um, over the past few years, you've heard us talk about Karen Map's dual capacity framework. That is a framework that is evidence-based as far as the strategies that guide the work of our face specialists each and every day. The four primary areas are to um work with our schools to ensure that
038the environments are welcoming to ensure that we are um communicating with our schools and have modes of communication. Also, we want to make sure that our environment um or that our schools are providing pertinent information to our families. And the most important piece is empowering our families so that they can make um the decisions they need to make in regards to overall student achievement because at the end of the day our overall goal whether it's a teacher in the classroom, superintendent of Danville public schools or family is to ensure that our students reach their truest potential. So, the last time that we presented, we talked about where we hope to head. And in preparation for this slide, we can all agree um the face team and I that a lot has been accomplished. And when
039you're in the work, you don't always see that. And so, we're pleased to share that with you today. Last year um where we were headed was engaging and empowering um not only our faith specialists at their professional development but also principles, teachers, school staff and stakeholder committees. Where are we now? Well, they've done a lot. Um last April they presented at the National School Board Association conference in Atlanta. They also hosted several workshops in collaboration with our curriculum and instruction team as well as student support with DPS workshops um at the Boys and Girls Club. And during those workshops, they focus on addressing barriers such as academics, behavior, and mental health. In addition, this summer um we were very pleased the face team worked with their face coach to provide care and map summer series
040to teachers. um in our schools. And so um the that carried over from June 16th through the 18th. And so again, we're um gradually embedding the framework into all of our stakeholders. In addition to that, over the summer between the months of May and July, they work very intently with our principles to create family engagement plans that address those four components that I just mentioned with Karen Map's framework. And this past September, just a few weeks ago, they actually participated in strategic planning. In addition, they've been working on policies and programs utilizing the four C's. um which would be making connections for example which would be um confidence is one of the ones where they feel empowered to make decisions in regards to families making connections networking and capabilities building up their own skills. And
041so of course you'll see where we were last year as far as addressing those barriers. But we've where are we now from addressing barriers? we have shifted to bridging gaps and creating pathways because the face team now feels empowered in their collaboration with the school families as well. So they were very successful in creating and they are in the implementation phase of those family engagement action plans within the schools which are aligned with those continuous school support plans. volunteerism has been a major area of focus and so they were able to achieve creating a database of our volunteers. Um just this week we were able to have to launch our volunteer hubs on each of the school's website and what that will include is not only will parent families be able to go to each
042school's website to find a volunteer section but principles will be able to actually post um what type of volunteers they need. So whether it's a field trip chaperone for example or cafeteria aid assistance, it could be any of those things and then parents can go there and look at that. So we are in collaboration with Miss Laney Sammons and her team to finalize those. In addition, we're working on electronic applications because again we want to take away any barriers that may prevent families from feeling encouraged and volunteering in our schools. And this is new. We're also working in collaboration with Laney's team to create onboarding videos for our um volunteers. As far as communication, we um are continuing to work on our parent pocket, which is an electronic newsletter on behalf of the division that
043gets sent out every Friday. And we're taking a look at the data to see what types of um headlines our families take interest in so that we can make sure that we're addressing those needs. In addition, a lot of our schools um have also started to create newsletters and through the assistance again of our communications department, peach jar flyers to be able to send out timely information to our families. And last but not least, um the face team supported the roll out of our ISA devices, which are our transport um transportation translation devices um that we've been using at a lot of our community events, but also just day-to-day events to remove that language barrier for our families. Even when you step into our schools at the front office, you may see um a QR
044code in the very front that says, "Do you need translations?" um that has been a collaboration with Miss Hillary Simmons, our LEAP coordinator, as far as our team supporting with that initiative. And so I just captured to reduce our number of slides some of the things in which we have done. So this is the mirage. You'll see the volunteer guide. You'll see our parent pocket. Down at the bottom, you'll see our face team with the teachers over the summer. You'll see our families in action. Shout out to Park Avenue who has been very intentional with that whole communication and information piece where they have been including you'll see the translation as far as the leadership meetings. They're advertising leadership meetings. They're inviting parents to come in and to provide input as far as those decisions
045with their school support plans and those dates. You can see they've crossed out the date in which they've already had a meeting. Um and also you'll see at the very top corner one of our PTA presidents who is actually taking charge of the meeting himself. Okay, which leads us to the next piece which is incorporating assets of our families, building relationships and collaborating. And so we're still focusing on empowerment. And so when we look at our stakeholder committees, last year we had a concept of families and actions. This year we are in full implementation and so we're implementing watchd dogs at Arnet Hills as a pilot and that is where we are truly trying to um encourage fathers to have a heavy presence and an active presence in our schools. NGW is also um going
046to be a pilot for that with all pro dads. We've also met to assist with h helping to expand PTO and PTA memberships in our schools which we're very pleased about. And I um we included GW's flyer because he actually um was successful in starting up his very own PTA this year. And so um and you can see how he advertised. So we wanted to include that as well. Our next slide is um decision- making which again ties into empowerment. So our face team works daytoday to ensure that those events that you see advertised on social media as far as our family engagement events they are truly linked to learning. As Dr. Babalola talked about those proficiency scores, cut scores changing. How are we as um face team but also our principles and teachers helping
047to um shed that information or share that information with our families but also empower them to assist their students in their day-to-day work. And so um they are planning those events with our principles. Then they're evaluating what went well, how can we make it better the next time, what do the numbers look like, including exit surveys this year as well. And then we're also recording attendance data. And we included a snippet from Park Avenue. Miss Bennett has a very competitive spirit and so we wanted to shout that out. So they actually have a board um that Miss Karpio helped create and if you can if you look closely you'll see that they are tracking their attendance and sharing it with their families. For open house they had 200 I think that's 66 families or students
048supported. And then their next event was the grandparents night. 76 students supported. So they're actually basing it on students supported. And if you think about the empowerment of that, meaning that parents supported the students with that actual activity. Um and then just to see um so that you can have a visual of how many um attendees we've had just in the past two months between August and September. Our goal is that at least 80% of our families or students will participate in at least three or more activities over the course of this school year. And so, um, we're making great strides with that. And then lastly, we have our, at least I think lastly, community resources. Um, of course, you've heard us talk about our family resource hubs where we just talked about last year
049just trying to um stock those of resources. Well, now we're actually putting those resource hubs into action. Now we have workshops that have been hosted there and we're actually um actively having those spaces as meeting spaces for families. And so there you'll see a picture at Park Avenue um with their instructional coach at a reading um workshop with families. And then of course um we tried to fit in a few more pictures to just kind of summarize. You'll see us at community engagement events. Our partnership with um the Danville Police Department, the FACE team goes out and walks the communities in collaboration with our police department. Um let's see, for the past several months, I don't know if they've had a weekend free. So, but all for the sake of our students. So, again, we
050are more than happy to answer any questions that you might have. And again, thank you for providing us with an opportunity to update you on family engagement. >> Mr. Pay, >> Mr. Green, thank you for this awesome presentation. Could you go over the requirements to become a volunteer in the schools so we can make sure everyone know the requirements to become a volunteer? >> Sure. Well, first and foremost, we have an actual volunteer um section on our website. Um we are in coordination with Mr. Jeff Mclofflin's Department safety and security and Miss Lisa Vipperman. Um there is an application that's within that volunteer guide. Um if it's easier just to call our central office to ask for a volunteer guide, we can do that. But the easiest point of contact is truly through our faith
051specialists. Um because they will be able to make a personal connection with whomever might be interested. They can ensure that they get the volunteer guide. Um the requirements would be that they would complete the application and then Miss Lisa Verman and Mr. Mr. Mclofflin's office will follow up as far as requirements for a background check. Um, which of course we would have to have completed before we could move any further. But it's very simple and there are lots of needs. So, we're excited. >> Thank you, Mr. Gr. >> You're welcome, >> Miss Con. I guess my question is just going to be twofold. >> Yes, ma'am. >> The two new pilot programs that you mentioned, yes, the watch DOJS at Arnet Hills, all pro dads at GWHS. The first question is how did you select
052those two students to have the pilot programs there? Yes. >> And the second part is I'm assuming that if those pilot programs are successful then they could be expanded to other elementary schools. >> Yes. And so it is actually open to any school. So what happened is just through professional development we attended a conference last um spring in Raleigh. Raleigh. Yes. And we had principles to attend. Mr. Jackson of um Johnson at the time and Mr. Crestle at GW actually participated. They were one of the two principles that participated. And we were we actually had presentations from um we call him Mr. Keith but who oversees all pro dads and watchd dogs. and he of course shared the benefits of the program, shared other school divisions that were meeting with them. And also at our
053assistant principles academy this past summer, we actually had him as a vendor. And so principles and assistant principles were able to actually visit and he also went to the schools as well and shared information about the actual program at open house. Uh Mr. Jackson actually um and Miss Petty actually had um information to share with um dad. So, as they were signing in, um, we would actually ask, "Hey, we're looking for a heavier presence of dads within our within Arnet Hills, and there are lots of volunteers. Are you interested?" And so, he had close to >> over 50. >> It was a long list of dads. And so, that was just eye opening in itself of dads who are just willing to say, "I'm willing to do whatever I can." And so, um, those were
054the initiative ones. So all schools have had access to it and so if they are interested in it they can definitely and it's a very nominal fee like four $200 $500. >> Any others comment? >> Yes. >> I I want to say I applaud you for everything that you're doing. Uh we often talk about you know creating a village or having a village. You guys are actually creating this village that are going to support our kids. I said through one of the sessions at the Boys and Girls Club. >> Oh awesome. So, uh, I applaud you. You guys are doing a great job. >> Absolutely. >> Thank you. Next, we'll move to item 6.1. Public may address the board. Anyone signed up? >> Yes, sir. >> All right. 7.1, Student Achievement and Accountability Committee Update.
055Dr. Williams. >> All right. Thank you, Mr. Chair. Uh, good evening, board members. On Tuesday, September 16th, uh, 2025, uh, the student achievement and accountability committee, um, myself, Miss Cunningham, Mr. Terry, and Dr. Baloa, uh, we came together um, poor Miss Cunningham, she had just got off the plane from, and Mr. Terry, I believe, as well from Cube, and we were still fired up and on the coattails of some of the topics that were um, spoken there. And a big topic there was marginalized communities within our schools and how we are reaching them to close some of those achievement gaps. Um so we reached out to Dr. Babaloa and she gave us a great presentation and so a lot of the points I'm going to just recap were from her data points. Um so in
056the realm of education marginalized groups refer to students and families who are experiencing systematic uh barriers and that can include um homelessness that can include uh food insecurity a number of things. And so we were looking at students within those gaps and how we can kind of close those achievement gaps. And this matters particularly with our district um just because we want to lower um some of those issues and barriers that we're seeing so that we can raise graduation rates um student achievement um reduce uh any discipline issues and things that we're seeing in the schools. And we also want to see a more equitable presence within our advanced placement and some of our um more advanced coursework. And so by closing these gaps uh some ways that we are doing that is of course
057policies. I know that Dr. Harris and Dr. Babalo has worked tirelessly um to reduce some of those barriers to enter AP courses, honors courses, advanced courses. Um we want to create a more responsive teaching curriculum which we know with DEX we see quite a bit. Uh we want just a more general um inclusive school um climate and more family engagement as we saw with the presentation with our face specialists and we want to see um targeted support what we see within our schools with tutoring, mentoring and some of the wraparound services that we see with Miss Harris and her team that they provide with our student support. um the gaps that we see within our schools uh as presented were students with disabilities, some of ours, um English learners, and then our unhoused students. And
058then a lot of the gaps as we have seen with the data were with reading and math. And so the ways that our um curriculum instruction and assessment team are tirelessly closing those gaps, they're providing uh tier one instruction. So, they're really providing support with decks and some other um resources and um anchors with our curriculum. Um they're expanding access to rigorous courses which is um listed out in our program of studies. Again, those are our AP courses, honors courses, and things like that. Um they're doing a great job with our multi-ter support systems. Um again, that's our um God, what is the system? >> MTSS. MTDSS and things like that. Yeah. Um they are again providing intervention with our data and things like that. Providing a lot of support for our English learners and
059students with disabilities. Um they're strengthening our school and climate with those behavior supports as well. Again, we're seeing things with our face specialists and then as we see with our 3D tracker, um we're constantly monitoring that data to again close those gaps and to um not only reduce the gaps but eliminate them as well. So, did I miss anything? Committee, >> any questions? Any questions? Thank you, Dr. Williams. >> Next, we'll move to item 8.1, personnel recommendations. At this time, I'll turn it over to Miss Wimberly. >> Good evening, Chairman Graves, Vice Chair Aver, Dr. Harrison, and members of the board. You've been presented with personnel recommendations for your review, consideration, and approval. I'd be happy to answer any questions you may have. >> Any questions? Any questions? This is an action item. >> Mr.
060Chair, I'd like to make a motion to approve the personnel recommendation as presented. >> Second. >> Motion made by Mr. Payne, second by Miss Cunningham. Any discussion? Any discussion? Hearing none, madam clerk, please call for vote. >> Dr. Williams, >> yes. >> Miss Cunningham, >> yes. >> Mr. Payne, >> yes. >> Mr. Cherry, >> yes. Miss David, >> yes. Miss Walker, >> yes. >> Mr. Graves, >> yes. Thank you. Next, we'll move to item 9.1, strategic plan framework. And at this time, I'll turn it over to Dr. Haristen. Thank you, Mr. Grace. Members of the board, we are going to start uh we have Rodney Jordan joining us virtually from VSBA. So we he will uh begin our presentation. Let's get to the first slide. Maybe that's the last one. [Laughter] >> Mrs. Jordan, uh
061we have our school board members here and uh our community. So, we will let you begin. >> Okay. I don't see your screen, so I'm going off of the the presentation that I have. But first, I just like to uh uh thank you for uh inviting me and inviting uh Virginia School Board Association to work with you on your strategic planning efforts. We worked with you on your previous plan and we are pleased to have the opportunity to support you in this uh updated plan. What I'm going to do is just kind of recap uh for the board uh the the strategic plan timeline that's been underway and then talk about some of the steps that have been undertaken thus far and then I'll turn things back over to uh to your wonderful superintendent Dr.
062Harrison. So, just want to remind the board that uh you had an opportunity to come together at the VSBA headquarters in Charlottesville earlier in this year. That was in February. And during that time, Dr. Haristen and her leadership team presented the board with a squat analysis. And so that gave the the board a kind of sense of where the strengths, weaknesses, and opportunities and threats were from a divisionwide strategic um perspective. Then following that that conversation that and that was an important conversation because as you all know, I often remind the board that you are you represent the vision and values of the community. So your engagement in this conversation, your engagement in the work truly does provide the the voice of for for the community. Uh to that end, we came together in March
063and had a wonderful kickoff once again where as board members, you had the opportunity to uh do some listening sessions with uh many of your community stakeholders that came out on that day. I thought that breakfast and kickoff took off uh very well. And along with that, there were also surveys that were sent out to the community to really ask the community a variety of questions including, you know, really what is it that the community values? What is it they wanted students to know and to be able to do at the elementary, middle school, and high school level? and also what do they think about the services and programs and offering and education that Danville public schools uh has been has been offering. So through March to June that information and data was collected and
064then in in June had an opportunity to again work with Dr. Harrison and her team to go over those survey results. What is it that rose to the top? what is it that the Danville stakeholders said was important for the students to know and for the district to provide in terms of services and and support. Then just uh last month uh in September we were able to uh pull together again with Dr. Haristen's leadership and support to bring a cross-section of your community together for a stakeholders feedback meeting. So just as the SWAT analysis was provided to the board, just as data was provided to the board, it was provided to this stakeholders feedback meeting which uh had over 40 folks there. I know some of the board members were able to to participate as
065well and really was a great cross-section of your community, of your staff, very diverse. You had students there, the student voice was was excellent. And so for for a full day from about 9 in the morning till about 3:00 in the afternoon, the stakeholders broken up into various groups went to work. And what their charge was was as part of your strategic planning committee. They were charged to look at um a variety of things but with the goal of working on a updated vision, working on an updated mission, looking at some goal areas and being focused on uh your your community beliefs. Uh now I'm sharing this with you all and then that committee will come back and meet a little bit more in November. If we go to uh slide two, >> we're there.
066>> So I kind Yes. So I So I touched on those a moment ago, but really as part of the strategic planning meeting that took place, uh the the members that were there broken out their groups were charged to look at big buckets. you know, not not get down into the nitty-gritty, but really at a high level, strategic level, you know, look at the big bucket works of the of the district and begin the process of defining these goal areas and uh uh and and the community beliefs. So, moving forward, you see we started with those strategic goal areas, those big buckets. uh following uh the presentation, they'll come forward. They will come back together and really begin to drill down around performance objectives and performance measures and then ultimately drill down more in terms
067of initiatives and and action steps that will come back to the board in uh early 2026. I believe right now it's targeted for February for the board to be able to adopt a a full plan. But the the work that the board kicked off in in February, the work that the board did in March, the survey, the data uh during the strategic planning meeting. Uh there was so much uh data and information that was made available to the teammates. I was very impressed with that. And so you you all really have a engaged community, a strong strategic planning team that is at work. And I just wanted to let you know that and give you an update and to encourage you to continue to stay engaged and involved through the process. And now I'm going
068to turn things over to Dr. Harston to walk you through what the results of the network was um and has been thus far. And I'll be around should there be any questions for me moving forward. >> And there was a day this was a day that students had off. So I'd like to thank Sophia Lee. Thank you so much Mr. Patel. Thank you so much. And I think we had another student come in after governor's school, right? And so our students um uh it was a day off, but they spent the entire day with us and their uh input was was incredibly valuable. So our current strategic plan sunsets in June of 2026. Uh so we are delighted to be in the process of uh a new strategic plan, a new five-year plan. So this
069evening I would like to present you with a framework uh and ask for your approval for this framework. Uh this came out of the committee work as a result of all of the input we received since February including your SWAT analysis. Um pending your approval we will uh the face specialist will host three community meetings to get feedback on possible initiatives for implementation and then on November 3rd we will have the big committee come together again for initiatives. Some of the initiatives will be board driven, meaning that we'll ask you to approve those initiatives. So, if they change, you'll have to come back and, you know, vote on them again. And some of them will be initiatives from the district that we can flex and change without board approval. So, the mission um was lots
070of conversation about the mission. Uh but the Danville public schools cultivate academic and social achievement in partnership with families and the community preparing students to graduate ready for college career or workforce. Um and that should be ready. I'm sorry. So we need to add that on there. The vision, we envision a school division that cultivates excellence for all. And uh this is new to our plan, a mantra, excellence for all, empowerment for everyone. So that will be the first phase. The belief statements were all revisited. We believe all students should have equitable access to learning and the resources they need to succeed. We are committed to meeting students where they are academically, socially, and emotionally so that each student enters school ready to learn regardless of when or where they begin and graduates prepared for
071college career and life. Belief statements. Two, we believe data drives decisions for continuous improvement in student achievement. We are committed to using data purposefully and transparently to engage with students, families, staff, and community partners to inform and strengthen educational outcomes. Belief segment three, we believe that fostering positive and engaging learning environments for all students must be a core part of our culture. All staff and students share responsibility for creating a welcoming, supportive and inclusive atmosphere where everyone can thrive. And we really like the part about the students taking some ownership in this as well. Belief statement four, we believe that schools are an integral part of the community and that meaningful collaboration and communication with families, organizations, and local partners are essential. As a district, we are committed to creating learning opportunities that extend beyond
072the classroom, enriching students experiences, deepening real world connections, and strengthening community partnerships. And number five, we believe in celebrating success and we do. We do. And so those are the five belief statements that the committee decided that they wanted to put forward as a basis for the strategic plan. Now, there are goal areas. And what happens with the goal areas? I'm going steal your water. What happens with the goal areas? There are descriptors behind each goal area and these are big buckets. So, uh the face specialist will go out to the community and you know read a description of this first one which is student proficiency. This was very important to the group that we uh we convened uh in our in September. They really wanted to see the word proficiency in our goal. Achievement
073and acceleration was very important. And you heard uh Dr. Williams speak about barriers to acceleration. So, if you'll read that for a moment. So, what happens with each one of these goal areas is that initiatives go along with them. And so as we work with the committee, I may need you to jump it jump in there um Mr. Jordan, but as we work with the committee, initiatives will be aligned with each of each of the goal areas. Thank you. And and those will be the the action steps that drive our work. For example, if we look at acceleration, there may be some initiative that is around the communication of advanced placement or using our PSAT test to determine which students >> that go ahead. >> You know, as Dr. Harston mentioned that that focus on
074acceleration was important and so you may come up with particular initiatives that try to make sure that there's you know academic growth or for over a period of time but the the real idea is to have the uh experts after they've heard from the the community get to that they are represented well in the in the strategic plan. >> Okay. So, goal area two, this was very important to the team. Wellness, culture, and climate. Through intentional practices, policies, and partnerships, D public schools will foster physical, mental, social, and emotional wellness. Wellness is at top of mind as we work on teacher retention and caring for our students. And so um initiatives around wellness, culture, and climate will be those that we'll be seeking, uh to define uh on November 3rd. Fiscal and operational management. Damma
075public schools will ensure responsible stewardship of financial, human, and physical resources through transparent budgeting, efficient operations, and sound management practices. The descriptors just give the the committee members and communities some idea about the dialogue um and the discussion that went behind each of the big buckets. Goal area four, family and community partnership and engagement. Uh we will strengthen communication and collaboration to actively engage families and the community and foster meaningful partnerships. You see, we're already working on that, but that continues to be important to our school district and to the members um of the community who completed surveys and gave us feedback. And finally, the big goal bucket is communication, communication, communication. Um it is uh certainly a challenge um in today's society to have consistent trustworthy communication throughout. And so the word trust uh
076was at the top of the uh chart when we uh talked and spoke uh with our group about communication. Um but we uh want to ensure that we enhance trust, recognition and support across the community by implementing and maintaining communication through the district. And then the the remaining part of that there I'll give you a moment just to go through that and read that. especially the part about reducing confusion and increasing credibility. But that would be a goal area. And so under each of these five goal areas, and thank you, Mr. Jordan. Um, under each of these five goal areas, we would expect to see three to four initiatives that are implemented over the next five years. And uh upon your approval, we will proceed with the community meetings and and proceed with uh initiatives
077and have that back to you certainly by December. Again, next steps, uh November 3rd is our performance objectives. That's our initiative setting time. So, we hope that all of our groups uh who are interested in uh identifying initiatives will be able to attend. So at this point I'd like to ask for your approval for the vision, mission, mantra, belief statements, and the goal areas. >> Any questions before we proceed? Any questions? Any questions? >> All right. This is an action item. >> Yes, Mr. Chair. I'd like to make a motion to approve the presentation as presented. >> Second. Motion made by Mr. Payne, second by Mr. Terry. Any discussion on the motion? Any discussion hearing? None. Madam clerk, please call for a vote. >> Mr. Payne, >> yes. >> Miss Avery, >> yes. >> Dr.
078Williams, >> yes. >> Mr. Terry, >> yes. >> Miss Cunningham? >> Yes. >> Miss Walker? >> Yes. >> Mr. Graves? >> Yes. Thank you so much. >> Next, we'll move to item 10.1. Board request for information for future agenda items. We have Dr. Williams. >> Yes. Mr. Chair, can we get a presentation, Dr. on our gear up program and some of the fantastic things that Sure. >> Yes. Notice we got the grant this time again. So, yes, of course. That would be great. I noticed a couple of days ago. >> Any others? Any others? I just want to take this opportunity. I see we have uh Miss Bowman um here with us uh this afternoon and Miss Baines um from our education foundation. So, thank you. If you just raise your hand, thank you. We
079appreciate you for being here. Let's give them a round of applause. Also, public want to thank uh Mr. Rodney Jordan for his work and his commitment to our school division and the work that we have planned with the strategic plan as well as Dr. Aston and her team. This is amazing work. Um, and I also want to thank our student board members, um, you know, for being a part, taking time out of their days to be a part and be with us. So, thank you. And if nothing else, we have any further business. Any further business? >> We have none. We do have a work session following this meeting. And if we have nothing else, meeting adjourned. Thank you.