001confirm present. Let's proceed. The next item on the agenda is close session. Do we have a motion to enter into close session? Madame Chair, in accordance with section 2.2-3711 2-3711 of the Code of Virginia. I move that the Franklin City School Board enter into a close session to discuss and evaluate matters related to new hires, supplemental employment, promotions, adjustments, resignations, and a non-resident student pursuant to Virginia Code section 2.2-3711A and two. >> Do we have a second? Second. >> Any discussion? All those in favor say I. I. >> I. >> All those opposed? No. Any abstensions? The board will now enter into close session. Thank you. Thank you. Sorry. Okay. I'd like to first remind all board members when they are speaking or they choose to speak to please press the mic. We are getting
002complaints from people that are actually watching and recording this and also from everyone outside listening that um we're not speaking the mic and it's not clear enough. So please do press your mic when it's time for you to speak. The closed session has concluded. We are now returning to open session. I would like to entertain a motion to come out of close session. >> So move. Do we have a second? >> Second. >> Any discussions? All those in favor say I. >> I. >> All those opposed? No. Any abstensions? Do we have a motion to approve the agenda other than number 27? I move that we approve the agenda. Mine is item number 27. >> Do we have a second? >> Second. >> Any discussion? All in those favor say I. >> I. >> All
003those opposed? No. Any abstensions? >> Yes. Right. >> Okay. My apologies. >> Yes, ma'am. Mhm. >> Thank you. >> Yes. >> No, it does not. Thank you. That's actually the personal agenda. >> That's later on. >> Do we have a motion to come out of close session? >> I move that the school board having been in close session pursuant to a proper motion come out of the closed session. >> Do we have a second? Second. >> Any discussion? All those in favor say I. >> I. >> All I. All those opposed, no. Any abstensions? Do we have a motion for certification? Whereas the Franklin City School Board has convened a close session closed meeting on this date pursuant to an affirmative recorded vote in accordance with the provisions of the Virginia Freedom of Information Act.
004And whereas section 2.2-3712.D of the code of Virginia requires a certification by this school board that such closed meeting was conducted in conformity with Virginia law. And now therefore, be it resolved that the Franklin City School Board hereby certifies that to the best of each member's knowledge, only public business matters lawfully exempted by Virginia law were discussed in the closed meeting to which this certification applies. And number two, only such public business matters as were identified in the motion convening the closed meeting were heard, discussed, or considered. >> Do we have a second? >> Second. >> All those in any discussion? All those in favor say I. I >> I >> All those opposed? No. Any abstensions? >> Do we have a motion to approve the personal agenda removing number 27? >> So move. >>
005Do we have a second? >> Second. >> All of those in favor say I. I. I. >> All those opposed? No. >> Any abstensions? Do we have a motion to address the non-resident students? >> Madam Chair, I make a motion we deny the application for the non-resident student. >> Do we have a second? >> Second. >> Any discussion? All those in favor say I. I. >> I. >> All those opposed? No. Any abstensions? >> Miss Davis, >> Mr. Gr >> Here, >> Mr. Hall. >> Present. >> Miss >> present. >> Dr. Whereas it the consent agenda 4.1 and 4.2 minutes are first read. We will address each of these at our next meeting. Superintendence report. Dr. Carter. >> Thank you, Miss Tommpkins. >> Good evening, Miss Boon, chair, uh, school board, Dr. Carter, and those
006assembled here today. I want to, uh, talk a little bit about our accountability. Um, as everyone knows, those accountability pass rate numbers were um put out on the Virginia Department of Education's website and they are now available for all to view. But before I go into my presentation, I'd like to address some data that was put out um and sent to several members of the board as well as others, but was also a part of Facebook and that is a data that ranked all of the schools in the state of Virginia. So, we have had some calls from other school divisions in Virginia asking about the data, where it came from, and how was the pass rate measured. So, we did our due diligence, had a conference call with the Virginia Department of Education to
007determine where this data would have come from. Virginia Department of Education said that they do not put out such data, nor do they rank schools based on pass rate. pass rate of what? Would it have been reading pass rate? Would it have been math pass rate? They don't know and they don't put out such data. They also shared with us that they also went through their internal channels and they confirmed whether or not the data was authentic. And here is what they sent back to us. I can confirm with certainty that the office of assessment, office of accountability, office of school quality, office of data governance and standards did not create this report. This is not a valid VDOE report. The Virginia Department of Education does not rank divisions based on pass rate. So that
008information is inaccurate and I would strongly suggest that anyone who might want to share that I can't tell anyone what to post but I would strongly suggest that if you have shared it if you have posted it that you should take it down because it does not reflect a true authentic piece of data. It is incorrect and it did not come from the Virginia Department of Education. Now I'll move into our accreditation. >> I'm going to ask once and only once if there's an outburst in here, you will be removed from here. Thank you. So the Virginia school performance and support framework, I presented this information several times. I presented it when it first came out. I've also revisited this in um uh January as well as in February. The accountability system has no longer
009are we using account we are using accreditation conditional uh accreditation with conditions or accredited denied. We are going into performance categories which includes a point system from 0ero to 100. So as you can see on this slide uh schools that have 90 points or above they would be considered distinguished. Um 80 to 89 points would be an ontrack school. 65 to 79 points would be offtrack. And a school with below 65 points would be considered a needs um improvement school. Next slide please. So what are our score bands? If students are taking an SO assessment currently the scale score for pass advance is between five and 600. Pass proficient 4 to 499. Fail basic which only applies to students taking SOS in reading and math in grades three through eight. Fail below basic is 0
010to 24. Um, some of you probably are aware that the V that the Virginia uh uh department of education, the state board is proposing that we change the scale score for proficient and they have given several markers on what would be considered proficient. For example, in reading, proficient could potentially be a 444 versus 400. There are also some grade levels. So each grade level will have a different performance band will also have a different uh performance scale score that will determine whether or not that student has performed proficiently or advanced. So right now we are waiting for guidance from the state board of education regarding this change. Next slide please. So, as you can see, our mastery index, that's the new language that the Virginia Department of Education uses to determine how students are measured
011if they pass or fail. This gives an example of a 100 point scale. So, each student now under the new accountability model, each student has a point value as you can see on the slide. advanced the stu the score would be a 1.25. If the student score proficient it would be a 1.0 meet um basic fail basic 75 and below basic would be 0.25. As you can see at the bottom let's say we had 40 students who were proficient. you would take the number of students times their assigned point value which would give you 50. That's only a part of the accountability model that gives you the points to determine whether your school is on track or whether your school is distinguished. Next slide, please. So, I've talked about the high school model, which uses
012your cohort year, which means when do you enter 9th grade in a Virginia public school, your data, we start looking at in the ninth grade or eighth grade. If you took a high school course like algebra 1, if a student took algebra 1 in ninth grade and passed the so, that student gets credit for that. But under federal regulations, they must take one math, the first math that they take when they enter high school. Next slide, please. Now what assessments will be counted towards the accountability model moving forward? It will be end of course reading which traditionally students take in the 11th grade or our students with disabilities who would have a VAP portfolio, biology or algebra 1. The only exception is if a student took algebra 1 in um in middle school. Next slide.
013So Franklin is unique in terms of its school configuration. We have a middle high school combination which which using this weight system you have reading mastery that only counts for 15% of your total score. So pass rate would would only be a portion of a total score between zero and 100. Your total score for this combination would be 50% which would be mastery. It's simply if a student passed or failed the so for those students in seventh and eighth grade who are at our high school they get growth points. For example, if a student scored 310 in the seventh grade, but they scored 345 or 370 in the eighth grade, they could get potential growth points. So, they get credit even if they don't pass the test, they get credit for showing improvement over time.
014The next configuration we have is for the graduation rate for four years. Chronic absenteeism, taking advanced coursework, the 3E framework, which is employment and um uh employment, enlistment or enrollment in college. We get 5% of excuse me 15% of that in terms of our total score. these score equal 100. That is how you are determined as to whether or not you are an ontrack or a um or a distinguished school. Once again, the language of accredited denied or accredited or you have um you're conditionally accredited or credited with conditions. That's the old language. We no longer use that language. Next slide, please. So, taking a look at our three-year pass rate, this data has been put out by the Virginia Department of Education. It is on its website. Um, as you can see, the three-year
015average or the three-year pass rate. Where you see green, those are areas where the school division improved over the previous school year. So, I'll give you an opportunity to just take a look at that. Okay, next slide. So this is how our students performed in math. Where you see no data, it means either we did not test students at that time. For example, in 2223 prior to to my time, it is my understanding that some students in the sixth grade took the seventh grade so assessment. So there would be no data for them for the sixth grade data and then the same would be for the eighth grade. Next slide please. This is how students performed in science. Next slide. This is how our students performed in social studies. Next slide. And this is our
01625 senior cohort which means we have to monitor how did our senior class perform based on those markers. A math which would have been algebra 1, biology and English and reading. Students still are required to have five verified credits which mean they have to pass five SOS. one in writing, one in English, one in biology, one in algebra 1, or if they did not pass algebra 1, then they could take algebra 2 and oh, I'm sorry, if they took algebra 1 in the eighth grade and then they took algebra 2 in the ninth grade, they and did not pass, they would not we would not get any credit for the student, but the student would be would have their verified credit for algebra 1. >> Quick question. So, one, we don't have history on here.
017Is that no longer >> part of our past? >> Um, remember we have no data for 22, 23, 23, 24 because this is the first year that we are required to keep up with the cohort. >> And so then the next question I have and I'm just trying to interpret the data. So if we have our senior, this was pass rate 2425. We don't know what 2526 looks like yet. Correct. >> Right. Because you don't because this comes at the end of the school year. >> Yeah. So, how Okay. I'm just again So, but we would take these ones from 2425 >> and say, well, look, we've got 38% of our kids have not passed English and reading. >> We're going to mark those kids and say we need to make sure they get this
018passed within the next year. Right? >> That's how we can use that data. >> Right? So what what we're doing to determine how well we're doing with the senior class, these students have graduated. So what you have to do is you have to look at the cohort. We are now on cohort 26. So next us for this year. No, >> that's no this is just the pass rate of those seniors who graduated in June of 2025. This was not a part of the accountability system in 2223. So that's why you only have one year of data. Next year we can compare cohort 25 to cohort 26 which is why we've started looking at that cohort data today during our senior uh meeting today because we want to see what students need right now so that
019we're able to support them early on. Okay, next slide. So here's the framework and the only thing that has come out is the mastery component. In order for a school to get its rating, you have 25% growth and 10% readiness which includes chronic absenteeism. And because we are on a unique trajectory, we use the from the previous slide, we have the Can you go back, Mrs. Davis, to two slides? I'm sorry, three. Keep going. Keep going. I'll tell you when to stop. Go back. Right here. Thank you. So, as you can see, because our weight is based on a combination school, it looks different for middle and high school. So, whatever configuration the state has a different way in which they calculate your point value. All right. Go back all the way. Next slide, please.
020So, what are we doing as we move forward? We've made some leadership changes. We created a clear choice program which helps support students, not students, not just because they have discipline uh issues, but students who need a different environment by which they learn. We've updated the course offering guides to reflect that we have a freshman seminar which gives our freshmen who come in even though they've been there since the seventh grade. That freshman seminar course teaches them now how do we progress through our high school year when we start earning verified credits to ensure graduation. We've also updated our grading procedures so that it's very clear on what students are graded on, how they are graded, what the weight of the categories are, and when they make up work. Um, we've instituted the quarterly graduation
021cohort meetings, which we had our first one today. We've revamped the master schedule to ensure that students have a variety of opportunities by which they will take their courses. We've got enhanced CTE offerings and of course a camp scholar program which allows students to go to party camp free after graduation. Next slide. So I will entertain any questions at this time. So looking at our data, >> we've got the seniors are this year. How are we looking at this point? Have we got a lot of work to do this year or where are we at? >> Not as much as we had the previous year, but it's still very early because we have to go because of this new accountability system. Students earn multiple points. So students earn points for being a completer which they
022have taken um some type of CTE course part one and part two. We have to monitor who gets marked for taking a dual enrollment course who's on the um associates degree path. So, it's going to be a little more complex in terms of because kids can earn multiple points in their senior year for completing some of those requirements that the Virginia Department of Education has instituted. So, it it it is less it's more work in terms of opportunities for kids. We have to make sure that they don't fall through the cracks. This program is um excuse me this program is new has a lot of components and parts to it. Um is this going to actually make things more difficult or is this going to make things easier for the students with the way that
023this whole grading scale and I don't even know what to really call it. >> Now when you say when you say grading scale what are you talking about >> a grading scale but their breakdown how they are assessing everything. Is this actually better than the model the module that they've used previously? >> So, I won't necessarily say better or worse, but we are now having to track everything. The the students are aren't doing anything that they wouldn't normally do. We just have to track each component. So, it's more on us as a school and the division to track it appropriately. But students have been doing this all along. So it doesn't impact them. They've got to take part one, part two if they take a dual enrollment course. Before we weren't tracking that data because
024it wasn't a part of accountability. Now it is. So it's just more paperwork. >> Is there any way understand exactly what >> Yes. So as soon as we have that data right now the Virginia Department of Education has released pass rate all of the things the growth the readiness that hasn't been released when it we have whatever you see here that's public information. We certainly can put a fact sheet out for people to understand what it is that that we have but we will report everything that we have access to. Any other questions? >> Um, I know you said earlier that you've gotten calls about that report that came out. So, yes, other localities know that that came out. >> Yes. >> Does the VDOE realize that that has come out? >> Yes. >> And
025knowing knowing that they know that and they must know that the heat the heighten of the community because that's been out. Are they willing to make a public statement to our community to let us know, you know, directly to let the community know? As I have shared, the Virginia Department of Education when they give us their answer in writing, that is their response. They will not provide additional response because it is because it is not their information. They can only confirm whether or not they have provided the information and the validity of that and they have provided that in writing and that will be their only statement that they will make regarding this matter. >> Any other questions? >> Okay. Thank you. There was there was one other thing I would like to share. In
026our previous board meeting uh during close session, I was asked uh what were the teacher retention rates. And so in ERA, I gave the wrong information. Dr. reminder on September 18th on our next board meeting will give you uh detail but just to give you a snapshot uh it was stated out that it was 34 teachers that had left the division actually it is 19 teachers that resigned one retired and three were non-renewed so that is the correct information uh so Dr. minor will speak about that September 18th. And I just want to make a point of clarification that I gave that specific board member the wrong information. >> If there are no other comments, do we have a motion to adjourn the meeting? So move Do we have a second? >> Any discussions? All
027those in favor? I I >> I. >> All those opposed, no. Any abstensions. Motion carries. The meeting is adjourned.