001Call to order. Uh, and we don't do we have any electronic participation. Madam Clair? >> No, sir. >> I pledge of allegiance. Mr. Connor, >> please stand. 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. >> Is there a motion to approve the agenda? >> Motion. >> Second. >> Madam cler, would you please call the role? >> Mr. Alene, >> yes. >> Mrs. Lori, >> yes. >> Mr. Connor, >> yes. Dr. Gupta, >> yes. >> Mr. Gillio, >> yes. >> Dr. Farmer, >> yes. >> Mr. Poe, >> yes. >> Motion passes. >> Thank you. Next is work session consent agenda item. Is there a motion to approve consent agenda? >> Motion. >> Second.
002>> Mr. Po and Dr. Farmer, would you please call the role? >> Mr. Alen, >> yes. >> Mr. Miss Li, >> yes. >> Mr. Connor, >> yes. >> Dr. Gupta, >> yes. >> Mr. Dep Mr. Julio, >> yes. >> Dr. Farmer, >> yes. >> Mr. Poe, >> yes. Motion passes. >> Next is all business, strategic plan, mission, and vision. Dr. >> All right. Well, good evening everyone. Um, I'm assuming the control room will pull up the goals and objectives handout, but you recognize we had the uh strategic plan town hall and really appreciate you all attending and your engagement with that. And we still have those five broad goals. The survey just closed yesterday. And I just want to take you to these broad grow goals quickly and then we'll work on some mission and
003vision work. So goal one, student driven learning. LCS students are curious, collaborative, and critical thinkers who set goals and build competencies to thrive in school, future, careers, and life. Goal two, student centered culture. LCS fosters a divisionwide culture of well-being, belonging, and support where students feel connected, engaged, and valued. Goal three, purpose-driven people. LCS employees are collaborators dedicated to continuous professional growth and committed to our community through a shared sense of purpose. Goal four, safe and sustainable systems. LCS ensures safe, welcoming, and well-managed learning environments that support well-being, collaboration, and trust. And goal five, trusted partnerships. Families, students, and staff, and community partners experience trust, connection, and shared purpose through meaningful partnerships and transparent communication. So, I wanted us to revisit that because you recognize the the work of the strategic plan and looking at
004these broad goals. This is really the time for the board to start brainstorming and thinking about what is our next mission and vision and how will that mission and vision align with the strategic plan goals that we have. So I have a little exercise for you all tonight. I will be gathering this back from you because we want to get that feedback from you all um that's going to help us with coming forward with maybe some sample mission and vision statements for you all to to choose from. Um, so with that, I am going to ask each board member, you each have a paper, um, control room, if you could put that up so that the public is aware of what we're what we're going to be working through this afternoon or this evening at
005this point. Um, if you put your name, today's date, March 3rd, I will be getting this from you and just sharing out some information. But the purpose of this tonight really is for us to walk through this together. I can get some written information from you all so that we're able to work through this process of um developing some sample mission and vision. One thing I do want to let you know as the communications department is working alongside us working on the strategic plan. They're also working on some sample logos. So this will help to give them some greater guidance as to getting um that LCS logo making some adjustments to it. All right. So just sort of taking you through and I know I put the purpose here but I do want to go
006over the broad purpose is to help identify any shared beliefs, priorities and values of the school board because the board does set the mission and vision for the division as we begin continue with the strategic plan development. Um it's going to focus on our beliefs about students learning and the role of the schools in the community. is not intended to address any specific programs um any staffing decisions or operational matters and then this is going to help us identify some key themes as we move forward. So, it's about what? 504. If you could take a few minutes with the first question. It says um maybe it's 505. So, to maybe about 509. When a student graduates from our school division, what must be true about them? So, when a student leaves us and they're a
007graduate, what must be true about them? So, if you could jot your answers down there >> words from the No, it's just whatever you think. So, for the first one, he has it. >> I put everything in his desk. He's ready. >> Apologies. >> You're fine. >> Yeah. We're not going to get to those words yet. What's true about a kid that leaves us, a young person? What should be true? Right. [clears throat] >> Only >> my handwriting is very poor. >> Oh, please write neatly. That's the worst. It's hard to read bad handwriting. Please print nicely. [laughter] It's fine. If I can't figure something out, I I'll definitely ask you. And I'm not worried about your spelling. If I can figure the word out if it's close. >> I got to make sure I'm
008around surrounded by educators. My spelling must be right. Okay. >> [clears throat] >> Is it readable? >> Writes better than mine. I can read that [laughter] lady newspaper. >> [clears throat] >> Yes, he has one. He's got one. He's riding on one. >> Oh, no. Doesn't use. >> Oh, thank you. [snorts] Are we allowed to turn the page? Just [snorts] a second. Okay. All right. Um, so since you've answered that, are you not done? Okay. Okay. >> I'll work on my wait time. Go ahead. >> My brain is working real fast to throw me off. >> Okay. About another minute >> before we turn the page. I tell kids in test, do not I tell you to. Amen. Okay, >> perfect. So now we think about you've already said when a student graduates from your
009school division must what must be true about them? So now when you go to number two, what should our community always be able to say about our schools? And I know one of you I talked to most recently about some comments that were made online and they were in direct contrast with one another. So when we think about this, what should our community always be able to say about our school division? >> [snorts] >> this when I don't need anything. This one and because we're at different places, we just don't want to go past number three. But if our school division could be known for one thing, one thing that we could be known for, what would it be? >> If our school division could be known for one thing, what would it be? part
010of paper. Is everybody good there or do I need to wait a minute? >> Is everybody good? I'm on step two. >> Are we allowed to turn the page? [laughter] >> Look, I already see who didn't listen in class. >> Yes. So, when you get to step two, um, and this is more of a vocabulary review. This is not an exhaustive list, but it is a comprehensive list of different words and phrases that are commonly used in mission and vision development. um you're going to circle or select five to seven words out of this list um that best represent your priorities. So, if you could circle those words, if they're words that aren't listed and you want to add those words, please do. But I want to limit it to about seven words al together
011>> from [snorts] all of these words. Yep. >> Three pages of words. >> Yep. I gave you all kinds of words. >> Words on words. >> I'll help you cheat. What you should do is look at the whole list first. >> Yeah. Then go back. [laughter] Look at the old list first. But you have to think about it. You have college readiness. You have creativity. You have problem solving. >> Employment maturity. >> You have access, representation, resources, belonging. >> Is employment maturity on here? >> If you feel like that's important and it's not there, you list it. You have seven up to seven words, five to seven. So if it's not there, you're welcome to list. It's part of your seven. Any question? >> In no particular order, [laughter] >> no particular order. Just want
012to know your thoughts. That's a good question. No particular order [snorts] >> and it should connect to your first three. >> So it they should jump out at you. >> Find my keywords here. >> The three T's. >> You got to go through the whole list. I told you. >> [clears throat] >> note this. I need to start if I do it one page. [laughter] [snorts] >> I was thinking would you do this at elementary, middle, and high school, you know? It's like And then once you've circled your seven words or added your words for step three, write those words that are your absolute top selection. So Mr. Jal, that's when you'll you'll prioritize what's most important to you. >> [snorts] >> One, two, three, four. >> [snorts] >> So if you haven't gotten to
013step three yet. From that list above, just prioritize the um words or phrases that best represent your priorities. >> It's going to collect this data from you. So the last formal writing part um written part is your overall thinking. Briefly explain why those words or ideas are important to you. So why are those words that you've selected why are they important? >> [snorts] >> You said seven, right? >> Yes, sir. Five to seven. Yes. And definitely take your time on the Why? Because that's really important. Why is this important to us? >> [clears throat] >> And once I see pins down, I'll assume that we're done. So we can start out. [cough] >> Okay. Okay. Catching up clown. [snorts] >> [snorts] [cough and clears throat] [snorts] [cough] [laughter] >> You got it. >> [cough] [clears
014throat] >> What is the word for? [clears throat] It's like adopting something but it's it's engendering. >> Thank you. >> The word for making something a part of you. Gender means to create, >> but that's not >> to embody. >> Embody Smart. Still see a few hiding. >> [snorts] [cough] >> Is there extra credit for finishing early is the question. >> Do I read the last page or should I turn the back? >> Oh, you want to pass it around? Once everybody's done, we'll have a few things to share and then we're going to share. >> Okay. >> Want to start? We're in a good place or do we need a few more minutes? >> I'm good. >> Good. So, before we share out, I I do want to thank you all again. I think
015some I I'm sure we have plenty of viewers and people are watching and said, "Oh, this is a silent work session. This is work that has to happen. The board has to develop a new vision and mission." I know that's something we were charged with when looking at the new strategic plan and making sure that things align. So sometimes it's not loud work that that's that visible, but this process is very necessary um to get everybody's ideas and honestly make sure that all board members have an equal voice in this process because you all collectively help to develop this vision and mission. So I just really applaud you for just the intentionality how everyone's taken this very seriously and how you've taken this process with strategic planning to this point very seriously. >> Um and
016so just wanted to say that I think sometimes visually it's like oh this is a very quiet work session but that this is the work that we're doing work. Yes. >> And board is one of the many stakeholders involved in this process. >> Yes. Yes. >> So all have equal voice. >> Yes. And uh this is a work session and part of the work session is to be as Mr. Baron says transparent so people know what the board members are [clears throat] about the mission vision. >> Absolutely. This is work. This is work. >> All right. So I am going to start on the end if we could just sort of um share out. I'm going to probably do it like number one then number two number three and go around. So because because I
017want you all to [clears throat] be able to hear what your colleagues are sharing. Does that work for you all? >> Okay. I saw you looking at me. >> I know Mr. Baron, do Mr. Connor and I have been there the strategic planning committee. So we've been talking through some of these things. Um did you want to start Mr. Poe or did you want to start on your end Mr. Baron? >> We start Mr. Poe. >> Okay. >> Yeah. >> All right. So do I start from the beginning? >> Uh yes. When a student graduates from and actually we'll just take you through your whole sheet. That's probably >> okay. >> When a student graduates from my school division, what must be true about them? >> Okay. Um, so I don't know if I was
018supposed to do this, but I answered the question, but I must was interesting to me. So, [clears throat] >> I kind of replaced that with maybe should. Mhm. >> Um but my answer was um they are fundamentally [cough and clears throat] prepared academically in reading, writing and math. They are prepared to enter the work force or move on to the collegic level. Um they have a fundamental understanding of how um our city operates from a governmental perspective. >> And then what should our community always be able to say about us? So again, I um and uh I actually took out always >> um what should our community be able to say about our schools? Um and I put that LCS gives their very best um when it comes to educating our children. Straight to the
019point and simple. >> And if we're known for one Oh, yes. >> I was going to make a suggestion. It would actually, I think, be helpful kind of build some synergy around each question if we went one at a time. Just my my thought. >> Okay. Well, that's fine because that's what I put out at the beginning, but everybody was looking like >> Yeah. Yeah. I'd love to hear everybody thinks about what students must leave and then we'll go back and talk about how this because that to me helps kind of cluster everything together. So, gotcha. So, whether it's must or should um can you read your number one again? >> Yeah, sure. Thank you. >> [snorts] >> Yeah, I think must and should are completely two different things. Um, but again, my number one
020was they are fundamentally prepared academically in reading, writing, and math. [clears throat] They are prepared to enter the workforce or move on to the collegiate level. They have a fundamental understanding [clears throat] of how our city operates from a governmental perspective. >> Okay, perfect. And as we move along, I don't want us to get on the verbiage. Essentially, when a student leaves us, what what should be true or what must be true? What does that kid look like? >> All right. Dr. Farmer, number one. >> Yes, ma'am. Okay. Now, I don't look at things the way y'all do. Okay. Being able to move forward college, trade school or job. Feeling good about themselves. Having support from the parents, counselors, or mentors. Self-worth. Remembering they can do all things through Jesus Christ. >> Number one, [clears
021throat] when a student graduates from our school division, what must be true? He or she understands, loves, and supports our free enterprise system, the Bill of Rights, and the United States's system of government. >> Dr. Gupta, your turn. >> My turn. All right. >> Mine is no gap in workforce and po postsecary readiness. >> And I had Mr. or had um possess fundamental academic competencies in literacy, numeracy and basic discipline specific knowledge whichever discipline they [clears throat] word I came up with is readiness. Readiness for the next destination whether continued higher education or job career readiness and employment maturity. Okay, they have a solid foundation of skills in math, English, history, and science to go into the workforce successfully for themselves and their community. And that work force can be through college or [clears throat]
022whatever, whatever the workforce will be. So I have here they should be strong in education coupled with their character skills so they can function and be productive citizens because I think that we should have them as a holistic product as they go into culture society not only education but be able to function as productive citizens. Yes, sir. >> Uh fully positioned for positive contribution to community. Uh fully equipped for growth. And this one I think is an overarching theme that I just think is really powerful. They know how to learn from themselves. >> And so I was taking notes as you all were going along. I saw that academics making sure that they had the fundamental academics foundation um civic engagement through the constitution understanding civic engagement being good productive citizens um I heard community
023a lot in terms of community but and just of good character and being prepared for whatever post-secary options or choices that they may have. >> Does that capture? >> Yes. All right, question two, and I'm gonna start on Mr. Baron's side. Roll it back. What should our community be able to say about our schools? >> Um, first of all, they care about students. That should always be true. Uh, and then just one thing I highlight is the truth and trust that this is a school uh that always tells the truth no matter how uncomfortable and they always foster trust with the community. >> Yep. Again, I would say for perspective of a parent that when they look at Lynchberg City Schools, they should be able to say we have a solid infrastructure where we would
024love to be able to pass this on to other areas, other districts because of the solid education that we we put out forth to the kids in this community. >> Okay. LCS students are ready to join the workforce because of a solid foundational education that has caused our city to be a competitor in academia and hands-on work skills. >> Thank you. >> That LCS provides a safe and comfortable learning environment making student scholarship a top priority. >> So I have two things one for schools and one for the students. In terms of students, uh schools is uh state-of-the-art learning facilities. >> In terms of student, um the tassel was worth the hassle. Now go make the tassel proud. >> To me, it's they are academically ready. >> And for the real world, postsecondary word, whether
025it's a trade school or >> Yeah. >> four year degree. >> Thank you. that >> LCS consistently produces highly productive, industrious, creative, servant leaders into our community. >> LCS students are determined to stand for what is right and continue to learn and be productive on a sound foundation. >> Uh LCS gives their very best when it comes to educating our children. I like that. So, what I'm hearing is and and some common themes obviously really caring about students >> under that care, making sure that kids are safe and comfortable that they're in state-of-the-art facilities. So, state of art facilities that's ensuring comfort um that they have a solid over a solid education that's going to help them be productive and that that also that we have we foster that community relationship where there's truth and
026trust and honesty and all of those things really connecting together. >> Did I miss anything in that? >> Sounds good. >> Okay. All right, Mr. Poe, I'm going to start back on your end. Um, if our school division could be known for one thing, one thing, what would it be? >> You know, I I still in line with number two, we should be known for giving our very best when it comes to education. >> Yes, ma'am. >> Being fair, trust is a priceless gift. >> Thank you. This is number three. >> 100% career placement rate for graduates. >> Thank you. [cough and clears throat] >> Excellence in academics and learning infrastructure. >> Thank you. >> Quality academics. LCS is known for putting out educated students who are top in their individual fields of choice. >>
027Quality education. You said >> I just but our our students are top-notch in every way >> and it really feels like everyone's along that same page. Excellence, quality, career placement and career placement comes from excellence and quality, the very best in education. we do all those things then we will be the very best. If the the you know when the trust is there we're being fair and equitable it all align. So it sounds like everybody's pretty closely connected. So when we look at the vocabulary words and we're going to look at the list in terms of um >> our step three >> you just want to move me along. >> Yeah. [laughter] >> Okay. I know this is good information though. I I appreciate it. But um I do think it would be helpful if
028I knew the seven words that you chose. But in terms of your priorities, um yes, if you go to step three, if you could just let us know the words and phrases that represent your priorities. I do have a question though. Did someone select seven different words for that they didn't put on step three? Because I don't want to everybody kept the same. If I had seen it, I would have put a different word >> in there for at least one of the seven. >> Okay. You still have time to change it. I'm going to start on this end. >> It doesn't exist here, though. >> You can write a word in. >> Okay. >> Yep. So, you can change it. [snorts] >> Um, do you want to go to our top our top selection
029section? >> Turn to start this time. >> Yes. Yes. If you could just share your seven words, but if you could share it in the order of your priority. >> Um, yeah. I ended up narrowing down to just five. >> Okay. uh priority and I'm I'm sure I would rework this a few different ways different times but just for the time we have uh trust, growth, collaboration, opportunity, curiosity. >> What about transportation? >> What [laughter] else? >> You earned that one, Mike. [laughter] >> That's true. >> Oh, that that's that's part of collaboration. I couldn't [laughter] resist those. >> That's cute. >> Thank you, Mr. Darlene. >> So, I had here prepared for tomorrow. Achievement, learning, critical thinking, success, and learning. >> I think I did that twice, but >> we can do it twice.
030>> Yeah. >> All right. Thank you, Miss Lowry. And you know I can't keep it as a word as a teacher. I'm not doing phrases. [laughter] >> It's okay. >> Perseverance to see their education through. Academic excellence so their path in life is achievable. Opportunity to learn about their world and move into it. Collaboration so they know life is also about a team effort. Growth mindset so they can grow with the times around us and achieve goals. >> Professionalism so others know they are dependable. community strength so as they move into positions older members retire from the community will continue to thrive. >> Thank you. [snorts] >> My turn. [cough and clears throat] >> I didn't make phrases. I just you know right success, academic excellence, achievement, college readiness, career readiness, future focus and family
031engagement. >> Yes, sir. Right. Career ready readiness, well-rounded character, critical thinking, responsible citizen, whole person and inspired Mr. success, civic engagement, growth, mindset, relationships, respect, responsibility, leadership, and I would add entrepreneurship, readiness, respect, empowerment, family engagement, integrity, growth mindset, and success. Yes. >> Thank you. >> Mana [clears throat] and order. Life readiness, critical thinking, learning, knowledge, responsibility, growth, and citizenship. >> Thank you. when I was writing, you definitely had a lot of um you all had a lot of connections, a lot of readiness, career, college readiness. I love the life readiness. >> Um because everything in life isn't just >> career and just being ready for for life. >> Uh perseverance, uh I heard growth several times, uh collaboration several times, >> which is good. And then these other pieces that all connect in terms
032of civic engagement, community, good character. So yes. So those are some of the common themes I heard as you all >> success. Okay. And success. Yes, sir. >> A few times. >> Yes, it was. >> Three times. I have it three times. >> Okay. >> Thank you. All right. So, we're going to with the last piece, you're going to explain um why these words or ideas or are important to you as you as we develop the mission and vision. See what I ended on. Did I end with you, Mr. Co? So, I start with you again. Yes, sir. >> All right. Uh so I believe that by the time a person graduates from high school uh they should be prepared readiness uh for life as an adult fundamentally at least. [clears throat] Uh I believe
033that one that has learned how to critically think uh will be able to navigate almost any situation that life >> throws at them. [clears throat] learning should always be continued throughout the rest of their life. Containing what they have learned is where the knowledge comes in and with that wisdom the knowledge can be applied. >> Responsibility helps make a person accountable in life generally. >> Um being willing to maintain growth ensures a life of learning. leaning into citizenship encompasses community, family life, and a political understanding of their surroundings. >> Very nice. >> Thank you. All right, Dr. Farmer. >> I chose my words because you have to be prepared, have a growth mind willing to accept change, and have integrity. Although you may not be in the top five, you still can grow in empowerment
034to make a difference. College is not for everybody, but you can do something to grow spiritually, mentally, and physically. >> Thank you. >> All right, Mr. Julio. [clears throat] These words of utmost importance to me from this list could be [clears throat] considered the pillars of everything else listed for the most part and are highly likely to produce outstanding members of society to the degree that each word is mastered [clears throat] and embodied. >> Thank you Dr. So me the first thing it all these words helps in the brand that's a business and branding and identity of who we are and why we are in business and it also improves outcomes and accountability. [snorts] It provides guidance for decision [clears throat] making and last but not least is a unification and a shared purpose for
035us to work towards as a school district. >> Thank you. [snorts] Okay. >> I put the purpose is to achieve academic excellence to [clears throat] prepare students for higher education or career readiness. A future focused curriculum that embraces new technologies and applications must include family participation for ultimate success. >> Thank you. Um, families and school systems need to produce people from academia K through 12 that are prepared for the challenges of today and tomorrow to be well-rounded not only in academics but also tech [clears throat] or social achievement/ setbacks need to be conquered to keep life balanced and growing in the right direction so we all have a better and peaceable lives. Thank you. I think that students should be prepared and ready for the times in which we are living. The fact that we
036are in a veryformationalbased culture, a lot of information, a lot of development and they must be able to think critically and keep on growing and to absorb learning as a lifelong project because we all can benefit from this. And if kids learn how to think and how to keep growing and adapt to all the information is up here, I think critical thinking to me is a very important thing because it's going to help them to navigate how to be able to function in this very complex society. >> Perfect. Thank you. And Mr. Baron, >> I just took each of my five and just built them out a little bit more. So trust is currency. It's far more valuable than gold or silver. Growth is becoming where we're going. We can't stand there as we are
037now. Collaboration is bringing our best to make something better in a culture of compromise that asks us to sacrifice our best and settle for less. Opportunity is the entirety of the American dream. There will never be equal outcomes, but there should always be equal opportunity. Curiosity drives growth. Teaching students content gets them to graduation. Teaching students curiosity empowers them for life. >> Thank you. >> I just wanted to emphasize normally we box ourselves in go to college and get a job. >> Yeah. >> And [clears throat] a lot of universities have collaborated with small business administration. So these kids learn how to do a how to start a business. >> Oxford has a lab for small business startups. So I think the idea about entrepreneurship uh you know it's is is is a third track.
038You can go to a trade school, start your own business, >> open up >> and be a revenue generator for yourself. >> Yeah. And sometimes you don't even have to go to a college that has that to start your own business. A lot of people started their own business out of a garage or something else. So, yeah. >> And I think it aligns itself with what you all essentially shared just now was making sure that students were um wellprepared, well-rounded, preparing them for life, but then also I heard growth several times that we want our students to continuously when they leave us and they're young adults and they're out here um continuously growing but giving them the opportunity to make a choice >> about what they'd like to do with their lives. Liv um and
039whether like you said they don't box yourself in being able to go be an entrepreneur whatever you choose to do. Um and I heard multiple times being able to think. >> I mean that's that's key being able to think critically and I heard that among several of you all. Um is there I appreciate this. This gives us some a starting point and some information really rich information. I know this has been different from the other work sessions, [clears throat] but I just appreciate everybody's engagement. Is there anything else that anyone wants to share? Doesn't mean that we we're going to continuously cheat tweak this piece, but anything else to share that will help us when we go back and develop some just some draft mission vision statements to bring to you all to give you
040a starting place as to what to work off of. anything else we need to consider um that I can take some notes on as we continue with this process because this won't be a one and done. There's going to be a lot of work here. >> Much s >> I'd like you to go first. >> Okay. I was about to say much of what we've discussed today was in terms of academics. [snorts] Is there a way that we could sort of shift some priority on somewhat vocational learning to kind of bring this up to park because you know all the emphasis is placed on academics academics and we have to realize that all the kids are not going to go to Harvard they're not going to go to college so how can we sort of
041balance this scale in terms of bringing up the kids that are not going to be collegebound strong, educationally strong, >> where can we pull those kids in line >> and put some value on >> vocational learning? >> And a lot of that will come into those five goals when we're working through the strategic plan. Um but but yes when we look at opportunities how do because with the mission and vision it's going to be directed but it's still a little broad but that those things would be aligned in terms of strategic planning but in how the language because I heard you all say opportunity a lot >> and choice >> and workforce so those things >> would sort of come underneath some of those. Yes sir. A lot of school districts have technical education centers.
042Colonial Heights, you know, Pennsylvania County, we do just opened up one. So, uh I agree with you, vocational education is important and it provides them a solid pathway in terms of having an earning potential at very early age in their life. >> Can I add to that what you just said? when and half my life I grew up in Europe and I realized as a teenager they graduate our 10th grade and high school and when they graduate they have to take a test it either guides them to the academic college or it guides them to vocational. >> That's good. >> So that's how it's set up in Germany. I >> I I taught in Austria for years >> and those kids will come to college and not right away out of high school. >> They
043go work for a company through vocational education. when they come they are sort of an adult learner later part in their life they come for a three year four year education >> yeah because they're so young when they leave high school yeah >> additionally it' be nice to know what percentage yearly that students go one path or the other >> well they take a test and they go one or the other [laughter] so it's looks like this which way do you want to go I mean I'm sure there are people that don't you know do either but most of them have a path and they have Saturday school for half a Okay. So, any other considerations? >> When I was in school and and I don't know when this changed, but it was mandatory. They
044the everybody had to take certain classes outside. We had to either take which is drafting. We had to take you had to choose um print shop um >> home used to be one. >> Home t um typing. There were other things outside of just regular and those kind of went away. We, you know, we had auto mechanics in every school. We had a little mechanic shop. You had and we had all of us had to take mechanical drawing or drafting is um all of us had to take um at least in that freshman sophomore year to kind of give at that age to give them some ideas outside of straight >> reading, writing, arithmetic. And somehow we got to get that back because I think we have a good foundation in CTE, but I don't
045think it's broad enough. Um, and I think when we look at this trusted partnerships, we're going to need to really pull in some more community partners to provide um opportunities outside of and and I think Beacon Hope does a great job, but I think there needs to be some opportunities outside for um >> more workforce type things outside where it's we're not phoning it through just certain things If a kid is interested in auto in cars, [clears throat] we can >> point them that way. If they're interested in in in um carpentry, we can point them that way. If they're interested in plumbing, we can point them that way. [clears throat] Even at, you know, at the freshman sophomore level. >> So remember, we have three. We have CTE, we have Beacon of Hope, and
046we have Legacy. And this is so you do have CTE and and the same as VOTE from back in the day, but the students you start your pathways in in in seventh grade. You actually are exposed to careers in elementary school, but you start your working on your pathway in middle school and those high school students have to be a completer in whatever trade that they that they select. But in terms of like the mission and vision statement, are there other things that I need to consider that we haven't covered that can help us in crafting this statement that you're going to live by? A lot of these pieces can be strategies within the strategic plan that we hit and goals that we're going to some of those strategies we'll put under the objectives. But
047in terms of these really broad statements, what does this look like for you all that we haven't covered today that we need to take into consideration when developing this? >> You know, to me, u Lynchber City School should not be a run-of-the-mill school district. >> What do we do different? It could be in vocational education we stand out. You know, what are we known nationally and locally and within the state for where we stand out? uh just memorizing bunch of books and spitting them out or going beyond that you know learning the real life experiences. So what is LCS? Where will we as I mentioned in my keyword branding and identity? What are we known for? >> That's [clears throat] exactly right. All you have to do is say the word Giuliard and you know
048what that means? >> Music. >> So what yeah so how can we get that inculcated here LCS? What what is the common theme that we really love to be known as? the Giuliard of Central Virginia. >> That's why I put top in their individual fields of choice. Doesn't matter what they choose, they will excel in it. >> And [clears throat] I was going to say be before um there's there's a lot of definitions you can put all these words. >> Uh there a lot lot of ways you can look at the definitions of these words just based on our experiences, what we know. So I would say that growth mindset which a couple of us chose would be love of learning specifically to love to continual learning, love to read, love to learn, love new
049things and not just [clears throat] um be satisfied with certain degree of knowledge. >> Could I ask a question? Do do we have a school motto? I remember when I was a kid in high school, you know, my high school motto was sublimior. You know, it's a Latin phrase, let us seek higher things. >> And and that's what we're developing because your thing now is a tradition of excellence for all. >> So, we got to get that done. >> Well, does the two schools have mods themselves? >> Is that where is that something you >> Yes, that's what it was. >> Okay. Does EC Glass have a particular, you know, go? Well, they also >> right now we need to get a division. >> I think each campus has their own thing. This is for
050your division. So moving away from a tradition of excellence by um for all what and if you want to keep that you can keep it but this is helping us get some of this together so that we can come and give you some samples and some drafts. Okay. What that should look like. >> Yeah, I don't mind addressing that head on. think my my opinion about you know uh what's been held so far tradition of excellence for all is I think that served at one point as a great motto and slogan but uh one there's a lot of uh there's a lot of um there's a lot of things tied up in the idea of tradition >> and and sometimes tradition can really hold us back >> right and so I think there's there's a
051point we're at where we really like we want to honor the tradition that got us to where we are, but we we we've got to set sort of a new level of tradition moving forward. And that's just my take on that. The other thing I would say is uh you know, when you say a tradition of excellence >> and then you look at our school ranking, it's kind of hard to put those side by side. It's like, okay, maybe that was a tradition of excellence. Now we got to set a whole new bar, right? Like now we've got to we've got to work our way back up. So, uh anyway, that's my thoughts on the current slogan. No shade on it, the time that it served us, but I think it is time for something
052new. [snorts] >> Now, that tradition of excellent according to the website is the vision statement. >> That's your vision statement. Yeah. >> The other one >> is your mission statement. >> The mission statement. And we're going to >> This is helping to revise both. Yes. And based on your feedback, the alignment with the strategic plan, it all has to align and connect. >> Yes, sir. >> Good. Do you have a Paul? >> Did you have something? >> Yeah. Um, yeah. I, you know, I do think we should, you know, and I should [clears throat] really think about it because like what Mike just said about all and I know that's the vision statement, but when you say all, at the end of the day, being realistic, every student, it's really up to them. I mean,
053you're you're, >> you know, giving them tools, but at the end of the day, they have to to do that do the work themselves. Um and and it's a collaborative effort. >> Um and so I I just would hate to, you know, come in. That's why I I did say something about the must or because these words are very important. >> Um and I would just hate for the division to box themselves in. Um so it may sound a little vague, but it's just the truth behind it. And I, you know, if I'm going to be a part of something, then I want it to not just be superficial, but be mean meaningful. Um, [clears throat] and then another thing I wanted to point out, you know, being on the disciplinary committee, we get to
054interact with families, students, >> and I interact with a lot of students outside of the school board or whatever, even my own children. And [clears throat] one thing that I do notice um and and often I'll ask students um that come before the disciplinary meeting is what are you interested in? >> And most of the time I get the same answer they do not know. Mhm. >> And I think there's a coalition, a correlation between students that are successful because I talk to students that are successful and they they know what they're interested in like they have a vision, they have [snorts] like they you know and and and and I and I see that and that's that could be even correlated to behavior issues because you know if you if you have something to
055concentrate on or if you don't like school um different things of this nature. So I say all that to say um when a person has is know knowing themselves >> Mhm. um and being able to pull that out. And it is important to start at the elementary school level to start, you know, exposing to different um fields or different um um things that they may have be interested in and leaning more into the counselors, working with the students and working with the families so they can start developing. Okay, I I I like this. I like that. Um so they are more excited about learning. Um because you could be beating a dead horse if at the end of the day it comes back to the student and what what how much what what they're willing
056to put into it. And that's why I said something about being your best. Um and I think a lot of students are not because they don't have a direction because they don't know. They're just kind of floating. And if they have something that they can >> hone on to, >> they would they would do better. >> Thank you. And you gave a perfect segue because when you said the vision and having that direction >> and that's the that'll be the goal of this statement to give us that vision, that direction as to because you said it and I'm charged [snorts] with carrying it out. So >> yes, I agree with you. I've seen in even college freshmen if you ask them why did you pick it the major you are currently in >> more than
057more than 50% don't know how >> somebody told them and that's why they are there >> so building that from elementary school that sense of direction >> uh will help >> and because end of the day there has to be an ROI return on investment >> because investment of time resources for each student what is their ROI after they graduate from LC CS or any high school or uh for the So I agree what you're saying. >> I agree with Jabri because we have to be able to listen >> but we also got to be able to change >> you know move forward >> tradition when I was growing up we had I had to take Latin because I had chosen to be a nurse. So that was one of my things but today it's
058a open field but we have to be able to change. >> Thank you. >> You were able to speak German very well. >> Oh yeah. We learned something new. You >> good? >> Yes. I'm done sir. Thank you. I'm going to get everybody's papers. They want to pass it around. You don't mind passing around. [laughter] information item. >> Oh yes yes yes yes 1:00 before I go intoformational item I'm going to give Dr. legit few minutes to uh tomorrow we have a big event hope all of you come to invite the community and all the stakeholders who want to come to celebrate with us please go ahead >> yes it's going to be and I'm going to turn it to Travis a little bit but it's going to be the ribbon cutting for the new
059fields at Heritage uh high school all of the work uh that and I'll make these same comments tomorrow but just all the work that the board has done working with city council we're thankful for that Travis Jordan, Don, that whole crew of just making this happen. Um Sonia making sure that we're right on target with funds and what we're doing. But it's just really excited about the opportunity for our kids tomorrow. >> And I cannot leave um Mr. Connor, Mrs. Lowry, and Dr. Day. You were three representative on the giant joint task force >> uh which they um fight is not the right word but you know you guys >> we fought >> you had a vision to bring that infrastructure money so thank you for you and Dr. today if you're watching. Thank you
060to you sir. Uh you three had to spend a lot of hours and hours and hours working through that plan and you can see the results starting tomorrow and I see those guys working every day. It was raining and I was feeling bad. They were working in that baseball field. >> It's sometimes irritating for me because the lights are on till midnight, but they're working till midnight. >> What time is the event? It's 1 pm. >> That's why I couldn't go. I've got a CBGS meeting at the same time. That's all. >> You're basically through this inviting the community to come tomorrow and see the beautiful fields. When you stand, Mr. Travis, when you stand on that parking lot of heritage I have, >> that thing is beautiful from there. >> I'll have to go
061early to look at it before going. >> We can take pictures and put them on our >> brings that heritage. >> Yeah. You just walk them down there. They can come see. >> Did you say 100 [snorts] p.m.? >> Yes, ma'am. I was like, why can't I go to that >> meeting? I heard. >> All right. Informational items. Uh, next finance and facilities March 10th at 3:30. Net discipline data review committee meeting March 5th at 3:30. Again, discipline data review meeting March 12th at 3:30. LACR March 17th at 3:30. Uh, next school board meeting March 17th at 5:00 p.m. and next academic success committee is March 24th at 3:30. >> We are a chair. Thank you. >> Thank you.