001Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. Oh, [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Hey, [Music] hey. [Music] down. [Music] Hey, [Music] goodbye. [Music] meeting is called to order. Uh we don't have any electronic participation. So, pledge of allegiance. I >> pledge algiance 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. >> Thank you, Mr. Connor. Is there a motion to approve the agenda? >> Motion. >> Second. Madame clerk, would you please call the role? >> Mr. Baron, >> yes. >> Mr. Alen, >> yes. >> Mrs. Lori, >> yes. >> Mr. Connor, >> yes. >> Dr. Gupta, >> yes. >> Mr. Depal, >> yes. >> Mr. Gillio, >> yes. >> Dr. Farmer, >> yes.
002>> Mr. Poe, >> yes. >> Motion passes. >> Thank you. Next is consent agenda. >> Is there I can hear myself. >> Is there a motion to approve me? I'll let them settle it down. >> Is there a motion to approve the consent agenda? >> Motion. >> Second. >> Madame clerk, would you please call the role? >> Mr. Baron? >> Yes. >> Mr. Alen? >> Yes. >> Mrs. Lori? >> Yes. >> Mr. Connor? >> Yes. >> Dr. Gupta? >> Yes. >> Mr. Depal? >> Yes. >> Mr. Jalo? Abstain. >> Dr. Farmer. >> Yes. >> Mr. Poe. >> Yes. >> Motion passed. >> Next one is new business policy review. Dr. >> Okay. >> All right. Good evening everyone. Um, tonight you'll see some policies. All of the policies have gone through the various board committees.
003Um, and it's here tonight for first read. If you don't mind, I want to touch on one of them. Um, if you look at IICB-R, and I know that we've received a lot of questions about this particular one, so I wanted to make sure that um that we addressed it. And you'll see there that you'll see some of the strikethroughs there, and it was a recommendation. If someone had a felony, we recognize if there's a barrier crime, that is a no, you can't work here. But if there's someone with a felony that doesn't fall within those confines of a barrier crime, and Miss Brown, you will correct me if I'm wrong at any point. Um, then those are individuals that would have to, it was at the discretion of the superintendent originally in that policy,
004which is not acceptable. I don't set policy. And so the recommendation was to change that to the school board so that if it's something that rose to that level, those would be the individuals that that would come to this level for you all to make a decision on versus uh versus me. Did you want to add anything else to that, Miss Brown? >> That that describes it. >> Okay. >> Yes, sir. >> Yeah. Um, since we had so many responses, I actually pulled up the um, Virginia code, which is uh, Virginia Code 63.2-1719, which defines a barrier crime. So, I thought it would make sense to read it for the public consumption so they'll know what a barrier crime is and those will be automatically excluded. But it does not exclude all felonies, just barrier
005crimes. And I'll read it. It says Virginia Code SE 63.2-1719 defines barrier crimes as specific criminal offenses that prevent individuals from obtaining approval to work in child welfare agencies, foster homes, or adoptive homes. These definitions have been updated over time, but generally include a range of felonies and serious misdemeanor offenses such as certain violent crimes, crimes involving children or adults with disabilities, drugrelated offenses depending on the specific context within the statute. What barrier crime means? A barrier crime is a past conviction or education of delinquency that makes a person ineligible to approve or work in settings where they would have contact with vulnerable populations such as child placing agencies, foster homes, and adoptive homes or schools. The statute aims to protect children and other vulnerable individuals by preventing those with a history of certain serious
006offenses from being in positions of trust and authority. Examples of various crimes. Examples provided in the statute are offenses against children, crimes like child abuse and neglect, taking indecent liberty with children, or possession of child pornography are listed as barrier crimes. Felony offenses, convictions for various felonies, including certain violent crimes like murder, robbery, and abduction, as well as felony violation of a protective order may be considered barrier crimes. If you are applying to be a foster parent involved in child placement agency of Virginia, the agency must check your criminal history. If your record contains a conviction for a barrier crime, you may be denied approval or employment. So, what that is saying that that's not every felony because many of the responses we got thought that it eliminates all felonies, but if it is a
007a barrier crime or a violent felony, then it's automatically denied. But if there are other felonies that don't meet this criteria, then those individuals would have to come before the school board, not the superintendent or the superintendent designate, but the school board to be to receive approval to be approved to work in these environments. >> Mr. Bton, >> thank you for that. I first I do want to highlight your willingness to take this on knowing that this is a something that we got a lot of responses from and and and not trying to hide it or shuffle it down but actually taking it on this is a lot and and so I appreciate that. Um and I also want to emphasize that the first change on this is that there's moving from the the request
008to go to the superintendent and have the superintendent having unilateral authority on these matters. It's actually elevating it to the board to make decision which brings more accountability not less. And I think that's really important to understand. Um I think the issue is the list of uh qualifications or conditions that have to be met in order for them to apply for an exception. And what's added here is it seems like this is a list of and not or. Am I am I correct in saying that? So it's it has to meet all three of these criteria in order to to be even considered for consideration. Correct. Yes. >> Correct. >> Okay. And I think that's where the issue is coming in is because we added in the language that says that a disqualing conviction disqualifying
009conviction has to be for a misdemeanor to even be considered. So any non- barrier felony offense um would not qualify. It also states here based on this if it's an and statement that a disqualifying conviction was for a misdemeanor and it has to have occurred more than 5 years previously. So some misdemeanor offense also has to be at least 5 years old to even be considered. I think that places in my opinion an unnecessary level of restriction to people who are applying to uh volunteer with the schools. So that's where I'm I'm seeing maybe the the issue and the struggle and concern um at least from my perspective. Oh, >> um, but I also want to say that some of these emails I was reading that we have to remember that was um, done under
010our past administration and this administration does things differently. So, while people are saying that um, it just wasn't followed up on, I think this administration is following up on things. So, it's a different mindset. >> You want to see it, Dr. >> Fner? I agree with you. This is a different team. >> Yes. >> Is this something is this something that you want to go back to the board committee for them to take a look another look at it? >> I think if the board is in agreement up or down. So Mr. Carter, you wanted to say something? >> Well, I'm thinking that and I and the clarification is under one it says the qualifying conviction was for a misdemeanor. And I think what they're asking it should say for a misdemeanor or a nondisqualifying
011felony. >> That's what I I think expanding some of the language to include and >> I think that's what the I think that's the gist of it. In other words, there are felonies that have been committed over five years that aren't barrier crimes. >> And those are the people Go ahead. But that's that's what's included in this says in order to be considered it needs to be it was for a misdemeanor. So if it was a felony, you can't do it. And the it's already in the code that says if it's a barrier crime, we don't have to repeat it here. >> Right. But I'm saying what there what what and I think what he's saying is there are felonies that aren't barrier crimes. nonviolent offense, but it was considered a felony, then you know,
012like a theft. Somebody wrote a bad check for over the felony amount convicted five years ago. Now they want to work in the school, then we need to I think and it still should come to the board for approval, but it should expand more than for a misdemeanor or a non barrier felony to be considered. So, do we need this to go back to the board committee that was >> or can we make the amendment as a board? >> Yep, you can. >> You know what I'm saying? You wrote a bad check. You You bought a stock that was insider trading. you were a um tax accountant and you made a mistake, but it was considered a felony by law and you had to go to the a federal detention center for 13 months because
013you did something taxed, which I know personally someone that faced that. No violence, no. It just was it was a violation of IRS law and it was a felony. So 5 years from now that person comes and says, "Hey, I want to volunteer as a coach." >> We should be able to look at that as a school board and say, "Well, it's not a non-barrier. It was a felony, but it wasn't barrier and it wasn't violent. So maybe we should give that person a chance." And I think that's what >> respons perhaps you could bring because I think the only thing that was really added in the qualifying uh conditions is the fact that it was for a misdemeanor >> policy group and we bring it back on. >> So why I guess maybe some
014some understanding as to why we added that language uh versus just leaving it as uh over five years ago and uh not a barrier crime. What was the thinking in adding to that restriction uh misdemeanors? So what I would suggest is >> go ahead. Somebody wants >> Yes. And I think the the purpose of that was to make sure that all felonies would go before the board um to have that approval and it not happen at the superintendent level. So with the language added there, it was just to capture the definition of the barrier crime and where the felony um was referenced to make sure that there is knowledge and accountability um beyond the superintendent's charge. >> Okay. So what's the word that you want added? >> Well, I would say I'd like to make
015a motion that um we pull policy and back to the But we can approve the other ones that are not on the question >> before before you make your motion. They make me they say here the disqualifying conviction we already have it. It's already in the code that there are certain non-barrier um felonies that would be accepted that are not barriers that are not uh disqualifying already in existence. So what they're saying here is that the disqualifying conviction, they're they're very specific about this. The disqualifying conviction was not a felony. So they were disqualified for a reason. At this point right now, if I understand it correctly, there are some felonies that are not disqualifying. >> That's right. >> Mhm. >> So your example is already taken care of. This is just saying that if
016it's a disqualifying conviction that is a felony, it it's done. If it's a disqualifying if the disqualifier is already defined as a felony, we're only allowing disqualifiers that are defined as misdemeanors. Where non-disqualifying felonies are not uh an ex are not uh going to disqualify the person. >> So, it doesn't need to go back. >> It doesn't need to go. >> Which policy work group did it came from? Which work group? Which work? HR work. >> HR. So who are the board members on the HR policy? >> Yes ma'am. >> Was there and who is the second board member? Mr. Julie, was there a discussion about these issues? Would you want to put some light on? >> Yeah, go ahead. >> We didn't get into the details of these criteria. We just looked at um
017the emphasis on the approval um at the sup the board level. So um the disqualifying conviction and all of that. It was just mainly that it would get approval from the board um if it was something that um was a felony >> be because and no and to add on to that if excuse me uh if you were to include felony if a disqualifying conviction was a misdemeanor or a felony that would mean that the murderers and the child abusers would be able to question the board. >> Yeah. Not if it's it's a barrier crime that's already included in the criteria. >> It says right here we are making the exception for exactly what you're trying to prevent. If the disqualifying conviction was for a mis misdemeanor and if you add felony in there then
018it does include barrier crimes. >> Not be because number three says it can't be a barrier crime. There are some misdemeanors that are considered barrier crimes. >> That's the point. you don't change it because already the the the felonies that are not barrier crimes, they're they wouldn't be considered for not being allowed to volunteer. >> Yeah. >> So, I'm saying I I don't see the reason for adding the dis misdemeanor qualifier in in in the first place. I think we had it covered under the previous two uh conditions. >> Previous or following? the previous the what exists currently with the with was just the disqualifying conviction occurred more than five years before the date and it was not a barrier crime. I think that covers everything that's of concern. I'm not sure why we added
019in that it also had to be a misdemeanor to be qualified for reconsideration. That doesn't to me. >> So just remove it. >> I think we should just remove it. >> Oh well that's easy though. >> All right. I'm with that. >> Take it back to the committee. >> No, I think there's >> you just say remove it. remove one item, right? >> Remove that word >> modify the language. That's what is >> you take out one. >> I think we take out number one and just leave it with the two criteria that were there before which is >> disqualifying conviction. >> The attorney just >> the conviction was not a barrier crime. So the word that statement one and parentally one the follow >> what the superintendent is saying is you want to say
020what you >> um I I just wanted to ask because I know that before we brought the policies to the committee it worked through the attorney because there were some other things that came up that brought this to that level that we needed to revisit this. I would ask if the decision is to pull this and it go back to the committee, um, could Miss Brown have an opportunity to reconnect with the attorney just to make sure if there's any changes that we're still sound, legally sound in what we're doing before there's a move tonight to remove something that they've given us guidance on if that's okay. >> Yeah. Also, let me see. She was also on the call. The attorney was on the call. So, a lot of this language she was somewhat approved
021of the language. So, my motion to pull this policy and have it revisited with the attorney and the committee before we bring it back to the full board. >> That's my motion. >> Is there a second? >> I'll second that. >> So, is there So, we got the revised policy review. Is there a motion to approve the policies? >> Go ahead. >> These are just for first read. >> Oh, this for first read. >> Everything's for first read. >> Okay. So, it's not action item. Okay. All right. You're good. Other question. Okay, >> other questions. We'll move on to item two, teacher performance evaluation system and observation cycle. Uh, Dr. >> All right, Dr. Davis, we'll we'll cover that portion. >> Good evening everyone. Uh, I will go through this pretty quickly. I just wanted
022to make a general awareness that uh Miss Brown did a wonderful job um a couple weeks ago providing some training on the new observation cycle and we got great feedback from our administrators on that new observation cycle uh and our teacher performance evaluation system. The goal was continuity consistency um across the board. So, we were able to implement that and we'll be doing some additional training on that teacher performance evaluation system um to ensure that we're giving high quality instruction across the board and we have a very comparable gauge uh with that as well. So, we will uh be providing some additional training on that on Thursday at our principal meeting. But just wanted to make you all aware where we've started. >> Let me let me excuse me. I need to take a step
023back because there was a motion on the floor was seconded to pull that item out. We never voted on that motion. So to table that item for future discussion, right? Even if it comes for action. So would you please call the role on that motion to pull the item out from that pile? >> Mr. Baron, >> yes. >> Mr. Alen, >> yes. >> Mrs. Lori, >> yes. >> Mr. Connor, >> yes. >> Dr. Gupta, >> yes. >> Mr. Depal, >> no. >> Mr. Julio, >> yes. >> Dr. Farmer, >> yes. >> Mr. Poe, >> yes. >> Motion pass. >> Thank you. Sorry, Mr. Dr. Davis. Uh, you know, the motion was on the floor and we moved on to the next item. >> That's completely fine. I can repeat what I just said or if
024anybody has any questions. We just wanted to keep everyone updated on that evaluation system and how well that uh feedback was received and how well that was done by Miss Brown in that training about two weeks ago. And we're going to continue that for that continuity and consistency for our for our division just in general. Um, and we will do that at our principal meeting on Thursday and get some more feedback on that. >> Question, >> Mrs. L. >> Um, so I've been I've not been teaching since 2021. So I was just wondering is that um is there a is a cycle so many years into for new teachers and then for um seasoned teachers they just do what is it like a self-evaluation we used to do on ourselves or things like that. Is
025that rotation still part of it or No, it's >> Yes, ma'am. It is. Um that is by the code of Virginia. So as long as we have evidence of a summit of evaluation, that is what that follows. It's not just by years of experience, but evidence of that summit of evaluation on all of those indicators. And then we would go to an interim where you're focusing always on student academic progress. That's one of the goals. And then the second one would be a goal of choice along with our smart goals throughout the year. >> All right. >> Other question for Dr. Davis. Thank you. The next one is uh new accreditation and accountability standards. Dr. >> Yes. Um so good evening. Before I turn this over to Dr. Davis and she provides an overview of
026the new accountability and accredititation model, I do want to take a moment just to frame for you all where we are as a division. Um so about 20 years ago and looking at the data in 2005, Lynchburg City Schools ranked 75th among Virginia's 131 school divisions. Uh since then there have been some es and flows. Um but overall our standing has declined. Um based on our preliminary raw scores, we currently rank 122 out of 131 divisions across the state. Uh the final scores are expected next week. We were anticipating them this week, but they will be out um next week, the week of October 13th. Um these early results show not only differences from school to school but also some broken or missing systems and processes that are essential for our overall improvement. Um and
027I want to always explain systems when I talk about systems those are the structures that guide how we operate how we make decisions and how we maintain accountability. Processes are the steps that we take to make those systems work every day. So I'll give you an example. If I'm talking about human resources or personnel, when you think about it in that vein, um the the system piece, it organizes how we recruit, how we support our employees, but processes are those steps like posting our positions, making sure that we're screening applicants, we're doing proper onboarding. And whenever those systems and processes are not aligned, those results will become inconsistent, and that reflects in where we are now in general. So over the past 90 days, I have focused on listening and learning, reviewing the structures that
028guide our work. And what I found confirms that we do need stronger systems and clear processes across the division. Basically, how we're doing the work that we're doing, okay, and why we're doing it and the steps to make it uh to make it better. So I do think our next step a next step is just to make sure that the way we work is clear that it's consistent and it's connected so that everyone including myself more importantly myself is accountable and moving in the same direction so that we can best serve kids. Um our full improvement plan which will outline the findings from a 90-day review and the next steps moving forward will be presented to the board and the public at the October 21st board meeting. And it actually falls in line beautifully because
029the release of the final state data will come out next week. So it'll come out next week and then the following week um we'll have that full presentation. But I wanted to give a level of context because I know that all kinds of numbers are floating. There are all kinds of conversations that are happening. But I wanted to give you context as to where we are and sort of that that those es and flows and then yes there has been a decline in that ranking um across the last 20 years and being able to come forward with you all in just a few weeks with based on that final data that we'll have and say this is our direction and our plan for moving forward and um and really having to focus on the main
030thing which we say is teaching and learning. But how do we simplify those processes? How do we put systems in place that make sense? >> And how do we have processes that make sense and clear out all the minutia and um all the extraneous stuff that gets in the way of being able to teach kids. So you'll see a very simplified presentation um of my findings and what our next steps are because I want us to really focus on how do we um how do we band together to do things a few things really really well you know and support kids and not do so much stuff and just you know hey we're going to throw it out there and we hope it sticks. We got to have a system and a process to make
031sure that it that it works for us and that it's sustainable regardless of who's in this seat. So, I just wanted to give that little bit of context there and let you know where we're going with that. And as Dr. Davis um goes over the new accredititation accountability model, I know some of you saw that probably in the spring and you hear a lot in the news, but I wanted to we wanted to make sure that she was able to present that tonight. When we come back in two weeks, you see the data and you'll see how it'll all align to this. Thank you, Dr. Davis. >> Thank you so much for that. So, as Dr. Dr. Mette mentioned um this will be a brief overview and I want to provide this in manageable chunks
032so folks have an opportunity to digest it and as you all have questions I encourage you to seek me out and ask anything that you may have but as we flow through the new state accreditation framework we've heard accreditation for a very long time what the state is is moving towards is a school performance and support framework so when you start to see that school performance and and um support framework work know that that is essentially replacing what was called accreditation previously. Go to the next slide. So with that comes performance categories. There are going to be four performance categories that you'll see when the reporting uh comes out. We either have distinguished ontrack offtrack or needs intensive support. And that is determined by point values. And I'll get into that in just a couple
033more slides. You can see the point values listed below and what categorizes each of those performance categories. One of the things to note on here is we can't just rest solely on those point values because because schools that are federally identified as targeted or additional targeted support and improvement will have their category lowered by one. So no matter what those points say, if you see a TSI or an ATSI school, those performance categories will be lowered by one. So those federal school identifications that I just spoke about that's the second identifier. So based on federal requirements there are three categories and we have fallen under this umbrella for a while. Um we currently have schools under one of these statuses uh here. So you have that comprehensive support and improvement school. So a CSI school
034and that's that title one um school where they're struggling the most. We currently have schools that fall under TSI, so that targeted support and improvement system. And that's when some of our subgroups, our student groups are struggling the most. And ATSI is that third category. And we do have schools that have been identified under ATSI as well currently. And we have those are schools that are consistently having student groups that struggle the most. So when they see consecutive years of subgroups subgroups struggling, we fall in that ATSI category for needs and supports based on that subgroup or student grouping. So where do the points come into play at? It's different for elementary, middle, and high school. So elementary point value, 65% of those point categories are going to come from mastery on those uh so
035tests. So just the pure raw data of who has passed and who has not that growth is 25% for elementary 20% in middle and it changes to graduation at high and then you have readiness and in that readiness category attendance falls in that as well and then it es and flows a little bit through middle school and high school for readiness and what those three E mean. And I will go more in depth when we uh when we get to that to that point, but I wanted everyone to have an understanding of where these point values are coming from so that when you see them, you understand the identification and what makes up each of those pieces. Growth comes from uh retakes on tests and a pass. So if you heard of things like an
036expedited retake on a test and you're coming from those, that's where those categories are coming from. So, what are the key changes that you can look for? They're point-based. So, exactly what we've gone over and how do you get points? It's important to understand that every child that takes one of these tests is going to get some type of point value. So, if it's an advanced pass rate, there's a 1.25. If they're proficient, so they pass the test, that's one point. For a student who is a failed basic, that is a range. It's 75. And anything below that failed basic is a 0.25. 25. So every student is earning point values in these categories. It is very important to note that you see science and EOC and EOCC stands for end of course and you
037see the same uh pass rates along that you notice that there's just no fail below basic on that science and EOC. We also have growth. So any students in grades four through eight that are able to show growth in reading and math, we have that point value that is um attributed to that. High school mastery is another key change. And the English language learners, and here's here's the key component to the ELLL students. It used to be that ELLL students had 11 semesters to get acclimated before their SOL test started to count and now there are three semesters. So once a stu an elelll student is in our in our system in our school system they have three semesters essentially to get acclimated and those so tests will now count. So we lost eight semesters
038off of that with that change. The other key changes here are advanced coursework. So students who are enrolled in advanced coursework um for EOC math classes in middle school can earn extra points. So that was a big push knowing that we we made some changes in math this past year that we're currently under. Uh and our subgroups previously subgroups were 30 for them to be counted. So any subgroup that had 30 or more were counted. If it was under that they were not counted in those in those uh totals or point values that has changed to 15. So any subgroup that has 15 students in it. It's counted in that rating. If a subgroup does not have 15, those points are redistributed into other categories. Um, for equality, we also have the three E. So,
039>> subgroup would be um like our black students, our ELLL students, students who are economically disadvantaged. So, as we see those and then you have the um the group the whole group or the whole school. Uh you also have your three E for enrollment, employment, and enlistment. And that's going to fall in for our high school students. So heavy emphasis on that and students who earn extra points um or can earn extra points in those ease category and that is enrollment. So if they're college ready courses for AP dual enrollment um or other other qualifying assessments like IB um if we were to have that employment so CTE completers um and understanding the difference in a completer for CTE they would get additional point value for that and any enlistment for armed services vocational aptitude.
040So that ASVAB test um that is discussed. So any participation in that would get more point values for um for those students. >> All righty. So that's what I have for that's what I have for our overview this evening. Answer any questions that you >> questions for Dr. Davis. Mrs. Lowry. Um on uh screen number four on the graduation does that 15% mean 15% did pass or didn't? Arving did graduate or didn't graduate? >> It's going to be for graduation passing. So that graduation pass rate passing. Okay. >> Yes. Thank you. >> Yes. >> Um same similar question with graduation versus readiness. You didn't go into what made up readiness except it maybe um attendance >> and and the three E um for the high school students that's included in that readiness category. It's attendance
041for elementary and middle. >> So we're going past graduation. Graduation is not as important. Is that what it's because it's weighted at 15 versus 35. >> I'm not going to say it's not important. More so is it's a standalone category whereas the readiness has a couple of components within that. um for graduation rate, the readiness and um um your attendance component. So, it just has more under that category for high school. >> Thank you. >> Yes, sir. >> Another question, Mr. Carter. >> Um back to I think it's screen the one with the federal school identification. >> Yes, sir. >> Um they have comprehensive CSI, TSI, and then ATSI. >> Yes, sir. with the focus on these ATSI schools, would that help contribute to an improvement in the achievement gap that we're facing now if
042we start to address these shortcomings? >> Yes, sir. Absolutely. So that's what So what schools would if we what schools well I don't probably want to bring it up but so these schools would be to have additional resources focused on specific things to bring those scores up. >> Yes sir. In the past, we have had additional funding that has been placed towards that, but there is a and I will say there's a significant amount of work for that evidence-based instruction and some of those components that go into that. And uh we had eight schools identified in either TSI or ATSI last year and we worked extensively with them on their plans. If we were to do that, we would change up uh now that we have a better knowledge and the improvement system, we would
043work really hard for this 25 26 year to meet that. Yeah. other M. >> So go ahead. Go ahead. Go ahead. Okay. Ladies first. >> Well then, so then if if that was last year, then this year um Dr. Majette said that we'll get the scores next week or tomorrow or something. You said >> they should be released next year. >> So then that will change where we could be. >> It could potentially change. That's that's why we don't like to do a lot of preliminary and have the whatifs. >> Gotcha. Gotcha. >> That's why I backed off. >> Yes, sir. Thank you. >> Thank you. I'd like the the board to know that local military recruitment officers are chomping at the bit to have us have the ASVAB tested more often because of the
044benefit to our students. Now that I see it on the board here, do you know anything about how it improves or is related to our test score? >> I'm not sure what you're asking. >> It's it's an evaluation piece of the state. I didn't know that. >> So that because it is new um putting that ASVAB component in there. So again, it goes into that percentage if students are participating in that testing >> because it would it would be listed under one of those three E for enlistment purposes um if they were to follow that for that ASVAB testing. >> Very nice. I hope we can get that done. As a side note, um a month ago, I think I walked into EC Glass >> and there was no I was at Heritage High School
045at the uh lunchtime and there were so many students in military uniform just eating at the tables. could see like a number just a number pop out and it was it was good to see so many. >> Yes. >> So >> other questions for Dr. Davis >> going going back to the performance category and I know the scores are going to be coming up. Where would we be in terms of the numbers on the performance category? We we won't be able to identify that until the scores uh finalized because then we'll know what our point values are in each category and we'll be able to total that out. And then we also have to um incorporate the federal school identification. We could essentially fall and distinguish point value, but if we're also labeled in a
046a TSI category, it would drop us to on track. So that is that's the other key component to that. >> Okay. >> Good. Other questions? Thank you. Thank you, Dr. Davis. Mr. Mr. >> So, I I think I'll follow the pointsbased piece of this, which is pretty pretty clear based on the test. Uh, do we know what kind of extra points I mean, what does that look like for the enrollment, employment, enlistment uh portion, >> there hasn't been um additional information provided. There's been a lot of focus on just because it was not counted in last year's. They did a lot of in that in the growth category or excuse me, not the growth category, the readiness and focused a lot of emphasis on attendance because they were still working on those components. We should
047be getting updates throughout the year to talk about what that specifically looks like and how those point values would enhance. >> The scores that are coming out now aren't going to include these new key changes that won't happen until next year. They do include the key changes, but you don't know what they are. >> But last year's scores that we're getting, again, not obviously for this year, but last year's scores, all of that readiness was based off of attendance, not necessarily the three E. Now coming up, that will be a factor. >> Okay. >> Thank you. >> Yes. >> Good. Thank you, Dr. Davis. >> Thank you, Dr. >> All right. We up to item G. Discipline Committee meeting October 9th at 3:30 p.m. Finance and Facilities October 14th at 3:30 p.m. Next school board
048meeting on October 30 21st at 5:00 p.m. LCR on October 21st at 3:30 p.m. and academic success committee on October 28th at 3:30 p.m. >> One thing um I will be out of town so I'll need to electronically be attending the October 21st >> that we can talk. >> Okay. >> Thank you. meeting you.