001Hallelujah. [Music] And this is your password. Um, >> okay. >> We don't have any electronic participation today. Everybody's here. Pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you, Mr. Corner. Is there a motion to approve the agenda? >> Motion. >> Second. >> Madam Cler, 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, >> Mr. Poe. >> Yes. >> Motion carries. >> Thank you. Next one is Hampton Instructional Resources. Dr. Davis, but you
002like to do the video before that, right? >> Yes. If I could go ahead. Um, well, I just wanted to say good evening everyone. We had an opportunity. I saw a many of you and really appreciate you being out at schools today. Today was our first official day of school >> and saw a lot of bright smiling faces. Um so our communications team just put together just a short video just for you to um get a snapshot of this morning's arrival. [Music] Heat. [Music] Heat. [Music] So, we just wanted to give you that snapshot. Um, show you all the bright smiling faces. Um, we really are off to a good start uh for this school year and just thanking all the board members who came out. Um, we saw a lot of parent, parental support,
003all the community partners that really made the first day off to us. So, thank you for allowing me to share that. >> Thank you to all your staff and every teacher and worker. They've worked very hard today >> and I think it went very smoothly, right? One small hiccup, but I think it was fine. >> Yes, they're always a little. Yes, sir. >> Can I say something? >> Yes, go ahead. >> The excitement was palpable almost at every location. You can just just feel the intensity. Everybody was just excited. The children were excited. You know, >> it was a great day. He was a very nice day. >> Thank you. >> All right. So, I'm going to have uh Dr. Davis present some information on some Hampton instructional resources that we truly feel are going
004to be a great benefit to our school division. >> Good evening to our board chair, vice chair, board members, Dr. Majette. Thank you so much for allowing me to give a brief overview of some Hampton instructional resources. Please don't let the name fool you. It is an LCS uh thing. We'd like it to be a thing. Um, but I wanted to provide some uh just some brief history on how we got here, where we are currently, and how it will benefit our division overall. We are very much in need. We know that we have had uh some teacher turnover. We know that we've had a lot of new teachers, some um folks that are career switchers. So, taking a look over the last two years, I've done a lot of work with the academic success
005committee. I've been very thankful for that throughout this process. But I've also seen through instructional walks and just review of material scores etc. that we needed some additional resources and we needed some continuity and consistency across our division for all of our folks. So, one of the things that I started to do was dig in a little further and how can we get that and how can we impact K12 curriculum, not one specific group, not one specific content, but how do we give a tool across the division that is impactful and it's very specific to Virginia. So, one of the things I did some research on, we were able to pull Hampton instructional resource materials. what this offers our division K through 12, it's curriculum uh across all areas in science and history. We are
006also working on some other contents as well, but science, history, English, and math and that provides detailed lesson plans that enhance rigor and relevance across the board. It provides uh depth for Bloom's taxonomy across the board. It provides consistency. It provides us a solid template to utilize. It would take a great deal of pressure. It's like a bank or a resource. Um, one of my favorite things that we talk about with Miss Lowry through academic success is that teacher treasure box. This is actually one of her ideas that uh she allowed me kind of to to bring to the table and say, "How do we get these resources?" There are slide decks. There are opportunities for assessment questions. There are instructional resources. There are 27 school divisions across our state that that are already utilizing
007these resources. I wanted to make sure that it was tried, true, and rich in part of that research. So, as I went across, I wanted to see who was utilizing it, review some of that data for scores and see what that teacher retention rate was going to be. In several of these school divisions, we've had much better success. They have had I won't say we because we we are here. I am here. Um, but they've had great success in retaining their teachers because it's taken a lot of pressure off of administrators, long-term subs, career switchers, and our new teachers, and has given some rich resources for our veteran teachers who have the ability to extend across the board, extend and accelerate for our students by providing that resource. So in bringing these instructional resources in,
008our team would actually be vetting and going through and rolling the process out to provide appropriate uh training on that, provide our administrators resources to say this is how you utilize it and it's how you access it. We would not simply open up the platform and say here you go, take off with it, but we would be reviewing to ensure that it aligned with our logs. So logs would be for that pacing purpose. So, as we go and maybe have a student from RSpay Elementary in third grade that may be at Bedford Hills in third grade, there's a common resource not even not just along the alignment component, but common resources that are specifically aligned to standards of learning for Virginia and specifically target those learning outcomes and goals for all of our students. >>
009And just a note, Linda Martins, it was Linda Martin's idea. >> I don't she's watching this. all been wonderful ideas. So, so a lot of those and again I I think that is important to note because we've gotten a lot of feedback and what can we do with that? So, we really want to let our community know we hear you, we want to support you, we want to take the pressure off of you and we want this to be a resource and a tool. Um, even with that, we went back to look through uh our lesson plan template or lack thereof throughout the division and we were able to develop a consistent template that is very very easy. It's not one of the old school where it's five, six, seven pages per lesson, but it's
010very condensed, but attacks all the learning targets, outcomes, goals, and what those essential questions, big ideas may be for um for those particular lessons. It also heavily attacks vocabulary, which we are very excited about as well. >> Thank you, Dr. Davis. Dr. Gupta. Um, do you mind if we recognize those members of the academic success committee because my understanding some of that work is like you said, Linda Martin, but it's work that's been going on for some time. >> Um, >> we got Mrs. Lowry on academic success. Who else is on? >> Dr. Farmer is on academic success committee. >> Uh, Gloria Preston was on and she helped me pamphlet. Um, Dr. Farmer, >> Mr. Biden is there. So the three board members, thank you for all your hard work making it success. So >>
011and Mrs. Preston, she started with you in this process. >> I'm willing to answer any questions that you all may have from it. We have um we've had some discussions about it, but we would love to be able to have the opportunity to really dive into this work and really provide framework, consistency, and just a true bank of resources to our folks and do that in a way that is meaningful, purposeful, and intentional. um for our school division here. >> So, just let us know, I guess, how the teachers are receiving it, if they find it valuable and are using it. >> Absolutely. Yes, ma'am. >> Do do we have any school districts in close proximity to us that are using it? >> Yes, sir. We uh we do. So, to name a couple, um
012Appamatics County is using it, Danville is using it. Um let me let me look through. Um I know that those are our closest and partners. I believe Ronok is also using it. Please don't quote me on that if anybody hears me and they're not. Um, but we do I did do a count. We do have 27. Obviously, Hampton is using it. We have some larger school divisions as well, but all Virginia based. >> Okay. Second question. Is it designed that if a teacher is not available because a substitute comes in and come in and use it? >> Yes, sir. So, it's meant really to encompass and embody all uh staff. So, if we have a long-term substitute that would need help, they're not somebody's not taking their time. Typically, that's where we see some gaps
013at. Other folks are having to create lessons and give them off to somebody else if there is not a teacher in that classroom. This allows just a plain you come in, I'm going to hand these to you and they're readymade and we're able to pick up and move with that. Um when you all were going over this were there any teachers in house involved in testing >> in the testing >> like over the materials the resource and all that? >> I'm not sure I understand what you're asking >> like or just um viewing the materials the whole platform >> there um our instructional team started to review that those materials the teachers would be able to view them if we if we're able to move forward. It's not again it's a tool. It's not something
014that they absolutely have to use but they are Virginia aligned. So it's really not something outside of the scope of what they are used to for standards of learning. >> Right. Right. >> So the expectation would not be that we hand these over and they absolutely have to pick up tomorrow and start using these pieces. That's part of the vetting and the data collection of how they're beneficial for our teachers and um what that looks like moving forward. We know that it's an immediate impact for our long-term subs. Um, immediate impact for our brand new teachers, an immediate impact for anybody who is a career switcher. We know that it would be an immediate impact for that as well as our new administrators, instructional coaches, etc. >> Right. And I understand that. So, are there
015any teachers involved on the instructional team? >> That's our division level staff. So, there are not teachers on the on that division level staff. Let me just correct. It's everything but a tool. >> You didn't get my joke. >> Oh, but a tool. Oh, haha. >> I did get it after a minute. It just took me >> Oh, that's funny. >> You've been up for a while today, so it took me a little long. >> You said it's a tool. I said, "No, it's anything." >> Anything but a tool. >> Yeah. Cute. >> Other questions for Dr. Davis? Is there a motion to approve this >> motion? Second. >> Mrs. Lowry. Uh, Mr. Connor. Madame Clerk, would you please call the role? >> Mr. Baron? >> Yes. >> Mr. Alen? >> Yes. >> Mrs. Lori?
016>> Yes. >> Mr. Connor? >> Yes. >> Dr. Gupta? >> Yes. >> Mr. Depal? >> Yes. >> Mr. Galileo? >> Yes. >> M. >> Dr. Farmer? >> Yes. >> Mr. Poe? >> Yes. >> Motion passes. >> Thank you. Next one is work session consent item. Is there a motion to approve the consent agenda? >> Before we do that, uh I don't know if I need to pull the human resources piece out for purposes of disclosure. >> Oh, you can make a disclosure um >> prior to >> Yeah. >> Okay. >> You'll not be voting on the consent agenda. >> Well, well, I can't vote on one of those items >> items. >> Um and I am going to say it this way hereby declare that I have a personal interest in the matter for the
017board as it pertains to my spouse's employment. with exception. >> Oh, okay. >> I was looking at attorney town. Do we need to pull the item out or can we? >> As far as you all want to, you all can um either take out that particular item and vote on it separately or uh Mr. Barry can decide to abstain from voting on the whole matter. But at this point, he's just making the disclosure for the public about his interest in the uh employment of his spouse and that he's going to abstain. Um but however, Mr. Mr. Baron would like to proceed if he'd like to ask you all to take out that one item separately. >> Well, I do have interest. Actually, I would like to also pull item one from the consent agenda for
018conversation uh if possible. So, I don't we have to pull both of them, but I definitely want to pull that one. >> Which one? Um >> not number one regarding the >> the human resource. So, once you give it >> No, no, no. The the one regarding uh the elementary restore program. >> Yeah, that's one. Yeah. >> And then he also wants to >> So you want to or you're leaving it in the consent? >> I'd like to pull item one and then I can we can also pull item two for the sake of disclosure. >> So is there a motion to approve item three and four? >> Um the addendum report is >> you did the disclaimer, right? You did did you read the whole disclaimer? >> I did not. I stopped halfway. I
019hereby declare that I have a personal interest in the matter before the board as it directly affects my spouse's employment. Therefore, I abstain from voting on this matter and I'm providing the clerk with statement of disclosure for the board's records. >> Thank you. >> And for record, the superintendent has certified fairness and fitness as required by the Virginia code. >> Yes. >> In the hiring process. Yeah. >> So there's no bias in in hiring process >> and those steps as required by the statue have been fulfilled. >> Yes. And it I've signed that and that's in um your board docs as well. >> Statue requires the principal to certify and the superintendent and we have complied with both just for the public consumption. I know attorneys is looking at right. >> Yes. Compliance with that.
020So is there a motion to approve item uh uh leftover uh consent agenda? >> Would that just be item four? >> Three and four. Three and four. I move. >> So move. >> Second. Madam clerk, would you please call the role? >> Mr. Baron, >> abstain. >> Mr. Alen, >> yes. >> Mrs. Lori, >> yes. >> Mr. Connor, >> yes. >> Dr. Gupta, >> yes. >> Mr. Depal, >> yes. >> Mr. Jalo, >> yes. >> Dr. Farmer, >> yes. >> Mr. Poe, >> yes. >> We go to elementary school restore. Mr. Baron, floor is yours. So I purpose for pulling this is and again forgive me because I'm new to this and I'm just learning but uh you know as we I listened in on the facilities and and uh finance committee and I understand
021from a fiscal standpoint why we would say hey let's just pull this program but what struck me as odd was that there's a whole lot more involved in terms of like academic achievement and we talked about achievement gap and things like that the cost of the program per student one I'm not sure where those numbers come from. Two, what's the cost of not doing such a program? And I think that's some of the questions that sort of formulated in my mind is I know some of the people that work within that program. I know some of the work that's being done and some of the ways that it is essential to classrooms being able to function. And I I didn't hear much discussion as I listened in. Uh, but I would love to hear more
022about what is the plan if we're going to shut this down. Where do those students go? Where do those teachers go? What where does that grant money go? How do we know that we can rewrite that grant? That's a process, right? So, there's a lot of questions that formulated in my mind uh as I listened in and it just seemed odd that it was just sort of shuffled along. And so, forgive me again as I'm learning this process. I'm just wanting to learn as much as I can, have as much information as I can uh as we look at an item like this because we're talking about teachers, >> teachers that that that they do this job because they love this job, right? And so we're just going to reassign them. I at least if
023nothing else say, "Hey, let's let's talk about this with transparency in a public uh way so that we're not treating our teachers as pawns. They're actually people, right? They're they're people that have a legitimate interest in our students and wanting to uh make our schools better. Um so that's why I asked to pull if we could have some discussion around I'd be appreciate >> Mr. Depal and Dr. it came through the finance. So go ahead. >> Okay so I will start it off and then of course I'll um defer to Dr. Davis and Miss Jamus. But a lot of the concern when we first got to looking at all of the programs LCS elementary restore was one of the the programs that there weren't a lot of students in there at one time. We also
024have the TAP program that serves elementary students as well. And so that initial looking at it, some of the concern was when some of those programs were put in place, particularly elementary restore was put in place some time ago fully funded on grants. Mhm. >> Well, some of the issue fiscally was as we were moving forward and looking into this school year that the um that we were absorbing a lot of it on the local side and understanding that when those grants um closed out at the end of this fiscal year of this academic year that that wasn't going to be something that was going to be necessarily sustainable. So a lot of the early question was is that something that is dissolved early before students are enter that facility or enter that program for
025this academic year or is that something that it goes throughout the course of this year and so that was sort of the conversation with the finance and facilities committee that night. Um and then you remember I think an earlier meeting we gave some data on the program. So initially if that did end early so if that's the decision tonight that hey we end it now then we recognize we're going to have to look at transitioning that staff was about six or seven staff members to seven to be exact to transition to help at other aspects of either TAP or possibly the secondary restore programs and things like that. So that's sort of the initial pieces. Did I miss anything Dr. Davis with that portion? Yes. So there are currently students in the Restore Elementary program,
026right, that enrolled as of today? Like they started today? >> Yes. >> A few. >> Okay. So do those students just automatically roll into TAP and what's the capacity there for for taking students on? >> So one of the considerations if if this were to occur would be if we would extend and do um an additional classroom or so with TAP to absorb some students uh based on the need for those particular grade levels. Elementary is currently serving kindergarten first and has been for the last couple of years. So if we are at capacity for TAP um for those particular numbers, then we would absorb that K and one into a classroom um because we're not high in numbers currently right now. And that stack that current stack we have would help to serve in
027um help to serve with TAC in that capacity. >> Okay. Restored, if I'm not mistaken, is a tier 2 program and TAP is a tier three program. Correct. >> Tap is a tier 2 and a tier three program. >> Okay. >> Yes, sir. Um so that um since since its creation um it also start started to my knowledge as a pilot program several years ago. >> Um and it was serving as a tier 2 and a tier three. Again remembering that we don't have anything um specific to tier 2 for grades 2 through 5. So for TAP specifically it could be tier 2 and or tier three for grades two through five. So that is a it is a tier 2 tier three program. >> Okay. Lowy you had a question. Um and we had
028had discussion what was it back in May or April or something but about Kevin when um um the other um >> Dr. Brown No um from Fort Hill >> Dr. Glover >> Glover >> Yes. Dr. He came and I think part of that was part of the restore >> issue that we were talking about, wasn't it? There could there could be individuals in the grant but not necessarily restore. Oh, >> okay. So, maybe that was just a Fort Hill conversation. I'm getting them confused. >> Okay, no problem. And two, one thing you have to remember is under grants, teachers are informed they're under a grant, so they know it's temporary. >> Sure. >> They know it's not a permanent job position. >> They're told that upfront. And then if they choose to accept it, >>
029then they understand that when it ends, it ends. I understand that. I think I still struggle with, hey, first day one of school, now you ain't got a job anymore. You know what I mean? Or we reassign the case, but >> I I understand. >> I was like, we're not getting rid of them. >> No, I'm not getting rid of them. I'm just saying. But but these they signed on for this job, right? So there's a consideration here. It's like, hey, maybe they don't want to be whatever other teacher. I'm sure they'll be team players and they'll do what needs to be done because of the kind of people that we have in our district. But >> yeah. Yeah. I just meant >> but they they're but they're made well aware it's temporary. It's based
030on a grant. >> So >> Okay. >> And then to answer your grant question about what that would look like because you you asked the first program question I start talking about tap and the transition but I want to make sure we answer the grants portion of your question as well. What that would look like. >> We set up the criteria by which we want to run the program for the grtor. So at any point we can do an amendment and move that money into another criteria that we want to um support. For example, the money that we set for elementary restore um we could roll it up to secondary restore. So we will not be losing any grant funding in the support of that. We will just push more of the revenue towards the
031the secondary restore program. Is is there an approval process for that like a a grant committee that has to approve that? >> So we actually the grants team submits an amendment >> to VDOE and VDOE um uh approves that after review of it. Um they're not going to at this point it's our last year for stop funding. They're not going to not I don't believe they're going to not give us that money. um they will just when we when we come back for review they we have notified them that that those funds will support a different program and it'll just be a part of the monitoring process. So we are very transparent with VOE when it comes to grant funding >> I imagine so. >> Yes sir. >> So I I guess we're just we're
032assuming that it's going to be approved that there's going to be no hitches. >> There is no reason it would not be approved. Yes sir. um that is our aotment for that particular program uh funding the grant and we are the ones that set up that program. So we can go and say we want to set it up a different way. V DOE as long as it covers the same services should not have an issue with us setting up that program a different way um to fully fund or to fund as much as possible the secondary um restore program. So >> okay >> and those people are located in currently they're in the same building TC Miller Elementary. Oh not elementary I'm sorry this they're located in the same academy. My problem >> other questions
033>> is there so is it essentially saying hey this costs a lot of money and it's not really effective or are we saying hey it might be effective but it's not worth the the cost I mean what what is the it can't be just purely financial that's that's what I'm trying to kind of get my mind around >> it's not >> right so >> based on all the information that's been presented before the committee the uh it's a aspect of efficiency that we're going to have the same level of care and and and coverage of the students and um we're saving we're saving money at the same time. So, it's a win-win. >> Okay. >> Way I understand it. >> And it was 120,000 per student was the number that I heard. What What does
034that come from? >> That comes from the costs of of the program and the number of students that are being um um serviced by that program >> which is how many students? uh the exact number >> I think on average it was no more than five at a time but the I know she had presented the data a couple meetings ago what was it overall for the course of the year I think it was 16 for the year >> about 16 or 17 um and I just I'm trying to visualize the chart 99 but I believe it was 16 was the total number served the last year in that program >> I think some of that cost came from the behavior specialist there's all these specialists and it's just not the teacher other people. Yeah,
035you had to pay all of them and their insurance and everything else. >> So that's where the cost came from. >> The the key question last year when the presentation was made to the board is the ROI because end of the day you like academic success of kids. >> Mhm. >> And the so scores are failing and getting worse when they're going back to the school. >> And Dr. day is missing because he visited the schools where they go back after they finish restore and the teachers were complaining they're falling behind when they come back to the base school. So that's another key marker. We got to look at it. Are we getting the return on our investment in terms of academic success of that child? >> Yeah. I mean I I just I definitely
036recognize like the work that that program does and this the people that are involved in that program are fantast. And I guess my concern is that um you know we we drop this and we don't maybe have the catch that we think we do to be able to put these kids where they need to be so they get the resources they need because it just does cost more permission to to some of these kids. I've met these kids. I've talked to these kids. I've seen these kids, right? It just costs more to meet those specific students needs and that's just the reality of it. Uh I don't know if it should cost that much more. I'm not that I don't have that uh information, but that's that's where my hesitation lies. >> You you brought
037up that they do great work. They do a great job and I I'm not going to challenge that. I'm wondering what your criteria is if if they're coming back into the base classroom base school and their uh scores are dropping. >> Well, it's it's not just about those students. It's about the rest of the classroom. You think about these kids coming back in and say they're just not re-entering very well. Um, and then you have a whole classroom that, you know, you have to evacuate a classroom because a kid throws a a t temper tantrum or something like what's the cost of that? You know, a whole day of instruction lost, right? What what does that cost? I think there's some intangible kind of financial aspects to this that I just I don't have my
038head around. >> Well, you made mention that they're doing such a great job. They're returning to the classroom with the same problems and lower scores. So, I was wondering what what criteria you had to say that it was they're doing such a great job. Well, I think there's a number of students that they continue in the program that work in that program that maybe they won't be able to make it back to the classroom, but but does that mean we just write that kid off? I don't think so. But that program allows us to continue to meet those that students needs without disrupting a classroom environment. And so, I don't know that success is necessarily that they make it full circle and are able to re-enter the classroom, per se. I think that that's great
039if that can happen, but it's just the reality is not going to happen with every kid. They don't have the the home support. They don't have, you know, uh, whatever ability, cognitive ability at that point to be able to make that re-entry. And I just I I don't I don't think that means that it's a failure of a program. Maybe means in some ways that we need it even more because we got to continue to reach these kids and meet these kids needs, every student, right, by name and by need. And so, >> but but like they're saying, the kids don't go just back to the classroom. They're going to go into TAP. And the teachers that are helping because that grant ends, they'll go into the other programs, they won't be fired or anything.
040They'll be >> certainly again. Certainly. So, really think of it as a movement. They move from this room to this room. >> If that's if that's the way it works out, that that's great. >> Fort Hill definitely needs more teachers. They need a science teacher. They need a history teacher. probably even more uh w walkers. Um they have a waiting list to get into Fort Hill. And um one of the issues that I came across is it's not just about the money and not about uh whether or not the kids have a specific special need, but the replacement of certain disciplines such as suspensions and expulsions with circles and other things that are part of restorative justice. uh lead the children to see less of a consequence to their actions and it's not good for
041them. It's been shown that as they were saying uh that they come back into the school system with the same problems and the same attitude perhaps. So there has to be a balance there somewhere. And if the product of the the program isn't a better quality than what they were doing in the regular school system, we we should adjust it. We should change it. If it means cutting it, adding something later on, the I don't know. But there's two things that I heard was recommended. One is a rebranding of the students, for instance, that go to Fort Hill uh of the the program there. could rebrand it, it would be fantastic because some students can't deal with these larger school environments. They need the small spaces. They need uh to know that they're known by
042the teachers and uh Ford Hill offers that. There's a couple of other things there, but that's that's my input. >> Dr. >> Okay. Um so I I want to just clarify a few things and and I know Dr. Davis will help me out. She's been here longer than me. Um so first Mr. Baron I I definitely understand and we are going to ensure because ultimately we want to have some type of transition versus we get to the end of the year and it's like boop the program cuts off. >> Sure. Yeah. >> And you know because of the money. So this at least gives us a time for some transition because we recognize after this year those students will be in in TAP and we're already looking at how do we revise this to make
043that make sure that this is a suitable transition for those students. Um, and then as always, yes, th those staff members are >> they've signed on for a grant, but as with anything, there are always vacancies. We've already looked at, hey, we know where we may you may transition to this year, but we're sure that there'll be spots next year where we can because we recognize these are people in the community. They work here, you know, they work for us, they live here. So, can we continue in another role um through attrition? That happens. We'll have vacancies next year. So, we do want to make sure that we can support them as staff members, but also support those students in that transition. But I want to kind of touch on a little bit um uh
044Mr. Jalo was mentioning about the Fort Hill. We recognize we we want to make sure that we have proper supports and things there um with them and continue those supports. Uh the new principal there is is doing a fantastic job. We had an opportunity to be there today and just really connect with him and the staff and they were very expressive about what their needs were for kids, which was awesome. what do our students need there? So, we're looking at some pieces there. We recognize CTE and other areas have been a big push and we have already Mr. Marshall and uh Dr. Davis and I have been making those connections with community college and other agencies to see how we can provide that level of support >> um for them so that they'll be productive.
045But it's almost a little bit of apples and oranges because elementary restore many of those um individuals who are there teaching absent of being a special ed teacher like myself are not endorsed K12. So those aren't necessarily individuals that we could transition to Fort Hill. Um but there may be individuals who may be able to help with maybe middle school restore and because it's a progression it it steps to it. So, um, you know, Fort Hill is is way over here, but you have elementary restore and tap and you it sort of a progression when you start thinking about disciplinary infractions and where your placement may be. But, um, definitely want to do some things to help those students at um, Fort Hill, but want to make sure that we have an understanding that elementary
046Restore is very different from the students um, at Fort Hill in terms of the placement decisions as to why they're placed there. Mhm. >> Did I miss anything? >> Uh, no ma'am. I would definitely didn't miss anything. I would just uh elaborate on um the component of the certifications and folks would ask how does middle school work and maybe Fort Hill doesn't necessarily work. Understanding that Fort Hill is 612 and a lot of our waiting list issues are the spacing and size at Fort Hill, not necessarily our staffing. Um so so that is one component and the other piece is for elementary we do see a lot of certifications that are K6 and understanding that elementary or excuse me um secondary restore one of those primary grade levels that is served at secondary restore is
047sixth grade. So that would be um a more simplistic transition if if that were um to come to fruition as well. Um and then recognizing that some of these positions for elementary restore are also not teaching positions. So that behavioral support that Dr. Majette alluded to that we would continue to provide supports. Some of those may be how do we best utilize and push into schools um to provide some of those supports in the classroom or how do we push into other programs to provide some of those supports that are very much needed that may not be suited in the traditional classroom every day. >> And thank you for saying that. I want to add that piece. Absolutely. I I was a special teacher work with students emotional behavior disorders. I get it. But I
048I want to make sure that when she said the pushin piece as we start reimagining this and as we start moving forward whether it's this program or anything else how do we start providing that level of support for students in the bay schools also providing support for teachers and working with these students or providing that staffing to give that support in the bay schools because I can pull you in a smaller setting but you're eventually going to leave this world I mean you're going to leave us and you're going to be in the world in larger settings. So, how do we have something in place that if by having you in a smaller setting right now, how do I help you with that transition, that progression so that you're in a larger setting? Because we're
049preparing these young people to be out here in the community in college or world of work or military, whatever they choose to do, but how do we work on that progression for those students? and I, you know, push in as much as we can and provide those supports where they're in their regular school setting. Um, just seems a bit more ideal. And of course, having those smaller settings for those students who absolutely need it, but this gives us an opportunity to sort of how do we revamp some things and look at what's the best support for each individual child. And that would be good because I know there were teachers last year that talked to me and they said, you know, the kids coming back and they're lower and stuff like that, but the transition
050needs some adjustments. So that's good that, you know, we'll be working on the transition. Maybe make some changes to how they transition in. >> They were being transitioned and it was just some teachers were saying it wasn't as efficient as they thought it could be. So >> Dr. Davis in your professional judgment will this merger cause any adversarial effect on the in the academic journey of this kids we are serving as LCS restore >> professionally one of the things that we are evaluating is how we can um merge the needs of our students for behavioral supports along with the academic components. One of the things that we did do um about middle of the summer, we we've been collecting master schedules and reviewing a lot of those things, but we did request them from our
051alternative sites as well. So, I can drill down, my team can drill down and say how much time is time on task is being had for reading that we're evaluating that at the at the base schools. Are we also evaluating that in our programs to make sure again that instruction is provided? Hence talking about the instructional resources and what that can be. So one of the things that we have done in my professional judgment is we have to make sure that that is in alignment so that we are adequately preparing no matter what program we are in whether that be a TAP or an RA or a Fort Hill to transition our students successfully back to real world. What I'm hearing from you is you're assuring this board that you have done it and you'll
052continue doing to make sure their success in their academ. >> We are going to we are going to continue to work very very hard to ensure that because our because our students deserve that and they are they are very much owed that every day. >> Other questions? >> The mention of uh transitioning um so what did that process of transition looks look like? So it looks a little different per level. Um so I can't give a broad statement of what that may be or even the length of time because it is going to be based on that particular student how they transition back into a building. So it could be partial days for so many weeks. Again data is collected. It is merging. One of the biggest things even for TAP is making sure that
053um I use that as an example because we've mentioned that today. making sure that school teachers, administrators are also visiting that program to ensure that students have a familiar face that they don't feel like they're forgotten when they go to a program. Um to build a a behavior plan if that is needed when they are leaving an alternative setting and transitioning back in. So what that looks like for a student is really based on their success and what those supports in. It's very individualized to the student, but the base still lays there of who's visiting common faces. What are essential skills strategies that worked for that particular student? Sometimes a visual for a student communicating that a visual for a student when they're becoming frustrated that was very successful. Maybe we didn't know that when
054we enter the alternative program, but it becomes very successful. So all those things are built into that transition plan and that work and who's involved in that. It's a collective community of who who is involved. Um but primarily those coordinators and principles at the building level will help to merge um alongside of school counselors um and other support staff. >> Okay. >> Thank you. >> I just have a one humble request to Mr. Po and Mrs. Lowry as we move forward maybe have community conversations through 40 ways you run right. That's the best place for people to be able to come and link with what are we doing in terms of projects like this. >> Mhm. >> Yeah. >> So, you know, I I hear a lot that we're putting in terms of the academic
055side of this, but let's say you invested a lot of resources from the academic side. Is there a a gap that we can connect with families? cuz here again these kids are going to have to go back home >> and go back into families that are not functioning you know top class whatever. >> Is there something that we can sort of bridge a gap to be able to have some connection that family support can be brought in this not only the academic side of it? >> Yes sir. A lot of that transition, a lot of the conversation, especially at our alternative sites, happen with our principles um and the folks that lead those programs to say this is what we're seeing at home. It again could be something like um like a visual support or
056uh flip cards, that's a pretty common one that that it's used. Instead of saying like, "Hey, we're going to do something at school different than how we do it at home." We're communicating what we're doing at school so that that can be practiced at home as well for that continuity and consistency to build repetition and recall for students. >> So yes, the short answer is yes. I know that was a little long-winded, but the short answer is yes. Wanted to provide some context instead of just just providing that. >> Okay. Great. >> I I appreciate giving concession conversation. That was very helpful. And I I think the desire is, you know, based on what I heard in just the committee, I was like, man, there's people involved in this. If I have questions and I'm
057outside of this thing, certainly there's some people that got some big questions, right? And I felt like we at least owed it to them to have a transparent and open conversation, a little bit more detailed conversation about this issue before we just, you know, make a decision. So, I appreciate that. My vote will be a vote of confidence in our leadership and I believe that the the people that we have in those positions, whatever assignment they're given, will continue to respond it with top level. Uh >> would you like to make a motion? >> Sure. >> I I will make the motion to >> to approve it. Is there a second to that motion? >> I'll second it. >> Dr. Farmer. Madame clerk, could you please call the role? >> Mr. Baron, >> yes. >>
058Mr. Alan, >> yes. >> Mrs. Lori, >> yes. >> Mr. Connor, >> yes. >> Dr. Mr. Gupta. >> Yes. >> Mr. Depal. >> Yes. >> Mr. Gillio. >> Yes. >> Dr. Farmer. >> Yes. >> Mr. Poe. >> Yes. >> Motion passes. >> Now, we pulled out item two, human resource report. Um, since you pulled it out, is there a motion to approve? Now, I know Mr. Baron will abstain from that voting on that. So, just making public to know why he's abstaining. So, is there a motion to approve? >> Motion. >> Mrs. Lowry. >> Second. >> Mr. Conor. Madam clerk, could you please call the role? >> Mr. Baron, >> abstain. >> Mr. Alen, >> yes. >> Mrs. Lori, >> yes. >> Mr. Connor, >> yes. >> Dr. Gupta, >> yes. >> Mr. Depal, >>
059yes. >> Mr. Gillio, >> yes. >> Dr. Farmer, >> yes. >> Mr. Poe, >> yes. >> Motion passes. >> Next isformational item, academic success on August 26th at 3:30. Um >> Mhm. >> And u finance and facilities is same day at 3:30, Mr. Connor is telling me. >> Yes. Um, next school board work session September 2nd at 5:00 p.m. Joint City Council school board meeting on September 9th at 4 p.m. Location to be determined. Uh, discipline committee meeting uh, data review committee on September 11th at 3:30. VSBA training on September 16th from 9:30 to 2:30. Next school board is on September 16th at 5:00 p.m. LCR is on September 16th at 3:30. It says cancel. So, the finance and facilities is September 23rd at 3:30 and academic success committee September 23rd at 3:30 p.m. >>
060Go ahead. I'm sorry. Go ahead. >> I was just wondering cuz it said uh for the joint that was um still to be continued, but is it at the STEM center or is it >> We'll find out. They're work the staff is working with the city staff. >> Okay. >> We don't know the location. >> Yeah. So they'll figure uh that that logistic needs to be figured out. >> Okay. >> They need to set up audio, video and all those things. >> I got you. It looked like I saw somewhere that said STEM center. That's the only reason why. Yeah, >> they have not told us anything. >> Got meeting is it? Thank you. [Music]