001[Music] Heat. Heat. Oh, [Music] heat, heat. [Music] Heat. Heat. [Music] Hey, [Music] hey, hey. [Music] Heat. Hey, Heat. [Music] order. Uh, is there there's no electronic participation today? I think Mike is coming back, right? He's not. >> Yeah, he's not. >> So, Mr. Connor, pledge of allegiance. 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. Next one is the Is there a motion to approve the agenda? >> Motion. >> Second. >> Mr. Connor, Mr. Depal. Uh, madame clerk, would you please call the role? >> Mr. Baron, >> yes. >> Mr. Ali, >> yes. >> Mrs. Lori, >> yes. >> Mr. Connor, you >> Yes. >> Dr. Gupta, >> yes.
002>> Mr. Def. >> Yes. >> Mr. Gillio, >> yes. >> Dr. Farmer, >> yes. >> Mr. >> Yes. >> Motion passes. >> Right. Next one is the school board committee and liaison uh assignment discussion. Uh, madame clerk, would you please hand out that uh document you have, please? two. [Applause] The committee assignment the dates. Okay, go ahead. The next one is a committee assignment, right? >> They are there. >> They're in there. Mhm. >> Go ahead, Mr. Car1. each one. Yeah. >> Okay. Okay. >> Thank you, ma'am. >> Conor, the floor is yours. >> We determined the chairman or some chairman's there. >> Okay. Um our discussion of um committee assignments for the 2526 school year are as follows. Finance and facilities committee will be u Mr. Depal, Mr. Connor, and Mr. Alan. Legislative Advocacy
003and Community Relations Committee will be Mr. Jalil, Dr. Farmer, and Mr. Depal. Academic success committee will be Miss Lowry, Dr. Farmer, and Mr. Baron. [Applause] Ad hoc discipline policy review committee and the and the student discipline committee will be Mr. Connor, Mr. Baron, and Mr. Poe. Ad hoc achievement gap committee is Miss Lowry, Dr. Farmer, Carl Loose, Danny McCain, Dr. Day, Kim Dyke, S. Campbell, and Kay Fleming. And then our governing boards, um, liaison, Laurel Regional will be Leticia Lowry, CVCC will be Miss Lowry, Governor's Accelerate Academy will be Mr. PO and community date community groups that we will interact with the education foundation will be Dr. Farmer and Mr. Jalil. Beacon of hope will be Po and Baron and partners in allocation will be Alan and Farmer. >> Mr. D, do you have that
004policy work group uh sheet? >> Did you make a print out? You have the meeting dates here for all these meetings. Uh Miss uh Dave will coordinate. Uh please make sure when you make the agenda you you you do that in coordination with the superintendent and the minutes need to be documented. These are public meetings because there are three members present for every board meeting, every of these meeting. So the the agenda needs to be posted on board docs and the minutes need to be documented uh because it's three or more uh board members in there and that's the um >> go ahead. So the policy work groups Mr. Conor >> uh policy work groups work excuse me the school board policy work groups will consist of governance will be Dr. Gupta and Daryl Connor
005fiscal management will be Mr. Mr. Depal and Mr. Alani. Curriculum and instruction will be Miss Lowry and Mr. Baron. Student services will be Mr. Poe and Dr. Farmer. Human resources will work with Jalil and Alan Yei and operations and community will be Baron and Poe. And >> there'll be a superintendent representative in each of these policy. Have you decided who'll be your you'll do it at a later date? I'll do it a I'll work with the team tomorrow and have names by the end of the week. Yes. >> And if you are um policy work groups, you'll contact your liaison will contact the uh policy work groups if there's any changes or the committee meetings need to happen. Right. >> Okay. Yes. Thank you. >> Okay. This as you know our policy uh only thing
006it allows the chair and vice chair is to assign members to the different committees. So I met with Mr. corner few times and we went through that and uh what I did from my side was looked at the places where the openings were and plugged in the new members into those places. Uh governance is by default chair and vice chair. So later later years as you uh have chair and vice chair they go into governance policy per group. So this others are assigned only one is by default. We good? I think next one is U LCS restore Dr. M. >> Yes. >> Say again. >> Okay. After that consent agenda, make sure >> but it's after that. >> All right. Good evening. Um before I turn it over to uh Dr. Davis and Miss Jamie's
007to talk about LCS Restore, I did prepare some remarks, just some items that I want to make sure that I cover um in its entirety. So I do want to start off with first I want to thank you to the school board just for your commitment and understanding to understanding the data and what we have going on in the division. Um one of the key things that I know that I was asked initially was we want to make sure that um where's the data? We want to know what's going on with with all programs and what's happening in the division. And so I know um tonight just your desire to see the full picture, but to have the full picture so that you all because you're the ultimate decision makers. I make recommendations, but you're
008the ultimate decision makers and so that you have all of the data and resources that you need to make sound decisions um um as it regard in regards to our academics or um financial decisions on behalf of students and our staff. So before she begins the I want to kind of preface it with this and I want to frame a few things. The data you'll see tonight I is being shared in response to specific requests that I received regarding restore the restoremies and alternative ed programs and really looking at that just to ensure that we're going to have that just that keen eye like I said earlier on every single program and what we have going on. So tonight you will hear from Dr. Davis about LCS Elementary restore secondary resto restore and then overall
009updates for alternative education program. Miss Jamie's financial officer will provide a written summary of financial implications that are tied to the programs. But as you review the presentation, you'll see both student counts achievement data. I encourage you to think about this information from multiple perspectives. the quantitative piece, you know, the numbers, but then also the qual qualitative piece is looking at the lived experiences of our students and our staff that that are working together in these programs. Um, I also want to just provide you with some insight into a conversation that um, well, a preview of an upcoming conversation that I'd like to have with you all regarding the discipline policy. Um, I know that committees were formed tonight and so I would bring that to this committee, but I wanted to put it out
010there because it's all connected to this what we're looking at tonight. Specifically, I'd like us to um in the near future to be able to get with the discipline committee to talk about policy JGE in a student suspension and expulsion. And in particular, when we're looking at infractions of um profanity where they automatically go to the board to be considered for consideration, I'd like for us to go back and revisit that because looking at, don't get me wrong, inappropriate language is inappropriate language and there should be consequences. We should not be speaking um and you know profanely to one another. However, I do want us to go back and think about the context with the policy and looking at how we can put some steps in place. is this a threat or is this a
011poor decision that we need to work with you through to rectify versus it coming all the way to the board for consideration for expulsion. So, I wanted to put that out there um because it does tie into what a lot of the data and information that you'll hear you'll hear tonight um when it comes to the programs um just to ensure that we're not adding additional students to programs when we can go ahead and and kind of um pres prevent some things early on. Um, and so, but to be clear, I don't condone um, inappropriate language or anything like that. So, I want to be very clear about that, but I want to make sure my goal is always to serve at the pleasure of the board, but also to make recommendations to support you
012in your policies to ensure that you have, you know, you can make thoughtful decisions. Um, and so with this, you'll see the connection between behavior, academic performance, and this will give you broader conversations. I know you um you all have been doing a lot of work with the ad hoc committee for the academic achievement gap and just making sure that we don't have things in place that you know contribute to that. Um as always I believe in telling our story and telling my story. I always want to be honest about what we're doing. So as we were gathering the data I did have an opportunity to speak to the two coordinators or administrators for the restore program. Um, I shared, hey, there are questions that that people have and rightfully so about the pro program
013effectiveness and associated cost. Um, I will say as they go into the data um, and the information, there was a lot of there were a lot of grants that were paying for things and it has moved over to the local side and Miss Jams will explain it much better than I will. It was like peeling an onion. That's the best way I can say it. There was so many layer layers. There was a lot of information that was convoluted. nothing towards the administrators or anything for the program, but just trying to peel back the layer layers to get information of which grant pays for this, which grant covers that, what's coming from local funds. Um, and and much of you may already, you know, I'm just getting here, so you may already know the information.
014And when I talk about my entry plan tonight, that's what my job is to do, to come in for that first 90 days and just see what's working really well. And then if there's something that we have to examine, that we examine it. and that, you know, I told you all I'll give you the information. That's what I'm going to do. Okay. Um, and so looking at that, I just want to make sure that that I kind of frame it in that lens. As always, you wouldn't be here if you weren't here to take care of kids. >> Okay, that's at the center. You all spend a lot of time with very little compensation or none at all to to be here. So, I want to make sure that we're doing that. At the same
015time, I always have to look at we're going to take care of kids, but we also have to be mindful of our resources as well as well. So, how do we do all the things to support children, but stay within, you know, healthy fiscal um means? And so, tonight is a work session. I'm not making any recommendation tonight. I would ask that after this you have an opportunity to digest and any questions that you have um that definitely ask so that and ask tonight and if we can answer it tonight and we have that data we will answer it for you. If we don't we'll always be honest and say we don't have that right now but we'll we'll get that out to the whole board. So I wanted to be clear with that. Um
016but I would like to take this to the finance committee now that I know who's on committees. I'd love to take this to the first finance committee so that after you discuss tonight that we can take it there and have further discussion if if possible. Um, thank you for indulging me with all of that. But I wanted to set that up so that um you understood sort of how we got here and why we're presenting this information tonight. And if there isn't anything else, do you have something Dr. Gupta? >> Let me just uh intervene. uh you mentioned few things about that's going through the committee and I missed and I apologize miss day has three more handouts to give you want to hand them out I was talking to Mr. Connor because uh there
017are policies in the board in terms of how we conduct ourselves and what the mode of communication will be >> okay >> and one is from Dr. Day in terms of uh dos and don'ts you know Dr. today was very methodical about every policy. >> So just a handout to make sure everybody is aware of that that's part of the record and uh as you mentioned few things which are relevant to the handout that's why I'm sorry I brought it up. Oh no. >> I was thinking of doing it later on and I just want to emphasize one thing as we as she said it goes to the committee structure. U the board's role is uh setting policies. That's our lane. Superintendent lane is to run the district on a day-to-day basis. That's not our
018job. So uh if I go there and collect data from a principal, I got to follow the chain of command which goes through the principal to the deputy superintendent to the superintendent to the school board. School board is not by code is not out there collecting information. You know I'm saying that there are roles defined in the Virginia code which are very clear. So if you want to change that, we got to change the policies. So we run the school district based on policy and we hold her accountable for implementing those policies 100%. Not 98% not 99% 100%. That's the will of the board. The will of the board is told to the superintendent in >> in the language of policy. So I just wanted to make sure all these three are there. Uh there
019because uh Dr. Dave did a lot of hard work in putting it together. Uh he'll be missed. uh but I just want to make sure that everybody has it in black and white uh and and it's documented in board docs that these policies exist. There are a lot of other policies but these are crucial in light of the discussion you just mentioned. Thank you. No >> more is all yours. >> No perfect. Thank you. And and that lends perfectly with absolutely board sets policy and that's why I was in here humbly requesting that when we get to the discipline committee um that we take a look at that policy and and come forward with you know we'll my team and I will come forward with some suggestions suggested revisions then but of course we recognize
020the board always sets it >> and boards last year we had ad hoc uh review committee on looking at different discipline issues Mhm. >> And the board's concern was that we to create a a environment conducive to learning. Discipline needs to be there and the principles need to be accountable for enforcing that discipline. >> Mhm. >> Across the schools and consistency of enforcement is important and you know was part of the discussion. I just wanted to give that context. Oh yes absolutely. >> In terms of policy and then enforcing that policy. uh five fingers are different size but in terms of policy implementation that has to be consistent. >> Yes. >> Across the district. Thank you. >> Yes. Thank you. >> All right. So at this time I am going to turn it over to
021Dr. Davis. She's going to provide the overall counts and data from the program and then Miss Jamie's uh passed out sort of I would say a one-pager but a multi-pager >> uh to just kind of give you some some information um on the uh fiscal implications. So, good evening to everyone. Um, again, just to follow up, I appreciate Dr. Mette for leading into that information. The goal is for transparency and consistency in the data that we're pro reporting to you. And as we get in here, some of you may say, ah, that doesn't look like a lot. But we want to make sure that what we're presenting is consistent and provide the why and the backstory to some of these pieces. I also sit here before you and tell you this won't be the only
022time that we revisit this. We want to continue to come back to the table. I want you to hold us accountable for updating on the information and when we tell you we're going to do something, I want you to hold us to that because that's our expectation as well. So, we're starting on a little bit of a smaller scale instead of trying to hit all of the alternative education programs that we serve in the division because we want to make sure that we give you clear-cut uh information, clear-cut data. And then we want to make sure that when we're going back to the table, we're refining, we're revisiting, and reinforcing those particular um data points that we have reported on. So we'll start tonight um and then and again we'll we'll focus on some other
023areas but we'll start tonight with elementary and secondary restorative academy. So if you've heard the term RA or RAE uh the overall goals this is going into its third year of implementation. The goals for the program are to provide a safe and structured supportive and relationship centered environment. It's to help students develop those skills necessary and needed to succeed both academically and socially. So to ensure that we are focusing on all aspects of the student and ultimately we want to address the root cause of behavior in a restorative manner so we can return students back to their home or base school. What's currently being served? So we have an understanding again going into year three grades kindergarten and first grade for RA elementary. We are identifying tier 2 behaviors. And we throw a lot of
024um a lot of educational jargon out sometimes, and I'll be the first one to admit it. I'll get on a roll sometimes, but a tier 2 would mean we are serving students who maybe need some additional supports. It may not be um egregious behaviors, but we know that they need a little bit extra to be successful. So that was the primary focus of RA both elementary and secondary time frame for RA elementary students would stay for up to two nineweek periods up to two nineweek periods. And then the goal at that point is to determine transitions to see if a student may need to uh we might need to visit another placement. We may need to visit uh the transition alternative program which would serve some of those tier three behaviors. I'll get into that
025a little bit more. um or if they are prepared to go back to their base school successfully at that time. When we get into secondary RA, it's serving grades sixth and 9th and that's for a 9-week period. So up to up to a nineweek period. Um some of you may say, why are we focusing on K1 6 and nine? Because data has shown that those transition years are the toughest years for students. and where where data showed also that we were seeing a peak in discipline over the last several years. So that's why those were primary areas of focus. So this is to give some numbers, put some numbers to things. Uh we did include all of it for alternatives. So you could see because of the transitional component um 142 students were served this
026past year at Fort Hill. That's 90 total students, 30 for the middle school and 60 for high school. Again, that is space um for what we can serve in person. There are some students on remote services as well. Their transition alternative program, which is referred to as TAP, we'll cover more in depth um at a later time. Uh served 18 students this year. The capacity at any given time is 18. So it served a total of eight 18 students this year and the capacity at any given time is 18. Restorative Academy Secondary served 63 students this year and their capacity for the year was uh or excuse me at any given time is 30. So served a total of 63 students. Restorative Academy Elementary uh had 16 enrolled this year. Their capacity is 20 at
027any given time. and the restorative suspension center, which we'll go into uh a little further again at a later date. 297 students were served um and they can serve up to 24 per day. And that may be related to um a short-term suspension. So if they're going over for a day or three days, um instead of a long-term suspension and those are for our secondary students only. So restorative suspension center is for our secondary students only. And we'll get more into that later on. um 536 total students were served last year in these particular programs. So getting into um a little bit further into restorative academy elementary. So RAE 2425 again that maximum of 20 students. There were 17 students served. Um we finished with 16 but 17 total students served in K and one
02810 of those students transi transitioned back to their base school. So back to their home school. remaining students were enrolled in Laurel TAP or reenrolled with RAE where it was possible. Again, that being K and one if it was a first grade student couldn't reenroll that student because um they had aged out at that point. Two students are reenrolling in the fall with RA elementary, so transitioning back in um to serve an additional nine weeks at that point. Two students transferred to TAP due to their age. Um so TAP being that tier three service and one will enroll in a private day program. Um do you currently have a waiting list of approximately 11 students for the 2526 school year? That weight list is um worked on with our principles with specific criteria of who
029makes it on that weight list. A behavior plan going in place before students are actually able to be placed on that weight list for consideration. Restorative Academy Secondary uh again 60 students uh finished up or excuse me uh finished at the end of the programming grades six and nine. 43 of those students who we had a high success rate 43 of those students transferred back to their base school successfully. Um the capacity is 30. Again space does become an issue. They do serve a new group of students every nine weeks. Um, our coordinators work very hard to again work with the base schools, work with our supervisor of discipline, um, and work with our, uh, student services team overall to have successful transi transitions back in. Give you a little bit more of an update
030um, as far as tiering of um, of services. Tier one is what if we're talking about behaviors, we're talking about um academics, tier one is what we give all students. We're going to give all students um the same thing across the board each and every time. When we give that, that's when we determine if things are not working for a student, whether that be academically, socially, behaviorally, what other supports do we need to put in place to help that student be successful? So, understanding that those tier 2 services may or may not work. So, that's part of that transition plan. As we're talking and working through um going back through the data, some of you may say, "What does it look like yeartoear?" I can't give you a specific year-toear and do that in a
031successful manner because the program has looked a little different though. It's been serving K and one and six and nine. The programs looked a little bit different year by year. So starting out a couple of years ago, making sure that we get we're getting staffing in, getting some supports in, giving explanation to the base schools of what it needed to look like. That took a little bit of time. So first nine weeks was kind of a grow um moving in different locations. Uh RA Elementary is currently at in the TC Miller building. Um they have been there uh throughout their time. RA a secondary transitioned um into um Dunar this year. Restorative suspension center is still being served out of the Amelia Pride building. So different uh different components. If we're not fully staffed in
032those in those spaces, if we're not fully staffed, we can't hold as many students. Staffing has been a concern. Um and making sure that we have certified staff uh in those areas as well to provide the supports. So those things have been a concern. Placements in those locations can be a concern as well. So, if a student's on a wait list, but a on a wait list from a school, but there's been a placement in that location, that then takes up one of those particular uh spots or slots for another student. So, varying factors have contributed. So, the data that we're giving you, that is the clean data. We can say this happened in the first year, this happened in the second year, and this is the intent for it to happen in the third
033year. What we want to do is make sure that we're going back in and evaluating systems and processes and cleaning those things up, providing you valuable data as we come back to the table and saying this is what we're providing. We're looking at some things in full transparency uh academically in all of those areas to provide consistency for more effective transitions back into the base school for all students. Um, and even if it's not a base school transition, the work that we're currently looking at is making sure that we're wrapping around that whole student. if we're not able to provide those behavior supports. Making sure we are noting that we're taking the appropriate steps and taking the appropriate data each and every day to transition that student where they're going to be successful and making
034sure that we are doing so in an effective manner for that student so that they can thrive academically as well when they step outside of our building. that could that could result in home services that could res uh resort in an outside placement or it could result going back into a base school or another tiered program, a tier three program, a Fort Hill or a transition alternative program at this point. >> Questions? Thank you, Mr. Lowry. >> Okay, so two of two questions I have. one last year when I talked to the bus drivers and I know the gentleman is going to be new that's the director of the principal of the Fort Hill correctly. >> Yes, Dr. Turner. >> So, oh, so um just wondering because we have a policy in place but the
035bus drivers don't feel it's it was it was in the past followed when um students were rude to them, cussed them out, things like that. I'm just wondering what new things he might do according to the policy to make sure we're not losing bus drivers because of the way the students are treating them. And then my other question was um thank you for addressing the academic piece because that's one thing that you know was brought up last year that I really pushed on. So, but um I think it would help because the question I wrote down was our concern last year was the complaint by B school teachers that students were returning further behind academically than when they left. So, I know they're they're there for a reason and that that disrupts their academic process,
036but is there a way base teachers can be notified as to why assignments or progress were slowed in an appropriate starting point to be given to them so they know where to pick up academically for those students? >> Yes, ma'am. that can be included in the transition plan. So, I'm going to answer your questions backward because that that first one I'll be able to to spit out just a little bit quicker. Okay. >> Um so, we do understand that that is an additional barrier and then when we're going back into a school at what point that student goes out, it's important to have consistent >> um not only consistent progress for that student, but a consistent platform to provide. So, those are some of the pieces that we're looking at conducted by a certified teacher,
037making sure that our team, we have some of our directors and coordinators and team sitting here with us, but making sure our team right now is looking at that instruction to say, does it align to our logs, our learning outcomes and goals? Are we pacing in the appropriate space? And if we are behind, are we communicating and saying, "hm, yes, this student's a little bit further behind. Maybe they were absent, maybe we had a lull, or maybe we're not prepared to go back in and our transition plan itself needs to look a little bit different." But providing that consistent platform and the expectations of lesson plans and alignment and rigor to the curriculum benchmark has helped a great deal for us and knowing uh for the literacy curriculum for elementary we're working through HMH but
038going into next year part of these adoptions that we're doing is that consistent platform for textbooks. So consistent platforms for curriculum but we do have several members of our team dedicated to that work for all students. >> Yes. cuz I know the team works hard and I know teachers work you know with the students there diligently as I guess I guess maybe teachers are just concerned like >> absolutely >> how come they're you know well because this this and this happened that's why so you need to probably start them around this area instead of where they were when they left because you know their disruptive behavior is the reason why they're here so this is why we're >> right and we don't we certainly don't want them to step backwards um when we have built
039up those behaviors and those systems so the platform and the things that we're looking at and reviewing right now. We've got a couple actually we're looking at and we're excited to present more on them. I'm I'm really excited, but I don't want to get ahead of myself. I want to make sure it's exactly what what we need it to be. But we would be able to open that platform up and share that work with the teacher and with that school to say this is the work they've done. This is the mastery they've shown instead of just a report of saying this is where they've left off. >> Now, does that get shared with only the base teacher or the base teacher and the counselor at the school? Once we give access that that can be
040shared with who that principal sees fit. >> Okay. The principal decides it could also be coaches. Um and then they're also uh again elementary secondary we're still doing those common assessments. Um we're still doing VKRP. We're still doing vowels. So all of those baseline assessments if student reading plan information all of that information all of that is still occurring in those locations. >> Okay. Great. >> Um and then you asked me about the buses, Dr. Turner is uh has a wealth of knowledge and experience which we're very excited about. I've met with him a couple of times and he has brought up various items. One of that one of those being behavior and consistency. So I think you will see um some changes in that this year. He is very aware of that. >> Yeah.
041Mr. Coner. >> Yeah. Um can you put the slide back up where you showed tap and elementary RA? >> Sure. I I I sure cannot, but I'm sure somebody special back there can put it back on the screen for me. >> Okay. >> Thank you. So the capacity for the TAP program is 18 and that covers grades >> K through five. >> Yes, sir. >> So how many per grade is that? That seems to be a mighty small >> it. Yes. And that's based on um that's based on um some studies and data for serving those top or those tier three behaviors that I mentioned. So what that typically looks like is is some grade banding. So like a K1 2 three and a four five it's three classrooms there. We try to do it
042based on need. Sometimes if we have higher fifth grade um and we've seen some lower numbers in another grade level it may just want be one specific grade level with some grade banding. It has helped having um RA elementary to reduce some of the numbers for K1 but in full transparency spacing has been um an issue for that as well. >> Okay. Okay. So, I'm looking at the RA elementary. The capacity is 20. >> Yes. >> And the total enrollment for the year was 16 and those were over nineweek periods. >> Yes, sir. >> So, it looks like there's a lot more capacity in the RAS that could be um used in the CAP program. Am I looking at that way? >> You are. And that's one of the things that going into this year,
043we were doing some prep as soon as those questions came up of what are our systems in place, how are we moving students along, how are we providing those supports and getting that true rotation of what it's supposed to look like. So you are correct. That's one of the things at the top of the agenda to review. >> So I want to make sure I understand. Yes, sir. So as a layman, tier two behavior is more severe than se tier three or tier three behavior is more severe than so we actually in the in the highest level of severe behavior have the lowest amount of capacity. >> Yes. >> Okay. >> Yes, that's exactly right. So tier one is everybody you think about it in a in a triangle form. So the tip top would
044be your smallest amount. So, um, that's going to be your more severe behaviors in those pieces. So, the higher the number climbs, the the more severe it could be. >> Go ahead. >> Other questions? >> Just one. Uh, you mentioned 11 students on the waiting list. What happens to them in the meantime? Like, are they going to school still with a discipline action and plan in place and that sort of thing or >> that has of Yes. Yes, sir. That's often occurred with behavior supports in place. So we we may have behavior coaches, restorative specialists or excuse me, restorative interventionists. Um we have support staff in place. It may even be some outside agencies um that are providing some of those supports in the meantime for students. Um unfortunately some students, again I I'll be
045transparent, some students have been suspended or they are on a waiting list outside of being in the school division to come into some of those programs. So, some of those 11 may be suspended in the meantime versus some may be actually at their schools. >> They could be depending on what behavior led to um led to some of those pieces and again following the policy that's in place that could that could have led to that waiting list of getting back in. >> Gotcha. Thank you. >> Yes sir. >> I have a go. Go ahead. >> Yeah. Given that uh truency is a big problem. >> Yes. >> How does this relate to those kids and what percentage of the kids would be suffering in that capacity? Um when you say those kids, can you just
046give me a better um the kids that are outplaced um like at home? >> Yeah, at home. Yeah. >> Um so we would we would still provide some um home educational services. That would be the goal or some supports, but but that could lend itself to some truency issues. And I I will say um I don't want to speak out of term, but sometimes some truency issues have already become a concern before that even occurs for some of our students who are outplaced. It could have been that chronic absenteeism has already hit um leading to some behaviors as well. >> I have a question. So you said Restore Elementary had 16 students served over the year. So if you just take a snapshot of today. >> Yes sir. >> How many students will you find
047in RA? >> How many students? I'm sorry. >> Yeah. How many will be enrolled? So like say uh November 24th of 2024 on average daily basis or a weekly basis what was the enrollment 16 is total served and that's spread over 9week period. You know what I'm saying? >> Yes. >> So on average we call average daily ADM is our number for reimbursement. So what's your average daily membership in this RA? >> I would say um I'd say probably between 12 and 16 without looking at it roughly. um roughly without looking at the data probably between 12 and 16. Um and that's also dependent upon the severity of some behaviors and some of those things. >> So when they leave after 9 weeks you be backfilled that those students so the the the population size
048stays same. That's what you're saying. >> Yes sir. Yes sir. It should be the eb and flow and the goal for for this working forward if capacity is supposed to be 20. We should be getting close to that and if we're not we should be providing the why we're not close to that. But yes, the numbers should look consistent at all times. >> And I can answer part of that because I visit the RA elementary on last year and one particular day and I saw like maybe five kids in there at that time that was all the ones that I guess had misbehaved and were in there. So that's you know so it just depends on the day too. >> You good? >> Uh question uh so what's the total number of students >> total
049number of students >> in terms enrolled period >> which program >> the student body just period. >> He means the entire division. >> Um we're a little over 7,000 >> um throughout the division. ADM is how much? ADM? M. Jamus, you may have the He can She can get it for you. >> Um, it's approximately 7,120. >> Okay. >> Approximately. >> Thank you. >> But of course, it's a little bit more because those are the kids that we get our state funding. Correct. That is correct. A little bit more. >> Correct. That is correct. There are other students that aren't in that count um that we serve on a daily basis. Mr. Jillian, >> what is your uh understanding of the process of holding parents accountable for extreme and repeat misbehavior? >> I would need
050a little bit more clarity on that um before I could answer that. Well, >> have you taken that action in the past and uh holding parents accountable for repeat behavior that's really extreme? Parents are always involved in any disciplinary action, any repeat behaviors. Um, so conversations, meetings, plans, a behavior plan, ex uh that I mentioned earlier, they're always involved and always encouraged to be at the table when we're having those discussions. I can say that I have been a part of several conversations um from behavior plans, disciplinary actions, um appeal processes, uh just different things throughout the division where I've had parents present and very much a part of those plans. >> That's good. I I sat in on one of the discipline committee meetings and I saw the parents and child and I just
051don't have any followup on how the parents are dealt with if the student continues really bad behavior. we we continue to collaborate across the board so that we can work towards that improved behavior, providing strategies, consistency, and just that continued communication. So, we do have we I can say from where I have sat, we've had a great deal of parent participation, and I've had really really positive interactions with parents. They want the best for their students as well. >> Good. >> Yeah. Other question we good pretending other anything else for the store? >> It is um Miss Jamie is going to give the financial >> go ahead. >> So I provided you um at your seats the most condensed report that I um on this some of these word letters uh almost are around 100
052pages a piece. um we tried to collapse all of the tenants of them. This document is broke out into three categories. Your funding sources, your program staff, and your purchase services. So, I'll just briefly highlight each of these areas. And if you have questions, feel free to jump in and ask those questions. The first funding source that we're going to look at is the school-based mental health grant. It is a competitive grant that we uh seek um and in 2023 uh January of 2023 it was we were actually awarded this grant. So this is a unique grant in that it's a calendar year grant not a fiscy year grant. We're used to working on fiscal years. So um we have to look at this grant a a little bit different. I've provided you the total
053award mount that we've received um in 2023 and then the breakdown of each of those awards until the grant ends December 31st um 2027. The required match on this grant is $300,000 per $ 1.5 million. Um so we um every year have to set aside $300,000 per the grant pull down um that we get. So um I have provided you with the uh reserve that we have had up to this date. Um we have 300,000 for 23, 300,000 for 24 25. um we over spent and had to use a portion of that 300,000 and so we only have 150,000 for 2025. There are employees associated associated with this grant and so this is sort of a hybrid grant. Not everything in this grant is associated with the restore program. So these positions, these employees that
054you see um are not restore employees. the same way with the um retention stipens. Um they are not as well. What we want to focus on for the restore program is the service, the $2.6 million services. We are able to use these services um to work towards the restore program. Um I have also there are is also some travel and some indirect costs built into that grant as well. Yes, sir. You said to jump in right? >> Yeah absolutely sir. >> So there are employees associated with these and when the sunset happens in the grant. Yes sir. >> How do you sustain the cash flow to keep those positions going? You see what I'm saying? >> Yes sir. That's when we actually have the hard discussions. I will say the grant is built so that
055this required match the set aside um if we build it up enough it can operate this program for an additional year. That's how the the grantors set it in uh set it in place. So if we continue to build that set aside they allow that we can use that set aside funding for an additional year built on this uh grant. At that point it unless other grant money is found to sustain these programs then it becomes a local initiative and we need to have discussions on where that local money is coming from >> because people's livelihood are dependent on this right so the sunset happens they are out of job right am I correct in that assumption unless the money is found in the operating budget >> all all employees that sign contracts with LCS
056re understand that it's an agreement for a year at a Anytime an employee signs an agreement who is grantfunded, there is language built into those contracts that should this grant end or we are not allotted this grant. Again, those positions go away. Everyone who works for LCS reads that in their agreement before signing it. So, it's a it's a hard pill to swallow. I understand because you never expect to lose the funding, but there are legally we are covered in the annual contract process for that. >> So, they know it's a short-term employment >> grant of people who apply for these grant positions are told at the onset. It's posted as a grant and in their agreement it says these are grant funds. >> That's the employee. I'm sorry. >> Yes. But you said that
057these positions weren't necessarily directly attached to the grant. >> Correct. These positions in this grant are other mental health positions, your RBTs, your other positions that also work in LCS outside of the restore program. So these >> the restore grant money goes away because these people are also employed in other aspects. Well, so those 14 employees have also signed the same contracts and understand that this is grant funding. So set aside um the Restore Academy, these 14 people who are working through this grant understand that this is grant funding. So they are in the same category as individuals working through the restore uh grant. Miss Jamus. Oh, I'm sorry. >> No, go ahead. Go ahead. >> I was going to try to >> and correct me if I'm wrong. I I think what he's asking
058because you're going through that first grant, the school um based mental health grant and I feel like what Mr. Connor is asking because there going to be a few other grants that she's going to cover is you had mentioned some of the employees were not in this particular grant I think at the beginning. I just just to clarify maybe how many we have in this particular grant that are paid out or maybe who was paid not who but how many were paid out at the beginning and how many are local now >> the mental health grant there are not restore positions in the mental health there are not FTE funds built into that based on the way the grant was submitted those 14 employees I wanted to provide all of your grant information to you
059on the school-based mental health those 14 employees work in other areas outside of the Restore Academy. >> So that's so that's my question because they work in other areas outside if the restore money disappears they already locked in other places. >> Yes sir. >> So we would have to >> Yes sir. Until 2027. >> Until 2027. And at that point because they are also working in other capacities they're not directly directly connected to these grants. They are grant individuals working in other programs that this grant supports. >> They're in other locations across the division. So >> dual purpose. >> These people in here aren't they're part of that grant, but they're not in RA elementary or RA secondary, but they're placed in other places across the division, >> which means as the grant goes away,
060>> then operationally we'll have to >> you have to absorb or eliminate those. That's what I wanted to hear. Just to reiterate, the school-based mental health grant provides purchase services for the RA Academy >> in the tune of 2,673,122. So the the vendors that we use, we can get reimbursed from this school-based mental health grant for services provided to the restorative academy. But once this grant goes away, if the board doesn't decide to absorb the cost in the operational budget or we're don't have the opportunity, we're not in that position, then those positions go away. But also those purchase services would go away as well. And those purchase services go to the Restore Academy under this grant. But under this grant, the employees are not at Restore, but they're across the division. >> That is
061correct. >> Does that help you? Yeah, a little bit. >> Okay, let me know. Let me know. >> So, is that mean the funding for the from the grant that is that that's not their entire salary. That's a portion of their salary being paid to those positions. >> In some cases, unless they are distributed across several areas, it is their entire salary. It just depends on how they are their distributions and how they're used within the schools. Um, they could be part local funded and they could be part grant funded. It just depends on what that looks like. >> And Mr. Connor, before Miss Jamie goes on, this is when I said earlier convoluted. We've been peeling back layers and layers and layers. And I'll tell you, she's done a fantastic job of I mean,
062they were in here at 5 this morning still sifting through these the grants because it was so intertwined. It was so many different grants. I think I went into maybe yesterday thinking yesterday morning thinking, "Oh, there only two grants." And then today they do some more digging and then there were other grants that were associated. So it's it's a lot here and that's why I said it's going to be a lot for you all to for us to discuss and process with you all. >> Luckily you have homework. You can take this away and really get into. >> Well, thank you so much. >> You're so welcome. >> Okay, moving on to if we any other questions. >> Would you prefer a deeper dive in the finance committee later on? This has a lot of
063financial implications for sustainability of the staffing, sustainability of the services because we we talked about employees. How about the students? >> Yeah, we're going to look at the services and all of that later on in the report. >> Um, so I just wanted to touch base with the stop grant. That grant h runs through September 30th, 2026. It is completely restored. The STOP grant provides positions in the restore program for to help cover uh the individuals working in that. Um and then the uh employee retention bonuses, stipens um and training. They provide uh training uh funding too. Um as well as some uh toolkits um that they um can work with in that program. So that grant completely, everything in it goes to fund the restore um elementary and secondary programs. Um, I've provided you
064with an additional block grant that that funding. I I duly noted that it ended September 30th, 2024, but I wanted to provide you the complete picture of all the grants that have supported um the uh restore programs up to this point. Um that block grant was for $108,000. It covered employees training and services. It did not fully fund FTEES or full-time position employees for that grant. It did in um last fall. Um provided you any questions? >> Yes. >> Was there any Most time these grants have a local match? Did these two grants not have a local match component? >> The it's a block grant. It did not have a local match. I would have um >> the stop or the block >> um the stop does not have a local matching or the block
065generally block grants kind of don't have one. I >> wanted to piggyback on his question. U you have a whole bunch of grants, right? So what was your total local match last year? I don't have a calculator to go through. Do you have that number or you can provide that later on? just I I I can provide you more detailed, but the only local match we had was for this hybrid grant um that is listed in here, and that was for the $300,000 set aside per year. Uh block grants usually don't have um local matches unless it's stipulated when you're applying for the grant. >> And indirect cost comes into our pocket or indirect cost is a profit. The district profit is the wrong word. I mean that comes into our piggy bank, right? >>
066Um well >> for administrative cost of running the program. >> Yeah. Indirect costs are most likely absorbed by the school district in order to get these programs out of there uh out into the schools. So for example, all the finance staff, the financial analysts who are putting in for reimbursement on this grant, we we are providing them jobs to do this, not necessarily getting anything back from these grants. That makes sense. >> So could you transition to the as they I know they're looking through the different grant pieces and a lot of them ended um prior to now, but the >> one of them did. Yes, sir. But the stop grant is one that goes through 2026 and that's the basis of restore. >> Can you kind of transition to program staff if that's okay
067where you have those big numbers there and then that way they can make those connections? >> Absolutely. Um the block grant and the additional block grant grant and contract grant end in uh will end in one ended in June and one ended in September. So moving on to the program staff. Um it's the second blue highlight. I I have provided you with um the FTEES which is full-time um equivalent for a position for each area um that works in the restore. What we did is we went through and pulled out any job title that had restore restore academy in it um to provide that to you. In the program staff for the elementary uh we have eight um positions, eight full-time equivalent positions. Um in the restorative academy secondary um and I've also provided you
068with the total salary and benefits and the total cost of these positions as well. secondary. Um we have um as soon as I find my right uh seven. Thank you. >> We have um seven uh full-time equivalent positions. Um the restorative suspension center, we have three full-time uh employee equivalent. Uh we also have an additional set of funding for life push mentoring um that is provided through that program. Uh Fort Hill we have three full-time equivalents. BASS we have one full-time equivalent. So that brings us to a full-time equivalent of 22 individuals working in the restored program. Um total salary of that $1,150,80043. Total benefits 465,74925. >> I have a question. >> Yes sir. >> For elementary your total budget is 6121 179. When I divide it by average number of 16 students served that
069comes out to be about 38,000. I know it's not about dollars and cents. That's the average per student cost uh for taking care of what is the average cost in a regular school for the same student. So um >> for providing educational services >> we would have to do a deeper dive on that. There is a cost that ADM gives us um for 12,000 >> uh it's 7,000 I have to >> around there. >> Yeah. 7,195 something like that. Don't quote me on that amount. I have to look that up. But yeah, it's approximately a little over $7,000 per student. That is what the state says. Now that is for state funding. There's also local costs associated with covering those students as well. So we would have to do a deeper by the number of
070students doing the full budget amount um for that. >> If you do a superficial dive, I think it's about $12,000. >> Yes. >> Compared to 38 38,000 here. So, what is the extra benefit uh getting or what are we providing for that additional I know I'm talking dollars and cents, but you know, it's just that's a $26,000 difference. >> So, if you're asking me as the CFO, I would say those students are harder to serve. So, you have if you want to take care of every student under your purview, some students cost more and some students cost less. So we just you have to determine what the benefit of taking care of those marginalized students are and if we can afford and absorb that cost. That would be my statement as the CFO. >> As
071a grant funded is fine but it starts coming from the operating budget. then it becomes uh you know a big question mark where we will get that money from and are we getting the value for the money or are we taking it away from other places to fund this you know what I'm saying >> yes sir absolutely >> what is the opportunity cost of using that high-end >> Yes sir and and I'm sure we'll have some uh very um pertinent discussions regarding all of the benefits of this I we just wanted to provide you an overview of the programs and provide you information on the funding that you may not have gotten or may not remember from the past. So >> I will request to finance agenda. >> Yes. >> They can look at it
072uh you know lot more >> uh you know you call it a deeper diet right? >> Yes sir. >> Yeah. Can I ask one more? >> Go ahead. Go ahead Mr. >> Um so how long has the restorative program been in existence? >> We're going into our third year. third year. And are there any data on um the students that have been in the um restorative program? Um and I I'm piggybacking off of your question just to see if it's effective for those students possibly >> that would be right there. So, some of the things that we put on the slide showed where it was a successful transition. Um, specific to RA Elementary and Secondary. Um, and please don't quote me. I think 43 for secondary transition back in successfully if you want the data
073prior to that. I can go I'm more than happy to go back and um and get that as well for RA elementary, but we did put it up for just specifically last year because both programs >> were staffed um at that time. So that's why I provided that particular >> um if I'm not mistaken, it's not a matter of whether or not if we want to um provide these services. We are mandated if they have certain uh requirements. Am I am I missing something here? There's there's a we have to take care of these students if they're with if they're within our our zone, our area. >> You mean by providing the >> services? Education. >> Yes. >> Educational services. >> Yes. And if they need more attention, we have to put the put that
074in there or we have to put them on some other at home prog program that's not going to be probably not going to be followed. So it's not an issue of whether or not we want to we need to provide that service >> if I'm not mist4 plan that require has certain educational >> that's government mandated. >> Yeah. >> Okay. That's what I'm most of these that's what I'm I'm thinking that most of these have those IEPs or >> some some may and some may not some may not. >> Yeah. So, so again I and I and I preface this. The focus of these programs is not specific to that's why I was waiting so I could I give you the right answer. Um it's to help with the behaviors uh to curb some of
075those behaviors so that they're successful in their classroom. So they could have something they could not. It it's not really based on that. Um our our programs do serve students with special education services. We do have a special education teacher at both RA elementary and um RA secondary. So that could certainly be um a service there. But it it doesn't mean that they are receiving um special education services or on a 504 plan. >> If they were purely u mandated services, then they will not be solely dependent on a grant funding. There'll be an operation. >> That was that's my that was my point. >> There'll be an operation budget line for them which is not the case. So that tells you it's not mandatory. It's uh >> yeah my my concern is uh why
076is the cost differential so wide between those students and the other students >> um we're servicing it's more students more staff in those buildings. So talking about percentages that's why it spreads a little bit more and then that state average. So, um, when we're looking at this based on number of students served and you're starting or creating a program, these were the operational staff selected for that program when it came to fruition. So, when we're talking about a onetoone um essentially it's it's getting close to a one to two if you're looking at it for student to staff. So, that's why that cost is going to go up that much more. >> A question. >> Go ahead. Um, so in the long run, um, since this program is only three years old, should the grants
077not be renewed, then we go back, the kids go back to their base schools and we develop a plan for behavior there. The RA disappears completely. >> We would we would want to make sure no matter what we're doing programmatically that we're providing those supports. Um, >> I'm just saying as far as the RA school area, that would have to disappear and have to go back to the base schools and we'd have to work at some >> we'd have we'd have to work on a a successful transitional plan in some form or fashion. Yes. >> Okay. >> If I may, I have one other section of data in your um packet and that's purchase services and that speaks to that um schoolbased mental health grant. Um I have provided you with the past f three
078fiscal years of vendors used by the uh restoremies and I have also provided what the services that those vendors provided you. We don't have to go through them. I just wanted to point that out for your later review if you want to go through this. >> Good. >> What are you saying? >> Good. >> You all good. >> Other questions? bring it to funding. >> I do have one more. Sorry. >> So, the grants that have expired um are are we are is are they able to be reapplied for or >> um the block grant and um >> they can if VDOE allows for their application of of those. So, yes. And I we have a grant staff that are in constant communication with VDOE if there's any additional funding. In fact, they are contacting
079VDOE saying, "Hey, if someone else doesn't use their funding and you want to take it back and we will be happy to use that funding to serve our students." So, we're constantly in communication with VDOA to see if there are any other opportunities to to provide supports like that. I have one last question. >> Yes, sir. >> If I can ask it. >> Absolutely. >> Back to You don't have to put it back up, but the TAP Yes. >> the transition alternative program >> is is um operationally funded. >> It's been in existence. Yes. Since 2013. Now, there could still be um and I think that's what we could take the deeper dive into. That could still be some of the grant funding for some services. may not be positions but for some services could
080be coming out of the grant but that has been in existence um and I don't want to speak out of turn I think that that may have also started as a pilot program in like 2012 2013 time frame um as well but please don't >> Sheffield >> uh yeah it's actually been a couple of places yes sir it was most recently at Bass this year it will be at TC Miller >> um on on a wing um >> so yes it's been a few places >> so there is some room there. >> Yes, sir. Yes, sir. We've already walked the building mapped. Um, our maintenance uh >> I'm saying if we were to lose this grant funding, there is some room within the TAP program for additional students and the staff is already covered through
081operations. >> I mean, we're going to bring it to the >> I wouldn't say it's additional room in there because right now they're at their ma um max capacity. Um but we would have to take a look at programs to say would we need to look at staffing um what type of staffing we would we need to provide. So I think really in the direction um as we're taking a look at numbers I can walk that uh with Dr. Michette and and this group to say this is what we would need to to help make everything successful. In in all honesty, in the absence of additional grant funds, we would have to reallocate and look at areas that may not be as um as viable and move funding around if it's going to be a
082local cost associated with it. But as I said, we're trying to get grants every day to to to minimize the local cost. >> Yes. How and when are these four vendors listed in the back here evaluated for the quality of the services they give to our children? >> Yes, they are procured um through um the the a process and we have um staff on site that work with them and meet with them and look at the results from their from their services that they're providing to the students. And they report back to you >> that not to me. They report back to the staff that that oversees. >> I appreciate you. Um, look, they wouldn't have reported to me. This is still new for me. So, transition. So, I can't say the report to me,
083but but they would report they would report to LCS. Yes. >> Going back to the purchase services, the last year it went up by about 10%. That's inflationary or that's something which >> threw a red flag at you. That's why you put those >> Well, so it's a variable. Um maybe there were more students that needed those particular services in that fiscal year as opposed to the prior fiscal year. There could be a lot of variables that feed into an increase or a decrease. So >> yes, >> I have one question and this may be a question more for a deep dive in finance committee or something. So just tell me if that's the case. But I'm having a hard time overlooking this thing that says there was over spent money without kind of asking
084some questions. Do we know what happened and how that happened? And does that set us off trajectory one? Do we foresee it happening again this year? And does it set us on a trajectory where we're not fully funded for the extra year after all? So this particular um schoolbased mental health grant working on the calendar year their January through along about May they had a a an influx of students needing services and so th that influx was met with those vendors coming and providing those services. So when um there was some transition and leadership for this particular program and at that point when that transition happened, we stepped in and said we've got to stop these um services until the next trench of grant funding drops in January. So, it's as overspent as it's going
085to be right now because those vendors have been made aware that we will not be utilizing their services. Now, there's going to be a gap there from now until um January when um the new funding drops, we'll have to figure it out as a as a team. >> So, yes, thank you. >> May I add to that? Um so, thinking about it, Mr. Mr. Baron, when you were asking Miss Jamies that question, that's one of the things and Dr. Davis sort of alluded to it a few minutes ago with your question, Mr. Jal. Obviously, I'm new here. Dr. Davis is new in her position. Miss James has been just over a year now. And what I mentioned earlier about peeling back the layers, there are pieces that um when I know our new members heard
086earlier when we kept talking about systems and sustainability during that orientation earlier, that's why these things are so important because it was some of those systems or that sustainability really wasn't those systems weren't in place for it to change from one hand to the other to be able to know what had happened, what was that history. And so that's why we said for tonight it really was peeling back the layers. So I know it was a lot of information at one time and your questions have been really good questions and we are making note of it um of of things so that we can come back to finance committee and really do a deeper dive as uh Miss Jamus was saying into it. But that is really one of the things it's finding out who
087did what, what was the why behind it, what what was the award like I'll give you an example. one of the grants and why they were here so early this morning and we were still looking. This has been an ongoing conversation till I think Dr. Davis and I talked to midnight one night just trying to peel, you know, this back and get information, but we had narratives for the grant applications of what you submit, but we didn't we couldn't find the award letters of what you actually get because you may request $50 million but get $250,000. And what was happening, we had the we had the beginning, we had pieces of narratives, but then we didn't always have what the grant award letter was. And so it took a lot of digging with contacting various
088agencies and things because that information, >> it wasn't stored, it wasn't shared. And so now it's really in a situation where um and this is just my perspective and I'll talk more in the ent entry plan of what we're doing as we're digging through some of these things. this was the best information that we could get to be able to give you at least a snapshot of where we are. Um, and then of course we'll keep digging and like I said, we started out thinking two grants and we found out there were multiple grants in this. Um, but I think one of the the big things is is hey, absolutely making sure that we're going to serve kids and we're going to take care of children, but and also are we going to look at
089doing it in ways that are fiscally responsible because as the grant flows, we want to be full and transparent and being transparent is making sure we understand where we are is as as the grant fades. And that's why I focused on I believe it was the stop grant of looking at that date, it goes to September 30 of 2026. What does that look like for the division? Should we um be at that place where the grant is no longer paying for some of the employees or some of the services? What's our plan? And I didn't want us to get I'm glad you all asked this question and you'll get more information about many other departments, but what's our plan as we start looking forward? Um we don't want to get to next summer and say,
090"Oh, what do we do?" Um but just kind of what's our plan for this? Is that something we're pet petitioning city council for during the budget process or is that something that hey let's reimagine this and look at some other ways that we can do it and I know she mentioned you know going for various grants and we can always look at what's available but one of the key things that is in place now that every grant every grant has to go through her department >> because when it doesn't then we run into issues of where hey I have this grant and this is great but then you may have half a million dollar local match and we don't ever want to obligate the board to something that they cannot do and can't sustain because
091sustainability is important. >> So I appreciate you taking a deeper dive because fiduciary responsibility is prime responsibility of this board and this board uh I think appreciates you being proactive >> uh looking into it so we can sustain those services for our kids. That's very important and there's employment tied to uh people who serve LCSN in this community. But I I appreciate you pointing out that we I'm looking at Mr. Depal, Mr. Connor and Mr. Nigel finance committee will look at it, right? >> Yes. >> Take a deeper dive and you'll have more data for them to look at more information. >> Yes. >> As and when available. Good. >> Thank you very much. >> Next one is the uh your entry plan. Go ahead. >> Yes. So, I know I've referenced this many times,
092but this deeper dive, I I thought when we first started tonight, I said I probably should have started with the entry plan first and then this, but here we are. But, um, this is my entry plan. I know I mentioned it on July 1. I have started um, but just want to kind of let you know where we are. So, as always, the purpose of this, this for me marks the beginning of my tenure here. Uh, starting July 1. And then the goal for me is to just be transparent in my leadership. And like I said, being transparent doesn't mean, hey, I'm just telling you everything. I'm giving you information and trying to give it in a way that you understand. Um, and we're always going to focus on what matters most, the kids. That's
093the center of what we're doing. Um, just trans just no adult comfort. We want adults to be okay, but it has to be the main focus has to be students. So over these next few months, um like I said, I'm just going to listen, learn, um look at opportunities for growth, um look at our strengths because there are many strengths in this division. We have really good people and we have good great kids. >> And so really highlighting and elevating those things. So there are two phases uh July through September. Like I said, observe, listen, and learn, visit schools, classrooms across the division. I have my individual meetings uh scheduled with with most of the board members. I know some of you are still checking your schedules and I appreciate that. Administrative staff, um, administrators
094and staff attending community events and listen to families and students. I was really really pleased with the turnout at the welcome event. And, um, I believe I spoke to every single person that was there, which was wonderful. I I was so appreciative that they waited around to to talk to me. And some similar to tonight, review data on student achievement operations and programs. Okay. um October through December, uh you'll see all the observations that I've made. Um like I said, if there's anything that's mission critical, you'll hear about it now. Um those other pieces when we come back October through December, sharing observations, any insights that I may have with the board, um identifying areas of priority, what are our priorities when we get to that point? Um begin that strategic planning with staff, uh
095the students, families, and community. And then as a team collaboratively, and when I say as a team, um, working with my team here, of course, collaborating with the board because I'm here to carry out your vision, define the next steps for us for our long-term progress. So, my goals, I have five goals. Number one, the root of everything, student learning and success. That's what we all here for. Um, board superintendent partnership. I do look at as um I work for you and serve as a work at the pleasure of the board, but I do look at as a partnership because we all want the same thing. We want our kids to be successful. Leadership development and support, operational efficiency and structure is goal four. And then goal five, community engagement and communication. So when we
096look at goal one for me, some of those activities, of course, student learning and success is the most important thing for us. Um I know I keep saying enhancing strengths and uh opportunities for growth, but it's so true. some of those activities and all of these activities are not all-incclusive. Reviewing and analyze data like you received data tonight interview and engaging key stakeholders just gaining an understanding of what's been happening happening here instructionally and Dr. Davis has been wonderful sitting down with me and I'll have opportunities to meet with other members of her team. Um working with HR looking at teacher retention data. Um we can recruit but are we retaining our staff and what does that look like for us? um looking at student attendance and discipline data. Um and then looking at observing
097classrooms with key instructional staff, seeing what's actually what's happening in rooms, getting that feedback from teachers um and staff. And then of course interviewing students, they're our customers. That's who we serve and getting a feel for what works for them and then what's not working and what do we need to do to improve. Uh goal two, superintendent board superintendent partnership. Um, of course, discussing the entry plan, having the individual meetings. I have questions for you all. I'm sure you have questions for me. And that one-time meeting, the first meeting is not a one-time meeting, but having those individual meetings so that we can have that dialogue between one another. Um, develop and implement protocols for communication structures with the board. I know you have your policies, but there may be other ways that you want
098me to communicate items to you. So, being able to find out what's needed there. Um, of course, establishing a regular meeting time with the school board chair and vice chair. Um, partnering with the board, uh, chair to plan a retreat, whether it's VSBA or another appropriate agency to facilitate your retreat. Um, and then of course establishing a firm communication plan for handling division concerns and feedback. Just making sure that I'm getting information to you in a timely manner and in a manner for which best serves. Goal three, leadership development and support. Um, and with that, you know, I always say my my team, my team here, my team across the division, um, is is vital. No one does anything alone. I don't do anything alone. So, you'll rarely hear me say the I other than
099saying I will meet with them. Um, so interviewing and engaging central office um, building level administrators, supervisors, teacher leaders, and students. Um, identifying organizational norms. I I think it's easy. I've had people approach me and say, "Oh, well, you know, what do you think about this and what do you think about that?" And this is how this is what should change and we should do this. And for right now, I just want to see what the norms are. What's the culture? What's the climate of the division? What's the structure um of how we conduct business? Um talk, do a needs assessment, see what our key issues are, what are the main concerns of our building level administration. I've served as an assistant principal. I've served as a principal. um we want things the way we
100want them in our building. So having an opportunity to go out and talk with them um understand the supports needed for central office staff as well um as building level administration and then looking at are there any divisionwide concerns? Are there any divisionwide barriers that may hinder academic achievement and success? Are there things that we can look at um that we're doing well but are some things that are hindering success? Of course, goal four, operational efficiency and structure. Um, looking working closely with HR, looking at staff responsibilities, our processes, uh, finance. Uh, she's been wonderful. Um, reviewing operational budget, our processes, and most recent financial audits, of course, meeting with maintenance, um, capital improvement projects, facilities, and we do have some some major projects coming up. Um with that transportation, looking at transportation plans, bus
101routes, um any related logistical things within that department, uh school nutrition, uh sort of along the same lines, looking at technology, what are our plans? What are what are our initiatives for supporting students and staff and of course instruction reviewing academic uh attendance and enrollment data and then looking at any support any compliance um regulations, any compliance complaints or anything that we may have support plans and then any student services needs but looking at everything overall as a whole operationally to see where we are. Uh, and goal five, last but certainly not least, having that community engagement and communication. Our communications department has a solid communications plan, but for me is just looking at, hey, participating in some pre-existing meeting structures across the city. Um, collaborating and partnering with city council. I've already had an
102opportunity to meet with the city manager. Um, and just interviewing and engaging with key community leaders. Um, one thing that I do want to do is ride bus routes and just tour the city. You know, I can drive around on my own, but I'd love to um collaborate with Miss Watson or someone in her department to just have that opportunity to see exactly everywhere where our kids live and and what's happening there. Um, developing a relationship with our local news outlets, uh, joining any civic organizations, and of course, reviewing communication plans and and protocols. and then just review and analyze the use of social media and technology, print materials, and and what avenues that we're currently communicating with with the community. Um, I just put here a list of key documents. I won't read them
103all to you, but just looking um at all of our various plans and what we already have in place and uh assessing those. And I have five key questions that I plan to ask everyone. And I I know I'll start off when I start meeting with some of the board members individually um and the comm community members and staff. First, what do you see are your biggest strengths of LCS? One of the things that I'm I'm big on, you know, sometimes people will stop you and I'm sure as board members, people will stop you and you get all of the things that they feel are wrong. But there's so many things I think sometimes to redirect people to understand there's so much right and oftentimes there's more right than what people perceive as wrong. So
104I want to start off with what do you see as the biggest strengths of LCS and then what challenges do you believe that we currently face but from there I don't believe in someone bringing me a challenge without bringing me a proposed solution. Don't just come and bring me a challenge. Let's talk about what we can do differently. So the next question is what expanded opportunities or new ideas could help make LCS even stronger in the future. So if you bring me a challenge that's fine, but now what can we do to make us stronger then? Um and then how can you best support student learning in um in success? Not just how best can Somerville Majett support student learning success, but I want to ask each individual, each stakeholder, what can you do to
105support it? And then how do other aspects of the Lynchburg community impact our schools and students? Because everything isn't within the four walls, those walls of our schools. So, how does the outside community impact our schools and students? And I think that's a good start for me to get that information um and have that conversation with people because that gives us I feel like that gives us a different lens. And so when I come back and report out with everything after all the interviews and and uh discussions that I'll have, I think this gives us a a different lens to be able to take this information along with information from you all and um other aspects and really start to mold that into what does our strategic plan look like? How are we encompassing? How
106do we build upon the things we're doing well? How do we provide solutions for our challenges? But then let's be realistic about what are those aspects of the greater community that may have an impact both negative or positive on our schools and students. Um so that is my entry plan of what my first 100 days looks like. Like I said I've been here um since July 1 and >> 22 days. >> H >> 22 days. >> Well look 22 calendar days. the 22 calendar on paper not as many but but absolutely and it it's been some really rich conversations that I've had an opportunity to have with community members and um and and with staff and we still have a a long way to go. I have many more questions and uh I I joke
107with the team my questions have questions. So I'll start with these five. Um but definitely just excited about continuing to jump into this and and get some feedback from people so that we can develop the vision. >> You're okay with questions from the board members? >> Oh absolutely. >> Questions on entry plan or suggestions? >> Do you want these answers in essay format? >> No, we're going to sit and discuss. I'll take all the notes. Yes. Yes. >> My homework already. >> No homework. No homework. But it is some food for thought. So those who are meeting with me soon, definitely just start thinking about those those things. And and again, I know that first session of the one hour is not going to cover everything. So I recognize we'll have multiple uh should your
108schedules allow to continue to keep those conversations going. I know you're doing strategic planning based on this in October, but I hope u you bring the process for strategic planning to the academic success committee and the finance. So, you know, because there'll be contractual um things you'll be doing. >> Yes. >> So, I hope we take a much deeper dive in terms of the road map you'll be following for your strategic planning before we >> turn on the button say here we run now. >> Yes, absolutely. Um, we actually, Miss Jamies and I, we were we were I I came in on Sunday to make sure I did my part of it to do the the sections for the RFP um so that we can get that to you all and get that out so
109that we can get a vendor. >> So those RFPs maybe you can share with the finance committee see this is the qualifications we are looking for that gives us of an idea of the framework you're developing uh you know like a building plan you're developing for the building to be constructed. Yes sir. >> So um I for one like the idea that you are proactive. You know you you are a solution provider instead of problem finder >> and your passion is wonderful man. Your 22 days uh you're full of energy and we're lucky to have you. >> We appreciate you. I think the whole community u but I'm hearing very good things about you and I think everybody else is. >> So thank you for joining the LCS family. >> Thank you for asking. You
110have a long long journey. >> That's the goal. >> It's an honor and privilege to be sitting beside you and serving >> our little kids. >> That's very kind. Thank you. >> Happy to be here. >> Go ahead, Mr. Jaline. >> Once you determine what our culture and everything is here is, if there is a place around the country that is very successful with the same numbers and demographics that we have, why reinvent the wheel? So feel feel free to copy and paste and just let us know how that >> we can help that. >> Great point ed as educators we borrow all the time. If it's working really well here and we have similar demographics. So you're absolutely right. Now I don't believe in reinventing the wheel. If it if it's working here let's
111take it and then let's tweak it a little bit for the LCS way. >> Yes sir. Great point. >> Okay. Thank you. >> Thank you. Thank you very much. Consent >> agenda. >> Next one is consent agenda. Is there a motion to approve the consent agenda? >> Motion. >> Second. >> Um, Mr. Connor, Mrs. Lowry, Madam Cler, would you please >> uh discussion? >> Consent agenda doesn't have there's a discussion. I don't >> Okay, >> go ahead. I'll give you the >> Okay. I'm I just want to in the consent agenda, I would like to withdraw the last one for two reasons. One is I want to comment on it briefly and secondly I'm just illustrating that any board member has the capability to pull out any of the items from the consent agenda. One
112of the purposes of the consent agenda is simply to pass it because it's pretty much um agreed agreeable. >> Now there's a motion on the floor. So you have a order. >> There's a motion there was a motion seconded for approval of consent agenda. So we got to vote on that. Uh because that pulling should have been done prior to motion and second. >> Uh there was no room for that. But I can pull that time based on >> Do you want to make a alternate motion or >> Substitute motion. >> Motion. >> I don't have to do a motion. I'm just pulling it from the consent agenda. That's part of the way it's >> I'm calling you out of order right now because there's a motion and there's a second to that motion. We
113can do an alternative motion or a secondary motion, but I don't I know it's not required. >> That's your only choice. You can do a substitute motion if you want. >> There has to be a second. >> that is incorrect, but I will go that way. That's fine. Um, I'm pulling the fourth item off the consent agenda and complementing the effort to to bring forth a quality piece of equipment for our schools. And if we can do that consistently and have what we need for the students, that's great. Um, so I'm in support of it. That's it for that. And secondly, any again, any board member can pull an item from the agenda for immediate discussion and then that's it. We don't have to do much else than that. That's all. It's all back onto
114the agenda and it's all voted on um >> fairly briefly. >> Do you have a motion or you made your statement, but I >> I made my statement. >> You gave your statement. Madam Cler, would you please call the role? >> Mr. Baron, >> yes. >> Mr. Ali, >> yes. >> Mrs. Lori, >> yes. >> Mr. Connor, >> yes. >> Dr. Gupta. >> Yes. >> Mr. Depal. >> Yes. >> Mr. Gileo. >> Yes. >> Dr. Farmer. >> Yes. >> Mr. Poe. >> Yes. >> Motion carries. >> All right. Next is informationational item. The next school board meeting is August 5th at 5:00 p.m. in school administration building. And the meeting is adjourned. >> Amen. [Music]