001Good afternoon everyone. >> Mr. Senior >> here >> Mr. Sior >> here >> Mr. here. >> Mr. Tucker here >> Jun >> here. >> I move that the school board go into close meeting as authorized by section 2.2-3711 A1 of the code of Virginia for the purpose of discussion or consideration of prospective candidates for employment. >> Is there a second? >> Second. All in favor? Good evening everyone. At this time we need a motion to come out second. As required by section 2.2-3712 712P. A roll call vote will be taken to certified act matters lawfully exempted from opening under the act matters as identifond. Hearing response, Mr. Steven. >> Yes. >> Mr. Mr. >> Yes. >> Mr. >> Yes. >> Mr. >> Yes. >> Mr. >> Yes. >> Mr. RJ Jr. >> Yes. >> session.
002At this time, board members, a motion to Mr. All in favor? >> Motion carries. >> Good evening once again everyone. The time is 56 p.m. We like to call our meeting to order. Miss Davis, if you call the role once again. >> Mr. Senior >> here. >> Mr. H senior >> here. >> Mr. Here >> senior Mr. Davis board member move to 18 approval of the agenda if there no changes in that motion to approve second by Mr. All in favor? Opposed? Motion carries. We move to 1B. Moment of silence. >> The following have to be remembered of silence. The family former PCPS employee in her passing on Saturday, January 10th, 2026. A family passing of her mother, Miss Fairly Holmes on Tuesday, January 13, 2026. The family Ruth M. Harris, former PCPS employee and
003her passing on Friday, January 16th, 2026. Her family Watson, former PCPS employee, and her passing on Saturday, January 20th, 2026. Miss Tanisha Reed, family and friends, and the passing of How PHS 9th grader and PHS football team member on Friday, January 23rd, 2026. The family of PCPS employees Davis and Mr. Robinson were passing system. on Friday, January 23rd6 joining us on Sunday. >> Thank you, Mr. Okay. Thank you. Next we move to one seat pledge of allegiance. Mr. Pet ask that you stand please. I aliance to the flag of the United States of America. and to the republic stands one nation indivisible with liberty and justice for all correspondence received correspondence saying your kind expressions sympathy is rightfully acknowledged and deeply appreciated much appreciated during this time of the Louis family and >> thank you.
004Next we move to number two recognition Missa the traveling children. >> Thank you. Thank you and school board members. I am so excited this evening. As you all know I love to reiterate our school board goal of reducing chronic absenteeism in Petersburg city public schools by what percent audience? 3%. Absolutely. So, as a part of that work, as a part of our plan, we want to make sure that not only do we focus on reducing chronic absenteeism, but a part of it is also celebrating the work that you all do every single day. And so, this month, we are so excited that we have continued to track um chronic absenteeism based upon um from month to month and also track um track it in comparison to where we were this time last year. And so,
005of course, we've had several winners up until this point um for the traveling trophy um including Walnut Hill, including Petersburg High School. Um did I miss anybody else? Has that had it before so far? And so, tonight we have a new winner. And so we are very excited that for the month of January, we are so excited that to announce we're so excited. You want to give me a drum roll that Pikmin Academy has won for the month of January. So, congratulations to our Pitman Academy supervisor, Miss Rhonda Morris, and her team over at Pitman. We know that Pitman is a program, but we know that every student in Petersburg matters and the fact that even our Pitman students are making sure that they're coming to school um every day. So, congratulations for us. You
006want to step to the mic and say something about the work that you're doing over there? And just congratulations and thank you. Thank you. Thank you. Thank you so much. We love our students at Pitman Academy. We work every day to make sure they thrive and become better people and and and have goals of success for the future. Thank you so much. >> The board like to join her. >> Yes. Thank you. >> Sorry, >> Mr. Pierce. Make sure I see you all. Check it everyone. Smile at me. One, two, three. >> Thank you. Congratulations. Congratulations once again, Miss. Next, we move to number two, Miss >> Absolutely. So, everyone in the audience and everyone listening, guess what? February is the month of February. It is >> It is Black History Month. that would be
007the correct answer. >> But in addition to Black History Month, we are also very proud here in the Commonwealth that the month of February is also Virginia School Board Association School Board Appreciation Month. And we all know that school boards across the Commonwealth have a lot to do when it comes to setting the vision and working with the superintendent and working with staff and working with the community to be able to set the direction for what kids will experience every single day as we work together to make sure that they are able to graduate from life filled with choices. And so I'm really excited as a superintendent to recognize each one of our seven board members who do this work every single day. Many of the members here have been on the board for numerous
008years and some of them are fairly new, but the passion remains the same for Petersburg. And so I'm excited today and I want to take a moment to say a special thank you as you can see around the um around the deis um as a superintendent. I'm also very proud to recognize them. And so they have gifts here from me just saying thank you for the work that they do and thank you for working alongside me and in the school division to move the school division forward together because nothing happens individually and no one does this work alone. And so in addition to that as you can see there are some absolute beautiful beautiful sweatshirts that are up here and I thank the athletics department. So board members, if you can show your other gift
009to show that not just VSBA, we're recognizing our board, but there are so many people, me and our athletics department, who are recognizing the work of our school board because it is very hard work. You cannot make everybody happy when you sit on a board and have to make decisions. But what you can do is focus on kids. And so that's what we plan. That's what we do. >> I just want to say thank you. I'm feeling this because and I I don't know who stole the design, but I had one just like this that's green and gold people that what y'all have got to say about that in the world is your imagination. >> Well, again, but that is a wonderful, wonderful gift from yet again to show the appreciation to our board. And
010so the Virginia School Board Association also wants to take an opportunity. So, I'm going to go to the mic and I'm going to call the name of every board member and have them to walk up and Chelsea will get pictures of every board member who's being recognized for their work. And of course, the BSBA says, "From Strong Roots come endless possibilities." And we all know that. So, with that, I am going to the mic to congratulate and to say thank you to the infamous Petersburg City Public Schools school board members. So, thank you again. Good morning, good afternoon, evening. And so, we also have a very special video that we want to show before I give out the certificates that everyone on YouTube will be able to see um so that it shows some of
011the work that our board is doing. And so I sat in a training recently and Mrs. Monger will know what I'm talking about is that it's not always enough to to to know that you're doing the work. Sometimes you got to be seen doing the work and that is what you know about our board. And so I'm going to cue up the video that pays homage to the work that they've been doing um as board members. And so with that, can we press play? Heat. Heat. Yay! Woo. >> Thank you. Thank you. Thank you. So you see our board members engaged in the work. So with that, I will start with our very first school board appreciation um award from BSBA. It's given to Mr. Steven L. Pierce, Senior. >> Okay. Stand in the front.
012One last time. Next we have board member Mr. Halby Miles Senior. >> And next we have none other than Kenneth L. Pritchette, our school board chairperson. Michelle. >> Next we have Mr. Cari Tucker, our vice chair. Next we have board member Eleanor Proctor. Next we have board member Bernard J. Lundy Jr. >> And last but not least, um Mr. Dance is not here tonight this evening, but we want to recognize board member Adrien T. Dance, Senior. So, let's give him a round of applause as well. So again, thank you board members for your work and we just appreciate you and you see everybody is spreading love tonight for all that you do on behalf of the students and staff of Petersburg City Public Schools. So happy school board appreciation month over a little bit to
013the left. Thank you. Okay, so one, two, three at me. Thank you. >> Thank you once again, Mr. Brown. What we move next to consent agenda 3 and C. Thank you for attending the school board members for R3A, approval of the personnel agenda. It is the superintendent's recommendation that the school board approve the final personnel agenda dated for 2426 with the exception of item number seven as provided. And then for 3B, the approval of the minutes. It is the superintendent's recommendation that the school board approve the minutes of the 11 2022 special board meeting, 12 121 2025 student disciplinary hearings meeting, 123 2022 special meeting, 123 2022 regular board meeting, 129 2025 special meeting, superintendent evaluation, and 1217 2025 All right, let me go back. So again, for 3B, it is the superintendent's recommendation that
014the school board approve the minutes of the 115205 regular regular board meeting, 15206 student disciplinary hearings meeting and 12206 student disciplinary hearings meeting as provided. and then we'll move to 3C donations received by PCPS. And if you'll draw your attention to the screen, there are no donations for the period of January 1st, 2026 to January 30th, 2026 for division donations. So with that, it is the superintendent's recommendation that the school board approve the donation received as provided. >> Thank you, M. Board members. You heard the recommendation. Is there a motion to approve by Mr. Tucker, second by Mr. Pierce. All in favor? >> Opposed? Motion carries. Thank you. Next, we move to number four, our superintendent staff reports 4, Miss Brown. >> Thank you, budget Richard. I'm excited this evening for our 4A. And I
015know we'll starting with that. This evening our very first presentation of the evening is our measure of ACT measures of academic progress or is better known as MAP winner administration report that'll be given by Dr. Darra Jackson our director of um account data accountability um and research and also we will have as a part of our presentation we will have our school leaders our school principles who will come to the podium also and provide an overview of their winter map um data and their academic school plans. So with that Dr. Jackson, thank you. >> Good evening, school. Is this on? >> Good evening. Yes, thank you. Good evening, school board members. Chair Pritchette, Vice Chair Tucker, um all the people assembled here today and those who are watching online. I am Dr. Deandre Jackson and
016I'm excited to share with you today our winter map assessments. And as um Superintendent Brown just mentioned, we also want to have insight from our principles. You'll be to hear from our school leaders. You'll be able to hear how they're actually using this data, not just this data point, but other data points to support student learning. Again, this is a winter map, which is our midyear um point map. So, as a um refresher, I want to go over the agenda for today. Going to just make sure we all understand our purpose and the description of what map represents. I'm going to give a division level high overview. Then you'll hear from our school leaders that will provide data for the elementary and middle school regarding that as well as our high school on our first
017semester success rates. And then they're going to share their plan of action and that's what's really important. So as a reminder, we all know that MAP is a computer adaptive test that's given in grades K through 12. It's um it actually provides um performance in math, reading, language arts, and science. However, in the Petersburg City public schools, we actually administer just math and reading. So, every student has what's known as a RIT score, which is a Ross unit. That's how they track student performance and growth over time. And it can be compared to other students in their um same grade level nationally. It's datadriven insight that supports instruction and intervention planning. is predictive of how students will perform on the so assessment as well as ACT and um SAT in high school as I just
018mentioned. So map actually was first given were reiven because we've already had given map in Petersburg city prior to prior years but it started again last school year in 2024 2025 and um this year we've added the high school for grades uh and so 24 2025 it was grades 2 through 8 and math and reading. This year we've also added the high school which is grades 9 and 10 only math and reading. So we administered math in grades 2 through 10. Just a reminder, the high school is on a 4x4 schedule. So, it gives it two times each semester, meaning the first semester and the last semester, whereas grades two through eight administer test three times a year in the fall, winter, and spring. So, their schedule is just a little bit different. So, when
019you see some numbers fluctuate, just a reminder, that's the reason why. So one great thing about math um that we were able to do in Petersburg City public school is we can use this as our growth measure which is phenomenal. So as you can see looking at this data um our students have grown and then you see the um dot where that's the target. So we look at grades two and this is showing for map growth meaning observed growth meaning the actual growth and then you see the little dot is the target which they predicted they will grow. So as you look at this and you observe over the grade levels, you can notice that um just about all the grades have grown. Some have exceeded their growth target and some missed just by a
020small amount. If you look at it closely, every grade level with the exception of that 10th grade one has grown. And then I explained to you about 10th grade as we get closer to that point. So if you notice for second grade the growth target was for them to grow 7.3 points but they actually grew six. So it's not that overall they didn't grow they did. It just had not reached that growth target. Again third grade has also grown four points as well as fourth grade. You can see fifth grade exceeded their growth targets. It was 3.5 but they grew four. Sixth grade grew one um rip point where seventh grade exceeded their growth target as well as eighth grade and ninth grade. And as you notice 10th grade did not exceed the growth target
021but 10th grade once I get closer to the achievement part they're so high sometimes it's harder to grow when you already kind of closer to the top whereas others have more room to grow. So as you can see our schools are growing in the areas of reading but we need to grow a little bit more. We start talking about achievement. We want to accelerate that growth. So that's what we're going to talk about. Yes, they're growing, but we want to make sure they grow at a certain rate. >> And Dr. Jackson, just a clarification, they're growing from the fall administration. >> Yes. From the fall expectation for where they started in the fall based on what we've been working with our students. Have they grown from August to the administration that we did for winter?
022>> Yes. >> That's the comparison. >> Yes. Thank you for that. >> Yep. So fall to winter and this is an area of reading. Next slide please. So similar to reading you can see here we have similar trends with mathematics and again this is division level as a whole. You can see where the students have their growth targets from the fall to winter. So they expected to grow for example in second grade 9.2 but they grew five. For third grade the growth was eight, fourth grade four, fifth grade five, ironically sixth grade five, seventh grade four, eighth grade four. You can see again nth grade exceeded their growth target as well as 10th grade I mean yes nth grade as well as 10th grade exceeded their growth targets. So again math math e exceeded their
023growth targets especially in the later years but we still want to really when we start talking about achievement we want to accelerate that growth not just so that they're growing. So they're actually meeting that achievement mark. But again, they're all going in the right direction. Next slide, please. So just like our framework, um the Virginia support framework measures growth and it also measures achievement. This map tool also does the same thing. So that's one great thing about map. So we looked at growth. Now we want to see how we're doing as far as achievement. If we look closer here, this has um a percentile, which means they're comparing ourselves against all the schools, I mean all the students that same age, their peers. They're like peers >> Across the nation, yes, they're like peers across
024the nation. So if you look closely here, so if you can see from fall to winter divisionwide in the area of reading, it's the 31 percentile. So we still have a little more ways to go with achievement although it has been it was an improvement from the previous um fall. So we are growing but we still need to grow a little more rapidly as far as achievement. So that's where you notice we want to really push to try to reach those growth targets but our students are growing. So when you hear um principal start to talk they're going to discuss a plan. So how can we achieve and accelerate that growth? So that's we want to kind of focus on yes we're growing. Now what is the plan to accelerate their growth just a little
025bit more so we can show closer closer achievements. Similar to the reading achievement next slide please. We look at the um math and math is also um is at the actual 30 percentile division wide and again we have like we showed on previous slides we're growing but we need to accelerate that growth so that we can increase achievement. So you can see from the fall to um winter where it has increased, but we definitely want to accelerate that achievement. I'll pause it in case you have questions. Justin, I just want to make sure to clarify as we're talking about fall to winter. So you look at the achievement from fall, it was 32nd percentile. Is that correct? 32nd percentile. >> Oh yes. Yes. >> So then for the winter we were at the 30th percentile.
026>> So it actually went down slightly. >> Basically it's basically statistically the same. >> Right. Well overall it still was showing certain rate levels of achievement. It was increasing as far as growth. Overall the achievement is the same. >> Gotcha. So you see that we had 6% achievement in the fall. We have 7% in the blue. And so you can look at the different colors that show the percentile. And of course the higher percentiles of course higher achievement. in the lower percentiles and the color red and orange are the lower areas. And so we want to make sure we continue to see movement, but then we're focused on accelerating our growth because if you continue to grow and you grow faster, you can get closer to the mark. And so the mark may be here,
027but if we just keep growing and keep chugging away at it, we'll, you know, over time continue to get closer and closer to the bar of the achievement, but it takes time. >> Yes. And near the end of this presentation, I'm going to show actual numbers and compare the fall so we can see it a little more clear. We're going to look at the numbers from the fall, the numbers and compare them to the winter and see how they grew in each area and how they predicted to um test on the so that at the very end we'll be able to see actual numbers, not so much um a whole division wide, but we're going to look at numbers across the division. But before we go there, I kind of want to break it down
028by the schools. So then the schools can kind of share with you each individual. Again, this is division level as a whole. But then at the end, I'll wrap it up and tell you exactly how many students tested at each administration. and then how that looks in comparison to what they would have done. How does the translate to the so the actual um standards of learning assessments? So at this time what we're going to do is we're going to hear um from each of our school leaders. They're going to share a highlight of the map data and then again more importantly they're going to share their plan of action. How do we use this data point as well as other data points to support students learning? And then at the very end, I'm going to
029share the exact numbers and predict how our students have taken the so today, how they would have to perform and then again what we need to do to accelerate that growth to make sure we get closer to achievement. So we have our first school up which would be uh thank you K Springs Elementary School. Our principal So while Michelle walks to the mic um thank you again. has been here for about uh two months, two two and a half months. And so, thank you again for joining Petersburg City Public Schools. And I just want to thank the board for their support last year when we brought map back on board. I know Petersburg had it many, many years back. And again, it's the gold standard and it allows us to be able to be data
030focused and we're requiring our leaders and everyone in the school division to use data to drive instruction and to drive decision making. So again, we're excited about MAP and we're looking to possibly expand it, but we really appreciate everyone taking on the expectation of wrapping their arms around using this data to drive what we do for kids so that we can continue to see growth and chip away at that achievement. So with that, I'll turn it over to Miss Cool Springs, principal. >> All right, cool springs data for the winter. Next slide, please. According to the data for reading um our winter Oh, I got to change that. Walk and talk. >> Okay. >> Yes. All right. Our achievement right now is 29 um percentile but we have a slight increase in our reading growth
031is 43 percentile. We are close to the national average which close to the 50th average um percentile. But for me as a principal I look at the color bands. I do understand that we want our students to grow and advance to the percentile to be in comparison to those other students in the nation or in the region, but I track my students by the the color bands. And right now I see that where we were had a larger tier three, which is that deep red, we decreased in that area in the winter for our own reading. And so that is something that I track. I track the students in my building but not outside of my building. But next slide please. According to the math um our medium achievement is se 27 percentile. Some grades
032show improvement from the fall. For our growth we are 38th percentile. Growth varies by grade with my fourth graders being like the highest growth. Um but we all are seating or getting close to the average. Again, I look at that deep red where I consider those our tier three students, our struggling students, and I see where we decreased in the winter, meaning that we are doing what we supposed to do to move forward. Next slide, please. And so, my plan of action and how we use our data at cooling is that number one, teachers use data to create their small groups and groups for intervention and remediation. I believe in looking at the standards, the skills and the students and tracking them to make sure we are targeting the right all our people but targeting
033them at the skills that are needed, the ones that they have missed. And so at our school, we have a data tracker where we have tier our students tier one, two, and three. And we that's a bigger picture of us looking at where our students are. like some students who who started in tier three, we have we saw them move to tier two, which is our yellow band. And so we know that we're making some growth. And so we're tracking our students from a bigger view, but now I have teachers looking at a different lens. We had them to take some questions and analyze their data. And one thing that they saw was they have looked at their own teaching practices. And so we use that data to track our tears to identify our children
034for tutoring groups and for afterchool support. One of the things another focus is that we are um having goal setting conferences with our students. I have taken students to our data room to show them where they are and some of them were very surprised to see that they were in the red and so that was an eyeopener for them and Now they are starting to take ownership of their own learning. We gave them graphing um sheets to graph their own data so they can take ownership and also when they do well whatever small wins we have we celebrate them with an award assembly and all types um types of incentives. And currently, of course, when we have our parent teacher conferences, we are making them aware of the data and where their children are, but
035we are moving now into sitting out our reports and making sure our parents understand what MAP is and um so they can help support in the growth of their children. >> Thank you, Principal Shaw. Especially because Matt is the second year, so it's still a learning curve for our community and our parents. So we need to continue to make sure we have that support for parents to make sure they understand the math. So the math assessment is not just one and done. It's continued support for our families. So now you're here for principal bird. Would you like to mic? >> You can put it right there. Okay. Thank you so much and talk to me. >> Okay. >> Thank you so much. >> Greetings uh Chairman Pritchette, uh fellow colleague, board members, uh Superintendent Brown.
036Uh, I just want to say first of all, I'm thankful to be serving in Petersburg City Public Schools. Let me say that first and foremost, it's a pleasure to meet each and every one of you. Uh, my task today is to discuss um Lake Elementary. I'm proud to be a Lakemont Bulldog. I just want to say that first and foremost. Uh, we are a stu a school where we we lean forward and we embrace progress each and every day. And so, our focus is to meet our students where they are and help them grow each and every day. So, that's our task. As you can see for our reading scores uh for MAP data, our winter achievement is in the 18th percentile with a large proportion of students in the low range. Um our growth
037median growth is 33rd percentile. Um our reading outcomes indicate limited acceleration while some students are progressing. Uh growth rates are not sufficient to close achievement gaps and particularly in upper elementary grades. But we're working on progress each and every day. Okay. For our math, uh, our achievement is 27 percentile with students concentrating in the lower percentile bands. Uh, our growth is 42nd percentile. Our key takeaways for that is our math performance at Lakemon reflects a need for stronger tier one instruction and targeted acceleration, especially to address foundational gaps uh because before students transition to middle middle school grades. Our plan of action we're going to focus our teachers will identify specific skills gaps in literacy and math. Teachers will identify uh specific literacy and math uh skill gaps using data to to guide tier one
038adjustments small group reteing and individualized supports. In Lake Elementary, uh we have what's called extended learning through div force school intervention for grades K through one and after school supports for grades two through five focusing on English and math and and that started in January. So I just want to just emphasize that we're focusing on targeted skills for specific students that are need more support for our continuous improvement through English and math data. They're having our staff is engaging in PLC's, data meetings, student support teams discussion to review progress in reading and math. Uh our teams analyze growth trends. Uh we monitor interventions um effectiveness and we try to refine instructional strategies based on student performance. Our curriculum um specialists work with our teachers every week and we're constantly working on skills to address our
039students that are in need. uh for our student goal setting uh with teachers, we we're trying to be more do it with more fidelity, encourage students to set goals and we have our teachers working with our students to set those goals and meet those goals. Um also we want to increase our parent school partnerships. Our teachers share clear reading and math progress updates. We sent um information homes with our um with our students before uh before the snow break um where this the parents had opportunity to review their math scores. and we're going to do more um um deep dives with parents to address um the deficits that that exist. Uh and so Lake M Elementary School will host grade level curriculum and data nights that connect families with counselors, family engagement, and support staff
040for academic and social emotional resources. So those are our plan of action at Lake Elementary and we're striving each and every day to embrace progress. >> Thank you, Mr. Bird. How long have you been in place? >> Uh to be honest, 58 days. >> Gotcha. But I'm but I'm learning my staff and uh you know they know I'm about business. We're going to do we're going to do what we need to do for our students and we're going to have fun doing it and we're going to grow and learn together and every day is a day to to do better. So >> thank you all for listening. >> Thank you. All right. >> Good evening city public school board. Superintendent Brown, our Chairman Bridget. Um, I asked Mr. Alban, our assistant principal, to help me
041because I had surgery on my mouth this afternoon. And so, he's going to help us with the presentation. But I do want to talk about the first two slides on the data snapshot. uh you will see that our achievement is at the 29 percentile and there was um some overall growth from the fall to the winter. Our median growth is in the 47th percentile which is a close national average which is adequate but we still need to see some accelerated growth with our students in the upper bands. Those are in the yellows and green for our math. Our winter achievement is in the 37th percentile with a concentration in the lower percentile bands. Our growth average is in the 39th percentile. I want to say also that um we've seen some some good growth this
042uh school year, but when you look at our assessment from the fall and the winter of last year, you will see that we have made as much as 10 to 15 points in growth from one year to the next. This is a I'm I'm so happy that I'm used to map. I'm so happy that Peter Bart m because it really drives what we do every day when it comes to instruction. So, we've been able to use map to align from students um setting goals to what we do at our PLC's, what we do at our grade level team meeting. It's really made us focus. So, in the last month and a half, all our PLC's and all our grade level team meetings have focused around data and what we're doing for our students. >> All
043right. Good evening. Good evening everybody. Um, as you can see, um, our building is embodied by the toughness from our leaders. So, whatever our data is saying, we going to get to where we need to get. We we're we're fine with that. Um, when it comes to our plan of action, there's a couple things that we wanted to harness our minds around. And one is just transparency. Parents know, students know as well as staff exactly where we are. Um, it's no, it's hard to kind of get from one point to another if you don't know where you're coming from to where you're leading to. So where that go where that comes from is the fact that we understand what maps means and what that data is telling us. So when we look at that far
044as our school focus we make sure that we understand the hidden data points when it comes to attendance. How does that correlate to performance on MAP scores? How do our teachers um and understand what they're teaching? Are the students understand information as well? So we just try to get as much data as possible to make sure we're understanding where we're coming from and where we need to be. When it comes to student focus, um we've actually started our after school tutorials which actually started back in December 17th. Um we've seen some good movement with our student as far as understanding and we're definitely focus on our students that fall between that 29 and that 49 percentile. When it comes to parent involvement, again, making sure parents are aware of what's going on. Um we have
045uh pizza with the principal and we've delighted to see it has grown from just me and Dr. Rodriguez to about six to seven families and they're interested. They they'll be hungry for this information and they love the fact to seeing that we're moving and again it goes back to transparency. Um they ask questions. We make sure we give them all the information that they need. We also know that it comes with a partnership of understanding that the parents need to know that they're important. So they know that students are important which is going to make sure they come to school every day. I have parents calling me asking me how did my child do the math scores. That's not what I've gotten before. Most parents, unless it was a disciplinary situation, they wouldn't really make
046contact. But now we have parents that's hungering for information because they know how viable it is. So with all that being said, we're dealing with the data. We're making sure that we're making it transparent for everyone and we're making sure we have opportunities for students to learn at every moment at Pleasure. >> Thank you. So next year for our last elementary school which is Wana Elementary School, Principal Bart. Good evening, board chair Pritchard, Vice Chair Tucker, uh, Superintendent Brham, and all members of the board along with everyone here today coming on behalf of Walnut Hill. We, uh, you have our data here. We know what our data is. We accept our data. We recognize this is where our students are and we are working towards moving them where they need to be. there we definitely
047had some growth within reading and of course and our intent is move more to the right moving more of our students over to the right in the area where they need to be so as you see the data there so that's where our students are in reading and like I said we have actually u made an increase in our reading data looking at the math uh this is our math data we're looking students are. Of course, we did have a decline from the uh fall to the winter as far as our student performance and we recognize that and we're currently looking at that as far as in order to support our students to move them in the right direction. Our plan of action now of course we know if our students are not at school
048then they can't learn. So what we're going to do we're going to actually recruit uh student attend attendance from the chronic absences. We are actually going to start that um Actually this month we're going to provide student teachers with the training on how uh as to how to talk with our students about where they are because it's very very important. We can actually meet with teachers. We can talk to the teachers about where the students are but I'm relaying that to our students. So we're going to actually make sure that we have a folder for each individual student. They'll know where they are and where they need to be. Um we're going to after school tutoring. We did start after school tutoring in the month of January for our second through fifth grade students. Uh
049we're going to actually start to continue and I'm not gonna say start continue to celebrate our students with their growth where they are. We're going to celebrate them to actually encourage them. And although everybody may not be growing at the same level, but we're going to celebrate the small wins in order to move our students in the right direction. Uh we going to have conferences with students and that's what goals say. This is where you are. this is where we need you to be. And we recently had a meeting with our parents to share with them where our students are in order to explain to them the backb. So basically, we're going to make sure everybody's involved with this because it takes all of us to get our students where they need to be. >>
050Thank you. Thank you for you boys. So next we have Principal Green that's going to come to the But as you notice, you'll hear the same common trends. There's a lot of growth that's taking place. So really pay attention to that. Um when you talk to math nationalally, anything close to 50% is definitely adequate growth. Definitely want to push beyond that because we're still trying to close those achievement gaps. So I welcome the same team from Bernie John and Academy. Good evening, Superintendent Brown, school board chair, Mr. Pritchard, members of the school board, and all members that's joining us tonight from the committee. Um, we want to start by sharing our data. The reason I have my entire team behind me is because I can't do this work alone. So, we have an instructional team
051and we have a leadership team. Everyone that you see behind me is part of that instructional team. So, we do this work together. So, as you look at our map data, we're looking at where our this is our sixth grade campus. Um, winner achievement is showing an average of a 26 percentile. I'm going try to act like I can really see this, but it's a little small for me. Can somebody Thank you. I appreciate. So, um, growth average is 41 percentile closer to the national average of 50%. What that means is we're showing growth. We know we still have to work on that achievement piece but we are definitely showing growth and we have already put things in place which we will discuss as we go on and that's the readings. So when we move
052next slide please go. So for our math data we're still at the sixth grade campus. So if our math data you can see achievement is at the 28 percentile growth average is 44 percentile closer to the national average of 50 percentile. So that mean in math at the sixth grade campus we are showing more improvement in math as opposed to reading but we know where we are and we discuss that as we continue. Next slide please. For seventh and eighth grade one more for the reading please. There we go. Thank you. Winter achievement average achievement is at the 36 32nd percentile with most students in the first to fourth percentile bands. growth average is 50 percentile which is the national average for growth. So as you can see we are at the national average percentile
053for our reading for 78 but it's also letting us know when we look at our data is letting us know where we are in comparison to everybody else. But what we're truly looking at is where our students are now. So this data breaks down a lot for us. We look at the colors band but we also look at the teachers. We look at our students and we look at a lot of other aspects as to what we're doing. And we'll get to that with the plan. Can >> we make that a little bit larger? possible. >> So that's 50 percentile growth. >> Yes, ma'am. >> And then you went from 28 to 32nd >> for achievement. >> Yes, ma'am. >> That's for middle school. That's >> 28. We went to actually for middle school, we're
054at 32nd percentile. >> So you went from 28 >> from the fall to 32nd and then you hit the 50th mark in growth. Yes, ma'am. And as you can see for that blue band, that blue band. >> Next slide, please. >> The map for math. >> There we go. Winter achievement. Achievement average is at the 33rd percentile. As you can see, growth averages 45 percentile, near the 50 percentile, especially in eighth grade. So, that being said, between seven and eighth grade, we know we're close to being at that 50% percentile for eighth grade, but we know we have to do some work as relate to seventh grade as well. But we also know the deficits that we've had in seventh grade as it relates to our personnel. Next slide. While our plan of action, of
055course, our plan of action, we going to continue to work on our attendance, academics, and culture and climate. And as I discussed within our culture climate, their culture climate also deals with our behavior which we'll discuss briefly. Increase daily student attendance and reduce chronic absenteeism through early intervention, family partnerships, and positive reinforcement. That's something that we've been doing the whole year. We continue to do it. Of course, we have the after school program that's for tutoring. But we also have our after school pro program for recruit recouping attendance, which we started when we returned. Our first day for that was actually January 13th. And that's Tuesday, Wednesdays, and Thursdays. And we're also going to include Saturday schools, but the weather has thrown us off. So, we have that schedule as well. Attendance and academic recruit
056is what I just spoke about. One thing about the recovery program that we doing for attendance, we get to let the parents know personally which kids by identifying them based off of suspensions. So, they're getting to recoup that time so the parents know to bring them in. Student centered action having meaningful conversations with students encouraging participation and wraparound services. We have a lot of support for the middle school. So within that support, we're making sure that we're utilizing every individual that we have. So our teach our students are assigned wraparound services. That means we have behavior, we have our restorative practice, we have our mental health, and of course we have our school counselors. So we have when I say wraparound services, I'm speaking of services to help our students to make sure they're present
057at school and they're engaged when they're here. Of course, we've already spoke about the um the after school academic focus on completion of missing and incomplete coursework. What we have realized when we said a missing or incomplete coursework, our grades have been affected a lot by kids not completing assignments. So, we put things in place to assist them because we built our bell schedule to include additional instructional time so we can utilize that time within our bell schedule. So, we had a hard reset when we came back from Christmas to work on the things and the deficits that we had. um school goal 100% growth and 80% proficiency proficiency from every class every learner counts. That's something that we're going on because we said every child that's in builder every day should be showing growth.
058So we shouldn't lose any points on the table for growth. So if every class has 100% and that's a challenge we have for the teachers. If little Reba sitting in that class every day, little Rea should show growth. If every class has 80% proficiency, we want 100, but we said 80% proficiency, we're definitely going to be where we need to be. So, as it relates to any suspensions or anything, we know we had to do a reset to make sure that we have our kids in the building. We have different things in place utilizing all our support staff because we do have a lot. So, we keep I'm not going to say that we won't have any suspensions, but I am saying that we have put things in place to make sure looking at our
059numbers that we don't have the same numbers going into the second semester. Thank you. Thank you. Thank you, Principal Green. Now, we hear from the high school. Remember, the high school math schedule is a little different because they're 4x4. They do not take it three times a year. So, they have a fall and then they have the end point, but Principal Fields is going to focus also on her success rate this year and oh, and her team playing team, too. Okay. And yes, I see it in the team. So, she'll focus on both. Again, math is only given in ninth and tth grade through their reading in English. So, not every student takes the math. >> All right. Good evening, school board chairman pictured, vice chair Tucker, school board member, superintendent. All that are listening
060in the audience and online. I'm Alicia Field, principal of Peaceburg High School. I have Miss Corey Ric here, associate principal. Mr. John Jones, assistant principal. Pame Glenn, assistant principal, and Michael Jones, new to the team. and he's our dean of students here at Petersburg High School. So, I'm going to give you an overview of MAP like MAP is new to the high school, but it drives a whole lot of of information for us to make decisions about how we can improve instruction currently of students in the classroom and when they will go to teachers the next semester and it also will predict what students will do if on SAT um so as well. So, it's a great tool to use to put those interventions in place to help support our students. So with the which
061one is this one with the reading grade nine was above average it was at the 55 percentile grade 10 was below average growth but within the 35% percentile for growth achievement grade nine from the fall it was 33% percentile and then at the end it was 38 percentile which was an improvement and then grade 10 fall was 51% and then In the end it was 50 percentile at the national medium of 50. So that means that grade nine stro show showed strong growth in producing early gains but we need to continue that celebration of growth and then grade 10 was on achievement on on target for achievement. Next slide please. For the math grade nine growth was at the 44th percentile and grade 10 was at the 44th percentile. So the average growth was 44
062percentile out out of the average of 50 percentile which was good. Um achievement grade nine fall was 25 percentile and then at the end it was 35 percentile which was an improvement. Then grade 10 was 46 was 46 percentile and at the end it was 43. So it took a slight dip. So both grades are showing growth compared to students nationally. Students are making expected progress but we want to accelerate growth. And when I look at this picture, I look at all bands, but when you look at it, it also shows that we have students that are really excelling because MAP is given to students that have not been taught this subject. So, they're already showing that they have mastered the skills. So, it lets me know as principal when when I talk to faculty
063and staff and their PLC's, how are we challenging those students to make sure they continue to grow, but also can we leverage and give those students more rigorous classes like AP? We're looking at those classes in English and we're looking at giving those kids an AP English next year. So, it gives us a lot of data that we can use to improve instruction, but yet continue to give our kids rigorous instruction. Next slide. This is a comparison of um success failure rates for our four content areas um for students that were enrolled for the first semester. As you can see, it has a success rate and then the failure rate and then the course and then the group that's impacted. For English, it was 83.5%. Then the failure rate was 16.5 and the impacted was
064the chronically absent student. and we drill down even to the subgroups. When students miss 10 days or more, they're missing a lot of instruction, especially when you're on the 4x4. So, you have to realize even though they come back to school and they may go to remediation, remediate, remediation does not teach student. It only provides an intervention where students are weak. So, students have to be in school every day on a 4x4 sometime missing a lot of time. You get behind in those assignments, you don't turn those assignments in. So that could that is contributing to our students not being successful. U math is 80%.9 um failure rate 19.1 algebra one is year long so they have not failed the course they only failed at the semester so they have an opportunity to pass the
065course at the end of the school year. Of course it's chronically absent students, black students and students with disabilities. Science is 82 um 1.1% 17.9% for chemistry. chronically absent students, black students and students with disability. History 87.1% um failure rate 12.9 um and it's chronically absent student and students with disabilities. As you see, you see a common trend of chronically absent students. Nothing will improve if students students don't come to school. They got to come to school every day. instruction isn't given because the impact of them not coming to school, making up work, passing a class will impact the school's accountability status because they will not be able to master those SOS. You talking about kids that may be overage, underredited. You may be talking about kids that have a high dropout rate because if
066they don't metriculate in each grade level, they begin to get overage, underredited. So we have to really encourage our students and our parents to send them to school every day. So if they do have deficits in certain areas, we can put those targeted interventions in place to help support them. Next slide, please. Our plan of action to be proactive with family communication. Teachers and administrators will promptly notify parents and guardians of attendance concerns and academic risk. Attendance and academic recovery. We have recouping after school. We talked to some students that are coming back to us from the Pitman Academy today and part of that conversation with them recouping the time that they missed at Pitman, they can recoup it here at Petersburg High School. And while they recouping, they can um make up their work
067that they missed, but also get that targeted intervention if they need help in certain areas. Targeted counseling support. School counselors are the heart of a school. They are so important. And the graduation coach, she's doing a phenomenal job here monitoring student attendance. academic data and developing individualized success plans with students and family as needed. Right now, that's what school councils are doing because the plan to put in place is that we do have egeneuity. So, students that failed the first semester can go on egeneuity as an extra class and take it and they will stay on target. If they pass it, they'll pass the class by the end of the school year so they won't be behind. So, that plan is going to be talk with their with students, their parents. If they don't want
068to take individuity, then we're offering them summer school so they can still catch up and be on on on track for next year. Next slide, please. Datadriven monitoring bi-weekly progress review u will be conducted by teachers, case managers, counselors, and and administrators to adjust supports and accommodations for students with disabilities. If they're not coming to school, not progressing in class, it should be an IEP meeting to talk about looking at their goals. There has to be a conversation with all those people um listed up there um in that on that bullet. Instructional focus administrators and the instructional coach will facilitate bi-weekly PLC data meetings to identify at risk students and implement targeted interventions and of course positive reinforcement. You don't want to ask students to do something and not recognize them when they make improvements.
069So, we'll be recognizing students that we've already done so far um who have gotten improved attendance and are really completing those assignments to make sure they stay focused and stay on track. >> Thank you to all our school leaders and you heard from them. So now you know how they actually using this map data not just with students, not just with teachers, also parents to make sure we educate them. And across the division, we're really still working to strengthen our math implementation. Our central office staff must also support our schools. They're taking on additional supports, professional learning to make sure they understand. Our principles are also participating in professional learning. So make sure we support our staff with utilizing the map data. The next one I'm going to show you is how we correlate because
070a lot of teachers, a lot of folks want to know, well, how does the map again correlate with the so. So now I'm just going to connect the dots. You heard say a lot that map is a predictive of how students will perform on the actual standards of learning. So if the map was given in the winter, this will show the numbers. I've included both fall and winter so we can see how students fare across a division. Again, this is a high level view, but MAP has so many different batches just for the teacher alone. they have a way of looking at math and they would kind of coordinate with their own almost classes advance but again it's a higher level view from the division so we would compare this to just that mastery part
071that little arrow with the Virginia growth sorry Virginia um so and new framework so we know they have mastery growth and readiness right so you already heard us talk about growth but now this is predictive about um mastery meaning how they if they would take it as so well in the fall compared to the winter how they would have performed on the actual so just so you know um the so now is weighted so if you score over 500 points you get 1.25 25. And if you score um anywhere between 400 and 499, you'll get one point. Anything below that bracket um below 399 to 350, you get 75. So, we like to also make sure we're comparing this to how they actually will perform on the so. So if you look at the winter,
072you would see that um I mean if you look at the winter compared to fall this winter is about the same number of students um for the subject of reading there was 1,749 students whereas in the fall it was 1,745 students. Keep in mind second grade was eliminated. So if the numbers look a little different, second graders don't take math. So we couldn't include them in this count. more students actually took the assessment but because they don't take the so they're not included in our comparison just so you know in case the numbers look a little different from earlier but you can see there was improvement in the area of reading more students would have scored advance by winter so again you see that that has increased as well as um being proficient meaning actually
073would have passed that so well that number in the fall was 496 in the winter 534 four and as you notice the students um for the not ne meaning those who have not would not have passed that number decreased and that's what we want. We want more students going from the yellow and more students going towards the red and blue. So when you see that number that was um 65% in the fall now it's 60% in the winter. That's not a bad thing. We want students to move from the yellow bands up to the higher bands, meaning the green and the and the blue. Now, I can say here is sort of um the opposite. We had more students um in below basic in the fall and more in the winter. So, we definitely want
074don't want to see that regression. We want more of our students to move upward from the red to yellow and yellow to green and green to blue. So it's a higher percentage in that area. If we look at mathematics, similarly, you'll see um similar trends. There was 1,750 students total that took the winter assessment and 1,743 that took the fall assessment. Again, second grade was excluded from this count. If you look at these numbers, we have more students again in the advanced column, which is was 21 students in the fall, 27 students in the winter, more students um are moving in this area not to in I think basic where in a fall it was 37.3 more students moved up to the yellow category which is 42.2. However, as far as proficient, that was a
075slight decrease. It went from 38.5 to 34.7. We have fewer students below basic moving from um 401 students which was 23% to 381 students which is 21.8%. So there were fewer students that were below basic. So you do see areas where we're achieving. We're kind of improving still areas we need to focus. And again what does this all tell us? It tells us our students are growing. We still have a little more work to do to accelerate that growth. Are there any questions at this time? >> Thank you, Dr. Jackson. >> Thank you. >> Okay. Person, I just want to first of all thank all of I thank Dr. Jackson and I want to thank the entire data team and I want to thank the academics team for their work. But I want to make
076sure that I it goes without saying that I want all of our principles to please stand. And I also want to make sure that those principles who brought their teams with them. I know that um I know that Miss Fields introduced her team. She called the names, but I want to give everybody a chance to come to the mic really quickly and introduce your teams that you brought to the community and to the reintroduce them to the board because again, no one does this work alone. you can come to the mic really quickly before we close out. Bring your teams and if you can introduce e each one of them in their role um or they can do it really quickly so we can see the faces who are doing this work because this is
077hard work and it takes a step at a time. So we'll start with Bernie John Middle School principal green. Good evening. At this time I have Mrs. Cassandra Walker with me who's actually my seventh grade administrator. I have Mr. Nathan Harris with me who's my eighth grade administrator. I have Mr. Dr. Charles Ross who's my sixth grade administrator. And I have Mrs. Pit who's my mentee and actually doing an excellent job and also an instructional coach RTR. Thank you guys. Thank you. All right. Next we'll have Pleasant Lane Elementary School with Dr. Rodriguez, principal, and he'll introduce his team. >> Yes. Good. With us, of course, we have um PCBs teacher of the year. She have brought those with us, Miss Archer, our math interventionist, and of course, Mr. Osborne, our assistant principal. And just
078left was Miss Carter, our school counselor. >> Thank you, President Middle School. Next, we will have our Walnut Hill Tigers team, Belinda, principal. Yes. Good afternoon again. I have with me, Miss Breta Tate, who's our assistant principal and does a wonderful job. We work as a team. Everything we do is as a team. And of course, although the other persons are not with us, we have our ILA team and our um persons who work very diligently and we all work together with our teachers and everyone to get the job done. So, thank you. >> All right. Thank you so very much, Dr. Jackson. So, thank you. I'll turn it over. >> Thank you, Miss We >> hear that my question. Can you hear me? >> I can. Yes. >> My question was really in the
079weeds and I think for that what I noticed in I'll call it the blue chart where you had the um the goal you were re you were shooting for and then the achievement of it. There was a red dot. >> I just found it curious. Occasionally you would see well one was I think it was sixth grade and there was only like a a short a short blue thing and then a um I think it was ninth grade it shot up far the I may have the wrong grade but >> you're correct and I was just curious about that but I don't know if it's worth the talking about it because I'm sure you saw those too and the people who work with us see that too and >> absolutely yes so you what you're
080saying is correct I think that's where we're showing the targets the growth whereas ninth grade that was phenomenal growth where in some of our lower grades it wasn't Um I can tell >> slide three. Is that correct? >> I think it's slide I think it was slide >> five. Slide five right there. Right there. So this is the first one. So the first one was for reading and um as you mentioned so if you look at grades 2 through 10 and as I mentioned earlier you see 10th grade actually the growth actually went down but they were already high. That's why I say if you notice when Miss Field spoke they were already in the 50th percentile. So when they took it in the fall they were 51. So by the time I took it
081in the winter it was 50. So it shows like they're regressing in growth, which they did, but they were already really really high. So this one is measuring growth. So they were expected um they they were expected to grow where that dot was one, but they didn't go up one. So they were at 51 and they were shooting for 52. So for that grade slid back, but for the other grades, they had more room to grow because they were not as high achieving. So they had more growth room. Sometimes you almost closer to the top, you don't have as much room to grow. So that's why you notice those bars were those dots are set differently because those grade levels dots are high because they have more room to grow. So did they achieve that?
082Not quite but almost for some. And then you look at nth grade where they exceeded the expectation. So you are correct. It varies with each grade level based on how much room they expect them to grow. So Matt would set those dots the targets and the students did their performance. So, some of them exceeded their growth and some of them didn't quite make it, but you can see where they all grew with the exception of that one grade level. And again, it's because they were already so high as far as achievement. >> Thank you. >> But that's I'm glad you asked that question. Really great question. >> Miss M. Yes. Um first of all, very interesting. I'm um this is very good presentation. I want to say there was certain things I just wanted to
083um ask you. The first thing was all the percentiles when it came to the national the goal was 50%. Correct? >> Yes. >> Okay. I just want to make sure I was right on that. >> Yeah. Growth, right? >> Oh, no. 50%. Okay. And then the achievement percentile that you tested. Um I didn't see any national goals. I mean national averages there. um maybe in the future we could see the natural average for achievement for those different grade levels or for that particular thing. The other question I had was I know this test is catered from from K through 10. Correct? >> For us, so it ranges from K to 12, but in Petersburg we administered for grades two through 10 this year. >> Okay, that's that's cool. Uh let me ask you any particular
084reason because we we have a great focus on reading. Um I talked with Mr. um um Bernard London and and I know he pushed this heavily. Why are we not testing the K and the first? >> It's great a couple great question. Yes, it's a great question. So there's a couple things. So they are being considered but we also don't want to over assess our students, right? So our younger kids do take an assessment in reading which is the vials. So for that reason and that's taken multiple times a year, we don't want to over assess them. So if we have a tool that measures something similar, >> we don't want to give though them another test. >> So at another date, you'll probably present that to us and let us know where they are.
085>> Oh, absolutely. >> Okay. Because that that was my concern. I like to know where they are. >> Right. So they're not missing this just they have that. But I know the superintendent probably has some respond to that. >> I know she has some other talk about it all the time. I am a champion of doing prek all the way to 12. And I know that that's a you know that's that's a lot but it gives you a continuum for your whole school division where kids are. So again we are using vows but I think you know the thought is making it you know going down to the lower grades because those foundational grades is what your bread and butter is in your upper grades >> and I always tell people learning take place in
086Petersburg. We always have outstanding achievers and I didn't want the public to think that we didn't do anything. Right. >> That's why I'm asking these questions because we are doing something. We are testing them. We know where they are. So, it's taking place. It's just not we not doing it in map. We have another process that we that we're using. That is true. >> Like you say, it's not good to over test them. Anyway, >> that question has been asked um Mr. M. So, I I know a lot of folks who use map in other divisions because those grades metriculate. So, as you see map over time, you can see that child grow if we did give it in grades in the lower grades all the way up to they get to middle school and
087see that trajectory. So that question has been asked and put on the table quite often. So I know it'd be revisited again. >> Okay. So and so in the future um if you do have the the the national averages for achievement that you can put up there so we can see where we are in comparison. Um and if you don't just send them to me I'd like to see it anyway. >> I don't want to overdo the report. The other thing is I just want to comment on and kudos to all the principles. Um, Miss Shaw, I love what you said about teaching the students to take ownership. Wow, that blew me away because that that's one thing they need to do. Um, Mr. Bird, I know you only been here a few days and
088you talked about encouraging students to set goals. And Mr. Rodriguez, congratulations on that 37% in math because that was the highest of of all all the schools. And I really I really that's up there. And uh you talk about student parents with I mean student folk with parental contact. That's what we need in Petersburg. You know, we can bring people on board, but the whole family need to be on board. And the same thing with going to heal cuz they talk about conferences with the students and the parents together for achievement because the ones that not achieve, you can get both of them together. That's a hard thing to do. and what we had before us in Petersburg. And this is why I'm saying this because I the public is listening and they listening to
089this. Learning take place in Petersburg, but we have great challenges in Petersburg and a lot more great a lot greater than a lot of people can imagine. And and and with those challenges come a lot of success and come a lot of hardship. And we deal with a lot of different things. And um this weekend I'm going to a funeral of a student that was shot and killed and the other one that did he lost his freedom and so we lost so we lost two students that's a lot of hardship and the students deal with that and you'll be surprised when you talk to them when you say you meeting with them you're talking to the parents and different things and how to deal with things. Learning is just a small part of what we
090do. People don't understand learning is just a small part of what we do. It's the whole child that we look at because when we look at um I know they going to come up with it but uh uh next because when we look at this mission this mission statement going to tell it all cuz we really this and I just want to thank you. >> Thank you Mr. M. >> So I just wanted to piggy back a little bit off of what Mr. now said um in regards to the vow test and I am glad that we're going to bring forth some data on that as well because a lot of people have been questioning um if we do test below third grade um I will say this I just want to give a shout
091out to all of the amazing educators in PCPS because we get new stuff all the time we get new stuff all the time and this just goes to show you that if we really put forth the effort It works, right? It works. So, I just want to say, you know, congratulations to everyone. Um, it is just important. I know we don't want to over test our kids, but the data is just so important to our growth. And, um, I just wrote down a few notes, but what I did say is, um, so I only had one kid that actually took the MAP test, but I will say this, my middle son took the vows test. And so when he came home with his scores, it kind of challenged and put a little fire under my
092son's, my oldest son. And so then he came home with his math test. I don't know where he got scores from, but he came home with it. And so I will say this, it brought about a healthy competition in my house. And so I will say thank you to the educators at Vernon John's and Cool Spring because they directly affect my house. So I would say, you know, just the the knowledge that you all are instilling in our kids when it comes to these tests, it's not a thing about over testing them. It's holding them accountable for their success. So I just want to say, you know, thank you so much. Um, and the other thing is chronic absenteeism. We see it all across the data. All across the data. When we hold these kids
093accountable, we hold our parents accountable, we hold ourselves accountable, then we make change. We make progress. So kudos to all the teachers. That's all I have. Anyone else? >> Yes, >> Mr. Thank you. One of the concerns I I had at one time was how were our numbers in our classrooms before we decided to go on this adventure. Uh it made a big difference at one time because we had lopsided classrooms at one time. classes were very large and we seem to have gotten them back and I think that that might have helped a lot with the academics uh because we start to make a better move and we somehow I don't know who did it miss who took care of that but we got it at a point where we could get some balance
094Thank you. No questions. What impressed me was your plan of action that you can look at, you can go upon and you can you can lead with your plan of action. So I really appreciate it. All of everybody of you did a great job. We're looking forward as Mr. M said Petersburg is moving forward and we're looking forward to it. No matter what they say, we know that we can move above what they're saying. So, thank each and every one of you. Thank you for being here today, taking your time out. And I guess you look forward for your students tomorrow. >> Thank you all. >> Thank you, Miss Oh, I'm sorry. Thank you, Dr. Jackson. principles and teams if you all want to leave. I know you got a busy day tomorrow and you
095all take yourself be safe going home and thank you all for being here and thank you for your work. We got lots more work to do, but we are on our way. >> Hey board members, if it's okay with you, rather than having Miss Celeste, she has a presentation to wait um before everyone leave. If Miss W would come up now and do her presentation. >> Yeah, someone can stay >> this week. If y'all could just if y'all give us about two two minutes. >> Two minutes. Good evening everyone. Um, Superintendent Brown, Chair Pritchard, Vice Chair Tucker, congratulations on your appointment. And my other fellow former school board members, um, of course, my name is Miss Celest Revish, and my plight stays the same. You all know where my hot was when I was sitting
096in those seats, and it stays the same. So, I'm back again to do it one more time. I'm presenting a check to STEM program for public schools for $5,000 and and you know, you know, I got to stir it up a little bit. It's for $5,000. But for the five number five, I'm I'm glad that you all are getting you even though you're not getting that a portion of that 15 million to $5 million for school systems. All right, it's out there. We got pictures. >> You need to take a picture. >> Come up there. Who's taking One, two, three. >> Thank you. >> Miss, Miss Win, Mr. Kan, right? >> Yes. I I do apologize. It was just not me. >> I wish it I wish it was just not me. Not initially. It
097was just me. Came out of my body. But uh with the the Petersburg Kanas and my plight to still do what I do for the students here in Petersburg public schools along as I've been in education over 20 years, I still want to support the STEM program. And I just want to say thank you. She has always been a champion for STEM and I have you will see her again. I have already recruited her for some things we're going to be doing. So again, thank you to the Kuanas Club and Mrs. Revish for our support. All right. Thank you to our school leaders and TE's that stayed a little bit longer. We appreciate it. Please get home safe and we know you're going to have a great day back with our students on a 2-hour
098delay for death tomorrow. >> Okay, board members and Miss Brown. We move next to four. >> Thank you and school board members. Our next presentation of this evening is just a quick update of our monthly chronic absenteeism attendance monthly board update given by our chief of staff, Dr. Yasmin Yates. And of course, Dr. Manson is out today. So we have Dr. Carter Johnson back at the podium to support a quick review of where we are with our attendance in chronic absenteeism work as we work to decrease the percentage of students who are chronically absent and needed for faculty. Dr. >> Thank you, Superintendent Brown. Uh good evening uh board chair Pritchette, Vice Chair Tucker, um our esteemed board, our community. Um again, thank you to all of our school leaders and teams for their hard
099work. Um and you'll see that in this presentation. So, uh tonight, um we will talk about a few things. Um and pretty similar to our other monthly updates, um we'll have a key attendance related definitions. We just do that to make sure that our community is continuously um aware of what the terms are when it comes to attendance and chronic absenteeism. Um we'll remind everyone, I think we know by now, our superintendent reminded all of us that our school board uh goal is to exceed uh a decrease in chronic absentism by 3%. That's our that's our board goal. Um we'll talk about our division level data um and our analysis and next steps. I want to double tap on analysis because it's going to be really important to understand how we understand the data um
100that we are collecting. Also just thank you again to Dr. Jackson who's doing an amazing job with our data team. Um we've made a lot of changes. Um Dr. Jackson is just such a great leader and just a great partner of work. So just want to say thank you. Thank you. >> All right. Um, as I mentioned, um, chronic absenteeism means something different than attendance, right? So, um, uh, according to, uh, the state of Virginia, missing 10% or more of school days for any reason, again emphasizing excused or unexcused can be chronically absent, right? So, um, uh, that should be uh, uh, u emphasized. Our average daily attendance is the percentage of students present each day. across the division. All right. Again, just a reminder to everyone. Um I think everyone knows this by now.
101Um uh we will we will reduce chronic absenteeism in the Petersburg City Public Schools by 3%. Um we're already exceeding that. Um last year we ended in May school year 2425 at 37.8% 8% chronically absent. Currently, as of January 22nd, uh we are at 31.86%. Uh we just increased just a little about a little bit over 2%. Um not too bad. Um but we want to continue to decrease our chronic absenteeism. Um, our goal, our internal goal, um, is 95% average daily attendance every day. So, we want every school to have 95% attendance or more every day. All righty. So, we'll show you uh just some uh comparisons here just briefly. Um again, all of our school leaders were here so you can see uh uh where you are right now. Um as of January
10222nd, that was our stamp for this data for this board meeting tonight. Um and this is comparison year-over-year. So we're comparisoning where we were in January last year to where we are now. That's our time stamp. And so you can see here overall almost every school or program did decrease their chronic absenteeism. Almost every school I mean we see some schools where it may have increased in in some in some areas but most all of our schools and programs decreased chronic absenteeism from January 25 to January 26. So this is a comparison from year to date. So um and this is what the state uh recognizes at the end of the year in May where we stand in May where our chronic absenteeism is. And so from May to January 22nd, this is where the
103chronic absenteeism is for each school. Again, you can see almost every school and every program decreased chronic absenteeism from last year. So, I did see a couple of schools that kind of went up a little bit. So, I think for the most part um but for here today in red, if they went up from the blue, that means that there was a slight increase. Is that correct? We want uh crime of absenteeism to go down. >> Correct. So if you're looking at end of the year 2425 and then where they are as of the 22nd. So if you're looking at Lakemon, they were at 29.09 at the end of last year. But now this month in January, I'm sorry, they're at 31. So they had a slight increase from where they were. So for the
104most part >> for Cool Spring, >> most of the schools, so you see cool spring had a slight increase. Walnut Hill had a you know a 2% incre decrease but you look at Lakemont had a slight increase but then everybody else went down. So we have two areas cool spring and lake that we continue to pay attention to since you said the comparison for the state is that for the most part as you said all of our school but we have two schools in elementary school that we have to keep an eye on to continue to >> Yes. Yes. I was just given a summary that most of the schools have made a decrease but thank you for pointing that out superintendent. >> All right. So this is our monthly rate. Um just looking at
105the comparison each month starting from September uh the beginning of the year. Um um looking at West View here uh in September they were at 26%. In October increased a bit 31%. Um in November they made a a decrease um and then in December increase uh decrease little bit decrease in um what color is that orange? January. >> Now I guess this is a direct response to the board members. You all remember you for a month. You want to see how they look, not just year to day, not just um you know from year to year. You wanted to see what the month looks like even though they're decreasing. What do they look like each month? So you can see the trend. So these are the additional slides that we added per your request. Thank
106you. You can see here cool spring uh started at 18% um uh with chronic absenteeism. they made a hike in October and as we were looking at the data last year um over this year we saw that significantly October was uh a month where chronic absenteeism increased and so did the suspension. So there is an analysis that we need to look deeply with with our school leaders and our teams to figure out why that's happening in October. Um in November uh there was a a decrease in chronic absenteeism. December a hike and uh pretty much the same uh just one point increase in January. So as you can see here with Walnut Hill, Lakemont um Pleasant Lane uh uh Walnut Hill again there's a fluctuation um with the lowest decrease starting in December. Um in
107many of the schools it was lower um you know especially beginning in the school year. Um but there was a hike the next I'm sorry the next month in October there was a decrease in November um and pretty steady uh increase in December and January. Lake Mont there was a fluctuation as well with the lowest decrease in chronic absenteeism starting in September. Um there was a pretty significant hike um in uh October here and that kind of uh kind of validates our uh summary data about this October increase. We're going to look deeply into that. Um there was a decrease uh in November. Um there was an increase in December, a little bit of an increase in January. Pleasant Lane um we see that has the highest chronic absenteeism um within a division started at
10833% um chronic absenteeism in September. Uh a bit of a hike um they continued to increase uh throughout the year up until January. Blandford here um you can see that there was an increase um even though there was a decrease here in uh November um of chronic absenteeism across the board. Uh you can see the same thing with Vernon John's but a decrease in uh November as well. You can kind of see that October is kind of trending um across the board um with Petersburg High um and also Pitman Academy in a lot of in a lot of spaces. They're still lower than they were this time last year. >> Yes. Yes. All right. Um this is yearover-year average daily average daily I'm sorry average daily attendance. Um so we want we want 95% of
109students in every school to be in school every day. Um and you can see here uh with spring almost at 95% um uh last year. This year um a bit of a decrease. Um there was a hike in Walnut Hill uh with average daily attendance. And so the difference here is that we want the bars to be up, not down, right? Uh we want more students to uh attend. So we want to see a hike in the bars, not a decrease. Uh Walnut Hill, you can see an increase from last year. Um Lake Mont, there was a decrease in average daily attendance uh year-over-year. Pleasant Lane, a decrease. Uh, Blandford decrease. Vernon John's a decrease. Uh, Petersburg High School decrease. Pitman Academy decrease. And also West View um, uh, early child education center is a
110decrease as well. So, that's something that we need to look at about looking at all of our students coming to school every day. And again, that 95% is an internal goal. That's not a goal by the state. All right. So, I'll take a little bit more time with this uh just a little bit because this is one of the um analysis that we want to be able to share um with the division. So, we've been doing a lot of correlations, right? And we wanted to share what is the impact on chronic absenteeism. And so, we started with uh suspensions. So, if you look at the first bar, you'll see um total suspension days for the academic year as of February 4th. Now, again, these are suspension days. Now, this could be students that could have
111had multiple days. We're just taking total days um uh within within the school, right? So, the bottom is the impact is that correlation, right? So, if you look at um uh Walnut Hill, I'm sorry, I can't. >> Yeah, it's a little tough to see. Thank you so much. West View, Lake Mont. You see those numbers on the top? That is the impact rate of um chronic absenteeism on suspension days. So it's the rate of chronic absenteeism that's caused by suspensions, right? So as students are suspended, this is the rate of uh um that may cause students being chronically absent. Can you put I need both of them in the screen so we can see the comparison, please? Thank you. >> And what those numbers mean at the bottom, Dr. Gay. So the first one I
112think you're you actually bringing it So we can see the number of suspension inst instances or the number of days that kids were suspended overall just overall and then you can explain what those numbers are at the bottom when you say the I think that's what you're getting to now. >> Yes, I am. Thank you. Thank you for showing the the um putting it on in the whole screen. So if you look at Pleasant Lane um just specifically it just is taking a school. It says 7.22. That's a rate, right? And so what that is is 7.22% of chronic absenteeism is caused by the suspension days. Okay. Um if you look at um another school, Vernon John's, I think that's 5 91. Is that nine? >> Yes. >> Okay. Yep. Sorry, my glasses are failing
113me. 5.91. That is the rate. um of chronic absenteeism on our um the rate of suspensions on our chronic absenteeism. So, I'll give you a second just to um just to look at that. Although these numbers are pretty low um which we want it to be low, right? Um this does give us information. It helps us to dig deeper on as if students are suspended, how long are they suspended? If it's after 10 days, then they become chronically absent. Um, just want to note that and Mr. Brown just left. Dr. is not here tonight, but just wanted to acknowledge the work that they're doing in the schools with school leaders and also teachers on the attendance teams and also our school success teams is using this data um very strategically to help us understand um
114the the context of each student. And so we'll have Mr. Costello to come and support uh with uh talk a little bit about our schoolbased attendance teams, what's happening now in our schools with chronic absenteeism. >> Good afternoon, Chairman Priy. Vice Chairman Tucker, board, everyone in attendance. Um, just the our team that we put together with documentation through student services. We're working in correlation with um each school that has an attendance team there. And we are tracking uh this data weekly through those attendance teams that are typically led uh by principles, school counselors, um teachers, um some of our school social workers, our behavior folks, and any other support services that we do have in um in the building. So, of course, when we think about the diversion here is where we're really trying to
115focus on making sure that our students um are coming to school and making sure that we um taking down all barriers for them to come to school and us not to put them in a position to where we having our students um going through the truency process or receiving additional uh suspensions or referrals due to them being out of school. like our our impact and our need is to keep our students in school and oftent times we see that we need to concentrate on removing the barriers so they can come to school then more so finding punitive measures to um to make the experience the learning experience less desirable right so we want this to be a healthy place for them to come back to I think what's important is a parental uh participation is
116really important right we send things out through our uh parent parent portal but also our schools things out on parents square often uh their activities that they do in the afternoon and we make sure that our parents have that buy in uh because there's an accountability piece there too right if our families work together in partnership with us is really important also when we look at our wraparound services we do have wrap around supports that support those students as well as we have our bikini mento specialists that work so it's a collaborative effort from school social work uh school counseling our teaching our instructional leaders as well as our student support services all As far as when we look at our early intervention, of course, we look at that one absence and we do automated
117phone calls. And when you look at absence three and five, that's when we receive send out those attendance letters to our parents. This isn't new to the school division. This is something that we've done for some time as well as the seventh uh day absent is important because that's when we actually start those attendance conferences, right? And that's we have to talk about all right we notice that there's a pattern and it's important that we come to the table to try to remove those barriers and that's done with the school team. And then last there's also if the attendance team is unsuccessful that's when we really try to bring bring in those parents send out those letters and make calls and even a home visit and those home visits come from a multitude of support
118specialists that we have in the school division. Uh keep going. Uh so we're looking at our next steps as far as how we recruit recruit time. Um student services created a uh school recuperance program at each one of those schools where there are days that they can recoup the time that it's missed. So if you look at our elementary schools actually if you start with our uh high school those those recruitment times happen um four days a week and those two hours there and so uh in our elementary schools they they select those two days that are uh most important and as far as some could be before and after school. These days were agreed upon as far as the frequency on what works best for each one of those schools, right? And so when
119we look at the recruitment time, when we look at the suspension time, there is a student can recruit one out of school day for every three hours that they attend the program. So if there's one day that they're out of school and they say three hours, then that means we recruit that time. Recruit that time. And the students can can earn a total of 15 days back. And that's generated through monthly reports. And then often times at the end of the year then we we report that dash to where we get back on track. Um so this this program actually will start tentatively uh the 18th. Some of these dates we say tenative is kind of the the inclement weather through things off but that we're trying to still stay on on track to where
120we can do this between uh the 18th of February to the end of the school year May 28th. And this is a program that we've uh pushed out and administrators have been a part of that um this process. We've shared this program information with the with the uh families and the students as well as uh we will have these elementary students that attend those programs on them those Mondays and Wednesdays. Middle school will be Tuesdays and Thursdays and we will have teachers, school security, school officers and administrators that will be on site. We're actually going to have an opportunity for them to come to us um on site and we will provide uh transportation will be provided by the parents. We have discussed tenatively if we even have ch parents are having challenges how can
121we kind of accommodate the parents still in that manner. Um we will do this bi-weekly where we have those recruitment recruit recruitment meetings um with those administrators >> any questions any questions. >> Yeah Mr. C. How you doing? >> Good. Uh, do you have to fall into chronic absenteeism category in order to do the rec recruit days? >> Could you say it one more time? I'm sorry. >> Do you have to fall into a certain category? Do you have to miss a certain number of days? Do you have to be chronic absent student in order to recruit days? Okay. Anybody recruit days that they miss? >> Yes. So, we can do that with all students. So, say if a student is actually uh going through after school tutoring, we can still document them if there's
122not a pattern of being chronic. However, we may we may need that down the road. So all of our students can actually recoup the time. Now once we start to put out the uh attendance letters and we get past that seventh to the eighth day, then yes, we want to make that it's more mandatory that they come and get that time. >> So that the focus the shift is after after that seven after that 7-day letter then those are the students that we need to make a focus. >> Okay. Now um last question. Um you said you're starting on the 18th of February. >> Yes, sir. >> Okay. Does this go back to days missed in the first semester too? >> Yes. These are Yes. And these are for the for those suspension kits for
123those susp 256 with the intent of us starting this next year on October. >> These days going to be and the absenteeis are going to be added in at the end of the year recruitment days added at the end of the year to improve our ability. >> Yes. >> Okay. >> Yes sir. So I actually have a few questions. The first one I have is if you go to slide six for me. So this is a slide that compares the end of the school year of last year compared to where we are now. Um have we >> perfect? So when we look at this, we see the numbers and we see that we are right there with some of the schools, right? So have we I know I asked this before um but have we
124looked or where are we with the individual school attendance plans that the teachers I mean that the principles created. So what we know is each school is different, >> right? So each barrier is different at at every school. So where are we on that plan? Because starting our spike season. >> So, um because I I I dug back into some old fouls that I had >> and so I looked at an old plan that we had and we executed our plan at the beginning of March. >> So, where are we with the individual school plans based off based on um incentivizing students to come to school, incentivizing parents, um nudge letters, things like that. Are we equipped to move forward with that? especially being we have missed two weeks worth of learning. So that's one
125of my questions. >> Yeah, I I do believe that started to take place early in the school year. Well, shortly shortly before we left for winter break when we started uh to really push who those attendance team members will be at that time. So I'm sure that those schools do have attendance plan that they've had put in place for their individual needs of those students. I can speak solely to our students with disabilities. my department is in the process of kind of seeing the alignment whether the whether comes from the attendance to the performance itself to their IEPs and so we've we've asked folks to identify those students that have been uh deemed chronically absent for us to have meetings uh to see what those barriers are or if they need additional supports. So I'm
126certain if we're doing that on my side for our students that have been identified then the school should also have a plan with that too as well. However, I can't solely speak to one individual school, but I do know there's a plan that we've pushed out chronic absenteeism as being a priority. But I I do know that there has been work that has been in place. Someone from the team may be able to give you a little bit more insight on that, but I just know from from my aspect of my perspective of what I do for students with disabilities. >> Thank I know Dr. Manson is out, but I do think that um Tucker's um question is important because these attendance teams are essential. We have got to hold them tight just like we're
127holding them tight to our curricular resources. The accountability for these attendance teams meeting and making sure that all those things are in place are something that we are continuing to push and that is the expectation because if there's those plans come through the attendance teams is that correct team? >> That's correct. And so if attendance teams are not meeting and we are not holding people accountable for those meetings and making sure that the things that are happening in those meetings then the plans are not being implemented. And so I know Dr. Manson is not here so I don't know if Mr. Brown can speak to >> I can speak to that attendance attendance meetings are happening weekly. So that that is for every school for for every school they have attendance teams and and they're
128at every school again whatever the team sees that is should be the focus whether it's uh by grade level that they they're the ones contacting those families and those students. So we we do have a push towards um making sure we're identifying those students but we do have uh a robust team in each school that does have a plan for attendance teams and in the process for uh chronic casualties in general. So outside of the meetings >> because I am I'm aware that you all are meeting so I know that the teams are meeting but outside of those meetings how are we making the schools >> welcoming that the kids will want to come to school what are we doing to incentivize the kids um to come to school I know um like I always
129say I I can only speak for what you know affects my house so cool spring had an award ceremony right >> yes >> but I have two kids in other schools that haven't done you know and I know That's what they they're really big on like incentivizing kids, you know, like in the school. But I would like to see it across the board. Like could we see it across the division where, you know, parents are actually wanting to send their kids to school because they're, you know, they're doing things to actually we want the kids to come to school, but we're not rewarding them, you know, across the board. So that I guess that is my question like when it comes to the the plan go. >> Yes ma'am. Yes ma'am. Mr. Tucker. And so
130we are definitely so principles are definitely having attendance meetings. You are correct about how do we incentivize and reward kids for coming to school. And so we have been Dr. Manson and I have also attended those attendance meeting at school. So that's how I know they're happening because I've sat in on some of them. Some of the conversations we're having with principles now um is around how do we build school culture and so we are asking principles to do something different some things around incentivizing and recognizing kids for coming to school. School culture is an area that we are working on and it's actually a part of um start last month I actually have a monthly meeting with principles and part of their rating is around school culture and so some of them have some
131areas of improvement because we have we have focused on getting kids in the building and managing them. We haven't focused on building school pride. Those conversations are happening now. It some schools have caught on faster than others, but please know that is in progress. And so we have for compliance reason, we're doing that tendance meeting. We're trying to move from compliance to actually positive school culture. That's our goal. So yes, ma'am, you are correct. It's a it's a work in progress and it will happen. >> Thank you so much. So I have two more questions. I'm done. I promise. Y'all know this is my this is my part. But um my second one is how are we supporting our teachers and admin with burnout? Because what we know is when I look at you know
132the data from August where se September to now we see how September the number was low and it has spiked. So we know that discipline is an issue. We know that chronicism is an issue. So how are we like supporting our teachers? are we doing? How are we keeping the morale in the building time? Because that is important. Just as much as it is to get the kids to school, we got to get the teachers to school, too. And we got to want them to stay there. So, how are we supporting them? >> So, again, that goes back to the same question around school culture. And again, for me, it is all about school culture. And at the top of school culture is the individual principal that leads that. And so, I was a principal
133for 18 years. I understand the importance that school doesn't happen just with one person. It happen with the full team. And so we're trying to move our principles from a thinking of managing people to including people in conversation and decision making. And and I know like Miss Green is big on rewarding her teachers. Every time I go over there, she's passing out somewhere they're eating or acknowledging them. Um I've seen it at um Lake. I've seen it at Cool Springs. And so it's some it's all a part of school culture. And what I've shared with principles is we have to build a supportive environment not only for adults but also for students but we have to hold both accountable. And so we're this theme of supportive accountability that's the theme I'm asking principal to build
134because at the end of the day if we are not supporting our adults then they can't provide instruction to our students. But if we're not supporting our students by giving them the right instruction, then our kids can't get those so datas that we're talking about. So it's it's it's two things at one time. But I do know that our principles are working on um building school culture, whether it is around how do we support children, but also how do we support adults? >> Perfect. Thank you. And my last question, where are we with the partnership with Virginia State um for Pleasant's money and that that Okay. I know the answer. >> Thank you. >> I know the answer. >> Absolutely. Um right on point. We have a meeting on Friday. Um yeah, it'll be our
135second meeting. Um so we had some um time challenges with theou. We had to take it back to make sure it was like an accurate picture of our partnership. We wanted to make sure that happened. There was a couple of things that they had to do in terms of like IRB um uh the use of our data. Um so we wanted to make sure uh they were cleared with that. Um but it's full speed ahead now. Um we have a meeting tomorrow with Pleasant Lane. Um and we're really excited about that. I do want to mention something um it it uh we were looking at the data uh today um around when you talk about culture. I mentioned it to Miss Brown uh uh today that in December we had the lowest suspensions November December
136and the reason is because we're doing a lot of activities. >> That's right. >> With the students, right? So when we talk about being statistically significant um in data, it proves what Mr. Brown was saying that um in November and December we have a tendency to come together and do a little bit more you know for our students and families. We need to scale that throughout the year right so there's data to prove that we need to do a little bit more um in the beginning of the year all the way to the end of the year. >> Thank you. last night. Um, first of all, I just want to say congratulations again to Pitman for the attendance trophy. Um, but I do have a concern. Um, how many kids do we have at Pitman?
137Because I don't know if it's a fair comparison comparing 500 kids to 50 kids or 500 kids to 40 kids. And I was thinking that more than going to stay within the regular schools, not the alternative schools. So that's what my concern was because it's such a small number of kids. So I didn't even know they were in the equation far as but but because some of these principles had such large numbers, I don't want them to have to, you know, I want to be a fair comparison. That's all. >> And you are and you are correct. I know we started off by saying pitman is a program and for the state those numbers don't go to pitman they go back into the schools >> and see that's why I'm asking about they went back
138into the school >> but for this purpose because we know the school board does like to be able to see those numbers for pitman we made sure that we could also extract those numbers for this purpose but those numbers are a lot smaller meaning they have if I say average about 54 58 students which is much smaller than your average comprehensive school but we didn't want to also leave them out. We do want to highlight when those students do come to school, but that data does not feed to Pitman alone. Those students, if they're in middle school, those those scores, their attendance goes back to Fern and John's. If they're in high school, those that attendance goes back to the high school. They're not um a program on its own. >> And the reason why
139I asked that, I greatest impact on the absenteeism going to be with the schools and not with a smaller group. That's why we every opportunity we get to uplift those numbers in those in those individual schools that we have the kids there because those kids that's at pit will go back to the regular schools. So we're not looking at pitman. It's I look at it more like what you said a program a program or alternative program that's not um a permanent situation for them. So I'm I'm not saying I guess I am saying I'm saying should they be included with the regular schools but this is a program so that's all I'm saying it's okay that you did it but I was just saying that was my concern that's all you don't need to justify
140>> no but that's what I tell you are correct so when it goes to the state that is how it's reported just so you know >> yeah thank you >> but it was request of the board from my understanding that you all want to see it that way so we extract the numbers per your request but um those numbers actually do in fact go back I want to see the numbers. Yeah, definitely. Thank you. >> But uh boy, Mr. U Mouse, I do want to say this because I I think that it deserves recognition that those kids that are at Pitman, >> a lot of times they are students who have chronic um attendance issues and for them to create a new habit of attending school means they're going to be successful when they go
141back to the regular school. So, we may need to look at another way of recognizing them. But I think that it is I want to say congratulations to those students because that means their habits have changed and they're going to be better served when they go back to the regular school and they'll be on target. That's the goal. But thank you. Um board members I had a conversation this morning with um Dr. Gay and Miss Graham and like for like for Dr. to to bring us a report back at a later time >> because we want to dig deeper into data because there are some things we've been over. For instance, if you look at at slide number 11, >> okay, >> we and we actually talked about this. We did >> look at and
142I said we can even put Vernon Jones and BL together. >> Okay. >> When you look at them that's a critical concern. >> Yeah. >> With those numbers of suspension. And so I you know I told her that when she bring the report back dig deeper because it's it would be interesting to know how many of those students are repeat offenders. How many of those students are coming out of the same teacher classroom? How many of those students? Oh, how many of those students are also students with disability? >> We can't see any of that. So, I I ask her to bring us bring us back a deeper dive of data for the next um round when she comes back to present because there's a there are a lot of questions inside of those numbers.
143Mr. Chair, can the kids that get suspended, they can recoup time, too, right? >> Okay. Because I'm going to stress this again. I stress it all the time. If they commit a if they make a threat, they supposed to leave that building immediately. Whether it's a verbal threat or a physical threat, that's the law. And if you don't suspend them, then we allow them for keeping them in that building if they carry out that threat. So a kid make a threat, do not hesitate to suspend them and get them out that building because people are carrying out threats. So do not hesitate because if you do, we find out later on that they made a threat and then we knew about it and they carried it out then we'll account. We will allow you. So
144the law says that threat supposed to be removed immediately. So when it come to suspension, I support those principles 100%. If that kid make a threat, remove that child immediately. >> Can I finish? >> I'm sorry. >> So, Dr. You will also have that in your report also. >> Absolutely. >> The type of suspensions that that we're talking about that we we discuss all that. So, you're bringing back Dr. Chris Brown said you're bringing back in March, >> the first March meeting when we do the monthly board update for attendance. And so Dr. Again, you have all of those pieces, you know, of the repeat offenders classrooms and we'll just do classroom ABC because I know we want to make sure we have all the data and we can also follow up for chair if
145we have any questions. We'll follow you to say, hey, is there anything else we're missing? >> And I do have one more question and I don't remember asking you this. That program that you are doing at central at central office, is it taken away from what they're going to be doing in the school for to recruit? What program Mr. Chair affirmed >> suspended that new it's new? >> We moved to central office >> and kids would stay till about 7:30 but in the school they're there till 5:30 5:30. >> Yes. The time >> and are the days the same? If you look at the schedule are the days the same. Can you all scroll back to the slide that talks about the suspension recouping? I think it was the last one. that one right there.
146>> So the top part of the slide, >> oh, I'm sorry. >> Good evening. So the top part of the slide is the recruitment program that schools should already be doing. As you see, it has start date on there. So this has been in place since mid December. And so this is what the schools are doing to catch those kids who identified as chronically absent. and at the same time they can also receive services such as tutoring. So it's a twofold. I can come and erase a day and I can work on my algebra. So the program at the bottom is what Dr. Manson student support services team we put our heads together and this is what we came up with to assist students who are suspended. So if I commit an act and break
147the code of student conduct and I'm suspended for two days or three days, instead of sitting at home when my administrator is talking to my parent or guardian and handing them the discipline letter, they will also hand them the form to attend this program. So the parent has to be on board, they have to agree, the parent has to sign, and the school administrators have a nugget tip sheet to kind of answer some basic questions. And so I can come the two days. I can either come Tuesday and Thursday or I can come Tuesday and Wednesday to recoup those days that I've been suspended. We will have teachers, security officer, um administrators there on site. So then once they show up and we mark them present, then that information would then be sent back to
148the school. But at the end of the year, it would all be recouped and reported by the state. >> So I see is two different programs. >> Correct. >> One is attendance and one is suspension. >> Correct. >> Thank you. >> So I have one question about that. If for for or by chance if a parent does not want their child to come in, is a virtual option going to be presented to them? >> At this time we have not discussed that. So we're hoping that the parent and the child will want to attend the program because it's in the evening after work. So then, you know, we thought about how to help the parents out. So, you know, I have to worry about daycare during the day. So, I can drop my child off
149at 4:30 and pick them up at 7:30 and then that way that will erase one of their days that they are suspended. So, we have not discussed a virtual option. We're hoping that this takes off. >> Perfect. And I have one more one more question. If my child is suspended and I cannot do the 4:30 to 7:30, but when my child returns back to the regular school at Petburg High, >> they still have the opportunity to recruit >> at the school. >> Yes. >> Thank you, >> Mr. Chair. I do want to acknowledge just briefly um the presentation and thank you for your your questions um because myself and the data team has taken notes. Um when we present data we we present it at the summary level. Um I would recommend maybe a and
150Miss Brown had mentioned before work session um where we can triangulate the data um a little deeper um because we become more specific with subgroups um students uh other student groups um and other ways that you may like to see the data so that the analysts can be prepared to give you what you need. I I would like to add that we actually had this data available up until 2025. So we will need the 2526, but we we actually have data to go back as far as 2018. And this data is actually tracked not just by students with disabilities or students under section 504. It's also tracked by the types of suspensions, the number of days, whether it's unduplicated or not. We have these in pie charts uh um other sorts of charts. So we
151we do have that. We actually have this data where it's broken down by month. So you can see which specific school had these many uh numbers of days suspended on every month and then you can see the total amount as well. So we we do have that data and so it's just we'll just need to add 25 26 but we we go back what we have now is to 20 to 2018 is what we we do have. >> Thank you Mr. Klo. board members. Are you okay with the the data for this not going back years? >> But how about this school starting in August up to get that? That's not that's not a problem. >> March 18. >> Appreciate it. Thank you. >> Thank you for your commission and school board members. Our next
152um presentation is a overview for our our HR systems and division recruitment plan for 2627 given by our assistant superintendent of human resources Dr. Dr. Shika Long Lane who will give you an update on the progress that we've made in HR and systems that we put in place in our plan moving forth. >> Good evening, board chair Pritchette, Vice Chair Tucker, Superintendent Brown, board members, colleagues, and community. I am so excited to tell you about the progress that we have made in the office of human resources in 379 days that I've been here in Petburg. So tonight I'm going to walk you through just four simple things and then provide you with an opportunity to ask any questions which is going to be in parallel to our colleagues in finance because we work so closely
153together uh in our day-to-day work. So I'm going to be talking to you about the Alvarez Marcel report that was provided in January 2024 the recommendations and the status updates from that particular report. We're going to talk about the employee engagement and relations things that we have been doing at the central office schoolboard office and also talk about recruitment and retention for what we've done for 2526 and just a sneak peek into what we're doing for 2627. Right? So this information comes directly from the assessment that we were provided in 2024 and goes through what we've done in 2025. So we formalized some human resources procedures, established position control, and implemented electronic recordkeeping to replace our paperbased processes. We've implemented processes to authorize new positions, hire new positions, transfer current employees, and to also terminate
154employees and not just specifically people, but positions. >> Elena, these are actual recommendations from the report. Is that correct? >> This is coming right from the board. Yes. >> This is what they recommended to Petersburg that put in place. Make sure that these are the recommendations that they gave us. >> Yes, that's correct. Okay. If state HR and finance sometimes authorized hiring or transfers only athlete offers been made to employees, position control protocols were not well understood or consistently followed pending some system improvements and personnel records are retained in hard copy format. So based on the information that we received in the reports and the work that we have done in HR, we're going to talk about these five things. So the first thing is we've established some specific procedures regarding our workflows. So we've
155moved from paperbased processes to electronic automated processes. So what we've been able to do is put in place uh frontline which we started on May 1st, 2025. We've also put Yeah. Okay. We've also um moved to some electronic forms using the system of docuign and we've also embedded using Google forms. So now we have a workflow that begins with our applications coming in frontline, our managers being able to conduct their interviews. They submit their proposal information to us for review. It then goes through our electronic par system, our EAR system which was in docysine and then ultimately comes to the board for approval. Additionally, we have started in frontline creating digital personnel files. So, we had an outstanding time over the summer transition to the middle school and so moving to this electronic transition just
156further supports the importance of having access those files electronically. So, effective November one, we started moving towards uploading those documents that we have into our electronic system in frontline. We've also began looking at our time and attendance system which is on the finance side of the Alvarez and Marcio report. But again, because our work is so conjoined, we began with our operations department by providing training to those specific areas on the new time and attendance system. We do have a program that we're prescribed to to go through each specific department to work our way through through the rest of the 2526 school year with full implementation plan for 2627. Lastly, we are transitioning and have transitioned all of our employee evaluations into frontline. So, this was a process that had already been started partially, but
157we had a population that still completed paper evaluations, but this year, all of our evaluations are officially in the frontline system. to continue on to talk a little bit about some progress that we made as of December 2025 for position control. We are excited to say that all of our full-time regular positions have been assigned a position code so we can properly account for each one in our system which helps us to begin phase one of reestablishing position control. Additionally, we have deactivated positions that no longer have funding attached to them that we're no longer using or we're just sitting for long periods of time as vacancies. And again, We've already talked about digitizing our personnel action request forms. We moved that to docuine and we are in the process of moving those forms to
158Frontline as well so we can optimize that system for all the amazing features that it has and in conjunction with that again is our personnel file into frontline. All right, moving right along. The next thing that I want to talk about is our employee engagement and relations updates. So we have partnered with the IT department and they have assisted us with creating our ask HR systems which consists of two parts. One is our HR email address which is HR at petersburg.k12.va. us that goes to the entire human resources department. And by having that one email address that captures everything that anyone may ask us. That allows us to increase our response time to our employees. Additionally, we have our own HR phone number and you'll see on the slide a little picture of the card.
159We have our phone number with a dial by lead system where you can for example dial one for benefits down to frontline support. Again, our goal is to increase responsiveness to our employees. Next, in another effort to help increase responsiveness, we have redesigned our key employee self-service system. So there were a few components that were there, but what we did was work with our vendor to expand that so we can give quick access one stop for our employees to go and find important links that they need as they're going into their personal employee selfservice portal. In addition to that, we've also created a Google site for our leaders where we're again making a quick one-stop shop for them to find important links and documents they need because we want to make things easy and accessible
160for them to get what they need while they are handling their business in their respective schools and departments. And we have also embedded a survey in the bottom of our emails so that we can track how we are progressing with our employees. So, we put this in our emails subliminally around July or August. And so far, we've had about nine responses. And so, we're looking to see how much we get before we make an additional roll out. So, we're like in a pilot phase right now to see how are we progressing to make sure that we can make those adjustments to meet the needs of our employees. So, Dr. Lane, at the very bottom of all the emails for the um HR system, you see how did we do or whatever it says, you click
161right there and you can give us your customer service. Like if you had a Dropbox, you can go in after you've dealt with them via your email or phone call and tell us how we did and we're starting to collect that data and we will have a major line, but we just piled it so far. All right, thank you for that, Miss Brown. Continuing on with efforts we made for our employees, we have began having monthly employee engagement events at the schoolboard office that sometimes spread out into our schools. So, for example, we had our breast cancer awareness day in October. So you see a small portion of us in that photo in our pink. We have partnered with the family engagement department in both November and December with our socks in the box campaign
162and our non-p perishable collection. And you can see we were able to support 25 families for Thanksgiving and collect 128 pairs of socks for men, women, boys and girls for Christmas. Lastly, in conjunction with the finance department and with board approval, we were able to bring back Anthem as our health insurance provider. And so we are very glad to have that. And just before we went out for the snow, we had Anthem to come to the schoolboard office to provide additional information to our employees if needed. So we're very excited to have Anthem back. >> And they're able to go to schools as well. Is that correct? >> Yes, ma'am. And lastly, for employee relations concerns, we have developed a protocol that gives a stepbystep process when you have specific situations to arise, as well
163as providing templates. Again, our goal is to ensure that we are creating easy, accessible processes so that we can support employees across the division. Moving forward and as we look at retention and employee support, we have provided nine test preparation sessions at Cool Spring Elementary School and we had two licensing sessions at the schoolboard office in the fall. We've also reestablished our employee exit surveys and we provide opportunities for employees to also have a face-to-face or virtual exit survey. Um, as of December 2025, we had 34 employees that have left the division and 15% of them had completed that survey at that time. We have also reinstituted our new employee orientation. So, we began that back in August when we were at Vernon John's and we host that bi-weekly or if we need it, we
164can do it uh on week. We usually do it on Mondays and we let that be the first day for our employees so that we can start them off on the right foot with all of the information they need to be informed and engaged here as a new hire in Petersburg. We also began in the fall rolling out 36 to 90day surveys to our employees just as a part of our onboarding initiative because we want to see how they're progressing as they begin in the division. Again, as we go to talk about new hires, we've also implemented our substitute orientation. So, we started that when we came back to the schoolboard office in August and we've had 80 participants so far as of December 2025. So, we're very excited to continue to welcome subs because
165we know they are a vital part of what we do to make sure that our students are properly supervised in the classrooms. And as we look forward to 2627, we have already rolled out our application for the 26 27 year. We have two already, one for teachers and one for resident teachers where we have 12 applicants for teachers and two for resident teachers that we received thus far. And for our new teachers, we have implemented our paid mentor program. Again, this is something that was here before that we brought back and we're excited to be in alignment with the code to ensure that our new teachers do have a mentor for the first two to three years of their employment. And right now, we have 31 paid mentors across our schools. As we look towards
166recruitment, we have offered many financial incentives and support to our campus that we have been trying to recruit. So for our CSI, our comprehensive support and improvement schools, we offer a sign on bonus up to $5,000. And for our TSI target support and improvement schools, we offer a sign on bonuses up to $3,500. This year, we also implemented a $7,500 sign bonus for our new fully renewable licensed teachers. In addition to these sign bonuses, we've also continued our partnership with I teach where we have provided a tuitionfree pathway for teachers to receive their license with a two-year commitment to the division. In addition to the tuition free program, we've also had the opportunity to help financially by reimbursing teachers for either coursework or testing. And right now we have 15 of those individuals who we
167have supported in this manner. And we have also provided adstudy.com which is the online self-paced test preparation system purchase 80 licenses to help support our teachers as they prepare for their practice exams. In the way of marketing and advertising, we have partnered with the communications department to enhance our brand on social media. and we've pulled off quite a few initiatives and we have some great data. So, so far we have utilized Indeed, LinkedIn and K12 jobs.com to help increase the number of places that people can go and see our vacancies and start the application process. We launched two social media initiatives, one called Talent Tuesdays, one called W Wednesdays. On talent Tuesdays, we showcase specific vacancy types that we had available. And on Wednesdays, we had interviews with our employees of Petersburg where they can
168talk about their experience. And as you see on the screen, for our turn, excuse me, talent Tuesdays, we had over 18,900 views across our social media platforms. For our Y Wednesdays, which is our employees talking, we had over 91,200 views. And for our boosted social media ads means one that we paid to have to go out what we call geo fencing. So it's in a specific geographic area. This one we use in central Virginia. We had over 19,600 views. So we thank the uh communications team and the IT team for their support of the office of human resources. In the way of job fairs, we hosted our first virtual job fair in December of 2025 and we had five attendees. So, we're very excited to be able to move in that direction to help meet
169the needs of candidates who may not specifically be in the area. We attended seven in-person career fairs within the region. In the fall, we focus on within an hour to two hour radius of Petersburg. And we'll talk a little bit about what we're doing in the spring. And we were able to see over 75 attendees. And we also again hosted those substitute orientations. We had eight which we moved from those eight. We had 20 substitute that moved from coming to orientation all the way through their paperwork with the capability to move into being able to support classrooms. So, as we look at our job fair data, um what we're going to be doing next is actually looking at what we call yield. So, we want to know how many attendees came, how many applied, how
170many were interviewed, how many were we able to move to hire. So, that is some data we'll be able to bring in the future as we gear for our next round of job fairs. So, as I move a little bit closer to the closing point, want to bring you some additional data for our fall recruitment efforts. For our $7,500 sign on bonus, we did offer 19 and we had 18 teachers to accept. Those sign on bonus do come with a three-year commitment. Again, these were for the fully licensed renewable licensed teachers. We have had 12 teachers that have moved from being a resident teacher, meaning they do not have a license, to having a license. And that may be a a renewable license and our process here is we bring them in as resident teachers
171and then once they meet all the criteria they're approved for a license we bring them back to the board and that is how they are moving along in the progress and also how they receive a full teacher salary. So we're very excited and proud of those 12 teachers. We have seen an increase and our iPad data which is our instructional personnel data collection that is due to VDOE. We look at that data twice a year. uh it is done at the close of September 30th and then we look at it again in the December January period. So when we first completed this report we had 3% growth but as of the report we received this week we have 4% growth from 25 2425 to 2526. We're very excited about that and we'll continue to help
172that number grow and we also this year with the support of the superintendent board were able to get 10 local eligibility licenses approved which help us to improve our data for licensed teachers as well. In the way of partnerships, we're still continuing our partnerships with the three main universities, Virginia Commonwealth, James Madison, and Virginia State Universities. So, you'll see here the number of participants that we have. We've also again worked with communications to increase getting information out on social media and via email so that we can try to increase the number of individuals who are at least aware of these programs and hopefully increase the number of individuals who will pursue these programs. As we look at data, one of the other things that we're going to be seeing is where's the yield from these
173programs. So, we're working with each of the universities and their staff so that they can give us information from before we arrive where those individuals are they still in the division is where's the individuals that are in the program now. So, we can really see the fruits of our labor with these partnerships. Also, we partner with university instructors this year. We have contracted for them for 15 positions for general education and two positions for special education. And right now we have 13 of those general education positions filled and one of those special education positions filled. And we're still working with proximity and they are at Peaceburg High School filling in for math and science. >> And Dr. Lang just really quickly on this slide, once the board approved our partnership with uh with university instructors,
174those instructors were working on their provisional By the end of this year, we should have 13 um staff, 13 teachers who were um not licensed that they should have a provisional license by the end of this year and they should become a part of our teaching staff. Is that correct? >> Yes, that is the goal of the program. Yes, ma'am. >> All right. So, as I come to the end, if our recruitment of you are calling or emailing and you don't get an answer immediately, that's because HR is on the road. So on this slide and the next you will see the list of the schools and career fairs that we are planning to attend whether permitting uh during this time of the year. Sometimes they cancel, sometimes they move to virtual, sometimes they move
175the date and it may conflict with something that's already scheduled. But we are trying to spread far and wide between Virginia and North Carolina to hit both the central part, the western part, the Hampton Roads area and uh in North Carolina to make sure that we're capturing the best and the brightest to bring to Petersburg. So here before you, you'll see some of the places that we're planning on going in April, I'm sorry, in February and March. And we did have our first one today at Virginia State and we saw about 60 students. So we're very excited about that. And then on this slide, you'll see where we will be going in March and April. Dr. Lane, I think also principles and other staff member are also helping to support HR. Is that correct? Recruitment
176fairs. >> Yes, thank you. >> That is correct. So, as I close, just want to remind everyone that we are hiring for the 26 27th school year. So, if you know anyone or you are that someone who is interested in joining us in Petersburg City Public Schools, please visit our website at www.pedber.k12. us and hit the careers button and apply. And do feel free to give us an email at HR at that same pet link if you have any questions. That concludes my presentation. I will take any questions. >> Thank you, Dr. L. University Miss >> um on the Virginia State students 60. Those weren't all teacher grads, right? >> No. >> Okay. >> No combination of students. A lot of them were undergrads, but we want to pick their interest early so we can
177get them on the hook. >> Thank you so much for that presentation. That was a lot, but thank you so much. Um I I have three questions. The first question I have is um I see that with the RTR teach uh teacher residency at VCU that they actually offer um for the two-year undergrad transfer pathway. Have we looked at any of our students that are actually graduating this year um from the dual enrollment? They're graduating with their associates. Um some of them may be interested in teaching. I think that'll be a good transitional plan for them. So, I think that may be something that could benefit us in the long run on the back end, but also it'll help our students um with a plan as they move forward. So, I think that'll be I'm
178curious to know if any of like have our counselors looked into that um and maybe that's something that HR can work with the counselors on just to see. >> Yeah, we can certainly ask questions. We have not delved into that, but we can certainly work with Dr. Mason and his team and counseling to see and probably Dr. B workforce development as well. Perfect. Thank you so much. And the other one I have is um with the employee engagement and relation. Is there a way where we can I know um that you all did a lot of central office and I know sometimes it's related to the school. Is there a way we can incorporate maybe like one day a month where HR can do something like across the board whether it's a day everybody dressed
179in? I know we used to be like red for ed on Wednesday or something like that, but something to kind of incorporate the whole division um with HR, you know, with you all have going on because you all did some amazing things at central office and I think that'll help with you know, we talked about the culture in the building earlier and I think that will kind of help with the culture and the you know getting things and getting um back on track but kind of building up the morale of the buildings. >> Sure. We can certainly partner with the academics team and see to make sure that we're not going to be interfering because sometime they have their own spirit days and we don't want to conflict. So that's why we tried to do
180just a little pilot just to see how much participation we could get and we did have some pretty good participation with the pink day. We were able to get some pictures for that. So we do have plans to expand that but we got start small and get a little bit more budget for FY2. >> We can also we also do division wide. So we can pick one or two days and maybe look at doing a divisionwide piece and then like you said start small and grow. Okay. >> Thank you. And the last thing I have is I know we partner with um these three four the university partnerships. Do we have a partnership for um like a leadership for leadership roles? So if we have teachers or instructional coaches they're looking to advance. Um do
181we have any partnerships that we can put out there? I know we put out a lot, you know, if teachers want to get their license and things like that, but do we have a partnership where if they want to advance their career beyond the classroom that we can offer? >> No, we don't have anything like that currently. So, what we will have to do is find some programs that have that, see what the details of anou would be, have them to come and present that information to you all to see if it's the direction that we want to move in. However, after we hire a teacher and staff development person, that person will be in partnership with us in HR to help us build out something like that because what we want to do is
182have not just a succession plan, but also career progression, which is more to what you're speaking with. So, in conjunction with the coming class study uh that we're hoping to have to move forward that will be a part of that because we want to build in some career progression positions so people can actually see where their growth can be within the division to make them want to stay that will help us with retention. >> Perfect. Thank you so much. And also I just want to add I know that Dr. Lane if you could just talk about really quickly when we talked about RTR from VCU last year. We talked about this year because we typically have candidates that are coming from outside. We talked about when we talked to Dr. Mcnite and I know you're
183working on this year sending that information out to everybody in the school division so that the RTR apprentice that are in place can also come from Petersburg. I know that they have their structure. So I know that you're working on that. Yes. I don't know if you all have met with Dr. Mcnite yet, but I know that that's one of the things this year we'll be sending it out so that our people get access because I heard last year people don't feel like in Petersburg they're getting access to these programs. So, I know that we're working on that. So, I don't know if you want to expound or we are in progress so that this year we can open it up and Dr. Mcnite will work closely with us. >> Yes, we did. We opened
184it up. We had three separate communications to go out about the program on both our social medias and in the parent square for emails for staff because the deadline was February the 1st. >> Thank you, Mr. Peters. First of all, I want to say thank you for the report and I'm excited that you accept because you're always so serious now serious. And the only reason >> this one transition all employee evaluations to we have a drop dead for most of what we do. I use uh uh teacher contracts they have to be done drop day at a certain date each year. What I'd like to know is what is the drop dead day that all evaluations in the school should be done. >> Okay. >> So we have a calendar for that because we have
185different evaluation types based on position classifications. So if I had my phone I would read those dates to you but we have one for each appointment. What I would like to see is one of those days. >> Okay. >> The reason why I say it is because each year >> we get we hear >> we hear I don't know if it's true or not. >> We hear that some employees don't get evaluated. >> They're going all year long. >> Nobody has assessed them. Nobody has evaluated them. So they don't know. >> They just meandering along and nobody has even told them anything about what they're doing. Then you wonder why their performance is different. >> I'm going to say low, I'm going to say high. It will be different, >> right? >> If an individual
186is not assessed and evaluated. So curious to know what they are. >> We can definitely provide it >> whether it's maintenance, whether it's teachers, whe staff, everybody should have should have an evaluation annual. >> Absolutely. There's one that's spec specific for teachers whether they're annual continue contract one principles and one classifier. Absolutely. And that's in line with our policy. >> I'm sure HR is evaluating this staff. >> Absolutely. >> And they're doing it some on some annual basis. So for each area, there should be a date that all of those persons have been evaluated. So you know where to stand. And I think slide 15. I just haven't catch my attention. New >> we were looking at those target dates when you all going to do the HR recruitment and CHBCU celebration. >> Yes sir.
187Last year we were charged to spread our wings a little bit further. So, we've been looking at uh opportunities where we can get our branding awareness out and target H.B.CU. >> That's great. >> And I know I also want to say that I I looked it up um it's so interesting because I asked Dr. Lane about it in our oneonone meeting. Um and one of the things that they're doing I think is new that in New Orleans this year it's an H it's called when I looked on social media. It's a H.B.CU Career Fest. >> That's what it is analysis. Nice to see. >> That's great because I saw it. That's what caught my attention. So I said great, you know, out as far as we can go. As far as I'm concerned, take a
188couple years. See who wants to come over here. >> I'm just saying. But that said, um, I appreciate the support. Thank you. >> Thank you, Mr. >> Thank you. We have our last and final brief presentation with our monthly division update with our Head Start grants update given by Dr. Matias Greywood and it is for the month for the month of December 2025. >> Good evening board chair Pritchard, Vice Chair Tucker, esteemed members of the board, Superintendent Brown, and members of the community. Tonight I'll be presenting the monthly budget update as of December 31st. But before I go into it, I just wanted to say something about uh the presentation that uh Dr. Long made. She talked about uh position control which was required as part of the uh&m report Alvarez and Marcelo. Since uh
189Dr. Lane came on board, she's taken that on board and has actually worked on it and it's is incomplete. She's pretty modest and hasn't told you the impact that has on our budgeting and finance uh controls. Uh what that does for us is that the budgeting process can be automated up to 80%. You just go in, put it in the system, you plug in, and you got 80% of your budgeting done. And so, um she's pretty modest. She's not told you the impact that it has for us in finance, but I just wanted to acknowledge that and for you to know that she's done all that work. be round of applause. All right. So, on the agenda tonight, um we have um the city transfer budget, the general fund, food service and grants, and finally,
190Head Start. Oh, sorry. The this slide shows the city transfer for the general fund. Our original budget is 12.97 million. To date, we've received six installments totaling 6.49 million. That leaves a remaining balance of 6.49 million, which is exactly where we should be at this point in the year. The city continues to meet its transfer schedule and we're grateful for that. Next slide, please. The general fund budget and expense by state category. This slide compares last year's final numbers to this year's budget and year-to- date spending. A few highlights. Instruction. We've spent 18.98 million with 27.9 million remaining. This is our largest category that is tracking as expected. For administration, attendance and health spending is 4.7 million with 3.9 million remaining. For people transportation, spending is 1.68 million with 1.86 million remaining. Unlike last year,
191we are not seeing an overspend at mid year. Operations and maintenance spending is 6.28 million and 4.4 million remaining. For technology spending is 1.84 million with 1.45 million remaining. Across all categories, the general fund has 39.55 million remaining. 39.55 million remaining. Next slide, please. Food service fund and grants fund. Starting with food service, we have a budget of 3.3 million yeartoday spending of 1.75 million and 1.55 million remaining. Food service continues to operate within budget. As for grants, our budget is 18.95 million. Spending is 8 million, remaining 10.95 million. Most grant categories are out tracked. A few small negative balances reflect timing issues from prior year close out and will be corrected. Across all funds, the division has 50.9 million remaining. Next slide, please. Next slide. For our Head Start federal funding, this slide shows
192the Head Start federal funding grant budget. Total budget is 1.4 million. Year-to- date spending is 581,000. Remaining 8 8,000. Most spending is in personnel and fringe which is typical at this point in the year. Supplies and operating lines remain largely unspent which is also normal for mid year. Next slide please. For our head start nonfederal share total required is 350,000 contributions to date is 44,000 remaining 205,000. We continue to monitor in kind contributions closely to ensure full compliance by year end. The combined head start budget is at 1.75 million with 725,000 spent. Yes, that's the end of the presentation. I'll be glad to take questions. question. Thank you. Next comment period. She's already spoken. So there's no one else for public comment. We move next to 68. Our action item. >> Thank you for your
193attention. Schoolboard members. Action item number one. We number 6A. I'm so excited. It is our PCPS 5year strategic plan final approval for tonight. And so it is um on the screen and of course there's still I know Dr. Gate may be an and here or the there a few one or two words that may have to be adjusted as they finalize. But I just want to um call everyone's attention to just the actual mission that's going to be key that you all provided great feedback on. of you just could please just quickly to the Petersburg mission. The mission of the Petersburg City Public Schools is to develop and empower students through innovation and collaboration so they demonstrate virtue, good character and make meaningful contributions to society. And I think that is what the board asked.
194That is the mission of our school division. And then our vision again just really quickly in the portrait of a graduate. Petersburg City Public Schools will transform and expand opportunities for learning so every student graduates with a life filled with choices. And that is a choice to be enrolled, enlisted, employed or become an entrepreneur. And that is the crux of our strategic plan. And so it is attached. And so we have our five priority areas starting with our student acade academic achievement, wellness, and support. and of course our core beliefs which will be embedded within our strategic plan and this is how this is what will ground everything that we do in Petersburg moving forward over the next 5 years by 2031 and so with that with that I want to it is the superintendent's
195recommendation that the school board approve the Petersburg city public schools Petersburg forward 2031 5year strategic plan as provided. >> Thank you. And I have a question before we take >> will we be getting a hard copy of the actual plan? >> Absolutely. That absolutely board chair preach. So once you all approve tonight, what's going to happen is that the the um consultants will build us a beautiful color color um portfolio brochure that is going to be electronic that will be our strategic plan that we can post. um it can be translated up on our website and then you will get a hard copy of that and that's what we will use as we begin our communication and getting everyone on board in the direction that we're going in Petersburg City Public Schools. I just want
196to remind everyone that once we have the board approves, that is the law of the land and that is what we will do in Petersburg. And so we will stay focused on those pieces and everyone who is going to support and work with the school division. We're going to direct you right back to our strategic plan so that we're not everywhere all over the place. We are going in the same direction and we are focused on our five priority areas. And so you will get that once once um you all approved. Dr. G, I don't know if there's anything else. Did I get that correct? Once we get that, this will be the crux of the plan and then we will begin working on the individual um action plans. But this is the strategic plan
197for Petersburg City Public Schools and you'll be getting updates um on the progress on what's in this plan. >> Okay. So, the answer is yes. I'm sorry. I went around the world. >> No, I'm just here. Okay. >> It is the superintendent's recommendation that the school board approve the PCPS 5-year strategic plan which is called Petersburg forward 2031 as provided. >> Thank you for the superintendent's recommendations and motion to accept Tucker by Miss >> Second by Mr. Pierce. All in favor? >> Oppos? Motion carries. Thank you. So excited. 6B. >> Yes. 6B. >> Okay. 6B. So, is it for the Appamatics regional governor school enrollment slot renewal for the 2627 school year? It is the superintendent's recommendation that the school board approved the Appamatics regional governor school enrollment slot renewal for 2627. if you'll click
198on it. So that um board members just really quickly that we will now have this is for our slots and so currently if you see from the communication I think we have 67 >> 67 student slots and that will be the new tuition cost um for the school year and so um we are excited to continue to maintain those slots and we'll be including those those slots into our request for the budget because that was a part of the agreement that we had from last year. So again, it is the superintendent's recommendation school board approve the appamatics regional governor school enrollment slots for 2627 as provided. >> Any questions? Is there a motion to accept? So move by Mr. Second. All in favor? >> I oppose. Motion carries 6C proclamation. >> Thank you. It is
199the superintendent's recommendation that this national school counseling week February 26 to February 2nd through the 6th 2026 really quickly American school counselor association is proud to promote the national counseling week February 2nd through the 6th 2026. This week focus public focuses public attention on the unique contribution of school counselors within US school systems. National School Counseling Week highlights the tremendous impact school counselors can have in helping students achieve school success and plan for a career. National School Counseling Week is always celebrated the first school week in February. The 20206 is school counselors amplify student success. Thus, whereas school counselors are employed in public and private schools to help students reach their full potential. And whereas school counselors are actively committed to helping students explore their abilities, strengths, interests, and talents as traits relate to career
200awareness and development. And whereas school counselors help parents focus on ways to further the educational, personal, and social growth of their children. And whereas school counselors work with teachers and other educators to help students explore their potential and set realistic goals for themselves. And whereas school counselors seek to identify and utilize community resources that can enhance and complement comprehensive school counseling programs and help students become productive members of society. And whereas comprehensive developmental school counseling programs are an integral part of the educational process that enables all students to achieve success in school. Now therefore, the Petersburg City School Board and Superintendent do hereby proclaim February 2nd through the 6, 2026 as National School Counseling Week. adopted this fourth day 20 of February 2026 by the Petersburg City School Board. So it is the superintendent's recommendation
201that the school board approve the proclamation for National School Counselor's Week of February 2nd to the 6th as provided. >> Thank you recommendation. Is there a motion to accept move by Miss Proctor? Is there a second? >> M Tucker. All in favor? >> Oppos? Motion carries. Thank you. Next we move to our information item our superintendence report. >> Thank you. Thank you board chair school board members. I make a very brief superintendent report. Thank you. Next slide for me please. Thank you. Thank you so much. All right. We just want to again highlight and say congratulations. The last week, as I as I posted on social media, the Virginia Department of Education has updated the school accreditation ratings as a part of its new system for Petersburg City Public Schools. And we're excited to share
202that we now have three fully accredited schools for the 2526 school year. Congratulations to Cool Spring Elementary School, Walden Hill Elementary School, and Petersburg High School. We have lots more work to do, but we are excited and we appreciate the first step in helping to support our schools as they move toward full accreditation. So congratulations again and we will keep it moving. Next, I just also want to just highlight the PCBs schools have been holding meetings to review their data. As you heard tonight, it's important that our parents and community members hear the data directly from leaders. Our schools are holding those meetings to review the school performance and school accreditation summaries with their school communities. Our schools are sharing information so that families are and staff are aware so we can reinforce accountability measures
203and expectations for our students. Thank you again. Congratulations to the PCPS 2026 teachers of the year. This week, our HR department announced our 2026 teachers of the year. Please join me in congratulating our eight teachers and our school division winner, Jashima Smith. So, if you can make that larger so that we can celebrate our teachers of the year. Can make that as large. Thank you. A little bit larger. Thank you very much. So congratulations to to Kira Patterson or Kyra Patterson at Cool Spring, Draia Claybour at Lakemont, Just Chassid Ricks Green at Petersburg High School, Victoria Mason at Pippen Academy, Jashima Smith at Pleasants Lane Elementary School who is also our school division teacher of the year. Mr. Kevin Bivvens at Vernon John's Middle School, Shante Miss Shante Mason at Walden Hill Elementary School, and
204Latasha College from Westview Early Childhood Education Center. Congratulations to our star teachers is welld deserved and we are excited for Miss Smith who is the divisionwide teacher of the year for lane elementary school. Congratulations and please join me in celebrating. Our next slide of course is we have another star. We have many stars in Petersburg. We have now I want you all to know that highlighting our academic offerings across our school division. We've launched a new video series in which we highlight the different academic and learning opportunities afforded to our PCPS students. This is essential as we recruit new parents and new students to our school division. And that's important to know when you come to Petersburg City Public Schools, you get a plethora of offerings for your individual student. And so we want to
205highlight that so that we can increase our recruitment and get our name and our work out there. So, in our very first video, we highlighted Ryan Mcichael, a 10th grade PCPS student who is enrolled in the Appamatics Regional Government School. And if we can click really quickly, I get to grow as a writer and as a person. If you're an eighth grader and you're interested in music, technology, visual arts, theater, literary arts, then arts will be the place for you. If they're really passionate about their focus area, then they really will get to like explore and like discover new things within that area throughout their arts. Thank you. So we will be highlighting all of the different offerings that we have here and what our students are will have access to. That concludes my superintendent
206report. Thank you board champ. >> Thank you. Any questions? Okay. Next we move to seven committee reports. I know for um perman elementary school at 6 o00 p.m. M um is a guest for the school and Mr. at 6:00. >> Any other announcements? Is there a motion to move by Mr. >> All in favor? I motion carried. This meeting is now everyone. Have a great evening.