001Heat. Heat. Good evening. My name is Kathleen Brown, chair of the Virginia Beach School Board, and I call this formal meeting to order at 6:01 p.m. Madame Clerk, would you please announce the role? Thank you, Madam Chair. President in the school board chamber are Chair Brown, Vice Chair Williams, Mr. Bowensteel, Mr. Kalen, Mr. [ __ ] Mr. [ __ ] Mr. Co Pepper, Mr. Cummings, Miss Dwire, Miss Felton, Dr. Green, Miss Melnik, and Miss Rogers. Thank you. Please join me in a moment of silence followed by the pledge of allegiance as you are able. Pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Madame Chair, now we will enjoy the student, employee, and public awards recognitions for this
002evening. Our favorite part of the meeting. All right, Mr. Bellensteel. Thank you. Our first recognition is for the Virginia Beach City Public Schools 2026 Virginia Association for the Gifted Outstanding Teacher of the Year Award. Please welcome Mallerie Gilmore of Virginia Beach Middle School. The recipients of the Virginia Association of the Gifted 2026 Outstanding Teacher of the Year Award must exhibit outstanding qualities related to gifted education in the areas of teaching, curriculum development, and working with gifted children and their families. Additionally, they must demonstrate a strong commitment to gifted education through professional experiences, organizations, and services. Mallerie Gilmore, gifted resource teacher at Virginia Beach Middle School, has spent all 10 of her years in education, working with gifted students and advocating for the gifted education. She exhibits all the teacher of the year qualities in her
003work with gifted students and families. Congratulations, Miss Gilmore, for being recognized as one of the two Virginia Beach City Public Schools outstanding teacher of the gifted this year school year. We are proud of you. Another outstanding teacher of the gifted who is also a regional winner. Please welcome Jamie Odall. Jamie is from Plaza Middle School. Annually, each school division in Virginia can submit to the Virginia Association of the Gifted nominees for the Outstanding Teacher of the Gifted Award. From this pool of exceptional educators, the person is selected as the outstanding regional gifted teacher of the year. This year, Jamie Odall, gifted resource teacher at Plaza Middle School, was selected as one of the VBCPS's outstanding teachers of the gifted and also selected as the region 2 gifted teacher of the year, Mrs. Odell has spent
004over half of her career as an educator working with gifted students and advocated and advocating for gifted education. Congratulations, Mrs. Od Doll. We are so very proud of you. And now we have the school resource officer of the year. Good evening, Chairwoman Brown, Vice Chair Williams, school board members, and Dr. Robertson. My name is Lieutenant Kevin Loki, and I have the privilege of serving as the commander of the Virginia Beach Police Department's Youth Services Unit. I also have the honor of working alongside 28 of the finest school resource officers in the Commonwealth of Virginia. Tonight, I have the distinct privilege of recognizing one of those exceptional officers as our school resource officer of the year. This year's selection was based on nominations submitted by school personnel and police supervisors. As the nominations were reviewed, one
005candidate clearly stood out among an exceptional group of school resource officers. Mo Whitney Ray has proudly served as a school resource officer the past three years. She is currently assigned to Bayside High School and previously served at Bayside Middle School and Renaissance Academy. Mo Ray represents everything we value in a school resource officer. She has built strong trusting relationships with students, faculty, and staff through her compassion, professionalism, and genuine commitment to serving others. Students see her as someone they can rely on, and she has even changed the way some young people view law enforcement through her kindness and dedication. She demonstrates outstanding judgment, works closely with school administrators to create a safe learning environment, and goes above and beyond for the students she serves. One example of her character was when she learned a senior
006student was experiencing hardship and personally purchased his senior package to ensure he would not miss an important milestone. Beyond her daily responsibilities, NP Ray frequently volunteers at school and community events, strengthening relationships with young people throughout our city. She truly embodies the spirit of service and sets a standard for others to follow. Please join me in congratulating NPO Whitney Ray, the Virginia Beach Police Department's School Resource Officer of the Year for the 2025 2026 school year. Chair Brown, that concludes our recognitions for this evening. Okay, we are now on to the adoption of the agenda. Are there any modifications to the agenda as presented? Okay, seeing none, the motion for the agenda adoption is Miss Melnik, seconded by Mr. Bowensteel. Any discussion? Seeing none, I call for the votes to approve the agenda as presented.
007Mr. Co Pepper, how do you vote? So, Madam Chair, we have 11 eyes. the motion to pass for the adoption of the agenda as presented. Thank you. And Dr. Robertson, we look forward to your rec recognitions. Yes. Thank you, Madam Chair. We are pleased tonight to have several recommendations for new appointments. We'll begin with Heidi KMA. We're pleased that you've accepted our recommendation. Okay. Am I on the right page here? Because that is not wrong folder. No. Okay. I do not have Yeah, I don't have that one one minute because I do not have that. But you're good, Elena. No worries. Yeah. Yeah. Figure get that right out there, you know. Yes. Okay. Yes. Yes, we had a meeting. Yes. So, yes. Uh All right, let's get going again. All right, we've we're pleased you've
008accepted our recommendation for Elena Bond of currently an AP at CEK Elementary School and Achievable Dream to be the next principal of CEK Elementary School and Achievable Dream. And I see you have some guests. I do. So, with me, I have both of my girls. I have Lucy Jones, who is a current um student at Penrook Meadows, and I have Zoe Jones, who's going to be a student at Penrook Meadows next year. I have my husband, Stephen Jones. I have the current uh principal at SeaTac, Matt Fisky. I have Chris Middleton, who is the executive director of Unachievable Dreams for Virginia Beach. I'm pretty sure that's his title now. Um, and then I have my dad and mom who were both 37 years educators in Virginia, Jeff Bone and Suan Ditmire. All right, congratulations, Miss
009Bone. Next, we have uh Gabe Howard. We're we're we're pleased you've accepted our recommendation for Gabe Howard, currently an assistant principal at Old Donation School, to be the next principal at Salem Elementary School. And we see you have some guests. Yes, sir. Uh with me, I have my wife Katie, fifth grade teacher, VBCPS. My daughter, Ryan, freshman at First Colonial High School. My son Ben, sixth grader at Plaza Middle School. My brother Zach, my mom, Nina Howard, a retired educator. My dad, Don Howard, retired social worker. My father-in-law, Terry Estole, current TST in VBCPS. My mother-in-law, Beth Esle, reading specialist, VBCPS. And my current principal and good buddy Joel Golden, shoe principal, donation school. Congratulations. All right. Up next, we have Katherine Katie Johnson, curling assistant principal of Strawberry Elementary School. We're pleased to announce
010she'll be the next principal at John Bid Dai Elementary School. Congratulations. And we see we see you have some guests. I do. I have my husband, Ryan Johnson, 23 years. I have my oldest daughter, Riley Johnson. She's currently a sixth grader at Great Neck Middle School. I have Jane Johnson, who will be at John B with me. She's currently a third grader there. And I also have my current principal and friend Jackie Sergeant with me. Congratulations. Next up, we have Karen Kaggel, currently the assistant principal at Woodstock Elementary. We're pleased you've accepted our recommendation for her to be the next principal of Indian Lakes Elementary School. Thank you. I have my husband Daryl, my son Joey, my sister Amory who's a retired principal, my mom Barbara who is retired from education, and I have my
011assistant principal to be well he is now an assistant principal, Jordan Barbaresi. I also um I have my boys Patrick and al his wife Olivia joining us from Washington DC and my son Brian and his wife Taylor joining us from Gainesville, Florida. They're watching. All right, congratulations. And then last but not least, we're pleased you've accepted our recommendation for Stephanie Marshall, currently an assistant principal at Corporate Landing Elementary School, to be the next principal of Providence Elementary School. And Stephanie, I see you have some guests. I do. I have Angela Maner who's my current principal and friend as well and supporter. I have Dr. Mom who is my mother. Um, she's also an educator as well. Um, I have Courtney who is my sister who's also an educator. I have my brother-in-law Derek Williams. I
012have my dad whose birthday is today and he's celebrating it with me. All right. um he did 28 and a half years in the Navy and then I have um a host of friends and supporters who have supported me through the programs that we have in Virginia Beach for the aspiring principles. Yeah, congratulations Dr. Mano and Dr. France. So there was a common theme tonight with these uh individuals being recommended and that is education runs deep in their family. So to all of you, thank you very much for the years you put into public education. It makes a difference and we're quite certain you have prepared the individuals that we've introduced tonight to do a great job. We're excited for their future. Thank you very much for coming and go enjoy. I don't know if
013anyone's going to make the motion for it, but all right. We are now on to the approval of the meeting minutes for May 26, 2026 regular meeting. Are there any modifications to those minutes as presented, Mr. Coper? Oh, okay. Okay. All right. Motion made by Mr. Co Pepper, seconded by Miss Dwire. Any discussion? Seeing none, I call for the vote to approve the meeting minutes as presented. Is he able to vote? He not able to vote. Okay. Mr. Co Pepper, you got it. And Miss Williams, how do you is Miss Williams has stepped out? She went to the restroom. Okay. So, Madam Chair, we have 10 eyes. the motion to pass with the approval of the meeting minutes from May 26th. Thank you. We are now on to the public comments and we will hear
014public comments on matters relevant to prek through 12 public education in Virginia Beach in the business of the school board and the school division from citizens and delegations who signed up with the schoolboard clerk prior to noon today. The purpose for the public comment section is for the school board to offer an orderly form to receive public comments during the schoolboard meeting. I call upon all speakers and all persons in chambers to be civil in discussion and decorum. Whatever views you wish to express, the schoolboard wants to hear from you and to ensure that all viewpoints and perspectives are heard. The best way to do this is for all of us to strive for civility and respect. Madame clerk, would you please introduce the first speaker? Thank you, Madam Chair. Our first speaker is Shannon
015Stoner, Diane Muscoach, and then Courtney Prudiny. Good evening, Chairwoman Brown and board members. My name is Shannon Stoner and I am a kindergarten teacher at Parkway Elementary. This Friday, I wrap up my 28th year as an educator. Nine of those right in the heart of kindergarten. I am here tonight to ask the board to preserve Chromebook access for our kindergarten and first grade scholars. There is a common misconception that devices and early childhood mean passive screen time. In my classroom, it means the exact opposite. Our Chromebooks are a vehicle for creation, reflection, and deeper family connection through a platform called Seesaw. Seesaw acts as a digital portfolio. Instead of just staring at a screen, my scholars use creative tools like photographs, voice recordings, and video to capture what they are learning at their independent math
016and literacy stations and explain their thinking. Because each student has a Chromebook, they can instantly document their work. I review these posts daily, leaving specific voice feedback, which allows me to catch exactly who is thriving and who needs immediate intervention. But the magic of this technology doesn't stay inside the classroom. Seesaw connects up to 10 family members to a single student's journal. Parents get a window into their child's school day in real time. They leave encouraging comments which skyrocket student motivation and ownership. More importantly, here in Virginia Beach, this is a lifetime lifeline for our military community. Over the years, I have taught numerous children with deployed parents. While serving our country thousands of miles away, these parents have been able to log in, see their child's face, hear their voice explaining a math problem,
017and stay intimately connected to their education. Without individual Chromebooks, this vital bridge between the classroom and the home completely disappears. We don't need fewer tools to connect our families. We need to protect the ones that work. I warmly invite any member of this board into my classroom to see this engagement in action. Please reconsider removing Chromebooks from our youngest learners or please consider a compromise of keeping five to seven Chromebooks per class so our students don't lose access to this vital tool. Thank you for your time and your continued support of our teachers. Our next speaker is Diane Muscoach, Courtney Brittney, and then Jennifer Hughes. Good evening everyone. I am honored to share that after a year of rigorous study, I have become a certified school chaplain. This journey required the the completion of 87
018lectures, 64 quizzes, extensive coursework, background checks, and multiple professional and personal references, all while working full-time and studying nights and weekends. This was not simply an academic pursuit, but a commitment to better serve children in our public schools. The training I completed through the National School Chaplain's Association is comprehensive and wellestablished. It prepares individuals to support students emotionally, mentally, and in times of crisis while always respecting the diverse beliefs and backgrounds represented in public education. Before even beginning the program, I underwent a thorough background screening, including county, state, and federal record checks, as well as multi-jurisdictional, and sex offender database search. In addition, the application required documentation of over 2,000 hours of ministerial work. For me, that experience spans over 21 years of volunteer service, never paid, always from the heart. This includes mission work
019in Nicaragua with or with with orphan network serving in various roles within my church and working with pin ministry which stands for people in need supporting individuals experiencing homelessness. The training also included certifications in school safety and crisis response such as stop the bleed through the American College of Surgeons, comprehensive school threat assessment guidelines, Alice, active shooter response training and additional coursework through o1 campus. I share all this to emphasize one thing. This role is not taken lightly. It is grounded in preparation, accountability, and a deep commitment to student well-being. My heart is to protect and to support all children regardless of their background, their beliefs, or their circumstances. Children don't get a choice. But as a community, we can share the responsibility to support them. School chaplain are not there to replace counselors or
020impose beliefs. They are there to listen, to support, to be trusted, to be a trusted safe presence, especially for students who may be struggling silently. If chapency is welcomed in the Virginia Beach schools, my role would be strictly as a volunteer serving alongside educators and staff to help meet the growing emotional and mental health needs of students. Every child matters. Every child deserves support and together we can help shape stronger, healthier futures starting as early as kindergarten. Thank you. Our next speaker is Courtney Prinney, Jennifer Hughes, and then Kathleen Megaske. Good evening. Um, again, my name is Courtney Prunty and I'm a pediatric speech language pathologist and parent of a rising kindergartener zone for John Dai. I'm returning today in hopes to represent the hundreds of parents who are excited and hopeful to see this
021policy revision on Chromebooks pass. What I would want you to know, if you don't already, is that the next wave of parents coming through your school system are beginning to stop and ask themselves, "How did we get here? And is this truly what's best for my child?" Parents are increasingly sharing resources about the potential harms of excessive technology use and are gathering together to discuss evidence, support one another, and create intentional family media plans that align with their values. There's also groups of parents within our school district participating in the wait till the 8th movement pledging to delay smartphones and social media access for children until after 8th grade. I truly believe you will begin to see more parents asking these difficult questions of schools. And during the last meeting, there were some comments suggesting,
022well, we're all addicted and these these issues begin at home. Pointing fingers at parents and implying that schools are not responsible. Perhaps we should all just accept our device addictions and digital reliance. Well, part of this is true. As a society, we are addicted and parents do have responsibility. But schools became responsible in this discussion the moment onetoone devices entered the classroom. And most importantly, I believe this is a collective responsibility that we all take part in. And the time to act on this respons responsibility is now. There's just no shortage of studies supporting this decision. Even the latest surgeon general's warning specifically calls upon all stakeholders in children's lives, including parents, children themselves, schools, physicians, and allied health professionals to work together to address the harms associated with excessive screen time. Some very specific
023recommendations for schools were made, including limit screen use by assigning work in books or paper whenever possible and prioritize pen and paper curricula and many more. Lastly, Randy Weingarden, the president of the American Federation of Teachers, one of the largest teachers unions in America, shared a really impactful speech this past week titled, "Devices down, eyes up, hands-on," calling upon schools to scale back device usage with a direct request to eliminate Chromebook use for kindergarten through 2 grade and wait to adopt a AI into classrooms until age 16. Change is coming on how we use technology in the classroom. And I think it will require all of us to work together thoughtfully and collaboratively. So, let's get back to basics and prioritize our youngest learners first by passing this policy revision. Thank you. Our next speaker
024is Jennifer Hughes, Kathleen Meusc, and then Terry George. Good evening, members of the board. My name is Jennifer Hughes and I'm an elementary educator here in VBCPS. I'm here to urge you to keep devices in kindergarten and first grade. If you are concerned about screen time, let's find a thoughtful compromise. Going from 100% one to one with devices to 0% is an extreme reaction. Instead of deleting the tool entirely, let's put limit let's limit daily instructional minutes. Keep the infrastructure but manage the time. When a teacher leads intensive small groups, adaptive software like Lexio and Imagine Math provides students with meaningful access to personalized learning opportunities and immediate feedback. They provide targeted reading and math practice tailored to each child's individual needs. Without them, meeting our strict instructional requirements becomes more challenging. This is also
025a major equity issue for many Title One students. School may be the only place they interact with technology for learning. If you take these devices away, our lowest income students will fall further behind. Furthermore, these devices are how we teach digital citizenship. Under a teacher's guidance, students learn how to navigate the online world safely and responsibly. If you ban devices, you forfeit the chance to teach these vital survival skills in a controlled environment, leaving kids vulnerable at home. This decision also creates a compliance hardship. Virginia mandates sequential K2 computer science SOS that build yearover-year. How do you expect us to teach these mandatory state standards without hardware? Second, this district just completed a major math textbook adoption process. A deciding factor in selecting that resource was its robust digital options and supplemental resources. And we
026desperately need those assets. In early childhood math, we rely on the CRA model. concrete representational abstract. Students will lose access to the virtual manipulatives which support the representational phase bridging the gap to abstract thought. Our students are not passively consuming or gaming. They are utilizing these math tools and creating portfolios on Seesaw and exploring the world via platforms such as Nearpod and Google Earth. High stakes NWA MAP testing and so testing begin in the second grade. Continuous K through 2 grade experience builds the foundational skills they need. So technology is a familiar tool, not an active barrier by the time testing arrives. I implore you to keep the devices within K1 and potentially with classroom limitations. Thank you. Our next speaker is Kathleen Maggasjack, Terry George, and then Linda Griffin. Good evening. I'm Kathy Magashack,
027a kindergarten teacher at Diamond Springs Elementary School. Before you make your decision about Chromebook use in the primary grades, I want to share with you how I use Chromebooks in my classroom. Our curriculum align programs for kindergartener kindergarten are Alexia, our Alexia, and Imagine Math. Students take tests to assess their levels of proficiency in different areas of math like patterns, shapes, and number sense in the Imagine Math program. Imagine Math uses this information to place students in digital lessons that supplement our curriculum. This allows our students to review material taught at different points in the year, creating a richer learning experience. Lexia works in a similar way with reading skills. In Seessaw, I have created a library of activities that that allow me to assign them to certain students. This provides customized reading and math
028practice for students during independent work time. I can embed activities from our Go Math program into these Seesaw assignments as well. In addition, students can respond to these activities by recording their responses. This provides additional data that I can use to measure student proficiency in previously taught skills. For example, a Seesaw lesson that I created has students listen to a short story and then record themselves retelling that story, stating the beginning, the middle, and the end of the story that they have just heard. This is then shared with parents, helping to keep them informed of their children's progress and the expectations for these skills. I primarily use Chromebooks at independent workstations so that students can practice skills using the apps that I just explained. Sometimes my assistant and I call students to my table during
029lessons to introduce new activi a new activity or a new technology skill using the Chromebooks. This means that students are using their Chromebooks for 20 minute stations. Primarily, I don't use Chromebooks for more than 20 minutes a day in my classroom. Um, I'm very purposeful with my Chromebooks. Students use them for learning activities, not for free time or play. I monitor students on my computer using the Securely app to make sure students are actively learning during station time. This reflects the Chromebook use for most of the teachers at my school and I just wanted to share that with you. Thank you. Our next speaker is Terry George, then Linda Griffin, then Laura Beth Lauer. Good evening, chair, vice chair, and members of the Virginia Beach School Board. My name is Terry George and I'm the
030proud parent of an Ocean Lakes Elementary School student in District 5 and a board certified behavior analyst serving children with autism throughout our community. My professional work focuses on helping children develop functional communication skills, social interaction skills, independence, and other skills that support long-term success. I am here tonight to respectfully ask the school board to pass policy 618 as it is written. Children between ages four and six are in one of the most important periods of brain development of their life. During these years, children learn language through conversations, social skills through face-to-face interactions, self-regulation through play, and problem solving through hands-on experiences with the world around them. These developmental opportunities cannot be replicated through a screen. A growing body of peer-reviewed research has found that increased screen time and preschool age children is associated with
031poor language development, weaker communication skills, reduced cognitive performance, decreased school readiness, and increased developmental vulnerability. Research has also linked excessive screen use with sleep problems, attention difficulties, emotional regulation challenges, and reduced opportunities for meaningful social interactions. As both a parent and a clinician, I see firsthand the importance of teaching children to communicate, to engage socially, and to learn through direct interaction with teachers, peers, and their environment. For many young children, especially those with developmental challenges, these experiences are critical and should not be replaced by routine dependence on schoolisssued devices. Technology certainly has its place in education and I commend everything the teachers have done with technology. However, children ages four through six do not need increased access to personal schoolisssued devices in order to development develop fundamental academic communication and social skills. What they need
032most are books, conversation, imaginative play, handson learning, movement, and meaningful engagement with caring adults and their peers. I respectfully urge the board to prioritize child development and to evidence-based practices to consider the research and healthy learning environments by passing policy 618 as it is written. Thank you so much for your time and consideration. Our next speaker is Linda Griffin, Laura Beth Lover, and then Teresa Langel. Good evening, school board Dr. Roberts. I'm here to discuss the substitutes in your district. I know that there is often a misconception about the different levels of substitutes and I have prepared a um print out that I made today for each of you if you care to take one later. The day-to-day sub is someone who goes into the school on a dayto-day basis as they feel available. their
033times available. There's no responsibility before school or after school. The site assigned sub SAS or perm sub as we're sometimes called is the person who is assigned to one school for the entire term. Another sub cannot be called to fill in for a site assigned sub if that site assigned sub is absent that day. And so there is no one to cover what the site assigned sub. Sorry, but I have to keep using the term because that's what we are. Uh it makes the site assigned sub that much more valuable because if that person is not there, there's a gap in coverage. Uh pay is calculated on the number of days in a pay pay period. If that pay period includes staff days, snow days or holidays, the pay is reduced by that number of
034days. A long-term sub is someone who fills position normally for a longer period of time, usually more than 21 days. A long-term sub pay is retroactive then to the first day that they started if the long-term sub did not miss any days. that this substitute assumes the duties of the replace teacher meaning parent teacher conferences and communications grading preparing lessons and etc. There is no pay for a misday even though the long-term sub would be expected to have plans ready for someone coming in. My concern are the next few items. There is very little difference between the certified sub and the non-certified sub pay scale. However, there is a significant difference between someone who has completed only 60 hours or someone who has come in to the industry or military and someone who has a
0354-year bachelor of degree. The sign sub is an integral part of the school and I would be asking that that person maybe gets a 60 to 75% of what they normally make on a day to cover the days that they wouldn't be there. So I am leaving this information for you. Thank you. Our next speaker is Laura Beth Lauver, Teresa Langel, and then Heather Cip. Hi, my name is Laura Beth Lver and I'm here again after the last meeting because I have never been more disheartened after the last meeting to be a Virginia Beach City School employee. Every single one of the schoolboard members thank the teachers for filling out their survey and we appreciate it and we take everything that you say as expertise into into a consideration but then 10 seconds later said
036that we're not going to listen to you. 80 it was I believe 84% of teachers in the grade levels filled out the forms and it was overwhelmingly saying that taking it away completely. We're not saying it definitely has to be one to one. are not saying it has to stay exactly the same, but taking it away completely is going to be disruptive to our students. Yet, every six at least six of you said, "We appreciate your input, but I teach my kids if you have to say, I don't mean to be mean, but you're going to whatever comes after that, but you just negated everything you just said." So you have to you just basically told every kindergarten and first grade teacher in Virginia Beach that you don't care what their expertise is or what's
037going on in our classrooms. 13% of parents filled out that survey. 13%. That tells me that 87% didn't think it was a big enough problem to fill it out and let you know how they feel. I've heard in the hallways, teachers are not going to be doing surveys anymore because they're like every time we're asked, we give our opinion and it is ignored completely. Um, also the other thing is to listen to everybody talk, they need to be using pen and paper. They need we are using pen and paper. Every single classroom is if you guys could have come to Cook Elementary last Thursday for our curated works of art and seen the amazing work that these students are doing, you would be blown away. And the 20 to 30 minutes that they are spending
038on a computer is not taking away from that. If anything, it's enhancing that. And it was very disheartening. Again, the school board member who comes to our school the most today spent his time in PE instead of coming to see what we are doing in the classrooms. And it's not I think last week we also got very um into the Alexia and Imagine Math, but it is used for a lot of other things. I teach in a classroom with a huge variety of ability. We have to do dictated sentences. So, I have one kid who she can't get the first word down in the three minutes and this student has already written the whole sentence. So, you know what we use the Chromebooks for? We record those sentences on them. So, they put their headphones
039on. They're using pen and paper while they're on the computer. But this student can sit and push play 15 times. And she was finally successful instead of crying because we had to move on. and the other student who can read it and write it in one minute can be done and move on to something more enriching. Also, it is going to put for the bound to the equity. We have a huge ESL population at our school and they have to take their access testing on a computer which again is going to take away from that if they are not learning how to use a computer correctly. And that is time. Our next speaker is Terresa Langel and then Heather Site. Hi everybody. It's been a while since I've been here. Um I am I do
040not I'm against 4 168 meaning that I don't think that the younger grade should be using the Chromebooks or actually really any kind of computer. Um I have three reasons I wrote to you in April. One is the physical effect literally on their body, their eyes, their um posture, carpal tunnel, all those things that go with using a computer. Um I I actually would say all the way up through middle school cuz they're they're still forming um physically so much. Um also, um their critical uh crit critical thinking skills. That's one of the things that really um that I feel is important because I know I I scored SOS and I noticed that the right answer the state gives the students not doing their own critical thinking. When you get students together and they're going
041to um brainstorm and things like that, those ideas should come from them and not computers. So, I'm talking about a wide range of grades, but really they should be doing their own thinking. And that's with AI, too. When you AI puts things together and all that, we've all used it and you know that sometimes it doesn't even sound like you talking. So, I think that that's in such early years, in those formative years, that those skills should not be they're better off learning hands-on or um she said on paper. Yeah, write those down. We've just in we've just gotten um uh handwriting skills because when you're handwriting, you're thinking as you talk. So, creativity and retention, physical uh things. And then lastly, the social interaction. Somebody here talked about that. The interaction between teacher and
042student, between students. Um, I just I think um when you're solving issues in life that it doesn't always come from a computer. When you're that young, you're learning how to settle problems whether it's on a piece of paper or whether it's with other students or with your teacher. You're learning those skills. And I don't think that a computer is the answer to that. Um, so that's 50 seconds. Yeah. So I just want to take a little example of something that happened to me when I went back to go back to to go back to school. I went to Virginia Wesley and I had to take some remedial courses at TCC on my math, right? I did trigonometry on the board and I remember problems coming. This is in high school. So when I went to
043take the math, I quickly outdid all the students that were coming in and I had to go use their computer, right? So I went to use a computer and I did just fine and that is time. They could not go from paper to computer. Thank you. Thank you. Our next speaker is Heather Sight. Good evening, Chairwoman Brown, Vice Chair Williams, Dr. Robertson, members of the school board. My name is Heather Cyp, and I am president of the Virginia Beach Education Association. I'm here this evening to speak about the recommendations for policy 6-18. Ensuring students screen time is kept at a minimum during the school day, especially for our youngest learners, is important. At the last schoolboard meeting, comments were made that you can only control their exposure while they are at school. And so, the
044point of the policy is to do just that. But as part of this policy, you're going to send Chromebooks home in third through fifth grade and give students access to devices and environments you cannot control. That seems counterproductive to me. If your intent is truly to reduce screen time to the fullest extent possible for our younger learners, then sending Chromebooks home at the elementary level should be reserved for severe weather events or other emergencies that call for virtual learning. However, if you continue forward and allow these devices to be sent home, there needs to be frequent family outreach, training sessions for families, and clear written expectations and guidelines for atome use. and for our littles. On the surface, eliminating Chromebooks and similar devices in our preK through first grade classroom seems like a logical step.
045But there are factors at play, including the collection of student benchmark and achievement data and the Virginia Department of Education's computer science and digital learning integration standards of learning for kindergarten and first grade that are going to create challenges for our teachers. They are going to need sustained support in this transition. Full elimination is not the answer. Reduction should take priority over full elimination. And to be clear, support does not mean increased mandatory professional development. Some PD is to be expected, but they are going to need increased levels of support from people. Administrators, curriculum coordinators, instructional specialists, literacy and math coaches, instructional technology specialists, and library media specialists to name a few. And these staff are also going to need to be supported so that they can provide the resources and support to our prek,
046kindergarten, and first grade teachers that they are going to be they are going to need. Additionally, there need to be clear written expectations and guidelines across the division. The burden of implementing this policy change cannot rest on the shoulders of our teachers. This will need to be a true collaborative effort with families and the support for our teachers needs to be multi-faceted. Reconsider full elimination reduction, not elimination. And also consider maybe rolling it out. PreK this year, kindergarten next year, first grade the year at that. Give our staff the time they need to do it right. And madam chair, that was our last speaker for this evening. Thank you. Okay, we are now on to schoolboard committee assignment modifications for term ending June 30th, 2027. That is here in your packet. But Miss Lanetti, you
047had emailed me today about the fact that the bylaw was never updated for Harbor and we had voted on that last year. So what do you last year? the the bylaw does allow you to have other committees on there and you I think you actually have um I think it's a roundts on here and that's not listed in the bylaw. So you can do that but we realized last year that we needed a representative for Harbor. So there was a separate vote. Mrs. Melnick made a motion to to appoint Miss um Mrs. Williams as a person. We could do it that way as a separate vote or my suggestion would be to add to the committee assignments the Harbor Hope Center because you do need um a schoolboard member to serve on that committee. It's
048similar to CEP and to governor school for the arts and that you have a schoolboard member from every one of the regional schools serves on that. You can either do a separate vote, but it might be easier to put it on this list so we don't forget in future years to do that. Yeah. So, that's that's actually what I'm going to suggest. And you know, colleagues, I'm sorry that I didn't um notice that sooner. I got that email today around I don't know, I want to say 2:30 or 3:00, but um I am going to recommend Vice Chair Williams to stay on that. And uh Vice Chair Williams and I had a lot of conversation about these committees and continuity and the movement of the board. Um there was one VB rounds table that I
049realized at one point during the year we had and um it had been going on for a while but it didn't quite fit into the bylaws so we added in. I didn't try to change it. I just wanted to make sure that we were following that. So, um, your draft that's in front of you is our recommendations and I will also be adding, uh, my recommendation for Vice Chair Williams for the Harbor Hope Governing Board. We vote on that, Miss Rogers. Um, thank you so much. I just wanted to um request that I know that all of our discipline committees have times next to them and I would request that we allow the discipline committee members to um decide their own time based on their own schedules and that is what we have always done.
050Um actually Mr. Cummings had emailed me about that because one said 1:00 and the Wednesday discipline committee has been meeting at 3. So, I I agree with that modification and I'm willing to also just take the time off. I do think though that that reference of time may be useful for future board members to leave some sort of time there. So and I will say madam chair that you the once the committee members are established they sit down themselves and talk about the time and dates that they have to switch it to and we do publish a notice of all the disciplinary pay and if one would have to change let's say you had to move it up an hour because you had more meet more cases scheduled we would put out a notice for
051the but we do an annual notice on the committee after the committee's appointed okay and I I also did um the Wednesday committee We I put everybody that had indicated they needed to meet at 3 p.m. or later on one committee and everyone that said they were a little more flexible or on the other two days which has been what we've been doing. Miss Milnik. So, um I'm on the superintendent community roundt and I actually thought I didn't know that was a I actually thought I was on there as a business owner um a career in technical education business owner actually. And so when I saw that on there, I think it's great. I mean, I was going to ask Dr. Robertson when I'm done in December if I can stay on as a CTE
052um partner business owner. Um but if the um I if somebody else wanted to serve in that capacity, there could be two people there. It would just be a a six-month overlap of two board members, but um I only thought I was on there for um my CTE. So, whatever whatever pleases the board, but until December. Yeah. Okay. Okay. Miss Felton. Um, Chair Brown, I just want to be clear with the this been hearing committee and committee 3, you've changed the time to 1:00. No. Oh, it just says that in there. No, I I did not change it. The committee does the time. Mhm. and Mr. Cummings, yourself, and Miss Dwire are all available at 3. And so it is at 3 PM. I'm happy to modify it on there, that finalized document when we
053vote, but I do think that we probably should leave a time in there for future board members. We do have elections and we have the potential for up to six new board members. So, thank you. Okay. All right. We are now on to the tri campus additions update CIP1-028 and we welcome Melissa Ingram, Executive Director, Office of Facility Services. Um, good afternoon, Chair Brown, Vice Chair Williams, members of the board, and Dr. Robertson. Thank you for the time to provide you with an update to the tri campus edition CIP1-028. Uh we were happy to meet with staff this afternoon from both Diamond Springs Elementary School and New Town Elementary School earlier today to give this uh update about the project as well with about 50 staff um represented. So I want to start with this
054first slide which shows the timeline of the project starting with planning and design a little over a year ago with community input and several schoolboard meetings. Throughout the process, the primary goal of this project has been to create a stronger educational environment for our tri-campus community while reducing the number of transitions students experience during their elementary years. After completing construction drawings this winter, we had a successful bid process and we are now at the point to start construction activities this month, June 2026. We will continue to work with our design team, HBA, and our contractor, SU Sussex Development Corporation, who has recently worked with the city of Virginia Beach to expand a portion of the facilities at the Virginia Aquarium. The project will continue in several phases with a targeted movein of August 2028 for
055the start of the 2829 school year. So looking at an overview of the triampus schools, the project will add space as shown with the blue areas. Those are the areas for the additions at two of the school division's newest schools at the southeast corner of Diamond Springs Elementary School and on the south side of New Town Elementary School. Both of these schools have been built within the last 20 years in 2008 and therefore provide a flexible design with easy access to common spaces central to the schools. As these schools are designated title one schools, careful attention was made during planning to ensure support spaces were adequately adequately spaced throughout the new and existing spaces of the school in order to best serve the additional number of students planned at each school with this project. At
056Diamond Springs Elementary School, the addition is roughly 7,400 square feet for a total of 105,000 square feet when the addition is complete and will serve a planned student population of 550 students in grades preK through 1, including ECSE students. At New Town Elementary School, the addition is larger at 22,300 square feet in order to accommodate a planned 740 students in grades 2 through 5 for total square footage of roughly 113,000 square ft planned for the school at the completion of the project. So, we'll now take a closer look at each school, starting with Diamond Springs Elementary School. Uh, shown on this concept plan, which we reviewed earlier this year, is the addition on the southeast sides of the building outlined in red. Accommodating classrooms and support spaces for those lower levels of preK through first
057grade. Also highlighted in yellow are spaces with reconfiguration of existing walls for proper adjacencies of support spaces to grade level classrooms, including just left of the addition, carving out a new hallway to provide access to the new spaces. Site work, including utilities and playground relocations, will also be needed with this addition, which will be constructed while the building is occupied. Now looking at the construction plans for the school, the addition outlined in red includes four core classrooms, all with restrooms, which throughout the plan restrooms are outlined in blue to accommodate the lower grade levels of the school. This plan also consolidates all under five-year programs in prek and early ch early early childhood special education in one location within this attendance zone. and accommodates restrooms, again outlined in blue, in every classroom for these lower
058grade levels. The addition also includes four smaller resource spaces shown in green within the red edition outline. This is to accommodate professional learning collab spaces and spaces for special education resource and reading and math needs. with the need to tie the hallway in addition into the building. As you can see by the hatched area that has just been added to the slide, room 43 outlined in yellow will not be able to be used by students or staff from July 2026 until January 2027. Throughout the existing building, all of their interior wall modifications are also outlined in yellow. With these wall modifications in existing buildings, they plan to add six resource rooms of smaller sizes throughout the building. They are designed to be flexible and placed where needed in relation to core classrooms. And they are
059as small as under 100 square feet for one-on-one office space needs for needs such as social workers in the 40 hall and on the west side of the building and other spaces created under 400 square ft to accommodate needs such as speech special education resource tutoring and academic support needs. So we'll now take a look at the core classrooms in a little more detail. Uh the plan also ensures adequate smaller class sizes meaning more classrooms planned than if class sizes were at 24 to one with ECSE and it'll show on the side accommodating roughly four uh classrooms. Again, this can change. These spaces are to be flexible as the principal needs to use the space, but this is just to give you an idea of the core classrooms. prek VPI in six classrooms throughout the
060school at a teacher teacher student ratio of 18 to1 and grade K and grade one planned at 16 to1 with grade with kindergarten to be accommodated in 13 classrooms and grade 1 to be accommodated in 12 classrooms. Two core classrooms are also planned for self-contained special education students at a ratio of 10 to1. So this project also considers the adequacy of existing common spaces. The cafeteria, gym, and library all meet the Virginia DOE minimum requirements for for the school plan to serve the student body population of 550 students with the cafeteria. And again showing up graphically for you at 4511 ft. It exceeds the minimum DOE square footage by over 2,000 square feet. The gym at 5,373 square feet exceeds the minimum by over 2,000 square ft. And the library at 2,463 ft exceeds the
061minimum by over 500 square ft. being built less than 20 years ago. Office spaces, workrooms, storage, and parks and recreation uses are planned are also adequate in these existing spaces. There's also a room planned uh adjacent to the library, room 8B that was formerly a computer lab, and this is available for classroom size space to accommodate uses such as STEM, science, or other multi-purpose needs in the school building to serve the population. There are also dedicated art a dedicated art room and a dedicated music room again showing up on the screen for you. And these spaces will be able to be to rotate the student population through these dedicated spaces to support art and music curriculum needs. With the addition uh the new room 52 and again in that red area that's planned to accommodate
062professional learning collaboration space for staff to use. And again, as I'm showing you these spaces, these are all flexible spaces where needs can be moved around as the administrator might need to as students change yeartoear. So, we'll now take a look at I think New Town Elementary School. It's not working. And the clicker is not working. I apologize. Thanks, Regina. Okay, here it is. Thank you, Regina. Uh we'll take a look at New Town Elementary School next. Again, starting with the concept plan, which you all had reviewed uh during the planning and design phase. Uh again, the additions located on the south side of the building shown in red accommodating classrooms and support spaces for this. And here is for two additional grade levels. Therefore, it's a larger addition and it'll accommodate throughout the whole
063school uh grades 2 through five. Existing hallways will be used to connect to this new space. And you'll also see if you look just north of the addition, there's an exterior courtyard that's also created with the addition to be used as a safe outdoor open space for the school. Also highlighted in yellow are spaces with recon reconfiguration of existing hall uh walls as we looked at on Diamond Springs Elementary School. Again, these are for proper adjacencies of support spaces to be accommodated near grade level classrooms throughout the building. These spaces are also uh flexible throughout the school. Uh this addition will also be uh built while the building is occupied, require site work and utility work, and will include um an upcoming HVAC upgrade for the school while the addition is being built. Okay, we're
064not frozen. Thank you, Regina. Um we'll now look at the construction plan for New Town Elementary School. Uh again, the addition outlined in red. and includes 14 core classrooms. Uh, two of these 14 classrooms have restrooms built in them to accommodate any special education accessibility needs in this area of the school when the project is finished. The addition also includes five smaller resource spaces which are shown sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh shown in green uh within that red outline. And this is to accommodate needs such as title one or academic support, ESL valves or special education needs uh again in
065this area of the building as they might be needed. Considering a large number of core classrooms added to the school, uh, two group student restrooms outlined in blue, again, this plan has all the restrooms outlined in blue as well, will also be built with the addition accommodating boys and girls on either side, as well as a single occupancy restroom outlined in blue as well on the other side of the hall from the new grouped uh, restrooms. Additional restrooms have been planned to minimize travel distance for the occupants and are in line with the current travel distances between existing classrooms and restrooms. Again, with with interior wall modifications in the existing part of the building outlined in yellow, the plan also adds five resource rooms of smaller sizes throughout the building. uh once again to be
066flexible and sizes vary from under a 100 square feet for one one-on-one needs and then also at roughly 400 square ft to accommodate um things such as in the um in room 46 special education uh OTPT rooms gifted needs and then again aligning with flexibility considering proximity to core classrooms and on this plan it will show up now in dash lines with the need for overhead preparation again tying in the roof and the addition to the building. Uh these four classrooms that are that are dashed along the existing exterior walls, rooms 20, 21, 30, and 31 will not be able to be used by students or staff from July 2026 until January 2027. And we'll now look at the core classrooms for uh New Town Elementary School. Again, this project has been planned for a
067lower student population uh studenttoteer ratio at New Town Elementary School for all grades, not just K to3, but also uh all grades 2 through 5. This means there are more classrooms planned at this school to accommodate this lower studenttoteer ratio. So, similar to Diamond Springs Elementary School, grades two and three are planned at a studenttoteer ratio of 16 to1. That means, and they'll show up on the screen here, um 12 classrooms to accommodate second grade, 12 classrooms to accommodate third grade. Grades four and five have been planned again with a lower studenttoteer ratio of 20 to1. And that would mean roughly 11 classrooms to accommodate fourth and 10 classrooms to accommodate fifth grade at the completion of the project. And again for core classrooms considering two specialed self-contained classrooms at 10:1. Now looking at existing
068common spaces. Uh these spaces have also been considered um for educational adequacy and um compared with the DOE minimum requirements. In this case, the cafeteria is at 4,313 square feet, which exceeds the minimum by over 1,800 square feet. You'll notice the minimum DOE requirement on these on the chart are higher than they were at Diamond Springs because it's planned for a larger population with the 740 students. But again, it still exceeds it at the cafeteria by 1,800 square ft. The gym at uh 5,365 square feet exceeds the minimum by over,200 square feet. And the library at 2,464 ft² exceeds the minimum by over 400 square ft. Um and again this stool is also built less than 20 years ago. So the office spaces, workroom storage, and uh parks and recreation spaces are adequate to also
069continue those uses at the school. Um similarly as at Diamond Springs Elementary School, there's a room adjacent to the library M5 um that is planned to be used as STEM science or any other multi-purpose need they might have at the school for the student population. Um there's also uh one of the classroom size rooms are planned for um professional learning collaboration similar again as Diamond Springs Elementary School was. And then they have a it has a dedicated art and music room to be able to um have the existing population meet those core curriculum needs for art and music throughout the school. And again different in this one is we do have a second interior court line outlined in purple now uh created for the school and all classrooms facing this courtyard have an exterior door
070with access to the courtyard. Drainage improvements have already been planned with this courtyard and we will be able to work with administration to understand what other additional needs might be best served by the new space for a safe outdoor learning environment. So, we'll take an overall look at some of the uh with both projects together at some of the topic highlights for other planning effort um efforts and infrastructure improvements. Uh from a technology perspective, both projects have been reviewed to ensure they can fully support the additions. Additional technology infrastructure is planned at each school, including expan expanded Wi-Fi coverage, technology support in all new classrooms and support spaces, and a new dedicated data room at Newton Elementary School to accommodate the increased number of classrooms being served at that location. Utilities have also been carefully
071evaluated. Uh significant utility improvements are planned at both sites, including electrical and storm water infrastructure upgrades. HVAC uh improvements have been planned and underway as well. All new spaces will be tied into the existing HVAC system. At Diamond Springs Elementary School, a new central chiller system was completed in 2025, just last year. And at New Town Elementary School, uh piping installation will begin this summer to support a future new central chiller HVAC system scheduled uh to come online in winter spring of 2027. So looking at open space, adequate open space has also been incorporated into both projects to ensure playgrounds, green space, and athletic fields continue to support new student needs at the completion of the project. Uh we have reviewed our playground replacement schedule in conjunction with these projects at Diamond Springs Elementary School.
072The existing playground will be impacted by construction and will therefore be replaced with a new playground in winter of 2027. At New Town Elementary School, the playground is not expected to be affected. However, um you know, looking at its anticipated service life, it still has several years on it, but we'll continue to monitor that as the project goes on to see if an earlier replacement time could be necessary. Parking um for both sites has been reviewed to ensure compliance with applicable codes and operational requirements. And security that remains one of our top priorities uh both with safety during construction. Uh construction will be continually monitored by both the contractor and school division inspectors. Site preparation activities including utility work, storm water improvements, and construction mobilization will begin again this summer, this month. Uh construction of
073the additions is expected to begin in late 2026 and continue through uh through the 28 school year. Most interior classroom work will be scheduled during summer of 2027 to min minimize disruption in the existing building. And throughout construction, the project team will coordinate closely with school administrators to reduce impacts on student staff and daily operations. So this means construct construction traffic will be restricted during student drop off and pickup periods. Uh work will be phased to to minimize interruptions to instructional activities and uh exterior construction areas will be separated from occupied portions of the school and also occupying uh noise mitigation measures will be implemented where appropriate. So in addition to the most disruptive construction activities will be scheduled during evenings as we do with many of our other projects, weekends and school breaks or
074other periods when students are not present whenever feasible. Uh in terms of security, upon completion of the projects, both schools will receive upgraded security systems, including new interior and exterior cameras. Each school will continue to be supported by two security assistants, and a school resource officer will be assigned uh to the tri campus zone as currently. And so our next slide here as we conclude um I'd like to highlight several important next steps as we move from planning into implementation. We will be coming back with an update on the project after the the beginning of the project this summer in September with our stakeholders. This will be important to understand any concerns arising from the first months of construction. One of the next milestones we're looking forward to is a groundbreaking ceremony anticipated for September
075October 2026 uh to celebrate the project and the beginning of it and um communications will help us with this process to involve students from all three schools of the tri campus along with school administration, school board members and city council representatives and any other community stakeholders as the tri campus transitions from three schools to two. It will also be timely to begin discussions regarding campus renaming and other transition related planning. Schoolboard policy 3-74 would be reviewed to help with the renaming process and support related transition decisions. Campus renaming is planned to be a topic of discussion as early as July 2026 during the school board retreat. And then looking ahead again, um the anticipated move in date for the completed additions is August 2028. So again, throughout these milestones, communication will remain a key component
076of the project success. Um we're committed to maintaining uh regular communication with administrators as we have during um our planning phases and we appreciate the partnership and collaboration that have brought us to this point. looking forward to continuing that engagement as the project moves forward. And that concludes my presentation and I'm happy to answer any questions. Dr. Green. Thank you, Madam Chair. Um, first of all, communication, communication. Thank you. Thank you. Thank you. Um, I'm sure the staff appreciated um you and your team coming out. Thank you. Miss Dr. Hamlin, of course. Um, and I'm sure you have alleviated a lot of anxiety. Um, on that same note, Dr. Robertson, I appreciate the responses that were provided to the um, staff at New Town who took um, their time to come out. Um, and so
077hopefully everyone may not be happy, but at least they understand the process, which I think is more important. Um, uh, as well, uh, I have two questions, Miss Ingram, when you were talking about Diamond Springs, um, and you don't need to go back to the slide, but there was a reference to room 43. What is that room currently uh being used as? Because you said it will be offline while we are under um additions. Yes. So, room 43, it's currently used as a prek VPI. Okay. Uh we that's for this school year. We worked with the administrator and there is room to be able to house that program um in another room after after the uh summer break for when the fall starts. And then I would assume the uh in New Town there was
078references also to some rooms that would come offline. What what are we currently housing in those? And I know when we do construction to our schools that we allow for swing spaces uh in buildings um that will not be disruptive to instruction. Yes. And I'm actually looking at my sheet to see what's housed there. I believe they are grade level classrooms as well. And again, there would just be moving them around. Um, same thing, working with the administrator. We've already had the project manager talk about that with the administrator, and there's a plan to to have those rooms available for the construction activities again at the start of the new school year. All right. New town as well. Thank you. And then the last uh item I have is just more of a comment. Um,
079madame chair, I'm glad to see that on the retreat agenda, we are going to have the discussion about the naming of the campus because, as you can imagine, um, there is heightened anxiety uh, in district 4 that um, we are going to lose that. And I did let our community know that we will be discussing it um at rest uh retreat uh because it is important I believe that we uh maintain the legacy of Mrs. Williams. Um, I had an opportunity to meet her great nephews um at an event that um was hosted by the administration at Williams. And I mean, she just made a major contribution to the education of many students in that community. Hence, because of her leadership, she ended up becoming the first um African-American supervisor here in Virginia Beach public
080schools, which we know was no easy feat during that time in the 60s. So, um I hope we will be able to preserve her name uh somewhere uh on that campus. Thank you. And before we um go on to Miss Rogers, uh it is my intention once the board has that conversation at the retreat that we would move pretty quickly on that naming because with the ground bereing taking place in September, October, I think it's appropriate to give the community that information prior to the groundbreaking. So that would be my goal. M Rogers, thank you. Um, thank you so much for your detailed um, presentation. I just have two quick questions because they were asked before, so I just wanted to get followup. Um, is the kitchen the K I'm going to ask it. The
081kitchen space is adequate enough to for both schools for the students that will be coming in. Yes, ma'am. Okay. Yep. They meet DOE requirements as well. Okay. That's was a question that was asked previously by the um, educators that had come before us. And then another um parent had asked me um recently that what will happen to the students for PE and recess while there's construction going on on the campus. Is that something that we have to modify or is that going to be able to go forward based on the small area that's being um worked on? Absolutely. So there'll be construction entrances for construction equipment. So we'll have to make sure that students aren't crossing that traffic. And then there will be modified spaces particularly at Diamond Springs Elementary School because that will um
082the addition there is going to be impacting the playground specifically. So we'll just find another area of the school on the north side of the school for them to be able to have those activities. And then same thing at New Town Elementary School. Just work with administrators to make sure there's um a safe area for them to cross any construction traffic that's not going on while the students are out there, but just want to make sure to maintain a safe environment. Are we removing the playground at Diamond Springs to make that? We will. So, those will be removed and then again, the hope is there there might be some time where they're without a playground, but we're working as quickly as we can to see about locating again playgrounds on the north side of the
083school for the for the community. And so, I guess my next question would be then, are we removing a playground that needed to be replaced anyway? Yes, it's at the end of its life cycle. It probably had about two or three years left. Um and and as similar New Town had a little bit more life in theirs, but um yes. Okay. And are we removing at New Town as well? No, New Town's the player playgrounds will not be impacted by the addition. And so then just as a suggestion um since that's going to be an early childhood space and we're going to be housing a lot of prek um classrooms, not all play spaces are approved for four-year-olds. so that if when we get the play space for them that we get one that would
084be approved for our younger learners would be very helpful for the educators over there. Thank you. Yes, Miss Dwire. So, um I don't even know if this ever has been done before, but as far as a playground um for special ed students, would there be any like equipment for them? So they could use the playground as well. Or does that require certain liability? I guess I could direct that toward Tammy. I don't know. We do have playgrounds that are adapted for special ed and that as they bring in the new playground, they do start um incorporating some of the new new designs that we use for student with special needs and we'll consider that. We have two separate types of playgrounds. uh to Miss Rogers question as well, you know, one for age 2 through
0855 and then one for ages 5 to 12. And we've been installing both at our sites as our prek populations have been growing at our schools. Thank you. I I appreciate that question because there has been a lot of people in the community that have specifically asked for adaptive playgrounds that the community can access. So, I would hope that maybe that's something we could do over there. Um, so I guess when it comes to the playground, we don't really know how long that downtime's going to be. Correct. What we have to do is ensure that we're able to start the additions and not build a playground where there might be unsafe conditions. So, we're working those processes out right now with phasing with the contractor. So, but we will get uh new playgrounds installed at
086Diamond Springs as soon as possible. Okay. And I appreciate that. I mean, safety is paramount, but I also don't want to lose that outdoor playground time for those students. So, hopefully we can get that up quickly. And can you correct me if I'm wrong? Does the city pay for half of our playground equipment on that replacement cycle? We do. We do cost participate with them. They um recently um we had uh they had an infusion of ESR money. So, we were um we are almost to an even level with them of playing paying for the 50/50, but we keep track of that uh between our offices and our budget departments. Okay. Thank you. And you know, I I know there's a lot of concerns in the community and I appreciate you communicating this out so
087that everybody is aware. Um I do think that this was a creative process. I think it was a good idea. I think it's getting an updated learning environment and it's saving a considerable amount while we're doing that so that we can move on to other CIP projects. So, thank you. I appreciate all of your work. Thank you. We are now on to the consent agenda and we are going to be voting on citizens advisory committee appointment recommendations, the budget staff bonus plan and Jewel Labs Inc. settlement. Are there any objections to voting to the consent agenda as presented? Okay, seeing none, the motion is made by Dr. Green, seconded by Miss Dwire, I call for the vote to approve the consent agenda. Um, Madame Chair, um, can we read the budget resolution before we vote?
088Thank you. Mr. Mr. Ree, the FY202526 bonus resolution. Whereas Virginia Beach City Public School recognizes the dedication and continued service of its employees. And whereas the FY202526 operating budget was adopted by the city council on May 13, 2025. And whereas the city of Virginia Beach's adopted budget ordinance appropriated funds to the school board of the city of Virginia Beach. And whereas the budget amendments adopted by the 2026 general assembly conference budget for the 24 through 26 bianium affecting K- through2 public education includes a provision for one-time bonus payments to instructional and support positions in public education across the Commonwealth. And whereas Governor Spamberger signed the amended Virginia caboose budget bill on February 20th, 2026, providing additional state funds to the school board of the city of Virginia Beach in the amount of $6,100,795 with a
089local match of $4,243,741. Now therefore, be it resolved that these funds will be used to provide a one-time retention bonus of 1,500 plus FICA to all full-time equivalent employees. Eligibility will be limited to employees whose employment with the school division continues beyond June 30th, 2026. And be it further resolved that employees who retire on or before June 30th, 2026, and who do not return to employment with the division shall not be eligible to receive receive the retention bonus. And be it further resolved that the school board of the city of Virginia Beach approves and affirms the necessary recommended uses of these funds. And be it finally resolved that a copy of this resolution be spread across the official minutes of this board adopted by the school board of the city of Virginia Beach this 8th
090day of June, 2026. Okay. All right. I call for the vote to approve the consent agenda. So, Madam Chair, we have 11 eyes. The motion did pass for the approval of the consent agenda. Thank you. And very briefly, Dr. Robertson, could you share about how that bonus is going to roll out and who exactly would be eligible? Yes. So, um the bonus will roll out in the June 30th paycheck. Uh thanks to the board's approval, uh we are going to be covering all of our full-time equivalent positions in instructional support areas. Uh the state did not provide funding for that. Um for us to to ensure that all of our employees are covered. The school board agreed to spend an additional approximately $6 million to again ensure that all personnel beyond those that are funded
091by the SOQ to receive the uh bonus payment of $1,500 uh for full-time. And then of course it'll be prrated if you're are part-time. If you're a 08 it'll be 1,200. If you're 6 it'll be 900. If you're 0.5 be 750. So again it's a it's a further um action by the board to demonstrate the appreciation to staff to the tune of about $16 million. And I understand that there's a plan to make sure that all of that gets certified. So I just want to make sure that everybody is aware. All right. We are now on to the personnel administrative appointments and I call for a motion to approve those. Motion made by Miss Dwire, seconded by Miss Rogers. Any discussion? Seeing none, I call for the vote to approve the personnel report. Mr. Co
092Pepper, how do you vote? Yes. So, Madam Chair, we have 11 eyes. the motion to pass for the approval of the personnel report and administrative appointments. Thank you. Dr. Robertson, do you have any administrative appointments? Yes, I have the right list here. So, we're pleased you accepted our recommendation tonight for Heidi Kulma, currently an admin assistant at Providence Elementary School, to be the next assistant principal at Providence Elementary School. Next, we're pleased that you have accepted our recommendation for Kaylee Heath, currently an admin assistant at Bayside and Seek Elementary School, be the next assistant principal at Lghorn Park Elementary School. Next, we have Simone Stallings, a former VTFT student. Yes. Currently, she's a title one coordinator of curriculum and intervention and department of academic support in Chesapeake public schools, but she's coming home to Virginia
093Beach to be an assistant principal at Strawbridge Elementary School. Next, we have Emani Mormon, currently admin assistant at VB Middle. We're pleased you've accepted our recommendation for her to be an ex assistant principal at Bayside Middle School. Next we have Dorothy Varala, currently an admin assistant at Ocean Lakes High School. We're pleased you've accepted our recommendation for her to be the next assistant principal at Princess Anne Middle School. Next up, we have Caitlyn uh Caitlyn Riley, currently an assistant principal base at High School, former state champion in Virginia Beach. Uh we're pleased you've accepted our recommendation for her to be next principal at First Colonial High School. And then finally, uh, we have Teresa Jordan, currently a principal accountant in the Office of Business Services. We're appreciate we're we're we're thankful you've accepted our recommendation
094for her to be the next coordinator of accounting in the Office of Business Services. Thank you, Madam Chair. That concludes the appointments. All right. Thank you. So we are now on to the policy review committee recommendations and there's a few things going on here. Let me see start. I caused some confusion today by if you look at what's published in your packet electronically originally came out last week. That was the version we were working off of. We after some discussion today we realized we wanted to take out a line that was in paragraph D1 and D2. When I pulled that up, I used an old version of the policy. did not realize that until about six o'clock tonight when we made a correction to it. So, if you are online or you had the electronic
095package, that is the closest to what we wanted to do. We have since put out a new version of it. So, let me see if I can clarify what it is. And this means I'm I'm assuming you want this version, the correct version in here, and I will tell you what it reads. I'm just going to go ahead and read it to make it clear to everybody what this says. So we are on on policy 618 which currently is um in your packet and it is instructional time importance and impact review. The recommendation with the policy review committee was to add a section D and section D would be called technology usage guidelines. The school board recognizes the importance of digital literacy for students to be future ready to preserve developmentally appropriate instructional time and
096minimize screen exposure. colon 1. Beginning in the 2026 school year, Chromebooks or similar devices shall not be utilized by students in pre kindergarten through first grade classroom settings. This section does not apply to technology use specified in a student section 504 plan. Individualized education plan and this is what we changed. We had comma or use for limited educational assessment. What is online would have added the phrase limited adaptive learning. We took that out after some discussion today and we believe the phrase or use of limited educational assessment will cover the other types of programs that we think need to be handled. Two would now read beginning in the 2026 school year. Students in grades two will maintain one to one Chromebooks or similar devices but cannot take Chromebooks or similar devices home. When schools are
097closed for severe weather events or a and or other emergencies, grade 2 students may take Chromebooks or similar devices home. This section does not apply to technology use specified in a student section 504 plan, individualized education plan, comma, again, this was a change we made or use for limited educational assessment. Paragraph 3. Beginning in the 2026 school year, students in grades three through five will maintain onetoone Chromebooks or similar devices and will be allowed to take such Chromebooks or similar devices home. Paragraph four. God bless. The school board directs the superintendent or designate to provide an annual report and presentation on student screen time. This report shall include data disagregated by grade level, trends over time across grade levels, and any plans to mitigate screen time. And then there is a reference in the legal
098reference. We've added section 22.98 of the code of Virginia in there. So again, the correction from what was last week to what we're putting this week is removal in paragraph 2 or three of the final clause that had limited adaptive learning. Okay. So to be fair, um I want to make sure that we get the motion on the floor that was in the packet. The problem was is the one that was up here on the dis was not the same as what was in the packet or what we reviewed last week. So, I'm going to ask that we put a motion on the floor for the original. Um, Vice Chair Williams, you can make your amendment. Mr. Cummings, I understand that you also have an amendment or a substitute. I'm not sure which one it
099is, but that'll make sure that everybody can have their opportunity to do what they're trying to do. So, um, motion to put the original on the floors made by Vice Chair Williams, seconded by Mr. Co Pepper. Um, Vice Chair Williams, if you would make your amendment. Um, and then, Chair, can we have a point of order just real quick on clarification on the total number of votes? Since we're doing amendments day of, does that require a super majority? No. I'm trying to The policy is already on the floor. It's an amendment. Yeah. I was just trying to It takes a supermajority if the policy is not already on the floor. If it's not already on the floor. Okay. I was just trying to read the policy and understand. Thank you. Okay. So, the original that's
100in the packet, which is not the initial one that was sitting up here. I don't know how that occurred exactly, but um is on the floor. Vice Chair Williams, will you please make your amendment? That way we can still have additional motions. Yes. I move to accept pol the policy um 618 as read by our attorney with the amendment of leaving off the adaptive learning at the end of one and two. But it um it's to pass the the um I move to to accept the policy as as read by our attorney. It would be amended. Amended as amended red. Yes, amended as read. That is amended. Motion for the amendment made by Vice Chair Williams. Is there a second? Second by Mr. Co Pepper. Oh, okay. All right. Any discussion? And so we're going
101to vote on the amendment first and then um so that's what we're discussing. All right, Mr. Cummings. I'm just making sure I understand everything correctly from how we're going to roll out. So we're voting on the amendment and then it's going to come back and I get to add maybe my amendment. Correct. Yes. Because it's not a substitute which is why I asked her to make sure it was an amendment. Okay. No, that's all right. Because I saw yours in the email when I sat down. So, make sure that we get to everybody. Yep, that's fine. Okay, Vice Chair Williams. Um, yeah, I just wanted to make a couple comments. Um, we've, you know, the concerns of of age appropriate and overuse of screens has been, you know, talked about and discussed locally and nationally.
102Um and and the PRC was tasked with um looking at this for our earlier learners, but as we as as many of us us have vocalized, we want to also um look at our middle school and high schoolers at um usage as a at a later date as well. There's been a lot of discussion um data reviews. There's been a lot of changes, a lot of input, a lot of tweaks. Um, I think this policy is very was done under careful consideration, cautious changes, and a lot of collaboration and compromise. Mr. Bowen Steel and Miss Felton and I um kind of agreed at policy review committees that none of us got exactly what we wanted, but we felt that this was a very um good start and something that staff um relied I mean staff
103told us over and over again that that they appreciated the work that we did and um and that that it was very doable. And again, it is um not one and done. This conversation is going to go on um I think for quite a while. So I look forward to that. But I want to um just thank um Mr. Boneill and Miss Felton and also staff um for your patience and your willingness to to debate and in a nice respectful way and to tweak and make changes and to compromise. But I think um personally I think this is what's best for our kids. the data is pretty overwhelming and I think this is um this will benefit our students. Thank you very much. Okay. So, I'm going to ask that um we focus our comments
104to the amendment um so if it's about the amendment um because we'll have comments about the policy after the amendment. Miss Rogers. All right. So we are going to be voting on the amendment and that is to remove the language adaptive learning or other adaptive learning needs from section one and the end of section two. Okay, Mr. Cummings, where did where did we say that the ESL software fell into in these buckets? Was that limited educational assessment? And that's the software that reads to kids in their native tongue. I would direct that to Mr. Delaney here. Yeah. No, you you're referencing access testing is not reading in their native tongue and access testing the younger learners is done one to one. Mhm. There's a digital component that's done in the later grades that would be
105done as an educational assessment. Yeah. So I remember being would fall into that li that the question of access testing is a limited educational assessment. Yeah. I remember being in a first grade crowd classroom where I saw and observe a student uh receiving the instruction in Spanish. And so would that opport avenue not be available anymore based on if we're taking off the adaptive learning aspect? The way the policy is written right now, unless it was part of a plan, the students would only use the devices in kindergarten and first grade if it was part of an a limited educational assessment. So like a test but not for the curriculum, right? Mhm. So that can potentially impact our immersion program. Okay. Would that potentially impact our immersion programs where we have I would not want
106to speak for Dr. Wilkerson. Um so Mr. lady, please let me know. Uh the curriculum that they're using is part of the curriculum. So, they have hands-on um activities just like we do, especially in kindergarten and first grade. I was impressed by that aspect um with, you know, students who are new language learners being able to have curriculum in their native tongue uh to help them bridge the gap between their education and English. It seemed like it was working. So, I'd be disappointed if that tool is taken away from from our students. I'm sorry. I'm a little bit confused because vice chair Williams before the meeting asked if that English language that was actually the initial modification was to specify English language learners and she was told that that was not necessary and to just
107take out or other adaptive learning needs. So, I'm a little bit confused right now about that. Um, can anyone clarify because I I do think our English language learners have special programs that they may need? I can't speak to that, please. I know that Miss Williams, Mr. Lenny had a conversation as to this. I simply drafted those. So, I'm not sure what the actual program is and what it qualifies. It may need to go over to DL to that. Okay. Uh, Mr. Co Pepper, sorry, I'm just trying to cut to the chase here. the the intent of how we wanted to write this was to include the DSL requirement to allow usage, right? So, I guess the question is how do we write that because we thought we were we thought we were making an
108amendment to write that in and make it clear that that was the point and not something else, right? Sorry, am I making it worse? The look on your face says yes, Vice Chair Williams. Um, yes. I I did not have the conversation today. Um, I had a conversation with Mr. Delaney about how to word it so that our English language learners would be covered because I didn't know exactly um, specifically. And so um, I was told that that staff thought that the adaptive learning part did not necessarily need to be in there. But if that I agree, how do we make sure that this is available for our English language learners? And if we need to put the adaptive learning, keep it in there. If that covers it, I'm fine with that. Um because that
109was the whole intent. Yeah. Yeah. And here was the challenge with the adaptive learning was Lexia and Imagine Math are adaptive learning programs. Okay. So, we felt like that that would cause some confusion, right? The confusion for folks to say, well, you've now said we can use Alex Lexia and Imagine Math, right? and that and we were concerned that that would create any level of a lack of transparency that we were not looking to move through that. Okay. On the ELLL end, we can find language to add that specifically targets that and changes that language that also in my mind cause more confusion. Right? So, if we could um miss what um the English the ELLL what if you were to and I'm just going to brainstorm while we're here. You see how you have
110students section 504 plan, individualized education plan, maybe there's another phrase, an English language or ELLL um learn or plan. I'm not sure what they call it a plan. Yeah. Or use for limited educational assists assessment or ELLL English language learners. Yeah. So I think it would read better after and I'm not sure if I'm using the right language here, but individualized education plan, ELLL, services or services and then comma or I don't want to confuse it with limited educational assessment. Point of order, please. Can we send this back to PRC so they we can fix it? That's not that's not a point of order. She's talking about her amendment. that that would be a separate motion. English language. Um yes, I would like to withdraw my amendment and add um the ELLL services. I think
111once it's at discussion, the whole board has to vote to pull back the amendment or you could be or you could do another substitute I guess to or not sub another amendment to add a phrase that covers that or the withdrawal the whole thing go back to the way it was originally in the electronic version which was the adaptive learning. I I think what I think what she's asking is to modify her amendment to include what was the original and instead say L adaptive learning needs for English language learners in both of those sections. Yeah. Is that what you're asking by? Yes. To keep the original and add for English language learners. Mr. Co Pepper, do you second that change? Hold. So, we're just checking on the language. The language. Um, I don't know if
112we'd be, like I said, I wouldn't want to speak for Dr. Wilkerson. I'm not sure if we would be able to say that it was part of the um language plan that they have. Um, so how we would write how we would have to write it, we would need to put in there that in student section 504 plan, individual individualized education plan, or in support of English language um learners, something more. Um, but I agree with I just want to say, Mr. Delane, I do think that that causes a little bit of confusion um, if we added that in there because students currently use English language learners use um, Google Translate in the classroom. They have access to hear several different things in a different language. So, that would cause I mean, we that is
113a little bit of a change um, if we add that in here. U, but of course, we would do it for the will of the board. So, as long as you guys guide us in how this would be written, that that's where the confusion would come in and that's why we were trying to make it really um clean. Okay. So, Miss Lenetti, Vice Chair W has asked to modify her motion. Mr. Co Pepper has seconded that. Does the board vote on that? Yes, because you're you're you're having another motion on there. Okay. All right. So, And I think what I wrote down that Dr. Kelly said would be that you would add a phrase after individualized education plan that would it would be comma in support of English language learners and then it would pick
114up with or limited educational assessment. So there would be the addition of the phrase in support of English language learners. I'm very confused. Same. So, um I'm going to let Miss Melnik talk. Um and I don't know, maybe you can read the whole thing. Yes. At some point, but Miss Melnik about removing or modifying the motion. Well, you went too far. You went too far in the conversation. I had my my hand raised, but where do the kindergarten and first grade SOS fit into this? Where those students will be able to meet the standards set by the state? Where where does that fit into this? At some point, they're going to have to do something to meet those state standards. I'm going to turn that into detail. Dr. Mr. Delaney. Um Dr. Goldberg and I
115have talked about this. When you say standards of learning, there are the computer science standards of learning and then there are the English language arts standards of learning that we've worked through. Um several of the language arts re um standards that we've been talking about are the research standards like listening to uh several different texts in a variety of forms which we are addressing through some of the programs that we're putting in like listening centers. Um there is access to devices that dig dictionaries that could be digital and we've addressed that as well for kindergarten. So as far as the English language arts objectives, we've got that covered. It's the computer science standards that uh we have to work through with the classroom teacher and the instructional technology specialist. And Dr. Goldber could speak more
116clo um more about the instructional technology uh support for the computer science standards. Miss Melanick, one of the main reasons we wanted to add in the classroom to that policy was it allowed for things like research to then take place online in the library media center for things like the research standards and the computer science standards. As we went through this process, that was one reason we wanted to ensure that ability to do so in another location. So, you know, this is very confusing to teachers. This is very confusing to families. when we were minimally using these in the classroom. And so as we're muddling through this, technically these are not guidelines. Guidelines give teachers direction as far as, you know, hey, we're cutting down. You've get you have this type of minutes a day
117and this is what we expect you to follow and in these these are guidelines. But the complete elimination of this is not a a guideline and this is becoming very difficult. We're talking about they can't do this but some kids can do this and some kids can do this but some kids can't. And now you're going to be pointing out children who have IEPs and 504s. Just a big mark right over them. Okay. Well, okay. here are special ed students because they have it in their special that that's not the way this is this isn't the way it's supposed to work and now we're going to hear from parents that this was 20 minutes a day and this has morphed into something that is so confusing for families I don't and and it just it
118just highlights certain groups of students like this is just not right I'm very confused by this and if I'm confused by this. I can only imagine what this means for our families and for the teachers. This is not education. And I'll talk about that when it's time to talk about this. But this is very confusing, not well organized, not well planned, and this is definitely not going to be well executed. This needs a lot more work. Okay. Okay. So right now there is Vice Chair Williams had a substitute I'm sorry not a substitute an amendment on the floor. She has requested to amend her amendment. Mr. Co Pepper seconded her request to amend that amendment. And right now we need to vote on whether or not we're going to allow her to amend her amendment
119because we already debated it. So that's what we're at right now. I don't know what we're voting on. We are voting on whether or not Vice Chair Williams requests to amend her amendment to change her amendment instead of it saying no or adaptive learning needs to add for English language learners. So it will read limited educational assessment or adaptive learning needs for English language learners in section one and two. So, we're just right now voting on whether or not she's going to be allowed to amend her amendment. Then we will vote on the amendment. So, I'm going to call for the vote to allow that amended amendment. Okay. So, Madam Chair, we have six eyes and five nazs. Okay. Now, we are on to the amendment which reads and I'm just going to read the
120whole sentence so that there's no confusion. Section one will say this section does not apply to technology uses specified in a student's 504 section 504 plan individualized education plan or use for limited educational assess assessments or other adaptive learning needs for English language learners. And section two will say this section does not apply to technology use specified in a student section 504 individualized educational plan or use for limited educational assessment or other adaptive learning needs for English language learners. Okay, Miss Malik. So parents should be able to go on and look at our policies and understand what they say. I don't understand what this says. I'm an educator. I do not understand what this says. In addition, I would imagine that if a parent wants their child to be able to have the access to
121programs that Virginia Beach City Public Schools has paid for and know that can help their students, their children, whether that's through remediation efforts or for for whatever else, can they request that that their child be able to use this this um these programs. If I'm a parent of a first grader and I I know my child is struggling in language arts and I I see and understand the benefits of Lexia and there are special education students and students with 504s that are getting these um programs um which the teachers love. We've heard from a lot of them. Um, can I request that my child be able to use these programs during a 20-minut rotation in a first grade classroom or a kindergarten classroom? Parents can lock their kids out of the library. This policy applies
122to Chromebook use. So, you're asking to can they get a special license to use that program where they're using their getting rid of Lexia? Will Lexia go away with the elimination of this and K and one? Seriously. And so then what about you mean nobody's going to benefit from the remediation and the the targeted the targeted? Well, I I did not know this that Lexio was going away. We're we're talking about Well, let me read this because I thought that this is what this meant. Um, this section does not apply to technology use specified in a student's section 504 IEP or use for limited educational assessment. Now, now you're saying that Lexia is going to go away. So, now we can't even use Lexia or Pebblego or any of these other things even in a
123library setting. I'm going to let Dr. Kelly give you the full details on Lexia. Pebble go still able to be used in the library setting. Lexi is a little bit different in terms of what the preassessment and how it's adjusted for instructional purposes on that end. So I'll let Dr. Kelly kind of give the depth of why K through one Lexi would be a challenge to continue on if we're no longer onetoone in that environment. Yes. Correct. Um and and we've shared this um through um the conversations about we wanted to make sure that our teachers have the um resources that they need in this transition. Uh but when you're looking at Lexia, it is done during that independent time. So in kindergarten and first grade, it would take um the assessment times to do
124the program at the beginning of the year, the middle of the year, the end of the year, but the most important time is that instruction during the day. And that's the part that um they would not be able to do without the devices in the classroom rotating throughout the day. and the um the between imagine math and Lexia the independent time as you guys were saying it's a very limited time that they were on the computers and they would then add uh independent station during those times and that's where we were talking about um the other resources that we needed like listening centers things that students were doing through the Chromebooks during that time in kindergarten they would have access to listening centers so they could still hear the text but they would not leaving
125the classroom going down to a separate um location to use the device without um the teachers or others um in that area for that small independent time. So, but for a program like Lexia, it sends the teacher data straight away. So, a child is working on Lexia during their 20 minutes on their Chromebook. Yes. And that lets the teacher know what how that child was performing with specific Yes. Yes. Okay. Um that that's so valuable. Mhm. I I will never forget old school old school prep for for teaching first grade and the games that I made and the the the the matching and the this and the putting words together and the compound words things that I could not assess when I was working on working with a with a group one-on-one. So now I
126don't know if if a child is if they were successfully completing anything at that 20 minutes when they're sitting by themselves. Yet for the for that 20 minutes, the insight a teacher gains from that one program and every single teacher has mentioned this program and the absolute it's it's magic for a teacher and it allows a teacher to be able to differentiate the next time they meet with that child or to pull that child aside and do something one on one. Um, this was 20 minutes a day and I have so much more to say and I'm going to say it, but what are we doing? This is so confusing. Wouldn't it be easier if we say first grade teachers, you get 20 minutes a day. It's all a child can have. And sometimes, you
127know, you might even skip a day. They might not even get that 20 minutes. But wouldn't it be easier to have a parent be able to opt out and say, "I don't want my child touching a Chromebook during the day." Because this is so unfair to so many children. It really is. It's so unfair to the students who could really benefit from this. Um, there's a teacher named Rebecca that sent us an email. Go into her classroom, see what she does. She's amazing. Look her up. Scroll down. Um, and then two other things I want to say for this one. It was just mentioned this conversation is going to go on. There are people on this board who want technology to disappear K12. That's the conversation that's going to continue. We had a someone tonight
128say through through middle school. That's a conversation members of this school board want to have. We are going backwards. And honestly, I don't know if I would want to teach in this division. Quite frankly, this is this is the creme de la creme of of school divisions. And we're going backwards for 20 minutes a day. I will say it again. Screen time usage. The misuse of screen time is not occurring 20 minutes a day in a first grade classroom. It is occurring outside of our schools. My kids didn't get cell phones until 8th grade. But I can tell you one of my niece, two of my nieces, actually three had them in first grade cell phones. That's that's a parent problem. But we are doing our district, our students in this district a great disservice.
129And I'm very worried about P students being identified in ways kids are going to figure that out. And I'm worried about the resources our teachers are going to use that are going to lose um to help their students. They've talked to us. 80% of the teachers responded to that survey. 13% of the parents did. Over 80% of those. I'll speak again later. Miss Rogers on the amendment. Dr. Robertson, I just have a quick question for you. Was cost associated with these replacements been discussed at all? Uh, what do you mean cost associated like with having to replace Lexia with whatever we're replacing it with and all of those things with the cost? Yes, we've looked at what we would be replacing these with. There is a cost associated with it. Yes. And we have not
130been informed. Correct. We have not shared the cost associated with you. No. Okay. So, that was my big question. Um I wanted to actually highlight um what the president of EBEA said this evening is that this should not be rushed. We can see by what has just happened on the dis what happens when we rush things. Um I am a huge proponent of early childhood education of ensuring our students um have decreased screen time and ensuring that they do not have unfettered access to screens at home. I agree with all of that. What I do not agree with is governing in a way that is going to inadvertently hurt staff and students. And I don't believe we are doing this with care and caution. Um we haven't listened to our educators. We've listened to parents.
131We've listened to um our own thought. But our educators have done so much work in being trained in all of the curriculum that they have been trained in already. And um I agree with decreasing screen time. Our students should not be on screen time. However, we also have a responsibility to the Department of Education to ensure that we are meeting the standards that they've set out for us. If we're not going to do that with fidelity, then what are we doing here? So, I won't be able to support this due to the fact that it has not been done with caution and care. Thank you. Mr. Cummings, I'm lost at where we're at. So, have we Where are we at on this? Are we We are voting on what we're going to incorporate the amendment
132into the agenda, but not voting into the policy into the policy. So, I I still don't set my amendment yet. Yeah, we needed to clear this amendment. So, I have a there's an issue here maybe and I'm trying to understand is that our appendix bylaw appendix A16 says something about not more than one amendment to an amendment shall be entertained. Miss Linetti, does that mean I can't submit my motion to amend? That is probably going to be bomber if what you're putting is an amendment. Yes, you're got because this is your second amendment to an amendment. Are you seriously that was on purpose? I don't think so. I I'm just going to say I don't think we understood that with the adaptive learning piece substitute. Correct. Yeah, you might want to substitute a motion. Make
133a substitute. requires so I can submit a substitute motion but Okay. All right. Miss Lenetti, is that correct? You can do a substitute once we vote on the amendment. Yes. Okay. All right. call for the vote to approve Miss Williams's amendment of her forwards to section one for English language learners and uh section two for English language learners at the end. Call for the vote to approve the amendment. So, Madam Chair, we have six eyes and five naysay. So, that motion did pass. Thank you, Mr. Cummings. Will you make your substitute? Well, my neighbor says I could just do an amend a motion to amend. Miss Lenetti, I think your problem is you've got two amendments, but it's amendment to an amendment. So, well, we vote we didn't have two amendments. She modified her amendment.
134There was one amendment. You use the word twice now. But can't you just make a substitute motion? It might be cleaner to make the substitute motion. And I think you're substituting the beginning language in paragraph one. Okay. So if you can go ahead and make your substitute. All right. So the school board might I make a some want to make a motion for a substitute motion and do I need to read the whole entire thing in its longevity? Do you want me to do it for you because I can do it faster than anybody else. Do you have my text? I do. Okay. Thank you. Let's see. I believe what you would be substituting motion would be section D which would be technology usage guidelines which would read the school board recognizes the importance of
135digital literacy for students to be future ready to preserve developmentally appropriate instructional time and minimize screen exposure one paragraph one beginning in the 2026 27 school year Chromebooks or similar devices shall not be utilized by students in pre kindergarten through kindergarten classroom settings in first grade classroom settings, comma, device utilization shall be limited to a maximum of 10 issued devices per classroom. This section does not apply to technology as specified in a student section 504 plan, individualized education plan, comma, or use for limited educational assessment or otherwise other adaptive learning needs for English language learners. two. Beginning the 2026 27th school year, students in grades two will remain one to one Chromebooks or similar devices but cannot take Chromebooks or similar devices home. When schools are closed for severe weather events or and or other
136emergencies, grade two students may take Chromebooks or similar devices home. This section does not apply to technology use specified as students section 504 plan, individualized education plan, comma, or use for limited educational assessment or other adaptive learning needs for English language learners. Three, beginning the 2026 27 school year, students in grades 3 through 5 will maintain onetoone Chromebooks or similar devices and will be allowed to take such Chromebooks or similar devices home. and four, the school board directs the superintendent or designate to provide an annual report and presentation on student screen time. This report shall include data disagregated by grade level, comma, trends over time across grade levels and any plans to mitigate screen time and under legal references. We would add the reference code of Virginia section 22.198 as amended reduction of state aid
137when length of school term below 180 days or 990 hours. And then that would be the the full amendments. The rest would remain the same. Is there a second to that substitute motion? Miss Rogers. Okay. Discussion on the substitute motion. And before we get into the discussion, if the substitute passes, that will be the end of the conversation about this. So, Miss Mick, so in looking at this substitute motion, the kindergarten instructional impact, I don't see that the impact is low for parents by removing communication with Seesaw and visibility of student learning. And one of the compelling arguments came from a teacher tonight talking about the communication with parents who are deployed and I thought that was important. Um I'm a military child. Um I'm sure my father would have loved that if if we
138had been technologically uh savvy back in the 70s. Um um you know I got numbered letters from my dad so I didn't open them out of order. Now parents can you smile you know right? Um now parents have like just real access to their child's learning. They can see it in real time. I mean, I know there are probably parents in here who have had their kids in daycare and the daycare send out pictures and they send out um images of their work and we get those parents get those in the middle of the day and they're just so happy and proud of their kid and they get to see their development. On top of the fact that not every parent either does or can come to a parent teacher conference. There are lots of
139parents that don't come to parent teacher conferences, but this is still a way for a parent to know um what their child is doing um on a daily basis. Miss Melody, just uh teacher still has access to Seesaw to send to a parent as a communication tool. Well, that's great. Let's just add that to a a teacher with 26. I'm just I wanted to share that it's not gone away. the parent could still receive video of the student that's been filmed by the teacher. I I want to make sure you we didn't know it was going away completely. So, I'm sorry for interrupting. No, I'm glad you did. I'm glad that that will still be there, but it's different. And again, I'm struggling with the complete elimination of some things that are really good for
140our students. So, I remember hearing from a parent and she talked about her child bringing the Chromebook home and it just became such an issue because the child want to continue to play with this computer. That's going to eliminate all of that. There isn't not the kids can't bring them home. That piece is gone. This is an educational tool. It's an educational tool for 20 minutes a day. And here's my fear. I'm going to say this again. So, Mr. Cummings, I I struggle with some of this and I don't want to take the time to pick this all apart. Some of it is fine, but I just want to say August 1990, whole language, teaching to the middle. That's what we were taught by Virginia Beach City Public Schools, whole language. It was a massive
141debacle because Virginia Beach City Public Schools reacted to a pendulum swing. And in education, it's good to keep it like this. And that's where I feel we are. I look at this as a pendulum swing so far that it's really going to be detrimental to this school division the way whole language was back in 1990 when we were told don't differentiate. We're going to teach to the middle. Um the children who are up here, they're going to help the ones down here and the ones down here are actually going to just kind of rise to the middle. And none of that happened. And we were told, "Everything you learned in college, forget about it. We've got the answer. It's going to be great." It was a pendulum swing. Um, I appreciate all of this. And
142if you could remove some of it, but this is a this is too much for 20 minutes a day. I just I I I'm afraid of the loss and I'm okay with parents opting their kids out. That's it for right now, but I will speak again. Mr. Cummings. Yeah, thank you. Um I presented this substitute motion because uh you know my viewpoint has changed a little bit over the time that I've sat up here on the dis and if you remember a few months ago or weeks ago whenever we talked about a while about classroom sets um I had some a little bit of apprehension because I didn't really see a point but you know after receiving quite a few emails from folks um and whatnot you know I'm willing to compromise you know a
143little bit of a of you know my position as well. I really do see uh value in our students specifically in Lexia and um Imagine Math and some of the Pebble research projects. And so I thought that this was a good compromise between a lot of the divi diverse viewpoints on the school board. Uh I originally sent a substitute motion to uh our vice chair uh who sits on the PRC and sent to some other folks and I appreciate the conversation that we had. uh you know and I know that no folks are going to sit up here and agree 100% on anything and so I'm going to ask my colleagues you know I know that there's been some compromise to the policy but I'm personally think I do see value in the personalization of
144of programs where you're able to teach a kid um at the same time you know someone who has advanced reading skills they get advanced targeting someone who has needs more support they get more supportive reading when you think about scaling delivery of our product. Um it is it's difficult to do uh you know times have changed and I think that there's value within this program that we've seen. I don't think there's value in a lot of things and that's part of why on the audit committee I did you know ask for about our utiliz software utilization. Um I'm also committed to looking at K through five and take home devices and seeing if there's further roll out upstream that we can do with that. Um, and I'm really hoping that we can continue to increase
145our parent engagement with uh both screen time but how to check kids um securely as well. Uh I talked to a lot of parents who don't even realize that they can look at their kids internet browsing and I think that's a very important conversation that we need to start driving home is educating our parents to be more proactive in the job that they do. Now my reason the other aspect of my comment that I want to make is that we've heard a lot from our teachers and our educators come here today and share about the value uh that they have with these programs with in the classroom and I really strongly believe we make good decisions when we hear from stakeholders who say too much technology but also here's how technology is utilized and somewhere
146in the middle you try to figure out what is a good policy and it it's a a little painful for me to hear and to see the data where we see so much benefit from what they're describing um in some of these tools. And so, you know, on one hand, we're saying, "You all do great work. Here's your raise. You're fantastic, but your opinions on how it should be delivered, you know, I mean, that's a little difficult for me to at at times to really fully understand." Um, and then you know I reached out to my district uh via Facebook and I'll submit anything for foyer requests and things like that in the different civic leagues and I really didn't get a lot of push back. I really don't see a strong parental push for
147for some of these specifics. um our internal data or our data that we had a presentation on. You know, I went through and counted, you know, how many people specifically recalled for Chromebooks being removed and I counted about one out of every six for each grade. Like I said last time, I didn't, you know, peer review, double check, so it's not going to be published, but that's about being counting um the best I could with responses at scale. Um, schoolboard wise, I mean, I feel like we've had six speakers, five speakers over the last couple of weeks who spoke out against Chromebooks. I mean, we received email-wise, I think probably it's been about half and half about uh, you know, those who are pro and those who are against. And really, we didn't see a
148lot of from my perspective, you know, speaking calling for this specific policy. And so I think if I was receiving email after email after email or if everybody in my specifically groups was like Matt this is bad you know get them out you know I think most people understand moderation and most people understand that in K through 1 K through two that we're doing a good job now a lot of folks had interesting comments about middle school and I know that we're going to have a future conversation on that which I look forward to but I do think that this is a good compromise between a lot of the different thoughts um on the board and will allow some of our ed tech, you know, our great software, but also will significantly reduce some of
149the screen time issues. So, I ask my colleagues to support my motion. Dr. Green, thank you. Um Mr. Cumins, I do plan to support your motion compromise because at this point, I I think this is where we're at. Um, and this probably unfortunately not that it's bad, but this is as good as it's going to get given our composition. So, first of all, I would like to say um I do support the piece with our preschool, but what concerns me and I had asked last week about the possibility of us doing some type of curriculum audit because to we we cite all these wonderful studies from around the world and here we have the great Dr. Lisa Banicki leading our department of research planning and assessment. So why not get homegrown data to support or
150or or see what really is going on? You know, there's an agenda to the agenda. Um I suspect the agenda I don't know this. This is just Alvida's opinion only. um that is to bring everything to a screeching halt divisionwide with our students for technology which is just so wrong. Uh and I think we can find a balance. So why not collect data and you can start with I'm the researcher. I've done research. So we could start with a cohort, meaning depending on what happens tonight. You know, it can be the students that we track all the way to what I would love to see is what it looks like in third grade when they take those so assessments because those are still online unless something has changed. Is that correct? Aren't they still online?
151Okay. And and I think what scares me with that is the digital literacy portion. So, we have to find a balance. Come on, folks. We have to find a balance and and I think our data and and Dr. Banicki knows I've been a part of many of a three-year study with her and she will give you the true picture of what it looks like, what it impacts. uh you will have local data, not data from California or Kalamazoo. And and I think that is so important and then you can make further decisions that okay well it looks like we need to pull the plug in third grade or whatever. You know, you will have homegrown data. Yes, it takes time. I've done the research. It takes time. Yes, a good research study takes at least
152three years. And I think we're doing ourselves and our community a disservice if we don't miss Millet. So, I'll agree with you. I'm certified prek. I taught first grade for 17 years. So, I I I'm I'm okay. I'll compromise there. But I too think this is a great disservice and I really struggle with this. I I I think most of all I struggle hearing people stand at the dis I mean stand at the podium are here on the dis and talk about pencils and crayons and writing when these kids write every single day. They're writing. There is no substitute for writing. And let me make one thing very clear Mr. Green Run grad right here. I'm a Green Run grad. Listen, I'm friends with some Green Run grads on on Facebook whose spelling is atrocious.
153So, I don't want to go back to the 80s or the 70s. There are bad spellers everywhere. Every generation, there are bad spellers. There are bad readers. My boys hate to read. My husband graduated from the University of Notre Dame. God, I know he's listening. And he hates to read. I don't know the last time George Melnik read a book and he is smart and he runs a multi-million dollar corporation. He's smart, but he does not like to read. Every generation complains about the next generation. But please, please find a way to compromise so that we are not hurting this generation. Computers are not going away. They're not going away. And we also can't go back to 1950. We have to find a way to make this work. And we have to do right by
154all children. And there will be children who will be harmed by this. Whether you believe it or not, there are children who will be harmed by this. It's 20 minutes. Find a way to compromise. Please cuz I'm telling you and the public needs to listen and I will put it out there. this. There are people on this board that want to remove technology K12. Mr. Callie, I don't know if that's an accurate assessment, but it's an assumption. This has been a difficult discussion not only tonight but for several weeks and months now. There have been sides or there have been presentations representing both sides that have been impressive, informative, challenging and thoughtprovoking. There is no correct spot on the map to land on this. However, as this meeting has unfolded tonight, I couldn't help but
155thinking that as we ran into the English language learner issue and trying to figure out how to word it on the fly, it just struck me as the original proposal and amendment, if that's the right terminology, was not ready for prime time. I usually like to receive an alternative consideration in advance so I can slowly chew on it. But as I look through what Mr. Cummings has presented, my desire is no Chromebooks K through one. Actually, it was K through two, but I was willing to compromise on that as well. In light of where we are and what we're confronted with and Mr. Cummings motion to do no Chromebooks K preK through K and a limitation on the number of issues divi made available per classroom. I'm going to support his amendment and I just
156wanted to express my opinion as to the wise and if that means we need to go back to the policy review committee in order to get this ready for prime time. As much as I don't like to do that because this particular subject matter has been discussed and examined at length by many of the members of that policy review committee. I understand that. I respect their positions and I respect the very difficult work they've engaged in. But I have to ask myself in my gut, is this ready? Is the original amendment now, in light of the English language challenge that we were confronted with, is it ready for delivery? And I can only tell you, my gut tells me no, it's not. So, I just wanted to state my position for the benefit of the
157board members. All right. Thank you. I've been waiting uh to weigh in for a very long time and the only thing that's different in my opinion from Mr. Cummings motion besides the 10 devices for first grade. that that that is the main difference and then they aren't going home. Is that my understanding correct Mr. Cummings? Yeah, that's the main difference because the language regarding or other adaptive learning needs for English language learners is the same as it is in the original now except this one goes a little bit further. So, um I will not be able to support it because I already feel like compromise has been made. um by the members of the PRC. Conversation has gone on and the for the English language learners language is identical and so that problem has already
158been rectified uh with those four words in this motion and in Mr. Cummings motion. Vice Chair Williams. Um yes. So Mr. Cummings and yours they do not go home at all preK through fifth grade. Is that correct? No. So, what is it again? No, the only in front of me. I only made a change to D. I'm sorry. I only made a change to to D1. There's two two sentences. Well, actually, the first sentence remains the same. And then you would add a second sentence. In first grade classroom settings, device utilization shall be limited to maximum of 10 issued devices per class. I didn't I did not put my the one that I emailed you. I didn't make as a substitute. Okay. So, sorry if I didn't understand your chair your question, Chair Brown. Okay.
159So, you're Can you repeat your substitute motion, please? It appears that the only difference from what you've had, it would be beginning in the 202627 school year, Chromebooks or similar devices shall not be utilized by students in pre kindergarten through first grade classroom settings. That remains the same. And then Mr. Cummings was adding this the sentence after that in first grade classroom settings device utilization shall be limited to a maximum of 10 issued devices per classroom. And then we would pick up with the other sentence about the exceptions for IEPs and 504 plans. So taking So the first sentence says they will not be utilized but the second sentence says they will with 10 per classroom. Is that you won't be taking home because it's not one for one. So you can't take it home.
160You can't take it home. Okay. Precon. Can you read the first sentence again, please? I'm sorry. It would read, sorry. Beginning in the 2026 27 school year, Chromebooks or other similar devices shall not be utilized by students in pre kindergarten through kindergarten classrooms. Sorry, that's such and in first grade classrooms classroom setting device utilization shall be limited to a max of 10 issued devices per classroom. So you would take out the first sentence as written and the online version substitute it with that sentence and you would add the new sentence which is in first grade classroom settings device utilization shall be limited to a maximum 10 issue devices per classroom. So, so this substitute motion also includes for English language learners, but the difference is this substitute motion is saying that we're going to have
161a set for first grade. So, they both include for English language learners. I just wanted to clarify that because there seems to be some confusion. So, they say they both include that. Mr. Cummings will um have a classroom set whereas the other one does not. Okay. Thank you, Miss Fner. Thank you, Cher Brown. Um I'd like to uh walk along with my colleague uh Mr. Ken who spoke about this policy maybe not being ready for prime time. Yes, I do sit on the PRC policy committee as well. Um and Miss Milnet, you made a good point. And I hope to God we don't go back to 1950, right? Because public education is only 72 years old, 1954. That's when public education was allowed to all students. So I I hope to God we do not
162step back and go that far back and keep our focus. Um I also like to say that uh prime time means a lot. And what is confusing now it took us two four meetings I believe to get to this point to where we are and there were uh a lot of discussions and one of the in one of our meetings uh our chair I I don't want may want verbatim but our chair miss wing said this is a concern that should not be rushed because of the implication of who it will affect and throughout about getting this policy together. I've had a lot of heartburn because I felt that the pillows, the expertise, the professionals in the classroom spoke well in the survey. And when I read the policy, if I I kept reading it
163over and over over again and did not digest, we did not in this policy. When you read it, we didn't include or even receive what our teachers were saying. Uh fortunately, I did visit schools. I did see uh handwriting. I did see limited times on the Chromebooks or tablets. These things that I check as a check and they were speaking as a check. We did that. Check. Check. Check. We already doing that. Check. When they were speaking and the main word that the teacher were asking and saying now we we just want balance. Don't eliminate but balance. And I do wholeheartly believe in balance because as one of my colleagues has said the pendulum is swinging it. It really is. And if we don't teach our ch our student digital digital uh leadership or education,
164where do we start? Now, the reason why I'm talking now is because when we were actually putting together changing the language in this policy on the floor, it became confusing. And it was confusing enough that like my colleague said, it's not read for prime time. May maybe we should consider taking it back and using it to compromise because if we're discussing it now still on the floor and still changing the language, it is something awfully not right with this policy. It's not settling. And I know Cher Brown had the power of the gravel, but we need to consider our students and our teachers and our professionals that has really tried. And when we look, we got this leaflet talking about we got this today wanted to see it is going to be not a minimum
165or moderate impact. It's going to be a severe impact on our teachers having to go back and do this again. And we haven't even got the cost of what the replacement is going to be like. What I say to my colleagues, I say oh holly because I am on the PRC committee. We have met several days, several months on this. I think it is fitted. I think it is right consciously wise that we send it back so that our teachers understand that we do support them and we do hear them. And keeping in mind all of our students, we're talking about accessibility and equality, equity with this policy. And right now, I don't feel it with what we've already done with this policy on the floor. Thank you. Okay. So, we are on Okay, we
166are on Mr. Cummings substitute miswire. So, I'm a little confused here. Uh, my colleagues that serve on the policy committee, I thought this was all in agreement. Um, and so, uh, Mr. Cummings uh, motion there. Um, this isn't the first time it's been presented, correct? Yeah. So there was a decision a unanim a unanimous decision with the cup policy committee. They all came into agreement. This is not new. And we do support our teachers. But sometimes we listen to our parents as well. And we think about the development of our future potential students as well. and everybody's spouting off about 20 minutes. Well, okay, if it's just 20 minutes, then where's the argument? It's not the entire day. And in Miss Williams substitute, her amendment, she is allowing a leeway there for computer time. So,
167I'm a little taken aback because this policy came tonight all in agreement and they presented their policy and now all of a sudden it's changed. So, um going forward for me, we did take time to think about this. We did research. We did listen to everyone or we tried to at least I tried to and I'm also concerned about the developmental well-being of our students as well and honestly if it's 20 minutes and some of you have talked about children using devices at home well there's the um open door there um I'm sure a parent or someone will have a advice in their company and they will probably get on. But that's not the point here. We are a school division that sets a standard and our standard should be above that. And our standard
168should consider the well-being and the developmental uh growth of each of our children. And if it means taking out 20 minutes, we can start there. I don't think that that is asking too much. Thank you. So, I've seen this before on boards and this is just my personal opinion. um hunkering down in the weeds, promoting bureaucracy and a slowdown and a roll down. A classroom set was discussed in the PRC. The PRC made a modification and brought a policy forward. Um vice chair Williams made a motion which interestingly failed. uh a passed 65 with the same lo language for English language learners added to it and now we're coming to a classroom set which is the same conversation that already occurred in the PRC. So I am I am going to say this again. We're
169going to hear comments. If there's anybody that hasn't spoken, I'm going to ask that everybody limit their additional comments to a minute. Um, I don't think Miss Rogers, you haven't spoken on the substitute based on my board here. So, you you have more than a minute. Um, but um, if I h if you haven't spoken, you can talk longer than a minute. If you're do a follow-up comment, one minute. We need to get moving forward. Miss Rogers, you haven't spoken on the substitute, correct? Thank you so much. Um, first of all, this is part of our normal practice is that things go to PRC and they come up for a vote and we don't always vote together to pass everything and that's part of it. So, I just wanted to make that for the public,
170that statement. But I also want to say about the substitute, um, I agree with my colleagues who say that this is the best compromise because I don't think anybody is completely happy. My biggest concern is a the amount of training and cost that this is going to cost us to replace what we already have and we've already budgeted for, we've already paid for. We still don't know how much this is going to cost us to switch this this quickly. And that is a big concern for me when we've already passed a budget. we haven't actually thought about and we don't know how much this is going to cost. And so that's a concern for me. And then my other concern is how much training it's going to um be for our educators who already go
171above and beyond who already go get so much training so much expectations to put yet another thing on them is something that I have been thinking a lot about since I've been talking to our educators. So, you'll forgive me because I am getting a little mushmouthed, but my point is is that I will support the substitute. While I would still like to see a class set in kindergarten, um I'm willing to make this compromise for a class set in first grade and one in second grade for now. Um and again, I do think that we have not I don't believe that the cost factor has been considered. So, this is, you know, my big concern. Thanks, Miss Melnik. Okay. I I too like a class set for first grade. I just didn't understand what 10
172like why was 10 the magic number? And maybe for Dr. Kelly, if there are 10 Chromebooks in a first grade classroom, what what does that mean as far as like logging on? Um because Chromebooks don't cost us anything. So, if they can be kept in a on a cart and each student has one, is that easier and they just put it away? Um, or is there additional loginins each time a different student uses it? So, is that each student would have to log in themselves? Each student has their own login. So, whether you have 10 computers out for students to use, they they would have to alternate through it. So, when they have their own computer, they only log into it. But when it closes down, they have to log into it again. Um, with
17310 devices, they would have to log in to a computer that was available during the time that they were indep um during that independent learning time and then when the next student comes, they would log out and another student would log in. Is there a chance that students just forget to log in and they're doing somebody else's work? That's the only thing I think about as a as a former first grade teacher. That's what I think about like there's going to be that cross like where you're just not going to know did they log in did they log out and now I look really good cuz I'll be I just was on Alita's stuff but um you you know what I'm saying it could be a possibility um I mean Dr. Goldberg, you can always
174add, but in now the students leave their Chromebooks up and we talk to them about um appropriate Chromebook usage. And I know this might sound um interesting, but we do speak with students about not leaving their Chromebooks open. Um it's a safety issue. So that's part of the actual prof training that the students get to close their Chromebooks, to shut them down when they're not working with them. So that just to let you know that that is something about just Chromebook safety in general. Okay, then I'm okay with that that piece. Okay. Okay, Miss Felton, thank you. I'd just like to repeat and reiterate uh some of what I said concerning my last message. this um policy coming out of the PRC was a compromise. And while we are now on the floor talking about
175the same policy that we worked on several times, several months, several meetings, several it was put together. And as I see us working on the policy while it's being presented on the floor and we are still working on the language in the policy. Yes, I do have a concern with that and I I would and I will support what Mr. [ __ ] has put forth because at least it hit on a lot of areas where the teacher had asked us to compromise. At least it did that. The one we have now has no real guidelines, no definitions and then we're still working on it. Yes, I have a concern. Okay, I call for the vote on Mr. Cummings substitute motion. So, this passes, there will be no further discussion on this. So, Madam Chair, we have
176seven eyes and four Naz. So, the substitute motion by Mr. Cummings did pass. Okay. All right. And now we are moving on to resolution approval to use design build project delivery method for CIP1015 Princess Anne High School replacement or renovation modernization. I call for a motion to approve that resolution as presented. Moved by Vice Chair Williams, seconded by Dr. Alvida Green. Vice Chair Williams, will you please read the resolution? Approval to use design bill project delivery method for CIP1-015 Princess Anne High School replacement or renovation modernization. Whereas the school board has determined that design bid bill delivery method is not practical practicable or fiscally advant advantageous for CIP1-015 Princessan High School replacement renovation. Whereas CIP1-015 is projected to cost more than $40 million. Whereas the school administration has provided the school board with sufficient information
177that the design build project delivery method is more advantageous than a competitive seal bid construction method because it will allow early collaboration between the owner, designer and contra contractor which will result in improved coordination, efficiencies, cost and schedule control and will reduce construction conflicts, constructability and risk of delays and change orders. Whereas CIP1-015 is a complex high school project that includes but is not li limited to integration of multiple educational programs, development of alternative renovation replacement designs, coordination of the concurrent educational program either on site or offsite. Integration of the project and construction into closely adjoined multiple use properties including retail, business, residential, educational, traffic control requirements, pump station work, environmental issues and re sububdivision and title work on underlying lot lines. Whereas the school board will benefit from the use of design build project
178delivery method. Whereas the use of design build project delivery method will require and it will be necessary to have compensable comp compensible com compensible design I'm sorry work to deliver a final guaranteed maximum price and the chief operations officer or designate is in support of and shall approve the use of progressive design build alternate procedure following school Board approval. Now therefore be it resolved. One, the school board approves the use of design bill project delivery method which includes progressive design bill procedures which will be approved by the chief operations officer or designate following schoolboard approval. Two, that the schoolboard chair, the superintendent or designate and legal counsel are authorized to take the necessary actions to ensure that the written determination for the use of design bill project delivery method is completed and included with the
179procurement documents adopted by the school board of the city of Virginia Beach, Virginia this 8th day of June 2026. Okay, Miss Melnik. Um, and risk of delay. Okay, let's go back to the words and risk of delays and change orders. Does this mean there will be no change orders? Um, what if there's a change order that is um if it's a good change order for the division? maybe the substitution of specific materials that um helps. I don't know. I just want to make sure I can vote on this because this isn't anything specific. This is just about So, I just have that question about change orders, the risk of delays and change orders. Yeah. And I think um so working through design bill getting a guaranteed maximum price doesn't mean that things don't happen during
180the project. You will have um either allowances or contingencies built into the project to account for those changes that might otherwise be change orders or know of other items that you can rather than increasing the cost. um I guess um switch out for those change orders, but really controlling that with allowances and contingencies. Okay. And we're working with procurement on um our both the RFQ and the RFP proposals to ensure that we are building that into how people are uh proposing a guaranteed maximum price. But you are correct. Um it is hard to think you would not have delays or change orders in a construction project. It's reality. But it's just to mitigate it and um in order to um improve the coordination and efficiencies and and the the control of those things through the
181processes we're setting forth um in in the in this type of delivery method. Well, then I would just propose that that sentence say and to mitigate the risk of delays and change orders or I think it did but yeah early and you're sorry in the it's the third whereas in the last phrase you're saying where now reads and risk of delays and change or you're saying and mitigate the the potential of risk and of of what whatever just get it in there because even reduce construction conflicts. I don't that's the part I just it seems like so set in stone like these aren't going to happen because you're doing a um a design build in instead of the bid build. Let me see if we what you're proposing is that we alter the amendment to
182alter the resolution in again third paragraph of the third whereas we'll mitigate construction conflicts, constructibility and risk of delays and change orders. Are you substituting mitigate? Yeah, just to stick the word mitigate in there just so that it's not that these because we're sending this out to the public that these things aren't going to happen is the way it kind of reads like there's not going to be a change order, there's not going to be a delay, there's not going to be this. I would just stick the word mitigate in there just to make it so that there's not a motion. Why? Okay. I think you would make it and it looks like you would make a motion on the third whereas after the and I think you're saying and will mitigate construction conflicts credibility
183and risk of delays and change orders. Is that how you want it to read? Yeah. Just so the public if if somebody's reading and people some people do right like you don't want it to say well somebody to come back and say well you read a resolution that said there weren't going to be any change orders and there aren't going to be this. So, I would just say to mitigate somewhere, stick that word mitigate in there. Miss Melnik, since this resolution is motioned and seconded on the floor, I'm going to need that to be an amendment. Okay. So, if you can make that amendment and then I can read the full sentence if you'd like. Okay. So, I just make an amendment that we insert the word mitigate for the word reduce. Correct. And the
184third whereas Okay. So I'm showing it on your paper. I know I did it there. Risk of delays. That's what I'm Is that your Well, you could do it that way. You could remain will reduce construction and to mitigate instead the and to mitigate instead of risk and to mitigate delays and change orders. You would take out risk of instead. That would be that's how you want it to read. So let's see if I can get this. It would read starting starting after schedule control there's a comma and then you would have it read and will reduce construction conflicts comma constructibility and to mitigate delays and change orders. That's fine. That's what I had written. Okay. All right. So is there a second on that um amendment? Okay. So, amendment a motion made by Miss
185Melnik, seconded by Dr. Green. And I'm I'm just going to read what you would probably write is that in to replace risk of delays with to mitigate. It's we're taking to mitigate. We're taking risk and to mitigate delays and change orders. Is that correct? To mitigate delays and change orders. Risk of delays and change orders. All right. So, I'm I'm going to read it because I want to make sure everybody knows exactly what we're voting on. It says, "Whereas the school administration has provided the schoolboard with sufficient information that the design build project delivery method is more advantageous than a competitive sealed bid construction method because it will allow early collaboration between the owner, designer, and contractor, which will result in improved coordination, efficiencies, costs, and schedule control, and will reduce construction conflicts, constructability, and
186to mitigate ate risk of delays and change orders. So that to mitigate is the new part that motion was made by Miss Melnik and seconded by Dr. Green. That is amendment. So we're going to vote on the amendment and then it will be incorporated in if it passes. Any discussion? Okay, seeing none, we're going to vote on the amendment to mitigate risk of delays and change orders. So, all you have to do is watch HTV. HTTP. Miss Melnick, how do you vote? Thank you. So, Madam Chair, we have 10 eyes and one nay. So the amendment by Miss Melnik did pass. Okay. All right. So now we are on the resolution with the amendment incorporated. Is there any further discussion on the resolution as amended? Okay. Seeing none, I call for the vote to approve
187the resolution as amended. And again that amendment is to risk to mitigate risk of delays and change orders. So madam chair we have 10 I's and one nay. So the resolution did pass as amended. Thank you. Okay we are now on to committee organization and board reports. And before I open the floor I just want to comment as our students enter into graduation and the end of the year. I want to congratulate all of our graduates on whatever chapter life has to hold for you as you're navigating that and our students. I want to wish you as you go into the summer a great restful summer break. All right, there we go. Miss Rogers. Piggy backing off of that, I also want to thank all of our staff educators for their hard work in getting
188our students to this point in the school year. End is near, my friends. And um I just want to let all of our staff know how much I appreciate all their hard work. We have an amazing group of people who are ushering these students into their next chapter. So, thank you so much. Vice Chair Williams. Yeah, I just wanted to comment. Dr. Green and I had a wonderful time at a retirement of one of our PE teachers and many of the staff, y'all were there too. And Miss Hail from Louise Luxburg has been the one and only PE teacher in that building for 50 years. 50. And and I mean everybody so many people were packed in that gym and Alvida and I were like crying passing Kleenexes and um and I went up to
189Miss Hail and I don't think I've shared this with you um Alvida but I went up to Miss Hail afterwards and I thanked her for her years of service for her dedication, her love, her kindness, and what an impact she had made. And she looked at me and she said, "What did what what special thing did I do? And that just shows how humble she is. She is. And I said, "You came every day and you have impacted not only thousands of students but several generations. But I mean the the the spirit of humbleness that that lady had was just unbelievable and everyone loved her and we celebrated her and it was just one of the highlights of my year and I'm so glad that we got to share on that. Dr. Green, so I
190couldn't pass it up." But Miss Hail, PE teacher for 50 years. 50 years. Ah, and she's just going to have adventure after adventure coming up, I'm sure, too. Thank you. Do we have close session? Yes. This is Can if you could show it to me real quick. Thank you. What is it? Where's his hand? Yeah. Okay. All right. We are going to read into close. I move that the school board recess into close session in accordance with exceptions to open meetings law set forth in code of Virginia 2.2-3711 parts A paragraph 78 and 29 is amended to deliberate on the following matters. Seven, consultation with legal counsel and briefings by staff members or consultant consultants pertaining to actual or probable litigation where such consultation or briefing in open meetings would adversely affect the negotiating or
191litigating posture of the public body. For the purposes of this subdivision, probable litigation means litigation that has been specifically threatened or on which the public body or its legal council has a reasonable basis to believe would be commenced by or against a known party. Nothing in this subdivision should be construed to permit the closure of a meeting merely because an attorney representing the public body is in attendance or is consulted on a matter. A consultation of legal counsel employed or retained by a public body regarding specific legal matters requiring the provision of legal advice by such counsel. Nothing in this subdivision shall be construed to prevent the closure of a meeting merely because a an attorney representing the public body is in attendance or is consulted on a matter. 29. Discussion of the word of
192award of public contract or involving the expenditure of public funds including interviews of biders or offerers and discussion of the terms of scope of such contract where discussion in an open session would adversely affect the bargaining positioning or negotiating strategy of the public body namely to discuss a princess and high school CIP project discussion on RFQ for owner agent design bill process b status of pending litigation or administrative cases c consultation with legal counsel regarding probable litigation and pending litigation matters Okay. Motion made by Vice Chair Williams. Is there a second? Seconded by Miss Dwire. Any discussion? Seeing none, I call for the vote to go into close session. So, Madam Chair, we have eight eyes. The motion to pass to go into close session. Whereas the school board of the city of Virginia Beach
193has convened and closed meeting on this date pursuant to an affirmative recorded vote and in accordance with the provision to the Virginia Freedom of Information Act and whereas section D-2-3712D of the code of Virginia requires a certification by the school board that such closed meeting was conducted in conformity with Virginia law. Now therefore, be it resolved that the school board of the city of Virginia Beach hereby certifies that to the best of each member's knowledge, only public business matters lawfully exempted from open meeting requirements by Virginia law or discuss in the closed meeting to which the certification applies and only such public business matters as were identified in the motion by which the closed meeting was convened or heard, discussed, or considered. Okay. Um moved by Mr. Cummings, seconded by Miss Rogers. Any discussion? Seeing
194none, I call for the vote to certify close session. I So, Madam Chair, we have 10 eyes. The motion to pass for certification of close session. Thank you. It is 9:23 p.m. and we are journed.