001Good evening. Welcome to the works schoolboard work session for Wednesday, February 4th. Miss Tanner, could you please call the role? >> Yes. Bassine >> here. the Caliro >> here. >> Martin, Pollson >> here, >> Slaughter >> present, >> Thomas >> here, >> Buffalo >> here. We're going to go ahead and get started because I can't wait to hear Dr. Paul's presentation. So, Dr. Pole, I'm going to turn it over to you. >> All right. Thank you, Madam Chair. Uh, good evening, uh, Madam Chair Buffalo, Vice Chair College, members of this school board, and members of our community, um, both present and online. Uh this afternoon I'm presenting the superintendent's proposed budget for fiscal year 2627. This proposal reflects our continued commitment to equity and excellence for all while navigating declining enrollment, the end of the
002federal pandemic relief and rising operational costs. I want to thank our budget team, executive leadership, principles, teachers, and staff who helped shape this proposal. Your dedication and input have made have been invaluable. This afternoon, I'll walk you through how this budget aligns to our strategic plan and schoolboard goals, review the budget development process, highlight enrollment and financial context, explain our FY27 funding priorities, and outline next steps for public engagement and board action. This budget proposal is grounded in our strategic plan, which focuses on student excellence, workforce resources, community, and safety and climate. Every recommendation of this budget was evaluated through that lens as well as the lens of the mission and the board goals that helped anchor this proposal. Specifically, this budget is intentionally aligned to the four core outcome goals by the adopted by
003the board, increasing third grade reading proficiency, improving reading outcomes for black students, reducing achievement gaps across student subgroups, and expanding access to advanced academic pathways culminating in advanced studies diplomas. As I move through the budget priorities this evening, I'll explicitly connect major investments back to these goals so it's clear how dollars are supporting outcomes. The FY27 budget developed development process began in the fall. Departments received guidance aligned to board goals in the strategic plan. Chiefs work with their teams to develop budgets for each division. Leadership met with the elementary and secondary principal associations, the teacher forum, the teacher senate to garner input for the budget development. Following the initial development, budget requests rely again reviewed with chiefs, principles, and teacher groups. Board members were also offered individual meetings to participate in the development process and
004to provide feedback prior to the final proposal being completed. We continue to closely monitor the governor's proposed bianial budget as it was released in released in December and will likely continue to change as it progresses through the legislators and to our newly appointed governor. This afternoon, I'm formally presenting the FY27 proposed budget in March and we will hold a public hearing at the school board and the school board will consider adoption of this proposed budget during the March business meeting. By April 1st, the board's proposal must be submitted to city council with final adoption following the city's appropriation in late spring. Beyond statu statutory requirements, we engaged principles, teachers, and board members through small groupoup discussions and forums. This input directly influenced staffing priorities, school-based supports, and our approach to right sizing. Additionally, we held
005an initial public hearing on November 12th to garner community input. The total proposed FY27 budget across all funds is $642.9 million. The general fund totals $472 million, which represents our core operating budget. School nutrition grants and capital improvement funds make up the remainder. As you will see later in this presentation, the capital improvement funds represent a budget of needs that goes beyond the typically allotted amount requested and funded by the city. Our general fund revenue is primarily driven by the Commonwealth and the city of Norphick. State funding represents about 59% or $279 million. City funding is 37.6% or 177.2 million with limited federal and other resources. Importantly, $10.2 million of this budget relies on one-time reversion and true up funding. Enrollment remains our single largest financial driver. While our total student population has declined, the
006needs of our students have increased, particularly in special education, English learner services, and social emotional supports. This mismatch creates structural pressure on our budget. This proposed budget balances three priorities. Protecting classrooms, maintaining safety and operations, and honoring our workforce while acknowledging that we cannot fund everything we know our students and staff need. The FY27 general fund totals 472 million, a 21.7 million increase over the FY26 adopted budget. However, if you recall, when compared to the revised 2026 budget that we revised in August of 460 million, the increase is only 11.95 million, much of which is absorbed by compensation benefits and inflationary costs within this proposed budget. Over the past several years, Norfick Public Schools has made significant investments using federal relief funds, particularly in early literacy, tutoring, and instructional supports directly tied to board goals
0072, three, and four. These included high doses of tutoring, instructional software, expanded literacy, professional development, and additional intervention staff. Over the five-year period, we have hired approximately 1,500 tutors, spent 53.7 million for social emotional outreaches, improved school security with 20.5 million, expanded professional development, expanded our EL services with the addition of 51 total new staff members over five years, and increased budgeting for improving services for students with disabilities to support some of our most vulnerable students across our population. Many of these invested investments produced gains, especially in early grades and among historically underserved students. However, the federal funding that supported them has ended, making it critical that we preserve the most effective strategies within our operating budget. Those one-time funds also allowed us to make several upgrades to our technology infrastructure, HVAC systems in 26
008schools and the installation of new roofs, windows, and doors at 17 of our schools. For FY27, we focused on five priorities. Employee compensation, recruitment and retention, right sizing the division, safety and facilities, and instructional and social emotional supports. These priorities respond to real challenges. Declining enrollment, teacher shortages, aging facilities, ongoing learning gaps, and increasing mental health needs among students. This budget increases the starting salary to $61,289 for new teachers and provides a 2% step in COLA or cost of living adjustment for for all teachers, administrators, classified and and part-time staff. Compensation remains essential to retaining staff in a competitive labor labor market. The proposal also makes necessary adjustments for the change in schoolboard salaries. It's to begin in January of 2027. Although there has not been an increase to NPS employees health insurance premium since
009FY2023. Based on current information, there's an expectation of a modest increase beginning in January of 2027 that's currently not able to be met within the current budget proposal. So, I'd like to again mention that the the continued rise in healthc care coverage across the nation and seen in other divisions across the region is going to start hitting Norfick public schools. Again, there has not been an increase to NPS employees since FY23. However, based on current information, there is an expectation of a modest increase beginning in January 2027 that is currently not able to be met within the proposed budget. As we work with the consortium to finalize, excuse me, the rate for 2027, we will keep all employees updated on any potential increases with final amounts being communicated prior to contracts being released this year.
010Overall, $388 million or 82.2% of the operating budget is dedicated to salaries and benefits. This underscores that our budget is fundamentally about people with a continued focus on employee recruitment and retention. This directly supports board goals two, three, and four because sustained improvements in literacy and achievement gaps require stable, highly effective and fully licensed teachers, especially in early grades and in high need schools. We continue se uh we continue seven recruitment incentive programs including bonuses for new teachers, returning teachers and internal pathways from classified roles to become teachers. These incentives are targeted to reduce vacancies, limit instructional disruption and retain strong teachers in literacy. Recommended allocation for this is $588,000. We also continue stipens for PBIS, wellness champions, class coverage, and plan to provide a continuity of excellence bonus for teachers impacted by school closures.
011These stipens recognize additional work and support stability during the transitions that we'll face in the upcoming years with the closure and consolidation plan. Additional investments include recruitment advertising, the continuation of our tuition reimbursement program with an emphasis on dual enrollment certification support. And these strategies strengthen our long-term workforce pipeline and support again board goals two, three, four, and five. As we're aware, right sizing and not simp is not simply a facilities decision. It is focused on improving student achievement by improving how the division utilizes resources which is tied to board goals 2, three, and four. Operating underutilized buildings diverts resources away from instruction, from intervention, and from academic supports. By right-sizing our footprint, we are intentionally redirecting dollars towards early literacy, special education services, tutoring, transportation, and school-based staffing supports that most directly influence reading
012and math proficiency and address achievement gaps. This proposed budget reprograms funding from following the board approved plan that includes the repurposing of one school and the closure of two addition schools during 27. In FY27, phase one includes repurposing Ocean Air Elementary to become an early childhood center and closing Norview Elementary and Willoughby Early Childhood Center with careful transition planning for students and staff. This would begin the consolidation's efforts and remove the additional cost of maintaining the two schools that were closing. The estimated savings of $1.7 million from phase one of the consolidation plan are strategically reinvested in ways that advanced board goals. Five additional bus drivers to ensure consistent attendance and access to instruction directly affecting goal four. Three additional security officers to be placed in elementary schools to maintain safe learning environments that support
013student focus and engagement. three additional behavior specialists and one additional social worker and special education contract services that reduce barriers to learning which directly affects goals three and four. School furniture and classroom readiness investments that support effective instruction particularly in our early grades which is goal two. And as an additional note with the continued growth of the percentage of our population of students with disabilities point this out because even though we have a declining student population the students with disabilities have gone from 11.4% 4% of our population in school year 21 to 17.7% of our population in SY26. So you see there are ample needs for the funding that we're we're asking for in this proposed budget. There's a need to continue to increase our special education funding. As noted within the consolidation timeline presented
014to the board in December, we will work with all schools in phase two plans beginning in April of this school year to finalize their timelines to prepare for ch transitions in SY28. This includes community meetings, public hearings, and a board vote on redistricting for the next phase of the plan already planning four. Although there have been multiple requests to have security assistance in all elementary schools, the current budget proposal cannot support that funding. However, this proposal maintains recent security investments and adds three elementary level security officers to begin the process of adding security officers to all of our schools. This proposal also continues investments in cameras, access control, and building maintenance. This priority is directly aligned to board goals 2, three, four, and five. We continue investments in high doses tutoring with a continued partnership
015with university instructors to accelerate student achievement. The international welcome center in earn in English learner supports to ensure equitable access to grade level instruction for all students. Mckin Vento transportation to maintain school stability for students experiencing homelessness. Equity and excellence learning centers that provide wraparound academic and social emotional supports and targeted schools. Each of these investments is designed to close gaps, improve literacy outcomes, and expand access to advanced academic pathways. Some new instructional incent investments for FY27 are explicitly tied to board goals. Additional behavior specialist and a social worker to reduce instructional disruption and increase time on task with goals three and four. Expanded special education contract services to ensure students receive mandated supports necessary for academic progress. Goals two, three, and four. Additional preschool staffing to strengthen early learning foundations that feed directly into
016third grade literacy outcomes. Our goal too, additional bus drivers to ensure students are transported on time for the start of the instructional day and the start of a centrally managed school furniture budget to ensure classrooms are instruction ready across the division. And that was a direct reflection from input from our principles about the need for classroom furniture. To balance the budget, there was a need to make difficult decisions on reductions. This includes the elimination of one chief position at the central office, reducing certain operating accounts across central administration budgets. I want to repeat that. Reducing certain operation budgets accounts across central admin administration accounts. Delaying the document digit digit digitization pro project and phasing out the Ignite pilot program at Lynenwood Elementary School. Due to the school closures, 18 non-instructional positions are being eliminated. Importantly,
017no employees will be laid off as a result of this consolidation. As we've stated before, all impacted staff will be reassigned through vacancies and attrition. Other positions such as the reading and math specialists and the gifted resource teacher positions are being retained in the budget to create opportunities to increase supports at schools with the highest needs, which again board goals two, three, and four. In total, the proposed FY27 budget fund is two $472 million, an increase of 11.95 million over the FY26 budget. Even with these investments, there are unmet needs that would further accelerate progress toward bold goals if resources were available. These include larger raises for teacher assistants, more substantial raises for teachers, and retention bonuses for current staff to stabilize the instructional workforce in literacy critical areas. Adding security officers at each elementary
018school, adding pair professionals in all kindergarten classrooms to support early literacy. Goal two, expanded tutoring and mental health staffing to further close achievement gaps. Goal three and four, increase dual enrollment support to expand access to advanced coursework and improve advanced studies diploma attainment. Goal five, additional social workers and a larger budget for school furniture. These needs remain central to support our teachers and students and should guide future budget recommendations with an overview of the proposed budget by category on this slide. Salaries and benefits dominate expenditures with 82% of the proposed budget followed by other operating costs and technology with remaining 18%. This reflects a people centered budget. Additionally, over 71% of the general fund spending in the proposed budget supports instructional programs. This demonstrates our commitment to protecting classrooms. With operations and maintenance holding 11.6%
0196% of the budget. Administration, attendance, and health with 6.2%, technology, and pupil transportation each having 4.3% and facilities with 1.8% of the budget. The budget is balanced through state, city, and one-time funds that include reversion funds and true-up funds. As seen on this slide, there were increases in state, city, and reversion funds with declines in federal and other local and miscellaneous funds. the total increase of $1.9 million, which was utilized mainly for salaries and benefits with a minimal amount spread across other budgetary items. One-time funds of just over $10 million are being requested in this budget to be utilized to offer continued student support with extensive tutoring that includes early literacy instruction that supports board bold board goals 2, three, and four instructional software and behavior supports which all are critical services that we're working
020to sustain within the local budget as we continue budget processes through the future. This slide shows a variety of examples for salary adjustments within the proposed budget. As seen in the chart in the upper right hand side, every example shows the proposed budget increases employees employee pay more than compared to just the step adjustment. So the 2% raise is higher than just the the natural step. Additionally, teachers at the top of the scale are included in the 2% increase. As I wrap up the proposed budget, I will finish with the request for capital improvement funds. Traditionally, the city provides Norfick public schools with $1 million for bus replacements and $3 million for deferred maintenance. Although we're appreciative of funding provided by the city, the amount of CIP funding leaves our facilities needing additional improvements each
021year. Therefore, we're requesting an increase of deferred maintenance to $17 million and an increase of debt service from the anticipated 65.5 million for the Mory High School project to a total of 76.5 million. The requested amount would allow for us to continue with the Mory High School project, add a natatorium to the Mory High School project, continue with the bus replacements, add HVAC replacements to five schools, and renovate the pool at Camp Young that is currently unusable. These projects reflect our commitment to safe, functional, and modern learning environments. As seen on this slide, NPS's dedicated funds to this year funds this current school year to support roof replacements, door replacements, the addition of security vestibules, electrical upgrades, turf fields, and the start of the rebuilding of Mory High School. Our next steps include the public
022hearing on March 4th, a board vote on March 18th, and then city council consideration, and then the final adoption later this spring following the city council's final appropriations. I believe this is a disciplined student- centered budget developed under real constraints that continues to support the division's strategic plan and the board's goals to ensure we're focusing on the needs of all of our students. I would again like to thank the multitude of people that were involved in the process of developing this budget. And prior to moving to the question and answer portion, I'd like to ask Miss Skinner, our executive director of budget and her team to please stand and be recognized for their hard work and dedication with assisting with this budget proposal. >> Thank you. >> And finally, um I appreciate the board's partnership
023and welcome questions and discussion at this time. So before um we open up I know this is um we're going to have questions beyond today, right? So um we'll we'll have some questions and then we're going to create a process where if you have any additional questions, we're going to consolidate those questions for Dr. Paul and um give those to him so he can respond to those at a later time because we'll be here all night if we giving him questions. But I do want to open up for immediate questions from board members. So we can start uh with Mi Miss D. Caligerro and just work our way around that way. Okay. >> It was okay. >> Okay. Then we can start with Conor Pollson if you have any. I'm sure it hasn't been included
024in this, but the city council just had a >> and there was some discussion on budgets and future allocations. I hopefully that will be u emphasized and brought to us because I'm not sure I I uh haven't reviewed that process of what they did and what they said, but I'm sure that there's something that will help us in there. and and uh Colonel Pollson there is a meeting scheduled currently with the city manager myself on Monday of next week to discuss yeah discuss that. >> All right. Thank you. >> All right, Miss Bing. >> Thank you. Thank you Dr. Paul and team for the the work the thorough presentation of the um your proposed budget for this year. And just for my colleagues, just so um everyone's knows what it is, you know, we had
025our one-on-one um and I appreciate the opportunity to share uh thoughts around the budget development. And with that, you know, my my push as has always been has been around centering the budget in alignment with the goals um and how we're going to accomplish the goals that we have set. the four the four outcome goals also while honoring the non-negotiables that we've put in place. So, and I appreciate the connections that have been made in this budget related to those goals and um and non-negotiables. Uh there's, you know, there are areas that I still have questions around in terms of not just tying it to those goals, but how are we going to really advance outcomes like advance progress towards those goals and that is something that I am still unclear on, but I hope
026through further conversations and dialogue that that will become clear to me. One area that um I spoke about with Dr. poll was, you know, a strategy that came up in progress monitoring monitoring um was around the highdosese tutoring which Dr. Paul has um included in this budget. The question around the 6.5 million is is that a decrease from what we've been spending and if it is what impact that will have on accomplishing the goals around literacy. And so if you could speak to that a little more, I'd like to hear. Um, >> so the the total tutoring budget is is 8.5 million. Um, two of that million is for our early literacy program to continue. That's that's strong and in effect and we don't want to touch that at all. The 6.5 million um that
027is what we used with uh university instructors at this year. That's what we contracted with. We're not fully through the year, so I'm not sure where our final expenses will be on that. However, it does reduce some. We we did contract with another company that was an online only platform, not a face-to-face that covered different high school courses. It wasn't tutor.com, but it there was another one. Um and and I don't have the final dollar amount of where we are right now with that, but there is a decrease with that that we may have to balance out. um because that seemed what I what I felt like I was hearing through our progress monitoring sessions was the um >> the impact that that was act what was what where we were seeing the greatest impact
028>> and the UI the UI is where absolutely we are because that's face toface small group or one-on-one so we we didn't touch that >> we weren't able to increase it so you saw it on the list still of what we need but we did leave that level where we had a fear at one point we might have to decrease that >> right and leaving it level is a concern because it has been so um impactful. And so one of the things that I continue to advocate for is a way of reducing in other areas where we haven't seen that kind of impact to put more investment in those face-to-face instructional strategies that you have found to be beneficial especially and I say that especially for and I appreciate you talking about our um needs
029with special education and I say that because I see the additional funds there, the 400,000 um I think but you know in the monthly financial reports we've seen like 1.6 six million, you know, of additional. So my question is still, are we still allocating what we need? >> So remember some of that when we're over spent in the contract services is that we've had to hire teachers we haven't been able to hire. So we still have that funding in the staffing funds, okay, >> to be able to cover that difference. But our goal is it'd be better if we can hire our teachers and hire the the the specialists we need to support our students with disability. It it it's better for our students. It's also more affordable. So the funding is still there. It's
030just in a different category. So you'll see transfers as we go through the year once we get closer to a need to transfer for those to cover them. So there they are still there. And as far as the UI tutors, another thing to recall is even as we leave that level right now, as we consolidate schools, it will actually increase the number of tutors per school because we'll be able to move around tutors that are there. And I know per student it's still about the same, but with a declining student enrollment, it it does increase because we're keeping that level. So we're able to to reposition tutors around to higher need. So for instance at in at Ocean Air in Norview I think one has two UI tutors, one has three UI tutors. So those
031five tutors, you know, some may follow the students, but a couple may be able to go to schools with higher needs. So that's also part of the thought process when we're consolidating and keeping certain things level like the staffing for reading specialists, math specialists, GRTs, being able to use those positions and those funds to be able to accelerate those areas of higher need. >> Okay. And connecting connecting my comments to the redistricting consolidation process. So and I guess that was an area that you know and I like how you broke it down in the budget book. Um but for me the concern is also around the equity and and the uh level up opportunities for our students because as you know with a majority of the schools that we're consolidating and moving we're moving offtrack
032schools to offtrack schools and and the supports there to me and I I hear what you're saying about you know putting them together in that building but it's do we do we have the right supports? Do we need more supports? What do we need to do? Because we know that whenever we make these kinds of changes, not we, but in general in the research shows that you do see a decline in academic performance when you that's just part of you know what we can anticipate. So in that anticipation of that in anticipation of that what additional supports like how do we increase the supports there? And that's what I'd like to see us, you know, um, put investment around um, around that. So, >> and that's where you'll see with the positions that we've held
033the, you know, we'll be able to overstaff in areas where we need it by following the data. Um, uh, additionally, we we actually had a a meeting with all the principles involved with phase one consolidations today to talk about staffing and just, you know, all of all of the questions they have right now. Um, and one of the one of the points that came up is, you know, one of the one of the principles feels, you know, next year she's she's really excited because she feels like she's going to have fully certified staff next year. Um, because, you know, she might be running classes right now of 13 14 in certain grade levels that next year will be at 2022. So, there will be a little bit less staffing, but she she truly believes next
034year will be the first year in a long time she'll have a full fully certified staff. And I think that's what we'll see more of within the consolidation process, which as we all know, the research says if you have a fully certified trained teacher in front of students, you're going to get the best results. So then add that with the supports we already have in place and it's going to be even stronger. So I think through this process, all of that coming together is is what's really going to be the win solution for our students. >> Dr. And I'm gonna I have a few other questions, but I'm going to ask one more and then I'm going to let others go and then if we have a time back. Um, so you talked about staffing
035at the schools. Um, and I think you call it continuity of excellence >> pipens. And I know we have this whole bonus structure >> in place, but what is still seems unclear to me is the schools that we know where we have, you know, I'm going to keep bringing this up, the um higher teacher vacancy rates, which are not part of our school consolidation plans, but still have seen those really high teacher vacancy rates where we we need certified teachers in those classrooms as well as soon as possible. like yesterday. Um, how are we what I don't see is the strategic incentivize incentivization of staffing at those schools like where that is going to be how are we doing that? >> So, um, I had a very late aha moment and I'll admit that I
036had it today when I was in the principal's meeting. Um, one of the things that we've done with the continuity of excellence stipen for teachers being displaced connected to them moving to a school where their students are moving. However, we've budgeted enough and I'll confirm with uh with on this before she throws something at me. Um, but we have budgeted enough for all of the teachers to be in that. However, we know all the teachers won't be able to move to a school where their students are moving to. So my thought today was to use the remaining funds to say if you go to a school struggling with staffing to do the same bonus for those >> okay >> help with that. >> Okay. And that was going to be something I was going to
037advocate around and I think a comment that was made at last week's one of the community meetings. I thought that was um I thought that was a great comment about you know the unintended consequence. you know, I I thought there were good points were raised around that. So, I appreciate I appreciate that. So, I'm going to defer the rest of mine and let my colleagues go and um >> um and the questions I had you answered, but then Miss Bazine also answered them. So, I'm good for now. Thank you though. Thank you for the work that you all did because those numbers like I feel like I need Tylenol right now. >> It's a lot of work, >> Miss Ash. >> I'm good. >> Glad you're not I don't have many questions. Okay. not around
038technology young people at technology. >> Miss Chandler with this time. Okay, Miss Thomas. >> No question. >> Well, Dr. Martin, >> I was really me I um agree with Tanya on what she was saying. We really need to focus on incentivizing so that we have certified teachers in the classrooms that aren't currently um there. kind of things. We have to get that done. >> I just have a comment. Um, I'll defer on questions, but am I looking around at other board uh meetings? We're not the Would this put us You said this put us the top of the um starting >> It'll put us I think it's second place. I think Portsouth is higher than us. >> Yeah, I think Portsouth is higher all across the board now. They're they're at the top all the
039way across. >> I will say to that vein though, another division did a presentation and they had us incorrectly slated at the top and I've let that division know that the data they showed was incorrect. That even when we get to the higher paid salaries, we're we're top three in the higher paid right now. >> We have a strong compensation scale already and our goal is is to keep it strong, right? Um, and then you know on compensation also I know our governor has gone on record saying that one of her goals is to bring our average our teacher salary up to national average which would be 5.8% per year over three years. Um, so we're we're expecting there could be possible changes in the future too. >> Well, like I said before, board members,
040we'll um have a process. If you have any additional questions, we're going to consolidate them and get them to Dr. Pole for um answers. Okay. that works for everyone? >> Yes. No. Okay. Maybe. All right. >> Madam Chair, when would you like those questions submitted? And >> um tomorrow I uh well, I'll have a um um Google Doc for you all to put them in ready for tomorrow. You can start loading them up. And Dr. Paul, I'll include you in that so you can see them as they're coming in. >> That okay with everyone? you. >> Yes. Thank you. >> Then everyone can see so there won't be any duplicates of that nature. Okay. All right. >> Okay. Well, thank you for that. We're going to move on to 3.01 school improvement grant applications. >>
041All right. Thank you. And as uh Miss McGarity's coming up to talk walk through these with you guys. I want to emphasize this is a new process from the VDOE this year. Um we've had SIG funds school improvement grant. You've heard SIG funds that statement before. We've had SIG funds for many years. Um, and this is the first year where the the VDOE has said that the for our CSI schools that the board has to see the the grants that we have to present them to the board. There's no voting required on them. So, after tonight, the CSI schools will submit those um those applications to the the VDOE. Um, applications are due this Friday. However, we've consulted with the VDOE because of the timeline that we had for the TSI schools. the board does
042need to approve the applications for those. If following this presentation um this afternoon or questions and answers, if the board is comfortable approving those TSI, we can move quicker with those. If not, we'll have it on the consent agenda for the 18th or discussion uh decision agenda for the 18th for the business meeting. However, just as a reminder that the sooner we have these filed, the sooner we get the funding and as with all federal funds this year, everything has been delayed for us getting it. However, the spending deadline is not delayed. So, you know, no matter what, whenever we get these, this this cut off date is September 30th, whether we get them March 1st, April 1st, or May 1st. Um, so that there is a a sense of urgency to these applications. Thank
043you. and Miss McGary, take it away. >> Okay, thank you. Um, there are a lot of just to orient you real quick to documents. There are a lot of documents attached. Um, we're going to kind of hang in the overview section, but really a lot of me talking unfortunately um to you guys about what's going on and then we can pop around if we need to look at different things. So, good evening, Chair Moore Buffalo, Vice Chair to Caligerro, board members, Dr. pull in those joining here and at home. Myself and Jerry Smith, Miss Smith, wave. So, we have the pleasure of supporting the school through the SIG process at this time. And this afternoon, we're going to talk about VDA school improvement application process for the school improvement grant, which we also call the
044SIG grant. Um, for funding for our federally identified schools. As a quick review, um the schools that we currently have that are federally identified are five continuing comprehensive support and improvement schools, which we also call CSI schools. Those are Chesterfield Elementary, Jay Cox Elementary, Lake Taylor School, Richard Bowling Elementary, and Ruffner School. We also have two newly identified comprehensive support and improvement schools, which are also called CSI schools, which are PB Young Elementary and Coleman Place Elementary. And finally, we have nine targeted support and improvement schools, which are our TSI schools. They're Bay View Elementary, Graanby Elementary, Engleside, James Monroe, Norview Elementary, Sherwood Forest, Southside STEM Academy at Campastella, Tanner Creek Elementary, and Willard Elementary. As a reminder, the TSI schools are all identified for the student group students with disabilities with Bay View also
045being identified for English learners and Norview Elementary for um Hispanic students as well. We're bringing this to you as Dr. Paul mentioned with a pretty quick turnaround time. Typically, we receive all information in the fall for federal identifications and SIP SIG application requirements soon follow. Generally, there is more time for review and completion of the requirements. However, this year we received them um the second week of January with an original due date as Dr. Paul mentioned of February 6 um with to VDOE which is this coming Friday. VDOE has given us an extension based on our schoolboard meeting schedule to allow for the review and the approval process to play out. Once information was received from VDOE, we immediately trained the principles. We met with them the day after everybody jumped in um and held
046full and partial day work sessions to complete the SIG requirements so that we could review the items with you all tonight. We were very appreciative of the principles and their leadership teams. They all jumped in and got the work done. CSI schools were required to complete a school needs assessment, a multi-year school plan, which is a three-year plan, and the SIG application. Newly CSI schools will complete all of the listed requirements um except the application during their initial planning year. TSI schools only were required to complete the SIG application. The reason we were all of those pieces, but we were able to turn this around pretty quickly is that understanding that schools must plan in a targeted manner, Dr. Poll and the executive directors for schools mandated that all schools complete a school needs assessment
047and a comprehensive school improvement plan, which is the CSSP. this past summer. So for the going into the 25 and 26 school year, since these steps were already completed, VDE allowed us to use the needs assessment and TSI schools to continue to work from their CSSPs. TSI schools did did need to complete the multi-year plan, but were able to quickly convert from the CSSP to the MSSP just by benchmarking out to from one year, which the CSSP is one year to three years. You'll notice on the agenda item that there are MSSPS attached for each of our CSR CSI schools for your review. The MSSPS are very similar to the CSSPS. Differences are things like three-year goals versus one-year goals. Action steps are three-year plans versus the one-year plan on the SCSSP. The areas are
048not specific domains on the MSSPS, but they reflect each indicator of the SPSF. The foundation of the plans are similar because they both require goal setting, action steps, intended outcomes, and EBIs. CSI schools are required to have four EBIS, and we're going to talk about what EBIS are in a second. Um, with and having at least one of them being a tier level tier one of evidence and TSI schools are required to have two, one of which has to be tier one evidence. Really, the goals in the EBIS are the meat and potatoes of the plan. So, first let's talk about what EBIs are for a minute, though. EBIs basically are evidence-based interventions that are teaching practices or programs that have clear consistent proof that they work, which is shown through multiple highquality studies and
049real world results with students. These practices have been tried, measured, and shown to improve learning outcomes. EBIs are a bit different than research-based interventions, and the two should not be confused. Federally identified schools are required to use evidence-based interventions or the EBIS versus researchbased by ESSA, especially if funding is being used for the EBIS. Um the what works clearing house and or evidence for ESSA websites are what were used by the schools to review EBIs and um select what may work for their population. any EBIs implemented in Norfick schools are also vetted by the associated departments to ensure appropriate implementation um and that those EBIs aren't going to negate something else that's already going on. So for example, reading EBIS are all vetted by the English department um math by the math department. an overarching
050statement about the EBIS um for the CSI schools and TSI schools support plans and application are there are four um I've put at the bottom of this overview document there are multiple um EBIS where we typically are finding they are the most used EBIS however the first four are the two that are going to be reading and then two that are math and you will find those on all of our elementary and middle schools. So those are all vetted by our English department, our math department, and they are going to be replicated on every single CSSP as well as the new MSSPs as well. One of the one of the changes by VDOE uh to the SIG application process is that the applications and any required documents must be presented to local school boards prior
051to submitting to VDOE for funding approval and dispersement for CSI schools. Once the applications are reviewed, we're able to submit to VDOE for their final process and approval from there. For TSI schools, the schoolboard must approve before we submit to the VDOE. The funding amounts being applied for are $165,500 for CSI schools. Um, which must be spent by September 2027. So, that is because they are on that they the CSI is a three-year cycle. Um, they have pushed that out. It's still not three years. It's about a year and a few months where the money has to be encumbered and the T and 45,100 for TSI schools which must be spent by September 2026. So please keep in mind this is essentially only seven months including the summer months. So it is pretty it's tight.
052Again, had we received this from the state back in the fall, we'd be you know we'd have the full year and that kind of thing. But um we really did work with the principles as we were thinking through things that with this kind of stop, drop and roll of this like what does that look like and what are those things? Um and in the midst of all the budget work, we have met with budget. Miss Buru is over here who helps us um a lot to kind of figure out how can we move these things along so things that are needed um can happen quickly. So um in addition to the MSSPs and SIG overview D document, you'll also find attached um there should be three applications that have been prepared for VDOE. They are
053in PDF format because we were having to fight with it for multiple days to get it to go anywhere. But um those applications are there, but they are really information moved from the MSSP or CSSP over to the application um for continuing CSI schools. And if we are on the overview document beginning on page one, the MSSP three-year goals in each area are listed as well as the types of budget items that are needed to implement the work of the EBIS. The EBIS are on the actual MSSP document um and application for review as well for newly CSI schools which begins on the overview document around page 13. The planning year activities required by VDOE and any division level requirements are included as well as the budget items to support planning and current EBI work
054for TSI schools which begin around page 14. The EBIS listed on the SIG application as well as the types of budget items needed to implement um the work of the EBIS. as a big general overview statement. A lot there's lots of little things also that are in the budget piece. But with the budget examples that are being requested are really additional tutors. So you're talking about that high dosage tutoring earlier. So really looking at tutors. We've even talked to um it's not the only thing but e we've even talked to UI where because all of our TSI schools are identified for students with disabilities even I had the being a former special ed teacher we talked about hey like I need people who are not certified but have some kind of training or background on
055how do we look at this differently um they have learning gaps and some of it is due to disability we need to look at how we're also tutoring a little different so they um agreed that they'd be able to honor that. Um we just need to let them know which schools things are also teacher pay for remediation programs. We have some wanting to do Saturday programs um some after school professional development for teachers. So because we do have such a novice staff across the division um especially and it and not really any more focused on this but this is a perfect opportunity to get more training for the teachers um and special ed teachers. So again, um an area if they're associate or if they're provisional, you know, they're early on in their um in
056school for that. So it's a this is that perfect opportunity. And with the collaborative teams for students, some are also looking most are looking at doing also like power planning sessions. So they are able to do really dig into their data and things like that. So they would be paying people to stay whether it be after or other times. So they're not doing that while students are there at school and they're able to do this at a separate time. Um but really have the time to dig in and work through um notice there are goals in ELA which is reading and writing on all on all of them. Um math, science, and chron chronic absenteeism. Some of them are going to also have history and maybe a couple other areas but generally speaking those are
057the areas that you're going to find their elementaryaries were really weighted on that elementary side. Um so with that piece of it, those are really the areas of the SPSF. Um these are all areas that require improvement for their outcomes. Um so just as some examples of EBIs, so on the elementaryaries, what you'll see and really the K8s also or 38s is that for ELA for the reading area is that there might be two EBIs listed. you're going to find a K3 EBI. You're going to find and it says 49, but really for elementary it's going to be 45. If it's K8, it's going to be 48. Um, and that kind of thing. So, they're even getting down very specifically to what is needed for the different students um at their grade levels. And some
058are also intervention based. Some of them are, like we've talked about before with the tier one instruction, really kind of improving that so that the first thing the kids hear is the good instruction. Um, those are also linked. Again, in that last page, there are those links. Those are just the most frequently used. The reading and math are pretty much going to be stable. It's those other areas that there are just some different things for different schools. So, and then through this overview document, you're going to find that same pattern. And so really the overview document was to make it as easy as possible for you all to kind of work through what is the meat and the potatoes of the CSSPs, the MSSPS and um what's on the application. And so in addition to
059all of this, a monitoring process of the CSSPs and now the MSSPS by the division of all schools is required. This work has been in place in Norphick for a couple years, but was redesigned recently around the SPSF um beginning at the beginning of this school year. The division monitoring meetings are called the ASM meetings or the accountability support meetings at each school. All federally identified schools meet more often than the nonidentified schools. student data out. They review student data outcomes, staff EBI implementation data maybe from walkthroughs and many other relevant data points are reviewed as well as a discussion of any unique needs of the school. In attendance at the ASM meetings is school leadership, division level staff from multiple departments and really based off of what the CSSP and MSSP um needs are
060there. Uh this is a process that continues regardless of funding outcomes since it is what's best for the improvement of students student outcomes at our neediest schools. Um once we're able to move forward, we'll submit the applications and additional required documents to VDOE for their final review ensuring funding is awarded to the schools as soon as possible. And at that I will say thank you and I can now address any questions. >> I'll start. So, what I'm hearing is that the CSI applications with which expire September 2027. >> Yes. >> Those are the ones that the board do not have to approve. >> You don't have to approve. Correct. >> The board has to approve the TSI applications which we got late. Normally get them in the fall, but we just received them and they
061expire September 2026. >> Yes. >> These funds can also be used during summer school. >> Yes. So we're going to have a robust that we can >> it is it is common for our for our SIG grants to be used over the summer practice that we >> Yes. So sometimes you'll see a double summer school shift or sometimes you'll see extended learning activities for students and development for teachers as well as curriculum and content planning as well. Um, so it's not uncommon for them to freeze over the summer, but you know, we, you know, this is our opportunity, like we were talking earlier with the budget stuff, to be able to bring in additional tutors to these schools as well to finish out the year even stronger. >> Yeah. Because I don't want to give
062any money back. >> Neither do we, >> right? Not a penny. >> And what to add to that, we've also um one of the TSI schools is Norview Elementary, which is closing. But what we've done is that the two schools that the students are going to, they work together. So the money won't follow them but they are working so that the EBIs they are all using are the same and the way they're implementing is similar or the same so that when the when it goes with the kids the stuff or the understandings of what's happening is going with the kids to the same thing. So there's they're landing on the other end. So all three schools were there. they all work together during the work session and really kind of plan that piece out which
063was we found to be you know super helpful because we don't want to give money back we don't want to not take money they're offering us that especially if it's something that we can help and same thing PB Young even though it's further out they are a CSI schools but we really talked about those things as the kids are transitioning and those kinds of things to look at it that way as well >> and so Dr. What I'm hearing is that you're you're you're asking the board to approve the I'm trying to get all these acronyms. >> I know, right? >> Education. Got a whole lot of acronyms. Okay. So, TSI um you're asking for the board to approve it tonight or the business meeting if we need more time. >> Correct. If you're comfortable,
064tonight would be most ideal because that would speed us up by two and a half weeks pretty much. If not, then the business meeting we we have permission from the VDOE to submit by the 20th, which would follow the business meeting. >> Okay. >> What is the acronym? >> Um, I wrote it down. Target support and improvement schools >> and then the other's comprehensive >> and the other's comprehensive >> about 15 of them. >> Yeah. >> Miss Bassine. No, we were we were we were laughing at the number of acronyms and I'm even a special ed person and I was and we talk in acronyms >> and I kept losing I was like which one is that? Like wait a minute. >> Yeah, it is. >> I think she might have might have been really
065helpful. >> Yes. >> Yeah. Um but I do have some some real questions. Um, so I appreciate the summary document that that you provided because um with the goals and uh the breakdown of what the focus is uh going to be on. So you have the overarching goals there that are smart goals and then each school has their goal but the goals seem more general. I mean do they have their own smart goals? So they have I mean these are their goals their smart goals and this is what we talk about when we go in for the ASM meetings. Um some of them will have also it might be in the intended outcomes. It's that is a mini smart goal that is about the smaller pieces. It might be about um a particular student group.
066It might be about um there and there's staff and student pieces. So kind of what are those intended outcomes that are letting you know things are moving forward. Um, a lot of those are around. So, over the summer, um, because we really were doing just a lot of transfer work and expanding down the road. When we did this over the summer at SLI, it was one of those things like I brought data and we with all the schools to really get targeted in those areas so that it's like because CSI really is about the overall school. However, there are still specific student groups that are going to need supports and maybe more so than another. So we've those are kind of maybe show up in those little outcome areas um versus the big overarching goal
067and they looked at it in a couple different ways. They looked at it by student group but we looked at it like we did in state of the schools where it was by the performance level. So all of that data they had to kind of work through. So you might see some that are about moving kids up the pro performance continuum because then it's kind of a twofur. We're getting growth movement and we're also getting performance level movement >> in things. So all of the schools like the needs assessment piece of it has already taken place. Yes. Okay. >> And um so and then the funding sources for all the strategies that you have listed out is coming from our operating budget or are these additional funds that will come as some of them are
068coming from the operating some are coming from title one. Okay. So, we'll see that. And really what it is is that if SIG doesn't pay for it, then these are those are the fallbacks or until because right now even though they've been identified and if they were continuously identified, they're still kind of out of the funding from the previous year. >> Okay. So, so these strategies are secured is what >> meaning secured to be paid for? >> Yes. >> Okay. I mean I unless one of them says SIG solely which most of them and again we were doing a lot really fast and I could have missed something but most of them have more than one funding source. Okay. >> So that >> right >> there's the backup >> and my concern or question is
069really around if one of those funding sources does not materialize for whatever reason what's the impact of that and how do we proactively plan for >> so my um my understanding is that these are based off their CSSPs which were developed over the summer and into the into the fall. So funding is in place for those. This the SIG funding is to offer additional supports. So what they had already planned is already funded, but the these help expand that like expanding the tutoring, expanding the professional development, expanding the the Saturday sessions for students with the SIG funds. If we don't get the SIG funds, then those won't happen. Generally, if the application's approved, the VDOE will it it it's a it's a smooth transfer of funding and and in the past, we've received the SIG
070funds that we've applied for. There there have been very few bumps in the road to it. So it it's really a matter of just you know because we've been very comprehensive on our applications you know with smart goals showing exactly what we're doing strategies using the evidence-based you know interventions everything else that we're required to use because that's what we should be using. So you know and when when you know Miss McGarity has been pretty graceful about it but but literally she shut down shop for like a week to work with principles and make sure that this is focused how it needs to be for our students. So generally once these are submitted and we get the funds we're able to move forward with it. So this just helps expand what we're doing at those
071schools at our at our highest need schools honestly. >> Okay. Okay. I just want to >> be sure that that's all secured. And then the individual school plans that you have that we have posted here. >> Um so those are already complete like if we vote on them. So those are the MSSPS which is what the CSI schools I know lots of letters. the comprehensive schools had to do. >> Okay, >> I'm going to try and stop myself from letter dogging, >> but the vote part is the TSI part. We have to review all the CSI pieces which are the MSSPS >> and the >> the school documents that are there individually. >> Okay, >> those documents we just is a review. So that's kind of where part of this is. Okay, >> those have
072to be reviewed along with that CSI application is just a review with you guys. >> Okay, >> the >> targeted schools, they're they're functioning off of their CSPs, which are on their school websites. >> Okay, >> those are the ones we did over the summer and are one-year plans. >> Okay, got it. >> And then so what you're vote what you would be voting on is the application which has each school at the bottom for the TSI schools. Okay, I know another I'm >> Got it. No, I got that >> and those are the EBI part and all the EBIS are pulled from I pull I sat up one night and that's what I did till all night. I was like I'm getting this done. So for the schools so we pulled those over. So
073we were able to also kind of review them as we were pulling them because I didn't want to just pull them blindly. Um so that's what the vote is for is for the targeted schools. >> Targeted and not Okay. And if the board recalls, this year we also implemented a more strategic development of our continuous school support plans, the CSSPs, where we actually started that before the end of the school year, rolled it into the summer leadership institute, and then had um due dates throughout the summer with conversations, reflections, and feedback back and forth until the final due date. So, we were way ahead of the game of where we had been in the past with that. So, these are strong, strongly built CSSPs for each of our schools that we're relying on at this
074point. they really are working documents. So as they go through like the action steps are already in play because it's been in been in place since we've come into the school year. So any of those act and it really is like I said a working document where if something okay that's not working and something seems off they change it right and then kind of repost. So it is always >> a moving document in that way because if everything you know we say we're working towards this and that is happening like we need to move on to the next priority kind of thing or whatever or an EBI is not working or a a pro like a a program we've put in place doesn't seem to be moving the needle we need to try something different
075so they can they can adjust as they go and that's really what's discussed at those ASM meetings as well as with principles EDS and the leadership ship teams. It's just kind of the cyclical event. >> You are we still using? >> We So some schools with title one can use independently and outside of the instructional day, but as a division as a division, we don't use it. It's only used in some title one schools. >> Okay. And very few correct. Yeah. So some of them are kind of designing remediation programs with that. Um and that's not the only thing but it's part of that process how they would >> I just was confused about that. >> Correct. >> Yes. No. And we had when we were doing all the work sessions we CNI was there
076all the areas um learning support title one. So we really were trying to you know bat the ball around as we were doing this to say where CNI was like can't have that as your kind of main stay but what are some other ways we can look at using this? Far as I'm concerned, the sooner I goes completely away, the better off our kids are because I have spent many a year working with kids on >> Yeah. Any other questions? So, um, where is the board as far as voting on the TSI? Do you are you comfortable taking a vote today or do you want to defer to the business meeting? I do not want to wait. >> I don't want to either. >> I'm I'm ready. >> I'm comfortable. >> We're good. All right.
077>> I'm comfortable. >> All right. May I have a motion to approve the TS >> TSI applications? >> I move that we approve the TSI applications. >> Got it. Have a second. >> Second. Any discussion? Hearing none. Miss Tanner, please call the role. >> Bassine. >> I. >> D. Caligger. >> I. >> Martin. >> I. >> Pollson. >> I. >> Slaughter. >> I. >> Thomas. >> I. >> Buffalo. >> I. >> There you go. >> Thank you very much, y'all. I appreciate it. >> Thank you. >> First motion. >> Well, we're going to go down to 4.01, future agenda items. Uh, if you recall, I attached a little chart to my memo. um emailed two weeks ago kind of give you status of where we are based on your future agenda items. So I'm just
078open it up if there's any additional future agenda items you would like to add to that. I'd like for us to consider um taking one of the uh I know we have to move our um BSBA training um for a v variety of reasons, but I'd like to ask us to consider one of those dates in February that I think all of us could attend and have an afternoon session devoted strictly to our norms and protocols. one of the dates where we all indicated we were available not to go to Charlottville, but to come here and do an afternoon dedicated to working on our norms and protocols. I think February 26th was a date that was possible. >> Well, let's we're going to go old school for a second. If that's if if the board
079um would like to to do that, we can check and see if we're still available on February 26 because >> it could have been could have changed, but >> but there also there may have been dates where people couldn't go away for the whole day, but maybe they had time in >> time to come in during the evening to go over norms and protocols. Well, um can everyone just check for me, please? Thursday, February 26. >> I'm sorry. Can I >> Uhhuh. >> Did Did I register for something on February 26th with you? Was that the hot topic in Charlottesville? >> 19th. >> The 19th. >> Yeah. >> Okay. >> That was title n virtual >> the 19th. I >> don't have my um work calendar with me. >> Oh, okay. I wouldn't be able
080to chat. >> Okay. No worries. >> 26 26. So >> I'll just put tentatively February 26 and this time is cons. >> Um what is time good for the group? does take a considerable amount of time especially as we're members and you know with Miss Slaughter and >> even go over what they are. Yeah. >> Um >> that's a Thursday. I know folks work. Yeah. Because it's not just it's the norms and protocols, code of ethics, you know, all of that that I think as a we need to really look at it as a package. you know that all of those key things that we do to start off and how we're going to operate as a team. >> Yeah. >> I would encourage us to start earlier if we can because we haven't been
081able to finish it in previous sessions that we've had because we've only dedicated, you know, a limited number of hours to it. Yeah. So, well, I think what helped too will be some um work on the front end just making sure when we come that we're familiar what the documents actually are and say and what we're trying to accomplish. So, um >> two o'clock be early enough. I just was thinking about >> and I'm just thinking two o'clock for folks that work >> a full day, >> you know. So, Okay. So, let's say tentively fee Thursday, February 26 at 2 o'clock and then uh Miss Thomas, Dr. Martin, just let me know and then I'll let everyone know the final verdict. That sounds good. All right. All right. Anyone else? >> So, I'm sorry. Go
082ahead. You had your hand up first. >> No, no, no. Go ahead. I need to look at a date. So, go ahead. Okay. Um, this is a different agenda topic if that's unless you wanted to talk about what we were >> It's a different topic. Okay. >> Um, Dr. Dr. Paul, I wanted to say I appreciate and thank you for your proactive stance on um questions and concerns I've raised around um you know the changes in immigration policy that at the federal level and the steps that we've taken as a district. Um, one of the things, especially in light of the heightened, um, activities that have been taking place across the country, um, one of the things that I feel is really important and I've also heard from, you know, lots of teachers too, um,
083and and others in our district, um, is that we we pass a resolution as a board, um, stating our position of, you protecting our students and families first um from that type of immigration activity. And I know we've, you know, that's one thing I am proud of our district for is that we've been so supportive and inclusive and all of the things, you know, to make sure that our uh families and students feel safe. But I think that in light of what we're seeing happening that what other steps can we take to make sure that our policies are um that we have strong protocols and policies and that everyone knows what they are. And that's the piece that um I think that there is um a lack of clarity around is for everyone to know
084what our protocols and policies are. And so if if you all would consider it, you know, I would be happy to like I drafted something for consideration that I wanted to share with all of you if you would be open to having it on the agenda um at our business meeting. Um, and you know, we could we could talk about it um, and give back, but if that's something that everyone was open to doing on this board, I'm just bringing forward here for your consideration. >> Would we talk about it in the workshop session of the business meeting or in the actual business meeting? could talk about it in the workshop portion of the business meetings just so that everyone would have a chance to respond to it or decision discussion. I I mean it
085could be there or as you you know agenda planning sees fit >> like to read it before >> let's do some frontend work and let's send it out. Okay. And then we can uh that's that's something that every you know will of the board is but yeah senator it's not going to hurt to see the document and see how it can help us um how we handle this immigration issues in our schools. everyone's on the same accord of what to do and how to do and what not to do and that kind >> right and that's really the key piece is that is everybody on the same >> cohesive in our >> in our messaging around that that issue. So, my apologies. Right now on the 26th, I'm admin on call. So, I can't leave
086the hospital until 8:00 PM. I just sent a message to see if somebody could trade with me. So, if I get that back, then I'll follow up. >> Just just get back. >> Um, it's okay. I can trade hopefully. But, um, we're >> I don't know. Was was there anything else? I think she's she's saying >> to send it out and that you all can >> give some feedback. Let the chair know whether you support Yeah, that I'm hearing >> and I'll put that language in when you just send it to me and I'll send it out. >> Okay. >> So, during uh the budget presentation, Dr. Poll, you mentioned an increase in students with disabilities from 11 to 17.4%. >> 17.7. >> Um I'd like to know more information about that. like what what
087um disabilities are we seeing more like the p like the types the categories I should say of disabilities I'd like to have that breakdown and maybe be able to discuss that a little more because that's that's a big jump for enrollment to be declining >> and that's and that's over a I think that was a four-year period. >> Okay. Okay. Okay. >> Would expect to to to stay even or go down >> the state level, right? level or to go down proportionally lower. >> But it is interesting because if I heard you correctly, you said 2021 >> it was at which when enrollment I mean >> that was coming back postco and so because I know years before that it was higher we were around 14 15%. >> Yeah, usually we have around 14 but
088still we're at 17%. Almost 18%. Yeah, no doubt it's higher. But >> so, you know, it's just I I I don't want to be caught the reason I mentioned that and emphasized it is I don't want to be caught in the well, your your enrollment is declining. Your enrollment is declining. It is, but you know, our our students with disabilities, even if their their numbers might be staying level, making their percentage higher and higher would So, we still need to make sure that we're funding that program properly. >> Absolutely. Yeah. >> Right. Dr. Dr. Walter is shaking her head over there. Yes. Right off the bat, the two biggest do we have ABA in the schools? >> I'm sorry. >> You're fine. Evening. >> The division does utilize some contract service provider um ABA. We
089do not at this time provide those services directly to students as student services, but we do utilize ABA therapists to uh consult and coach teachers particularly in our classroom, self-contained classrooms for students with autism. We utilize them to facilitate professional development for teachers and staff directly support those uh populations. And then of course there's no blanket statements in special education. So we tackle individual needs on a case-byase basis. >> So I'd like to I I would so thank you. I apologize for putting you on the spot, but I appreciate you being ready and willing to answer that. And then I think the other question for me is um what is how are our students especially identified on the spectrum progressing? How are they performing academically? And what areas are we seeing that they're still lacking
090in? And is it and how effective is the we have boards certified ABA. >> Okay. CBACBA contract with >> Yeah. Okay. how um effective is it for them to be working with staff and educators and not necessarily the the one-on-one with the students? >> So, and you don't have to answer. >> Yeah, I was like if that Yeah, if that if that makes the when when that makes the agenda. >> That's what I was going to say. So, you don't have to answer that now, but it's just a question. Absolutely. Probably part of that mental health. >> We have to review the special ed plan too. Yeah. Yeah. I just really quickly wanted to say your first question is a very broad question and that will you know outcomes pretty much will vary um based
091on the students and the level of need not necessarily the broad disability category and then to your point about uh BCDA's training >> it's highly specialized >> contract services for that I do not foresee that in the near future not just Norfolk, but really any division being able to contract or provide enough BCBAS. Um, and that is not necessarily considered a a service. Not to say that it can't be certainly a as a future agenda item. I will follow up. >> Thank you. >> At the pleasure of the board. >> I appreciate it. >> All right. Thank you. >> All right. Well, may I have a motion to go into executive close session? >> I I move that we go into executive close session. I second. >> Thank you. Any discussion? >> Hearing none, Miss
092Tanner, please call the role. >> Wait to read the motion first. >> Oh, I'm sorry. Yeah, >> move that the school board go into a closed meeting pursuant to 2.2-3711 2-3711 A2 of the code of Virginia, the Virginia Freedom of Information Act for the discussion or consideration of disciplinary and any other matters concerning students of Northfor public schools where such discussion would involve the disclosure of information contained in the Scholastic record. This meeting will involve discussion of scholastic and court records containing confidential information concerning students protected by the Virginia and federal laws in addition to the cited section of the act. Bassine. >> Hi >> D. Caligger. >> Hi >> Martin. >> Hi >> Pollson. >> Hi >> Slaughter. >> Hi >> Thomas. >> Hi >> Buffalo. >> I