School Board Business Meeting: 12-17-25

001[music] Good afternoon. I call to order the school board workshop. Miss Tanner, please call the role. The theme >> here. >> Buffalo here. >> Martin, >> present. Olsson >> present. >> Slaughter >> present. >> Thomas here. >> Dalero >> here. Um Christie Christine McGary will come forth to cover agenda item 2.01 schoolboard goal 2 measure number two followed by agenda items 2.02 schoolboard goal three interim measure 1 and two and agenda item 2.03 interim measures one and two in that order. All right. Come back to that agenda item >> to the green. There you go. >> And go to the very Is that the one? Okay. >> So, Madam Chair and and members of the board, as Miss McGary is setting up, just want to let you know uh remind the board and the the

002public that the the state growth assessments this year were delayed at the state level. So, now we're finally able to catch up to all of our our board goals. Um, and in order to really um to assist with the understanding of this, Miss McGary is going to go over just the the state growth assessment in general and our past year's trend data. Um, and then she'll go [clears throat] through each of the board goals um for you, but they're all connected because it's all with the growth assessment data tonight. So, it is three agenda items, but we're going to try to do it in in one false swoop for you. All right, Miss McGary. >> Great. Thank you. Yes, we're going to try and move through these as um con condense it as much as

003possible so we're not starting over with each goal. Uh but as Dr. Paul mentioned, I do want to go through the state growth assessment. What is it? How does it work? What are we taking away from it? Um for our purposes here for goals and that kind of thing. So, good afternoon, Chair Dalero, Vice Chair Thomas, Dr. Poll, and other board members. We're going to go through this quick presentation orienting you to the purpose and process of the state growth assessment before reviewing the board goal data resulting from this assessment. The growth assessment is computer adaptive and it's administered to all grade three through eight students in reading and math. The only time students do not participate is if they are in an EOCC math course in middle school or participating in VP. In the

004fall and winter, the assessment is a condensed version of the spring so essentially which tech and spring is act technically a growth assessment as well. During the fall assessment, students in grades four through eight will take the prior enrolled grade level. So I'm kind of giving you some details before we look at the next few slides. For example, a fifth grader will be assessed in the fourth grade content in the fall. This allows us to see any prerequisite areas that need to be addressed prior to each con current year's unit of instruction. It'll make more sense once we get further in as well. Grade three students will take the grade three content because there is no second grade so test during the winter and final spring assessments. The content assessed is the students current grade

005level. So we'll look here. So with this piece um here they're going to uh one more little detail about this is that all the grade level tests um they do adapt above and below grade level. So students may get one grade level above questions, one grade level below depending on how they're answering questions. So here is my visualization essentially of what vertical scale scores are. So for the growth assessment and including spring and I'll talk about the differences in a second, we get vertical scaled scores out of the growth assessment. And basically what that does is says we can compare students performance across grade levels unlike we can with scaled scores. Even in spring there are vertical scaled scores that are coupled with the scaled score. So with that piece in the whole scale goes

006from 900 to 2,000. So not at each grade level, the bottom of third grade is going to be 900 vertical scaled score. The top of eighth grade is going to be 2,000. So when we're looking at scoring and things, it's much different. But this detail is here just because again this is what gives us a lot of information um with this piece. So the way I usually explain the vertical scaled scores and scaled scores to staff and trainings and things like that is that for a scaled score what we know as of right now what we know is that a 400 is passing correct when we're looking at spring. That is the number that kids hit were they're considered passing on the spring assessment. However, what if I know about that in grade three? The

007same thing I know about in English 11. What I know is they both have minimal proficiency of the content that they were just instructed in. Right? However, there's a lot of information they have to learn in those two different places. So, what the vertical scaled score shows us is what's happening in between and the information that students are gaining. So on this slide we have the grade levels. We have the bottom of third is nth is 900 top is 2000. That's the same for reading and math. So I'm going to give you an example of a scaled score or vertical scaled score which is 1401. So with this student here if I'm looking at 1401 in third grade what I essentially from this visual can say they're about halfway. They understand half of grade three

008content essentially for whatever they were assessed on. But if I have that kid with a kid with the same score in a in fourth grade, what I know is that they are struggling and they are m don't have as many understandings. So this scaled score we always want to see upwards trajectory basically of kids as they're moving. So there's another sorry have another example here of a 1551 um grade six. They're really pretty well off. they understand most of what's going on in six because most of the green is below grade seven we're kind of coming down halfway and grade eight they're struggling with understanding. So that's how these vertical scale score works. So we're not able to say 400 400 400 400 we know they have minimal profic minimum proficiency of that grade level.

009Fall and winter they are not going to give us a pass fail. The vertical scaled scores are not going to give us a pass fail. In spring we get both. We get the scaled score that's going to tell us past fail and we also get a vertical scaled score so that we're able to compare ourselves over time. Quickly, this is these are progress tables um from the state by content with all of the vertical scaled scores by each grade level included. So with this piece um what you can see is that there are eight ranges and also four performance bands. So students with a vertical scaled score of 1650 in grade four, we know they're performing in range six, which is also the proficient performance band. So during fall winter, we're going to know they

010have a proficient understanding of what was assessed and what they've been doing. Um these are the same progress charts that have been used in the past. So the numbers look familiar. That's where they're coming from. Here's the math one. Um same thing where how we use this. do know algebra 1 yes is on here. They are not taking the growth assessment. This is just for spring. Algebra 1 gets compared spring to spring. So we're able to understand their vertical scaled scores and their growth because we can look at them from eighth grade to algebra 1. Um the growth vertical scales score data um are used three different ways though. So we're going to talk go through two and then the third is where the the goals come in. So we're able to understand level of

011understanding or mastery of a student or grouping of students. As an example, if the vertical scaled score for a seventh grader in math is 1551 in winter, I know they have a very basic understandings that were assessed at that time. The second use of growth data is to understand the growth trajectory of a student regardless of where they are in the ranges and the bands. So that's that piece where I said we're always looking for up, right? We'll look at data representing the first two uses on the following slides really quickly. And the third is to understand if students are on track to proficiency to um for the spring so this is what is used uh for all the schoolboard goal reporting and what we'll look at next when we get to those reports. Basically

012we're calling them the ontrackness. Um for this third use it is not a state provided trajectory or a straight pro state provided banding but what that is is the statistician on our team he had took this and ran a statistical um analysis and was able to determine what is it that Norphick public schools look like through the fall assessment winter assessment who end up passing the assessment at the end. So those ranges move a little bit more, but those are the with that statistical modeling, he's able to say, "All right, a kid who's here and then moves here in winter, as long as they keep going on their trajectory up, they're going to p they should be on track to pass." So that's where these the internal piece, but we're not going to look at

013what those results are until we get to the schoolboard reporting. So with this piece uh the big caveat is we have to remember where there were six weeks of additional instruction just like Dr. Paul has mentioned. So there is no way to quantify every single thing that's happening is because of the six weeks of additional instruction. So with that piece we have to keep it in mind. Um we'll go as I talk we'll kind of talk about some things that are hinting. The next set of slides are data that we look at a lot. We've been looking at for years. I have my friends from curriculum instruction here. They have seen these so many times they could probably do it in their sleep. Um, but let's get into some of the data. So, here is

014the reading data. We call these the dot charts. So, with the dot, it basically is just a visual snapshot. So, the reason I have them here is not for you to dig into this data. It is really just to illustrate how this data works and how we're using it and how we know things from this. Um it bas it's going to let us know where kids are levels of understanding. Each year we track the trajectory across the whole year of all the student groups all students as well as all the groups um at the division and at the schools. So we provide this information back to every school for every student group in every building for every administration. um data are added after each administration to show growth within grade level over the entire school

015year. And notice in the back the shading the shading there match those buckets we looked at when we looked at those first two progress charts. So if they're at the bottom they're low, they're at the top they're high in that advanced area. So the dots are all the different student groups. So this is current year right now just all of our students at the division level. So it's all of our student groups. When looking at the dots at one grade level, if the groups are spread out, this really does give us a hint, a quick hint to say we've probably got some gapping going on in that group between our student groups. So again, that's why I keep saying this is a quick visual snapshot for us and where do I need to go next

016to look? This is not we put all of our eggs in one basket, right? If the dots are clumped together or tighter, then this indicates less gapping in the student groups. So again, schools can look at this, they can look at it historically, they have all of their years, so they're able to say, "Ah, okay, we're moving for this and that." And one of the additional student groups we've added on here is we always look at gifted because just because they're gifted doesn't mean everything's going perfect, right? So we want to keep everybody in mind when we're doing this. So what I can see here for reading I see a nice incline by grade level for fall which means generally speaking what I can see doesn't mean it's the end all beall it is the

017initial kind of interpretation is that student we we have a nice incline they know more than they did the year they're higher than they were the year before so they are not back thinking about those vertical scaled scores the fourth graders are not sitting back where the third graders where they were in third grade kind of thing. So we want to see the ups. We see some separation of the groups. So especially at the middle school grades, it starts to those groupings start to get wider. So that starts to let us know that hey, we've got some gapping, bigger gapping going on. And that theme is going to come back up later. Um but what you can also see for reading is that at least at the elementary level we can see that majority of

018the groups not all the groups majority of the groups especially four and five are in that proficient band. So they are where they have proficient understanding of what they were assessed on. Remember it was prior year content. So they are coming in with proficient levels of understandings um of prior year content which you got to know what you were supposed to know from before to be able to do the next piece. Here is an example of math. Um just like we talked about with reading. You notice there's some differences. We see some seventh grade flattening out. So you see how the picture starts to get made with this. Um this is one of my favorite charts just because it's a fast way to jump in and know where what to do. We look at these

019at all the school levels. So we can roll through and we can see okay that school something moved differently with this piece of it for math. We see seventh grade but what we do also see is there is tighter groups. So there might be less gapping between the student groups in math. However, they are lower in the scale. So we know okay math's got some additional supports and looking at seventh grade maybe addition. All right. All right. So the next piece we're going to look at quick we can look we've used this over the years to look at grade three. So we're able this is grade three across all the years. So from 22 23 on up or fall 21 actually. Um what we can see we see for reading that last year we see

020that up right. So if I'm looking at fall fall third graders we're starting we see that we're kind of kind of flat. Um not fully flat but kind of flat. And this year we have an up again. What we can't quantify is is it the six weeks of instruction or is it that they're coming in stronger? And that's going to come back up in a little bit as well. Here's math. We have a bigger up at the end that we see for math. Again, same idea. Is it is it that they're stronger? Is it? And we have to use other things to help us determine that. And really the idea is going to be winter is going to be the key administration for us to know. Um but moving forward just really quick media we

021look at this at the cohort level. So remember we talked about with 2.1 we really talked about that kind of quas cohort idea. So for the past many years um we've been looking at that. This is our current third graders. They've taken one assessment one data point. Here we go. Right. My see move fast. fourth grade. Here's our current fourth graders. So, I can see over time with the current fourth graders how they did throughout grade three how they moved and then where they where they are coming in for fourth. So, the goal for the trajectory and this is kind of overall for everything. The goal for the trajectory from spring to fall is for students to maintain the same levels since the content assessed is the same in the spring and the fall. So,

022third grade, third grade content that I want them to hold on to what they know. I need them to know what they know coming into third grade because over the summer I'm not looking for ups because it might be summer school, it might not. It might be all kinds of things. But at the same time, I we want them to maintain at a minimum. If the line goes down, this means there may be a bit of summer slide. And if it is up, this means they were able to leverage what they know from the previous year to navigate new content from the current year. So that's one of those things that it is hinting at students being stronger is because there's a little bit of an up here for this group. And so it's just

023kind of letting me know that they were able to really kind of take what they knew and leverage it more to answer those above grade level questions. Um just so you guys know that at the individual level, student level, we provide to each school and teacher what we call sparkle charts. Um see Dr. P is laughing at me. >> She calls sparkle chart. [laughter] >> It is they do kids. Some kids shine brighter than others. But it is also because I kept leaving out a couple letters and we just landed there. Now everybody calls them that. So however, what the sparkle charts are um they are essentially this for every student. So, every teacher is given for reading and math, every administration, they actually get their new rosters when they're coming into the new school

024year um to of their trajectory. So, a kiddo in seventh grade, a teacher can see all the way up what they've done since third grade in this same kind of formatting. So, they're able to see, all right, this kid typically struggles with transitions, but all of a sudden, they get it together and they do kind of well surpass where they were. So, they're able to kind of make some of those determinations, have some understanding of a student's um gaining of information and of mastery. Just quickly rolling through, here's what our current fifth graders look like. Notice their trajectory. Up third grade, up fourth grade, maintain fifth grade. We have here six current sixth grade students. So with the current sixth graders, we notice up kind of up kind of up and we notice a decline

025going in. So again, that's one of the things we have we talk about with the strategic plan and things like that. We look at those transition years, those five to six, six to seven, that kind of thing. Um, also our this is this oh I'll come to that in a second. um current seventh graders. Notice the grade six spring to grade seven fall for reading. This is more of a downward trajectory. So, same thing we just saw with sixth grade. So, starting to let us know we've got some things going on in middle school. However, this group, this is where this is nice. We can look back even one year to say, "All right, this group didn't have that transition struggle from five to six, but something's going on six to seven." So we start

026again it's one of those that it's that place that I don't need to dig into what they did in third grade that was going the right direction if I had to pick somewhere to work right and start digging further. Now we have here's our eighth grade reading and now let's move on to math. Same exact kind of idea. So with math here's grade three one data point. So we have that as one data point. Um this piece here current fourth graders we see notice the difference in how tight not all of them but um there there's tightening of the student groups. However, what we do notice is they are lower in that in the scale. So remember all of it reading and math 900 to 2,000. So if I'm lower in the scale for math

027than I am for reading, math is an area that I might need some supports. Here's my current fifth graders. So, we see some down piece with the current fifth graders here and then current sixth graders. I'm going to stop here just for a quick second. So, these are current sixth graders. Notice how the groups are spread here more so than they were in the other grade levels for math, right? So, what's going on with sixth grade? But now notice at the top of the slide that this is the set of kiddos who were in kindergarten when school closed for COVID reasons. They were also the set of kids who were in first grade when they um we were in that hybrid in and out. And math was one of the areas that I know I

028heard Dr. Paul talk about many times and also um these two ladies here that there was a struggle the translation of math virtually was tough and so in those early years so that's just like early literacy early numeracy those kinds of those are really important those are really important grade levels um I don't know that everybody in secondary would agree you know but it is one of those that they're starting to get those foundational things so for this group to be very look different. It's letting me know that, okay, that's that group that we're still kind of working with that's working their way through from COVID closures and things like that. We also have So, here's our current seventh graders. Same thing. And it's okay if we're seeing stairstepping. We want to see stairstepping kind

029of flat. Um I'll mention with se you know seventh graders is for math is really when things start to divide in the sense of advanced coursework for math versus ongrade level coursework. So at this point for seventh grade kids have moved the advanced coursework kids have moved out of the grade level assessments and they're into the EOC piece. So we're kind of down to the set of kids. So that's why I always see we always see seventh grade as more of a struggling grade level for math but it's who the stu you know how that works with that advanced coursework movement. Then we have current eighth graders. So if there are I am happy to take questions that is really fast. Um and then if once we're done with questions or if there are no

030questions we will move to the goal documents where we will use all of this information to understand what we're talking about there. No. Okay. Can you push it? You have the remote. I How do it is Okay. Here you go. Okay. Up top. That's a two four two. >> I pull them all up for you. >> You did. No. Yes. And that's perfect. Okay. So, this is goal 2.2. This goal is about third graders. It is the second part of goal two. Um, Miss Nash and I presented on 2.1 earlier, which was talking about our first and second graders, that early literacy piece. This is about the third graders. The goal in the front is third grade reading. So with the additional pages here, I try to keep because we move we were using star

031assessments and now we're using um state growth assessments. Try to keep as much of the formatting the same as possible just for familiarity, but all data are the state growth assessment. So with that, the data um for the goals 2.2 through 4.2 to are all based on that ontrackness that are those internal bands. So this is that third use of the data for on track for passing the so assessment that we talked about the two and the other one other two were represented in the PowerPoint. Um and now all of the goals are that third use. So again I'm just going to mention just so you have it in your minds, public has in their minds, we have you know we have it in our minds that there was a delay in the administration this

032year due to the state window being delayed. So with that piece again, winter is going to be the big tell, right? We But however, I'm going to go through kind of things that are hinting towards us of kids having additional strength in the areas third grade literacy and that kind of piece. So I'm going to put this on the chart if that works or I can put it here while I go through the what the data shows and all those pieces. So, what the data is showing, what we're seeing for third grade is that students in the proficient band this fall are performing 7.44 percentage points above the previous fall administration and reading. Even though there were six weeks of additional time here, there are things that are hinting at students in grade three being

033stronger in literacy. It might not be that strong, but it's not. We're we have we're pretty confident that there are some things where students are have some strength based off of their early literacy experiences. Um, one of the hints is that we have more third graders at the top of the proficiency performance band for on track, which is difficult place to be unless students have a better grasp of understandings of the content and most likely isn't solely from six weeks of instruction. Um with looking at it kind of quasi cohort-wise um we presented on goal 2.1 that on the val 68.1% of students in grade 2 spring of 25 were not identified with risk. So they were out of the high risk and they were in the moderate or low risk bands. Those are now

034these current third graders that we're looking at for the current year. The reason that I am taking that as a hint to additional strength in lit early literacy is that if we look the year before at PALS, which I understand PALS and vowels are different. However, they're not apples and oranges. They're more like red apple, green apple, right? They are looking at a lot of the of similar things even though we can't one for one say but something to look at as a separate piece of couch of information is going to be we had 65% of the kids the prior year that were not identified. So with that piece of it, so again, not just because the 68 is higher, but it's one of those that in those areas where at they're looking at those

035early foundational skills for reading, those are kids that moved in and we have one group has gone up and the other went up and neither of the PALS and vows had anything to do with delayed windows. So that's one thing. Like I said, it's a hint winter's going to be the big tell, but those are some things that we might not be seeing 7.44% 44% percentage points growth, but we're seeing some strength there for kids with kids. So with this piece, so really what's going well, I mean kids are looking stronger, which is what we want. We need them to be stronger so they can learning to read and they keep moving forward. Um the what's not going well is the difficulty for us honestly to be able to say this is for sure what

036happened, right? because of that delay. Um, but for next steps, one of the things that I want to mention before I go into next steps, as a team, we are working on timelining everything we've put out at that we put out as strategies, initiatives, those kinds of things for these goals so that we're able to kind of layer on top of this data and see those things, right? We know this was implemented at this point. We started to see ups. We're able to start making some connections. So that piece we'll be able to talk about more in future reporting. Um and I also have from curriculum instruction I have over on this side everybody kind of separated. I have literacy on this side with Miss Nash and um and Jeremy and I have on this

037side math who is Rhonda White and Tesa Jones. So Jeremy Clark I could not recall your last name for a second. I'm so sorry. But yeah, so they are going to jump in with next steps or if there's any major questions and that kind of thing. But one of the one of the examples I do want to give of what I was just mentioning on the data side of things is for one of the next steps for this grade is increase collaborative walkthroughs using the VDOE K12 comprehension walkthrough tool to strengthen text dependent questioning and student engagement with that piece. An example is with the timelining that we'd be able to layer on top of data as a discussion point is going to be that we know that the walkthrough tool was introduced spring of

03825. We know reading specialists were trained um with the literacy consultant and received a refresher in August of 25 instructional coaches August 25 principles fall of 25. We're all trained on this tool. um the collaborative walkthroughs begin to all in support of increasing the monitoring of literacy instruction going on in the classrooms and things. Um and so as that goes on we can say we know at this day this day but this time frame >> that was implemented if we see things moving then we can say this might have something this might be effective right um we can't again 100% can't say just because there's so many different things um but that's one of those things we want to layer on as well the other there's a list of other next steps where train a

039lot of it is professional development velment. So, um there's a K3 foundational skills walkthrough tool and expanding the collaborative foundational skill walkthroughs to monitor fidelity of instruction. Um work with principles, literacy leadership teams to review classroom walkthrough data. Um what can they take away from that? What do they need to do next when they're when they're seeing certain outcomes? Strengthen text centered comprehension instruction. implement and monitor the refined PLC internalization structures for both comprehension foundational skills. Provide ongoing professional learning cross K5 to strengthen foundational skills instruction in the early grades. The last one is going to show up a bunch um but it's where we say continue with data analysis from overall performance down to the standard level to maintain a targeted focus on the main areas of need and extension. So with this, you're

040going to hear me mention a couple of times throughout about the companion documents of data that we provide to everyone about everything about these assessments. Um, so as we go through, we give back data that is here. You are at the top, you have your dot charts, the big top of the hill. I like data stories from top of the hill digging down. I just I like that um analogy down to the exact standard level to be able to say on this standard the kids responded incorrectly 80% of the time. That is an area kids need support and that is also available to all teachers, all schools, everybody at the individual student level. So we summarize it on the way up as well. I'm just going to keep rolling or do we want to do

041questions at the end of each one? Okay, I'm ready. >> Is that okay with everybody? Yeah, >> I'm fine. Yeah, >> question. Go ahead. Oh, okay. Um, so for this goal, first, thank you for the presentation and for the overview of the student growth assessment. Um, that was really helpful. Um, and actually the presentation of that kind of answered some of the questions that I had when I looked through each of the goals. Um but I do want to dig into some of these um areas that I noticed are um you know pretty significant. Um but before we start that with the student growth assessments we are using those because they correlated better more strongly with our overall goal >> compared to star >> compared to the star data. And um so with that I

042appreciated having you know 2022 23 you know each year's fall winter spring results there um so that we can kind of go back and and look at that information as well. Um so one of one of the things is is that you know I know I mean six weeks we have nine weeks in a quarter right? Um, and so that was a pretty huge chunk that, you know, the state's delay kind of, you know, >> um, so, you know, I'm I'm cautiously um, uh, >> optimistic. >> Well, optimistic, but also um, well, optimistic. Okay, we'll call it that. um because we know what you know the first few weeks are a lot of review and a lot of intense um intense review and everything and what we've seen before you talk about early some of

043the other indicators looking at early literacy and one of those things that's a question that's come up in the past that we've seen improvements and you know strong gains in early literacy but that hadn't necessarily translated into um outcomes at the third grade level. So you know that's been kind of an interesting caveat. So I'm also cautiously >> optimistic on on that front you know as well. >> Um but what I did see in the presentation um well first with the with these tables actually is >> can you tell us a little bit more about with the student growth assessments what we should be seeing from fall into winter like what kind of growth in an ideal world is what we should be seeing. >> So looking at it in Okay. Yeah. So in this

044format, so what we should be seeing the spring SGA results are the annual pass rates, right? So we want to see over each admin, it especially fall to winter and that's where winter is the big tell because as long as fall is maintained from the prior year, the percentage of kids, they're kind of where they were, which means they know what they know or they know what they were from the year before, what they brought with them. We need to see winter go up. We don't want to see win in the percentage of kids that are moving towards that proficient um area. And I know that feels like it seems like well that's kind of a no-brainer, right? Like we want them to move towards proficiency. Um we want to see it's almost the exact

045same thing we were talking about with vows. We also want to see them further into the proficiency band. We don't want them hanging like at that bottom piece so that they're kind of swaying in and out. um if they if individual level if we don't see kids moving up they're going to struggle to really get to that proficient unless they're really high already and they're kind of flattening out. Um so for here I would want to see winter the percentage needs to be higher um and then again we should see it higher for spring. So it should climb each year with the percentage of students who have moved into right >> if we want to say what is that number um we always function and I will say as a division we continue to function

046with the old benchmarks of for reading we'd love to see 75% right all the new systems take all that away but we have to have something to shoot for to say this is kind of the gold the standard um so in the area of reading we'd like to see that end of year be the 75% so we want to see that if we see that at winter. As long as things keep moving, I mean, we can't stop. We got to keep going, then we should hit that because what you notice if you look at winter results compared to spring, we see that it's pretty flat. It's pretty close. And it's pretty flat, but we've been flat in third grade for years, right? So, that's where and and especially overall. So, that's where again we have

047a couple things that are hinting at it. Um so but where winter is really going to be a tell that of how much is additional you know that early literacy strength how much is the six weeks. >> Yeah. And and so to be clear like so yes ideally it's it's a no-brainer what you expect to see right that increase. Um but the how much is really the question that I'm trying to get at is what what is a significant level of growth from fall to winter or winter to fall. And I asked the the other reason I'm asking this is obviously from what we see in the tables you know we often see a decline even with the star we used to see a decline in from fall to winter and it was always shared

048with us that winter test was always much harder >> which was one of the reasons why that you you would see that decline and then see an increase. So that's why I'm trying to get a better understanding of the student growth assessment trends um from that lens and because what I'm looking at is a decline, you know, from fall to winter and then in some cases a decline in spring from the fall, which is not what we want to see. >> Yeah. >> Um so I'm trying to get a better understanding of like what we should be from a board level what we should be expecting and looking at. >> We're not looking for declines. >> Well, right. So that's why I don't mean that to mean you know you know trifling about the answer

049but it really is kind of one of those we don't want to see declines but again doesn't mean students don't have time from winter to fall in the sense of the assessment itself. Remember fall is always going to be prior year content. So that's telling us what we know coming from the other grade level. The concerning part of even level from or even a small decline from fall to winter is that's telling us kids are struggling with the new content applying what they know to go to the new content or they're kind of you know there that's and if we keep leveling that up to the so assessment and what we've seen with annual pass rates over years that kind of starts to help us understand what's going on. Um, winter we would want to

050see it go up because there's still half the content still to be taught. So if we saw 75% in winter in the proficient area, I would expect to see even more in spring because we have continued. One of the things that we have talked about as a group a lot is that is winter when all of a sudden people are like uhoh and everything goes into place right so as you know curriculum instruction they've put lots of things in place so that as things are going along during the units of instruction things are implemented as kids go versus the just got a midyear score and that person's struggling more than we had guessed. Yeah. >> So because that is going to impact where and this is letting us look at it from the instructional programming

051perspective >> in the sense of doesn't mean strategies means kind of the way things are being implemented. So that's why you're seeing a lot of next steps about checking on fidelity walkthroughs training administrators to be able to um observe the different types of instruction with more clarity around what they should be seeing and things like that is >> right >> those kinds of ideas. >> Yeah. So that kind of ties into my next question. So like here, you know, when I look at the tables for proficiency and those who need additional support, we from previous years are not going in the direction that we hope to. Like we're seeing an increase in those who need additional support and and in some cases it's either flat or decrease in those who are proficient. So in the

052strategies below like next steps it's you know when we're talking about what is going well um you know what are those strategies that are going well and what are those strategies that are not going well that we are especially you know all of these next steps for instance they we've gotten I guess great um information in the past about you know the impact of the tutors and we've talked about that and like it's not it's not really mentioned here in the progress report. So it's like has anything changed with that? >> Um you know are the tutors still the the greatest impact strategy >> and then or Lexia you know all of the things that we have previously heard you know works is work has a strong impact on moving children along. So those are

053kind of the things I'm still curious about and and don't see reflected in the next steps here. So that's something, you know, like going forward, like specifically for the board, I think it's important to know what strategies that we're investing in are working well and not working well. >> Yep. >> And that's where we're working on that timeline piece to be able we're having to work our way backwards and things like that to be able to layer on top of the data to say tutors were in place for this, SIP started at this point, those kinds of things, right? to be able to backtrack, you know, when those things went on to say that's when we started to see ups, right? >> Or we didn't or we saw maintaining at least, right? Or whatever those

054things are. So that's kind of why I made that statement of that piece is that's how we would be able to say what might be contributing to the behavior of the data basically. >> Yeah. And I I really appreciated that perspective. Um, and then tying this into the presentation, you know, um, you could see the gap groups, you could see who's struggling the most, and especially for our, um, ELLL students and our students with disabilities. What strategies specifically are we using to advance, accelerate those students? >> So, we can talk about that now or in 4.1 when that is specifically [clears throat] about that. Yeah, we can talk about that there because that is about the gaps, but I just >> Yep. >> for now. >> Yeah, because we were doing so much, I was

055trying to be very like layer things on exactly what they match to and then it all talks to each other. >> Okay. All right. Well, then I'll >> That was it for me for this part. All right. 3.1. So 3.1 um are students looking at literacy again. Um we are looking at the increase of black students who are in grades three through well the overall goal is black students improving in literacy. The intermission just forformational purposes. I have a the table at the bottom. It is something additional I've added. It is like I saidformational. It's not changing what the measure is. Is are the students who are in grades three through eight only because the growth assessment measures students in grades three through eight. So um we want to make sure it's not a clouded

056view of what's going on. So moving through this um we have the chart and the table here. So the data for grades three through eight students in reading um for black students is behaving just as the grade three data discussed in measure 2.2. The increase of the top of the proficient performance band hints at students in this group as a whole are stronger in the area of literacy. So again it's not saying that everybody has moved up. we see some a small percentage few percentage points of fall to fall but when we're looking inside the data um those bandings we're able to see that it is there are kids that are more moved up into that so higher percentage of kids at the top of the proficiency band doesn't mean they're the 100% part of

057it but they have moved up from the bottom um as stated before though the winter outcomes are going to be the real tell here of what's going on um when looking at the student group specifically we're see at the quas cohort we are seeing um there are multiple grade levels that are performing higher than the prior year. If we look if looking by the cohort grade four reading is the most promising with improvement from grade three proficient in the fall of 25 at 54.2% to grade four proficient fall of 2026 at 70.1. So that's kind of looking in that quasi cohort. So we were looking at the same students where the beginning of the year, same time of year, if we're talking about the same grade level, we're talking about different sets of students. So

058using that data two different ways. Um what's going well just generally speaking here? We have that the majority of the elementary grade levels are trending stronger than prior years. Again, that fall delay um brings some of that into question. But we what's not going well is we're seeing that the middle school grade levels are sign signaling that there's additional supports needed. So just like when we were looking in at those dot charts, we're seeing those grades five to six, six to seven, we're seeing some of those u more significant drops when they're coming into the school year uh taking the same assessment as the year before. It's for students for black students, but it is also not at the same achievement level, but it is one of those where we're seeing that at the all

059students group as well. Many of the next steps for this interimm measure the same as 2.2. Um I'll highlight some of the things that are different. So we have that the disagregating the SGA performance for the black student subgroup. ARRA does this initially. So it it comes out right after the assessment is done all the way down to the standard level. Um we also in those companion documents that I mentioned before which we provide at the division level, the school level, the teacher level and then individual students have it. But what we also provide are student groups in comparison to the non- studentent group. So, as we move towards goal four, we're able to kind of talk about here we can see for black students, is there a difference between how they're even understanding different

060content compared to their non-black student um peers. And so with that piece and we provide that every single standard, we provide it every single admin. Um and that way so that again all of us here know how to dig into that and really start to try and make some moves. and we do lots of training around those things. Um, one of the other different t um, next steps that are included is expanding collaborative comprehension walkthroughs um, to grades three through eight, which is a unique step compared to 2.2. Another one is this um, is develop and implement student reading plans for students with literacy def deficits in grades four through eight. also did disagregating that student reading data plan um information for black students and this was new to be implemented this fall for the

061upper grades correct Mr. Clark for four through eight for you guys. Okay. And um and any student who in four through eight if they failed their prior year so test then they are on a reading plan and as an additional monitoring point they are assessed with the vowels at those higher grade levels. um to monitor in that way as well. And then again, the next piece is the same as before. So, this is another one we will layer on those timeline pieces working our way backwards um to see how are things impacting over time with implementation of strategies, initiatives, and those kinds of things, state requirements that have changed to be able to understand that a little more. 3.2. Um, this one will be really fast. So, this is the full inverse of 3.1. So,

062with this piece, I'm not really the things are the same. However, looking at it in this inverse, it always helps us to make sure um to verify what we're seeing at the top is impacting what's happening at the bottom. And we're not just leaving a set of kids at the bottom and moving kids at the top. So, I the next steps all those pieces, the take data takeaways really are the same as the 3.1 Keep going. So, for let me make sure I'm on the right one. >> Let me just interject there real quick. You know, as we're using the student growth assessment, the the measure 3.2 is not as valuable as it was with STAR because STAR had the four quantifiers. We look at the very bottom one only alone. With the student growth

063assessment, it's just the inverse. Um, so you know they they they were at benchmark or below benchmark. >> I'm reserving my questions related to this. It's going to tie to the next. So just >> okay if you have questions just okay. >> All right. So for 4.1 this is about literacy as well uh 38. So this is specifically about the gap groups. With the gap groups there are I will mention on you have the first table is about proficiency. You have your charts as well with that and the next the ta the last table is about the needs um additional support. I will mention on page four if you notice the title says math and it should be reading all data is reading. So that was my I will correct that at the next reporting

064but 100% all the data included there are um reading. So with the different groups with this piece inter measures here is about reading the results are do that same thing that we saw previously. We're seeing more strength whether that be true winter's going to tell us that part. Um, but there are some things that continue to hint at strong at kids being stronger in literacy even at the student groups. Um, as we've mentioned multiple times, winter is going to be the real tell. But in, you know, we look at it to say in fall, we look at it coming in fall to fall and at the group. When we look at it at the quasi cohort, this is where we saw some more um things [clears throat] going on. When I'm looking at it from

065the quasi cohort point of view, we're seeing another hint in the same way with students with disabilities, English learners, and the Hispanic students saw declines. However, all the other student groups, they saw improvements. Looking at it in that quas cohort piece, even if they are not the gap declined a little, but what we're seeing at different grades is that the comparison group is improving slower, not declining, but improving slower than the identified group. So with that piece, that's where we start to see some of that acceleration that we're looking for. Um, when we're looking at that, so we saw that majority of the student groups who improved, they improved at a higher rate than their comparison group overall. For example, black students overall, fall 24 to fall 25, improved in proficiency by 2.7 percentage points,

066while white students only increased by 1.8 percentage points. which means the comparison group didn't decline. So it's not a false sense of closing gaps. Um this is the type of data that's hinting at acceleration of learning for students. Doesn't mean it's perfect. Doesn't mean it's going in the right way, but it is something that's giving us a hint to the things we have in place are supporting students and moving them forward. Um when we look at it at that quasi cohort way, what we're seeing is that um we can pull it out by grade level and that four, five, seven, and eight in the identified student groups and the comparison groups are improving year-over-year when we're looking at the same time frame. This indicates students are becoming stronger each year, able to maintain understanding as

067they enter their new grade level. So, what's not going well? Of all the student groups, ELEL students. So, this is why we were holding off on that piece. EL students and students with disabilities continue to need additional supports for improvement. Um, we should note though that students with disabilities did improve, but the comparison group just improved at a higher rate than they did. So, it is one that they are not going backwards or stagnating. They are still moving forward from what we're seeing here. um with the same thing many of the next steps are the same but to here to pull out so um again with the working with school leaders to analyze subgroup specific data that piece of it gets you know we dig into that data so that they're able to really kind

068of understand what the needs are of the students in the different subgroups PD is focused um for specific student groups and ongoing and for targeted need um and then continue specialized supports for English learners and students with disabilities Some of the examples and these are only a few. It is not everything that's happening. Um the customized supports for students with disabilities are there's an implementation of an SDI instructional walkthrough tool to improve coaching supports for teachers who are serving students with disabilities, collaboration between learning support and curriculum instruction on divisionwide PD and many more. Um but the PD really is been focused around general and special educators focuses on increasing and improving the supports for students with disabilities. And again I am paraphrasing way down the long list of items. Um especially some of the

069areas of focus of PD has been specially designed instruction, executive functioning and high leverage practices just to name a few. Some of the things for EL students to help support is the biggest one on the front end was getting those ratios with the new EL teachers. There are still some areas that are vacant, but bringing that ratio down of teacher to EL student. Um there's been a lot of PD for teachers of record on how to support EL students in the classroom. So trying to think outside of that pull out pull out model um and push in so that students are supported within the classroom um again reducing as much time as possible that kids are out because tier one instruction is still happening um with those ratios and also improving increasing the understandings of

070pathways to graduation. And I know that's not exactly 38, but those are just some of those things kind of looking bigger picture and down the road. And those are all just to name a few of those as well that are implemented for students with disabilities and specifically EL students. Figure you want to stop here. >> Yep. I I really appreciate you incorporating that in your so that you answered um some of those uh questions. What specific strategies because even looking at the cohorts you talked about like the middle school grades struggling more. What specifically at those grade levels are we >> what specific strategies are we using there or interventions are we using there to accelerate that group? I am going to tag in Mr. Clark or Dr. Walter about >> All right. >> responding

071to that. Go ahead. >> Yeah. So, a couple things. Um, good afternoon, evening everybody. Um, so a couple things going on. Um, first talking about the uh the dip from three and you know and down. So, the outstanding phonics instruction that's going on at the elementary grades and getting the the kids, you know, more confident and and capable readers that only gets a kid so far, right? So then we start talking about the importance of vocabulary and background knowledge and those kinds of things because if you can sound out a word I might you know card again if you've never seen that word before and have no context that phonics didn't really help you right so one thing is is in the middle schools is making sure that we are um getting kids exposed to

072ongrade level text um and when we presented last time you know we our focus was on intervention so we talked a lot about Lexia and small group intervention and reading plans But the reason why we didn't put so much emphasis on this report is because really the focus and I might be speaking for math a little bit here too. I'm not sure but the the focus really has to be on tier one instruction. We need consistent strong tier one instruction. So that walkthrough document that she mentioned reinforces how important it is for teachers in every ELA classroom to be using um on grade level text challenging kids. It might be difficult, right? But we put scaffolds in place to make sure the students are um being exposed to those things because if we focus just

073on the interventions and we fill the grade book with grades based on that, we're giving really good grades on lower level, you know, standards and and that might give a kid a false sense of security. So the importance of those on grade level text is very important. And then Lisa and I have worked with the reading specialist um and with teachers too through PD um and our resource hub to provide teachers with um you know sample question stems um sentence starters things like that to make sure that not once they have the aligned the appropriate text that they're asking the right questions right that kids are being you know they're encountering questions that they're going to see on these growth tests and on the so assessments um rather than questions that are you you know,

074below grade level um or in the lower level kind of thought process of recall kinds of questions. Um and then and then encouraging the uh you know, the student engagement piece, Mr. Braden and and others. We we had the benefit of of hearing from our ESL coordinator at a recent meeting and a lot of the strategies um that she was um discussing regarding um ESL students. You know, the we kind of saw the light bulbs going all around the room going, "Wait a minute, that's those are instructional best practices that are going to help all our kids, right?" So, um that's why our focus was on the strategies that are in place for that strong tier one instruction. And again, it's on grade level text and making sure that the activities are aligned to the

075rigor of those standards. And one one other quick one. Um, our Mastery Connect um what we're seeing is students who aren't used to being uh pulled for for a little small group or or you know kind of real- time intervention, they are now. Um because even though you got say an 80 on your test, you keep struggling on this one particular skill. And so that's where growth for a lot of kids is going to come into play because if a kid is consistently doing well but consistently giving a 430, we're going to lose growth on that kid. So I think we're doing a better job of identifying the kids who need um you know that support based on strand. So it's not just the kids who failed the test who are getting those interventions. >>

076Okay. I ask a quick question about the walkth through. Um, so is that a new tool that's being used? And the second part of that is in our schools connecting this to goal 3.1 specifically around our black students. Um, is that tool being implemented with fidelity in our schools that have a higher percentage of provisionally licensed or associate teachers, which tend to be in our, you know, schools that have a higher proportion of black students. So, >> so, so we've always had a, you know, a a form of a walkthrough document, but this particular one from the state is an updated one. Um, and so it it does, I think, do a better job of really simplifying things down uh to to the essentials. um and with uh and we've that PD has been provided

077to all all principles and I can't I'm not I can't quote every single school but I do know when we've been attending data meetings I've already seen uh principles have uh Google forms and and and you know kind of data catchers um using that form. So I want to say yes but maybe with a little qualifier of a couple things I'm not sure of. And I'd like to I'd like to add as well, Norfolk was also one of the divisions around the state who piloted that tool so that we could have a voice in that creation of that tool. So we we are we are further ahead than most other divisions on the use of that tool. >> Thank you. >> Obviously it is a collaborative effort with all of us. Let me go grab.

078I must have had my glasses checked. I was going to say it was up there, but >> No, that's okay. Yes. No, we're good. So, okay. Moving on to 4.2. Um, this is all about math. So, same kind of idea with the gap groups. Well, exact same idea with the gap groups. Um, but looking at it from the perspective of math again, we're looking at 38. That's what the growth assessment um measures. And interestingly enough, we're seeing the same pattern of behavior. And I know I feel like I'm saying that over and over. I'm kind of condensing, you know, when we've talked about things earlier on all these goals. They really apply to everything. So, it's not that the other pieces weren't looked at, but we really are seeing that same pattern of behavior in

079the data with math as we kind of looked at. We're seeing the ups. We saw a bigger up. Um, however, what we do know about math is it is lower in the scale, right? So, it's balancing all of that and kind of figuring out where the work is and that kind of thing. So if we're do same kind of example so looking at um we're seeing some acceleration and we are optimistic about that but hopeful but we also still know that we've had the six weeks additional instructional time um with that if I look at it and I can say black students improved um when compared to white students that black students they there was a 2.1 um percentage point difference. So, we're able to say the black students were progressing faster at a higher

080rate than the comparison group, which again it does in the comparison group not dropping. But with that piece, that's what's starting to give us hints at acceleration um because that's just typically not what we see. So, we are hopeful about that. Uh when looking at the quasi cohort in math, we're seeing middle school grades again continue to be an area of focus. So just like reading but what we also you know remember what I mentioned early on and not that it's an excuse but it is a different way that we have to think about things is that the kids in middle school are seventh graders are those kiddos who were or the sixth graders who were um in kindergarten when schools closed as well as when um in when um first grade was for the

081foundational skills was also was that hybrid piece. So that group is still struggling and so there's going to need to be some areas of focus as there has been and will continue to be. Um again highlighting just that grade seven proficiency. Um that's that group that's where that divide happens between the advanced coursework and grade level coursework for um in the area of math. So what's going well those hints at acceleration are what's going well. Um, we will know more about that in winter when we I sure can. You don't want to That's not helpful, is it? We'll look at the proficiency table. Sorry about that. Thank you. Um, so but what's not going well again talking about those middle school grades, especially where we saw that dip from five to six, so those transitional

082grades. Um, so it's also evident in reading in the same place. That's just a group of kids that we're seeing that just have a a unique set of needs. So, with these steps, these are all different because they're math. So, I'm going to go through these uh quickly, but and I have the math offices here to be able to answer any of the questions. So it really is um monitoring and supporting implementation of any um instructional material, the high quality instructional materials by PD walkthroughs um supporting the implementation of the new standards that were implemented last year with professional development, you know, just like in reading the new math standards and the new math standards. um that piece of it is there was no crosswalk year and so it was one of those that you

083know everybody it's kind of a stop drop and roll that happened in reading as well so implement monitoring that piece the math office will monitor and implementation of zern and edmentum they've designated specific schools as zern schools so that they're able to increase fidelity and usage um continuing to monitor implementation of datadriven small groupoup instruction by conducting the walkthroughs with feedback and deepened intervention for high need subgroups as well as targeted enrichment support for students performing at the upper levels. Um math office will also continue to analyze the unit test data. So the unit test data here I will mention this is what uh Mr. Clark was talking about with mastery connect. So we've gone to a new unit assessment system that mimics the outcomes of the state growth assessment in the sense of giving

084us standard level data. So, we're able So, we call it standard tracking. Um, and we've been doing this kind of behind the scenes for a couple years, but really now we're bought in and dove into the new system of Mastery Connect that gives us as in this unit, it was this thing that this kid is struggling with. And so, where it's with math as well, just like Mr. Clark was mentioning, we have kids who you've never pulled me for anything. Like, what do you want? And it really is you're struggling on it. We're looking at it at so granularly. We want to make sure those skills are there and a lot of sometimes it's a bang for the buck skill that's not hurting you now, but down the road you're going to be struggling. So

085we are really trying to get into that standard data and track it across the whole school year from all the different assessments. Um do and then specialized supports for English learners, students with disabilities. that same list applies in both their SEI happens in reading and math and everywhere else. It's not just a reading thing. And so that same list that I read through are some examples of the areas for EL and students with disabilities of where to really kind of pull that piece in. Um that is very quick for Matt, but it is all feel like you're oriented to the data and where to jump in from that point. And then like I said, winter for all of this is going to be the teller, right? And it's not that we're waiting to say, "Oh,

086now we have to do something." We are looking at unit assessment data out of every grade level, every unit, every coursework to make sure that as we stated, the small groups are improving and what it is very targeted and purposeful. and even the standards looking at it at the identified group compared to the not identified group because that's going to tell us something and I'll give an example of that where and that I talk about my background I was a special ed teacher and so with that piece when we're looking at it and I'm going to pick give me a m something so fractions I know it's like fractions are always a struggle at elementary so if I'm looking at one of the fraction standards and I look at at it as students with disabilities

087compared to how they responded to the questions of non- studentents with disabilities I if it's commensurate that kid doesn't need to leave to go do fractions right like they what's happening with tier one is working for both of them so we're able to get targeted in that way so and it's also minimizing the time e students gifted students every student group all the race groups we do that um as so that we're not wasting the kids' time and we're not wasting the teachers not wasting their time running groups of kids who are like gota got you know and it's it's really you are here and there it's not just homogeneous group you're just low so you're here it is you need to work on this fraction concept and you're here so that is a big

088shift for us and I think Dr. poll's been a huge champion on that that I think is really starting that's why we're feeling like these are hints at strengthening students understandings at all the student groups. Yes, we have work but that's kind of our takeaway my takeaway from all of the giant piece of data we've just threw at you guys. >> You for listening for so long. Thank you. >> I was trying to go fast. >> Next agenda item 2.04, human resources update. Dr. Sherry Scott. >> Thanks, Jeremy. Good evening, Madame Chair Deoliro, uh, Vice Chair Thomas, and members of the school board. Uh this evening it's my pleasure to present to you an overview of the work being done in the department of human resources over the past year and seven months to be

089exact since my hire. Much work has been done prior to my hire. Um and there's a lot of work to be done. Um, as many of of you may recall, uh, prior my hire, an audit was conducted by select members of the Virginia Association of School Superintendent, also known as VAS. Uh, the study revealed both strengths and areas of for improvement within the Department of Human Resources. I've been committed to addressing all of the recommendations made by the committee and to reviewing the data from our past and our present to inform our future practices. Two of the five recommendations made within the 2023 BAS study called for proactive human resources leadership and departmental reorganization. Upon my arrival, there was collaborative work within the department to create a structure that would allow HR staff to concentrate

090on and uh specialize in a specific area. Here you will see that the chief human resources officer is at the top of the structure providing strategic level leadership to the team. Three staff members report directly to the chief human resources officer, an HR business partner who is a strategic level partner to schools and departments to assist in district-wide initiatives and other broadscale projects that are developed. an HR technician and the director of human resources who oversees the day-to-day operations aspects of the entire team. The department is now divided into three divisions, talent acquisition, employee relations and investigations, and HR information and technology. We are pleased to inform you that the reorganization is now complete and HR's team of professionals is focused on demonstrating measurable progress towards the workforce devel objectives of Norfol public school strategic

091plan. Okay, let me out. >> I can do it for you. Just go back to from beginning up top and I'll do it. >> Go to slideshow. There you go. FedEx here and there with your script. Then hit escape. Okay. Going to begin. >> Not that one. >> Not this one. >> That's recording it. >> Slideshow. [clears throat] Thank you. Okay, now that we're back on on track. All right, that's where we are. Thank you so much. I have with with me Director of Human Resources, Amanda Schilling. Um, and today the two of us will focus on three measures in addition to our completed reorganization. teacher retention, early hiring, and positions filled by the first day of school. I will now call on Miss Schilling, who will share with you how this data is informing

092HR practices. >> Good evening. As you all are keenly aware, we have several measures um that determine our success as a human resources team when it comes to our workforce objectives of the strategic plan. Uh we're going to focus on a couple of those measures today, highlight those measures, and tell you how we are moving forward to make progress with those measures. uh measure one to increase the retention rate of teachers. For the last three school years, three complete school years, of course, not including the current, our retention rate has held pretty steady. As you are aware from the strategic plan and as you can see before you, we're hovering at about an 89% retention rate. We do not aim to hover. We aim to improve. Though we are ahead of the most recently published

093to the best of my knowledge national average on urban school division teacher retention uh which has averaged around for 22 23 85.9 we were higher for 23 24 86.9 we were higher and then 2425 when this uh study was published in early 25 it was not yet available. Um but again we're not satisfied because our ultimate goal um as part of the strategic plan is to hit um yeah I think it is 91%. So we hit it and then we came back off of it. Um and strangely enough for a lot of urban school divisions since co teacher retention is improving and within Norfick public schools we've actually seen seen the opposite. um we had really good retention during COVID um I think due to job security and a lot of uncertainty in the world

094and now after um it's kind of wide open the job market is wide open people are transitioning whether it's in or out of their careers um so again as part of that improvement toward teacher retention this fall we instituted team meetings with our school leadership and development team whereas a human resources team and the school leadership team uh meaning the appropriate executive director of schools. We met with the principal of each school. It was a you know an hour window devoted to going through their teacher roster with them to discuss teacher performance. Now, we focus primarily on probationary teachers because those are the teachers number one that we probably most likely need to provide intensive support to as they are earlier in their careers and also with the probationary teachers because did you I apologize.

095Thank you. It's okay. We're good. Um so through this we were able to talk about teacher performance individual by individual. We asked the principles to rate where they are currently based upon the performance that they've seen since the beginning of school using the teacher evaluation instrument and then talk about any interventions that that they've provided at the building level and then how we can help support those interventions and to also make suggestions for those interventions. And if there were no interventions needed, we talked about how we can use those highly effective and effective teachers to support their colleagues in their building. Um, so again, the focus of those conversations was teacher performance, the deficits, and any meaningful interventions and making sure we have those documented clearly and early so that we can move forward in

096supporting the teachers. [clears throat] Excuse me. Uh we do plan to continue those team meetings in the spring. Uh we will meet again with all principles uh we hope at the start of the second semester around late February, March. So not quite the start. [clears throat] Um and revisit those same teachers and if there are any new concerns, talk about those as well. teacher vacancies. As you know, measure four um directly relates to the percentage of teaching positions filled by the first day of school. Thank you. Um much like our teacher retention, the teacher vacancy percentage rate has held kind of steady. Um it's within a margin of error really if you're talking about data. Uh we are pleased that we have filled with an increasing rate the classrooms by the first day of school.

097But of course until that number is 100% or 98% is reflected in the strategic plan. We have work to do um because every classroom should be filled on the first day of school to address this. We have innovated or implemented several innovative recruitment strategies. Um and again the focus being on the strategic actions. Um we have historically had the luxury of being passive and when it comes to recruitment there was a time when teachers came to you when teachers came to the school division uh teachers were beating on the door to start working. Um, I remember I was hired as an English teacher over 20 years ago and um, I took the last English vacancy in the school division. Those must have been the days. Um, but to get to 98% we know that we

098have have some work ahead of us. And a lot of that has to do with four four key components that we're hoping will advance that fill rate. The first being that the board has taken the first step toward right sizing the school division. And so we hope through the right sizing of the school division that will naturally decrease our teacher um I'm sorry increase our fill rate through over the course of the next three years. Um, in addition to that, we as part of the employment offers, we are moving those up this year starting as early as the end of February, early March after our internal voluntary transfer process has concluded. This week, we sent an intention notice to all of our employees. Um, and I don't know if you know, but if you didn't,

099we had eliminated the employee intention notice for really since I think it was 2020, since COVID. Um, and the reason for that elimination felt very valid at the time. Um, because people weren't necessarily disclosing to us their true intentions. Um, so, you know, everybody kind of checked yes and then we still got surprised in June. Um but we hope that because the workforce has changed um our climate has changed that our employees are planning ahead and are transparent with us about their intentions for next year. Um just today we've received over 900 responses. So, we're well on our way to knowing where our vacancies are going to be, um the school locations and the positions ahead of time so that we can staff early. Uh with the employment offers, we will not be offering um

100the early commitment letters where we previously said we'd like to offer you an early commitment for next school year and sign here. Thank you. We'll get back in touch with you. Well, that's not binding. And we really want to to make the teachers who are coming to us feel bound to us in the most positive way by giving them that that sure thing because that's what everybody's waiting on is who can give me the sure thing first. Sometimes um we all have bills to pay and if school division A can tell me this is what you're making, welcome aboard, sign here. school division B is like okay well here's a promise um we hope that we'll appear stronger um with that offer and we will with our salaries as well as we are very competitive

101so with the intention notices as you know with the right size into the school division those individuals who um are being affected by the school consolidations are going to have first choice I should say when it comes to voluntary transfers and then after we settle where those individuals will be transferred to if they're going to follow their students or if they wish to be transferred to another school um we will then open up the voluntary transfer process for all of our internal employees as we do every year. Typically that's been in March and April and then we make the final moves toward the end of May when the budget's approved, allocations are approved. We're accelerating that timeline this year um based upon our constant communication with our business and finance team and our planning ahead.

102We anticipate that we will have clear knowledge of the vacancies um that are available so that we can get the right people in the right places, get them where they want to be, staff the positions that are vacant, and um start out strong. Go into summer knowing where everyone's going to be versus over the summer figuring that out. Uh we also are excited about the financial Oh, I apologize. >> Absolutely. Um so when we are um so for these teachers who may want to move to different schools >> Yeah. >> or um or otherwise. So are we going to consider seniority in those placements? thought about doing that so that those which have the most seniority, been here the longest would be placed in a preferable like have a a more of a say in

103where they get placed. >> So are you asking more specifically about the schools that are affected by the consolidations and closures? >> Yes. >> Or Okay. Um so we have discussed that and because this is not a true riff, we're not reducing our workforce. Um we have committed to the employees you know with your support that no one's going to lose their job um based upon the school consolidation. We have talked about it and we don't think and we will have to revisit it if it's if it's more than what we anticipate that we're going to be in a situation where we're going to have those competing priorities. We have planned ahead for them and we will take those kinds of things into consideration. not just seniority but teacher performance as well. Um if there

104are x number of spaces and y number of um people who desire to go there. So the short answer is yes but also other factors >> of course. >> So that was my question because we do have some schools that have high percentage of long-term subs. So, how does that play into how teachers will be um assigned to their schools? >> Yeah. So, I anticipated this discussion today because we we do know that we have um schools that do have high numbers of vacancies and therefore have a high number of long-term subs. For instance, one of the data points we're going to share with you later is related to our university instructor placements. Um, as an HR team, we really have to balance retaining um because if we take the approach of reassigning administratively reassigning

105individuals to different work locations, we run the real risk of losing those teachers. Um, so we have to balance that reassignment piece that that administrative reassignment to where the teacher may say it's not where I want to be. I've already been asked to go somewhere else. I was hoping to have a better or a different option. Um, so it's okay. This is just not for me and move on. We have to balance that with the needs of the schools. So, we are appreciative of the financial incentives associated with with some of those movements that those teachers would then receive if they chose to move to those work locations. >> It also though by right sizing the school division, we're going to eliminate some of those vacancies that are in the, you know, the CL the

106teachers or the um >> provisional teachers. Absolutely. That sort of thing. I mean I hope that if we do it right that should be the goal too. >> That is correct. >> Yes. So along those same lines I mean this for me was a big um piece of the dis discussion the strategic staffing equitable staffing because we were talking a lot about that um not only here but in the later on in the consolidation discussion is going to come up as well. Um but this is an area that I want to hear more specifically from HR. what you are doing because there are 10 schools that have below 80% of uh certified teachers in there and they're the same schools every year. Some with same grade levels, grade 1, two, three, every year. and you

107know and I hear I hear the concern often like you can't do assignments of teachers in those schools um because it's a retention issue which to me is an adult problem right and really we're here in the business of improving outcomes for students so at some point I don't hear where the balance and I'm not talking about you all I'm just talking about in general whenever this discussion comes up I don't hear the I don't define balance because it's and I'm I'm saying this more philosophically because that often gets thrown out there as a as a word of trying to balance you know retention with the needs of students but the needs of students always seems to fall down. So, it's like what specifically are we doing to educate our our workforce? Like, this is

108what is happening in some of these schools. Like, are you in for kids or are you not in for kids? And I think that's kind of the conversation that needs to really be had. And I've seen in other, you know, going to conferences and hearing from other districts, those are the things that they, some districts really dig into. They're like, and those are the things that teachers can't deny. That's why they go into this field. It's like this is we got to do this for the kids, you know, and so I hope that we can um establish policies, protocols that are about what the students need and not so much for the comfort of adults. Um because you know when I see the same kids and I've been in this seat a long time now

109the same schools it really to me it's on me because I as a board member am not you know and I'm talking to my colleagues here like we are not setting um a firm stance on what it is we want to see for kids and that falls on us and that's something every year every budget one of the reasons I've voted against time and time again is is that strategic staffing piece. Um, and we've even made it a non-negotiable where I feel like we don't we're not adhering to it because we have continue to have a high proportion of associate teachers, provisionally licensed teachers, long-term subs at the schools for the students that need it the most. And so it's like I want to hear specifically about what is HR doing differently to address this

110chronic I'm calling it a chronic because it's been that way since I've long before I was on the board with the same schools that are impacted. >> Um I appreciate that that concern and question. You know we have the same concerns. we have those same conversations um you know internally about you know what are we going to do to really prioritize our efforts um so that our EELC's and our federally identified schools um are addressed first when they're made a priority and um so one of the things that you know I know the HR team has done which is uh is to you know create opportunities ities that are specifically for um schools in those categories having job fairs um that are specifically um for those uh you know those schools. It's also um advertisement

111um we we did a big advertisement campaign last school year um around those you know the the EELC's and the federally identified schools. Um, so it's continuing to do those things that we are hoping will uh bring quality candidates and really highlight those schools because those schools have um a lot to offer. So we want the community to see um that and to really highlight and um you know and and really do all we can to recruit specifically for those schools. Um, we've also had uh com conversations with the uh SLD team at the beginning of this school year um to talk about um you know what we can do to bring teachers into those schools um specifically um when we brought UI on board we talked about okay our EELC's need to be staffed

112first we need to make sure that those positions are in those schools so you know all of everything that you're saying is at the forefront of our conversations. It's just continuing to um keep them at the forefront of our conversations >> and and I appreciate that, but I want to push back a little bit and not so much at you. I'm just at at our at the system because those are the same things long before you you know this is you know historically that's the same response that I've received year after year is job fairs make you know advertising the schools it's like we we clearly need to do something different because those very schools the eel schools those are the ones that are you know with significant vacancies >> and Even with that being

113in place, we are not moving the needle there. So, it's, you know, we we got to we got to own that and and I want I'm looking forward to hearing some different strategies because doing the same thing is clearly not working um or working in the way. And I want to know also what are we doing to talk to our teachers specifically about what they would like to see what you know h have them involved in h helping us develop solutions to this problem. Um and so that's those are things like I want to hear more about. Yeah. Um before I I I give the microphone back to um to Miss Schilling, you know, one of the things that you will see that's different is uh through the ORC chart that I shared earlier. Um

114there are specific uh job duties that uh our our team has. Now HR now has recruitment specialists. So that's what they do. Instead of being generalists and having a variety of roles and responsibilities, their number one job is to actively recruit at colleges and universities. you know, having those job fairs, but not just having the job fairs, but going out and seeking talent specifically for our schools and finding uh candidates who will be a good match for those schools and contacting the schools, being more active in that process to say, "Hey, I have a good candidate for you." Now that things are more specific within the HR team, um there is that opportunity now. there's that there's that space to be able to really specialize in that and do a good job in it. So,

115I think that's that's something that you're going to see that's different because there is going to be more active recruitment that um will come about as a result of the research. >> Um I feel like a little piece of this is um leadership and this is not all you know fall on your department. um the support that the teachers get in the building have [cough] to be able to come back in the building just like your substitute and your long terms a lot of them don't return because of the way they're treated inside of the building. So sometime we have to start at the head before we get down here. So I think that's a big issue too. Um leadership in the school means a lot >> and keeping retaining the staff that we do

116have. >> Yeah. So, so to address that, Miss Thomas, and you would know probably better than any anyone in the room, um I will tell you that part of our team meeting conversations was uh with the school leadership and having those very honest conversations from the feedback that we receive in HR and the feedback that school leadership receives about teacher turnover, where the vacancies current are currently are, you know, why is there a whole grade level vacant? what happened this year to to have lost an entire team. Um, so having those honest conversations in a safe space. Um, and I think that as we build trust between HR and school leadership and our building leaders, um, build it build it up more. Um, I believe that we'll be able to have more honest conversations like

117that and be able to be more solutions driven versus that's not happening in my school or us saying, "Well, HR didn't do that." or whatever it may be to kind of knock down those walls for the benefit of our students and our staff. Um, but you're right, it is the same schools, it is the same rates, it is, you know, the picture is the same. Um, another exciting thing and it's very early to talk about this and I Okay. Uh sometimes our best ideas come from our employees. And one thing that came out from um our conversations with teachers at Norview Elementary as a result of the school consolidations, uh I had one teacher talking with me after our presentation to them and forum with them and said, "Well, how am I supposed to know

118where where I want to go? I haven't been anywhere else." it's somebody who was a career Norview elementary teacher and I'm like well fair ma'am um you know let let me think about that and get back to you. So one thing that we're looking at for the early early spring so I guess late winter um would be teachers who who would like to have the opportunity to to visit other schools um through the department of human resources providing a a substitute for at least a half a day. so that they can do walkthroughs of of those schools and see those buildings and see the things that are happening there. And you know, we tell the principles too and they know um that they're the salespeople for their school. So there's nobody who can tell them

119better than the building leadership. Absolutely. And people lock into culture. um you know so so if you may not love every other school but you may really love this one school and I will tell you especially the teachers at Norview Elementary are very locked into their school culture um so they want to find that again and they want to be sure of where that is so we are in the planning stages so I I didn't tell you a day today or anything like that but uh that is something that is coming coming in the early very early spring um because we want to provide that opportunity to them and I think that is where oh no okay so talking about recruitment partnerships things that are some the same some different um we do have several

120grow your own programs in play as we traditionally do um but we're excited to partner particularly with our internal grow your own programs. For instance, at Norfick Technical Center, we have a preK program where they are preparing preK educators. Uh, one of the things that we're looking forward to for this year is to be able to offer some of those graduates commitments. Hey, when you're finished with your teacher preparation, here's contract. Come back. You have a job in Norfick public schools. Um, you know, we feel pretty confident we'll be able to honor it. Um, and, uh, we look forward to to seeing those individuals who, you'll meet a few tonight, um, who came through Norphick and then want to work in Norphick with our students. Um, also, Graanby High School has brought back their educators

121of tomorrow um, club. So they that is a direct pipeline moving high school students into teacher prep programs and then coming back to the school division that you graduated from and teaching with us. Um we continue the ODU uh teacher and residence program where their students come to us for a semester. Is it a semester or a year? >> It's a year. >> A full year. Okay. uh where they come to us for the year and they have a mentor. They're working side by side with the teacher and then once they're finished we hire them right into their own classroom with Norfick. Uh we do have new partnerships for instance with uh VCU and that is a program where teacher assistants can teach in their own classroom while they're earning a salary without being the

122teacher of record. So, they're learning almost like a student teacher alongside a full-time teacher and then once they complete their preparation, they too move right into their own classroom. Um, so they do go through Tidewater Community College and then to VCU for that teacher prep university instructors, which we are excited about the partnership with them. We currently have 42 at the time that we submitted the presentation to you. Um, but we've added three more. So, we're up to 45 placements. 21% are at our EELC's, which is bittersweet because then of course that's, you know, 21% of those individuals who are not currently licensed place at our ELC's, but they're working toward lure. They will have it by the end of this year. And we hope that they will continue in their current placements. And we

123have individuals in those classrooms who are committed to teacher certification. they they are not there temporarily or um uh and then with I teach there has been a lot of movement with I teach and the associate teacher program but currently we have 84 uh associate teachers who are enrolled with I teach 92 who are in residency and the difference there is that between enrollment and Residency. Enrollment is you're in the program. That means you've been accepted. You started the program. Residency is you've moved into that first piece. You're eligible for your provisional license. So, they're not they don't have that 10-year renewable license yet. They're continuing to work toward that through the I teach program, but they are eligible for their provisional license. So, again, producing licensed teachers at an accelerated rate. and we do

124have eight who have already completed it um this year. So, it is it is possible. >> I think that's where I turn it back over to the big boss. >> Thank you. And okay, I think I'm I I need to be using my right hand. There we go. Okay. All right. So, there are a number of support systems afforded our associate teachers to ensure their success. Um all of the things that you see there are things that are afforded to um our associate teachers. Uh they are invited to all of the same professional development opportunities that new teachers are invited to. Um they are assigned mentor teachers throughout their time as associate teachers. So they have that um that good support there and modeling. Um teacher coaches are assigned to them for support and coaching

125as needed. Um, passage prep is a part of the I teach program offering practice preparation free of charge for a total of 90 days. So, they have access to all of those resources to assist them in passing the practice. There are customized study study plans, practice tests, and courses and materials with instructor instructors through I teach. And there are check-ins um with um with staff. Um there's also model teaching through observation if needed and access to PLC's and new teacher co cohorts as well. So there are a variety of support systems in place for our associate teachers to make sure that they are effective in our classrooms. So we had prepared for I teach to join us this evening to talk about the supports afforded to our um our associate teachers enrolled in I teach.

126Um however this date did present a conflict for them. So instead um we did think it would be a great idea to invite some of our teachers some of our new teachers who have actually gone through um I teach and they are now new teachers with public schools. So we are so uh pleased to have them here to speak to you about their journey and I'm going to allow um Amanda to come on up and introduce them so that you can hear directly from them about their experience. So, I'm not sure how much different I have to add, but we are so excited to um introduce you to the four teachers who we have here with us tonight. They've moved from associate teachers to teachers um this year. Yes. [applause] So, um we uh Oh,

127are we down one? >> Okay. We had somebody who um had to leave because she's going back to her school for the winter program um for her students and uh uh she's very committed to that which we appreciate. So I'm going to let them introduce themselves. I'll introduce the first speaker and then they can then introduce themselves. But thank you so much for taking the time to let them share their stories because um we're proud of them and I know I know you are too. So, Tiffany Sumler from Lake Taylor School is up first. >> Tiffany. [laughter] >> Good evening, everyone. >> Good evening. >> My name is Tiffany Sumler. I'm a first year teacher in Northfor public schools through the I teach program at Lake Taylor School. My connection to NPS began long before

128I ever stepped into a classroom as a teacher. My mother has been an NPS educator for almost 30 years, most of that time in Title One schools. Growing up, I watched her pour her heart out into her students, advocating for them, believing in them, and showing up for them every single day. Seeing that impacted me firsthand, and it's what planted the seed for me to become a teacher. When I decided to pursue education, the I teach program made that dream possible. It allowed me to take the to take the degree I already had and turn it into a meaningful career in the classroom. I started at PB Young Elementary as a long-term in-house sub where I began my IT teach coursework and truly found my footing as an educator. I later applied for a science

129position at Lake Taylor School and Dr. Patterson reached out to me for an interview. She saw my passion for science and my potential as a teacher and she took a chance on me. Her support along with the support from NPS and the new teacher institute has meant more to me than I can put into words. Teaching has been challenging, rewarding, and life-changing. I teach sixth through eighth grade science. So, my classes include regular six, honor six, advanced 7th, and eighth grade science. As a first year teacher still getting my certification, carrying this responsibility has not been easy. But every day, I see growth. I see curiosity. I see confidence in my students. Making it to this point in the year is an achievement in itself. >> [laughter] >> But more importantly, my students are learning

130and they're growing. I'm proud of the progress they've made and I'm looking forward to seeing how they demonstrate that growth in their so scores. I'm grateful to be a part of this district that creates pathways for educators like me and invest in our success. Thank you for your time. [applause] Hi board and community members. My name is Morgan Dinsmore and I'm a third grade teacher at James Monroe Elementary School. As a result of the associate teacher program at Norfol Public Schools, my journey with teaching began in 2022 after graduating college when I was placed at James Monroe as a tutor through the Americanore program. There I saw the magic that can happen in schools in this new area I was exploring. After my year of service, I pursued another opportunity teaching at a private prek

131program. However, I found myself missing James Monroe. In fall of 2023, the new and beloved principal at James Monroe and I were in correspondence. She mentioned the new associate teacher program and how I would be the perfect candidate. Next thing I knew, I was enrolled in the alternative lensure program and I had my own classroom. During this time, I realized my love for teaching. Because of the associate teacher program, I found my passion, made a living doing it, and have had access to so much education about this career path. From a scared new college grad to a growing and thriving teacher, I want to extend my biggest thank you to Norfol Public Schools and Miss Jade Fleming, my principal, for taking a chance on me and many others. Thanks to the associate teacher program, many

132vacancies have been filled by people like myself with so much to bring to the table, including the the desire for the best instructions for our students and the love that many of them need. Thank you again. >> [applause] >> Good evening. >> My name is Jacqua White and my path to becoming a teacher was not a straight line, but every step along the way prepared me to serve students with purpose and passion. I am a graduate of Old Dominion University and my journey into education began as a substitute teacher and later as a literacy tutor in another district. Those roles confirmed what I already felt in my heart that working with students is what that working with students was where I belong. However, I also knew that I want to grow beyond those roles and

133become a full-time classroom teacher. That opportunity became possible through NOFK public schools. The associate teacher program in partnership with I teach provided a clear supportive pathway into the classroom through hands-on experience, mentorship, and professional learning along with the support of the new teacher institute. I was able to successfully transition into teaching. Today, I am proud to serve as a first grade teacher at James Monroe Elementary School. I am grateful to my principal, Miss Fleming, for seeing my potential and giving me this opportunity. I'm also thankful for the support of my colleagues at James Monroe Elementary School and for being a part of a school community that vows learn values learning, collaboration, and student success. That environment has played a meaningful role in my growth and confident as an educator. Thank you for the opportunity to

134share my story and for continuing to support programs that help educators grow and succeed. Being in the classroom each day and seeing my students learn, grow, and thrive reminds me why I chose this path and reaffirms the importance of investing in programs that support and develop future future educators. Thank you. And I'm also going to read my twin sister was here tonight, so just picture, you know, she looks just like me. So, [laughter] uh, she had to go to her winter program, so I'm going to read her story. Mhm. Um, good afternoon. My name is Janiah White and I am a first grade teacher at Richard Bolan at elementary school. My success story in becoming an educator began before I had ever had my own classroom. I started as a substitute teacher, but it was

135while working as a literacy tutor that my passion truly ignited. Spending time with a set group of students every day, building relationships, watching their confidence grow, and knowing that I had a direct hand in their education sparked my desire to become a classroom teacher. Although I already had a degree, I knew I wanted to pursue a different path. After researching, I found that North Public Schools offered the perfect transition for someone like me. The associate teacher program combined what I teach was truly instrumental in my journey. With the support of the new teacher institute and administration, I achieved my goal of becoming a first grade teacher. Being in my own classroom has only confirmed that this is where I am meant to be. I am fir I am a firm believer in saying that iron

136sharpers iron and I see that lived out daily at Richard Bolan Elementary under the leadership of principal Boone and while working alongside skilled, supportive educators who push me to grow. I am grateful to my principal Boone for seeing my potential and giving me this opportunity. My goal is not only to flourish as an educator, but to be the teacher who is remembered for the positive impact I made on a child's life. [applause] >> Thank you. So, now that you've heard from uh our three new teachers, we just want to say we're so proud of them and the accomplishments that have been made. Um thank you all for taking time tonight to share with us. So um we could share a number of other but we thought it would other you know accomplishments and stories success

137stories um that we've heard over the past couple of years from those who have started out as associate teachers and have made their way into uh the teaching profession. Um but again those three were highlights for us and we wanted you to participate and or hear that as well. All right. So, in terms of other celebrations, that's [snorts] the cue, Miss Tanner. >> Well, I thought you were going back to doing it. >> Thank you. [snorts] Um, so other celebrations that we would like to share with you. Um, we have uh actually made several accomplishments over the course of the past uh year and and seven months. As I stated before, one of the things that we are proud about is our golden ticket hiring events uh that have been implemented which provides on the

138spot offers. Um so it really does help to expedite the hiring process and also allows us to even start part of the onboarding process right there on the spot. So our assistants come and they're ready uh to get people started with the onboarding process right at the time of of offer. Also digital onboarding um that's being initiated for a more modernized streamline process. Um there's the implementation of new case management software to improve efficient efficiency through automation and provide quick access to centralized data. We're really working to automate automate uh some of the processes and get rid of some of the paper processes that are currently in place. So, so that's that's coming. Um the department also looks forward to document management solutions to reduce as I said paper driven processes that will be provided.

139Um uh this year HR was able to centralize fingerprinting and badging within the HR department, eliminating the need for for candidates to have to drive across the city. So everything is right there within HR. >> It's a great one-stop shop. >> Yes. >> And um also finally the department eliminated the requirement for pre-employment substance testing for position. So that also helped to streamline the onboarding process and get individuals into buildings and classrooms a lot faster. Um so all of this has just resulted in uh a more efficient more efficient processes within HR. Um we've we've done a lot but there's still a lot more to be done. So stay tuned. We will be sharing more about the things that are going to be implemented um in in the near future. So that concludes our presentation.

140There's so much more that we could include, but there's just not enough time to share with you everything that's happening positively within the department of HR. But again, those are just some highlights that we wanted to share with you this evening. Um, we thank you for your time and we welcome any questions that you may have at this time. Um, so I want to say thank you so much for um the work you're doing around the associate teacher program and for highlighting um the teachers tonight that have gone through the program. Um, and I've particularly enjoyed, you know, when I'm on a school visit, that has been um something I know some several of our principles have been like, let me take you to this remarkable associate teacher, you know, in my building. So I

141think this is I I do this particular program, the innovation, the the career exploration as we heard tonight. I think the opportunities that it provides is really great. Um I would like to know a little bit more about um the cohorts for the program, how that works, how um the support systems that we have in place, how the associate teacher support systems differ from new teacher supports. What And then finally, you know, that's this I'm kind of because I know we're under uh crunch for time here. I'm I'm just trying to um and if you could talk specifically about that and what policies, procedures or um protocols does the board need to be aware of to help um help you implement it with um even greater success. So um so in terms of the cohorts,

142you'll find that um several schools uh they have the principles have put together these cohorts where um they are just checking in on the um on their new teachers including the associate teachers and making sure that they have everything that they need. So it provides that cross um collaboration, you know, across the building and just making sure that um that's that's in place. There are some school divisions and that's uh something that we're looking into where it's specifically um targeting um you know those who are in the grow your own programs. Um specifically I teach um we are would like to move in that direction. So that's something that you know we would love to have some you know support around to put some of that together. Of course, um HR is uh at the

143center of all of this, but of course it does uh require some collaboration with other um other offices within NPS. But um to see that not just in a few schools, but to see that consistently across the school division that is more centralized would definitely be the the goal. >> So So what can we do to support you in that effort then? Um well, one of the things that we've been discussing um is, you know, perhaps having a liaison who would be dedicated specifically to associate teachers. Um that that certainly would be um of assistance because, you know, just keeping up. We're doing the team meetings with principles, but that's twice a year um where we're meeting up with them. But there's a lot that happens between those, you know, two periods of time. We

144just don't have the staff to be able to keep up with daytoday or weekly visits with um our associate teachers to check in with them to make sure that they have what they need to keep them motivated um and you know just make sure that they're getting the resources that they need. If there's coaching, there's some uh schools that have greater resources available to them such as our EELC's. They have, you know, coaching supports and a number of other resources afforded to them, whereas uh other schools may not have those same. Um so if those supports are available um across the city then of course that would be um of assistance but um just a leaz a liaison who would keep up with all of those things and make sure that resources are getting to

145the associate teachers >> because right now is it like whose responsibility is it to ensure that the associate teachers you know, know their timeline, know when things are due. Like, is that did I is that the responsibility of the principal where they're placed or is it >> it's actually their the associate teachers responsibility um in terms of the coursework because it's all um it's it it's all self-driven. So, it's all on their own timeline and making sure that they get everything uh done or completed for I teach. But in terms of, you know, keeping up with deadlines, of course, that's where we that's where we come in. That's where HR um, you know, for lensure and and all of that and that 90-day window and reminders and and that type of thing to make sure

146that they um, you know, know that things are coming before they actually get here. And while she's coming up, the reason I'm asking about that, and if I'm misunderstanding this d these data points, so there's 84 enrolled in I teach, 92 in residency, but we have eight completers. So how many completers w should we have? So, I can tell you that I teach through their own um part of what they wish to share tonight before they weren't able to attend is that their program is actually designed to take between 18 months and 2 years. Um, a lot of our associate teachers are on an accelerated path to completion because they are self-motivated in doing so. Um, as far as our internal monitoring of those timelines and communicating those timelines, last year was to be completely

147transparent with you, a learning year for us with associate teachers. The position was created in August and we had a hiring fair for the associate teacher position and then we quickly hired qualified individuals into those positions based upon principal recommendations. Um it was a learning year for the associate teachers, for the principles and for us. Uh we because of that we those who who moved as associate teachers last year, we offered them the opportunity to remain associate teachers this year. Though the intent of an associate teacher position is for it to be a one-year position, one year only. Um so that we could clearly define expectations and communicate those expectations from the point of higher. And I think that was a huge part of what upon reflection and review of our own practices we were

148missing last year with this new position is we were trying to understand how it integrated with our current positions. Um so at hire they are given all of the timelines. Um so the first benchmark is a 90-day benchmark that is a code of Virginia benchmark for lensure. Um where they have to become eligible for a provisional license. So they have to complete two courses and their practice assessment. We know the practice is a barrier unfortunately for a lot of our associate teachers. That is why they did not meet that initial 90-day timeline even with the practis prep. But there are many things in place to support that including um the recent adoption as of November 1st of the practice bridge program. Um and then the second timeline is that 100 120day timeline where they have

149to have finished that second part of the coursework. So they have written documentation at the time of hire. They get a copy of the letter. They sign acknowledgement of the the deadlines and then along the way they are sent those reminders about the timelines from me. Well, it's from the NPS human resources account but from me. um and their staffing generalists who are no longer generalists but talent acquisition and management specialists work with them directly as well. Okay. >> With reminders >> and I imagine [clears throat] there are costs associated with you know um I think you said the bridge program with it. What are the costs and what are the costs do do we pay for or and andor or or do our associate teachers have to pay for? the associate teachers incur the

150cost of the I teach program and >> how much is that? So, the I teach program is is almost 3,000. Um, it's like 20 29 something. Um, but and you know, this isn't always the only helpful thing, they they are able to defer payments until they enter that residency stage um when they get their full teacher contract, not just the associate teacher contract. And then they are able to make monthly payments on on that cost as well. Last year we were able to offer scholarships to 51 recipients. Um unfortunately we didn't pay out all of those scholarships because not everyone was successful in completing the program and um it was a reimbursement model that we used for that scholarship where we paid once you finished and the invoice was sent to us. Um so those

151are funding opportunities that would continue to be beneficial. Um I know we have to ask for them. Um but but most definitely because we continue to get inquiries about are you guys offering scholarships again? Um and it is expensive but it certainly one of the speakers tonight um and I won't identify who but they were one of the scholarship recipients um and that's why they were able to complete the program >> in the program. you have to have a referral, excuse me, from the principal. Is that how that work? And also, do you at least need associate degree or That's a good question. So, one of the minimum requirements is a bachelor's degree. You have to have a bachelor's degree in something. >> Um, it doesn't have to be the thing that you're going to

152teach. Um, and then when you are mentioning the referral from the principal, you do have to have a principal within Norfick public schools who who wishes to hire you so that we can extend the associate teacher employment offer. >> Yeah. >> Right. >> Make sure that they Correct. So they do also have to demonstrate that they are enrolled in a teacher preparation program whether it's I teach or some other program to be an associate teacher. Uh we do also need that buyin from them. But I think it is the way of the future. Associate teachers as you know teacher prep programs aren't producing um we're going to have to keep getting creative with the associate teacher position the support that we provide them. Um because the their numbers will grow. >> The same people. [laughter]

153That's right. Absolutely. And candidates will tell you, "Well, I have an offer with a couple of other sister school divisions." Absolutely. They have options. Um and we we just hope to be their choice and we try to convince them of that. >> Thank you. The board will now go into closed executive session. >> I move. >> I second. [laughter] >> More Buffalo has brought forth the motion and Dr. Martin has seconded the motion. Is there any discussion? Miss Tanner, please read the motion. said it was Buffalo and who? I'm sorry. >> Dr. Martin move that the members of the school board of the city of Norfolk go into a closed meeting for the purposes which are set under subsection A of section 2.2-3711 2-3711 of the Virginia Freedom of Information Act as amended for discussion,

154consideration, or interviews of prospective candidates for employment, assignment, appointment, promotion, performance, demotion, salaries, disciplining, or resignation of specific public officers, appointees, or employees of the school board pursuant to subsection 2.2-3711A1 of the act. The subjects covered by this exemption are the discussion of qualifications of spec of of specific candidates for appointment to the position of superintendent and discussion of persons and personal actions included for today of the for a vote on today's personnel report. Discussion or consideration of disciplinary and any other matters concerning students in Norfor public schools that would involve the disclosure of information contained in the scholastic record pursuant to subsection 2.2-37118. 2-3711 A2 of the act. The subject covered by this exemption is a discussion of students and disciplinary actions on today's regular student report. Discussion of the award terms or scope

155of public contract where discussion in open session would adversely affect the bargaining position or negotiating strategies of the public body pursuant to subsection 2.2-3711 A29 of the act. Subject covered by the exemption is the discussion of the award, terms, and scope of possible superintendent contract offer and consultation with legal counsel regarding the specific legal matters requiring a provision of legal advice by council pursuant to subsection 2.2-3711A88 of the act. The subjects covered by this exemption are consultation with in connection with the matter said above and subsections A through C of this motion. Bassine. >> Hi >> Buffalo. >> Hi >> Martin. >> Hi >> Olson. [laughter] >> Hi >> Slaughter. >> Hi >> Thomas. >> Hi >> to Caligiro. >> Hi. >> Why' you try to make me say something? >> [music] >> I would

156like to call to order the school board business meeting. Miss Tanner, please call the role. >> Bassine >> here. >> Buffalo here. >> Martin >> present. >> Olson >> here. >> Lauder >> present. >> Thomas >> here. >> Caliggerro >> here. >> Agenda item 4.03. We'll have the pledge of allegiance with our student representative Athena Ash. >> Good evening. We request that all cell phones and pagers to be turned off or to vibrate during the course of the meeting. Thank you. Please rise and remain standing for the reciting of the pledge of allegiance. >> I pledge of 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. >> Agenda item 4.04. 04. Can I get a

157motion to adopt the schoolboard business meeting agenda? >> I move that we approve the school board business meeting agenda. >> Second. >> I adopt. >> Miss Buffalo has brought forth the motion and Dr. Martin has seconded the motion. Is there any discussion? >> Miss Tanner, please call the role. >> Vine. >> Buffalo. >> I. >> Martin. >> I. Coulson. >> I. >> Slaughter. >> I. >> Thomas. >> I. >> Kellerro. I agenda item 4.05 school board clerk's report with Miss Tanner. >> Chairwoman Decaligerro, board members, we have a musical selection by our talented students at Bookery Washington High School and their orchestra under the direction of Angie Burns. Thank you, Channel 47. >> [music] [music] >> Good evening, school board chair de Kaliro, vice chair Thomas, school board members, Dr. Pole, administration, and guests. My

158name is Zach Rrooksby and I'm the senior coordinator of music and theater instruction for Norfol public schools. In this magical time of year, Norfick Public School students encapsulate the spirit and energy of the holidays by showcasing their talents [music] and hard work at over 100 music and theater performances at their schools and throughout the community, including performances at the Grand Illumination Parade, Centara Hospital, on board the USS Wisconsin at Winterfest, at the Virginia Music Educators Conference, and at the Chrysler Museum. These performances nurture creativity, collaboration, communication, and critical thinking. Skills essential for success in school and beyond. They also provide meaningful opportunities for students to build confidence, resilience, and a strong sense of belonging. Tonight, I'm honored to feature the Booker T. Washington Chamber Orchestra under the direction of Miss Angie Burns. They will be

159performing Carol the Kings, arranged by Anthony Susi. Thank you for your continued support of music and theater education. Your investment ensures that students across Norfolk have [music] access to transformative arts experiences that help them learn, grow, and thrive. >> [music] [music] >> Heat. Heat. [music] Heat. [music] [music] Heat. Heat. Heat. [music] [music] Heat. Heat. [music] >> [music] [music] [applause] >> That concludes your report. >> That is my report. Yes. >> Agenda item 4.06, superintendent report. Dr. Pole. >> Thank you and good evening, Madam Chair Collier, Vice Chair Thomas, members of the board, and guests joining us both here in the room and online. It's my pleasure to present this month's superintendent report highlighting the many outstanding initiatives taking place across Norfick public schools. This month we feature students visits to North Norfick Technical Center where

160students are engaging in high demand career pathways as well as look at technology and action at Lake Taylor School demonstrating how innovative tools are enhancing teaching and learning in real time. Moving on to a montage of fall sports. And of course, we are also very proud to celebrate exceptional athletic accomplishments, especially those from Mory High School and Lake Taylor High School, who, as you all are know, have both earned state championships in football this past Saturday, an extraordinary achievement for each school community. For Mory, this marks their third consecutive state title. Additionally, this month's report showcases our legislators to school visits, which provided an important opportunity for our elected officials to see firsthand the great work happening in classrooms across the division and to engage directly with students and staff. And as we approach the

161holiday season, I want to extend warm wishes to everyone. I encourage all members of our community to take the time to rest, recharge, and enjoy meaningful time with friends and family. I would also like to express my sincere gratitude to all of our teachers and staff who give everything to our young scholars. Channel 47, please roll the footage. NOFK Technical Center opened its doors to students and showed off their exceptional programs during their visitation week. All five high schools came to NTC, one each day. And on this day, it was Graanby High School's turn. Students visited four different classes to help them determine if they'd like to pursue a program they enjoyed, which could lead to an exciting career. >> When they go in the classrooms, they're going to talk to the students, talk to

162the teachers. They might do a hands-on activity, but they get to see what it's like to come to NTC. We want to fill every class. Um, most of our classes have a cap of 20 um for safety reasons by the state, and we want to fill everyone to capacity. At the end of the event, students were able to apply for any class that interested them. They appreciated the opportunity to learn more about NTC and recognized how it could affect their futures. I enjoyed uh early childhood because the kids were in there were very cute and the teachers were really nice. The classroom, it was very fun and I really enjoyed it. I think it's important because you can build independence and skills you wouldn't learn in a normal school like Graanby or Norview and you

163have more social skills. >> I've been to auto mechanics. I've been to uh pharmacy technicians and I just came from uh practical nursing and now I'm in dental careers. I think it's really cool cuz then you know I get to actually be here instead of just you know possibly reading things online. I get to see what I'll do if I come here. Lake Taylor School invited the community to visit and observe how they're using technology to enhance teaching and learning in kindergarten through 8th grade. Students at this Apple Distinguished School use iPads in every classroom for research and assignments. And they also have labs with IMAX for more advanced work. On this day, guests witnessed sixth graders enjoying the challenge of building circuits using these valuable tools. It's not that hard like to use. It's

164pretty easy to use. If you do it like in real life, it's kind of complicated, but if you do it in there, like it has steps and stuff and like you can do split screens instead of doing it in real life. >> I was building a circuit using different components to try and get the light to light up with the energy that I was assigned to. What I enjoy best about using technology is that I get to learn how to use them and how we use them in our everyday lives. Fall season is officially over. Let's take a look who placed in state competitions. [music] >> [music] [music] >> We blocked out all the noise. Everybody said we weren't going to do it and we did it. >> I feel great, man. I'm a state

165champ. I bred out today, man. I had fun. [music] >> Amazing, man. It's what we wanted all year. We talked about just creating a dynasty. >> Just an awesome feel. I just feel so glad for the kids. NOFK public schools invited legislators who serve the city to see firsthand what happens in our schools during the annual Take Your Legislator to School Day. This event provides an opportunity for lawmakers to visit schools to learn about their needs and how government policies are affecting them on a daily basis. After the tours, everyone gathered at Sherwood Forest Elementary to hear about and discuss the division's legislative agenda. >> It's incredibly important for our legislators to hear directly from the people that they represent. And they get a lot of different uh people in their ear kind of competing

166for their time and priorities and for them to hear directly from schoolboard members, from principles, even from teachers and students on what's happening um and the laws that they're how that's really impacting them. that's important for them to hear. >> I think it went wonderfully. It's very inviting um good presentation. You know, we want to get our delegates and senators in the community to really see what is going on at our schools and so when they are enriched in January, they can advocate for us. What I got today was a better understanding of not only the legislative things but the folks that are happening the things that are happening at the department of education that we can be really good sort of liaons and give the great anecdotals to support for as we roll into

167this next session of how we can do better supporting our our schools. For complete video stories and more divisionwide information about Norfolk Public Schools, visit the NPS website and check out our YouTube channel, Facebook page, Instagram, and NPS newsletter. >> Madam Chair, that concludes my report. >> Agenda item 4.07, citizens comments. Miss Tanner, how many speakers do we have for the evening? We have uh eight list, but we have some special students here from Ruffner Student Leadership Program who's going to buddy up on their three minutes. [laughter] So, we will start with Michael Dower Dyer. Good evening, chair, school board members, and superintendent. My name is Michael Dyer and I stand before you not as a parent of a Northfor public school student, but as someone deeply invested in the integrity of the district and

168doing the right thing. I am a teacher at Graanby High School and I'm here again to talk about the issue that has been unresolved for more than a year and a half, the ongoing pay inequity injustice faced by NGOTC teachers in Northfor public schools. Sadly, this marks the fifth time I've addressed the board on this matter without seeing any results. For those board members who have met with me, I thank you. And those that met with our other NGOTC teachers, I appreciate the time. If any of you would still like to speak with me, I will make myself available anytime, anywhere. Prior to coming before the board, I met with Dr. Dr. Agnu Scott on several occasions and requested meetings with the superintendent as well. Unfortunately, the meetings with Dr. Agnu Scott did not produce

169any measurable results and the requests with meetings for the superintendent were rejected out of hand. I will not rehash what I've already presented to the board as I have a limited time. However, I would like to put the pay and equity issue that NGRTC teachers face in perspective. At last month's board meeting, the school board proposed a 700% pay raise for themselves. Looking at all the factors that led to this proposal, I personally support the pay raise that is now part of the school budget that is to be voted on. In other words, the board identified a problem. They proposed a solution and likely the solution will be voted on very shortly. Compare that to NJRTC teachers in Norfolk who have not received payraises that were approved by you, the board, promised to all employees

170throughout Norfolk Public Schools for the past two budget cycles. Is this the way that Norol Public Schools wants to treat veteran employees? I certainly hope not. If MPS had simply followed through and done what was written and what was promised, if NPS had done the right thing, I wouldn't be here tonight. So tonight, I ask no, I urge the board to stand up and do what is right, not just for NJOTC teachers, but for the values that NJR that MPS claims to represent. Let's make sure that this is the last time I need to be here fighting for what was already promised. Thank you for your [applause] Next, we have Morgan Crowder. Good evening. My name is Morgan Crowder. My six-year-old son with ADHD has missed two days of school and will continue to for

171the rest of the year due to an inflexible administrative procedure. My son's babysitter lives 0.9 miles from the school, a 4-minute drive. A Norfol public schools bus drives past her address every single day. yet my son can't ride it because our home is within one mile of the school. I'm not asking for new routes or resources. A bus already goes there. I'm asking that my special needs son be allowed to use it. I'm a single mother working until 6:30 p.m. every weekday. My babysitter has been fighting to find and arrange rides for to pick up my son every day, but is un a but is unable to on Fridays. So, every Friday, my son misses school. That's potentially 20 or more days of education lost for the rest of the school year. I've spent weeks

172trying to work with the district with detailed emails to Dr. Paul and Mr. Freilley. And I keep getting responses that don't address the real issue and both have gone completely silent. Dr. Paul said that this isn't a board policy issue. It's an administrative procedure. So the board has no oversight. [snorts] Mr. frankly sent me information about appealing for home to school transportation ba based on railroad tracks and busy streets. That's not what I'm asking for. And I've stated that repeatedly. Dr. Paul said that living in a non-transportation zone doesn't constitute a denial of access to education because the division continues to provide full access to the instructional day. But if my son cannot get to and from school safely, how is that full access? What makes no sense is that another student lives on the

173lives outside the non-transportation zone and goes to the same babysitter's address and she is allowed to ride the school bus there. But my son isn't allowed to ride that same bus to the same address even if it's 0.9 miles away. When I was a kid in Missouri, my home was within one mile of my elementary school. Yet, I got to take the bus to my grandparents house 7.1 miles away on an existing bus route. If Missouri could accommodate working families, why can't Norfolk? Especially since kids have no choice but to go to school every day. The school has partial responsibility over these kids regarding transportation for safety and to prevent absences. I ask you, do you accept that you have no responsibility to oversee administrative procedures that prevent children from getting in getting to and

174from school safely? because that's what your superintendent said. I'm not asking for an exception. I'm asking for a policy change that would help all working families in Norfolk and all children regardless of disability or not. No new costs, no new resources, just common sense. Thank you. >> Thank you. [applause] And next, Sherwoman D Caligerro. I want to invite Sharon Houston to come forward with Gethsemane Community Fellowship Baptist Church. And she has um her group of her Ruffner student leaders who are going to get set up um is three groups with three minutes each. And the first group >> line up while she's gathering them together. The first group of students, it's for America or Oortan, Camalia, Haskins, Easley, May, Swimmer. Okay, I'm going to let you say their names. [laughter] They will say their names.

175>> Awesome. Awesome. >> Um, good evening school board members, staff, and friends of Norolk. Um, I am Sharon Houston. I serve as community partner with Ruffner. We're excited when Ruffner some three years ago shared um their fourth pa four pathways and one of them being um leadership and so we gladly came to the table to support um the students. So I'm excited and proud to introduce to you the newly elected student leaders of Ruffner School. [applause and cheering] Yes, they were elected. They ran for office and they were elected by their peers. And tonight, as you are probably in the final stage of hiring our next superintendent, they want to share a few thoughts for you to consider. So, please welcome Ruffner Leaders. >> [applause] >> Good evening. My name is America and I have

176with me Kamaya Reagan and Eley. Together we proudly represent third third and fourth grade students at our school. We are glad to stand before you today. We love learning. We love our school and we are excited about our future. >> We We hope our new superintendent will be someone who who loves children and listens to students, even the youngest ones like me. Us. >> Hello. Hello. Hello. I would like to say we need a leader who believe in us, encourage us and help us grow both in school and life. >> Even even though we are small, we matter. Please remember us when you make big decisions. >> We are not just students, we are your partners. >> [applause] >> Good evening. My name is Louis Richardson and I have Skylar Richardson. Together we represent the

177voices of fifth and sixth grade students at Ruffer. We are honored to stand before you today not just as students but as future leaders. We are, we believe leadership starts with using your voice, showing respect, and standing up for what's right, even when it's hard. Ruffer is working to build a culture of leadership. Did you know that fifth and sixth grade is a time when students begin to truly discover who they are? We're not just little kids anymore. And we're not quite teens, but we are thinkers, helpers, and leaders to in training. We're asking for more than just a leader. We're asking for a visionary, someone who believes in a student voice, who will invest in programs and build characters and confidence, and who makes sure that students in [snorts] every zip code are seen

178and supported. We are not just students. We are partners. [applause] >> Good evening. My name is Micah Taylor and I have with me >> together we are proudly to represent the seventh grade students of >> We don't want a superintendent who only visits photo. >> We don't want a leader who avoids risk just to take. >> We want a bold courageous leader. Someone who takes big risk to bring big change. We want to see our superintendent just as much as we want our Don't just ask the principal what's going on. Come and see for yourself. Walk our hallway, sit in our classroom, listen to us. Demand excellence from us and we'll will rise it to to it. We believe that leadership is not about a title. It's about presence, purpose, and power. and together we

179are ready for a superend superintendent who leads with all three. Thank you to our leaders at Ruffner for seeing us, supporting us, and giving us the courage to speak. And thank you all for letting us share what matters to us today. We are just students. We are your We aren't just students. We are your partners. [applause] Good evening. My name is Aisha Young and I have with me >> Liza Evans. >> Together we proudly represent the eighth grade student of Ruffner Academy. We we're honored to stand before you today, not just as students, but as young leaders preparing for high school and beyond and beyond. We carry dreams, ideas, and a deep desire to be seen. Not just by our teachers and families, but by the leaders of our city. >> We want a superintendent

180who values our voice and our future. >> We are not just students. We are your partners. [applause and cheering] [applause] Great job. Next we have Charlotte Smith Warley. My name is Charlotte Smith Worly. During my 17 years as a volunteer, I have witnessed many positive developments within our district. Notably, more resources have been provided for our children from new [clears throat] technology to additional social emotional support. However, alongside these encouraging changes, I have also observed several deeply troubling trends in recent years. Most of these concerns arise from the school board's ongoing difficulty in fostering sincere, respectful collaboration among its seven members. The lack of cordial teamwork is not just a minor is issue. It is a persistent barrier that undermines the effectiveness of your leadership and ultimately the quality of education of our children. The

181community's desire for real change at leadership level could not be clearer. This was demonstrated big time in the November election when your newest member, Jodie Slaughter, won every single precinct in her ward. Such a decisive victory sends a loud and unmistakable message to the from the voters. Yet rather than embracing this message and welcoming Mrs. Slaughter. Miss Lauder. As a valued addition to the team, the board held what can only to be described as the most begrudging welcoming ceremony I have ever witnessed. The atmosphere was cold with the notable exception of Dr. Paul. Thank you. Gracious remarks. Even the group photo was avoided. Contrary to what some may believe, I don't relish standing before you to express criticism of the board's dysfunction. I do so because the fracture within the board has reached a degree

182of open hostility our school system is suffering as a result. Actions speak louder than any words. The treatment of your newest member makes it painfully clear. The board currently prioritizes the power of the majority over genuine collaboration. This approach does little to set a positive example for our children. I am committed to Norfolk's progress. I know the future of our city lies in our children. Our collective responsibility is to ensure they receive the best education possible. an environment characterized by respect, integrity, and genuine leadership. Thank you and welcome, Jody. Liz Albert, please [applause] Chairman Decaler, Vice Chair Thomas, school board members, and Dr. Pole. My name is Liz Albert. I do not have children in Norfolk Public Schools. However, I'm I am a longtime advocate for a well-funded school system, particularly in the area of

183capital improvement. I would like to address my comments to the three remaining board members who voted to terminate Dr. Sharon Birdong. First, I would like to say thank you because your resolution stated that Dr. Birdong terminate termination by the board was without cause. She is now receiving her full retirement benefits. She greatly deserves this full slate of benefits benefits for her 26 years of dedicated service to NPS and especially for the six years she had to endure harassment from members of this very board. Second, I'd like to state just because you have four votes doesn't mean it's a good decision. Speculation on the streets says that a board member has flipped and changed their allegiance for some reason or other, and now there are four votes for any candidate the majority chooses. The main question

184is, does this candidate meet or exceed Dr. Birdong's experience and leadership capabilities as well as having experience in dealing with a difficult board? If not, do not hire them just to cover up your mistake of creating an unnecessary leadership void. Finally, I will say this. Many in this community and the majority of your internal workforce wish you would just rehire Dr. Birdong. We know the majority would not let that happen. But we also know this. We want someone of her courage and caliber. If your finalists do not have those characteristics, do not rush because in this case, haste would not only turn into waste, but irreparable harm would come to the children and staff of NPS. Thank you. >> And our last speaker is Lisa Walker. Hi, my name is Lisa Walker. I currently serve

185as a reading specialist at Southside Sim Academy at Campastella. I have a few talking points for the board's consideration. The treatment of the associate teachers felt very unfair. You offered qualified candidates a pipe dream that exploded in their faces right before Thanksgiving. The contract they were offered didn't consider the day-to-day life of a new teacher, which includes but is not limited to the intricacies of the curriculum for each content area, planning and delivery of instruction, classroom management, the monumental task of getting everyone where they need to be throughout the school day safely, taking accurate attendance, grade submission, building relationships with students, parents, and colleagues only barely scratches the surface of what new educators must do. In addition to the rigors of taking and passing four content assessments for elementary staff to obtain lensure by the

186prescribed deadline, they have now been converted to long-term substitutes, which means they have significantly lower wages, don't earn leave, have lost all of their health benefits, and the mental anguish they experienced was very hard to witness. It was downright demoralizing as we stood by and could only offer encouragement. As a reminder to the board, there is a national teacher crisis. We really need a better plan for board and division goal priority six. The annual equity report stated that 100% of the teaching staff was highly effective. It gave me pause because the only criteria for being highly effective was not being on a plan of action for licensed staff. Then I learned the largest number of our divisionwide teaching team has zero to three years of experience. The teacher data shared and the board goals are

187in stark contrast to each other. This report has the greatest impact on your most underresourced students. Let's ensure that when you report 100% of the licensed teaching staff is highly effective, the data presented supports that bold statement. My last thought surrounds the secrecy around the superintendent search. We went from surveys and interviews to radio silence. NPS is at a crossroads with the right sizing initiative. This board has made decisions that give back door and underhanded. I know we are all keenly aware that without full transparency, any changes will be viewed as self-serving and politically driven versus student data driven. Don't allow the real work and hard choices that must be made tainted by lack of clear guidelines, timelines, and constant communication. Ensure that every move that is made can be backed up by real and

188accurate data, not contrived presentations to check a box. As we enter this holiday season, remember the greatest gift we can give every child in NPS is the gift of reading. It is one skill that touches every single facet of their lives. Thank you so much for listening. I pray each of you have a merry Christmas and a happy new year. Thank you. [applause] >> That concludes our speakers. Agenda item 4.08, 08 approval of consent of the consent agenda. Can I get a motion to adopt the consent agenda? >> I move that we approve the consent agenda. >> Is there a second? >> Second. >> Uh, Miss Buffalo has brought forth the motion and Dr. Martin has seconded the motion. Is there any discussion? >> Sander, please call the role. Bane >> I. >> Buffalo. >>

189I. >> Martin. >> I. >> Olson. I >> Slaughter. >> I Thomas. >> Iro. >> Hi. >> Next, we have agenda item 6.01, the monthly financial report with Mr. Anthony Starks. Good evening, Madame Chair, members of the board, and Dr. Paul. We'll start with revenues. State funds, 92.6 million collected, which represents 33.8% of budget. City funds, 68.8 8 million collected, 40.3% of the budget. Federal funds 1.46 million collected, which represents 27.1% of budget. Total revenues collected to date 185.9 million or 39.1% of our annual budget. Expenditures and encumbrances total expended or encumbered 71.1 million. Net positions revenues exceed expenditures by 14.9 million. Madam Chair, overall message, we are in a strong fiscal position as we near the end of the second quarter. Revenues are tracking normally and expenditures are consistent with expected pacing. Oh, I'm

190sorry. You forget you don't use the clicker. Hey, >> uh, I'd like to comment on a couple of negative balances that are in the report and point out special education, purchase services or about 2.7 million negative due to fullyear man mandated services incumbrances. These are costs that are federally required and must be provided regardless regardless of budget. Next, student attendance and health purchase services are about 480K negative and these are tied to contracts. Key takeaways, our negative balance appears when the fullear contract is encumbered at once. So, and that's normally how we do businesses and cumber the contracts. These adjustments are routine internal budgets and no program reductions or emergency actions are involved. They should clear up as we go through midyear adjustments. The other negative balances or minor operational items be corrected through the

191normal budget reconciliation. Closing. Our overall budget remains stable, revenues outpace expenditures, and our variances are manageable. Are there any questions at this time? >> I'm glad you [laughter] >> Mr. Mr. You, Mr. Starks, you uh know and you anticipated very well that some of the things I might ask about. So, I appreciate you including that in your report. So, I have no I have no questions. >> Can I get a motion to adopt the monthly financial report subject to audit? >> I move that we approve the monthly financial report subject to audit. >> Second. >> I second that motion. >> Miss Buffalo has brought forth the mo motion and Miss Bina has seconded the motion. Is there any discussion? Miss Tanner, please call the role. >> Bassine >> I. >> Martin. >> I. >> Foulson.

192>> I. >> Slaughter. >> Hi. >> Thomas. >> Hi. >> Kellerro. >> I. [snorts] >> Next we have agenda item 6.02 school board consolidation update with Dr. Phillips and Mrs. Smith. Madame Chair D. Caligerro, Vice Chair Thomas, members of the school board, interim superintendent Dr. Paul, and members of the community. My name is Tonita Phillips, and I serve as the executive director of elementary schools for cluster 2. Joining me this evening is Miss Jerry Smith, director of innovation, community engagement. Tonight we are pleased to present the North Public Schools consolidation and equity transition plan. This plan reflects our commitment to equitable access and outlines long range strategic effort to strengthen resource alignment across our facilities and enhance outcomes for every scholar we serve in North public schools. >> Do you want me to do or

193do you guys want to do your >> You have the clicker. >> I am so sorry I didn't. >> I just don't know your presentation. Go ahead. Our purpose this evening is to accomplish five things. First, to share an overview of the 10-year consolidation timeline. Second, to provide updates on planning that has already been completed. Third, outline major action steps that will occur between the fall semester of 2025 to 2034. Fourth, to highlight the equity framework guiding our decisions. And finally, to identify the next deliverables that will support a smooth transition for our students, families, and staff. Let me help you. Okay. Consolidation allows us to realign our facilities and operations so that every student has access to high quality programs and wellsupported learning environments. The consolidation efforts are driven by four critical goals. ensuring

194equitable access to programs, allocating resources more effectively, improving financial stability, and strengthening student outcomes. These efforts enable us to thoughtfully repurpose our facilities, ensuring that our school system remains forwardinking and responsive to the evolving needs of our students and families. Good evening. Equity is the foundation of this plan. Our work is guided by a clear framework that aligns with the Norfolk Public Schools equity priorities. It emphasizes thoughtful resource alignment, meaningful community engagement, responsive practices, strong accountability systems, and minimizing disruptions to students and families. This ensures that our decisions are centered on fairness, access, and student opportunity. We use several key indicators to ensure our consolidation efforts advance equity. We will examine the following. Educational opportunity, maintaining access to rigorous instruction, coursework, specialized support, and early learning quality for all impacted students. Facility readiness, ensuring staff,

195materials and facilities readiness are aligned equitably across impact sites. Transportation ensuring that route structures are considered and monitored due to the consolidation. Workforce stability ensuring retention of staff from closing schools as well as maintaining diversity across receiving schools. Student well-being provides support and maintain stable attendance, discipline, and climate support, family and community voice, ensuring clear, multilingual, timely communication with families, and provide inclusive engagement opportunities for stakeholders. Lastly, monitoring [clears throat] and accountability by conducting regular reviews, progress updates, and as always, our annual equity reports, implementing timely actions when the needs arise. These indicators help us to evaluate impacts, monitor progress, and ensure accountability throughout each phase of the transition. The consolidation plan unfolds across four phases over 10 years. Each phase includes preparation periods, transition activities, and follow-up monitoring to ensure orderly implementation and continuity.

196Phase one from 2025 to 2026. Phase two 2027 to 2028. Phase three from 2028 to 2029. And phase 4 from 2030 to 2034. This extended timeline ensures we have the time and structure needed to prepare, engage our community, and support students through each transition. Phase one includes initial student shifts based on enrollment patterns, facility capacity, and equitable access needs. We anticipate students currently at Willoughby transitioning to Ocean Air, students from Noah View transitioning to Sherwood Forest and Tanner Creek, and students from Ocean Air transitioning to Ocean View, Bay View, and Mary Calcott. These shifts have been identified through a careful review of data, facilities assessment, and equitable indicators. To support these transitions, we have established crossf functional transition committees. These include representatives from school leadership, school-based administration, instructional leadership, data, facilities, communication, title one, English

197learners, learning support, PTA or community ambassadors. These teams are responsible for detailed planning, communication, and collaboration to ensure that each perspective, academic, operational, and community base is represented for a smooth and student centered transition. Our major focus in phase one is staffing stability and transparency. Our staffing and redistricting goals include a clear staff transfer timeline from January 15 to March 16, 2026, which has been updated from the slide. Human resources will coordinate closely with schools to retain staff and support them through this transition. In partnership with Walport, we are developing a draft redistricting plan and organizing community listening sessions to ensure that stakeholder perspectives follow a meaningful informed process. In the fall semester of 2025, human resources initiated the process by meeting with impacted schools and providing an overview to school administration and staff. Following

198this initial step, school leadership began monthly meetings with principles to ensure ongoing communication, support, and alignment throughout the transition. During these meetings, school leadership collaborated with principles to develop a refined and comprehensive Q&A document that outlines essential information for the district's school consolidation and equity transition team. This resource serves as a live document designed to address emerging questions, provide clarity, and maintain transparency. The equity transition support plan was launched to guide schools through the consolidation process with the emphasis on equitable access, resource alignment, and support both students and staff. Facilities assessments were conducted to evaluate the capacity and readiness for receiving schools. Trans transportation audit will help the division redesign routes as needed to support consolidation attendance zones. By June 2026, impacted schools would have formed committees, planned and held legacy events, launched public facing

199communication communication efforts, and initiated student bridge building activities to strengthen relationships across school communities. In March and April of 2026, several key activities will take place, including a staff transfer job fair, legacy celebrations for outgoing communities, transition nights, and student for students and families, continue access assessments, and the start of renovations at Ocean Air. These steps ensure both preparation and celebrations are well honored at each school's legacy while moving forward to the next phase. During the 2026 school, excuse me, during June 2026, schools will complete moveout procedures and finalize inventory. This period also includes important final communications to families, continue access assessments, and release of the Woolport lookup tool, which will support transparency during the resoning. The equity transition support plan, also known as the ETSP, provides a detailed checklist for each school covering the

200key equity indicators already described previously, which include instruction, facilities, transportation, student well-being, workforce considerations, community and family voice, and monitoring systems. >> [clears throat] >> This plan ensures that equity remains central to every transition step, that schools receive the support they need before, during, and after consolidation. Community engagement strategies. Meaningful community engagement remains essential throughout this process. Our strategies include multilingual information sessions, partnerships with civic leagues, school and campus tours, and community-based events. These efforts help ensure transparency, build trust, and elevate family voices across all impacted school communities. This concludes the overview of the North Public Schools consolidation and equity transition plan. Thank you for the opportunity to present to you this evening a more extensive and detailed version of the plan has been uploaded to board docs for your review. We appreciate the board's

201continued commitment to ensuring equitable, sustainable, and student centered learning environments for all the students across. >> Are there questions? >> Um, thank you so much for the update. Um, I have uh a few a few questions. Um, And first I want to ask you know the key equity indicators that were listed there. Have you thought about or um I didn't see specifically in the compre in the full plan how those indicators would be measured or what would be looked at. I'm sure you know >> you may >> there are measures for the for each of those metrics. >> Okay. And that um h I guess what will be your communication strategy to the board to the community um in terms of how we are doing with those indicators will uh make sure to are aligning

202our efforts with things that are already in place to not add in addition to but to really into practices we already have. Um so for example we have our data or our ASM meetings that we're attending and so we'll support through that means as well as our uh committee meetings as well. >> Okay. Um and I'm not sure if you can answer this question or maybe Dr. Paul. Um so with the in the plan the the [snorts] l the document that was attached um it talked about redistricting. the redistricting seemed like it was being done in a like in a peacemeal fashion or is it going to are we going to get a full redistricting plan um this I think it was March that was >> the missine we'll have a full redistricting plan the

203urgency of the reason it feels a little peace meal is there's urgency to do a um a public hearing and a vote by March 30th on um both ocean air and uh Norview. So that's why it felt peace meal, but the whole plan is coming in at one time to look at the city as a whole. Absolutely. >> Okay. I just wanted to verify that because I I didn't notice that and wanted to be sure that we weren't doing it that way um throughout the different phases. So I appreciate that. Um and for right now, um I know a lot of this is being worked out and worked through. So, I'm going to reserve uh my other questions to another time. >> Ronald, uh on March, April activities, you have the Ocean Air renovations are

204starting. That's during the school year. How is that going to be accomplished if the children are still in the school? >> Mr. Freley projects that we will facilitate will be out Those won't impact the students. >> Okay. >> We won't begin the inside until the students and staff dismiss mid miday. >> Okay. Thank you, sir. >> Yes, sir. >> Thank you. >> Any other questions? >> Thank you. Um, agenda item 6.03, the compensation resolution. A vote is required. Can I get a motion to accept the schoolboard comp compensation resolution? >> I move that we approve the schoolboard compensation resolution. There a second. >> A second. Miss Buffalo has brought forth the motion and Miss Thomas has seconded the motion. Is there any discussion? >> Yes, >> absolutely. Mr. Colonel. >> Uh I I think that

205u with the time short time uh recently we've been able to explain our position why we think we're going we we should adopt this uh resolution for the the pay. And it wasn't clear at the beginning. And hopefully everybody understands the the need for the change in the compensation for those that are on the board. what what they give to the community and what they do. It it uh sometimes it three days uh two days uh two days a month for meetings, three days for going to schools and other activities. So, it's not just we're trying to um get a lot of money. We're we're trying to get some coverage for our uh what we need our our uh things that we uh give up. So I speak in support of it. Thank you. >>

206Uh thank you, Chairwoman Daliro. Um our schoolboard compensation undoubtedly needs to increase. It hasn't increased. um in in decades. Um however, I do have continue to have um some reservation about how we're doing it um in terms of, you know, taking the full leap to a significant raise versus a phased in approach. And I say this for multiple reasons. You know, obviously, you know, I I know that an increased salary is commensurate with the demands of this role. It's a professional role. We put in a lot of time, a lot of hours um to do the best that we can for our students. Um but having said that, I also think that there needs to be some accountability metrics tied to this. And I think a phased in approach gives us a little time to

207determine what that is. And I say this because, you know, I've been on several iterations of the school board and I've also observed school boards for many years before actually sitting on the school board and was part of a grassroots advocacy group that changed um I helped lead the effort to change schoolboard terms from two years to four-year terms because stability was in was very important uh to student performance. And my concern is student performance is that there has been no accountability whether appointed or elected of school boards as it pertains to student performance. And I feel that any raises that needs to be considered. There needs to be metrics tied to it where school boards can't just increase their their pay raise increase their pay without there being some accountability. And so I acknowledge

208that there needs to be an increase, but I would like to see us do it in a phased approach and to also discuss policies uh that we put in place that um highlights commitments that the board will make around uh engaging in strong and effective governance that is focused on improving outcomes and that we should have scorecards that show exactly how we're doing. And I'm not just saying that for us as a school board. But I think our city council should also have scorecards as to how they are doing to improve uh their districts as well, their awards, however you want to look at it. I think that we all need to be held to a higher standard. Um and um so with that, I'm I'm not going to vote in support because I truly

209believe that we need to be doing a phased in approach along with the policies in place that that show our commitment to actually uh raising student achievement. >> Your comments? >> Miss Tanner, please call the role. Bassine. >> Nay. >> Buffalo. >> I >> Martin. >> I >> Pollson. >> Ward five. Vot. Yes. >> Slaughter. >> Hi. >> Thomas. >> I. >> Kelly J.Ro. >> I. >> Before the board goes back into executive close session, I'd like to make a statement about the superintendent search process. Over the past several months, the Norfol School Board has been involved in a detailed and complex process to select a new superintendent. This process has included a period for community feedback, careful review resumes, and rounds of interviews. The B board is still working through this search. On December

2102nd, 2025, the Virginia Department of Education granted the board a 60-day extension to complete the selection. [snorts] This extension will end on February 7th, 2025. We look forward to making an announcement of our candidates soon. 20 will end on February 7th, 2026. I forgot to roll over to the new year. I am I apologize for that. Thank you for catching it. Um, can I get a motion to go back into executive close session? >> I moved that we go back into close executive session. If we can get a second and then uh Miss Slaughter can read the motion. >> I second. I move that the board go into a clo announce who >> Colonel Bson has put forward the motion and Miss Buffalo has seconded it. >> Yes. Go ahead. M >> I move that

211the board go into a closed meeting for the purpose of discussing a potential violation of confidentiality in connection with the personnel matter pursuant to subsection 2.2-37. 2-3711A1 of the Virginia Freedom of Information Act and receiving advice of legal counsel regarding such violation pursuant to subsection 2.2 37-3711 A8 of the Virginia Freedom of Information Act. >> Miss Tara, please call the role. >> Bassine, >> I. >> Buffalo, >> I. >> Martin, >> I. >> Pollson, >> I. >> Slaughter, >> I. Thomas >> Tealro. >> Hi >> [music]