001I'd like to welcome everyone to our February 26 school board meeting. At this time, we'll have a Will you please stand for a moment of silence? Thank you. Now, will Much read us lead us in a pledge of allegiance, please? I pledge allegiance to the flag of the United States of America. Thank you. Agenda item 3.4, four school board mission statement. Please lead us with that, Miss Utrell. >> Yes, sir. Thank you, Vice Chair. Uh the mission statement of the Porson Public School Division is to engage all students in learning that will foster academic excellence and responsible citizenship. >> Madame Clerk, can you give us a roll call for our attendance, please? >> Present. >> Yes. >> Here. Thank you. At this time, uh, agenda item 3.6, uh, consideration to approve today's agenda. Uh, and
002I look to entertain a motion. >> Second. >> Approve. Move to approve by Miss Cessum, seconded by Miss Futrell. Are there is there any discussion? >> Roll call. Vote. Madam >> Chair. >> Yes. Yes. >> Yes. >> Agenda item 4.1. Uh do we have any speakers today for our proposed 2026 operating budget? All right. Thank you, Madam Clerk. Agenda item 5.1. Do we have any uh speakers on our agenda today? All right. Thank you. As well as 5.2. Uh, consider agenda items five uh 6.1 through 61. Excuse me. >> I said 5.2. >> Okay. Yes. Uh, consider consent agendas 6.1 through 6 through 11. I entertain a motion at this time. >> Second. >> Approval. comes from Miss Futrell, seconded by Dr. Walker. Any discussion? Madame Clerk, roll call vote. >> Yes. >> All right.
003Thank you. Agenda item 7.1, monthly report, curriculum instruction. Dr. degrees. >> That's not That's not Brian right there. >> Good evening, Vice Chair Cotton, school board members, and Dr. Bracie. Before our math leaders come up tonight to highlight the work that's happening in their area, I want to provide some information about three of the items that are included in your schoolboard packet this week. First, as you know, for the past two years, we have included an additional ESL or additional ESL allocations in our annual budget to accommodate our growing multil- language learner population. To be proactive, our ESL coordinator and specialists are forming an ESL teacher prep cohort, which I'm really excited about for the second year in a row. We started this endeavor last year. Through an application process, 10 licensed PPS teachers will
004engage in learning about ESL instructional instructional and compliance practices, observe and shadow current ESL teachers, and prepare to take the ESL practice exam to add the ESL endorsement to their lensure. Through this program, we are growing the bench of teachers who are qualified to meet the needs of our growing multi-learner um multilingual learner population. I want to thank our ESL and world languages coordinator, Miss Hatfield, and our ESL specialist, Miss Rodriguez, for their leadership of this in-house cohort program. Another important and time-sensitive process that we've been engaged in this past month is to work with schools to complete the multi-year school support plans and school improvement grant applications for each of our federally identified schools. Each school's plan contains two to four evidence-based interventions to directly support gaps that they have identified through their school
005needs assessment process. Once completed, the division support that we provide will be aligned to support the plans by providing professional learning, student centered coaching opportunities, and providing intentional tutoring support during small groupoup instruction. Principles will hold monthly progress monitoring meetings to evaluate evaluate the fidelity of their implementation of their evidence-based interventions as well as the impact that they are having on student achievement. Site visits and monthly meetings will be conducted to evaluate progress and provide ongoing support from Dusty Johnson Brinker, our director of school and teacher quality, as well as our other division level leadership. And finally, Portsmith Public Schools has won a competitive VDOE grant to help our students and teachers excel in math. We were selected from over 250 applicants to launch a new summerbridge program, which uses highquality materials to help students
006master the basics before they move into advanced classes like algebra 1. This funding also assists our page is stuck. assists our middle school teachers in the practice preparation and lensure endorsement attainment so that they can become certified to teach high school level classes at the middle school level like algebra 1 and geometry. So just three exciting updates. There are plenty of more in your schoolboard packets. Um and at this time I'd like to introduce our elementary and secondary math coordinators Dr. Wanda Calhoun and Miss India Hatcher to share highlights specific to teaching and learning in mathematics. forward. Forward and back. >> Okay. Thank you. >> Good evening. Good evening. Um, Vice Chair Cotton, Dr. Bracie, school board members, and guests. We are here this evening to talk about CRA. And I'm going to turn it
007over to Miss Hatcher, my partner. Good evening vice cotton school board members. Dr. Bracie I'm Miss Hatcher and we're here to talk about CRA model which stands for the concrete representational and abstract and it's an instructional model that we use here in Portland public schools. So we use it because we're focusing on igniting futures primary action step and we want to focus on consistent high quality learning experience for students in all classrooms. Our team works to align activities, opportunities, and experiences to create future ready individuals who are able to think critically, analyze, solve problems, and make connections. The concrete abstract concrete representational abstract method is a strong recommendation when we look at federally identified schools because it connects with what we can see and touch to how math works on paper. Many students struggle with
008math because numbers and symbols can feel like confusing foreign language, but because students have already seen and touched the math and numbers actually make sense to them instead of just being things they have to memorize. It's like seeing the math in your head before you try to solve it on paper, which makes sense and makes this lesson stick longer. And so those evidence-based interventions that the schools had to select, they're backed by heavy research. And so this research works for a broad range of students, including students with learning disabilities and those at a high risk of falling behind. And so if you notice some language from the 2023 new mathematics curriculum that we've just adopted, these words represent model and using concrete objects appear multiple times. So we don't use CRA only just to instruct
009our kids. The VOE also has them assessing them by having them drag and drop the manipulatives and items to provide an answer. So we are going to look at a math problem. I have a quick little 40 second video. As you watch the problem, what I want you to watch is how the manipulatives are moved. So they this is a first grade problem for equality. So they're looking for this the counters in set one. They're going to add counters to set two so that they can set those two sets equal. And so students would have the physical manipulatives. They can also draw and use representations. As you can see here, this is probably how a student might think about it. They're going to line them up. They're going to see how many more they need
010to make those sets equal. So you see there's five five yellows and one blue equal to six and then two and four on the other side. So that sets those two expressions equal. And so we're using that all the way down in first grade. It works the same in algebra 1 when we introduce a variable x and negative x and so we have zero pairs. So when you have a positive and a negative, when you combine them together, that results in a sum of zero. So a positive and a negative equal zero. And so in this example, we've got -5 + 3 and it would equal a -2. It works the same in algebra 1, algebra 2 as well because we're doing some polomial addition. Um so we have introducing the variables x and negativex.
011And so this expression would be x + 3 +x - 2. And so we'll see a video of this being worked out. So these algebra tiles provide a concrete and a visible representation of those operations by allowing students to physically manipulate tiles to represent terms and factors. So the math is not new. However, the way it's required to be taught and assessed is what's driving the need for professional development for teachers. So, inside of your bags, first we wanted to thank you all because it's schoolboard appreciation month. So, inside of your bag, it's just a little token of our appreciation that says, "May you be proud of the work that you do because we all appreciate problems that you do." And there's a math pencil because you all are math superstars. And if you notice,
012there's some math problems in there. Pay no attention to the math problems. Pay no attention to the math problems. But those are some examples of the physical manipuluses that the students would use to work through some of those problems. Even in something as complex as algebra 2 where they're doing polomial multiplication, the students would still get to use those algebra tiles. And it still gives them access and equity for all students to be able to elevate to those algebraic concepts that sometimes we may not have remembered. But if you have that physical manipulation, you're able to use it. In elementary and secondary, our team models CRA and divisionled PDS, PLC's. We create C create and share CRA aligned instructional resources. We provide coaching cycles for teachers to help them with their visual representations and the
013CRA method. We also have created vis instructional videos that's embedded in our edu planet that teachers can watch over and over again or they can show students. We also have we in our recently adopted textbooks provide opportunities for students and teachers to engage with CRA. The videos you've seen tonight were created with Braining Camp virtual manipulatives which are embedded in our um high quality instructional materials which is our textbook that all teachers and students have access to. And this is what we have coming up in mathematics. We had a great cooking with math last night. And then our elementary most attended event is the mathematics basketball on March 21st. So if you're available, come out. It goes all day and all elementary schools are involved and they play each other and it's a great time
014and we do some math. We have lots of tables. We'll be doing CRA with parents and students that day. My um event I'm looking most forward to is the algebra 1 and golf. So last year we were able to partner with um part public schools and parks and recreation and we were at Vawe and so we did an algebra 1 middle school and we went golfing and we explored quadratic equations. So, I look forward to doing that again with our new set of students in the middle school. >> And that's it. Any questions? >> Thank you, um, Mrs. Hatcha and Dr. Calhoun. Um, for all you thank you, thank us for all that we do. I just want to say thank you for all that you do as well. Any other board comments? >> Much
015a question. >> Thank you, Vice Chair. Uh, hey ladies. Thank you so much for everything. Um, I just had a question. You said and I could have missed it but this is the new practice or the online piece is the new port new portion. >> So this is the concrete and then the visual. So if they move them online it's representational. Which part is new? All of it. >> Oh well it's been around for what I mean quite a while. But >> I was about to say I've been in childcare for almost 30 years. This we've been doing play with manipulatives. Okay. >> I think the difference is the way it's assessed now because like previously it wasn't part of the assessments. um they were pretty much just all multiple choice, but now we have
016lots of drag and drop in technology enhanced items where they actually have to move and do the manipulatives. You can add to that. Okay. >> And we moved up from prek. So now we're doing it in high school. So at one time a high school to think of bringing out toys or things that you could touch >> the teddy bears like this and so we're bringing those back into middle and high school because we all need them. >> Yeah. Okay. Perfect. Thank you. >> You have the comments questions Dr. Walker. >> So I have a question and I have a comment. So my first question is how have you seen the data move in terms of students with mathematics using the CRA model, especially students with disabilities? >> I do think we see some improvement
017this year. Um definitely when you're working with kids one-on-one and in small groups, you can see where they have a deeper understanding because they can actually see it and understand it. Um, I think it will continue to get better and better as our practice grows because, you know, we're still working very hard to get it going in all classrooms. We've seen remarkable increase in our middle school because a lot of those aids are what's allowable accommodations. So, that co 19, we've been working with our general education teachers and our special education teachers and some of the students are able to use these on our so tests. So they're able to use these visual um representations or sometimes those concrete manipulatives to help them. So we've been training the teachers to work with them and the
018students. >> Okay. Thank you. And then my statement is is because CRA is basically um multimodalities and it also goes into differentiation of instruction and everybody knows I'm a special education advocate but Miss Hatcher really knows that um I was not familiar with the CRA model as a actual model. So um I have stolen the model and when I I have 17 schools across the state of Virginia in my own job. So Miss Hatcher follows me and sees that I do this and I tell them every time I go the district in which I am a schoolboard member at that is help improve their score. So it's helping improve my student scores too um in those 17 schools across Virginia. So I appreciate for you the model so other educators like myself can steal and
019thank you for all the work that you're doing. >> Thank you. Thank you, >> Melan. >> Oh, vice chair. >> M Miss Swain. >> Thank you, sir. Um, first of all, it took me a minute because I'm I'm a army grunt, so took me a minute to get, but I would love to um try to participate in actually seeing the kids or coming to see the kids. So, if y'all could send Miss Cheeks a a so a reminder so she can send it to us and we can try to get it on our our calendar so we can just see it in action because um I you know it's been 30 or some 40ome years and but I was very interested. So, thank you. >> No problem. We sure will. >> Anyone else? >> All
020right. Thanks again. >> Thank you. Thank you. >> But now here is agenda item 7.2 where we want to give some recognition and appreciation to uh in regard to appreciation week for school board clerk and we have two awards and you'll receive your gift cards tomorrow for Miss Jillian Cheeks as well as Miss Brenda Stewart. If you can join us here at the podium, we just want to love on you and present you with these certificates. Thank you. I will read the certificates and it's from the VSBA Virginia school boards association leadership advocacy and support. This is the 2026 VA VSBA school board clerk appreciation week. February was which was February 16th through the 20th 2026 and is presented to this one is Jillian Cheeks in appreciation of your dedication and hard hard work in
021public education through continued service to the students of the Commonwealth of Virginia and is signed by Jenny Nichols, VSBA president and Gina Patterson, executive director. Congratulations. >> Thank you. Agenda item 8.1 monthly report superintendent comments. >> All right. Good evening, Vice Chair Carden and members of the board. >> Good evening. >> Our meeting our meeting tonight is the third time in the past week that we've met together. We had last week's work session meeting, tonight's regular board meeting, and last Saturday we took part in the joint city council school board retreat. It was a pretty full day and we were able to discuss together possible collaborations, capital improvement needs, partnership opportunities, and much more. I know I had many notes that I took back to the office with me and on possible projects, initiatives that
022we could look into. I want to extend my thanks to city manager Carter for his time and effort in hosting the day as well as to all of our board members and council members and I see Dr. Dawson's u present with us tonight. So we I want to thank you personally as well for with engaging with us in these conversations which I hope will lead to great outcomes for our city and school division. We look forward to our next joint meeting on Monday, March 9th, where I'll be presenting my estimate of needs. Next up, I want to congratulate our own coordinator of division athletics, Shaunie Twimman, and Waters Middle School athletic director, Gabrielle Turner, for both receiving state awards from the Virginia Intergalactic Athletic Administration Association, VIA AAA. Miss Tweimman received the 2026 Outstanding Service
023Award and Miss Turner received the 2026 Middle School Athletic Administrative Recognition of Service Award as selected by VIAAA past presidents. Let's give them a round of applause. Congratulations to Miss Turner and Miss Twimman. We're grateful for the work. We're grateful for your work with our students and for your continued efforts in supporting our schools. Finally, I do have an event reminder for families. As many of you know, Kiss and Grief is a children's bereavement program that offers support to students in grades kindergarten through 12 who are actively grieving a loss of an important person in their lives. We as a division have partnered with Bons Securus to provide support from kids in grief. And next week, we're going to host another community session with Kiss and Grief where facilitators will work with students using arts,
024games, and other activities. The session will be held Wednesday, March 4th from 5:30 to 7:00 p.m. at the Emily Spawn Center. Registration is required, so interested families can call 757 384-9613 for more information. We hope all the families in need can attend. Thank you, Dr. Cotton. That completes my report. >> Agenda item 8.2. Any board member comments? Miss McWain. >> Thank you, Vice Chair. Um, I attended the Brighton Elementary science fair on yesterday and when I tell you that those students had some magnificent projects. Um, let me start with I I we well K through two was what I was um judging. I was the judge. Whatever. And those projects were so they were presented so professionally. Um the the kids knew what they had had done with very little um prompting from their teacher.
025Excuse me. And the second graders actually presented by themselves which was very impressive because they knew what they were doing, didn't they, Dr. Flowers? They knew exactly what they were talking about. they let us participate, you know, and you know, I'm kind of a little goofy, so I was all for the the acid and all that stuff. And then we went over to um to see the the was it the third grade to the sixth graders and the the it was awesome. It was awesome. You had AI where they had incorporated some AI into it, which is important. Um you had um very original things like when they did the brain, you had some use the a half of a um a wig head and they was showing us the different parts of the brain
026with that. Um and you know we we want them to know how to read. So it's important to know what parts the frontal and all that. I learned that I learned that yesterday. So I wanted to put it out like I knew it. But but I mean it was so much information in that room and I want to thank Dr. Neil for um inviting me and I want to thank her for allowing the kids to do that and I if anybody else is doing that please hit me up so that I can come because I love it. Thank you so much. >> Thank you. Any other board comments? >> M future y'all went up at the same time. Thank you, vice chair. So, I definitely want to shout out uh Miss Bradley over at Douglas
027Park Elementary School. Let me tell you something. They had a positive tea party and I carry my little bag everywhere I go with all my little patches. Now, I probably was supposed to get all these patches, but she let me slide. Thank you, Lord. And so, um just to see those girls be poured into the way that they did. They brought panels in um at each session for the girls um including one of our board members um well they asked all of us to be me and um uh Miss Atinson and Miss Shoemake was there um she kind of alluded to all of us but we voted that it would be Miss Shoemake since she was a proud Douglas Park Elementary graduate and so um it was just so positive. It was so um I
028was just so moved to see those girls be poured into and to hear their comments afterwards. a seed was definitely planted um that's that truly unlocked some core memories for them and I can't wait to see what they do with the positive tea that took place. And so I want to go ahead and take a step further. Don't kill me, Dr. Bracie. But I want to just challenge every one of our schools. My god, I need y'all to do one of these. And Douglas Park is doing it for the boys next month. They're going to do a um what is it? March Madness. They're going to do March Madness for the boys and they're going to pour into them and give them some positive affirmations and things to do. The girls made bags, they made
029crowns that they got to write affirmations on. Um, they got their little teas and their danishes and sandwiches. It was it was just great all together. So, Miss Bradley came up with this and I think it is a steal. So, every one of our schools, I think, need to find a way to figure out how we can make this happen. And it happened during the day and the girls just rotated in. Um, and it was just so smooth. They had it well thought out like a machine and I just definitely want to give her her kudos for that and look forward to some emails from some other schools to invite us to theirs. Thank you, Vice Chair. >> Thank you. Sound like a great event, Miss Atinson. >> Thank you, Vice Chair. Um, first uh
030thank you uh board member Fuchero for covering uh that tea. That was an amazing event and I also take my pouch of affirmations everywhere. So, shout out again to Miss Bradley. Um, secondly, I would like to thank the PPS uh behavioral health team for hosting the heartwork brunch today. Um, I I missed it, but thank you Dr. Flowers for being sure that I received this award. It's beautiful. So, thank you and thank you for your continued commitment to acknowledge those that are doing uh great work in the community. Uh, thirdly, um before I'm a board member, I'm an activist first. Um, so I lead with um activism. I just want to uh let the uh Manor varsity basketball girls team know that um I stand with them. I hope that with what's being done um
031something happens out something happens out of that. If not, you will know that you know the adults tried because you don't know what you can do until you do it. and and policy is put in place for it to be put in place, but policy also can change. So, you can't know that you can change something until you attempt to try. So, I appreciate all those that are in line with supporting uh these athletes. And I also want to note um a particular section of the Virginia High School League uh handbook. You are ineligible until you become eligible. However, there are exemptions to this rule. And I want to go on a record by saying the policy in their handbook is PM28A7-1 transfer rule postseason ineligibility exceptions. Eligibility can be achieved for the postseason if
032certain requirements are met. Then it goes to say waiver upon submission of necessary documentation. A district committee may wave the period of postseason ineligibility upon demonstration by the student that the transfer was necessitated by exceptional and unusual circumstances beyond the reasonable control of the students family. The district committee may grant such waiver without a hearing upon receipt of appropriate supporting documentation as set forth below demonstrating that a waiver is justified. justified. I say all this to say there is a loophole in this policy. There is no specific date in which you have to submit um your postseason requirements. So that's something that those that are fighting can take with them. Um this possibly can be a change because of what happened to our division. Um, so again, take what you can take out of that,
033but Mana girls basketball team, myself as a board member, stand with you and I will be at the court hearing tomorrow at 10:00 a.m. Thank you. >> Thank you. Anyone else? With no other business, this concludes our meeting being a journal.