001like to welcome you all to the October 23rd regular monthly meeting of the Portsman City School Board. This meeting is now called to order. As you please stand now for a brief moment of silence. Thank you. May be seated. [clears throat] We do have some very special guests here with us this evening. I ask Dr. Brace will come forward to introduce them at this time. >> All right. Thank you, Chair Patillo, and good evening everyone. Welcome to the October 23rd meeting here of Porson Public Schools School Board. So tonight I have the pleasure to introduce to you all and welcome Lake View Elementary School to the meeting tonight and they have some special guests that will be leading us with the pledge of allegiance as well as the school statement. So uh principal Miss Mangum
002Parker, if you will please come forward. And I do want to recognize Miss Haynes. to see you now. Good evening to you. Who's who's the assistant principal there and as Miss Mangum Parker comes forward I will read our special guest tonight. So tonight for probably I think the first time we have a dynamic duo duo that's going to be leading us in the pledge. We have Titan Flores and Connor Simpkins. So, if you all will jump through. >> So, be while you all are coming, let me read a little information um to give you all a little background. Titan is a fourth grader and he's enthusiastic about base uh he's an enthusiastic baseball player >> and a committed to he's a member of Restore Church. He wants to become an engineer when he grows up
003and often spends his time taking things apart and reassembling [clears throat] them to better understand how they work. He's the son of Mr. Mrs. Jason Flores. And if if you all will you please stand and be recognized parents. All right. So next, Connor is a second grade student at Lake View Elementary and some of his favorite things are spending time outdoors and riding his bike. In fact, his longest bike ride is 11 miles. Very impressive. When he grows up, Connor aspires to become a lineman. He's the son of Mr. Ms. Michael Simpkins. And Mr. Ms. Simpkins, if you all will wave and be recognized. And providing us with our school statement, we have Isaiah Sneed. Isaiah is a dedicated sixth grade honoral student. He's a member of Lake View Elementary's SCA, and he is actively
004involved in his church and takes pride in giving back to his community through volunteer work. Isaiah assists his elderly neighbors by taking out the trash and mo mowing their lawns. >> A passionate and avid baseball player, Isaiah aspires to attend college and pursue a career in architecture. He's the proud son of Mrs. Maresha Williams and Mr. Travis Elie. And well, the other Okay, there you are. All right. So before before we get started with the pledge, um parents of the special guests, if you all want to come up front so you have a better view, you take pictures, video, please come forward at this time. >> Yeah. Please come on up. >> Yeah. Come on. Please stand up for the pledge of allegiance. >> I pledge alce to the flag of the United States of
005America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. EXCELLENT. [cheering] [applause] >> NO, please receded. >> Thank you. >> Good job, father. >> Good evening, Dr. Patillo and Dr. Bracy, school board members and honored guests. My name is Isaiah Sne. I'm a proud sixth grader at Lakey Elementary School, home of the Dolphins. We are honored to be recognized as a purple star as a purple star school supporting 26 military connected families. I'll also have the privilege of serving as one of the four Purple Star student ambassadors. Lake View is home to 426 students and 65 dedicated staff members. October is a bully prevention month and our school has been actively participating in the be a buddy not a bully campaign. Students who have demonstrated
006kindness and positive behavior receive buddy badges from the teacher as a sign of recogn recognition. Our school offers a variety of fun enriching activities. We have an we have an active student council association also known as sea audience of the mind team girls on the run steel pan music group cheer squad trailblazers and blush girls program this year we also added exciting new programs like rise art club the lake view choir buck club and chrome we are also a we are also proud of our strong parent involvement programs like watchdog and motherbears led by our family engagement liaison provided opportunities for families to stay connected. We also have parent advis advisory committee and a very active PTA. Lake View is truly a wonderful place to learn and grow. Our administrators and teacher ensure that our
007school is safe and welcoming environment where we feel like family. One of my favorite parts of our school is the PBIS dolphin market. We use the class dojo points we earn we earn for good behavior to shop for items. Right now I'm saving up my points for the giant stuffed dolphin which is my favorite prize. Thank you for allowing me to speak tonight. I'm proud to be a Ley Elementary Dolphin. Good night everybody. [applause] [cheering] >> [snorts] >> All right. Be >> before before they uh take their seats, we do have some special presentations. We're going to need uh uh Titan to come back up as well and Connor. I just want to thank uh Dr. Patillo, Dr. Bracy, school board members. Thank you for giving Lake View the opportunity to present before you tonight.
008And you are always welcome at the Dolphin Family School. Thank you. >> Thank you so much. And I just I I just want to say Miss Magnum Parker as a as a fellow alumni of Lake View Elementary School from 1983 to 1986. You all did an amazing job and upheld the dolphin proud. Thank you. Proud. Thank y'all so much. We now have agenda item 3.5 which is our school board mission statement. Dr. Walker, >> the mission of the Porsche public school division is to engage all students in learning that will foster academic excellence and responsible citizenship. >> Thank you so much. Agenda item 3.6, attendance. Roll call. Madam clerk, >> here >> present >> here. >> Present. >> Here. >> Thank you so much. Agenda item 3.7, consideration of the agenda for October 23rd, 2025.
009I entertain a motion at this time. Motion made by Miss Futrell, second by Miss Shoe. Is there any discussion? >> Seeing none, roll call. Madam clerk. >> Yes. >> Thank you so much. Agenda item 4.1, I'm excited, is our student representative report, Miss Alexis Dory. Good evening, chair, members of the school board, and superintendent. My name is Alexis Doder, and I'm honored to serve as the student representative for the Porsma public schools. As a student representative for the Porson public schools, I see firsthand the impact of mental health and their struggles of substance use and chronic absenteeism that it has on my peers. Behind every absence is a story, sometimes of anxiety, grief, caregiving, or addiction. My name is Alexis Dorri. I'm a senior at Manor High School and I participate in field hockey, indoor
010and outdoor track and the family career community leaders of America. I decided to become the school board representative because I care about making sure that every student's voice is heard. I believe that when students, staff, and our community work together, we can create a space where everyone feels safe and valued. Thrive together is a student-led initiative that responds to these challenges with compassion, leadership, and action. It's not just a program. It's a movement to help students feel seen, supported, and empowered. Thrive [snorts] together begins with a peer wellness ambassador program, which encourages students to serve as peer mentors and wellness advocates. These ambassadors lead monthly Thrive Talks that focus on mental health awareness, coping strategies, and substance use prevention. Each session creates a safe space for honest conversations among students to feel supported. Our goal
011is to build culture and belonging and and support in every school where students feel seen, heard, and valued. The program also connects students to Hazel Health teleaalth counseling services, ensuring that they have access to professional mental health support whenever they need it. These goals come to life with our monthly Thrive Talks where students lead open discussion about wellness and mental health. A Thrive Talk is a 30 to 45 minute student-ledd discussion that creates a safe space where students talk about mental health, wellness, and real life challenges these students face. Essentially, Thrive Talks are mental health check-ins where students learn a quick overview of stress, anxiety, and coping strategies. An example of a Thrive Talk is an interaction with a a mood map where students play sticky notes or vote on how they're feeling and discuss
012small ways to support each other. With Thrive with with Thrive Talks, we're focusing on expanding student leaders, increasing participation, and tracking how students belong impact how students belonging in school impact their attendance and engagement. [snorts] We I believe that when students feel connected, they thrive academically, emotionally, and socially. >> [snorts] >> Thank you for your time and continued support of the student voice of student voices and wellness in Portsouth. Together we can make sure every student knows we all matter here. Thank you. [applause] >> That was an amazing presentation. Do we have uh comments from board members? Vice Chair. >> Thank you um Alexis for the presentation. I see you shifted your focus to mental health. >> Yes, sir. Um, what made you shift to uh mental health versus uh the trades >> being in
013school? I see that a lot of students need help with mental health as if like they're not coming school to school because they don't feel well or if they have problems at home. And I just feel like it's important that these students feel supported inside and outside of school so that they can come to school and show up. >> Okay. Thank you for that great answer. Now, how are you going to spread the word to the other schools so they are participating in the Thrive Talks? So they'll be aware of this. I plan on reaching out to the principles and guidance counselors at the schools and they will pick ambassadors based off a application that they will um submit to their principles and their guidance counselors and they will put together they will come together
014and they will come up with the I will come up with the thrive talks that they will have at each of the schools and they will all put together the example that I showed you of the mood activity. and it will be placed in the libraries or cafeterias for all students to participate. >> Awesome. Thank you. >> Thank you, >> Miss Futilo. >> Thank you, chair. Excellent job. I'm so excited about Thrive Talk. >> Thank you. >> Um, so the only question I have is when it's up and running, can we get an invite? >> Yes, ma'am. >> Okay. Thank you. >> Thank you, >> Miss Thank you, chair. I just want to say this is fantastic. Um, I don't even know if you know this or not, but you have basically created an IOP.
015>> Thank you. >> That is awesome. And you have implemented a peer recovery group >> which is also a part of a IOP. I think this is fantastic. >> Thank you. like you you're already starting on your journey before you even graduate. Love, I love this for you and this is necessary and I love that you acknowledge that there's an issue and you found a solution. >> Thank you. >> Bravo. >> Any other board members? Miss McWain, >> I try not to say anything, Alexis, but listen, it's hard to This presentation was outstanding. I thank you for the visual and everything and the way you um basically use it as an outline and didn't go verbatim. I was watching all of that and I appreciate it. Thank you so much for the information and I
016can't wait to see the outcome as well. >> Thank you so much. Great job. >> Thank you. [applause] Agenda item 5.1 is our 202627 division calendar. Uh Miss Nolasco. >> Good evening. Chairman Patillo, Vice Chair Atinson, and members of the board. Tonight you have the administrative recommendation for the 2627 instructional calendar for your consideration and vote. As a reminder, this calendar recommendation includes the following. Three teacher work days, five professional development days, a two-week winter break, a five-day spring break, and observances for Veterans Day, Martin Luther King Jr. Day, and President's Day. And I'm happy to take any questions you may have. >> We have any questions from board members. Seeing none, I would entertain a motion at this time. Motion by Miss Futrell, second by Miss Boon. Any discussion? Miss Schumate. >> Um, thank
017you, chair. Really quickly, this is the one that we discussed previously and this is the one that um everyone collectively chose. >> Yes, correct. This was based off the survey results that we received and hearing from our community and constituency, we did move forward with Yes. that that this is the start date from August 24th ending end date of June 11th. >> I just wanted that to be said so that everybody understands that this is not something that we just came up with. Although we have discussed this before, sometimes we have to provide a quick reminder. So, thank you so much. >> Thank you. Any further discussion? We have a motion in a second. Roll call. Madam clerk, >> Miss Atinson, >> yes. >> Mrs. Boon, >> yes. >> Dr. Cotton, >> yes. >> Mutil,
018>> yes. Miss McWain, >> yes. >> Mrs. Cessive, >> yes. >> Miss Shoe, >> yes. >> Dr. Walker, >> yes. >> Dr. Patillo, >> yes. >> The vote is unanimous. >> Thank you so much. Agenda item 6.1 to 6.4, consent agenda items. I entertain a motion at this time. >> Second. >> Motion made by Miss Boon, second by Miss Cessums. Is there any discussion? >> Seeing none, roll call. Madam clerk, >> Miss Atinson, >> yes. >> Miss Boon, >> yes. Dr. Cotton, >> yes. >> Miss Futrell, >> yes. >> Miss McWain, >> yes. >> Mrs. Cessums, >> yes. >> Miss Shoe, >> yes. >> Dr. Walker, >> yes. >> Dr. Patillo, >> yes. >> The vote is unanimous. >> Thank you so much. Agenda items 7.1 and 7.2 are non-aggenda and board agenda item speakers.
019We have any speakers at this time? >> Yes, we do. As part of the school division's dedication to full transparency and collaboration in decision making, the school board of the city of Portzmouth allocates time for public comment at every regular meeting of the month to hear directly from citizens on matters of public concern regarding Portzouth public schools. If you wish to address the school board, you must register with the clerk of the board ahead of the scheduled meeting. During public comment, each speaker will have five minutes to share their comments with board members. Speakers are not allowed to yield their time to another speaker, and they are not to make any formal resolutions, declarations, or proclamations as part of their comments. Speakers are reminded to maintain decorum and respect while addressing the board. Specifically, no
020individual personnel, student or family should be named in comments as speakers are at their own risk of violating confidentiality confidentiality laws and/or defaming the subjects of their comments. Neither neither the school board, the superintendent nor school administration will respond publicly at any comments by speakers. A written copy of speaker's comments can be left with the clerk of the board and any matter requiring a response will be directed to the superintendent and school administration to address as needed. As the board opens the public comment, the audience is asked to to be respectfully excuse me asked to be respectful of all speakers. All right. Um the first is Brian Jackson. The second I saw that you were still speaking. Did I come up too early? >> No, no, you're fine. I'm just getting the timer for you.
021>> Am I good? >> Good evening, sir. >> Evening. Uh, good evening board. My name is uh Brian Jackson II. my wife, she couldn't be here tonight, but because she's uh watching our son. Uh and my son's name is Brian K. Jackson III. Uh he is visually impaired and autistic and he act and he has an active IEP, an individual education program. Our family is very unique. We're also very proactive and uh what we do because we have to make sure that our son uh has a stable uh pattern that's not disrupted. And if it is disrupted, um we have enough time to talk and walk him through that uh change because life life, you know, life happens. So, we have to make sure that he's able to adjust and pivot through his autism. Uh
022with that, we spoke to him months ago before moving into the city of Portzmouth, and I know I said that wrong, so I apologize in advance. Um letting him know that we're moving into this home. This is our first time uh owning a home. We're first part-time home buyers and and we're very excited about that. Uh we do have a bit of uh buyer's remorse, not from the purchase of the home, but from our experience with the school board or with the with the public school system. It has been marked by repeated non-compliance with uh Brian's IEP inconsistency and uh transparency uh communication as well as ongoing transportation issues that have led to serious impacts on both Brian's well-being and my family stability. When Brian transferred from his previous school district, he came with a
023legally binding IEP that detailed his needs. That included a bus aid to support his uh safety and his coping skills during transportation. And in order to have a bus aid, you must have a bus. Upon his uh transfer to Portsmouth, that service appears to have been removed from his current IEP with the Portsmouth uh public school district. Um along with the difficulty in coping with unstructured situations, it appears also have to have been removed. Those changes were made without data or assessment to uh support them. Yet we were asked to sign a new IEP which we have not done because it does not reflect his needs or align with his prior supports. As stated, we are a proactive family. So with that, uh my wife enrolled our son into uh Manor High School. Uh but
024he attends Plan B Academy, which is a special needs school. Uh that enrollment took place June 30th, and the district received a copy of his IEP at that time. But despite receiving his documentation in advance, the district failed to provide transportation for his first day of school on July 14th, 2025, and the transportation problems have continued since. The first incident was July 14 between July 14th and uh July 2024. My wife and I had to transport our son for eight days to school back and forth when the first transportation service arrived. And if I can back up just a little bit, when we enrolled, we were told that this will be a swift and and smooth uh uh transition. Uh and when we talk about transportation, uh a reasonable person would think and assume that
025when you talk about K through 12 and you talk about transportation to school, one assumes a bus. When the transportation service showed up, it was uh a third party transportation. It was a car that showed up. The person that was in the car, we had no idea who that was. So mind you, you have to think about my son who is visually impaired. Would you get into a car where you don't know that individual? However, when I sent an email asking where the bus was, that email went ignored. Our son had to get into the car. He had an uh an issue. I can voice my frustrations verbally and written as well as anyone in this room. My son voices his frustration that communicates with behaviors. That's the only way he can communicate. So with
026that behavior, the transportation has been cut abruptly very quick. Uh at a 6:30 at night, my wife and I get a text message saying summarizing that he does not have transportation and we will be responsible in the interim. When they finally found another uh transportation uh service, that too was abrupt abruptly stopped. So between September 11th and the 19th for seven days, my wife and I had to transport our son. Once we found another transportation uh uh company or the school district found another transportation company, again, behaviors happen. Again, it stops. Uh September 24th through the 30th, my wife and I for four days had to transport our son. Keep in mind, September 26th, uh Brian missed a full day of school because my wife and I are extremely exhausted. We get up and we
027have to be late for for work and then we leave work hours early. >> Time. Oh, >> you can continue. >> Thank you so much. I appreciate that. I I will try to speed it up. Um because of these continued transportation issues, the fact that my wife and I are were still having to transport oursel, we called an IEP meeting on September 30th. During that meeting, the director of transportation cited budgets and forecasting issues as reasons that Brian does not have a bus. I explained to him that I understand budgets and issues, but I also explained that there's reserved for extraordinary circumstances, which Brian uh situation clearly qualifies as. The discussion switched to a new transportation uh provider and that director uh the director of transportation dropped from the meeting in its entirety. the meeting,
028the IEP meeting, uh provided no clear resolution, no immediate action plan, no backup to that action plan, and no guidance on how our family would be reimbursed uh for that travel because we are again very proactive in what we do. We do our research and we've stumbled on the fact that we can get reimbursement. However, even with that reimbursement, we were told that we can only get reimbursement from home to school and back. My question is, how come we can't get reimbursement from our job? because we have to leave our job in order to get our son. That's reasonable transportation. It's not an unreasonable request. Um on October 1st, I sent an email expressing that our family is under immense stress, that the uh district's failure to provide consistent and reliable bus transportation continues to
029harm Brian's well-being. In that message, I stated, and I quote, "The stress level we are carrying and the issues we are facing as a family does not equate to an extra 12.6 six miles a day for reimbursement. Uh but the rebuttal that we get from uh is some defamatory statement about whose fault it is. And when I say defamatory, I sent that email saying that we are continuing to have bus issues. The reply that we got was it is not the poor mouth school district's fault that Brian is having issues. It is his because he is the one having issues. That is a summary. It is not for text verbatim. Um the district's excuse uh has been that uh the issue stem from Brian's behaviors, but earlier I stated this is a direct result of
030his disruption in the structured environment which is explicitly documented in his pre uh in his previous IEP. Most recently, there was another change in drivers which led to another issue an expected uh change caused additional behaviors. I made this very clear. In October in October 9th, 2025, we received a last minute text yet again saying that our uh services would be disrupted because of the frustration that I had. I sent an email stating I needed a developed backup plan right then and there that evening stating that someone even stating that someone from the district come and get our son uh so that they can feel the issues that we are feeling. And I I find it very ironic that once I made that comment, uh backup plan materialized that night, my son was able to
031get uh to school. This raises the question that when a bus or not bus, excuse me, when a car driver decides to say they don't want to drive him anymore and they can because it's their personal car, what happens and whose responsibility is it to get Brian to school? That question has to be answered with us, my wife and myself. And we are very stressed, very tired. And as you all know, when you work, you have to attend your job. And if you have attendance problems, you can end up with corrective actions up until including termination. I do thank God that we are not in that situation. However, what we're dealing with is very unsustainable. We have reached out to everyone that we could, including the superintendent's office. Uh, but without meaningful response, I escalated
032the situation to the state superintendent's office, the director of pupil transportation, and the parent unbudsman for special education. My request has been and remains consistent, a swift and decisive resolution that ensures compliance with Brian's IEP and restores the trust and stability in our family. I will note that I did receive a message uh from Dr. Sterling White. He contacted me earlier this week to gain uh an understanding of why I'm coming to the school board. I explained to Dr. White. The [snorts] reason why I'm coming to you all is because I need y'all to understand that we are a fresh family, very new to to the city of Porsmouth, very new to the neighborhood, but we are not getting the neighborhood treatment. Ongoing transportation failures and non-compliance have caused anxiety, behavior setbacks, and emotional distress
033for my son, for our family. This has meant chronic stress, missed work, sleepless nights, and daily disruptions. I want y'all to understand and and and envision respectfully that every night my wife and I wait by our phone to get a text message that says we no longer have transportation so that we can adjust on the fly. My wife wanted to adjust her school, excuse me, her work schedule, and I said, "No, do not do that. We get up every morning and while we're at while we're at uh work between 7:45 and 7:50 a.m., we look on our Ring doorbell camera just to make sure that somebody is uh uh showing up because if they don't, we have to leave our job to make sure that Brian gets to school. We have done everything possible to
034work with the school system in good faith and yet we still face the same problems without accountability or uh relief. We respectfully ask that the Portsmouth uh school board would review and ensure full compliance with Brian's original IEP, reinstate the bus aid and all other supports removed uh without justification. Simply put, please put my son on a bus. Our son has uh uh special needs. I get that. But we also see buses that come through our neighborhood for all these able-bodied children. My question is because my son is not able-bodied and goes to a different school. He doesn't get afforded a bus. He's had one for 13 14 years and we transfer into the portmouth city and he no longer has uh reliable transportation. Restore his AP uh language regarding Brian's difficulty in coping in
035structured situations. Resolve our reimbursement dispute because come on, man. Excuse my language. That that that my my apologies. It's it's not unreasonable to ask that we come from our jobs hours early and the work that we have to miss or training that we have to miss to be reimbursed for 12.6 miles per day. It's not unreasonable. We're not asking for special treatment, only fair treatment and adherence to the law. Our son deserves a consistent, structured, and safe education experience, which states uh which includes safe and reliable bus transportation. And our family deserves relief from the burden we've been forced to shoulder. We ask the board to act decisively to correct these ongoing failures and restore trust, stability, and support uh that every family in this school district should be able to count on, including ours.
036I do apologize for running over. Thank you all and God bless. >> I miss Thanks so much, Mr. Jackson. bring this down a little bit. >> Good evening, >> Chairman Dr. Patillo, Superintendent Dr. Bracie, and members of the Portsmith School Board. My name is Sherice Harrove and I stand before you tonight on behalf of my niece Kenya Hargrove, a devoted physical education teacher who served Kraok Elementary School with heart, excellence, and unwavering commitment. Kenya asked me to speak not for sympathy but for truth. Her story deserves to be heard, not buried in silence, not brushed aside. It is a story of resilience, betrayal, and urgent need for change in how this district treats its education when they are educators, excuse me, when they are at their most vulnerable. In November 2024, Kenya was diagnosed with
037breast cancer. Um, just a month later, she began aggressive treatment to include chemotherapy, a double mastctomy, and radiation. She is still undergoing treatment today. And yet throughout this grueling journey, she remained deeply connected to her students and her school community. She continued to send lesson ideas, um, check in with her team and express concern that her students weren't receiving the consistency they needed because Kenya teaching isn't just a job for her. Um, it's her calling. But while Kenya showed up for her school community, the system did not show up for her. The support she received was minimal, communication was sparse, encouragement was nearly non-existent. She felt unseen, forgotten, discarded. Despite her years of service and the life-threatening battles she was fighting, she tried to maintain her provisional l teaching license. She was told that passing
038the practice exam would suffice. But how do you pass a high stake exam while enduring chemotherapy induce brain fog and exhaustion? Kenya requested a medical extension. She was told she could it could not be done despite the Virginia Department of Education's confirming that such extensions are possible at the discretion of the superintendent or the board. That discretion never was never exercised. That compassion was never extended. Instead, Kenya faced a financial hardship, emotional strain, and a devastating lack of guidance. And then came the final blow. She learned through co-workers, not human resources, not administration, that she had been separated from her position and placed into retirement. No one called, no one emailed, and no one explained. Her work email was shut off, cutting off her cutting her off from critical documentation and correspondence. She never got
039to say goodbye to the children she loved and prayed to return to. On September 26, 2025, she came to she went to the school to pick up her belongings. Um the children saw her there and they ran up to her excited thinking that she was back at work. But she wasn't and she couldn't tell them why. That moment broke her heart. Let me be clear. Kenya is not asking for her job back. She is asking for accountability, for compassion, for communication, for a system that does not abandon its educators when they are fighting for their lives. She is grateful for those who stood by her, especially her encore team to include Miss Weathers and for the bell ringing celebration that marked the end of her chemotherapy. But gratitude does not erase injustice. Celebration does not
040excuse silence. Tonight, Kenya's story is a call to action. It is a demand that no other educator in Portsouth public schools be treated with such disregard. that no one else be left to navigate illness alone, that no one else be quietly removed without dignity, without closure, without care. The public deserves to know how this was handled, and you as leaders must answer for it. I have a copy of Kenya's original letter. She could not be here tonight due to treatment, but her voice is here. Her truth is here, and it would not be ignored. Um, I just want to add that I am a 30-year breast cancer survivor, so I know her struggle. I too suffer with lympadeema, but in spite of Kenya is thriving. She's doing well. Um, thank you for your time, Dr.
041Chairman, Chairman, Dr. Patillo, I'm sorry, Dr. Bracie and board members, um, for taking Kenya's story to heart. Thank you so much. Miss Atinson. >> Thank you, chair. And I just want to say if it's um chair, if I don't know how we would do it, if we can add a close session um to the end, if it's the consensus of the board, but based on uh these two public comments, I think we as a board uh it weigh heavy, we shouldn't let it go. I think we need to have a discussion. We will need a a motion and a second to amend the agenda to add a closed meeting at the end. Okay. I move that we add a close uh session as item 10.2 to our agenda um for uh personnel matters. Second >>
042motion by vice second by any discussion. >> Roll call. Madam clerk. >> Miss. >> Yes. >> Mrs. Boon. >> Yes. >> Dr. Cotton. >> Yes. >> Miss Futrell. >> Yes. >> Miss McWain. >> Yes. >> Mrs. Cess. >> Yes. >> Miss Shoe. >> Yes. >> Dr. Walker. >> Yes. >> Dr. Patillo. >> Yes. >> The vote is unanimous. >> Thank you so much. Do we have any more speakers? Good evening board members, superintendent's office. I think we're acquainted so I'll skip some of the formalities. I did want to say thank you um first of all um for carrying my concerns forward in your work session. And I watched that video. Um, and it was heartening, you know, not just as a concerned citizen, but also as a social studies teacher to see some of those
043participatory and representative elements of our democracy at work. Um, I did appreciate that. I was less impressed uh with the way that those concerns were perhaps addressed. The implication um I maybe hadn't done my homework I thought was particularly interesting. I heard um I think it was uh Representative Schumank this evening say that the calendar option is not something that was simply chose and uh that was just chosen that these were options that were brought forward. They were debated. There was public response to that. We have a survey and everything. I mentioned the survey u but one of the things that I I noticed was not mentioned um was that we actually really didn't have very much of a choice. there was a little bit of a lack of transparency with one of those options
044that we didn't talk about this evening and I think that now that we've chosen and it is obvious that you know one of the choices was uh more preferred. One of the options was 19 days before Labor Day and that would have required a waiver from the state in order for that calendar option to be approved because there is a law that says you can't start school more than 14 days before Labor Day. Uh but that wasn't in the survey that one of those options would have required a waiver. That there would have needed to be a caveat before that that could actually be implemented. And that waiver would need to get approval and there are very specific circumstances in which waiverss like that are approved. It's rare. It's an old law. But that wasn't
045mentioned there. It wasn't mentioned in the work session. And that leads to the impression of something that we occasionally call an illusion of choice. that one of those options wasn't really an option because it couldn't be implemented without a waiver. We didn't have a waiver and the VDOE has confirmed they didn't receive a request for a waiver either. And so without that waiver, we can't implement that. And so the public needs to be aware that what they're really getting what I had said in my previous comments that the full scope of what is being presented is being voted on. Otherwise, the vote loses its meaning because we don't really have a choice. There isn't really an option. And I did also appreciate that we have shifted some of the language. I think I heard that
046we're calling them teacher work days now, not just staff days. Even though the staff language does make it a little more inclusive for people that do work in the building, it really does matter how we phrase those days because teachers have a lot of work that needs to get done. And I I did some math. um three teacher work days in a 178 day calendar. That's every approximately nine weeks with the exception of the fourth quarter. 7.5 hours of teacher work time. Now, I read fast. I read about 400 words per minute. So, it's not amazing, but it's fast. And that would mean with the 78 students that I have on my case load currently, it would take me to read an essay assignment of anywhere between 500 and a thousand words, about eight hours
047to grade one assignment. I teach three classes a day, five days a week, 78 kids, average of two assignments per week. I get a planning period every day, so that's about seven and a half hours every week. And I get one day, one work day every approximately 45 days in this calendar. When do I conference? When do I lesson plan? When do I meet with my PLC's? When do I have department meetings? When do I have faculty meetings? When do I have I see the professional development days. I see the five professional development days. And it reminds me, and I'll make this as a closing thought, that calendars and budgets aren't just functional documents. They're moral documents. They tell us about what our priorities are. And professional development is important. I chose this week to
048do instead of two hours of professional development, six hours of professional development. Um, because I went to something that was being put on in Norfolk and it was really enlightening. I love professional development. But when we have an abundance of professional development and an absence of teacher work time, we don't have time to implement the professional development and we don't have time to do all those other really important things that we need to get done. Those teacher work days are valuable. I'm glad they're there. I'm glad we're calling them teacher work days because that means that there's a likelihood that that unrestricted um unstructured time will be respected. But I think it is important that we clarify how we talk about those days and how we include those days and how we look at how
049this calendar is going to and has been impacting teachers. We're at about 10 weeks now and we haven't had a break except for the one day this week and part of that day was professional development. >> Thank you so much. Good evening. >> Well, I said good evening. I'm sorry. >> Oh, good evening. >> You can bring it down to the clerk. >> Thank you so much. Thank you. >> So, I was going to discuss the two options put forward in the survey. Um, obviously the vote was taken before I got up here. And I will say I can't be happier to be up here to say thank you than I would have been, you know, to be up here to try to persuade you. So, um I do want to apprec I do want
050to appreciate out loud um the reasons why I think I think that is a decision made in the students better interest and the faculty. But um it I would be remiss if I didn't support what my colleague just said about um sever of her comments in particular the lack of any meaningful break between August and December and the amount of real time not scheduled necessarily but real time that we end up getting for teacher work days. I too am really psyched to see on the new schedule it designated as teacher work days. Um, for a point of comparison, we had one earlier this week on Wednesday and I had a meeting that went from 8 to 10 that was scheduled for that day and I had another meeting that went from 10 to 1 and
051in the meantime there was driving, there was lunch. So, the amount of time I actually had to work and what would have been a normally scheduled teacher workday was about two and a half hours. And that as my colleague said is two and a half hours so far this semester in addition to normal normal planning periods during some of which we have to proctor exams we have to do hall duty and all those things are things that we've signed up to do but I do want to recognize how important teacher work days are and advocate for a greater proportion of the time scheduled for actual work. Um as a point of reference in the teacher development that we got we had some really good resources given to us. Unfortunately, since we had final exams to
052grade and final projects to grade and a new half of a semester to plan for and grades to finalize, all of us left the meeting, closed the window, and like we'll be lucky if we look at it again or at least if we look at it again with the same kind of context that we had going into it. In other words, as my colleague said, we love getting new opportunities to new materials and new opportunities to work with them, but if we don't have time to develop that, nobody can implement a lesson with materials they've never seen before. So, substantial time needs to be planned for that. Um, that's one thing. Um, so, and I can't um emphasize enough too that we are all at our best when we are rested and when we are
053enthused and refreshed. And um that leads into what I was going to say as pertains to um why I think you all made an excellent decision tonight in terms of when the calendar ends in particular for the fall. The reason is that I've worked in a school district that has a December end date. It's one of those things that looks like a great idea on paper but has disastrous effects in practice. And the reason that I will never voluntarily work in a school district again that goes from whenever in the summer to ending at right before holiday break is because everybody is exhausted. Student behavior is off the charts in December. Um kids are getting sick right and left. Faculty are getting sick right and left. Um we've had a lot of really meaningful and
054I think important um discussion about mental health tonight and I think that that needs to um that needs to continue. really important and one of those things that happens in December, especially if we try to cram everybody through before Christmas is that everybody is at their breaking point in December. Um students don't have the grace of the two week of holiday break that many of them every year take to go from a failing grade into a passing territory. So, thank you for making that decision on all of our um you know emotional and physical and academic well-being. I appreciate that. And um just to reiterate um thank you for considering more um work time for us in the future. And um just just to slip this in there um if ever in the future it
055comes across your desks to perhaps consider a fall break that's more than a a a couple of days like a fall break maybe midocctober early October. I have worked in districts that have that and that has a real benefit on everybody's um on everybody's performance, teachers and students alike. Um whether it's a four-day, a five-day break, um it makes a big difference. If Thanksgiving is the only break that we get between um August and December and people are traveling and people are hosting and people are out of their minds, it's it's a lot. So, thank you for for making a a good decision for the for the upcoming school year calendar and I appreciate what you do. Thanks. Thank you so much. >> Thank you. Agenda item 8.1 is a resolution for American Education Week.
056Uh Dr. White. >> Good evening, school board chair Patillo, Vice Chair Atinson, school board members, and Dr. Bracie. our resolution. Whereas advocates for children, we work to provide opportunities for them to acquire the tools, skills, and knowledge required for the success in life. And whereas the Portsma City School Board is committed to maintaining our school's roles as places of discovery and innovation. And the board is committed to ensuring that our graduates have markable remarkable skills. And whereas the professional faculty has a duty to provide a complete and competitive education for all students. And whereas by presidential proclamation 5403, our nation will pause once again for the annual observance of American Education Week, November 17th through the 21st, 2025. With this year's theme, together for safe, just, and equitable schools. Now therefore, be it resolved that
057the Portsma City School Board reaffirms its commitment to public education and recognize that everyone shares in the responsibility for providing a high quality education for our children. And be it further resolved that the Portsmith local government and citizens be called upon to continue their support of a quality education for every student. and be it finally resolved that this resolution be archived as part of Portsouth Public School Board's official records. >> Move for approval. >> Motion made by Vice Chair Accent, second by Miss Futrell. Is there any discussion? >> Seeing none, roll call. Madam clerk, >> yes. Yes. >> Yes. >> Thank you so much. >> Agenda item 9.1, monthly report curriculum instruction. Dr. Dere Good evening, school board chair Patillo, Vice Chair Atinson, school board members, and Dr. Bracie. We're going to have a lot
058today to talk about. As you know, um there has been a change in the literacy landscape um in the state of Virginia over the past two years. We've kept you apprised of those changes. Um, and we are here today to bring you some updates about how we're addressing um, our literacy gaps and um, working on student achievement in the area of literacy from preK all the way up to uh, 12th grade. So, we're going to start today with a a short video that's kind of going to lay the foundation for where we've been and where we're going. uh after which our three coordinators that work with um K through 12, reading and language arts will come up here and um go over some of the highlights of the work that they've done this year and
059last year. So the Virginia Literacy Act is a legislation that [music] was passed in and so we're making sure that every child in Virginia receive evidence-based literacy instruction. We use UFly as a whole group. So students will have a certain materials to to use to make it easier for them to decode the word and then [music] spell out the words and then segment and at the same time blend the word. Say for example, [music] I have one student who used to read instead of reading the word cat, she used to read it through letters like c a t. as we keep on [music] doing you lessons each day. She is now learning giving the sound of each word. [music] So I'm happy about her improvements. So we have been using Read 180 and Il mostly
060in the class also with uh New Zeal. So with Read 180 we have different groups that allows them to have small [music] group instruction with the teacher and they get on the application and it's kind of like they mirror each other. So when we come [music] talk in the group about different things then they are allowed to go on the application. Uh especially with comprehension and vocabulary they still learn those things no matter what. I have seen improvement especially in vocabulary using read 180. With doing the different skills up there [music] they able to break words apart. They're able to find the root word in the word and be like well this means that so [music] I know what this word means. So within the Virginia literacy act, we've had to evolved our pra our
061practices [music] to match the science of reading. So that screener that we've always used in Virginia has been revised and it's now called vows. So that vow screener now helps us to pick out any students that are high risk for [music] reading difficulties that now we can identify those students and then now we employ our reading specialists [music] and those instructors to help close those gaps. Spire is the program the intervention program that we use. It's a specialized program that for reading [music] excellence and we also have vowels instructors that come in to target small groups for those [music] kids who score high risk as well as we look at the ones who are moderate to make sure they stay on track. So before it was kind of like the wild wild west. You did
062whatever you thought your heart desired, right? >> [music] >> Whereas now the difference is that no matter if I get teacher A, B or C on a grade level, I know that my student and my child, they are getting evidence-based [music] curriculum that has been approved by the Virginia Department of Education. >> Good evening, Dr. Bracie, school board chair, Dr. Patillo, Vice Chair, Miss Atinson, and school board members. We are the Office of Reading and English. I'm Nicole Booker, reading English coordinator. >> Good evening. My name is Lisha McCoy. I am the reading intervention coordinator. >> Good evening. I'm Dr. Venus Usanga, secondary coordinator of English. We would like to share how we are using our so data to improve student achievement in the area of reading and English. Thank you so kindly for watching
063our video. Our um based on our approved HQIM, which is our high quality instructional materials, we wanted to provide our teachers with structure on how much time to spend on our resources. For example, K through two has 120 minutes and it's displayed here for their reading block with an additional 30 minutes this year for intervention. Grades four and five have 62 or 6 83 minutes based on the number of teachers for each grade level. The gray sections here displayed show additional 30 minutes dedicated this school year in grades K through three for daily reading intervention designed to help closing existing reading gaps in elementary. We are also incorporating flexible groups this year during tier one instruction to differentiate instruction for students and Val's instructional indicators can be addressed during this time. As you all are
064aware, Val screener replace PALS. This guide helps teachers know what resources can be used with students and how much time is allocated for each group. As Miss Booker discussed vows, you see here that vowels stands for the Virginia language and literacy screening system. So when we say vows, that is the screener that we're referring to that replaced PALS once before. So the Virginia language and literacy screening system serves two distinct purposes for K through three. The vows function as a early literacy screening tool designed to identify students at risk for reading difficulties. Now this early warning system enables educators to provide timely evidence-based inter interventions that support the development of those foundational literacy skills. Now going to the other side where we have now vows has extended to our grades four through eight. So we
065started that this year and grades four through eight vows is administered to students who did not pass the previous year's reading standards of learning that so test at these grade levels. The assessment is used to determine the specific factors contributing to the students reading comprehension challenges which guides that targeted instructional planning that leads into the services of intervention. So therefore, under continuing those compliances under the Virginia Literacy Act, we have student reading plans. So the Virginia Literacy Act, often refers to the VA, establishes clear expectations for the de the development and implementation of the student reading plans through a collaborative team approach. Now this process involves the reading specialists, classroom teachers, administrators, parents, and families working together to support the students literacy growth. Professional development has been provided to the reading specialist on the procedures
066and requirements for creating and implementing the student reading plans. Now, in accordance with the Virginia Literacy Act, the reading specialist is responsible for overseeing the student reading plan process within each school building to ensure the consist consistency and compliance. Now, what is a student reading plan? A student reading plan is an individualized plan that outlines the evidence-based instruction and interventions designed to support students who have not met those literacy benchmarks mentioned before. The plan systematically targets the students specific areas of need in reading and includes ongoing progress monitoring to measure growth over time of the plan. Now, who gets a plan? The student reading plan is required under Virginia Literacy Act to students in grades K through three who are high risk identified by vows. Also in grades four through eight, we are required to
067provide student reading plans to any grades four through eight students who did not pass the previous year's so that scored a fail or below basic. At the middle school level, we use NWA MAP valves and so data to provide intervention through targeted small groupoup instruction for those that did not do well or provide enrichment for those who are mastering skills. Middle school has also moved to an AB schedule where the alternate ELA days with intervention or enrichment days as you see here. All right. Um, we have been afforded the opportunity to work with our Virginia, our VLP coaches. They are from the Virginia Literacy Partnership. They support our elementary and our secondary ELA support team monthly to provide professional development that helps us to support the wide variety of levels of teachers we serve by
068sharing evidence-based instructional strategies that are aligned with our HQIM known as our high quality instructional materials as well as our new 2024 standards. The knowledge gained during these sessions are used as a turnkey for our teachers and staff. All righty. In addition to that, we have our elementary and secondary teachers here that are actively participating in focus afterchool professional development sessions designed to build instructional capacity and strengthen classroom practice. In addition, elementary has two-week rotations called look fors to help monitor the implementation of our HQIM and also to support our wide variety level of teachers with targeted micro PDS based on our findings. And as you can recall from last year, um the expectation from VDOE was for all teachers to complete the mandated VL Canvas course sessions. Instead of PD provided by the division,
069we gave teachers back that time to complete the course. So, thank you for those PD days in the calendar. Um and we also were able to give them a monetary compensation um upon completion. This year, the only teachers taking Canvas course are our new teachers to the division. Do you have any questions or concerns for us? >> Thank you. Do you have any questions for board members? Uh, Vice Chair Atinson. >> Thank you, Chair. Uh, thank you, Miss Booker, Miss McCoy, Miss Funga um for that presentation. I think it answers some questions um from our last work session. Um, I see the uh intervention blocks for K8. Um, do we have intervention blocks for high schoolers as well? No, but we did add a course in ninth grade called our um structured literacy course. And
070that is for those students that did not pass the so um in eighth grade. And so to give them that boost before going into English 9, they will take that strategic reading course. Gotcha. So do we do we continue from after they take that course from eight and nine or is there like a a stop period? Are we still pulling them if they're not passing? So teachers do pull small groups in their classroom during tier one instruction. >> Gotcha. Thank you, >> Dr. Walker. >> Good afternoon. >> Well, I would be remiss not to say that from 2017 to 2022, this is the team that I serve with as a program specialist for the office of reading and English. And I see that a lot of improvements have been made and continue to be made.
071So that's great as an advocate that I am for English and especially for special education. And I also have to say that Miss Booker was my fifth grade teacher. And now I get to say thank you again, Miss Booker, for instilling the education in me to help me be a part of my educational legacy to sit here as a school board member. Anything else for board members? >> Thank you all so much. >> Thank you. >> Agenda item 9.2 is the VSBA Academy Awards. Uh Dr. Brace. >> Uh thank you chair. So I the wards and Dr. White is going to assist me uh with presenting the awards to your board members from VSBA and it's presented in in the in the the order in which you were actually designated. So what we have we
072have three uh areas. We have certificate of distinction. We have a cert certificate of honor, certificate, certificate of achievement, certificate of res recognition. So actually four. So starting with the first one, uh Dr. Patillo receives a starfish pin which is a certificate of distinction. [applause] Also certificate of distinction, Miss Irene Boon. Another starfish certificate of distinction, Dr. from Melvin Kaiden. [applause] Next we have the gold pen certificate of honor, Miss Quanea Futrell. Certificate of achievement, bronze pen, Miss Lakesha Atinson. Certificate of recognition, Miss Tamara Shoemake. [applause] >> Tamara, no. You >> No, no. Look, you know what? I got that from from the meeting earlier this week. Yeah. [laughter] >> Yeah. Gina messed me up. Yeah. Yeah. Yeah. >> Yeah. Dr. Jacqueline Walker also certificate of recognition. You know, I know your name. Yeah. >>
073And we do have one more uh gold pen certificate honor, Dr. Eli Bracie. >> Thank you. Thank you, sir. >> All right. Agenda item 10.1, monthly report. Dr. Bracie. >> All right. All right. So, good evening again, Chairman Patillo, Vice Chair Atinson, and members of the board. We have a lot of great things happening this month, so I'll jump right in. We wrapped up our first nine weeks this past Tuesday. So, I want to congratulate our students and staff on a great start to the school year. It's hard to believe that we're already a quarter way through. With that, I also want to remind families that report cards will be going home next Tuesday, October 28th. Next up, I'm happy to share that our divisionwide college fair is back. Monday, October 27th, we will again
074host the fair at Churchland High School. Students from all three of our high schools will be participating and will get to meet with college representatives oneonone or in small groups. In fact, we have more than 60 colleges and universities who are participating this year. So, we're excited for the momentum that it will create for our high schoolers. Also, next week we have two other special events in the division. First, we have the attendance matters workshop that will open that will be open to all families kindergarten through 12th grade hosted by offices of student support services and federal programs in prek. This event will help families understand the importance of their child's attendance. This time together will also be used to give attendees all the information they need about resources and supports we have in place
075to help families maintain or improve their child's attendance. The workshop will take place at the Emily Spong Center and it will be Wednesday, October 29th at 6 PM. Wednesday, October 29th, we have another great event and that is one for our students with special needs. The Office of Special Education and Related Services is hosting a special trick-or- treat event. Students and families can come to SH Clark Academy from 5 to 7:00 p.m. that Wednesday, and they will be prepared to have a great night out together. There will be plenty of candy, games, prizes, and probably a fun surprise or two for those that attend. If you need more specific information, you can call the Office of Special Education and Related Services at 7573938792. Finally, I have one calendar planning reminder for our families. Tuesday, November
0764th is a professional development day for staff members, so there will be no school for students that day. Thank you, Chairman Patillo. That completes my report. >> Thanks so much, Dr. Bracie. Uh before our vice chair move us into closed meeting, it's a reminder for our uh camera crew to remain because we have to come back out and uh close the meeting once we finish with closed session. Uh for that vice chair, >> I move that the board enter into a closed meeting under the provisions of section 2.2-3711 of the code of Virginia for the following purpose. Consideration of personnel matters including the assignment, performance, and resignation of specific school employees as permitted under subsection A.1 and consultation with legal counsel concerning a legal matter requireing the advice by such council as permitted under subsection
0778.8. >> Motion made and second by Miss Boon. Any discussion? Roll call. Madam clerk. >> Yes. Yes. >> Yes. >> We're now moving to close meeting Vice Chair bring us out of closed meeting. >> I move that each board member certify that the to the best of his or her knowledge only matters which are lawfully exempted from open meeting requirements and which were identified in a motion to go into closed meeting were heard, discussed or considered during the proceeding closed meeting. I have a motion. We have a second. Second by Miss Futil. Is there any discussion? Seeing that roll call, madam clerk, >> thank you. >> Yes. >> Thank you so much. Do we have any further comments or business by board members at this time? Seeing none, the meeting is now adjourned. [snorts]